Reaccreditation

Self-Study 2016

Prepared for The New England Association of Schools and Colleges, Inc.

The Commission on Institutions of Higher Education

Mission/Vision/Values Statement WE ARE ALL TEACHERS. WE ARE ALL LEARNERS.

MISSION NHTI is a dynamic public institution of higher learning providing accessible, rigorous education, serving students, businesses, and the community by creating pathways for lifelong learning, career advancement, and civic engagement. VISION By strengthening and expanding partnerships across the education and business spectrum, NHTI will create an environment that fosters innovative teaching and learning, supports economic vitality, and meets the needs of a diverse community of global citizens. VALUES These values support our Mission and Vision:

Learning We foster intellectual curiosity and the application of knowledge to promote lifelong critical and creative thinking.

Mutual respect We encourage an environment in which civility, humor, kindness, and collegiality cultivate an open exchange of ideas.

Engagement We actively seek interaction, collaboration, and partnership with individuals, businesses, and community organizations for mutual enrichment in a diverse community and global economy.

Accountability We are committed to individual and institutional responsibility in the stewardship of our human, physical, and fiscal resources.

Innovation We support responsible risk-taking and the pursuit of new ideas to thrive in an evolving world.

Integrity We expect all members of the college community to demonstrate fairness, honesty, and ethical behavior in all of their actions and interactions.

Educated Person Statement of Philosophy Acknowledging that students will not only be workers but also citizens, family members, consumers, and life-long learners in a democratic society, NHTI seeks to foster in its students an understanding of the intellectual, cultural, aesthetic, economic and social dimensions of the world in which they live. While our students learn not only the technical theory and practice which will make them successful in their work, they also learn to analyze those ideas and values which will enable them to participate fully in the culture of their community. With this philosophy as a guide, therefore, NHTI stresses the acquisition of knowledge and skills which will allow students to be successful in a variety of roles: workers, students, community members, leaders, consumers, etc. Therefore, we commit ourselves to the following outcomes which we feel define the educated person:

1. demonstrates the values of integrity, responsibility, perseverance, tolerance of ambiguity, and appreciation for diversity; 2. reads, writes, speaks, and listens on a level that will facilitate the ability to work in a discipline and participate and contribute

in a democratic community; 3. demonstrates a process for gathering, evaluating and applying information rationally and consistently to guide moral and

ethical behavior; 4. demonstrates an understanding of diverse ideas, emotions and modes of expression, as expressed through literature and the

arts; 5. evaluates the effect of historical trends, events, institutions, and social systems on society; 6. recognizes own strengths and weaknesses as a learner, and develops strategies for time management, documentation,

evaluation processes, and personal improvement; 7. performs mathematical operations necessary to be competent in both a personal and professional setting; 8. demonstrates scientific thought, both quantitatively and qualitatively, by learning to recognize and formulate questions for

analysis of human and technical problems; 9. demonstrates basic applications of computer technology to be competent on both a professional and personal level.

NHTI, Concord’s Community College Concord, NH

Reaccreditation Self Study Report February 2016

Prepared for:

The Commission on Institutions of Higher Education New England Association of Schools and Colleges, Inc.

NHTI – CONCORD’S COMMUNITY COLLEGE 2016 SELF-STUDY REPORT

prepared for the COMMISSION ON INSTITUTIONS OF HIGHER EDUCATION

of the NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES

TABLE OF CONTENTS

Institutional Characteristics Form

Introduction……………………………………………………… INTRO.1-INTRO.4

Table of CIHE Actions…………………………………………... ACT.1

Overview………………………………………………………….. OVER.1-OVER.3

Narrative

Standard One: Mission and Purposes……………………......... I.1-I.6

Standard Two: Planning and Evaluation……………………… II.1-II.4

Standard Three: Organization and Governance…………......... III.1-III.10

Standard Four: The Academic Program…………………........ IV.1-IV.17

Standard Five: Faculty………………………………………... V.1-V.11

Standard Six: Students………………………………………... VI.1-VI.13

Standard Seven: Library and Other Information Resources….. VII.1-VII.7

Standard Eight: Physical and Technological Resources……… VIII.1-VIII.6

Standard Nine: Financial Resources………………………….. IX.1-IX.9

Standard Ten: Public Disclosure……………………………… X.1-X.7

Standard Eleven: Integrity……………………………………. XI.1-XI.6

APPENDICES

Appendix A : Affirmation of Compliance

Appendix B: E Forms

Appendix C: S Forms

Appendix D: Audited Financial Statement (FY2014) and Auditor’s Management Letter

Appendix E: NHTI Governance Wheel

Appendix F: Update on CCSNH Enhanced Credit Transfer Initiative

Appendix G: List of Workroom documents

Institutional Characteristics

Form

Institutional Characteristics Form This form is to be completed and placed at the beginning of the self-study report: Date: January 2, 2016 1. Corporate name of institution: NHTI, Concord’s Community College 2. Date institution was chartered or authorized: 1961 3. Date institution enrolled first students in degree programs: 1965 4. Date institution awarded first degrees: 1966 5. Type of control: Public Private State Independent, not-for-profit City Religious Group Other (Name of Church) ______________________________ (Specify) ___________________ Proprietary Other: (Specify) ___________________ 6. By what agency is the institution legally authorized to provide a program of education beyond high school, and what degrees is it authorized to grant? State of New Hampshire; Associate degree, certificate, diploma 7. Level of postsecondary offering (check all that apply) Less than one year of work First professional degree At least one but less than two years Master’s and/or work beyond the first professional degree Diploma or certificate programs of Work beyond the master’s level at least two but less than four years but not at the doctoral level (e.g., Specialist in Education) Associate degree granting program A doctor of philosophy or of at least two years equivalent degree Four- or five-year baccalaureate Other doctoral programs __________ Other (Specify) 8. Type of undergraduate programs (check all that apply) Occupational training at the Liberal arts and general

crafts/clerical level (certificate or diploma) Occupational training at the technical Teacher preparatory or semi-professional level (degree) Two-year programs designed for Professional full transfer to a baccalaureate degree Other___________________ 9. The calendar system at the institution is: Semester Quarter Trimester Other __________________ 10. What constitutes the credit hour load for a full-time equivalent (FTE) student each semester? a) Undergraduate _12 credit hours b) Graduate _ _NA c) Professional __ NA 11. Student population: (From Fall 2015 Headcount) a) Degree-seeking students: Undergraduate Graduate Total Full-time student headcount 1809 NA 1809 Part-time student headcount 2334 NA 2334 FTE 3413.92 NA 3413.92 b) Number of students (headcount) in non-credit, short-term courses: 149 12. List all programs accredited by a nationally recognized, specialized accrediting agency.

Program Agency Accredited

since Last

Reviewed Next

Review

College Accreditation

Commission on Institutions of Higher Education (CIHE) of the New England Association of Schools and Colleges (NEASC)

2001 2006 2016

Accounting Accreditation Council for Business Schools and Programs (ACBSP)

2005 2005 2016

Architectural Engineering Technology

Accredited by the Engineering Technology Accreditation Commission (ETAC) of the Accreditation Board for Engineering and Technology (ABET)

1978 2012 2018-19

Business Administration Accreditation Council for Business Schools and Programs (ACBSP)

2005 2005 2016

Child & Family Development Center

National Association for the Education of Young Children (NAEYC)

2005 2015 2020

Computer Engineering Technology

Accredited by the Engineering Technology Accreditation Commission (ETAC) of the Accreditation Board for Engineering and Technology (ABET)

1989 2012 2018-19

Dental Assisting Commission on Dental Accreditation of the American Dental Association (CODA)

1973 2011 2018

Dental Hygiene Commission on Dental Accreditation of the American Dental Association (CODA)

1970 2011 2018

Diagnostic Medical Sonography

Commission on Accreditation of Allied Health Education Programs (CAAHEP)

2000 2011 2017

Electronic Engineering Technology

Accredited by the Engineering Technology Accreditation Commission (ETAC) of the Accreditation Board for Engineering and Technology (ABET)

1970 2012 2018-19

Hospitality and Tourism Management

Accreditation Council for Business Schools and Programs (ACBSP)

2005 2005 2016

Information Technology CISCO Academy 1999 2015 2018

Legal Nurse Consultant Approved by the American Bar Association 2012

Not yet reviewed –

interim report 2015

2018

Manufacturing Engineering Technology

Accredited by the Engineering Technology Accreditation Commission (ETAC) of the Accreditation Board for Engineering and Technology (ABET)

1989 2012 2018-19

Mechanical Engineering Technology

Accredited by the Engineering Technology Accreditation Commission (ETAC) of the Accreditation Board for Engineering and Technology (ABET)

1970 2012 2018-19

Nursing (RN) The NHTI Associate Degree program is approved by the New Hampshire Board of Nursing.

1970 2011 2016

Nursing (RN)

The Associate Degree Program is also accredited by the Accreditation Commission for Education in Nursing (ACEN), formerly NLNAC

1974 2008 2016

Nursing (PN) The NHTI Practical Nursing program is approved by the New Hampshire Board of Nursing.

2004 2014 Program closed

12/2014

Nursing (PN)

The Practical Nursing Program is also accredited by the Accreditation Commission for Education in Nursing (ACEN), formerly NLNAC

2008 2013 Program closed

12/2014

Orthopaedic Technology

National Board for Certification of Orthopaedic Technologists (NBCOT) and National Association of Orthopaedic Technologists (NAOT)

2009 2015 2017

Paralegal Studies Approved by American Bar Association as a legal assistant education program

2005 2012 2018

Paramedic Emergency Medicine

Committee on Accreditation of Allied Health Education Programs (CAAHEP)

2000 2015 2018

Paramedic Emergency Medicine

Massachusetts Office for EMS (OEMS) 2006 2015 2018

Radiation Therapy Joint Review Committee on Education in Radiologic Technology (JRCERT)

2004 2014 2022

Radiologic Technology Joint Review Committee on Education in Radiologic Technology (JRCERT)

1983 2014 2022

Sports Management Accreditation Council for Business Schools and Programs (ACBSP) 2005 2005 2016

Teacher Education Conversion

New Hampshire State Board of Education 2005 2011 2017

13. Off-campus Locations. List all instructional locations other than the main campus. Foreach site, indicate whether the location offers full-degree programs or 50% or more ofone or more degree programs. Record the full-time equivalent enrollment (FTE) for themost recent year.Add more rows as needed. Full degree 50%-99% FTE A. In-state Locations NA

B. Out-of-state Locations NA

14. International Locations: For each overseas instructional location, indicate the name ofthe program, the location, and the headcount of students enrolled for the most recentyear. An overseas instructional location is defined as “any overseas location of aninstitution, other than the main campus, at which the institution matriculates studentsto whom it offers any portion of a degree program or offers on-site instruction orinstructional support for students enrolled in a predominantly or totally on-lineprogram.” Do not include study abroad locations.Name of program(s) Location Headcount NA

15. Degrees and certificates offered 50% or more electronically: For each degree or TitleIV-eligible certificate, indicate the level (certificate, associate’s, baccalaureate, master’s,professional, doctoral), the percentage of credits that may be completed on-line, andthe FTE of matriculated students for the most recent year. Enter more rows as needed.Name of program Degree level % on-line FTE Accounting Associate Degree 100 .50 Business Administration Associate Degree 100 20.67 Criminal Justice Associate Degree 100 20.83 Early Childhood Education Associate Degree 100 9.33

Early Childhood Education (Basic and Advanced) Certificate 100 5.75 General Studies Associate Degree 100 45.17 Hospitality and Tourism Management Associate Degree 100 .92 16. Instruction offered through contractual relationships: For each contractual relationship through which instruction is offered for a Title IV-eligible degree or certificate, indicate the name of the contractor, the location of instruction, the program name, and degree or certificate, and the number of credits that may be completed through the contractual relationship. Enter more rows as needed. Name of contractor Location Name of program Degree or certificate # of credits 17. List by name and title the chief administrative officers of the institution. Function or Office Name Exact Title Year of

Appointment Chair, Board of Trustees (CCSNH) Paul Holloway Chair, Board of Trustees (CCSNH) 2004 Chair, Advisory Board (NHTI) Helmut Koch Chair, Advisory Board (NHTI) 2013 President/CEO Susan Dunton President 2014 Executive Vice President Chief Academic Officer Pamela Langley Vice President of Academic Affairs 2004 Deans of Schools and Colleges (insert rows as needed) Chief Financial Officer Melanie Kirby Chief Financial Officer 1998 Chief Student Services Officer Stephen Caccia Vice President of Student Affairs 1998 Planning

Institutional Research Gary Gonthier Statistician 2003 Denis Normandin Associate V.P. of Academic Affairs 2013

Assessment Rebecca Dean Director, Academic Center for Excellence 2013 Denis Normandin Associate V.P. of Academic Affairs 2013

Development Lee Ann Lewis Director of Institutional Development and Alumni 2008

Library Stephen Ambra Chief Library Officer 2004 Chief Information Officer Thomas Towle Director, Technology Services 2006 Continuing Education Trisha Dionne Director of Online Learning 2013 Grants/Research Denis Normandin Associate V.P. of Academic Affairs 2013 Admissions Charles Lloyd Associate V.P. of Student Affairs 2014 Registrar Michele Karwocki Registrar 2002 Financial Aid Sheri Gonthier Director of Financial Aid 2001 Public Relations Alan Blake Director of Communications/Public Information Officer

2006 Alumni Association Lee Ann Lewis Director of Institutional Development and Alumni

2008 Other

18. Supply a table of organization for the institution. While the organization of any institution will depend on its purpose, size and scope of operation, institutional organization usually includes four areas. Although every institution may not have a major administrative division for these areas, the following outline may be helpful in charting and describing the overall administrative organization: a) Organization of academic affairs, showing a line of responsibility to president for each department, school division, library, admissions office, and other units assigned to this area NHTI – Concord’s Community College

Academic Affairs Organizational Chart

b) Organization of student affairs, including health services, student government,intercollegiate activities, and other units assigned to this area;NHTI – Concord’s Community College Student Affairs Organizational Chart

c) Organization of finances and business management, including plant operationsand maintenance, non-academic personnel administration, IT, auxiliaryenterprises, and other units assigned to this area;NHTI – Concord’s Community College

Administration & Finance Organizational Chart

d) Organization of institutional advancement, including fund development, public relations, alumni office and other units assigned to this area. NHTI – Concord’s Community College

Communications/Public Relations Organizational Chart

19. Record briefly the central elements in the history of the institution: NHTI: A Brief History Year Historical Event 1961 July The General Court creates New Hampshire Technical Institute (from the existing two technical institutes) and five vocational-technical schools, within the Department of Education; an advisory committee of seven also created. 1963 January Ground broken for the first academic building and men's residence hall between Fan Road and the now-closed Intervale Road. 1964 May George M. Strout appointed Director of the Institute by Governor John W. King to serve under Paul E. Farnum, Commissioner of Education, and Deputy Commissioner Earl H. Little, and with offices located in the State House Annex. 1964 November First full-time personnel employed to plan for the 1965 opening. Offices move to temporary quarters on the campus (the "Brown house") on the site of the present North Hall lobby. 1965 April 30 Ribbon cutting for the first academic building. Keys presented to the State. Offices move to what is now Earl H. Little Hall. 1965 May Electrical Engineering Technology, Electronic Engineering Technology and Mechanical Engineering Technology programs receive candidacy for accreditation status from the Engineers' Council for Professional Development (now the Accrediting Board for Engineering and Technology). 1965 September 256 students enroll in the first day school classes, instructed and supported by 16 faculty, 1 librarian, and various staff. Electronic Data Processing, Electronic Engineering Technology, Electrical Engineering Technology and Mechanical Engineering Technology programs open. 1965 November 12 Dedication of the New Hampshire Technical Institute campus. 1966 June 11 First Commencement. The Job Placement Program created to serve NHTI graduates. 1967 March Institute receives candidacy for accreditation status from the New England Association of Schools & Colleges, Inc. (NEASC).

1967 June New Hampshire Legislature appropriates funds for new library, health building, cafeteria expansion, and a women's residence hall. 1969 December New Hampshire Technical Institute receives full accreditation from the New England Association of Schools & Colleges, Inc. NHTI is the first public technical institute in New England to receive full accreditation. 1970 August Electrical Engineering Technology, Electronic Engineering Technology and Mechanical Engineering Technology programs granted full accreditation by the Engineers' Council for Professional Development. 1970 September Associate Degree programs in Nursing, Dental Hygiene, and Radiologic Technology opened. Total enrollment increases to 414 full-time day students. 1970 October Dedication of the Paul E. Farnum Library and health science building. 1972 October 29 Dedication and opening of women's residence hall. 1973 July 1 Dr. David E. Larrabee, Sr., appointed Director/President. 1975 July Legislature appropriates funds for the remodeling and development of a dental laboratory. 1981 September Academic schedule changes from quarter to semester calendar. 1983 June 17 Legislature authorizes the separation of the Department of Postsecondary Vocational-Technical Education with a seven-member Board of Governors from the Department of Education, effective July 1, 1983. Authorizes the appointment of a Commissioner. 1983 December Mary Pillsbury Brown named first Department Commissioner. 1986 April 30 Sweeney Hall dedicated. 1988 October 26 Ground broken for Christa McAuliffe Planetarium. 1989 May 19 5,000th Associate Degree conferred upon James F. Lamson. 1989 July 11 New Hampshire Technical Institute receives $100,000 donation from the family of Dr. Goldie Crocker, who founded NHTI's Nursing program and who taught from 1969-1983.

1989 August North Hall is dedicated to house 400 students. 1989 October 2 Dr. Jeffery Rafn named Commissioner of the Department. 1991 Summer First use of Banner® software for registration. 1993 Summer Technology Deployment Center (now the Business Training Center) begins service to Business and Industry. 1994 August North Hall, west wing, converted from residences to faculty offices. 1995 April 11 Groundbreaking for Dr. Goldie Crocker Wellness Center. 1995 July 10 The Department of Postsecondary Vocational Technical Education is reorganized [HB 152]. NHTI remains a single college/campus; six sister colleges are configured into three colleges on six campuses. Seven presidents are reduced to four. The positions and titles of Deans and Division Chairs are eliminated. Three new positions are created at NHTI: Vice President of Academic Affairs, Vice President of Student Affairs, and Vice President of Continuing and Corporate Education. Dr. David E. Larrabee, Sr. resigns as President. Dr. William G. Simonton is named Interim President. 1995 August 4 System renamed Department of Regional Community Technical Colleges. 1996 March Campus approves Mission/Values/Vision Statement 1996 August 28, Dr. William G. Simonton named President by the Governor and Executive Council. 1997 July Dr. Jeffery Rafn resigns as Commissioner. Former Governor Walter Peterson is appointed Interim Commissioner of the Department. 1997 Fall After more than 30 years with the Commission on Technical and Career Institutions, NHTI decides to seek candidacy for accreditation from NEASC's Commission on Institutions of Higher Education (CIHE). Self-study process begins. 1998 January Stephen P. Caccia is named Vice President of Student Affairs. 1998 July 15 Dr. Glenn DuBois becomes third Commissioner of the Department. 1999 January 1 RSA 188-F (revised) institutes a Board of Trustees for the System, replacing the previous Board of Governors.

NH Community Technical College Foundation established. 2000 May New Hampshire Technical Institute awarded candidacy status for accreditation by the Commission on Institutions of Higher Education (CIHE) of the New England Association of Schools and Colleges. Self-study process begins for full CIHE accreditation. 2001 April Library, Learning Center, and bookstore open in new facility. 2001 April NHTI receives full accreditation from the Commission on Institutions of Higher Education of the New England Association of Schools and Colleges (retroactive from November 2001 vote by Commission). 2001 July Dr. Glenn DuBois resigns as Commissioner of the New Hampshire Community Technical College System; John O'Donnell (formerly Deputy Commissioner) named Interim Commissioner. 2003 October Dr. William G. Simonton appointed Commissioner of the New Hampshire Community Technical College System by Gov. Craig Benson. 2003 October B. Lynn Tolbert Kilchenstein named Interim President of NHTI. The Grappone Family donates $20,000 to NHTI, kicking off the college's first private fundraising efforts, with an ultimate commitment of $1,000,000 toward the Capital Campaign to build a new Health Education Center to improve and expand allied health education. 2003 December Pamela M. Langley named Interim Vice President of Academic Affairs. 2004 July B. Lynn Tolbert Kilchenstein named President of NHTI. 2004 August New wing of MacRury Hall opens to house expansion of Allied Dental Education programs. 2005 January Pamela M. Langley named Vice President of Academic Affairs. 2006 January New Student Center ribbon-cutting ceremony. 2006 NHTI reaccredited by CIHE/NEASC. 2007 July Dr. Richard Gustafson appointed as interim Commissioner.

2007 New Hampshire Legislature approves SB 82 establishing self-governance of the state’s community college system through its Board of Trustees. The New Hampshire Community Technical College System becomes the Community College System of New Hampshire. The title of Commissioner of the System changes to Chancellor. The Board appoints Dr. Richard A. Gustafson as the first Chancellor of the CCSNH. 2007 Fall Beverly D. Grappone Hall opens. This silver LEED-certified building houses state-of-the-art nursing instructional facilities and culminates the College’s first ever capital campaign, including a $1 million gift from the Grappone Family, $1 million in private donations, a $500,000 federal grant, and $4 million in State capital funds. 2008 January New Hampshire Gov. Lynch and the Executive Council approve changing names of community colleges to Great Bay Community College, Lakes Region Community College, Manchester Community College, NHTI – Concord’s Community College, Nashua Community College, River Valley Community College, and White Mountains Community College. 2010 Fall South wing of MacRury Hall re-opens after a one-year, $3.5 million renovation into a state-of-the-art, high tech teaching facility for the Radiologic Technology, Radiation Therapy, Paramedic, Orthopaedic Technology, and Biology programs. 2010 President’s Fund for Excellence established as a means to fund the highest priority needs of the College, and to award student excellence with scholarships. 2011 January Inauguration of Winter Fling/Dancing with the Concord Stars, NHTI’s signature fundraising event. Event sells out each year and raises $220,000 over its first 5 years. 2011 August Dr. Richard Gustafson resigns as Chancellor after 4 years. Bonnie Newman named as Interim Chancellor. 2012 February Dr. Ross Gittell appointed Chancellor of the Community College System of NH. 2013 NHTI launches first 100% online programs: Business, Criminal Justice, Early Childhood Education, General Studies, and Hospitality & Tourism Management 2013 December Lynn Tolbert Kilchensten, President since 2003, retires. VP of Student Affairs Steven P. Caccia named Interim President.

2014 July Dr. Susan B. Dunton named President of NHTI. 2015 April Brookings Institution ranks NHTI first in the nation among two-year colleges as measured by the actual mid-career salaries of its graduates. 2015 September NHTI awarded a $2.5 million federal TAACCCT job-training grant aimed at boosting information technology programs. 2015 October 3 NHTI celebrates 50th anniversary with day of public events and birthday gala, and release of commemorative book and video.

Introduction

Institution Name: NHTI - Concord's Community College

OPE ID: ? 00258100

1

? 0 Certified: QualifiedFinancial Results for Year Ending: ? Yes/No Unqualified Most Recent Year ? June 30, 2014 Yes Unqualified 1 Year Prior June 30, 2013 Yes Unqualified 2 Years Prior June 30, 2012 Yes Unqualified

Fiscal Year Ends on: 06/30

Budget / Plans Current Year 2016 Next Year 2017

Contact Person: ? Pamela M. Langley, LP.D.

Title: Vice President of Academic Affairs

Telephone No: 603.230.4020

E-mail address plangley@ccsnh.edu

"DATA FIRST" FORMS

GENERAL INFORMATION

Annual Audit

INTRO.1

INTRODUCTION

In undertaking a comprehensive self-study process for reaccreditation by the Commission on Institutions of Higher Education (CIHE) of the New England Association of Schools and College (NEASC), NHTI – Concord’s Community College hoped to give all employees a broader understanding and appreciation for the work of all departments and offices within the college, as well as its relationships with the Community College System of New Hampshire (CCSNH) System Office and Board of Trustees. In developing that broader understanding, the self-study process has helped to identify both areas of strength and areas for growth and improvement, and in some areas, individuals have already stepped forward to lead those growth and improvement efforts.

NHTI began the self-study process in January 2014 by hosting Dr. Patricia O’Brien, Senior Vice President of the Commission. Dr. O’Brien provided an overview of institutional accreditation to all employees at the all-college breakfast prior to the start of spring classes; she provided a more in-depth presentation to all faculty later in the day. Subsequent to that meeting, full-time faculty submitted their top three choices for team assignments to the Vice President of Academic Affairs (VPAA), who would chair the Steering Committee. By April 2014, the Vice Presidents Council had approved the VPAA’s recommendations for team chairs, who would comprise the Steering Committee along with members of the Vice Presidents Council. The Steering Committee held its first meeting in May 2014 to review the process, their roles as team chairs, and the timeline for completion of the self-study. During the summer, the VPAA reviewed the faculty requests for team assignments and established teams with an eye toward ensuring that each team had broad representation from NHTI’s various academic departments and academic support services offices. Initial team meetings were held as part of the 2014-15 academic year “kick-off” weeks in August 2014. The VPAA also made presentations to the NHTI Advisory Board in the fall of 2014, to the CCSNH Board of Trustees in August 2015, and to the NHTI Student Senate in December 2015 to explain the purposes and process of the CIHE self-study.

Teams conducted their work on the Description sections during the 2014-15 academic year and completed their work on the Appraisal and Projections section by the middle of the Fall 2015 semester. The Steering Committee met regularly to review drafts of the narrative to confirm the accuracy of content, to identify missing content, and to ensure that, especially with regard the Appraisals, the intentions of each team were accurately conveyed. Team chairs were responsible for keeping their teams informed of Steering Committee decisions as the report took shape and to advise the VPAA if team members had concerns about revisions, additions, or deletions of content during the editing process so that explanations could be provided and additional changes made, if necessary. During the month of January 2016, the final drafts of each standard were completed and once again reviewed by the Steering Committee. These drafts were posted to the NHTI website during the first week in February 2016 for open review and final comment by all college constituencies.

INTRO.2

During the weeks between submission of the self-study report and the evaluation team’s visit, the entire college will be engaged in preparations, including continuing to familiarize themselves with the contents of the entire report.

The list of team chairs and participants follows this Introduction. In addition, special thanks are due to Professor David Edwards for lending his proofreading and editing skills; to Susan Wasilezski of White Mountains Community College for assistance with data; to Chancellor Ross Gittell, Kristyn Van Ostern (Associate Vice Chancellor of Finance and Strategic Initiatives) and Hannah Robinson (Assistant to the Chancellor and Board of Trustees) for assistance with data and CCSNH information; and Connie Roy-Czyzowski, Chair of the Governance Committee of the CCSNH Board of Trustees for assistance with Standard Three.

The entire NHTI community looks forward to welcoming the NEASC evaluation team in April 2016 and helping them discover for themselves the many ways in which NHTI’s faculty, staff, and students – individually and collectively – demonstrate their commitment to academic excellence each and every day.

INTRO.3

NHTI-CONCORD’S COMMUNITY COLLEGE CIHE 2016 SELF-STUDY TEAM ASSIGNMENTS

[** denotes Team Chair] STANDARD 1 – MISSION & PURPOSES STANDARD 2 – PLANNING & EVALUATION Adams, Maryanne (HTM) Dunn, Kelly (EDU)** Albrecht, Debra (ADE) Hall, Gale (CFS) Duford, Jeanne (SBS) Hebert, Sarah (LIB) Gitlitz, Ken (CPET)** Lenza, Patricia (DMI) Gula, Joseph (BUS) Magee, Katrina (ADE) Seagroves, Perry (NS) Meskoob, Mehrdad (MT/PH) Wade, Michelle (DMI) Peters, Stacey (PLS) Remillard, Deborah (IT) STANDARD 3- ORGANIZATION & VonKadich, Amy (DMI) GOVERNANCE Walek, Greg (AGGP) Galbraith, Jennifer (MET) Yusuf, Saleem (IT) George, Connie (ADE) Lance, Fred (IT) STANDARD 4 – THE ACADEMIC PROGRAM Liptak, Amy (NS)** Ambra, Steve (LIB) Moreau, Susan (NU) Byer, Mary Jean (NU)** Morgan, Laura (ACC) Davis, Jewel (ENGL) Ray, Margaret (ADE) French, William (EET) Taylor Kelley (NU) Girald, John (ADE) Wilding, Keith (PEM) Hart, Loretta (MT/PH) Hopper, Adam (MT/PH) STANDARD 5 – FACULTY Howland, Lorraine (GS) Cook, Kerry (MT/PH) Leo-Flagg, Rachel (ADE) DiBiaso, Larry (EET) Mercer, Karen (ADE) Eaton, Cathy (ENGL) Moffett, Nancy (DMI) Huston, Dan (ENGL) Nevins, Neil (SBS) Jutton, Michelle (NU) Raymond, Mike (CJ)** Martel, Melanie (GS)** Reardon, Kelly (HU) Menard, Diana (CFS) Sawal, Kate (MT/PH)** O’Donnell, Steve (CJ) Shagena, Dan (MT/PH) Polito, Frank (CPET) Simkin, Terry (AGGP) Schlangen, Molly (NU) Wynn, Karen (ADE) Shurbert, William (IT) Turcotte, Susan (DMI) STANDARD 6-STUDENTS Wallace, Stuart (SBS) Curran, Kathleen (HU) Dean, Rebecca (ACE)** STANDARD 7- LIBRARY & OTHER DelBonis-Platt, Paula (ENGL) INFORMATION RESOURCES Diener, Susan (GS) DellaFelice, Rodney (AGGP) Fanjoy, Tricia (NU) Goupil, Kerry (NU) Garnett, Denine (ADM) Hendley, Gary (IT) Gonthier, Sheri (Fin. Aid)** Hogan, Paul (Athl. Dir) Heath, Ruth (ACE) Kenna, Susan (NU) Higgins, Dawn (ESOL) Lindsay, Alan (ENGL)** Hunt, Martha (BUS) Wood, Heather (EDU) Lesser, Tracey (NS) Lucero, Cynthia (EDU)

INTRO.4

STANDARD 8 – PHYSICAL & (STANDARD 6 – continued) TECHNOLOGICAL RESOURCES Musheno, Jeff (MFT) Beltramo, Jeff (MET) Schmidt, Heidi (Student Aff.) Brock, Cathy (ADE) Scott, Lisa (ADE) Conn, Aaron (IT) Strong, Nathan (NS) Cunningham, Joe (RAET) Tasker, Linda (NU) Knight, Teri (NU) Wilkes, Beth (NS) LaVoice, Valerie (MT/PH)** McLaughlin, Anni (ENGL) STANDARD 9 – FINANCIAL RESOURCES Odom, Judith (NU) Arredondo, Robert (MET) Palm, Jessana (NS) Bryan, Jessica (Bursar) Wirkkala, Anne (LIB) Hedge, Lynn (ACC)** King, Fred (BUS) STANDARD 10 – PUBLIC DISCLOSURE Meservey, Craig (NS) Haas, Susan (VRTS)** Moore, Kathy (BTC) Malfait, Lisa (ADE) Shurbert, Joanne (GS) Moffett, Michael (BUS) Walker, Mary-Ellen (NU) Tetreault, Karen (NU) STANDARD 11 – INTEGRITY SPECIAL DATA TEAM Beliveau, Sandy (DMI) Normandin, Denis (Acad. Aff.)** Boggess, Beverly (ACE) Chase, Elibet (Adv. Ctr.) Dotter, Kathleen (SBS) Dionne, Trisha (DOCE) Fitzsimmons, Eileen (SBS) Edwards, David (ENGL) O’Bryant, Michael (HU)** Gonthier, Gary (Acad. Aff.) Thompson, Amy (NU) Karwocki, Michele (Registrar) Zeller, Lucyann (MT/PH) Kirby, Melanie (CFO) Smith, Pam (Banner Coord.) Towle, Tom (Tech. Services) STEERING COMMITTEE CHAIR: Dr. Pamela Langley, Vice President of Academic Affairs

Table of CIHE Actions

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Overview

OVER.1

OVERVIEW

Founded in 1965 as New Hampshire Technical Institute offering three engineering technology programs, NHTI – Concord’s Community College proudly celebrated its 50th Anniversary in 2015 as New Hampshire’s largest community college offering more than 80 associate degree and certificate programs. A campus with one classroom building and a single residence hall now has five classroom buildings and three residence halls, and a college that began with just over 200 students is now bustling with more than 4000 students.

Enrollments took their biggest leap forward after NHTI was awarded full accreditation by the Commission on Institutions of Higher Education (CIHE) of the New England Association of Schools and Colleges in 2001 after being accredited by the Commission on Career and Technical Institutions since 1969. Students can choose NHTI for studies as diverse as Robotics and Automation Engineering Technology, Radiation Therapy, Criminal Justice, Visual Arts, and Environmental Science. Students intending to transfer to baccalaureate institutions can opt for programs in General Studies or Liberal Arts, or they can specialize in one of NHTI’s newest degree programs, such as Biology or Mathematics. Many degree and certificate programs hold specialized accreditations, which help ensure that curricula provide a rigorous and relevant education that will provide students with the knowledge, skills, and professional attitudes to be successful in the workplace, baccalaureate institutions, and their communities.

With three residence halls, 350 students can live on campus and enjoy the “full college experience.” NHTI offers both resident and commuter students a vibrant co-curricular program, including 30 clubs and organizations, intercollegiate and intramural athletics, and many student leadership development opportunities. Support services, such as the Health and Counseling Offices and the Academic Center for Excellence, provide students with the help they need to sustain their personal well-being and to enhance their academic skills as they pursue their career and educational goals.

Since NHTI’s 2006 CIHE evaluation visit, its parent college system has undergone significant changes. The former New Hampshire Community Technical College System, an agency of the State of New Hampshire, became the self-governing Community College System of New Hampshire (CCSNH) through legislation enacted in 2007. The 23-member CCSNH Board of Trustees oversees the seven colleges in the System and works with the Chancellor, System Office staff, and the seven college Presidents to manage the System’s physical, financial, and human resources in the fulfillment of its mission “to provide residents with affordable, accessible education and training….” As a part of the transition from state agency to self-governing college system, the CCSNH has taken on many administrative functions previously provided by state government, such as financial management, legal services, and payroll. This has, in turn, resulted in changes to NHTI’s relationship with the CCSNH and the ways in which the college manages its administrative functions.

In another significant change, NHTI welcomed a new President in the summer of 2014. The President came to the college at a time when a budget shortfall required personnel reductions – two rounds of faculty and staff lay-offs that have had a profound

OVER.2

effect on morale that can be seen throughout the Description and Appraisal sections of the self-study narrative. Since that time, a freeze on filling positions that were left open by the lay-offs and those left vacant by retirements, resignations, and reclassifications has left nearly every administrative and support office short-staffed and has reduced the number of full-time faculty to 93 (Spring 2016) – fewer than at the time of the 2006 evaluation visit – which has further exacerbated employee frustration and stress.

NHTI’s primary sources of revenue – student tuition and fees supplemented by an allocation from New Hampshire’s General Fund – have been affected by the state’s demographics and political climate. Although the Fall 2015 student headcount is 13% higher than in 2006, it is 11% below its highest headcount in 2010, and individual student registration has steadily inched downward in recent years to 8.6 credits in the Fall 2015 semester. The Board of Trustees reduced in-state tuition to $200 per credit from $210 in the Spring of 2014 as a part of their commitment to affordable, accessible education. The state’s General Fund allocation to the CCSNH rose to 33% of NHTI’s total operating budget for FY 2016 – up from about 25% in the previous two fiscal years, but still well below the national average for state support and well below state support levels when NHTI first attained full CIHE accreditation in 2001. Personnel expenses – 82% of NHTI’s FY 2016 operating budget – have increased as a result of well-deserved negotiated raises for faculty, staff, and administrators over the past three years and the ever-rising cost of healthcare benefits. Thus NHTI finds itself in a period of unusually strict fiscal conservatism, in which every request for purchasing equipment and supplies, every request for new or replacement personnel, and every request for professional development funds is questioned (and often denied) – a practice that has kept NHTI with a balanced budget, but with little surplus.

The self-study report reflects the effects of the college’s transition to self-governance and financial condition, but in the process of completing the self-study appraisals, NHTI has found many reasons to be proud of the achievements of its dedicated faculty, staff, and administrators. Among the findings:

• Faculty continue to develop and deliver excellent courses and programs in traditional, accelerated, hybrid, and online formats. Assessment of the 20 programs holding specialized accreditation is very strong; other programs voluntarily align themselves with accreditation standards of their disciplines. Program/industry advisory committees continue to provide faculty with important feedback about industry needs and student performance. Also, NHTI is now able to gather data more easily on student transfers, and relationships between NHTI and receiving institutions, especially those within the University System of New Hampshire, have grown substantially stronger since the 2006 evaluation. Work remains to be done to create a truly systematic outcomes assessment plan and to create capstone/summative experiences in some programs, however.

• NHTI now has a thriving Academic Advising Center that has improved services to evening, online, and non-matriculated students, as well as those on academic probation and suspension, and the Academic Center for Excellence provides comprehensive tutoring services to students both in person and remotely.

OVER.3

Similarly, the library’s many resources and services are now available to students both on campus and electronically.

• While continuing to lack a truly systematic plan and process for data recording, collection, analysis, and distribution, NHTI has made considerable progress in the use of data in its decision-making processes, thanks in part to colleagues in the CCSNH System Office. The college’s latest strategic plan incorporates Data Management as one of its four major goals, and at least two groups (Technology Services and the Enrollment and Retention Team) have already developed their own plans as an extension of the college’s plan.

********************

NHTI believes it has prepared an honest description and appraisal of its programming, activities, facilities, and finances. Despite the current context of “hard times,” NHTI’s faculty and staff continue to live the values of its Mission/Vision/Values Statement and to provide students with the same rigorous education they have since the college’s founding, which has led the prestigious Brookings Institution to name NHTI – Concord’s Community College the #4 two-year college in the nation whose alumni possess the most valuable skills and #1 as measured by the actual mid-career salaries of its graduates.

Narrative

Standard One: Mission and

Purposes

Attach a copy of the current mission statement.

Document URL Date Approved by the Governing Board

Institutional Mission Statement ?

https://www.nhti.edu/community-visitors/about-

nhti/missionvisionvalues-statement ? February 6, 2013

Mission Statement published URL Print Publication

? 1 NHTI 20015-2016 Catalog ?

https://www.nhti.edu/sites/default/files/content/document

s/nhti1516.pdf

NHTI 2015-2016 Catalog, p.5, annual

publication

2 NHTI Student Handbook (referenced link) https://www.nhti.edu/student-life/student-handbook

3 About NHTI (referenced link)

https://www.nhti.edu/community-visitors/about-

nhti/missionvisionvalues-statement

4 Fall 2014 Alumni Newsletter https://www.nhti.edu/docs/alumninewsletterfall14.pdf Fall 2014 Alumni Newsletter

Related statements URL Print Publication

?

1 Educated Person Statement of Philosophy

(catalog) ?

https://www.nhti.edu/sites/default/files/content/document

s/nhti1516.pdf

NHTI 2015-2016 Catalog, page 6; annual

publication

2 Educated Person Statement of Philosophy

https://www.nhti.edu/community-visitors/about-

nhti/educated-person-statement-philosophy

3 CCSNH Mission/Values/Goals

http://www.ccsnh.edu/about-ccsnh/mission-strategic-

plan

Standard 1: Mission and Purposes

I.1

STANDARD ONE: MISSION AND PURPOSES

DESCRIPTION

New Hampshire Technical Institute (NHTI) was founded in 1965 with the

mission to prepare technicians for employment in New Hampshire. Initially under the

management of the New Hampshire Department of Education, a separate state agency

was formed in 1983 to administer all of New Hampshire’s technical colleges. In 1995,

the system was restructured under the name New Hampshire Community-Technical

College System, and the mission of the colleges was expanded to include “for continued

higher education” into the original purpose of “preparing youth and adults for productive

employment as technicians and skilled workers….”

In 2007, revisions to NH RSA 188-F created the self-governing Community

College System of New Hampshire (CCSNH). All seven CCSNH colleges were

subsequently renamed to reflect their expanded missions. Surveys of alumni, students,

potential students, and employees indicated respect for the name of New Hampshire

Technical Institute. Several new names were suggested, with the understanding that

“Community College” connoted both affordability and the new mission of the school. In

December of 2007, the NHTI advisory board supported changing the name to “NHTI-

Concord’s Community College.” A poll of high school students and guidance counselors

indicated that this name reflected both the history and the opportunities presented by the

college. Following an all-college vote, administration recommended to the CCSNH

Board of Trustees that the college be called NHTI-Concord's Community College – a

name that honors the past and reflects its vision for the future.

The first Mission/Values/Vision Statement was adopted in 1996 following the

1995 changes to the system structure. In the summer of 2000, the Governance and

Organization Assessment Team (the GOATs) was formed to develop an evaluation

process for the Mission/Values/Vision Statement. Subsequently, the statement was

revised: changes were adopted in 2001 and reaffirmed in 2005, both times with extensive

input from faculty, staff and other constituents of the college.

In August 2012, the Vice Presidents Council instructed the GOATs to lead a

review and revision of the Mission/Values/Vision Statement, which had not been

revisited since 2005. The level of inclusiveness in the process of re-evaluating the

Statement demonstrates that it is widely understood by the governing board,

administration, faculty, and staff. The GOATs, a cross-functional team with members

from the faculty, staff, and senior administration, met several times to discuss possible

changes after researching statements from similar institutions. The team developed a draft

of a new statement, having decided 1) to change the order to Mission/Vision/Values

(MVV) and 2) to retain the statement “We are all teachers. We are all learners,” at the top

of the MVV Statement rather than the bottom. The team also developed a plan to gather

input from as many individuals and college constituencies as possible. A draft was

presented at the all-college breakfast on January 8, 2013, and input solicited from faculty,

staff, and the NHTI Advisory Board. Further revisions by the GOATs followed, and a

final draft was presented during the all-college breakfast in August 2013. Electronic

voting on August 20-23, 2013, registered 56 in favor, four against.

I.2

The current MVV Statement, which aligns with the Mission/Vision/Strategic

Goals Statement of the CCSNH Board of Trustees, is set forth in a concise, single-page

document that appears in the college’s catalog, on the college’s website, and in buildings

throughout the campus. The MVV Statement clearly articulates the college’s dedication

to serving students, businesses, and the community, and identifies the students the

institution seeks to serve. Individual departments and offices develop their own goals and

objectives that flow from the college’s MVV statement.

Accessibility is a hallmark of community college education. NHTI identifies

students it seeks to serve via campus tours, open houses in which prospective students

meet faculty and learn about career paths, and associations with high schools through

programs such as Project Lead the Way and Running Start. The college’s website

provides a comprehensive body of information about NHTI. Facebook and Twitter

accounts provide additional avenues for accessibility. With space for 350 resident

students, NHTI attracts students from across the state, throughout New England, and

beyond. Academic programs and courses are available on campus during the day and

evenings, in hybrid and accelerated formats, and fully online. The Business Training

Center develops and offers credit and non-credit courses and certificate programs to

support local businesses, state government workers, and individuals with existing

educational credentials seeking professional development. Though already offering a

tuition rate that is the lowest in New Hampshire, the CCSNH Board of Trustees voted in

2014 to reduce tuition by 5% and held the tuition at the same level for the 2015-16

academic year, demonstrating its commitment to affordability and accessibility.

NHTI offers more than 80 academic associate degree and certificate programs in

career and technical disciplines, as well as General Studies and Liberal Arts. Many career

and technical programs maintain specialized program accreditations, which require

substantial evidence of student learning and overall program excellence. Ongoing

program reviews by faculty, administration, and program advisory committees, as well as

ongoing conversations with faculty colleagues at institutions to which NHTI students

transfer, serve to ensure that the content and rigor of the curriculum provides students

with the knowledge and skills for success both in the workplace and for continuing

education. This tradition of program excellence was highlighted recently when the

Brookings Institution ranked NHTI first in the nation among two-year colleges as

measured by the actual mid-career salaries of its graduates. The report also ranked NHTI

#4 among two-year colleges whose graduates possess the most valuable skills and #8

among two-year colleges whose graduates hold jobs with the greatest earning power.

NHTI partners with K-12 schools across New Hampshire via articulation

agreements, the Running Start and eStart dual enrollment programs, and a variety of

other means. For example, the Criminal Justice program maintains an articulation

agreement with high schools offering coursework it deems substantially equivalent to

Introduction to the Criminal Justice System (CRMJ 101C). Students in the day section of

Introduction to Exceptionalities (EDU 101C), which requires an observational

experience, meet at a local elementary school for their classroom experience as well.

Other NHTI faculty make regular visits to local high schools and also participate in

science fairs and robotics competitions, some of which are hosted at NHTI.

I.3

NHTI also partners with other colleges and universities across New Hampshire

and the nation. Most programs maintain multiple articulations agreements with related

programs at baccalaureate institutions, including a number of dual admission programs,

such as those between some of NHTI’s engineering technology programs and similar

programs at the University of New Hampshire-Manchester. Recently, as part of an

initiative between the CCSNH and the University System of New Hampshire (USNH),

CCSNH students can enter into the New Hampshire Dual Admission Program and be on

a “seamless pathway” to a bachelor’s degree in Liberal Arts at one of the USNH

institutions. Academic departments also include faculty from partner institutions on

program advisory committees, participate in discipline “summits” to discuss

commonalities in curriculum, and partner in grant applications and activities. In the

spring of 2015, NHTI humanities faculty participated in the Humanities Summit with

University of New Hampshire (UNH) humanities faculty to explore liberal arts transfer

possibilities. As another example, a member of the NHTI Natural Sciences Department

partnered with Environmental Science faculty at Colby-Sawyer College in a grant that

funded faculty and student teams from each college to perform a soil science study of the

Sycamore Garden, a community garden located on the NHTI grounds.

Business partnerships form an essential part of academic programming at NHTI.

Students in allied health programs participate in clinical experiences in hospitals and

medical offices across the New Hampshire and beyond. Other businesses serve as senior

project and internship sites in disciplines such as electronic engineering technology,

criminal justice, information technology, and hospitality. Business partners serve as

essential members of program advisory committees that assist in curriculum review and

revisions to ensure that students acquire the knowledge and skills that will make them

valuable employees after graduation. NHTI has also partnered with area businesses in

grant applications, including the United States Department of Labor’s fourth round of the

Trade Adjustment Assistance Community College and Career Training (TAACCCT)

grant program, for which more than a dozen New Hampshire businesses provided letters

of support for partnerships in information technology and game programming. Area

businesses also support special events, such as NHTI’s recent 50th Anniversary

celebration and the annual Dancing with the Concord Stars fundraiser.

Service to the community is integral to many academic programs at NHTI.

NHTI’s dental hygiene clinic in MacRury Hall provides patients with prophylaxis,

radiographs, and sealants at minimal cost as a part of students’ clinical training. The

Child and Family Development Center (CFDC), located on campus and accredited by the

National Association for the Education of Young Children, serves local families by

providing care and education for children six weeks to six years of age. The CFDC serves

as a laboratory school for NHTI’s early childhood education students, who actively

engage with the children in the CFDC while learning best practices in their chosen field.

Faculty in other disciplines may also include service learning assignments or community

service activities as a part of individual courses, and many student clubs and

organizations, such as the Alternative Spring Break Club and the Social Sciences Club,

engage in community service projects throughout the year. In addition to these direct

services to the community, each year thousands of visitors come to NHTI to attend

I.4

creative arts events, such as the NHTI Film Series, productions of the Stage Lynx

(NHTI’s drama club), and many sporting events and tournaments. In a joint project with

The United Way, Merrimack County, and several local public schools and faith

organizations, NHTI also provides land for the Sycamore Community Garden, utilized

largely by members of Concord’s multinational refugee and immigrant community.

Students, faculty, and staff alike are committed to maintaining an environment of

mutual respect to ensure an optimal teaching and learning environment. Both the

Collective Bargaining Agreement (CBA) between the CCSNH and the State Employees’

Union and Student Handbook affirm adherence to the principles of academic freedom.

Faculty are expected to abide by the provisions of the CBA regarding professional

conduct, and students are expected to abide by the Student Code of Conduct. In addition,

several policies and statements keep all groups aware of particular aspects of professional

behavior to which they should be attentive, including the Statement of

Nondiscrimination, the Sexual Harassment Policy, and a statement regarding classroom

civility included with the Academic Affairs Notices that accompany all course syllabi.

The Civil Rights/Equity Team and the Disabilities Advisory Board are two examples of

cross-functional college teams dedicated to fostering an environment of mutual respect at

NHTI, and the Cultural Exchange Club and the Alliance are just two of the many student

organizations that also promote mutual respect. In addition, many academic programs

include specific program outcomes related to professional behavior and an appreciation

for the diversity they will encounter as both students and professionals.

From this value of mutual respect flows value of integrity and the expectation that

all members of the college community will demonstrate fairness, honesty, and ethical

behavior in all their actions and interactions. The college catalog and website, Student

Handbook, and individual course syllabi describe student rights, responsibilities, and

expectations both inside and outside the classroom. Faculty, staff, and administrators

receive regular training regarding sexual harassment, disabilities in higher education, and

the Clery and Violence Against Women Acts. Grievance procedures are established for

those with complaints and appeals, including those for faculty and staff (found in the

CBA) and the Student Judicial Procedures (found in the Student Handbook). The

Academic Standards Committee monitors the equitable implementation of policies

related to academic progress and graduation.

Faculty, working with the Academic Affairs Office, maintain responsibility for

ensuring the integrity of academic offerings; faculty, staff, and students, in collaboration

with the Student Affairs Office, maintain responsibility for ensuring the integrity of co-

curricular programming. Admissions criteria are developed for each program to allow

prospective students to make informed academic and financial decisions about their

abilities to complete their chosen program successfully. All recommendations from the

Curriculum Committee are reviewed for alignment with the college’s MVV Statement by

the Institute Leadership Team, which includes not only senior administrators but also

faculty, staff, and student representation. New course proposals are evaluated against the

definition of the credit hour before total credits are assigned.

In addition to the MVV Statement, NHTI also publishes The Educated Person

Statement of Philosophy, which acknowledges that students leaving NHTI will become

I.5

not only integral parts of the workforce but also “citizens, family members, consumers,

and lifelong learners in a democratic society.” The Educated Person Statement speaks

largely to those skills acquired through liberal arts/general education coursework and

integrated into each associated degree program curriculum. To encourage innovation in

teaching and learning to support the effective implementation of both the MVV

Statement and the Education Person Statement, NHTI invests in both on-campus and off-

site professional development opportunities for faculty and staff. A significant portion of

Perkins Grant funds are dedicated each year to professional development for faculty in

eligible programs, and college operating funds are made available as the budget allows.

Faculty and staff are also encouraged to submit proposals to the annual Chancellor’s

Innovation Grant, which funds experimental teaching and learning activities. Winning

proposals at NHTI have included the use of iPads in nursing education, as well as a first-

year experience course that offers an integrated approach to a STEM topic by looking at

not only the science but also the politics, psychology, mathematics, and economics

involved in the topic, demonstrating the importance of curriculum integration, critical

thought, and information literacy. In addition, several faculty members expressed interest

in the fall of 2015 in revitalizing the Teaching and Learning Team, whose primary goal is

to engage faculty in discussions about philosophies and techniques related to teaching

and learning and to offer professional development activities; the team presented its first

activity at the all-faculty meeting in January 2016.

Finally, to carry out NHTI’s mission and purposes, the administration, faculty,

and staff are committed to serving as good stewards of the college’s human, physical, and

financial resources. This stewardship requires constant vigilance on the part of senior

administrators, faculty, and staff with regard to the physical plant and technological

resources, as well as sensitivity in the evaluation of the human resource needs in the

context of the financial challenges across the CCSNH presented by flat state funding and

declining enrollments. The MVV Statement serves as the cornerstone for all decision-

making, especially in those situations in which spending must be frozen and/or personnel

reduced, to ensure that NHTI’s stated commitments to students, businesses, and the

community can be maintained in a way that demonstrates the college’s values.

APPRAISAL

NHTI believes that its Mission/Vision/Values Statement is appropriate to the

comprehensive community college it has become, and that it is being implemented in

compliance with the Standards of the Commission on Institutions of Higher Education.

Faculty, staff, and administration at NHTI are committed to its stated mission,

vision, and values, as indicated by a 2014 survey of employees conducted by the

CCSNH. This commitment is reflected in a continuing emphasis on development and

delivery of an excellent education to all students and the nurturing of partnerships with

New Hampshire’s public schools, other institutions of higher education, and businesses

across the state and New England. In service to its own MVV Statement and the vision of

the CCSNH that 65% of New Hampshire residents will have some postsecondary

education by 2025, NHTI has worked with business and industry partners to create new

academic programs, such as Robotics and Automation Engineering Technology,

I.6

Environmental Science, Industrial Design Technology, and Mathematics. Students also

demonstrate their commitment to the MVV Statement through participation in service

learning and community service activities throughout the academic year.

This commitment to the mission and purposes of the college continues despite

ongoing financial challenges that forced personnel reductions during the 2014-2015

academic year, as well as continuing freezes on spending for equipment, supplies,

professional development and hiring into positions left vacant by resignations and

retirements. These reductions have contributed to a decline in morale as indicated by the

2014 CCSNH employee satisfaction survey, which indicated that System-wide there is a

feeling of "frustration and stress, at times, when resources are not immediately available"

and a feeling by some employees that their needs are not being met by management.

Nonetheless, the 12,000+ NHTI alumni living and working across New

Hampshire, New England, and beyond who stay connected to the college are a source of

pride and a testament to NHTI’s commitment to economic vitality. The Brookings

Institution report cited in the “Description” above confirms NHTI’s commitment to

academic excellence and its expressed values that contribute to graduates’ leadership

skills and overall good citizenship.

PROJECTION

NHTI’s 2016-2019 Strategic Directions align with its MVV and Educated Person

Statements, as well as the CCSNH Mission/Vision/Strategic Goals Statements, and will

guide implementation of the plan at all levels. In the fall of 2015, two major projects

began – a master planning effort and a study of the college’s workflow by the

Governance and Organization Assessment Team. The Master Plan will inform future

decisions for utilization of existing physical resources, renovation, and new construction.

The workflow study will look at possible organizational restructuring and guidelines to

prioritize hiring as funds become available in order to help the college’s employees to

provide the best customer service and the best teaching and learning environment

possible. Also in January 2016, the President initiated the Lean Lynx program, which will

provide training in LEAN principles in an effort to foster a culture that engages the entire

campus in continual assessment and improvement of all of the college’s activities.

As NHTI evolves to meet the needs of a diverse constituency, faculty, staff, and

administration will remain committed to providing students with a rigorous and

accessible education and ensure that the spirit and values inherent in the statement, “We

are all teachers. We are all learners,” continue to live in its programs and activities.

INSTITUTIONAL EFFECTIVENESS

As described above, NHTI recently undertook a comprehensive review and

revision of its Mission/Vision/Values Statement, adopting the current statement in the fall

of 2013. The process involved all college constituencies so that the resulting statement

would be widely accepted and understood. The MVV Statement reflects the college’s

traditions and is a living document that informs all decision-making and strategic

planning at the college, including academic programming, co-curricular activities, and

administrative decisions.

Standard Two: Planning and

Evaluation

PLANS

Year of

Completion

Effective

Dates URL or Folder Number

Strategic Plans

Immediately prior Strategic Plan ? 2010 ? 2010-2016 ?

https://ccsnh.blackboard.com/bbcswebdav/courses/NHTI_Bb_CIHE_Data/Strategic%

20Plan%202010-2016.pdf

Current Strategic Plan ? 2015 ? 2016-2019

https://ccsnh.blackboard.com/bbcswebdav/courses/NHTI_Bb_CIHE_Data/strategic_d

irection.pdf

Next Strategic Plan ? 2018 ?

Other institution-wide plans

Master plan ? 2016 ? ? Plan revision currently in progress.

Academic plan ?

Financial plan ?

Technology plan ? 2016 2016-2019

https://ccsnh.blackboard.com/bbcswebdav/courses/NHTI_Bb_CIHE_Data/Technolog

y%20Strategic%20Directions%20FY2016_FY2019%20v1.0.pdf

Enrollment plan (Strategic) ? 2015

https://ccsnh.blackboard.com/bbcswebdav/courses/NHTI_Bb_CIHE_Data/Institutional

%20Enrollment%20%20Retention%20Strategic%20Plan.pdf

Enrollment plan (Action Plan) 2014

https://ccsnh.blackboard.com/bbcswebdav/courses/NHTI_Bb_CIHE_Data/ACTION%

20PLAN_NHTI%20Enrollment%20and%20Retention%20Committee%20%282%29.pd

f

Development plan ? 2014 2014-2016

https://ccsnh.blackboard.com/bbcswebdav/courses/NHTI_Bb_CIHE_Data/FY%20201

5%20Strategic%20Fundraising%20Plan%20-%20FINAL.pdf

Development plan update

https://ccsnh.blackboard.com/bbcswebdav/courses/NHTI_Bb_CIHE_Data/FY%20201

5%20Strategic%20Fundraising%20Plan%20-%20Progress%20Report%20-

%20April%202015.pdf

(Add rows for additional institution-wide plans, as needed.)

Plans for major units (e.g.,departments, library)

? 1 A component of the evalution plan below ? ? ?

2

3

4

(Add rows for additional plans, as needed.)

EVALUATION URL or Folder Number

Academic program review

Program review system (colleges and departments). System last updated: ? 2010

Program review schedule (e.g., every 5 years) Annual

Sample program review reports (name of unit or program)

1 Each academic department/program ? available on request

2

3

(Insert additional rows, as appropriate.)

System to review other functions and units

Program review schedule (every X years or URL of schedule) Annual

Sample program review reports (name of unit or program)

1 Other unit reviews available on request

2

3

(Insert additional rows, as appropriate.)

Other significant evaluation reports (Name and URL or Location) Date

Example: Advising: www.notrealcollege.edu/advising 1995

1 Student Affairs

2

3

(Insert additional rows, as appropriate.)

Standard 2: Planning and Evaluation

II.1

STANDARD TWO: PLANNING AND EVALUATION

DESCRIPTION

During the 2013-14 academic year, NHTI participated in the Community College

System of New Hampshire (CCSNH) Symposium, at which faculty and staff learned

about the CCSNH strategic plan, which drives the planning for individual colleges as

they seek to achieve the Board of Trustees’ mission for the System. At the college level,

the Vice Presidents Council, members of the Institute Leadership Team (ILT), and the

other NHTI governance teams developed a strategic plan based on the System mission

and goals statement that organized activities identified within various planning

documents into focus areas targeted as essential for fostering growth toward the college

mission. During the development of the most recent strategic planning document,

Strategic Directions: Goals and Objectives for 2016-2019, early drafts were presented to

NHTI’s Department Head Council, to the NHTI Advisory Board, and in open sessions

held by the President. This document guides academic and administrative departments for

planning purposes and evaluation relative to each area, as well as planning and evaluation

in the context of the CCSNH strategic plan.

The Academic Affairs Office has the primary responsibility for institutional

research that informs planning efforts. The Office provides support where necessary to

individual departments with regard to administration of surveys and collection and

presentation of data needed for program planning and grant preparation. For example, the

Education Department receives assistance with employer surveys for the Teacher

Education Conversion Programs that are used for continuous improvement in program

planning and evaluation. The Animation and Graphic Game Programming program used

support from the Academic Affairs Office to gather data regarding program graduates

and student grade point averages in mathematics courses to assist with planning and

retention efforts in this department. In addition, Academic Affairs Office staff regularly

assist senior administration and the CCSNH System Office with the collection and

presentation of data for many purposes.

The Institutional Research Team (IRT) was created out of Academic Affairs in

the spring of 2010 so that the college could be truly systematic about institutional

research. This team was chartered and charged with determining what data are routinely

collected by individuals and departments, how data elements are and should be defined

for better comparison, and what reports should be run and widely distributed on a regular

basis. Another IRT goal is to serve as a repository for data and review data requests. Due

to loss and turnover of key personnel in the Academic Affairs Office, this team has never

been fully active.

Over the past five years, the CCSNH has invested in various software products to

support the colleges in their institutional research efforts. Currently, Veera™ from Rapid

Insight, Inc., is used to retrieve data from Banner® and to integrate the data for reporting

and analysis. The CCSNH has also made a major investment (approximately $3 million)

in the System Banner Revitalization (SBR) Project, which is considered integral to the

Enhanced Credit Transfer Initiative begun by the Chancellor and Board of Trustees in

2013. To complete the SBR, the CCSNH contracted with Ellucian Company, L.P., the

parent company of Banner®, to create a single database for student and financial

information from the seven databases that were unique to each CCSNH college. All

II.2

offices and departments that input and access student data and all offices that utilize

Banner Finance® continue to work throughout the project’s ongoing implementation to

revise policies and procedures for inputting and accessing data, to validate data, and to

refine data reporting.

Another product available through the System Office is Labor Insight™ from

Burning Glass Technologies, which provides real-time job market data that colleges can

use to support development of new programs. NHTI also has access to The National

Student Clearinghouse, which provides data on continuing education and on successful

outcomes for program completers in employment, both of which are indicators of

programmatic success and institutional effectiveness. Academic Affairs institutional

research staff have mined the Clearinghouse for information on NHTI dropouts and

graduates; System Office staff have also provided the college with retention, completion,

and transfer data collected via the Clearinghouse. The CCSNH also works with the seven

colleges to administer the Community College Survey of Student Engagement (CCSSE)

every three years. The CCSSE data show how NHTI compares to colleges within the

CCSNH and similar colleges nationwide on factors such as student-faculty interaction,

attendance at orientations, use of academic support services, etc. This information has

been used by the Enrollment and Retention Team to develop recommendations for

eliminating barriers to enrollment.

Examples of increased use of data for decision-making and evaluation of

institutional effectiveness can be found college-wide. For example, the Admissions

Office distributes regular admissions updates to academic Department Heads and the

Vice Presidents Council. These reports compare to-date information on the number of

students accepted into each program and the number of those students who have paid

their tuition deposit, as well as comparisons to numbers from the previous year.

Department Heads are able to contact accepted students directly to encourage them to

complete the matriculation and registration process. These regular updates have also

made it easier for Department Heads and the Vice President of Academic Affairs to

monitor enrollments to revise the numbers of course sections and faculty teaching

assignments in a timely way; any issues involving classroom space can also be addressed

more effectively. This information is used by the Vice Presidents Council in conjunction

with the CCSNH daily dashboard, which compares credits sold and headcounts (among

other data) to the same date in the previous academic year, to project the college’s

financial health and plan accordingly.

All planning efforts are affected by the financial health of the college, and the

Chief Financial Officer works daily with the CCSNH System Office to monitor NHTI’s

financial status. Since approximately two-thirds of NHTI’s revenue comes from student

tuition and fees, the Vice Presidents Council continually reviews enrollment and retention

data in an effort to identify and adapt to changes in the revenue stream. During the spring

and summer of 2014, when it was clear that enrollment would not be sufficient to cover

operating expenses, the Vice Presidents Council undertook the difficult task of planning

personnel reductions in both full-time faculty and full- and part-time staff. In making

these decisions, the Council’s highest priority was to minimize the effect on students; it

considered enrollment trends, total full-time faculty, and associated expenses in each

program – all in the context of the articles of the Collective Bargaining Agreement

between the CCSNH and the State Employees’ Union related to reduction in force. When

II.3

preliminary decisions had been made, the Vice President of Academic Affairs (VPAA)

met with Department Heads whose programs would be affected so that the plan could be

revised, if possible and necessary due, for example, to program accreditation

requirements. The Vice Presidents Council also made changes to minimize the impact on

full-time faculty, such as limiting Department Head per diem wages during the summer,

cutting some 12-month faculty back to 10-month positions, and eliminating some

Program Coordinator positions and reassigning the administrative work to Department

Heads. As a result of these decisions and the continued freezing of full-time positions that

have become open as a result of resignations or retirements, the college remains

financially stable. (See also Standard Nine.)

Planning:

Key to the integration of the college’s and the System’s planning efforts is the

Vice Presidents Council, which meets weekly to continually evaluate and

prioritize/reprioritize human, physical, and financial needs in the context of fiscal

realities and priorities set at the System level. Each member of the Vice Presidents

Council (the President, the Vice Presidents of Academic and Student Affairs, the

Associate Vice Presidents of Academic and Student Affairs, the Chief Financial Officer,

and the Director of Communications) shares knowledge of planning efforts of both the

college constituencies each represents and the System groups with whom each meets

regularly.

The Vice Presidents Council is responsible for the development and

implementation of the college’s strategic plan. Strategic planning work begun in 2013 to

update the expiring previous strategic plan was put on hold during 2014 while the college

transitioned to new leadership and also worked to resolve a difficult financial situation.

During 2014-15 academic year, the Vice Presidents Council worked with various college

constituencies to merge, streamline, and organize activities identified within various

planning documents into four focused goal areas that had been targeted as essential areas

for planning and evaluation: Teaching and Learning, Relationship Building, Sustainable

Operations, and Data Management. This group identified objectives for each and

continues to work to incorporate CCSNH goals, short-term benchmarks, long-term

outcomes, and timelines. Various groups – including the Institute Leadership Team,

faculty, students, Department Head Council, administrative teams, and the college’s

Advisory Board – reviewed the plan and provided input into the final document, Strategic

Directions: Goals and Objectives for 2016-2019.

In accordance with NHTI’s governance model, individuals have an important

voice in planning on both departmental and institutional levels. At the departmental level,

faculty and/or staff communicate program needs (e.g., equipment, personnel, etc.) and

initiatives to their supervisors, who then bring them forward to a member of the Vice

Presidents Council and/or an appropriate team for review and comment. In addition,

much of the work of the college crosses over departments, such as allocation of

professional development funds, purchase and distribution of computer hardware and

software, and assessment of curriculum change proposals. This sort of work is managed

by cross-functional teams in an effort to ensure that the broadest input possible is

obtained as plans are developed. Departments and cross-functional teams, in turn, bring

recommendations and proposed initiatives to the Institute Leadership Team (ILT) through

II.4

the Vice Presidents, the Faculty Forum Representative, or other team sponsors; decisions

regarding equipment purchases and personnel are made directly by the Vice Presidents

Council. Students may communicate issues through the Student Senate, whose President

is a member of the ILT, or through faculty or administrators. The ILT reviews

recommendations for alignment both with the Mission/Vision/Values (MVV) Statement

and the strategic plan. This process allows further opportunity to ensure that all affected

departments have had a chance to provide input. The ILT may request further information

or may approve a recommendation for implementation by the recommending team.

