Welcome to the Community College of Southern Nevada!

Founded in 1971, CCSN guarantees access to a quality education in high-demand professional and technology careers – driven by progressive, faculty-crafted learning environments and state of the art facilities. As Nevada’s largest institution of higher learning, CCSN educates a skilled workforce that has been the foundation of the state’s dynamic economic development, growth and prosperity.

Celebrating our 35th academic year, CCSN is the third largest community college of its kind in the country, serves two-thirds of Nevada’s population, registers over 36,000 students and offers over 3,000 class sections from early morning to late evening, on weekends and via distance education to match the work and life styles of area residents and employers. The college employs 2,500 people, including 500 full-time faculty (29% with doctorates), and 900 part-time instructors while operating three main campuses and 11 academic centers serving four counties.

This accreditation self study process has allowed the institution to examine our policies, procedures, and processes and determine compliance with the Standards. We have been able to identify areas of strength and areas for improvement. With the creation of a new, forward-looking and experienced leadership team, this self study process has served as a catalyst to engage the institution in meaningful conversations and deliberations about the future directions of the College.

The engagement of this self study process has allowed CCSN to strengthen its internal institutional research, outcomes assessment, and strategic planning capacity that now provices powerful performance benchmark measurements and outcomes assessment indicators to usefully track the pace, progress, and direction of CCSN’s continuous institutional improvement process.

We welcome the Northwest Commission on Colleges and Universities to our campus community!!! We’re glad you’re here.

Richard G. CarpenterCCSN President

Sincerely,

Richard G. CarpenterPresident

Community College of Southern Nevada

Las Vegas, Nevada

Comprehensive Accreditation Self-Study Report

Prepared for the Northwest Commission on Colleges and Universities

October 4-6, 2006

Table of Contents

Page 6 Glossary of Terms 9 Preface 14 Executive Summary 17 Standard One 35 Standard Two 90 Standard Three 101 Standard Four 119 Standard Five 142 Standard Six 156 Standard Seven 173 Standard Eight 191 Standard Nine

Acknowledgements

Special thanks to Rhonda Faul who worked tirelessly to compile all the exhibits and appendices for this self study in completion of her internship at the University of Nevada Las Vegas, Department of Higher Education Leadership.

In addition, thanks to the Division of Public and College Relations for its assistance with proofing, editing, and formatting this document, especially Helen Clougherty, John Kuminecz, Denise MacRae, Ron Mason, and David Morgan.

Acronym Definition

AA Associate of ArtsAACRAO American Associate of Collegiate Registrars & Admissions OfficersAAS Associate of Applied ScienceAB Assembly BillAB Associate of BusinessABET Accrediting Board for Engineering and TechnologyACRL Association of College and Research LibrariesACSBP Associate of Collegiate Schools of Business and ProgramsADA Americans with Disability ActAFA Administrative Faculty AssemblyAFB Air Force BaseAGS Associate of General StudiesARSA Academic Research Student AffairsAS Associate of ScienceASC Academic Standards CommitteeASCCSN Associated Students of Community College of Southern NevadaATC Advanced Technology CenterAU Audit

BCR Bibliographic Center for ResearchBoard The Board of RegentsBS Bachelor of ScienceBSDH Bachelor of Science in Dental Hygiene

CA Certificate of AchievementCAP Comprehensive Assessment ProgramCAPE Center for Academic and Professional ExcellenceCAPS Counseling and Psychological ServicesCC Certificate of CompletionCCA Chief Campus AdministratorCCAF Community College of the Air ForceCCEA Clark County Education AssociationCCSD Clark County School DistrictCCSN Community College of Southern NevadaCCSSE Community College Survey of Student EngagementCD Compact DiskCEU Continuing Education UnitCIO Chief Information OfficerCIP Classification of Instructional ProgramsCPA Certified Public AccountantCTL Center for Teaching and Learning

DAC Disability Advisory CommitteeDE Distance EducationDETR Department of Employment Training & RehabilitationDLC Downtown Learning CenterDPSPS Department of Public Safety and Policy ServicesDRC Disability Resource CenterDRI Desert Research Institute

EMT Emergency Medical TechnicianERP Enterprise Resource Planning

ESL English as a Second Language

FASB Financial Accounting Standards BoardFERPA Family Educational Rights and Privacy ActFLS Foreign Language Schools InternationalFoundation CCSN FoundationFTE Full Time Equivalency

GASB Governmental Accounting Standards BoardGED General Education DevelopmentGM General MotorsGVHTC Green Valley High Tech Center

HBRC Henderson Business Resource CenterHR Human ResourcesHTC High Tech Center

ILC Interactive Learning CentersILS Integrated Library ServicesIPEDS Integrated Postsecondary Education Data SystemIR Institutional ResearchIR&P Institutional Research and PlanningISP Internet Service ProviderIT Information Technology

LV/CCLD Las Vegas/Clark County Library District

MAP Manufacturers Assistance ProgramMIT Massachusetts Institute of TechnologyMLS Master’s in Library ScienceMOU Memoranda of UnderstandingMSDS Material Safety Data Sheets

NACUBO National Association of College and University Business OfficersNATE North American Technician ExcellenceNBS Nevada Business ServicesNFCLL National Forum on College Level LearningNISOD National Institute for Staff and Organizational DevelopmentNSC Nevada State CollegeNSHE Nevada System of Higher EducationNWCCU Northwest Commission on Colleges and Universities

O&M Operations and MaintenanceOCLC Online Computer Library CenterOTS Office of Technology Services

PDH Professional Development Hours

SCH Student Credit HourSCS System Computing ServicesSDRPA Southern Desert Regional Policy Academy - AlphaSEVIS Student and Exchange Visitor Information SystemSIS Student Information SystemSPWB State Public Works Board

SSI Student Satisfaction InventorySTEP Student to Teacher Enlistment Program

UALC Utah Academic Library ConsortiumUCCSN University and Community College System of NevadaUNLV University of Nevada, Las VegasUNR University of Nevada, Reno

VOIP Voice-over IPVPAA Vice President for Academic Affairs

WHTC Western High Tech Center

YBP Yankee Book Peddler

Preface �

Community College of Southern NevadaAccreditation Self Study

Preface

This Self Study Report of the Community College of Southern Nevada (CCSN) is submitted to the Northwest Commission on Colleges and Universities (NWCCU) to support the institution’s request for a major substantive change in accreditation status due to approval by the Board of Regents of the Nevada System of Higher Education to offer a baccalaureate degree in Dental Hygiene.

While this Self Study Report views CCSN through various lenses and from different perspectives, not all aspects of the institution’s character and personality could be addressed. Hence, many of the factors that make campus life interesting, challenging, and vibrant are not visible here. Also, just as in recent years the campus has been changing physically because of major construction projects, the institution’s character is also changing as we continually seek to articulate the college’s vision and realize its mission more fully. Because of this process of change, some important aspects of the institution that could not be included in this report will no doubt emerge as areas for discussion during the site visit, affording a welcome opportunity to provide further evidence in support of continuing accreditation.

The Self Study Report then illustrates many of the ways in which the college’s mission is addressed through programs, personnel, and resources. What the Report does not, and cannot, adequately show is the dedication, imagination, and hard work of the individuals and constituencies who meet the daily challenges that enable the college to experience significant achievements.

Self Study Process

In May 2004, CCSN notified NWCCU of a major substantive change in accreditation status due to approval by the Board of Regents of the Nevada System of Higher Education to offer a baccalaureate degree in Dental Hygiene. The Commission notified CCSN of the need to conduct an institutional self study and the process was initiated. President Richard Carpenter approved an Accreditation Steering Committee representing constituencies throughout the college. Hyla Winters, Associate Dean of the Division of Health Sciences was appointed the coordinator of the steering committee. Dr. Ron Baker visited the CCSN campus on October 1, 2004 to orient the steering committee and campus community to the self study process.

Subsequent to that session, the steering committee conducted its first meeting on October 13, 2004. Members were asked to volunteer to chair a subcommittee charged with the evaluation and analysis of compliance to each of the nine standards. The subcommittee chairs then solicited participation from throughout the campus community. A template for reporting evidence of compliance with each element of each standard was developed and the subcommittees were asked to submit their findings on the template.

The overall goal of the steering committee was to produce a thorough self study that resulted in the awarding of a 10 year re-accreditation without an interim focused review. The secondary goal was to instill a philosophy of continual assessment throughout the college.

10 Preface

Subcommittees were requested to report progress to the steering committee throughout the 2004-05 academic year. The steering committee met bi-monthly throughout the 2004-05 academic year and kept the President and administrative staff informed on the evaluation activities. The timetable adopted by the steering committee was:

October 4, 5, 6, 2006 – NWCCU Site Visit July 1, 2006 – Mail self study report to CommissionJune 1, 2006 – Complete the self studyMarch 1, 2006 – Complete third draftNovember 2005 – March 2006 – Review draft materials, identify gaps and need for additional supporting documentationNovember 1, 2005 – Compile data and complete second draftDecember 31, 2005 – End of data collection – Data will be as of 12-31-05May 1, 2005 – Begin the writing process with information completedOctober 2004 – May 2005 – Initiate the self study process to include data collection, development of template for Steering Committee to begin writingOctober 1, 2004 – Conduct orientation of Self Study Steering Committee

At the conclusion of the evaluation process, the steering committee identified the following strengths of CCSN as an institution:

Dedicated faculty and staffStudent centered institutionResponsive administration Increased campus awareness of assessmentCCSN is a major force in workforce preparation for the local communityManaged growth of the institutionState of the art physical facilities

The challenges facing CCSN are:Reliable data systems for collection, retrieval and accountabilityIntegration of all units within the institutionInclusion and communication to all the staffCapacity to meet the needs of an expanding communityTechnologyObtaining adequate funding to acquire space for studentsPrivate sector support

Overall, this self study process has been beneficial to the institution. The enculturation of a philosophy of assessment is evident through the strategic plan, academic plan, benchmarking initiatives, academic program review, and program review within student services. Given the recent stability in the leadership of the organization, this self study process afforded the institution the opportunity to examine current processes and plan for the future. This institutional self study process has strengthened the organization and established the foundation for an environment of continual process improvement.

Preface 11

Major Sources of Data

Because data, facts, opinions, and judgments upon which this report is built have been filtered through the unique perspective of significant stakeholders, CCSN’s self study provides a variety of lenses through which to assess the degree to which the Commission’s criteria are satisfied.

The sources of data to support this self study will be found in the documentation room which is located in Building K, room 108 at the Charleston Campus. Data sources came from Board of Regent’s web site, CCSN’s web site, Professional Staff Handbook, Bylaws and Constitutions of CCSN, CCSN Faculty Senate and Associated Students of CCSN. The Office of Institutional Research provided demographic and statistical data. Each subcommittee drilled through the institution seeking supporting documentation for this self study document. Eligibility Requirements

Authority – The Community College of Southern Nevada was founded in 1971 by the Nevada System of Higher Education to serve a diverse population in southern Nevada through five educational areas: occupational training, university transfer preparation, workforce and economic development programs, developmental education and counseling and guidance. The Nevada State Constitution provides for the control of the NSHE to be vested with the Board of Regents. In 2004, the Board of Regents gave approval to CCSN to offer a baccalaureate degree in Dental Hygiene.Mission and Goals – The mission of CCSN is to implement the mission of the NSHE by identifying the needs of the citizens in southern Nevada and providing educational and support services to meet those needs in the areas of general education, transfer preparation, vocational education, basic skills development, adult education and community service. In meeting the needs of the community it serves, the college provides student-centered services that recognize the uniqueness of the individual, demonstrate excellence, utilize up-to-date facilities, emphasize comprehensive uses of technology, and rely upon the collaborative efforts of the college, the students, and the community. The mission of CCSN is published on the website and the college catalog. The mission and goals are published in the strategic planning framework “A Vision of Blue Skies Ahead”. Institutional Integrity – CCSN publishes a nondiscrimination statement. This statement covers admissions, access, employment and conditions of employment in all college programs and activities. The college remains committed to preserving the integrity of the institution in the midst of the explosive growth in the institution. The college values the integrity of the institution and has included a goal of restoring public confidence in the strategic planning framework. Governing Board – CCSN is governed by an elected Board of Regents. The Board of Regents is a corporate body, legally responsible for CCSN. Much like a corporate board of directors, Nevada’s Board of Regents governs the Nevada System of Higher Education (NSHE). Elected to serve a six-year term, the 13 Regents set policies and approve budgets for Nevada’s entire public system of higher education: four community colleges, one state college, two universities, and one research institute.Chief Executive Officer – The President of CCSN was appointed by the Board of Regents in August 2004. The President of CCSN provides leadership to the institution and has built a stable leadership team to provide direction to this institution.Administration – Since August 2004, the President of CCSN has established an administrative structure to provide stability and direction to the institution. In an environment of shared governance, the President’s Cabinet consists of constituencies representative of faculty, staff, students, main campuses, and the leadership team of Vice Presidents, Legal Counsel, and Chief Information Officer.

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Faculty – The institution employs approximately 500 full time faculty who are qualified by education and experience. Faculty are involved in governance of the institution through Faculty Senate and service on a number of Faculty Senate and All College committees. Faculty are evaluated annually by department chairs and the evaluations are filed in Human Resources as part of the faculty member’s permanent file. Human Resources also maintains applications, resumes, and transcripts on all part time faculty. Professional development for faculty is afforded by CAPE (Center for Academic and Professional Excellence) as well as the office of Vice President Academic Affairs. Educational Program – CCSN offers the Associate of Arts, Associate of Business, Associate of Science, Associate of General Studies, Associate of Applied Science and the Bachelor of Science degree. In addition, CCSN offers a number of Certificates of Achievement in vocational and technical areas. Curricula for the educational programs is supervised by the College Curriculum Committee and published annually in the college catalog. Many of the specialized degree and certificate programs, particularly in the Divisions of Advanced and Applied Technology and Health Sciences are accredited by outside professional accreditation agencies. General Education and Related Instruction – In an effort to provide some structure for all new degrees and certificates of achievement at CCSN, the following construct for degrees and certificates of achievement has been adopted:

CompletionAward NumberofCreditHours GeneralEducationCertificate of Completion <27 Certificate of Achievement 30-39* 9AA/AS/AB/AGS 60-72** 33+AAS 60-72 25-29BS 120-126 38

*Human relations, communication and computation components must exist in all programs of more than 30 semester credit hours awarding a certificate of achievement. This requirement may be met in a variety of ways prescribed by each program. The college catalog identifies the courses that satisfy the communication, computation, and human relations requirement for all certificate programs.

**Transfer degrees are generally between 60 and 65 credit hours. Health science associate degrees are at the high end of this range.

Library and Learning Resources - Library facilities are located on the three main campuses of CCSN (Cheyenne, Charleston, and Henderson). CCSN has received appropriations to construct a classroom/library building on the Charleston Campus to expand capacity. The Libraries are adequately staffed with qualified librarians and support staff. The Libraries are accessible to students through walk-in service, Internet access, and phone consultation. In January 2006, Sungard Higher Education became the college’s provider of information technology services in student labs, network support and security, distance education support, faculty and staff desktops, web support, and academic computing. A multi-year contract for comprehensive services was approved for all IT functions and for distance education.Academic Freedom – CCSN has adopted a policy assuring faculty academic freedom in the classroom, laboratory, and in pursuit of research. Academic freedom is the right of the scholars to freely study, discuss, investigate, teach, and publish. CCSN adheres to the current Academic Freedom Policy adopted by the American Association of University Professors. In addition, the Board of Regents’ Code provides assurance of academic freedom to all faculty in the NSHE.Student Achievement – In the 2006 college catalog, the expected student learning outcomes are published for every degree and certificate of achievement. During academic year 2004-

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Preface 13

05 and 2005-06, the academic departments developed assessment plans to identify the mission, goals, learning outcomes, and assessment strategies for all degrees and certificates. Faculty are assessing program completers and are submitting the results of that assessment in spring 2006 to the Office of Institutional Research. The college has identified the expected learning outcomes for general education and those outcomes will also appear in the 2006 college catalog. As a result of this accreditation self-study process, the college has identified pockets of assessment throughout the institution that have resulted in program improvement and those are documented in this self-study.Admissions - CCSN has an open door admission policy, accepting all high-school graduates or non-graduates who are capable of profiting from postsecondary education. Students with a General Equivalency Diploma (GED) are considered equivalent to high school graduates. The International Center follows the Board of Regents Policy and departmental requirements for admissions to comply with federal visa and SEVIS requirements. Admission requirements to the Bachelor of Science in Dental Hygiene program are published in the catalog, the Health Advisement Office, and on the college web site.Public Information – The college provides information to public constituencies through its web site, college catalog, semester course schedule, and numerous other publications. The Division of Public and College Relations is responsible for reviewing all information for publication to ensure the content is accurate and reflective of the mission and goals of the organization. Financial Resources - Operating budgets are developed annually with the creation of the institution’s base budget which includes ongoing, fixed costs – such as salary projections including legislative approved merit and cost-of-living awards (COLA), fringe benefits (adjusted for State-authorized changes), utilities, insurance, equipment, facility rental, State assessments, and base operating support (recurring departmental operational funding such as printing, copying, supplies, classroom materials, library resources, software, etc.). The legislative appropriations provide allocations to the institution for a two year cycle, with the second year funding providing merit award funds, cost-of-living awards, fringe benefit adjustments, inflationary adjustments, and projected enrollment growth.Financial Accountability - The college has been audited annually by an independent certified public accounting (CPA) firm in accordance with generally accepted auditing standards. The Board of Regents selects the auditing firms and receives their audit reports, including any management letters that are issued. The Board is presented with the external audits for the institutions in December of each year. Institutional Effectiveness – CCSN has developed a Comprehensive Assessment Plan which requires academic departments to develop assessment plans and file assessment reports with the Office of Institutional Research on an annual basis. In addition, the college has adopted a revised academic program review process The purpose of academic program review is to improve the quality of academic programs. The review will provide information about the program, contain an analysis of any strengths and weakness, make recommendations for improvement and, where appropriate, make recommendations. The review will focus on improving the quality of both degree and certificate programs and will contain an evaluation of the need for the program and a cost-benefit analysis of program delivery.Operational Status – CCSN was founded in 1971. CCSN received notification of continuing accreditation status from NWCCU in June 2002. In May 2004, the college submitted a prospectus for a major substantive change based on CCSN’s plan to offer a Bachelor of Science degree in Dental Hygiene. The first cohort of B.S. students graduated in May 2006.Disclosure – CCSN freely disclosed to NWCCU the request for a major substantive change and complies with the annual reporting requirements to the NWCCU.Relationship With The Accreditation Commission – CCSN accepts the standards and related

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14 Executive Summary

Executive Summary

The Community College of Southern Nevada (CCSN) is celebrating 35 years of service to two-thirds of Nevada’s population. As Nevada’s largest institution of higher education, CCSN employs 2,400 people, including 500 full time faculty (29% with doctorates) and 900 part time instructors. The college operates three main campuses, is planning a fourth, and defining the roles and missions of its 12 academic centers in four counties, in a 42,000 square mile area the size of Virginia. Since 1995, CCSN has more than doubled its size in student enrollment and full time faculty. Each semester, CCSN registers over 36,000 students and offers over 3,000 class sections in a 14-hour day, seven days a week, 350 days a year, on weekends, and at anytime via distance education.

As a result of this self study process, faculty and staff conclude that CCSN is a thriving institution of higher education dedicated to providing a quality education to all students who access its services. Teaching and learning remain the hallmarks of this institution and the effort to strive for excellence is evident throughout the institution. This self study process gave this institution the impetus to discover its strengths and to reflect on them, consider its challenges and its areas for further opportunity and improvement, and compile evidence of the effectiveness of the institution.

CCSN continues to make a concerted effort to offer educational opportunities to urban and rural regions of southern Nevada. Instructional methods of delivery range from traditional classroom to on-line distance education.CCSN remains committed to the mission of transfer and vocational education. The college’s mission is reaffirmed through the development and delivery of a bachelor’s degree in dental hygiene.CCSN remains a vital and visible force in the development of the local workforce through collaboration with business and industry interests in the community.Faculty development has received additional emphasis and investment through the Center for Academic and Professional Excellence (CAPE). The CCSN strategic plan, goals, and objectives commit to the development of a world class faculty.Students are provided with a vast array of supportive services to enrich their educational experience. Student assessment of the quality of these services is evidenced through results from the Noel-Levitz Student Satisfaction Inventory and the Community College Survey of Student Engagement.Full time faculty are committed to the mission of CCSN as evidenced by an average retention rate of eight years. Faculty demonstrate their support of the institution through curriculum development, shared governance and commitment to student success. CCSN provides library and information resources to students. Materials are available in print or on-line media. Interlibrary loans for virtually any book, dissertation, video, periodical article or other material not available are possible in most cases within 24 hours.Leadership of CCSN has stabilized in the last two years providing consistent direction to the institution. The leadership team is committed to the mission and strategic plan for the organization. This team communicates to constituencies on a regular basis.Economic stability in Nevada provides CCSN the necessary resources and autonomy to make appropriate resource allocations based on the strategic planning process.

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Executive Summary 15

CCSN has opened four new buildings in 2004-2005 and will be adding two more academic buildings in the near future.CCSN remains dedicated to the maintenance of high ethical standards at all levels of the institution.

Nevertheless, CCSN has identified areas of improvement that will enable the institution to become a world class community college. This self study process gave the faculty and staff of CCSN the opportunity to reflect on the organizational challenges of the institution:

Accommodating growth within a framework of strategic planning. The planning process must incorporate all areas of the institution and relate planning to budgeting, to physical plant facilities, and to academic programs.Continual evaluation and assessment must become part of the institutional culture.Implementing an administrative computing system that will support curriculum, student learning, accountability and assessment, and general operations management.Developing distance education opportunities to support the demand from students. These distance education offerings must include student services, library and information resources, as well as curriculum and faculty development.Communicating with faculty, staff, and students on a routine basis. The communication must be print, electronic and personal to keep the faculty and staff informed. This communication must include policies and procedures, results of assessment, and better utilization of the website.

Various plans for improvement emerged from this self study process. Some of these improvement opportunities have already begun and some are planned for the future.

Performance at CCSN must be continually benchmarked against similar institutions identified in 2005. These benchmarking institutions provide a mechanism for assessment and identification of “best practices” which can be applied to the CCSN operation.Academic program assessment must be conducted on an annual basis. The Assessment Committee must continually monitor the compliance with assessment planning and reporting. The non-academic areas (student services and library services) of the institution must be incorporated into the overall institutional assessment process.Strategic planning in the institution needs to include all areas; academic, student services, physical plant, etc. The strategic planning must be future-oriented and accountable to all communities of interest in the institution.Evaluation policies and procedures for faculty, full time and part time, should be reviewed and accountability measures should be established to ensure that all faculty are evaluated on a regular and systematic basis.Performance by Sunguard Higher Education must be reviewed annually to assess scope of work to support and improve CCSN’s information and technology resources.A facilities master plan should be developed for the college to accommodate the needs of each campus and off site locations. Development and publication of policies and procedures needs to occur in a timely fashion on the web site. Faculty, staff, and students need a common place of access for policies and procedures.

This self study process has enlightened the college administration, faculty, staff, and students to the need to continually assess and evaluate. As CCSN continues to evolve and expand, the philosophy of accountability and assessment will provide the framework to enable CCSN to reach its potential

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and become the most productive and efficient institution of higher education in Nevada, and the top community college in the United States.

Calculating

Our

Productivity

Standard One 17

STANDARD ONE

Institutional Mission and Goals: Planning and Effectiveness

OverviewStandard 1 describes and evaluates institutional mission, goals, planning, and effectiveness.The strategic planning process has been initiated a number of times in the past five years, but frequent turnover in administrative positions has hindered progress until recently. At this point, the college has defined a strategic framework for institutional goals and an objective, formed a vision for assessment and planning, and is moving rapidly to implement the features of the plan. This section of the self-study reflects the current status of this effort and represents CCSN’s commitment to imbed these activities fully within ongoing programs and activities of the college.

MissionandGoals

1.A.1AcceptanceofMissionandGoalsThe Board of Regents (Board) of the Nevada System of Higher Education (NSHE) approved the current college mission statement in June 19991. The mission statement was developed with broad input from all constituencies and reflects the commitment of the community to provide opportunities for people to enrich and change their lives.

The Mission of the Community College of Southern Nevada is to implement the NSHE Mission by identifying the needs of the citizens of Southern Nevada and providing educational and support services to meet those needs in the areas of general education, transfer preparation, vocational education, basic skills development, adult education, and community service. In meeting the needs of the community it serves, the college provides student-centered services that recognize the uniqueness of the individual, demonstrate excellence, utilize up-to-date facilities, emphasize comprehensive uses of technology, and rely upon the collaborative efforts of the college, the students, and the community.2

Currently, this statement is reviewed on a systematic basis. An All-College Committee annually examines the mission statement concurrently with the effort to produce a new catalog. Faculty committees examining new programs and new degrees consider the connection between the proposed new program or degree and the mission, ensuring that all new offerings by the college fall within the mandate of the mission statement. The latest formal review of the mission statement occurred in 2004 when a survey was disseminated to all faculty and staff. The results of that survey are found in the documentation section of this self-study.3

18 Standard One

SurveyResultsThe majority of faculty, administrators, and staff agreed that CCSN’s mission is captured in the following statements created from the current mission statement. # Statement %Agree1.a Our mission is to provide quality educational programs and services that focus 78 on the needs of society and to promote student success through quality teaching, meaningful learning, and student support. 5.e Our mission is to provide quality teaching and learning opportunities based on 78 the needs of our students and the community. 3.c Our mission is to bring postsecondary educational opportunities within the 70 reach of all who seek them. 4.d Our mission is to offer an array of quality educational programs emphasizing: 61 two-year degrees, general education, and transfer preparation. 2.b Our mission is to provide workforce training, transfer, preparation, and 51 developmental education in response to the needs of the state.

In addition, the majority of respondents agreed with the following statements in reference to the attributes of CCSN’s mission:

# Statement %Agree1.a Our mission statement must convey the importance of student learning. 902.b Our mission must be student centered. 855.e Our mission must reflect the needs of our students as well as the needs of 81 Southern Nevadans. 3.c Our mission statement must emphasize teaching as the core service we provide. 774.d The most mission-critical interaction is the one that occurs between faculty 69 and students. 6.f CCSN was created to teach and develop skills in students, with the goal of 69 generating a skilled workforce in Southern Nevada.

Also in 2004, another survey distributed to faculty afforded a further opportunity to comment on the college’s vision and allowed the faculty input into shaping CCSN’s future.4

MasterPlansandGoals.In February 2005 the Board approved a system-wide master plan, which defined goals and set an agenda for higher education in the state of Nevada.5 This plan addressed the rapid growth of the state’s population and the implications for all levels of education. It articulated the state’s goals in the following terms:

Student-Focused SystemReputation for ExcellenceQuality EducationProsperous EconomyP-16 EducationBuilding Quality of LifeOpportunity and Accessible Education for All

The academic master plan is derived from the mission statement. In 1991, the NSHE Board had previously approved a statewide academic plan for the state’s community colleges and universities.

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Standard One 1�

This and later academic master plans have been comprehensive: they dealt with varying levels of education; they incorporated not only the instructional component, but also all components dealing with faculty, students, and staff.6 Complementing the NSHE academic plan is a CCSN academic plan.7 The physical plant is addressed by a Campus Facilities Master Plan.8

UpdatingGoalsandObjectivesDuring 2004-05, the college held nine strategic planning focus group forums for staff, students, faculty, and community members at the three main campuses as well as several throughout the community. About 50 faculty and staff attended each forum; few students attended the student forums. An online survey was created for those people who did not have the opportunity to attend the forums to provide their input. However, notes gathered during these forums were beneficial in the development of CCSN’s new strategic planning framework first introduced to staff at the fall convocation in August 2005 and published in the college’s e-mail newsletter. The strategic planning framework was presented to the NSHE Board in September 2005 and was approved.

CCSN utilized the services of an external consultant, MRCGroup Research Institute to help coordinate planning activities.9 This group conducted a Qualitative Focus Group Study in March 2005. Part of the report reads:

The MRCGroup Research Institute conducted a series of five focus groups and pre-recruited via telephone utilizing the screening criteria approved by the Community College of Southern Nevada.10 The focus groups consisted of an introduction/session overview and some general information discussion regarding the respondents’ perceptions of and experiences with CCSN in the community. The respondents were all led through a set of topics relevant to their positions within the community and interactions with CCSN. Even with the very distinct and diverse make up of each focus group, they all felt that the need for and availability of all the various forms of higher education is vital to the progression of our community and the betterment of our society.11

The following 10 goals and their corresponding objectives, which comprise the strategic planning framework and are being used to develop the college’s strategic master plan, were derived from information culled from the surveys and the nine forums.

Goal1 RestoringPublicConfidence Objectives: 1.1 Restore public confidence in the management and operations of CCSN 1.2 Establish college-wide CCSN accountability measures, standards, and expectations 1.3 Professionalize Human Resources policies, practices, and procedures 1.4 Establish uniform and consistently applied administrative policies and procedures 1.5 Modernize vendor procurement functions 1.6 Establish budgetary and pre-audit controls 1.7 Implement post-audit review of disbursements 1.8 Establish fiscal and transactional transparency 1.9 Effectuate efficiencies in operations and non-duplication of program and service efforts

Goal2 ResourcingCCSN Objectives: 2.1 Establish long-range revenue and expenditure forecasting

20 Standard One

2.2 Develop alternative revenue streams 2.3 Maximize auxiliary revenues 2.4 Establish managed growth and cost containment parameters 2.5 Increase CCSN gifts, grants, and contracts 2.6 Establish long-term profitable partnerships with business and industry 2.7 Achieve more equitable share of state appropriation support

Goal3 ImprovingCCSN’sStudentSuccess Objectives: 3.1 Build early intervention and developmental support systems 3.2 Integrate academic advising/mentoring and counseling functions 3.3 Make recruitment, retention, and graduation everyone’s business at CCSN 3.4 Establish longitudinal student tracking systems 3.5 Link outcomes with student educational attainment and employer career preparation needs 3.6 Increase access to Baccalaureate Program completion 3.7 Create CCSN new service learning models 3.8 Establish CCSN Dollars for Scholars awards 3.9 Initiate CCSN outreach to middle schools

Goal4 EnhancingCCSN’sAcademicReputation Objectives: 4.1 Advance national ranking and recognition 4.2 Incentivize teaching and learning innovation 4.3 Attract and retain a diverse, world-class faculty 4.4 Establish the Center for Academic and Professional Excellence 4.5 Establish outcomes assessment and academic performance and productivity benchmarking 4.6 Establish CCSN niche programs of excellence and distinction 4.7 Establish CCSN Honors Program

Goal5 PromotingCCSN’sRoleinEconomicandWorkforceDevelopment Objectives: 5.1 Launch new Division for Workforce and Economic Development 5.2 Establish CCSN as hub of Southern Nevada Workforce Consortium - Workforce Colleges of Southern Nevada 5.3 Establish new industry-specific advisory boards in support of CCSN academic programs 5.4 Establish CCSN Corporate College Learning Centers at Southern Nevada worksites 5.5 Establish CCSN clearinghouse for linking faculty expertise with emerging business needs 5.6 Position CCSN as workforce provider of choice for grantsmanship purposes 5.7 Create regional CCSN Entrepreneurial Centers

Standard One 21

Goal6 ExtendingCCSN’sDistributedLearning Objectives: 6.1 Establish new CCSN virtual learning enterprise 6.2 Create student-centered, quality standards for online program development 6.3 Establish complete CCSN online degree and certificate programs 6.4 Expand media rich programming 6.5 Expand CCSN Technical Support Center for Students 6.6 Establish online student support services 6.7 Co-brand CCSN niche programs online with partners 6.8 Incentivize faculty adoption of technology across CCSN curriculum

Goal7 CelebratingCCSN’sDiversityandMulti-Culturalism Objectives: 7.1 Globalize CCSN curriculum 7.2 Internationalize CCSN student life and campus culture 7.3 Establish new community forums, CCSN outreach, and economic empowerment 7.4 Engage community organizations and civic leaders in CCSN’s strategic planning process

Goal8 AdvancingCCSN’sGrantsmanshipandDevelopmentAgenda Objectives: 8.1 Brand CCSN 8.2 Create a culture of giving in the CCSN community 8.3 Engage CCSN alumni 8.4 Expand CCSN grantsmanship efforts and results 8.5 Pursue CCSN academic program endowment 8.6 Promote Foundation challenge grants 8.7 Increase corporate philanthropy

Goal9 PlanningCCSN’sFuture Objectives: 9.1 Employ college-wide, systematic, inclusive planning process 9.2 Identify CCSN’s institutional performance metrics 9.3 Centralize and expand institutional research capacity 9.4 Establish a uniform performance evaluation process 9.5 Create quality and customer service expectations: at CCSN, Students Come First 9.6 Reorient CCSN’s executive and academic decision-making process: Data-Driven Decisions

Goal10 BuildingoutCCSN’sCampusInfrastructureObjectives:10.1 Develop long-range academic and physical plant master plan10.2 Establish long-range capital financing plan10.3 Establish deferred maintenance funding strategies10.4 Establish risk management policies

22 Standard One

10.5 Establish mission-complementary partnerships for co-utilization and co- development of campus infrastructure10.6 Expand CCSN virtual and physical library and learning resources

1.A.2DisseminationofMissionStatementThe mission statement is prominent in the college catalog. It also appears on the college’s website as part of the President’s message.

1.A.3DocumentationofProgressThe mission statement and strategic plan are both public documents. Supplementing both is a series of performance indicators that compare CCSN’s progress and performance with that of peer institutions. Performance indicators are published, as are the comparisons. These public documents and regular reports of progress were reported to the Regents and to the CCSN community during Spring convocation 2006. Fall convocation 2006 offers another opportunity to report on progress to the college community and to the general public. These reports provide further evidence that CCSN takes seriously its institutional responsibility for public accountability and continuous improvement. An All-College Academic Master Plan Committee periodically examined the college mission statement in 2004. In that process, draft documents are furnished to members of the college community via the college website and input is requested. The final approved document is also made available on the college website. This appearance of the mission on the website makes the statement available to the public also.12 Within the strategic planning framework, a systematic process of revising the academic plan, a key piece of documentation regarding the institution’s mission and goals, began in Fall 2005. The revised document and the data behind it are posted to the campus web site and input was solicited during spring semester 2006.

1.A.4GoalsConsistentWithMissionThe Board has articulated the institutional goals of CCSN. The college emphasizes the particular goals towards which the institution is directed in the Academic Master Plan, an extension of the CCSN Strategic Plan. The revised version of this plan reinforces the concept that strategic objectives and goals are consistent with CCSN’s mission. The programmatic aspirations in the plan are data driven, building on three years of experience and projecting three years ahead. Such development of the Academic Plan reaffirms CCSN’s commitment to consistency, performance, and public accountability. An examination of the direction of the college’s budget reveals new resources brought to rural areas formerly remote from college activity, an increase in the number and expertise of college faculty, and the development of plans for a continued increase in specialized buildings and classroom space. The bachelor’s degree in Dental Hygiene is a further demonstration of the college’s adherence to the mission statement’s call to provide greater opportunities to serve all the public and provide expanded opportunities to all students.

Currently, a college strategic master plan is being developed from the strategic planning framework, which will be a comprehensive institutional master plan with academic and non-academic functions separately identified.

1.A.5MissionandGoalsProvideDirectionThe college’s mission and goals provide direction to all educational activities, to admission policies, selection of faculty, allocation of resources, and to planning. The college’s core value of accessibility is embodied in its open admission policy. The new strategic planning framework impacts the direction of work in these areas. A planning model has been developed which allows the mission and goals to penetrate all aspects of planning.13 The manner of evaluation depends on the goals.

Disciplines and departments link their educational activities to the college mission in a variety of ways, whether by providing learning-centered instruction in vocational and career preparation

Standard One 23

courses, transfer classes, skills upgrading, personal enrichment, or cultural and community services. The college’s mission guides curricular additions and changes. Resources are allocated to those departments and facilities where there is need. For example:

The Morse Arberry Jr. Telecommunications Building was constructed because of the demand for technological training; the Science Building was constructed due to the need for preparation for the sciences, medicine, and nursing. These are areas much in demand by business and industry - a direct correlation to CCSN’s mission.The college has aligned its mission to the selection of faculty. The hiring process was reviewed and modified in Fall 2004 to ensure this. A hiring and recruitment manual was developed, along with new position request and hiring forms. Employees must undergo screening committee training prior to serving on a hiring committee. The ability to apply online for professional and administrative positions was added to streamline the hiring process.To more closely align selection of faculty with the college’s goal of diversity, CCSN hired a Director of Diversity, conducted diversity training, and used national teleconferences to build awareness of diversity issues in the workplace. Each year, an Affirmative Action plan is updated and shared with the CCSN community. During the hiring process, diversity input is offered.The Distance Education program is constantly under evaluation to ensure that high academic standards are established equal to those the college has established for site-based courses. Departments have content responsibilities for both.

1.A.6PublicServicePublic service at CCSN is consistent with the college mission. The college’s widely diversified faculty, staff, and administrators are deeply involved in outside activities as representatives of the college. Typical involvement includes membership in community and service organizations, clubs, and public institutions. Many give their time to charitable organizations or events. The college participates in community outreach programs such as the annual pledge drive for the United Way, blood drives, and clothing and food drives.

The college provides public service through its educational and training programs and continues to develop collaborative partnerships with local, regional, and national groups.

The newly reorganized Division of Workforce and Economic Development provides industry specific opportunities and over 500 sections of fee-based, non-credit programs to the community each semester. These programs incorporate a broad variety of personal enrichment classes (recreation, leisure, arts, languages, computer software, and professional development) for students of all ages. This division is linked to the college website. The revamped program strengthens the relationship between the college and the community and allows the college to quickly respond to the needs of the community for training and retraining the workforce.The college provided space and support for the community’s Rape Crisis Center and its services to the citizens of Las Vegas.The Learning and Earning Program was created to make available to Clark County School District 11th and 12th graders, in jeopardy of not graduating with their peers, the opportunity to improve their academic status by engaging in counseling, study time, mentoring, and employability skills training, while earning wages through employment.Participants work 12 hours per week in a college department closely matched with work interests whenever possible. Students receive training in proper work ethics from their onsite mentors/supervisors. In addition, students attend employability skills workshops for such areas as job interview skills, résumé writing, and employment skills.

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The program has served over 650 students: 72% have graduated from high school, completed the school year, and /or improved their academic status. This is a significant achievement since every participant was at-risk of dropping out of high school. Because the students’ jobs are on a college campus, many students who were potential high school dropouts are now attending college; many have earned bachelor’s degrees. After the first three years of the program, 44% of the participants were enrolled at CCSN, UNLV, UNR, or at an out-of-state college. In addition, Learning and Earning jobs have turned into full-or part-time jobs for many students. The Learning and Earning Program has been recognized by an Official Proclamation from Clark County and as a “Best Practice Program” by the national School-to-Careers grant.

The college supports the work of the Las Vegas World Affairs Council in hosting public events that provide deeper international context and allow citizens to debate and discuss the most important issues of the day. The college also conducts and sponsors a wide range of educational programs, including the SAGE Academy, Academic WorldQuest, teacher education programs, and tickets for international speaking events.