While all departments are involved in long-term planning as described above,

they are also engaged in short-term planning on an ongoing basis as conditions change in

the day-to-day workings of the college. For example, all academic departments present

goals and objectives for the coming academic year in their annual Departmental Reports

to the VPAA. However, if program-specific accreditation requirements change, or if there

is an unanticipated loss of full-time faculty, the original year’s goals and objectives may

need to be modified. The Department Head will then work with the VPAA to develop a

plan for resolving the issue in both the short and long term.

All departments at NHTI collect data appropriate for ongoing planning purposes.

For example, some academic departments distribute employer surveys to determine

whether recent graduates are meeting workplace needs. Information gathered from these

surveys is used by the department itself to modify curriculum or by the college as a whole

to plan and prioritize equipment purchases. Other departments monitor pass rates on

licensure examinations as one means by which to assess curriculum. The Academic

Affairs Office and the CCSNH System Office also generate statistical data for both

college and department use.

In addition to the above planning efforts that affect the college’s operating budget,

the college also seeks broad input into capital planning efforts. Capital budget proposals

are developed by the CCSNH each biennium for submission to the Governor’s Office and

state legislature. NHTI develops its plan for new construction, major renovations, and/or

critical maintenance projects in consultation with the campus constituencies that would

be most affected. For example, when it seemed likely that the college would receive

funding for the renovation of MacRury Hall, faculty from Diagnostic Medical Imaging,

Natural Sciences, and Paramedic Emergency Medicine provided input into the

architectural plan, the furnishings, and major equipment purchases, such as state-of-the-

art radiography equipment and an ambulance simulator. More recently, faculty from

several academic departments and staff from administrative offices housed in Sweeney

Hall met extensively to plan for a new addition and major renovations to the building.

The design included administrative office space that was based on a plan to modify the

way in which those offices work together to serve students.

Capital plans are submitted to the CCSNH System Office and Board of Trustees,

where they are considered along with proposals from all seven CCSNH colleges and

prioritized before submission to the State House. Unfortunately, the new construction

described above was not approved for funding, and plans have been revised for

resubmission in the coming biennium. To strengthen this year’s proposal, NHTI is

engaged in a Master Planning project led by a local construction management company

and a local architectural firm, both of which are familiar with the college.

II.5

Academic and workforce development planning for new programming typically

begin at the department level. Ideas for new programming are discussed with the VPAA,

who offers guidance in the preparation of the proposal. A “Letter of Intent” is required by

the Board of Trustees for all new associate degree program proposals. Completion of this

letter includes a brief description of the proposed program, data describing current and

projected industry need or college transfer interest, and an estimate of development and

implementation costs. This process ensures, prior to the investment of significant time or

effort, that there is likely to be support from the Board for the completed proposal and

that there is no conflict of interest with programs at other colleges in the CCSNH. New

degree programs must also have the documented support of NHTI’s Advisory Board. All

new credit-bearing courses and programs must be approved through a comprehensive

process described fully in Standard Four. Most recently and in alignment with the Board

of Trustees’ goal of increasing the number of STEM graduates from CCSNH programs,

NHTI has added several new associate degree programs in STEM fields. In addition,

several Information Technology certificate programs have been added as a part of

NHTI’s TAACCCT IV grant deliverables, and a Building Inspector and Plans Examiner

Certificate is now being offered in response to industry demand and demonstrated

community need.

The Business Training Center (BTC) is responsible for developing and offering

non-credit programming, typically in response to industry demand. Because the BTC is

charged with being self-supporting, the industry need and program costs are considered

carefully. For example, when NHTI was asked to develop a training program for

Expanded Function Dental Assistants, the BTC carefully surveyed New Hampshire

dentists for their interest in supporting their own dental assistants in this training and in

employing those who received such training. Staff also reviewed similar programs in

neighboring states. When the program was deemed cost-prohibitive by administration,

the New Hampshire Dental Society and Northeast Delta Dental agreed to provide

financial support to implement the program.

Co-curricular programming, developed through the Student Affairs Office,

typically originates from student interest. New clubs and organizations can be proposed

by any student. Such proposals are reviewed, approved, and funded through student

government. Student Affairs staff also plan more comprehensive programming. For

example, after observing and researching student leadership programs at other

institutions, staff worked with students to develop a comprehensive student leadership

program at NHTI that includes an institutional-credit-only course running weekly during

the fall semester. More than 600 students participate in this program each year.

The Director of Facilities develops long- and short-term plans for the care and

improvement of the buildings and grounds, as well as staffing needs, and works closely

with all aspects of new capital and building projects. Short-term maintenance plans are

organized to respond to the academic calendar, seasons, athletic events, and specific

events. The Maintenance Department’s facilities plan includes a list of improvements

(with business plan) that is kept current and used by the Vice Presidents Council for

planning. Similarly, Technology Services maintains a continually updated and prioritized

list of improvements and staffing needs related to the college’s technology infrastructure

that is regularly shared with the Vice Presidents Council, which periodically reviews and

assesses these plans with respect to overall campus needs and resource availability.

II.6

In recognition of the ever-growing use of college facilities by both internal and

external constituencies, the Facilities and Resources Organization Group (the FROGs)

was created in 2011. This team coordinates space, services, and personnel required for

events to avoid scheduling conflicts/overlaps and to improve efficiency. The FROGs

meet monthly to review activities planned by departments and offices overseen by

Academic and Student Affairs, Maintenance, and Technology Services so that scheduled

maintenance and technology upgrades, as well as daily work in these areas, can be

coordinated with the many large special events that occur on campus throughout the year.

Evaluation:

NHTI undertook a comprehensive evaluation and revision of its mission and

purposes as set forth in its Mission/Vision/Values Statement as described in Standard

One. In addition, the VPAA worked with faculty via the Department Head Council in

2012 to evaluate the continued appropriateness of the Educated Person Statement of

Philosophy, which was first published nearly 20 years ago; though much discussion

occurred, ultimately no changes were made. These two documents guide academic

programming and all other activities at the college.

Evaluation of the effectiveness of academic programs and instruction is continual,

especially in those programs that hold specialized accreditation. Curriculum proposals for

new programs require the inclusion of program outcomes, against which student

performance/success is measured. In addition, each course has defined outcomes that are

published in the course syllabus. Students are asked to complete online course

evaluations for each course and instructor each semester. Performance evaluations of full-

time faculty include an assessment of these course evaluations, as well as a summary of a

classroom observation by the supervisor.

All allied health programs, paralegal programs, business programs, engineering

technology programs and teacher education conversion programs (except for the newest,

which are not yet eligible), hold specialized program accreditations (see Appendix: E

Forms). Documentation of student/graduate performance is ongoing, and required data

collection is defined by the individual accrediting bodies. Such documentation may

include (but is not limited to) performance on state and national licensure exams (see

Appendix: S Forms), samples of student work showing increasing complexity from first

to final semester, graduate and employer surveys, minutes of program advisory

committee meetings, and other program-specific information. Following self-studies, site

visits, and interim report submissions, each program receives feedback from the

accreditor(s) that is integrated with the department’s own self-assessment and that of

program advisory committees to provide the basis for program improvements.

Most programs without specialized accreditations require an end-of-program

assessment; those programs include a summative assessment in the form of a capstone

project, portfolio, or internship. For example, the Visual Arts program requires an end-of-

program portfolio and student exhibition; the Animation and Graphic Game

Programming program requires a semester-long senior project that culminates in a

presentation to students, faculty, administration, advisory committee members, and

employers; Criminal Justice students are required to complete a semester-long internship

or a senior project; and Education programs require a semester-long field experience and

a capstone electronic portfolio (see Appendix: E Forms). Some of these academic

II.7

programs also collect anecdotal feedback, e.g., via meetings with faculty at institutions

that take NHTI students in transfer.

Department Heads for all academic programs submit annual reports to the VPAA

each academic year. These reports provide points of discussion about program strengths,

challenges, and opportunities for program expansion, new partnerships, etc., in the

context of data provided by Department Head about student success and employer

satisfaction and data that the VPAA provides in advance of the annual meeting about

program revenues and expenses, student retention and completion, etc. Department

Heads in programs with low completion rates or unusually low pass rates, for example,

work with the VPAA and program faculty to strategize ways in which causes can be

determined and curriculum and assessment revisions can be made as needed.

The Department of Online and Continuing Education (DOCE) works with

Department Heads, faculty, and the business community to integrate planning to ensure

that course offerings meet the needs of matriculated and non-matriculated day, evening,

and online students and to ensure that instruction is consistent across programs and

courses. All online, hybrid, and accelerated course programming is administered through

DOCE. NHTI received approval from the CCSNH Distance Learning Team in 2014 to

pilot a new evaluation tool for online courses that would replace an existing course

evaluation that was deemed overly long and discouraging for students to complete. The

response rate using the new instrument increased from 22% to 36% and provides more

useful information to instructors and administrators. In addition, the Comparing

Alternative Mechanisms for Equivalent Learning Team (the CAMELs) works with the

Director of Online Learning and is responsible for evaluating courses to be offered in

online, hybrid, and accelerated formats to ensure that the course design facilitates the

completion of course objectives in those environments. The Team is also charged with

mapping out new online faculty training needs and developing a new evaluation process

for faculty teaching online that focuses on learning outcomes and demonstration of

student competency than does the current instrument.

The Business Training Center (BTC) is responsible for planning and developing

workshops, courses, and other programs to meet the needs of the business community.

The BTC evaluates programming for a comparison of both community need and cost

effectiveness, and all course and workshop attendees evaluate BTC programming for

educational effectiveness via online course/workshop evaluations. Attendees only receive

their certificates after completing the evaluation, thus improving the response rate.

In addition to academic departments, other areas of the college evaluate activities

for achievement of goals and objectives and to inform planning. For example, the Student

Affairs Office meets regularly to discuss, evaluate, and plan all aspects of student life.

Student members of the Student Senate, Residence Life staff, and the Campus Activities

Board work closely with Student Affairs staff to plan and coordinate activities. At the end

of each semester, members of the Student Affairs staff provide the Vice President of

Student Affairs with a summary report, including appraisals and projections, which in

turn are incorporated into the Vice President's report to the President and used to plan and

evaluate personnel and financial resources for the Student Affairs area. The

Administrative Network Team (the ANTs) regularly plans, coordinates, and evaluates

Banner® use, admissions processes, registration, and orientation efforts to ensure

excellent customer service and compliance with college and CCSNH policies and federal

II.8

regulations. The Admissions and Financial Aid Offices plan and evaluate events, such as

open houses, college fairs, and high school visits, by conducting participant surveys and

tracking which participants enroll at NHTI. Timing, agendas, and physical layout of these

events have all been modified over time as a result of analysis of survey responses.

APPRAISAL

NHTI’s academic departments and operational teams continuously engage in both

planning and evaluation activities. Decisions are made after consulting stakeholders

across the college and the CCSNH, members of business and industry, and community

members and organizations, as appropriate to the circumstance. However, some faculty

and staff have expressed concern that planning and evaluation documents are not as

easily accessed as they could be.

Academic departments within the college regularly seek and utilize feedback and

evaluation from students and outside parties. For example, feedback from the Information

Technology advisory board and regional employers led the department to require Mindful

Communications (ENGL 120C) rather than a general English elective. The voluntary

process of seeking and maintaining specialized program accreditations has led to

continued success and improvement for those programs. The E1b Forms (see Appendix)

show that most accredited programs have had few, if any, significant findings in their

most recent evaluation visits.

Most academic degree programs include capstone experiences that require

students to demonstrate integration of knowledge and skills. Programs holding

specialized accreditation collect and retain information regarding what its students have

gained as a result of their education. However, the college does not have a formal,

systematic process by which similar data are collected and analyzed for each program,

and, due to loss and turnover of personnel in the two Associate VPAA positions, the

VPAA has found it difficult to hold annual individual planning and evaluation meetings

with every academic Department Head every year, which would inform such a process.

NHTI collects and analyzes data on most aspects of its operations an ongoing

basis, and data from many sources are used to make decisions and implement new

policies, but the processes are not systematic across the college. Improvements in data

collection and sharing have occurred over the past three years, in part with the assistance

of the CCNSH System Office.

In addition, some processes are not providing the quality or quantity of data

expected when the processes were implemented. For example, when the Academic

Affairs Office made the decision to switch from paper to online student course

evaluations, the completion rate dropped significantly. During the spring of 2015, the

VPAA convened an ad hoc group of faculty and staff to explore both a new online

evaluation product and strategies to improve student participation. A new online

evaluation product was put in place mid-semester in the fall of 2015, faculty were asked

to be more proactive with students, and the VPAA worked with the Student Senate to

both publicize and incentivize participation in the evaluation process. Although

participation was still low, at slightly less than 30%, these efforts resulted in a 25%

increase over the previous fall semester in the number of evaluations completed.

Another important tool for data collection is NHTI’s Banner® database, which, as

described above, has been undergoing major changes under the System’s SBR project.

II.9

The merging of NHTI’s database with those of the six other CCSNH colleges has

resulted in many data entry, collection, and reporting complications. Validation of the

college’s data is an ongoing challenge for those most closely involved in the “new

Banner” implementation, including the Banner Coordinator, the Registrar, the Financial

Aid Director, the Bursar, the Admissions staff, academic advisors, and the Chief

Financial Officer, even now that the new, single database has been “live” since Fall 2014.

PROJECTION

The college will explore ways to make planning and evaluation documents more

easily accessible, possibly through posting to either a public or password-protected area

of the NHTI website.

The VPAA will make activating the Institutional Research Team a priority to

create a culture in which data are collected, analyzed, distributed, and utilized in an

ethical, efficient, and effective manner and to develop and present training opportunities

for faculty and staff related to data collection and analysis. In addition, the Team will

work with academic departments to make data collection and sharing more systematic,

especially with regard to student achievement. Academic departments will continue to

gather data from both internal and external sources to inform development and revision

of curriculum and student assessment activities.

NHTI administrative staff will continue to work with CCSNH System Office staff

to ensure the validity of data included in the single Banner® database and to ensure that

Banner® reports present data accurately.

INSTITUTIONAL EFFECTIVENESS

NHTI is committed to continuous quality improvement of all activities associated

with fulfilling the college's mission and goals. The college’s governance model is a

multi-dimensional and overlapping system that allows the college to obtain input from

diverse constituencies in the development of short- and long-term operational, capital,

and strategic planning. Similarly, evaluative input is sought from multiple constituencies

for the improvement and advancement of the college and to guide the allocation of

resources to meet its goals, especially as they relate to academic programming and

student achievement, on both a departmental and college level. Faculty, staff, and

administrators at all levels of the organization work regularly with CCSNH System

Office staff to ensure that NHTI’s plans are consistent with the goals of the System and

Board of Trustees, that NHTI’s interests are appropriately represented in System planning

and evaluation efforts, and that all data pertinent to NHTI are accurately recorded,

maintained, and reported.

Standard Three: Organization

and Governance

Please attach to this form:

1) A copy of the institution's organization chart(s).

2) A copy of the by-laws, enabling legislation, and/or other appropriate documentation to establish the

legal authority of the institution to award degrees in accordance with applicable requirements.

URL of documentation of relationship

Governing Board

By-laws

Board members' names and affiliations

Board committees

URL or

document

name for

meeting

minutes

?

(Insert additional rows as appropriate.)

Major institutional committees or governance groups* URL or document name for meeting minutes

Department Head Council

NHTI Standing Teams (list - Employees tab)

Convocation Team

Curriculum Committee

Department Head Council

Disabilities Advisory Board

Employee Orientation Team

Facilities & Resources Organization Group

First-Year Experience Team

Green Team

Honors Team

Institutional Research Team

NHTI Film Society

Orientation Team

Service Learning Team

Student Leadership Team

Student Organizations

Teaching and Learning Team

Wellness Team

Wings of Knowledge

Veterans Resource Committee

(Insert additional rows as appropriate.)

*Include faculty, staff, and student groups.

Standard 3: Organization and Governance

If there is a "related entity," such as a church or religious congregation, a state system, or a corporation, describe and document the relationship with the accredited

institution.

Name of the related entity Community College System of New Hampshire

http://www.ccsnh.edu/about-ccsnh

URL

http://www.ccsnh.edu/sites/default/files/content/documents/100-%20by-laws%20revised%202-22-13.pdf

http://www.ccsnh.edu/about-ccsnh/board-trustees

a. Executive Committee http://www.ccsnh.edu/board-trustees/meetings-and-minutes

b. Finance Committee http://www.ccsnh.edu/board-trustees/meetings-and-minutes

c. Audit Committee http://www.ccsnh.edu/board-trustees/meetings-and-minutes

d. Academic and Student Affairs and Workforce Development Committeehttp://www.ccsnh.edu/board-trustees/meetings-and-minutes

e. Human Resources Committee http://www.ccsnh.edu/board-trustees/meetings-and-minutes

f. Facilities and Capital Budget Committee http://www.ccsnh.edu/board-trustees/meetings-and-minutes

g. Governance Committee http://www.ccsnh.edu/board-trustees/meetings-and-minutes

h. Marketing Committee http://www.ccsnh.edu/board-trustees/meetings-and-minutes

g. Safety and Risk Management Committee http://www.ccsnh.edu/board-trustees/meetings-and-minutes

System Leadership Team available upon request

Academic Standards Team available upon request

Vice President's Council

Institute Leadership Team (Employees tab)

https://ccsnh.blackboard.com/webapps/portal/execute/tabs/tabAction?tabId=_7097_1&tab_tab_

group_id=_261_1

available upon request

Faculty Forum available upon request

https://ccsnh.blackboard.com/bbcswebdav/courses/NHTI_Bb_CIHE_Data/NHTI%20STANDING

%20TEAM%20LIST.pdf

Institute Advisory Board available upon request

Academic Success Council available upon request

Adjunct Team available upon request

Administrative Networking Team available upon request

Advising Team available upon request

Alcohol, Tobacco and Other Drug Coalition available upon request

Civil Rights/Equity Team available upon request

College Environment Oversight Team available upon request

Enrollment and Retention Team available upon request

Comparing Alternative Mechanisms for Equivalent available upon request

Compliance Operations of Business Regulations & available upon request

available upon request

available upon request

available upon request

available upon request

Diversity Team available upon request

available upon request

available upon request

available upon request

available upon request

Governance and Organization Assessment Team available upon request

available upon request

available upon request

Information Technology Team available upon request

available upon request

Library Team available upon request

available upon request

available upon request

Professional Development Team available upon request

Refund/Credit Review Team available upon request

Safety Team available upon request

available upon request

available upon request

https://www.nhti.edu/student-life/student-involvement/student-organizations

Student Senate available upon request

available upon request

available upon request

available upon request

Violence Prevention Team available upon request

Campuses, Branches, Locations, and Modalities Currently in Operation (See definitions, below)

(Insert additional rows as appropriate.)

? State or Country Date Initiated Enrollment*

? Main campus NH 1965 6177

? Other principal campuses

? Branch campuses

? Other instructional locations

Distance Learning, e-learning Enrollment*

Date Initiated 2012

First on-line course Fall 1998

First program 50% or more on-line Fall 2009

First program 100% on-line Fall 2010

? Distance Learning, other Date Initiated Enrollment*

Modality

? Correspondence Education Date Initiated Enrollment*

Date Initiated Enrollment*

Definitions

* Report here the annual unduplicated headcount for the most recently completed year.

Distance Learning, e-learning: A degree or Title-IV eligible certificate for which 50% or more of the courses can

be completed entirely on-line.

Standard 3: Organization and Governance

Correspondence Education (federal definition): Education provided through one or more courses by an

institution under which the institution provides instructional materials, by mail or electronic transmission, including

examinations on the materials, to students who are separated from the instructor. Interaction between the instructor

and the student is limited, is not regular and substantive, and is primarily initiated by the student. Correspondence

courses are typically self-paced. Correspondence education is not distance education.

Low-Residency Programs

Program Name

Distance Learning, other: A degree or Title IV certificate in which 50% or more of the courses can be completed

entirely through a distance learning modality other than e-learning.

(Locations and Modalities)

City

Concord

Main campus: primary campus, including the principal office of the chief executive officer.

Other principal campus: a campus away from the main campus that either houses a portion or portions of the

institution's academic program (e.g., the medical school) or a permanent location offering 100% of the degree

requirements of one or more of the academic programs offered on the main campus and otherwise meets the

definition of the branch campus (below).

Branch campus (federal definition): a location of an institution that is geographically apart and independent of the

main campus which meets all of the following criteria: a) offers 50% or more of an academic program leading to a

degree, certificate, or other recognized credential, or at which a degree may be completed; b) is permanent in nature;

c) has its own faculty and administrative or supervisory organization; d) has its own budgetary and hiring authority.

Instructional location: a location away from the main campus where 50% or more of a degree or Title-IV eligible

certificate can be completed.

III.1

STANDARD THREE: ORGANIZATION AND GOVERNANCE

DESCRIPTION

NHTI-Concord’s Community College (NHTI) is one of seven colleges within the

Community College System of New Hampshire (CCSNH). In 2007, with the passage of

New Hampshire Senate Bill 82, the CCSNH transitioned from an agency of the State of

New Hampshire to “a body politic and corporate,” as defined in NH RSA 188-F, which

has led to many changes across the System and at NHTI.

The CCSNH is governed by a single Board of Trustees (the Board), the System’s

“policy-making and operational authority,” whose 23 voting members (except for the two

student members) are appointed by the Governor with the advice and consent of the

Executive Council. By statute, membership is broadly representational of New

Hampshire’s business and education sectors and includes representatives from each of the

state’s five executive council districts. Ex-officio members are also defined by statute and

include the Chancellor, seven college presidents, the Governor, and other members of

state government. Voting members serve renewable four-year terms, except for student

members who are chosen by their peers and serve one-year terms that rotate among the

colleges. Expectations of individual Board members are clearly defined in the CCSNH

Board of Trustees Policies, Section 210. Among these expectations is a signed disclosure

of associations in which the member has either direct or indirect financial interest at the

time of appointment and at any time during the member’s term of service.

The authority of the Board, defined in NH RSA 188-F:6, is reproduced in the

Board’s bylaws (Article V). The Board executes its authority using a committee structure,

with defined areas of committee oversight and reporting responsibilities to the full Board.

Recently revised, the CCSNH Board Policies (Article VI) lists the Board committees as:

Executive, Finance, Audit, Academic and Student Affairs and Workforce Development,

Human Resources, Facilities and Capital Budget, Governance, Marketing, and Safety and

Risk Management. Full Board meeting and committee meeting agendas and approved

minutes are published to the publicly accessible section of the CCSNH website. The

Board has also begun distributing an e-mail summary of its most recent meeting to all

CCSNH employees prior to the publication of approved minutes.

The full Board meets monthly throughout the academic year, holding at least one

meeting at each of the seven colleges of the CCSNH annually, at which the hosting

college makes a brief presentation. The Board also keeps apprised of activities at each

college and the CCSNH System Office through the monthly “management letter,” which

includes reports from each college president and the Chancellor’s direct reports. Board

members also visit the colleges at other times for open question-and-answer sessions and

for special college events, including Commencement. Each February, the Board holds a

multi-day retreat that provides training on topics of interest and provides time for

extended discussion; regional college accreditation was one topic at the 2014 retreat.

Authorizing legislation provides that the Board of Trustees will appoint the

Chancellor of the CCSNH to serve as the chief executive officer of the System; Section

231 of the CCSNH Board Policies details the job description and responsibilities of the

position. The legislation identifies the Chancellor as the primary liaison to all elements of

III.2

state government and as the chief spokesperson for the CCSNH. In addition, the Board

approves the nomination of the Vice Chancellor, a position that oversees all aspects of

academic and student affairs for the CCSNH, enrollment management (including

financial aid/scholarship functions), technology, legal and risk management functions,

audit, and compliance. The Vice Chancellor position was temporarily modified from

2012-2014 in such a way that did not include academic affairs functions; the position has

been vacant since mid-2014. Since 2012, the Board authorized the creation of two new

positions, the Associate Vice Chancellor of Human Resources Planning and

Development and the Associate Vice Chancellor of Finance and Strategic Planning.

In addition to meeting monthly with the Board, the Chancellor meets bi-weekly

with the seven college presidents and senior System Office staff and quarterly with the

System Leadership Team (presidents, Chancellor, Associate Vice Chancellors, all System

Office functional area heads) to discuss college operations, policy, and planning. The

Chancellor works with the Board, presidents, and System Leadership Team (SLT) to

develop and implement the strategic direction and goals for the System as a whole,

assuring accessible, cost effective, high quality educational programs and services, as

well as the continued success and advancement of the organization across all major

functional areas. As the primary liaison to state government, the Chancellor also works

closely with the Board and the SLT to develop operating and capital budgets for

presentation to the Governor and state legislature.

The Executive Committee of the Board is responsible for the annual evaluation of

the Chancellor, who, as part of the evaluation, must complete a management letter

detailing the year’s accomplishments and strategies for the coming year, as well as a self-

evaluation of performance of administrative duties. The Board also conducts a biannual

self-evaluation of its own performance through a survey of its voting and non-voting

membership. The Board’s Governance Committee designs, administers, and analyzes the

survey results and shares the results with the Board and Chancellor with strategies to

improve the overall effectiveness and performance of the Board.

NHTI relies on the CCSNH System Office for many operational functions that

must be coordinated across all seven CCSNH colleges, including legal counsel, risk

management, and internal and financial audit. The System Office and college staff and

administration work collaboratively to manage finances (including budget development),

purchasing, grant management, capital projects, state and federal compliance,

institutional research, information technology management, and human resource

management and union negotiations/relations. NHTI allocates to the System Office a

percentage of its tuition revenues for these services (see Standard Nine). Board policies

govern the broad areas of Operations/Administration; Human Resources; Finance;

Academic Affairs; and Student Affairs. System policies, which are more specific, govern

Human Resources; Finance; Facilities; Academics; Student Affairs; and Risk

Management.

Both faculty and staff at NHTI are represented by the State Employees’

Association of New Hampshire (SEIU Local 1984) via three separate bargaining units –

one for full-time faculty; one for adjunct faculty; and one for professional, administrative,

technical, and operating staff – that negotiate separate contracts with the CCSNH Board

III.3

of Trustees. NHTI employees select representatives to each union bargaining team;

members of senior administration may serve on the management bargaining team. At this

writing, the staff unit has reached an agreement with the Board on a contract for 2015-

2017. Negotiations between the CCSNH and the full-time faculty unit were declared at

impasse in the fall of 2015; full-time faculty remain covered by the provisions of the

previous contract, which has been amended to update changes to health care benefits. The

adjunct faculty contract, first negotiated in 2013, begins renegotiation in 2016. Non-

covered employees (including all direct reports to the President and selected others), are

at-will employees without union representation; policies governing the personnel

management of this group are set by the Board of Trustees.

NHTI’s chief executive officer is the President of the college, who was nominated

by the Chancellor and confirmed by the Board in accordance with authorizing legislation.

The President reports to and is evaluated annually by the Chancellor against the

accountabilities defined in Section 250 of the Board of Trustees Policies and agreed-upon

specific goals set with the Chancellor at the previous performance evaluation. As chief

executive and administrative officer, the President has full responsibility for the

management of the college’s human, physical, and financial resources, as well as all

college activities.

Direct reports to the President include the Vice President of Academic Affairs, the

Vice President of Student Affairs, the Chief Financial Officer, the Director of Human

Resources, and the Director of Communications; the position of Administrative Assistant

to the President has been vacant since mid-2014. The areas for which these individuals

are responsible can be seen in the organizational chart included with the Institutional

Characteristics section of this report and in the workroom.

The Vice Presidents Council, made up of the two Vice Presidents, the Associate

Vice Presidents of Academic and Student Affairs, the Chief Financial Officer, and the

Director of Communications, meets weekly with the President to share updates on

activities in their own areas and information from the System groups with which they

regularly meet. The Council continually (re)evaluates and (re)sets priorities in the context

of the most current financial and political climate and provides the President with advice

and counsel related to confidential personnel and financial decision-making.

In addition to the Vice Presidents Council, the President receives advice and

guidance at monthly meetings of the NHTI Advisory Board. Advisory Board members,

nominated by the President and approved by the Board, represent many of the college’s

professional and technical academic disciplines and major community partners. Although

the Advisory Board has no legal authority related to the operation of the college,

members provide valuable input into strategic planning, goal-setting, and fundraising,

and are important ambassadors for NHTI with the wider New Hampshire community.

The Vice President of Academic Affairs (VPAA) is the chief academic officer of

the institution and reports directly to the President. The VPAA has primary responsibility

for ensuring the integrity of academic offerings by providing leadership in ongoing

curriculum review, development, evaluation, and revision. All faculty report to the

VPAA either directly as academic Department Heads or through their Department Heads,

and the VPAA is responsible for certifying that faculty are qualified for the positions they

III.4

hold. The Registrar and the Directors of the Academic Advising Center, the Academic

Center for Excellence, the Cross-Cultural Education and ESOL Office, and the Library

all report directly to the VPAA, as does the Statistician, who has the greatest

responsibility for institutional research. The Associate VPAA reports directly to the

VPAA and manages the Business Training Center, the Division of Online and Continuing

Education, and Technology Services.

The VPAA meets monthly with academic Department Heads and the leaders of

academic support areas (the Department Head Council) to present updates and solicit

input on college/System initiatives and to develop solutions to identified issues of

academic concern. The VPAA also meets annually and as needed with academic

department heads individually. Department Heads are expected to communicate

information from Department Head Council meetings to the faculty they supervise. In

addition, the VPAA meets with all faculty at least twice per year and maintains a regular

electronic presence, responding to questions and concerns, providing updates, and

soliciting input on a variety of issues. Adjunct faculty are invited to attend all-faculty

meetings, as well as all-college meetings.

Although the VPAA holds the ultimate responsibility for the integrity of academic

offerings, faculty hold the primary responsibility for the selection of new faculty

candidates for their respective departments, for the assessment of teaching effectiveness,

and for the evaluation of student learning. Though the VPAA oversees the full

curriculum, faculty are responsible for the creation, development, implementation,

evaluation, and revision of curriculum to ensure that all academic programming is of high

quality and meets student and employer needs. All full-time faculty are expected to

participate in development of new/existing programs and to engage in ongoing review of

program relevance, student demand, and responsiveness to industry needs.

Academic programs are overseen by Department Heads, who are responsible for

all aspects of curriculum and program development, teaching and learning, student

advising, hiring and mentoring of new full-time and adjunct faculty, ongoing supervision

of faculty, and faculty performance evaluation. Most departments also convene program

advisory boards to provide input on curriculum, employment needs, and industry trends,

and academic transfer opportunities. Program advisory boards typically include

representatives from employers who hire NHTI graduates, program alumni, and

representatives from institutions to which program graduates frequently transfer;

meetings occur at least once per year.

Several cross-functional teams help ensure the integrity of academic offerings.

The Curriculum Committee, chaired by the VPAA and made up of faculty from across

disciplines and representatives of key academic support areas, reviews all proposed

curriculum changes for alignment with the college’s mission and to ensure that academic

integrity is maintained before forwarding all recommended changes to the Institute

Leadership Team (ILT; see page III.6) for further review and approval. (See Standard

Four for more complete information about the curriculum approval process.)

Other teams that do work related to academic integrity include the Academic

Standards Committee, which reviews academic progress of students, determines

corrective action for students in jeopardy, and assesses policies related to academic

III.5

integrity; the Comparing Alternative Mechanisms for Equivalent Learning Team

(CAMELs), which develops policies and procedures to ensure the academic integrity of

courses offered in alternative formats (online, hybrid, accelerated) and develops activities

to encourage use of best practices in alternative format instruction; the Enrollment and

Retention Team, which examines policies and practices relevant to improving both

enrollment and retention; the recently revived Teaching and Learning Team, which offers

professional development programming to provide faculty with opportunities to discuss

effective teaching and learning practices with their peers; the Adjunct Team, which

includes adjunct faculty representation and seeks ways to ensure that adjunct faculty

needs are met; and the Faculty Forum. In 2006, NHTI maintained the Institute Forum,

which included all employees. This group disbanded in 2010, and faculty chose to create

the Faculty Forum in 2011 as a venue through which full-time faculty can discuss issues

of mutual concern and propose solutions.

At NHTI, new college academic policy is initially generated through the

Academic Affairs Office, though the impetus for these changes can come from virtually

any element of the governance structure, including the teams described above that deal

with academic issues. The VPAA queries faculty about proposed changes, shares the

results with Department Head Council, and then submits the proposed changes to the ILT

for review and acceptance. However, most academic policy is set at the System level.

(See CCSNH Board of Trustees Policies Section 600 and System Policies/Academic

Affairs.) Changes to System academic policy can be proposed by the VPAA in

collaboration with the other six CCSNH VPAAs and submitted to the SLT for approval.

For example, in 2014 the VPAA proposed a revision to the System’s definition of the

credit hour (and associated definitions) to the System VPAAs, who meet monthly; the

System VPAAs agreed upon the new language, which was approved by the SLT.

Faculty are also involved in development of academic policy and initiatives at the

System level. In the spring of 2015, to facilitate communication with CCSNH faculty, the

Chancellor instituted the Chancellor’s Faculty Academic Advisory Council (CFAAC)

comprised of two faculty members appointed by the VPAA of each of the seven CCSNH

colleges. This group meets both with and without the Chancellor to discuss issues of

interest and concern to all CCSNH faculty. In addition, a CCSNH Faculty Senate, which

should provide an additional avenue for faculty input on System matters, is in its

formative stages, as is a Chancellor’s Staff Advisory Council, which will be structured

similarly to the CFAAC.

The Vice President of Student Affairs (VPSA) oversees all co-curricular activities

and all aspects of student life at NHTI, as well as Admissions, Financial Aid, and

Maintenance. The VPSA works collaboratively with the VPAA to ensure that activities

and services related to students’ academic and co-curricular development are compatible

and focused on student success. The VPSA works with students, with faculty who serve

as advisors to student clubs and organizations, and with the six other VPSAs across the

CCSNH to ensure the integrity of co-curricular offerings and to develop and review

policies and procedures related to student life, including the Student Code of Conduct and

the Student Judicial Policies and Procedures.

III.6

Students can participate in campus governance through Student Senate and

numerous clubs and organizations, which provide opportunities for students to develop

skills and experience outside the classroom. The Student Senate president is a voting

member of the ILT, and students serve on the Alcohol, Tobacco and Other Drug Team,

the Violence Prevention Team, the Bookstore Team, Food Service Team, and Student

Leadership Team. Each residence hall has a Student Hall Council that discusses areas of

mutual interest/concern. As stated above, there are two student representatives from

CCSNH Colleges on the Board; an NHTI student serves on the Board in annual rotation

with student representatives from the other CCSNH colleges.

While the organizational charts show reporting responsibilities, the Governance

Wheel (see Appendix) provides a visual representation of the shared governance structure

that guides the college. At the center of the wheel is the individual, which is intended to

illustrate the importance of each individual to NHTI’s successful accomplishment of its

mission. Surrounding the individual are the senior managers of college operations (the

President, the two Vice Presidents, and the Chief Financial Officer) and the Faculty

Forum President. The outer circle of the wheel represents the functional and cross-

functional teams where the work of the college is accomplished. Team memberships are

derived from the populations identified in the middle ring of the Wheel. Individuals may

find themselves in multiple sections of the wheel, which is intended to show that each

individual has multiple avenues for providing input into decisions at the college and

multiple avenues for bringing ideas and concerns forward. Members of the inner ring of

the wheel serve as sponsors of college teams and work with team chairs to present new

ideas and initiatives to the appropriate constituencies for input, development, approval,

and implementation. For example, a faculty member with an idea for a new marketing

strategy could bring the idea forward through the President, the VPAA, or the Faculty

Forum President. The wheel is also intended to illustrate that communication is expected

to occur up, down, and across the organizational structure.

NHTI’s primary cross-functional decision-making body is the Institute Leadership

Team (ILT), which is chaired by the President and includes all members of the Vice

Presidents Council, as well as the Director of Institutional and Alumni Development, the

Director of Technology Services, an elected staff representative, an elected Faculty

Forum representative, and the Student Senate President. The ILT considers all team

recommendations and proposed activities in the context of the Mission/Vision/Values

Statement; the ILT does not discuss confidential personnel, legal, or financial matters,

which are handled by the Vice Presidents Council or individual senior administrators.

Minutes of ILT meetings are published in the myNHTI section of Blackboard®. In

addition to review of Curriculum Committee recommendations, examples of recent ILT

discussion items include a proposal for use of NHTI student course evaluation data by a

doctoral degree candidate; a grant proposal from the Child and Family Development

Department; a proposal from the Enrollment and Retention Team to switch from college-

developed placement testing to Accuplacer®; a new fee to be paid by nursing students for

access to clinical simulation software programs; and a survey proposed by the Adjunct

Team. The ILT is responsible for chartering new cross-functional teams and is also

III.7

involved in the development of the college’s strategic plan, as well as the Master Plan

and capital budget proposals.

APPRAISAL

Since NHTI’s 2006 reaccreditation by the Commission on Institutions of Higher

Education, the transition from state agency status of the New Hampshire Community-

Technical College System to the autonomous Community College System of New

Hampshire (CCSNH) in 2007 has resulted in many changes to both the organization and

governance of the System and of NHTI as one of seven colleges within that System.

Since becoming a self-governing body, the CCSNH has seen four Chancellors. The

Board of Trustees, now the governing body of the CCSNH and its colleges, has

responsibilities that it did not have previously, and the CCSNH System Office has taken

on functions that were previously provided by the State of New Hampshire. NHTI’s

President, who has been in place for 18 months at this writing, is the first President at

NHTI since the 1970s who did not have a long history with the college. This lengthy

period of transition has seen both successes and continuing challenges for both the

CCSNH and for NHTI.

The Board continues to be highly engaged in the performance of its legislated

responsibilities, and members work closely with the Chancellor and college presidents to

fulfill the mission of the CCSNH. The Board’s meetings are open except when in

executive session, and meeting minutes of the Board and its committees are made

publicly available once approved. Rotation of meeting locations to the seven CCNSH

college campuses throughout the year and attendance at special college events keep

Board members aware of the uniqueness of each college in the System, though some

NHTI employees have expressed a desire to see individual members take the opportunity

to spend time observing classes, co-curricular events, and administrative offices to get a

clearer sense of the work being done at the college.

In taking on functions that were previously provided by the State of New

Hampshire, the CCSNH has had to develop policies and procedures, as well as hire

additional senior administrators to provide leadership in such areas as legal counsel,

financial and facilities management, and risk management. Hopes for streamlining many

processes, such as purchasing and hiring, have been realized in only limited ways. In

addition, the administrative costs of the additional positions has created some concern as

all CCSNH colleges have laid off full-time personnel and reduced part-time staff hours

over the past 18 months. However, NHTI senior administrators and directors of the

college’s administrative offices work closely and collegially on a nearly daily basis with

colleagues in the System Office, providing mutual support. For example, the NHTI

Director of Financial Aid serves as an important resource for the System to ensure

compliance with federal regulations, NHTI’s Chief Financial Officer is in daily

communication with the CCSNH financial and facilities management teams, and NHTI’s

Vice President of Academic Affairs works regularly with the CCSNH legal counsel and

Director of Human Resources.

The CCSNH System Office, like NHTI, has lost personnel as tuition revenues

have fallen with the System-wide decline in enrollment and the Board’s decision to

III.8

reduce tuition by $10 per credit. As open positions have been left unfilled at the System

Office, some work previously handled by the System Office has been pushed down to the

college level (e.g., purchasing and payables, collection of delinquent student accounts),

which further burdens already short-staffed offices at the college. One of the major

positions that has gone unfilled at the System Office is that of the Vice Chancellor – a

position that is defined in Board policy (Section 241) as the System’s Chief Academic

and Student Affairs Officer. As a result, an important voice for faculty and students is

absent from Board and System Leadership Team meetings, and work that would typically

have been handled by the Vice Chancellor has been delegated to the college Presidents

and Vice Presidents, which diverts their attentions from their own colleges. In other

areas, System initiatives intended to enhance the functioning of all colleges and the

System as a whole, such as the System Banner Revitalization Project discussed in

Standard Two, have placed additional burdens on administrative offices and faculty,

leaving them limited time to attend to the daily work of the college at a time when nearly

all offices are short-staffed.

Although NHTI has a voice at many levels in discussions of proposed System

initiatives, there is a widespread campus perception that its voice has little impact on

decision-making at the System level. There is a campus perception that, despite recent

efforts by the Board and Chancellor to enhance communication with faculty and staff at

the colleges (e.g., the CFAAC and the e-mailed summaries of Board meetings),

meaningful communication does not occur as frequently as it could or should. Faculty, in

particular, have expressed concern about a perceived lack of openness in the nomination

of new Board members, in the Board’s processes for self-evaluation, and in their

evaluation of the Chancellor.

Another change that has occurred within the past three years is the separation of

the full-time faculty and staff bargaining units and the addition of the adjunct faculty

bargaining unit, as well as the creation of a larger group of non-covered personnel. The

separation of the full-time faculty from the staff unit has allowed each group to give more

focus to issues of unique concern to each group during negotiations. The creation of the

adjunct faculty union, which was controversial within the adjunct population at NHTI,

resulted in an increase in wages over the three years of the contract and defined some

employment rights for covered adjuncts. As at-will employees, non-covered employees

saw an initial increase in salaries, though the Board implemented a freeze on salaries for

the 2014 and 2015 evaluation cycles. Non-covered employees have seen limited, if any,

opportunity to negotiate increases in salaries or changes to working conditions.

Within NHTI, the major area of organizational concern is the many positions that

have gone unfilled in the past two years as a result of declining tuition revenues. This has

had a detrimental effect on employee morale. Because part of the decline in revenue is

related to the Board’s decision to lower tuition as a part of its commitment to accessible

and affordable education, some employees question the Board’s commitment to another

of its stated goals - to “Foster an environment where CCSNH is an employer of choice

and works to continuously improve employee engagement.” A CCSNH Employee

Engagement survey conducted in 2014 showed that over 90% of respondents felt that

“their contributions make a difference,” but only about two-thirds of employees feel that

III.9

they get sufficient support from the organization and that the lack of resources creates

both frustration and stress.

The organization has suffered from a reduction in full-time faculty from 113 in

the spring of 2014 to 93 in the spring of 2016 as a result of resignations, retirements,

reclassifications, and the elimination of positions; six faculty positions were lost to lay-

offs during the 2014-15 academic year. A similar reduction in full-time staff positions

occurred for similar reasons, and nearly every office has at least one vacant position. In

addition, hours for part-timers were reduced from 29 to 25 hours per week and adjuncts

were limited to 11 credits per semester as the result of a change in System policies. The

VPAA and a single Associate VPAA now manage functional areas of the college that

were managed in 2001 by two Vice Presidents and three Associate Vice Presidents – a

time when student enrollments were about half the current levels. The Vice President of

Student Affairs has taken on Admissions and Financial Aid, which were once managed

by an Associate Vice President of Enrollment Management; although Student Affairs has

added an Associate Vice President, that position is currently focused largely on

enrollment since the retirement of the long-time Director of Admissions.

As positions have been left vacant, those remaining have stepped in and done

their best to ensure that academic quality, compliance with state and federal regulations,

and service to students does not suffer. However, NHTI’s governance model relies

primarily on full-time faculty and staff to do the work of its cross-functional teams, and

as faculty and staff take on work that had previously been done by others in their

departments and offices, less time remains and motivation is lower for participation in

team activities and the creative and innovative thinking that is inspired by discussions

with colleagues outside employees’ own functional groups.

Still, NHTI’s governance model continues to work even as new challenges arise.

The very active Enrollment and Retention Team, formed in 2014, meets regularly to

develop new strategies to eliminate barriers and develop innovative practices that support

student success; the Governance and Organization Assessment Team (the GOATs) is

working to get all employees involved in thinking about possible organizational solutions

to the difficulties created by personnel reductions through an all-college survey and focus

groups about workflow; and the Comparing Alternative Mechanisms for Equivalent

Learning Team is developing new strategies for ensuring that all academic offerings in

alternative delivery formats meet the college’s expectations for academic excellence and

integrity. The Master Planning process that is just beginning will encourage the

involvement of all campus constituencies, and the development of NHTI’s newly updated

strategic plan involved faculty and staff from across the college.

Some faculty have expressed concern that the Vice Presidents Council has

gradually usurped some of the decision-making authority that had belonged to the more

representative ILT and that there are no published agendas or minutes of the weekly

meetings. The members of the Vice Presidents Council are aware of these concerns and

make every effort to ensure that all decision-making other than that related to personnel

and financial matters is referred to the ILT. Additionally, since the dissolution of the

Institute Forum, there has been concern that the voice of staff in college decision-making

is limited to the single elected representative to the ILT and that the staff has no team

III.10

analogous to the Faculty Forum. About a third of full-time faculty regularly attend

Faculty Forum meetings, and efforts are ongoing to increase participation.

NHTI’s organizational and governance models are fundamentally sound and

operational, despite a sort of “crisis of faith” in some quarters. Faculty continue to have

substantive control of all academic offerings and substantial input into all matters that

affect the teaching and learning environment, and students also play an important role in

college governance. As described above, the governance model encourages active

participation and broad communication up, down, and across the organizational spectrum

as a means of fulfilling the college’s mission and purposes. The President is active on

campus and provides opportunities for employees to meet individually and in open

forums to discuss issues of concern and ideas for improving the college. Most recently,

the President has begun the LEAN Lynx initiative to be led by one of NHTI’s

engineering technology faculty to educate the campus about Lean Principles,

complementing the work being done by the GOATs related to workflow and

organization, and engaging all employees in decision-making and problem-solving.

PROJECTION

All college representatives will maintain collaborative and collegial working

relationships with the CCSNH Chancellor’s Office and the Board of Trustees. College

representatives will advocate for NHTI’s best interests and for the ongoing need for clear

communication and transparent decision-making.

The President will continue to respond to the concerns, needs, and initiatives of

the campus community, confer with the NHTI Advisory Board, maintain liaisons with

business and industry through the state, and represent NHTI to the legislature of the State

of New Hampshire as appropriate.

NHTI will continue to ensure that all constituencies are included and trained in

the use of the governance model, to work within and more regularly evaluate this model,

and to support the teams chartered therein. The college will continue to ensure that its

governance model realizes the mission, vision, and values of the college.

The NHTI GOATs will review the college’s current governance and

organizational structure and make appropriate recommendations to effectively utilize

available resources. The LEAN Lynx initiative will be fully implemented.

INSTITUTIONAL EFFECTIVENESS

NHTI’s governance model is designed to encourage broad participation in campus

decision-making at both the department/office and college level and to ensure that

appropriate input is considered prior to implementation of any change. New teams are

chartered as college needs change, and existing teams may revise their original purposes

and goals.

Many staff members, faculty, and administrators participate in System teams and

events (e.g., Symposium) and meet regularly with their peers at other CCSNH colleges

for various purposes, providing opportunities for the NHTI voice to be part of discussions

at many levels.

Standard Four: The Academic

Program

?

?

3 Years 2 Years 1 Year Current Next Year

Prior Prior Prior Year* Forward (goal)

(FY 2012) (FY2013) (FY 2015) (FY 2016) (FY 2017)

Undergraduate

? 1481 1,856 1,662 1,410 1,410

593 573 650 578 578

634 644 522 492 492

1157 1,174 903 1,029 1,029

9763 9,796 9,547 7,436 7,436

3093 3,334 3,481 2,969 2,969

879 766 906 879 879

3484 3,343 3,590 3,090 3,090

751 772 698 650 650

1369 1,426 1,466 1,301 1,301

426 350 390 400 400

1660 1,927 1,891 2,063 2,063

1276 1,009 1,225 1,269 1,269

927 1,008 875 885 885

12275 11,949 11,891 10,216 10,216

294 387 396 489 489

927 818 783 627 627

1091 1,056 975 197 197

684 751 764 684 684

1357 1,157 1,291 1,128 1,128

6469 6,457 6,342 5,430 5,430

355 319 291 287 287

437 932 1,008 1,008

15510 14,919 14,475 12,537 12,537

1948 1,588 1,004 1,304 1,304

81 697 697

3422 3,439 3,114 2,417 2,417

455 465 429 405 405

847 724 616 484 484

442 423 466 359 359

227 208 238 267 267

1466 1,483 1,519 1,254 1,254

24 84 128 128

12183 12,222 12,165 10,398 10,398

627 438 377 304 304

1846 1,852 1,565 1,577 1,577

Total 89,918 89,094 87,604 76,648 76,648

Graduate

Total - - - - -

General Studies

Accounting

Addiction Counseling

Animation & Graphic Game Prog

Human Service

Architectural Engineering Tech

Biology & Chemistry

Business Administration

Computer Engineering Tech

Criminal Justice

Dental Assisting

Diagnostic Medical Sonography

Electronic Engineering Tech

Standard 4: The Academic Program

(Credit Hours Generated By Department or Comparable Academic Unit)

Information Technology

Landscape Design

Manufacturing Engineering Tech

Mathematics and Physics

English

Early Childhood Education

Education

Dental Hygiene

English as a Second Language

Sports Management

Visual Arts

Social Sciences

Mechanical & Manuf Eng Tech

Medical Coding

Nursing

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an interim or

progress report, the year in which the report is submitted to the Commission.

Health Science

Hospitality & Tourism Mngt

Orthopaedic Technology

Paralegal

Paramedic Emergency Medicine

Radiation Therapy

Radiologic Technology

Robotics & Automation Eng Tech

?

3 Years 2 Years 1 Year Current Next Year

Prior Prior Prior Year* Forward (goal)

For Fall Term, as of Census Date (FY 2 ) (FY2 ) (FY 2 ) (FY 2 ) (FY 2 )

Master's

?

Total - - - - -

Doctorate

?

Total - - - - -

First Professional

?

Total - - - - -

Other

?

Total - - - - -

Total Graduate - - - - -

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an

interim or progress report, the year in which the report is submitted to the Commission.

Standard 4: The Academic Program

(Headcount by GRADUATE Major)

Degree Level/ Location

& ModalityAssociate's Bachelor's Master's

Clinical

doctorates (e.g.,

Pharm.D., DPT,

DNP)

Professional

doctorates (e.g.,

Ed.D., Psy.D.,

D.B.A.)

M.D., J.D.,

DDSPh.D.

Total Degree-

Seeking FTE

Main Campus FTE 2757.83 2757.83

Other Campus FTE 44.50

Branches FTE

Other Locations FTE

Overseas Locations

FTE

On-Line FTE 476.08 476.08

Correspondence FTE

Low-Residency

Programs FTE

Total FTE 3278.41 0.00 0.00 0.00 0.00 0.00 0.00 3278.41

Unduplicated

Headcount Total3758 3758

Degrees Awarded, Most

Recent Year605 605

Student Type/ Location

& Modality

Non-

Matriculated

Students

Visiting

Students

Main Campus FTE 120.08

Other Campus FTE 0.33

Branches FTE

Other Locations FTE

Overseas Locations

FTE

On-Line FTE 43.17

Correspondence FTE

Low-Residency

Programs FTE

Total FTE 163.58

Unduplicated

Headcount Total384

Certificates Awarded,

Most Recent Year n.a. n.a.

Notes:

3) Please refer to form 3.2, "Locations and Modalities," for definitions of locations and instructional modalities.

* For programs not taught in the fall, report an analogous term's enrollment as of its Census Date.

Standard 4: The Academic Program

(Summary - Enrollment and Degrees)

Fall Enrollment* by location and modality, as of Census Date

Title IV-Eligible Certificates:

Students Seeking Certificates

1) Enrollment numbers should include all students in the named categories, including students in continuing education and students enrolled through any

2) Each student should be recorded in only one category, e.g., students enrolled in low-residency programs housed on the main campus should be recorded

3 Years 2 Years 1 Year Current Next Year

Prior Prior Prior Year* Forward (goal)

For Fall Term, as of Census Date (FY 2013 ) (FY 2014 ) (FY 2015) (FY 2016) (FY 2017)

Certificate

? 2 1

11 8 12 7 7

5 3 5 4 4

2 14 22 17 17

4 2 3 1 1

7 7

1 1 1

2

5 3 9 4 4

9 3 2 4 4

1 1 1 1

30 30 31 27 27

16 16 15 19 19

1 2 3 5 5

4 5 8 4 4

6 3 3 3 3

3 7 1 1 1

1 1 1 1

1 1

1 1 3 1 1

3 3 3 4 4

20 18 20 17 17

8 4 6 8 8

8 6 9 7 7

11 6 1 1 1

13 18 17

8 5 11 10 10

22 22 25 19 19

2

2

15 4 3

14 8 10 6 6

3 3 1 1

3 3 2 3 3

3 2 2 2

3 2 2

21 18 23 33 33

1 1

1 1

Total 256 218 260 221 221

Associate

? Accounting Associate in Science 69 61 54 48 48

Addiction Counseling Associate in Science 52 53 53 54 54

Advanced Manufacturing Processes Tech Associate in Science 9 9

AGS/Architectural Engineering Technology Associate 8 12 10 10 10

AGS/Early Childhood Education Associate in Science 21 20 15 14 14

AGS/Information Technology Associate in Science 31 29 24

AGS/Manufacturing Engineering Technology Associate in Science 1 2 2 2

AGS/Mechanical Engineering Technology Associate in Science 15 15 19 8 8

Animation & Graphic Game Programming Associate in Science 67 61 54 59 59

Architectural Engineering Technology Associate in Science 75 67 43 39 39

Associate in Arts in Liberal Arts 89 65 60 47 47

Associate in Arts in Liberal Arts English Concentration 2 5 16 16

Biology Associate in Science 1 24 24

Business Administration Associate in Science 163 175 178 169 169

Civil Engineering Technology Associate in Science 1 8 8

Computer Engineering Technology Associate in Science 45 42 48 40 40

Criminal Justice Associate in Science 256 263 243 227 227

Early Childhood Education Advanced Certificate

Early Childhood Education Certificate

Dental Assisting Professional Certificate

Diagnostic Medical Sonography Professional Certificate

Addiction Counseling/Criminal Justice Certificate

Advanced Manufacturing Processes Certificate

Autism Early Intervention Support Certificate

Computer Technology Programming Advanced Certificate

Career & Technical Education Alternative Certificate

Coaching Certificate

Community Social Services Certificate

Computer Aided Design Certificate

Teacher Education Conversion Certificate

Tourism Information Technology Certificate

Wedding Planning Management Certificate

Teacher Education Conversion with Certification in ESOL

Management Certificate

Medical Coding Certificate

Online Early Childhood Education Advanced Certificate

Sports Management Certificate

Online Early Childhood Education Certificate

Orthopaedic Technology Certificate

Paralegal Studies Certificate

Radiation Therapy Certificate

Special Education Certificate

Standard 4: The Academic Program

(Headcount by UNDERGRADUATE Major)

Accounting Advanced Certificate

Accounting Basic Certificate

Building Inspector & Plans Examiner

Education Certificate

General Special Eduation Certificate (with teaching credential)

General Special Education Certificate (no teaching credential)

Hotel Administration Certificate

Information Technology Application Development Certificate

Event Conference Management Certificate

Information Technology Networking Certificate

Information Technology Technical Support Certificate

Landscape Design Certificate

Legal Nurse Consultantation Certificate

LPN-RN Completion Option Associate in Science

Criminal Justice Distance Learning Associate in Science 6 5 3 4 4

Dental Hygiene Associate in Science 73 72 74 78 78

Early Care & Ed. for Young Children with Disabilities Assoc 24 28 22 18 18

Early Childhood Education Associate in Science 67 76 57 71 71

Education Associate in Science 66 43 51 56 56

Electronic Engineering Technology Associate in Science 47 51 47 43 43

Environmental Sciences Associate in Science 7 18 23 25 25

General Studies Associate in Science 1562 1,505 1,464 1,325 1,325

Health Science Associate in Science 18 18 43 50 50

Health Science Nutrition Associate in Science 11 11

Hospitality & Tourism Management Associate in Science 30 37 40 34 34

Human Services Associate in Science 106 100 106 102 102

Industrial Design Technology Associate in Science 4 4

Information Technology Associate in Science 162 181 174 174 174

Landscape & Environmental Design Associate in Science 18 18 12 13 13

LPN-RN Completion Option Associate in Science 7 5 5

Manufacturing Engineering Technology Associate in Science 19 22 17 13 13

Mathematics Associate in Science 6 9 9

Mechanical Engineering Technology Associate in Science 115 111 107 119 119

Nursing (Day) Transition 5

Nursing Associate in Science 158 161 158 123 123

Online Accounting Associate in Science 4 10 10

Online Business Administration Associate in Science 8 25 24 24

Online Criminal Justice Associate in Science 7 23 22 22

Online Early Childhood Education Associate in Science 6 9 14 14

Online General Studies Associate in Science 22 51 57 57

Online Hospitality & Tourism Management Associate in Science 4 5 2 2

Orthopaedic Technology Associate in Science 8 21 21 24 24

Paralegal Studies Associate in Science 25 28 24 17 17

Paramedic Emergency Medicine Associate in Science 23 23 24 21 21

Radiation Therapy Associate in Science 6 9 11 14 14

Radiologic Technology Associate in Science 56 61 63 66 66

Robotics & Automation Engineering Technology Associate 7 17 17 17

Sports Management Associate in Science 58 52 27 32 32

Visual Arts Associate in Arts 58 46 38 40 40

? Undeclared 476 461 454 385 385

Total 4,085 4,066 4,017 3,796 3,796

Baccalaureate

?

Total - - - - -

Total Undergraduate 4,341 4,284 4,277 4,017 4,017

Program discontinued

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an interim or progress report, the year

in which the report is submitted to the Commission.

Undeclared

IV.1

STANDARD FOUR: THE ACADEMIC PROGRAM

DESCRIPTION

Since opening in 1965 with three engineering technology programs, NHTI’s academic

and workforce training opportunities have grown to include 37 associate degree programs, 48

certificate programs, and a variety of personal and professional development offerings. The

Mission/Vision/Values Statement, which is aligned with the Community College System of New

Hampshire (CCSNH) Mission Statement, is NHTI's primary source of philosophy and direction

and serves as a touchstone for its academic programs of study. NHTI has long dedicated itself to

providing academic, professional, and technical preparation and to maintaining a learning

community that will empower students, faculty, staff, and alumni to succeed in their personal

and professional lives through programs that prepare students for ongoing education, entry into

the workforce, and career advancement, while also meeting education and employment needs of

existing and future New Hampshire employers. In fulfilling its Mission/Vision/Values Statement,

NHTI was nationally recognized as the top “Two-Year College With the Highest Value-Added

With Respect to Mid-Career Earnings” by the Brookings Institution in April 2015.

NHTI grants Associate in Science and Associate in Arts degrees, all of which typically

require at least two years of full-time study to complete. Many of these programs prepare

students for direct entry into the workforce, such as the allied health and engineering technology

programs, while others provide pathways to baccalaureate degrees, such as Mathematics and

Biology. An Associate in Science in General Studies and an Associate in Arts in Liberal Arts and

Sciences are also offered. Certificates and professional certificates provide career-specific

training in such disciplines as Landscape Design, Diagnostic Medical Sonography, and the

Teacher Education Conversion programs. In addition, the college offers many non-credit courses

and programs designed to meet the community's economic and educational needs.

The Vice President of Academic Affairs (VPAA) serves as the chief academic officer and

supervises the Associate Vice President of Academic Affairs and all academic Department

Heads. Department Heads supervise both full-time and adjunct faculty in the programs for which

they are responsible; Department Heads who are responsible for multiple academic programs

may be assisted by one or more Program Coordinators.

While the VPAA has the college-wide responsibility for assuring the quality and integrity

of academic offerings, faculty maintain the primary responsibility for the quality and integrity of

specific programs and courses. Faculty develop program outcomes and objectives as a part of

each program proposal/approval process and review them periodically as the discipline evolves.

Development of course content and objectives is part of the Common Course Outline prepared

for each new course proposal; course content and objectives are reviewed periodically by

departmental faculty, program advisory committees, and specialized accrediting bodies.

Department Heads provide each faculty member assigned to a particular course with the

Common Course Outline or syllabus. In courses with multiple sections, Department Heads are

responsible for ensuring that departmental expectations regarding content and completion of

course objectives are met by all faculty teaching that course regardless of the course delivery

format. While individual faculty members have the freedom to present course content in their

own ways, they are responsible for teaching all of the course content as determined by the

sponsoring department and for assessing student achievement against the objectives created for

each course using departmentally approved methods.

IV.2

Department Heads review syllabi and conduct classroom observations to ensure

objectives are being met; the VPAA or Associate VPAA observes Department Heads in the

classroom. Department Heads also prepare annual departmental reports for the VPAA that are

reviewed in individual meetings. The VPAA also meets with all Department Heads and heads of

key academic support and administrative offices in monthly Department Head Council meetings.

All proposals for changes to the curriculum or for new courses or programs are made to

NHTI’s Curriculum Committee, which is chaired by the VPAA and includes faculty

representatives from the spectrum of academic disciplines, as well as the Registrar and

representatives from the library, Academic Advising Center, and Admissions. Recommendations

for curriculum and program changes are developed by the faculty. All full-time faculty are

expected to participate in curriculum review and development, and typically all full-time faculty

within a given department have had input into any proposals to change existing curriculum or to

add new programs/courses. Proposals are submitted by the Department Head to the VPAA, who

reviews proposals and places them on the Curriculum Committee’s agenda. Proposals approved

by the Curriculum Committee are recommended to the Institute Leadership Team (ILT) for final

approval; new program approvals are sent to the System Office for review and approval by the

Chancellor (certificates) and the CCSNH Board of Trustees (associate degree programs).

Approved changes are circulated by the VPAA to administrative and academic support offices

and to Department Heads via e-mail and published online in ILT minutes.

Section 600 of the System Policies defines the new certificate and degree program

proposal/approval process. The rigorous approval process for new degree programs ensures that

each program has well-defined objectives, curriculum, student outcomes, and admission

requirements and that these components of the degree have a logical connection. The process

also ensures that the college has the financial, human, and physical resources to support and

sustain the program. Annually, each department submits requests to the VPAA for additional

personnel, equipment, and other resource needs as identified by department faculty, staff, and

program advisory boards. The VPAA brings the requests to the Vice Presidents Council, which

reviews each program’s enrollment, retention, and graduation history to make decisions

regarding the allocation of operating funds.

The CCSNH Board of Trustees approves all degree program additions or deletions; the

Chancellor approves additions or deletions of certificate programs. In the past ten years, NHTI

has added more than a dozen new associate degree programs in such areas as Robotics and

Automation Engineering Technology, Orthopaedic Technology, and Environmental Science.

Historically, NHTI has gradually phased out programs (rather than terminating them) in order to

allow students the opportunity to graduate. For example, the decision to delete the Practical

Nursing Program was made in Summer 2014, and NHTI continued the program through the fall

semester allowing students to graduate as planned in December 2014. Any student who did not

graduate or who had intended to seek readmission was contacted directly and provided with

information about other Practical Nursing programs in the state.

Comprehensive information regarding each degree and certificate program is published

on the college’s website, both on program pages and in the online catalog. Information includes a

description of each program, admission criteria, educational objectives, requirements, and a

recommended two-year curriculum sequence. Individual course descriptions are also published.

Many departments include program outcomes on their website pages. Certificate programs also

include Gainful Employment Disclosure Statements.

IV.3

Each program establishes admission criteria designed to ensure that students who enroll

can expect to complete the program in a reasonable timeframe. Student completion data is

regularly reviewed by senior administration, program faculty, and program accreditors. Proposed

changes to admission criteria follow the Curriculum Committee process described above. A

student applying for readmission must meet current entrance requirements for the desired

program. However, appropriate substitutions will be made when previous courses have been

replaced with updated ones. In order to approve a substitution, the Department Head will make a

recommendation to the VPAA, who makes the final decision.

Students are assigned an academic advisor upon matriculation into any academic

program, and students who experience academic difficulties are guided into a variety of support

services, including peer and professional tutoring, Disabilities Services, Counseling Services, all

of which are readily available, free, and encouraged. Student progress from admission to

completion is tracked using Banner®, a comprehensive database used throughout the college and

managed by the CCSNH. Standards for acceptable academic progress are established for both

academic and financial aid purposes.

Instructional methods range from lectures, seminars, and lab experiences (many using

state-of-the-art equipment, and/or computer-assisted instruction) to clinical experiences and

internships. NHTI uses Blackboard® for online courses and to introduce web-based elements into

traditional courses, including threaded discussions, links to web resources, and live chats.

Individual course syllabi include major course objectives and methods of evaluation.

Each student's performance is monitored and assessed in a variety of ways, including written

exams and quizzes, research projects, oral presentations, and clinical and laboratory

performance, with appropriate feedback and evaluation from faculty and clinical, internship, and

practicum preceptors. All courses require a final, comprehensive assessment, and most programs

include a capstone experience that requires students to demonstrate integration of knowledge and

skills gained throughout the program. Capstones may include such activities as field experiences

(Education), senior projects (Criminal Justice, Engineering Technologies), industry internships

(Hospitality, Information Technology), practica (Human Service and Early Childhood

Education), and clinical rotations (allied health programs).

Each degree program requires students to successfully complete English Composition

(ENGL 101C), as well as an English/Communications elective. Students receive comprehensive

bibliographic instruction in their first-year English course that they will utilize throughout their

programs of study. Upper-level courses and capstone projects reinforce college-level English

language skills, both written and oral. Matriculated students who are non-native speakers of

English who have scored less than 500 on the Test of English as a Foreign Language (TOEFL)

are required to complete English for Speakers of Other Languages (ESOL) courses in basic

writing, pronunciation, and reading comprehension.

NHTI engages in ongoing course and program evaluation through the use of enrollment,

retention, and completion data; student evaluations and surveys; employer surveys; review and

evaluation of job placement statistics; and review by departmental and college advisory boards

and departmental accrediting bodies. (See the Appendix: E1b Forms for all program-specific

accreditations.) The CCSNH Academic Policy for program review allows each CCSNH college

to determine and complete its own procedure for program review. At NHTI, the Department

Head’s annual report to the VPAA, described above, and the associated annual meeting with the

VPAA in conjunction with the ongoing review of enrollment, completion, and financial data by

the Vice Presidents Council constitute program review.

IV.4

Subsequent to a request in NHTI’s Fifth-Year Report, the Commission granted

institutional approval for online offerings, and NHTI now has six degree programs available

100% online with 132 matriculated students (all but six from New Hampshire). With many

individual courses offerings available online (125 courses and nearly 6000 credits in the Fall

2015 semester), more than 50% of the credits required for many other programs may be earned

online. NHTI also offers hybrid courses that require students to attend at least three on-campus

classes during the semester while totally online courses do not meet face-to-face. In addition to

traditional 15-week courses, course offerings are also presented in alternative time frames.

Students enrolled in one-week courses receive their assignments at the time of registration,

thereby allowing time for advance preparation. Eight-week courses are offered in both the online

and traditional formats each semester.

NHTI’s programs and courses are designed to ensure an opportunity for reflection and

analysis of the subject matter, regardless of the delivery format. Instructors are available by

telephone, e-mail, in person, and through Blackboard®. Class and lab assignments, quizzes, case

studies, and simulations are designed to foster and assess student understanding. Full-time

faculty or seasoned adjuncts are usually chosen to teach courses offered in alternative formats.

Regardless of course length or mode of delivery, the syllabi, assignments, and grading system

are expected to be comparable to those of traditionally delivered courses. Department Heads are

responsible for the oversight of all courses offered through their departments and work with the

Division of Online and Continuing Education (DOCE) to ensure the quality of instruction.

NHTI had already been participating in the CCSNH Running Start dual enrollment

program for many years before the Commission’s requirement for a Substantive Change Report

for such activities. The Running Start program allows qualified high school teachers, in

partnership with NHTI’s full-time faculty, to teach NHTI courses in their high school to junior

and senior students for dual high school/college credit at a much reduced cost. The Running Start

Coordinator oversees the process by which high school faculty are selected and partnered with

NHTI faculty, as well as the recruitment and registration of students and course evaluation

process. The VPAA certifies the high school faculty using the same criteria expected for college

faculty in similar disciplines. High school faculty use the NHTI syllabus for each course and,

where possible, teach the course in the traditional 15-week format. Students with documented

disabilities work with NHTI’s Disabilities Services Coordinator to arrange reasonable

accommodations appropriate to the college setting. Running Start students may access NHTI’s

library collection in person or online. NHTI faculty partners receive stipends to conduct

classroom visits, review syllabi, course material, and student assessments, and to communicate

with their high school faculty partners throughout the semester as needed. Students evaluate each

course using the same questionnaire used for other college courses. During the 2014-15

academic year, 1237 high school students participated in 140 courses across 22 high schools, and

186 students visited NHTI on two Running Start Discovery Days.

In the Fall 2015 semester, NHTI faculty offered eight courses through eStart, a

partnership between the CCSNH and the Virtual Learning Academy Charter School (VLACS) in

which New Hampshire high school students take 100% online college courses through the

CCSNH at reduced cost while earning dual high school and college credit. VLACS students

receive the same instruction as NHTI students in the college sections of the course.

Conferences, institutes, workshops, and non-credit continuing education programs are

offered by the Business Training Center (BTC). The Director of the BTC provides quality

assurance and oversees program offerings in areas such as information technology, business, and

IV.5

allied health fields. Professional workshops offered for continuing education credits are approved

by appropriate organizations; for example, the New Hampshire Board of Dentistry provides

curriculum guidelines for continuing education offerings for dental hygienists and assistants.

To achieve its mission, NHTI depends on a variety of outside facilities that serve as

studio space or clinical/internship training sites for its students. NHTI also depends on computer

services operated and maintained by the CCSNH, including Banner®, Blackboard®, SIS®, and e-

mail. Please see Standards Three, Seven, and Eight for more detailed information.

Undergraduate Degree Program

NHTI offers Associate in Arts and Associate in Science degrees. All degree programs at

NHTI require a minimum of 64 credits, as established by the Board of Trustees and published in

the System Policy Manual. Students must complete a minimum of 32 credits in the major field

and at least 24 credits of general education for the Associate of Science degree; students in

Associate of Arts programs must complete all credits in the liberal arts, with at least 20 credits in

a given discipline to achieve a concentration in the liberal arts. General education/liberal arts

credits must be earned across the spectrum of the liberal arts disciplines in a distribution defined

by System policy. Students typically have a wide choice of electives to meet general education

requirements, though some programs must comply with a specialized accrediting agency's

demand for a specific general education course. For example, the Commission on Dental

Accreditation of the American Dental Association requires that Dental Hygiene students take

Communications, not a literature elective, to meet the second English course requirement.

General Education

Every program at NHTI requires at least 24 credits in general education. This general

education requirement embodies NHTI’s definition of “an educated person,” as posted on the

website. The Educated Person Statement of Philosophy acknowledges “that students will not

only be workers but also citizens, family members, consumers, and life-long learners in a

democratic society.…” The required CCSNH general education distribution includes credits in

English, humanities/fine arts/foreign language, mathematics, science, and social science. Over

140 courses are available, and the website’s list of NHTI’s general education offerings identifies

each course according to the CCSNH distribution requirement it meets. Many program student

outcomes are aligned with the Educated Person Statement, which provides criteria for evaluating

students as part of their capstone projects and final semester courses.

The interrelatedness and relevance of these courses to the student’s major is emphasized

in the classroom. For example, development of video games in the Animation and Graphic Game

Programming program requires students to incorporate both physics and visual arts concepts;

Paralegal Studies students must demonstrate advanced writing skills; students in allied health

programs and Hospitality and Tourism Management must demonstrate cultural competence in

working with patients and clients.

Competence in written/oral communication and the social sciences is demonstrated

course by course through evaluation of written papers/examinations, oral presentations that may

include PowerPoint® presentations and group projects. Competence in science and quantitative

reasoning, critical analysis, and problem-solving is often demonstrated through laboratory-based

experiences, class projects, applied design projects, and presentations. Assessment of successful

completion of coursework as an indication of academic competence is based on departmental

agreement with the professional standards within each discipline.

IV.6

All programs require the acquisition of information literacy and the use of information

resources to supplement course texts and formal instruction. Each program requires English

Composition (ENGL 101C), which introduces students to research tools available through the

NHTI library webpage (such as EBSCOhost, Gale.net, and the library catalog) and includes a

research methods project utilizing these resources. Regardless of the course delivery format,

most NHTI faculty require that students use electronic resources such as Blackboard®, Pearson

MyLab® products. Most degree programs require students to demonstrate skills with electronic

word-processing, database management programs, presentation applications, and other

information technologies. All programs have computer literacy requirements.

The Major or Concentration

NHTI students develop knowledge, attitudes, and skills in a specific disciplinary or

interdisciplinary area through increasingly complex, sequential coursework, which is clearly

outlined in the college catalog. Course prerequisites and co-requisites, identified in course

descriptions, show the increasing expectations as students advance through the curriculum.

Requirements for the major or area of concentration are assessed based on various program

accreditation requirements, business and community needs, professional trends and standards,

changes in science and technology, and transferability.

Students develop a deep understanding of their major fields through lectures, discussions,

laboratory experiments, research projects, practica, internships, field visits, clinical experiences,

and community service or service learning. Health-related programs not only assess theoretical

classroom knowledge but also require applied competence in clinical and practicum settings.

Other programs use portfolios, senior project presentations, and/or capstone courses as

measurements of competence. Through these experiences, students demonstrate their

understanding and appreciation for curriculum integration through the ability to communicate

both orally and in writing, analyze problems critically, think logically, and demonstrate a

capability for continued learning. Graduates demonstrate that understanding via successful

completion of national or state board/registry exams, industry certification exams, senior design

projects, and/or successful transfer to a baccalaureate program.

Faculty ensure that curricular content reflects current practice in the field of

specialization. For example, the Information Technology and Computer Engineering Technology

programs frequently revise curricula and course content to keep current with industry

expectations. Program advisory boards also provide input regarding the evolution of the

discipline as practiced in the workplace. Faculty stay current in their disciplines by maintaining

professional licensure/certification, continuing to work/practice within their fields, and/or

participating actively in professional associations and professional development activities such as

graduate study, conferences, and workshops.

Graduate Degree Programs

NHTI does not offer graduate degree programs.

Integrity in the Award of Academic Credit

By CCSNH Board of Trustees policy, “degrees and other forms of recognition are

appropriate names following practices common to American institutions of higher education.”

The structure of NHTI’s degree programs comply with the published policies of the Community

College System of New Hampshire (CCSNH). Professional certificates require at least 32

IV.7

credits, including at least 12 general education credits; certificate programs may be of any length

and do not require a standard general education component. To receive an Associate degree from

NHTI, at least 16 credits must be completed in NHTI-controlled courses, including at least eight

credits in 200-level coursework. To receive an additional associate degree from NHTI, a student

must earn at least 15 credits at the college beyond those used to meet the requirements of any

earlier or concurrent NHTI degree. To receive a professional certificate from NHTI, at least 25%

of the total credits or nine credits (whichever is larger) must be completed in NHTI-controlled

coursework; to receive a certificate, at least 25% of the total credits or six credits (whichever is

larger) must be completed in NHTI-controlled courses. Students must earn a Cumulative Grade

Point Average (cGPA) of at least 2.0 and meet all general education distribution requirements to

earn a credential. Credits for remedial and developmental coursework do not count toward

graduation, though they are included in the cGPA.

Academic credits are assigned to courses by the VPAA according to the CCSNH

definition of the credits hour published in System Academic Policies, which defines the credit

hour as being the equivalent of one hour of classroom or direct faculty instruction plus a

minimum of two hours of out-of-class student work per credit each week for 15 or 16 weeks. The

policy also defines and outlines equivalencies for laboratory/studio instruction, internship,

practicum, clinical, and co-op experiences. The weekly time spent in faculty-directed instruction

and independent student study time is adjusted for accelerated courses – that is, an eight-week

course would require (per credit) two hours each week of direct faculty instruction plus four or

more hours each week of independent student study time. Faculty and students participating in

online or hybrid courses are expected to meet the same hourly guidelines for instruction and

study time. The Academic Affairs Notices that accompany each course syllabus include the

definition of the credit hour so that students are made aware of their responsibilities.

New course proposals to the Curriculum Committee include descriptions of course

content, assignments, and evaluation criteria to justify the proposed credit value. The Course

Descriptions page of the NHTI website identifies the number of lecture, lab/internship/clinic

hours, and total credits for each course. For example, Anatomy and Physiology I (BIOL 195C) is

listed as “3-2-4,” meaning three hours of lecture and two hours of laboratory per week for 15-16

weeks for four credits. In addition to the credit distribution, the course number is intended to

reflect the level of instruction. The home page for NHTI’s course descriptions states that 100-

level courses are intended to be introductory and/or at the freshman level and may have

prerequisites at either the high school or college level. Courses designated as 200-level assume

an enrolling student has successfully completed one or more semesters of college-level work;

major field courses at this level usually have prerequisites.

Students can find graduation requirements on the NHTI website, including the CCSNH

residency requirement. Those who believe they are entering their final semester of a program file

an Intent to Graduate Form with the Registrar’s Office. The Registrar uses the Banner®

Curriculum, Advising, and Planning Program to complete a degree audit; in the summer of 2016,

NHTI will transition to the use of Ellucian’s Degree Works™ program for degree audits. If the

audit reveals issues, the Registrar notifies the student’s Department Head, who works with the

student and the VPAA to develop an appropriate resolution, which may require an additional

semester to complete missing coursework and/or credits.

Students following the prescribed curriculum sequence as outlined on the college website

in effect at the time of matriculation will graduate in two academic years. Evening and online

students or day students who enter in the spring or summer semester or students who choose to

IV.8

attend part-time will typically require more than two academic years to complete the degree. A

student wishing to drop a course is strongly encouraged to review the decision with an academic

advisor to ensure that the student understands the implications for timely program completion, as

well as financial aid, athletic, and residence hall eligibility. Of the students who matriculated in

the Fall 2011 semester, 22% had completed their program after six semesters, and in Fall 2015,

students took an average of 8.6 credits, indicating a large population of part-time students.

NHTI recognizes its obligation to run courses in the semesters indicated in the program

curriculum section of the catalog. In preparing the course schedule for the next semester, the

VPAA requests that Department Heads identify all courses students will need to complete in that

semester to stay on track for program completion, as well as the number of students they expect

to enroll. Just prior to the start of classes each semester, the VPAA works with academic

Department Heads and the Registrar to review under-enrolled courses to determine which can be

effectively combined or cancelled. If a matriculated student out of program sequence needs a

particular course that is not offered in a given semester and can offer a compelling reason to

complete the course in that semester, the student may be permitted to take the course via

Directed Study. In addition, as a result of the CCSNH Enhanced Credit Transfer Initiative and

the unification of the CCSNH college databases, students are easily able to see if a required

course is available at another CCSNH college and register for that course directly through

NHTI’s Student Information System. Credits must be transferred to NHTI upon completion, and

all transfer policies apply.

Department Heads work with Admissions Office staff, the Registrar, and the VPAA to

evaluate requests for transfer or experiential credit. NHTI’s policies relating to transfer credit are

published on the website and accessible from multiple web pages. Only courses with grades of

“C” or higher that are NHTI program requirements and that were earned at a regionally

accredited institution of higher education are considered for transfer. As a part of the CCSNH

Enhanced Credit Transfer Initiative, approximately 25 courses available across the CCSNH are

designated as “Easy Transfer” courses (e.g., English Composition, Introduction to Psychology,

Human Biology) and do not require extensive evaluation for transfer, though a grade of “C” or

higher is still required. Grades earned in transferred courses are not counted in the cGPA.

The policy also outlines the college’s expectations with regard to International

Baccalaureate, Advanced Placement, and College Level Examination Program (CLEP)

examination scores, as well as the award of credit for military experience, which follows the

guidelines of the American Council on Education (ACE). NHTI does not accept credit-by-exam

from other institutions, but students who provide appropriate evidence of prior learning may be

eligible to take challenge exams at NHTI ( Credit-by-Examination Policy). Students who believe

that they have achieved course/program outcomes via work experience may apply for

experiential credit (Experiential Learning Policy), which typically involves the development of a

portfolio of evidence that is evaluated by one or more faculty members. Students with

international transcripts who wish to receive college transfer credit must present documentation

of the evaluation of their credits by an accredited credential evaluation service. NHTI also

maintains some long-standing agreements that allow students who have completed the New

Hampshire Police Standards and Training Academy officer training program and the Elliott

Hospital’s New England EMS Institute to apply credits for those programs to the degree

programs in Criminal Justice and Health Sciences, respectively.

Students who apply for readmission to NHTI subsequent to a poor academic performance

may be eligible for academic amnesty. Students who have failed a course at NHTI may take the

IV.9

course elsewhere and use the credits in transfer, if they achieve a grade of “C” or higher.

However, the failing grade at NHTI remains on the transcript and is calculated into the cGPA;

the failing grade is only replaced in the cGPA when the course is successfully repeated at NHTI.

The Course Repeat Policy allows that a course may be repeated once for credit unless specific

permission is granted by the student’s Department Head, who usually consults with the

department responsible for the course.

Faculty are responsible for preparing and distributing a syllabus to each enrolled student

in each course each semester. Each syllabus is expected to contain the name, number, and

description of the course; course prerequisites and corequisites; course objectives; grading

criteria; a course content outline that provides the sequence of topics, the time spent on each,

related assignments and due dates; any course-specific policies; and faculty contact information.

Each syllabus also includes the Academic Affairs Notices, which provide students with

important policy information. Electronic copies of all syllabi are kept on file by the Academic

Affairs Office.

Faculty are also responsible for grading student work within courses based on published

criteria and for issuing final grades for courses consistent with NHTI’s grading system. A student

who disagrees with the final grade may appeal first to the instructor who issued the grade, then to

the Department Head, and ultimately the VPAA as described in the Grade Appeal/Grade Change

Policy. The VPAA may only change a grade in cases of obvious computational error or blatant

abuse of the grading prerogative as defined in the policy.

NHTI has long offered courses in abbreviated terms during the summer and has recently

begun offering more courses in eight-week terms embedded within the traditional 15-16 week

fall and spring semesters. Accelerated courses may be offered in traditional face-to-face format

or in an online or hybrid format. Online courses are typically offered in either 16-week or 8-

week formats, and enrollments are usually capped at 20 or fewer. A few courses, such as

Communications (ENGL 120MC) and PC Applications (IST 102C), are sometimes offered in a

one-week format. The initial decision to offer any given course in an alternative format rests with

the Department Head, who is also responsible for selecting faculty with the appropriate training

and skills to deliver the course. Faculty seeking to offer a course in an online, hybrid, or

accelerated format shorter than five weeks must prepare documentation to demonstrate how

course objectives will be met, how students will have sufficient opportunities to interact with the

instructor and each other, and how assessment activities may be adapted to the alternative

format. Members of the Comparing Alternative Mechanisms for Equivalent Learning Team (the

CAMELs), who have been the reviewers of the documentation in the past, are currently

evaluating the process by which courses are deemed appropriate for the alternative format. All

courses offered in alternative formats are developed and delivered by NHTI faculty and

administered by the DOCE, as are evening and weekend courses; the DOCE is overseen by a

Director who reports to the Associate VPAA.

NHTI uses Blackboard® for online course delivery and for online support of face-to-face

courses. All faculty are expected to utilize Blackboard®, regardless of delivery method, for

posting syllabi and are encouraged to post announcements and grades for student assignments.

The Academic Affairs Office and the DOCE offer “Blackboard® Basics” and more advanced

Blackboard® training in August each year, and tutorials are available online on the myCCSNH

website. Additional training is available occasionally throughout the year, such as at the January

2015 CCSNH Technology in Pedagogy and Assessment workshops (organized and hosted by

NHTI) and the January 2016 workshop entitled “Blackboard Collaborate Ultra.”

IV.10

Students who register for courses at NHTI are assigned a student identification number

and student e-mail account, for which they must establish a personal password; the unique

student username and password are required to access all Blackboard® accounts. NHTI assists

students with account issues, and 24/7 Blackboard® help is available for both students and

faculty on the Log-In Help page accessed from a link on the website home page. Students

accepted into 100% online programs are directed to a Next Steps page on the NHTI website that

guides them to financial resources, academic advisors, and placement testing. Academic support

is also readily available online, including academic advising, tutoring, and library resources.

NHTI advises students of the consequences of cheating and plagiarism through the

Academic Affairs Notices, the Student Code of Conduct, and the full Plagiarism/Cheating Policy

and Procedures. Faculty who find evidence of student cheating or plagiarism may issue a

punitive grade, which the student may appeal as described above, or may work with the

Department Head and VPAA to suspend or dismiss the student, who may appeal through the

Academic Standards Committee, as described below.

Students who fail to make acceptable academic progress or who fail to meet other

program performance criteria may be suspended or dismissed from their programs. At the end of

each semester, Department Heads identify students whose cGPA fails to meet published

standards and make a recommendation to the Academic Standards Committee regarding

suspension or dismissal. Students are informed of their department’s recommendation and

offered the opportunity to appeal the recommendation to the Academic Standards Committee.

Details of the appeal process are provided to the student in writing both electronically and in

hard copy. A student who is suspended or dismissed from a program may apply to another

program of study or take courses as a non-matriculated student; students who are dismissed from

the college are not allowed to take further coursework at NHTI.

NHTI maintains full responsibility for all aspects of its credit-bearing academic offerings,

including those offered in alternative delivery formats, for dual high school/college credit, and at

off-campus locations. Department Heads and faculty, working closely with the Academic Affairs

Office, are responsible for the development, delivery, evaluation, and revision of the curriculum,

as described elsewhere in this report. The recruitment, hiring, and evaluation of faculty are

described in detail in Standard Five.

Assessment of Student Learning

All assessment of student learning at NHTI flows from the CCSNH Board of Trustees

Mission/Vision/Strategic Goals Statement, NHTI’s own Mission/Vision/Values Statement, and

NHTI’s Educated Person Statement of Philosophy. These statements all speak to the expectation

that students will be appropriately prepared to meet the needs of New Hampshire’s employers, to

transition easily and successfully from high school to NHTI to baccalaureate institutions, and to

become contributing citizens outside the college and workplace environments.

Program descriptions and program outcomes help students understand what is involved in

both the chosen career and the education that leads to it. Assessment of students begins with the

admission process. As described above, faculty develop admission criteria intended to ensure

that entering students can reasonably be expected to complete their program successfully in a

timely way. Admission criteria are periodically reviewed, especially when faculty recognize

performance trends, when the curriculum changes substantially, or when existing requirements

become impractical. For example, the Information Technology faculty removed the admission

requirement for high school Algebra II with a “C” or higher, which they determined was creating

IV.11

an unnecessary barrier to matriculation; students must still complete the program’s college-level

mathematics requirement, but they are able to take major field courses that lead to industry-

recognized credentials while still in the program.

As described in Standard Six, newly matriculated students without prior college

experience or acceptable SAT scores must take placement testing to determine college readiness

in writing, reading, mathematics, and computer literacy skills. Advisors use placement testing

scores to help students register for courses best matched to their abilities. Students requiring

developmental/remedial work may register for traditional or accelerated course options.

Faculty have direct responsibility for developing assignments and assessments that allow

students to practice and demonstrate knowledge and skills gained as they progress through each

course. Assignments and assessments are included syllabi and align with published course

objectives/learning outcomes, and faculty are expected to provide students with timely feedback

on their performance. Students who are not meeting expectations may be issued an academic

warning at midterm: students warnings receive a letter from the VPAA that makes them aware of

the consequences of poor academic performance and directs them to support services.

Courses beyond the introductory level typically include prerequisites and corequisites

that require students to integrate and demonstrate continuing proficiency in knowledge and skills

learned in earlier coursework. These requirements are periodically reviewed for effectiveness.

For example, faculty in the Animation and Graphic Game Programming program modified

course prerequisites to ensure that students had completed the program’s mathematics

requirement when it became apparent that too many students lacked the necessary mathematics

skills to successfully complete Math and Physics for Game Programmers (AGGP 110C).

Capstone courses usually require students to have successfully completed all program

requirements except final semester courses before enrolling.

In-course assessments are designed to reflect the nature of the course, i.e., lecture,

lab/studio, practicum/internship, or clinic. For example, a course that is primarily lecture in

nature may be assessed using traditional paper-and-pencil or electronic homework, quizzes, and

examinations, research or reaction papers, or group presentations. Lab courses may require

summary lab reports, practical exams, or projects. Studio courses may require the development

of a portfolio. Internships, clinical experiences, etc., are assessed through direct observation of

demonstrated skills by faculty and/or on-site supervisors who work closely with program faculty.

Students in clinical programs often must provide a self-assessment of their learning and

performance, which is compared to the faculty evaluation and discussed with the student

directly. Faculty are expected to administer a comprehensive final assessment in each course,

such as a comprehensive final exam, research paper, or project/presentation.

Each student in each course is provided the opportunity each semester to complete an

online evaluation of the courses for which he or she is registered; the evaluation includes

questions about learning and assessment activities that the student found beneficial (or not).

Many instructors also choose to conduct their own surveys of students to get feedback on their

learning experience. For example, one of NHTI’s chemistry instructors has begun using a survey

and process from the National Science Foundation called Students Assessing Their Learning

Gains (SALG) and will share results with colleagues once sufficient data are available.

Capstone courses take many forms. For example, students in Electronic Engineering

Technology complete a senior project involving the design and assembly of a device of their

imagining, which they present to an audience of their peers, faculty and administration, advisory

board members, and employers; students in Radiologic Technology and other allied health

IV.12

programs function with minimal supervision in their final semester of clinic; students in Visual

Arts work with a faculty member to prepare and present a public exhibition of their work;

students in the Business Administration program participate in a business simulation. In all

cases, students are expected to demonstrate a comprehensive understanding of the factual

knowledge and the technical, communication, and interpersonal skills to function professionally

and safely in the workplace. NHTI’s newest degree programs in Robotics and Automation

Engineering Technology, Industrial Design Technology, Civil Engineering Technology,

Mathematics, Environmental Science, and Biology all include capstone courses requiring

completion of an internship or senior project and associated public presentation.

The E Forms show that all allied health programs, all but the newest engineering

technology programs and Teacher Education Certification Programs, Paralegal programs, and all

business-related programs hold specialized accreditations. Each accrediting agency has its own

demands for development and publication of program outcomes and course objectives,

curriculum design, student assessment plans, and student success data. Results of the most recent

accreditation visits for these programs are included in the E1b Forms. Recent site visits for the

Paramedic Emergency Medicine program, the Radiologic Technology program, and the

Radiation Therapy program reported either minor or no findings requiring action by NHTI.

Student success data may include pass rates on licensure exams, employer surveys, transfer

statistics, and other measures. Licensure exam pass rates can be found in the S3 Form and

samples of employer surveys and recent accreditation reports will be available in the workroom.

Some programs that do not hold specialized accreditation voluntarily align themselves

with the standards of a major accreditor in their discipline. For example, the Child and Family

Studies program aligns its programs closely with the standards of the National Association for

the Education of Young Children. Other programs work closely with the professional community

in their disciplines to ensure curriculum relevance and rigor. For example, the Criminal Justice

faculty work closely with the New Hampshire Police Standards and Training Council, and

Human Service faculty sit on the board of the state’s professional association, which allows them

to hear the professional community’s direct feedback regarding the preparation and performance

of NHTI graduates. Additionally, anecdotal feedback is obtained directly from graduates who

respond to queries and publications from NHTI’s Alumni Development Office.

Faculty in programs intended primarily for transfer, such as Mathematics, Biology, and

General Studies work closely with their counterparts at baccalaureate institutions across the state

gaining valuable feedback about the success of NHTI graduates who enter their programs.

Mathematics and Biology faculty met with counterparts from the University of New Hampshire

(UNH) at April 2014 and January 2016 STEM Summits to identify and develop transfer

pathways. Partly as a result of the first summit, NHTI’s engineering technology programs

modified their curricula to allow their students the option to take calculus-based physics and

advanced mathematics courses that would allow them to enter UNH engineering programs at the

junior level and complete their program in two years instead of three. In addition, several

programs have developed articulation agreements with baccalaureate institutions, including

recent 3+1 agreements between NHTI’s and Southern New Hampshire University’s Information

Technology programs and between the CCSNH and University System of New Hampshire

(USNH) Nursing programs. Some articulation agreements are also dual admission agreements,

as between NHTI’s Mechanical Engineering Technology program and the baccalaureate program

at UNH-Manchester (UNH-M). Faculty from NHTI serve on UNH-M advisory boards and

receive direct feedback on the performance of NHTI graduates. In the fall of 2015, the CCSNH

IV.13

and the USNH announced the New Hampshire Dual Admission Program that allows students

meeting defined requirements to easily transfer to the Liberal Arts program of any USNH

institution. Data provided by the CCSNH System Office show that 34% of first-time college

students entering in the Fall 2008 semester had transferred to a four-year institution within six

years (2014).

The General Studies, Liberal Arts, and Health Science programs continue to lack a

capstone experience, though the faculty have explored the development of student portfolios as a

means of capturing what students have learned in these programs. These programs enroll 1500

students – 20% more students than were enrolled in these programs 2006 and more than a third

of the college’s total headcount. Although NHTI now has a robust Academic Advising Center

that assists with the advising of a portion of these students, the number of full-time faculty in the

General Studies Department remains the same as in 2006, leaving little time for capstone

development. The Department Head of the General Studies and Liberal Arts programs sits on the

New Hampshire Transfer Council, where information is shared with representatives from most

of New Hampshire’s colleges and universities to ensure that students moving between

institutions perform successfully. With the increase in dual admission opportunities with the

USNH and other institutions, the number of graduates from General Studies has increased 102%

since 2009, according to data compiled by the CCSNH.

In a process used by NHTI for many years, academic programs are reviewed annually via

the annual report prepared by Department Heads for the VPAA that addresses the programs

strengths and challenges, including those related to student learning and performance, as well as

opportunities, goals for the coming year and program advisory board and program accreditation

recommendations. The VPAA also shares data regarding enrollment and completion trends. This

information is discussed in individual meetings between the VPAA and Department Heads and

serves as an annual program review.

APPRAISAL

NHTI’s academic programs and courses are appropriately named and structured and are

consistent with those offered by other comprehensive community colleges nationwide. The

comprehensive program approval process involving faculty and administrative staff from many

disciplines, senior administrators across the CCSNH, and the Board of Trustees ensures that new

programs are consistent with missions of both NHTI and the CCSNH and have the rigor and

relevance to provide graduates with the knowledge, professional behaviors, and skills to be

successful in the workplace, in higher education, and the community. Through the work of the

Curriculum Committee and the ILT, proposed changes to the curriculum are considered carefully

before implementation. However, despite the broadly representative nature of both the

Curriculum Committee and ILT and despite the circulation of proposals to Department Heads

prior to final approval and publication of approved changes in ILT minutes, some faculty have

expressed concern that they are not informed about changes in a timely way.

Prospective students and active students can easily access NHTI’s website to obtain

complete information about program admission and completion requirements, as well as all

academic policies related to transfer and experiential credit, acceptable academic progress,

readmission, and graduation. Not all programs, however, include program outcomes on their web

pages. All students, including those in online courses and programs, have access to academic

advising, tutoring, and library services.

IV.14

Both full-time and adjunct faculty are well-qualified to teach courses in their assigned

disciplines and work collaboratively within and across departments and colleges to create

consensus about course and program content and the appropriate level and rigor of instruction

and assessment. However, full-time faculty numbers have decreased by 20% since 2014, which

increases the responsibilities of remaining full-time faculty with respect to curriculum

development and revision, student advising, and mentoring of adjunct faculty. Some

departments, especially in the general education areas, employ more than 30 adjuncts each

semester, which challenges departments’ abilities to ensure consistency across the curriculum.

There is also no formal orientation or evaluation process for adjunct faculty.

NHTI has many procedures in place to ensure that academic quality is consistent across

all delivery methods, including online and in Running Start courses. Students in Running Start

courses successfully transfer credit to colleges and universities across the country. The Director

of Online Education has been gathering data about the performance of online students since

joining NHTI in 2013. Data from 2015 showed that students in eight-week online courses were

10% more likely to achieve a passing grade than those in 16-week online courses. Although the

S1 Form reports that 80% of online students complete their courses, students in full-semester

face-to-face courses were 22% more likely to earn a passing grade than those in online courses.

Undergraduate Degree Programs

New program proposals require evidence of student interest and/or employer demand, as

well as clearly stated program outcomes. Each degree program has both general education and

major field components as required by CCSNH System policy with the exception of the General

Studies and Liberal Arts degrees, which give students an interdisciplinary education for transfer

to a more focused major at either NHTI or a baccalaureate institution. Requirements for all

programs are clearly stated and available from multiple electronic and print sources.

General Education

All associate degree programs include appropriate total credits and distribution of general

education courses. General education faculty routinely work with colleagues statewide to align

content and rigor with expectations of baccalaureate institutions. NHTI’s numerous articulation

agreements and NHTransfer.org (maintained by USNH and currently being updated) provide

evidence of course equivalencies. Students in all degree programs have a wide variety of general

education elective courses available each semester.

The Major or Concentration

All Associate in Science degree programs include at least 32 credits in major field

courses that are sequenced to require increasing integration of knowledge and skills as evidenced

to students by the inclusion of course prerequisites and corequisites into course descriptions. All

programs except General Studies, Liberal Arts, and Health Science incorporate a capstone

experience (senior project, internship, practicum, clinical, portfolio, or other) requiring

integration of knowledge and skills. (See Appendix: E Forms.)

Integrity in the Award of Academic Credit

NHTI’s implementation and enforcement of CCSNH System policies regarding the

assignment and awarding of academic credit ensures that credits earned at NHTI have substantial

value both in the marketplace and in the higher education community. Department Heads ensure

IV.15

that faculty understand the expectations inherent in the credit hour definition, and students are

made aware of the credit hour definition and associated expectations for instruction and student

study via the Academic Affairs Notices portion of each syllabus. Requirements for awarding of

transfer and experiential credit, acceptable academic progress, program completion, graduation

are easily accessed on NHTI’s website.

NHTI maintains control of all credit-bearing courses offered by the institution, including

those offered for dual high school/college credit in the Running Start and eStart programs, as

evidenced in documentation maintained by the Running Start Coordinator. Only courses

approved by the Department Head and the VPAA are offered for dual enrollment.

All courses and programs offered through the DOCE are under the umbrella of Academic

Affairs and have the same course objectives and program outcomes. Department Heads select the

courses to be offered, the delivery method, and the faculty to teach them. Also, all courses

delivered in alternative formats are developed by NHTI faculty and reviewed for comparability

to traditional courses before they are offered for the first time. However, some faculty are

skeptical that simply requiring a secure log-in to access online courses provides sufficient

assurance that the student doing the work is the student earning the credit. Additionally, once

approved for delivery in an alternative format, there has been no follow-up review other than

student course evaluations to ensure that the course continues to be delivered as originally

approved.

Certificate programs have a clear purpose and often incorporate the same courses taken

by degree-seeking students. Many certificates in allied health disciplines also hold specialized

program accreditation. NHTI meets federal requirements for Gainful Employment Disclosure.

Assessment of Student Learning

Learning assessment activities at NHTI are consistent with its stated mission to provide a

rigorous education that provides graduates with a strong foundation for lifelong learning, career

advancement, and civic engagement. Faculty maintain substantive control over the assessment of

student learning, including the types of assessments used, and bear the primary responsibility for

evaluating the effectiveness of assessment instruments and practices. From students themselves

and through partnerships with employers, staff at facilities hosting student learning opportunities,

and faculty at baccalaureate institutions, NHTI faculty gain feedback about student learning that

serves to inform the curriculum and related assessment activities in a continuous cycle.

While NHTI engages in many forms of student assessment, as evidenced in the E Forms

for each program, the college continues to lack a systematic approach to assessment of student

learning, including the assessment of general education outcomes. Changeover in and lack of

administrative personnel in the Academic Affairs Office to direct this effort has hampered

progress toward this goal, as well as the fulfillment of the promise of the Institutional Research

Team as a means to establish a systematic approach to data collection, analysis, and distribution.

The quality of learning assessment practices varies across programs, and the college

maintains limited quantitative data to support its assertions of effective instruction and student

success. Programs holding specialized accreditations have robust assessment plans, but those

without formal external review are often less organized about assessment. Performance on

licensure and certification examinations is strong – often with 100% of graduates passing, as

shown on the S3 Forms – providing evidence of the effectiveness of instruction in the allied

health and education programs. Job placement in these programs also approaches 100%. NHTI’s

strong articulation agreements and dual admission programs provide some assessment of the

IV.16

effectiveness of its programs – e.g., data show 78% of NHTI students who applied to any USNH

institution were accepted, but student performance data are anecdotal by department. Qualitative

reports of student achievement are documented in limited ways, such as in curriculum change

proposals, employer surveys, and advisory board or department meeting minutes.

Although the General Studies, Liberal Arts, and Health Science programs have yet to

establish a capstone experience for assessing student achievement of program outcomes, faculty

have discussed how this might be accomplished for such a large and diverse population.

Approximately 50% of students enrolling in the General Studies program express an intent to

apply to a different program at NHTI once they have completed prerequisite courses. Other

students enter General Studies or Health Science during their final semester to earn a credential

after lack of success in another NHTI program, and the addition of a capstone requirement could

prove to be a barrier to completion of any associate degree. Evaluating portfolios or senior

projects for 100+ graduates each year would prove challenging for the full-time faculty who

advise upwards of 300 students each semester.

Though seemingly simple, the use of the Department Head annual report and follow-up

meeting with the VPAA in combination with the review of enrollment, retention, completion,

and financial data by the Vice Presidents Council have served the college well as a program

review process for more than 20 years.

At the course level, the move to online course evaluations from paper in 2011 did away

with the need for the Academic Affairs Office to process more than 10,000 paper evaluations per

semester. However, the steadily declining completion rate caused concern that valuable

information about student learning was being lost. In the spring of 2015, the VPAA established

an ad hoc committee to examine the course evaluation survey questions, the product being used

for online evaluations, and the process by which evaluations are conducted and results reported.

In the fall of 2015, NHTI switched software platforms and undertook efforts to improve the

completion rate for the evaluations, including asking faculty to explain why the evaluations are

important to them and to take students to computer labs to access the evaluations all together.

The Student Senate provided a small incentive (a free drink in the Bistro) and posted notices

across campus. Although returns averaged only around 30%, students completed 25% more

evaluations in Fall 2015 than they had the previous fall semester. Individual faculty also reported

much greater success through their personalized approach to students regarding the evaluations.

PROJECTION

NHTI will continue to develop, deliver, review, and revise courses and programs using its

curriculum review process and strive to ensure that faculty, administrative staff, and students are

informed of changes in a timely way. The college will also continue to evaluate the effectiveness

of its website and make changes as needed to ensure that academic information is complete and

accurate. The VPAA will work with Department Heads to revise program web pages to include

program outcomes where necessary.

The CAMELs will review and revise practices related to the approval and evaluation of

courses for alternative delivery, including exploring additional strategies for verification of

student identity online. The team will also work to provide a plan for professional development

for faculty related to best practices in alternative delivery methods.

The VPAA will continue to work with the ad hoc course evaluation team to improve

student response rates for course evaluations and the quality of the information obtained.

IV.17

The college will renew its efforts to develop a truly systematic outcomes assessment plan

and a systematic plan for recording, collecting, analyzing, and reporting academic data.

The General Studies and Natural Sciences Departments will renew efforts to develop

appropriate capstone experiences for students in the General Studies, Liberal Arts, and Health

Science associate degree programs.

All members of the college community will continue to contribute to the processes that

validate the integrity of the academic credit awarded in NHTI’s name.

Finally, to facilitate graduates’ ability to move seamlessly into baccalaureate education,

NHTI hopes to begin offering bachelor’s degrees in selected programs, beginning in the allied

health disciplines, within the next five years.

INSTITUTIONAL EFFECTIVENESS

NHTI is committed to offering academic programs that provide students with a rigorous

education that prepares them for success in the workplace, further higher education, and the

community. Faculty and administration continually seek input from students, faculty and

administrative colleagues within the college and higher education institutions across the state and

region, program and college advisory boards, and employers to inform decisions about

curriculum and assessment. Though not “systematic,” NHTI engages in the assessment of

learning appropriate to each discipline that ensures that students who leave NHTI having earned

a degree or certificate via any delivery modality are capable of obtaining and retaining

employment in their chosen field, advancing in their careers, and achieve academic goals beyond

the associate degree level. Academic credits earned at NHTI reflect the college’s commitment to

academic rigor and integrity.

Standard Five: Faculty

2 Years 1 Year Next Year

Prior Prior Forward (goal)

FT PT FT PT FT PT FT PT FT PT

# of Faculty Appointed ?

Professor 8 9 2 1 3

Associate 1 4

Assistant 0 0

Instructor 0 1

Other 0 0

Total 9 - 14 - 2 - 1 - 3 -

?

# of Faculty in Tenured Positions

Professor

Associate

Assistant

Instructor

Other

Total - - - - - - - - - -

# of Faculty Departing ?

Professor 4 - 7 3

Associate 0 3

Assistant 0 -

Instructor 0 -

Other 0

Total 4 - 3 - 7 - 3 - - -

# of Faculty Retiring ?

Professor 3 1 4 3 4

Associate 0 -

Assistant 0 - 1

Instructor 0 -

Other 0 -

Total 3 - 1 - 5 - 3 - 4 -

(FY 2017)

Standard 5: Faculty

(Appointments, Tenure, Departures, and Retirements, Full Academic Year)

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an

interim or progress report, the year in which the report is submitted to the Commission.

3 Years Current Year*

Prior

(FY 2013) (FY 2014) (FY 2015) (FY 2016)

2 Years 1 Year Next Year

Prior Prior Forward (goal)

? FT PT FT PT FT PT FT PT FT PT

Highest Degree Earned: Doctorate

Professor 6 20 8 26 8 27 7 24 7 24

Associate 1 1 3 1 5 1 4 1 4

Assistant 1

Instructor

Other

Total 7 21 9 29 9 32 8 28 8 28

Highest Degree Earned: Master's

Professor 65 162 69 180 73 174 67 145 68 146

Associate 7 28 8 17 4 25 4 39 4 39

Assistant 4 4 10 14 14

Instructor

Other

Total 72 194 77 201 77 209 71 198 72 199

Highest Degree Earned: Bachelor's

Professor 14 23 15 25 17 32 14 23 12 23

Associate 1 10 1 8 1 8 1 13 1 13

Assistant 1 10 1 13 14 12 12

Instructor

Other

Total 16 43 17 46 18 54 15 48 13 48

Highest Degree Earned: Professional License

Professor 1 1 1 1 1 2 1 1 1 1

Associate 1 0 1 8 4 3 3

Assistant 10 3 3 3 3

Instructor 1 - 1 1

Other

Total 2 11 2 12 2 9 2 7 2 7 ?

Fall Teaching Load, in credit hours

Professor Maximum 17 29 17 24 18 19 20 11 18 11

Median 10 7 10 7 9 6 11 6 11 6

Associate Maximum 16 21 15 10 16 15 16 12 16 11

Median 10 6 10 5 12 5 12 6 12 6

Assistant Maximum 7 23 7 9 11 12 11

Median 7 5 7 5 5 6 6

Instructor Maximum 2 8 8

Median 2 8 8

Other Maximum

Median

Standard 5: Faculty

(Highest Degrees and Teaching Assignments, Fall Term)

3 Years Current Year*

Prior

Explanation of Teaching Load (if not measured in credit hours): Assigned FT teaching load = 15-18 contact hours/semester or 30-36

contact hours per fall + spring semesters (8-10 contact hours per semester for Department Heads; 11-13 contact hours per semester for Program

Coordinators)

Credits indicated in table include assigned and elected overloads (additional pay).

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an

interim or progress report, the year in which the report is submitted to the Commission.

(FY 2013) (FY 2014) (FY 2015) (FY 2016) (FY 2017)

2 Years 1 Year Next Year

Prior Prior Forward (goal)

FT PT FT PT FT PT FT PT FT PT

Number of Faculty by Department (or comparable academic unit)

? Accounting 2 2 2 4 2 4 2 2 2 2

Animation & Graphic Game 3 3 3 3 2 3 2 3

Architectural Engin Tech 3 6 3 6 1 5 1 4 1 4

Business Administration 2 10 3 11 3 12 2 7 2 7

Civil Engineering 1 1 1 1 1

Computer Eng Tech 2 2 2 3 2 3 2 5 2 5

Criminal Justice 1 15 1 16 1 12 1 13 1 13

Dental Assisting 3 3 1 3 1 2 2 2 2

Dental Hygiene 8 2 8 9 1 9 3 9 3

Diagnostic Medical Imaging 4 3 1 6 1 4 1 4

Early Childhood Education 2 10 2 11 2 15 2 13 2 13

Education 3 8 3 10 3 11 3 7 3 7

Electronic Engin 2 3 2 2 2 3 2 1 2 1

English 8 41 8 46 8 49 8 44 8 44

ESL 5 5 - 6 8 8

General Studies 3 6 3 6 4 3 4 3 4 3

Hospitality & Tourism Mgt 1 4 1 3 1 4 1 2 1 2

Human Service 3 13 4 13 3 12 3 10 2 10

Information Tech 7 17 7 16 7 18 7 16 6 16

Landscape & Enviro. Design 3 3 - 3 4 4

Liberal Arts 2 2 - 2 1 1

Learning Center 1 1 - 3 3 3

Math 7 28 9 28 8 38 8 37 7 37

Mechanical Eng 3 3 3 6 4 6 4 3 4 3

Natural Sciences 6 19 7 24 7 27 7 23 7 23

Nursing 12 20 15 15 14 10 10 13 13 13

Orthopaedic Tech 1 1 1 1 1 1 1 1 1 1

Paralegal Studies 6 1 3 1 5 1 3 1 3

Paramedic Emergency Med 2 3 2 5 2 6 2 3 1 4

Radiation Therapy 1 3 1 1 1 1 1 2 1 2

Radiologic Tech 4 4 1 3 3 2 3 2

Robotics & Automation Eng 1 1 1 1

Social Science 5 23 4 31 5 23 4 26 4 26

Sports Management 2 2 1 2 2

Visual Arts 1 8 1 10 2 10 1 10 1 10

Total 97 268 105 287 106 304 96 281 95 282

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an interim or

progress report, the year in which the report is submitted to the Commission.

Standard 5: Faculty

(Number of Faculty by Department or Comparable Unit, Fall Term)

3 Years Current Year*

Prior

(FY 2013) (FY 2014) (FY 2015) (FY 2016) (FY 2017)

?

3 Years 2 Years 1 Year Next Year

Prior Prior Prior Forward (goal)

? FT PT FT PT FT PT FT PT FT PT

Number of Faculty ?

Professor Male 32 100 34 113 34 110 31 89 30 89

Female 54 106 59 119 65 125 58 104 58 105

Associate Male 5 13 5 16 2 16 2 24 2 24

Female 5 25 6 20 4 26 4 35 4 35

Assistant Male 12 - 9 13 15 15

Female 1 13 1 11 14 14 14

Instructor Male 1 - 1 1

Female -

Other Male

Female

Total Male 37 125 39 138 37 139 34 128 33 128

Female 60 144 66 150 69 165 62 153 62 154

Total Faculty

Professor 86 206 93 232 99 235 89 193 88 194

Associate 10 38 11 36 6 42 6 59 59

Assistant 1 25 1 20 - 27 - 29 - 29

Instructor - - - - 1 - 1 - 1 -

Other - - - - - - - - - -

Total 97 269 105 288 106 304 96 281 95 282

Salary for Academic Year FT PT FT PT FT PT FT PT FT PT

Professor Minimum 48 42 46 50 53

Mean 61 64 67 70 73

Associate Minimum 50 52 55 57 58

Mean 55 57 60 60 61

Assistant Minimum 65 68

Mean 65 68

Instructor Minimum 45 47 49

Mean 45 47 49

Other Minimum

Mean

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an

interim or progress report, the year in which the report is submitted to the Commission.

Standard 5: Faculty

(Rank, Gender, and Salary, Fall Term)

Current Year*

(FY 2013) (FY 2014) (FY 2015) (FY 2016) (FY 2017)

V.1

STANDARD FIVE: FACULTY

DESCRIPTION

NHTI utilizes the following full-time faculty rankings, as defined by the Community

College System of New Hampshire (CCSNH): Instructor, Assistant Professor, Associate

Professor, and Professor. Generic job descriptions for each rank outline general scope of work,

accountabilities, qualifications, work traits, etc., and describe increasing leadership expectations

from Instructor to Professor, particularly with regard to curriculum development and assessment.

These generic descriptions are further defined for each specific position by a Supplemental Job

Description (SJD). The SJD identifies the areas of instructional responsibility and any

qualifications and accountabilities unique to a given position. The Qualifications section of the

SJD defines requirements for academic credentials and prior teaching and/or industry experience

and may also include such additional position-specific needs as professional licensure, defined

technical skills, and/or industry certifications; exceptions to published qualifications are only

made in highly unusual circumstances. The SJD may be modified as needed through

collaboration among the faculty supervisor, the Vice President of Academic Affairs (VPAA),

and both the NHTI and CCSNH Human Resources Offices. Instructional and non-instructional

responsibilities for full-time faculty are further defined in the Collective Bargaining Agreement

(CBA) between the State Employees’ Association and the CCSNH.

When the decision is made to fill an open full-time faculty position, the SJD is carefully

reviewed by the academic Department Head, the VPAA, and NHTI’s Director of Human

Resources. Once System Office approval is received, the position is posted internally to the

CCSNH for seven calendar days; candidates wishing to be considered “internal candidates” must

apply during this period. The CBA requires that the college must act on internal candidates prior

to external posting. Open positions are posted to the NHTI website, to New Hampshire

newspapers, and to specialty publications and websites as needed by the nature of the position.

Postings include links to the SJD, application and contact information, and a non-discrimination

statement. Applications are submitted to a Human Resources website for review. All candidates

are cross-checked with New Hampshire’s sex offender registry, and for some positions, a

criminal background check is also required. The VPAA certifies each candidate according to the

published job qualifications for a given faculty rank, and certified applications are forwarded to

the academic Department Head. Typically, a search committee consisting of departmental

faculty, employers and/or advisory committee members reviews the certified applications and

selects candidates to interview. After checking references, the committee recommends its

preferred candidate to the VPAA and the President, who must approve both the candidate and the

salary recommendation. System Office approval is also required for salary recommendations

exceeding the advertised salary range.

Upon hiring, the new faculty member receives a letter of appointment and meets with

NHTI’s Director of Human Resources to receive information about benefits and the college in

general. The faculty member receives a departmental orientation that is variable in nature

depending on the department. Although an outdated Employee Handbook persists on the NHTI

website, more current information is available on the site via many links to information of

interest to employees, including policies, procedures, and benefits information. Some

information is generally available on the site, while other information is accessed through a

password-protected portal.

V.2

Faculty hired below the Professor level may advance to the next level by participating in

the promotion process defined in the CBA for full-time faculty. This year-long process requires

candidates who meet “time in grade” requirements and minimum qualifications for the higher

rank to develop a portfolio of materials that provides evidence of teaching excellence and

involvement in college activities and that supports direct observations by senior faculty

colleagues from other departments who comprise the Master Teacher Team. This team makes

recommendations to the VPAA, who also reviews the portfolio materials and observes the

candidates in the classroom. Names of those candidates who are recommended for promotion are

forwarded to the President of the college, who then presents the recommendations to the

Chancellor of the CCSNH for final approval. Candidates who are not recommended may appeal

the decision via the grievance process detailed in Article VII of the CBA for full-time faculty.

The CBA for full-time faculty defines compensation by faculty rank. Faculty labor grades

are subdivided into steps for salary purposes, and advancement within the step system depends

upon successful performance evaluation and longevity within each step as defined in the CBA.

The 2013-2015 CBA raised full-time faculty salaries by 5% in August 2013 and another 5% in

August 2014. In addition, a ninth step was added to each labor grade in August 2014, which

increased salaries for those holding the Full Professor rank another 4-5%. The CBA also defines

the benefits package for full-time faculty, including health and dental insurance. Faculty voted in

2014 to form a separate bargaining unit from staff for the renegotiation of their contract. At the

time of this writing, negotiations have been declared at impasse and have gone to mediation; the

2013-2015 agreement remains in effect with the exception of health benefits, which were

renegotiated separately to be effective January 1, 2016, when it was learned that the 2013-2015

plan would result in a 26% increase in costs to the System. All other provisions of the contract,

including salaries and workload, remain under negotiation.

The CBA defines full-time faculty teaching loads as 15-18 contact hours per semester or

30-36 contact hours per academic year (fall and spring semesters). Although the CBA requires

only a one-course reduction for academic Department Heads, NHTI has long set Department

Head teaching loads at 8-10 contact hours per semester because of the size and complexity of the

programs at the college; Program Coordinators at NHTI teach 11-13 contact hours per semester.

Both academic Department Heads and Program Coordinators receive stipends for their

administrative responsibilities. In addition, faculty in the General Studies program teach a

reduced load (nine contact hours) because of their very heavy academic advising load (300+

students per semester). The VPAA may also grant a temporary teaching load reduction for

special assignments. Faculty may teach assigned and/or elected overloads for additional

compensation. Assigned overload is paid once the annual 36 contact hour limit is exceeded, and

elected overload is paid on contract at rates defined in the CBA based on faculty rank.

NHTI utilizes adjunct faculty hired on semester-long contracts as needed by academic

departments. The VPAA assigns each new adjunct a level (1, 2, or 3) based on academic

credentials, teaching or industry experience, and other course-specific needs; advancement to the

next level is determined by longevity as described in the Collective Bargaining Agreement for

Covered Adjunct Faculty, which was first agreed upon in 2013. This contract raised adjunct pay

6.5% - 10% over 2012 per-credit rates; salaries increased 2% at each level in August 2013, 3% in

August 2014, and another 3% in August 2015. Teaching assignments are detailed in each adjunct

faculty member’s contract and are limited by CCSNH policy to not more than 11 credits or 25

clinical hours per semester in total across all CCSNH colleges per individual. Adjunct teaching

hours may be further limited if the individual performs other paid work in separate positions at

V.3

any college in the CCSNH (e.g., lab assistant, academic advisor), since individuals performing

part-time work are limited by System policy to 25 clock hours per week.

The Adjunct Team and the Academic Affairs Office produce an Adjunct Manual, which

all adjuncts receive at the start of the semester, and sponsor the Adjunct Fair each August (and

sometimes in January) to orient new adjuncts to NHTI. In addition to visiting general

information tables set up by various offices, adjuncts may attend workshops such as Introduction

to Blackboard® and Using the Student Information System. Adjunct faculty receive orientation to

their respective departments from the Department Head. This orientation differs widely from

department to department, with those programs with clinical and practicum experiences

receiving the most in-depth orientations. Most departments hold a meeting on or close to the day

of the Adjunct Fair, at which full-time faculty discuss with adjuncts both departmental and

college expectations with regard to curriculum, course content, assignments, grading, etc. Some

departments assign a full-time faculty member to work throughout the semester with new

adjuncts, especially in those departments with labs, specialty equipment and/or software, and/or

with specialized accreditations. Some departments, such as the Natural Sciences Department,

also provide their own adjunct handbooks that provide both general college information and

department-specific information. Clinical adjuncts in the Nursing program participate in a formal

departmental orientation each year. Adjunct faculty are also invited to attend all-college and all-

faculty meetings, as well as any in-house professional development activities, such as the Fall

2015 update on disabilities law in higher education, the annual CCSNH Symposium, and the

Education Department’s instructional technology workshops.

NHTI employed 113 full-time faculty in the Spring of 2014. Since that time, through a

combination of retirements, resignations, reclassifications, and reductions in force, that number

has fallen to 93 in the Spring of 2016. In the Fall 2015 semester, 56 of 96 full-time faculty

members taught elected overloads for additional pay. Nearly all full-time faculty have obtained

at least a baccalaureate degree; approximately 75% of faculty possess at least one Master degree,

and about 10% possess a doctorate.

The Data First forms show that in the Fall 2015 semester NHTI employed 281 adjunct

faculty, about 7.5% fewer individuals than the previous fall semester. This number includes 30

individuals who were former full-time faculty or staff at NHTI and eight who were current staff

members. Of nearly 800 class sections in all delivery formats, 45% of sections were taught by

full-time faculty, down from about 50% in the Fall 2014 semester, though 60% of daytime major

field courses were taught by full-time faculty.

All faculty, whether full-time or adjunct, have the same responsibilities with regard to

presentation of course material and associated academic duties (such as assisting students outside

of class and maintaining and reporting grades). Full-time faculty maintain a minimum of five (5)

office/availability hours per week, as defined in the CBA. Adjunct faculty are not required to

hold formal office hours but are expected to arrange to meet with students before or after class or

by appointment. Some departments provide office space for adjuncts on a drop-in basis, and the

college maintains a general Adjunct Office in a small building near Little Hall that is available to

all adjuncts. Most full-time faculty serve as academic advisors to students in their programs,

providing students with information regarding course registration, degree requirements, and

transfer of credits into or out of NHTI, as well as directing students to appropriate campus

resources, such as the Academic Center for Excellence or Health Services.

Faculty enhance their understanding of effective teaching/learning processes through

attendance at conferences/workshops, additional coursework (including work toward advanced

V.4

degrees), practical experience, and membership/participation in professional organizations. They

are involved in creative activities both on and off campus through the 30 various student clubs

and organizations, service learning opportunities, distance education, participation in community

activities, and personal pursuits, all of which complement their academic training and enhance

their teaching methods and practices.

Over the past 10 years, NHTI has demonstrated a commitment to ongoing faculty (and

staff) professional development by dedicating significant funds to support faculty registration

and travel related to conferences and workshops to enhance teaching and learning effectiveness.

During Fiscal Year 2014, the college provided more than $72,000 in Perkins grant funding and

more than $14,000 in college operating funds to support 45 faculty. Each year, NHTI designates

at least 15-20% of its total Perkins grant allocation for career and technical faculty professional

development. Professional development for faculty in those programs that are not Perkins-

eligible (those in general education and Visual Arts, for example) are supported by college funds,

which were cut back substantially for FY 2016 due to budget constraints. Additional professional

development opportunities are provided by the CCSNH and the college, including the annual

CCSNH Symposium, the January 2015 Technology Day, online training resources, and access to

credit and non-credit courses at reduced or no cost.

The Professional Development Team, which manages the allocation of funds for faculty

development, is an example of one of more than 30 cross-functional teams that are the hallmark

of NHTI’s shared governance model. Faculty and staff receive a list of the college’s teams,

including a brief description and current membership needs, each August from the Governance

and Organization Assessment Team. Faculty are encouraged to participate on at least one cross-

functional team each year. Faculty are, of course, very active on the Curriculum Committee and

the Academic Standards Committee, as well as the Enrollment and Retention Team and the

Comparing Alternative Mechanisms for Equivalent Learning Team (the CAMELs) that oversees

online, hybrid, and accelerated course development. In addition to these teams whose roles are to

ensure the consistency and rigor of academic offerings and the effectiveness of academic policy,

faculty established Faculty Forum, which meets monthly to discuss topics of both academic and

employment interest and concern to full-time faculty. This group also elects the faculty

representative to the Institute Leadership Team (ILT). Academic Department Heads comprise

the Department Head Council, which is chaired by the VPAA, and meet monthly to discuss

topics of academic interest, including news of actions/initiatives arising at the System level that

affect teaching and learning and academic administration. Though not a policy-making body, the

counsel of this group is regularly sought by the Vice Presidents Council on matters such as

strategic planning, cost-saving strategies, and enrollment and retention strategies, and the VPAA

routinely carries their opinions/concerns forward to monthly meetings of the System VPAAs.

Faculty have the primary responsibility for developing, delivering, evaluating, and

revising the curriculum and for assessing student performance. Within departments, faculty share

ideas and work collaboratively with industry professionals and colleagues in other departments

and at other higher education institutions to ensure that their curricula contain current and

relevant content, that students are exposed to a variety of viewpoints and methods of instruction,

and that student assessment ensures reasonable expectations for graduate success in professional

licensure, employment, and continuing education. Faculty in professional, technical, and career

programs structure capstone courses such that students are required to integrate knowledge and

skills from both major field and general education courses to demonstrate their readiness to

graduate. For example, faculty in the Information Technology (IT) program collaborated with

V.5

English faculty to explore the use of Mindful Communication with their students prior to the

capstone internship course. As a result, employers reported that the students’ abilities to interact

with internal and external clients was superior to those who had not had such training, which

made graduates of this program highly desirable as employees. The course (ENGL 120MC) has

now replaced the traditional communications course in the IT curriculum. In another example,

when the performance of graduates of NHTI’s Nursing program dropped significantly, the

faculty researched System-wide and national trends in grading and assessment. As a result, the

department raised the minimum passing grade for Nursing courses and instituted a number of

testing protocols intended to give students the opportunity to identify areas needing more study

prior to graduation. The 2015 pass rates on the NCLEX-RN® licensure exam improved.

Effectiveness of individual full-time faculty members is measured through student

evaluation of every course and by direct observation by Department Heads and/or the VPAA,

which are both incorporated into the Faculty Performance Evaluation. To ensure consistency and

equity, the elements of the performance evaluation are set forth in Article XII of the CBA, as is

the frequency with which formal evaluation occurs. New faculty in their probationary period (the

first two years of employment) receive a formal evaluation each semester, with the expectation

that a Professional Development Plan will be developed jointly by the faculty member and

Department Head in the second semester to allow sufficient time for the new faculty member to

improve areas of weaker performance. Faculty in their third and fourth years of employment

undergo formal evaluation at the end of each academic year. Faculty with more than four years

of service are formally evaluated every two years. The Faculty Performance Evaluation includes

evaluations of the following: Teaching and Learning Effectiveness; Institutional Service;

Community and Professional Development Activities; and Professional Conduct. In addition to

signing to acknowledge receipt of the evaluation, the faculty member may add comments,

especially in those cases in which there is disagreement about performance assessment; however,

an unsatisfactory performance evaluation cannot be formally grieved.

There is no formal or consistent evaluation process for adjunct faculty other than student

evaluation of every course every semester. Some Department Heads observe a class taught by

each adjunct in the department; some visit only classes taught by new adjuncts; some do neither.

Adjuncts who are not assigned the highest level (3) upon hiring may be promoted to the next

level after six semesters in the original level with Department Head approval.

The CCSNH and NHTI administration support academic freedom and freedom of

expression as outlined in Article VI of the CBA, which states, “To ensure students within the

community college system are provided with a quality education, it is expected that faculty and

staff are aware of and comply with their professional responsibilities to demonstrate the highest

standards of professional behavior; to exercise professional judgment; to perform official duties

effectively, efficiently, and with honesty, integrity, and fairness; to be conscious of the need for

the equitable treatment of all students; and to use institutional resources economically.” This

article goes on to describe the System’s commitment to freedom of expression, academic

freedom, and the faculty’s responsibility relative to those freedoms. Faculty who express

themselves in public media and in scholarly and creative works are expected to identify

themselves as citizens and not as spokespeople for NHTI or the CCSNH.

Full-time faculty who believe they have been treated unfairly and who have been unable

to resolve their concerns informally may seek resolution through the formal grievance process

described in Article VII of the CBA. This three-step process begins with an appeal to the

immediate supervisor. Grievances unresolved at this level can be heard by the college President

V.6

and subsequently by the Chancellor of the CCSNH, if necessary. Grievances still unresolved

after a hearing by the Chancellor may be taken to arbitration for final resolution. Both the State

Employees’ Union and the CCSNH reserve the right to challenge the arbitrator’s decision in

Superior Court. A similar process is available to covered adjunct faculty via Article 7 of their

CBA. The formal grievance process for adjuncts begins with the VPAA, whose decision can be

appealed to the college President. The provisions for arbitration and Superior Court challenge are

part of this grievance process, as well.

Teaching and Advising

NHTI offers coursework via traditional 15-week on-campus classes, as well as in 100%

online, hybrid, and accelerated formats. Faculty design their instructional strategies to

complement both the format and time frame to ensure that course and program objectives are

met consistently across delivery modalities. Not all courses are suited to all types of course

delivery, and the CAMELs, a team of faculty experienced in alternative delivery formats, is

charged with reviewing those courses being recommended by a Department Head for online,

hybrid, or accelerated delivery. In evaluating such proposals, the team seeks to ensure that

students will have appropriate interaction with the instructor, that students are engaged with the

course content, that assessments clearly demonstrate that course outcomes are being met, and

that students are able to understand how well they are performing in the course as they progress

through the content and assignments. The Director of Online Education contacts instructors who

appear to be struggling to maintain appropriate student contact and interaction in the online

environment and works with them to improve their level of student engagement.

Faculty in online courses that have lab or practicum components have developed

strategies for ensuring comparable experiences for their students. For example, faculty teaching

Personal Nutrition (BIOL 159C) as an online lab course have developed labs such as dietary

analysis and coronary risk assessment, which can be completed without coming to campus. The

Early Childhood Education program incorporates interactive learning with infants and children

through kindergarten age in its lab school, the Child and Family Development Center. Those

students in the 100% online program must work with NHTI faculty and an early childhood

education facility of their choosing to provide direct evidence of their interactions with children

that illustrates their successful accomplishment of given assignments/course objectives (e.g.,

video capture).

In the classroom, faculty utilize such techniques as lecture, group discussions, and

student and group presentations. For example, to ensure consistency between a traditional

literature course and the same course offered in a highly accelerated format, students receive

materials in advance of the start of the course and are expected to come prepared on the first day

of class ready to participate in discussions about the content of readings. When the same course

is offered online, faculty direct students in the use of discussion boards. When courses that

require students to speak in class (such as Communications or foreign language courses) are

offered online, students may be required to present to the class either live (using the Collaborate

Blackboard® tool) or to post a video that classmates can critique via the discussion board.

Regardless of delivery format, methods of instruction are chosen to meet student

capabilities and learning needs. For example, through the work of the Honors Team, a series of

honors courses has been developed (primarily in English, Psychology, and Sociology) that place

qualified students into smaller classes with a more rigorous and individualized approach to

learning. In another example, faculty in the Architectural Engineering Technology program

V.7

guide students through a lab-based curriculum that requires increasing independence and that

culminates in the capstone senior project: students develop a building design that they present to

an audience of their peers, faculty, administration, and local industry professionals. In all

courses, faculty meet with students who have Reasonable Accommodation Plans to discuss how

accommodations recommended by the Coordinator of Disabilities Services can be implemented

to ensure that students successfully meet course and program outcomes.

Matriculated students receive instruction from variety of faculty both within their major

and in general education courses. Adjunct faculty complement the full-time faculty by bringing

long-time industry and/or teaching experience and, in many cases, are able to provide students

with a current, “real world” perspective on the careers they aspire to enter. Students in clinical,

practicum, and internship courses also receive the benefit of direct interaction with those actively

working in their chosen fields.

Individual courses have defined course outcomes and objectives. Departments often

designate a “course coordinator” for courses with multiple sections and/or provide full-time

faculty partners for adjuncts teaching in such courses to ensure that course content, teaching

methods, assignments, and assessment are consistent across sections. For example, the

Department Head of the Nursing program assigns a full-time faculty member to be the course

coordinator for each clinical course. In addition to a formal adjunct orientation, full-time and

clinical adjunct faculty teaching in a given course are in regular contact prior to the semester to

ensure that both didactic and clinical objectives are clear to all faculty and that all faculty

understand departmental expectations regarding student assessment. New clinical faculty receive

training in the on-site management of clinical students and the grading of student care plans, etc.,

to ensure that both program outcomes and specialized accreditation standards are met.

Faculty endeavor individually, as departments, and as a whole to improve instructional

effectiveness. For example, individual faculty take the initiative to experiment with the Director

of Online Education’s “technology sandbox” to enhance their online learning environments.