CCSN’s instructional programs are also active in community service:The Physical Science Department sponsors the Super Duper Wizz Bang Science Show, bringing fun science experiments to local elementary schools.The dental hygiene program co-sponsors annual dental clinics where dental hygiene students, faculty, and local registered dental hygienists provide preventive dental services to children without access to dental care. The partnerships have included the Southern Nevada Dental Hygienists Association, Clinic on Wheels program, Miles for Smiles Mobile Dental Clinic for Children, UNLV School of Dental Medicine, and Give Kids A Smile national program.The college planetarium offers to the public planetarium shows, school field trip shows, and special event observing opportunities at the Student Observatory for special astronomical events such as eclipses, transits, oppositions, etc. Each year, musical, dance, and theatrical performances open to the public extend the reach of CCSN’s instruction in these areas to the entire community. The college also provides the venue for collaborative arts and performance ventures with other local, state, and national groups as well, such as The Utah Shakespearean Schools Tour. Partnerships with the Clark County School District offer dual enrollment courses in area high schools and cooperative teacher education programming for CCSN students.

Other Cultural and Community Services at CCSN:Art & Photo Gallery ExhibitsCCSN Science and Technology ExpoCommunity College High SchoolCooperative Education ProgramCulinary ArtsDepartment of Employment Training and Rehabilitation (DETR)Disability Resource CenterGuest Lecture ProgramHurricane Katrina relief project and enrollment of studentsThe Jason ProjectLibraryManufacturers Assistance Program (MAP)Nevada Business Services (NBS)

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Red Rock ReviewSalvation ArmySchool to CareerSTEP Initiative (Student to Teacher Enlistment Program) Testing Center (GED Exams)Videography ScreeningsWelfare to Work

1.A.7SubstantiveChangeThe Northwest Commission on Colleges and Universities “monitors proposed changes whenever an accredited or candidate institution plans a substantive change in its mission and goals, scope and control, area served or other significant matters”. This section also indicates that a likely substantive change is one that would alter “the scope and degree level of its offerings.”14 Recognizing this fact, CCSN communicated to the Commission its proposal to offer a Bachelor of Science Degree in Dental Hygiene and, therefore, CCSN has sought a review by the Commission and the addition of this program to its status for accreditation. The college’s submission to the Commission has included detailed prospectus of the proposed program.15 The college’s actions in this matter indicate that it is in compliance with this standard.

The Nevada System of Higher Education’s (NSHE) Master Plan for Higher Education states that “selected niche baccalaureate degrees” may be offered at community colleges if they meet one or more of the following: promote the goals of the Master Plan for Higher Education in Nevada, address a unique educational need of an identifiable population, or enhance access to populations which otherwise would not be served. The Community College of Southern Nevada’s Academic Master Plan and Mission include offering selected baccalaureate degrees in specialized populations. The Bachelor of Science in Dental Hygiene addresses a unique public health need for the benefit of an identifiable population in Nevada. This expanded and more rigorous dental hygiene program will enhance access by Nevadans that would otherwise not be served. This will be the only dental hygiene baccalaureate in Nevada. Faculty and staff expectations are to maintain the community college mission and cultural environment. The Dental Hygiene Program will help the college foster the organizational structure and community college mission by maintaining the associate degree in dental hygiene as the entry-level professional licensing degree. After completion of the associate of science degree, students will be eligible to enroll in the Bachelor of Science degree program. The purpose is to allow this specialized student the opportunity to complete the Bachelor of Science degree, but not to eliminate the associate degree program at CCSN.

The following table outlines the approval process for the Bachelor of Science in Dental Hygiene degree.

Committee Approval DateCCSN College Curriculum Committee Yes September 12, 2003Vice President for Academic Affairs Approval Yes September 15, 2003Academic Affairs Council/Board of Regents Yes October 7, 2003Ad-Hoc Health Committee Yes December 4, 2003Academic Research Student Affairs Committee/ARSA/Board Yes March 18, 2004NSHE/Board of Regents Yes March 19, 2004

PlanningandEffectiveness1.B.1DefinitionofPlanningandEvaluationProcessThe college has established a process for evaluation and planning. The following diagram reflects CCSN’s current planning model, approved in September 2005 by the Vice President of Planning and Development. Since the model is a comprehensive, looped model with lateral and

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committee-to-committee feedback, there are feedback loops between the Strategic Planning Committee, Institutional Research and Planning, and the Master Plan Committees. Each program is assessed according to institutional guidelines for review and planning. Beginning 2006, CCSN has a comprehensive master plan for the college that includes academics, facilities, finances, and technology. The external scans input refers to predictors in the environmental context; it notes changes in the socio-political and economic environments in which the college functions. The internal input refers to ad hoc surveys conducted as necessary, and developed internally, to assess what students want from CCSN.

1.B.2SystematicPlanningandEvaluationinActionThe steps enumerated in the planning model are part of an institutional effectiveness review. There is a need to focus on evaluations and the use of such information in planning because CCSN has not had a formal planning process using the evaluations in place until the present time. The new

NSHE MISSION and

STRATEGIC PLAN

CCSN PRESIDENTPresidential

Priorities

ExecutiveVice President Planning and Development

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MASTER PLAN

Academic Unit Plans

General Education / Transfer PlanDevelopmental Education PlanWorkforce & Continuing Education PlanStudent Services PlanApplied Technology PlanBusiness, Industry & Public Safety PlanArts & Letters PlanInformation Technology PlanSocial Sciences / Education PlanScience & Math PlanHealth Sciences Plan

Financial PlansFinance & Budget PlanMarketing PlanDevelopment PlanGrant Resources Plan

Facilities PlansOperations / Maintenance PlanNew Construction Plan

CCSN / Collegis Technology Plans

Academic Users PlanAdministrative Users Plan

Additional Unit Plans

Institutional Research PlanCAPE PlanLibrary PlanSecurity Plan

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strategic planning framework identifies areas needing improvement. The review of the Academic Master Plan and development of the college’s Strategic Master Plan will continue the process.

The review of the process and an expansion of the strategic planning framework has been articulated by the college’s president, Dr. Richard Carpenter, in a brochure entitled “A Vision of Blue Skies Ahead: A Blueprint for Mapping CCSN’s Future.”16 This brochure maps out ten positive goals that will enhance the performance and the reputation of CCSN. Along with the strategic planning framework, the college has selected ten community colleges, similar in enrollment and resources, as benchmarks and 17 primary performance measures to enable the college to track achievement of its mission and goals. The Institutional Research Director, using the Integrated Postsecondary Education Data System’s (IPEDS) analysis process, selected over 100 peer institutions that were similar to CCSN. This list was shortened to 20 using various criteria such as degrees offered, programs available, numbers of full-time and part-time faculty, etc. In committee meetings with the President’s Cabinet, this list was further reduced to those listed below as Benchmark Institutions. The Faculty Senate approved the list of selected institutions.

A detailed explanation of benchmarking and the institutional performance measures used in this process can be found in the brochure “Benchmark Institutions CCSN.” 17

CCSNBenchmarkInstitutionsAustin Community CollegeBroward Community CollegeCuyahoga Community CollegeMaricopa Community College DistrictMontgomery CollegeNorth Harris Montgomery Community College DistrictPortland Community CollegeSacramento City CollegeTarrant County College DistrictTidewater Community College

CCSNInstitutionalPerformanceMeasuresDefinitions for each of the following measures can be found in documentation for Standard 1.18

Institutional SupportProgram CostsStudent/Faculty RatiosStudent/Administrator RatiosAverage Class SizeClass Size by SectionFaculty WorkloadSpace UtilizationStudent PersistenceGraduation RatesStudent Goal AttainmentPost Transfer PerformanceStudent AccessStudent RetentionStudent DemandStudent SatisfactionEmployer Satisfaction

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Benchmarking CCSN against the above data points is done annually as IPEDS information is available. Additionally, as policy questions arise, the benchmark institutions are used to understand what policy positions they have adopted or how other institutions operate.

1.B.3ParticipatoryPlanningProcessThe college’s planning process is participatory, involving numerous stakeholders in all college committees, including the President’s Cabinet, Academic Master Plan Committee, Assessment Committee, Distance Education Advisory Committee, Retention Advisory Committee, Social Committee, Student Issues and Concerns Committee, and Technology Committee. These committees meet to evaluate and refine all facets of the college mission in relation to the needs of the college and student body. Administrators, faculty, staff, and students are appointed to various committees for two-year periods. The strategic direction of CCSN is regularly reviewed with college administrators and with the Board of Regents as issues may arise. A philosophy of transparency is a hallmark of CCSN’s planning and operating processes.

1.B.4ResourceAllocationandProgramImprovementThe following reports document CCSN’s participation in research, study, and evaluation of college programs:

Research-Based Recommendations: CCSN 1999-2000Growing Success: Maintaining Institutional Effectiveness and Increased EnrollmentCurrent Student Study: Fall 2001Community College of Southern Nevada Former Student Survey: Spring 1999Community College of Southern Nevada: Distance Education, Fall 1998CCSN Student Services Assessment Final Report: Spring 2002AB 203, Nevada State Legislature, 2004Student Transfers: CCSN to UNLV Fall 1996 and Fall 1998Developmental Education: Student Success in Subsequent, Related CourseworkAnnual Report to the Board of Regents: Community College of Southern NevadaCCSN Enrollments and the Distribution of Courses & Programs to Sites19

While these past evaluations and assessments have guided CCSN policy development and resource allocation, they have been supplemented during the period of this self-study by institutional assessments (Noel-Levitz and CCSSE [Community College Survey of Student Engagement]) and by the introduction of a theoretical budget allocation model that will be tested and implemented in the next biennium. Based on the student credit hour (SCH) productivity of each academic department, the model decentralizes budgeting with greater accountability and openness. The model will allow improvements to the allocation of resources, particularly for enhancing academic programs, and for better responsiveness to growth.

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Standard One 2�

Moreover, CCSN uses the results quickly. Here are some examples:

Issue Results ChangeImplementedDistance Education Needed policy foundation, compensation Drafted policy for department schedule, and presentation standards. oversight of content and for DE office to facilitate; implemented presentation standards; adopted policy and schedule for faculty compensation.Student transfers Found that students completing their Shared data with Regents to associate degree had greater student success shift focus beyond articulation at four-year institutions. to student success; provided input to a revised NSHE transfer policy.Developmental Found that students in English needed Revised developmentaleducation more specialized reading attention to English curriculum to include reading and to composition practice. reading; adopted an internal diagnostic test for better assessment of composition skills and to assist with student placement.Developmental Needed policy changes for Fall 2006 Worked with UNLV to createeducation delivery of math and English developmental similar placement, advising, classes to UNLV students. and policies for seamless program.Advising Found that CCSN students needed more Invested in advising positions and more frequent advising for their in student services, and success. provided systematic training for all counselors and advisors.

1.B.5ProgramAssessmentCCSN is committed to an integrated process of planning, implementing, assessing, and revising. To contribute to this cycle, institutional assessments were implemented in the 2005-06 academic year to complement the program and classroom assessments already in place. In academics, the college evaluates the teaching and learning process through various means, including instructor and department evaluations, regular committee review processes, and individual course evaluation by students each semester.

Institutional assessment includes benchmarking, performance indicators, and nationally-normed surveys of institutional performance. Surveys on student/faculty engagement were conducted in Spring 2006: CCSSE and Noel-Levitz’ Satisfaction-Priorities Survey.20

Assessment extends to the program and curriculum level in multiple ways. A revised policy on academic program review has been adopted by the Faculty Senate for systematic engagement following the NWCCU self-study and evaluation visit (itself a comprehensive assessment of programs). The regular and coordinated work of the Curriculum Committee ensures new courses are designed appropriately and meet student and program needs. This committee is charged with overseeing the academic quality and content of the curriculum. Student learning outcomes for courses have been reviewed by this committee, as have student learning outcomes for programs. The latter are printed in CCSN’s catalog for public information and accountability.

30 Standard One

To assure that CCSN programs are effective and that students completing programs of study are attaining appropriate levels of knowledge, skills and understanding, the faculty and staff have developed ongoing processes to assess the learning and academic achievement of students completing these programs. An annual cycle of assessment planning (fall) and reporting (spring) has been implemented to articulate program assessment; the plans and reports are posted on the web.

Students nearing completion of their programs of study at CCSN should expect to participate in a wide range of assessment activities designed to provide useful information about the effectiveness of degree and certificate programs and the student services programs that support them. Periodically during their courses of study, CCSN students may be asked to participate in tasks to demonstrate the breadth and depth of their knowledge, skill, and understanding, indicate their levels of satisfaction with service provided, and describe their learning experience. Student evaluations are used to assess courses. In addition, students are asked to participate in post-graduate surveys. Programs with external accreditation requirements requiring licenser or certification (e.g. nursing, dental hygiene, massage therapy, auto mechanics) are required to survey their students for program evaluation. Alumni may be asked to communicate their views about CCSN programs in the context of their lives and careers since graduation. Employers also may be asked to indicate the qualities they need and expect from CCSN graduates and to evaluate how effective CCSN programs have been in preparing students to meet their needs.

Guiding this continuous assessment effort is the concern with program quality. College faculty and staff must be assured that students gain the requisite learning from their programs of study at CCSN and that these programs continue to meet high standards of excellence.

Additional information on CCSN’s Program Assessment has been prepared in a continuous assessment plan.21

During the period of the self-study, CCSN faculty and administration addressed the assessment of general education and prepared a plan for its assessment.

1.B.6,1.B.7,1.B.8ResourcesforEffectiveEvaluationandPlanningProcessesResources for effective evaluation and planning are in place at CCSN. The college supports an Office of Institutional Research, which conducts research on current and former students and reports to administrators and campus committees on student outcomes for their use in planning and evaluation. The Office of Institutional Research also supports the institutional effectiveness planning process and assessment activities by guiding and coordinating program evaluations. In addition, that office advises and coordinates academic program review.

In spring 2005, the responsibility for strategic planning was moved from the Vice President of Information Technology and Strategic Planning to the newly created position of Vice President of Planning and Development. In addition, that office, by guiding and coordinating program evaluation, advises and coordinates program review. A full-time research analyst was assigned to the Office of Institutional Research in spring 2005 and a full-time administrative assistant was hired to support research staff in October 2005. The office is also hiring an assessment analyst.

The Office of Institutional Research also has its own website, which includes faculty, student, and enrollment data and is available to the public. To accommodate expansion of research data on the website, two additional servers are being added – one for dissemination of research materials and the other for document imaging.

The Office of Institutional Research undergoes the same rigorous program review as other departments and programs.

Standard One 31

1.B.9CommunicationofInstitutionalEffectiveness,Planning,andResearch The college communicates the results of its planning and research activities in numerous ways – through various committees, convocation addresses, staff, student and community forums, e-mail, newsletters, and the Office of Institutional Research’s website. This information is also discussed at regular meetings of the President’s Cabinet, which includes administrators and representatives from administration, student government, classified staff, and the Faculty Senate.

The college also reports to the Nevada System of Higher Education on progress toward the state performance goals, which in turn reports to the Legislature on the progress of NSHE institutions in its annual Accountability Report. Reports, available at various times, are provided in hard copy and electronically. The specific data to be reported and the required dates are found in the documentation room for this standard.22 Aggregate reports are made available to the public and Regents; in addition, information is published in newspapers. Summary

StrengthsThe mission of the college, approved by the Board, is reflective of the area where the college is located and calls for the college to meet the multiple educational needs of an expanding population by adopting or creating innovative methods and techniques.Faculty and administration have warmly embraced the mission of the college and are enthusiastic in supporting its innovation and its growth. Plans to serve the growing needs of the college are the result of a collaborative effort on the part of the academic community: Regents, administration, faculty, and students, and the broader community served by the college.The college has become an active and vital part of the community taking part in numerous civic events and projects and designing programs where the college can have a unique impact on the educational needs of its students.The college continues to make a concerted effort to extend its educational offerings to rural regions of southern Nevada far from traditional classroom buildings and seeks to provide quality service to the students and faculty in these areas.

ChallengesAccommodating growth within a framework of systematic planning.Continually assessing institutional performance against goals and objectives that may change as CCSN matures. Engaging processes for institutional “buy-in” to planning and institutional effectiveness.While assessment and evaluation processes have permeated the college’s programs, the holistic approach described in this self-study is partially developed. A framework is in place for the college to build its assessment and evaluation program.

PlansforImprovementThe plan for the future outlined in “A Vision of Blue Skies Ahead” builds on the strengths of the college and invites the community, faculty, and staff to join in making CCSN a unique institution of quality.The plan to benchmark CCSN against other community colleges provides a point of comparison for the development of programs and the allocation of resources.The plan in place to build additional facilities responds appropriately to some of the most urgent needs of the college.

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_______________________________1 Report of Board of Regents meeting, June 1999. 2 General Catalog and Student Handbook, 2005-2006, Community College of Southern Nevada, p.2.3 Survey on Institutional Mission CCSN in documentation room.4 Survey on Institutional Vision CCSN in documentation room.5 UCCSN Master Plan, February 2005. 6 CCSN Academic Master Plan: 2002 – 2004.7 CCSN Academic Master Plan – 2005.8 Campus Facilities Master Plan.9 W. G. Communications Group, CCSN, Qualitative Focus Group Study, March 2005. In documentation room.10 Sample screening questionnaires found in section 4. In documentation room.11 Executive Study derived from the Qualitative Focus Group Study found in Section 2. In documentation room.12 http://www.ccsn.edu/about/President/mission.13 CCSN Planning Model found in self-study in 1.B.1.14 Northwest Commission on Colleges and Universities, Operational Policies A-2.15 Prospectus for Major Change sent by CCSN to Dr. Ronald Baker, Deputy Executive Director on May 13, 2004.16 “A Vision of Blue Skies Ahead: A Blueprint for Mapping CCSN’s Future” is found in the documentation room.17 “Benchmark Institutions, CCSN” will be found in the documentation room for Standard 1. 18 See documentation for section 1 “Institutional Performance Measures: Draft for Discussion Only”.19 Cited reports appear in documentation room for Standard 1.20 Surveys appear in documentation room for Standard 1.21 The plan entitled ‘CCSN Program Assessment” is found in documentation room for Standard 1.22 The report “Request to IR Directors” is found in the documentation room for Standard 1.

It’s You Only Better

Standard One 33

Standard One Subcommittee

Dr. Dorothy Chase, Co-Chair

Dr. Al Valbuena, Co-Chair

Vartouhi Asherian

Dr. Patricia Butler

Dr. Frank DiPuma

Chris Latusky

Francine Lincer

Dr. Terry Norris

Bonnie Sines

Dr. Dale Warby

Theri Wyckoff

34 Standard One

SUPPORTING DOCUMENTATION FOR STANDARD ONE

RequiredDocumentation Exhibit# NameofExhibitAnalysis and appraisal of 1.1 CCSN Research-Based Recommendations:institutional outcomes Beyond 2000 (Please also see Standard Two)

RequiredExhibits Exhibit# NameofExhibit

Standard One, Endnote 3 1.2 CCSN Survey on Institutional MissionStandard One, Endnote 4 1.3 CCSN Survey on Institutional VisionStandard One, Endnote 5 1.4 University and Community College System of Nevada - Master PlanStandard One, Endnote 6 1.5 Planning for the Future - CCSN - Academic Master PlanStandard One, Endnote 7 1.6 CCSN Strategic Objectives and Plan for Academic AffairsStandard One, Endnotes 1.7 MRCGroup, WG Communications Group, 9, 10, and 11 CCSN Qualitative Focus Group Study, Executive Summary Report, March 2005Standard One, Endnote 12 1.8 Mission Statement (from CCSN website)Evidence of Public Service 1.9 Portfolio of information relative to publicat CCSN service programs at CCSNStandard One, Endnote 15 1.10 Prospectus for Major Change sent by CCS to NCCU on May 13, 2004Standard One, Endnote 16 1.11 A Vision of Blue Skies Ahead: A Blueprint for Mapping CCSN’s FutureStandard One, Endnotes 17 1.12 CCSN Benchmark Institutions and CCSNand 18 Performance TrackingStandard One, Endnote 18 1.13 Institutional Performance Measures: Draft, For Discussion OnlyStandard One, Endnote 19 1.14 Portfolio of reports relative to CCSN’s participation in research, study, and internal evaluationStandard One, Endnote 20 1.15 CCSSE (Community College Survey of Student Engagement) 1.16 Noel Levitz’s Satisfaction - Priorities SurveyStandard One, Endnote 21 1.17 CCSN Program AssessmentStandard One, Endnote 22 1.18 Requests to IR Directors, 2005-06

Suggested Materials Exhibit # Name of ExhibitPlanning studies, enrollment 1.19 University and Community Collegestudies, etc. System of Nevada, Planning Report, 2001 - 2005 1.20 CCSN Enrollments and the Distribution of Courses & Programs to Sites

Standard Two 35

STANDARD TWOEducational Program and Its Effectiveness

OverviewSince the last self study in 2000, varied changes have taken place at the CCSN which have produced significant changes in its educational programs.

Constant growth in the number of students and faculty.Numerous changes in leadership especially at the executive level.Growth in the number of degree programs and certificate programs offered.Introduction of the college’s first baccalaureate program, the Bachelor of Science in Dental Hygiene (BSDH).Growth in the number and variety of distance education and technology-mediated learning opportunities.Initiation of college-wide student learning assessment.Development of additional formal policies and procedures enabling the college to stabilize decision-making in the midst of growth.

In the past 15 months, concurrent to this self-study, the educational program and its effectiveness at CCSN have been reinvented with methodical action designed as a strategic foundation for change and continuing improvement. Existing academic strengths have been extended with broad faculty inclusion. Initiatives have begun at an accelerated pace, but with deliberate opportunities for input and communication. Illustrations (with details described throughout this Standard) help with an understanding of this climate of improvement.

A degree construct was adopted to define Certificates of Achievement, AAS degrees, AA/AS/AB degrees, and BS degrees to credit hours.Assessment at the course, program, and institutional levels was systematically developed using many elements already in place, and with further planning an agreed-upon model, and investment in training, dialog, tools and activities, and feedback mechanisms.A culture of evidence and analysis, continuing improvement and communication was introduced and has been sustained.Specialized accreditation has been emphasized in all fields of study where such accreditation is available. Multiple accreditations have been sought and many achieved, from ABET to Veterinary Technology.The catalog has been redesigned to include fields of study by national Classification of Instructional Programs (CIP) codes (for articulation and reporting), descriptive information for academic programs and progress, clarity of student learning outcomes for each field of study, and narrative information students need to understand CCSN’s educational program and its benefits to them.The Academic Plan has been updated to complement the strategic plan of the college. (Found in the Appendix to Standard 2)

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A complete analysis of the distribution of programs and curricula to CCSN’s three (soon to be four) campuses and 11 geographically disparate sites/centers led to explicit mission statements and roles for each, improvements in service to students, and changes in the way courses are scheduled. (Found in Appendix to Standard 2)General education has been re-examined for a clear rationale, explicit goals and student learning outcomes, and with assessment that affirms the mission of CCSN.Memoranda of Understanding (MOUs) and other partner agreements with four-year institutions created a foundation for seamless transfer and empowering students to pursue baccalaureate education should they wish.Revisions to the NSHE articulation and transfer process were advanced at CCSN to achieve a system goal of seamless transfer and accurate student information.Policies and procedures specific to the educational program were adopted or developed for institutionalization of academic processes. Nearly three dozen substantive policies from academic freedom to departmental definition and from academic program review to syllabus templates are being considered in Faculty Senate. (The challenge will be to communicate these policies in a complex organization). As they are approved, they are posted to the college’s website.A renewed emphasis on distance education offers programs as well as courses for students. Care has been taken to protect faculty oversight and academic rigor, pursuant to NWCCU policy, while meeting explosive student demand.With attention to its mission and staffing, the new Division of Workforce and Economic Development has emerged as the training provider of choice in CCSN’s service area as it plays a central role in combining the efforts of business, industry, local government, and community partners to meet the needs of our changing economy, workforce, and new technologies.Stable leadership for education programs has come with hiring qualified, permanent deans and vice presidents.Establishing the Center for Academic and Professional Excellence (CAPE) has focused professional development and systematic training opportunities for faculty and staff.On-going training of chairs (through the Department Chair Institute) and deans (through in-house programs and external conferences) will improve unit management and educational leadership.Partnerships with public education have resulted in CCSN’s leadership in the Student Teacher Enrichment Program (STEP), introduction of Ohio State’s Jumpstart, a pre-placement program for mathematics education in high schools, professional development for teacher in-service training, and piloting this past summer of a “bridge” program for under-prepared students.A budgeting model was introduced (to be implemented in July 2007) that includes tools for deploying instructional resources, determining break even points for programs, allocating funding and positions, meeting special programmatic needs, and analyzing productivity and funding trends.

Although much has been done to create a foundation for continuous improvement, long term success will come through sustaining these programs and initiatives over time. It is within this broad climate that educational programs and effectiveness will be described and analyzed in the pages that follow.

As a final contextual note, much of what follows puts the spotlight on outcomes and assessment in programs. Considerable assessment is going on and substantive improvements are being made, as the evidence will show.

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DivisionsandDepartments All of the college’s educational programs are delivered through one of its academic divisions administered by a full time dean. Departmental chairs lead the departments that form each division.

DivisionofAdvancedandAppliedTechnologiesDepartment of Applied TechnologyDepartment of Computing and Engineering TechnologyDepartment of Media Technologies

DivisionofArtsandLettersDepartment of Art and Art HistoryDepartment of CommunicationDepartment of English(Developmental Education, Basic Writing Skills, Academic and Life Strategies, Reading, Spelling and Vocabulary Programs)Department of International Languages

Department of Performing Arts

DivisionofBusiness,IndustryandPublicServicesDepartment of Accounting, Finance and Computer Office TechnologyDepartment of Business AdministrationDepartment of Public Safety and Human ServicesDepartment of Resorts and Gaming

DivisionofHealthSciencesDepartment of Dental Sciences, Diagnostic Evaluation, and Rehabilitation Services

Dental AssistingDental HygieneDiagnostic Medical SonographyMassage SpecialistMedical Laboratory TechnologyOccupational Therapy AssistantOphthalmic TechnologyPhysical Therapy Assistant Radiation Therapy Technology

Nursing ProgramNursing AssistantPractical NursingRegistered Nursing

Department of Health Related ProfessionsCardio-Respiratory SciencesHealth Information TechnologyMedical CodingMedical Office AssistingMedical TranscriptionParamedic MedicinePharmacy TechnicianSurgical TechnologyVeterinary Technology

Division of Mathematics and ScienceDepartment of Biological SciencesDepartment of Mathematics

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Department of Physical Sciences

DivisionofSocialSciencesandEducationDepartment of EducationDepartment of Human BehaviorDepartment of Philosophical and Regional Studies

DivisionofWorkforceandEconomicDevelopmentAdult Literacy and Language ProgramsAmerican Heart Community Training Center & HealthcareApprenticeship/Prison ProgramsBusiness Assessment/ConsultingCommunity and Personal EnrichmentEducation and GovernmentFire, Policy, Security & Emergency Medical ServicesHospitalityOccupational Health and Safety ProgramsService Sector-Retail, Banking, Insurance and Real EstateTransportation, Manufacturing and Construction

OutlineforStandardTwoIn presenting material detailing the college’s actions affecting its educational programs, this report will follow the basic outline found in the Commission’s requirements for Standard 2.

Standard2AGeneralRequirements

2.A.1Human,PhysicalandFinancialResourcesIn FY 2005-06, CCSN invested nearly $71,828,700 (64%) of its institutional budget in instruction and academic support in a continuing effort to provide the human, physical and financial resources required to meet its own high standards of teaching and learning. This commitment is apparent in all programs and courses offered by the college in every campus and center. The college’s efforts in the area of human resources are made evident in the response to Standard 4, that deals with faculty recruitment, the expanded role of the faculty in college governance, and the college’s effort to provide avenues for faculty development. Similarly, the response to Standard 7 explains the college’s efforts in establishing procedures for budget review, in planning and prioritizing projects for which funds will be available, and in having a successful relationship with the Board and Legislature to obtain the resources necessary for a growing institution. Standard 8 looks at the multitude of campuses and sites that the college successfully maintains while simultaneously developing new sites for its programs and expanding facilities at each of its major campuses. The college’s new buildings and its plans for future building speak to an aggressive approach within financing limits to continue to meet facility needs.

2.A.2EducationalProgramsandInstitutionalMissionAcademic programs and goals at CCSN implement the mission and the strategic plan of the college by identifying the needs of the citizens of Southern Nevada and providing educational and support services to meet those needs in the areas of general education, transfer preparation, vocational education, basic skills development, adult education and community services. Within the Strategic Plan for CCSN, Goal #4 is to enhance CCSN’s academic reputation.1 As the Strategic Plan explains, the college has specific objectives against which it will measure attainment of this goal. These objectives are specified as:

Advancing the national ranking and recognition of CCSNProviding incentives for teaching and learning innovationAttracting and retaining a diverse, world class faculty

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Establishing the Center for Academic and Professional Excellence (CAPE) Establishing outcomes assessment and academic performance and productivity benchmarkingEstablishing CCSN niche programs of excellence and distinctionEstablishing a CCSN Honors Program

Instructional policies and procedures that support this strategic goal are found online in policies and procedures of the college as well as in the Professional Staff Handbook. This handbook is currently under revision, but the information contained in it is available online. In a period of rapid growth, CCSN has sought to stabilize the framework under which faculty, staff and administrators are operating.

Goals of the educational programs are developed, approved and periodically evaluated under established policies and procedures. NSHE has broadly defined policies for program development and review to which CCSN complies.

In a continuing effort to improve the policy and procedure process, the college brought together a Policy and Procedure Committee in 2004 with the assigned task of organizing all college policies and procedures, standardizing the format for policies and procedures, and centralizing the policies and procedures on the college’s website for easy access by faculty and staff. This committee had representation from all areas of the college: faculty, staff (including Human Resources and classified employees), and administrators. With the assistance of an outside consultant, a sampling of policies and procedures were collected from all departments within the college. The Committee adopted a standard format for policies that contains the policy purpose and background, policy statement, authority and cross-references, awareness of this policy, definitions, responsibilities, exceptions, contact information, and history. A Code Compliance Officer was retained with responsibility for reviewing all existing policies, reformatting these policies into standard format, and performing a gap analysis for missing policies and procedures. Prior to this concerted effort to organize policies and procedures, there was widespread knowledge and acceptance of unwritten policies and procedures, but no formal written and centralized location of official college policies. The goal of this project has been to have a thorough, up-to-date policy and procedure manual available in electronic format for easy reference by all faculty and staff.

The arrival in July 2005 of a new Academic Affairs Vice President stimulated the formal development of academic policies. Since instructional policies must be reviewed and approved by the Faculty Senate, various instructional policies have been referred to the appropriate Faculty Senate committee. The Faculty Senate maintains and distributes to the college president and the Senate the list and status of the policy/proposal to track the movement of policies through the development and approval process.

In this review process, it is clear that all the program goals and program missions are compatible with the institutional mission cited at the beginning of this section. The Curriculum Committee approves new curricula and curriculum changes after they have been reviewed for compatibility with the college’s mission. Program missions and goals are linked to the institutional mission in the assessment plan reports produced periodically by each department. Program learning outcomes are published in the 2006 CCSN catalog. 2.A.3AppropriatenessofDegreeandCertificateProgramsWithin NSHE guidelines, CCSN faculty under the direction of department chairs and the appropriate dean manage degree and certificate of achievement offerings. Faculty and administrators develop degree programs, courses, and certificates and are fully aware of the need

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for these offerings to be acceptable to receiving educational institutions or to business and industry. As a result, faculty efforts in developing programs focus on course content, prerequisites for courses, sequencing of courses throughout a program, depth of material, identification of learning outcomes and rigor of assessment techniques.

Two quality control measures further assure design and coherence. First, CCSN has 10 benchmark institutions and frequently checks programs, particularly new programs, against these peers. Second, where possible, CCSN seeks specialized accreditation for programs. The self-studies and evaluation visits in the process of achieving specialized accreditation affirm the appropriateness of CCSN’s programs.

Further, the CCSN catalog identifies approved baccalaureate and associate degrees as well as certificates of achievement. The Curriculum Committee of the Faculty Senate approves revisions to existing degrees and/or certificates of achievement. CCSN produces an annual catalog and the deadline for making changes to the 2007-2008 catalog is June 5, 2006. Proposals for curriculum change are sent to the Curriculum Committee. Changes that require approval include:

Revisions to credit hoursTitle/prefix change to the course and/or programChanges to course and/or program outcomesChanges to course descriptionDeactivation of a course and/or program

For each new course developed, not only must the learning outcomes of that course be clearly identified, but each course must demonstrate certain core performance elements. These elements must also be demonstrated to the extent they are present in the course. A course may contain one or more of these core performance elements:

Critical Thinking – This calls for students to comprehend, analyze, evaluate, synthesize, and apply learning.Communication – These skills enable students to learn how to receive and exchange information efficiently and effectively.Technology – Technology content provides students the opportunity to develop computer-based abilities.Diversity – Diversity content enables recognition of and respect for the many ways in which people’s differences contribute to society.Life Enrichment – Life enrichment content enhances student ability to appreciate the esthetic aspects of life.

Curriculum request forms approved by the Curriculum Committee are archived in the curriculum and catalog office.

To summarize, the following processes are followed for curricular changes at CCSN:

Existing degree and/or certificates of achievement programs:Changes are submitted to College Curriculum Committee.If approved, fall approvals are implemented the following academic year; spring approvals are implemented in 1 ½ years. For example, changes approved in fall 2005 are effective fall 2006. Changes approved in spring 2006 are effective fall 2007.

New degrees – Associate or baccalaureate degreeNew degrees are discussed with Vice President of Academic Affairs.If supported, new degrees are presented to College Curriculum Committee and Academic Standards Committees of the Faculty Senate.

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If approved, Vice President of Academic Affairs presents the degrees to the Academic, Research, and Student Affairs Subcommittee of the Board of Regents.If approved, the Academic, Research, and Student Affairs Subcommittee of the Board of Regents recommends approval to the Board of Regents.Board of Regents must approve all new associate and/or baccalaureate degree programs.

Degree and certificate plans are available in this self study and online. They demonstrate a coherent design and are characterized by appropriate breadth, depth, sequencing of courses, synthesis of learning, and the assessment of learning outcomes. Programs have defined student learning outcomes and are assessed through the academic program review process as well as the annual assessment reporting requirement. Courses, particularly in general education, require the use of the library and other information sources. As curricular changes are proposed, the Department of Library Services must be notified and provide signature authority on the college curriculum process.

2.A.4DegreesandObjectivesClearlyDefinedThe Statewide Common Course Numbering Committee has created a master course file stored in an online database for all NSHE courses. CCSN’s curriculum procedures now reflect a process for integrating and aligning new or revised courses with the existing common course numbering. By the end of the spring 2006 semester, the college should see most, if not all, CCSN courses, even those for unique programs, entered into the master course file.

For a course to be assigned a unique course number, all institutions that offer the discipline in which the proposed course resides must agree that at least 20% of the content of the proposed course is unique and cannot be found in a current or pending course within the NSHE. Every institution that offers the discipline must be contacted. If a response is not received from an institutional contact within 10 business days of submitting a request, approval is automatically granted. The Master Course file for all NSHE institutions is located online.3

A review of credit requirements in all existing degrees and certificates of achievement was conducted in September 2005. The summary of that review follows.4

Title #of #of Average Total Average Certificates/ General General Credits Credits Degrees Ed. Ed. Required Required Offered Credits Credits BS Health Sciences - Dental Hygiene 1 49 N/A 126 N/A

AA/AS/AB/AGS

Arts & Letters 7 35 35 61 - 62 62

Business, Industry & Public Services 4 32 - 36 35 61 - 63 62

Health Sciences 2 32 - 37 35 64 - 88 76

Information Technology & 1 35 N/A 61 N/A

Telecommunications

Science & Mathematics 6 32 - 36 35 60 - 64 62

Social Science & Education 9 25 - 40 34 60 - 63 62

Total 29 25-40 35 60-88 65

AAS

Applied Technologies 23 25 - 29 25 60 - 75 65

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Business, Industry & Public Services 26 25 - 28 25 60 - 70 64

Health Sciences 18 25 - 35 28 60 - 92 73

Information Technology & 12 25 - 27 26 61 - 68 65

Telecommunications

Social Science & Education 4 25 25 61 - 65 63

Total 83 25-29 26 60-92 66

CertificateofAchievement

Applied Technologies 22 3 to 9 3 30 - 53 38

Arts & Letters 1 3 N/A 30 N/A

Business, Industry & Public Services 16 3 to 6 3 30 - 36 31

Health Sciences 15 3 to 9 4 30 - 51 36

Information Technology & 21 3 to 5 3 30 - 40 34

Telecommunications

Social Science & Education 4 3 to 8 5 33 - 38 36

Total 79 3to9 3 30-53 35

CertificateofCompletion

Health Sciences 13 0 0 6to26 13

GrandTotal 205

Members of the Academic Council, deans and associate deans, recommended to the VPAA that degree constructs for all future degrees and certificates be established. The intent of this recommendation is to provide faculty interested in developing new programs or certificates some guidance as to total credits and distribution of credits that will be required in the future. The Academic Council approved the degree constructs, as amended, on October 25, 2005.

To provide some structure for all new degrees and certificates of achievement at CCSN, the following construct for degrees and certificates of achievement has been adopted:

CompletionAward NumberofCreditHours GeneralEducationCertificate of Completion <27 Certificate of Achievement 30-39* 9AA/AS/AB/AGS 60-72** 33+AAS 60-72 25-29BS 120-126 38

*Human relations, communication and computation components must exist in all programs of more than 30 semester credit hours awarding a certificate of achievement. This requirement may be met in a variety of ways prescribed by each program. The college catalog identifies the courses that satisfy the communication, computation, and human relations requirement for all certificate programs.

**Transfer degrees are generally between 60 and 65 credit hours. Health science associate degrees are at the high end of this range.

The Certificate of Completion (CC) is awarded at both the program and department level. Students who complete the required courses and demonstrate competency are awarded the CC. For example, nursing assistant is a 6-credit course. At the completion of NURS 130, the student receives a CC from the Department of Nursing.

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The Certificate of Achievement (CA) provides employment related and career enhancing skills necessary to succeed in a chosen occupational or technical field of study. The courses will often be a subset of those required for a corresponding Associate of Applied Science degree. Many students complete the CA and then continue to complete the associate degree while employed in their chosen profession.

The Associate of Applied Science (AAS) degree provides employment related and career enhancing skills necessary to succeed in a chosen occupational or technical field of study. Although the AAS degree is not designed to transfer to a four-year program, some of the courses will transfer to four-year colleges and universities.

The Associate of General Studies (AGS) degree is designed for students wishing to acquire a broad education rather than pursuing a specific transfer field or professional/technical field. The AGS is not intended for transfer to a four-year institution.

The Associate of Arts (AA), Associate of Science (AS), and Associate of Business (AB) degrees seek to satisfy lower-division general education requirements. Major to major or 2+2 agreements should be in place between university and state college majors and the community colleges. There are proposed changes to the NSHE transfer policy that state: “By December 31, 2006, 2+2 agreements will be in place between community colleges and state colleges and universities for every academic program for which an agreement is possible.”

The comprehensive listing of all degrees and certificates of achievement offered by CCSN is listed in the current catalog.

New Degree and Certificate ProgramsIn response to community need, the college has added the following Associate Degree programs and Certificates of Achievement since the last comprehensive visit in 2000.