Others apply for funds through the Chancellor’s Innovation Grant, which awards funds for

experimentation in teaching and learning. One of NHTI’s grants funded creation of a team-taught

First Year Experience course centered around a STEM topic of current public interest, (e.g.,

genetically modified foods) that exposes students to the ways in which multiple disciplines (e.g.,

biology, economics, politics, and psychology) considers the topic and guides them to develop

“habits of mind” that will inform and improve their learning as they move through their

academic program. Departments also may collectively undertake activities to improve

instruction. For example, the Mathematics and Physics Department chose to adopt the Pearson

MyMathLab® program to help students help themselves as they progress through the

mathematics curriculum. Faculty collaborate to determine how best to use the product and how

to best evaluate instructional effectiveness. Faculty may also utilize professional development

funds to gain more current knowledge about their discipline, as when Information Technology

faculty attend training in the use of Cisco® networking equipment. Also, in Fall 2015 several

faculty contacted the VPAA expressing interest in revitalizing the Teaching and Learning Team,

whose goal is to stimulate discussion about teaching and learning effectiveness and to develop

professional development activities for the faculty collectively; this team made its first

presentation to their faculty colleagues in January 2016. Additionally, the Department Head

Council and the Faculty Forum provide opportunities for the faculty as a whole to discuss

teaching effectiveness, and the VPAA endeavors to provide opportunities for a collective

exploration of topics in teaching effectiveness at all-faculty meetings in August and January each

V.8

year. For example, in August 2015 the Vice President challenged faculty to examine their

expectations of student coursework against the college’s definition of the credit hour, especially

with regard to time spent outside of class by students. The Department Head of Child and Family

Studies subsequently presented the VPAA with some of the e-mail discussion that resulted from

that challenge, which showed the faculty analyses of some of their assignments.

Faculty also provide students with essential guidance through academic advising. This

work falls primarily to academic Department Heads for matriculated students; many departments

assign some advisees to each full-time faculty member. The advising load varies widely across

departments from just a few students in small programs to 300-400 in the General Studies

program. The Academic Advising Center handles academic advising for non-matriculated

students, students on academic suspension, evening and online students, and any students

seeking drop-in advising. Academic advisors have access to an Advisors Manual, and the

Academic Advising Team periodically disseminates advising information and updates.

Faculty are expected to act as role models and convey to their students the college’s

expectations regarding academic honesty and integrity. As described throughout this standard,

faculty work individually, as departments, and as a college to ensure that the integrity of

academic offerings. The administration works closely with faculty to review the effectiveness of

the curriculum, instructional/evaluation practices, and academic policy. All administrators have

an “open door” policy and are accessible to all faculty members individually. As part of NHTI’s

shared governance model, administrators encourage faculty to create and serve on teams to

address issues they consider essential for the college, including issues of academic integrity.

The CCSNH Chancellor created the Chancellor’s Faculty Academic Advisory Council

(CFAAC) in the Spring of 2015. Two full-time faculty members from each CCSNH college

participate in this group to “advise the Chancellor on issues of academic concern to the faculty,

providing a direct mechanism for faculty to provide input to the Chancellor and the Board of

Trustees on system-wide academic issues,” as the Chancellor’s original announcement of this

Council stated. The CFAAC has since met multiple times both with and without the Chancellor

to plan next steps to ensure that they can be effective advocates for academic integrity System-

wide. The CFAAC has explored, for example, how the “Guided Pathways” concept could be

applied throughout the CCSNH. The Chancellor also approved the formation of a CCSNH

Faculty Senate, which is still in its organizational stage.

Scholarship, Research, and Creative Activity

NHTI does not require faculty to participate in scholarly research, although some conduct

research as part of their doctoral requirements or as part of grant-funded projects. Proposals for

research that involves NHTI students, curriculum, data, etc., are submitted to the VPAA in

accordance with CCSNH Protocols for Research in the Classroom policy. The VPAA places the

proposal on the agenda for review by the ILT, which is charged with ensuring alignment with the

college’s mission and protecting the safety of students and the college as a whole. For example, a

member of the English faculty has been engaged in an ongoing exploration of the practice of

mindfulness in community college education. This faculty member has collaborated with faculty

from several other institutions of higher education to gather data involving NHTI students and

faculty and to publish related scholarly works. Other faculty write textbooks, publish original

literary works in scholarly journals, exhibit original artwork in juried exhibitions or develop

original video games. For example, another English faculty member’s published story was

nominated for a Pushcart Prize in 2012, and the ceramics instructor participated in a juried

V.9

exhibition in California. NHTI’s Teacher Education Certification Programs were developed as a

result of a faculty member’s doctoral research.

Where possible, faculty encourage and enable students to engage in scholarly activities

outside regular, assigned coursework. For example, Animation and Graphic Game Programming

students participate in an annual Game Jam in which they work as teams to develop an original

video game in 48 hours, during which time they must create all aspects of the game, including

artwork, story design, and computer code. In another example, students in the Radiologic

Technology program were selected to represent New Hampshire in the Leadership Academy at

the annual meeting of the American Society of Radiologic Technologists.

APPRAISAL

NHTI’s faculty are well qualified for the positions they hold and the courses they teach.

The recruitment and hiring process is generally effective for the engagement of qualified faculty,

though it can be difficult to attract appropriate candidates in technical fields such as information

technology and nursing, where the industry salary norm is much higher than in education. As a

result, initial offers to new faculty in those disciplines is sometimes higher than those made to

new faculty in general education fields, for example. Also, despite a series of salary increases

awarded as a part of the 2013-15 contract negotiations, full-time faculty salaries remain well

below the national average as reported by The Chronicle of Higher Education, falling in the

lowest 13th percentile. Similarly, although adjunct salary rates have also increased substantially

from 2013 to 2015 as a result of contract negotiations, they remain among the lowest among

New Hampshire institutions of higher education.

Teaching loads for full-time faculty have remained stable for many years, and NHTI is

fortunate to have so many full-time faculty who teach elected overloads. However, allowable

teaching loads for adjunct faculty were limited to 11 credits or 25 clinical hours (total for all

teaching across all seven CCSNH colleges) as a result of a CCSNH policy change in December

2014. As a result, many Department Heads have had to expand their searches for qualified

adjuncts. In addition, a related CCSNH policy change limiting part-time staff positions to 25

hours per week further exacerbated the issue of adjunct teaching loads, since some adjuncts also

hold part-time positions, such as lab assistant or academic advisor, at NHTI or other CCSNH

colleges. NHTI’s decision to substantially reduce the hourly salary rate for professional tutors to

levels more in line with those at CCSNH sister colleges also limited the ability of certain

departments to retain adjuncts, since several adjuncts also worked as tutors. Thus the work of

hiring and retaining qualified adjuncts has become considerably more difficult and complex.

Data shown in the Data First forms, as well as data collected by the Standard Five self-

study team, show that total adjunct numbers have stayed remarkably stable over the past several

years. These data also show that until the Fall of 2015, the percentage of courses and student

enrollments taught by full-time faculty vs. adjunct faculty also remained stable at about 53% of

courses and students being instructed by full-time faculty. The 20% loss of full-time faculty

since Spring 2014, however, has reduced the percentage of courses taught by full-timers to about

45%. The loss of full-time faculty has meant a shift in the non-instructional workload to those

who remain, including responsibilities for mentoring more new adjuncts.

Provisions of the CBA ensure that the evaluation, promotion, and grievance processes for

full-time faculty are equitable. Performance evaluation of adjunct faculty, however, is

inconsistent across departments. Evaluation of both groups relies, in part, on student course

evaluations. As described in Standard Four, the response rate for student evaluations has dropped

V.10

considerably since the switch from a paper to electronic process; an ad hoc committee is

currently reviewing recent (Fall 2015) changes to both the product and the process.

The Employee Handbook on NHTI’s website is outdated. While current policy and

procedure information exists on the myNHTI portion of the website, the information is not

organized as a handbook might be to facilitate location and access.

Faculty have substantive and substantial control of the curriculum. New programs and

courses, as well as changes to existing curricula, are developed and presented to colleagues from

across disciplines for review and approval. Courses and programs are only offered in alternative

delivery formats with the approval of the Department Head of the sponsoring department, who

also approves the instructor. Faculty have expressed concern that declining numbers of full-time

faculty hamper the ability of departments to effectively create new curricula and to evaluate and

revise existing courses and programs.

Nearly every full-time faculty member serves on one or more college committees/teams,

including the ILT, which provides a faculty voice in most college activities. Within the

governance model, all teams are able and encouraged to develop recommendations for activities

and solutions to problems that will further the mission of the institution; this includes such

faculty-rich teams as the Curriculum Committee, Academic Standards Committee, CAMELs,

Teaching and Learning Team, and Faculty Forum. However, as full-time faculty numbers

continue to decline and responsibilities held by former colleagues are shifted to those who

remain, the time and energy available to do the work of the college outside individual

departments becomes more limited.

Teaching and Advising

NHTI’s faculty approach their teaching with passion and creativity. Several faculty have

taken advantage of the opportunity to apply for grants from the Chancellor’s Innovation Fund

over the past three years, which has allowed experimentation in such areas as nursing instruction,

developmental education, online instruction in Early Childhood Education, and first-year

experience. Many faculty have worked independently and/or with the Director of Online

Education to experiment with best practices in online instruction. As described earlier, faculty

and the VPAA continue to seek ways to improve the quantity and quality of student feedback to

improve instruction.

Use of various technology resources in the classroom has become the norm over the past

10 years, and many faculty and student frustrations ensue from failures of those technologies.

Faculty and students experience ongoing class disruptions due to problems with CCSNH-

controlled resources, including student e-mail, Blackboard®, and the Student Information

System. In addition, NHTI has been unable to fully staff Technology Services or fund

infrastructure upgrades to truly effective levels since 2014.

NHTI’s system of academic advising has evolved substantially over the past 10 years

with the addition and development of the Academic Advising Center, which has made advising

for part-time, evening, online, and non-matriculated students more consistent, and which has

added the services of a career advisor. The Academic Advising Team provides online resources

to assist Department Heads and other faculty advisors. Problems arise primarily from students

who choose to register themselves online without consulting their advisors; changes resulting

from the System Banner Revitalization Initiative have expanded the ways in which students are

able to register incorrectly, creating additional difficulties for advisors. Also, although General

V.11

Studies faculty are wonderfully skilled at advising students in the General Studies and Liberal

Arts programs, it remains difficult for faculty to manage 300-400 advisees.

Faculty engage in professional development activities to improve instruction and to

update knowledge and skills in their academic disciplines. For most of this accreditation period,

NHTI has invested substantial grant and operational funds to support faculty participation in

workshops, conferences, and pursuit of advanced degrees. While faculty in Perkins-eligible

programs continue to have access to professional development funds, faculty in non-eligible

programs, including all general education faculty, have lost access to funding as the college has

made major budget reductions. The loss of external professional development opportunities for

this portion of the faculty has removed one of the primary sources of faculty innovation and

creativity that has fueled NHTI’s academic excellence.

Scholarship, Research, and Creative Activity

Faculty at NHTI are appropriately engaged in scholarly and creative activities, which the

administration encourages and supports.

PROJECTION

Faculty will continue to have substantive control of the curriculum in all delivery

formats.

The Adjunct Team will work with Academic Affairs to improve the orientation and

evaluation of adjunct faculty.

NHTI will work as a college to develop strategies and priorities relative to filling vacant

full-time faculty positions and to increasing the availability of professional development

activities and funds. The Teaching and Learning Team, and other teams as appropriate, will

develop activities to enhance teaching and learning effectiveness.

The Governance and Organization Assessment Team will review the organization and

presentation of information on NHTI’s website that is appropriate to an Employee Handbook.

INSTITUTIONAL EFFECTIVENESS

The effectiveness of faculty as a whole can be judged by the effectiveness of its graduates

in the workplace and their success as they continue their education. The Brookings Institution

report cited in earlier Standards illustrates NHTI’s historical and ongoing faculty commitment to

teaching and advising excellence. The success of NHTI’s graduates on licensure and certification

exams as shown in the S Forms in the Appendix, reports from employers, and data provided by

the CCSNH System Office that show 76% of first-time college students at NHTI making a

successful transition to higher education are all testament to the faculty’s ability to prepare

students for the workplace and lifelong learning.

Standard Six: Students

?

Credit Seeking Students Only - Including Continuing Education

3 Years 2 Years 1 Year Current Next Year

Prior Prior Prior Year* Forward (goal)

(FY 2013) (FY 2014) (FY 2015) (FY 2016) (FY 2017 )

Freshmen - Undergraduate ?

Completed Applications ? 2,225 2,283 2,318 2,218 2,218

Applications Accepted ? 1,815 1,753 1,738 1,725 1,725

Applicants Enrolled ? 1,248 1,200 1,225 1,251 1,251

% Accepted of Applied 81.6% 76.8% 75.0% 77.8% 77.8%

% Enrolled of Accepted 68.8% 68.5% 70.5% 72.5% 72.5%

Percent Change Year over Year

Completed Applications - 2.6% 1.5% -4.3% 0.0%

Applications Accepted - -3.4% -0.9% -0.7% 0.0%

Applicants Enrolled - -3.8% 2.1% 2.1% 0.0%

Average of Statistical Indicator of Aptitude

of Enrollees: (Define Below) ?

Transfers - Undergraduate ?

Completed Applications 893 899 918 916 916

Applications Accepted 553 562 562 539 539

Applications Enrolled 430 462 445 477 477

% Accepted of Applied 61.9% 62.5% 61.2% 58.8% 58.8%

% Enrolled of Accepted 77.8% 82.2% 79.2% 88.5% 88.5%

Master's Degree ?

Completed Applications

Applications Accepted

Applications Enrolled

% Accepted of Applied - - - - -

% Enrolled of Accepted - - - - -

First Professional Degree - All Programs ?

Completed Applications

Applications Accepted

Applications Enrolled

% Accepted of Applied - - - - -

% Enrolled of Accepted - - - - -

Doctoral Degree ?

Completed Applications

Applications Accepted

Applications Enrolled

% Accepted of Applied - - - - -

% Enrolled of Accepted - - - - -

Standard 6: Students

(Admissions, Fall Term)

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an

interim or progress report, the year in which the report is submitted to the Commission.

?

Credit-Seeking Students Only - Including Continuing Education

3 Years 2 Years 1 Year Current Next Year

Prior Prior Prior Year* Forward (goal)

(FY 2013 ) (FY 2014) (FY 2015) (FY 2016) (FY 2017)

UNDERGRADUATE ?

First Year Full-Time Headcount ? 1,610 1,464 1,476 1,336 1,336

Part-Time Headcount ? 1,802 1,779 1,787 1,492 1,492

Total Headcount 3,412 3,243 3,263 2,828 2,828

Total FTE ? 2,355.8 2,355.8

Second Year Full-Time Headcount 372 431 375 473 473

Part-Time Headcount 558 613 638 842 842

Total Headcount 930 1,044 1,013 1,315 1,315

Total FTE 1,057.8 1,057.8

Third Year Full-Time Headcount

Part-Time Headcount

Total Headcount - - - - -

Total FTE

Fourth Year Full-Time Headcount

Part-Time Headcount

Total Headcount - - - - -

Total FTE

Unclassified Full-Time Headcount ?

Part-Time Headcount

Total Headcount - - - - -

Total FTE

Total Undergraduate Students

Full-Time Headcount 1,982 1,895 1,851 1,809 1,809

Part-Time Headcount 2,360 2,392 2,425 2,334 2,334

Total Headcount 4,342 4,287 4,276 4,143 4,143

Total FTE 3,649.9 3,591.2 3,551.3 3,413.9 3,413.9

% Change FTE Undergraduate na -1.6% -1.1% -3.9% 0.0%

GRADUATE ?

Full-Time Headcount ?

Part-Time Headcount ?

Total Headcount - - - - -

Total FTE ?

% Change FTE Graduate na - - - -

GRAND TOTAL

Grand Total Headcount 4,342 4,287 4,276 4,143 4,143

Grand Total FTE 3,649.9 3,591.2 3,551.3 3,413.9 3,413.9

% Change Grand Total FTE na -1.6% -1.1% -3.9% 0.0%

Standard 6: Students

(Enrollment, Fall Census Date)

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an

interim or progress report, the year in which the report is submitted to the Commission.

? Where does the institution describe the students it seeks to serve?

3 Years Prior 2 Years Prior Most

Recently

Completed

Year

Current

Budget***

Next Year

Forward

(goal)

(FY 2013) (FY 2014 ) (FY 2015) (FY 2016 ) (FY 2017)

? Student Financial Aid

Total Federal Aid $23,341,284 $23,311,191 $2,227,876 $21,016,690 $23,600,000

Grants $5,728,522 $5,778,987 $5,701,941 $5,164,164 $5,500,000

Loans $17,339,276 $16,877,399 $15,944,817 $13,176,587 $15,500,000

Work Study $69,592 $70,230 $92,868 $47,716 $70,000

Total State Aid $203,894 $584,575 $488,250 $460,900 $435,000

Total Institutional Aid $0 $0 $0 $0 $0

Grants $34,831 $20,412 $36,906 $47,250 $50,000

Loans $0 $0 $0 $0 $0

Total Private Aid $953,206 $1,030,945 $955,588 $1,034,977 $990,000

Grants $24,970 $62,930 $71,305 $50,119 $65,000

Loans $953,206 $1,030,945 $955,588 $1,034,977 $990,000

Student Debt

Percent of students graduating with debt*

Undergraduates 71% 76% 77% 74% 74%

Graduates

Average amount of debt for students leaving the institution with a degree

Undergraduates $19,089 $18,862 $19,114 $19,021 $19,021

Graduates

Percent of First-year students in Developmental Courses**

English as a Second/Other Language 1% 1% 2% 2% 2%

9% 7% 6% 10% 10%

Math 39% 3% 35% 36% 36%

Other 5% 49% 3% 16% 16%

(FY 2012 ) (FY 2011 ) (FY 2010 )

Most recent three years 8.4 10.6 10.1

* All students who graduated should be included in this calculation.

**Courses for which no credit toward a degree is granted.

***"Current Budget" refers to the year in which the team visit occurs, or, if these forms are being completed in

conjunction with an interim or progress report, the year in which the report is submitted to the Commission.

Average amount of debt for students leaving the institution without a degree

Undergraduates

Graduate Students

English (reading, writing, communication

skills)

Three-year Cohort Default Rate

Standard 6: Students

(Financial Aid, Debt, and Developmental Courses)

https://www.nhti.edu/community-visitors/about-nhti/welcome-president

https://www.nhti.edu/admissions

For students with debt:

VI.1

STANDARD SIX: STUDENTS

DESCRIPTION

Admissions

The Admissions pages of the NHTI website clearly specify program requirements

and describe the processes by which applicants can submit required documentation.

Applications and the $20 application fee can be submitted online or mailed to the college.

General admission requirements and specific requirements for home schooled,

transferring, and international students are listed in the catalog and the website.

Prospective students can link directly to the Specific Program Requirements found on

each academic program page. Examples of Specific Program Requirements include

satisfactory completion of specific high school or college level course work,

preadmission testing (e.g., ATI/TEAS testing for the Nursing program), references;

observations; essays; and interviews with departmental faculty. Health, Character, and

Technical Standards help prospective students make informed decisions about their

ability to complete a given program and function successfully in the workplace. For

example, applicants to the Radiologic Technology program are advised that coursework

requires prolonged standing and sufficient strength to move patients, and applicants to the

Early Childhood Education programs are advised that criminal background checks and

fingerprinting are required before participating in practicum experiences.

Limited capacity programs, such as the allied health programs, list priority

application deadlines on their program page in the catalog, on the website, and on the

web application. Applicants for programs with limited capacity are assessed based on a

rubric developed with the department. Rubrics are available from the Admissions Office,

the Academic Advising Center, and the General Studies Department.

Students who do not meet the specific course requirements for their program of

choice may be offered admission to the Associate in Science in General Studies program

to complete requirements at NHTI. Students must complete prerequisite courses with

grades of “C” or higher and fulfill all other general and specific requirements to be

reconsidered for the program of choice.

The Statement of Nondiscrimination is located in the “About NHTI” section of

the catalog, on the website, and on the paper application. The Admissions home page

asks, “What does accessibility meant to you?” and refers applicants to support services

including those for English Speakers of Other Languages (ESOL) and for those who

require accommodations for disabilities.

All students who have been accepted into associate degree and some certificate

programs who have not demonstrated college readiness by other means (e.g., SAT scores

of 550 or higher or transfer credit) are required to take a series of placement tests before

registering for classes. NHTI utilizes Accuplacer® tests in Reading, Writing,

Mathematics, and Computer Skills. Additionally, some departments require students to

take the Learning and Study Strategies Inventory (LASSI), which helps students identify

their learning strengths, as well as behaviors that may limit their ability to succeed.

Placement testing can be completed online by those students who live at a distance or

who have enrolled in 100% online programs. Also, some students are able to take

VI.2

Accuplacer® tests in high school or at other community colleges in New Hampshire and

have their scores provided to NHTI. Students with disabilities may request

accommodations. Published policy allows retesting for students who feel a test score may

not reflect their true skill level; students must wait one month before retesting, during

which time they are able to refresh their knowledge on their own or through the use of

free tutorials available in the Academic Center for Excellence (ACE) and also accessible

online. The Enrollment and Retention Team works with departments to regularly evaluate

whether identified Accuplacer® cut scores are correctly predicting success.

Advisors use the placement test results to counsel students regarding specific

course registration and the total credits optimal for individual student success. For

example, students whose reading scores are at the low end of “college ready” or students

whose LASSI scores indicate low motivation or high anxiety levels may be advised to

take a reduced course load. Students whose scores are well below the established cut

scores for college readiness may be advised to seek assistance from the New Hampshire

Department of Education’s Adult Basic Education programs, which offers remediation at

a low cost to students, and which partners with NHTI in the Adult Education Math

Collaborative to offer mathematics remediation on the NHTI campus.

Students whose placement test scores fall below the established cut scores for

Writing, Reading, and/or Mathematics are advised to register for remedial/developmental

course work. Placement in such courses is not mandatory, but students who choose to

register for college-level courses against the counsel of their advisors are asked to sign a

disclaimer acknowledging that they are fully aware of the consequences should they not

be successful. The Data First Forms show that for the Integrated Postsecondary

Education Data Systems (IPEDS) cohort, though only a small percentage of admitted

students require remediation in English, approximately 35% require developmental work

in mathematics. However, Accuplacer® data for all incoming matriculated students show

that 68% place into developmental mathematics.

Remedial courses are offered in mathematics at the Pre-Algebra and the Algebra

level to prepare students for College Algebra (MATH 124C) or Topics in College

Mathematics (MATH 120C). During the summers of 2013 and 2014, students whose

placement test scores were just below the mathematics cut score for college readiness

were offered the opportunity to attend the Summer Boot Camp program, which offered a

free summer program to refresh math skills using online tutorials and with in-class

support by faculty tutors. This pilot program was funded by a Chancellor’s Innovation

Grant that had been awarded to one of NHTI’s mathematics faculty. During the summer

of 2014, 60 students registered for the program; 40 students completed the program, and

half of those increased their scores sufficiently to place into College Algebra. Building on

the success of the Summer Boot Camp, the Summer Lynx Program was offered during

the summer of 2015. This program enrolled students with borderline placement test

scores in mathematics in both College Algebra (MATH 124C) and Study Strategies (GST

102C) in a month-long intensive session in which they worked closely with faculty

mentors. Of the 15 students in the program, 12 passed the program successfully with a

grade of “C” or higher in each course.

VI.3

The Cross-Cultural Education Office assists in the evaluation of students with

international credentials and/or who may need ESOL services. The office provides

referrals for document translation and credential evaluations and administers the

Michigan Test for English Language Proficiency. Accepted students can utilize ESOL

testing, study, and support services throughout their time at NHTI. Developmental ESOL

courses, which receive institutional credit only, are available to students who lack the

required English proficiency for success in college credit-bearing courses.

The Coordinator of Disabilities Services, who is part of the ACE staff, works with

the nearly 600 students who require accommodations in pursuit of their studies. The

Coordinator evaluates appropriate documentation to determine the elements of a student’s

Reasonable Accommodation Plan, works with the student’s academic advisor to assist in

course selection, and collaborates with faculty to ensure the appropriateness of

recommended accommodations in each course in which the student is enrolled. Eligible

students can utilize testing, study, and support services throughout their time at NHTI.

NHTI publishes information on its website for prospective students who fit

various profiles, e.g., veterans, ESOL, students with Running Start dual enrollment

credits, those interested in fully online programming, or student athletes. Students who fit

these profiles are tracked once they enter NHTI, though some more closely than others.

For example, the Director of Online Education routinely compares student performance

in online courses with that of students in traditional courses, and the NHTI Athletics

Department tracks the academic performance of student athletes. However, there is no

active recruitment of students who fit these profiles other than a modest recruiting effort

for students who express interest in NHTI athletics programs.

Retention and Graduation

All associate degree programs and some certificate programs at NHTI have

admission requirements based on the content and rigor of the curriculum. For example,

students seeking admission to engineering technology programs are expected to be

academically prepared to enter the calculus track in mathematics. The Admissions

Checklist provided to advisors identifies gaps in a student’s academic background.

NHTI compiles retention and completion data each semester to comply with

IPEDS reporting requirements. Recently, as part of the CCSNH Chancellor’s Guided

Pathways Initiative, special emphasis has been placed on examination of more

comprehensive retention and completion data, which the CCSNH System Office has

provided to the colleges. In the Fall 2015 semester, the Academic Affairs Office provided

each program Department Head with five years of data describing the academic progress

of students in each year’s cohort. Data showed how many students entering in each year

had completed the program; were still enrolled in the program; had changed programs

and had completed that program or were still enrolled in that program; were on academic

suspension from the program; and were no longer attending for unknown reasons. These

data are still under review by Department Heads and Academic Affairs.

The current IPEDS data show that after six (6) semesters, only 22% of first-time

freshmen have completed their programs. The CCSNH data for six-year completion rates

show that of all freshmen who began their programs of study in the 2008-2009 academic

VI.4

year, 39% of students have received a credential from any institution of higher education.

This number is highly variable across programs, however, with only 23% of students who

enter the General Studies programs needing two or more remedial courses completing a

credential after six years, but with 64% of students in the Mechanical Engineering

Technology program completing in the same time period.

The Enrollment and Retention Team has been reviewing relevant data over the

past year to inform its development of strategies to improve student retention and overall

student success. The decision to offer the Summer Lynx program for mathematics

remediation arose, in part, from this data review. Academic departments also monitor the

academic progress of their students. The Animation and Graphic Game Programming

faculty, for example, became concerned that only 27% of students entering in 2008 had

completed any credential by 2014. After examining the program’s admission

requirements, course prerequisites, and curriculum sequencing, the faculty made several

revisions to ensure that students are better prepared in both mathematics and

programming skills for each course in the program. Allied Health programs monitor pass

rates on licensure exams and make curriculum and assessment revisions as needed to

ensure acceptable levels of student success. For example, when pass rates on the

NCLEX-RN® licensure exam for nursing declined unexpectedly, the faculty undertook a

comprehensive review of both the curriculum and assessment strategies. As a result, the

department revised the minimum passing grades upward to be in line state and national

norms and instituted a practice testing protocol with the ATI testing system similar to that

used at other CCSNH colleges. Graduates from May 2015, who experienced these

changes for their senior year only achieved an 88.5% first-time pass rate versus only 80%

for the Class of 2014. Evaluation of the effects of the program changes are continually

being assessed to ensure that students are leaving NHTI with the greatest chance of

success possible. (See S Forms for pass rates.)

NHTI’s students are also demonstrating success by transferring to other

institutions of higher education. Data from the CCSNH System Office shows that of the

students identified as first-time freshmen in the 2008-2009 academic year, more than

47% transferred to another two-year college or to a four-year college. Of that number,

about 35% transferred to a four-year institution. More than half of the students in the

cohort who had completed a credential at NHTI after six years transferred to another

institution, and 65% of the cohort had graduated from NHTI and/or transferred. Of

students considered prepared for transfer (earned more than 30 credits with a GPA of 2.0

or higher), 76% of the cohort was identified in the category “successful transition to

higher education.”

Student Services

NHTI offers a wide range of student services overseen by both the Academic

Affairs Office and the Student Affairs Office. The Academic Affairs Office manages the

Academic Center for Excellence (ACE), which offers placement testing, peer and

professional tutoring services, and disabilities services; the Academic Advising Center,

which offers ongoing and drop-in academic advising services and career counseling

services; and the Cross-Cultural Education and English Speakers of Other Languages

VI.5

(ESOL) Office, which provides a variety of support services for students requiring

language and cultural support as they pursue their education. The Registrar’s Office is

also a part of the Academic Affairs organizational structure. The Student Affairs Office

manages Residence Life, Health and Counseling Services, Campus Safety, food service,

fitness/recreation/intercollegiate athletic activities, and student clubs and organizations, in

addition to the Admissions and Financial Aid Offices.

The Student Affairs Office organizes formal registration and orientation days

throughout the summer and in January that provide new students with information about

both academic and co-curricular services. Orientation sessions include small group

meetings with student orientation leaders at which new students can interact with

experienced students and learn about student life at NHTI. New students also meet with

their Department Heads and academic advisors to register for classes and to learn more

about departmental expectations. Special orientation sessions are held for students

interested in athletics, residence life, and disabilities services.

Students seeking academic support beyond that provided by their instructors are

encouraged visit the ACE by faculty and staff; print materials are distributed to all

classrooms and bulletin boards, as well as to the residence halls. Within the ACE,

students receive free tutoring from faculty, professional tutors, and student peer tutors;

725 students used tutoring services during the 2014-15 academic year. The Math Lab is

open more than 50 hours per week and provides drop-in and by-appointment tutoring in

all mathematics, physics, and first-year chemistry courses. The Writing Center offers

half-hour appointments more than 40 hours per week to assist with writing assignments

in any stage of the writing process. Both the Math Lab and Writing Center also offer

robust online tutoring services. The Study Solutions Lab is available for help with time

management, organizational skills, note taking, effective use of textbooks, test anxiety

issues, and effective test preparation. In addition to these services housed in the ACE,

staff also work with Biology, Chemistry, Information Technology, Architectural

Engineering Technology, and Animation and Graphic Game Programming faculty to

offer open lab sessions. All students also have free access to a limited number of hours of

tutoring with SmartThinking® online tutors through a Blackboard® link.

The Coordinator of Disabilities Services and two part-time Disabilities Assistants

meet with students (and their families, when requested) to review documentation related

to their disabilities and to develop Reasonable Accommodation Plans (RAPs). Staff

provide workshops at orientations and through the semester to assist students and families

in the transition from K-12 to postsecondary services and to help them understand the

important differences. Information is also available on the NHTI website and in a variety

of printed materials and is provided electronically to online students. Students who need

more intensive assistance with study strategies in a given course can enroll in a one, two,

or three-institutional-credit-only course that pairs them with an academic coach; this

service is limited, however, since students are ultimately expected to become self-

directed learners. Other disabilities services include referrals for diagnostic testing, test

accommodations, and loans of assistive technologies. The Coordinator of Disabilities

Services also works closely with faculty to implement RAPs and to provide training.

VI.6

The Academic Advising Center meets with both non-matriculated and

matriculated students who drop in and those who are referred by faculty and

administrative staff, as well as students who have been suspended or dismissed from their

academic program, to define academic, career, and life goals. The Academic Advising

Center staff collaborates with academic Department Heads to coordinate advising

services to ensure a consistent message to students.

Within the Academic Advising Center, one advisor is dedicated to career

counseling services and meets with students who are unsure of their career goals. The

Career Counselor also maintains a career resources web page that has broad scope and

easy access by businesses that wish to post job listings. Another advisor takes the lead in

advising students with transfer questions. This advisor also organizes an annual college

transfer fair and works with other institutions of higher education across the state to

facilitate good transfer relationships. A part-time advisor works with online students.

As described above, the Cross-Cultural Education and ESOL Office provides a

wide variety of services directly to students, as well as training to those at NHTI who

support them. The staff provide tutoring, advising, and other support services, and

sponsors (among other opportunities for developing cultural awareness for all members

of the college community) the Conversation Partners Program, which facilitates cultural

exchange between native English-speaking students with non-native English-speaking

students outside of the classroom environment.

The Registrar’s Office manages all permanent student academic records from the

point of admission through graduation, utilizing the Banner® database system. The

Registrar works closely with other administrative offices and academic Department

Heads, to ensure the accuracy and security of academic records and to provide student

information and data as required for compliance with federal requirements and

institutional needs. The Assistant Registrar works closely with military veterans who

receive federal assistance to help them use their funding most effectively while meeting

federal requirements. The Registrar’s Office web page provides students with

comprehensive information about the contents of student records, the confidentiality of

those records, and students’ options relative to the disclosure of information. Records are

retained according to the CCSNH Records Retention Schedule and following American

Association of Collegiate Registrars and Admissions Officers (ACCRAO®) standards and

disposed of using the services of Absolute Data Destruction.

The Residence Life Office, which is part of the Student Affairs Office, manages a

full array of services for NHTI’s approximately 350 resident students; many of these

services are available to all students. The Director of Residence Life and Auxiliary

Services supervises the full-time Residence Directors of the three residence halls and the

student Resident Assistants who work to provide a living environment that supports both

academic and social development of resident students. The expectations of residence hall

students, as well as all costs, are clearly defined on the Residence Life web pages.

Services available to both resident and commuter students include meal plans in the

Capital Commons in Little Hall and The Bistro in Sweeney Hall; Health and Counseling

Services in the Student Center; comprehensive fitness and recreation opportunities;

events sponsored by the Campus Activities Board; and student government.

VI.7

Health and Counseling Services are available to all students. All students in

clinical programs or in intercollegiate athletics must be cleared for participation by

Health Services, which is staffed by a full-time Registered Nurse, a full-time Licensed

Practical Nurse, and a part-time Nurse Practitioner. Staff offer a full range of primary

care, referral, and educational services, including initial diagnosis and treatment for a

broad spectrum of illnesses and injuries and appropriate follow-up care. Physicals, certain

immunizations, and some lab work are available directly to students, and staff will make

referrals to outside services as needed. Counseling Services provides free, confidential,

short-term, and crisis intervention individual counseling services. Referrals can be made

to local mental health professionals.

The Dr. Goldie Crocker Wellness Center is the hub for the many fitness and

recreation opportunities at NHTI. The facility includes a gymnasium and fitness center

supported by funds from the Comprehensive Fee attached to each credit sold and thus is

open to all NHTI students without additional charge. The college has full control over all

athletic and other fitness programs, including financial control. The Wellness Center staff

have developed many fitness programs, such as Zumba, Yoga, and Tai Chi, as well as

intramural sports activities, that are open to all. In addition, an athletic trainer supports

individuals using the Center’s weight room for several hours each week, and the staff

arrange for conditioning clinics and health seminars throughout the year.

NHTI also fields many intercollegiate athletic teams for both men and women.

Team members, who are selected through open tryouts, must meet all academic and

athletic requirements, including those of the Yankee Small College Conference (YSCC)

and the United States College Athletic Association (USCAA). Teams compete on both

the regional and national level in eight sports. The Athletic Director and coaches are

responsible for tracking intercollegiate athletes and maintaining documentation to ensure

that these students meet YSCC and USCAA expectations with regard to academic

performance and personal integrity. NHTI’s expectations for satisfactory academic

progress are the same for student athletes as for all students, and coaches refer students to

academic support services, health and counseling services, or other services, as needed.

In addition to opportunities for physical activities, NHTI’s 30 student clubs and

organizations help students develop a sense of community both with their peers and the

local community. Many departments sponsor student professional organizations (e.g., the

Student Nurses Association and the Institute of Electrical and Electronic Engineers) or

organizations that give students the opportunity to focus on their chosen profession (e.g.,

the Criminal Justice Club or the Orthoblast Club). Other groups are dedicated to

community service (e.g., the Alternative Spring Break Club and the Social Science Club).

Still others provide a creative outlet for students, including The Eye, which publishes a

volume of student literary works annually, and The Stage Lynx, which presents two

major dramatic productions each year. All clubs and organizations have advisors from

among the faculty and staff who receive training from the Student Affairs Office.

In addition to the leadership opportunities provided by participation in the types

of clubs and organizations, students may also participate in student government. NHTI’s

Student Senate includes representatives from each academic discipline (whenever

possible) and both resident and commuter students. The Senate approves the budgets for

VI.8

clubs and organizations, as well as proposals for new clubs. The President of the Student

Senate in a member of the Institute Leadership Team and provides an important

perspective as that body considers recommendations from college teams and committees

in relation to the college’s Mission/Vision/Values Statement.

NHTI’s Student Leadership Program provides opportunities throughout the year

for participants to gain skills that will not only serve them well as students but also as

employees in their chosen careers. Students self-select during summer orientations and

meet as a group over several days just prior to the start of fall classes. Activities during

the year include workshops on such topics as budgeting, team building, and goal setting,

and students practice effective public speaking and social networking. Students may also

enroll in Exploring Student Leadership (LEAP 101C), an institutional credit course that

allows students with a 2.5 GPA or higher to engage in a more in-depth study of

leadership principles.

NHTI is committed to assisting students and families in planning for and meeting

college expenses by providing financial resources to eligible students. Student financial

aid is provided to eligible students maintaining satisfactory academic progress through a

well-organized program based on the equitable application criteria referenced in the

NHTI Student Handbook and detailed in the CCSNH 2014-2015 Student Financial Aid

Handbook and in other information posted on the website and on the bulletin boards

outside the Financial Aid Office. The CCSNH Financial Aid Handbook provides

comprehensive information about all aspects of aid, including information about the cost

of attendance, requirements for satisfactory academic progress, and loan repayment.

The “Free Application for Federal Student Aid,” or FAFSA, is required for most

types of financial aid and can be accessed through a link on the Financial Aid Office web

page. The Admissions Office mails a United States Department of Education brochure to

all incoming students that explains the FAFSA application process and requirements.

Students may obtain assistance in completing the FAFSA in the Financial Aid Office

and/or through the New Hampshire Higher Education Assistance Foundation at

www.nhheaf.org. Steps for the application process are found on the NHTI Financial Aid

web page and are also available as printed hard copies. ESOL students may receive

assistance with forms through the Cross-Cultural Education and ESOL Office.

Most student financial aid opportunities are federal and include Pell Grants

(demonstrated need and based on enrollment level); Supplemental Education Opportunity

Grants awarded to students with exceptional demonstrated need; Federal Work Study;

Direct Stafford Loans and Federal Perkins Loans. Limited state grants are available

through the Governor’s Success Grant, the Leveraged State Incentive Grant, and the

UNIQUE Annual program. Scholarships are available and are listed on the financial aid

web page, on the Financial Aid bulletin board, and in Campus Comments. The Financial

Aid pages of the website include frequently asked questions, a net price calculator,

information about entrance and exit counseling, master promissory note and national

student loan information, tutorials for IRS Data Retrieval, information about federal

student aid loans and the National Student Loan Data System, and Standards of

Satisfactory Progress required to maintain financial aid eligibility. Financial aid

applications are processed and financial aid is awarded in accordance with United States

VI.9

Department of Education regulations for administering the various types of available aid.

Estimated financial aid awards are provided to students in a timely manner, and actual aid

is disbursed after enrollment in an eligible program is confirmed each semester.

All faculty and staff responsible for the delivery of student support services are

highly qualified professionals who have met or exceeded the minimum qualifications

related to education and experience as published in each position’s Supplemental Job

Description. Many part-time staff in student support offices have been with the college

for years and thus are very familiar with NHTI and its operations. Contracted employees

(e.g., coaches and fitness program instructors) are selected for their experience/expertise

in a particular sport or fitness regimen; contracts are for a single semester or less and are

not automatically renewed.

Positions and activities are funded both through general college operating funds

and dedicated accounts derived from revenue from room and board, as well as a portion

of bookstore sales and student fees. (See Standard Nine.) For example, some Wellness

Center, Maintenance, and Campus Safety staff positions, as well as maintenance projects

supporting the residence halls and Wellness Center, are funded through Student Affairs

auxiliary accounts to support the needs of resident students. The New Hampshire Police

Standards and Training Academy, which utilizes the college’s food service facilities,

assists in the financial support of the Capital Commons.

The primary technological resource supporting student services is the Banner®

database system. All student records from application to graduation are maintained in the

database, and all admissions staff, financial aid staff, Registrar’s Office staff, and

academic advisors must be knowledgeable about data entry, retrieval, and security.

NHTI’s Banner Coordinator assists all users with training, production of reports, and

solving technical issues that arise.

The CCSNH has been engaged in the System Banner Revitalization Project

(SBR) for approximately three years. This ongoing project was undertaken as an integral

part of the Enhanced Credit Transfer Initiative and has migrated the seven separate

databases (one for each college in the System) into a single database for the entire

System. The Financial Aid portions of the database have been secured via a multi-entry

portal since each college is a separately accredited institution with individual federal

identification numbers. Students are now able to register for any course at any CCSNH

college from any CCSNH college. Students currently attending or who have attended

more than one CCSNH college can access their records at all colleges through a single

sign-on. Similarly, academic advisors can access all student records from all CCSNH

colleges attended. All users, but especially the Registrar, Financial Aid Director, and the

Banner Coordinator, are continually engaged in verifying data, rewriting reports, and

identifying problems needing correction and work closely with System Office staff to

resolve issues. The Director of the Advising Center and the Registrar are also leading

NHTI’s portion of the CCSNH initiative to implement Degree Works™, a comprehensive

student advising system that is scheduled to go live during the summer of 2016.

NHTI expects its faculty and staff to maintain the highest ethical standards in

their interactions with students. The Student Affairs section of the CCSNH Board of

Trustees Policies describes the Board’s expectations with regard to the development of a

VI.10

campus environment that is “healthy, safe, respectful of the rights of others, and

appreciative of diversity.” To that end, the Board has established policies relative to

student rights and responsibilities, admissions, financial aid, and health and safety,

including compliance with the Clery Act and the Family Educational Rights and Privacy

Act. Additional expectations of professional conduct are described in the Collective

Bargaining Agreement. All employees are required with each performance evaluation to

acknowledge receipt of a variety of ethical policies. All supervisors are required to

participate in annual sexual harassment prevention training and training related to the

Clery Act.

Students are expected to abide by the Student Code of Conduct published in the

Student Handbook. The Student Code of Conduct is linked to the Judicial Process, which

describes student disciplinary proceedings, sanctions, and appeals. The Campus Safety

page of the website includes a long list of topics related to ensuring the safety and

security of individuals and the college as a whole, including Reporting an Incident to

Campus Safety, Alcohol and Drug Policies, Firearms and Weapons on Campus, and

Hostile Intruder/Active Shooter Preparedness.

Students who believe they have been graded unfairly can file an appeal in

accordance with the Grade Appeal/Grade Change Policy, and students may appeal a

program/college suspension or dismissal to the Academic Standards Committee. The

CCSNH/NHTI Statement of Nondiscrimination is widely published in print and

electronic formats and provides students with contact information for the Title IX/Equity

Coordinator and other resources should they feel that they have experienced

discriminatory behavior by any member of the college community or as a result of any

college policy or procedure. The Civil Rights/Equity page of the NHTI website provides

descriptions of the process that occurs when complaints are made. Information for

students about making and resolving general complaints or concerns about NHTI is

provided to students on the website.

The Student Affairs Office’s mission statement, posted on the website and in the

offices, serves as a goal statement for co-curricular learning related to student

organizations. Individual groups assess achievement through event feedback, included in

the advisors’ manual. Club minutes, circulated to Student Affairs administrators, include

conversations reflecting on success of activities and events and attendance. The Student

Affairs Office compiles a list of co-curricular club achievements each spring, including

awards and community service activities. Students participating in the Student

Leadership Program are required to maintain a minimum GPA to continue and are graded

on their performance in the Exploring Student Leadership (LEAP 101C) course. Some

professors include service learning projects among course assessment activities, which

require students to take their learning and put it into practice outside of the classroom. An

extensive list of community service partners has been gathered and published on the

NHTI website, and the individual professors measure the success through students’

journal reflections and reports from community partners.

The Enrollment and Retention Team, the ACE staff, and the Academic Advising

Center staff, as well as the Student Senate, meet regularly to discuss data and examine

potential barriers to student success that may have been inadvertently created by college

VI.11

policies. These and other teams make recommendations to the Vice Presidents of

Academic and Student Affairs, the Vice Presidents Council, and the Institute Leadership

Team for proposals to improve student services, activities, and overall success.

APPRAISAL

Admissions

The admissions practices at NHTI are aligned with the National Association for

College Admission Counseling and the missions of both NHTI and the CCSNH.

Admissions policies are clear and easily accessed, and information about academic

programs, co-curricular activities, and support services are sufficiently comprehensive to

enable prospective students to make informed decisions about application and

enrollment. The college continues to expand opportunities for prospective students to

learn about NHTI, including such events as Girls in Technology Days, Drop-In Tuesdays,

career exploration nights, and Running Start Discovery Days. The Data First Forms show

that, although the number of applications has declined in recent years, the percentage of

students who enroll following acceptance has edged upward from 68% to 72% since

these new enrollment strategies have been implemented.

NHTI has undertaken intentional and strategic efforts to establish clear enrollment

and recruitment goals and to develop a systematic data collection, analysis, and reporting

plan to help inform policy and decision making. For example, the Enrollment and

Retention Team’s recommendation to transition its placement testing to Accuplacer® was

based on identified barriers to enrollment (e.g., the need to come to campus to test), clear

advantages to students (e.g., scores distributed to multiple colleges), and easier data

management. A review of data compiled since the implementation of Accuplacer® by the

ACE Director and Department Heads has resulted in changes to the originally defined cut

scores in both English and Mathematics.

Retention and Graduation

Over the past two years, NHTI has cultivated a more deliberate focus on

retention. In general, students’ academic progress is monitored very closely. Many

individuals, from academic advisors to instructors to athletic coaches, work with students

to identify barriers to successful achievement of each student’s identified academic goals.

Academic Department Heads contact students upon acceptance and maintain

regular contact to ensure that students are on track to program completion. Each semester

the Academic Affairs Office sends Department Heads a listing of students who are

eligible to register for the coming semester but have not done so. Faculty and/or staff

reach out to those students to encourage them to register, to identify reasons they have

not registered, and to direct them to appropriate support services to resolve such issues as

financial holds. Throughout each semester, the Registrar’s Office regularly e-mails

student drop reports, as well as listings of those students who have left the college, which

include students’ reasons for leaving (e.g., transfer, military, financial, etc.). However,

these data are not compiled or analyzed in any systematic way.

As a part of the Enrollment and Retention Team’s efforts, a separate Retention

Team was formed to pilot the Early Alert program – an intentional and systematic

VI.12

approach to help identify students who may be at-risk of not persisting in a course. The

Early Alert system is based primarily on non-cognitive factors that can be identified

during the first three weeks of classes and that may lead to academic difficulty, such as

lack of participation and/or preparation. Team members contact each student identified

by faculty and staff and track student progress six weeks later. Data from the Fall 2015

semester showed that the top issues impacting student success within the first three weeks

were 1) accessing course-based online software, 2) accessing Blackboard®, and 3)

understanding the amount of work expected of them in their classes. Team members are

continuing their pilot in the Spring 2016 semester, and after significant feedback from

faculty, the team will also be looking into other efforts to increase student success at

NHTI that go beyond the first three weeks of classes.

Recognizing that placement into remedial or developmental coursework is a

significant reason for lack of persistence and retention at NHTI, faculty and staff are

working to develop accelerated pathways to college readiness in both mathematics and

reading/writing. Data from pilot programs like the Summer Lynx program and the Jump

Start program, which provides an accelerated option for the General Studies Seminar

(GST 100C), are encouraging, but the numbers of students who have participated in these

programs is still small and the programs too new to have yet provided significant

longitudinal data.

Available data for program completion show that graduation rates vary

considerably by program, as noted in the Description. More detailed data currently under

review by Department Heads and the Vice President of Academic Affairs may provide

greater insight into the reasons for each program’s completion rate. While there are some

data sets collected systematically (e.g., IPEDS), much data has not been collected in a

systematic way, nor is data always routinely shared with those who might benefit. Also,

utilizing NHTI’s Banner® data has become a challenge since the implementation of the

SBR Initiative. Those that work daily with the database report that the unification of the

seven CCSNH college databases has led to numerous coding issues and the need for

continuous efforts to validate data, which increases the workload for those in offices that

are short-staffed since the hiring freeze.

Student Services

NHTI’s student services support all aspects of the student’s academic endeavors

and personal well-being. Services are highly visible and available to resident, commuter,

and online students. Training provided by Student Affairs to all faculty and staff,

coaches, and organization advisors at a variety of annual and semi-annual meetings also

keep employees informed. Student orientations and student leadership programs provide

a comprehensive introduction to the college, as evidenced by surveys of participants.

NHTI’s co-curricular activities are varied and provide all students with

opportunities for professional and personal growth outside the classroom. Tuesday’s two-

hour Activity Period, during which no classes are scheduled, provides students with

ample opportunity to engage in co-curricular activities and demonstrates NHTI’s

commitment to students’ co-curricular development. NHTI’s formal student leadership

training programs have proven to be very successful with more than 600 students

VI.13

participating each year. More than 200 students engage with their peers and the local

Concord community through NHTI’s 30 clubs and organizations, and hundreds more

participate in college athletic events as participants or spectators.

NHTI is responsive to feedback about the quality and effectiveness of its student

services. For example, every three years, the CCSNH colleges participate in the

Community College Survey of Student Engagement (CCSSE). One of the aspects of

lowest student engagement for NHTI students was participation in career counseling

services. Over the past two years, NHTI’s primary career counselor has developed a

Career Resources page on the website that includes a “My NHTI Major” section that

provides students with comprehensive information about the types of jobs a graduate

might obtain with their associate’s degree, as well as jobs that might be available to those

with a bachelor’s degree in the same major. Another link takes students to the NHTI page

of the College Central Network®, which provides them with tools to build a portfolio and

resume and allows them to search job listings posted exclusively to NHTI.

PROJECTION

NHTI will continue to make information about admission, program, and

graduation requirements widely available and easily accessible and continue to support

and promote all student services. Admissions Office staff will continue to develop new

recruitment strategies to reach diverse audiences.

With the implementation of Degree Works™, the Academic Affairs Office will

arrange for appropriate advisor training and work with faculty and staff to provide

training for students.

The Academic Affairs Office will work with the Enrollment and Retention Team

to develop plans to address the findings of the Early Alert pilot.

The Vice President of Academic Affairs will work with all college constituencies,

including the Enrollment and Retention Team, to develop a systematic plan for the

collection, analysis, and reporting of data, particularly as it relates to student success.

INSTITUTIONAL EFFECTIVENESS

As New Hampshire’s demographics have fueled a decline in enrollment since

2010, NHTI has felt a sense of urgency to ensure that it has done everything possible to

reduce barriers to enrollment and to improve and promote those student services that

assist in retention and student success. Through the work of the Enrollment and Retention

Team strategies are being developed and piloted to streamline the pathway from

matriculation to college-readiness for those students placing into remedial and

developmental coursework. Thanks to resources provided by the CCSNH System Office,

cohort data can now be tracked more easily for monitoring six-year completion, transfer,

and persistence data and for setting goals for improving student success. All members of

the NHTI community actively engage with students to encourage them to access those

resources that will facilitate their paths to successful completion of their academic and

personal goals.

Standard Seven: Library and Other

Information Resources

?3 Years

Prior

2 Years

Prior

Most

Recently

Completed

Year

Current

Year*

(actual or

projection)

Next Year Forward

(goal)

(FY 2013) (FY 2014) (FY 2015) (FY 2016) (FY 2017)

Number (percent) of students with own computers

? Course management system

Number of classes using the system

Classes on the main campus 2022  1996  1748  1680 1680

Classes offered off-campus 536  483  391  189 189

Distance education courses 257  320  277  297 297

Bandwidth

On-campus network 1 Gbs 1Gbs 1 Gbs 1 Gbs 10 Gbs

Off-campus access

? commodity internet (Mbps) 40 Mbs 40 Mbs 250 Mbs 350 Mbs 350 Mbs

? high-performance networks (Mbps) 40 Mbs 40 Mbs 250 Mbs 1 Gbs 1 Gbs

? Wireless protocol(s) 54 Mbs 54 Mbs 54 Mbs 54 Mbs 54 Mbs

Network

Percent of residence halls connected to network

wired 100% 100% 100% 100% 100%

wireless 100% 100% 100% 100% 100%

Percent of classrooms connected to network

wired 100% 100% 100% 100% 100%

wireless 75% 80% 90% 90% 100%

Public wireless ports 1 1 1 1 1

Multimedia classrooms (percent)

Main campus 100% 100% 100% 100% 100%

Branches and locations NA NA NA NA NA

IT Personnel (FTE)

Main campus 15.0 15.0 14.0 11.0 11.0

Branch campuses NA NA NA NA NA

Dedicated to distance learning

Software systems and versions

Students

Finances

Human Resources

Advancement

Library

Library resources

Website Management

Portfolio Management

Interactive Video Conferencing

Digital Object Management NA

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an interim

or progress report, the year in which the report is submitted to the Commission.

Standard 7: Library and Other Information Resources

(Information Technology)

Integrated Library System (ILS) LS2 - The Library Corporation (TLC)

Several including EBSCO, ProQuest, LexisNexis, Britannica, OVID, Lexi-Comp,

Psychiatry Online, JSTOR, EBSCO’s Discovery Service (EDS),Films on Demand,

EZProxy, docStar, The Wizard

Office of Communications and Public Information

Taskstream

Blackboard

Blackboard 9.1

Banner by Ellucian, Blackboard, College Central - NHTI

Banner by Ellucian

ADP, ClearCompany (HRM Applicant Tracking System)

Raiser's Edge

?

3 Years

Prior

2 Years

Prior

Most

Recently

Completed

Year

Current Year*

(actual or

projection)

Next Year

Forward (goal)

(FY 2013) (FY 2014 ) (FY 2015) (FY 2016) (FY 2017)

Expenditures/FTE student

Materials $57/ $55/ $66/ $66/ $66/

Salaries & Wages 472,726 495,946 434,565 436,000 446,900

Other operating 333,270 401,973 233,956 244,000 245,000

Collections

Total print volumes 74,772 79,862 81,280 80,517 78,000

Electronic books 152,661 248,393 301,042 332,305 340,000

Print/microform serial subscriptions 232 228 226 163 160

Full text electronic journals 36 39 41 41 45

Microforms 105 105 105 105 105

Total media materials 11,708 11,976 12,489 12,625 10,000

Personnel (FTE)

Librarians -- main campus 4.0 3.5 3.0 3.0 4.0

Librarians -- branch campuses

Other library personnel -- main campus 8.0 6.0 3.5 3.5 4.5

Other library personnel -- branch campus

Library Instruction

? Total sessions -- main campus 138 146 130 87 current 130

Total attendance - main campus 2484 2628 2340 1566 2340

Total sessions -- branch campuses

Total attendance -- branch campuses

Reference and Reserves

? In-person reference questions 476 508 582 328 600

? Virtual reference questions 403 532 999 447 900

Traditional Reserves:

courses supported 101 105 110 111 112

items on reserve 696 705 723 748 750

E-Reserves:

? courses supported

? items on e-reserve

Circulation (do not include reserves)

? Total/FTE student 3185 3551 3086 Not avail 3100

? Total full-text article requests 99 25 31 17 20

Number of hits to library website  61,109  40,859  36,086  35,000  34,000

Student borrowing through consortia or contracts 158 52 76 41 40

Availability/attendance

? Hours of operation/week main campus 76 76 76 70 70

Hours of operation/week branch campuses

Gate counts/year -- main campus 152,607 115,014 124,824 68,053 - currently 125,000

? Gate counts/year -- average branch campuses

URL of most recent library annual report:

URL of Information Literacy Reports:

available upon request

www.nhti.edu/student-resources/research-and-other-

resources/research-guides

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an

interim or progress report, the year in which the report is submitted to the Commission.

Standard 7: Library and Other Information Resources

(Library)

VII.1

STANDARD SEVEN: LIBRARY AND OTHER INFORMATION RESOURCES DESCRIPTION Resources and Access

The Community College System of New Hampshire (CCSNH) System Policies include the Library Mission Statement, which identifies the library as the “knowledge hub” that “provides program and curriculum support, assesses and teaches information literacy, and encourages life-long learning and independent research.

In striving to meet this mission, NHTI has funded the growth of the library collection from just over 30,000 items in 2001 to over 80,000 physical items in 2015 and has added both fixed and rolling shelving to accommodate the collection, which is the largest in the CCSNH. NHTI has right, title, and ownership of its various purchased collections including print and electronic materials. Renewable subscription materials, such as databases, have defined, limited terms based on the terms of respective contracts. The specifics of the NHTI collection are available as a workroom document.

All of the library’s materials, whether in print or electronic forms, are generally accessible and available to all NHTI students, faculty and staff. Some print materials, such as Reference, Reserves, Periodicals, and Special Collections, while accessible, do not usually circulate because of the nature of the material. Additionally, electronic resources accessed outside of the library by NHTI students, faculty, and staff must be authenticated via EZProxy. Through private Internet access or campus computer labs, including the library computer lab, students, faculty, and staff have 24-hour access to 95% of library materials. The library also offers interlibrary loan services, and an agreement with the University System of New Hampshire libraries allows NHTI students to access their services.

From the library’s easy-to-navigate home page, students and faculty can access the library catalog and a wide variety of databases. Students can easily gain access using their Easy Login username and password, which is the same as that used to access their e-mail, the Student Information System, and Blackboard®. EBSCO Discovery Service is used by students both on and off campus to search for and access information resources from computers and/or mobile devices 24 hours/day. Students have electronic access to e-books, journals, newspapers and other publications, films on demand, and research guides by subject. The library website also provides access to the Copyright Clearance Center. Course textbooks, DVDs, and other resources are placed on reserve in the library to ensure that all students have access.

Online instructors have the option of embedding a research librarian in their course, who can be an active participant in online course discussions answering student questions and helping to guide students towards high quality information A representative from the library provides a detailed demonstration of library resources and how to access them via Blackboard® during introductory courses and orientations.

Library materials are kept up-to-date via consultations between academic Department Heads and the Head of User Services, who meets with each department on an annual basis to ensure that all materials are appropriate to the needs of the department in support of the curriculum. During the meeting, both print and electronic resources are reviewed and discussed, especially needs for the coming fiscal year. Books, journals, and databases are reviewed to make sure they are current, appropriate, and meet the needs of the department. The meeting is an opportunity to review needs, discuss accreditation requirements, set up trials of databases, anticipate future needs, review instruction, review Reserves, weed outdated materials, etc.

VII.2

Additional planning occurs with the Library Team, which may also make recommendations through the Vice President of Academic Affairs (VPAA), to the Institute Leadership Team (ILT), and/or the Vice Presidents Council.

The college increased its financial support for the library annually from 2011 through 2014, but chose to cut back on library expenditures during the 2014-15 academic year. (See the workroom documents for details of the library budget.) During the period in which financial support increased, the library renovated its computer lab into a new Instructional Lab, which was designed using the principles of Biophilic Design, collaborative learning, and tablet technology. Utilizing “puzzle” tables and comfortable seating on casters, the Instructional Lab can be configured to best meet all student and instructional needs. The new layout makes comfortable seating possible for 30 students rather than 20, as previously designed. Additionally, the new layout adds flexibility in working with students who might need accommodations. Several surfaces – such as “puzzle” tables, tablet desks, and a table designed to accommodate wheelchairs at different heights – are available in the new Instructional Lab. Further, the layout of the new Instructional Lab makes it easy to bring in additional support materials.

To help foster collaborative learning, new Windows Surface RT tablets are utilized in the Instructional Lab. Tablets can also be checked out by students for use within the library. In addition to wireless tablet technology, which includes optional keyboards, a desktop PC is also available for student use. The lab utilizes ENO technology which provides a clear, crisp projected image which, when used in conjunction with tablets, can be enlarged or made smaller, as needed. Also, the lab’s audio system has been enhanced for better sound quality.

Senior library staff, all of whom possess advanced degrees in Library and Information Science, include the Library Director, who is responsible for all aspects of the library’s services and functions; the Assistant Director, who is chiefly responsible for technical services; and the Head of User Services, who oversees Reference and Circulations services. All senior staff work collaboratively to maintain the day to day operations of the library and engage in evaluation of library services, as well as planning and policy development. The library staff also includes two Library Assistants and several Clerks, all of whom are part-time. Several library positions are currently unfilled and will remain so until funding is available to support them.

Library staff provide comprehensive training for students and faculty. Online tutorials assist both students and faculty in learning about and using resources. Faculty training is ongoing and is provided in a number of ways, both via periodic or occasional training, to the whole faculty and as needed to fulfill particular needs. For example, the Head of User Services made a presentation during an all-faculty meeting prior to the start of classes showing how they might use Films on Demand in their classroom. A representative from EBSCO Host is invited usually every other year to present to faculty regarding the latest services available to them. Bibliographic Instruction classes, required for all English Composition (ENGL 101C) and General Studies Seminar (GST 100C) students, inform both faculty and students about resources and materials and provide training in their use. Also, in January 2015, NHTI hosted the “Technology in Pedagogy and Assessment Workshops,” during which faculty from across the CCSNH participated in a wide array of seminars that demonstrated instructional technologies and strategies for using those technologies in the classroom.

NHTI’s library is open every day except Saturday, with reference staff available Monday through Friday and extended hours during final exams. By NHTI policy the Library is a limited public access and regulated facility. Though the NHTI’s library is an academic library for use of and by students, faculty, and staff, members of the public may become community members for

VII.3

a modest annual fee, which allows for the access and “outside” circulation of some of the library’s materials. Neither community members nor the public can use the library’s computer lab or facilities.

The library hosts on-going series of cultural events, including 1) the Wings of Knowledge series, which brings in speakers each month from a variety of fields – academic and popular, scientific and literary; 2) The annual The Eye Awards, honoring the best in student writing from the previous year and launching the annual Eye student literary journal; and often 3) the annual Celebration of Poetry, which brings a prominent poet each year to the NHTI campus to read poetry and engage with students and the public. These events are free and open to the public. The library hosts art exhibits featuring both professional artists and NHTI’s own Visual Arts students, including examples of students’ capstone projects.

NHTI supplements and enhances the information and instructional technology resources available in the library across all academic and student support services campus-wide. For example, Disabilities Services staff work with students who require assistive technologies. The Academic Center for Excellence (ACE) offers SmartThinking® and an online Writing Center to students. SmartThinking® provides online tutoring in many subjects and is available 24/7, and ACE’s online Writing Center is currently open to students in the evening. English faculty work with the Director of Online Education to receive training in the use Collaborate®, video chats, and real-time instruction to help them provide effective online tutoring services.

Academic departments review and select instructional technologies appropriate to their disciplines in collaboration with the Academic Affairs Office, Technology Services, the library, and the Information Technology Team, which reviews and evaluates both requests for such technologies and the evidence supporting the need. Students receive instruction on the use of library and instructional technologies specific to their departments. For example, students in the Allied Dental Education programs receive in-class instruction by the Head of User Services regarding dental research resources. Information Technology students use online tutorials and instructor led-labs to learn how to use simulator software and the Netspace® online learning environment. The Education department offers instructional technology workshops each semester that are free and open to the community and provides training to its students in the use of the Taskstream® portfolio system. (A full listing of instructional technologies in use by various academic departments is available in the workroom.)

Information and Technological Literacy

NHTI makes a concerted effort to ensure that its students know how to access the information required for academic work. Following initial bibliographic instruction in English Composition (ENGL 101C), many departments send their students back to the library for more advanced instruction. According to a survey of academic department heads, most departments either encourage students to visit the library and attend teaching/learning sessions provided by the library staff or physically escort the students to the library for an orientation to academic services and resources available to enrich their academic work. Library staff will also attend departmental student orientation sessions to provide an overview and demonstrate the access and use of library resources.

A survey of academic Department Heads revealed that nearly every degree program assigns one or more projects that require the use of library resources to complete. Through the use of databases, books, and journals, students are expected to write papers, complete research projects, develop skills-based assessments, and analyze information. For example, nursing

VII.4

students continually utilize library resources to research relevant evidence-based practices to complete their pre-planning prior to their weekly clinical experience, and students in the Diagnostic Medical Imaging programs utilize the library’s databases for an extensive evidence-based practice project. Again, the library staff helps to facilitate this by providing teaching/learning sessions in the computer labs that specifically demonstrate to students how to access resources available to them to enrich their academic work.

The survey of academic Department Heads also revealed that development of research and technology skills is widely required across coursework, programs, and disciplines. Some representative examples include the following: English: All 200-level courses and many 100-level courses in addition to English

Composition require research and documentation as part of the grading rubric. This research is directed through the library and requires proper documented use of researched materials;

Education: Students are assessed on their ability to use quality information sources and research-based instructional strategies in their capstone experience and through the e-portfolio;

Allied Dental Education: In the first semester of the Dental Hygiene program, students are introduced to the information sources in their field of study and are required to use some of these sources for course assignments. By the senior year, the expectation for the use of sources in evidence-based practice is increased to meet the Accreditation Standards for Dental Hygiene Education Programs’ requirement for competence in the evaluation of scientific literature;

Computer Engineering Technology: Students are expected to utilize information resources on reserve in the library to develop their research projects. NHTI’s Educated Person Statement of Philosophy states that graduates will demonstrate

competence in basic computer applications, and most programs require PC Applications (IST 102C ) and/or embed basic computer applications use into their curricula. Students routinely use Blackboard® for accessing course materials in both traditional and online formats and also use a variety of technologies appropriate to their fields of study, for example: Engineering Technologies: Students use multiple design software applications, such as

Solidworks® and AutoCAD®, as well as industry-standard technologies, such as 3D printers, plotters, and surveying equipment;

Allied Health programs: Students use medical simulation software and mannequins; industry-standard technologies, such as digital radiography equipment; and electronic medical records programs used in area hospitals and dental offices;

Information Technology: Students learn to configure networks using the Cisco Internetworking Operating System;

Environmental Science and Landscape and Environmental Design: Students are introduced to geographic information systems and global positioning systems. All of NHTI’s classrooms are outfitted with instructor’s computer and associated

audiovisual presentation equipment. As of the Fall 2015 semester, all classrooms now have wireless access to NHTI’s network, as do all residence halls. General purpose computer labs are available for student use when no classes are scheduled. Technology infrastructure and resources in NHTI classrooms and computer labs are maintained by NHTI’s Technology Services staff.

VII.5

The CCSNH System Office maintains Blackboard® services, as well as student e-mail, Banner®, and the Student Information System; NHTI allocates a percentage of its tuition revenue to support these services.

APPRAISAL Resources and Access

NHTI’s library collection provides academic departments with the information resources they need to support instructional excellence and students with the information resources they need to become literate in their chosen disciplines. A survey of academic Department Heads indicated widespread satisfaction with both the library’s collection and the quality of services provided by its staff, as well as general satisfaction with the processes by which the library staff make faculty aware of prospective new materials and by which library materials pertinent to their departments are managed. In addition, the library’s instructional lab provides an environment that supports effective teaching and learning as students develop information literacy skills.