TypeofDegree NameofProgramBachelor of Science Dental HygieneAssociate of Arts Criminal JusticeAssociate of Arts Emergency Management AdministrationAssociate of Science Dental HygieneAssociate of Science Pre-engineeringAAS Architectural Design Technology Emphasis: Architectural DraftingAAS Aviation TechnologyAAS Building Technology Emphasis: ElectricianAAS Business Management Emphasis: Telecommunications/NetworkingAAS Computing Information Technology Emphases: GIS, Networking, Programming, User SupportAAS Deaf Studies Emphasis: Interpreter PreparationAAS Electronic Engineering Technology Emphasis: LAN Technology Networking Security Slot RepairAAS Environmental Safety and Health

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Emphasis: Occupational Safety ManagementAAS FinanceAAS Fire Science ManagementAAS Hotel, Restaurant and Casino Management Emphasis: Pastry ArtsAAS Mechanical Technology Emphasis: Power Utility ProgramAAS Mental Health/Developmental Disabilities Emphasis: Direct Support Professional Disability Services ManagementAAS Ornamental Horticulture Emphasis: Urban HorticultureAAS Photography Emphasis: Videography and FilmAAS Radiation Therapy TechnologyCertificate of Achievement Architectural Design Technology – Drafting Building Technology – Electrician Computing and Information Technology Database Internetworking Technologies CISCO/Microsoft CISCO/Novell LINUX/UNIX Systems Administration Programming User Support Criminal Justice – Public Safety Communication Electronic Engineering Technology Electronic Engineering Technology LAN Technology Slot Repair Telecommunications Environmental Safety and Health Occupational Safety Management Fire Science Technology – Fire Investigation Graphic Technology – 2D Animation Hotel, Restaurant and Casino Management Pastry Arts Massage Specialist Mechanical Technology – Power Utility Mental Health/Developmental Disabilities Development Services Disability Services Management Mental Health Services Music Business and Technology Photography – Videography and Film Radiation Therapy Technology Retail Management Veterinary Technology

2.A.5TimeframesforConcentratedCoursesCCSN offers courses in abbreviated time frames, but no entire degree programs or certificate of achievement programs are offered in compressed formats. Courses that are offered in an

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abbreviated format must be scheduled for the appropriate contact hour limits of a given semester, and students completing these abbreviated courses must satisfy the course requirements and objectives.

Expectations for students enrolled in programs offered in concentrated or abbreviated timeframes are no different than for students taught in a more standard format. Students are taught by faculty with the same qualifications as faculty teaching courses in the standard format. Students are expected to achieve and demonstrate the same course objectives and outcomes as students in traditional courses.

2.A.6LengthofProgramsCCSN follows the semester credit hour schedule utilizing Carnegie hours. The college employs the standard formula of a 16-week semester at 53.5 contact minutes per credit. Contact hours describe the number of hours each course is expected to deliver instruction on a weekly basis by a standard pedagogical element; i.e. lecture, lab, clinical, and other. The CCSN General Catalog lists the contact hours and the credit associated with each course in the inventory. The standard 16-week semester contains 16 weeks of lecture and 15 weeks of laboratory, and 15 weeks of clinical, 15 weeks of other activity.

TuitionThe NSHE Board of Regents sets tuition; community college tuition is the same throughout the state. The current tuition and fee schedule is:

Application Fee: $5.00 one time, non-refundable for new students onlyResident Tuition: $50.75 per creditTechnology Fee: $4.00 per creditDistance Education Fee: $10.00 per courseNevada High School Distance Education Fee: $25.00 in addition to lab and technology feeGood Neighbor Fee: $30.50 per credit in addition to tuition and technology feeWestern Undergraduate Exchange Program: $76.12 per creditNon-resident Fee: $55.75 per credit in addition to tuition and technology fee assessed on all nonresident students registering for six credits;$2,457.50 per semester in addition to tuition and technology fee assessed on all nonresident students enrolled in seven or more credits.Nonresident Fee Distance Education: Nonresident students enrolled exclusively in distance education courses will, in addition to registration fees, pay tuition equal to the registration fees times 50%.

Additional fees, i.e., graduation, diploma mailing, challenge course fee, etc. may be assessed. Courses with laboratory components may assess a laboratory fee to be used to replace consumable supplies. The maximum lab fee allowed by the Board of Regents is $50.00 per semester per course. Student fees are published in the semester schedule of courses and are also listed in the annual college catalog.

Tuition for 300/400 level courses parallels the prevailing upper division tuition rate in the NSHE. In fall 2005, this rate is $83.50.

As a check on use of tuition and fees to meet program costs, CCSN has adopted for testing and implementation in 2007, a budget model that includes a department-by-department breakeven analysis, efficiency ratio, and other tools for managing and deploying its resources.

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2.A.7ResponsibilityforProgramDesignandDevelopmentThe responsibility for curriculum design and development rests with the faculty. Changes to existing courses and/or coursework are recommended by program faculty to the department chair, the division dean, and the College Curriculum Committee. The College Curriculum Committee is a committee of the Faculty Senate; its membership has faculty representation from every academic division in the college. In addition, the Office of Student Affairs and Office of the Registrar also have representation on this committee. The VPAA is an ad hoc member of the Curriculum Committee. This committee meets monthly and is responsible for approving/disapproving all submissions. The committee also has oversight for production of the annual college catalog. The president of the Faculty Senate appoints the chair of the committee; the current chairperson has served in this role for the past five years. To provide continuity, the current chair also serves as the CCSN representative to the Common Course Numbering Committee at the NSHE level. Faculty desiring to make changes to existing courses or programs must submit these recommended changes by the 5th of the month. The Curriculum Committee meets on the third Friday of every month and considers all submitted curriculum changes. If these changes are approved in the fall semester, the changes are implemented the following fall. If these changes are approved during the spring semester, the changes are implemented in 1½ years. For example, curriculum changes approved in fall 2005 are implemented in fall 2006. Changes approved in spring 2006 are implemented in fall 2007.

Academic Standards CommitteeThe Academic Standards Committee (ASC) is a committee of the Faculty Senate. The president of Faculty Senate appoints the chair who rotates every academic year. The Academic Standards Committee considers curricular issues in the following situations:

New degree programs, either associate or baccalaureate, must be recommended for approval by Academic Standards after submission to Curriculum Committee.Changes to high credit associate degree programs must be reviewed by the Academic Standards Committee after submission to the Curriculum Committee. For example, the Diagnostic Medical Sonography is a high credit program at 91 credits. The program faculty, based on student feedback, desired to increase credits to 92. After the credit increase was presented to the Curriculum Committee, the faculty had to defend the credit increase before the Academic Standards Committee.

Academic Program ReviewAcademic program review is also the responsibility of the Academic Standards Committee. Currently a proposal for academic program review is under serious consideration by the Faculty Senate. When approved, it will establish a formal process for academic program review and will be under the direction of the VPAA and administered by the Academic Standards Committee. The purpose of academic program review is to improve the quality of academic programs. The review will provide information about the program, contain an analysis of any strengths and weakness, make recommendations for improvement. The review will focus on improving the quality of both degree and certificate programs and contain an evaluation of the need for the program and a cost-benefit analysis of program delivery. The committee will recommend to the VPAA and Faculty Senate chair any changes deemed necessary for the program, and include in these recommendations a review of the adequacy of physical and financial resources.

Proposed Process for Academic Program ReviewThe entire process will be faculty-driven involving both faculty from other programs as well as faculty from the program being reviewed. These reviews will occur on a regular cycle, and each division on a rotating schedule will be responsible for producing a self-study. In September of a given academic year, the dean of the selected program along with the faculty will begin the process of program review following the criteria established by the ASC, utilizing college documents and

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data that will permit a complete and honest analysis of the programs offered in the division.5 Every program review will have an external component. The external element may consist of the review conducted by accreditors in programs having specialized accreditation or it may entail a review by two faculty members, one representing a NSHE institution and a second representing a broader perspective. These external reviewers will produce a report based on the self study and, when appropriate, a campus visit with interviews.

The entire process is intended to be evaluative and not just descriptive, forward looking and focused on continuous improvement, and is intended to result in an action plan that will be implemented by the faculty. The reports and recommendations of the review team will be forwarded to the VPAA who will summarize the findings and recommendations and forward them to the President.

Proposed Schedule of Program Reviews

2005-2006 Preparation of Self Study for Northwest Commission on Colleges and Universities2005-2006 Visit by Accrediting Board for Engineering and Technology (ABET)2005-2006 Visit by Association of Collegiate Schools of Business and Programs (ACSBP)2006-2007 Comprehensive Visit by Northwest Commission on Colleges and Universities2007-2008 Review of Division of Science and Mathematics and other programs as may be selected by Academic Standard Committee (ASC)2008-2009 Review of Divisions of Health Science and other programs as may be selected by ASC2009-2010 Review of Divisions of Arts and Letters and Advanced and Applied Technologies and other programs as may be selected by ASC2010-2011 Review of Divisions of Social Science, Education and Library and other programs as may be selected by ASC2011 Interim Report for Northwest Commission on Colleges and Universities

New Degree Approval ProcessCCSN faculty, under the direction of department chairs and the appropriate dean, can recommend approval of new baccalaureate and associate degrees through the NSHE process for new degree program approval. New certificates of achievement do not need to be approved by NSHE and are submitted by faculty to the Curriculum Committee. When CCSN faculty propose a new AA/AB/AAS degree, the template of proposed program additions must be completed. This narrative is used as a starting point for review and discussion with the CCSN Vice President of Academic Affairs before proceeding with the curriculum process. Once the new program is reviewed by the Academic Vice President and approved, then the NSHE program proposal format and summary and all CCSN curriculum forms are completed. When CCSN faculty propose a new AA, AB or AS degree, consultation with the curriculum committee chair for current articulation information and requirements must be conducted. Following that consultation, then the faculty proceed through the new program proposal process.

New baccalaureate degree programs at community colleges must complete a narrative outlined in the “Evaluation Criteria for Baccalaureate Degree Programs at NSHE Community Colleges.” Formats for these narratives are available online.6 Approval Process, Bachelor of Science in Dental HygieneThe development of the curriculum for the Bachelor of Science in Dental Hygiene occurred at the program level. Numerous meetings were held to determine the need for such a program. While

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college stakeholders were involved in the planning and designing of the baccalaureate degree, the college retained a consultant, Education Alliance, to help with the strategic planning and implementation of the program. Input from the dental community was provided at all stages of the process. The program faculty modeled general education requirements after the Bachelor of Science degrees at Great Basin College and UNLV.

Timeline for Planning and Approval

PlanningPhase DatePreliminary BS Program Development 1997with UNLV College of Health SciencesBS Degree listed in NSHE Master Plan April 18, 2002 BS Degree listed in CCSN Academic 2002 Master PlanCurriculum Development initiated June 2002Permission sought from Academic November 1, 2002Standards Committee to pursue BS DegreeCurriculum Design and Development OngoingConsultant (Education Alliance) retained January 27, 2003Meeting with BS Degree Task Force April 23, 2003 Meeting with Students April 24, 2003Dental Hygiene Colloquium June 20, 2003 Final Curriculum Development September 11, 2003Presentation and Approval of Curriculum September 12, 2003BS Degree Advisory Committee September 24, 2003Meeting with Consultant September 25, 2003Academic Affairs Council October 7, 2003Ad-Hoc Health Committee December 4, 2003Academic Research and Student Affairs March 18, 2004Board of Regents March 19, 2004Substantive Change Proposal May 2004Implementation Fall 2004Anticipated Graduation of First Cohort May 2006

2.A.8IntegrationofLibraryResourcesFaculty and library personnel work closely in the acquisition and use of library materials, development of library orientation, and improvement of student research skills. Students receive assignments from faculty requiring the use of library research skills. When proposing a new course or a change to an existing course, faculty must consult with the Library in determining the need for supporting materials. This consultation allows the Library to review current holdings to determine if there are sufficient resources to support the curriculum. The adequacy of library holdings is addressed in Standard 5.

Further, a goal of CCSN’s general education program is use and retrieval of information. Specific courses in the general education menu address this goal for systematic integration of library resources in the student learning experience.

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2.A.9CurriculumPlanningandSchedulingCourses are offered at the three campuses, at high schools associated with high tech centers, at many outreach and rural sites, as well as online. CCSN offers weekend, summer (4, 6, 8, or 10 week) and part-term courses (4 or 8 week). Surveys of student scheduling preferences indicate a high correspondence between the scheduled offerings and student preference. More recent assessments indicate this is not always successful.

Typically, department chairs schedule courses. Classrooms on all campus are assigned for priority scheduling by specific departments. Once a department has scheduled classes in its priority classrooms, the Dean of Curriculum and Scheduling reviews any class that still needs a room for classroom assignment. The Dean of Curriculum and Scheduling monitors campus schedules to ensure multiple offerings at peak hours of student demand.

Because an assessment (Noel-Levitz, Student Satisfaction Survey) during spring semester 2006 indicated scheduling is not entirely meeting student needs, a campus review process proposed changes to scheduling that are now under discussion in faculty meetings. CCSN is also exploring acquisition of a scheduling software system to better manage schedule development and curricular distribution.

Scheduling Coordination with Clark County School District (CCSD)The Community College High School is located on the Cheyenne, Henderson, and Charleston campuses. High school juniors and seniors apply for admission into this high school. The goal is to provide high school students exposure to a college campus at an early point in their high school education and jump start their higher education by taking college courses that qualify dual credit. If accepted by CCSD, the high school student takes high school courses that are needed for graduation from CCSD teachers who teach in CCSN classroom space. The program is open to all students who have demonstrated successful performance in their high school courses. It is for students who demonstrate maturity, responsibility, and the desire to achieve at a high level, but is certainly not limited to gifted students. The high school courses are scheduled for two days per week for 85 minutes and on Fridays for 45 minutes. High school counselors are available to recommend the appropriate high school courses necessary for graduation. In addition to the high school courses, these students can also take CCSN college level courses. There is an approved articulation listing of courses offered by CCSN that count for dual credit in the Clark County School District. CCSD pays for 12 college credits per semester. Students pay for any credits above 12. CCSN will bill any student who fails a college course. Students who are successful at the Community College High School could conceivably graduate high school with a corresponding associate degree from CCSN should they earn the required credits.

Student to Teacher Enlistment Program (STEP)Under a Memorandum of Understanding (MOU), the Community Foundation of the Clark County Education Association (CCEA), CCSD, and CCSN have collaborated to enroll qualified students still in high school into limited college preparatory coursework leading to eventual employment in a teaching position within CCSD. This project is called Student To Teacher Enlistment Project (STEP). CCSN faculty teach all courses leading to an AA degree, with an Emphasis in Elementary Education. These are taught at the student’s home high school campus. Students are then offered a contract either as a long-term substitute or a teacher’s aide with CCSD. Students agreeing to accept a teaching contract with CCSD can continue on in a seamless transfer to Nevada State College (NSC) to complete a BA in Teacher Education and receive their education tuition free through a scholarship program from CCEA. STEP was initiated in fall 2005 with the first cohort of graduates anticipated for spring 2006. High school students at specified high schools are solicited by written notice to express an interest in a teaching career. They are screened for GPA of 2.75, minority status, and interest in becoming a teacher in Nevada. Selected high school students are required to complete the assessment tests for mathematics and English to determine placement into college level mathematics and English. The tuition and fees for these high school students are paid

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by CCEA. CCSN is currently developing an improved policy and procedures manual for STEP. 2.A.10CreditforPriorExperientialLearningThe policy for credit for prior experiential learning is found in the College Catalog.7 Credit for work experience is evaluated on the basis of personal interview, verification of occupational experience and the results of occupational competency examinations. Only students who have completed 15 credits in residence at CCSN are eligible to apply for non-traditional education credits. Credit earned from non-traditional sources will not apply toward satisfying minimum residence credits required for graduation. The college may apply a maximum of 16 credits from prior experiential learning towards a specific degree. Students who wish to apply for credit for prior experiential learning make the request to the department chair of the program where the degree is sought. The department chair reviews the documentation and determines if prior experiential learning is equivalent to required coursework. If nontraditional education credit is acceptable to the department chair, the department chair determines that it corresponds with the experience and forwards this information to admissions and records. The appropriate course number and title are then recorded on the student’s transcript. Credits for prior experiential learning may be applied only to the Associate of Applied Science and Associate of General Studies degrees.

2.A.11Additions/DeletionsofCoursesorProgramsThe Board of Regents Handbook states that a review of existing programs shall be conducted by each institution on a regular cycle to assure academic quality, and to determine if need, student demand, and available resources support their continuation.8 New programs will be reviewed after five years. In addition, follow-up reports on actual enrollments, originally projected enrollments, and program expenses will be provided following the first, third, and fifth year of each new program’s existence. The fifth year reports will be incorporated into the first full academic program review due at the same time. The Common Course Numbering policies address new courses, modifications to existing courses, and removal of courses from the Master Course File. In a draft amending policy for academic program review under consideration by the Faculty Senate, no program may undergo review more often than every five years except as approved by the President.

2.A.12ProgramEliminationThe Board of Regents Handbook provides the policy on deletion of degrees, majors, programs, departments, schools, colleges or institutes.9 CCSN is obligated to provide program completion to any student enrolled in a program being deleted. That obligation requires CCSN to find other classes that will satisfy program completion. The recommendation to delete degrees and/or courses is made by program faculty, approved by the department chair and division dean and then taken to the College Curriculum Committee. Once approved by the College Curriculum Committee, the course and/or program is considered deactivated, removed from the college catalog, and notification made to NSHE through the common course numbering process.

Deactivated Degrees/Certificates Since 2000:

AAS CIT Internetworking Technologies – CISCO/NovellAAS CIT Networking EmphasisAAS CIT ProgrammingAAS CIT UNIX Systems, Administrative EmphasisAAS CIT User Support EmphasisAAS Landscape Design ContractingAAS Landscape ManagementAAS Building Technology, Architectural EmphasisAAS Histology TechnicianAAS CIT ARC/INFO GISAAS CIT ARC/VIEW GIS

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AAS CIT Remote Sensing GISAAS Dental HygieneCertificate of Achievement CIT AS/400i Series Systems Operator CIT AS/400i Series Programmer Analysis Building Technology, Architectural Drafting Banking CIT ARC/INFO GIS CIT ARC/VIEW GIS International Business Welding Technology

2.BEducationalPlanningandAssessment

2.B.1InstitutionalAssessmentProcessesProgram assessment at CCSN has proceeded in a number of directions since the last comprehensive visit. While the college remained committed to program assessment during this period, a number of factors contributed to intermittent changes of direction. This self study seeks to examine and report fully CCSN’s experience in this regard, to indicate the direction it is currently taking and the results achieved.

Following the 2000 NWCCU site visit, the college developed a Comprehensive Assessment Program (CAP), with responsibility assigned to the Office of Institutional Research and Planning (IR&P). A recommendation of the NWCCU evaluation team was that student learning outcomes be defined and consistently assessed for all educational programs. The CAP specified that all assessment would be conducted at the program level and that every individual completing a program would be assessed. Assessment would determine whether students met minimal levels of knowledge and proficiency as determined by program faculty. Program directors were asked to file an assessment report with IR&P. Within these assessment reports, program directors were asked to identify one to five intended student learning outcomes and a first and second means of assessment for each of the outcomes. Some program directors and departments complied with this expectation, others did not. Unfortunately, there was no accountability on program directors to complete these assessment reports and report on assessment activity. As a result, pockets of assessment existed and although a lot of good assessment was happening, it was not systematic or uniform across the college. CCSN also hired an assessment analyst who was charged with working with individual programs to perform assessments, but this effort was also unsuccessful.

On a national platform, the National Forum on College Level Learning (NFCLL) was conducting a pilot project to test the feasibility of using standardized tests to measure student learning. At the community college level, Work Keys© was selected as the instrument to be tested. The Nevada System of Higher Education decided to participate as one of the pilot project states. CCSN participated in this project by administering Work Keys© to a sample of students. However, the overall research design was felt by some to be flawed, and the report published by NFCLL did not separate the results of the state’s four community colleges. As a result, there were no meaningful assessment data for the college to use. In February 2005, an in-service was conducted with the academic department chairs seeking once again to formalize the development of assessment plans for all academic programs. The in-service was conducted by Dr. Frank DiPuma, Office of Institutional Research & Planning, Clarissa Erwin, Chairperson of the College Curriculum Committee, and Hyla Winters, Coordinator of the Accreditation Self Study Steering Committee. One of the goals of the in-service was to publish the measurable student learning outcomes in the 2005-2006 College Catalog. Department chairs were given a deadline of April 5, 2005 to submit student learning outcomes for publication.

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On April 18, 2005, a meeting was held with the Vice President of Planning and Development to assess the quality of student learning outcomes submitted by department chairs. Three scenarios emerged from the discussion:

Publish the outcomes submitted in the 2005 catalog.Select only the well-written outcomes for publication in the 2005 catalog.Do not publish the outcomes generated in April 2005 and receive a specific. recommendation regarding student learning outcomes from the Commission in 2006.

After considerable discussion, the decision was made not to publish the student learning outcomes in the 2005-2006 college catalog. It was determined that department chairs and deans needed further education about the assessment issue, the importance of generating clearly stated student learning outcomes, and the need to further develop an effective strategy to achieve the college’s goal of full assessment for every program.

Concurrent to this effort with the department chairs, an Assessment Committee was appointed by the Interim VP of Academic Affairs. The Assessment Committee was composed of representatives from faculty, classified staff, counseling, administration and institutional research, and conducted its first meeting on April 29, 2005. Participants were informed of the vital need for the assessment process to be integrated into the academic process of each program. It was noted that the following assessment activities were being conducted currently:

Program reviews by the Academic Standards CommitteeGraduate surveys in some vocational and technical program areasA review of some assessment reports filed by academic departments

The following statement was developed and recommended for placement in all future CCSN catalogs:10

To assure that programs at CCSN are effective and that students completing programs of study at CCSN are attaining appropriate levels of knowledge, skills and understanding, the faculty and staff of CCSN have developed ongoing processes to assess the learning and academic achievement of students completing these programs.

Students nearing completion of their programs of study at CCSN should expect to participate in a wide range of assessment activities designed to provide useful information about the effectiveness of degree and certificate programs and the service programs that support them. Periodically during their courses of study, CCSN students may be asked to participate in tasks in which they demonstrate the breadth and depth of their knowledge, skill, and understanding, indicate their levels of satisfaction with services provided, and describe their learning experience. Alumni may be asked to communicate their views about CCSN programs in the context of their lives and careers since graduation. Employers also may be asked to indicate the qualities they need and expect from CCSN graduates and to evaluate how effective CCSN programs have been in preparing students to meet their needs.

Guiding this continuous assessment effort is the concern with program quality: CCSN faculty and staff must be assured that students gain the requisite learning from their programs of study at CCSN and that these programs continue to meet high standards of excellence.

AssessmentCommitteeThe mission of the Assessment Committee was defined in the following language:

The Assessment Committee will strengthen the assessment environment at CCSN by ensuring the incorporation of continuous assessment procedures into all academic programs and non-academic units.

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The Assessment Committee conducted two additional meetings on May 20, 2005 and July 15, 2005, and drafted a document entitled “CCSN Program Assessment.” A draft proposal for a Director of Assessment and Director of General Education was submitted. This proposal was put on hold in July 2005 when a permanent Vice President of Academic Affairs (VPAA) with experience in assessment was hired. The new VPAA developed a modified format for assessment plans and reports and identified the following schedule of assessment activities:

August 29, 2005 – Present draft of the assessment plan to deans and department chairsFall 2005 – Present Continuous Assessment Plan to Faculty SenateFall 2005 – Ask department chairs to extrapolate data from results of previous assessment plans and insert into the newly revised assessment plan format.

The newly revised assessment plan format requires the following of department chairs: Describe the program mission – the holistic vision of the values and philosophy of the program.Describe the program goals – the general statements about knowledge, skills, abilities, attitudes, and values expected of graduates from the program.Define the measurable student learning outcomes – clear, concise statements that describe how students can demonstrate mastery of the program goals.Describe the assessment methods – what methods will be used to assess student demonstrable knowledge, skills, and abilities.Describe the assessment implementation – when and where the assessment methods will be administered and data collected.

By spring 2006, department chairs will collect and report assessment data to IR&P, and the college will publish three measurable student learning outcomes in the 2006-2007 college catalog.

The spring 2006 assessment reports will contain the following information:Measurable student outcomes stated in the program assessment plan.Results and Analysis: who conducted the analysis; results relative to performance criteria established for each outcome.Dissemination: when, where, and how results will be reported to program, department, division, and other stakeholders.Improvement: how the results will be used to improve the program; what action plans will be developed.

In the course of this self-study, it has become clear there are strong elements of assessment currently being conducted, especially in those programs where external programmatic accreditation requirements must be met on a regular basis. It is the college’s belief that as a result of this accreditation self study, the issue of assessment of student learning outcomes will remain foremost in the minds of department chairs and deans. The accreditation self study steering committee hopes to instill a culture of assessment within the institution that will have lasting effects beyond the accreditation site visit.

Efforts to develop and sustain this emerging culture of assessment include:Distribution and online publication of A Faculty Guide to Program AssessmentDistribution and online publication of Instructions for Completing the Assessment Plan and ReportDistribution and online publication of A Glossary of Terms to facilitate the use of a common vocabulary

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Providing, through the Office of Institutional Research and Planning, 12 workshops conducted on all campuses during spring 2006, focused on the processes of assessment, developing measurable learning outcomes for programs, and using assessment results for program improvement

Analysis During the spring 2006 semester, institutional assessment using Noel-Levitz’s Student Satisfaction Survey and the Community College Survey of Student Engagement (CCSSE) were conducted to establish a baseline of data on overall institutional effectiveness and student engagement. The challenge facing CCSN is in the institutionalization of systematic assessment that provides evidence of a cycle of continuing improvement.

2.B.2StudentAchievementofOutcomesFaculty in individual programs have assembled their own data on programs and courses. In some cases, assessment activities supported programmatic accreditation. In other cases, these activities supported an ongoing evaluation of the program and its effectiveness. The following section details the achievements of some academic divisions in assessment as of the writing of this self study. At the time of this writing (fall 2005), departments submitted student learning outcomes for degree completers on Assessment Reports. Then the Office of Institutional Research conducted an editorial review of the plans, critiqued against the following criteria:

Program Mission: provided and linked with institutional missionProgram Goals: expectations of knowledge, skill, valueMeasurable Student Learning Outcomes: clear and concise, measurable, appropriateAssessment Methods: appropriate, performance criteria providedImplementation: plan provided who, what, when, where

Prior to the preparation of the 2006 catalog, the student learning outcomes were reviewed again for clarity, grammar, and readability in the catalog. Since the narrative for this self-study was completed before editing by the Office of Institutional Research for the Catalog production, there may be variation between the language of the student learning outcomes in this self study and the 2006 catalog.

Preliminary results of assessments can be found in the appendices.

2.B.3AssessmentandImprovementofTeachingandLearningCCSN’s commitment to excellence in learning and teaching is embedded in its history and culture. Learning is central to the college and is clearly articulated in the mission, values, and Strategic Plan. Academic excellence and quality instruction is a primary college-wide strategic goal. The college recognizes that learning and teaching cannot be separated; the two are interrelated and in many ways define each other. CCSN approaches both learning and teaching with an innovative and interconnected spirit, actualizing that spirit in myriad ways through its programs, services, resources, and physical environment.

This section of Standard 2 addresses how the college fulfills the most fundamental aspect of its mission – excellence in teaching and learning. The chapter describes, and presents evidence to support, some of the most significant examples of how the college meets the criterion through discussions of student learning outcomes, outcomes assessment, and use of results, teaching effectiveness, learning environments, and learning resources.

“The College provides student-centered services that recognize the uniquenesses of the individual, demonstrate excellence, utilize up-to-date facilities, emphasize comprehensive uses of technology, and rely upon the collaborative efforts of the

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College, the students and the community.” - from the college mission statement.

CCSN’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible. Student learning outcomes are stated and defined at several levels. Programmatic student learning outcomes are defined and measured as part of the college-wide assessment plan. Course-level objectives for every course are defined through a comprehensive and systematic curriculum development process described throughout Standard 2. Specific learning objectives for individual classes are defined and assessed by the faculty member teaching the class and are the purview of that faculty member.

APPLICATIONS OVERVIEW OF CCSN’S COLLEGE-WIDE ASSESSMENT PROGRAM

Through the assessment program, the college measures the extent to which students attainfaculty-defined learning outcomes in three areas central to the college mission: general education (under development), career and technical programs, and developmental education. It allows the college to document what impact the college experience has on student learning and to answer the fundamental question: “As a result of a program of study at CCSN, do students gain the knowledge, skills and attitudes valued by the college community?” Assessment results provide evidence and data documenting that students completing programs do perform significantly better than students beginning programs in all areas assessed.

The college’s assessment program is the result of a close collaboration among faculty, administration, and staff, following patterns of assessment proven at peer institutions and in national literature. A key principle was that college-wide student assessment would not be associated in any way with faculty evaluation. The college wide student assessment program was designed to: 1) determine the overall impact of college curriculum and experiences on student academic achievement; 2) document student achievement of learning outcomes to constituents; and 3) improve student learning. By reaching consensus on these fundamental issues, the program was able to develop and mature in a positive direction.

A number of elements have been important to the program’s success; these include:CCSN faculty lead the program and are responsible for using the results.A framework of planning and reporting was adopted.The Vice President of Academic Affairs and other academic leaders articulate the value of assessment, strongly support the program and provide the resources necessary for it to flourish.Commonly accepted research and assessment practices are followed – learning outcomes are well defined, measurement tools are selected or developed to align with the outcomes, and an appropriate research design is used.The program is linked to CCSN’s institutional research office.Measurement tools are pilot tested and refined based upon data analysis.Results are linked back to the planning process.

Assessment processes have been developed collaboratively and, despite starts and stops, as noted above, have been systematic, consistent, and incremental. Both faculty and administrative leaders have promoted assessment processes, and a concerted effort has been made to continuously improve, sustain, and institutionalize the program.

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ASSESSMENT OF GENERAL EDUCATION OUTCOMESAs summarized in Standard 2.C., general education begins with an NSHE defined core of courses totaling about 19 credit hours. The core includes coursework in communication, mathematics, U.S. and Nevada constitutions, and introductory courses in broad fields of study such as the humanities and natural sciences. CCSN supplements this core with additional coursework—up to 37 credits—generally aligning the program with UNLV’s general education program. (UNLV is CCSN’s primary transfer institution.)

The Curriculum Committee, composed of faculty, defined general education outcome goals as follows:

Students will be able to write and speak competently.Students will understand how to obtain and use information, via both print and electronic formats.Students will engage quantitative reasoning, that is, math skills, at the college level.Students will develop competency in analytical reasoning.Students will understand basic concepts of one or two scientific areas of study and develop a knowledge of scientific methodologies.Students will acquire a range of political knowledge, including an understanding of the United States and Nevada constitutions.Students will acquire an introductory level knowledge about social sciences, and their insights about individual and group behaviors.Students will acquire appreciation or introductory knowledge of the humanities and at least one of the fine arts.Students will understand differences in attitudes, perspectives, and cultures.Students will acquire and apply job/career skills.

Work is underway to align the goals with an appropriate menu of courses and to determine assessment methods for the program, either holistically or thematically. To conduct general education assessments above the course level, it will be necessary to define clearly the student population to be assessed and select an appropriate research design. A cross-sectional research design may be well-suited to the CCSN context because it involves comparison of a sample of beginning students to a sample of completing students.

ASSESSMENT OF CAREER AND TECHNICAL PROGRAM OUTCOMESStudent outcomes assessment within career and technical programs is comprised of two main components: assessment of program specific outcomes and workplace skills assessment.

The assessment of program specific outcomes is one component of program review in career and technical programs. Specialized accreditation self-studies have been particularly valuable in the overall evaluation of many aspects of the programs, and also specifically address program-specific student learning outcomes and their direct measurement. For example, in automotive technology, specific task competencies test skills related to student learning outcomes in the program, and the cumulative success of this learning process affirms the program outcomes in automotive technology.

Similarly in other technical programs, workplace skills are assessed. Program specific student learning outcomes are defined and assessed by faculty teaching in the career and technical programs. A wide range of assessment methods are used within the individual programs. For example, student portfolios are used to assess programmatic student outcomes in the Graphic Arts. In a number of programs, external assessments based upon industry or professional standards are used as one benchmark of student achievement. For example, licensure and/or certification

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examinations are administered to students in networking and telecommunications, and in nursing programs. Results from such examinations provide valuable feedback to program directors about student performance on national assessments. Furthermore, such certifications are required for students to attain employment in these fields. CCSN’s annual assessment reports include summary data for several of the externally administered assessments.

ASSESSMENT OF DEVELOPMENTAL EDUCATIONDevelopmental education at CCSN consists of courses in English, mathematics, reading, and English-as-a-Second-Language (ESL), designed specifically to prepare students to be successful in college-level work. These courses are designated by below-100 level course numbers. Placement tests are administered to new students enrolling in the college and resulting “cut scores” are used to recommend placement in the appropriate developmental course.

Assessment has revised some of CCSN’s approach to developmental education. In English, faculty determined that a better placement model might be a written essay and a locally developed test rather than a national evaluation. This has resulted in better diagnostics and more accurate determination of student needs. Further, the faculty concluded there was a need for better integration of composition and reading to improve student exposure to the linkage between the two skills. A course bringing composition and reading together was designed and taught during spring 2006. By policy, placement is not mandatory and students may request waivers, but individual departments may set their own waiver practices about placement in courses. CCSN assesses developmental education with direct measures of student learning at the completion of the last course in the developmental course sequence for English and mathematics. In English, these are developed and conducted by the individual faculty members responsible for the course. In the Mathematics Department, a post course assessment was developed and administered, and results show statistically significant increases in performance.

Beginning Fall 2006, CCSN will provide developmental education in English and math for UNLV students under a legislative directive and an agreement with UNLV. Both institutions are working together to determine assessment activities for this program that will help students as they enter college-level work at UNLV.

USE OF ASSESSMENT RESULTSThere are several avenues for individual faculty members, departments, divisions, and the college as a whole to develop instructional approaches to address the assessment results. As part of the annual planning and curriculum development processes, department members review assessment results and are encouraged to develop departmental initiatives to address them. Written plans are developed and submitted to the Office of Institutional Research. In addition to integrating assessment results into departmental planning, assessment is a topic of discussion with deans and department chairs, and as institutional assessment results are available, they are shared with academic leaders and discussed in meetings.

A common example of the use of assessment results is in curriculum development as courses are modified and revised, and as programs are reviewed and restructured. For example, a recent ABET review found some course duplication in two programs and recommended a faculty review of content for better efficiency. A faculty committee was formed to address this recommendation during fall semester 2006.

EVALUATING THE ASSESSMENT PROCESS AND PROGRAMCCSN continuously examines and discusses its assessment process. Faculty input about the assessment program is a primary source of evaluative information. While there are generally positive faculty perceptions of CCSN’s assessment program, there remains a continuing need to

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view assessment as part of the college culture. And, as seems to be typical at community colleges throughout the nation, attention to the assessment attitudes expressed by part-time faculty indicate a need to increase the involvement of, and communication with, part-time faculty concerning student outcomes assessment.

INDIRECT MEASURES OF STUDENT LEARNINGTo the extent possible, a number of additional data sources provide evidence of student academic achievement, and these are used regularly to supplement the information gleaned from the direct assessment of student learning outcomes. Each year, the Office of Institutional Research creates and disseminates reports for use by academic leaders to examine the effectiveness of their courses and programs. These include reports on course completion, degrees and certificates awarded, student transfer to universities, and performance after transfer. Reports typically include institutional level summary data plus detailed analyses by department and discipline.

Through the analysis and triangulation of multiple sources of data, the college as a whole and individual departments are able to capture a picture of student performance and make decisions about areas of strength and areas to be targeted for improvement. Examples of indirect measures include the following:

Graduation Exit SurveyStudent Assessment of the College Environment Student TransferStudent Awards and Recognitions

The limitation of this service by the Institutional Research office is the administrative computing system of the state. Obsolete and stilted, the system constrains reporting with a lack of integration, multiple data perspectives, and ease of use. NSHE is in the process of replacing the present system. In the meantime, “shadow” systems and the reports of the Institutional Research office are most helpful.

CLASSROOM AND COURSE LEVEL ASSESSMENTCCSN’s attention to defining and assessing student learning outcomes at the institutional and program level has resulted in greater attention to assessing student learning at the classroom and course levels. Course objectives are defined through the curriculum development process and in syllabi for courses. The student learning outcomes for a course may also be supplemented by additional objectives deemed important by the faculty member teaching the course. Individual faculty members are responsible for assessing student achievement of course-level objectives and use a wide range of assessment methods to do so, including performance-based measures, student portfolios, projects, and more traditional paper and pencil examinations. Faculty within a department may choose to collaborate on developing and using a common tool to assess student learning at the course level, and a number of CCSN departments are currently doing so (e.g., biology, English and mathematics).

The evidence suggests that while greater attention to assessment is needed in some departments, many others are transitioning from a teaching-centered to a learning-centered approach to assessment. Faculty are beginning independently to develop processes within the disciplines that use course-level student assessment data for curriculum planning to develop new departmental initiatives, and ultimately to improve student learning.

ASSESSMENT AND SUPPORT OF TEACHINGCCSN is a learning organization with a long history of valuing and supporting effectiveness and innovation in teaching. Results from the most recent Student Satisfaction Inventory indicate quality instruction as a top strength of CCSN. While the college’s focus has shifted from teaching to learning over the past decade, CCSN fully recognizes that the two go hand-in-hand. The college’s investment in effective teaching is ubiquitous and evidence of it can be found throughout CCSN’s

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documents, programs, facilities, and teaching resources. The evidence highlights:Instructors expertise in subjects taughtInstructors attitude toward studentsInstructors access at the end of class and during office hoursOpportunities to participate actively in classInstructors clearly define course requirements

CCSN provides leadership as well as significant resources for faculty and non-teaching staff to pursue a wide range of options that develop effective teaching. The college has planned, invested in, and implemented strategic directions that foster a spirit of innovation through its faculty, resources, environment, and support services. This section documents and provides evidence of the myriad ways that CCSN encourages, supports, and promotes effective teaching.

FACULTY PROFESSIONAL DEVELOPMENTThe purpose of faculty professional development at CCSN is to expand faculty knowledge and experiences, to enrich the curriculum for students, and to build skills that lead to enhanced instruction. The ultimate goal is to better facilitate student learning. Faculty and staff can avail themselves of numerous professional development opportunities provided both internally through the Center for Academic and Professional Excellence (CAPE) and externally. Selected examples of professional development opportunities include the following:

FacultyProfessionalDevelopment: Faculty can apply for funding designated specifically to support attendance at professional conferences, workshops, and seminars related directly to their discipline or to the scholarship of teaching and learning. In 2006, CCSN committed full travel funding for faculty presenting at national conferences.

StudyAbroad: CCSN faculty can participate in travel and study abroad opportunities through partnerships with institutions of higher education around the world. This program is planned for expansion during the 2006-07 academic year, providing a formal process for faculty to propose new travel and study abroad programs. As a result of these opportunities, faculty members returning to the college from abroad infuse international content into the curriculum, share international perspectives with colleagues, and implement new instructional approaches gleaned from their experiences.

FacultyMentoring: Many CCSN academic departments support new faculty through formal and informal faculty mentoring. By pairing new and veteran faculty members, both have opportunities to learn from each other professionally, develop collegial relationships, and become more engaged in the academic life of the college and the discipline. A reward/incentive program for faculty mentoring was developed during the 2005-06 academic year for implementation in the next academic year.

TheDepartmentChairInstitute: During 2005-06, three department chairs participated in this national institute for the professional development of chairs. The program was made part of CCSN’s fall 2006 convocation program, allowing all CCSN department chairs to attend. Participants discuss current topics of importance in higher education, develop leadership skills, and address challenges unique to the position of department chair. This training is supplemented with workshops specific to CCSN (e.g., finance and budgeting).

CENTER FOR TEACHING AND LEARNINGA strategic goal of CAPE is the establishment and support of a Center for Teaching and Learning (CTL). Patterned after similar centers at other institutions, this center can become a valuable asset for teaching and learning excellence, where faculty can congregate to talk about, and experiment with, new teaching innovations. CAPE classrooms have been identified on each of CCSN’s three campuses. The CTL will begin functioning during fall 2006 in CAPE classroom space and will

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become a comprehensive professional development center and learning laboratory devoted to encouraging and supporting effective teaching as well as providing development opportunities for all employees.

FACULTY EVALUATION AND RECOGNITIONDescribed in Standard 4, the faculty evaluation system at CCSN has had a long life with little critical review and re-examination. Comprised of broad criteria and a long form/short-form process, evaluation has been generally superficial. A reviewed faculty evaluation and tenure policy and model was introduced to the Faculty Senate in August 2006. The new model concentrates on improved performance and acknowledges both effective teaching and service beyond the classroom. Under both systems, evaluation procedures for faculty involve classroom observations by the department chair or designee and student course evaluations. The new model supplements these procedures with a professional development plan and meetings with the department chair. Faculty evaluations are designed to ensure quality instruction, to foster professional development, and to continuously improve the learning experience.

The college and NSHE have numerous processes to recognize effective teaching, including faculty of the year awards in which faculty are recognized for a variety of professional accomplishments.

FACULTY ROLE IN THE CURRICULUMThe assumption underlying curriculum development processes at CCSN is that curriculum is the responsibility of the faculty, and all curriculum proposals originate from faculty in the specific discipline. Curriculum development is conducted within a well-defined process that combines internal CCSN processes and procedures with those of NSHE. All seven NSHE teaching institutions share a common course numbering system.

A faculty member intending to develop a new, or modify an existing, course or program can consult with the chair of the curriculum committee for process help throughout the development stage. Once the faculty member has completed a course or program proposal, it is reviewed at the department level. The proposal is then submitted to the dean and the curriculum committee.

If the course or program is approved by the CCSN Curriculum Committee, it is sent to the VPAA and then implemented. Programs recommended for approval must be sent to the NSHE Academic Affairs Council where each of the colleges and universities in the system review the proposal. Once a proposal is approved, it is placed on the Regents’ agenda for final approval and implementation. Thus, curriculum content is reviewed at a number of levels and by a number of committees, each with considerable faculty representation. While the process may be cumbersome, it does ensure that the faculty has a strong voice in curriculum decisions.

Curriculum and articulation processes at CCSN are highly participatory with many levels of review for quality of content and design. CCSN faculty benefit from resources and support for their curriculum development and maintenance. Along with wide participation, however, comes a challenge to communicate a great deal of highly detailed information to many relevant individuals and committees. This is an ongoing challenge, particularly with the articulation of CCSN programs with transfer institutions. CCSN is well represented on the NSHE Articulation Board, and it has been instrumental in proposing revisions to the NSHE transfer policy for a more seamless articulation of programs. Further, CCSN and Nevada State College developed a broad-based articulation agreement calling for the development of nearly two dozen 2+2 programs. Four programs will be developed and offered during the 2006-07 academic year.

To its credit, NSHE has developed an efficient, yet effective process for curriculum and program review. CCSN engages it carefully and ensures that resources are in place for adequate support of new programs.

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FACULTY CREDENTIALS AND QUALIFICATIONSCCSN faculty members are highly credentialed as evidenced and explained in Standard 4. Although the faculty hiring process is prolonged and in need of some revision, it follows NSHE guidelines and policies as well as CCSN’s policy that defines minimum qualifications in terms of academic credentials. During the year of this self study, candidates applying for faculty positions in academic teaching fields were required to have the following from an accredited college or university:

A master’s degree in the teaching field, orA master’s degree in any teaching field with 18 graduate hours in the teaching field

Candidates applying for faculty positions in occupational teaching fields were required to have the following from an accredited college or university:

The same qualifications as those listed for academic teaching fields, orA bachelor’s degree plus three years work experience in field to be taught, orAn associate’s degree or 64 semester hours or extensive professional experience and five years work experience in field to be taught

A new policy on faculty qualifications was adopted during the 2005-06 academic year more clearing defining faculty qualifications. Additional qualifications are often established within a discipline or department. In addition, CCSN has defined the essential functions of a faculty member’s role which are published for all faculty job postings and include the following: instruct students and assess student learning; maintain office hours and interact with students outside class; review, revise, and develop curriculum; engage in the academic life of the college by participating in department and college committees and activities; pursue professional development to advance knowledge within the discipline; and promote the scholarship of teaching and learning.Students perceive CCSN faculty to be highly qualified. According to the SSI administered in spring 2006, students rank instructors’ expertise in subjects taught very highly. Overall student satisfaction with instructional services also rated very high. Such items include the student perception of instructor’s attitude toward students, faculty accessibility to students, opportunities for active participation in class, clearly defined course requirements, up-to-date technology in coursework, use of a variety of teaching strategies, and overall quality of instruction at CCSN.

The wealth of evidence presented in this section points to the college’s value of, and support for, effective teaching. A spirit of teaching innovation underlies academic life, and faculty have strong support from the administration to develop and provide high quality programs.

CCSN’S LEARNING ENVIRONMENTSCCSN’s facilities and instructional resources attest to the college’s commitment to innovation and to providing the most effective learning environment possible. Strategically, CCSN aspires to continually improve and enhance these learning environments to enable the effective teaching and learning discussed earlier in this section to flourish. The college learning environments foster

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the development of the whole person – intellectually, socially, and culturally – and they promote active engagement among students, faculty, and staff. Most of CCSN’s students are balancing the competing obligations of school, work and family, and many students attend part-time. Thus, the college also consciously works to create an environment where students feel a part of college life. In this section, learning environments are addressed within a conceptual framework that includes the following assumptions:

Environments support teaching and learning;Environments enrich campus life and culture;Environments foster inclusiveness and diversity;Environments are enhanced by current technology;Environments are continuously evaluated and improved.

ENVIRONMENTS SUPPORT TEACHING AND LEARNINGThis category includes the physical spaces that support students’ intellectual growth: classrooms, laboratories, outdoor teaching spaces, and “soft” spaces where students gather informally to study and socialize. It also includes programs that help develop intellectual growth, such as the Phi Theta Kappa and Honors Program, internships, and academic clubs and organizations.

As described in Standard 8, the physical learning environment includes classroom spaces, support facilities, common areas, and the grounds, all of which impact teaching and learning. Evidence gathered indicates that the overall quality of the physical environment on the CCSN campuses is good. Most of the classes on the CCSN campuses are held in standard classrooms and the class size is generally small and intimate; average class size in fall 2005 was 20. The quality of CCSN’s classrooms is quite high, particularly at the newer campuses and sites. There is a continuing need for space renewal at the older campuses and sites (e.g., Cheyenne) and a continuing need to building new facilities to keep pace with student enrollment growth.

Facilities master planning is discussed in detail in Standard 8 and demonstrates how CCSN’s plans for facilities are driven by academic programs, services, and student life. In addition, through the annual planning processes, departments develop programmatic initiatives that might involve additions, enhancements, or renovations of existing instructional facilities. One focus of facilities planning in the past several years has been to create more “soft spaces” for students to gather and interact. A thrust of the current capital budget is construction of these “mix and mingle” spaces.

Outside CCSN’s buildings, an extensive xeriscape garden environment serves as a teaching space for many life science classes. A number of other outdoor areas throughout all three campuses are designed to enhance the teaching and learning experience. A Desert Garden at the Henderson campus is lined with native desert plants and creates a learning opportunity as students and faculty walk the area. Sculpture and artwork are prominently exhibited throughout the campuses, and all campuses and sites are designed for safety.

A variety of programs beyond the traditional curriculum also create a rich teaching and learning environment. The Honors Program is designed for students who meet designated academic standards to pursue intensive studies, participate in service learning, and take advantage of stimulating extra-curricular activities. Internships are used extensively in career and technical programs and provide students with real world work experience where they apply classroom theory and learning. Academic clubs such as Phi Theta Kappa, the national honor society for community college students, engage students in many learning experiences beyond the standard curriculum.

ENVIRONMENTS ENRICH CAMPUS LIFE AND CULTURELearning does not occur only within the classroom; student life and development at CCSN are enhanced significantly by the many student services provided. At a “commuter” campus such as CCSN, providing comprehensive student support services and programs is critical to student success at the college and beyond. In addressing the development of the whole person, this section

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focuses on key examples of those aspects of the college that address students’ social and cultural development.

The Admissions Office provides information to prospective students, processes applications, determines residency for tuition, evaluates transcripts, and assists students through the enrollment process. To the extent possible at all three campuses, all enrollment services (admissions, testing, advisement, registration, and financial aid) are combined into a one-stop center. At sites and centers, these services are provided as needed or on a circuit schedule.

Student recruitment is coordinated through the Student Recruitment Office and involves a wide range of recruitment activities for students from the many high schools located in the college service area. Recently, the recruitment staff coordinated a public school administrator and counselor day which brought public school officials to the campuses for a day to acquaint them with the diversity of available programs and services.

The Office of The Registrar coordinates the registration process, provides enrollment verification, maintains official college transcripts for all students, and records transfer credits on official transcripts. Other services include establishing student athletic eligibility and implementing probation and suspension policies.

The Student Financial Services office provides financial assistance to all students who apply and qualify. Financial assistance is awarded on the basis of financial need, except where funds are specified for recognition of special talents and achievements. The office also disperses the many scholarship funds awarded.

The Counseling Office offers services to help students address personal, social, educational, and career concerns. Students may seek out counseling services on their own or be referred by a faculty or staff member. Advising occurs in this office as students receive assistance in developing educational plans to complete their academic goals.

Testing Services offers placement and other testing support for students.

Career Services and Re-Entry Services offer a variety of resources that assist re-entering students in adjusting to college life and assist students seeking employment or making career decisions. They provide career guidance and help with preparing resumes, labor market information, job fairs, and internship opportunities.

Intercollegiate athletics are an integral part of student life at CCSN, as part of the National Junior College Athletic Association. Student athletes conform to all relevant eligibility rules. The men’s program includes baseball; the women’s program includes softball.

Student life and leadership services enhance the total student collegiate experience through a wide range of programs and events. Under this umbrella is Student Government, the Associated Students of CCSN (ASCCSN), which serves as the student voice of the college and advocates for student concerns. Student representatives serve on college committees, participate in leadership development activities, and sponsor a variety of student activities including community service.

Student clubs and organizations are an important component of the total college experience and student learning at CCSN. As detailed in Standard 3, students can participate in a wide variety of clubs and organizations designed to provide personal satisfaction, promote volunteerism, and enhance social growth.

Numerous performing arts programs allow students to pursue a wide range of interests in theatre, dance and music outside the classroom. Any CCSN student is eligible to audition for a variety

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of dramatic and musical productions, as performers, working behind the scenes, or attending performances. Some of the performing groups include the Choir, Concert Band, and Dance Club. Other cultural activities in the fine and visual arts include annual events such as the Student Art Show and Faculty Art Show.

The Bookstore and Food Services are privately owned enterprises serving CCSN students. Students can purchase textbooks and supplies at bookstores at all three campuses. Food services include traditional snack bars and coffee bars with adjacent gathering space.

Students are strongly encouraged to pursue experiences beyond the classroom and can choose from a wide array of such opportunities. Collectively, these many services and programs are intended to create a comfortable campus environment and a collegiate atmosphere that support student learning and development. The services are evaluated within the various departments, which track numbers of students served; some areas gather feedback from students to identify areas for improvement.

ENVIRONMENTS FOSTER INCLUSIVENESS AND DIVERSITYThe CCSN value of inclusiveness speaks to the college’s commitment to create learning environments that promote and respond to matters of diversity. This environment is manifested through programs and services, but also through the attitudes and perspectives that infuse the college community. Data from recent surveys provide an indicator of how faculty, administrators, and staff throughout the college view diversity. In essence, diversity is perceived as broader than race, ethnicity, gender, age, disability, and lifestyle – it is also about the diversity of thoughts and ideas. Students appear to be aware of this orientation as shown in the SSI results.

Inclusiveness of ideas is necessary but not sufficient, and numerous programs and services are designed to address the rich diversity of ethnicity, gender, age, disability, and lifestyle in the college community. The college is keenly aware that students must be prepared to live and succeed in a diverse world, to understand differing points of view, and to appreciate the perspectives of the global community. Thus, diversity is recognized and addressed in the college strategic plan, the curriculum, the student assessment program, the hiring process, professional development opportunities, and through a number of specialized programs and services. Some of the most relevant examples are “Awareness” weeks and discussions and colloquia on topics such as religious issues, Republican/Democrat Leaders Debate, and other current issues. Events are open to all CCSN students and employees. CCSN has no dominate ethnic group. Hence, inclusion is for everyone and invites everyone to participate.

The International Student Office mission is to foster global understanding by providing support services and programming that enhance the international efforts of CCSN. Services for international students and scholars, work with study abroad programs, and a resource center for campus international/intercultural initiatives are hallmarks of this office. Through this office, CCSN’s international students can access specialized advisement, assistance with immigration and visa issues, and other support services.

A number of departments at the college exist specifically for the purpose of addressing and providing services to meet the unique needs of special student populations. The Office of Disability Resources provides a wide range of services to appropriately accommodate students with disabilities or handicaps. These include scribes, note takers, interpreters, specialized adaptive equipment, special testing arrangements, and guidance through the registration and advisement processes. Bringing all college facilities into full compliance with ADA regulations has been a college priority and significant resources have been expended to ensure such compliance.

CCSN has a full service Child Care Center at the Cheyenne and Charleston campuses that provides child care for children (ages two through 12) of students and employees. The Center is licensed by

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the state and integral to the learning experience for single parents.

CCSN’s sites and centers take education to the broader community of southern Nevada. From Boulder City to Mesquite, Summerlin to downtown, CCSN delivers community workforce and transfer education according to a systematic plan that meets the needs of a number of special community populations. For example, students can enroll in General Education Development (GED) preparation classes to prepare for the GED test. Non-credit courses and personal enrichment classes are also offered.

The Division of Workforce and Economic Development provides a wide array of senior adult programs that offer intellectual and cultural stimulation. The division also keeps pace with the needs and expectations of the diverse constituents that make up the CCSN community, particularly those of industry, gaming, and the growing Spanish-speaking community. Perhaps the most compelling source of evidence that the college values diversity is seen in the student outcomes assessment program. Cultural diversity is one of the stated outcomes of a general education, and its importance is reflected in the SSI findings of spring 2006. According to the evidence, a strength of CCSN is its diversity and understanding of diversity issues.

ENVIRONMENTS ARE ENHANCED BY CURRENT LEARNING TECHNOLOGYA strategic goal of CCSN is a learning environment enhanced by current technology. Learning technologies are vital to the college’s academic life and to the learning environments experienced by students. Students and faculty alike seem to have insatiable appetites for technology, both as a subject and as a tool for learning. In its response, CCSN has engaged technology to support learning, as the following examples indicate:

The acquisition and implementation of the WebCT course management systemFaculty training through CAPE in course design and delivery using WebCTThe acquisition of Angel as an alternative course management systemEnhancement of conventional classrooms into “smart” classrooms (e.g., 55 classrooms complete in the past year)Improved support for academic computing through a 24/7 Help Desk and local monitoring in every open labAcquisition (2006-07) of Chalk and Wire portfolio servicesSungard/Collegis as the IT provider for CCSN computing and the array of services offered under contractAccess (2006-07) to SAKAI, an open source course management system being developed by MIT, the University of Michigan, Indiana University, and Stanford UniversityAstra scheduling system for better use of space and scheduling of courses and events

Early data from Sungard/Collegis highlight faculty and student satisfaction with the service and direction of technology at CCSN, but there is still work to be done. The newly updated web page needs continuing support and revision. Portal systems need to be introduced at CCSN, and the e-mail system needs to be updated.

Significantly, NSHE and CCSN need to replace the legacy student information system and locally developed systems in place for many years. A new, integrated, relational administrative system is intended to enable students to take more responsibility for planning and tracking their educational goals and progress, provide timely electronic access to student information such as grades and records, allow students to self-advise, and streamline many student services processes such as financial aid and fee payment.

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Distance EducationCCSN offers a wide range of classes via the Internet, providing an alternative learning environment that increases access and learning options for students. Our distance learning was first initiated by a small group of faculty in the late 1990’s who were interested in using the Internet and other technologies as tools to create different learning options for students. By fall 2005, distance education had grown to 2,310 FTE students who were enrolled in 551 sections and 272 different courses. The majority of courses offered are part of the general education curriculum, although a number of career and technical courses are also available.

Students taking Internet courses enjoy a full complement of services accessible online including orientations, admissions, registration, advisement, and tuition and fee payment. Through SmartThinking, an on-line tutoring service is also available. An online student survey asking students to rate and comment upon the quality and accessibility of these services provides immediate feedback for improvement. Technical assistance is available through several online help pages; in addition, students may obtain personal help on a walk-in basis during regularly scheduled hours through the Distance Education Office. Help desk assistance provides assistance accessible by phone or email. Distance learning students are also supported through remote access to reference services, online catalogs, library databases, and other electronic resources.

Through the distance education contract with Sungard/Collegis and the work of academic departments, CCSN is developing nine programs for online delivery, augmenting other programs CCSN now offers.

To guide distance education, a CCSN policy defines the roles of academic departments and the Office of Distance Education. This policy will be augmented in 2006 with revised guidelines related to distance learning, such as guidelines for the necessary components of a distance learning course, and with training on WebCT 6.0.

Issues such as section size, faculty load, and office hours are other topics currently under consideration by the faculty and the administration. Strategic conversations for faculty and instructional staff in spring 2005 gathered ideas for establishing such practices, and began a systematic approach to distance education. After a year’s experience, some revision will occur as results are incorporated into planning and decision making on a number of distance learning issues.

ENVIRONMENTS ARE CONTINUOUSLY EVALUATED AND IMPROVEDCCSN regularly uses a wide range of assessment and evaluation methods to examine college learning environments. These methods include faculty forums, surveys of students, employees and community members; interviews, discussion groups and strategic conversations; direct and indirect measures of student learning; and tracking of service usage and participation in programs. In addition, regular data reports about student enrollment trends, enrollment patterns by site, class size, faculty loading, and space utilization are continuously examined to inform planning and decision making. These assessment and evaluation data are used by college administrators, faculty, department chairs, deans, directors and managers to determine what practices, services and programs are effective and how they can be improved.

Over the past decade, the use of outcomes assessment and evaluation methods and resulting data has been widely adopted throughout the instructional areas of the college. Through the self-study process and the addition of a new vice president for administrative operations, it became apparent that some CCSN non-instructional units might benefit from conducting more targeted evaluations that provide specific feedback about how a service or program is perceived or could be improved. For example, student satisfaction with the availability of a service, or with its quality, or with the facilities and equipment provided, could be monitored. Development of systematic methods for all CCSN departments to evaluate their services would build upon the strong foundation of data-

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driven planning that has been established. An early result of assessment is the acquisition of a facilities management software package that tracks projects for timely completion. Additionally, the CAP is being revised to include assessment strategies for non-academic units.

Imperative to the viability of a learning-centered organization are the many resources necessary to support effective teaching and learning. These are vital to the quality of life for students, faculty, staff, and the community served. The remainder of this section describes, and provides evidence about the effectiveness of CCSN’s key learning resources: the library, the learning centers, writing centers, science laboratories and other labs designed to support learning, clinical and internship sites, and technology support including support for distance learning. Also discussed is the allocation of equipment, staff, and other financial support for those learning resources.

THE LIBRARYWhen CCSN began, its primary library was at Cheyenne Campus. Henderson Campus also has a library space, but Charleston Campus has lacked adequate dedicated library space until the 2005 Nevada Legislature funded a classroom/library building now being designed. To compensate for its lack of library space, CCSN entered into an agreement with the Clark County Library District for use of the Clark County library facility adjacent to the Charleston campus. As both Clark County and CCSN have grown, this arrangement has become less satisfactory.

The goal of the libraries is the provision of services and resources that support the college curriculum and fulfill the information needs of users on the campuses, at the centers, and via distance technology. Full library services are available at all campuses, but the space and some selected services (linked to space issues) could be improved. To direct the library’s future, a strategic planning initiative begun in spring 2006 will continue into the next academic year. Top priorities include such issues as collection development, staffing, access services, and reference services.

Librarians at CCSN are faculty members and are responsible for all regular library functions, as well as library instruction. Instruction is provided to individual classes as scheduled with subject faculty, through one-on-one contact with students, and as a part of the library instruction. The main focus of the collection of some 70,000 print titles, as well as a wealth of electronic resources, is to support the college curriculum and student learning. The annual library budget has been increased, and additional increases are planned with the opening of the new library, allowing significant updating of the collection, periodicals, and database subscriptions.

ACADEMIC SUPPORTTutoring and writing labs at CCSN are administered through the academic support function. Free tutoring in most subjects is available through one-on-one tutoring, group tutoring with professional and peer tutors, study skill workshops, and study groups. Tutoring is available by appointment or on a drop-in basis at locations on each campus. All CCSN students also have access to online tutoring services.

Writing labs, coordinated with the English Department, are an excellent source of help for English students as well as students in all other disciplines. The writing labs are staffed with professional English tutors who assist with writing problems such as structuring papers, writing essays and research papers, and writing mechanics. The labs also help students with grammar and writing deficiencies. A Science and Mathematics Center, at both the Charleston and Cheyenne campuses, provides tutoring in the sciences and math. The purpose of these labs is to assist academically underprepared students to be successful in meeting their higher education goals. In addition to tutoring, students are able to acquire academic survival strategies in such areas as study assistance, test-taking, and writing.

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LABORATORIESThe college maintains a variety of well-equipped laboratories used in numerous subjects including biology, chemistry, geology, physics and more. The quality of these labs depends on the date of initial construction. Those at Charleston are superb—well designed and maintained; those at Cheyenne need renewal and are a priority in the capital budget. The Division of Advanced and Applied Technology provides laboratory space for programs as diverse as electronics, manufacturing, drafting, welding, automotive, and horticulture. The Division of Health Sciences has state-of-the-art labs for nursing, radiology, physical therapy, and medical laboratory instruction. Other programs particularly dependent upon up-to-date laboratory equipment include fire science, dental hygiene, and business programs and courses such as computer information systems and computer programming. CCSN open computer laboratories feature current equipment and software.

Many advanced and applied programs are extremely technology intensive, both in terms of equipment requirements and faculty expertise. Many of the liberal studies disciplines require laboratory space and equipment, and many departments provide computer labs to supplement and support student learning. These include, among others, labs supporting instruction in foreign languages, graphic arts, biology, ceramics, studio recording, psychology, geography, and theatre.

The new Health Sciences and Science buildings which opened on the Charleston campus in 2005 and 2003 respectively, are excellent examples of how programs, curricula, and pedagogy can drive facilities. Several educational principles drove the designs including attention to creating a learner centered and collaborative environment that gave rise to the development of flexible work benches, clinical space, preparation rooms, and sinks and equipment at the perimeter. The capital-intensive nature of supporting such a comprehensive array of programs requires a well organized and regular planning process. Labs also require technical support, usually provided by lab technicians. Department and division planning at CCSN drives the priorities for decisions about the resource allocations necessary to ensure programs are adequately supported.

Many programs have also developed partnerships with external entities (e.g., hospitals) that result in mutually beneficial resource sharing. For example, plans for the new degree program in dental hygiene include a dialogue with the School of Dentistry at UNLV. Similarly, the Fire Science program has benefited from a partnership with the cities of North Las Vegas and Henderson, resulting in joint training activities and donations from local fire departments including fire fighting equipment needed to support instruction.

SUMMARYIn summary, the effectiveness and excellence of teaching and learning at CCSN are highly valued among members of the college community. It is paramount that students who come to and leave the institution, regardless of background, culture, and experience, are successful learners and have access to quality faculty, student services, curricula and programs, learning resources and environments, and numerous opportunities to fulfill their educational goals. Students are afforded a variety of learning experiences, such as civic engagement, global and international education, student leadership and organizational activities, as well as multiple ways and modalities of instruction. Planning, assessment, instructional innovation, and student service are well vested in the culture and operation of the institution and are becoming more deeply rooted.

STRENGTHS AND CHALLENGES FOR THE FUTURECCSN is proud of its progress in assessment and views it as a major strength of the organization. CCSN has been able to document positive student learning results, and as the culture of assessment developments, the strength and breadth of the evidence will be more comprehensive and integrated into the academic life and culture of the college. CCSN has moved beyond implementation of the assessment process to the meaningful use of assessment results to improve student learning.

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Evidence from all facets of the institution indicates highly motivated, talented, and innovative faculty and staff. The administration provides significant resources and support, and fosters a spirit of innovation. The faculty demonstrate depth of knowledge in their disciplines and mastery of pedagogy in their teaching. This excellence is recognized by students who rate high satisfaction with the quality of their instructors and the instructional programs.Students at CCSN have the benefit of a complete collegiate experience that includes a wealth of academic and student development resources. Students can avail themselves of rich learning and leadership opportunities outside the classroom through countless co- and extra-curricular activities.While assessment and evaluation processes have permeated the college’s instructional programs, evaluation processes in non-instructional areas are not as systematic or fully developed. The college can build upon its established expertise in assessing and evaluating instructional programs by encouraging and supporting evaluation efforts in non-instructional areas wishing to collect reliable and systematic effectiveness data.In developing its fourth campus and enhancing its present sites and centers, the college has relied heavily upon part time faculty. While part time faculty members bring much expertise and richness to the classroom, the college is challenged to increase the number of full-time residential faculty who fully participate in curriculum development and the academic life of the college.The college is challenged with an administrative computing system sorely in need of replacement. The next level of excellence and improvement at CCSN depends on a relational system for comprehensive support for the curriculum and programs, student learning and services, accountability and assessment, and general management and operations. The college is challenged to influence this acquisition and its implementation in a positive way, and quickly.

2.CUndergraduateProgram

2.C.1GeneralEducationandPolicy2.1CCSN requires a component of general education in all of its degree programs. General education credit hours are included in the total number of credit hours for each degree or certificate, as illustrated in the following table of degree constructs:

CompletionAward NumberofCreditHours GeneralEducationCertificate of Completion <27 Certificate of Achievement 30-39* 9AA/AS/AB/AGS 60-72** 33+AAS 60-72 25-29BS 120-126 38

*Human relations, communication and computation components must exist in all programs of more than 30 semester credit hours awarding a certificate of achievement. This requirement may be met in a variety of ways prescribed by each program. The college catalog identifies the courses that satisfy the communication, computation, and human relations requirement for all certificate programs.

**Transfer degrees are generally between 60 and 65 credit hours. Health science associate degrees are at the high end of this range.All candidates for the Associate of Arts (AA), Associate of Business (AB), Associate of Science (AS) and Baccalaureate (BS) degrees within NSHE are required to complete a general education core of 18 credits. Included in these credits is a legislative requirement that students complete a course covering the United States and Nevada constitutions.

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Courses used to satisfy NSHE general education core requirements simultaneously satisfy CCSN general education requirements. The mission of the general education core is to provide opportunities for students to develop a foundation for life-long learning, professional success, and personal development. Upon completion of courses in mathematics, natural and social sciences, fine arts, and humanities, students will demonstrate critical thinking, communication, research and technical skills, and become meaningful participants within their communities and the world. Each degree program must include courses fulfilling the following general education core:

English requirement: 6 credits. To satisfy the English requirement, all students must complete six semester credits of English, normally consisting of ENG 100 or 101 and 102. Constitution requirement: 3 to 6 credits. Nevada law requires passing a satisfactory examination of the constitutions of both the United States and the State of Nevada. Examinations for the Constitution requirements may be given only when students are registered in one of the appropriate courses listed in each degree.Mathematics requirement: 3 credits. Any three credits of an introductory level lower-division mathematics course (120) or above satisfies this requirement.Natural sciences requirement: 3 credits. Any three credits of an introductory level lower-division (100 or 200 level) course in any natural science satisfies this requirement.Social science or humanities requirement: 3 credits. Any three credits of an introductory level lower-division (100 or 200 level) course in either the social sciences or humanities satisfies this requirement. This requirement may not be satisfied by the same courses that satisfy the English requirement.

CCSN has developed a general education curriculum in each of its degree and certificate programs as directed by policies of the NSHE Board of Regents that is consistent with its mission. The curriculum integrates goals for student success and focuses on strengthening student skills in key areas. Whether students complete a CCSN degree and want to transfer to a four-year college or university, obtain job training, or enrich their personal lives, these skills are the foundation of learning. These skills are embedded in most CCSN courses, but the general education courses specifically required in every primary field of study emphasize them. Assessments of the skills and methodologies are embedded in all general education courses.

The goals for general education are to develop student competencies in skills or methodologies and to explore broad, common areas of knowledge. General education courses prepare students to access, evaluate, and integrate information from a variety of sources to gain knowledge and use it to continue life-long learning, exercise responsible judgment, make informed decisions, adapt to changing environments, and take meaningful action in professional, personal, and community life. Often the skills or methodologies will result from a number of the courses completed, not one specific course. Completing general education at CCSN will result in obtaining skills and goals that directly correlate with general education programs at the college.

Students will be able to write well and speak well.Students will understand how to obtain and use information, via both print and electronic media.Students will engage quantitative reasoning, that is math skills, at the college level.Students will develop competency in analytical reasoning.Students will understand basic concepts of one or two scientific areas of study and develop knowledge of scientific methodologies.Students will acquire a range of political knowledge, including an understanding of the United States and Nevada Constitutions.Students will acquire an introductory level knowledge about social sciences and their insights about individual or group behaviors.

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Students will acquire appreciation or introductory knowledge of the humanities and at least one of the fine arts.Students will understand differences in attitudes, perspectives, and cultures.

2.C.2 General Education Requirement and RationaleThe rationale and the requirements in general education for all degrees and certificates are printed in the college catalog. When filing an application to graduate, students are required to indicate which catalog is to be used for graduation requirements. In no case may a student opt for a catalog that is more than six years old. Personnel in the Office of Admissions and Registration perform an audit of student transcripts against the degree requirements as stated in the catalog. Students are notified of the results of this audit and degrees are not posted to a student’s transcript until all course requirements, general education, and special program requirements have been completed.

All candidates must earn a minimum of 60 credits that count towards an associate degree. All candidates must earn a minimum of 15 credits in residence at the college for an associate degree. For the Associate of Applied Science degree, a minimum of 15 credits must be earned in the special program requirements. All associate degree candidates must have at least a 2.0 grade point average. The following limitations also apply to associate degree candidates:

No courses with numbers below 100 (for example, MATH 093)No more than 16 non-traditional education creditsNo grade of D in the special program requirements

2.C.3 Scope of General EducationCourses in the General Education program are explicitly attached to goals of the program and to student learning outcomes that are under development. As the exhibits for general education demonstrate, offerings include the humanities and fine arts, the natural sciences, mathematics, and the social sciences. A few courses are interdisciplinary.

Within its Certificates of Achievement, CCSN complies with NWCCU Policy 2.1 as follows:

Communication: The communication requirements for certificates of achievement are provided primarily through ENG 100, 101, or ENG 107. In some cases, the requirement may be met through courses in business writing, communication, journalism, or theatre.

Computation: The college’s expectation for instruction in computation requires that students be able to perform a minimum of basic arithmetic operations, including addition, subtraction, multiplication and division, and apply these operations to solving problems in specific areas of study. In most courses that satisfy this requirement, the computation expectations go beyond basic math and involve direct application of mathematical and analytical skills to job requirements. At CCSN, the computation related instruction is provided through some math courses, but in most instances, the related instruction is provided through embedded components in courses directly related to the general programs of study. For example, computation in health sciences courses will focus on calculating dosages. In photography, the computation involves computing ratios. In computer information technology, students learn to convert decimal and binary values.

Human Relations: The college’s expectation for instruction in human relations focuses on student learning to develop cultural sensitivity and awareness within the workplace and community, to develop positive attitudes toward self, colleagues, vocation, and community, and to develop communication skills to enhance their own behavior and their relationships. Human relations instruction may involve mastering techniques for accepting responsibility, being receptive to change, recognizing and changing negative attitudes and behaviors, developing respect for others, and engaging in collaboration. At CCSN, the human relations component is embedded in courses directly related to general programs of study and is taught through units in the course that address the college’s established human relations expectation.

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Recommended course objectives for computation and human relations:

Human Relations:Develop cultural sensitivity and awareness within the workplace environment.Develop positive attitudes towards work and service to others.Develop positive communication and listening skills in human behavior and relationships.

Computation:Perform a minimum of basic arithmetic operations including addition, subtraction, multiplication and division, and apply them to solving problems.

AnalysisIn the spring of 2006, the college developed a matrix of related instruction components for general education.11 The preparation of this matrix of related instruction components allowed CCSN to re-examine the criteria for determining appropriate course materials for computation, communication, and human relations. Some problem areas were noted and department chairs and deans were requested to re-evaluate the courses identified in the catalog as satisfying the related instruction. All evaluations were to be completed and appropriate changes made prior to the publication of the next catalog.

General education requirements include the humanities and fine arts, the natural sciences, mathematics, and the social sciences. The following chart outlines the general requirements for CCSN degrees:

AAArts A.Bus. A.S. AGS AASTotalCredits 60-72 60-72 60-72 60-72 60-72Gen. Education 35 32 34 25 --English 6-8 6-8 6-8 -- 3-5Communication -- -- -- 6-8 3Literature 3 3 3 Human Relations -- -- -- -- 3Fine Arts 3 3 3 3 3Humanities 3 3 6 -- --Analytical 3 3 -- -- --ThinkingMath 9 9 9 3 3Life & Physical 7 7 -- -- --SciencesSocial Sciences -- -- 9 -- --US and Nevada 4-6 4-6 4-6 4-6 4-6ConstitutionSpecial Program 25 30 26 35 Varies byRequirements emphasisSocial Sciences 9 -- -- 3 --Science -- 12-13 3 6Electives 16 -- 13-14 -- --

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Bachelor of Science Dental HygieneThe general education requirements for the Bachelor of Science in Dental Hygiene were modeled after BS degrees at UNLV and Great Basin College. The general education requirements for the BS in Dental Hygiene account for 49 out of 126 credits. The following list provides the distribution of general education credits: Lower Division: English/Literature: 6 credits Humanities: 3 credits Literature: 3 credits Mathematics: 3 credits Natural Sciences: 12 credits Social Sciences: 6 credits Constitution: 4-6 credits

Upper Division: Analytical Thinking: 3 credits English Literature: 3 credits Humanities: 3 creditsThe Fine Arts requirement of 3 credits can be either lower or upper division. As a niche degree program, students are accepted into the dental hygiene degree with the following entrance requirements:

Graduate of an accredited dental hygiene programCompletion of an AS degree or equivalent in dental hygieneCurrent license as a dental hygienistMinimum cumulative GPA of 2.5 for dental hygiene coursework

Students may only enroll in upper division courses after admission to the BS program and are expected to enroll in 4-6 credits per semester to remain in the program. The department chair must approve any exceptions.

To facilitate articulation with this BS degree, the AAS in dental hygiene offered at CCSN was changed to an AS degree with a fall 2006 implementation date. This implementation allows CCSN students to take additional coursework for articulation into the BS program. Students transferring with degrees from other dental hygiene programs will have their degree count as fulfilling CCSN’s lower division general education requirements without the necessity of course by course articulation. However, all students must satisfy the constitution requirement.

2C.4TransferPoliciesCCSN subscribes to the transfer articulation policies of NSHE, currently under revision. The college’s transfer policies are articulated in a number of places including the student catalog.12 Students must submit a request for transfer credit evaluation form before an official evaluation of their credits is undertaken. Students transferring from accredited institutions of higher education ordinarily are granted credit for work completed that is equivalent to courses offered at CCSN. Governing the acceptance of transfer credit are: the accreditation of the institution and the listing published in the American Association of Collegiate Registrars and Admissions Officers (AACRO) transfer credit practices for the year in which the applicant attended. Students who have completed an equivalent course, and wish to substitute that course for a CCSN special programs requirement, must submit a request for substitution/ waiver and provide a catalog description of the special program course. The academic department chair starts the course

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substitution/waiver process. If the department chair determines the course is equivalent to a special program required course, the department chair can recommend acceptance of the substitution/waiver. Recommendations for approval must be obtained from the department chair offering the course, department chair offering the degree and the academic officer (Dean of Curriculum and Scheduling). This substitution/waiver is then posted to the student’s transcript.

2.C.5AcademicAdvisingHistorically, academic advising is the responsibility of the Division of Student Affairs. Findings from institutional assessments indicate the model for advising has to change with more structure and more faculty involvement.

At the time of this self-study, academic counseling is offered on all three of the college’s main campuses. A more complete summary of student academic advisement is found in the discussion of Standard 3 of this self-study.

The college provides several programs designed to promote academic success.Tutorial Services. This includes one-on-one tutoring in a student’s specific area of need and open math and science labs for drop-in tutoring.International Student Conversation and Coffee Corner. This involves students from all over the world conversing in English with an English instructor on subjects of interest.Writing Centers. The English Department has established these centers where students can meet with a trained writing assistant, have their writing reviewed and receive assistance in improving their writing competence,

Through the Students First Initiative, new students seeking a degree, certificate or transfer must submit an online admissions form, complete the student success orientation, take placement tests for English and Math, and meet with a college counselor. Following the mandatory advising session, the hold on registration is removed and students are free to register for the appropriate classes.

Some programs at CCSN are considered limited entry. Limited entry programs are housed in the Division of Health Sciences. Students interested in a limited entry health science program must attend a health programs orientation and meet with a health programs advisor to register for classes. Limited entry programs have program prerequisites that must be satisfied before students can apply and be considered for admission to a limited entry program. For example, the registered nursing program is limited entry. To be eligible for admission to the nursing program, students must:

Make application by the posted deadline. Application deadlines are posted in Health Advising on the Cheyenne and Charleston campuses and on the website at www.ccsn.edu/health.Have a cumulative GPA of 2.5 on program prerequisites: BIOL 189, BIOL 223, ENG 101, and PSY 101.Achieve a minimum score of 100 on the NLN-RN admission exam.

The BS in Dental Hygiene is also a limited entry program. To be considered for acceptance into this program, students must:

Make application by the posted deadline. Application deadlines are posted in Health Advising on the Cheyenne and Charleston campuses and on the website at www.ccsn.edu/health.Be a graduate of an accredited dental hygiene program with an AS or equivalent degree.Have a current active dental hygiene license.Have a minimum cumulative GPA of 2.5 for dental hygiene coursework.

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Once students have been admitted to CCSN or to a limited entry program, academic advising is the responsibility of the faculty. Limited entry students must meet at least annually with program faculty to document program progression. Non-limited entry students meet with faculty on an as needed basis. Students are monitored by the Division of Student Affairs for degree progression, sent reminders at the completion of 30 and 60 credits, and are encouraged to seek advisement from a counselor to determine degree progression.

2.C.6Remedial/DevelopmentalWorkAs its primary goal, CCSN must ensure every student needing developmental education has the opportunity to protect and increase personal dignity by gaining:

Proficiency in basic skills and academic discourseCompetencies for academic successConfidence to pursue personal goalsProblem solving skills associated with learning and personal development

Clear policies and procedures govern the requirements of developmental education and are clearly explained in the CCSN Catalog.13 New students at CCSN are required to take Math and English placement tests. On July 1, 2005 CCSN adopted the Accuplacer as the placement test for Math. The English placement test requires a WebCT essay. The essay is evaluated by a team of faculty from the Department of English. From the time period of July 1, 2005, to November 30, 2005, the results of those assessment tests were: English – 2865 out of a total of 4516 (63%) placed below college level Math – 4855 out of a total 5048 (96%) placed below college level

On September 1, 2005, CCSN began mandatory administration of the Accuplacer Reading Placement test for those students placed at ENG 090 or 095. The Accuplacer Reading Placement test is also administered to any student who expresses an interest in taking a reading class at CCSN. From September 1, 2005, to November 30, 2005, 158 out of 172 students tested (92%) were placed at below college level.