The fiscal constraints described throughout this self-study have had an impact on new library acquisitions. During the 2014-15 academic year, all college purchasing was carefully monitored, and only library requests accompanied by strong justifications for instructional and/or student need were approved; the library Director reported in 2015 that all purchasing requests that were accompanied by appropriate documentation were made. Similarly, the library has been unable to hire new or replacement staff since the summer of 2014; the library Director has stated that unfilled positions account for about 200 hours per week of work that must be covered by other means. For example, plans were in place to hire an Electronic Services Reference Librarian to support remote users, but those plans were placed on hold until it becomes financially feasible to support such a position. While library hours have been reduced slightly with the elimination of Saturday hours effective Spring 2016, which has saved money, the cutback was related primarily to an examination of usage data and the lack of scheduled Saturday classes. Also, due to reduced staffing, bibliographic instruction in English Composition (ENGL 101C) has been cut back from two hours to one; instruction has been revised, and online training resources have been made available. Given the modifications to instruction and the electronic availability of nearly 95% of the collection, effects of the cutbacks in staffing and hours on student access to library materials and services seem negligible, though there is no current documentation from students to support the observation.

Instructional technologies are used widely across academic disciplines and are appropriate to provide students with skills required in the modern workplace. Software licenses are maintained annually (or as required), and computer hardware is upgraded as the budget allows to ensure capacity to run specialized software applications. The Information Technology Team (ITT), a cross-functional team of faculty and staff, solicit and evaluate instructional technology purchase requests and provide a prioritized list to the Vice Presidents Council when funds for such purchases are available. The Technology Services Strategic Directions FY10-FY19 document, which is derived from the college’s strategic plan, sets out goals and parameters for the maintenance and evolution of both infrastructure and acquisition and use of instructional technologies.

The survey of Department Heads cited above indicates that the number of computer labs limits the number of courses that can be scheduled in them, as well as limiting the amount of open time available for general student use. For example, most English Composition instructors prefer to hold their classes in computer labs, but due to scheduling limitations, usually only two

VII.6

of the four weekly class hours can be scheduled in labs. In addition, though Technology Services staff usually respond quickly to requests submitted the NHTI’s Help Desk, staff reductions due to the college’s hiring freeze can result in delays in service to resolve issues with instructional technologies, especially at the start of a semester. Also, the variety of software applications in use at the college across the full array of disciplines presents can challenge the ability of Technology Services staff to keep pace with upgrades and other changes related to particular applications. Similarly, reduced staffing at the CCNSH System Office can impact the response time for resolving issues with Blackboard® and student e-mail access, especially on weekends and during evening hours, which then adversely impacts students in online courses, particularly.

Although wireless access is available campus-wide, there are areas in which coverage can be sporadic and inadequate. Demands for wireless access continue to increase as users rely more heavily on smartphones and tablets for communication and information search needs. Also, technological advances in certain disciplines (e.g., Animation & Graphic Game Programming and Information Technology) are a constant, and funding technology upgrades to maintain current technologies for student and faculty use can be a challenge. Grant funds have been an important resource for ensuring that “technology-heavy” programs have the equipment and products they need to provide workplace-relevant education.

Information and Technological Literacy

Orientation to the library collection and resources is particularly strong. Virtually every NHTI student receives this orientation in General Studies Seminar (GST 100C) and/or English Composition (ENGL 101C), and a large number receive more advanced training in Communications (ENGL 120C) or some other second English course. Along with yet further specialized training in a major course, it is virtually impossible for any NHTI student to escape information literacy training, either generally or specifically as it relates to NHTI information resources. Students’ ability to use the library and assess resources is tested in a number of assignments in those classes that involve library training, as the Department Head survey shows.

The Library’s benchmark and success indicator is EBSCO® Discovery Service (or “Quick Search”), which became available at NHTI in December 2012. These statistics come directly from EBSCO® and reflect the number of searches conducted by students on a monthly basis: Sept 2013 – 425,893; Sept 2014 – 580,198; Sept 2015 – 873,666. In October 2013 the number of searches nearly doubled to 859,536; similar results were seen in October 2014 with 1,098,397 searches. At a time of declining enrollment, these data demonstrate NHTI’s commitment to ensuring that NHTI’s students develop expected information literacy skills.

All students except those with previous college experience and/or acceptable SAT scores take placement testing upon matriculation, which includes assessment of fundamental computer skills. Students then have several options with regard to fulfillment of NHTI’s computer literacy requirement. Most complete PC Applications (IST 102C); those without PC Applications in the curriculum demonstrate technological literacy throughout their programs as dictated by specific program outcomes related to discipline-specific skills – e.g., use of LexisNexis® in Paralegal Studies courses or use of particular design software in the engineering technologies.

PROJECTION

The library staff will continue to work closely with academic Department Heads to monitor and manage the collection to ensure that holdings meet the college’s needs. Likewise, library staff will continue to provide excellent instruction and service to students, both on

VII.7

campus and remotely, and to refine instruction as needed to accommodate the evolution of instructional and information literacy technologies. Library staff will continue to collect and monitor usage and survey data to ensure that resources and services are available and accessible to students both on campus and remotely. The Library Director will continue to advocate and collaborate with senior administration to ensure that financial resources for library purchases and staffing are optimized.

Technology Services staff will monitor technology trends both in the commercial and educational environments, converse with colleagues, review publications, and interface with vendors to prepare accordingly to accommodate changes to NHTI’s infrastructure as may be required to meet student and faculty needs as instructional and workplace technologies evolve. The Technology Strategic Directions FY16-FY19 plan will serve as a guide to complement budget and facilities planning at the whole-college level. The Director of Technology Services with advocate and collaborate with senior administration to ensure that financial resources for technology purchases and staffing are optimized.

NHTI’s administration and teams will continue to review professional development needs related to information and instructional technology and provide training and/or funding as the college’s financial condition and strategic priorities allow.

NHTI will continue to seek grant funding, as appropriate, to supplement operational and capital funds dedicated to technology resources.

INSTITUTIONAL EFFECTIVENESS

The NHTI library staff communicates regularly with all library stakeholders with the goal of better service to the library community as a whole, including weekly GOBI Alerts to academic departments, which provide information on new publications in each academic discipline. Digital versus hard copy purchases are decided based on department needs and practicality, and digital content usage is evaluated prior to subscription renewals. A member of the library staff maintains a voting membership of the Curriculum Committee to ensure that information resource needs are identified as new courses and programs are approved.

The library evaluates headcount/usage data to inform decisions about layout and ergonomic planning. Questionnaires are used to get written student feedback about library facilities and resources. All library staff, including work-study and other part-timers, are encouraged and expected to engage students in conversations about their studies and needs. For example, the decision to add compact shelving and to redesign the library’s Instructional Lab was based, in part, on these data. Similarly, the library has modified its web pages to make information searches more streamlined.

Through this close collaboration among library staff and faculty, students are able to access up-to-date information resources and library services either in person or online and learn skills that will allow them to become more sophisticated users of information technologies and evaluators of information both in the workplace and as citizens.

Academic departments provide students with training and education in computer fundamentals and the use of instructional and industry-appropriate technologies, and NHTI is committed to providing the institutional resources necessary to acquire and maintain resources that are current and effective.

Standard Eight: Physical and

Technological Resources

Campus location

Serviceable

Buildings

Main campus 15

Other U.S. locations 1

International locations

3 Years

Prior

2 Years

Prior

1 Year

Prior

Current

Year*

Next Year

Forward

(goal)

(FY 2013) (FY 2014) (FY 2015) (FY 2016) (FY 2017 )

Revenue ($000)

Capital appropriations (public institutions) $2,087 $843 $733 $900 $900

Operating budget $28,565 $29,892 $28,038 $30,063 $30,485

Gifts and grants $241 $1,095 $832 $2,207 $950

Debt $5,470 $4,538 $4,112 $3,569 $3,102

TOTAL $36,363 $36,368 $33,715 $36,739 $35,437

Expenditures ($000)

New Construction

Renovations, maintenance and equipment $2,087 $843 $733 $900 $900

Technology $601 $360 $73 $111 $50

TOTAL $2,688 $1,203 $806 $1,011 $950

Assignable square feet (000) Main campus Off-campus Total

Classroom 38 38

Laboratory 42 5 47

Office 39 39

Study 15 15

Special 26 26

General 37 37

Support 78 78

Residential 88 88

Other 0

Building name Assignable Square Feet (000) Cost (000) Year

Grappone 31 6,500$ 2009

Student Ctr 15 3,220$ 2005

New buildings, planned for next 5 years (add rows as needed)

Building name Assignable Square Feet Cost (000) Year

Major Renovations, past 10 years (add rows as needed)

The list below includes renovations costing $ or more

Building name Assignable Square Feet Cost (000) Year

Library 26,000 $583 2014

MacRury 29,300 $3,588 2011

Little Hall 15,080 $1,828 2007

Sweeney Hall 3,500 $1,038 2006

Renovations planned for next 5 years (add rows as needed)

The list below includes renovations costing $ or more

Building name Assignable Square Feet Cost (000) Year

Little 39,616 $6,200 2018

Major new buildings, past 10 years (add rows as needed)

Purpose(s)

Standard 8: Physical and Technological Resources

Assignable Square Feet

(000)364

5

Nursing & Classroom

Student Center

Purpose(s)

Purpose(s)

Academic Bldg

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an

interim or progress report, the year in which the report is submitted to the Commission.

Library

Academic Bldg

Cafeteria

Bistro

Purpose(s)

VIII.1

STANDARD EIGHT: PHYSICAL AND TECHNOLOGICAL RESOURCES

DESCRIPTION

NHTI occupies an area of approximately 240 acres in Concord, New Hampshire’s

capital. The college’s many physical resources, including laboratories, materials, equipment, and

buildings and grounds, support its programs of instruction and co-curricular activities. These

physical resources are designed, managed, and maintained to serve institutional needs as defined

by its mission and purpose.

Campus buildings include: the library (which also houses the Academic Center for

Excellence and Bookstore); five classroom buildings (Little Hall, MacRury Hall, Farnum Hall,

Sweeney Hall, and Grappone Hall, which is LEED certified); the Child and Family Development

Center; the Dr. Goldie Crocker Wellness Center; three residence halls (Strout, South, and North

Halls) and the Student Center. These buildings provide space for instruction, administration,

archives, residence life, recreation, storage, other support functions, and campus activities.

Several smaller buildings house the Business Office, Campus Safety, Maintenance, Technology

Services, an Adjunct Office, and a hazardous waste collection site. In addition to these buildings,

the campus is host to the McAuliffe-Shepard Discovery Center, the New Hampshire Police

Standards and Training Council, and the Community College System of New Hampshire

(CCSNH) System Office. NHTI also rents studio space at The Smokestack Center in Concord to

support its Visual Arts program.

Campus buildings are well spaced and are connected by broad, landscaped lawns and a

system of roads and walkways leading to several parking areas. External way-finding signs were

installed in 2009. At the north end of the campus, the Seekamp and Lynx Walking Trails circle

Fort Eddy Pond and connect to conservation land and the Heritage Trail. Several athletic fields,

developed in partnership with the Concord Express soccer league and heavily used by both

NHTI and area high schools and athletic clubs, flank the main entrance road to the college. The

Sycamore Garden, developed in another community partnership, provides immigrant families

with garden space in a field near Fort Eddy Pond.

Instructional space includes 30 general purpose classrooms; two auditoriums and four

lecture halls; 23 computer labs; and multiple specialty laboratories in allied health, science, and

engineering technology areas. The Visual Arts Department also maintains five studios and a

darkroom at The Smokestack Center in Concord. All general purpose classrooms and computer

labs, and some specialty labs, include LCD computer projectors and A/V equipment.

Grant funds from the Carl D. Perkins Career and Technical Education program and from

rounds I and IV of the Trade Adjustment Assistance Community College and Career Training

(TAACCCT) program have been used to equip labs in Little Hall used by students in the

engineering technology programs, including NHTI’s new Robotics lab; purchases included a

CNC lathe, six articulated-arm robots, and related equipment. Perkins funding was used to

purchase state-of-the-art electronic lab equipment including DMMs (digital multi-meters), triple

DC power supplies, and function generators. Perkins funds have also allowed the Information

Technology Department to regularly upgrade Cisco networking equipment used by students in its

associate degree and certificate programs.

All Allied Health programs maintain clinical affiliations with appropriate agencies

throughout New England, and many other programs use external internship sites. Faculty

periodically visit off-campus sites to ensure that the facilities are appropriate learning

environments for students. Examples of off-campus sites are listed in the online catalog.

VIII.2

Many facilities are available to meet the non-academic needs of the campus community

and the general public. The three residence halls provide 350 living spaces and offer study areas

and computer labs. Dining facilities serve the Police Standards and Training Academy, all

members of the campus community, and campus visitors. In addition, recreational facilities—

including the Dr. Goldie Crocker Wellness Center and many athletic fields—are used by both the

campus community and outside groups. Campus facilities are available for community use

through rental agreements when spaces are not in use by the college. The Facilities Resources

Organizational Group (the FROGs) – a cross-functional team that includes representatives from

Maintenance, Technology Services, Academic and Student Affairs, and the President’s Office –

coordinates the use of college facilities around classes and events to allow uninterrupted time for

scheduled maintenance of buildings and technology.

The safety and security of the campus is maintained through the efforts of NHTI’s

Campus Safety Department comprised of several full-time and part-time staff who provide 24/7

coverage. Campus Safety officers are highly visible and patrol the grounds and buildings both on

foot and in security vehicles. The department coordinates with both the Concord Police

Department and the New Hampshire State Police, with whom it has a Memorandum of

Understanding, should a serious incident occur. Each year in September in compliance with

federal legislation, the Campus Safety Department publishes a report to meet the requirements of

the Clery Act. The report, available on the publicly accessible portion of the website, shows that

the greatest number of criminal offenses relate to alcohol and drug violations and that a small

number of burglaries and sex offenses occur annually.

Several security enhancement tools are in place to assist Campus Security in its work.

NHTI has installed video surveillance cameras positioned in strategic areas throughout the

campus; the CCSNH has developed a System facilities policy governing camera use. Code Blue®

telephone units are placed in key locations throughout campus and are tested by Campus Safety

at least once every two weeks. Six buildings on campus have elevators with emergency phones

located inside the cab that are programmed to contact a central monitoring station, which then

contacts the Campus Safety emergency line. A 911 call box is installed at The Smokestack

Center that connects directly with the state’s 911 emergency response call center. All fire alarm

systems and devices on campus are tested biannually. Fire extinguishers on campus are checked

monthly by Campus Safety and inspected annually by a local vendor. Each floor of the residence

halls is equipped with a panic alarm device, and photo cells are installed outside first floor

windows. The library has a panic alarm button under the circulation desk and a handheld device

that can be activated when staff are away from the desk. The college uses emergency alerts to

contact students, faculty, and staff via e-mail, text, and voice to notify them of cancellation,

delays, or general campus emergencies and power outages. NHTI has also installed Automated

External Defibrillators at seven locations around campus, including the gym and dental clinic.

NHTI uses the S2© card access system in the residence halls, the library, and MacRury Hall. All

buildings and rooms on this system can be locked down from the Campus Safety Office in the

event of an emergency. Access to labs in Little Hall for use by students in various engineering

and computer science programs outside of class time is restricted to those with departmental

permission slips checked by Campus Safety.

Radiation equipment associated with various allied health programs is inspected by

appropriate agencies. Fume cabinets and hoods in MacRury Hall and Little Hall are inspected

annually. The New Hampshire Department of Environmental Services responds to requests to

evaluate and verify the safety and healthfulness of the campus and its physical resources.

VIII.3

In accordance with provisions in the Collective Bargaining Agreement, NHTI has a

Safety Committee that meets monthly to address issues related to any aspect of campus life,

including facilities. The Safety Committee, in conjunction with the Coordinator of Disabilities

Services and the Civil Rights/Equity Coordinator, works to ensure facilities are in compliance

with the Americans with Disabilities Act (ADA). Resident Directors and the Director of

Residence Life also solicit and review information concerning access needs of individual

students and forward such information to the team. For example, some fixed auditorium seating

was removed in the Sweeney Hall auditorium and the height of the reception area work station

between Financial Aid and the Advising Center was lowered to accommodate persons with

disabilities. An annual nighttime Safety Walk is conducted with the assistance of the NHTI

Student Senate to identify areas of campus that need additional lighting or security features.

NHTI is required to observe local, state, and federal building codes regarding access,

safety, and environmental concerns. In June 2013, NHTI underwent an audit conducted by the

Governor’s Commission on Disability (GCoD). NHTI was in compliance with most of the items

that were checked, and the college has addressed the shortcomings uncovered during the audit.

NHTI also sought guidance from GCoD in choosing a new location for the Visual Arts program.

All studio classes at The Smokestack Center provide accessible classroom/studio space.

Curriculum planning and review, on-site visits by accrediting agencies, and informal

internal reviews of the physical plant are all used to determine the adequacy of existing physical

resources and to identify and plan specific resolution of deferred and future needs. The

participatory design of NHTI’s governance structure ensures involvement of all campus

constituencies in physical resource planning. The capital planning process is described in

Standards Two and Nine, including description of the process now underway to create a Master

Plan that will help guide capital planning well into the future. All campus constituencies will

have an opportunity to provide input into the plan through surveys, departmental meetings, and

focus groups. Resource planning and management is an integral part of NHTI’s strategic plan.

NHTI works in collaboration with the CCSNH System Office to ensure the integrity and

security of its data. The college maintains five primary very large area networks (VLANs):

administrative, academic, resident (residence halls), Voice over IP (VoIP), and wireless. The

administrative network can reach resources on the academic network, but the academic network

is isolated from the administrative network. The student network and wireless network are both

isolated from all other networks except for certain servers on the academic network where

assignments, handouts, and other such material are stored.

NHTI has switched its voice system from analog lines to a VoIP system with extensions.

In most buildings, in the event of a power loss, the system is designed to remain operational for

about 30 minutes, allowing 911 emergency calls to be placed during the outage. Little Hall and

the CCSNH System Office have generators; when a power outage occurs, telephones in these

buildings remain operative and food and shelter can be supplied, if necessary, to the students

who reside on campus. All servers are on Uninterruptible Power Supplies (UPS) to minimize the

loss of data due to short-term power interruptions. A router with access control lists protects the

college from ingress from off-campus sites. The campus uses a Checkpoint© Firewall and

intrusion detection system (IDS) that protects all computers from unauthorized Internet access.

Banner® by Ellucian is the database software used by the CCSNH to maintain student and

course scheduling information; personnel information is maintained using ADP and EV5

products. Administrative data is kept on a storage area network (SAN) utilizing RAID-5, -6 and -

50 disk drive technology. Regular tape backups of critical administrative data are performed

VIII.4

using a CommVault© system in a different building. Access to the CommVault© server requires

authorized login credentials. Most academic data is kept on the SAN. Faculty are encouraged to

back up locally stored data to the academic servers using SyncBack© by 2BrightSparks Pte. Ltd.

NHTI’s e-mail system is designed to be a long-term repository for e-mail and the

documents sent as attachments. (However, faculty and staff are encouraged to remove important

documents from the e-mail system and store these either in electronic or hardcopy form.)

Currently, data stored in the Banner® database is retained until superseded. Other systems (VPN

access, e-mail, network traffic, hardware systems, performance statistics, backups, and Banner®

activity) produce transaction logs that are kept for a minimum of three months before being

overwritten, as required by the CCSNH Records Retention Schedule. All other student data,

including grades, are stored on a server in the CCSNH System Office that is accessible only from

the administrative network and requires a username and password. Access is limited and requires

authorized login credentials.

Student medical records are kept in hardcopy format under lock and key and maintained

for three years after the student leaves the college. Although NHTI is not a covered entity under

the Health Information Portability and Accountability Act (HIPAA), the Health Services Office

complies with FERPA (Family Education Rights and Privacy Act of 1974), and the Allied

Dental Education clinics voluntarily conform to HIPAA requirements.

Students can sign a release form, provided at student orientations and also available in the

Registrar’s Office, that allows student academic and/or financial information to be discussed

with parents or guardians (or others). Additional release forms are required for the release of

student information related to Residence Life, Disabilities Services, Health Services, and

Counseling Services. All frontline personnel and faculty must check for the existence of these

release forms prior to speaking with anyone about a student’s academic, medical, financial, or

other records. As part of each performance evaluation, employees are asked to review and sign

off on the CCSNH acceptable use policy, which includes a statement on compliance with federal,

state, and local regulations regarding access and use of information resources, including FERPA.

All classroom and study spaces, both physical and electronic, are designed to provide

environments conducive to learning. Classrooms are equipped with overhead projection units,

document cameras, and white or chalk boards. Students use microscopy, analytical scales,

Vernier probes, and numerous field data collection equipment in their natural and physical

science classes. All allied health programs use equipment and technologies found in the

workplaces associated with each discipline. Cutting-edge software packages, such as computer

x-ray imaging and design/graphics programs, also provide students with 21st century skills.

In addition to the tablet lab described in Standard Seven, and in response to student

requests, the NHTI library made several changes in its physical environment, including creation

of quiet study rooms and rearrangement of collections to accommodate comfortable,

collaborative group seating wired for electricity. Gathering spaces have been established around

campus, such as Grappone Hall’s informal student study space and lighted bench seating that

replaced underused lockers in Little and Sweeney Halls. Program-specific and general computer

labs remain accessible for students when not scheduled for class use. Schedules of open lab times

are posted around campus.

NHTI uses a computerized ticketing system to track and respond to technology-related

requests from faculty and staff. In addition, Blackboard® user support is available 24/7 via a link

on the Blackboard® page of the website. Faculty and administration at NHTI use Banner® to

create courses, schedule classes, reserve rooms, register students for courses, and perform other

VIII.5

tasks related to the operation of the college. The Statistician in the Office of Academic Affairs

uses software called Rapid Insight® VeeraTM to gather data from Banner® and produce ad hoc

reports. Other products in use to support college functions include Iota Solutions® course

evaluation software to allow students to submit comments or feedback about courses that can

then be reviewed by faculty and administration, as well as software products from Burning Glass

Technologies and Economic Modeling Specialists International. These latter software packages

support research into labor market data used in the development of new academic and workforce

development programming.

APPRAISAL

NHTI’s buildings and grounds are well maintained and provide an environment

conducive to teaching and learning, and the work of the FROGs ensures that projects intended to

maintain and improve physical facilities can occur without scheduling conflicts. However, as the

Maintenance staff is stretched thinner by the hiring freeze that has left positions vacant

subsequent to retirements and lay-offs, the day-to-day upkeep of facilities becomes more

challenging. Responses to the recent survey conducted by the Governance and Organization

Assessment Team (the GOATs) indicated a sense of frustration among the Maintenance staff.

The installation of the Code Blue® boxes, Automated External Defibrillators (AEDs), and

surveillance cameras has helped to make the campus environment safer. External audits have

determined that NHTI’s facilities meet the requirements of the Americans with Disabilities Act.

Planning for new facilities is appropriately inclusive. For example, plans for a new

building that was originally planned to double the size of Sweeney Hall was scaled back to better

align with the System’s anticipated capital budget appropriation. The proposed occupants of the

new building were given the opportunity to provide extensive input into both sets of plans. When

capital projects are funded, the Vice Presidents Council collaborates with the Director of

Facilities, CCSNH Director of Capital Planning and Development, the contracted architect and

construction management company, and appropriate employees to ensure that capital projects

proceed in a timely and cost-effective manner.

Classroom technology is appropriate to support presentation needs, as well as specialized

program instructional needs. As discussed in Standard Seven, NHTI’s inability to fully staff

Technology Services due to fiscal constraints has created challenges for both Technology

Services staff and faculty to acquire, install, and maintain instructional technologies. Grant

funding has been an important resource for obtaining industry-current equipment for engineering

technology and information technology programs. Capital funding remains an important resource

for critical maintenance and major renovations, but NHTI’s requests compete with those of sister

CCSNH colleges and must rely on the generosity of the state legislature, which means plans

must be revised each biennium and the college’s timeline for capital projects is often pushed out

two years or more each time projects are not funded.

Demand for general computer lab space exceeds availability. The acquisition of a COW

(computers on wheels) and the library’s tablet PCs has provided more opportunities for faculty

who cannot be scheduled in a computer lab. However, computer lab space remains at a premium.

Recent improvements to NHTI’s wireless network have improved performance, but there

are some areas of the campus where performance is sporadic and/or sluggish. Shortage of staff at

the CCSNH System Office has meant that when Blackboard®, student e-mail, and/or Student

Information System services are lost at times outside of normal business hours, faculty and

students can be adversely affected for extended periods.

VIII.6

In Fall 2015, the CCNSH System Office authorized BerryDunn to conduct an

Information Security Risk Assessment. Results of that report, provided in December 2015,

described NHTI’s risks resulting from network configuration, layout of network closets, and use

of Technology Services staff to perform work above their levels of expertise due to staffing

shortages. Although NHTI has not experienced any serious security breaches in recent history,

the situation demands both short-term responses and long-term plans.

PROJECTION

NHTI is currently utilizing capital funds to contract with Cowan Goudreau Architects and

Milestone Engineering and Construction for master planning consulting services and the

development of a replacement schedule for current physical resources. The goal is the creation of

a master plan to determine the best use of existing facilities, to plan for future academic program

needs, and to support future capital budget requests. A new land survey will update the base map

of all land parcels and boundaries, especially with respect to historic flood plain and wetlands.

Two short-term goals are to bring the Visual Arts studios back to the NHTI campus and to

relocate faculty and Academic Affairs offices from North Hall to restore the original resident

student capacity of that building. Capital expenditures are also planned to provide for power and

sewer upgrades and a building management system. A preliminary design for electrical systems

will be undertaken to address lighting and power to renovated and newly expanded spaces. The

Master Plan will consider traffic flows at driveways and intersections to determine needed

improvements in these areas. Also, NHTI plans to install a switch to ensure uninterrupted

electrical power when one of its two sources of electricity is interrupted.

Senior administration will advocate with the CCSNH System Office to make

Blackboard®, student e-mail, and Student Information System services more reliable. Senior

administration will also take immediate action to work with Technology Services and the System

Office staff to address the risks cited in the Information Security Risk Assessment report.

INSTITUTIONAL EFFECTIVENESS

Planning for physical resources is closely linked to planning in the areas of academics,

student services, and finances. NHTI’s current governance structure provides the mechanism for

long-range physical resource planning as evidenced by the planning processes for new buildings.

NHTI’s strategic plan is sufficiently flexible to accommodate unanticipated short-term physical

resource needs. NHTI’s Strategic Directions FY16-FY19 document, Technology Strategic

Directions FY16-FY19 document, the anticipated master plan, and the Information Security Risk

Assessment report all demonstrate the college’s planning and evaluation efforts related to its

physical facilities and its commitment to providing the best possible environment for teaching

and learning.

Standard Nine: Financial

Resources

Standard 9: Note regarding following Data First Forms

Fiscal Year (FY) 2012 was the first year that the Community College System of New Hampshire (CCSNH) produced its own financial statement. Prior to that time, financial statements regarding the System constituted a small part of the State of New Hampshire’s financial statement. The CCSNH began depreciating assets, which had not been done under the state’s reporting system. In FY 2013, the auditing firm of BerryDunn worked with the CCSNH to create a new format for financial statements to reconcile with Integrated Postsecondary Education Data System (IPEDS) reporting, which explains the changes seen between FY12 and FY13. Since that time, the CCSNH financial reporting system has continued to evolve, resulting in additional changes to these reports each year.

3 Years Prior

(FY2011)

2 Years Prior

(FY2012)

Most Recently

Completed Year

(FY 2013)

Current Budget*

(FY 2016)

Next Year

Forward

(FY 2017)

DEBT

BEGINNING BALANCE $2,514,083 $4,728,211 $5,469,954 $4,118,716 $3,568,757

ADDITIONS $2,214,128 $741,743

? REDUCTIONS $0 $0 ($942,322) ($549,959) ($466,339)

ENDING BALANCE $4,728,211 $5,469,954 $4,527,632 $3,568,757 $3,102,418

INTEREST PAID DURING FISCAL

YEAR

CURRENT PORTION

BOND RATING

LINE(S) OF CREDIT: LIST THE INSTITUTION'S LINE(S) OF CREDIT AND THEIR USES.

FUTURE BORROWING PLANS (PLEASE DESCRIBE)

At this time, there a no future plans.

*"Current Budget" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an interim or

progress report, the year in which the report is submitted to the Commission.

Standard 9: Financial Resources

(Statement of Debt)

FISCAL YEAR ENDS month & day ( 06 / 30 )

DEBT COVENANTS: (1) DESCRIBE INTEREST RATE, SCHEDULE, AND STRUCTURE OF PAYMENTS; and (2)

INDICATE WHETHER THE DEBT COVENANTS ARE BEING MET.

We have bonds that the State of NH has taken and we pay the state twice a year.

2 Years Prior

(FY 2011)

1 Year Prior

(FY 2012)

Most Recent

Year (FY 2013)

ASSETS

? CASH AND SHORT TERM INVESTMENTS $0 $7,918,211 - -

? CASH HELD BY STATE TREASURER $0 $1,146,833 - -

? DEPOSITS HELD BY STATE TREASURER - -

? ACCOUNTS RECEIVABLE, NET $627,412 $678,262 $770,181 8.1% 13.6%

? CONTRIBUTIONS RECEIVABLE, NET - -

? INVENTORY AND PREPAID EXPENSES - -

? LONG-TERM INVESTMENTS - -

? LOANS TO STUDENTS $0 $249,624 - -

? FUNDS HELD UNDER BOND AGREEMENT - -

? PROPERTY, PLANT AND EQUIPMENT, NET $44,248,874 $27,687,691 $34,828,664 -37.4% 25.8%

? OTHER ASSETS $7,084,970 $0 $661,215 -100.0% -

TOTAL ASSETS $51,961,256 $28,365,953 $45,574,728 -45.4% 60.7%

LIABILITIES

? ACCOUNTS PAYABLE AND ACCRUED LIABILITIES $3,437,234 $731,583 $2,866,869 -78.7% 291.9%

? DEFERRED REVENUE & REFUNDABLE ADVANCES $0 $246,260 - -

? DUE TO STATE - -

? DUE TO AFFILIATES - -

? ANNUITY AND LIFE INCOME OBLIGATIONS - -

? AMOUNTS HELD ON BEHALF OF OTHERS - -

? LONG TERM DEBT $1,998,431 $5,469,954 $4,527,632 173.7% -17.2%

? REFUNDABLE GOVERNMENT ADVANCES - -

? OTHER LONG-TERM LIABILITIES $0 $2,703,097 - -

TOTAL LIABILITIES $5,435,665 $6,201,537 $10,343,858 14.1% 66.8%

NET ASSETS

UNRESTRICTED NET ASSETS

INSTITUTIONAL $5,636,216 $427,983 $0 -92.4% -100.0%

? FOUNDATION - -

TOTAL $5,636,216 $427,983 $0 -92.4% -100.0%

TEMPORARILY RESTRICTED NET ASSETS

INSTITUTIONAL - -

? FOUNDATION - -

TOTAL $0 $0 $0 - -

PERMANENTLY RESTRICTED NET ASSETS

INSTITUTIONAL $40,889,375 $21,736,433 $35,230,873 -46.8% 62.1%

? FOUNDATION - -

TOTAL $40,889,375 $21,736,433 $35,230,873 -46.8% 62.1%

? TOTAL NET ASSETS $46,525,591 $22,164,416 $35,230,873 -52.4% 59.0%

TOTAL LIABILITIES AND NET ASSETS $51,961,256 $28,365,953 $45,574,731 -45.4% 60.7%

Standard 9: Financial Resources

(Statement of Financial Position/Statement of Net Assets)

FISCAL YEAR ENDS month &day: ( 06/30 )

Percent Change

2 yrs-1 yr prior 1

yr-most recent

3 Years Prior

(FY2011)

2 Years Prior

(FY2012)

Most Recently

Completed Year

(FY 2013)

Current Budget*

(FY 2016 )

Next Year

Forward

(FY 2017)

OPERATING REVENUES

? TUITION & FEES $18,995,892 $19,827,241 $22,205,005 $17,961,063 $17,961,063

? ROOM AND BOARD $2,892,274 $2,915,047 $2,895,764 $3,475,229 $3,602,225

? LESS: FINANCIAL AID

NET STUDENT FEES $21,888,166 $22,742,288 $25,100,769 $21,436,292 $21,563,288

? GOVERNMENT GRANTS & CONTRACTS $1,329,361 $410,121 $686,385 $600,000 $600,000

? PRIVATE GIFTS, GRANTS & CONTRACTS $0 $43,114 $61,655 $200,000 $100,000

? OTHER AUXILIARY ENTERPRISES $1,759,910 $1,712,190 ($371,296) $2,043,373 $2,148,821

ENDOWMENT INCOME USED IN OPERATIONS $0

? OTHER REVENUE (specify): $457,456 $188,846 $1,321,444 $1,724,230 $810,785

OTHER REVENUE (specify): $0

NET ASSETS RELEASED FROM RESTRICTIONS

TOTAL OPERATING REVENUES $25,434,893 $25,096,559 $26,798,957 $26,003,895 $25,222,894 OPERATING EXPENSES

? INSTRUCTION $12,042,176 $15,714,280 $14,553,352 $15,150,845 $14,767,058

? RESEARCH $0 $4,502 $4,687 $4,568

? PUBLIC SERVICE $26,216 $0 $0 $0 $0

? ACADEMIC SUPPORT $849,732 $1,731,866 $1,705,323 $1,775,336 $1,730,365

? STUDENT SERVICES $1,151,888 $1,257,082 $1,185,870 $1,234,556 $1,203,284

? INSTITUTIONAL SUPPORT $15,407,156 $10,684,292 $11,499,819 $11,971,948 $11,668,687

FUNDRAISING AND ALUMNI RELATIONS

? OPERATION, MAINTENANCE OF PLANT (if not allocated)

? SCHOLARSHIPS & FELLOWSHIPS (Cash refunded by public

institutions) $6,289,635 $5,927,723 $6,049,570 $5,600,000 $5,600,000

? AUXILIARY ENTERPRISES $6,130,211 $4,801,395 $3,734,586 $5,518,602 $5,751,046

? DEPRECIATION (if not allocated)

? OTHER EXPENSES (specify): $0 $0

OTHER EXPENSES (specify):

TOTAL OPERATING EXPENDITURES $41,897,014 $40,116,638 $38,733,022 $41,255,974 $40,725,008

CHANGE IN NET ASSETS FROM OPERATIONS ($16,462,121) ($15,020,079) ($11,934,065) ($15,252,079) ($15,502,114)NON OPERATING REVENUES

? STATE APPROPRIATIONS (NET) $9,047,050 $7,011,098 $8,112,667 $9,652,079 $9,902,114

? INVESTMENT RETURN

? INTEREST EXPENSE (public institutions)

GIFTS, BEQUESTS & CONTRIBUTIONS NOT USED IN

OPERATIONS

? OTHER (specify): $5,495,667 $5,743,018 $5,584,861 $5,600,000 $5,600,000

OTHER (specify): OTHER (specify):

NET NON OPERATING REVENUES $14,542,717 $12,754,116 $13,697,528 $15,252,079 $15,502,114INCOME BEFORE OTHER REVENUES EXPENSES,

GAINS, OR LOSSES ($1,919,404) ($2,265,963) $1,763,463 $0 $0

? CAPITAL APPROPRIATIONS (public institutions) $0 $126,262 $503,901 $600,000 $300,000

? OTHER

TOTAL INCREASE/DECREASE IN NET ASSETS ($1,919,404) ($2,139,701) $2,267,364 $600,000 $300,000

Standard 9: Financial Resources

(Statement of Revenues and Expenses)

FISCAL YEAR ENDS month &day: ( 06/30 )

*"Current Budget" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an interim or progress report, the year in

which the report is submitted to the Commission.

3 Years Prior

(FY2011)

2 Years Prior

(FY2012)

Most Recently

Completed Year

(FY 2013)

Current Budget*

(FY 2016)

Next Year

Forward

(FY 2017)

NET ASSETS

NET ASSETS BEGINNING OF YEAR $40,031,591 $40,889,375 $21,736,433 $24,704,246 $23,204,246

TOTAL INCREASE/DECREASE IN NET

ASSETS $857,784 ($19,152,942) $13,494,440 ($1,500,000) ($1,500,000)

NET ASSETS END OF YEAR $40,889,375 $21,736,433 $35,230,873 $23,204,246 $21,704,246

FINANCIAL AID

SOURCE OF FUNDS

UNRESTRICTED INSTITUTIONAL

FEDERAL, STATE & PRIVATE GRANTS $6,810,531 $6,457,836 $6,523,793 $6,576,724 $6,576,724

RESTRICTED FUNDS

? TOTAL $6,810,531 $6,457,836 $6,523,793 $6,576,724 $6,576,724

% DISCOUNT OF TUITION & FEES 2.7% 2.7% 2.1% 2.7% 2.7%

? % UNRESTRICTED DISCOUNT

Endowment Policy in Workroom

*"Current Budget" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an interim or

progress report, the year in which the report is submitted to the Commission.

Standard 9: Financial Resources

(Supplemental Data)

FISCAL YEAR ENDS month & day ( 06/30 )

PLEASE INDICATE YOUR INSTITUTION'S ENDOWMENT SPENDING POLICY:

IX.1

STANDARD NINE: FINANCIAL RESOURCES

[Note regarding the Data First Forms: Fiscal Year (FY) 2012 was the first year that the Community

College System of New Hampshire (CCSNH) produced its own financial statement. Prior to that time,

financial statements regarding the System constituted a small part of the State of New Hampshire’s

financial statement. The CCSNH began depreciating assets, which had not been done under the state’s

reporting system. In FY 2013, the auditing firm of BerryDunn worked with the CCSNH to create a new

format for financial statements to reconcile with Integrated Postsecondary Education Data System

(IPEDS) reporting, which explains the changes seen between FY12 and FY13. Since that time, the CCSNH

financial reporting system has continued to evolve, resulting in additional changes to these reports each

year.]

DESCRIPTION

NHTI works closely with Community College System of New Hampshire

(CCSNH) System Office financial management personnel to ensure its financial stability.

In accordance with the provisions of NH RSA 188-F, the CCSNH Board of Trustees (the

Board) is invested with the “management and control of the properties and affairs” of the

System, including (but not limited to) acceptance of legacies and gifts and funds from all

sources (including financial aid and grants); preparation of biennial operating and capital

budgets; receipt, expenditure, allocation, and transfer of funds; investment of current and

reserve funds; establishment and collection of tuition, room, board, and other fees;

authority to enter into contracts and leases; acquisition of supplies, materials, and

services; and acquisition of land, buildings, and equipment. NHTI must manage its own

financial resources in accordance with Board and System policies.

NHTI’s financial management staff is led by the Chief Financial Officer (CFO),

who reports directly to the President, and who meets all the requirements set forth in the

CCSNH job description for the position. The CFO has full responsibility for the

management of the college’s finances and oversees the staff of the Bursar’s Office and

Business Office. NHTI financial management staff works closely with personnel at the

CCSNH System Office in the areas of Grants, Audit, Personnel, Accounts Receivable,

Accounts Payable, and Budget.

NHTI’s principal source of operating revenue is student tuition and fees (just over

$19.5 million in FY16), supplemented by its Board-determined portion of the State of

New Hampshire General Fund allocation to the CCSNH (approximately $9.6 million or

33% of FY16 total revenues of $29.2 million). NHTI also receives between $250,000-

$300,000 annually as its portion of the Carl D. Perkins grant funds that are disbursed to

the CCSNH by the New Hampshire Department of Education for career and technical

education programming. In October of 2014, NHTI was also awarded $2.5 million (for a

four-year grant period) in the fourth round of funding from the Trade Adjustment

Assistance Community College and Career Training (TAACCCT) Grant Program for the

development of programming related to Information Technology, Animation and Graphic

Game Programming, and Industrial Design Technology. The college also occasionally

applies for and receives small grants for specific purposes, such as a grant from the

Endowment for Health to the Child and Family Studies Department to develop

curriculum materials and videos to create a more authentic learning experience for online

IX.2

Early Childhood Education students. NHTI has several auxiliary accounts (Housing,

Board, Wellness and Student Center and the Child and Family Development Center)

sustained by fees charged for services in those areas. In addition, NHTI engages in fund-

raising activities as described later in this description.

The CCSNH Board of Trustees sets tuition annually and must approve fees that

are not considered “pass through” fees, including Room and Board and the

Comprehensive Fee (see below). “Pass through” fees, such as the cost of supplies or

testing related to a specific course, are reviewed annually by academic Department Heads

and must be approved by the Institute Leadership Team (ILT). The Board voted to reduce

tuition for the 2014-15 academic year from $210 per credit for New Hampshire residents

to $200 per credit, a level it voted to maintain for the 2015-16 academic year once

assured of an appropriation from the state legislature to cover the projected lost revenue.

Students attending a CCSNH college under the New England Regional Student Program

pay $300 per credit, and out-of-state and international students pay $455 per credit. All

veterans and students enrolled in evening, online, and hybrid courses through the

Division of Online and Continuing Education (DOCE) pay in-state tuition regardless of

state of residence. Students attending courses for dual high school and college credit pay

reduced tuition on a per course basis depending on the dual enrollment program. Each

CCSNH college determines a Comprehensive Fee to be added to each academic credit

sold, which must be approved by the Board; NHTI’s Comprehensive Fee is currently $22

per credit and covers various charges related to student activities, Wellness and Student

Centers, Health Services, parking, and bonding of renovations to food service facilities.

Students in lab and clinical courses also pay an “academic instruction fee”, and students

in clinical courses pay a clinical surcharge, both to help defray the extra costs associated

with instruction in those courses.

To cover the costs of centralized support for various services, each CCSNH

college, including NHTI, allocates 6.15% (classroom) or 10% (online) of tuition revenue

to System Office.

The budget process begins with state appropriation guidelines provided by the

Governor of New Hampshire and operating budget assumptions provided by the CCSNH

Board and Chancellor that include anticipated tuition levels and wage and benefit

increases. The operating budget is developed at the college level. The President and the

Chief Financial Officer (CFO) begin construction of the operating budget using the

aforementioned guidelines. In general, NHTI’s biennial operating budget is based on

actual revenue and expenses associated with the previous biennial budget, with

adjustments made to reflect known and/or anticipated changes to expenses (e.g.,

scheduled wage increases and estimated increases in the cost of healthcare benefits) and

revenue (e.g., enrollment or tuition increases or decreases); tuition revenue is projected

based on trends in enrollment growth and attrition as seen in data compiled by the CFO.

The CFO and Vice Presidents then solicit information from administrative

supervisors and academic Department Heads projecting any significant changes to

departmental needs for equipment, personnel, and plant maintenance; however,

Department Heads do not construct the budgets for their own departments. These

requests are merged and reconciled with projected income, which is based primarily on

IX.3

enrollment estimates and expected General Fund allocations. The budget is then drafted

by the President and CFO, reviewed by the Vice Presidents Council, and submitted to the

Chancellor to be incorporated into a System budget request. At the System level, the

proposed operating budgets from all seven colleges and the System Office are reviewed

and combined by the Chancellor and Board into a single CCSNH operating budget to be

submitted to the Governor for incorporation into the proposed state budget.

The college’s biennial capital budget, which covers major construction, critical

maintenance, and renovations costing over $50,000, and equipment costing over $25,000,

is based on input from the campus solicited through the academic and non-academic

departments and is developed under the direction of the President, the CFO, and the Vice

Presidents Council. The proposed capital budget is submitted to the CCSNH, where it is

then reviewed and considered by the CCSNH Chancellor and Board along with the

proposed capital budgets of other colleges within the CCSNH. The Chancellor submits a

System-wide capital budget to the State of New Hampshire Department of

Administrative Services. In the 2015-16 biennium, NHTI received $600,000 for the life

safety and security improvements and $200,000 to fund critical maintenance.

From the President’s submission of both budgets to the Chancellor to their final

approval by the Legislature, the budgets are subject to adjustments by the various groups

who review them: the Chancellor and CCSNH financial management personnel, the

CCSNH Board of Trustees, the Executive Branch of state government, the House Finance

Committee, the Senate Finance Committee and finally the Legislature. Typically, NHTI’s

President must advocate for NHTI’s capital requests with each governing body.

The college’s revenues, including state appropriation, tuition, fees, room and

board, and charitable contributions, are collected at college level and are allocated and

disbursed within the college for operating expenses related to the design, development,

and delivery of course/program curriculum and materials, supporting administrative

services, facilities management, and other overhead expenses. Virtually all of NHTI’s

revenues are used to further its academic, co-curricular, and community-related mission

and purposes. The budgets prepared by the CFO clearly identify sources of revenue and

expense categories. Approximately 82% of operating expenses are related to personnel

salaries and benefits. Any projected surpluses are used to improve academic programs,

physical facilities, and student services, or directed to NHTI’s Reserve Fund.

Allocation of financial resources is made through a rigorous procedure that

checks for responsible and appropriate spending. The CFO has the ability, with the

approval of the President and Vice Presidents Council, to reallocate resources as

necessary. Each academic and administrative department has a flexible budget for

consumable supplies, and all requests for equipment purchases are reviewed in the

context of the current budget status. Internally, Department Heads complete In-House

Requisitions for supplies and equipment, including quotes and justifications, and submit

them to the supervising Vice President or CFO for review and signed approval. All

requests for purchases go through NHTI’s Business Office, which reviews requests to

ensure that all requirements for quotes, bids, etc., have been met. Any requests for items

costing over $25,000 or requests for which the vendor requires a purchase order are

forwarded to the CCSNH System Office purchasing staff. All requests for personnel, both

IX.4

full-time and part-time, are reviewed by the Vice Presidents Council to assess need and to

evaluate the impact on the operating budget. In the event of a financial deficit, the

college’s President, CFO, and Vice Presidents Council review revenue and expenses to

develop a plan to reduce expenditures that minimizes the impact on employees and

educational quality.

In cases of unforeseen financial needs, NHTI may access the NHTI Reserve Fund.

The NHTI Reserve Fund is established using surplus funds identified following System-

wide audit adjustments; in years with identified deficits, funds from this account can be

accessed to balance the operating budget. For example, in FY 2014, NHTI ended the year

with a deficit of $304,481, which was posted to the Reserve Fund. Because the deficit

exceeded the reserve available, NHTI has been allowed to spread repayment of the funds

across FY 2015 and FY 2016; in FY 2015, the college posted a surplus of $85,975,

leaving a balance of $218,506 to be covered in FY 2016. Housing, Board, and Wellness

Center auxiliary accounts all maintain positive reserves.

From FY 2010 through FY 2015, the seven CCSNH colleges pooled 2% of the

previous year’s revenues to the CCSNH Risk and Reserve Fund, which funded

unforeseen costs and vacation and sick leave payouts when employees retire, resign, or,

as occurred in 2014, are laid off. Future payouts for retirements/lay-offs will be paid from

the college’s operating budget (as was the case prior to FY 2010). This fund has been

discontinued and any remaining monies will be used to support CCSNH initiatives.

The curriculum review process includes an assessment of the financial impact of

all proposed changes, especially proposals for new programs. New program proposals

require the inclusion of projected enrollments for the first and second years (thus

projecting revenue) and the costs of new facilities and equipment, supporting materials

(including library resources), and instruction. This impact is reviewed by the proposing

department, the Curriculum Committee, the ILT, and the Board of Trustees to ensure that

the college has the capacity to support the proposed program and the students who enroll.

NHTI is committed to assisting students and families in planning for and meeting

college expenses by providing financial resources to eligible students. Student financial

aid is provided to eligible students maintaining satisfactory academic progress through a

well-organized program. Financial aid awards are based on the equitable application of

clear and publicized criteria, which are outlined in the CCSNH Student Financial Aid

Handbook and in other information posted on the NHTI website. Current information and

updates are shared with the campus via Campus Comments and the scholarship bulletin

board in Sweeney Hall, where the Financial Aid Office resides. For the last three years,

the Financial Aid Office has been fully staffed with a Financial Aid Director, an Assistant

Director, and two Program Assistants.

The FAFSA (Free Application for Federal Student Aid) is required for most types

of financial aid. Estimated financial aid awards are provided to students in a timely

manner, and actual aid is disbursed after enrollment in an eligible program is confirmed

each semester. During the 2014-2015 award year, the Financial Aid Office processed $21

million in all forms of financial aid to NHTI students, including $5.5 million in Pell

grants to over 1800 students; $376,000 in UNIQUE awards to over 900 students; $7.5

IX.5

million in subsidized Stafford direct loans to over 2400 students; and $7.9 million in

unsubsidized Stafford direct loans to over 2300 students.

All financial aid audits are coordinated through the CCSNH System Office,

including the annual federal financial aid audit, also known as the Single Audit. NHTI

also participates in a self-audit program, designed to improve the accuracy and

effectiveness of the Financial Aid Office. Over the past few years, federal findings have

been minor, and the most recent audit in the fall of 2015 had no findings at all.

The CCSNH and NHTI are jointly responsible for establishing and maintaining an

internal control structure. CCSNH has financial procedures in place that provide NHTI

with reasonable, but not absolute, assurance that assets are protected against loss from

unauthorized use or disposition. These procedures also ensure that transactions are

executed in accordance with management’s authorization and are recorded properly to

permit the preparation of financial statements in accordance with generally accepted

accounting principles.

In FY 2008, following the CCSNH’s establishment as a state chartered

corporation, NHTI and the six other system colleges migrated financial record-keeping

from the New Hampshire Integrated Financial System to Banner® Finance, which

integrates with the Banner® Student System. Banner® Finance required a change in

accounting procedures and reporting methods.

NHTI’s CFO must adhere to the strict code of ethics guidelines as stated in the

CCSNH System Policies Section 421.61. The Board maintains ethical oversight through

delegation to the Chancellor and college presidents for all financial resources and

practices. Adherence to these ethical practices is ensured through the use of both internal

and external audits as authorized in the CCSNH Board of Trustees and System Policies.

The CCSNH Board of Trustees Audit Committee is responsible for hiring and

overseeing an external firm to conduct annual audits of the System’s financial statements.

BerryDunn, the independent external auditor for CCSNH, conducts their annual audits in

accordance with United States generally accepted auditing standards, Government

Auditing Standards, and the U.S. Office of Management and Budget (OMB) Circular A-

133. The CCSNH Board of Trustees Audit Committee reviews audit and management

letters and presents to the full CCSNH Board of Trustees annually. Recommendations are

tracked and monitored by the CCSNH Internal Auditor. (See the Appendix for the most

recent audit information.)

NHTI’s Office of Alumni and Development coordinates the college’s fundraising

efforts. The Director works with donors to establish annual scholarships (gifts of $250 to

$9,999) and endowed scholarships (gifts of $10,000+), related award criteria and the

conditions for disbursement and ensures that new scholarships are aligned with NHTI’s

mission while reflecting donors’ intents. Once the criteria and award parameters are set

for endowed scholarships, a contractual agreement is signed by the donor, by NHTI’s

President, and the President of the Board of Directors for the CCSNH Foundation.

Donated scholarship funds are held in the CCSNH Foundation and managed

according to the Investment and Spending Policy approved by the CCSNH Foundation

Board of Directors. The Foundation adheres to all applicable state and federal tax

requirements and observes the principles of the Financial Accounting Standards Board

IX.6

(FASB). NHTI adheres to the CCSNH Foundation’s Code of Ethics, Donor Bill of

Rights, and Conflict of Interest Policy. In addition, the CCSNH Board of Trustees

governs of all fundraising activities through Board and System policies and procedures.

The disbursement of scholarship funds is coordinated and tracked by the Director

of Institutional and Alumni Development, who works closely with the CFO, the Financial

Aid Director, and the Director of the CCSNH Foundation. Award committees assist in

the selection of scholarship applicants to ensure that awards are aligned to donor criteria.

In 2010, the President’s Fund for Excellence was established as a means to fund

the highest priority needs for the college and to award student excellence with

scholarships. At that time, Winter Fling was established as an annual fundraising event.

To date, NHTI has raised more than $205,000 for the President’s Fund for Excellence

and awarded $21,500 in President’s Fund for Excellence scholarships to students with 4.0

GPAs. In 2012, the College purchased a new U-Print Rapid Prototype 3-D Printer for the

engineering technology programs. Donors can make major gift donations to NHTI

through planned giving opportunities such as bequests, retirement funds, life insurance

policies, and memorial contributions. Another important venue for fundraising is the

naming of facilities, rooms and areas within facilities. The conditions for such a

contribution are outlined under Board Policies, Section 200 Operations/Administration.

APPRAISAL

The heavy reliance on revenue from tuition and fees to support operations at the

seven CCSNH colleges and System Office means that the income for each college and

for the System Office, which is funded by percentages of tuition revenue received from

each college, are highly vulnerable to enrollment changes from semester to semester and

year to year. Similarly, changes in tuition rates significantly impact the revenue stream.

Thus as enrollment has continued to decline with the improvement in the state’s

economy and the continued (and long-predicted) decline in New Hampshire high school

graduation rates in combination with the Board of Trustees’ decision to decrease tuition,

scheduled salary increases for faculty and staff, and the steady increase in the costs of

health care benefits, NHTI’s operating budget has suffered the consequences. In order to

cover operating expenses, NHTI’s administration has reduced spending wherever

possible, including two rounds of lay-offs in 2014-15, a continuing hiring freeze that has

resulted in personnel vacancies in all areas of the college, and a freeze on professional

development funds (except for Perkins-eligible faculty).

Personnel losses include 20 full-time faculty from Spring 2014 to Spring 2016,

which has increased the reliance on adjunct faculty, and which has meant that remaining

full-time faculty must either take on additional non-instructional work (such as student

advising) and curriculum development work or that the work is delayed or goes undone.

Faculty have expressed concern at Department Head Council and elsewhere that inability

to fill vacant full-time positions may adversely affect the quality of students’ educational

experience at NHTI.

In addition, the loss of staff in most areas of the college and the reductions in

equipment and supply budgets have meant that maintenance of campus buildings and

equipment and upgrades to the college’s information technology infrastructure are

IX.7

deferred. Also, as was described with faculty, personnel losses in administrative offices

mean that those remaining must either take on additional tasks or leave work undone,

which results in frustration and stress. Although the college’s current financial

management staff is professionally qualified, there are currently three vacancies: one in

the Business Office, and two in the Bursar’s office due to budget constraints, including

the Directors of both offices. Similarly, the CCSNH System Office is understaffed in the

financial management areas, which can result in delays in posting journal vouchers which

in turn can delay timely financial reporting to the colleges.

Because the Board of Trustees identified high tuition costs as a barrier to

enrollment, they implemented the first of a planned series of tuition cuts in 2014.

Although the $10 per credit reduction was offset with General Fund appropriation, the

offset did not completely cover the increases in operating costs in FY 2015 and FY 2016,

and there is no guarantee of future offsets by the state legislature in historically frugal

New Hampshire. Likewise, there can be no realistic expectation given state demographics

that enrollments will increase in the near future to levels that would provide sufficient

tuition revenue to allow restoration of personnel to past levels. Therefore, current and

future budget planning, as well as planning for financial contingencies, must take all of

these realities into account. Recently, the Associate Vice Chancellor of Finance and

Strategic Planning has begun working with the college Presidents and CFOs to plan

operating budgets for the next two biennia using a financial modeling system, which

should assist the college with more realistic budget planning.

Capital budget planning is more participatory than operational budget planning,

but results are perhaps more uncertain, since proposed capital projects from all seven

colleges and the CCSNH System Office are prioritized by the Board, and the legislature

typically funds only a fraction of the proposed projects. For example, although substantial

work was done by many employees across campus for a significant expansion to

Sweeney Hall, the project did not make the funding cut; the project has been re-imagined

and scaled back for the upcoming capital budget submission.

The CCSNH System administration continues to work with the seven CCSNH

colleges to analyze policies and procedures to make them more efficient (LEAN

Management), and to ensure proper controls and best practices. The public accounting

firm of BerryDunn reviews CCSNH’s internal records and prepares its annual financial

statements. The firm prepares a report of audit findings, and any footnotes to the

financials are forwarded to the Board of Trustees for their review and action. The Board,

at their discretion, assigns further review and follow-up to the System’s Internal Auditor.

Audit findings are now entered into a tracking log at the CCSNH System Office that

monitors each finding, identifies the individual responsible for addressing the finding, as

well as deadlines for status reports and completion. The control processes in place, both

internal and external, work well and allow the college to control and direct financial

resources effectively to meet its goals and objectives.

NHTI’s Financial Aid Office staff have developed internal policies and practices

that complement those set at the System level to ensure an exceptional level of service to

students that meets (and possibly exceeds) federal expectations, as evidenced by the lack

of findings in the most recent audit.

IX.8

While NHTI’s Office of Alumni and Development provides clear oversight and

coordination of all fundraising and scholarship activity, it lacks clear process

documentation to assist and inform all parties involved in the management of funds.

Current NHTI documentation exists in a variety of forms and locations. Also, the

CCSNH Foundation is currently undergoing an organizational restructuring which

provides an opportune time to update not only its own internal policies and financial

management systems but also to better define its relationship with the Board and the

seven colleges within the CCSNH.

PROJECTION

NHTI has limited ability to affect financial management decisions at the System,

Board, and state level. However, the President and CFO will continue to advocate for the

best interests of NHTI with regard to the setting of tuition levels, development of clear

and realistic enrollment goals, and communication of known and anticipated cost

increases. NHTI will continue to work with the CCSNH financial management staff in

the use of financial modeling systems to better predict budget outcomes.

The President and Vice Presidents Council will continue to meet regularly to

assess the current and projected financial status of the college and work with the CCSNH

System Office financial management staff to develop a prioritized plan to address

financial contingencies.

The President and Vice Presidents Council will engage the entire NHTI

community to develop a plan to ensure that current and any future workforce reductions

minimize the effect on the quality of the teaching and learning experience for students

attending NHTI. NHTI will continue to pursue other financial resources such as grants,

endowments, and partnerships with agencies to fund faculty positions. The workflow

survey and LEAN Lynx initiative described in earlier standards will be utilized in the

financial planning process.

The President and Vice Presidents Council will continue to work with the college

community to develop a prioritized plan to fund upgrades to critical physical resources,

including information technology infrastructure.

NHTI will continue to pursue the option of granting baccalaureate degree in

programs that are in demand as a means to generate new revenue and to facilitate

seamless transitions for students seeking to advance their education.

Students will continue to receive estimated financial aid awards in a timely

manner following their acceptance into an eligible program. The NHTI website will

contain updated scholarship postings and links to financial aid documents and complete

entrance and exit loan requirements, which can be accessed and completed from the

website. The Financial Aid office has and will continue to administer financial aid

processing in an efficient and effective manner. Additionally, NHTI has recently

implemented a student loan default prevention program by engaging students in financial

literacy training.

CCSNH and NHTI financial management staff will work together to continually

improve processes and internal controls. As the CCSNH works to address issues found in

the FY 2015 BerryDunn audit, the System Office has delegated some of its work back to

IX.9

the colleges (e.g., payables and purchasing) in order to allow training time for their

employees in such areas as journal vouchers and reconciling accounts, which should

ultimately improve timely reporting and financial analysis for all CCSNH colleges.

The CFO will continue to adhere to the ethics guidelines as published in the

CCSNH policies.

INSTITUTIONAL EFFECTIVENESS

CCSNH has both internal and external auditors reporting to the CCSNH Board of

Trustees to identify potential weaknesses and risks to the System’s financial stability. The

CCSNH Associate Vice Chancellor of Finance and Strategic Planning is charged with

developing a plan to resolve identified weaknesses and minimize risks. The CFO meets at

least monthly with the CCSNH Associate Vice Chancellor to collaboratively resolve any

financial issues.

NHTI remains financially stable, although in FY 2015 budget cuts were required

to address a major shortfall; cuts included the first significant personnel reductions in

more than 30 years. The college continues to face challenges in financial planning due to

the lack of certainty surrounding its primary revenue streams – student tuition and state

General Fund appropriation. The President and Vice Presidents Council meet weekly to

review to-date enrollment data and discuss the CFO’s projections. The entire college is

working to develop strategies to maintain high quality academic programming and

excellent customer service while accepting that, at least in the short term, only limited

funds are available for hiring new personnel, purchasing equipment, and reimbursing

professional development costs.

Standard Ten: Public Disclosure

Information Web Addresses ? Print Publications ?

https://www.nhti.edu/

Note: Contact Us info, including local and toll-free phone numbers, and links to online 'request information' form, online

application, and information about online learning, are available on every page of the NHTI web site.

Notice of availability of publications and of audited

financial statement or fair summary

https://www.nhti.edu/sites/default/files/content/documents/CCSNH%206-30-

2014_Audited_Financial_Statements.pdfNA

Institutional catalog https://www.nhti.edu/academics/catalog Catalog

https://www.nhti.edu/academics/requirements-policies Catalog

https://www.nhti.edu/student-life/student-handbook

https://www.nhti.edu/admissions

https://www.nhti.edu/academics/requirements-policies/attendance

Institutional mission and objectives https://www.nhti.edu/community-visitors/about-nhti/missionvisionvalues-statement Catalog, and on campus displays

https://www.nhti.edu/academics/programs-study

https://www.nhti.edu/academics/requirements-policies/academic-excellenceNote: Outcomes for specific associate degrees, certificates, and diplomas are listed on the web pages for most programs. Currently

under revision.

http://www.ccsnh.edu/about-ccsnh

https://www.nhti.edu/sites/default/files/content/documents/CCSNH%206-30-

2014_Audited_Financial_Statements.pdf

Requirements, procedures and policies re: admissions https://www.nhti.edu/admissions/general-admission-requirementsCatalog and specific academic

program brochures

https://www.nhti.edu/admissions/general-admission-requirements/transferring-nhti

https://www.nhti.edu/academics/transferring-other-institutions

A list of institutions with which the institution has an

articulation agreement

https://www.nhti.edu/academics/transferring-other-institutions/transfer-articulation-

agreementsNA

https://www.nhti.edu/student-resources/how-do-i-pay-my-tuition-and-fees/tuition-and-fees

https://www.nhti.edu/student-resources/how-do-i-pay-my-tuition-and-fees/refund-policies

Rules and regulations for student conduct https://www.nhti.edu/student-life/student-handbook NA

Procedures for student appeals and complaints https://www.nhti.edu/student-life/campus-safety/judicial-policies NA

Other information re: attending or withdrawing from the

institutionhttps://www.nhti.edu/academics/requirements-policies/withdrawal-nhti Catalog

Academic programs https://www.nhti.edu/academics/programs-study Catalog

Courses currently offered https://www.nhti.edu/academics/course-descriptions Catalog

Other available educational opportunities https://www.nhti.edu/business-training Catalog

Other academic policies and procedures https://www.nhti.edu/academics/requirements-policies NA

http://www.ccsnh.edu/sites/default/files/content/documents/600%20Academic%20Section%

202-5-15.pdfNA

https://ccsnh.blackboard.com/bbcswebdav/courses/NHTI_Bb_CIHE_Data/Academic%20sys

tem%20policies%203-12-15.pdf

https://www.nhti.edu/academics/requirements-policies/academic-excellence

Requirements for specific associate degrees, certificates and diplomas are listed on the web pages for those particular programs.

https://www.nhti.edu/community-visitors/campus-directory NA

https://www.nhti.edu/sites/default/files/content/documents/facultystaff_list.pdf

https://www.nhti.edu/sites/default/files/content/documents/facultystaff_list.pdf

https://www.nhti.edu/community-visitors/campus-directory

http://www.ccsnh.edu/about-ccsnh/board-trustees NA

https://www.nhti.edu/community-visitors/about-nhti/advisory-board-members

Locations and programs available at branch campuses,

other instructional locations, and overseas operations at

which students can enroll for a degree, along with a

description of programs and services available at each

location

https://www.nhti.edu/visit-nhti/directions-map NA

Programs, courses, services, and personnel not available

in any given academic year.NA NA

Size and characteristics of the student body https://www.nhti.edu/community-visitors/about-nhti Viewbook, Walking Tour Booklet

Description of the campus setting https://www.nhti.edu/community-visitors/about-nhti Viewbook, Walking Tour Booklet

https://www.nhti.edu/student-resources Catalog and various brochures

https://www.nhti.edu/student-resources/get-help-your-studies

https://www.nhti.edu/academics/academic-advising

https://www.nhti.edu/student-life/health-and-counseling-services/counseling-services

https://www.nhti.edu/student-life

https://www.nhti.edu/student-life

https://www.nhti.edu/student-life/student-involvement

https://www.nhti.edu/student-resources/library Catalog and various brochures

https://www.nhti.edu/student-resources/get-help-your-studies

https://www.nhti.edu/student-life/health-and-counseling-services

Institutional goals for students' education https://www.nhti.edu/community-visitors/about-nhti/educated-person-statement-philosophy Catalog

https://ccsnh.blackboard.com/bbcswebdav/courses/NHTI_Bb_CIHE_Data/Copy%20of%20D

ata_Success%20Indicators_Jan%202016.xlsxNA

https://www.nhti.edu/academics/programs-studyTotal cost of education, including availability of financial

aid and typical length of studyhttps://www.nhti.edu/admissions/cost-attendance NA

https://www.nhti.edu/admissions/financial-aid/net-price-calculator

https://www.nhti.edu/student-resources/how-do-i-pay-my-tuition-and-fees/tuition-and-fees

Expected amount of student debt upon graduation https://www.nhti.edu/admissions/financial-aid/net-price-calculator NA

Statement about accreditation https://www.nhti.edu/community-visitors/about-nhti/accreditationCatalog and all program

brochures

Standard 10: Public Disclosure

Student fees, charges and refund policies Catalog

Requirements for degrees and other forms of academic

recognition

Catalog

List of current faculty, indicating department or program

affiliation, distinguishing between full- and part-time,

showing degrees held and institutions granting them

How can inquiries be made about the institution? Where

can questions be addressed?

Throughout Catalog,

promotional, and academic

publications

Obligations and responsibilities of students and the

institution

Information on admission and attendance Catalog

Expected educational outcomesCatalog and specific academic

program brochures

Status as public or independent institution; status as not-

for-profit or for-profit; religious affiliationNA

Requirements, procedures and policies re: transfer credit

Range of co-curricular and non-academic opportunities

available to students

Catalog, Viewbook and various

brochures

Institutional learning and physical resources from which

a student can reasonably be expected to benefit

Success of students in achieving institutional goals

including rates of retention and graduation and other

measure of student success appropriate to institutional

mission. Passage rates for licensure exams, as

Names and positions of administrative officers NA

Names, principal affiliations of governing booard

members

Availability of academic and other support services

X.1

STANDARD TEN: PUBLIC DISCLOSURE

DESCRIPTION

NHTI – Concord’s Community College (NHTI) maintains a comprehensive website

containing approximately 970 pages of information about all aspects of the college. NHTI

redesigned its website in Spring 2011 under the direction of a cross-functional team of 10 faculty

and staff. The redesign included aesthetics consistent with the college’s name change, logo, and

motto of “Start Here….Go Anywhere” and served to present a unified image, to utilize advances

in web communication and social media, and to maximize navigation. The team researched other

college sites, and worked with web designers to create three designs, which incorporated what

content should be included on the front page based upon usage statistics and patterns from the

existing NHTI site. Three designs for subsequent pages were selected for flexibility in managing

the content and the specific wants and needs of different departments. The re-design of the

website was reviewed during its development by the various constituencies within the college,

including the Vice Presidents Council, Institute Leadership Team (ILT), Student Senate, and

others. Careful attention was paid to continuing the college’s goal of presenting sufficient

information to allow students and prospective students to make informed decisions about their

education, using the web site as their primary resource.

The Director of Communications worked with each department to build its content

section, and a page template was implemented to insure consistency and ease of navigation. A

content management system (Drupal®) was integrated that allows for greater functionality in

updating content and permits additional content administrators, which enabled the college to

delegate content maintenance to functional experts.

The front page is clearly divided into three sections providing multiple link access points.

The top panel provides direct access to the Site Map, Campus Directory, Blackboard portal, SIS,

Schedule of Classes, and Login Help. The Academics, Admissions, Student Resources, Visit

NHTI, Student Life, and Community & Visitors bar has drop-down menus listing relevant topic

categories by title. Each title accesses information and may also open a sidebar menu of more

related topics. The front page center hosts a revolving slide show with links to information of

upcoming and current college events. The lower section includes quick access links under the

title, Important Information, two Contact links, Online and Registration links, as well as links to

NHTI’s Facebook and Twitter sites. As of Fall 2014, NHTI Facebook page registers close to

5,009 likes, NHTI Alumni Facebook page has more than 400 members, and the Linkedin Alumni

group has 5,666 people.

Complete academic information is presented, from programs of study and course

descriptions to all academic requirements and policies; the Admissions, Financial Aid,

Registrar’s, and Bursar’s Offices are represented with their own pages; complete Student Life

information is presented, including the NHTI Student Handbook; clear and accurate information

on the accreditation of the college and its various programs is prominently displayed; costs of

attendance are presented in an up-front, easy-to-find format; the history, Mission/Vision/Values

Statement, along with a message from the President and a set of fast facts are shown; and there is

a complete personnel/telephone/e-mail directory for administration, full-time faculty, and staff.

The website is maintained by a full-time Web/Graphic Designer, who makes on-demand

changes to the information displayed when necessary. Additional web page editors have been

trained to update areas of the website where frequent changes are required to stay current,

including athletics, human resources, and financial aid. The Director of Communications ensures

X.2

that all institutional publications, including the website, are consistent with current catalog

content. The front page includes five different locations to access the Contact Us function. Every

page of the NHTI website includes Contact Us information, including local and toll-free phone

numbers, and links to an online Request Information form, an online application, and

information about online learning.

NHTI’s website complies with Section 508 of the Rehabilitation Act, as verified in the

2014 audit by The Office of Civil Rights, which ran the W3C Validation and Web Accessibility

Evaluation Tool. It contains comprehensive information about the college under the main

heading Community & Visitors. The e-mail address nhtiinfo@ccsnh.edu is prominently

displayed on the website front page, and five locations access this function. Inquiries addressed

to specific departments are redirected to the appropriate contact. The website includes a

searchable directory of full-time faculty and staff. Personnel/phone/e-mail directory is also

prominently available on the front page of the website, and general inquiries addressed to

info@nhti.edu are received by a minimum of two individuals, including the Director of

Communications, within the college’s Office of Public Information. Such inquiries are then

forwarded on a daily basis to the appropriate person, department, or office for a specific reply.

Inquiries to info@nhti.edu also receive an “auto-reply” advising them that their e-mail has been

received and that they should receive a reply within the next 24 hours (excluding weekends and

holidays). In addition, the college provides notice through its website of the availability upon

request of its publications. Those interested in obtaining a copy of any college publication may

request it through the nhtiifo@ccsnh.edu e-mail address, or a catalog may be obtained by linking

from the college website to an interactive form requesting the catalog.

NHTI is a member of the Community College System of New Hampshire (CCSNH), and

its audited finances are reported as part of the State of New Hampshire’s annual financial

statement. The audit report is included in NHTI’s Community and Visitor menu. The

information may also be accessed by contacting the college’s Chief Financial Officer.

NHTI publishes a catalog of academic programs and related policies and processes each

Spring semester, which is available in electronic format on the college’s website. The catalog

describes the college in terms that are consistent with its Mission/Vision/Values Statement and

further includes the obligations and responsibilities of both students and the institution by setting

forth, in full, the official college policies regarding payment and refunds; financial aid; programs

of study, including special admission requirements; support services; campus life; academic

requirements; and general education requirements. Beginning in 2009, NHTI has produced a

separate document for internal use that lists descriptions of all courses the college offers. The

college maintains online catalog archives to 1997 (with 01-02 omitted) and course descriptions

back to 2009. Hard copy archives are maintained by both the Library and Registrar. As the use of

the electronic version of the catalog has increased, the number of printed paper catalogs has

dropped to 200 in the 2015-2016 academic year. In addition, some content that was once

routinely included in the printed catalog is now available exclusively online, including academic

policies and procedures; the requirements for degrees or other forms of academic recognition;

and other items related to attending or withdrawing from the institution.

Other documents that provide information about NHTI include a colorful Viewbook that

serves as an introduction to NHTI for use primarily by Admissions Office staff in their

recruitment efforts; flyers/brochures for individual academic programs that include curriculum,

course descriptions and other relevant information specific to that program; and an Alumni

Newsletter that is produced twice a year and mailed to 12,000 alumni and friends of the college.

X.3

Also, the online Student Handbook, which details the college’s policies relative to admissions

and attendance, rules and regulations for student conduct, grievance processes and more, is

updated annually.

NHTI makes every effort to ensure that all of its publications, including the website,

catalog, Student Handbook, individual departmental brochures, brochures describing support

services, co-curricular and non-academic activities contain information that is fully consistent

with the content of its current catalog and that accurately portrays the conditions and

opportunities available at the college. Changes in curriculum and requirements for programs of

study, after approval by both the college’s Curriculum Committee and ILT, are updated in the

catalog in the spring for the upcoming year and updated on the college website on an ongoing

basis. A process involving the Administrative Networking Team (which includes personnel from

all Academic and Student Affairs functional areas) through which such changes are approved

and then included in the new catalog ensures accuracy and completeness. In addition, changes

that affect the content of other NHTI publications, such as departmental brochures, result in the

design and printing of new brochures and other informational publications are made at the

earliest possible opportunity.

The Director of Communications is responsible for ensuring that other forms of

communication, such as paid advertising and press releases, accurately reflect the conditions and

opportunities available at the college and are consistent with the content of the college catalog.

The college also ensures that statements of nondiscrimination and availability of publications in

alternative formats are included in its publications, in keeping with the ADA and Section 508

compliance.

The Public Information Office regularly communicates with the Admissions Office,

Financial Aid Office, Registrar’s Office, and Bursar’s Office to ensure that information is

current. These offices, as well as the Academic Advising Center and academic Department

Heads are sufficiently familiar with catalog content and official college policies and processes

that they accurately portray the conditions and opportunities available at the College in their

written and oral communications with students, prospective students, and the general public.

NHTI publishes a schedule brochure for Fall, Spring, and Summer semesters that

includes courses currently available through The Division of Online and Continuing Education

(DOCE) that includes courses currently offered, classes available through the Business Training

Center, other educational opportunities, student fees, charges, and refund policies. This

information is also available on the website. DOCE mails out 250,000 brochures to central New

Hampshire residential addresses every semester. The college clearly distinguishes which courses

are offered in a traditional classroom setting from those that are either 100% online or hybrid

formats, as well as those offered in accelerated formats.

Admission requirements, procedures and policies, including International Students and

Transferring to NHTI are on the website under the Admissions link. Articulations are listed by

department and programs on their website, and also under Academics. Specific course evaluation

for transfer information may be found under Academics at www.nhtransfer.org/. The

Community & Visitor site includes links to WorkReadyNH Program, Veterans Resources, Job

Search and Posting a Job or Internship.

Full-time faculty, their departmental affiliations, academic degrees held, and degree-

granting institutions may be accessed through the website’s Campus Directory. This faculty

locator system is prominently posted on the website, and a search leads to faculty title, name,

phone number, and e-mail address. Another online source is the Current Staffing Pattern, located

X.4

under Faculty & Staff in the Community & Visitors/About NHTI link. Several departments

include a Meet the Faculty/Staff link on their program’s web page. The names and positions of

the college’s administrative officers are also listed in the catalog and in the personnel listing of

the college’s website. The current Institute Advisory Board members are included in the website,

and the members of the governing board, the CCSNH Board of Trustees can be found on the

CCSNH website; the CCSNH website can be reached from the NHTI home page by clicking on

the CCSNH logo at the bottom of the page. The personnel listings on the website are reviewed

annually for accuracy, and updates are posted whenever changes occur.

NHTI does not maintain branch campuses or operations at overseas locations though it

does offer some individual courses at other locations. In some cases, the off-campus locations are

published. For example, the Visual Art studio courses are located off campus, and the

department’s web page offers directions and a map to that location. Clinical or practicum

locations are available from the academic departments that cooperate with those facilities, and a

list of clinical, practicum, and internship sites is published on the web pages for the individual

programs. For other courses, such as those offered as part of the Running Start program, as well

as courses offered in partnership with the Transportation Security Administration and occasional

DOCE and some non-credit Business Training Center courses, arrangements are made for off-

campus instruction on a course-by-course basis each semester or annually; specific sites of

instruction are available upon request, but are not typically published in the catalog or on the

website, since enrollment in these courses is limited by agreement.

Department Heads and Program Coordinators review their published program

descriptions and requirements, curriculum listings, and courses descriptions, etc., on a yearly

basis with the Director of Communications. The Vice President of Academic Affairs (VPAA)

provides the Director of Communications with the approved curriculum changes throughout the

year so that publications can be updated to reflect current information. This includes courses

identified each year that have not been offered for two years or more.

Open houses and student orientations are held several times each year to communicate

information to the attending community and prospective and newly enrolled students. NHTI uses

print, broadcast, cable, and internet advertising, as well as direct mail and social media, to

communicate its mission for students’ education and academic success.

Descriptions of the campus setting, availability of academic and support services, and

physical resources are included in all publications, on the website, and in DOCE brochures.

Specific co-curricular and non-academic opportunities available to students and the general

public are published under News & Events on the website, on the electronic sign at the campus

entrance, and in a weekly e-mail newsletter, Campus Comments. All continuing co-curricular

and non-academic opportunities, from Health Services to Intercollegiate Athletics, are described

in printed brochures and on the Student Life pages of the website.

The characteristics of the student body are described on the About NHTI page. Statistics

on language, culture, and countries represented can be found in a report generated by the

Director of Cross-Cultural Education. These statistics are limited to the students who take

advantage of the English-Speakers-of-Other-Languages (ESOL) Program and may not represent

all cultures, languages, or countries represented on campus. Age, gender characteristics, and size

of the student body are tracked by the Banner® system and published annually in an Integrated

Post-Secondary Education Data System (IPEDS) report by the Registrar’s Office; such

information is available upon request to the general public.

X.5

NHTI’s Educated Person Statement of Philosophy and Mission/Vision/Values Statement

are published on the About NHTI page of the website. Educational outcomes specific to

particular programs may be published on the web pages dedicated to them and/or published by

individual departments and distributed to students in departmental handbooks or other

documents. Individual course syllabi and descriptions are on file in the Academic Affairs Office.

Information appropriate to the institutional mission includes rates of retention and

graduation. The Completion/Graduation rate for first time/full time students is maintained by the

Registrar’s Office, which also began tracking retention statistics beginning in 2004 through a

program developed by the CCSNH Information Technology department which tracks cohort

groups for inclusion in the IPEDS report. NHTI has authorized the National Student

Clearinghouse (NSC) to provide degree and enrollment verifications, and includes the NSC web

address, e-mail and postal addresses, and phone and fax numbers on the web page cited above.

Documentation on licensure examination pass rates and demographic data is reported

annually to the college by each licensing board and is kept by the respective departments. Some

scores are reported by the testing entity only to individual candidates, and the college does not

receive these scores.

Other documentation regarding program excellence and achievement of learning goals

and outcomes is maintained by individual departments, the Academic Affairs Office, and the

CCSNH System Office, and is updated annually. Success in placement and the achievements of

graduates are often provided to the Office of Institutional and Alumni Development by

individual academic departments and by alumni themselves through an interactive link on the

college website. This information is used in the publication of NHTI Alumni, which is published

in the Fall and Spring semesters and direct-mailed to all active alumni addresses; success stories

featuring alumni and current students also frequently appear in print and broadcast advertising

placed by the college in New Hampshire media.

Similarly, academic and scholarly achievements of faculty and documentation thereof are

submitted to and maintained by the VPAA and are also frequently published in the college’s

weekly Campus Comments and NHTI Alumni newsletters.

Information on tuition, financial aid, veterans benefits, insurance, residence hall costs,

refunds and other fees such as clinical surcharges, orientation fees, and graduation fees is

published in the catalog and on the website under the Student Resources heading. A total cost of

education depends on a number of variables including: (1) the comprehensive fee for credit

hours; (2) enrollment in courses with a laboratory or clinical/practicum/internship component,

which incurs an academic instruction fee; (3) liability insurance requirements (required in the

allied health and human service programs); (4) residency status; and (5) participation in the room

and meal programs. Student tuition and fee information, as well as refund information, may be

accessed in the catalog and on the Bursar’s Office web page. Financial aid information, including

a list of additional grants, loans, and scholarships, is found under the Admissions heading.

NHTI publishes information both in the catalog and on the website for each associate

degree program of study, outlining a two-year path to completion with total credits ranging from

64-82 credit hours. Certificate and Professional Certificate programs are also published in the

catalog and on the website, including Gainful Employment Disclosure Statements, as

appropriate. Information on the average outstanding student debt upon graduation is maintained

in the college database system and is available on request. A net-price-calculator on NHTI’s

website provides estimated net price information, (defined as estimated cost of attendance

including tuition and required fees, books and supplies, room and board, along with other related

X.6

expenses minus estimated grant and scholarship aid) to current and prospective students and their

families based upon what similar students paid the previous year.

The college’s accreditation status is explicitly described in the catalog and on the

website; in DOCE semester brochures; in program brochures; and in recruitment materials and

other publications, both print and electronic, in which the college’s accreditation is mentioned.

Documentation of the Commission on Institutions of Higher Education (CIHE) accreditation is

available in the President’s Office and Academic Affairs Office. The address of the Commission

is provided in the catalog’s discussion of accreditation to allow easy public access to validate

both the status and meaning of NHTI’s accreditation by CIHE. Specialized program

accreditations are identified on the same web page, and further information can be obtained for

the individual departments or the Academic Affairs Office. NHTI’s accreditation status is also

found on the Affiliations and Memberships link.

APPRAISAL

The careful consideration, research, and teamwork in redesigning the website resulted in

an accessible and logical arrangement of information. Updates and changes are made easily

through the Director of Communications, the Web/Graphic Designer and additional web editors.

Though there is no formal Publication Development and Review Policy, the current verification

system between the Director of Communication and senior administration, Curriculum

Committee, Administrative Networking Team, and Department Heads has been found to be

successful. Site-use data collected by the Director of Communications (for 2015 - 3.1 million

“hits” by 402,000 users, 28% of whom were “new,” averaging three minutes each) indicates both

high volume and in-depth engagement by users.

The website and catalog effectively cover academic programs, related policies, and

processes. The growing reliance of the website for immediate information access has lessened

the need printed paper catalogs. The Viewbook and program brochures are popular “takeaway’

printed forms of information for individual distribution. The Campus Life web link covers the

range of co-curricular and non-academic opportunities available to students, and the Campus

Services link addresses those institutional learning and physical resources from which a student

can reasonably be expected to benefit.

Only full-time faculty are listed in the website’s Campus Directory, and the Meet the

Faculty/Staff link feature is not used consistently by all departments. Because updating the

Directory each semester to reflect current adjunct faculty would be too time-consuming, NHTI

does not include them in that listing. The listing of members of the CCSNH Board of Trustees,

which is managed on the CCSNH website by the System Office, does not include student

members, and some Trustee biographical information is not included at the time of this writing.

The college’s tuition is based on “per credit hour cost” for the number of credits for

which the individual student has enrolled. Student fees, which contribute to the overall cost of

education, vary depending on the program the student is enrolled in; for example a clinical

surcharge fee is charged for students enrolled in clinical nursing, diagnostic medical imaging and

dental courses. Graduation fees also vary depending upon whether the student is receiving an

associate degree or a certificate. Because of this, it is difficult to determine a generalized “total

cost of education.” However, the per credit cost, additional mandatory fees, residence hall costs

and meal plans are clearly described in the college catalog. Cost estimates by academic program

as well as general tuition and fees information are easily accessible on the website under

Admission, Student Resources, and by individual program. The catalog identifies programs that

X.7

qualify for financial aid, and financial aid information is easily located both in the catalog and on

the website under Admissions.

Documentation regarding program excellence, learning outcomes, success in placement,

and achievements of graduates or faculty are maintained by individual departments and are not

found in a centralized location. Not all academic programs include program outcomes on their

departments’ web pages.

NHTI’s accreditation status is clearly and appropriately articulated on its website under

“Community and Visitors” and in all publications in which it is mentioned. Specialized program

accreditations for programs are also listed accurately and in compliance with the requirements of

each accrediting body.

The Contact Us and info@nhti.edu links successfully direct inquiries to the appropriate

college contact.

PROJECTION

NHTI will continue to review and update both electronic and printed materials to ensure

that information is both accurate and current. NHTI will continue to publish a limited number of

the print catalog and course descriptions for internal use and special requests only.

There currently are no plans for including adjunct faculty in the website’s Campus

Directory or for requiring use of the Meet the Faculty feature by all departments.

NHTI will continue to publish accurate, updated information about costs of education,

availability of financial aid, and additional mandatory fees on the college website. Tuition and

fee information will be updated as soon as possible upon notification by the CCSNH System

Office of changes to established costs. NHTI will continue to comply with federal regulations

regarding Gainful Employment Disclosures.

The Academic Affairs Office will work with academic departments to publish program

outcomes for each academic program on each department’s web page. NHTI will explore the

feasibility of including one or more web pages dedicated to information about program

excellence, job placement, and graduate achievements.

NHTI will continue to publish accurate and current information about its accreditation

status, as well as the status of specialized program accreditations.

All measures to insure prompt response to inquiries to NHTI’s Contact Us,

info@nhti.edu, and other methods of contact will continue.

INSTITUTIONAL EFFECTIVENESS

Although NHTI does not have a formal college Publication Development and Review

Policy, it makes every effort to ensure that all print and electronic information available to the

public accurately portrays the conditions and opportunities available at the college. The Director

of Communications maintains primary responsibility for public disclosure, and continually

communicates and collaborates with all administrative offices to ensure that information is

current and accurate. All publications are reviewed by multiple individuals, usually in several

functional areas, depending on the content and target audience. As a result, the college is

confident that it provides students, prospective students, and interested members of the public

with the information needed to make informed decisions.

Standard Eleven: Integrity

? Policies Last Updated ?

Sept. 28, 2015

Aug. 15, 2013

Aug. 15, 2013

Sept. 2, 2015

Sept. 28, 2015

Aug. 15, 2013

Dec. 12, 2015

Aug. 15, 2013

Sept. 25,2013

2015

2014

June 28, 2012

2014

Aug. 15, 2013

Aug. 15, 2013

2014-2015

Feb. 11, 2015

May 14, 2014

Aug. 15, 2013

Aug. 15, 2013

Sept. 25,2013

? Other

Last Updated

Students

Faculty

Staff

Other

___________________

Advancement

Catalog

Resolution of

grievances

Recruitment and

admissions

Employment

Evaluation

Disciplinary action

Fairness for staff

Academic freedom

Adjunct faculty

Other

Non-discrimination

Intellectual property

Conflict of interest

Privacy rights

Fairness for students

Fairness for faculty

http://www.ccsnh.edu/copyright-and-intellectual-property CCSNH

http://www.ccsnh.edu/sites/default/files/content/documents/HRdocuments/2013-

2015BargainingAgreement.pdf

CCSNH

https://www.nhti.edu/academics/registrars-office/confidentiality-student-records

Office of Registrar

Standard 11: Integrity

URL Where Policy is PostedResponsible Office or Committee

https://www.nhti.edu/academics/requirements-policies/plagiarismcheating-policy-

and-procedures

Academic Affairs

Academic honesty

Office of Student Affairs

http://www.ccsnh.edu/sites/default/files/content/documents/HRdocuments/2013-

2015BargainingAgreement.pdf

Collective Bargaining Agreement - Article 7

http://www.ccsnh.edu/sites/default/files/2015-

2017%20CCSNH%20%20SEA%20Collective%20Bargaining%20Agreement%20-

Collective Bargaining Agreement - Article 7

https://www.nhti.edu/student-life/campus-safety/student-code-conduct-and-judicial-

process

http://www.ccsnh.edu/sites/default/files/content/documents/HRdocuments/2013-

2015BargainingAgreement.pdf

Collective Bargaining Agreement - Article 6

http://www.ccsnh.edu/sites/default/files/content/documents/HRdocuments/2013-

2016AdjunctCollectiveAgreement.pdf Collective Bargaininig

https://www.nhti.edu/sites/default/files/content/documents/application.pdfNHTI Office of Admissions

https://www.nhti.edu/community-visitors/about-nhti/statement-nondiscriminationNHTI Human Resourrce

http://www.ccsnh.edu/sites/default/files/content/documents/HRdocuments/Collectiv

eBargainingExemptEmpHandbook.pdf

NHTI Human Resources

NHTI Human Resourrce

http://www.ccsnh.edu/sites/default/files/content/documents/HRdocuments/2013-

2015BargainingAgreement.pdf

Collective Bargaining Agreement - Article 12

http://www.ccsnh.edu/sites/default/files/content/documents/HRdocuments/2013-

2015BargainingAgreement.pdf

NHTI Human Resources -- CBA Art 9 (Prob

Period)

https://www.nhti.edu/community-visitors/about-nhti/statement-nondiscrimination

https://www.nhti.edu/sites/default/files/content/documents/nhti1314.pdf NHTI Civil Rights/Equity Team

https://www.nhti.edu/student-life/student-handbook/concerns-and-complaints NHTI Student Affairs -- Concerns &

https://www.nhti.edu/student-life/campus-safety/student-code-conduct-and-judicial- NHTI Student Affairs -- Grievance Procedures

http://www.ccsnh.edu/sites/default/files/content/documents/HRdocuments/2013- Collective Bargaining Agreement - Article 7

http://www.ccsnh.edu/sites/default/files/2015- Collective Bargaining Agreement - Article 7

http://www.ccsnh.edu/sites/default/files/content/documents/HRdocuments/2013-

2016AdjunctCollectiveAgreement.pdf Collective Bargaining Agreement - Article 7

1 Relevant URL or Publication Responsible Office or Committee

2

3

5

4

XI.1

STANDARD ELEVEN: INTEGRITY

DESCRIPTION

Maintaining the highest levels of integrity in all of NHTI’s activities and

relationships begins with the leadership role of the Board of Trustees of the Community

College System of New Hampshire (CCSNH) and extends to all colleges in the System.

Ethical considerations for Board members, including conflict of interest, are clearly

outlined in NH RSA 188-F and in Board Policies found on the CCSNH website. System

policies, published on the same site, outline ethical considerations for employees. NHTI’s

Mission/Vision/Values Statement clearly defines the values of mutual respect,

accountability, and integrity that all members of the college community are expected to

demonstrate in support the mission and vision, especially in the academic setting.

NHTI expects that faculty and staff comply with published professional

responsibilities to demonstrate the highest standards of professional behavior; to exercise

professional judgment; to perform official duties effectively, efficiently, and with

honesty, integrity, and fairness; to be conscious of the need for the equitable treatment of

all students; and to use institutional resources economically. Article VI of the 2013-2015

master Collective Bargaining Agreement (CBA) and Article 13 of the CBA for Covered

Adjunct Faculty state that all faculty and staff must maintain high standards of

professional conduct and integrity, which fosters reliability and credibility with students.

Section 321.07 of the CCSNH System Policies sets forth expectations concerning

conflict of interest and policies related to Internet security, CCSNH e-mail, the Data

Warehouse, and social media. Upon hire, all employees are required to sign that they

have read and understood the following System policies: Information Technology

Acceptable Use, Drug-Free Workplace, Sexual Harassment, Domestic Violence in the

Workplace, and Statement on Consensual Relationships. Thereafter, each full-time

employee is required to re-sign these forms as part of each performance evaluation. In

addition, the Faculty Performance Evaluation Form contains a section for the evaluation

of professional conduct. Copies of these documents are retained in the employee’s

personnel file and given to the employee.

All college employees and students are informed of their rights and

responsibilities by their respective handbooks, which are available through the NHTI

website. Updated rules, regulations, and policies are publicized through a variety of

means, including all-NHTI e-mail, departmental meetings, and all-NHTI meetings. The

college community is kept informed of most campus activities electronically, in print, and

in person. Agendas (e.g., Institute Leadership Team (ILT)) that are pertinent to the entire

college are distributed via e-mail. Minutes of ILT meetings are posted online. Agendas

and minutes of Board of Trustees meetings, those of the System Leadership Team, and

other cross-functional System and NHTI teams are available on the CCSNH and/or NHTI

websites; some minutes (e.g., of Board meetings) are on the public section of the sites,

while others are on the secure portion of the sites.

The CBAs for full-time and adjunct faculty describe the expectations of both the

CCSNH and the State Employees’ Association regarding academic freedom and

professional responsibilities. When questions arise regarding professional conduct in the

XI.2

evaluation of student work (e.g., via the Grade Appeal Policy), CCSNH legal counsel

also advises referencing The Statement of Professional Ethics published by the American

Association of University Professors for guidance. Intellectual property rights are defined

in the CBAs for full-time and adjunct faculty.

Grievance and Arbitration Policies and Procedures are described in the CBAs for

each covered group. The NHTI Human Resources Department adheres to the procedures

concerning grievances and complaints as outlined in the applicable CBA with the intent

of fair resolution. This process is pursued in a confidential manner with the objective of

encouraging and facilitating the timely and equitable resolution of grievances. Grievances

filed by non-covered employees are handled via procedures found in the CCSNH

Handbook for Administrative, Managerial, Professional, and Operating Support Staff.

All faculty, staff, and administrators are expected to model the behavior expected

of students and to maintain fairness and professional boundaries in their interactions and

dealings with students. Likewise, the college expects that faculty will foster a classroom

atmosphere that promotes and is conducive to learning not only discipline-specific

content but also the professional behaviors and attitudes graduates will be expected to

demonstrate in the workplace and as citizens.

Most of the professional, career, and technical programs at NHTI have ethical

standards specific to their disciplines that are typically provided in program policy and

procedures manuals distributed and reviewed with the students prior to participation in

experiences involving patients/clients. For example, the Radiologic Technology program

publishes its own Code of Ethics and Standards that aligns with its national professional

association. The Human Service Department includes a statement of the ethical standards

for human service practitioners in the departmental handbook for all practicum students.

Demonstration of professional/ethical behaviors is part of course/program outcomes in

these programs. Also, many program curricula require Contemporary Ethical Issues

(PHIL 242C).

Academic honesty is crucial to student success at NHTI. The Student Code of

Conduct and Judicial Policies includes definitions pertinent to academic honesty and

explain what consequences may result from academic misconduct. All course syllabi

contain the college’s Academic Affairs Notices, which include a statement relative to

Academic Honesty. In a department-specific example, the Nursing Department

implemented policies in 2014 related to academic integrity/cheating. These were

distributed to students and faculty to offer opportunities for questions and discussion

before being posted to the program Blackboard® site.

The college actively works to promote and encourage faculty and staff to pursue

knowledge through professional development and individual research endeavors. NHTI

adheres to a policy of institutional review of all research proposed by individuals that

involves use of student and employee data. All proposals are submitted to the Vice

President of Academic Affairs, who brings the proposal forward to the ILT for

consideration. The ILT reviews plans for obtaining Informed Consent from participants,

as well as plans for use and distribution of data obtained through the research. System

Policy provides a mechanism for handling allegations of research misconduct.

XI.3

Student freedom to study, examine data, question assumptions and be guided by

evidence of scholarly research is infused throughout the curriculum. Individual faculty

require students to engage in both written and experimental research projects for the

completion of course and program outcomes. Research papers require that students

evaluate legitimate information resources and cite them appropriately using accepted

bibliographic models. Clinical, field, and practicum experiences, as well as senior

projects, require students to examine data and question assumptions in their care of

patients or solving of engineering problems.

The college respects the privacy of students and maintains confidentiality of all

student records. The Student Handbook explains the Family Education Rights and

Privacy Act (FERPA), as well as the responsibilities of both the college and individual

students with respect to student records. FERPA is also reviewed during summer

orientation activities with parents and family members. In practice, all employees adhere

to the FERPA rules of disclosure. A Release of Student Information Form, signed by the

student, must appear in Banner® before any information is released to others. Similar

forms are required for the release of student financial, health, counseling, residential life,

and Disabilities Services information. Written guidelines have been distributed to all

faculty and staff regarding release of student information. Information pertaining to

confidentiality of student records can be found on the Registrar’s Office web page.

Statements of Nondiscrimination are included in NHTI publications, on the

website, admissions literature, and in materials from Human Resources. NHTI teams

chartered to address non-discriminatory practices and to promote an atmosphere of

respect and support include the following: The Equity Team, the Diversity Team, the

Disabilities Advisory Board, the Cross-Cultural Team, and the Alliance Club (LGBTQ).

Each sponsors activities throughout the year to increase awareness and understanding of

protected categories and to foster respect for all persons.

In the admission process for programs requiring special entrance testing, contact

information for Disabilities Services is included with the examination details for those

students who require testing accommodations. Departments with non-academic

admission requirements, such as interviews or essays, use rubrics to assess prospective

students’ performance to ensure fairness. Health, Character, and Technical Standards

inform prospective students of professional/technical demands so that they are able to

better evaluate their ability to demonstrate required competencies in the major (e.g., gross

and fine motor skills in Dental Hygiene). Students interested in programs that place

students with external partners in clinical, practicum, or internship settings will find

statements on their programs’ web/catalog pages describing the personal characteristics

required to ensure the safety of patients/clients in those settings. (See, for example, the

statement found on the Education program page under “Internship Considerations.”)

In addition to traditional academic programming, NHTI sponsors, coordinates,

and hosts many events it deems consistent with the college’s mission. Events are

approved and administered based on published policies, procedures, and fee structures.

For example, NHTI sponsors and Information Technology faculty coordinate the annual

Cisco Institute; hosted events include the annual Governor’s Conference on Volunteerism

and many sports camps for K-12 students. In hosting these types of events, the college

XI.4

strives to ensure that both the spirit and the letter of any relevant laws and college

policies are met by all participants.

Any individual with a complaint and/or grievance related to discrimination or

who has observed discriminatory behavior or retaliation is strongly encouraged to 1) meet

with NHTI’s Title IX and Equity Coordinator and/or 2) report complaints to any member

of NHTI’s faculty, staff, or administration, who will then refer the complaint(s) to the

Title IX and Equity Coordinator, who will follow-up with the complainant. The

Coordinator consults with CCSNH legal counsel, who works with the college to appoint

an appropriate investigator, if the situation warrants.

The policies and procedures for resolving other student concerns and complaints

are outlined in the Student Handbook, as are mechanisms for appeal of both academic

and conduct decisions. For students who violate the Student Code of Conduct and face

non-academic sanctions, judicial procedures and policies are administered through the

Student Affairs Office. Students facing sanctions based on academic misconduct may

appeal in accordance with policies published in the Academic Affairs Section of the

Board of Trustees System Policy, the Student Handbook, and the NHTI website and

catalog. Students who are recommended for program or college suspension or dismissal

based on their failure to meet requirements for academic progress may appeal to the

Academic Standards Committee.

Finally, NHTI adheres to all standards set by the Commission on Institutions of

Higher Education (CIHE) and the standards of a number of specialized accrediting

agencies. NHTI consistently demonstrates institutional honesty and integrity in all

communications with CIHE, submits appropriate reports, and responds to all requests in a

timely manner. As self-studies are completed as part of any accreditation process,

NHTI’s policies, procedures, and ethical standards routinely come under review.

NHTI, in its application for reaccreditation by CIHE, has created a self-study that

is honest, self-critical, and realistic in order that the New England Association of Schools

and Colleges (NEASC) evaluation team will have an overall sense of the ability of the

institution to comply with all standards of membership. All full-time faculty members

and many staff members participated in this self-study process that examined policies,

procedures, and practices. The Steering Committee has been responsible for the oversight

of the process since its beginning in the Spring 2014 Semester. In addition, several

college personnel regularly participate in CIHE and NEASC events, annual meetings, and

trainings and have served as members of NEASC evaluation teams.

APPRAISAL

The CCSNH Board of Trustees, the CCSNH System Office, and NHTI have

appropriate policies and procedures in place to inform all employees and students of

expectations regarding professional and ethical behavior, to evaluate compliance with

those policies and procedures, and to redress grievances. However, though the myNHTI

website contains most information pertinent to employment practices, the organization of

material can seem random; the Employee Handbook is outdated.

As has been described throughout this self-study, faculty, staff, and students

actively engage in college governance through participation on college teams and

XI.5

committees, lending their expertise and opinions in the college’s decision-making

processes. Faculty and staff, including adjunct faculty, also actively participate in

contract negotiations with CCSNH management, which ensures periodic review of

policies and practices and also ensures that employees are treated fairly and in a manner

consistent with the larger higher educational community. Concerns remain among faculty

and staff regarding timely and complete communication from the Board, System Office,

and NHTI senior administration of major decisions (e.g., reductions in force or changes

to benefits). Faculty, in particular, continue to seek opportunities for greater input into

college and CCSNH decisions that they believe affect their ability to provide the highest

quality education.

The President maintains a high level of visibility and accessibility to all members

of the college community. When a series of budget cuts that resulted in faculty and staff

layoffs and a series of stories questioning CCSNH and college actions appeared in

statewide news outlets, the administration recognized an increasing level of tension

among those constituencies and a perceived lack of transparency in some of its

communications and collaboration with faculty and staff. As a result, the President

communicated in multiple ways with faculty and staff and arranged settings to respond to

questions and to engage in open discussion of concerns.

NHTI regularly provides professional development training to faculty and staff to

expand their understanding of the laws and policies governing both their own and

students’ rights and responsibilities in the higher education setting. The Institute

Leadership Team (ILT) ensures that research and grant proposals that seek to involve

NHTI students, employees, and related data protect the rights and privacy of participants,

as well as the integrity of the college as a whole.

NHTI and the CCSNH System Office respond promptly to investigate allegations

of unfairness, discrimination, or harassment in its educational, social, and workplace

settings and resolve findings. The process for making complaints is widely published

both electronically and in printed materials. Supervisors receive training annually

regarding sexual harassment laws, and academic Department Heads received training in

2015 to expand their understanding of the investigative process.

NHTI strives to observe with integrity the spirit as well as the letter of all

applicable legal and ethical requirements. For example, prior to the Fall 2015 semester,

all full-time faculty participated in a professional development activity on unconscious

gender bias in the classroom, as well as another program that provided updates and

applications of the legal requirements of the Americans with Disabilities Act to higher

education. While both sessions informed faculty of the relevant laws, faculty learned how

the spirit and intent of the relevant laws could improve the educational experience for

students and colleagues alike.

NHTI continually seeks to implement results from internal and external

evaluations of its policies and practices. For example, a visiting team from the New

Hampshire State Department of Education (DoE) conducted a Civil Rights audit of the

college in 2013, which included a document review, interviews, focus groups, and

facilities site visits. The results were communicated in a letter from DoE Commissioner

to the CCSNH Chancellor and shared with the college. NHTI created a Voluntary

XI.6

Compliance Plan to address each finding, and all concerns have since been resolved. The

review team highlighted that the Academic Affairs Notices offer key information in each

syllabus every semester about assistance available, rights of students, and complaint

processes. “This is a unique and pro-active method for providing information to students

on a regular and continual basis.” The letter further states, “The reviewers were

impressed with the genuine nature of faculty and staff desire to help students achieve

their highest potential both personally and academically. There is no doubt about the

quality of the educational experience available to NHTI students.”

PROJECTION

NHTI will continue all policies, procedures, and practices designed to inform all

college constituencies of their rights and responsibilities and to inform students and the

public of the college’s expectations regarding the integrity of its employees, programs,

and activities.

The Governance and Organization Assessment Team (the GOATs) will review

and revise the organization of the myNHTI web pages and the Employee Handbook to

more clearly disseminate information and will develop a plan to ensure that all members

of the college community understand and feel comfortable operating within the

governance model. Additionally, the ILT will develop a plan to ensure that the

expectations inherent in the governance model regarding communication up, down, and

across the organizational hierarchy are fulfilled.

INSTITUTIONAL EFFECTIVENESS

The administration demonstrates its value for the integrity of the college and its

Mission/Vision/Values Statement through the NHTI’s governance model, which is

designed to allow individuals across the organizational structure multiple avenues to

bring forth ideas, express concerns, and provide input into decision-making. All-campus

meetings are also held periodically to discuss/review the governance model and

college/System policy and procedures. College policies and procedures are reviewed

periodically by the ILT, Vice Presidents Council, Department Head Council, and

individual departments and committees. Should issues arise with a particular process or

policy, individuals can seek resolution through multiple avenues, including an

appropriate team or individual, ILT member, or Vice Presidents Council.

NHTI is honest with itself, the public, and the Commission on Institutions of

Higher Education in the conduct of its business, and, as described in the examples

provided above, continually evaluates and seeks to improve its interactions with all

constituencies to ensure that its words and deeds are consistent, accurate, and sufficiently

transparent as to leave no questions regarding the integrity of its students, its employees,

or its programming. Indeed, “We are all teachers. We are all learners.”

Appendices

Appendix A: Affirmation of

Compliance

August, 2011

NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES COMMISSION ON INSTITUTIONS OF HIGHER EDUCATION

209 Burlington Road, Bedford, MA 01730 Voice: (781) 271-0022 Fax: (781) 271-0950 Web: http://cihe.neasc.org

AFFIRMATION OF COMPLIANCE WITH FEDERAL REGULATIONS RELATING TO TITLE IV

Periodically, member institutions are asked to affirm their compliance with federal requirements relating to Title IV program participation, including relevant requirements of the Higher Education Opportunity Act. 1. Credit Hour: Federal regulation defines a credit hour as an amount of work represented in intended learning

outcomes and verified by evidence of student achievement that is an institutional established equivalence that reasonably approximates not less than: (1) One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester or trimester hour of credit, or ten to twelve weeks for one quarter hour of credit, or the equivalent amount of work over a different amount of time; or (2) At least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as established by the institution including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours. (CIHE Policy 111. See also Standards for Accreditation 4.34.)

URL https://www.nhti.edu/academics/requirements-policies/academic-credits

Print Publications 2. Credit Transfer Policies. The institution’s policy on transfer of credit is publicly disclosed through its website and

other relevant publications. The institution includes a statement of its criteria for transfer of credit earned at another institution of higher education along with a list of institutions with which it has articulation agreements. (CIHE Policy 95. See also Standards for Accreditation 4.44 and 10.5.)

URL https://www.nhti.edu/admissions/general-admission-requirements/transferring-nhti; https://www.nhti.edu/academics/transferring-other-institutions/transfer-articulation-agreements

Print Publications NHTI Catalog 2015-16, pages 11-12 3. Student Complaints. “Policies on student rights and responsibilities, including grievance procedures, are clearly stated,

well publicized and readily available, and fairly and consistently administered.” (Standards for Accreditation 6.18, 10.5, and 11.8.)

URL

https://www.nhti.edu/student-life/student-handbook/concerns-and-complaints; https://www.nhti.edu/community-visitors/about-nhti/statement-nondiscrimination

Print Publications NHTI Catalog 2015-16, pages 135 4. Distance and Correspondence Education: Verification of Student Identity: If the institution offers distance

education or correspondence education, it has processes in place to establish that the student who registers in a distance education or correspondence education course or program is the same student who participates in and completes the program and receives the academic credit. . . .The institution protects student privacy and notifies students at the time of registration or enrollment of any projected additional student charges associated with the verification of student identity. (CIHE Policy 95. See also Standards for Accreditation 4.42.)

Method(s) used for verification

Unique user and password protection

5. FOR COMPREHENSIVE EVALUATIONS ONLY: Public Notification of an Evaluation Visit and

Opportunity for Public Comment: The institution has made an appropriate and timely effort to notify the public of an upcoming comprehensive evaluation and to solicit comments. (CIHE Policy 77.)

August, 2011

URL www.nhti.edu Print Publications Union Leader, Concord Monitor, The Hippo, The Insider

The undersigned affirms that NHTI-Concord’s Community College meets the above federal requirements relating to Title IV program participation, including those enumerated above. Chief Executive Officer: Date: _____1/20/2016____________

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.

In p

roce

ss

4.

An

ima

tio

n a

nd

G

rap

hic

Ga

me

P

rog

ram

min

g

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//w

ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/co

mp

ute

r-p

rogr

ams/

anim

atio

n-

and

-gra

ph

ic-g

ame-

pro

gram

min

g-d

egre

e

Oth

er:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

:

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: Y

earl

y r

evie

w o

f d

ata

+ E

stab

lish

ed "

Dro

p I

n"

tuto

rin

g ea

ch w

eek

du

rin

g

Act

ivit

y P

erio

d f

or

AG

GP

stu

den

ts

+ A

GG

P 1

01

Rep

lace

d A

do

be

Fla

sh w

ith

Un

ity

E

ngi

ne

wit

h C

#

+ A

GG

P 1

01

, AG

GP

10

3, C

PE

T 1

07

no

w t

augh

t O

n-

lin

e

+ A

GG

P 1

10

Rep

lace

d A

do

be

Fla

sh w

ith

Mo

no

gam

e w

ith

C#

+

AG

GP

11

0 P

re-R

equ

isit

es C

han

ged

to

incl

ud

e C

P1

07

an

d C

om

ple

tio

n o

f a

Mat

h C

ou

rse

+ A

GG

P 1

21

an

d C

PE

T 2

25

co

urs

es c

om

bin

ed a

nd

re

pla

ced

wit

h C

PE

T 1

25

+

Rep

lace

d A

GG

P 2

50

Dir

ectX

wit

h A

GG

P 2

55

A

pp

lica

tio

n D

evel

op

men

t &

So

ftw

are

Pro

toty

pin

g

+ H

TM

L5

, An

dro

id, i

OS,

an

d V

irtu

al R

eali

ty (

VR

) D

evel

op

men

t ad

ded

to

cu

rric

ulu

m

Rev

iew

of

evid

ence

ea

ch y

ear

5.

A

rch

ite

ctu

ral

En

gin

ee

rin

g

Te

chn

olo

gy

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//w

ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/en

gin

eeri

ng-

tech

no

logy

-p

rogr

ams/

arch

itec

tur

al-e

ngi

nee

rin

g-te

chn

olo

gy-d

egre

e

Oth

er:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

f

ield

wo

rk

Lic

ensu

re o

r in

du

stry

e

xam

E

mp

loy

er s

urv

eys

Tra

nsf

er

Oth

er: e

xter

nal

ex

amin

ers'

rev

iew

s o

f st

ud

ents

wo

rk

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: St

ud

ents

, ext

ern

al r

evie

wer

s P

roce

ss:

Co

nti

nu

ou

s re

alig

nm

ent

of

curr

icu

lum

wit

h t

he

emer

gin

g tr

end

s, s

tud

ents

’ nee

ds,

in

du

stry

nee

ds,

an

d e

mp

loy

ers’

fee

db

ack

FY

20

12

-2

01

3

6.

Bio

log

y

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//w

ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/hea

lth

-an

d-

scie

nce

-p

rogr

ams/

bio

logy

-d

egre

e O

ther

:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

:

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss:

Yea

rly

rev

iew

of

dat

a

We

are

in t

he

beg

inn

ing

sta

ges

of

coll

ecti

ng

dat

a.

Th

is p

rogr

am is

new

an

d i

s ex

pec

ted

to

gra

du

ate

its

firs

t st

ud

ent

in f

all 2

01

6.

Pro

gram

b

egan

fal

l 2

01

4

7.

Bu

sin

ess

A

dm

inis

tra

tio

n

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//w

ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/bu

sin

ess-

pro

gram

s/b

usi

nes

s-ad

min

istr

atio

n-d

egre

e

Oth

er:

Acc

red

itat

ion

rep

ort

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

: B

US

29

3C

, 2+

2

Agr

eem

ents

in

itia

ted

by

fo

ur-

yea

r in

stit

uti

on

s i.e

. SN

HU

an

d P

lym

ou

th;

Alu

mn

i co

min

g b

ack

to

te

ach

ad

jun

ct c

ou

rses

; A

lum

ni

hir

ing

grad

uat

es

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: P

roje

ct e

val

uat

ion

, Dep

artm

ent

Mee

tin

gs

Qu

alit

y A

ssu

ran

ce r

epo

rts

du

e ev

ery

tw

o y

ears

fo

r A

CB

SP r

equ

ire

rev

iew

of

dat

a an

d c

han

ges

mad

e b

ased

on

th

e d

ata

F

all 2

01

5

8.

Bu

sin

ess

A

dm

inis

tra

tio

n –

S

po

rts

Ma

na

ge

me

nt

Co

nce

ntr

ati

on

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//w

ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/bu

sin

ess-

pro

gram

s/b

usi

nes

s-ad

min

istr

atio

n-s

po

rts-

man

agem

ent-

con

cen

trat

ion

Oth

er: A

ccre

dit

atio

n

rep

ort

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

: 2+

2 A

gree

men

ts

init

iate

d b

y f

ou

r-y

ear

inst

itu

tio

ns

i.e. S

NH

U a

nd

P

lym

ou

th; A

lum

ni h

irin

g gr

adu

ates

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: P

roje

ct e

val

uat

ion

, Dep

artm

ent

Mee

tin

gs

Qu

alit

y A

ssu

ran

ce r

epo

rts

du

e ev

ery

tw

o y

ears

fo

r A

CB

SP r

equ

ire

rev

iew

of

dat

a an

d c

han

ges

mad

e b

ased

on

th

e d

ata

F

all 2

01

5

9.

Civ

il E

ng

ine

eri

ng

T

ech

no

log

y (

Ne

w

Pro

gra

m b

eg

an

F

all

20

15

)

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//w

ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/en

gin

eeri

ng-

tech

no

logy

-p

rogr

ams/

civ

il-

engi

nee

rin

g-

tech

no

logy

O

ther

:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

: ext

ern

al

exam

iner

s' r

evie

ws

of

stu

den

ts w

ork

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: St

ud

ents

, ext

ern

al r

evie

wer

s P

roce

ss: Y

earl

y r

evie

w o

f d

ata

At

app

rop

riat

e ti

me(

s) e

ssen

tial

ch

ange

s w

ill r

efle

ct

emer

gin

g tr

end

s, s

tud

ents

’ nee

ds,

in

du

stry

nee

ds,

an

d e

mp

loy

ers’

fee

db

ack

Pro

gram

p

lan

s to

se

ek f

irst

E

TA

C o

f A

BE

T

accr

edit

ati

on

in F

Y

20

18

-2

01

9

10

. C

om

pu

ter

En

gin

ee

rin

g

Te

chn

olo

gy

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//w

ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/en

gin

eeri

ng-

tech

no

logy

-p

rogr

ams/

com

pu

ter-

engi

nee

rin

g-

tech

no

logy

-deg

ree

O

ther

:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

: AB

ET

P

erfo

rman

ce I

nd

icat

ors

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: AB

ET

P

roce

ss: Y

earl

y r

evie

w o

f d

ata

+ A

GG

P1

21

an

d C

PE

T2

25

co

urs

es c

om

bin

ed a

nd

re

pla

ced

wit

h r

edes

ign

ed C

PE

T1

25

+

Eth

ics

& D

iver

sity

to

pic

s an

d e

val

uat

ion

ad

ded

to

C

PE

T3

01

+

VH

DL

dig

ital

des

ign

lan

guag

e ad

ded

to

CP

ET

21

5

+ E

nh

ance

d p

rob

lem

so

lvin

g an

d d

esig

n c

on

ten

t in

C

PE

T2

40

+

Est

abli

shed

"D

rop

In

" tu

tori

ng

each

wee

k d

uri

ng

A

ctiv

ity

Per

iod

fo

r C

PE

T s

tud

ents

AB

ET

2

01

2 -

p

lus

rev

iew

of

evid

ence

ea

ch y

ear

11

. C

rim

ina

l Ju

stic

e

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

Han

db

oo

k

Sy

llab

us

Web

O

ther

:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

In

tern

ship

, Co

-op

;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

:

Fac

ult

y

In

tern

ship

/ P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: Y

earl

y r

evie

w o

f d

ata

Th

e C

rim

inal

Ju

stic

e P

rogr

am h

as n

ot

mad

e an

y

rece

nt

chan

ges

bas

ed o

n t

he

pro

gram

rev

iew

ev

iden

ce. S

ince

th

e D

irec

tor

of

the

Po

lice

Aca

dem

y

also

ser

ves

as

an I

nte

rnsh

ip C

oo

rdin

ato

r, h

e is

ab

le

to g

auge

th

e q

ual

ity

of

the

grad

uat

ing

stu

den

t an

d

thei

r ab

ilit

y t

o s

ucc

essf

ul c

om

ple

te t

he

Po

lice

A

cad

emy

as

wel

l as

succ

ess

in r

elat

ed f

ield

s.

Th

is i

s an

o

ngo

ing

pro

cess

w

ith

th

e A

dv

iso

ry

Bo

ard

12

. D

en

tal

Ass

isti

ng

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

Oth

er: L

earn

ing

ou

tco

mes

in t

he

form

o

f p

rogr

am g

oal

s,

com

pet

enci

es a

nd

o

bje

ctiv

es a

re

spec

ifie

d i

n lo

cati

on

s n

ote

d a

bo

ve

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

: In

du

stry

exa

m

req

uir

ed R

adia

tio

n

Hea

lth

& S

afet

y (

RH

S)

Exa

m; C

erti

fied

Den

tal

Ass

ista

nt

(CD

A)

exam

re

com

men

ded

- b

oth

n

atio

nal

exa

ms

adm

inis

tere

d b

y D

enta

l A

ssis

tin

g N

atio

nal

Bo

ard

(D

AN

B)

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: D

A P

rog

ram

as

a w

ho

le is

rev

iew

ed

ann

ual

ly, i

ncl

ud

ing

Inte

rnsh

ip/P

ract

icu

m

loca

tio

ns,

an

d c

urr

icu

lum

.

Mo

dif

icat

ion

s ar

e m

ade

to t

he

curr

icu

lum

, in

clu

din

g

inte

rnsh

ip/p

ract

icu

m s

ites

, in

res

po

nse

to

ev

iden

ce

and

ind

ust

ry c

han

ges

Fo

rmal

ly

rev

iew

ed

by

C

om

mis

sio

n o

n

Den

tal

Acc

red

itat

io

n in

2

01

1;

Cu

rric

ulu

m is

re

vie

wed

y

earl

y;

mo

st

rece

nt

Cu

rric

ulu

m R

evie

w

mee

tin

g w

as

1/6

/16

13

. D

en

tal

Hy

gie

ne

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

Oth

er: L

earn

ing

ou

tco

mes

in t

he

form

o

f p

rogr

am g

oal

s,

com

pet

enci

es a

nd

o

bje

ctiv

es a

re

spec

ifie

d i

n lo

cati

on

s n

ote

d a

bo

ve

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s an

d

pat

ien

t su

rvey

s fr

om

DH

C

lin

ic

T

ran

sfer

O

ther

: In

du

stry

exa

ms

- N

atio

nal

an

d r

egio

nal

b

oar

d e

xam

pas

sin

g ra

tes

(Nat

ion

al D

enta

l Hy

gien

e B

oar

d E

xam

ad

min

iste

red

by

Jo

int

Co

mm

itte

e N

atio

nal

D

enta

l Exa

min

atio

ns,

an

d

Am

eric

an D

enta

l Hy

gien

e E

xam

- A

DE

X

adm

inis

tere

d b

y t

he

Co

mm

issi

on

on

Den

tal

Co

mp

eten

cy

Ass

essm

ents

)

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: D

H P

rogr

am a

s a

wh

ole

is r

evie

wed

an

nu

ally

, in

clu

din

g D

enta

l Hy

gien

e C

lin

ic

op

erat

ion

s/o

utc

om

es, I

nte

rnsh

ip/P

ract

icu

m

(Co

mm

un

ity

Cli

nic

) lo

cati

on

s, a

nd

cu

rric

ulu

m.

In r

esp

on

se t

o e

vid

ence

an

d i

nd

ust

ry c

han

ges,

m

od

ific

atio

ns

are

mad

e to

th

e cu

rric

ulu

m, D

enta

l H

ygi

ene

Cli

nic

op

erat

ion

s an

d, c

om

mu

nit

y c

lin

ic

site

s

Fo

rmal

ly

rev

iew

ed

by

C

om

mis

sio

n o

n

Den

tal

Acc

red

itat

io

n in

2

01

1;

Cu

rric

ulu

m is

re

vie

wed

y

earl

y;

mo

st

rece

nt

Cu

rric

ulu

m R

evie

w

mee

tin

g w

as

1/6

/16

14

. D

iag

no

stic

M

ed

ica

l S

on

og

rap

hy

Yes

No

C

atal

og

O

rien

tati

on

P

rogr

am P

amp

hle

t S

tud

ent/

Pro

gram

Han

db

oo

k

Sy

llab

us

Web

h

ttp

s://

ww

w.n

hti

.ed

u/a

cad

emic

s/p

rog

ram

s-s

tud

y/h

ealt

h-a

nd

-sc

ien

ce-

pro

gram

s/d

iagn

ost

ic-

med

ical

-so

no

grap

hy

-p

rofe

ssio

nal

O

ther

: Po

sted

wit

hin

D

epar

tmen

t

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

: Gra

du

ate

surv

eys

Cli

nic

al E

lect

ron

ic

asse

ssm

ents

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: Acc

red

itat

ion

Age

ncy

P

roce

ss: A

nn

ual

ou

tco

mes

ass

essm

ent

Ch

ange

in

cu

rric

ulu

m a

dd

itio

n o

f la

bo

rato

ry h

ou

rs

pri

or

to c

lin

ical

ro

tati

on

. R

evis

ion

of

pro

gram

go

als

to b

ette

r re

flec

t o

utc

om

es.

Re-

stru

ctu

rin

g o

f cl

inic

al c

oo

rdin

atio

n t

o m

ain

tain

co

nti

nu

ity

of

stu

den

t ev

alu

atio

n.

1/2

01

6

NH

TI

20

17

JR

C-D

MS

15

. E

arl

y C

are

an

d

Ed

uca

tio

n f

or

Yo

un

g C

hil

dre

n

wit

h D

isa

bil

itie

s

Yes

No

Cat

alo

g

Ori

enta

tio

n -

h

and

ou

t at

tach

ed

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s -

use

ap

pli

cab

le s

tan

dar

ds

to a

pp

ly t

o c

ou

rse

con

ten

t /a

ssig

nm

ents

W

eb

Oth

er:

Cap

sto

ne

Co

urs

es -

E

CE

28

2 (

Pre

sch

oo

l Sp

ecia

l Ed

uca

tio

n

Pra

ctic

um

) an

d E

CE

28

3

(Ear

ly I

nte

rven

tio

n

Pra

ctic

um

)

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

F

ield

wo

rk -

Pra

ctic

um

Si

te e

val

uat

ion

s o

f st

ud

ents

an

d

ob

serv

atio

ns

by

p

ract

icu

m s

up

erv

iso

r L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

:

Fac

ult

y

In

tern

ship

/Pra

ctic

um

S

up

erv

iso

r D

epar

tmen

t H

ead

P

rogr

am C

oo

rdin

ato

r A

cad

emic

Aff

airs

A

dv

iso

ry B

oar

d

Oth

er:

Pro

cess

: Yea

rly

rev

iew

of

dat

a

*In

crea

sed

on

-lin

e le

arn

ing

op

po

rtu

nit

ies

wit

h

add

itio

n o

f v

ideo

s b

ein

g ca

ptu

red

at

ou

r ca

mp

us

lab

sc

ho

ol t

o g

ive

on

-lin

e st

ud

ents

acc

ess

to t

he

qu

alit

y

pra

ctic

es t

hat

ou

r fa

ce t

o f

ace

stu

den

ts r

ecei

ve.

*C

on

tin

ual

ly u

se i

nfo

rmat

ion

fro

m P

ract

icu

m s

ite

feed

bac

k t

o a

dap

t as

sign

men

ts u

sed

in c

apst

on

e co

urs

es (

EC

E 2

82

, EC

E 2

83

) to

mee

t th

e n

eed

s o

f cu

rren

t p

ract

ices

in

th

e fi

eld

*T

rial

tes

tin

g th

e el

imin

atio

n o

f E

CE

10

0 a

nd

EC

E

10

0X

an

d w

ork

ing

wit

h G

ener

al S

tud

ies

for

stu

den

t's

1st

yea

r ex

per

ien

ce w

hil

e st

ill h

avin

g st

ud

ents

hav

e la

b e

xper

ien

ce w

ith

ch

ild

ren

. *W

ou

ld li

ke

to r

evie

w D

EC

sta

nd

ard

s to

incl

ud

e in

p

rogr

am (

see

atta

ched

lin

k: h

ttp

://w

ww

.dec

-sp

ed.o

rg/r

eco

mm

end

edp

ract

ices

)

May

20

15

16

. E

arl

y C

hil

dh

oo

d

Ed

uca

tio

n

Yes

No

Cat

alo

g

Ori

enta

tio

n –

h

and

ou

t at

tach

ed

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s –

use

ap

pli

cab

le s

tan

dar

ds

to a

pp

ly t

o c

ou

rse

con

ten

t/as

sign

men

ts

Web

O

ther

: N

AE

YC

Sta

nd

ard

s

Cap

sto

ne

cou

rse

–

assi

gnm

ents

rel

ated

to

k

ey a

sses

smen

ts f

or

self

-st

ud

y o

f p

rogr

am

accr

edit

atio

n

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

– P

ract

icu

m

site

ev

alu

atio

ns

of

stu

den

ts a

nd

o

bse

rvat

ion

s b

y

pra

ctic

um

su

per

vis

or

Lic

ensu

re o

r in

du

stry

e

xam

E

mp

loy

er s

urv

eys

Tra

nsf

er

Oth

er:

Fac

ult

y

Inte

rnsh

ip /

Pra

ctic

um

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: Y

earl

y r

evie

w o

f d

ata

*In

crea

sed

av

aila

bil

ity

of

on

-lin

e le

arn

ing

(no

w

10

0%

on

-lin

e)

*In

crea

sed

on

-lin

e le

arn

ing

op

po

rtu

nit

ies

wit

h

add

itio

n o

f v

ideo

s b

ein

g ca

ptu

red

at

ou

r ca

mp

us

lab

sc

ho

ol t

o g

ive

on

-lin

e st

ud

ents

acc

ess

to t

he

qu

alit

y

pra

ctic

es t

hat

ou

r fa

ce t

o f

ace

stu

den

ts r

ecei

ve.

*C

on

tin

ual

ly u

se i

nfo

rmat

ion

fro

m P

ract

icu

m s

ite

feed

bac

k t

o a

dap

t as

sign

men

ts u

sed

in c

apst

on

e co

urs

es (

Pra

ctic

um

1 E

CE

27

5, P

ract

icu

m 2

EC

E 2

76

, an

d T

he

Ear

ly C

hil

dh

oo

d P

rofe

ssio

nal

EC

E 2

88

) to

m

eet

the

nee

ds

of

curr

ent

pra

ctic

es in

th

e fi

eld

*T

rial

tes

tin

g th

e el

imin

atio

n o

f E

CE

10

0 a

nd

EC

E

10

0X

an

d w

ork

ing

wit

h G

ener

al S

tud

ies

for

stu

den

t's

1st

yea

r ex

per

ien

ce w

hil

e st

ill h

avin

g st

ud

ents

hav

e la

b e

xper

ien

ce w

ith

ch

ild

ren

. *M

ade

adju

stm

ents

to

EC

E 1

88

(H

ealt

h, S

afet

y,

Nu

trit

ion

) b

ased

on

new

fed

eral

ru

les

aro

un

d

con

ten

t th

at n

ew E

CE

pro

fess

ion

als

sho

uld

hav

e u

po

n h

ire

at a

ch

ild

car

e ce

nte

r.

May

- 2

01

5

17

. E

du

cati

on

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//w

ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/ed

uca

tio

n-

pro

gram

s/ed

uca

tio

n-

deg

ree

Oth

er:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

:

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: P

roce

ss: t

he

stu

den

t m

ust

ap

ply

fo

r th

e ca

pst

on

e co

urs

e (f

ield

exp

erie

nce

) o

nce

acc

epte

d

(aft

er in

terv

iew

an

d r

evie

w o

f G

PA

) th

e ca

pst

on

e ex

per

ien

ce t

akes

pla

ce. D

uri

ng

th

at t

ime,

th

e ca

nd

idat

e co

mp

lete

s th

e el

ectr

on

ic p

ort

foli

o t

hat

th

ey h

ave

com

pli

ed o

ver

th

e co

urs

e o

f th

e p

rogr

am. T

he

fiel

d e

xper

ien

ce f

acu

lty

do

es t

he

fin

al r

evie

w o

f th

e p

ort

foli

o.

Th

e ed

uca

tio

n d

epar

tmen

t fa

cult

y m

eets

wee

kly

to

re

vie

w s

tud

ent

pro

gres

s. W

e al

so m

eet

each

se

mes

ter

in r

etre

at f

ash

ion

, to

rev

iew

an

y c

han

ges

that

nee

d t

o b

e m

ade

to t

he

cou

rses

, cu

rric

ulu

m, o

r p

rogr

am. T

he

chan

ges

are

bas

ed o

n t

he

dat

a co

llec

ted

fro

m t

he

rev

iew

of

the

cap

sto

ne

exp

erie

nce

, th

e el

ectr

on

ic p

ort

foli

o a

nd

th

e d

ata

coll

ecte

d f

rom

th

e L

earn

ing

Ach

iev

emen

t T

ask

s (L

AT

) in

th

e T

ask

stre

am S

yst

em.

20

15

18

. E

lect

ron

ic

En

gin

ee

rin

g

Te

chn

olo

gy

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//w

ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/en

gin

eeri

ng-

tech

no

logy

-p

rogr

ams/

elec

tro

nic

-en

gin

eeri

ng

-te

chn

olo

gy-d

egre

e

Oth

er:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

: AB

ET

P

erfo

rman

ce I

nd

icat

ors

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: Y

earl

y r

evie

w o

f d

ata

+ E

LE

T 3

05

C a

nd

EL

ET

30

6C

mo

dif

ied

to

in

corp

ora

te s

urf

ace

mo

un

t co

mp

on

ent

lay

ou

t an

d

sold

erin

g.

+ E

LE

T1

15

Lab

s an

d a

ssig

nm

ents

red

esig

ned

to

in

clu

de

mo

re d

esig

n p

rob

lem

s +

EL

ET

14

4 r

edes

ign

ed t

o u

se a

new

mic

rop

roce

sso

r an

d in

corp

ora

te a

tex

tbo

ok

+

Eth

ics

& D

iver

sity

to

pic

s an

d e

val

uat

ion

ad

ded

to

E

LE

T3

05

+

VH

DL

dig

ital

des

ign

lan

guag

e ad

ded

to

EL

ET

21

5

AB

ET

2

01

2 -

p

lus

rev

iew

of

evid

ence

ea

ch y

ear

19

. E

nv

iro

nm

en

tal

Sci

en

ces

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//w

ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

- stu

dy

/en

vir

on

men

tal-

stu

die

s/en

vir

on

men

tal-

scie

nce

s-d

egre

e O

ther

:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

:

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: Y

earl

y r

evie

w o

f d

ata

Bas

ed o

n t

he

req

uir

emen

ts o

f o

ur

pri

me

tran

sfer

in

stit

uti

on

s, a

lon

g w

ith

su

gges

tio

ns

fro

m o

ur

adv

iso

ry b

oar

d, w

e ar

e cu

rren

tly

rev

iew

ing

the

curr

icu

lum

. Sp

ecia

l fo

cus

is o

n t

he

cho

ice

of

gen

eral

ed

uca

tio

n c

ou

rses

. C

han

ges

mad

e to

th

e cu

rric

ulu

m

are

to e

nsu

re in

du

stry

pre

par

edn

ess

and

to

incr

ease

tr

ansf

erab

ilit

y.

An

ad

vis

ory

b

oar

d

mee

tin

g w

as h

eld

in

Ap

ril

20

15

.

20

. G

en

era

l S

tud

ies

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//w

ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/gen

eral

-st

ud

ies-

deg

ree

O

ther

:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

: St

ud

ent

Pro

ject

s C

ou

rse

com

ple

tio

n

Deg

ree

req

uir

emen

ts

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: Y

earl

y r

evie

w o

f d

ata

Cre

atio

n o

f co

nn

ecti

on

s an

d in

tegr

atio

n w

ith

sp

ecia

l to

pic

s co

urs

es, d

evel

op

men

t o

f al

tern

ativ

e co

urs

e d

eliv

ery

met

ho

ds.