The Divisions of Arts and Letters and Math and Science have initiated dialogue with the CCSD to develop strategies to increase the readiness of high school graduates for college level work. Some of the strategies include:

Faculty exchanges where CCSN faculty would teach in CCSD and high school faculty would teach at CCSNWriting across the curriculum workshops for CCSD faculty

Credit Hour LoadsThe Faculty Senate approved the policy on student credit hour loads in December 2005.

The normal class hour load for full time undergraduate students not on academic probation is 15-19 credit hours each semester. Students with a CCSN grade point average of “B” (3.0) or higher may enroll for more than 19 hours. The table below shows the maximum credit hours an undergraduate student can enroll for depending on academic standing.

AcademicStanding FallorSpringSemester SummerGood 22 16 (cumulative)Probation 14 8

Requests for more than 19 credit hours, (12 for probationary students), in the summer require written approval of the Dean of Curriculum and Scheduling.

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The recommended maximum by CCSN policy is 22. To be approved for 22 credits, students must show exceptional academic ability. To register for more than 22 credits, students must have written permission from the Vice President of Academic Affairs.Students with outstanding incomplete grades cannot exceed 19 credits in regular semester or 12 credits in summer.

Beginning fall semester 2006, CCSN will provide developmental coursework for UNLV students at a site adjacent to UNLV. An MOU details the arrangement.

Concerning credit/non-credit and acceptability for graduation: students who place into remedial coursework, based on the assessment tests, register for the appropriate remedial course. For example, ENG 090, Basic Writing I, is a 3 - credit course. Tuition is assessed based on the credit of the course. However, the college catalog informs students that courses with numbers below 100 are developmental, do not apply toward a CCSN degree and normally do not transfer to a college or university. After successfully completing a remedial/developmental course, the credit is displayed on the student’s transcript, but the credits do not apply toward graduation requirements.

2.C.7AdequacyofFacultyThe faculty at CCSN are adequate for the educational levels offered, including full-time faculty representing each field in which major work is offered. Minimal levels of educational proficiency and expertise have been established for the hiring of faculty. Required and preferred faculty qualifications are listed on every faculty job posting. A review of the nature and source of terminal degrees demonstrates that of the 499 faculty members, 147 (29%) possess a doctoral degree, 319 (64%) possess a master’s degree, and 33 (7%) possess a bachelor’s degree as the terminal degree. The BS in Dental Hygiene 300/400 level courses are taught by faculty at the master’s level. General education courses are taught by faculty with either master’s or doctoral degrees.

Faculty qualifications are determined through the search process. The search committee evaluates the qualifications against the job posting to determine if the candidate is qualified for the position. Further details about faculty placement and faculty qualifications are found in the discussions in Standard 4 which also contains a chart listing academic qualifications of all faculty.

Bachelor of Science in Dental Hygiene FacultyThe dental hygiene faculty who teach courses in the BS program have master’s degrees. The program director of the BS Dental Hygiene program consults with the appropriate general education department to ensure that faculty teaching the BS Dental Hygiene courses possess, at a minimum, a master’s degree.

At the time the request was made to the Board of Regents for approval of the BS in Dental Hygiene, the CCSN faculty who were available to the BS Dental Hygiene program included:

Name Degree YearsofExperience BSDegreeCourseCarabus Ph.D. 25 ENG 333Clark Ed.D. 25 EPY 303Craig M.A. 19 DH 400Frasz Ph.D. 22 PHIL 311Haag M.Ed. 35 DH 428Mitchell M.Ed. 22 DH 408Okeke Ph.D. 15 ECON 320Pate M.Ed. 27 DH 442 and DH 422Peterson M.Ed. 15 DH 402

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Raglin M.Ed. 20 DH 406Rawson D.D.S. 35 DH 469Wallis Ph.D. 17 PHIL 302Wolff M.S.Ed. 32 DH 418

2.C.8Pre-baccalaureateVocationalProgramsThe assessment plans of pre-baccalaureate vocational programs contain assessment methods that include, but are not limited to:

Employment ratesGraduate satisfactionEmployer satisfactionLicensing examination pass rates

It is the responsibility of department chairs to compile and maintain assessment data. Assessment reports will be required from all departments in spring 2006.

Below is a sampling of employment and licensing rates gathered at this time. Further details appear in this self study in the discussion on each program.

Program Licensure EmploymentMedical Laboratory Technician 100% 60%Physical Therapy Assistant 97% --Occupational Therapy Assistant 100% --Paramedic Medicine 100% --Cardiorespiratory Science 92.3% --Practical Nursing 100% 95%Registered Nursing 92% --Medical Office Assisting 100% 87%Surgical Technology 100% 75%Health Information Technician 100% 100%

AnalysisWhile programs of study leading to licensure report licensure exam rates, not all programs consistently report employment rates. CCSN needs to continue to support these programs’ efforts to track the employment status of graduates.2.G.ContinuingEducationandSpecialLearningActivities

Off-CampusandOtherSpecialProgramsProvidingAcademicCredit

2.G.1SpecialLearningActivitiesConsistentwithMissionThe Division of Workforce and Economic Development has been established as an entrepreneurial divisional unit of CCSN. The Division provides quality training and services to meet the workforce and economic demands of southern Nevada. The Division’s programs and services are customized, scheduled, and contracted at the customer’s request or as the workforce requires. The Division utilizes primarily CCSN faculty, but employs outside trainers and consultants based on knowledge and skills required.

Programs are offered on campus or at the job site depending on customer demand. Internet and other non-traditional delivery modes are used depending on customer needs. The workforce specialists within the Division are:

Adult Literacy and Language: Specialists in this area provide skills to a workforce requiring

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language and/or literacy programs (English as a Second Language, adult basic skills, etc.).Community and Personal Enrichment Programs: Specialists in this area focus on family programming, senior studies, sports and recreation, College for Kids, and arts and crafts for individuals.Transportation, Manufacturing and Construction: Specialists in this area focus on the development and delivery of specialized technical, industrial, and continuing education offerings. Outreach efforts focus on transportation, manufacturing, and construction industries, but also interface with other area specialists where occupational coding would classify work in one of these areas. These specialists also work as liaisons and first points of contact with the NSHE MAP (Manufacturing Assistance Partnership) as the primary training partner to their contracted companies. Education and Government: This area develops programs for continuing education for teachers, train the trainer programs, licensure pre and post service training, staff development for educators and for state, federal, city, and county government agencies.Business Assessment and Consulting: Specialists focus on providing specialized assessment programs and services to assist business in all phases of organizational development and/or evaluation to include program design, and development and occupational profiling.Hospitality: Specialists form the first point of contact with the local gaming industry and with restaurateurs to develop and deliver specialized and customized programs for both pre and post employment training needs. Apprenticeship: Works with union and non-union apprentice programs to develop scheduled and customized training for the apprentice and continuing education needs of the journeyman. American Heart Community Training Center & Healthcare: This unit works with local healthcare businesses and industries to design pre and post hire and continuing education needs for entry or re-certification and provides all American Heart programming for healthcare and industry clients. Occupational Health and Safety Programs: This unit schedules and delivers OSHA numbered courses and regulatory training programs, both scheduled and customized.Service Sector-Retail, Banking, Insurance and Real Estate: Specialists develop pre hire, post hire, and continuing education needs in areas of mortgage, banking, and real estate and other service industries in Southern Nevada.Fire, Police, Security and Emergency Services: The division develops and delivers programs and services to serve the pre and post-hire certification training needs for fire, police, and other emergency service sectors in Southern Nevada.

2.G.2InstitutionalResponsibilityThe Division is solely responsible for the academic and fiscal elements of all instructional programs it offers; it operates as a developmental and entrepreneurial unit of CCSN, is revenue generating and self supporting. Funding for this Division is generated from programs offered, grants, and program gifts. The Division plans to be fully self-supporting within five years. The Division is responsible for recruiting, hiring, and paying faculty and consultants. Any CCSN faculty member who teaches for the Division will be responsible for adhering to the guidelines for Division instructors, and the pay scale set by the Division and its related contract agreements. In the case of credit-based classes that produce student FTE’s for the college, the existing faculty contract will supersede the Division’s guidelines.

2.G.3FullTimeFacultyParticipation Courses developed for the Division are designed by the division director and by departmental faculty, both full and part time. These courses generate student enrollment and become part of the existing college curriculum. For example, the National Institute of First Assisting approached

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the Division about scheduling first assisting courses through CCSN. The Division consulted with faculty in the Division of Health Sciences to design courses that could be offered for CCSN credit. These courses enabled nurses and/or surgical technicians to receive the appropriate education to become first assistants in the operating room. Each course was reviewed and evaluated by the faculty after it had been delivered.

2.G.4OrganizationalComponentsTo function more effectively and provide for a clearer organizational structure, the Division has recently been reorganized. Its dean has overall responsibility for the Division and reports directly to the VPAA. The director of the Division has responsibility for overall development projects; building the business and enlisting new economic development partners. A full-time operations coordinator staffs the office, sets up meetings, handles registrations, phone calls, correspondence, and has primary responsibility in overseeing the ACT high stakes testing center. Workforce specialists have responsibilities in focused industry markets and are housed throughout the college’s main campuses and tech centers. This organizational structure helps to achieve the Division’s goals:

To provide a strategic hub of unlimited learning opportunities for business, industry, government and area citizens in the 21st century workplaceTo establish and brand before the public the Division of Workforce and Economic Development

2.G.5ProgramDeliveryThe Division offers a wide variety of methods and platforms to deliver training. The focus is on offering flexibility in timing, duration and location of classes. After consulting with the client, a formal training plan, delivery method, and action plan are determined and a contract negotiated to meet client needs.

Customized programs are designed for specific human resource and technical needs, and classes can be provided either on campus or at the place of work, whichever is more beneficial to the workers and productive for the company. Classes can be offered on a credit or non-credit basis, depending on the purpose of the program and the scope of the curriculum.

Classes can utilize interactive computer based training either on the campus or at the business site. The ACT Center, located at CCSN’s Green Valley High Tech Center, has an extensive library of interactive programming available including basic skills, electrical operations, instrumentation, mechanical skills, maintenance, computer utilization, gas operations, management, information technology, and regulatory processes.

Classes may use distance education resources via the Internet or be downlinked with satellite programming. In addition, the Division explores the development of blended training programs that utilize various delivery means to meet remote community needs and student access.

The Division utilizes distance delivery systems as do degree and certificate programs throughout the college. A full discussion of the distance delivery format, its utilization and an evaluation of that usage, is found in the response to Policy 2.6.

2.G.6FeeStructureThe fee structure for classes is published in the continuing education schedule. Fees for customized training are negotiated and included in the contract between CCSN and the business partner. The refund policy is published in the continuing education schedule and customized training contracts provide for refunds, where appropriate.

2.G.7CreditAwardsIf the Division receives a request from a business partner to provide credit based training,

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the classes are subjected to the same academic credit requirements observed by the academic departments of CCSN. Courses for credit would be developed jointly by the Division and the appropriate academic department. The course would be subject to review and approval by the College Curriculum Committee and the recommended contact hour/credit hour formula would be: 1 contact hour per week for 16 weeks lecture = 1 credit hour 2-3 contact hours per week for 15 weeks lab = 1 credit hour

2.G.8InstitutionalAuthorizationCourses offered for academic credit are monitored by the College Curriculum Committee. The process for the committee is addressed in Standard 2A.

2.G.9CreditforPriorExperientialLearningThe Division follows the college policy for granting credit for experiential learning as outlined in Policy 2.3.

Standard2.HNon-CreditProgramsandCourses

2.H.1InstitutionalPoliciesandProceduresNon-credit programs are offered through the Division of Workforce and Economic Development. These non-credit programs are developed by the workforce specialists in the following areas:1) Adult Literacy and Language; 2) Community and Personal Enrichment Programs;3) Transportation, Manufacturing and Construction; 4) Education and Government; 5) Business Assessment and Consulting; 6) Hospitality; 7) Apprenticeship; 8) American Heart Community Training Center & Healthcare; 9) Occupational Health and Safety Programs; 10) Service Sector - Retail, Banking, Insurance and Real Estate; and 11) Fire, Police, Security and Emergency Services. A more detailed description of the activities in these areas appears in the response to 2.G.1.

Workforce specialists in each of these sections work with business and industry representatives to develop continuing education or non-credit classes. For example, in spring 2006, personal enrichment classes in arts and craft, culinary, dance, fitness, music, etc. were offered. Workforce specialists for healthcare have planned continuing education courses in cardiopulmonary resuscitation, Emergency Medical Technician (EMT) refreshers, neonatal resuscitation providers, and other courses based upon information from the industry and the community.

Workforce specialists who propose to offer a non-credit class are required to complete a course proposal that includes: course title, course description, materials, textbook, student supplies, and course schedule.

A course syllabus prepared by academic faculty is required to be filed with the course proposal. Workforce specialists also consult with academic faculty as needed to design new non-credit programs and courses.

2.H.2RecordKeepingStudents who register for non-credit classes enroll through the CCSN registration system. Upon completion of the course, a transcript is prepared for students; non-credit classes are documented on a transcript as CEU. Non-credit classes have a related call number; the first letter is C to denote continuing education. The Division is working toward an information system which will allow for centralized reporting to monitor enrollments at class sites and correlate costs associated with the course. At the present time, aggregate enrollment data are available, but there is no method for monitoring class site and costs associated with any individual course.

The Division maintains a database on all course evaluations. When the class is completed, an evaluation of the course by students is completed and forwarded to the Division. Data from the evaluations are put into a database and a summary of comments is shared with the instructor.

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Student evaluations seek input on course content and presentation techniques. It also asks for the most important elements learned from the course and other comments; comments are transcribed and summary reports are provided to the instructor.

Presently, there is not a formalized evaluation process for collecting and analyzing customer satisfaction data. It is the Division’s intent to have a formalized process in place within the next 12 to 18 months.

2.H.3GuidelinesforCEUAs the Division plans continuing education courses, the policy is to assign one CEU for every 10 hours of instruction. The course proposal and the syllabus must contain evidence of assignments, pre- and post-testing requirements, and methods of evaluation. When a CEU course has been completed, students receive a certificate of completion from the Division. The reverse side of the certificate reads:

This certificate indicates the number of Continuing Education Units (CEU) you earned from the Community College of Southern Nevada by successfully completing this course. Each CEU is equivalent to ten (10) contact hours of technical instruction. A permanent cumulative record of your CEUs is maintained by the CCSN Registration Office, 6375 W. Charleston Blvd., Las Vegas, Nevada 89146.

Students successfully completing any course may also be entitled to an award of Professional Development Hours (PDH) learning credits used for competency certification by numerous licensing boards, engineering societies, and other entities. • One PDH = one contact hour of instruction • One CEU = 10 contact hours of instruction • One CEU = 10 PDH

Policy2.3CreditforPriorExperientialLearningPolicies for granting credit for prior experiential learning are found in the college catalog.14 Explanation of how the college applies the policy of 2.3 is found in the discussion under 2.A.10. Basically, applications must be submitted to the appropriate department chair who determine with faculty whether the experience resulted in achieving the competencies normally found in a course. Credit earned from nontraditional credit only applies to students completing 15 credits in residence. The college may apply a maximum of 16 credits from nontraditional sources toward a specific degree. Off-campus continuing education training is designed in conjunction with the specific needs of CCSN’s client agency. All training and instructors are evaluated on a regular basis. Faculty may be involved in designing the training because of their expertise in the specialized area. They would also be involved in the evaluation process and revising the training if necessary. Registration of students is maintained for all courses and a permanent record kept on file for future reference by the college or student. National guidelines are followed for awarding CEU’s. Each academic dean is responsible for maintaining the course syllabi for all courses.

Policy2.6–DistanceDeliveryofCourses,Certificate,andDegreePrograms Historical Context: The distance education program has been incorporated into the college’s strategic planning to ensure consistency with CCSN’s educational mission, goals, and objectives. Specifically, distance education at CCSN supports the strategic goal of extending distributed learning at the college. Moreover, distance education addresses the following objectives associated with the above strategic goal:

Establish new CCSN virtual learning enterprise.1)

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Create student-centered, quality standards for online program development.Establish complete CCSN online degree and certificate programs.Expand media rich programming.Expand CCSN Technical Support Center for students.Establish online student support services.Co-brand CCSN niche programs with partners.Incentivize faculty adoption of technology across CCSN curriculum.

Distance education courses are held to the same standards of institutional program and course approval as traditionally delivered programs and courses.

Academic Rigor and Quality in Distance Education: To provide for timely and appropriate interaction in distance education classes, CCSN promotes asynchronous instruction for web-based classes. In addition, the college offers instruction via cable broadcast and compressed video. Faculty are required to maintain regular office hours, provide full contact information as part of the syllabus and, in the case of web-based instruction, are expected to respond to any queries within 24 hours. Many of the cable and compressed video classes include a web-assisted element to improve communication between students and faculty. Web-based classes also promote the use of discussion threads (rather than live chat) to sustain appropriate contact.

Individual faculty, department chairs, and the Distance Education Office jointly participate in efforts to ensure rigor and quality of instruction. Just as faculty are responsible for rigor and quality in a traditional course, so too are they held accountable for distance education courses. Additionally, department chairs use a web-based evaluation form for distance education courses as part of regular faculty evaluation. The development of this evaluation tool constitutes a tacit recognition that, while the course content and student learning outcomes must be similar to traditionally delivered classes, the method by which the classes are conducted is fundamentally different and the evaluation tool needs to reflect this fact. Student evaluations are conducted each semester. The results are distributed to the appropriate faculty member, department chair, and instructional dean. Finally, DE works with faculty, provides relevant resources, and promotes best practices to advance both quality and rigor in its course offerings.

CCSN offers a multi-modal distance education methods strategy that reflects NSHE strategic plan requirements to provide educational opportunity to Nevada’s citizens. A review of the appropriate mode(s) of delivery is conducted by the faculty member, department chair, and DE staff. Distance education courses are consistently updated to ensure currency. Appropriateness of programs and courses is validated based on student demand as well as regular review by the appropriate department/program.

Faculty Support:Distance education instruction represents a new direction for many of CCSN’s faculty. As such, distance education training provides many faculty members with a valuable professional development opportunity, challenging them to rethink pedagogy and adapt new teaching methodologies for both their traditional and online courses. DE provides support and training for both faculty and students: coordinated scheduling of classes, textbook ordering, support for video streaming, faculty web sites, web platform training (in cooperation with the Center for Academic and Professional Excellence [CAPE], and resolution of related technical problems. Where possible, DE also provides assistance with curriculum resources, fosters pedagogical discussions concerning student learning, and assembles learning communities to provide peer-to-peer support. Web platform training and support for faculty is provided through CAPE. General training sessions are also provided as part of the Convocation Week each semester and as part of the regular schedule for training throughout the academic year. CCSN abides by NSHE policies regarding intellectual property rights.

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Student Support: CCSN has been committed to the principle of providing equivalent course quality and student support services since the inception of the DE program. Admissions, financial aid, academic advising (including placement and counseling), and the delivery of course materials work to ensure appropriate access and levels of service for students. In fact, Student Affairs has been a leader on campus in identifying innovative ways to meet the needs of CCSN’s distance education students. Examples of such services include: daily live chat to answer student questions and direct students to appropriate solutions; online advisement; and tutoring assistance using SmarThinking. CCSN’s virtual student services offer online solutions for admission, registration, financial aid, academic advisement, textbook purchases, paying for classes, and checking grades. Convenient links are provided from the main page and distance education information is integrated at every level. In addition, DE has its own web site with tailored information and produces a separate class schedule for the fall and spring terms.

CCSN’s distance education program has no separate admissions policy; however, DE has been sensitive to the issue of student familiarity with technology as an indicator of student success in online courses since the program’s inception. Anecdotal data indicates that most students, especially returnees, experience little difficulty negotiating distance education technology. DE has, therefore, focused on providing support services for first-time distance education students. CCSN maintains an online orientation process, also available on CD, designed to address common student problems. DE staff members conduct WebCT Orientation Workshops for students throughout the academic year. Students’ technological problems are addressed by DE staff members through email, telephone or walk-ins.

Once students are enrolled in an online course, they receive online services to facilitate their success. To ensure access to appropriate library sources for students, CCSN’s library provides a substantial number of databases via the Internet. To encourage distance education students to use library resources, a link to online library materials is provided on all web classes on the MyWebCT page. The library also conducts student orientation sessions to learn more about the online resources available both in the library and in conjunction with DE WebCT Orientation Workshops. Faculty members teaching distance education are strongly encouraged to include library assignments (research papers, tailored writing assignments, reserved materials, etc.) as part of their coursework. Along with library resources for online students, CCSN provides student tutoring support through SmartThinking. DE monitors the number of students who access this service.

Distance education courses are screened for appropriateness related to the delivery method. Students are notified of any requirement to physically attend one or more sessions scheduled onsite in the event that the course requires access to lab facilities or specialized equipment. The CCSN Assessment Center is available for distance education testing at specific times. If a student cannot travel to campus for a test, arrangements are made with another institution, public library, or in the case of the military, the base administration, to proctor exams and verify identity.

Finally, policies and procedures are in place for addressing student complaints regarding technical and class issues. Technical problems with course access or problems negotiating technology are generally handled by DE staff; student complaints regarding issues related to curriculum follow the same procedures as traditionally delivered classes. Students can confer with the faculty member teaching the course and also have the option of raising concerns with the department chair and/or instructional dean. If the issue cannot be resolved, then students can utilize CCSN’s student complaint procedure.

Distance Education Structure: CCSN has several student access computer labs to facilitate access to web classes. Information Technologies Operations provides assistance for both students and faculty. CCSN also maintains a dedicated office—Distance Education—with full-time administrative and technical support.

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During 2004-2005, CCSN’s distance education program underwent a review process with an emphasis towards strengthening the program. The Vice President for Planning and Development and the Director of Distance Education led college-wide discussions related to the development of standards and guidelines for online course development. As part of this review, CCSN has adopted the best practices as outlined by WICHE/WCET for program management. An institutional policy on distance education was adopted by the Faculty Senate in spring 2006. In partnership with Sungard Higher Education, standards and guidelines will be revised during the 2006-07 academic year.

Part of the agreement with Sungard Higher Education is assistance to faculty in developing nine DE programs over the next three years. Work on this has already begun. CCSN’s distance education program continues to grow; additional degrees and programs are under consideration for inclusion as web-focused. To this end the college has increased financial resources for distance education.

The Institutional Research Office monitors DE enrollment trends, student completion rates (by course/department), and attempts to register in an effort to project growth and meet student demand. Information is regularly shared with key administrators. DE also maintains a regular dialogue with counselors and academic advisors. Courses are monitored for quality by DE staff members and department chairs. Student retention and satisfaction issues are identified and shared with the appropriate faculty and department chair. The program benefits from the extensive traditional teaching experience that full-time and selected part-time faculty bring to this type of instruction.

Course Integrity: CCSN recognizes that the integrity of its distance education program is dependent upon the integrity of student work and the credibility of its courses and degrees. CCSN has addressed the integrity of distance education courses in the following ways:

Authentication of identity is required to ensure that the student enrolled is the student accessing the class.

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CCSN encourages faculty to use one current plagiarism web site to validate writing assignments.Faculty members exercise their right to require proctored exams in cooperation with CCSN’s Assessment Center. DE arranges for proctoring at an appropriate facility (neighboring college/university, public library, military post, etc.) if the student cannot access CCSN facilities.DE advocates for a pedagogical shift in class construction promoting critical thinking and writing as the primary vehicle for assessment, as well as examination.

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1 A Vision of Blue Skies Ahead: A Blueprint for Mapping CCSN’s future2 See http://www.profesional_staff_handbook_online.pdf3 See http://system.nevada.edu/Chancellor/Department/Academic-A1/CCN/index.htm4 Detail for this summary data is contained in Exhibit 2.25 Criteria for Academic Program Review found in Appendix6 http://www.ccsn.edu/senate/curriculum7 General Catalog and Student Handbook, 2005-2006, P.278 Board of Regents Handbook, Title 4, Chapter 14, Section 49 Board of Regents Handbook, Title 4, Chapter 14, Section 410 General Catalog and Student Handbook, 2005-2006, P.211 See Appendix12 General Catalog and Student Handbook, 2005-2006, P.2813 General Catalog and Student Handbook, 2005-2006, P.1114 General Catalog and Student Handbook, 2005-2006, P.27

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86 Standard Two

Standard Two Subcommittee

Dr. Frank DiPuma, Chair

Vartouhi Asherian

Debra Berry

Robert Bonora

Patricia Castro

Tina Eliopulos

Clarissa Erwin

Dr. D. Gause-Snelson

Marion Hammond

Jason Jolicoeur

Theresa Kaulentis

Dr. Jennifer Nelson

Dr. Terry Norris

Dr. Peg Pankowski

Dr. Dale Warby

Hyla Winters

Standard Two 87

SUPPORTING DOCUMENTATION FOR STANDARD TWO

GENERALREQUIREMENTSANDUNDERGRADUATEPROGRAM

RequiredExhibits Exhibit# NameofExhibit1. Statement of degree objectives 2.1 Excerpt from 2005-2006 General Catalogfor each degree program and Student Handbook, pages 69-2662. Description of curriculum 2.2 • Curriculum Committee informationdevelopment bodies and advisory • Curricular Terms and Definitionsgroups with rules of procedure • Summary CCSN Degree/Certificatesand recent minutes • Curriculum Guidelines for 2005-2206 • College Curriculum Committee, Course or Program Request • New Course Checklist • CCSN Template for Proposed Program Additions • NSHE Program Proposal Summary • NSHE Program Proposal Format • Evaluation Criteria for Baccalaureate Degree Programs at UCCSN Community Colleges • Curriculum Committee Minutes3. Complete departmental 2.3 Binder of Self-Study Reportsprogram self-studies preparedfor part of this self-study. 4. Evaluation forms and 2.4 Course Evaluation Forms and samplesummary reports of student of report data for each formevaluations of faculty and courses 5.Self-study and evaluation 2.5 List of specialized accreditation programscommittee reports from external and Dean contact informationreviews and the most recentprofessional accreditation visitsand documentation of resultingactions6. Criteria and procedures for 2.6 • Excerpt from 2005-2006 General Catalogadmission and retention of students, and Student Handbook, pages 25-33.maintenance of student records, and • Admissions & Records: Grade Processingawarding of credit, including credit • Admissions & Records: Grade Change Formfor prior experiential learning • Admissions & Records: Transfer Credit Evaluations • Procedures for Non-Traditional Education Credit • Substitution/Waiver Request Form7. Policies regarding transfer of 2.7 List of Articulation Agreements for CCSNcredit, including articulationagreements with other institutions8. Policies regarding remedial work 2.8 Developmental Skills (Excerpt from 2005 2006 General Catalog and Student Handbook, page 11)9. Description of materials and 2.9 Folio of materials available to studentsforms used in the academic and used for advisingadvisement process10. Grade distribution studies 2.10 Grade Distribution – Fall 200511. Policies governing public service 2.11 Not Applicable

88 Standard Two

OtherMaterials Exhibit# NameofExhibit1. Compilation of entering 2.12 • Breakdown of WebCT English Placementfreshmen student ability measures • Breakdown of Accuplacer Math Placement • Breakdown of Accuplacer Reading Placement2. Samples of course 2.13 List of Examples of Examinations, Programexaminations and other materials, Course Assignments, and Otherinstruments used to assess student Assessment Toolsachievement or competency

CONTINUINGEDUCATIONANDSPECIALLEARNINGACTIVITIES

RequiredExhibits Exhibit# NameofExhibit1. Catalogs, brochures, 2.14 Folio of non-credit course schedules, brochures, announcements, and class etc.schedules for special programs2. Policies regarding the award 2.15 Excerpt from 2005-2006 General Catalogof credit based on prior and Student Handbook, pages 25-28.experiential learning, includingthe distribution of credits, byterm, for the past two years3. Policies that address all items 2.16 Excerpt from 2005-2006 General Catalogof standard indication 2.A.10 and Student Handbook, pages 25-33.regarding award of credit4. List of all courses and 2.17 List of courses taught by nontraditionalprograms taught by instructional formatsnontraditional instructionalformats for the past three years,indicating the course, type andduration of instruction, numberof credits, enrollment, and location5. Budgetary information and 2.18 Budgets are available from the Dean offinancial arrangements relating to Workforce and Economic Developmentcontinuing education and speciallearning activities. 6. Studies demonstrating 2.19 See Grade Distribution Report incomparability of outcomes for Exhibit 2.10, which contains a breakdown ofcourses or programs offered under course grade distributions for both traditionalconcentrated or accelerated time and distance education students.frames and other nontraditionalinstructional formats.7. Policies regarding admission, 2.20 • Excerpt from 2005-2006 General Catalogtransfer of prior earned credit, and Student Handbook, pages 25-33.credit by examination, credit for • Admissions & Records: Grade Processingprior experiential learning, credit by • Admissions & Records: Grade Change Form evaluation and residency • Admissions & Records: Transfer Credit Evaluations • Procedures for Non-Traditional Educationrequirements as they apply to Creditexternal degrees, degree-completion • Substitution/Waiver Request Formprograms, or special degrees

Standard Two 8�

8. Sample transcript with 2.21 Sample transcript with explanationexplanation of codes showing of codesdesignations for credit for priorexperiential learning andnon-degree credit9. Contractual agreements with 2.22 List of Agreements and Memorandaother institutions of Understanding available in the Division of Workforce and Economic Development10. Criteria and procedures for 2.23 Excerpt from 2005-2006 General Catalogadmission of students and awarding and Student Handbook, pages 29-32of credit; procedures formaintenance of student records11. Catalogs, brochures, and 2.24 See Exhibit 2.14 for a folio of non-creditannouncements for continuing course schedules, brochures, etc.education courses and programs, and special learning activities 12. Criteria and procedures for 2.25 Excerpt from Non-Credit Class Schedule,registration of students and Summer 2006, pages 1-4.awarding of units; procedures forkeeping student records13. Procedures for involving 2.26 Please refer to Standard Two Narrativeappropriate institutional personnel and also Exhibit 2.2in program approval anddevelopment

�0 Standard Three

STANDARD THREE

Students

OverviewStudents come to the Community College of Southern Nevada (CCSN) with an array of goals. For some, it is the opportunity to continue an education interrupted after high school by years of work. For others, it is an opportunity to sharpen occupational skills and receive a desired diploma or certificate. While for many, it is another step on an educational path that will lead them through college or to other advanced educational opportunities. These needs, as well as others, can be met at CCSN in a variety of programs and practices by an institution with a long tradition of reaching out to students. The mission of the college states:

“The college provides student-centered services that recognize the uniqueness of the individual, demonstrate excellence, utilize up-to-date facilities, emphasize comprehensive uses of technology, and rely on the collaborative efforts of the college, the students, and the community.” 1

One of the critical partners in ensuring that these goals are attained is the Division of Student Affairs, which works in partnership with faculty and administrative staff to engage students in a campus learning community that fosters skills for life-long education. Through the provision of high quality and accessible services, the Division ensures the college is responsive to the changing nature of CCSN students as well as our changing community, nation, and world. Within the past few years a number of organizational changes have been made in the Division. The impetus for these changes was a study conducted by an internal committee in 2002. As a result, two additional studies were conducted: one by The Educational Alliance of Massachusetts, and another in 2002, by Dr. Patricia Miltenberger, former Vice President for Student Affairs at the University of Nevada Reno. As a result of study recommendations, the college created the positions of Vice President for Student Affairs (formerly, Vice President of Student Services), Executive Dean for Student Affairs, and a Campus Dean for Student Affairs at each of the three major campuses. For further support in the various departments and programs, CCSN employs specialists, counselors, advisors, directors, coordinators, and classified personnel who provide expertise for a comprehensive student affairs division.2

3.A.1ComprehensiveServicesCCSN provides comprehensive services at all campuses as well as access to comprehensive services at all centers. Those services are provided by a number of departments or offices staffed by individuals with training and experience to provide necessary support to students. The services include, but are not limited to, enrollment and registration, counseling and advising, placement testing, student financial services, veteran’s assistance, academic accommodation to students with documented disabilities, outreach registration, retention, career services, reentry, TRIO, and support for international students.

3.A.2StaffQualificationsAll student affairs administration, faculty, and staff are qualified individually with appropriate education and experience. All CCSN deans have a master’s degree or greater. All 26 members of the counseling staff have master’s degrees or greater and all counselors hold faculty status.3 Advisors

Standard Three �1

hold a minimum of a bachelor’s degree and are non-tenure track. Faculty and staff are evaluated by May of each year; classified staff are evaluated on the anniversary of their hire date. As a result of the reorganization process put in place July 2005, assignments for all positions are clearly defined.

3.A.3 Policies and ProceduresAll policies and procedures in the Division of Student Affairs are consistent with the NSHE Board of Regents (Board) policies and regulations. The objectives of each operating component have been clarified in the past year and will be further expanded pending the completion of CCSN’s Faculty Senate policies and procedures guidelines.

3.A.4 ResourcesCurrently, Student Affairs receives approximately 9% of institution funding from the state apportionment. Within the Division, funding is sometimes redirected to support staff where there is the greatest need. For example, additional staff is needed periodically in the Office of the Registrar. In other cases, funding is redirected to provide additional counselors and other services as needed.

Human Resources: The staff of the Division is more than adequately prepared by education and experience to handle the responsibilities of their positions: 50% of Student Affairs staff is master’s degree prepared. Annual needs assessment will be conducted to determine needed staff and resources. Priorities will be established and funding recommendations will be made based upon availability of financial resources.

Physical Resources: Each of the campuses is currently experiencing space shortage, with Henderson and Charleston being the most critical at this point. There are plans for major renovations to the Henderson Campus and offices at Charleston have been repositioned to provide better student access. A study is currently underway to provide long-range solutions to space problems.

Standard3.BGeneralResponsibilitiesCCSN provides comprehensive student services based on identified needs. Each degree seeking or transfer student enrolling in math and English is required to take the appropriate placement tests. Students requiring developmental support are referred to the Retention Services Office and offered support services to increase their probability for success. Other students are assessed at the program level by offices with responsibilities in the area of concern. For example, assessment is performed by the Disability Resource Center (DRC), by the Office of Financial Aid, or by Career Services when need for these services is observed by staff or requested by students. The college adopts policies consistent with these services and publishes the policies in the course catalog, schedules, and on the CCSN website.

3.B.1ProvisionforStudentCharacteristicsAll degree seeking or transfer students are required to take Math, English, and Reading assessments before enrolling in these courses. Students who score in the developmental range are systematically referred to appropriate units such as Retention Services, DRC, or ESL: 2,865 of 4,516 students scored in the developmental range in English (63%), and 4,855 of 5,048 in Math (96%) during the period July 1 through November 30, 2005. The current Reading placement scores cover the period September 1 through November 30, 2005, and indicate 158 of 172 students placed in the developmental range (92%). Since many students are academically unprepared, this Division provides advising, counseling, and mentoring to support students in their efforts to gain the necessary competencies. The Division is reviewing a procedure whereby students enrolled in 15 credits will have individualized educational plans developed.

3.B.2StudentParticipationParticipation in student government is open to all students as their time and interests allow. Students may participate in various committees in which they are interested or they may become

�2 Standard Three

officers or senators in various campus organizations. Students are also included in policy/procedure development. The President of the Associated Students of the Community College of Southern Nevada (ASCCSN) serves on the President’s Cabinet. The Office of Human Resources includes a student representative on all major search committees. Faculty/staff advisors are required for all student clubs and organizations, and faculty show support for student participation by serving on student appeals committees, scholarship committees, selection committees, and lecture series committees.

3.B.3StudentRightsStudent rights and responsibilities are reviewed annually and printed in all publications including the student handbook, course catalog, schedule of classes, and on the CCSN website.

3.B.4StudentSafetyandSecurityCCSN has a Campus Security department composed of a combination of CCSN and private security personnel led by the CCSN police chief. CCSN is in the process of phasing out the private security personnel and instituting a certified police force. Campuses are patrolled on a regular basis. Crime reports are made available in the course catalog, sent weekly to cabinet-level administrators and are available upon request at the security office.4

3.B.5PublicationsforStudentsThe course catalog and student handbook are available through any counselor or advisor at no cost and are published on the CCSN website. A copy of the course catalog can be purchased at a reasonable price (currently $3) at the campus bookstore. Students wishing to obtain planners can obtain them free from all Student Affairs departments. The catalog describes all degree programs, student support services, transfer options, enrollment information and procedures, tuition and fee information, the college mission, college policies, calendars, maps, and a listing of administrators and faculty.

3.B.6StudentServiceEvaluationThe Faculty Senate is currently completing a program review process to be submitted for approval with anticipated college-wide implementation beginning fall of 2006. Student Affairs will also begin a program review process to be implemented in the fall of 2006.

Standard3.CAcademicCreditandRecordsCredit is awarded upon successful completion of each class according to clearly stated and distinguishable criteria established by the NSHE Board. Accepted policy and postings by the Office of the Registrar are described in the catalog under College Policies and Procedures. All records are managed by the Office of the Registrar using the computerized Student Information System (SIS), with access limited to those assigned specific duties within that office. All records are accurate, secure and comprehensive. With the addition of the new bachelor’s degree in Dental Hygiene, CCSN has taken measures to ensure the proper posting of credits at the Baccalaureate level. This function will also be conducted in the Office of the Registrar consistent with established policies and regulations.

3.C.1AwardingofCreditCredit is awarded upon successful completion of each class according to clearly stated and distinguishable criteria established by the NSHE Board. Accepted policy and postings by the Office of the Registrar are described in the current catalog under College Policies and Procedures.

3.C.2StatementofCriteriaIt is planned that the 2006 catalog will define the specific expected student academic learning outcomes for each degree and certificate program. Currently, each department states its criteria for awarding credit in the catalog and the Student Handbook.

Standard Three �3

3.C.3DegreeandNon-DegreeCreditThe Office of the Registrar is responsible for posting all credit and non-credit courses to student records. Clear distinctions are made by prefixes and credit numbers. For example, continuing education courses are identified by “CED,” a class being audited is given an “AU” designator, and credit classes are identified by each program’s 3- or 4-letter prefix.

3.C.4TransferCreditStudents from accredited institutions of higher education ordinarily will be granted credit for work completed that is equivalent to courses offered at CCSN. The accreditation of the institution and the listing published in the AACRAO Transfer Credit Practices for the year in which the applicant attended a specific institution govern the acceptance of transfer credit. The number of credits awarded will be determined by the college rating and the guidelines listed on page 28 of the 2005-2006 catalog.

3.C.5RecordsSecurityAll CCSN student records are protected by fireproof storage in the Office of the Registrar, and are backed up by duplicate electronic files. All staff in the Office of the Registrar follows FERPA guidelines. FERPA training is provided annually for employees of the Office of the Registrar. No information is released without a student’s written consent or properly executed subpoena.

Standard3.DStudentServicesCCSN has an open door admission policy, accepting all who are interested in post-secondary education. The college fosters a supportive learning environment and provides services to support students’ success in reaching their educational goals.

3.D.1AdmissionsPolicyCCSN has an open door admission policy, accepting all high-school graduates or non-graduates who are capable of profiting from postsecondary education. Students with a GED are considered equivalent to high school graduates. The International Center follows the Board of Regents Policy and departmental requirements for admissions to comply with federal visa and SEVIS requirements.

Admission to the new Baccalaureate Degree Program in Dental Hygiene requires the following:Graduation from an accredited dental hygiene programCompletion of AS Degree or equivalent in Dental HygieneCurrent active Dental Hygiene LicenseMinimum cumulative GPA of 2.5 for dental hygiene courseworkStudents may enroll in upper division courses only after admission to the Bachelor of Science Program.Students are expected to enroll in 4 to 6 credits per semester to remain in the program; the department chair must approve any exceptions.

Some programs are designated as “Limited Entry” and require a specific application process for students to be admitted in those programs. Guidelines are listed on page 22 of the 2005-2006 catalog.

3.D.2AttentiontoStudentNeedsIn keeping with the institution’s admissions policy, CCSN gives attention to the needs of a diverse student body. In the fall of 2003, the college conducted a climate survey, the results of which facilitated the establishment of the Office of Diversity and the Diversity Council. There are approximately 35 student clubs and organizations that reflect the diversity of students’ interests, which include social, religious, and special interest clubs. These clubs and organizations are listed on pages 17 and 18 of the 2005-2006 catalog.

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3.D.3StudentPlacementAll degree-seeking students are required to be assessed in Math, English, and Reading to determine appropriate placement. In addition, placement cut-off scores based on national norms with local validation ensure a reasonable probability of success for each student. Limited entry programs require certain levels of success in pre-requisite course requirements. The ability to benefit is evaluated through referrals from Financial Aid to the Test/Assessment Centers, that determine eligibility.

3.D.4ContinuationandTerminationCCSN clearly publicizes Student Rights and Responsibilities including those that relate to educational programs, terminations, and all appeals in the Policies and Procedures section of the current General Catalog and Student Handbook. The process for readmission is also outlined in the same publication. Guidelines are listed on pages 42-49 of the 2005-2006 catalog.

3.D.5GraduationRequirements/StudentRight-To-KnowAll graduation requirements are clearly identified for every specific field of study (also known as a major or emphasis) offered at CCSN in the General Catalog and Student Handbook. All appropriate references to The Students Right-To-Know Act are published in the General Catalog and Student Handbook and on the CCSN website.

3.D.6FinancialAidCCSN provides a comprehensive program for financial aid. From 1999 to 2004, the college has seen an increase of 127% in financial aid awarded to CCSN students – from $14.7 million to $33.4 million. Students who received financial aid in 2003-2004 numbered 13,659. This aid takes place in the form of work-study, grants, loans, and scholarships. Annual audits are performed in all financial aid programs at CCSN as dictated by federal, state, and local requirements. Students admitted to the new Dental Hygiene Baccalaureate Program will also be provided the opportunity for continued financial aid opportunities.

3.D.7FinancialAidInformationInformation regarding the categories of student financial assistance is published in a variety of sources including financial aid brochures, the catalog and other college publications, and the CCSN website. In addition, the recruitment staff provides financial aid information during recruitment outreach activities and presentations.

3.D.8StudentLoanProgramYearly evaluations and audits are performed on student loan programs to establish institutional loan default rate information.5 All students receiving loans are required to participate in an orientation that explains obligations, responsibilities, and terms of repayment.

3.D.9StudentOrientationCCSN provides both in-person and online orientation. For 2004-2005, 21,426 students participated in the orientation. Specialized populations have orientations offered through the Disability Resource Center, Health Sciences, Fire Science, and Southern Desert Regional Police Academy. In addition, international students are required to attend a mandatory two-day orientation program. As a result of the newly developed Students First initiative, 94% of degree seeking and transfer students successfully registered utilizing the online registration system.

3.D.10AcademicAdvisementThe college uses a combination of counselors and advisors to assist students with program and course selection: 26 counselors and six academic advisors perform tasks including, but not limited to, assistance in determining students’ educational goals and academic field of study selection, providing career information, and referrals to other college and community resources as appropriate. Counselor/Advisor specific responsibilities and services are outlined on page 10 of the

Standard Three �5

2005-2006 catalog and also listed on the college website.

To ensure compliance with federal SEVIS requirements, international students receive academic advisement through the International Center. Advisement for students interested in any of the Health Science programs and in the Baccalaureate Degree Program for Dental Hygiene will be conducted exclusively by the Health Program advisor and at the program level. 3.D.11CareerCounselingCareer Services offers assistance to students that include, but are not limited to, job search, career assessment and exploration, and job referrals. In 2005, Career Services assisted 1,789 students with job searches, 417 students in career assessment, and 700 students with job referrals.

3.D.12PsychologicalServicesPsychological services are available free to students enrolled at least part-time (six credits) through the Counseling and Psychological Service program. This confidential assistance was provided to 1,301 students in 2004-2005.

CCSN does not operate health centers.

3.D.13StudentHousingThis section is not applicable to most CCSN students at this time; however, CCSN’s International Center provides assistance to students who need housing in Las Vegas. By maintaining a contact list with private housing complexes around campuses, the Center provides new students with a list of available housing at the beginning of each semester. Students also receive informational material on rights and responsibilities on leasing an apartment. Through FLS, a private language school on the Charleston Campus, students also have access to a host family program.

3.D.14FoodServicesFood services are contracted out and are available on each campus. In addition, the hospitality degree program makes a gourmet menu available at the Cheyenne Campus’ Russell’s Restaurant.

3.D.15Co-curricularActivitiesCo-curricular activities and programs are available to students on all campuses and provide a variety of opportunities for student involvement in leadership and social and cultural activities. ASCCSN is comprised of an elected student body that represents all students. ASCCSN is committed to encouraging students to achieve educational goals by providing them with information and resources. ASCCSN itself promotes a variety of activities to enhance social interaction among students. It serves as a voice of the students to faculty and college administration, and promotes interaction with students from other institutions within NSHE.

Student government awards funding to official student clubs and organizations. Through this funding, approximately 35 clubs and organizations are able to host a variety of extracurricular events. Among these are clubs for students with disabilities, students who have reentered, and a number of clubs for students with special interests. The Office of Student Activities is developing virtual clubs for the 2006-2007 academic year. CCSN continues to monitor accessibility in compliance with ADA standards and guidelines, and attempts to rectify any areas of concern.

3.D.16RelationshipofStudentGovernmenttoInstitutionThe NSHE Board of Regents governs the constitution of the ASCCSN. According to its constitution, the aim of ASCCSN is to provide activities for the social interaction of students; to involve students in the mission, philosophy and goals of the Community College of Southern Nevada; to offer the student voice to the administration of the college; and to promote interaction with students from other NSHE institutions.

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3.D.17StudentRecreationAs a commuter college, CCSN provides limited recreational facilities such as athletic fields and facilities for athletic activities for its intramural students as well as a gymnasium on the Cheyenne Campus. CCSN plans to extend its hours of operation and will continue to investigate opportunities for intramural activities on all three campuses.

3.D.18BookstoreCCSN contracts out bookstore operations to Follett Higher Education Group. The Faculty Senate has in place a Bookstore Committee, which includes a student member appointed by student government that provides input and oversight of the policies, procedures, and operations of the bookstores.

3.D.19StudentMediaThe Coyote Press is the official CCSN student newspaper. The Coyote Press is managed by students and sponsored by the Department of English.

Standard3.EIntercollegiateAthleticsThe intercollegiate athletics program is self-supporting and dependent upon revenues obtained through fund-raising activities. The Athletic Department operates under supervision of CCSN administration and its finances are reported bi-monthly to the Board of Regents. CCSN offers men’s baseball and women’s softball, competing in the Scenic West Athletic Conference of the National Junior College Athletic Association (Region 18).

3.E.1ProgramOversightCollege staff ensure that costs do not exceed revenues.

3.E.2ProgramGoalsandObjectivesThe goals and objectives of the Athletic Program are stated on the job descriptions of the Athletic Director and the coaches under the heading of responsibilities. The major goal is to have a viable athletic program that is self-supporting. Objectives are to fund raise to a level that will support projected expenses, and to perform coaching duties on an ongoing basis. The Board of Regents usually discusses the athletic programs at their bi-monthly meetings.

3.E.3InstitutionalOversightAdmissions requirements and procedures, academic standards, degree requirements, and financial aid awards at CCSN are consistent for all students, including athletes. The Office of the Registrar and Office of Financial Aid administer procedures in a consistent manner for all students.

3.E.4BudgetaryControlAll funds collected and expended for the Athletic Department are processed following the same acceptable accounting procedures as other departments of the college. All college programs are audited annually.

3.E.5EqualityofOpportunityCurrently CCSN offers men’s baseball and women’s softball. Opportunities for participation, financial aid, and student support services are consistent with the rest of the college.

3.E.6SchedulingPoliciesBecause of limited intercollegiate programs, the college does not have written policies concerning conflicts with the instructional calendar; however, a conscious effort is made in scheduling practices and competitions to minimize conflict.

Policy3.1InstitutionalAdvertising,StudentRecruitment,andRepresentationofAccreditedStatus

Standard Three �7

Any advertising or promotion for its programs conducted by CCSN highlights the college’s programs, the educational services it provides students, and the multiple opportunities afforded to undertake and complete program requirements. The General Catalog and Student Handbook accurately reflect (1) mission and goals; (2) entrance requirements and procedures; (3) basic information on courses and programs; (4) degree and program completion requirements: (5) faculty; (6) facilities; (7) rules and regulations for conduct; (8) tuition and fees; (9) opportunities and requirements for financial aid; (10) refund policies and charges for withdrawal; and (11) academic calendar.

StudentRecruitmentforAdmissionsTrained and qualified representatives of the college carry out any activities or presentations sponsored by CCSN that seek to recruit students. The college does not employ third-party contractors to engage in activities designed to recruit students to the college.

The college does not make false or misleading statements regarding employment opportunities for graduates. The catalog notes that courses are intended to prepare students for certain career opportunities, but does not guarantee certification or licensure by any third party.

Representation of Accreditations StatusAccreditation of the college as cited in the catalog, the website, and all other sources is done so in language supplied by NWCCU. Any other accreditation attained by a college program is also represented in appropriate language.

Summary

StrengthsThe Division of Student Affairs is staffed by individuals specifically qualified for their positions by education and experience and by their commitment to the college.Divisional staff members have diverse career backgrounds providing a wealth of expertise to assist under represented or special populations.Divisional staff shares the vision and commitment of the college to assist students so that the goals of retention, persistence, and graduation are attained.Despite the large growth of the college and the numbers of students seeking services, staff has managed to increase the number of students who receive a desired service.

Challenges There is need for more strategic planning within the Division to ensure proper coordination of activities across all offices.Limited space for operation is a constraint across campuses and a source of frustration to many offices within the Division of Student Affairs.An increase in technology and resources would allow staff to be more effective in management of student records and requests, and would free up staff for more one-on-one contact with students.As the college continues to grow, the number of staff personnel hired and trained to provide service needs to grow at a corresponding rate.

PlansforImprovementFacility needs for this division have been reviewed and additional space will be allocated as new building projects are completed. In line with the strategic planning activities going on within the entire college, a strategic plan for the Division of Student Affairs will be completed by fall 2006.

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_____________________________1 2005-2006 General Catalog and Student Handbook, Community College of Southern Nevada, P.22 Results are found in documentation room3 Student Affairs Staff Profile found in Appendix4 Recent security reports are found in documentation room5 Copies of audits may be found in documentation room

Standard Three ��

Standard 3 Subcommittee

Cipriano Chavez, Co-Chair

Ann Johnson, Co-Chair

Anneli Adams

Javier Anguiano

Dr. Art Byrd

Jason Cifra

Cheryl Cornelius

Dr. Chemene Crawford

Sylvia Guerrero

Trish Henderson

Kelly Holtam

Bernadette Lopez

Annette Lord

Larry Mason

Erica O’Toole

Laura Weed

Pat Zozaya

100 Standard Three

SUPPORTINGDOCUMENTATIONFORSTANDARDTHREE

RequiredExhibits Exhibit# NameofExhibit1. Policies and procedures 3.1 Student Rights and Responsibilities:on student conduct, rights CCSN Student Conduct Codeand responsibilities; studentgrievance process, academichonesty; athletics; student fees;tuition refunds 2. Statistics on student 3.2 CCSN Student Financial Aid Statisticsfinancial aid 3. Most recent financial aid 3.3 Recent CCSN Financial Aid Reviewsreviews 4. NCAA Division Schools only None Not Applicable to CCSN5. Mission and goals of each unit 3.5 CCSN Student Services • Athletics6. Evidence of goal attainment of • Assessment/Testing Centerseach unit • Campus Child Care • Career Services7. Evidence of the impact of • Counseling Departmentstudent services on students • Deaf and Hard of Hearing Services • Disability Resource Center (DRC) • Student Financial Services • International Center • Learning & Earning Program • Millennium Student Services • Office of Student Recruitment and Retention • Re-Entry Program • Registrar: Academic Transcripts Evaluation • Registrar: Budget and Curriculum • Registrar: Veterans Office • Retention Department • Students First Initiative • TRIO Student Support Services8. Required institutional 3.8 CCSN Publications required by:publications • Campus Security Act • Drug Free Schools and Colleges Act • Drug Free Workplace Act • Student Right-to-Know Act

SuggestedMaterial Exhibit# NameofExhibit1. List of recognized student 3.9 Recognized Student Organizationsorganizations 2. Constitution for student 3.10 • Constitution of the Associated Studentsgovernment of the Community College of Southern Nevada • ASCCSN Bylaws3. Sample copies of student 3.11 Coyote Press (Several issues)publications 4. Brief resumes of the professional 3.12 Resumes of student services staffstaff in student services

Standard Four 101

STANDARD FOUR

Faculty

OverviewTeaching and learning is the central function of CCSN, and as such, its faculty play a central role in supporting and fulfilling the college mission. The faculty have the primary responsibility for developing and carrying out effective instruction, counseling, and library services. The faculty also engage in scholarly and creative activity, and in service activities, which include advisement, guidance of clubs, and coordination of cultural events. The fact that 65% of CCSN’s budget is expended on instruction and academic support demonstrates the college’s investment in its educational program and in the human resources to convey it.

The Faculty Subcommittee on Standard 4 researched and analyzed the extent to which the faculty are qualified, recruited, retained, involved, and evaluated at CCSN. Findings are reported here, but most importantly as improvements could be made, they were. The following changes (some in process) may be attributed to the self-study:

Policy revisions to the hiring policy and procedureA new policy on faculty qualificationsImproved data gathering, albeit within the antiquated legacy system for administrative computingApproval of the 2005 Faculty Workload policy and a foundation for additional revisions for 2006-07Revised draft of a sabbatical leave policyPrograms for professional development through CAPEDevising and developing instructional, research, and service programs within the framework of the college’s educational mission and visionIntroduction of a new budget model for improved deployment of instructional resources, and for better analysis of the adequacy of faculty and other professional staff to support the programs offered by the collegeRecommendations for the consistency of processes for appointment, promotion, tenure, and evaluation, as well as the college’s commitment to standards for professional growth and academic freedom for full-time and part-time facultyCentralized compiling of faculty evaluationsDraft policy revisions for faculty evaluation and tenure

4.A.1QualifiedFacultyQualifications for faculty at CCSN are stated in the Code of the Board of Regents, which defines the personnel policies that will govern the selection and hiring of faculty.1 In December 2005, the CCSN Faculty Senate further elaborated on the policy. The policy on faculty qualifications can be summarized as follows:

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Nature of Appointment QualificationsAll appointments (full or part time) Proficient in oral and written communication in EnglishAll appointments (full or part time) in Possess a master’s degree in the teachinghumanities, fine arts, social/behavioral discipline or a master’s degree (any field)sciences, natural sciences/mathematics and 18 graduate credit hours in the teachingand business discipline

All appointments for teaching Hold a baccalaureate degree and havesolely remedial-development courses teaching experience in disciplines related to teaching assignments All appointments as full-time and Possess a master’s degree in Librarypart time library faculty Science (MLS) from an institution accredited by the American Library Association

A review of the nature and source of terminal degrees as shown in the required exhibit Faculty Table 1 Institutional Faculty Profile demonstrates that a large majority of our faculty have a bachelors degree or higher as their terminal degree. The Bachelor of Science in Dental Hygiene (BSDH) 300/400 level courses are taught by faculty at the master’s degree level. General education courses are taught by faculty with either master’s or doctoral degree levels.

Current CCSN Faculty available to the Bachelor of Science Dental Hygiene Program Name Degree Years of Areas of BS Degree Experience Specialization Courses Thymios Ph.D. 25 Comparative Literature ENG 333 Carabus Professional Communication Rochelle Ed.D. 25 Educational EPY 303 Clark Leadership/Studies Educational Psych Educational Psychology Doreen M.A. 19 Educational Psychology DH 400 Group Craig Clinical Theory & Dynamics and Methodology Human Relations Nutrition/Organic & Biochemistry Radiography Geoffrey Ph.D. 22 Ethics, Applied Ethics, PHIL 311 Frasz Biomedical Ethics, Professional Ethics Critical Thinking Mary Ann M. Ed. 35 Geriatrics DH 428 Haag Clinical Teaching Clinical/Laboratory Nutrition Teaching Patricia M. Ed. 22 Education DH 408 Teaching Mitchell Clinical Care Concepts for the Clinical Concepts Oral Health Professional Charles Ph.D. 15 Health Economics ECON 320 Health Okeke Economics

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Betty M.Ed. 27 Education DH 442 Capstone II Pate Dental Public Health DH 422 Oral Clinical Teaching Epidemiology and Biostatistics Sharon M. Ed. 15 Research DH 402 Public Peterson Dental Public Health Health and Special Legislative Populations DH 404 Research Methodology DH 412 Dental Public Health Theresa M.Ed. 20 Management/Administration DH 406 Health Care Raglin Clinical Methodology Administration Curriculum Development DH 440 Capstone I Ethics Education Raymond M.A. 35 Forensic Odontology DH 469 Dental Rawson D.D.S. Dental/Head & Anthropology Neck Anatomy Local Anesthesia Dental Anthropology James Ph.D. 17 Philosophy of Religion PHIL 302 Wallis Intermediate Reasoning and Critical Thinking Jean M.S.Ed. 32 Periodontics DH 418 Advanced Wolff Clinical Teaching Education Concepts Infection Control

OutsideCompensatedServicesFull-time faculty are expected to be completely dedicated to their role as faculty members, instructing, advising, and participating in academic governance. Full-time faculty who have outside compensated employment are governed by Board policy that covers compensated outside professional services.2 The policy states faculty are required to have that work and the hours spent on it approved by the department chair on an annual basis.

EthnicDiversityofFullTimeAcademicFacultyThe distribution of faculty in fall 2005 indicated that, while efforts had been made to increase representation of certain ethnic groups, greater emphasis needed to be placed on this if the college’s goal as referenced in the Affirmative Action Plan 2005-2006 was to be reached. This chart shows the ethnic composition, male and female, of the full-time academic faculty in fall 2005.

Male Female % TotalAfrican American 25 16 8 41American Indian/Alaskan 3 2 1 5Asian/Pacific Islander 12 15 5 27Caucasian 167 226 81 393Hispanic 12 15 5 27 Total 219 274 100 493

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Ethnic Diversity of Administrative FacultyThis chart shows the ethnic composition, male and female, of the full-time administrative faculty in fall 2005.

Female Male % TotalAfrican American 25 13 17 38American Indian/Alaskan 1 2 – 3Asian/Pacific Islander 11 8 27 19Caucasian 69 60 59 129Hispanic 12 17 13 29Non-Resident Alien 1 0 – 1 Total 119 100 100 219

The Affirmative Action Plan 2005-06 is included in the documentation and reflects the college’s utilization observations by job group.

Summary The college employs only faculty who are prepared academically for the positions they occupy. Human Resources (HR) currently maintains personnel files for both full-time and part-time faculty. Files for part-time faculty were previously maintained in each department chair’s office. Since March 31, 2006, HR has assumed the task of collecting all information for both full-time and part-time faculty. These files are available to team members at the HR Department.3

4.A.2FacultyParticipationandInvolvementFaculty are a vital part of the institution and involved in all aspects of college planning and decision-making. Faculty participation and involvement opportunities are vast. Many of these opportunities include membership on committees, participation in open forums, and direct email opportunities to the Executive level. Faculty Senate Bylaws state that the purpose of the Senate is to assure faculty participation in the formulation, implementation and evaluation of institutional policies and goals. Other communication tools fostering faculty involvement include the Faculty Senate web page with multiple areas for faculty to review the current issues, policies, and ideas under review. The Senators send out many communications via email each academic year to keep in touch with their constituents. The Senate also has the minutes of their meetings, once approved, posted to the Senate website. The administration often sends out communications that directly relate to and benefit faculty. All this allows faculty members, not just the Faculty Senate, to participate in shared governance regarding institutional policies and procedures.

The Faculty Senate represents both academic and administrative faculty members. Senators are elected representatives from each of the academic divisions and from the administrative faculty, and are responsible for soliciting input from their divisions on issues or policies under consideration. Email messages from the Faculty Senate Chair are sent to everyone at the college many times a year reminding faculty of issues being addressed. The Faculty Senate has 13 standing committees made up of faculty, both administrative and academic, and, in some cases, classified staff. These committees are defined in the Faculty Senate Bylaws and in the Faculty Senate Manual in which the committees are explained, specifically the objectives and the composition of each.4

The Faculty Senate standing committees include: Faculty Welfare, Salary & Benefits, Academic Standards, Curriculum, Procedures, Travel, Budget, Sabbatical, Ethics, Evaluation, Professional Standards, Variance, and Executive Committees.

Faculty LeadershipLeaders of the Faculty Senate include the Faculty Senate Chair, Chair-Elect, and Past Chair who

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meet at least monthly with the President, and, separately, with the Vice President for Academic Affairs (VPAA). These meetings are scheduled to provide face-to-face opportunities to discuss institutional, as well as faculty, issues and to review policy recommendations. The Faculty Senate Chair also sits on the VPAA’s Academic Council, the President’s Executive Cabinet, the Academic Program Review Committee, and many other executive level committees and attends scheduled meetings so that faculty might have feedback opportunities. The Faculty Senate Chair and VPAA meet together almost daily to address faculty issues. Senate leadership is the faculty voice to the executive level. One example of this interaction occurred during the past year when Senate leaders expressed concerns about the need for increased communication. Since these concerns have been brought to the President’s attention, he has created a Communication Task Force to address them. This task force has several faculty included in the membership to ensure the faculty voice is heard. This is just one of many such instances that have served to strengthen working relationships between the Faculty Senate and Executive levels of the college.

Faculty ParticipationAll-College committees are the responsibility of the college president. These committees are made up of faculty and staff from multiple divisions/departments to ensure diverse representation. The committees and their mandates are described on the Faculty Senate website.5 This website is available to all and emails are sent to faculty and staff to notify them of available openings for new members to serve, and how to apply. All meetings are open to the CCSN community. Faculty membership in All-College committees is usually determined by joint action of the Faculty Senate Chair and the VPAA. A new policy designed to solidify the structure and formation of All-College committees was evaluated and adopted by the Faculty Senate to provide for the involvement of faculty, administrators, staff, and students in deliberations regarding day-to-day and long-range planning and policies for the college.

Faculty Senate meetings are taped and once the minutes are approved, they are posted on the Faculty Senate website.6 The Senate website will list policies currently in committee at the Senate as well as other issues the Senate is discussing

The participation of part-time faculty in faculty governance is largely determined by departmental policy. Some departments invite input from part-time faculty for academic issues, such as textbook selection, course offerings, and other curriculum issues. Some departments invite part-time faculty to departmental meetings. A handbook for part-time faculty has been developed and is included in the documentation.7 Part-time faculty may request an account on the institutional email system, so they may be included in the emails distributed to faculty soliciting participation in the different events and opportunities.

Faculty have a job description with their responsibilities listed in the Professional Staff Handbook. Student advising is one of the responsibilities and faculty are increasingly being encouraged to participate in student advising as the restructure of Student Affairs continues. Each institutionally sanctioned student club has a faculty advisor. Many departments have assigned faculty advisors to different areas within their disciplines to aid students in programmatic decisions.

Faculty Participation in Dental Hygiene ProgramDevelopment of the Dental Hygiene Baccalaureate Program included numerous faculty in the approval and curriculum development process. In documents such as the “Prospectus for Major Substantive Change at CCSN” and the “Evaluation Criteria for Baccalaureate Degree Programs at UCCSN Community Colleges,” the statement is made that the faculty of the Division of Health Sciences and the Dental Hygiene Department were involved extensively in the decision to inaugurate this program. The “Prospectus for Major Substantive Change at CCSN” states that in a series of meetings, the dental hygiene faculty finalized and approved courses for the new bachelor’s degree program. Their decisions were reviewed and approved at the Division of Health Sciences meeting on August 25, 2003.

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Development of the curriculum for the Bachelor of Science in Dental Hygiene occurred at the program level. Numerous meetings were held to determine the need for such a program. While college stakeholders were involved in the planning and designing of the baccalaureate degree, the college retained a consultant, The Education Alliance, to help with the strategic planning and implementation of the program. Input from the dental community was provided at all stages of the process. The program faculty modeled general education requirements after the Bachelor of Science degrees at Great Basin College and UNLV.

TimelineforPlanningandApproval

PlanningPhase DatePreliminary BS Program development 1997with UNLV College of Health SciencesBS Degree listed in NSHE Master Plan April 18, 2002 BS Degree listed in CCSN Academic 2002 Master PlanCurriculum Development initiated June 2002Permission sought from Academic November 1, 2002Standards Committee to pursue BS DegreeCurriculum Design and Development OngoingConsultant (The Education Alliance) retained January 27, 2003Meeting with BS Degree Task Force April 23, 2003 Meeting with Students April 24, 2003Dental Hygiene Colloquium June 20, 2003 Final Curriculum Development September 11, 2003Presentation and Approval of Curriculum September 12, 2003BS Degree Advisory Committee September 24, 2003Meeting with Consultant September 25, 2003Academic Affairs Council October 7, 2003Ad-Hoc Health Committee December 4, 2003Academic Research and Student Affairs March 18, 2004Board of Regents March 19, 2004Substantive Change Proposal May 2004Implementation Fall 2004Anticipated Graduation of First Cohort May 2006

Student advisement in the dental hygiene programs is a joint responsibility of the Office of Health Programs, the Director of the Bachelor of Science in Dental Hygiene, and the program faculty.

4.A.3FacultyWorkloadA Board of Regents’ policy statement specifically defines, within the missions of the respective institutions, the workload for faculty at all educational institutions in Nevada.8 This policy was updated in August of 2004. In concert with this Policy Statement, the Faculty Senate has been drafting new language to reflect this policy change in CCSN documents. The current CCSN policy with the most recent changes is included in the exhibits.9 The Faculty Workload Policy defines three workload areas for faculty: teaching (Instructional Units), office or scheduled contact hours,

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and institutional service and/or staff development. A general policy and procedure manual is currently being developed. This manual will include the revised Faculty Workload Policy and replace the Professional Staff Handbook. The committee developing this manual is composed principally of faculty and has been working since May of 2004.

CCSN has implemented a number of initiatives to assist faculty and staff with opportunities for professional development. These include the Center for Academic & Professional Excellence, approved funding for conference attendance if faculty are presenting, “in-service days” during Convocation week at the beginning of each academic semester with multiple opportunities for attending workshops, and departmental funding for attending conferences and professional seminars, just to name a few.

Center for Academic & Professional ExcellenceThe Center for Academic & Professional Excellence (CAPE) was created to give faculty and staff avenues of professional development and allow them to exercise leadership in seeking ways to improve themselves as teachers. The mission of CAPE is to promote leadership skills, innovative teaching, effective learning, and service for all employees of CCSN, and to facilitate the creation and support of diverse learner-centered teaching and services. The CAPE office is responsible for developing and coordinating professional development and training for all faculty and staff. This includes all academic faculty, both full-time and part-time, and covers new employee orientation, staff/administrators training in the areas of continuing education and credit training, customer service training, leadership training such as dean/department chair/director training, and prospective manager/supervisor training. The CAPE office also coordinates the convocation week programs and arranges these workshops. Faculty have the opportunity to share best practices during workshops and to learn innovative ways to improve classroom experience for the students.10

The CAPE office is supported in several ways: with state funding, summer school revenues, and endowments. Salaries of the CAPE director, assistant to the director, and administrative assistant, along with the initial operating budget of $50,000, are derived from state funds. Further ongoing allocations for the CAPE office come from summer school revenue. Several grants that benefit faculty are also available for professional development.

Faculty Professional Development The academic faculty workload policy allots five hours per week for professional development and/or institutional service. This allows faculty the time and avenue for continuous improvement. Another incentive for faculty development is the opportunity for salary advancement via the Professional Standards Committee, a Faculty Senate committee that reviews and approves professional advancement on the salary schedule based on professional development criteria. This committee is a Board of Regents required committee for professional advancement. The CCSN Professional Advancement program is defined on the Faculty Senate webpage http://www.ccsn.edu/senate/?Professional-Standards/indexprogram.htm and is also available in the document room.

Another source of professional development support is administered through several of the Vice Presidents’ offices that are funded with out-of-state budget money to fund training and development for faculty and staff traveling outside Nevada. The VPAA funds academic faculty presenting in their area of expertise at conferences. Other activities for faculty growth and development customarily conducted and supported by the college include semester convocations (professional development days at the beginning of each semester with scheduled workshops and training opportunities), support for attending conventions through the Faculty Senate Travel Committee approval process, CAPE, and departmental budgets allowing for subscriptions to publications and periodicals. Several endowments add to professional development support including the Greenspun Endowment for Innovation in Teaching and the Smiley Endowment for the enrichment of teaching in the classroom.

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A faculty survey was conducted in the fall of 2005 to capture faculty involvement data not captured any other way. The data documented full-time and part-time faculty engaged under the categories of scholarship, artistic creation, and research that are not required under the academic faculty job description. The completed surveys were routed through the department chair and the respective dean to assure that the different authority levels are aware of the activities faculty members are involved with. These surveys were well received and now reside in the faculty members’ HR file. We are considering conducting this survey every two years to update the activity information and to provide a tool to celebrate faculty accomplishments.

4.A.4FacultySalaryandBenefitsA legislatively mandated community college salary schedule binds CCSN to fixed salary parameters. Faculty contracts are defined by the Board of Regents Code and policy statements for the community colleges of the NSHE.11 A Legislative Salary Equity Adjustment for CCSN during the 2005 legislative biennium session increased CCSN academic salaries by approximately $950 per year in 2006 for each academic faculty member. In 2007 another adjustment for each faculty will also be done. A larger adjustment was made to nursing faculty salaries because of the disparity between existing faculty salaries and salaries of nurses engaged in practice; the disparity had led to a nursing faculty recruitment issue. The CCSN Academic Faculty Salary Schedule is on line at http://www.ccsn.edu/hr/fsalaries. Part-time faculty received a raise in the spring of 2005. The part time/overload rate for each Instructional Unit increased in the spring of 2005 from $735 to $755 and the lab rate increased to $37.75.

No major changes in the faculty contract have occurred in the past five years. Faculty placement on the faculty salary schedule is determined based on level of education and years of experience. However, the Faculty Senate Variance Committee was developed to bring “hard to hire” positions to the fore and allow the college to hire faculty for these positions at a salary higher than specified in the regular salary schedule. Anecdotal evidence suggests it is hard to recruit and hire high quality faculty in a number of areas, such as nursing, biology, and physical science. This is demonstrated by smaller recruitment pools and post interview discussions.

The college has increased the number of full-time academic faculty since 2000 from 312 to 493. While this represents an increase of an average of 36 new full-time faculty per year, the college has continued to lose through attrition only an average of eight full-time faculty members a year since 2000. The data collected on years of service showed academic faculty have been employed an average of eight years, while administrative faculty had an average retention of six years. Many of the senior faculty are truly dedicated to instruction.

There are additional benefits for full-time and part-time faculty as well. For example, the Grant-in-Aid program offers substantially reduced tuition rates for faculty and staff and their immediate family members to attend any of the Nevada state institutions of higher education. This program has allowed many CCSN faculty members to obtain advanced degrees. CCSN provides full-time child care facilities on the Cheyenne (2) and Charleston (1) campuses at reduced rates for CCSN faculty and staff. Additionally, Boys and Girls Club Centers provide part-time and evening child care on Cheyenne and Charleston campuses. Another faculty benefit includes the use of library resources and allowing full semester library loans for both classroom and personal use. CCSN has made dial-up Internet connection available to faculty for home use at no cost and cable connection service at a discounted rate. A computer loan program allows for a home computer loan at no interest. There are also computer purchase discounts for computers delivered to home addresses of faculty. Faculty and staff receive a discount on all purchases at the CCSN Garden Center. Russell’s Restaurant at Cheyenne is open for lunches and dinners throughout certain weeks of the semester for a nominal fee. The CCSN Planetarium is open to the public, and both faculty and staff receive discounted admission. The CAPE workshops and sessions are free to faculty and staff.

Other discounts are available from: Liberty Mutual, Verizon Wireless, Knott’s Berry Farm,

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Legoland, San Diego Zoo, 6 Flag Magic Mountain, Disneyland, Enterprise Car Rental, and Office Depot.

Another benefit to academic faculty is the newly approved Distance Education Compensation policy. This was recommended through Faculty Senate and approved by the President in the fall of 2005. This allows faculty compensation above their original contract for the development (or conversion from traditional in class) and delivery of first time distance delivery courses.

4.A.5FacultyEvaluationThe faculty evaluation process is found in policy statements of the Board as well as in the NSHE Code. CCSN academic faculty evaluations are further defined in two areas of the Professional Staff Handbook, Section 3.11C “Top of the Salary Schedule” and Section 4 “Evaluations.”

The specific forms required for the faculty evaluation process are in Section 4 of the Professional Staff Handbook:

Self Evaluation of Professional PerformanceManagement Objectives of Professional Growth Plan Peer Evaluation of Professional Performance Short Form for Tenured FacultyAdjunct/Temporary Teaching FacultyPeer Evaluation of Professional Performance for Lab TechniciansSupervisor Evaluation of Professional Performance Administrator Evaluation of Professional PerformancePeer Evaluation of Professional Performance

Any and all modifications to these forms are required to pass through the Faculty Senate approval process with recommended Faculty Senate approved changes being sent to the President for final approval.

The Faculty Senate Evaluation Committee was created to review the faculty evaluation process of several different types of evaluations including evaluations from students, peers, and supervisors. The department chair is responsible for administering and monitoring faculty evaluations for full-time and part-time faculty on a set schedule defined in the Professional Staff Handbook. In some departments, part-time faculty members are also evaluated by program directors or lead faculty. It is departmental responsibility to follow up with these evaluations. A recent study showed inconsistencies existed; as a result, department chair performance metrics were developed to promote accountability. The metrics were approved in spring 2005 by the Faculty Senate and implemented immediately, because historically not all faculty have been evaluated as mandated. Additionally, random checks to ascertain that evaluations are done and completed in a timely manner were engaged spring semester 2006.

TenureAnother milestone in the process of faculty evaluation is tenure review. The tenure process is described fully in the Code and in the Professional Staff Handbook.12 The tenure process requires the faculty long form evaluation be conducted during the probationary period prior to tenure. The standard probationary time period is three years, while the maximum probationary period is five years. The applicant for tenure submits a Tenure Application form to a Peer Committee composed of three tenured faculty members, one chosen by the department chair, one chosen by the faculty member, and one selected mutually by the department chair and candidate. The evaluation by the Peer Committee includes:

Student evaluations from the previous three years or other evaluations from the candidate’s

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service populationInput from the tenure candidate’s peersClassroom or workplace visitation by the Peer CommitteeReview of syllabi, course outlines, and other course materials developed by the candidate, or materials developed in support of library development or counseling/advising of studentsReview of documentation of service provided by candidate

The recommendation of the Peer Committee is forwarded to the appropriate dean and vice president by the department chair. The vice president will submit a recommendation to the President. The official recommendation regarding tenure will be made to the Board of Regents by the President through the Chancellor’s office.

Once the faculty member has tenure, the annual evaluation process changes to the short form; the long form is used every three years. At the present time, 60% of full-time academic faculty are tenured.

The part-time faculty evaluation process is outlined in Section 4 of the Professional Staff Handbook.

TopoftheSalaryScheduleMeritScheduleWhen the Nevada Legislature adopted the community college salary schedule, it had only 30 steps. Increasing salaries for faculty members above the 30th step is called “top of the salary schedule merit.” At CCSN, this merit process was created to address the issue of veteran faculty whose salaries would have been fixed at the 30th step. The Chancellor’s memorandum #96-2 describes the policy. This is not a conventional merit pay process, but provides another step in the evaluation of faculty since veteran faculty are informally evaluated during the merit review process.

FacultySenateEvaluationCommitteeIn addition to reviewing evaluations as to process, the Faculty Senate Evaluation Committee also reviews and recommends policy modifications regarding evaluation. In 2005 the committee surveyed faculty for suggested modifications. Recommendations included adding department chair evaluations with performance metrics. The Evaluation Committee will be given the task of reviewing the current process of faculty evaluation as defined in Section 4 of the Professional Staff Handbook.

4.A.6RecruitmentandAppointmentofFull-TimeFacultyCCSN has an orderly process for recruiting and hiring full-time faculty. Policies and procedures on hiring are published and available to faculty.

Hiring ProcessAlthough the faculty hiring process has been a challenge in the past, a new policy and procedure were adopted in 2005. In general, the new process operates with greater objectivity and campus input, yet it has resulted in other issues; namely, the timeline for advertising a position and creating the applicant pool was not coordinated. Although there is no official policy on this timing as yet, the problem has been recognized. Revisions in the timeline are being developed and implemented. In addition, academic administrators have expressed concern that applicant pools have not been as large in number or as broad in experience as desired.

The source of some of the hiring difficulties at CCSN might arise from the single salary schedule for all community colleges mandated by the Board of Regents and the Legislature. No adjustment has been made for cost of living variances in different parts of the state. The Legislature did allot an adjustment to the CCSN faculty salaries for the biennium 2004-2006. The legislative action also calls for a possible four more years of adjustment to be reviewed in two-year increments by the Legislature.

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The process for recruiting and appointing new full time faculty begins at the Faculty Senate Budget Committee where all requests for faculty resources are reviewed. The Budget Committee has a documented process with request forms and justification requirements including student headcount, course sections, full-time/part-time faculty ratios, growth, community need for different disciplines and department. This annual process concludes with recommendations for new faculty positions. The recruitment process is under the direction of the HR Department, which follows a predetermined process for each position announced. Once the position announcement is closed, the hiring process follows the new Hiring Policy for Academic Faculty. This process is available on the CCSN website and is followed for hiring of full time faculty.

CCSN Hiring OutlineHiring for full time academic faculty positions follows a seven-stage process.

Search approval is initiated by a department chair or division dean.Recruitment of applications is initiated by HR with input from the appropriate department regarding desired qualifications.Search committee formation is initiated by HR, but the actual committee is formed by nominations from several sources including the appropriate department chair, academic dean, Faculty Senate Chair, and Vice President for Academic Affairs. A standard hiring committee for an academic faculty position is composed of five members, with a minimum of three members being academic faculty members from the department hiring the position.Applications are received by HR.Search committee is approved and certified.Committee chair, mandated to be an academic faculty member, calls an initial meeting to review all files. During subsequent meetings, the applicants are narrowed down to a preliminary list of applicants to be invited for campus interviews. Once on campus, applicants are interviewed by the committee. Finalists are sent to a second round of interviews with the area dean, the VPAA and the Faculty Senate chair.Following all interviews, the final interview committee reviews the recommendation of the hiring committee and makes a final recommendation to the President, who officially makes the offer to each candidate.

Initial Salary ConsiderationsThe Board of Regents Procedures and Guidelines Manual specifies that the Chancellor shall establish procedures for the initial placement for the faculty on the community college salary schedule.14 The classification will be based upon education and years of experience with a maximum of 10 years experience counted for placement purposes. The rest of the procedure states:

“Consideration will be given to authorizing a higher salary in order to attract an applicant with qualifications in areas pre-determined as difficult to recruit. Faculty Senate and/or Human Resources will submit recommendations to the President for designating difficult to recruit positions. The President shall review the recommendations, shall determine the positions the President has concluded to be difficult to recruit, and shall forward the same to the Chancellor. Designating difficult to recruit positions will be reviewed on a yearly basis by the System, and approved by the Chancellor. The President will make the final determination on initial salary placement for those positions determined to be difficult to recruit.”