An

nu

ally

to

A

cad

emic

A

ffai

rs

21

. H

ea

lth

Sci

en

ces

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

Oth

er:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

:

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: Y

earl

y r

evie

w o

f d

ata

To

en

ter

the

pro

gram

, stu

den

ts w

ere

req

uir

ed t

o

hav

e a

lice

nsu

re o

r ce

rtif

icat

ion

in a

hea

lth

car

eer

fiel

d.

Incr

easi

ng

nu

mb

ers

of

no

n-l

icen

sed

stu

den

ts

inq

uir

ed a

bo

ut

the

pro

gram

wit

h i

nte

nt

to u

tili

ze t

he

Hea

lth

Sci

ence

Ass

oci

ate’

s D

egre

e as

a b

ase

for

ph

ysi

cal t

her

apy

, res

pir

ato

ry t

her

apy

, hea

lth

ad

min

istr

atio

n, a

nd

oth

er a

llie

d h

ealt

h c

aree

rs.

Th

is

ou

tdat

ed a

dm

issi

on

s re

qu

irem

ent

was

eli

min

ated

to

im

pro

ve

stu

den

t ac

cess

ibil

ity

.

Co

urs

es e

ssen

tial

fo

r an

y a

llie

d h

ealt

h c

aree

r w

ere

also

ad

ded

to

th

e cu

rric

ulu

m t

o im

pro

ve

pro

gram

ri

gor

and

en

han

ce t

ran

sfer

abil

ity

: A

min

imu

m o

f 4

cre

dit

s in

ch

emis

try

IN

DL

12

0C

Glo

bal

Pu

bli

c H

ealt

h I

ssu

es

PH

IL 2

42

C C

on

tem

po

rary

Eth

ical

Iss

ues

A

pp

rov

al o

f th

ese

chan

ges

was

gra

nte

d b

y t

he

Cu

rric

ulu

m C

om

mit

tee

and

by

IL

T.

Th

e cu

rric

ulu

m

was

u

pd

ated

in

th

e fa

ll o

f 2

01

3.

22

. H

osp

ita

lity

an

d

To

uri

sm

Ma

na

ge

me

nt

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//w

ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/bu

sin

ess-

pro

gram

s/h

osp

ital

ity

-an

d-t

ou

rism

-m

anag

emen

t-d

egre

e

Oth

er: D

epar

tmen

tal

Po

licy

Pro

gram

Sh

eet,

A

ccre

dit

atio

n r

epo

rt

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

: 2+

2 A

gree

men

ts

init

iate

d b

y f

ou

r-y

ear

inst

itu

tio

ns,

i.e.

P

lym

ou

th; A

lum

ni

com

ing

bac

k t

o t

each

ad

jun

ct c

ou

rses

; Alu

mn

i h

irin

g gr

adu

ates

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: P

roje

ct E

val

uat

ion

, Dep

artm

ent

mee

tin

gs

Qu

alit

y A

ssu

ran

ce r

epo

rts

du

e ev

ery

tw

o y

ears

fo

r A

CB

SP r

equ

ire

rev

iew

of

dat

a an

d c

han

ges

mad

e b

ased

on

th

e d

ata

F

all 2

01

5

23

. H

um

an

Se

rvic

e

Pro

gra

m

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t /P

rogr

am

Han

db

oo

k

Sy

llab

us

Web

O

ther

: Pra

ctic

um

M

anu

al

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fi

eld

wo

rk

Lic

ensu

re o

r in

du

stry

ex

am

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

: Co

mm

un

icat

ion

an

d I

np

ut

fro

m

Pra

ctic

um

Sit

e Su

per

vis

or

Fac

ult

y (

Fu

ll-T

ime

and

Ad

jun

ct)

Inte

rnsh

ip /

Pra

ctic

um

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: (1

) H

um

an S

erv

ice

Pro

gram

Pra

ctic

um

Ad

vis

or

(2)

Cu

rric

ulu

m C

om

mit

tee

as n

eed

ed

Pro

cess

:

(1)

Hu

man

Ser

vic

e P

rogr

am H

ealt

h, C

har

acte

r, a

nd

T

ech

nic

al S

tan

dar

ds

rev

iew

ed a

nn

ual

ly (

or

as

nee

ded

).

(2)

Hu

man

Ser

vic

e P

rogr

am C

har

acte

r E

xpec

tati

on

s re

vie

wed

an

nu

ally

(o

r as

nee

ded

).

(3)

Hu

man

Ser

vic

e P

rogr

am P

ract

icu

m A

dv

iso

r p

osi

tio

n c

reat

ed F

all 2

01

5.

(4)

Hu

man

Ser

vic

e P

ract

icu

m M

anu

al u

pd

ated

an

nu

ally

(o

r as

nee

ded

).

(5)

Req

uir

ed P

rogr

am E

ngl

ish

Ele

ctiv

e re

pla

ced

wit

h

EN

GL

12

0M

C (

Co

mm

un

icat

ing

Min

dfu

lly

) C

ou

rse

May

20

15

24

. In

du

stri

al

De

sig

n

Te

chn

olo

gy

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t /P

rogr

am

Han

db

oo

k

Sy

llab

us

Web

h

ttp

s://

ww

w.n

hti

.ed

u/a

cad

emic

s/p

rog

ram

s-s

tud

y/e

ngi

nee

rin

g-te

chn

olo

gy-

pro

gram

s/in

du

stri

al-

des

ign

-tec

hn

olo

gy-

deg

ree

O

ther

:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exam

E

mp

loy

er s

urv

eys

Tra

nsf

er

Oth

er: s

tud

ents

dev

elo

p

thei

r p

ort

foli

o in

th

e D

esig

n S

tud

io I

I co

urs

e

Fac

ult

y

Inte

rnsh

ip /

Pra

ctic

um

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: stu

den

ts d

evel

op

th

eir

po

rtfo

lio

in t

he

Des

ign

Stu

dio

II

cou

rse

Pro

cess

: Yea

rly

rev

iew

of

dat

a

Th

is i

s a

new

deg

ree

pro

gram

th

at la

un

ched

Fal

l 2

01

5. T

he

firs

t co

ho

rt w

ill g

rad

uat

e Sp

rin

g 2

01

7.

Oct

20

15

25

. In

form

ati

on

T

ech

no

log

y

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

Oth

er: S

taff

Dri

ve

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

:

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: Y

earl

y r

evie

w o

f d

ata

We

hav

e ch

ange

d o

ur

En

glis

h e

lect

ive

to r

equ

ire

EN

GL

12

0M

C.

Co

mm

un

icat

ing

Min

dfu

lly

fea

ture

s th

e st

ud

y o

f m

ind

fuln

ess

and

in

corp

ora

tes

min

dfu

lnes

s m

edit

atio

n a

s an

inst

ruct

ion

al m

eth

od

w

hil

e ex

plo

rin

g as

pec

ts o

f co

nte

mp

lati

ve

neu

rosc

ien

ce a

nd

em

oti

on

al i

nte

llig

ence

as

they

re

late

to

eff

ecti

ve

com

mu

nic

atio

n.

As

a re

sult

, st

ud

ents

are

mu

ch b

ette

r at

ob

tain

ing

mea

nin

gfu

l in

tern

ship

s, m

any

of

wh

ich

lead

to

fu

ll-t

ime

emp

loy

men

t.

Spri

ng

20

15

26

. L

an

dsc

ap

e a

nd

E

nv

iro

nm

en

tal

De

sig

n

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

Oth

er:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

: ext

ern

al

exam

iner

s' r

evie

ws

of

stu

den

ts w

ork

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: St

ud

ents

, ext

ern

al r

evie

wer

s P

roce

ss: Y

earl

y r

evie

w o

f d

ata

Co

nti

nu

ou

s re

alig

nm

ent

of

curr

icu

lum

wit

h t

he

emer

gin

g tr

end

s, s

tud

ents

’ nee

ds,

in

du

stry

nee

ds,

an

d e

mp

loy

ers’

fee

db

ack

No

t ac

cred

ited

P

lan

s to

ex

plo

re

app

rop

riat

e accr

edit

ati

on

27

. L

ibe

ral

Art

s

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//w

ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/lib

eral

-art

s-d

egre

e O

ther

:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

: St

ud

ent

Pro

ject

s C

ou

rse

com

ple

tio

n

Deg

ree

req

uir

emen

ts

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: Y

earl

y r

evie

w o

f d

ata

Cre

atio

n o

f co

nn

ecti

on

s an

d in

tegr

atio

n w

ith

sp

ecia

l to

pic

s co

urs

es, d

evel

op

men

t o

f al

tern

ativ

e co

urs

e d

eliv

ery

met

ho

ds.

An

nu

ally

to

A

cad

emic

A

ffai

rs

28

. L

ibe

ral

Art

s w

ith

a

n E

ng

lish

C

on

cen

tra

tio

n

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//w

ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/lib

eral

-ar

ts/l

iber

al-a

rts-

deg

ree-

con

cen

trat

ion

-en

glis

h

Oth

er:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

: Su

cces

sfu

l co

mp

leti

on

of

cou

rsew

ork

is t

he

on

ly

ind

icat

ion

.

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: T

he

Dep

artm

ent

Hea

d r

evie

ws

tran

scri

pt

to in

sure

co

mp

leti

on

of

req

uir

ed c

ou

rsew

ork

b

efo

re g

rad

uat

ion

No

ne

to d

ate.

It

is s

till

a n

ew c

on

cen

trat

ion

. So

far

w

e h

ave

grad

uat

ed o

nly

tw

o s

tud

ents

.

No

rev

iew

h

as y

et

bee

n

con

du

cted

.

29

. M

an

ufa

ctu

rin

g

En

gin

ee

rin

g

Te

chn

olo

gy

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//w

ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/en

gin

eeri

ng-

tech

no

logy

-p

rogr

ams/

man

ufa

ctu

rin

g-en

gin

eeri

ng-

tech

no

logy

-deg

ree

O

ther

:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

: Cap

sto

ne

pro

ject

s w

ith

in c

ou

rses

/lab

s 2

+2

Tra

nsf

er P

rogr

am

UN

H-M

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: C

on

tin

uo

us

Imp

rov

emen

t P

lan

- S

ched

ule

ET

AC

-AB

ET

Co

nti

nu

ou

s Im

pro

vem

ent

Pla

n &

Sc

hed

ule

. Th

ere

is a

sch

edu

led

rev

iew

of

each

ed

uca

tio

nal

ou

tco

me

ov

er t

he

six

yea

r ac

cred

itat

ion

re

vie

w c

ycl

e. P

erfo

rman

ce I

nd

icat

ors

are

rev

iew

ed

for

each

stu

den

t o

utc

om

e. A

ll d

epar

tmen

t fa

cult

y

mee

t ea

ch f

all a

nd

sp

rin

g s

emes

ter

to d

iscu

ss a

nd

re

com

men

d c

han

ges

or

adju

stm

ents

if n

eces

sary

. A

dv

iso

ry B

oar

d a

nn

ual

mee

tin

g is

use

d t

o r

evie

w

fin

din

gs a

nd

rec

om

men

dat

ion

s. F

inal

ch

ange

s ar

e m

ade

and

a r

evie

w t

akes

pla

ce d

uri

ng

the

foll

ow

ing

cycl

e.

rev

iew

ed

9-2

01

2

30

.

Ma

the

ma

tics

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t /P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

Oth

er: A

cad

emic

Fo

rm

A-5

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exam

E

mp

loy

er s

urv

eys

Tra

nsf

er

Oth

er:

Fac

ult

y

Inte

rnsh

ip /

Pra

ctic

um

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: U

po

n c

om

ple

tio

n o

f th

e ca

pst

on

e co

urs

e o

r in

tern

ship

Th

e p

rogr

am r

equ

irem

ents

wer

e ch

ange

d f

rom

th

ree

sem

este

rs o

f ca

lcu

lus-

bas

ed p

hy

sics

to

tw

o

sem

este

rs w

ith

an

op

tio

n t

o t

ake

a th

ird

sem

este

r o

r to

rep

lace

th

e p

hy

sics

co

urs

e w

ith

a p

ost

-in

tro

du

cto

ry-l

evel

sci

ence

co

urs

e.

Ap

ril 2

01

5

31

. M

ech

an

ica

l E

ng

ine

eri

ng

T

ech

no

log

y

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//w

ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/en

gin

eeri

ng-

tech

no

logy

-p

rogr

ams/

mec

han

ical

-en

gin

eeri

ng-

tech

no

logy

-deg

ree

O

ther

:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

: Cap

sto

ne

Pro

ject

s w

ith

in c

ou

rses

/lab

s 2

+2

Tra

nsf

er P

rogr

am

UN

H-M

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: C

on

tin

uo

us

Imp

rov

emen

t P

lan

- S

ched

ule

ET

AC

-AB

ET

Co

nti

nu

ou

s Im

pro

vem

ent

Pla

n &

Sc

hed

ule

. Th

ere

is a

sch

edu

led

rev

iew

of

each

ed

uca

tio

nal

ou

tco

me

ov

er t

he

six

yea

r ac

cred

itat

ion

re

vie

w c

ycl

e. P

erfo

rman

ce I

nd

icat

ors

are

rev

iew

ed

for

each

stu

den

t o

utc

om

e. A

ll d

epar

tmen

t fa

cult

y

mee

t ea

ch f

all a

nd

sp

rin

g s

emes

ter

to d

iscu

ss a

nd

re

com

men

d c

han

ges

or

adju

stm

ents

if n

eces

sary

. A

dv

iso

ry B

oar

d a

nn

ual

mee

tin

g is

use

d t

o r

evie

w

fin

din

gs a

nd

rec

om

men

dat

ion

s. F

inal

ch

ange

s ar

e m

ade

and

a r

evie

w t

akes

pla

ce d

uri

ng

the

foll

ow

ing

cycl

e.

rev

iew

ed

9-2

01

2

32

. N

urs

ing

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t /P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

Oth

er:

Cli

nic

al

Per

form

ance

E

val

uat

ion

To

ol

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

Exa

m -

NC

LE

X

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

: C

lin

ical

Per

form

ance

; E

xam

s /C

ou

rse

Gra

de;

A

TI

Co

nte

nt

Mas

tery

Se

ries

Ass

essm

ents

; AT

I C

om

pre

hen

siv

e P

red

icto

r A

sses

smen

t; S

enio

r E

xit

Surv

ey;

Gra

du

ate

Su

rvey

; E

mp

loy

er S

urv

eys

Fac

ult

y

In

tern

ship

/P

ract

icu

m S

up

erv

iso

r D

epar

tmen

t H

ead

P

rogr

am C

oo

rdin

ato

r A

cad

emic

Aff

airs

A

dv

iso

ry B

oar

d

Oth

er:

Pro

cess

: A

Sy

stem

atic

Pro

gram

fo

r E

val

uat

ion

is u

sed

; Dat

a in

terp

rete

d b

y a

ssig

ned

fac

ult

y: C

ou

rse,

cli

nic

al

and

AT

I p

erfo

rman

ce a

sses

sed

at

end

of

ever

y

sem

este

r;

Sen

ior

Exi

t Su

rvey

s d

istr

ibu

ted

in

Ap

ril;

Gra

du

ate

Surv

eys

sen

t in

No

vem

ber

; Em

plo

yer

su

rvey

s se

nt

in F

ebru

ary

; N

CL

EX

-RN

Lic

ensu

re E

xam

Res

ult

s re

vie

wed

in

July

, Oct

ob

er, a

nd

Jan

uar

y.

20

13

- F

irst

dec

lin

e o

f N

CL

EX

fir

st-t

ime

pas

s ra

tes-

F

ocu

s w

as t

o im

ple

men

t in

no

vat

ive

stra

tegi

es t

o

incr

ease

pas

s ra

tes:

U

tili

ze e

xam

map

s b

ased

up

on

Blo

om

's t

axo

no

my

, fo

r ea

ch c

ou

rse,

wh

ich

incr

ease

in c

om

ple

xity

as

pro

gram

pro

gres

ses.

Ja

nu

ary

20

14

- Im

ple

men

ted

AT

I P

roct

ore

d

Ass

essm

ent

Po

licy

wit

h r

equ

ired

AT

I as

sess

men

t fo

r ea

ch c

ou

rse.

Set

AT

I B

ench

mar

ks

of

Pro

fici

ency

L

evel

2 f

or

req

uir

ed C

on

ten

t M

aste

ry S

erie

s A

sses

smen

ts a

nd

70

.7%

fo

r C

om

pre

hen

siv

e P

red

icto

r.

Jan

uar

y 2

01

4-

Po

licy

fo

r n

o r

ou

nd

ing

up

of

grad

es.

Au

gust

20

14

- P

assi

ng

grad

e in

crea

sed

fro

m 7

0%

to

7

4%

wit

h n

o r

ou

nd

ing

up

of

fin

al n

um

eric

co

urs

e gr

ade.

F

acu

lty

Pro

fess

ion

al D

evel

op

men

t- T

est

Blu

epri

nt

wo

rksh

op

, Tes

t It

em W

riti

ng

Sim

pli

fied

wo

rksh

op

; N

urs

eTim

su

bsc

rip

tio

n p

urc

has

ed f

or

all f

acu

lty

. D

evel

op

ed F

acu

lty

Men

tori

ng

To

olk

it f

or

new

fa

cult

y.

Imp

lem

ente

d F

acu

lty

Rem

edia

tio

n/T

uto

rin

g-

1

ho

ur/

wee

k.

En

han

ced

Fac

ult

y A

dv

iso

r ro

le a

nd

cre

ated

Stu

den

t Se

lf-C

hec

kli

st f

or

Succ

ess-

incr

ease

d c

on

tact

wit

h

stu

den

ts, c

hec

kli

st d

evel

op

ed t

o p

rom

ote

stu

den

t su

cces

s.

Co

nti

nu

ed P

eer

Men

tori

ng

Pro

gram

- Se

nio

rs m

ento

r fr

esh

men

. O

ffer

ed o

pti

on

al N

CL

EX

rev

iew

co

urs

e o

n c

amp

us.

In

crea

sed

fo

cus

of

con

ten

t o

n P

har

mac

olo

gy,

Lab

/Dia

gn

ost

ic t

ests

, Bas

ic c

are

and

co

mfo

rt.

Cre

ated

Sen

ior

Exi

t Su

rvey

in

20

14

to

gat

her

im

med

iate

dat

a o

n p

rogr

am s

atis

fact

ion

an

d

mee

tin

g p

rogr

am s

tud

ent

lear

nin

g o

utc

om

es;

dis

trib

ute

d e

ver

y A

pri

l.

Feb

ruar

y

20

16

: R

eacc

red

itat

ion

Sit

e V

isit

: N

H B

oar

d

of

Nu

rsin

g (N

HB

ON

) A

ccre

dit

ati

on

C

om

mis

sio

n f

or

Ed

uca

tio

n

in N

urs

ing

(AC

EN

).

33

. O

rth

op

ae

dic

T

ech

no

log

y

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//

ww

w.n

hti

.ed

u/

aca

de

mic

s/p

rog

ram

s-st

ud

y/

he

alt

h-

an

d-s

cie

nce

-p

rog

ram

s/o

rth

op

ae

dic

-te

chn

olo

gy

-d

eg

ree

O

ther

:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

:

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: Acc

red

itat

ion

Age

ncy

P

roce

ss: A

nn

ual

ou

tco

mes

ass

essm

ent

Ad

dit

ion

of

Ass

oci

ates

Deg

ree.

A

dd

itio

n o

f st

ud

ent

inv

olv

emen

t in

co

mm

un

ity

. A

dd

itio

n o

f st

ud

ent

inv

olv

emen

t in

pro

fess

ion

al

org

aniz

atio

n.

Stu

den

t in

tern

ship

ho

urs

ext

end

ed.

1/2

01

6

NH

TI

12

/20

15

34

. P

ara

leg

al

Stu

die

s

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//w

ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/ju

stic

eleg

al-

stu

die

s-p

rogr

ams/

par

aleg

al-

stu

die

s

Oth

er:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

:

Fac

ult

y

In

tern

ship

/Pra

ctic

um

S

up

erv

iso

r D

epar

tmen

t H

ead

P

rogr

am C

oo

rdin

ato

r A

cad

emic

Aff

airs

A

dv

iso

ry B

oar

d

Oth

er:

Pro

cess

: Yea

rly

rev

iew

of

dat

a

Mo

re t

rain

ing

fo

r o

ffic

e en

vir

on

men

t. E

lect

ron

ic

form

at o

f fo

rms

nee

ded

fo

r p

lace

men

t an

d

eval

uat

ion

.

Ap

ril 2

01

2

Re-

app

rov

al

Feb

ruar

y

20

15

In

teri

m

Rep

ort

35

. P

ara

me

dic

E

me

rge

ncy

M

ed

icin

e

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

//w

ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/hea

lth

-an

d-

scie

nce

-p

rogr

ams/

par

amed

ic-

emer

gen

cy-m

edic

ine-

deg

ree

O

ther

:

C

apst

on

e co

urs

e P

ort

foli

o r

evie

w

In

tern

ship

, Co

-op

;

fi

eld

wo

rk

Lic

ensu

re o

r in

du

stry

e

xam

E

mp

loy

er s

urv

eys

Tra

nsf

er

Oth

er:

Fac

ult

y

In

tern

ship

/Pra

ctic

um

S

up

erv

iso

r D

epar

tmen

t H

ead

P

rogr

am C

oo

rdin

ato

r A

cad

emic

Aff

airs

A

dv

iso

ry B

oar

d

Oth

er: M

edic

al D

irec

tor

Pro

cess

: Yea

rly

rev

iew

of

dat

a

Incr

ease

car

dio

logy

ed

uca

tio

n (

esp

ecia

lly

12

-lea

d)

on

th

e re

com

men

dat

ion

of

grad

uat

e &

em

plo

yee

su

rvey

s M

ake

A&

P I

a p

rere

qu

isit

e (p

ote

nti

al c

han

ge f

or

stu

den

ts e

nte

rin

g 2

01

7)

per

Ad

vis

ory

Bo

ard

20

15

(si

te

vis

it b

y

Co

AE

MSP

fo

r C

AA

HE

P)

36

. R

ad

iati

on

T

he

rap

y

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

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ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/hea

lth

-an

d-

scie

nce

-p

rogr

ams/

rad

iati

on

-th

erap

y-d

egre

e

Oth

er: P

ost

ed w

ith

in

Dep

artm

ent

C

apst

on

e co

urs

e P

ort

foli

o r

evie

w

In

tern

ship

, Co

-op

;

fi

eld

wo

rk

Lic

ensu

re o

r in

du

stry

e

xam

E

mp

loy

er s

urv

eys

Tra

nsf

er

Oth

er: G

rad

uat

e su

rvey

s

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: Acc

red

itat

ion

age

ncy

P

roce

ss: A

nn

ual

ou

tco

mes

ass

essm

ent

Ad

dit

ion

of

on

lin

e su

pp

lem

enta

l lea

rnin

g.

Rev

iew

an

d r

eten

tio

n o

f p

rogr

am m

issi

on

an

d g

oal

s.

Ad

dit

ion

of

stu

den

t in

vo

lvem

ent

in c

om

mu

nit

y.

Ad

dit

ion

of

stu

den

t in

vo

lvem

ent

in p

rofe

ssio

nal

o

rgan

izat

ion

. A

dd

itio

n o

f cl

inic

al s

ites

to

acc

om

mo

dat

e st

ud

ents

in

re

gio

n.

11

/20

15

JR

CE

RT

1

/20

16

N

HT

I

37

. R

ad

iolo

gic

T

ech

no

log

y

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

htt

ps:

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ww

.nh

ti.e

du

/aca

dem

ics/

pro

gra

ms

-stu

dy

/hea

lth

-an

d-

scie

nce

-p

rogr

ams/

rad

iolo

gic-

tech

no

logy

-deg

ree

O

ther

: Po

sted

wit

hin

D

epar

tmen

t

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

: Gra

du

ate

surv

eys

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: Acc

red

itat

ion

age

ncy

P

roce

ss: A

nn

ual

ou

tco

mes

rep

ort

Ch

ange

in

cu

rric

ulu

m o

rder

an

d h

ou

rs w

ith

in

clin

ical

ro

tati

on

. U

pd

ate

of

ou

tco

mes

wit

h a

dd

itio

nal

ass

essm

ent

goal

s.

Rev

iew

an

d u

pd

ate

of

mis

sio

n a

nd

pro

gram

go

als.

11

/20

14

JR

CE

RT

1

/20

16

N

HT

I

38

. R

ob

oti

cs a

nd

A

uto

ma

tio

n

En

gin

ee

rin

g

Te

chn

olo

gy

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

Oth

er:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

: 2+

2 T

ran

sfer

P

rogr

am U

NH

-M

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: C

on

tin

uo

us

Imp

rov

emen

t

Th

is t

wo

yea

r p

rogr

am is

new

. Th

e fi

rst

gro

up

gr

adu

ated

May

20

15

. Th

is p

rogr

am h

as it

s o

wn

A

dv

iso

ry B

oar

d. A

new

2+

2 t

ran

sfer

agr

eem

ent

wit

h

UN

H-M

has

bee

n a

pp

rov

ed. A

BE

T a

ccre

dit

atio

n m

ay

be

sou

gh

t in

th

e n

ear

futu

re. P

rogr

am a

nd

cu

rric

ulu

m c

han

ges

are

mad

e w

ith

in

pu

t fr

om

fa

cult

y, i

nd

ust

ry, a

nd

th

e ad

vis

ory

bo

ard

th

rou

gh

on

goin

g co

nti

nu

ou

s im

pro

vem

ent.

A f

orm

al C

IP is

u

nd

er d

evel

op

men

t.

20

15

39

. V

isu

al

Art

s

Yes

No

Cat

alo

g

Ori

enta

tio

n

Pro

gram

Pam

ph

let

Stu

den

t/P

rogr

am

H

and

bo

ok

S

yll

abu

s W

eb

Oth

er:

Cap

sto

ne

cou

rse

Po

rtfo

lio

rev

iew

I

nte

rnsh

ip, C

o-o

p;

fiel

dw

ork

L

icen

sure

or

ind

ust

ry

exa

m

Em

plo

yer

su

rvey

s T

ran

sfer

O

ther

:

Fac

ult

y

Inte

rnsh

ip/P

ract

icu

m

Su

per

vis

or

Dep

artm

ent

Hea

d

Pro

gram

Co

ord

inat

or

Aca

dem

ic A

ffai

rs

Ad

vis

ory

Bo

ard

O

ther

: P

roce

ss: Y

earl

y r

evie

w o

f d

ata

VR

TS2

90

Cap

sto

ne

Exh

ibit

ion

is a

req

uir

ed c

ou

rse

to c

om

ple

te o

ur

deg

ree

curr

icu

lum

. Ou

r C

apst

on

e re

qu

ires

th

e st

ud

ent

to w

rite

an

art

ist

stat

emen

t,

ind

epen

den

tly

cre

ate

a co

hes

ive

bo

dy

of

wo

rk;

ph

oto

grap

hic

ally

do

cum

ent

the

wo

rk a

nd

po

rtfo

lio

fo

r tr

ansf

er p

urp

ose

s, c

ura

te a

nd

han

g th

e w

ork

fo

r tw

o p

ub

lic

exh

ibit

ion

s, i

ncl

ud

ing

Op

enin

g R

ecep

tio

ns.

Th

is p

ract

ice

read

ies

the

stu

den

t fo

r ex

hib

itio

n p

ract

ice,

pre

sen

tati

on

exp

ecta

tio

ns,

an

d

ho

w t

o a

rtic

ula

te t

hei

r id

eas.

It

also

ser

ves

as

a tr

ansf

er a

nd

sch

ola

rsh

ip a

dv

anta

ge f

or

ou

r gr

adu

ates

.

20

15

OP

TIO

N E

1:

PA

RT

B.

INV

EN

TO

RY

OF

SP

EC

IAL

IZE

D A

ND

PR

OG

RA

M A

CC

RE

DIT

AT

ION

(1)

Pro

fess

ion

al, sp

ecia

lize

d,

Sta

te, o

r

pro

gra

mm

atic

acc

red

itat

ion

s

curr

entl

y h

eld

by t

he

inst

itu

tio

n

(by

ag

ency

or

pro

gra

m n

am

e).

(2)

Dat

e o

f m

ost

rece

nt

accr

edit

atio

n

acti

on

by

eac

h

list

ed a

gen

cy.

(3)

Lis

t k

ey i

ssu

es f

or

con

tin

uin

g a

ccre

dit

atio

n i

den

tifi

ed i

n a

ccre

dit

atio

n

acti

on

let

ter

or

rep

ort

.

(4)

Key

per

form

ance

in

dic

ato

rs a

s re

qu

ired

by a

gen

cy o

r se

lect

ed

by p

rog

ram

(li

cen

sure

, bo

ard, or

bar

pas

s ra

tes;

em

plo

ym

ent

rate

s, e

tc.)

. *

(5)

Dat

e an

d

nat

ure

of

nex

t

sch

edu

led

revie

w.

Acc

red

itat

ion

Co

mm

issi

on

fo

r

Ed

uca

tio

n i

n N

urs

ing

(A

CE

N):

form

erly

Nat

ion

al L

eagu

e fo

r

Nu

rsin

g A

ccre

dit

atio

n

Co

mm

issi

on

(N

LN

AC

)

20

08

Fu

ll a

pp

rov

al f

or

eig

ht

(8)

yea

rs

Are

as N

eedin

g D

evel

op

men

t by

Sta

nd

ard:

Sta

nd

ard I

I: F

acu

lty

Dev

elo

p a

nd

im

ple

men

t st

rate

gie

s to

fac

ilit

ate

the

tim

ely

co

mp

leti

on

of

gra

du

ate

stu

dy f

or

tho

se f

acult

y w

ho

ho

ld l

ess

than

a m

aste

r’s

deg

ree

wit

h a

maj

or

in n

urs

ing

.

Sta

nd

ard I

V:

Cu

rric

ulu

m

C

on

tin

ue

to e

xp

lore

th

e to

tal

cred

its

of

the

Ass

oci

ate

Pro

gra

m t

o 7

2.

Sta

nd

ard V

: R

eso

urc

es

I

mp

lem

ent

stra

teg

ies

to e

nsu

re s

uff

icie

nt

cler

ical

su

pp

ort

fo

r th

e

pro

gra

m.

I

mp

lem

ent

stra

teg

ies

to e

nsu

re a

deq

uat

e ph

ysi

cal

faci

liti

es f

or

the

del

iver

y o

f nu

rsin

g p

rog

ram

s.

Sta

nd

ard V

II:

Ed

uca

tio

nal

Eff

ecti

ven

ess

R

efin

e th

e ev

alu

atio

n t

o e

nsu

re t

hat

all

ex

pec

ted l

evel

s o

f ac

hie

vem

ent

are

wri

tten

in

mea

sura

ble

ter

ms,

an

d t

he

freq

uen

cy o

f as

sess

men

t is

clea

rly s

tate

d.

20

13

Sta

nd

ards

and

Cri

teri

a:

Mis

sio

n &

Ad

min

istr

ativ

e C

apac

ity;

Fac

ult

y &

Sta

ff;

Stu

den

ts;

Cu

rric

ulu

m;

Res

ou

rces

; O

utc

om

es-

stu

den

t le

arn

ing

ou

tco

mes

,

role

-sp

ecif

ic g

radu

ate

com

pet

enci

es,

NL

CE

X-R

N l

icen

sure

per

form

ance

, p

rog

ram

co

mp

leti

on

, g

rad

uat

e pro

gra

m

sati

sfac

tio

n, em

plo

yer

sat

isfa

ctio

n p

rog

ram

; jo

b p

lace

men

t

rate

s. s

atis

fact

ion

Feb

ruar

y 1

7-

19

, 2

01

6

Rea

ccre

dit

atio

n

site

vis

it

Am

eric

an B

ar A

sso

ciat

ion

2

01

2

Inte

rim

Rep

ort

du

e F

ebru

ary 1

5, 2

01

5

Ap

pli

cati

on

fo

r re

-ap

pro

val

incl

ud

ing s

elf-

eval

uat

ion

rep

ort

du

e M

ay 1

5,

20

18

Em

plo

ym

ent

rate

s/co

nti

nu

ed e

du

cati

on

2

01

8

Ass

oci

atio

n o

f C

oll

egia

te

Bu

sin

ess

Sch

oo

ls a

nd

Pro

gra

ms

(AC

BS

P)

20

05

Pro

gra

ms

hav

e sy

stem

atic

eval

uat

ion

pla

ns

wh

ich

ass

ess

stu

den

t le

arn

ing

in l

ine

wit

h t

he

mis

sio

n s

tate

men

t of

the

coll

ege

An

en

d-o

f-p

rog

ram

su

mm

ativ

e as

sess

men

t ex

per

ience

occ

urs

wh

ich

dem

on

stra

tes

wh

at t

he

stu

den

ts h

ave

lear

ned

; ca

n b

e in

th

e fo

rm o

f

cap

sto

ne,

po

rtfo

lio, in

tern

ship

or

pre

sen

tati

on

.

-Gra

du

atio

n r

ates

-Gra

du

ate

Em

plo

ym

ent

-Em

plo

yee

Sat

isfa

ctio

n

-Stu

den

t pu

rsu

it o

f hig

her

deg

ree

Rea

ffir

mat

ion

,

Fal

l, 2

01

6

Co

mm

issi

on

on

Acc

red

itat

ion

of

All

ied

Hea

lth E

du

cati

on

Pro

gra

ms

(CA

AH

EP

)

Oct

. 2

01

5

1 -

Ch

ang

e al

l d

ocu

men

tati

on

fro

m C

oA

ME

SP

to C

AA

HE

P a

s

accr

edit

atio

n b

od

y

2 –

U

se i

tem

anal

ysi

s on

all

maj

or

test

s

3 –

Hir

e as

soci

ate

Med

ical

Dir

ecto

r w

ith

MA

lic

ense

Ret

enti

on

, P

lace

men

t, G

radat

e S

urv

eys,

Em

plo

yer

Su

rvey

s 2

02

0-

202

1 s

ite

vis

it

Co

mm

issi

on

on

Den

tal

Acc

red

itat

ion

(C

OD

A)

2

01

1

No

ne

– A

pp

rov

al w

itho

ut

Rep

ort

ing

Req

uir

emen

ts (

no

rec

om

men

dat

ion

s)

Ind

ust

ry e

xam

– R

adia

tio

n H

ealt

h &

Saf

ety (

RH

S)

exam

pas

s

rate

s, g

rad

uat

ion

rat

es;

inte

rnsh

ip/e

mp

loyer

su

rvey

s 2

01

8 s

ite

vis

it

En

gin

eeri

ng

Tec

hn

olo

gy

Acc

red

itat

ion

Co

mm

issi

on

(ET

AC

) of

the

Acc

redit

atio

n

Bo

ard

fo

r E

ng

inee

ring

and

Tec

hn

olo

gy (

AB

ET

) f

or

Co

mp

ute

r E

ng

inee

ring

Tec

hn

olo

gy

20

12

Pro

cess

fo

r co

llec

tin

g d

ata

to s

up

po

rt c

on

tin

uou

s p

rog

ram

im

pro

vem

ent.

A

BE

T a

ccep

ted

th

e co

rrec

tiv

e ac

tio

n p

lan

su

bm

itte

d f

or

the

CP

ET

pro

gra

m.

2

01

8-2

01

9

En

gin

eeri

ng

Tec

hn

olo

gy

Acc

red

itat

ion

Co

mm

issi

on

(ET

AC

) of

the

Acc

redit

atio

n

Bo

ard

fo

r E

ng

inee

ring

and

Tec

hn

olo

gy (

AB

ET

) fo

r

Ele

ctro

nic

Eng

inee

ring

Tec

hn

olo

gy

20

12

Pro

cess

fo

r co

llec

tin

g d

ata

to s

up

po

rt c

on

tin

uou

s p

rog

ram

im

pro

vem

ent.

A

BE

T a

ccep

ted

th

e co

rrec

tiv

e ac

tio

n p

lan

su

bm

itte

d f

or

the

CP

ET

pro

gra

m.

20

18

-20

19

En

gin

eeri

ng

Tec

hn

olo

gy

Acc

red

itat

ion

Co

mm

issi

on

(ET

AC

) of

the

Acc

redit

atio

n

Bo

ard

fo

r E

ng

inee

ring

and

Tec

hn

olo

gy (

AB

ET

) fo

r

Arc

hit

ectu

ral

En

gin

eeri

ng

Tec

hn

olo

gy

20

12

Th

e E

TA

C o

f A

BE

T n

ote

s a

Pro

gra

m C

on

cern

un

der

Cri

teri

on

7

Fac

ilit

ies

it “

stat

es, “C

lass

roo

ms,

off

ices

, la

bo

rato

ries

, an

d a

sso

ciat

ed

equ

ipm

ent

mu

st b

e ad

equ

ate

to s

up

port

att

ain

men

t of

the

stu

den

t

ou

tco

mes

an

d t

o p

rov

ide

an a

tmo

sph

ere

con

du

civ

e to

lea

rnin

g.”

The

des

ign

stu

dio

in r

oo

m L

-20

4 a

nd

civ

il p

roje

ct l

abo

rato

ry i

n L

-20

5 a

re

bey

on

d t

hei

r ca

pac

ity f

or

the

curr

ent

enro

llm

ent,

mak

ing

thes

e key

faci

liti

es u

nav

aila

ble

fo

r n

eeded

op

en s

tud

io a

nd

pro

ject

lab

ora

tory

tim

e.

Th

e st

ud

io a

nd

pro

ject

lab

ora

tory

are

a m

ult

i-fu

nct

ion

ro

om

s th

at s

erv

e

sev

eral

des

ign

cou

rses

and

lec

ture

cou

rses

, se

rves

as

refe

rence

lib

rari

es,

are

wo

rkin

g s

tud

ios

for

stu

den

t dev

elo

pm

ent

of

pro

ject

ass

ign

men

ts a

nd

pro

vid

e sp

ace

for

stu

den

t pre

sen

tati

ons.

Th

e at

tain

men

t o

f st

ud

ent

ou

tco

mes

in

an

atm

osp

her

e co

nd

uci

ve

to l

earn

ing

cou

ld b

eco

me

inh

ibit

ed

by t

he

lim

ited

acc

ess

at r

easo

nab

le h

ou

rs t

o t

hes

e ro

om

s fo

r co

mp

leti

on

of

assi

gn

ed p

roje

cts.

Th

is f

ind

ing

rem

ain

s a

Co

nce

rn u

nti

l th

e p

rog

ram

pro

vid

es s

uff

icie

nt

labo

rato

ry a

nd

cla

ssro

om

sp

ace

that

su

pp

ort

stu

den

t

ou

tco

me

atta

inm

ent

in a

n a

tmo

sph

ere

con

du

civ

e to

lea

rnin

g.

ET

AC

of

AB

ET

Cri

teri

on

3

Per

form

an

ce I

nd

ica

tors

for

Arch

itect

ura

l E

ng

inee

rin

g

Tec

hn

olo

gy

• S

elec

ts a

pp

rop

riat

e to

ols

an

d te

chn

iqu

es t

o g

ath

er

info

rmat

ion

fo

r S

urv

eyin

g p

rob

lem

s in

clu

din

g e

levat

ions,

dis

tan

ces,

and

mea

sure

men

ts

• U

nd

erst

and

s sk

etch

ing

and

Dra

win

g c

on

ven

tio

ns

• D

isti

ng

uis

hes

bet

wee

n d

esig

n m

eth

od

s an

d l

oad

ing

ori

enta

tio

ns

to s

elec

t m

em

ber

siz

es

• U

ses

com

pu

ter

bas

ed C

AD

so

ftw

are

and

oth

er r

eso

urc

es

effe

ctiv

ely i

n a

ssig

nm

ents

an

d p

roje

cts

• D

isco

ver

s bu

ild

ing

tec

hn

olo

gie

s is

an

exis

tin

g b

uil

din

g

P

repar

es d

etai

ls C

on

st. D

raw

ing

s

• M

od

els

an e

xis

tin

g a

rtif

icia

l li

gh

t des

ign

usi

ng

ener

gy

anal

ysi

s an

d C

AD

so

ftw

are

• E

xam

ines

ap

pro

ach

es t

o s

olv

ing

an e

ng

inee

ring

tec

hn

olo

gy

pro

ble

m i

n o

rder

to

cal

cula

te m

ater

ial

stre

ng

th o

f var

ious

stru

ctu

ral

shap

es.

• U

ses

lab

eq

uip

men

t to

mea

sure

and

tes

t m

ater

ials

fo

r st

ren

gth

eval

uat

ion

s

• M

easu

res

& C

om

par

e n

atu

ral

& a

rtif

icia

l li

gh

tin

g c

on

dit

ion

s

in a

roo

m

• U

nd

erst

and

s th

e to

ols

an

d s

tan

dar

d t

esti

ng

met

ho

ds

use

d t

o

eval

uat

e co

ncr

ete

pro

per

ties

• P

rod

uce

s re

sear

ch i

nfo

rmat

ion

fo

r te

am

• R

eco

gn

izes

par

tici

pan

t ro

les

in a

tea

m s

etti

ng

and

fu

lfil

ls

app

rop

riat

e ro

les

to a

ssu

re t

eam

su

cces

s

• In

teg

rate

s in

pu

t fr

om

all

tea

m m

em

ber

s an

d m

akes

dec

isio

ns

in r

elat

ion

to o

bje

ctiv

e cr

iter

ia a

nd

Sh

ares

in w

ork

of

team

• D

evel

op

s a

un

ifie

d C

AD

bas

ed S

ite

pla

n

• R

eso

lves

a n

ew a

pp

rop

riat

e u

se f

or

an E

xis

tin

g b

uil

din

g,

anal

yzi

ng

Str

uct

ure

& E

ner

gy p

erfo

rman

ce.

• S

elec

ts a

pp

rop

riat

e so

luti

on

to d

esig

n s

imp

le s

truct

ura

l

elem

ents

an

d w

ithin

rea

son

able

con

stra

ints

• P

rese

nts

des

ign

pro

ject

s p

rofe

ssio

nal

ly

• U

tili

zes

wri

tten

, o

ral,

and

gra

ph

ical

co

mm

un

icat

ion

app

rop

riat

e fo

r a

com

bin

ed te

chn

ical

and

no

nte

chn

ical

aud

ien

ce

• C

on

form

s to

ap

pro

pri

ate

tech

nic

al s

tyle

and

fo

rmat

app

rop

riat

e to

the

aud

ien

ce, an

d l

ab r

epo

rt’s

mec

han

ics

and

gra

mm

ar

• E

xp

ress

es a

n a

war

enes

s th

at e

du

cati

on

is

con

tin

uou

s li

felo

ng

20

18

-20

19

pro

cess

esp

ecia

lly

aft

er pre

sen

tati

on

s o

f in

vit

ed g

ues

t sp

eaker

s

fro

m t

he

ind

ust

ry

• R

ead

s, r

evie

ws,

an

d t

ests

usi

ng

sta

nd

ardiz

ed, p

rofe

ssio

nal

,

con

tin

uin

g e

d. st

udy m

ater

ial

fro

m p

rofe

ssio

nal

jou

rnal

s.

• F

ind

s in

form

atio

n r

elev

ant

to p

rob

lem

so

luti

on

wit

ho

ut

gu

idan

ce, fo

r ex

amp

le, b

uil

din

g c

od

es e

tc.

• E

ng

ages

in

wee

kly

des

ign

res

earc

h j

ou

rnal

entr

ies

• K

no

ws

cod

e of

eth

ics

for

the

dis

cip

lin

e

• E

val

uat

e th

e et

hic

al d

imen

sio

ns

of

a p

rob

lem

in t

he

dis

cip

lin

e

• D

efin

e an

d e

val

uat

e a

com

mu

nit

y s

urv

ey

• C

om

ple

tes

work

wit

hin

a g

iven

cou

rse

sched

ule

.

• P

rese

nts

an

alyze

s an

d r

evis

es d

esig

n p

rop

osa

l it

erat

ivel

y

thro

ug

ho

ut

the

sem

este

r fo

r co

nti

nuo

us

imp

rov

em

ent

• E

val

uat

es a

nd

use

tes

t re

sult

s to

im

pro

ve

a d

esig

n

Per

form

an

ce I

nd

ica

tors

fo

r A

rch

itect

ura

l E

ng

inee

rin

g

Tec

hn

olo

gy

Pro

gra

m C

rite

ria

Sec

tio

n, a

–d

• A

nal

yze

s a

spac

e pro

gra

m t

o e

mp

loy c

on

cepts

of

arch

itec

tura

l

theo

ry a

nd

des

ign

to p

rod

uce

a b

uil

din

g d

esig

n

• D

evel

op

s a

bu

ild

ing

pro

ject

pro

gra

m i

n c

on

sult

atio

n w

ith a

“m

od

el c

lien

t”

• U

tili

zes

CA

D s

oft

war

e, p

rod

uce

a c

oo

rdin

ated

set

of

con

stru

ctio

n d

ocu

men

ts

• U

ses

civ

il s

oft

war

e to

cre

ate

and

pro

du

ce a

top

og

raph

ic m

ap

• U

tili

zes

Po

wer

Po

int

to

eff

ecti

vel

y p

rese

nt

and

co

mm

un

icat

e

des

ign

con

cepts

and

des

ign

dev

elop

men

t

• F

oll

ow

s st

and

ard

tes

tin

g p

ract

ices

to

anal

yze

mat

eria

l

pro

per

ties

• U

nd

erst

and

s h

ow

a s

iev

e an

alysi

s ev

alu

ates

so

ils

gra

dat

ion

• Id

enti

fies

an

d U

nd

erst

and

s d

iffe

rence

bet

wee

n a

ssu

mp

tio

ns

&

lab

res

ult

s

• C

on

du

cts

a bu

ild

ing

env

elo

pe

ener

gy a

nal

ysi

s

• G

ath

ers

elev

atio

n a

nd

dim

ensi

on

al d

ata

usi

ng

su

rvey

ing

equ

ipm

ent

• O

pti

miz

es b

uil

din

g o

rien

tati

on

and

lay

ou

t usi

ng

co

mp

ute

r

bas

ed E

ner

gy

Mo

del

ing

so

ftw

are

En

gin

eeri

ng

Tec

hn

olo

gy

Acc

red

itat

ion

Co

mm

issi

on

(ET

AC

) of

the

Acc

redit

atio

n

Bo

ard

fo

r E

ng

inee

ring

and

Tec

hn

olo

gy (

AB

ET

) fo

r

Man

ufa

ctu

ring

and M

echan

ical

En

gin

eeri

ng

Tec

hn

olo

gy

20

12

Co

nti

nuo

us

Imp

rov

emen

t P

lan (

CIP

) –

su

bm

it m

ore

do

cum

enta

tio

n a

nd

dat

a fo

r re

-acc

red

itat

ion

rev

iew

. D

ata

to s

up

po

rt C

IP P

lan

In

teri

m r

epo

rt

du

e 7

-20

16

Join

t R

evie

w C

om

mit

tee

on

Ed

uca

tio

n i

n R

adio

log

ic

Tec

hn

olo

gy (

JRC

ER

T)

-

Dia

gn

ost

ic M

edic

al S

on

og

rap

hy

20

12

No

iss

ues

fo

und

. Jo

b P

lace

men

t R

ate,

Cer

tifi

cati

on

Pas

s R

ate,

Pro

gra

m

Co

mp

leti

on

Rat

e

20

17

Join

t R

evie

w C

om

mit

tee

on

Ed

uca

tio

n i

n R

adio

log

ic

Tec

hn

olo

gy (

JRC

ER

T)

-

Rad

iolo

gic

Tec

hn

olo

gy

20

14

No

iss

ues

fo

und

. Jo

b P

lace

men

t R

ate,

Cer

tifi

cati

on

Pas

s R

ate,

Pro

gra

m

Co

mp

leti

on

Rat

e

20

22

Join

t R

evie

w C

om

mit

tee

on

Ed

uca

tio

n i

n R

adio

log

ic

Tec

hn

olo

gy (

JRC

ER

T)

-

Rad

iati

on

Th

erap

y

20

15

No

iss

ues

fo

und

. Jo

b P

lace

men

t R

ate,

Cer

tifi

cati

on

Pas

s R

ate,

Pro

gra

m

Co

mp

leti

on

Rat

e

20

23

Mas

sach

use

tts

Off

ice

for

EM

S

(OE

MS

) 2

01

4

Co

mp

lete

CO

RI

bac

kg

rou

nd

chec

ks

on

all

fac

ult

y.

NR

Pas

s R

ates

2

01

7

New

Ham

psh

ire

Bo

ard o

f N

urs

ing

(NH

BO

N)

20

07

Fu

ll a

pp

rov

al f

or

fiv

e (5

) yea

rs

No

are

as n

eedin

g d

evel

op

men

t.

Org

aniz

atio

nal

Ru

les

Nu

r 6

00

; R

SA

32

6-B

:4-a

, X

V, R

SA

32

6-

B:2

7;

nat

ion

al n

urs

ing

pro

gra

m a

ccre

dit

atio

n;

NC

LE

X-R

N

lice

nsu

re p

erfo

rman

ce

Feb

ruar

y 1

7-

19

, 2

01

6

Rea

ccre

dit

atio

n

site

vis

it

New

Ham

psh

ire

Dep

artm

ent

of

Ed

uca

tio

n

20

08

No

iss

ues

no

ted

. A

ll s

tan

dar

ds

wer

e m

et.

P

raxis

II

Pas

s ra

tes,

sco

res

on

Stu

den

t T

each

ing

Ev

alu

atio

ns,

surv

eys

of

stu

den

ts a

nd

em

plo

yer

s.

Mar

ch 2

01

7,

full

rev

iew

all

9 p

rog

ram

s

Nat

ion

al B

oar

d f

or

Cer

tifi

cati

on

of

Ort

ho

pae

dic

Tec

hn

olo

gis

ts

(NB

CO

T)

and

Nat

ion

al

Ass

oci

atio

n o

f O

rth

op

aedic

Tec

hn

olo

gis

ts

(NA

OT

)Ort

ho

pae

dic

Tec

hn

olo

gy

20

15

No

iss

ues

fo

und

. C

erti

fica

tio

n P

ass

Rat

e 2

01

7

So

lid

Wo

rks

CA

D C

erti

fica

tio

n

Ex

am

20

15

NH

TI

Lic

ense

d t

o a

dm

inis

ter

Soli

dW

ork

s C

AD

Fun

dam

enta

ls E

xam

–

An

In

du

stry

cre

den

tial

3

-ho

ur

on

lin

e ex

am

An

nu

al

*Rec

ord

res

ult

s o

f k

ey p

erfo

rman

ce in

dic

ato

rs in

fo

rm S

3.

Inst

itu

tio

ns

sele

ctin

g E

1b

sh

ou

ld a

lso

incl

ud

e E

1a.

Appendix C: S Forms

Form S1. RETENTION AND GRADUATION RATES

Student Success Measures/ Prior Performance and Goals

3 Years Prior

(2011)

2 Years Prior

(2012)

1 Year Prior

(2013)

Most Recent Year

(2014) Goal for 2015

IPEDS Retention Data Associate degree students 55% 55% 57% 59% 59%

Bachelors degree students

IPEDS Graduation Data Associate degree students 27% 23% 20% 22% 22%

Bachelors degree students

Other Undergraduate Retention Rates (1) a

b

c

Other Undergraduate Graduation Rates (2) a Associate Degree completion (150%) 24% 24% 23% 23% 23%

b

c

Graduate programs * Retention rates first-to-second year (3)

Graduation rates @ 150% time (4)

Distance Education Course completion rates (5) 80% 80% 79% 81% 81%

Retention rates (6) 40% 45%

Graduation rates (7) 9% 15%

Branch Campus and Instructional Locations Course completion rate (8)

Retention rates (9)

Graduation rates (10)

Definition and Methodology Explanations

1

2 IPEDS 4-Year Average Student Right to Know Completion Rate Calculation, Reported by Year

3

4

5 Course Completion Rates for Online Courses only, section “ZZ”, Reported by Year, calculated by those who Successfully completed the course with a grade of C or better for the course. Does not include students who dropped or withdrew.

6 Online program began Fall 2013. Data reflects only this cohort.

7 Online program began Fall 2013. Data reflects only this cohort.

8

9

10

* An institution offering graduate degrees must complete this portion.

Form S2. OTHER MEASURES OF STUDENT ACHIEVEMENT AND SUCCESS

Measures of Student Achievement and Success/ Institutional Performance and Goals

3 Years Prior

2 Years Prior

1 Year Prior

Most Recent Year

(201_ )

Goal for

201_

Success of Students Pursuing Higher Degree

1

2

3

4

Definition and Methodology Explanations Rates at Which Graduates Pursue Mission-Related Paths (e.g., Peace Corps, Public Service Law)

1

2

3

4

Definition and Methodology Explanations

Rates at Which Students Are Successful in Fields for Which They Were Not Explicitly Prepared

1

2

3

4

Definition and Methodology Explanations Documented Success of Graduates Achieving Other Mission-Explicit Achievement (e.g., Leadership, Spiritual Formation)

1

2

3 Definition and Methodology Explanations Other (Specify Below)

1 2

Definition and Methodology Explanations

Form S3. LICENSURE PASSAGE AND JOB PLACEMENT RATES

3 Years Prior 2 Years Prior

1 Year Prior

Most Recent Year (2014-15)

Goal for 2015-16

State Licensure Passage Rates *

1 TECP Middle School Math Praxis II

0 testers 1/1 100% 0 testers 1/1 100% 100% pass rate with 3

Students

2 TECP Secondary Math Praxis II 2/2 100% 1/1 100% 1/1 100% 0 testers

100% pass rate with 2 Students

3 TECP Chemistry Praxis II 0 testers 0 testers 0 testers 1/1 100%

100% pass rate with 4 Students

4 TECP Life Science Praxis II 2/2 100% 0 testers 0 testers 4/4 100%

100% pass rate with 6 Students

5 TECP Middle Level Science Praxis II

1/1 100% 1/1 100% 0 testers 2/2 100% 100% pass rate with 4

Students

6 TECP Physics Praxis II 1/1 100% 1/1 100% 1/1 100%

100% pass rate with 2 Students

7 NH Dental Hygiene Licensure & NH Jurisprudence Exam

31/31 100% 31/31 100% 31/31 100%

unknown 100%

National Licensure Passage Rates *

1 ARDMS - Diagnostic Medical Sonography

8/9 88% 6/6 100% 6/6 100% 8/8 100% 80%

2 ARRT – Radiation Therapy 5/5 100% 4/4 100% 8/8 100% 5/6 83% 75%

3 ARRT – Radiologic Technology 22/22 100% 22/23 96% 25/28 89% 27/28 96% 75%

4 National Registry of EMTs 9/9 100% 10/10 100% 9/9 100% Testing 5/16 100%

5 NBEOT - Orthopaedic Technology 14/16 88% 15/16 94% 15/16 94% 12/16 75% 80%

6 NCLEX-RN exam 66/66 78.79% 56/58 80.39% 70/71

88.57% Next exam

6/2016

Graduates’ NCLEX pass rate for first-time test taker

will be greater than or equal to the national and

state standard 100% of the time.

7 National Dental Hygiene Board Examination

31/31 100% 31/31 100% 31/31 100%

unknown 100%

8 American Dental Hygiene Exam (formerly Northeast Regional Board Exam)

31/31 100% 27/31 87% 31/31 100%

unknown 100%

Job Placement Rates **

1 Diagnostic Medical Imaging, Professional Certificate, 12 months

9/9 100% 6/6 100% 6/6 100% 8/5 100% 80%

2 Nursing, AS, 6-9 months 70% 96% 96% Next survey

11/2016

80% or greater of the graduating class members

will be employed as a registered nurse within six (6) months of graduating.

3 Orthopaedic Technology, AS 12 months

16/16 100% 12/16 80% 16/16 100% 16/16 100% 80%

4 Paramedic Emergency Medicine, AS 6 months

100% 100% 89% 5/16 Testing 100%

5 Radiation Therapy, AS, 12 months 5/5 100% 4/5 80% 8/5 100% 6/6 100% 80%

6 Radiologic Technology, Professional Certificate, 12 months

22/22 100% 23/23 100% 28/28 100% 28/28 100% 80%

7 Paralegal, AS, 1 year 55% 51% N/A N/A 50%

* For each licensure exam, give the name of the exam above along with the number of students for whom scores are available and the total number of students eligible to take the examination (e.g. National Podiatric Examination, 12/14). In following columns, report the passage rates for students for whom scores are available, along with the institution's goals for succeeding years.

** For each major for which the institution tracks job placement rates, list the degree and major, and the time period following graduation for which the institution is reporting placement success (e.g., Mechanical Engineer, B.S., six months). In the following columns, report the percent of graduates who have jobs in their fields within the specified time.

Institutional Notes of Explanation

a TECP General Special Education *no Praxis II requirement for students*

b TECP ESOL *no Praxis II requirement*

Form S4. COMPLETION AND PLACEMENT RATES FOR SHORT-TERM VOCATIONAL TRAINING PROGRAMS FOR WHICH STUDENTS ARE ELIGIBLE FOR FEDERAL FINANCIAL AID

3 Years Prior 2 Years Prior 1 Year Prior

Most Recent Year (2014-15)

Goal for 2015-16

Completion Rates

E G % E G % E G % E G %

1 Accounting - Advanced 2 2 100% 1 Goal for each program is to increase completion by 1%

2 Accounting - Basic 52 44 85% 14 9 64% 10 4 40% 7 1 14%

3 Addiction Coun./CJ 7 5 71% 4 1 25% 3 0% 4 0%

4 Adv Manufacturing Process 2 2 100% 4 2 50% 17 6 35% 13 2%

5 Autism Early Intervention Supp 13 9 69% 5 2 40% 2 1 50% 13 2 15%

6 Career & Tech. Ed. Alternative 2 2 100% 1 0% 1 0%

7 Coaching 1 1 100% 3 0%

8 Community Social Services 5 3 60% 6 1 17% 4 1 25% 4 0%

9 Computer Aided Design 10 6 60% 4 1 20% 2 1 50% 2 0%

10 Computer Tech Prog 2 0% 1 0%

11 Dental Assisting 59 51 86% 26 21 81% 30 23 77% 18 13 72%

12 Diagnostic Medical Sonography 23 22 96% 4 4 100% 6 5 83% 5 5 100%

13 Early Childhood Education 15 9 60% 9 5 56% 9 1 11% 11 0%

14 Education 6 0% 1 1 100% 2 0% 2 0%

15 Electronic Technology 4 4 100%

16 Event Conference Mngmt. 14 10 71% 4 1 25% 3 1 33% 1 0%

17 Hotel Administration 4 4 100% 2 2 100% 1 0%

18 Information Technology 37 9 24% 30 6 20% 15 2 13% 20 0%

19 Info. Tech. Networking 2 2 100% 1 1 100% 13 1 8% 15 0%

20 Info. Tech. Tech Support 9 2 22% 7 0% 2 0% 7 0%

21 Landscape Design 18 13 72% 7 2 29% 3 1 33% 12 0%

22 Legal Nurse Consultant 15 14 93% 7 6 86% 9 7 78% 2 2 100%

23 Management 23 21 91% 12 8 67% 7 4 57% 7 1 14%

24 Medical Coding 50 32 64% 16 8 50% 18 5 28% 12 2 17%

25 Orthopaedic Technology 28 25 89% 7 7 100% 6 4 67% 5 5 100%

26 Paralegal Studies 21 18 86% 14 7 50% 10 10 100% 12 10 83%

27 Practical Nursing 56 52 93% 12 11 92% 13 12 92% 1 1 100%

28 Radiation Therapy 3 3 100% 2 2 100%

29 Special Education 9 7 78% 8 6 75% 7 4 57% 2 1 50%

30 Sports Mngmt 6 4 67% 1 0% 1 1 100% 2 1 50%

31 Travel & Tourism 4 3 75% 3 2 67% 2 2 100% 1 1 100%

Total/Avg 500

379 77% 209

114 57% 202 98 44% 184 45 29%

E = Enrolled, G = Graduates, % = percentage of graduates to enrolled

Placement Rates **

1

2

3

4

5

6

7

8

9

10

11

* List each short-term vocational training program separately. In the following columns indicate the annual weighted average completion rate for the most recent and two prior years. In the final two columns, list institutional goals for the next two years.

** List each short-term vocational training program separately. In the following columns indicate the annual weighted job placement rate for the most recent and two prior years. In the final two columns, list the institutional goals for the next two years.

Appendix D:

Audited Financial Statement

(FY 2014) and Auditor’s

Management Letter

(A Component Unit of the State of New Hampshire)

FINANCIAL STATEMENTS

June 30, 2014 and 2013

With Independent Auditor's Report

COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Reports on Audits of Financial Statements and Supplemental Information

June 30, 2014 and 2013

Table of Contents

Page(s)

Independent Auditor's Report 1 - 2

Management's Discussion and Analysis (Unaudited) 3 - 7

Statements of Net Position 8

Statements of Revenues, Expenses and Changes in Net Position 9

Statements of Cash Flows 10 - 11

Notes to Financial Statements 12 - 25

INDEPENDENT AUDITOR'S REPORT

The Board of TrusteesCommunity College System of New Hampshire (A Component Unit of the State of New Hampshire)

We have audited the accompanying financial statements of the business-type activities and thediscretely presented component unit of the Community College System of New Hampshire (AComponent Unit of the State of New Hampshire) (CCSNH) as of June 30, 2014 and 2013, and for theyears then ended, and the related notes to the financial statements, which collectively compriseCCSNH's basic financial statements as listed in the table of contents.

Management's Responsibility for the Financial Statements

Management is responsible for the preparation and fair presentation of these financial statements inaccordance with U.S. generally accepted accounting principles; this includes the design,implementation and maintenance of internal control relevant to the preparation and fair presentation offinancial statements that are free from material misstatement, whether due to fraud or error.

Auditor's Responsibility

Our responsibility is to express opinions on these financial statements based on our audits. We did notaudit the financial statements of the discretely presented component unit. Those statements wereaudited by another auditor whose report has been furnished to us, and our opinion, insofar as it relatesto the amounts included for the discretely presented component unit, is based solely on the report ofthe other auditor. We conducted our audits in accordance with U.S. generally accepted auditingstandards. Those standards require that we plan and perform the audit to obtain reasonable assuranceabout whether the financial statements are free from material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures inthe financial statements. The procedures selected depend on the auditor's judgment, including theassessment of the risks of material misstatement of the financial statements, whether due to fraud orerror. In making those risk assessments, the auditor considers internal control relevant to the entity'spreparation and fair presentation of the financial statements in order to design audit procedures that areappropriate in the circumstances, but not for the purpose of expressing an opinion on the effectivenessof the entity's internal control. Accordingly, we express no such opinion. An audit also includesevaluating the appropriateness of accounting policies used and the reasonableness of significantaccounting estimates made by management, as well as evaluating the overall presentation of thefinancial statements.

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis forour audit opinions.

Board of TrusteesCommunity College System of New HampshirePage 2

Opinions

In our opinion, based on our audit and the report of the other auditor, the financial statements referredto above present fairly, in all material respects, the financial position of the business-type activities andthe discretely presented component unit of CCSNH as of June 30, 2014 and 2013, and the respectivechanges in financial position and cash flows thereof for the years then ended, in accordance with U.S.generally accepted accounting principles.

Other Matter

Required Supplementary Information

U.S. generally accepted accounting principles require that management's discussion and analysis onpages 3 through 7 be presented to supplement the basic financial statements. Such information,although not part of the basic financial statements, is required by the Governmental AccountingStandards Board, who considers it to be an essential part of financial reporting for placing the basicfinancial statements in an appropriate operational, economic, or historical context. We have appliedcertain limited procedures to the required supplementary information in accordance with U.S. generallyaccepted auditing standards, which consisted of inquiries of management about the methods ofpreparing the information and comparing the information for consistency with management's responsesto our inquiries, the basic financial statements, and other knowledge we obtained during our audit of thebasic financial statements. We do not express an opinion or provide any assurance on the informationbecause the limited procedures do not provide us with sufficient evidence to express an opinion orprovide any assurance.

Manchester, New HampshireDecember 22, 2014

COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Management's Discussion and Analysis (Unaudited)

June 30, 2014 and 2013

INTRODUCTION

The following Management's Discussion and Analysis (MD&A) includes an analysis of the financialposition and operations of the Community College System of New Hampshire (CCSNH) for the fiscalyears ended June 30, 2014, 2013 and 2012. This discussion is provided by the management ofCCSNH and should be read in conjunction with the financial statements and notes.

The New Hampshire State Legislature, through the passage of Chapter 361, Laws of 2007, establishedCCSNH as a body politic and corporate for the purpose of providing a well-coordinated system of publiccommunity college education. Governance of CCSNH was placed with a single Board of Trusteeswhich serves as its policy making and operationing authority.

CCSNH is a statewide system of seven independent institutions including White Mountains CommunityCollege, Lakes Region Community College, River Valley Community College, NHTI – Concord’sCommunity College, Manchester Community College, Nashua Community College, and Great BayCommunity College, as well as three academic centers in Keene, Littleton, and Rochester. It includesthe Community Colleges of New Hampshire Foundation as a discretely presented non-majorcomponent unit.

CCSNH offers associate degrees, certificates, workforce training, and transfer pathways to over 27,000students.

The Community Colleges of New Hampshire Foundation (the Foundation) is a separate legal entityestablished as a 501(c)(3) corporation. The Foundation’s mission is to provide greater access toeducational opportunities through financial assistance for student scholarships, program development,and enhancements to college facilities. These assets and all activity of the Foundation are included inthe financial statements of CCSNH as a discretely presented component unit. The MD&A includesinformation only for CCSNH, not its component unit. Complete financial statements of the Foundationcan be obtained from CCSNH’s system office.

FINANCIAL STATEMENTS

CCSNH reports its activity as a business-type activity using the full accrual basis of accounting. Theaccrual basis of accounting ensures that all amounts owed to CCSNH and all pending obligations areaccounted for in the appropriate period.

STATEMENTS OF NET POSITION

The statements of net position show the financial position of CCSNH at the end of each fiscal year andincludes all assets and liabilities. The total net position is the difference between the assets andliabilities. Over time, an increase in net position is one indicator of an institution’s financial health.Factors contributing to the financial health reported on the statement of net position include the value ofdepreciated buildings, equipment, and cash and cash equivalents; and current balances of related debtobligations and accrued liabilities. The condensed statements of net position for the past three yearsare shown on the next page.