4.A.7AcademicFreedomIn the Board of Regents Code, one chapter is occupied with the subject of academic freedom and the responsibilities that come with it.15 CCSN passed a new Academic Freedom policy in the spring of 2006. CCSN is operated for the common good of the great community it serves. The common good depends upon the free search for truth and its free exposition. Academic freedom is the right of scholars to freely study, discuss, investigate, teach, and publish. CCSN adheres to the current

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Academic Freedom Policy adopted by the American Association of University Professors.

4.A.8RecruitmentofPart-TimeFacultyPart-time faculty are expected to meet the same standards of qualification as summarized above in the response to 4.A.1. Part-time faculty contracts are defined in various ways, as “Letters of Appointment,” “Letters of Appointment with Benefits,” “Temporary Full Time Appointment”, and as an “Emergency Hire for 1 year.” These contracts are done on a semester-by-semester basis with each department responsible for its own part-time faculty hiring on an as-needed basis and for workload determination. The policy that defines the minimum education requirement for faculty in academic programs applies to part-time faculty.

The college is continually seeking to increase its part-time faculty pool. Advertisements are run in the local newspapers on a regular basis and each department has its own process for collecting and maintaining curriculum vitae and resumes. A special job fair for part-time faculty was conducted in November 2005 with some success.

To date, departments have been responsible for maintaining files and information on part-time faculty in their areas; however, this responsibility is being transferred to HR as of March 31, 2006.

4.A.9ConditionsofEmploymentforPart-TimeFacultyEach academic department is responsible for the conditions of employment for part-time faculty in that department. Departments make assignments and also determine workload within NSHE guidelines. A handbook for part-time faculty was developed in the fall 2005 and a college-wide training program for part-time faculty was conducted in October 2005. This training was designed to develop teaching skills for faculty with abundant experience in their profession, but little experience in the classroom. All departments were encouraged to have part-time faculty attend. Part-time faculty receive benefits such as grant-in-aid allowing faculty to take NSHE credit courses at a reduced rate. A number of extra benefits similar to those given full-time faculty are provided to part-time faculty.

Workloads for part-time faculty are limited to nine instructional units per semester. Within those guidelines, the departments work with their own part-time faculty and define workloads on a semester-by-semester basis. Each semester, a new contract is written based on the number of instructional units faculty have been assigned.

The evaluation process is defined in the Professional Staff Handbook. Peer evaluations are conducted during the first semester of employment, and full evaluations are conducted a minimum of once out of every six semesters of employment after the first semester. An inconsistency was found in the part-time evaluation process. This process is in conflict with NSHE guidelines and has been sent to the Faculty Senate Evaluation Committee to be addressed and corrected.

4.A.10SelectionandAssessmentofUseofPart-TimeFacultyFunding for CCSN is formula driven by the Legislature with funding set at a full-time/part-time faculty ratio of 60:40. During the fall of 2004, CCSN was operating at a ratio of 53:47. Although academic departments are responsible for scheduling to ensure all needed areas are covered, several high demand areas are unable to find and hire sufficient part-time faculty for those disciplines. For the fall 2004 semester, CCSN was operating at various full-time/part-time ratios within departments. These ran from a high ratio in Biological Sciences of 74:26 to a low ratio in Transportation/Industrial Technology of 36:64.

The mix of full/part-time faculty as an individual item is not used in the program review process. Indirectly, it is included in growth projections for a program. Certain specialized program accreditation requirements call for the use of full-time faculty and, in those instances, it is included in program review.

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Standard4BScholarship,Research,andArtisticCreation

4.B.1-4.B.7.FacultyScholarship,ResearchandArtisticCreationCommenting on the NSHE mission, the Board affirms a commitment to scholarship, research, and artistic creation.16 To the extent that these harmonize with the primary mission of a community college, CCSN faculty engage in the publication of scholarly articles, design and develop new curricula, make presentations at academic conferences and meetings, and contribute innovatively to fields requiring professional or technical expertise. The Board of Regents policy statement rewards creative activities and outstanding teaching and advising.17 Separate awards for creative activities, teaching and advising are made, and each one carries a cash stipend of $5000 with community college faculty being eligible for each award. The National Institute for Staff and Organizational Development (NISOD) hosts a conference each year in Austin, Texas. For the past four years, the CCSN administration has supported sending faculty to this conference. The past three years we have celebrated NISOD Excellence Award winners from CCSN by sponsoring their conference fees and travel costs through the Academic Affairs office. In May 2006, there will be 17 attendees at NISOD from CCSN with seven academic faculty attending as award winners and six academic faculty as presenters, as well as four CCSN administrators. There is great support for national conferences when CCSN academic faculty are presenters.

In addition, the President’s Outstanding Faculty awards are presented at fall convocation, each accompanied by a $1500 stipend. Effective fall 2006, there will be a President’s Award for one full-time and one part-time faculty member.

The mission of CCSN does not include research. Scholarly research and artistic creation are not required activities as part of the evaluation process, but many faculty continue to engage in these activities. The CCSN Faculty Accomplishments is a partial list of faculty accomplishments, that while not required, faculty have nonetheless notably achieved.18

Institutional Policies Regarding Scholarship, Research, and Artistic CreationSince instruction is the primary directive of faculty at CCSN, no institutional policies and procedures surround these items. Scholarly research and artistic creation are not required as part of performance evaluations, and such pursuits are therefore left to the initiative of the individual faculty member. Nevertheless, as identified in the faculty surveys conducted in the fall of 2005 that may be found in the HR personnel files for individual faculty, many faculty members are involved in research, publication, and creative work, and regularly attend professional meetings. In short, most faculty are engaged in some form of creative or enrichment activity and/or are professionally active in their field of expertise.

Sponsored Programs Funded by Grants Scholarship, research, and artistic creation are not specifically part of the CCSN mission, but supported in many ways. CCSN seeks external funding primarily from granting agencies in support of programs and institutional projects that support faculty and benefit student learning. Through these funding opportunities, innovation, program development, and faculty creativity are realized. Grants for many programs have grown at CCSN since 1999, with over $18 million in grant funding in 2004. CCSN’s grants office will work with faculty to identify available grants and aid in the application process if needed.

Sabbatical Leave Sabbatical leave, involving a competitive process and limited release time, is available for faculty members who wish to apply when working on projects or assignments that directly benefit their department, or the college as a whole. Such projects include development of new course modules or pedagogical tools, and publications such as the Red Rock Review and the student newspaper. In

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addition to release time, the President’s office has increased monetary support available to faculty attending professional meetings, with preferential consideration given to faculty presenting at those meetings

Each year CCSN awards a number of sabbaticals. Faculty who have served full-time on either a 10-month or 12-month contract for six of more salaried years are eligible for sabbatical leave. Successful applicants shall have either one year leave at two-thirds salary or one-half year leave at full salary. The Faculty Senate Sabbatical Leave Committee receives all applications. Applications are reviewed and scored according to criteria specified in the Professional Staff Handbook, Section 3.10D. Once ranked, sabbatical leave proposals are submitted to the President for final approval.

SABBATICALLEAVEREPORT 2000-01 12 2001-02 11 2002-03 13 2003-04 15 2004-05 17 2005-06 18 Totalsince2000 86

Policy4.1FacultyEvaluationThe Board of Regents Code dictates the annual evaluation process for faculty.19 Section 4 of the Professional Staff Handbook delineates the process for faculty evaluation. A full evaluation for faculty includes student evaluation, classroom observation, self-evaluation, a professional growth plan, and peer evaluation. Evaluations are conducted annually for faculty using either the long or short form. Long form evaluations are conducted each year for non-tenured teaching faculty and once every three years for tenured faculty. This process and the accountability of follow-through on faculty evaluations have been sent to the Faculty Senate Evaluation Committee for review and modification. Part-time instructors undergo evaluation the first semester of employment in a given academic year and then a minimum of once out of every six semesters of employment after the first semester. The part-time evaluation process, since it is in conflict with the NSHE guidelines, has also been sent to the Faculty Senate Evaluation Committee for review and modification.

The process outlined in Section 3.11A of the handbook deals with the evaluation and process for merit increases for faculty who are at the top of the salary schedule. Evaluation includes demonstration of teaching excellence, exemplary service in support of the mission and goals of CCSN, scholarly contributions, and community service. Department chairs review the student evaluation data on faculty, and conduct classroom observations and peer evaluations.

Evaluating the faculty evaluation process falls to the Faculty Senate Evaluation Committee. The committee:

Reviews the entire faculty evaluation process and recommends changes if necessary.Establishes training sessions for department chairs on the faculty evaluation process.Coordinates with HR the assignment to department chairs of accountability for the evaluation of faculty.Identifies plans or processes on how to handle the areas needing improvement in a faculty member’s performance.

StrengthsCCSN has a highly qualified and well-experienced faculty that excels in teaching the lower and upper division courses.CCSN faculty are committed to teaching with a great attitude towards professional

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development as demonstrated in the Student Satisfaction Inventory where students indicated high satisfaction in instruction.CCSN has a high faculty retention rate. The academic faculty have an overall retention rate of eight years.Anecdotal evidence shows a liberal sabbatical policy.

ChallengesAs an institution, CCSN is hampered by the lack of an integrated information management system to allow tracking of data on full-time and part-time academic faculty.The recruitment processes utilized by Human Resources in the new hiring process fail to adapt to faculty and departments’ changing needs. Frequently the applicant pools for academic faculty are weak or identified in less than a timely fashion. This lateness in applicant screening sometimes results in highly qualified candidates having already accepted teaching positions elsewhere before being contacted by CCSN.A systematic triangulation of a faculty evaluation process that includes a self evaluation, peer evaluation, department chair evaluation, and course evaluation on a regular basis based upon the faculty job description remains a challenge.

Areas of ImprovementThe CCSN Administration, in consultation with the Faculty Senate Evaluation Committee, is revising the policy on evaluation and tenure.The CCSN Administration, in consultation with the Faculty Senate, is revising the policy on sabbatical leave.The faculty workload policy has been revised.Personnel information for both full-time and part-time faculty (application, resumes, transcripts, and evaluations) now resides in Human Resources.

________________________________1 Code of Board of Regents, Title 2, Chapter 5, Personnel Policy for Faculty2 Board of Regents Policy Statements, Title 4, Chapter 3, Section 83 Letter from HR available at Exhibit 4.54 See Exhibit 4.35 See http://www.ccsn.edu/senate6 See http://www.ccsn.edu/senate/minutes7 See Exhibit 4.88 Board of Regents’ Policy Statement, Title 4, Chapter 3, Section 3 9 See Exhibit 4.1410 A fuller description of CAPE is found in Exhibit 4.1511 Board of Regents Policy Statements Title 4, Chapter 3, Sections 9-11, 14-20, 25-26, 29-36, and 38 define many salary and benefits for faculty. Other faculty benefits are defined in Policy Statements Title 4, Chapter 18, Section 5-7. The Board of Regents Code Title 2, chapter 5, Section 5.5.4 Salary Schedule – Community Colleges defines the salary schedule for community college faculty12 Board of Regents Code , Title 2, Chapter 4, Section 4.4.2 and Professional Staff Handbook Section 3.113 See Exhibit 4.1614 Board Procedures and Guidelines Manual, Chapter 3, Section 2.215 Board of Regents Code, Title 2, Chapter 216 Board of Regents Policy Statements, Title 4, Chapter 1, Section 1-2c 17 Board of Regents Policy Statements, Title 4, Chapter 1, Sections 16, 18 and 12918 List of Faculty Achievements and Scholarly Activities is found in Exhibit 4.9 and 4.1219 Board of Regents Code, Title 2, Chapter 5, Section 5.12

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Standard 4 Subcommittee

Mitzi Ware, Chair

Deborah Ain

Nicole Blair

Dr. Fran Campbell

Dr. William Clayson

Dr. Darren Divine

Cassie Gentry

Rod Hackwith

Dr. Shari Lyman

Dr. Fred Monardi

Diane Rohrbaugh

Judy Stewart

Michelle Word

Leslie Zuckerman

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SUPPORTING DOCUMENTATION FOR STANDARD FOUR

RequiredExhibits Exhibit# NameofExhibit1. Instructor’s Handbook, 4.1 • Professional Staff Handbookincluding personnel policies • Board of Regents Handbook, Title 2,and procedures Chapter 5, Personnel Policy for Faculty • Policy on Qualifications for Faculty • Faculty Senate Bylaws2. Policy on Academic 4.2 • Academic Freedom PolicyFreedom (From CCSN Faculty Senate Handbook) • CCSN Policy: Academic Freedom • NSHE Board of Regents Handbook, Title 2, Chapter 2: Academic Freedom and Responsibility3. Faculty committees and 4.3 • CCSN Faculty Senate Membership 2005-2006 membership • Faculty Senate Standing Committees • Policy on CCSN Committees4. Evaluation forms and 4.4 • Course Evaluation Formsummary reports of student • Examples of Course Evaluation Summaryevaluations of faculty and courses 5. Access to personnel files and 4.5 • Memorandum from Human Resourcescurrent professional vitae • All full-time and part-time personnel files are available in Human Resources, West Charleston campus, D Building, 4th floor. Phone 651-58006. Criteria and procedures for 4.6 Information regarding Difficult-to-Recruitemploying, evaluating, and Positions and CCSN’s Variance Committee ac-tions compensating facultyin special programs 7. Copies of any doctrinal N/A Not Applicablestatements required foremployment, promotion, andtenure8. Policies governing the 4.8 Part-Time Instructors Handbookemployment, orientation, andevaluation of part-time faculty 9. Summary reports of faculty 4.9 Summary reports of faculty accomplishmentsinvolvement with public by academic departmentservices/community services10. Institutional policies 4.10 CCSN Intellectual Property Agreement andregarding scholarship and Copyright Policyartistic creation by facultyand students 11. Institutional policies 4.11 CCSN Cooperative Research Policyregarding research activity 12. Summary of faculty role 4.12 • Regents’ Creative Activities Awardin developing and monitoring • Regents’ Teaching Awardpolicies and practices on • Regents Academic Advisor Awardscholarship, artistic creation, and research

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OtherMaterials Exhibit# NameofExhibitAffirmative Action Plan 4.13 CCSN Affirmative Action Plan, 2005-2006Faculty Workload Policy 4.14 • Proposed Revisions to CCSN Professional Staff Handbook, Section 3: Professional Faculty Workload • Fall 2004 Faculty Workload ReportProfessional Advancement 4.15 • Center for Academic & ProfessionalProgram Excellence (CAPE) • See http://www.ccsn.edu/senate? Professional-Standards/indexprogram.htmFaculty Salary Information 4.16 • Community College Academic Salary Schedule • Implementation Strategy for Salary Equity Funds • Administrative Memorandums to faculty regarding salary adjustments • Distance Education Course Development Compensation Agreement • Chancellor’s Memorandum #96-2 regarding Faculty at the Top of Their Salary Range • Proposal regarding Salary Schedule Advancement for Tenured MFA Degree HoldersCCSN Hiring Procedure 4.17 CCSN Hiring ProcedureStudent Satisfaction Survey 4.18 CCSN Student Satisfaction Survey

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STANDARD FIVE

Library and Information Resources

OverviewThe five years since CCSN’s last comprehensive self study has been marked by a continuance of the growth and expansion in all areas of the college, including library and information resources. CCSN has directed significant attention and resources to strengthening its library and technical infrastructure:

A continuing emphasis on electronic databases and support for distance learning has been expanded and re-affirmed.The 2005 Legislature appropriated funds for construction of a new classroom and library facility at Charleston Campus, and programming is proceeding for construction.A director of the library was hired; and a new CIO assumed responsibility for IT operations and management.A national library consultant assisted faculty with strategic planning for the library as it expands its services to CCSN campuses and sites.Collection development has been expanded with greater investment of funding.In December 2005, Sungard Higher Education became the college’s provider of information technology services in student labs, network support and security, distance education support, faculty and staff desktops, web support, and academic computing. A multi-year contract for comprehensive services was approved for all IT functions and for distance education.With support from CCSN, NSHE initiated a migration to a new, system-wide ERP service to improve the administrative computing systems of all NSHE institutions.

CCSN has articulated its unique mission to provide the citizens of southern Nevada with educational and support services for “general education, transfer preparation, vocational education, basic skills development, adult education, and community service.”1 To achieve this institutional mission, the library has developed its own mission statement expanding upon its role in this process.

Library Mission StatementCCSN enables students to think critically and learn independently. Working in partnership with other faculty, the library introduces students to a carefully selected and diverse array of the highest quality and most current print, audiovisual, and electronic resources necessary for students to succeed. With an eye toward enriching the lives of Nevada’s diverse citizens, library resources foster curiosity, provide stimulating spaces for individual and collaborative group learning, develop excellent customer service through a well-trained, knowledgeable, and courteous staff, and lead the college in identification and management of innovative information resources.2

Standard5.A.PurposeandScope

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5.A.1AdequacyofResourcesandServices

CCSN is one institution with three campuses and multiple centers and sites serving students of southern Nevada. The indicator for this standard raises multiple aspects that are separately addressed for clarity of CCSN’s services. LocationsTo ensure the delivery of its services, the library manages four main libraries at the college’s major campuses. and other locations where learning resources are made available.

The Charleston library occupies 4,452 square feet on the Charleston Campus in Las Vegas.The Cheyenne library occupies 16,692 square feet on the Cheyenne Campus in North Las Vegas.The Henderson library occupies 5,165 square feet on the Henderson Campus in Henderson.The Teachers’ Curriculum Library occupies 2,200 square feet on the Cheyenne Campus, occupying space distinct from the Cheyenne Campus library.

In addition library materials for the support of the college’s Health Sciences curricula are currently housed by the Las Vegas/Clark County Library District (LV/CCLD) in its Charleston branch at the north edge of the Charleston Campus.

FTEStudentEnrollment(Fall’04) Campus Location Enrollment(Fall’04) Charleston Las Vegas 6259.37 Cheyenne North Las Vegas 5682.07 Henderson Henderson 2212.68

StaffingEach of the three main campus libraries is staffed for a total of 60 hours each week and offers circulation and reference services during those hours. The Teachers’ Curriculum Library operates 30 hours each week. The fulltime library staff totals 23.75 and adjunct librarians add another 2.5 full time equivalents. Since staffing supports programs and program emphasis varies from campus to campus, the staffing ratio is not uniform at all campuses.

Cheyenne Library and Teachers’ Curriculum LibraryThree full-time librarians, four full-time classified staff for circulation, and two to four student workers staff the library. Adjunct librarians provide 28 of the 60 hours per week of reference desk service at the Cheyenne library and 16 hours per week at the Teachers’ Curriculum Library.

Charleston Library and Support Services and Interlibrary LoanThe Charleston library houses the library Director, an administrative assistant, 3 full-time librarians, three full-time circulation classified employees, three full-time library support classified staff, 1.75 time Interlibrary Loan Circulation classified staff, along with two to four student workers. Adjunct librarians provide 28 of the 60 hours per week of reference desk service.

Henderson LibraryTwo full-time librarians, two full-time circulation classified staff, and one to two student workers handle library services at this campus. Adjunct librarians provide 28 of the 60 hours per week of reference desk service during the semester.

Collections The nature and scope of the holdings at each of the libraries varies with the programs offered at

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the campus and the space available. Each collection includes books, periodicals, and electronic holdings including videos, DVDs, CDs, and cassettes.3

Library Volumes/Periodicals ElectronicHoldings Charleston 16,466 1086 Cheyenne 47,949 2096 Henderson 19,611 2071 Teacher’s Curriculum 9,259 260 LV/CCLD West Charleston 8,333 1393

It should be noted that the Las Vegas Clark County Library District supports the CCSN health science programs by acquiring material to support the various health sciences programs offered by CCSN. By contract, a coordinating committee consisting of members from both LV/CCLD and CCSN “shall determine the initial and subsequent acquisitions to be made by the LV/CCLD.” The agreement further stipulates that “the LV/CCLD will provide the funds in a mutually agreed upon amount, to acquire books, indices, software, associated equipment, and necessary miscellaneous material to establish a significant initial special medical collection and shall increase acquisitions appropriately on an annual basis as can be supported by the LV/CCLD operating budget for the purpose of supporting CCSN accreditation.” 4

Overall, the combined holdings of the four campus libraries as of September 2005 were 93,285 volumes, an increase of 37 % (25,236 volumes) since the last comprehensive visit in 2000. The Library collection also includes 386 periodicals as well as 5,496 electronic holdings and 5,183 microform reels.

ComputerCentersEach of the three main campuses has a computing center with numerous computers permitting student access through the Internet to CCSN library research databases. Each of these computer centers is situated at varying distances from the actual libraries. The student per PC ratio is 5.6:1. Sungard Higher Education manages the servers, networks and peripheral equipment associated with information technology and this aspect of the library. All open computer labs are staffed by two student assistants and one full-time technician during all open hours. Each lab has sufficient equipment to support students during peak times. Adequate staff are available to accomplish the support of instructional media and production centers. Based on average class size, computers are available in classrooms.

ElectronicInformationResourcesCCSN attempts to provide a balanced collection of electronic resources, to support the college’s academic offerings. Accordingly, the library subscribes to a wide variety of these resources; its subscriptions have grown by 250% (from 10 to 35) in the past five years. CCSN subscribes to standard academic research databases including Ebsco, Thomson-Gale, Proquest, Greenwood, Facts on File, Congressional Quarterly, and Human Relation Area Files. The library’s online electronic book collection, Net Library, includes 12,820 titles purchased in consortium with other regional libraries. The Library Department subscribes to the Online Computer Library Center’s (OCLC) WorldCat tool “Collection Analysis” to assist in assessing the CCSN Library collection.

InterlibraryLoanTo increase the range of the service it provides, CCSN participates actively in interlibrary loan opportunities as a member of Information Nevada (Nevada’s interlibrary loan network); UALC, the Utah Academic Library Consortium; and OCLC, a worldwide interlibrary loan program. These consortia offer CCSN students, faculty, and staff access to millions of volumes by way of reciprocal borrowing. OCLC’s Ariel Service permits document delivery of magazine and journal articles often

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within 24 hours. Interlibrary loan requests are conveniently placed through the online library catalog, via e-mail or telephone to the Interlibrary Loan Department and through personal requests at any of the campus libraries.5 A system has been developed that permits rapid exchange of material between any of the CCSN libraries and the library of the University of Nevada at Las Vegas (UNLV).6

EquipmentThe CCSN Library has its own computers, telephones, fax machines, copiers, and microform readers at the Charleston Campus library. At other CCSN libraries, students utilize equipment available through media and production centers, computer centers, computer networks, and telecommunications facilities. These are under the management of other academic and student service departments. The library’s online catalog “WEBPAC” and Integrated Library Services (ILS) software from Innovative Interfaces Inc. are provided by arrangements with the UNLV library.

Computers are provided for students, faculty, and staff to assess library databases at the three main campus libraries: Charleston (5 units), Cheyenne (24 units), and Henderson (5 units). If not otherwise specified, the computers are PC’s.

Sungard’s Office of Technology Services manages other CCSN computer labs that provide access to all students, faculty, and staff to library databases. They are available at the following locations: AD Guy (15), Boulder City (10), Cheyenne (133 PC’s, 11 Mac’s), Green Valley HTC (48 PC’s, 12 Mac’s), Henderson (76 PC’s, 8 Mac’s), Downtown Learning Center (7), Pahrump Valley Center (48 PC’s, 8 Mac’s), Summerlin HTC (48 PC’s, 12 Mac’s), Charleston (84 PC’s, 12 Mac’s), Western HTC (48 PC’s, 12 Mac’s.)

All college rural sites offer computer access to its students in classrooms when they are not otherwise in use. These southern Nevada communities include Alamo (10), Caliente (12), Mesquite (10), Overton (11), and Panaca (6).

While students may use these computers, any authenticated user with an Internet connection can access the research databases through the CCSN library homepage.

LibraryInstructionInstruction is at the heart of all services offered by the CCSN library. Librarians consistently seek to develop and revise curricula that will assist students and faculty to use the library and all its resources. Librarians routinely coordinate with faculty instructional activities and provide either one-on-one instruction to students, or schedule library instruction sessions in classrooms. Currently under development are instructional modules that will be part of an information literacy and library usage tutorial. This tutorial will be offered online and tailored to meet the needs of CCSN students and faculty.

5.A.2CurriculumSupportfromCoreCurriculumandResourcesCollections at each of the three main campus libraries have been developed to support the general education requirements mandated by CCSN’s 2+2 transfer agreements with both UNLV and Nevada State College. CCSN’s core collections support the general requirements of the Associate Degrees of Science, Applied Science, and Business and General Studies, as well as over 50 certificate programs. Areas of study in fall 2005 number more than 118.7 In addition the library is prepared to support the Bachelor of Science in Dental Hygiene. In addition to providing resources for general education requirements, each main campus library supplies materials for special program requirements of widely offered degrees like Education. This support includes basic books for local library users as well as the shared electronic information sources. Frequently, specialized resources are concentrated at one of the main campus libraries for a special program or certification. For example, the Teachers’ Curriculum Library on the Cheyenne

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Campus is a unique repository of material in the field of education including a model school library to support college courses in children’s literature. Further examples of this specialization are the Horticulture and Fire Science holdings at the Henderson Campus Library and the Health Science collections at Charleston.

Sunguard’s Office of Technology Services (OTS) installs the software that faculty request by semester in each classroom and lab.

AcquisitionsThe selection of material for library resources is primarily a function of the campus librarians. At each campus, librarians are assigned specific subject areas to review related to curricular offerings. It becomes that librarian’s responsibility to initiate and maintain liaison with faculty members in that discipline and help assess holdings for both quantity and quality. Librarians routinely review periodicals such as Choice Online, Library Journal, Booklist, and similar journals. This information is shared with faculty members invited to respond to these findings and make their own suggestions. Each term, faculty members receive individual notification on the process for recommending titles for purchase. The same process is used for tapes, DVD’s, and other electronic resource materials.

The library has adopted an online acquisition system established by Yankee Book Peddler (YBP), resulting in increased speed and efficiency in the ordering process. The turn around time from initial order to shelf for most print materials averages three to four weeks. In addition, the YBP system has the capability of generating acquisition reports quickly and easily. Three full time equivalents (FTE) library support staff have been assigned to both acquisitions and processing. Orders for electronic materials and periodicals are handled centrally for all campuses as is the record keeping function.

5.A.3CoordinationofProgramsandResourceMaterialsThe decision on what steps to take in coordinating the location of both resources and programs is heavily influenced by the differing demographics in each of the areas surrounding the main CCSN campuses. In addition, the college is following its mission in providing educational services to the more rural areas of southern Nevada. The library must furnish to its distance education students all the information resources necessary to complete a successful course of study at the college. The library has continually sought innovative solutions to this problem, and has utilized electronic-reserves, video-on-demand, and NetLibrary electronic books to provide access to learning resources. This has ensured equality not only in electronic sources via the Internet, but also in the critical print and video/DVD resources best offered to students as part of the shared resources available at the campus library.

ResourceSharingResource sharing is an essential component in supporting the college’s efforts to bring students together with the educational resources they require, even in relatively remote areas. The college borrows and loans materials extensively through the NSHE group of libraries and from Information Nevada and OCLC. Students are thoroughly briefed and frequently reminded that any resources located through any library catalogue or online index is easily available through interlibrary loan. Response to these offerings has greatly increased as OCLC’s Ariel service has cut document delivery time to almost same day delivery service.

ImpactonLibrariesandStudentsWhat has been said of college libraries in this period can be confidently stated about the libraries of CCSN. “Today academic libraries have become high-tech, interactive information centers. They are distinguished as much by their online presence and services as their physical collection of essential texts.” 8 Today the libraries of CCSN are accessible from classrooms in remote areas, from any campus center, and from students’ homes and offices.

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OTS communication with faculty and staff is part of the request and installation process each semester to support the curriculum.

Standard5.BInformationResourcesandServices

5.B.1MaterialsandEquipmentThe technologically based information environment of today requires a concerted effort to bring together both materials and equipment offering curricular support for the college’s educational programs.

EquipmentEach campus library offers equipment in sufficient supply allowing students to utilize learning resources provided. This includes not only individual computers, but also fully networked computers and large open computer labs. All computers have access to printers. Additional equipment includes up-to-date audiovisual machines and supplies, copiers, and scanners. Libraries possess television monitors, video and DVD players, and other electronic equipment necessary to utilize the library’s media collection. All of this equipment is provided in a manner that is handicap accessible.

In the computing environment, resources and services are updated often to maintain currency. Equipment is renewed yearly within all student areas.

MaterialLibrary materials, both print and non-print, are carefully selected by those campus-based librarians with responsibility for designated programs. These librarians work closely with the assigned departments, as well as individual faulty members, to make certain that specific programs and courses are supported. Faculty, staff, and students have the opportunity to request materials for purchase through the library’s web page. To facilitate this, two convenient links on this web page provide means of reaching the responsible librarian. At the beginning of each semester, the library director sends to each faculty member a cover memo and request form dealing with the acquisition process.

Electronic material, databases, indexes, books, and related products are also carefully selected based on the needs of specific programs. Since CCSN is responsible for providing access to quality information resources to all students throughout the state, the library has made a concerted effort to supply a significant amount of material in an electronic, web-based format. In addition to using standard review formats for this electronic material, the library makes efficient use of free trials, suggested either by faculty or library staff, to evaluate electronic databases and related products for either subscription or purchase.9

MaintenanceAll collections are organized using the Library of Congress Classification System. Collections are subjected to regular review and de-selection of material is carried out in accordance with the collection development policy of the library.10 Routine inventories are conducted at each campus at least once a year. Electronic products and services are organized logically and made available on the library’s web page. Specialized software allows the library to provide registered students 24/7 access to these resources regardless of location. Almost all of the library’s database vendors provide access to administrative accounts to monitor database usage and detail other statistical data.

5.B.2InstructionalActivities

InstructionLibrary users who possess a basic understanding of how information is organized, accessed, and evaluated are free to explore the world of ideas and knowledge with few restrictions. Promoting

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information through basic information literacy is a primary goal of the library via a coordinated effort of instruction and awareness. A number of components make up the library’s instructional activities.

Course Specific Instruction: Librarians at each campus routinely provide course specific bibliographic instruction sessions throughout the semester. Instruction sessions are tailored to specific courses and, preferably, to specific assignments in each course. Instructional handouts accompany the instruction to reinforce the presentation. Since most of the library’s resources are web-based, computerized classrooms are used to conduct these sessions.Individual Instruction: Reference librarians, both full-time and adjunct, are available whenever the library is open. Since most of the library’s resources are available 24/7 in a web-based environment, individual instruction over the telephone (increasingly via cell phone) is becoming more common.One Credit Library Course: The libraries provide a one credit skills class entitled Research for College Papers (LIB101). This elective course attempts to cover all the skills necessary to successfully complete college level assignments and research papers. Professional librarians teach all course sections.Workshops: Librarians conduct a variety of workshops throughout the academic year for both faculty and students. Prior to the start of each semester, numerous workshops are offered for faculty. These seek to bring the faculty up to date on new resources in print and on new means of electronic searching for materials.Workshops for Distance Education: At the beginning of each semester, librarians conduct a general information workshop for distance education students. The sessions are often part of a mandatory distance education program preparing students for the type of program they will encounter and the type of research required. Guides/Handbooks: Creating general and specific subject guides and handouts is another way for the library to promote information dependence. Librarians produce guides and handouts to use in conjunction with formal bibliographic instruction sessions.11

Library Newsletter: The bi-annual library newsletter highlights new resources and services found in the college libraries.

5.B.3ExistenceofandAccesstoLibraryPolicies,Regulations,andProceduresThe library maintains a written collections policy, designed to guide the systematic development and management of the library’s collection of print, audiovisual, and electronic materials. The policy’s purpose is clearly outlined and includes sections on budget allocation for resources, responsibility for collection development, general selection criteria, and collection maintenance.

The policy calls for weeding of dated volumes, preservation of core materials and classic texts as well as subscription cancellations of outdated journals or journals that can be more effectively utilized in electronic format.12 All of this is done on a regular basis. This policy was most recently updated on February 2, 2005, and is available on request from any of the librarians.

The library also maintains written policies for circulation, library cards, and interlibrary loan. These policies cover topics like loan periods and fines and are made available on the library’s homepage. A variety of handouts are available at the circulation counters with relevant policies printed in brochure format.13

5.B.4StrategicPlanningforLibraryandInformationResourcesandServicesLibrarians are commissioned with primary responsibility for establishing and maintaining quality, balanced collections of materials. Librarians work closely with faculty, department chairs, and program coordinators to make certain that curricular needs are met in each discipline. Input from students and staff is also invited and carefully considered in making collection development

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decisions. Some of the opportunities for input are found in the following initiatives:The letter sent from the Library Director at the beginning of each semester invites faculty participation in ordering material. 14

A link on the library homepage further encourages faculty to contact the library on their campus with their suggestions. 15

The information link on the library homepage inviting faculty, staff, and students to make suggestions stresses their participation in this process is essential for its success. This link provides an e-mail link to the appropriate librarian to contact with a subject-specific request.The faculty review supporting library materials, required by the Curriculum Committee in considering approval of requests for new courses and new programs.Interaction between librarians and faculty, students, and staff occurs during library orientations, faculty committee meetings, and routine requests at the reference desk.

Dr. Florence Mason, a national library consultant, visited CCSN to facilitate strategic planning for the library during spring semester, 2006. She met with library faculty and staff who had extensive opportunities for input.

The OTS governance and planning of information technology occurs on several levels. Two user committees, administrative and academic, will be operating beginning with the 2006-07 academic year. Sungard Higher Education will be assisting with development of a technology plan during 2006-07, and has already begun holding “town meetings” with faculty and staff on IT service levels. Finally, priorities on IT projects are reviewed at the executive level, after faculty and staff input, and directions are given to Sungard.

5.B.5 Computing and Communications ServicesThroughout the planning and budgetary process, the library has followed the college’s mission in expanding the scope of information available to library constituents. Many of these activities have been expanded upon elsewhere in this self study.

The interlibrary loan program provides for the CCSN library to obtain books, videos, and articles for students, not available through CCSN’s own resources. Membership in OCLC provides for reciprocal borrowing agreements with many colleges and fee-based agreements with thousands of libraries throughout the world.16

The library’s online card catalogue, WEBPAC, includes holdings at UNLV, Nevada State College, and Desert Research Institute (DRI).Other catalogs and websites can be accessed through any computer on campus.Campus libraries have fax machines for communicating with other libraries.The library uses YBP’s online service for ordering new books.The library’s online electronic book collection, NetLibrary, includes titles purchased in consortium with other regional libraries.In addition to the journal databases made available on the library webpage to all CCSN students, faculty, and staff, additional course-specific databases such as Westlaw, Lexis, and Firstsearch are available on request.The CCSN library homepage and all resources can be accessed off campus as well as on campus.Computers are available to students on all campuses, even at more remote rural sites. A complete accounting of computers as of fall 2005 is found in self study discussion of Standard 5.A.1.Sungard has access to regional and national networks to keep CCSN abreast of IT trends

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and developments.

Standard5.CFacilitiesandAccess

5.C.1AccessandSufficiencyThe libraries of CCSN have been examined and reviewed in relation to both the standards of the Northwest Commission on Colleges and Universities as well as the current library standards of the Association of College and Research Libraries (ACRL). The college has reviewed its libraries in areas that include:

Location of librariesSize/adequacy of librariesComputerized classrooms for library instruction purposesStudent seating/study spaceSafety and securityEnvironmental conditionsEquipmentOff-campus sitesNon-affiliated providersAccess by distance education students and other remote unitsCooperative agreementsPublic access catalog

SummaryofCampusLibraryFacilitiesStudy:All campus library facilities are open to currently registered students.All campus libraries are in buildings that are accessible and adjacent to parking.All facilities generally meet standards for safety, security, and environmental conditions. All facilities do not currently meet all ADA requirements; however, a college committee is addressing the issue.Based on current and projected needs and a detailed analysis of peer institutions, space allocations are not fully adequate for all needs the library is called upon to serve. Greatest deficiencies were noted at the Charleston Campus.Because of shortage of adequate space, the college has been forced to rely on non-affiliated providers for student access to facilities and some essential services. For example, the Clark County Law Library supplies basic paralegal library support, while the LV/CCLD West Charleston public library provides library support for the health sciences programs.Some library service areas, such as the Teacher’s Curriculum Library and the current Charleston reference library collection are housed in spaces currently assigned to other academic or service departments.

OTS provides access to information resources through a gateway. The library remote access system needs upgrading as does, the general campus network. Planning for upgrades is part of the dialogue and prioritization process described in 5.B, above.

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CampusFacilities:SpaceAll campus library facilities have identified spaces for provision of essential services (e.g. circulation, interlibrary loan, reference, etc.). Anticipated continued growth both in enrollment and in programs will impact future needs on campus.Long-range planning efforts will need to be in place to meet future space needs.

IndividualCampusAnalysis:SpaceCharleston Campus (4452 square feet): This campus is challenged in finding sufficient space for utilization. A new library/classroom building is scheduled to be completed in 2007, addressing current shortcomings, such as inadequate floor space for current collections, student seating, study space, and other library functions.Cheyenne Campus (16,692 square feet.): Overall the Cheyenne library needs to be reconfigured to accommodate the needs of students using both the academic support units and library service units. A more efficient use of space would require network and electric cable rewiring. Additional small and large group study rooms or training rooms would be particularly useful for individual and group study of videotape/DVD resources. A larger group study room could also serve as a library instruction classroom.Henderson Campus (5165 square feet): In 2003 this library underwent minor renovation and acquired an additional 800 square feet of space for reference services and for quiet study space. Projected growth, both in enrollment and in programs, will require long range planning to provide additional space.

BenchmarkCollegeLibraries:SpaceComparisonWithin its strategic planning framework, the college has selected as benchmarks 10 community colleges, similar in enrollment and resources, and 17 primary performance measures to enable the college to track achievement of its mission and goals.

College Campuses Libraries Sq.Footage CommentsCCSN 3 Charleston 4,452 Cheyenne 16,692 Henderson 5,165CuyahogaC.C. 3 Eastern 14,359(OH) Metropolitan 17,750 Western 12,902PortlandC.C. 3 Sylvania 61,000(OR) Cascade 25,000 Rock Creek 31,000Sacramento 1 40,000 Located in Learning Resource CityCollege (CA) Center.TarrantCounty 4 Northeast 32,530 CollegeDistrict (TX) Walsh 22,009 Jenkins Garrett 33,553 Southeast 22,226TidewaterC.C. 4 Chesapeake 6,363 All are located within(VA) Norfolk 12,009 other campus buildings. Portsmouth 11,975 VA Beach 23,365

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130 Standard Five

Campus Facilities: Electronic and Smart ClassroomsElectronic rooms are equipped with individual student computer terminals that can be controlled from the instructor’s terminal; smart classrooms are equipped with an instructor’s terminal, projector and screen. While electronic classrooms are preferred for library instruction, the library does not enjoy any preference for scheduling and assigned electronic classrooms only when no regular classes are utilizing them. The available electronic classrooms are centralized and easily accessible on each campus, but are not necessarily convenient for the library. The following chart indicates the number of electronic classrooms available and the basic number of workstations in them.

Campus Numberofelectronic Numberofcomputer classroomsavailable workstations forinstructionCharleston 10 (Seats/workstations per classroom: 24-30Cheyenne 6 depending on classroom configuration)Henderson 9 Total (combined campuses) 25 552–690

CampusFacilities:StudentSeating/StudySpaceCharleston Campus has 44 seats for an FTE of 6259.37; Cheyenne Campus has 148 seats for an FTE of 5682.07; Henderson Campus has 78 seats for 2212.68 FTE. At all campuses, there is a variety of seating options including table seating, overstuffed chairs and sofas, and study carrels. However, the number of users desiring seating far exceeds availability during both peak and non-peak use time. At all campuses, the number of users seeking group study space far exceeds available space. The construction of the new library at Charleston will alleviate some of these problems. Still additional planning and development is required to bring the other campuses to a more acceptable ratio level of seating and group study space for students.