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Management's Discussion and Analysis (Unaudited)

June 30, 2014 and 2013

June 30,2014 2013 2012

AssetsCurrent $ 22,399,204 $ 27,694,887 $ 19,840,613Net capital 117,615,080 112,010,861 101,664,893Other noncurrent assets 6,873,137 6,865,038 5,398,696

Total assets $146,887,421 $146,570,786 $126,904,202

LiabilitiesCurrent $ 11,308,001 $ 9,948,157 $ 9,919,398Noncurrent 25,787,830 27,860,049 21,531,897

Total liabilities $ 37,095,831 $ 37,808,206 $ 31,451,295

Net positionInvested in capital assets, net of related debt $ 96,041,576 $ 91,022,904 $ 85,128,765Restricted nonexpendable 305,184 150,856 154,697Restricted expendable 3,784,814 2,737,447 1,981,581Unrestricted 9,660,016 14,851,373 8,187,864

Total net position $109,791,590 $108,762,580 $ 95,452,907

The major components of assets are cash and cash equivalents and net property and equipment. In2014, overall assets increased by $316,635 driven by an increase in net property and equipment.CCSNH’s largest liability in 2014 was long-term debt. Overall, liabilities decreased by $712,375 drivenby a decrease in noncurrent accounts payable and accrued liabilities. In total, CCSNH’s net positionincreased by $1,029,010 in 2014.

CCSNH experienced a very productive 2013 in terms of its capital projects. Total assets and liabilitiesincreased significantly driven by an increase in net capital assets. Net capital assets increased by$10.3 million, while total assets increased by $19.7 million. Liabilities increased by $6.4 million drivenby this capital activity.

In 2012, net position increased significantly due to the passage of Chapter 199, Laws of 2011, whichtransferred ownership of all the property used by CCSNH from the State of New Hampshire (the State)to CCSNH. The transfer is included in the Statement of Revenues, Expenses and Changes in NetPosition for the year ended June 30, 2012 as an increase to the net position of CCSNH. The capitalassets recognized in the transfer were from two separate pools, those assets meeting the State’scapitalization policy with a net book value of $71,123,625, and those capital assets with costs that areless than the State's capitalization threshold, but are considered capital assets under CCSNH'scapitalization policy, with a net book value of $5,536,628.

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Management's Discussion and Analysis (Unaudited)

June 30, 2014 and 2013

STATEMENTS OF REVENUES, EXPENSES AND CHANGES IN NET POSITION

This statement reports total operating revenues, operating expenses, nonoperating revenue andexpenses, and the increase in net position for the fiscal years ended June 30, 2014, 2013 and 2012.

Years Ended June 30, 2014 2013 2012

Operating revenuesTuition and fees $ 69,482,905 $ 70,368,968 $ 71,113,729Other revenue 13,582,669 12,377,514 9,392,589

Total operating revenue 83,065,574 82,746,482 80,506,318

Operating expenses Employee compensation and benefits 94,191,293 81,317,456 82,984,137Other operating expenses 36,644,244 30,804,643 25,689,250

Total operating expenses 130,835,537 112,122,099 108,673,387

Operating loss (47,769,963) (29,375,617) (28,167,069)

Nonoperating revenues (expenses) and other changesState appropriations - operating 40,000,000 31,544,352 31,358,244State appropriations - capital 7,022,709 9,106,223 4,550,488Capital grants and contracts 2,771,500 2,840,670 -Transfer from the State of New Hampshire - - 71,123,625Capital assets received below the State's capitalization policy - - 5,536,628Other nonoperating expenses (995,236) (805,955) (861,362)

Nonoperating revenues and other changes, net 48,798,973 42,685,290 111,707,623

Increase in net position 1,029,010 13,309,673 83,540,554

Net position at beginning of year 108,762,580 95,452,907 11,912,353

Net position at end of year $109,791,590 $108,762,580 $ 95,452,907

The majority of CCSNH's revenues come from tuition and fees, which decreased in 2014 and 2013 ascompared to the year ended June 30, 2012 due to declining credits sold. Other revenue includes grantsand contracts and other auxiliary enterprises. Driven by increased grant activity, other revenueincreased each year by $1,205,155 and $2,984,925 during 2014 and 2013, respectively. Overall, totaloperating revenue was up $319,092 in 2014 and $2,240,164 in 2013.

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Management's Discussion and Analysis (Unaudited)

June 30, 2014 and 2013

Like many institutions of higher education, CCSNH is a labor intensive organization, and operatingexpenses are primarily composed of employee compensation and benefits. These expenses were up$12,873,837 in 2014 due to salary increases, higher benefit costs, and new employees, many of whomwere funded by grants. These expenses decreased by $1,666,681 in 2013 due to reductions in staffinginitiated when state appropriations decreased.

Other operating expenses were up $5,839,601 in 2014, due in part to higher depreciation and utilitiescosts. Other operating expenses increased by $5,115,393 from 2012 to 2013. The increase wasreflected in several categories of other expenses. Contractual maintenance on buildings increased by$1.4 million, funding received from the U.S. Department of Labor Trade Adjustment Act – CommunityCollege Career and Training program grant resulted in an increase of $1.3 million, equipmentacquisitions below the capitalization threshold increased by $500,000 and advertising and suppliesincreased significantly.

In nonoperating revenues, our state operating appropriation was up $8,455,468 in 2014, while our statecapital appropriation was down $2,083,514. The state appropriation in 2014 increased as the NewHampshire Legislature and Governor worked to return CCSNH state support to pre-recession levels.Nonoperating expenses were up slightly in 2014. In total, our net nonoperating revenues and otherchanges in net position were up $6,113,683, driven by the higher net appropriations from the State ofNew Hampshire. State operating appropriations were consistent in 2013 and 2012, while our statecapital appropriation increased in 2013 by $4,555,735.

STATEMENTS OF CASH FLOWS

The statements of cash flows summarize transactions involving cash and cash equivalents during eachfiscal year. The statements provide an additional tool to assess the financial health of the institution andits ability to generate future cash flows to meet its obligations.

Years Ended June 30, 2014 2013 2012

Net cash used - operating activities $ (39,063,740) $ (24,249,905) $ (22,248,000)Net cash provided - noncapital financing activities 40,000,000 31,544,352 31,358,244Net cash used - capital and related financing activities (6,688,234) (178,189) (9,013,497)

Net (decrease) increase in cash and cash equivalents (5,751,974) 7,116,258 96,747

Cash and cash equivalents, beginning of year 25,465,394 18,349,136 18,252,389

Cash and cash equivalents, end of year $ 19,713,420 $ 25,465,394 $ 18,349,136

CCSNH maintains the cash position necessary to meet its obligations. The amount of cash on handfluctuates during the year due to the timing of tuition receipts and federal financial aid payments. Cashand cash equivalents decreased by $5,751,974 during 2014 due to increased net cash used foroperating expenses, while tuition and fee revenue declined. In addition, there was a significantdecrease in capital appropriations received from the State of New Hampshire and capital debtborrowings.

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Management's Discussion and Analysis (Unaudited)

June 30, 2014 and 2013

Cash and cash equivalents increased by $7,1116,258 in 2013 driven by increased State of NewHampshire capital appropriations.

CAPITAL ASSETS AND DEBT

CCSNH receives significant funding as part of the State’s capital budget. The funding has allowed forconstruction and renovation at all seven campuses over the past three years. These projects includedmajor construction at Manchester Community College (student center) and Lakes Region CommunityCollege (health and science building). During the years ended June 30, 2014, 2013 and 2012, CCSNHpaid $15,739,016, $16,385,713 and $6,689,044 for capital asset additions, respectively.

Most of CCSNH’s construction projects are paid for by the State through its capital budget. However,certain projects, e.g., dorms, while financed by the State through the capital budget, are paid for byCCSNH. Fees collected from students are used to pay the principal and interest on the bonds used tofund these projects.

CCSNH incurred additional debt amounting to $2 million and $6 million during the years ended June30, 2014 and 2013, respectively. CCSNH did not incur any additional debt during the year ended June30, 2012. During the years ended June 30, 2014, 2013 and 2012, CCSNH paid $1,851,606,$1,548,171 and $1,463,091, respectively, in principal payments on bonds payable and capital leaseobligations.

ECONOMIC OUTLOOK

After many of years of enrollment growth during the recession, CCSNH’s credits sold declined in 2014and were flat in 2014 as the economy and employment improves. CCSNH continues to look for newmarkets for enrollment growth that align with the economic needs of New Hampshire’s industries.CCSNH is working to realign our organizational structure and operating expense base to meet newforecasts for revenue growth.

Over the past few years, CCSNH’s federal grant activity has increased significantly. 2015 will mark theend of the $19.9 million U.S. Department of Labor Trade Adjustment Act – Community College Careerand Training program grant (TAACCCT I), while smaller TAACCCT grant awards will continue over thenext few years.

In 2015, CCSNH will receive a slightly higher appropriation from the State of New Hampshire to supporta reduction in tuition to $200 per credit from $210 per credit. The CCSNH Board of Trustees willcontinue to work with the State of New Hampshire in future budget cycles to support additional tuitionreductions.

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Statements of Net Position

June 30, 2014 and 2013

Community College System ofNew Hampshire

Community Colleges of NewHampshire Foundation

Years Ended June 30, Years Ended June 30,2014 2013 2014 2013

AssetsCurrent assets

Cash and cash equivalents $ 19,713,420 $ 25,465,394 $ 436,110 $ 2,125,236Student accounts receivable 30,788 378,353 - -Other current assets 993,616 335,149 94,009 65,478Grants and contracts receivable 1,661,380 1,515,991 - -

Total current assets 22,399,204 27,694,887 530,119 2,190,714

Noncurrent assetsStudent loans receivable, net 839,317 802,803 - -Due from State of New Hampshire for capital appropriations 3,832,316 3,688,278 - -Capital grants and contracts receivable - 247,453 - -Investments - - 13,794,074 8,730,242Capital assets, net 117,615,080 112,010,861 - -Assets held for sale 2,201,504 2,126,504 - -

Total noncurrent assets 124,488,217 118,875,899 13,794,074 8,730,242

Total assets $ 146,887,421 $ 146,570,786 $ 14,324,193 $ 10,920,956

LiabilitiesCurrent liabilities

Accounts payable and accrued liabilities $ 2,112,039 $ 1,679,456 $ 587,352 $ 227,893Accrued salaries and benefits 5,700,563 5,710,794 - -Deferred revenue and deposits 1,339,149 791,985 - -Current portion of bonds payable 1,868,763 1,713,205 - -Current portion of other liabilities 287,487 52,717 - -

Total current liabilities 11,308,001 9,948,157 587,352 227,893

Noncurrent liabilitiesAccounts payable and accrued liabilities 922,823 3,593,483 - -Accrued salaries and benefits 4,509,289 4,127,431 - -Refundable advances 938,464 917,100 - -Bonds payable 19,297,978 19,166,745 - -Other liabilities 119,276 55,290 - -

Total noncurrent liabilities 25,787,830 27,860,049 - -

Total liabilities 37,095,831 37,808,206 587,352 227,893

Net positionInvested in capital assets, net of related debt 96,041,576 91,022,904 - -Restricted nonexpendable 305,184 150,856 9,890,555 8,507,976Restricted expendable 3,784,814 2,737,447 3,632,659 1,980,811Unrestricted 9,660,016 14,851,373 213,627 204,276

Total net position 109,791,590 108,762,580 13,736,841 10,693,063

Total liabilities and net position $ 146,887,421 $ 146,570,786 $ 14,324,193 $ 10,920,956

The accompanying notes are an integral part of these financial statements.

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Statements of Revenues, Expenses and Changes in Net Position

Years Ended June 30, 2014 and 2013

Community College System of New Hampshire

Community Colleges of NewHampshire Foundation

Years Ended June 30, Years Ended June 30,2014 2013 2014 2013

Operating revenuesTuition and fees $ 70,383,211 $ 71,126,126 $ - $ -Less scholarships (900,306) (757,158) - -

Net tuition and fees 69,482,905 70,368,968 - -

Grants and contracts 7,915,476 5,917,934 - -Contributions - - 1,780,837 685,300Other auxiliary enterprises 2,764,827 2,618,835 - -Other operating revenue 2,902,366 3,840,745 - -

Total operating revenues 83,065,574 82,746,482 1,780,837 685,300

Operating expenses Employee compensation and benefits 94,191,293 81,317,456 - -Other operating expenses 25,826,402 22,053,013 2,089,316 840,516Utilities 3,208,828 2,583,346 - -Depreciation 7,609,014 6,168,284 - -

Total operating expenses 130,835,537 112,122,099 2,089,316 840,516

Operating loss (47,769,963) (29,375,617) (308,479) (155,216)

Nonoperating revenues (expenses)State of New Hampshire appropriations 40,000,000 31,544,352 - -Contributions for long-term purposes - - 1,371,574 57,950Investment gain - - 1,980,683 1,000,072Interest expense on capital debt (995,236) (805,955) - -

Nonoperating revenues, net 39,004,764 30,738,397 3,352,257 1,058,022

(Loss) income before other changesin net position (8,765,199) 1,362,780 3,043,778 902,806

Other changes in net positionState of New Hampshire appropriations for capital expenditures 7,022,709 9,106,223 - -Capital grants and contracts 2,771,500 2,840,670 - -

Total other changes in net position 9,794,209 11,946,893 - -

Increase in net position 1,029,010 13,309,673 3,043,778 902,806

Net position at beginning of year 108,762,580 95,452,907 10,693,063 9,790,257

Net position at end of year $ 109,791,590 $ 108,762,580 $ 13,736,841 $ 10,693,063

The accompanying notes are an integral part of these financial statements.

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Statements of Cash Flows

Years Ended June 30, 2014 and 2013

Community College System of New Hampshire

Community Colleges of NewHampshire Foundation

Years Ended June 30, Years Ended June 30,

2014 2013 2014 2013

Cash flows from operating activities

Tuition and fees $ 70,236,471 $ 70,508,506 $ - $ -

Grants and contracts 7,918,600 4,977,327 - -

Auxiliary enterprises 2,764,827 2,618,835 - -

Contributions received - - 1,752,306 690,603

Payments to suppliers (28,904,301) (23,913,695) (1,729,857) (840,242)

Payments to employees (93,617,155) (82,298,002) - -

Other cash receipts 2,537,818 3,857,124 - -

Net cash (used for) provided byoperating activities (39,063,740) (24,249,905) 22,449 (149,639)

Cash flows from noncapital financing activities

State of New Hampshire appropriations 40,000,000 31,544,352 - -

Contributions for long-term purposes - - 1,371,574 57,950

Net cash provided by noncapitalfinancing activities 40,000,000 31,544,352 1,371,574 57,950

Cash flows from capital and related financing activities

Capital appropriations 6,878,671 9,968,433 - -

Capital grants and contracts received 3,018,953 2,593,217 - -

Purchase of capital assets (15,739,016) (16,385,713) - -

Proceeds from capital debt borrowings 2,000,000 6,000,000 - -

Principal on capital debt and leases (1,851,606) (1,548,171) - -

Interest on capital debt and leases (995,236) (805,955) - -

Net cash used for capital and relatedfinancing activities (6,688,234) (178,189) - -

Cash flows from investing activitiesProceeds from sales and maturities of investments - - 10,137,478 8,469,688

Purchase of investments - - (13,487,331) (7,078,358)

Interest and dividends received - - 266,704 275,755

Net cash (used for) provided byinvesting activities - - (3,083,149) 1,667,085

Net (decrease) increase in cash andcash equivalents (5,751,974) 7,116,258 (1,689,126) 1,575,396

Cash and cash equivalents, beginning of year 25,465,394 18,349,136 2,125,236 549,840

Cash and cash equivalents, end of year $ 19,713,420 $ 25,465,394 $ 436,110 $ 2,125,236

The accompanying notes are an integral part of these financial statements.

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Statements of Cash Flows (Concluded)

Years Ended June 30, 2014 and 2013

Community College System ofNew Hampshire

Community Colleges of NewHampshire Foundation

Years Ended June 30, Years Ended June 30,2014 2013 2014 2013

Reconciliation of operating loss to net cash(used for) provided by operating activities

Operating loss $ (47,769,963) $ (29,375,617) $ (308,479) $ (155,216)Adjustments to reconcile operating loss to

net cash (used for) provided byoperating activities

Depreciation 7,609,014 6,168,284 - -Impairment loss on asset held for sale 217,276 - - -Changes in assets and liabilities

Student accounts receivable 347,565 32,665 - -Other current assets (658,467) 38,879 (28,531) 5,303Student loans receivable (36,514) 45,405 - -Grants receivable (145,389) (809,560) - -Accounts payable and accrued liabilities 432,583 522,863 359,459 274Accrued salaries and benefits 371,627 (780,745) - -Deferred revenue and deposits 547,164 (68,679) - -Refundable advances 21,364 (23,400) - -

Net cash (used for) provided byoperating activities $ (39,063,740) $ (24,249,905) $ 22,449 $ (149,639)

Acquisition of capital assets $ 13,505,509 $ 18,640,756 $ - $ -

Less: acquisition of capital assets included in accounts payable at year-end (922,823) (3,593,483) - -Acquisition of capital assets financed by other long-term liabilities (437,153) - - -

Add: payments on short-term trade accounts used to finance acquisition of capital assets 3,593,483 1,338,440 - -

Payments for the acquisition of capital assets $ 15,739,016 $ 16,385,713 $ - $ -

The accompanying notes are an integral part of these financial statements.

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Notes to Financial Statements

June 30, 2014 and 2013

Nature of Business

The Community College System of New Hampshire (CCSNH) is comprised of the following colleges: • NHTI - Concord's Community College (NHTI)• Manchester Community College (MCC)• Nashua Community College (NCC)• Great Bay Community College (GBCC)• Lakes Region Community College (LRCC)• White Mountains Community College (WMCC)• River Valley Community College (RVCC)

CCSNH's main purpose is to provide a well-coordinated system of public community college education.CCSNH is governed by a single board of trustees with 19 voting members appointed by the Governorand Executive Council. CCSNH funds its operations through tuition, room and board, fees, grants,legacies and gifts, and state appropriations.

Community Colleges of New Hampshire Foundation (the Foundation) is a separate legal entityestablished as a 501(c)(3) corporation. The Foundation is structured to seek and secure private fundsand/or grants in order to supplement the traditional revenue sources of CCSNH. The Foundation’smission is to support CCSNH and make higher education more accessible by providing studentscholarship assistance, facility and staff support programs and improved education facilities. Theseassets and all activity of the Foundation are included in the financial statements of CCSNH as adiscretely presented component unit.

1. Summary of Significant Accounting Policies

Basis of Presentation

The accompanying financial statements have been prepared using the economic resources focusand the accrual basis of accounting in accordance with U.S. generally accepted accountingprinciples, as prescribed by the Governmental Accounting Standards Board (GASB). Revenuesare recorded when earned and expenses are recorded when a liability is incurred, regardless ofthe timing of related cash flows. Grants and similar items are recognized as revenue as soon as alleligibility requirements have been met.

CCSNH has determined that it functions as a business-type activity, as defined by GASB. Theeffect of interfund activity has been eliminated from these financial statements.

CCSNH's policy is to define operating activities in the statement of revenues, expenses andchanges in net position as those that generally result from exchange transactions such as chargesfor services provided to students and for the purchase of goods and services. Certain othertransactions are reported as nonoperating revenues (expenses). These nonoperating revenues(expenses) include CCSNH's operating appropriations from the State, net investment income(loss), gifts received by the Foundation restricted for capital expenditures, and interest expense.

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Notes to Financial Statements

June 30, 2014 and 2013

Cash and Cash Equivalents

Cash and cash equivalents in the statement of cash flows include unrestricted cash which is eitherheld in demand deposit or short-term money market accounts, and highly liquid savings depositsand investments with original maturities of three months or less when purchased.

CCSNH maintains its cash in bank deposit accounts which, at times, may exceed federally insuredlimits. It has not experienced any losses in such accounts. Management believes it is not exposedto any significant risk on cash and cash equivalents.

Student Accounts Receivable

CCSNH extends credit to students in the form of accounts receivable. Accounts receivable arestated at the amount management expects to collect from outstanding balances. CCSNH hasadopted the direct write-off method for probable uncollectible amounts through a charge toearnings and a credit to student accounts receivable based on its assessment of the current statusof individual accounts.

Student Loans Receivable

The Federal Perkins Student Loan Program has provisions for deferment, forbearance andcancellation of the individual loans. Principal payments, interest, and losses due to cancellation areshared by the College and the U.S. Government in proportion to their share of funds provided.Such funds may be reloaned by CCSNH after collection. Amounts advanced by the federalgovernment under this program are ultimately refundable and are classified as federal student loanfunds.

Student loans receivable are stated at their unpaid principal balances adjusted for charge offs andthe allowance for loan losses. Interest income on student loans receivable is recorded whenreceived. CCSNH provides for probable uncollectible amounts through a charge to expense and acredit to the allowance for loan losses based on its assessment of the current status of individualaccounts. Balances that are still outstanding after the College has used reasonable collectionefforts are written off through a charge to the allowance for loan losses and a credit to studentloans receivable. Student loans receivable at June 30, 2014 and 2013 are reported net ofallowance for loan losses of $450,000.

Collections of the student loans receivable may not be used to pay current liabilities, as theproceeds are restricted for making new loans. Accordingly, the student loans receivable arerecorded in the accompanying statements of net position as noncurrent assets.

Grants and Contracts and Capital Appropriations

CCSNH records a receivable and corresponding revenue for these funding sources at the point alleligibility requirements (e.g., allowable costs are incurred) are met.

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Notes to Financial Statements

June 30, 2014 and 2013

Investments

The Foundation carries investments in marketable securities at their fair value. Fair value is basedon unadjusted, quoted prices in active markets for identical assets at the measurement date.Purchased and gifted securities are recorded at fair value on the date of the acquisition or gift, netof any brokerage fees. Realized and unrealized gains and losses on securities in the investmentportfolio are allocated on a specific-identification basis.

Capital Assets

Capital assets are recorded at cost when purchased or constructed and at fair value at date ofdonation. In accordance with CCSNH's capitalization policy, only equipment (including equipmentacquired under capital leases), capital projects and internally generated intangibles with aprojected cost of $5,000 or more are capitalized. Cost for maintenance, repairs and minor renewalsand replacements are expensed as incurred. The costs of library materials are expensed asincurred.

Depreciation and amortization of assets acquired are recorded on a straight-line basis over theestimated useful lives of the related assets, principally as follows:

Buildings 40 yearsBuilding and land improvements 20 yearsEquipment 5 years

When capital assets are retired or otherwise disposed of, the asset and accumulated depreciationaccounts are adjusted and any resulting gain or loss is reflected in the statement of revenues,expenses and changes in net position.

Assets Held for Sale

Assets held for sale are carried at the lower of cost or fair value.

During the year ended June 30, 2013, GBCC entered into a contract for the sale of its formerStratham, New Hampshire campus. As a result, the net book value of the campus, amounting to$2,126,504, was reclassified to assets held for sale. Subsequent to June 30, 2014, the sale of theGBCC property was completed.

Subsequent to June 30, 2014, WMCC entered into an agreement to sell a building and its relatedland for $75,000. As a result, the net book value of the building and land, amounting to $282,453,was reclassified from capital assets to assets held for sale. During the year ended June 30, 2014,CCSNH recorded an impairment loss of $207,453 to adjust the net book value of the asset to fairvalue.

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Notes to Financial Statements

June 30, 2014 and 2013

Deferred Revenue and Deposits

Deferred revenue and deposits consist primarily of deposits and advance payments received fortuition and fees related to certain summer programs and tuition received for the following academicyear. Revenue from summer programs is recognized ratably over the applicable academic periods.

Compensated Absences

Employees earn the right to be compensated during certain absences. The accompanyingstatements of net position reflect an accrual for the amounts earned, including related benefitsultimately payable for such benefit. A portion of this liability is classified as current and representsCCSNH’s estimate of vacation time that will be paid during the next fiscal year to employees.

Refundable Advances

CCSNH participates in the Federal Perkins Loan Program, which is funded through a combinationof federal and institutional resources. The portion of this program that has been funded with federalfunds is ultimately refundable to the U.S. Government upon the termination of CCSNH’sparticipation in the programs. The portion that would be refundable if the programs wereterminated as of June 30, 2014 and 2013, has been included in the accompanying statements ofnet position as a noncurrent liability. The portion of this program that has been funded withinstitutional funds has been classified as restricted - nonexpendable since these funds can only beused on a revolving basis for loans during the time CCSNH participates in the Federal PerkinsLoan Program.

Net Position

GASB requires that resources be classified for accounting purposes into the following four netposition categories:

Invested in capital assets, net of related debt: Capital assets, net of accumulated depreciationand outstanding principal balances of debt attributable to the acquisition, construction, repair orimprovement of those assets.

Restricted - nonexpendable: Net assets subject to externally-imposed conditions that CCSNHmust maintain them in perpetuity.

Restricted - expendable: Net assets whose use is subject to externally-imposed conditions thatcan be fulfilled by the actions of CCSNH or by the passage of time.

Unrestricted: All other categories of net position. Unrestricted net position may be designated byactions of the CCSNH's Board of Trustees.

CCSNH has adopted a policy of generally utilizing restricted, expendable resources, whenavailable, prior to unrestricted resources.

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Notes to Financial Statements

June 30, 2014 and 2013

Net Student Fees

Student tuition, dining, residence, and other fees are presented net of scholarships applied tostudents’ accounts.

Contributions

Contributions are recorded at their fair value at the date of gift. Promises to donate to theFoundation are recorded as receivables and revenues when the Foundation has met all applicableeligibility and time requirements. Contributions to be used for endowment purposes arecategorized as restricted nonexpendable. Other gifts are categorized as currently expendable.Pledges receivable, which are included in other current assets in the statements of net position,are reported net of amounts deemed uncollectible, and after discounting to the present value of theexpected future cash flows. Because of uncertainties with regard to their realizability and valuation,bequests and intentions to give and other conditional promises are not recognized as assets untilthe specified conditions are met.

Contributions of services are recorded if the services create or enhance non-financial assets or theservices are performed by individuals possessing specialized skills and those services wouldnormally need to be purchased if not donated. These services are recorded at their fair value at thetime of contribution.

Income Taxes

The Internal Revenue Service has determined that CCSNH is a wholly-owned instrumentality of theState, and as such is generally exempt from federal income tax.

Use of Estimates in Financial Statement Preparation

The preparation of financial statements in conformity with U.S. generally accepted accountingprinciples requires management to make estimates and assumptions that affect the reportedamounts of assets and liabilities and disclosure of contingent assets and liabilities at the date ofthe financial statements. Estimates also affect the reported amounts of revenues and expensesduring the reporting period. Actual results could differ from those estimates.

2. Cash and Cash Equivalents

Custodial credit risk is the risk that in the event of bank failure, CCSNH’s deposits may not bereturned. Deposits are considered uninsured and uncollateralized if they are not covered bydepository insurance and are (a) uncollateralized, (b) collateralized with securities held by thepledging financial institution, or (c) collateralized with securities held by the pledging financialinstitution’s trust department or agent but not in CCSNH’s name.

As of June 30, 2014 and 2013, CCSNH's uncollateralized uninsured cash and cash equivalentswere approximately $20,300,000 and $26,170,000, respectively. Deposits held in noninterest-bearing transaction accounts are aggregated with any interest-bearing deposits, and the combinedtotal amounts are insured up to the first $250,000 per financial institution.

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Notes to Financial Statements

June 30, 2014 and 2013

3. Capital Assets

Capital asset activity for the year ended June 30, 2014 is summarized below:

BeginningBalance Additions Retirements Transfers

Transferredto Assets

Held for SaleEndingBalance

Land $ 730,729 $ - $ - $ - $ - $ 730,729Construction-in-process 14,811,067 8,675,688 - (14,406,194) - 9,080,561

Total non-depreciable assets 15,541,796 8,675,688 - (14,406,194) - 9,811,290

Land improvements 5,430,076 200,935 - - - 5,631,011Buildings and improvements 145,279,497 - - 14,401,049 (305,355) 159,375,191Equipment 13,546,129 4,628,886 (368,137) 5,145 - 17,812,023

Total depreciable assets 164,255,702 4,829,821 (368,137) 14,406,194 (305,355) 182,818,225

Accumulated depreciation (67,786,637) (7,609,014) 358,314 - 22,902 (75,014,435)

Capital assets, net $112,010,861 $ 5,896,495 $ (9,823) $ - $ (282,453) $117,615,080

Capital asset activity for the year ended June 30, 2013 is summarized below:

BeginningBalance Additions Retirements Transfers

Transferredto Assets

Held for SaleEndingBalance

Land $ 955,729 $ - $ - $ - $ (225,000) $ 730,729Construction-in-process 4,656,693 15,381,733 - (5,227,359) - 14,811,067

Total non-depreciable assets 5,612,422 15,381,733 - (5,227,359) (225,000) 15,541,796

Land improvements 4,067,641 234,150 - 1,373,985 (245,700) 5,430,076Buildings and improvements 148,201,667 317,015 - 3,816,704 (7,055,889) 145,279,497Equipment 11,255,855 2,735,274 (481,670) 36,670 - 13,546,129

Total depreciable assets 163,525,163 3,286,439 (481,670) 5,227,359 (7,301,589) 164,255,702

Accumulated depreciation (67,472,692) (6,168,284) 454,254 - 5,400,085 (67,786,637)

Capital assets, net $101,664,893 $12,499,888 $ (27,416) $ - $ (2,126,504) $112,010,861

- 17 -

COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Notes to Financial Statements

June 30, 2014 and 2013

4. Long-term Liabilities

Changes in long-term liabilities during the year ended June 30, 2014 were as follows:

BeginningBalance Additions Reductions

EndingBalance

CurrentPortion

Accounts payable and accrued liabilities $ 5,272,939 $ 3,034,862 $(5,272,939) $ 3,034,862 $ 2,112,039

Accrued salaries and benefits 9,838,225 371,627 - 10,209,852 5,700,563

Refundable advances 917,100 21,364 - 938,464 -Bonds payable 20,879,950 2,000,000 (1,713,209) 21,166,741 1,868,763Other liabilities 108,007 437,153 (138,397) 406,763 287,487

Long-term liabilities $ 37,016,221 $ 5,865,006 $(7,124,545) $ 35,756,682 $ 9,968,852

Changes in long-term liabilities during the year ended June 30, 2013 were as follows:

BeginningBalance Additions Reductions

EndingBalance

CurrentPortion

Accounts payable and accrued liabilities $ 2,495,033 $ 5,272,939 $(2,495,033) $ 5,272,939 $ 1,679,456

Accrued salaries and benefits 10,618,970 - (780,745) 9,838,225 5,710,794

Refundable advances 940,500 - (23,400) 917,100 -Bonds payable 16,217,359 6,000,000 (1,337,409) 20,879,950 1,713,205Other liabilities 318,769 - (210,762) 108,007 52,717

Long-term liabilities $ 30,590,631 $11,272,939 $(4,847,349) $ 37,016,221 $ 9,156,172

Other Long-Term Liabilities

Future minimum payments under capital leases and other long-term liabilities as of June 30, 2014are as follows:

Year ending June 30: Principal Interest

2015 $ 287,487 $ 13,4212016 29,153 8,4882017 31,572 6,0692018 34,193 3,4482019 24,358 736

The original cost basis of leased capital assets as of June 30, 2014 and 2013, was $454,700 and$1,632,235, respectively. Accumulated depreciation includes $330,940 and $1,572,235 as of June30, 2014 and 2013, for the leased capital assets, respectively.

- 18 -

COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Notes to Financial Statements

June 30, 2014 and 2013

Bonds Payable

Bonds payable consisted of the following at June 30:2014 2013

1994 Series A General Obligation Bonds (original principal of $850,000)Serial bonds maturing through 2015 with annual principal paymentsfrom $28,058 to $33,976 and interest rates from 6.15% to 6.20% $ 28,058 $ 57,882

1995 Series A General Obligation Bonds (original principal of $250,000)Serial bonds maturing in 2016 with a principal payment of $31,712and an interest rate of 5.05% 31,712 31,712

2005 Series A General Obligation Bonds (original principal of $2,300,000)Serial bonds maturing through 2025 with annual principal paymentsfrom $100,000 to $160,000 and interest rates from 3.50% to 4.25% 835,000 940,000

2006 Series A General Obligation Bonds (original principal of $1,703,059)Serial bonds maturing through 2021 with annual principal paymentsfrom $17,185 to $246,814 and interest rates from 4.00% to 4.25% 1,229,888 1,436,793

2008 Series A General Obligation Bonds (original principal of $7,732,622)Serial bonds maturing through 2027 with annual principal paymentsfrom $309,305 to $463,960 and interest rates from 3.375% to 4.00% 4,020,961 4,484,921

2008 Series C General Obligation Bonds (original principal of $2,141,678)Serial bonds maturing through 2028 with annual principal paymentsfrom $0 to $128,504 and interest rates from 4.00% to 5.00% 909,833 1,038,337

2009 Series A General Obligation Bonds (original principal of $5,000,000)Serial bonds maturing through 2029 with annual principal paymentsfrom $200,000 to $300,000 and interest rates from 4.00% to 5.50% 3,800,000 4,100,000

2010 Series A General Obligation Bonds (original principal of $1,996,995)Serial bonds maturing through 2025 with annual principal paymentsfrom $0 to $666,111 and coupon interest rates from 2.00% to 5.00% 1,850,716 1,850,716

2010 Series B General Obligation Bonds (original principal of $1,055,090)Serial bonds maturing through 2020 with annual principal paymentsfrom $115,501 to $150,526 and interest rates from 3.00% to 4.00% 820,573 939,589

2012 Series B General Obligation Bonds (original principal of $6,000,000)Serial bonds maturing through 2032 with annual principal paymentsfrom $240,000 to $360,000 and interest rates from 2.64% to 4.15% 5,640,000 6,000,000

2013 Series B General Obligation Bonds (original principal of $2,000,000)Serial bonds maturing through 2033 with annual principal paymentsfrom $79,763 to $133,446 and interest rates from 4.00% to 4.68% 2,000,000 -

$ 21,166,741 $ 20,879,950

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Notes to Financial Statements

June 30, 2014 and 2013

Principal and interest payments on bonds payable for the next five years and in subsequent five-year periods are as follows at June 30, 2014:

Year ending June 30: Principal Interest Total

2015 $ 1,868,743 $ 976,802 $ 2,845,5452016 1,891,267 884,784 2,776,0512017 1,818,111 737,856 2,555,9672018 1,832,029 656,457 2,488,4862019 1,811,127 565,986 2,377,1132020-2024 6,633,129 1,800,853 8,433,9822025-2029 4,032,778 613,827 4,646,6052030-2034 1,279,557 89,546 1,369,103

$ 21,166,741 $ 6,326,111 $ 27,492,852

Interest expense related to the bonds for the years ended June 30, 2014 and 2013 was $954,625and $765,343, respectively.

5. New Hampshire Retirement System

The New Hampshire Retirement System (NHRS) is a public employee retirement system thatadministers one cost-sharing multiple-employer pension plan (Pension Plan) and four separatecost-sharing multiple-employer postemployment medical subsidy healthcare plans (OPEB Plans).NHRS is qualified as a tax-exempt organization under Sections 401(a) and 501(a) of the InternalRevenue Code. Substantially all full-time state employees, public school teachers andadministrators, permanent firefighters and permanent police officers within the State are eligibleand required to participate in NHRS. The provisions of the Pension Plan and OPEB Plans can beamended only by legislative action taken by the New Hampshire State Legislature pursuant to theauthority granted them under the New Hampshire State Constitution. The payroll for CCSNHemployees covered by NHRS for the years ended June 30, 2014 and 2013 was approximately$47,442,000 and $43,413,000, respectively.

All assets of NHRS are held in a single trust and are available to each group. Funding policies,vesting requirements, contribution requirements and plan assets available to pay benefits aredisclosed in NHRS’s annual report available from NHRS located at 54 Regional Drive, Concord,New Hampshire 03301-8507.

Pension Plan

The NHRS pension plan and trust was established in 1967 by Revised Statutes Annotated (RSA)100-A:2. The Pension Plan is a contributory, defined benefit plan providing service, disability, deathand vested retirement benefits to members and their beneficiaries.

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Notes to Financial Statements

June 30, 2014 and 2013

Effective July 1, 2011, the required contribution rate to NHRS for eligible employees of CCSNHincreased from 5% to 7% of their annual covered compensation. CCSNH makes annualcontributions to the NHRS Pension Plan equal to the amount required by RSA 100-A:16, whichwas 8.4% of covered compensation during the years ended June 30, 2014, 2013, and 2012.CCSNH’s contributions to the NHRS Pension Plan for the years ended June 30, 2014, 2013 and2012 were $4,923,636, $3,688,122, and $3,730,427, respectively, which were equal to its annualrequired contributions.

Contribution requirements for the Pension Plan for the years ended June 30 were as follows:

2014 2013 2012

Employees' contributions $ 3,376,660 $ 3,038,886 $ 2,926,408CCSNH contributions 4,923,636 3,688,122 3,730,427

Total $ 8,300,296 $ 6,727,008 $ 6,656,835

OPEB Plans

Pursuant to RSA 100-A:52, RSA 100-A:52-a and RSA 100-A:52-b, NHRS administers four definedbenefit postemployment medical subsidiary healthcare plans designated in statute by membershiptype. The four plans are Group II Police Officer and Firefighters, Group I Teachers, Group IPolitical Subdivision Employees and Group I State Employees. Collectively, they are referred to asthe OPEB Plans.

The OPEB Plans provide a medical insurance subsidy to qualified retirement members. Themedical subsidy is a payment made by NHRS toward the cost of health insurance for a qualifiedretiree, his/her spouse, and his/her certifiably dependent children with a disability who are living inthe household and being cared for by the retiree. Under specific conditions, the qualifiedbeneficiaries of members who die while in service may also be eligible for the medical subsidy.

Plan members are not required to contribute to the OPEB Plans. CCSNH makes annualcontributions to the OPEB Plans equal to the amount required by RSA 100-A:52, which was 1.6%of covered compensation during the years ended June 30, 2014, 2013 and 2012. CCSNH’scontributions to NHRS for the OPEB Plans for the years ended June 30, 2014, 2013 and 2012were $767,909, $696,535 and $693,054, respectively, which were equal to its annual requiredcontributions.

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Notes to Financial Statements

June 30, 2014 and 2013

6. Contingencies and Commitments

Operating Lease Obligations

CCSNH leases certain equipment and real estate under leases with terms exceeding one year.Future minimum lease payments under non-cancelable operating leases (with initial or remaininglease terms in excess of one year) as of June 30, 2014 are as follows:

Year ending June 30:

2015 $ 826,3202016 469,4842017 303,5612018 131,5142019 10,423

$ 1,741,302

Total expense related to operating leases (with initial or remaining lease terms in excess of oneyear) amounted to $789,594 and $877,348 for the years ended June 30, 2014 and 2013,respectively.

Union Contracts

Substantially all of CCSNH's employees are covered by a collective bargaining agreement and arerepresented by the State Employees' Association of New Hampshire, Inc., which is part of theService Employees International Union Local 1984, CTW, CLC. The current collective bargainingagreement has a period of August 15, 2013 through June 30, 2015.

Certain adjunct faculty of CCSNH are covered by a collective bargaining agreement, separate fromthe agreement described in the previous paragraph, and are represented by the State Employees'Association of New Hampshire, Inc., which is part of the Service Employees International UnionLocal 1984, CTW, CLC. The current collective bargaining agreement has a period of September25, 2013 through June 30, 2016.

Contingencies

CCSNH participates in various federally funded programs. These programs are subject to financialand compliance audits and resolution of identified questioned costs. The amount, if any, ofexpenditures which may be disallowed by the granting agency cannot be determined at this time.

CCSNH is involved in various claims and legal actions arising in the ordinary course of business.The ultimate disposition of these matters is indeterminable, but in the opinion of management, theamount of ultimate liability would not have a significant impact on CCSNH's financial condition.

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Notes to Financial Statements

June 30, 2014 and 2013

CCSNH is also exposed to various risks of loss related to torts; theft of, damage to and destructionof assets; errors and omissions; injuries to employees; and natural disasters. CCSNH managesthese risks through a combination of commercial insurance packages purchased in the name ofCCSNH.

Commitments

CCSNH has entered into various construction contracts. The following commitments are ongoingprojects at June 30, 2014.

Expendedthrough

June 30, 2014Committed

Future Costs

TotalCommitted

Costs of Project

NHTI $ 829,104 $ 682,727 $ 1,511,831MCC 654,453 53,338 707,791NCC 404,145 395,126 799,271GBCC 216,758 330,029 546,787LRCC 129,488 519,818 649,306RVCC 1,913,750 1,183,840 3,097,590

Total $ 4,147,698 $ 3,164,878 $ 7,312,576

At June 30, 2014 and 2013, invoices related to construction projects of $922,823 and $3,593,483,respectively, were included in accounts payable.

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Notes to Financial Statements

June 30, 2014 and 2013

7. Investments - Community Colleges of New Hampshire Foundation

The Foundation has adopted investment and spending policies for endowment assets that attemptto provide a predictable stream of funding to programs supported by its endowment funds whilealso maintaining the purchasing power of those endowment assets over the long-term.Accordingly, the investment process seeks to achieve an after-cost total real rate of return,including investment income as well as capital appreciation, which exceeds the annual distributionwith acceptable levels of risk. Endowment assets are invested in a well-diversified asset mix, whichincludes equity and debt securities, that is intended to result in a consistent inflation-protected rateof return that has sufficient liquidity to make an annual distribution of 4%, while growing the funds ifpossible. Actual returns may vary from this amount. Investment risk is measured in terms of thetotal endowment fund; investment assets and allocation between asset classes and strategies aremanaged to not expose the fund to unacceptable levels of risk.

Investments were comprised of the following at June 30, 2014 and 2013:

2014 2013

EquitiesU.S. large cap $ 3,835,411 $ 2,956,273U.S. mid cap 1,634,421 984,472U.S. small cap 838,843 498,739International developed 1,807,492 418,095Emerging markets 1,229,460 660,174Other - 5,651

Fixed incomeInvestment grade taxable 1,909,880 1,416,352International developed bonds 328,411 159,094Global high yield taxable 553,403 325,200Fixed income other 17,752 182,077

Real estate - public real estate investment trusts 883,845 611,001Tangible assets - commodities 755,156 513,114

Total $ 13,794,074 $ 8,730,242

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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE(A Component Unit of the State of New Hampshire)

Notes to Financial Statements

June 30, 2014 and 2013

The weighted average maturity of the fixed income securities is 11.3 years as of June 30, 2014. Asof June 30, 2014, the Foundation's fixed income securities were rated as follows:

RatingRating

Organization Fair Value

Aaa Moody's $ 541,431Aa Moody's 69,391A Moody's 204,297

Other Moody's 216,326

$ 1,031,445

The fixed income securities rated above include cash equivalents maturing within six months andexclude preferred stocks and fixed income funds.

8. GASB Statement No. 68

GASB Statement No. 68, Accounting and Financial Reporting for Pensions, an amendment ofGASB Statement No. 27, was issued in June 2012. The primary objective of this Statement is toimprove accounting and financial reporting by state and local government employers for pensions.It also improves information provided by state and local government employers about financialsupport for pensions that is provided by other entities. This Statement results from acomprehensive review of the effectiveness of existing standards of accounting and financialreporting for pensions with regard to providing decision-useful information, supportingassessments of accountability and inter-period equity, and creating additional transparency. Theprovisions of this Statement will be effective for CCSNH beginning with its year ending June 30,2015. Management has not currently determined what impact the implementation of this Statementwill have on the financial statements.

- 25 -

Appendix E: NHTI Governance

Wheel

NHTI, Concord’s Community CollegeCollaborative Governance Model

Institute Leadership Team

Individual

VP o

f Stu

dent

Af

fairs

Teams

Teams

Teams

Teams

All Full-Time Faculty

Faculty

Forum

President

Bursar,

Business Office

Chief

Financial

Officer

Associate VP s of A

cademic A

ffairs, Planning,

Research and G

rants, Academ

ic Affairs, A

cademic

Advising, Full-tim

e and adjunct Faculty, Academ

ic Center

for Excellence, Library, Online &

Continuing Education,

Business Training C

enter, Registrar, Technology

Services,Office of C

ross Cultural Education and ESO

L

VP of

Academ

ic

Affairs

President

All Faculty, Staff, Administration and Students,Human Resources, Alumni,Community Partners, Institute Advisory Board

Stud

ents

, Res

iden

ce L

ife,

Coun

selin

g, C

ampu

s Sa

fety,

Heal

th S

ervi

ces,

Ath

letic

s, S

tude

nt L

ife,

Adm

issi

ons,

Fin

anci

al A

id, M

aint

enan

ce

Team

sFigure III.B

Rev. 02/16

Appendix F: Update on CCSNH Enhanced Credit

Transfer Initiative

UPDATE ON THE ENHANCED CREDIT SHARING INITIATIVE

OF THE COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE

DESCRIPTION

In a letter dated August 1, 2013, Dr. Ross Gittell, Chancellor of the Community College System of New Hampshire (CCSNH), presented the Commission on Institutions of Higher Education of the New England Association of Schools and Colleges with information on plans for the CCSNH Enhanced Credit Sharing Initiative. A letter from the Commission dated September 19, 2013, asked that NHTI – Concord’s Community College provide an update on this initiative as a part of its 2016 self-study.

The main objectives of the initiative, as presented in Chancellor Gittell’s letter, are to improve educational access, operational efficiency, and the delivery of educational services statewide. Proposed changes “would enable our smaller rural colleges to sustain their course and program offerings and thus retain their important role in the communities they serve across New Hampshire, as they face budgetary challenges.” Specific goals stated in Chancellor Gittell’s letter include the following:

1) Create a process for common registration; 2) Provide students with useful and timely information on the additional course

options available to them [including] enhanced communication, academic advising and support services, available online and at colleges;

3) Implement common course numbering for similar courses across the system; 4) Make a robust set of common online offerings across CCSNH that effectively

complement classroom instruction; 5) Create and aggregate online course offerings aligned with the competency and

skill requirements of fast-growing New Hampshire employers [that will] draw upon faculty and offerings across CCSNH, and will increase efficiency and access to high-quality, industry-aligned offerings;

6) Centralize the student information system to allow credit and grade information to be available across [the seven CCSNH] colleges, including a system-wide transcript with home college grade point average and CCSNH grade point average information;

7) Develop a new financial model for sharing credit dollars between a student’s home institution and the institution providing the course content. To accomplish goals 1, 2, 4, and 6, the CCSNH Board of Trustees authorized an

investment of approximately $3 million in the System Banner Revitalization (SBR) project. The SBR, undertaken in consultation with Ellucian (the parent company of Banner®), unified the seven separate databases at each CCSNH college. The “new Banner®” went live for Admissions in November 2014, after just over a year of preparation, and in February 2015 for other administrative offices. Faculty and students first used the new Student Information System (SIS) beginning in March 2015 to register

for Summer and Fall 2015 classes. Students and academic advisors are able to access and print an unofficial transcript that reflects all courses taken at any CCSNH college, which has been helpful in identifying whether prerequisites at NHTI have been met by courses taken elsewhere.

In parallel to the unification of the databases, colleges across the System have begun implementing Degree Works™, another Ellucian product that draws on Banner® information to provide academic advising and degree audit information. NHTI is in the process of building the Degree Works™ system and will go live with this new system in the summer of 2016. This will help achieve goal 2 of the initiative.

During the fall of 2013, the CCSNH Vice Presidents of Academic Affairs reviewed a list of about 30 courses that two or more colleges offered in 100% online formats. Working with the faculty at their respective colleges, the Vice Presidents agreed that most of these courses – primarily general education courses such as English Composition, Introduction to Psychology, and Topics in Applied College Mathematics – were similar enough to be designated as “Easy Transfer.” During the summer of 2014, the Vice Presidents met to standardize course prefixes for use in the unified database and reached agreement on most common prefixes. These agreements provided steps toward the accomplishment of goals 3, 4, and 5.

The CCSNH developed a system during the 2013-14 academic year to provide students across the System with information and a common registration process for online course offerings from all colleges. This website, which uses the Flex Reg system in Banner®, is available to students who wish to register for 100% online classes at any CCSNH college. Though current students would most-likely access registration through the regular Student Information System (SIS), the site is an important resource new students who do not have access to the SIS until after they register and are assigned a student identification number. A financial model established that 10% of online revenues would be allocated to the CCSNH System Office to support technical services and the System-wide contract for the Blackboard® learning management system. This has accomplished goal 7.

Today, students are able to register and pay for any course (in any delivery format) at any college from any college, although courses with prerequisites require the student or advisor to speak with appropriate personnel at the college offering the course. A financial aid consortium agreement is required for students receiving federal financial aid. Credits earned at another CCSNH college must be transferred to the student’s home college and meet the requirements of the CCSNH/NHTI policies regarding transfer credit.

APPRAISAL NHTI students now have easy access to information about the courses that are

being offered at all CCSNH colleges from their SIS log-in and have more options for completion of course requirements. Because NHTI did not compile annual data on the numbers of its students accessing courses at other CCSNH colleges (or vice versa) prior to SBR, the college cannot know with assurance whether the ability to access all CCSNH courses has resulted in more cross-college enrollments by NHTI students. During the Fall

2015 semester, 155 students at NHTI were also enrolled at another CCSNH college; 75 students are enrolled at more than one CCSNH college for the Spring 2016 semester.

The aggressive timeline for implementing the SBR portion of this initiative continues to have repercussions for the administrative offices that use Banner® for their daily work. Many processes that were automated in the college’s separate database have required modification to accommodate the unified database, resulting in the need for some previously automated processes to be completed manually until the code for Banner® reports can be rewritten. Staff shortages at the System and college level have meant that rewriting of Banner® reports has not kept up with the need. Because many data codes were changed in the unification process and because users at seven different colleges can enter and alter information, validation of data is an ongoing challenge.

The agreement on common course prefixes has not resulted in a truly common course numbering system. To make it possible to identify which courses are being offered by which college, each course number now ends in a letter that is a college code – e.g., in “BIOL 111C,” the “C” indicates “Concord”; an “N” would indicate Nashua Community College, “G” would indicate Great Bay Community College, etc. This is not always obvious to students who choose to register themselves online, and there have been anecdotal reports of students at one college unintentionally registering for a course at another. Further confusing the registration process is that because course numbers for similar courses have yet to be aligned, courses that have the same prefix and number but different college codes can be mistaken as the same when they are not. For example, BIOL 111C (NHTI) is General Biology I, but BIOL 111(N) (Nashua CC) is Basic Human Anatomy and Physiology, and BIOL 111G (Great Bay CC) is Veterinary Anatomy and Physiology I. Prefix codes for similar courses may be different from college to college. For example, students looking for a marketing course may need to look under “BUS” at one college and ‘MKTG” at another, so students may not always recognize some of their options. Also, the change in the numbering system has required that all articulation agreements and the NHTransfer.org site be updated. NHTI’s portion of the NHTransfer.org site, which is not controlled by NHTI or the CCNSH, is in the process of being updated.

NHTI believes that the implementation of Degree Works™ will provide students and academic advisors with useful tools to improve academic advising and make it less likely for students to register incorrectly. For example, a student who runs a degree audit will learn that Introduction to Sociology does not meet the Humanities requirement before the registering for the course. The parallel implementation of this software with the ongoing SBR project has further burdened an already stretched Registrar’s Office, however.

PROJECTION

NHTI will plan training sessions for academic advisors in the use of Degree Works™ prior to its “go live” date in the summer of 2016.

NHTI will continue to work with CCSNH System Office staff and colleagues at the other CCSNH colleges to resolve issues related to SBR.

Appendix G: List of Workroom

Documents

LIST OF SUPPORTING DOCUMENTS [Note: Documents without links will be available in the workroom.]

STANDARD ONE: MISSION AND PURPOSES

Current NHTI Mission/Vision/Values Statement

https://www.nhti.edu/community-visitors/about-nhti/missionvisionvalues-statement

Previous NHTI Mission/Values/Vision Statement

CCSNH Board of Trustees Mission/Vision/Goals

http://www.ccsnh.edu/about-ccsnh/mission-strategic-plan

Examples of documents in which mission is published.

Examples of departmental mission statements Brookings Institution report Sample articulation agreements NH Dual Admission Program https://www.nhti.edu/dualnh Collective Bargaining Agreement (FT faculty) http://www.ccsnh.edu/human-resources/ccsnh-

employee-and-labor-relations Collective Bargaining Agreement (staff) http://www.ccsnh.edu/human-resources/ccsnh-

employee-and-labor-relations Collective Bargaining Agreement (Adjunct) http://www.ccsnh.edu/human-resources/ccsnh-

employee-and-labor-relations Sexual Harassment Policy Academic Affairs Notices Examples of professional behavior in program outcomes

Educated Person Statement of Philosophy https://www.nhti.edu/community-visitors/about-nhti/educated-person-statement-philosophy

Chancellor’s Innovation Grant information CCSNH Employee Satisfaction Survey 2014 NHTI 2016-2019 Strategic Directions https://www.nhti.edu/sites/default/files/content

/documents/strategic_direction.pdf

STANDARD TWO: PLANNING AND EVALUATION

CCSNH Symposium programs NHTI 2016-2019 Strategic Directions https://www.nhti.edu/sites/default/files/content

/documents/strategic_direction.pdf CCSNH Strategic Goals http://www.ccsnh.edu/about-ccsnh/mission-

strategic-plan Institutional Research Team Charter CCSSE report Sample Admissions reports CCSNH Daily Dashboard myCCSNH (secure website) Collective Bargaining Agreement (FT faculty) http://www.ccsnh.edu/human-resources/ccsnh-

employee-and-labor-relations Collective Bargaining Agreement (staff) http://www.ccsnh.edu/human-resources/ccsnh-

employee-and-labor-relations Collective Bargaining Agreement (Adjunct) http://www.ccsnh.edu/human-resources/ccsnh-

employee-and-labor-relations Previous NHTI strategic plan Examples of employer surveys Facilities plan (Maintenance) Technology Services plan FROGs Team Charter NHTI Mission/Vision/Values Statement https://www.nhti.edu/community-

visitors/about-nhti/missionvisionvalues-statement

Educated Person Statement of Philosophy https://www.nhti.edu/community-visitors/about-nhti/educated-person-statement-philosophy

Examples of graduate surveys Sample program advisory committee minutes Examples of Department Head annual reports Longitudinal Data Report for student cohorts by Department (from VPAA)

Old and new online course evaluations Samples of ANTs minutes Examples of Admissions surveys related to Open House

Examples of Student Affairs surveys related to Orientation

STANDARD THREE: ORGANIZATION AND GOVERNANCE

Authorizing legislation NH RSA 188-F CCSNH Board of Trustees policies http://www.ccsnh.edu/about-ccsnh/board-

policies-system-policies-and-fees CCSNH Board of Trustees bylaws http://www.ccsnh.edu/about-ccsnh/board-

policies-system-policies-and-fees CCSNH Board of Trustees agendas/minutes http://www.ccsnh.edu/board-trustees/meetings-

and-minutes CCSNH System policies http://www.ccsnh.edu/about-ccsnh/board-

policies-system-policies-and-fees Collective Bargaining Agreement (FT faculty) http://www.ccsnh.edu/human-resources/ccsnh-

employee-and-labor-relations Collective Bargaining Agreement (staff) http://www.ccsnh.edu/human-resources/ccsnh-

employee-and-labor-relations Collective Bargaining Agreement (Adjunct) http://www.ccsnh.edu/human-resources/ccsnh-

employee-and-labor-relations Non-Covered Employee Handbook http://www.ccsnh.edu/human-resources/ccsnh-

employee-and-labor-relations NHTI Organizational Charts List of NHTI program advisory committees Institute Advisory Board membership NHTI Team Charters CCSNH Employee Engagement Survey 2014 Employee Handbook/myNHTI Sample job descriptions

STANDARD FOUR: THE ACADEMIC PROGRAM NHTI Mission/Vision/Values Statement https://www.nhti.edu/community-

visitors/about-nhti/missionvisionvalues-statement

Educated Person Statement of Philosophy https://www.nhti.edu/community-visitors/about-nhti/educated-person-statement-philosophy

CCSNH Board of Trustees Mission/Vision/Goals

http://www.ccsnh.edu/about-ccsnh/mission-strategic-plan

Brookings Institution Report Common Course Outline (examples) Syllabus format and examples New degrees and certificates since 2006 Eliminated degrees and certificates since 2006 NHTI Catalog NHTI Course Descriptions NHTI Academic Policies CCSNH Daily Dashboard myCCSNH (secure website) Fall and Spring 2015-16 course schedules Running Start data and documentation eStart data and documentation CCSNH Credit Hour Policy Intent to Graduate Forms CCSNH online Blackboard® training Academic Affairs warning letter Academic Affairs suspension/dismissal letters Sample articulation agreements CCSNH transfer data CCSNH completion data USNH transfer data NHTI online course data NHTransfer.org http://www.nhtransfer.org/ Longitudinal Data Report for student cohorts by Department (from VPAA)

STANDARD FIVE: FACULTY Generic faculty job descriptions Faculty supplemental job descriptions Collective Bargaining Agreement (FT faculty) http://www.ccsnh.edu/human-resources/ccsnh-

employee-and-labor-relations Collective Bargaining Agreement (staff) http://www.ccsnh.edu/human-resources/ccsnh-

employee-and-labor-relations Collective Bargaining Agreement (Adjunct) http://www.ccsnh.edu/human-resources/ccsnh-

employee-and-labor-relations Adjunct Manual Examples of in-house professional development

Faculty Performance Evaluation Classroom Observation Form Professional Development Plan Sample Professional Development Paperwork Report of Professional Development funding Advisors Manual Institutional Research Policy Report on courses taught by FT vs. Adjunct faculty

STANDARD SIX: STUDENTS Academic Advising https://www.nhti.edu/academics/academic-

advising Admissions Office Website https://www.nhti.edu/admissions Admissions Online Application https://www.nhti.edu/admissions/how-

apply/apply-online Alternative Spring Break Flyer Athletic Advising Services Flyer Athletic and Wellness Center Brochures Athletics and Sports Management Semester Reports: years

ATOD Survey Bookstore information https://www.nhti.edu/student-resources/how-do-

i-pay-my-tuition-and-fees/textbooks-supplies Campus Comments (see Standard I) https://www.nhti.edu/newsletter/campus-

comments Career Services webpage https://www.nhti.edu/student-resources/career-

resources CCSSE Results 2014 CFDC Brochure Club/Organization List and Webpage https://www.nhti.edu/student-life/student-

involvement Community Service website https://www.nhti.edu/student-life/student-

involvement/community-service-volunteer-opportunities

Convocation information Counseling and Health Services Program Flyer (year) and brochure

Counseling Office Programs Flyer Counseling and Health Services webpage https://www.nhti.edu/student-life/health-and-

counseling-services Campus Safety website https://www.nhti.edu/student-life/campus-safety Declaration of Candidacy for Student Senate Form (year)

Department of Cross Cultural Studies: Cultural Diversity and ESL Programs

https://www.nhti.edu/docs/esolconvpartweb.pdf

Disability Services brochure Disability Services webpage https://www.nhti.edu/student-resources/where-

can-i-get-help-my-studies/disabilities-services Event Evaluations for a Student Activity Federal Work Study Brochure https://www.nhti.edu/sites/default/files/content/

documents/federalworkstudybrochure.pdf Fitness Center webpage https://www.nhti.edu/student-life/fitness-and-

recreation Financial Aid Handbook (year) http://www.ccsnh.edu/sites/default/files/content/

documents/finaiddocuments/CCSNH20152016StudentFinancialAidHandbook.pdf

Financial Aid webpage https://www.nhti.edu/admissions/financial-aid Financial Aid Application Checklist Food Services website http://www.dineoncampus.com/nhti/ Function Request Form Head Coach Job Duties Health Services Prevention and Education Flyers

IPEDS (year) Enrollment and Completion and Institutional Characteristics

Lynx to Leadership Program Mission/Vision/Values Statement https://www.nhti.edu/community-visitors/about-

nhti/missionvisionvalues-statement CCSNH System Website (link) http://ccnsnh.edu/ NHTI online Catalog https://www.nhti.edu/academics/catalog NHTI Counseling Office “Information for Parents’ brochure

NHTI Criminal Justice Department Student Manual Professional Standards

NHTI Department of Education ED220 Field Experience in Education Handbook

NHTI Emergency Notification System NHTI Family Guide (year) NHTI Human Services/Mental Health Associate Degree Program The Practicum Experience

NHTI Human Services Practicum Experience NHTI Intercollegiate Athletics Brochure NHTI Academic Center for Excellence programs & flyer

NHTI Academic Center for Excellence Yearly Reports

NHTI Wellness Center Satisfaction Survey Form Fall (year)

Orientation Information Flyer Orientation Leader Recruiting Flyer Orientation Training Evaluation Form Parent & Family webpage https://www.nhti.edu/student-life/residence-

life/parent-nook Policies and Procedures Manual for Services Available for Students with Disabilities

Porcelain Post Program Brochures Project Running Start Brochure, Policy

Manual, and related forms Reduce Substance Abuse brochure NHTI Alcohol, and Other Drugs Polices and Smoking Policy

https://www.nhti.edu/student-life/campus-safety/alcohol-and-other-drug-policies

Residence Life House Application (year) https://www.nhti.edu/sites/default/files/content/documents/housingspplicationcontract.pdf https://www.nhti.edu/student-life/residence-life/applying-housing

Resident Assistant (RA Operations Manual) Manual

Retention Records: A Guide for Retention and Disposal of Student Records

Located in Registrar’s Office

Room Reservation Procedure Security Report – Campus safety https://www.nhti.edu/sites/default/files/content/

documents/camps-safety-security-report.pdf Service Learning Brochure SNOB Film Festival Spring (year) Residence Life Report Student Activity Survey Form (year) Student Affairs Assessment Plan Student Affairs Brochure Student Affairs Organization Chart and Sample Supplemental Job Descriptions

Student Guide to Disability Service Student Handbook https://www.nhti.edu/student-life/student-

handbook Student Life and Student Affairs webpage https://www.nhti.edu/student-life Student Travel Information Form Summer Lynx Flyer The Eye (student literary magazine) Transfer Fair information Transition Program Brochure and Application Transfer Agreements Tuition and Fees https://www.nhti.edu/student-resources/how-do-

i-pay-my-tuition-and-fees/tuition-and-fees Volunteer and Work Study Opportunities Flyer https://www.nhti.edu/student-life/student-

involvement/community-service-volunteer-opportunities

Volunteer Programs https://www.nhti.edu/student-life/student-involvement/community-service/community-service-partners

Wellness Fair information Wings of Knowledge program information Student Advisor Manual https://www.nhti.edu/sites/default/files/content/

documents/advisormanual.pdf NHTI Student Code of Conduct Student Ambassador Program Fitness Center Brochure NHTI Student Club Manual Clubs Constitutions 2015

STANDARD SEVEN: LIBRARY AND OTHER INFORMATION RESOURCES Library usage data report Standard Seven Team survey to Department Heads and results

Technology Services Flow Chart Technology Services Staffing Patterns and Job Descriptions

Library Staffing Patterns and Job Descriptions Technology Services strategic goals

STANDARD EIGHT: PHYSICAL AND TECHNOLOGICAL RESOURCES Campus map Room use data NHTI 2016-2019 Strategic Directions https://www.nhti.edu/sites/default/files/content

/documents/strategic_direction.pdf Capital Budget plan Information Security Risk Assessment Audit Information Release Forms Sample Lease Agreement

STANDARD NINE: FINANCIAL RESOURCES Authorizing legislation NH RSA 188-F CCSNH Board of Trustees Administration and Finance policies

http://www.ccsnh.edu/about-ccsnh/board-policies-system-policies-and-fees

CCSNH System Administration and Finance policies

http://www.ccsnh.edu/about-ccsnh/board-policies-system-policies-and-fees

Operating budget Capital budget Perkins grant information TAACCCT IV grant information Financial aid audit information Financial aid information for students Office of Alumni and Development information

Office of Alumni and Development

CCSNH Foundation policies CCSNH Foundation, Code of Ethics, Donor Bill of Rights, Conflict of Interest Policy, Investment and Spending Policy

Financial modeling samples CCSNH annual financial audit https://www.nhti.edu/sites/default/files/content

/documents/CCSNH%206-30-2014_Audited_Financial_Statements.pdf

Winter Fling information Winter Fling

STANDARD TEN: PUBLIC DISCLOSURE Samples of print materials Samples of Campus Comments Cross-Cultural Education report Evidence of public notification of CIHE reaccreditation evaluation

NHTI website https://www.nhti.edu/

STANDARD ELEVEN: INTEGRITY Authorizing legislation

NH RSA 188-F

Board Policies http://www.ccsnh.edu/about-ccsnh/board-policies-system-policies-and-fees

Conflict of Interest (policy 321.07) http://www.ccsnh.edu/sites/default/files/content/documents/Human%20resources%20system%20policies%20part%2012-16-14.pdf

Mission/Vision/Values Statement https://www.nhti.edu/community-visitors/about-nhti/missionvisionvalues-statement

Collective Bargaining Agreements (all) http://www.ccsnh.edu/human-resources/ccsnh-employee-and-labor-relations

Policy Acknowledgements: Information Technology Acceptable Use, Drug-Free Workplace, Sexual Harassment, Domestic Violence in the Workplace, and Statement on Consensual Relationships

Faculty Performance Evaluation Form Employee Handbook myNHTI (secure link) Campus Comments

https://www.nhti.edu/newsletter/campus-comments

The Statement of Professional Ethics published by the American Association of University Professors

http://www.aaup.org/report/statement-professional-ethics

CCSNH Handbook for Administrative, Managerial, Professional, and Operating Support Staff

http://www.ccsnh.edu/sites/default/files/CCSNH%20Employee%20Handbook%20for%20Confidentials_January2016.pdf

Sample departmental/program ethical and professional behaviors handbooks and policies

The Student Code of Conduct and Judicial Policies

https://www.nhti.edu/student-life/campus-safety/student-code-conduct-and-judicial-process

Nursing Department policies related to academic integrity/cheating

Reaccreditation Self-Study 2016

Prepared for the New England Association of Schools and Colleges, Inc, The Commission on Institutions of Higher Education

NHTI, Concord’s Community College

31 College Drive Concord, NH 03301-7412

www.nhti.edu