CampusFacilities:EquipmentLibrary facilities are generally well equipped to meet user services and staff needs.

CAMPUS LIBRARYSERVICE EQUIPMENT AREACharleston CirculationLibrary 2 photocopiers 4 TVs w/ VHS/ DVD 2 public computer workstations w/ printers 5 staff computers w/ printers 1 fax 1 typewriter 2 audio cassette players ReferenceServicePoint 1 staff computer w/ printer. Student/faculty users have access to adjacent computer lab. DocumentDelivery 1 microfiche reader/printers &Microforms 1 public computer w/ printers 2 staff computers w/ printers 1 dedicated Ariel terminal TechnicalServices 3 staff computers w/ printers 1 fax machine

Standard Five 131

1 shredder LibraryOffices 6 staff computers w/ printersCheyenne MainLibrary 1 public, 1 staff photocopier 2 Circulation, 1 Reference PCs 5 TVs w/ 4 video/DVD players; 1 TV w/ broadcast/cable access, 4 public PCs TeacherCurriculum 1 PC, printer shared w/ Education Dept. Library LibraryOffices 4 PCs w/ printers, 1 PC w/ image projectorHenderson MainLibrary 1 photocopier 7 TVs w/VHS/DVD 5 public computer workstations w/ networked printer 2 staff computers w/ printers 1 fax 1 typewriter 1 audiocassette player LibraryOffices 2 staff computers w/ networked printer CampusFacilities:SafetyandSecurityCCSN Campus Security is responsible for establishment of safety policies and procedures and provides security services for all campus facilities, including the library. All campus libraries are equipped with entrance/exit theft protection with the exception of the Charleston library reference area.

CampusFacilities:EnvironmentalConditionsOverall, environmental conditions are acceptable within the buildings in which library facilities are located. Building mechanical systems are properly designed and maintained to control temperature and humidity. Electrical and network wiring are generally sufficient to meet operational needs. Some network infrastructure upgrades are needed. Lighting is generally sufficient, but in some areas may be out of compliance with recommended standards. A college committee is currently addressing this issue. Some directional and location signage is in place, but is not fully adequate. Another faculty committee is studying needs in this area.

Facilities:CCSNCentersEleven CCSN Centers provide a variety of academic programs and services to clientele throughout southern Nevada.

A.D.GuyEducationCenter: Located at the Andre Agassi Boys and Girls Club in west Las Vegas. This represents a collaborative effort between CCSN, the Las Vegas Housing Authority, and the Boys and Girls Club to provide social resources to the west Las Vegas community. Credit and non-credit classes are offered.BoulderCityCenter: Located at Boulder City with 18,000 square feet. This center features a computer lab, five general classrooms, and a smart classroom dedicated to the aviation program. Also available is a fully equipped darkroom and adjacent lab for photography classes. GreenValleyCenter: Located at Green Valley High School campus in Henderson with 33,000 square feet. This facility offers training for business and industry using new technologies; it houses the certified Advanced Technology Center (ATC). Facilities include traditional classroom, computer labs or Internet instructional options.

132 Standard Five

SummerlinCenter: Located at Palo Verde High School campus in northwest Las Vegas with 33,000 square feet. Instructional facilities include computer lab, computerized smart classrooms, a student center, and faculty offices. The center is designed for both traditional and flexible team learning.WesternCenter: Located at Western High School campus in central Las Vegas with 33,000 square feet. The facility offers professional development opportunities for CCSD teachers. Facilities include computer lab, computerized smart classrooms, a student center, and faculty offices.NellisAirForceBaseSiteProgram: Located at Nellis Air Force Base (AFB). This program serves as an educational center for airmen, officers, dependents, civil service personnel, and civilians. It offers on-base and off-base evening credit classes in general education and specialized areas needed by active duty personnel and others attending courses at the site.

Additionalservicesites include Lincoln County Center, Mesquite Center, Moapa Valley Center, Downtown Learning Center, and Sahara West Center. The following should be noted about most service sites:

No on-site library facilities are provided at CCSN centers and service sites. Nellis AFB personnel enrolled in classes may access the base library.Students may use the collections/services provided at CCSN campus facilities or various non-affiliated providers. There are no documented cooperative agreements for student access to non-affiliated library facilities.Further assessment of library and student access to library resources and services for students attending classes offered at off-campus sites and centers is needed.

Facilities:Non-AffiliatedProvidersNon-affiliated providers are organizations or institutions that have no formal affiliation with the college, but which have joined with the college in providing educational services to students. The specific services supplied by these providers are the subject of an agreement (either formal or informal) with all activities under the active control of the college.

HealthSciencesPrograms(23programs)Enrollment: 1,261.6 FTE (Fall ’04)

The Las Vegas/Clark County Library District (LV/CCLD), through a contractual agreement with CCSN, has operated as the primary provider of comprehensivelibrary services and resources for CCSN health sciences students and faculty. The agreement covers the establishment and operation of the Health Science Library, a special collection housed in the LV/CCLD West Charleston Library supporting CCSN health science programs, as well as the information needs of the general public. The following are the pertinent facts in regard to this provider.

The LV/CCLD West Charleston library is located adjacent to the CCSN Charleston Campus. When the new library building is opened, health science collections will become the responsibility of college library services.The Health Science Library and access to its collections and services are funded by the LV/CCLD, but CCSN library health sciences collections are developing and will be the sole responsibility of the college library in 2007.Health sciences students may also access CCSN campus facilities or non-affiliated providers other than LV/CCLD.

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Total StudyRooms Public Public Equipment Area Seating Computer (sq. ft.) StationsHealthScience 3 group@ 6 persons ea. -wireless accessLibrary 2,400 2 single@ 1 person ea. 63 8 -TV w/ VHS/DVDLV/CCLD, 1 conference/study@ 15 persons -photocopierWestCharleston Total: 6 rooms, 35 seats -public & staffBranch computers

ParalegalProgramEnrollment:298FTE(fall’05)

Clark County Law Library and the UNLV Law Library provide facility access to core library legal resources and instructional space for students and faculty. Currently, no documented cooperative arrangements exist for such use, but such documents are under development by the paralegal program director. In addition to these facilities, paralegal students may use CCSN campus facilities or other unaffiliated providers. The Charleston Campus library has been designated as the primary campus to house materials/resources to support the paralegal program. Additional space for this collection will be provided in the new classroom/library building.

Facilities–DistanceEducationPrograms

Students enrolled in distance education programs may use campus facilities or use non-affiliated providers to access collections and services. Currently there is no formal identification of non-affiliated providers, nor are there documented cooperative agreements to provide these students access to such facilities and services. Currently, no formal assessment exists of library facilities for these students or their access to these resources.

5.C.2CooperativeArrangementsA formal cooperative agreement exists between CCSN, UNLV, Nevada State College, and DRI for sharing catalog services. Similarly, a formal agreement exists between CCSN and LV/CCLD for comprehensive library services and resources in the field of health science. This agreement stipulates that when the college’s new library building is opened in 2007, the health science collections will become the responsibility of the college. While no formal agreement exists between the college and the Clark County Law Library and the Las Vegas Law Library, students have use of such facilities and a formal contractual arrangement is being prepared.

Standard5.DPersonnelandManagement

5.D.1Staffing

Staffing in the library department consists of the following:1 Library Director8 full time librarians (five on a 12 month contract; three on a 10 month contract)9 full-time circulation classified staff3 full-time library support classified staff1 full time administrative assistant1 full time inter-library loan classified staff1.75 time interlibrary loan/circulation/classified staff.

The permanent staff numbers 23.75; these are supplemented by an average of seven student workers. Depending on budgetary fluctuations, the equivalent of 2.5 librarians may be added to the staff for the spring and fall. All staff members are located at the three main campus locations. Remote campus sites receive library service either via online-email or telephone contact; the

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134 Standard Five

interlibrary loan department provides requested items from remote users. This staffing level does not meet the expanding expectations for service as CCSN adds students, faculty, and programs.17 To meet these needs, the library is working with administration and faculty in preparing a strategic plan for review.

Direct student computer assistance is available from OTS during all active classroom and lab hours; and 24-hour help desk access via telephone is available for all faculty, staff, and students. ADA specialists are available during business hours.

5.D.2QualificationsandCompetenceAll library faculty members have master’s degrees from schools accredited by the American Library Association; some either have, or are pursuing, further graduate degrees.18 The Library Department, in coordination with the Faculty Workload Committee, has developed a general description of the duties and competencies required for the position of librarian.19

The library classified staff are placed into categories according to the classification concepts of the state. Work performance standards are maintained for each classified position with performance standards delineated that define principal assignments, goals, and responsibilities. Specific manuals have been created, outlining procedures in each department; these manuals guide daily services by staff and provide specific direction to adjunct librarians.

As the IT partner with CCSN, Sungard Higher Education and its OTS staff competencies are reflected in the quality of performance and service pursuant to its contract.

5.D.3OpportunitiesforProfessionalDevelopmentProfessional staff attend conferences at the national and regional level, keeping current with the major issues facing library and information resources staff. They are notified of state and local workshops on various relevant topics. In addition, staff take advantage of numerous workshop opportunities available through the library’s membership in the Bibliographic Center for Research (BCR).

One of the attractions of Sungard Higher Education was the professional development available to their technical staff. The opportunities are extensive and those taking the professional development are assessed on a regular basis for competency.

5.D.4IntegrationofLibraryandSupportServicesThe main campus libraries vary in their structural arrangement of book collections and public computers.

The Cheyenne Campus library has its own computers (4), but students have access to the 24 computers and one printer of the Tutorial Department also located in the library. Further, 133 PC’s and 11 Mac’s are located on this campus in the computing lab and available to students. The library houses both circulation and reference functions in the same facility and is also home to campus tutorial services and the writing lab.

The Henderson Campus library contains both circulation and reference functions in the same facility. Within the library, there are five public access computers/printers, and 76 PC’s and 8 Macs are located separately in the computing center.

Within the Charleston Campus, library services are divided with the circulation department and the circulating collections located in two converted classrooms. The reference section is housed along the walls of the computer lab; this lab provides public access to 84 PC’s and 12 Mac’s. While students have access to electronic resources in the physical libraries as well as adjacent computers labs, there is an increasing awareness of a critical need for coordination and cooperation with

Standard Five 135

Sunguard’s OTS. Additionally more hours need to be allocated to the task of ensuring all acquired database URLs are input as soon as possible.

While service linkages between tutorial services and the writing lab in the Cheyenne Campus library are established, shared space has not been redesigned to meet the distinct needs of each. Similar links to complimentary services are not currently possible on other campus libraries due to space limitations.

Direction for OTS performance is given to engage the mission and goals of CCSN.

5.D.5ResourcesforCurriculumDevelopmentThe library is closely involved with curriculum development. Librarians sit on many of the faculty committees that review new programs and new courses, and make suggestions on the curriculum resources required to implement new courses/programs. Those developing new programs or courses must submit to the Curriculum Committee a description of library or computing resources necessary for its implementation. For new courses, the approval of the Library Director is required before the course can move forward for approval; and for program approval, a sign off is required by both the Library Director and the Vice President of Academic Affairs.20

OTS began service at CCSN in January 2006, and from the beginning, met with department officials for improvement of service and development of technology to support curriculum in “hybrid” courses (those supplemented by technology) and in online environments. Instructional design staff provide technical assistance to faculty in curriculum development for online instruction.

5.D.6FinancialSupportSteady progress has been made in augmenting the financial resources available to the library both for books and periodicals, and also for the electronic resources necessary to support programs, especially those involving distance education and the demands of new programs. In 2004/2005, the Department was able to secure funding from various campus committees to procure new security theft detection devices for the four main libraries. Attending to the security needs of the rapidly growing collection represented a major savings for the college.21

The library has also been given a special allocation to support the development and introduction of programs in Dental Hygiene.

In OTS, financial needs are assessed as priorities and projects are reviewed and selected.

Standard5.EPlanningandEvaluation

5.E.1CohesivePlanningThe library has initiated a process focused on developing a strategic plan that places the library firmly within the emerging strategic plan for the college, and positions the library more clearly as a critical element within the college’s instructional and technical domains. Within this context of cohesive planning, the targeted evaluation and assessment of library services will be directed toward its role in assessment of student learning and establishing core competencies for information literacy.

In the next academic year, technology planning will assume a greater presence in the strategic direction of CCSN. A foundation for planning (e.g., asset inventory, documentation review, mission and goal decisions) was in place by the end of spring semester 2006.

136 Standard Five

5.E.2ResourceLinkagesWithin the context of the current Self-Study, librarians, faculty and other stakeholders are meeting to initiate a new academic planning process, one that takes into account the dynamics of the planning structure matching the college’s need to stay abreast of both growth and development. From these encounters are emerging clarified organizational mandates and a shared vision for the library. In spring 2006, a library consultant will assist the college in the formulation of the planning process as well as provide the basis for assessment of collections, instruction, information literacy, and overall effectiveness in service to users.

CCSN has entered into a technical management contract with Sungard Higher Education, whose scope supports management and technical linkages for information resources.

5.E.3EvaluationandContinuousImprovementThe library has not lacked evaluation in the past. It measured its performance against its annual goals and the resources given to it to achieve them. Within its developing plan, the library will seek continuous improvement in expanding its collaboration with other departments and by measuring its contribution to student achievement.22

Summary

StrengthsThrough computer labs and high tech centers, even in rural areas, the college provides numerous avenues of access to its electronic resources for the academic community. Its use of authentication software called EZProxy provides universal access to all electronic resources from any off-campus location.All librarians are full-time faculty with a minimum of a master’s degree from an American Library Association accredited institution. Besides being dedicated and proficient in their areas of expertise, CCSN librarians are active as members of all-college committees and serve on the Faculty Senate and participate in Faculty Senate Committees and NSHE committees. Similarly the classified staff is dedicated, professional, and knowledgeable with a high level of commitment to students, faculty, and staff.The library’s acquisition budget has more than doubled in the past five years.23 The Interlibrary Loan Department can obtain virtually any book, video, dissertation, periodical article or other material not available at the CCSN library, within 24 hours in most cases.Mechanisms are in place to select, acquire, organize, and maintain the campus collections, utilizing tools such as WorldCat Collection Analysis, LibQual and Yankee Book Peddler.24

On-campus students have many opportunities to interact with librarians and receive formal bibliographic instruction from full-time tenure track librarians. Instructional guides and handouts to the library and information resources are freely available at the libraries and other student service locations.Written policies help inform library patrons of available services and help ensure that identical regulations and procedures are followed at all campus locations.The e-mail link and information on the library homepage allow faculty, staff, and all students, including those in Distance Education, to participate in collection development.With some limited exceptions, all students, faculty, and staff have ready access to the comprehensive range of services offered by the library. Current curriculum procedures alert the library to new courses and programs one year before implementation.The CCSN library now includes an outstanding collection of electronic databases, most of them

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Standard Five 137

full-text, available to all students, faculty, and staff 24 hours a day, seven days a week.Many recently acquired databases have been selected for content to support the new four-year degree in Dental Hygiene as well as programs in Nursing.

ChallengesCurrent facilities at all campuses require additional space for classes, group meetings, study sessions, private space, and equipment.Despite all of the mechanisms in place, more needs to be done to help get faculty involved in the collection development process.DE students make up over 2000 FTE at CCSN and constitute the fastest growing segment of the college. Because of the ever-increasing growth foreseen for DE, more services such as on-line tutorials and a more extensive array of on-line guides and handouts should be developed.Routine assessment of user needs, outcomes, and perceptions regarding facilities and services is not being pursued effectively. Necessary changes can be more effectively prioritized in the presence of data gathered objectively. Information technology will need continuing attention for network upgrades, smart classrooms, software, and systems services. CCSN has some catching up to do, but significant progress has been made in just six months.Current staffing levels will require additional personnel, especially librarians, to expand to new space on the Charleston Campus, serve distance learners, and keep pace with student and faculty needs for reference and information services across distributed campuses and service sites.

Plans for ImprovementFunding has been secured to build a library on the Charleston Campus. Current strategic planning involves an increase of space on both the Cheyenne and Henderson campuses to enhance individual tutoring, quiet study, group study, reference consultation, computer use, cable/broadcast news monitoring, and include an additional printer for student use. In 2006, the library will implement the Internet-based, interactive tutorial, “CCSN Searchpath,” to enhance the information literacy of students.25

In terms of collection development, additional creative approaches need to be implemented to get faculty involved in developing collections for students.DE students would particularly benefit from the following developments: 1) implementing the open source online tutorial program “Searchpath” and positioning it on the library web page; 2) developing an online DE version of LIB 101 using WEBCT; 3) formalizing the assessment process for all library instruction, initiatives, and programs; and 4) hiring a new librarian for DE services.Identify and implement a regular program of assessment to accurately determine student, faculty, and staff perceptions regarding the library, including facilities, access, and service orientation.Continue to engage and annually revise the scope of work for Sungard Higher Education to support and improve CCSN’s information technology.

__________________________1 General Catalog and Student Handbook, 2005-2006, Community College of Southern Nevada, P.2 2 Exhibit 2, “Collection Development Policy,” Section 1.B3 Exhibit 6 “Holdings/Services”4 Exhibit 11 “Agreements”5 Exhibit 5.1 “Library Hours/Services”6 Exhibit 5.11 “Agreements”7 General Catalog and Student Handbook, 2005-2006, Community College of Southern Nevada, P.678 Stewardship Report, University of Notre Dame, 2006, P. 69 Exhibit 5.15 “New Materials Orders”

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138 Standard Five

10 Exhibit 5.2 “Collection Development Policy”11 Exhibit 5.18 “Library Handouts”12 Exhibit 5.2 “Collection Development Policy”13 Exhibit 5.18 “Library Handouts”14 Exhibit 5.15 “New Materials Orders”15 See http://www.ccsn.edu/library/facinfo.htm.16 Exhibit 5.11 “Agreements”17 Exhibit 5.6 “Holdings/Services”18 Exhibit 5.10 “Vitae”19 Exhibit 5.17 “Librarian Job Description”20 Exhibit 5.21 “Curriculum Forms and Procedures”21 Exhibit 5.9 “Budgets for Library and Information Resources”22 Exhibit 5.14 “Evaluating Library Resources”23 Exhibit 5.9 “Budgets for Library and Information Resources24 Exhibit 5.14 “Evaluating Library Resources”25 Exhibit 5.20 “Searchpath.”

Standard Five 13�

Standard Five Subcommittee

Clarissa Erwin, Chair

Debra Berry

Lynn Best

Robert Bonora

Mark Bordwine

Paula Grenell

Christine Janssen

Dr. Barry Perlmutter

Jack Sawyer

Ken Schott

Nancy Webb

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SUPPORTING DOCUMENTATION FOR STANDARD FIVE

RequiredExhibits Exhibit# NameofExhibit1. Printed materials that describe 5.1 • Cheyenne Campus Libraryfor students the hours and • Henderson Campus Libraryservices of learning resources • West Charleston Campus Libraryfacilities such as libraries, • Circulation Policycomputer labs, and audio-visual • Library Cardsfacilities. • Interlibrary Loan • CCSN Libraries - Campus Information • Computer Lab Information (Pamphlets from each campus) • Activating a Community College Student Account2. Policies, regulations and 5.2 Collection Development Policyprocedures for the development and management of library and information resources, including collection development and weeding3. Statistics on use of library and 5.3 CCSN Libraries 2004, Total Circulation Transactions other learningresources4. Statistics on library collection 5.4 Statisticsand inventory of other learningresources5. Assessment measures utilized to See Standard 5 Narrative, Section 5.C.1determine the adequacy of Access and Sufficiency (pages 11-15)facilities for the goals of the libraryand information resources andservices 6. Assessment measures to 5.6 NCES National Center for Education Statistics,determine the adequacy of Library Statistics Program,holdings, information resources Compare Academic Librariesand services to support theeducational programs both onand off campus7. Data regarding number and 5.7 Workload assignments for CCSNassignments of library staff full-time librarians8. Chart showing the 5.8 Department of College Library Serviceorganizational arrangements formanaging libraries 9. Comprehensive budget for 5.9 • Monthly Budget Summary for Fiscallibrary and information resources 2005-2006 • Library Acquisition Budget10. Vitae of professional library 5.10 • Marcia G. Aradostaff • Ludy Lynn Best • Clarissa Cullerton Erwin • Paula Grenell • Christine Janssen • Virginia Ann (Gabriel) Kozarich • Laura Moskowitz • Kenneth Schott • Jack (John R.) Sawyer

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11. Formal, written agreements 5.11 • Bibliographic Center for Research (BCR)with other libraries • Information Nevada - Interlibrary Loan • Innovative Interfaces • Las Vegas Clark County Library District • Nevada State College • Utah Academic Library Consortium (UALC)12. Computer usage statistics 5.12 Summary of Database Userelated to the retrieval of libraryresources13. Printed information describing 5.13 • Computer Lab Informationuser services provided by the (Pamphlets from each campus)computing facility • Activating a Community College Student Account14. Studies or documents 5.14 • Introduction to the WorldCatdescribing the evaluation of library Collection Analysis Serviceand information resources • LibQUAL+

OtherMaterials Exhibit# NameofExhibitNew Materials Orders 5.15 • Memo dated 9/6/05 from Department of College Library Services • New Library Materials Order Form • Cheyenne Campus Library, Request Materials for Purchase • Henderson Campus Library, Request Materials for Purchase • West Charleston Campus Library, Request Materials for PurchaseLibrary Homepage 5.16 • Library & Information Services • Library Information • eBooks @ netLibrary • Journal Indexes • Web LinksLibrarian Job Description 5.17 Librarian Job DescriptionLibrary Handouts 5.18 • Interlibrary Loan Request • Interlibrary Loan/Document Delivery • Circulation Policy • Library Resources and Databases, Off-Campus Access • A Guide to MLA Citation for CCSN’s Resources • APA Style Guide for CCSN Resources • Accessing Electronic ResourcesLibrary Newsletter 5.19 College Library Services, Get the facts . . .CCSN Searchpath 5.20 CCSN Searchpath Library Tutorial

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STANDARD SIX

Governance and Administration

Standard6.AGovernanceSystem

6.A.1GovernanceDescribedCCSN was established in 1971 by the NSHE to serve the population of four counties in southern Nevada, providing occupational training, university transfer preparation, workforce, and economic development programs, developmental education, and counseling and guidance. The Board of Regents (Board) is a corporate body, legally responsible for CCSN. Its function is to control and manage the NSHE primarily by appointing chief administrators, overseeing their activities, and setting policy. Upon approval by the Board, the appropriate officers of the System implement these policies. The President of CCSN is appointed by the Board with full responsibility and authority to administer the college within the guidelines established by the Board. This authority, along with its accompanying responsibilities, is described in the Handbook of the Board of Regents1 and in the Bylaws of CCSN.2 These documents also outline the relationships existing between the CCSN President and the Board, faculty, staff, and students. These documents are found at http://system.nevada.edu.

6.A.2RolesinGovernanceThe Board, administrators, faculty, staff, and students understand their roles as set forth by the governance system’s official documents. This level of understanding is based on a general sense of each group’s awareness of responsibilities. The history of CCSN has exemplified the fact that the various components of the college take their responsibilities seriously, generally support the activities of others, and tend not to intrude themselves into areas of responsibility properly belonging to others. This general consensus on governance is expressed in the Professional Staff Handbook,3 CCSN Bylaws,4 and Constitution of the Associated Students of CCSN5 and online at www.ccsn.edu and http://system.nevada.edu.

6.A.3CampusParticipationinGovernanceCampus governance at CCSN is provided through a number of groups: the President’s Cabinet, Faculty Senate, Classified Council, Administrative Faculty Assembly, Academic Council, and Associated Students of CCSN. There are Faculty Senate committees, including standing committees and others ad hoc, along with numerous college wide committees responsible for making recommendations to the President for institutional governance. At the level of the President’s Cabinet, the leadership of the institution (Vice Presidents, Chief Campus Administrators, Affirmative Action Officer, Faculty Senate Chair and Chair-Elect, Director of Diversity, Legal Counsel, Executive Director of Public & College Relations, Executive Director of the CCSN Foundation, Classified Council, Associated Students of CCSN, and Administrative Faculty Assembly) provides advisory recommendations to the President. The President’s Cabinet examines policies affecting multiple constituencies. Elected senators represent faculty on the Faculty Senate. Depending on the number of full time faculty in each academic division, there are apportioned faculty senators, not to exceed four faculty senators per division. The Classified Council elects campus representatives from each of the three main campuses to represent the classified staff on the Classified Council. Students are represented by the Associated Students of CCSN through the election of senators. The distribution of senators is defined in the bylaws and Constitution

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of the Associated Students of CCSN. The Administrative Faculty Assembly (AFA) assures non-academic administrative faculty participation in the formulation, implementation and evaluation of institutional policies and goals. These representatives also serve as a liaison to the President on all non-academic administrative faculty issues and ensure inclusion of non-academic administrative faculty on All-College Committees. The bylaws of the AFA are found on the CCSN web site at www.ccsn.edu.6

6.A.4SystemGovernanceNSHE has offices in Reno and Las Vegas and consists of two universities, a state college, a research institute, and four community colleges. A 13-member non-partisan elected Board of Regents oversees NSHE. The Board appoints a chancellor to whom each of the System’s presidents reports. System governance and its general control over CCSN and the other state institutions are found in the NSHE Code, available online at http://system.nevada.edu/Board-of-R/Handbook/Title-2/index.htm.7

Standard6BGoverningBoard

6.B.1PublicRepresentationMuch like a corporate board of directors, the Board governs NSHE. Elected to serve six-year terms, the 13 regents set policies and approve budgets for Nevada’s entire public system of higher education.

Board leadership, selected by Board members, is comprised of a chair and vice chair. The term for each is one year (July 1 – June 30) with the chair limited to no more than two consecutive terms. Regents are each elected to represent one of 13 geographic districts throughout the state of Nevada. Of the 13 regents, nine are Caucasian males, three are Caucasian females and one is an African-American female.

MembersoftheBoardofRegentsNevadaSystemofHigherEducation

Name FirstYearofService CurrentTermExpirationYearMark Alden 1994 2006Stavros S. Anthony 2002 2008Jill T. Derby 1988 2006Thalia M. Dondero 1996 2008Dorothy S. Gallagher (Vice Chair) 1980-2002, 2004 2010Douglas R. Hill 1998 2010Linda C. Howard 2000 2006James Dean Leavitt 2004 2010Howard Rosenberg 1996 2008Jack L. Schofield 2002 2008Steve Sisolak 1998 2010Brett Whipple (Chair) 2002 2008Michael Wixom 2005 2010

The Board operates through the Chancellor appointed by the Board to act as the chief executive officer of NSHE. The Chancellor works closely with the Regents and the presidents to develop NSHE strategies and implement Board policies. The institutional presidents in turn report to the Chancellor.Typically, the Board holds eight regular meetings each year; committee meetings are held

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throughout the year, as need dictates, and are rotated among the campuses throughout the state. All regular and committee meetings are open to the public, and agendas and minutes are posted on the NSHE website. The site can also be accessed for additional information on each of the schools as well as for numerous other documents clarifying governing bylaws and policies to which the Board, the NSHE and its eight institutions adhere.

6.B.2CommitteeoftheWholeAs a body legally responsible for NSHE, the Board clearly understands its responsibilities and the members act only as a committee of the whole. Standing committees have been appointed that study areas of concern to the Board and report to the full Board on their findings and on possible changes in policy. Currently, the following are the standing committees of the Board: Audit, Board Development, Budget and Finance, Investment, Cultural Diversity and Security, Research and Economic Development, and Student & Academic Affairs

The purpose of each of these standing committees is described in Article VI, Title I of the Board Handbook. 6.B.3OfficialDocumentandBoardDutiesThe Board Handbook provides the governing NSHE documents and policies, and clearly defines the duties, responsibilities, ethical conduct requirements, organizational structure, and operating procedures of the Board.

The Board Handbook is in the process of being reorganized into three separate documents: the Board of Regents Handbook, the Nevada State Higher Education Code, and the NSHE Procedures Manual. The latter document is currently under development. These documents are available online at:

http://system.nevada.edu/Board-of-R/Handbook/index.htmhttp://system.nevada.edu/Board-of-R/Handbook/Title-2/index.htmhttp://system.nevada.edu/Board-of-R/Handbook/Procedures/index.htm

6.B.4BoardandChiefExecutiveOfficerEvaluation and selection of the CCSN President are addressed in the Board of Regents Handbook, http://system.nevada.edu/Board-of-R/Handbook/Title-2/T2-CH01.doc. Whenever a vacancy occurs or is about to occur in the position of president, a Presidential Search Committee composed of five members of the Board shall be appointed by the chair of the Board for the purpose of recruiting and screening, and for recommending a nominee or nominees to the Board for appointment to the position. The chair of the Board shall appoint the chair of the Presidential Search Committee, and also appoint an Institutional Advisory Committee from the member institution involved consisting of five faculty members nominated by the senate, three administrators, a classified or technical employee nominated by the classified or technical employees’ organization, if any, one undergraduate student representative and a graduate student representative nominated by the appropriate student government, and an alumnus. Both committees shall review all applications for the position and shall meet jointly at the call of the chair of the Presidential Search Committee to discuss the qualifications of applicants and the recommendations of the Institutional Advisory Committee before the Presidential Search Committee schedules candidate interviews.

The Chancellor and the Board conduct evaluation of the CCSN President annually. Evaluation criteria and process are found in Section 2 of the Procedures and Guidelines Manual of the Board of Regents located online at http://system.nevada.edu/Board-of-R/Handbook/Title-4/T4-CH02. In accordance with basic principles approved by the Board, the Chancellor maintains written guidelines on file in the Chancellor’s office for the annual performance evaluations of the Chancellor, the institution presidents and the System administration staff. (B/R 3/04).

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6.B.5BoardApprovalofMissionandAcademicPrograms(BachelorofScienceinDentalHygiene)

The Board last reviewed and approved the mission of CCSN in June 1999; no change in the mission has been proposed since that time. In keeping with the Board’s responsibility to review major programs, the Academic, Research and Students Affairs Committee of the Board is responsible for the review of all academic programs at CCSN.

The newly developed Bachelor of Science degree in Dental Hygiene is an example of the Board reviewing and approving a new baccalaureate program for CCSN. After all campus approvals had been received from the college’s Academic Standards and Curriculum Committee, the college’s proposal to offer this program was given by the Board to the Academic, Research and Student Affairs Committee. The Master Plan for Higher Education in Nevada allows comprehensive community colleges to offer selected niche baccalaureate degrees if they meet one or more of the following criteria: promote the goals of the Master Plan; address a unique educational need of an identifiable population; or enhance access to populations which otherwise would not be served. The committee recommended approval of the program to the full Board which gave its approval on March 19, 2004.

CCSN’s Bachelor of Science in Dental Hygiene program reports to the Vice President Academic Affairs through the Dean of the Division of Health Sciences.

6.B.6BoardEvaluationThe Board meets at least eight times per year and regularly evaluates its performance. When changes to Board policy are made, they are incorporated into the Board of Regents Handbook and available to the public at www.nshe.edu.

6.B.7BoardApprovalofAdministrativeStructureThe Board has approved the CCSN administrative structure and delegates the day-to-day operation to the college president. During the 2000 NWCCU visit, CCSN had an interim president who resigned in February 2002. The Board appointed an interim president who served from March to June 30, 2002. The Board appointed a permanent president in July 2002 and this individual served until November 23, 2003, when he was demoted by action of the Board. An acting president was then appointed until January 5, 2004. An interim president served until August 2, 2004, when the Board appointed the permanent and current president. For the past two years, the CCSN President and a leadership team consisting of the following have provided greater stability in leadership:

Vice President, Planning and Development: responsible for strategic planning, institutional advancement and public relationsVice President, Academic Affairs: responsible for academic programs, distance education, workforce and economic development, and faculty/staff developmentVice President, Student Affairs: responsible for admissions and records, financial aid, student services, and activities and advisingVice President, Finance and Budget: responsible for budget development, accounting, purchasing, and reportingVice President, Administrative Operations: responsible for human resources, facilities planning and operations, and administrative servicesLegal Counsel: responsible for the institutional code, and for legal advice and counselChief Information Officer: Contracted with Sungard Higher Education

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In addition, there are Chief Campus Administrators on each of the three main campuses, who also have oversight responsibility for the neighborhood centers of education in their areas.

6.B.8BudgetApprovalThe Audit and the Budget and Finance Committees of the Board review and, as appropriate, recommend approval of the CCSN budget to the Board. The operating budget is presented in even numbered years since the Nevada State Legislature, which also must approve appropriations for the budget, meets on a biennial cycle. The budget is developed to meet the long-range master planning goals of the Board contained in the Master Plan for Higher Education.

A variety of budget reports are presented on an ongoing basis to the Board in an effort to keep regents apprised of the financial position of the institution. These reports include:

All funds report (quarterly)Fiscal Exception Report (quarterly)Fiscal Exception Report – non-state (quarterly)Budget transfers (quarterly)Budget revisions (as needed/not less than quarterly)

CCSN also has an external audit conducted annually. These audits are presented to the Audit Subcommittee of the Board and reported to the full Board directly by the external audit firm with a report and management letter. The financial audit is presented to the Board at its annual December meeting.

6.B.9TheBoardandAccreditationThe Board is made aware of the accreditation status of CCSN at the regular meetings of the Academic, Research and Students Affairs Subcommittee. CCSN’s Vice President of Academic Affairs is the Accreditation Liaison Officer and responsible for informing the Subcommittee of any activity affecting accreditation.

Standard6.CLeadershipandManagement

6.C.1ChiefExecutiveOfficerThe President of CCSN has served full-time in this capacity since August 2004. His actions have followed the responsibilities described in the Board Handbook.

6.C.2EthicalStandardsThe ethical standards to be followed by administrators are contained in the Board Handbook and the Professional Staff Handbook. The Board Handbook describes the duties and responsibilities of administrative positions and stresses the ethical implications of carrying out these responsibilities by providing leadership to their units, to the college as a whole, and in many cases, to the state. The Professional Staff Handbook describes the functions of positions and emphasizes the responsibility of each member of the professional staff to carry out the responsibilities of the position and to cooperate with others in the best interest of the college.

6.C.3AdministratorsasLeadersThe Board appoints the CCSN President and relies on the President to establish a strategic plan for the institution and to appoint competent administrators to accomplish it. At CCSN, the President has appointed experienced administrators to the primary executive positions.

Vice President of Planning and Development – This new position was created in 2004, and the individual appointed to fill it previously had served as the Executive Vice President of the Wisconsin Technical College System. This position oversees the following functions: Executive Director, Public and College Relations; Director, Institutional Research; Director, Resource Development; and Executive Director, Foundation.

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Vice President of Academic Affairs – The individual appointed to this position has had 20 years experience as the Vice President for Academic Affairs elsewhere and oversees the following functions: Dean, Division of Arts and Letters; Dean, Division of Advanced and Applied Technologies; Dean Division of Business, Industry and Hospitality; Dean, Division of Mathematics and Science; Dean, Division of Health Sciences; Dean, Division of Social Science and Education; and Dean, Division of Workforce Development. Vice President of Student Affairs – The individual in this position has over 15 years experience at the Vice President for Student Affairs level and oversees the following functions: Executive Dean, Student Affairs; Dean, Student Affairs; Director of Financial Aid; Director of International Center; Director of Testing; Director of Career Services; Registrar; and Athletic Director.

Vice President of Finance and Budget – The incumbent has been at CCSN for 10 years and has served as VP for Finance and Administration since 2003. This position oversees the functions of Budget Manager, Associate Vice President Finance, and the Associate Vice President Business Operations.

Vice President Administrative Operations – This new position was created in 2005 and is staffed by an experienced attorney who had previously served as general counsel and assistant attorney general for the Alabama State Board of Education. This position oversees the following functions: Director, Planning and Construction; Associate Vice President, Human Resources; Director, Security and Public Safety; and Director, Operations and Maintenance.

Chief Information Officer – Effective January 2006, CCSN has outsourced management of the IT functions of the college to Sunguard Higher Education.

As noted above, the President has instituted the President’s Cabinet whose function is to meet regularly with the President to offer advice and guidance on matters of importance to the college. The Vice President of Academic Affairs convenes the Academic Council biweekly to review academic matters.

All-College Committees that share in the conduction of business of the college include:Assessment – representatives from faculty, administration, classified staff, and student affairsDistance Education Advisory – representatives from faculty, administration, student affairs, and information technologySocial – faculty, classified staff, professional staff from finance, public affairs, and student affairsTechnology – representatives from faculty, administration, budget, and finance

6.C.4InstitutionalDevelopmentandAdvancementAll fund raising activities of the college are carried out through the CCSN Foundation. The Foundation actively works to interest new donors in programs, capital needs, and scholarships. It works closely with staff to become aware of funding needs and assists college administration to prioritize funding opportunities.

Since the 2000 visit, CCSN was awarded the Hites Foundation Challenge Grant in 2003. This grant enables community college graduates to attend a university by way of an endowed scholarship that is established once the match has been made. CCSN approached a local gaming company, knowing that their priority was diversifying their mid- and upper-level management

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employees. The company provided the match and the MGM Mirage/Hites Endowed Scholarship was established. The Hites Foundation was impressed with the speed of this match and awarded CCSN Foundation a second challenge grant. Again the local gaming company matched the grant, and CCSN has a new endowed scholarship of $300,000 for students. The college has also established 17 new endowed scholarships at a minimum of $10,000 each since 2000.

The Foundation actively supports capital projects at CCSN. In 2000, the Foundation board voted to guarantee the required $1 million match for the new Telecommunications building on the Cheyenne Campus. Funds were also raised for the Health Sciences building on the Charleston Campus, and the Foundation has guaranteed a $1 million match for the first phase of the Transportation Technology building at the Cheyenne Campus.

A scholarship fundraising reception has been held along with numerous mini-events over the past few years. Funds have been solicited for the annual Technology, Business, and Science Expo held on the Cheyenne Campus. This year is the college’s 35th anniversary, and a gala celebration to raise awareness and funds is being planned. Ongoing campaigns include the annual Faculty/Staff Drive, campaigns to raise capital funds, and this year the First Class, First Book campaign. Since 2000, the CCSN Foundation has helped establish 68 scholarships and endowed numerous other scholarships for the college.

6.C.5Decision-MakingThe President, administration, faculty, and staff make decisions relevant to their areas of responsibility in a timely and open manner. Vice Presidents have authority to make operational decisions in their areas and they do so regularly. The President holds a monthly cabinet meeting on the second Monday of each month. Representatives from the college constituencies that serve on the President’s Cabinet advise the President on matters related to the college and assist in providing feedback on the impact of decisions that are before the cabinet. Similarly the Faculty Senate, the Administrative Faculty Assembly, the Classified Council, the Associated Students of CCSN, and other campus associations all meet regularly to make decisions appropriate for their sphere of authority and communicate these to other groups of the college.

6.C.6OpenCommunicationCabinet members are responsible for communicating actions taken by the cabinet; approved notes of cabinet meeting are distributed to all via email. In addition, the President distributes periodic “all” emails to address issues of concern to the college. The Vice Presidents and Human Resources also have access to the “all” email to disseminate information. The Vice President of Academic Affairs and the Vice President of Student Affairs publish newsletters each semester highlighting activities in each Division. At the start of each semester, the college hosts a convocation intended to provide information on the progress of the institution at meeting the strategic goals. Communication is also provided through student newspaper, focus group meetings, campus calendar, and the CCSN website. The Division of Public and College Relations produces a bi-weekly “NewsWeb” and a weekly events calendar. Departments and divisions produce hard copy newsletters. The college is in the process of developing a new website. Feedback is solicited from faculty and staff by placing the prototype on the current website so that input can be provided.

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The President has recently instituted a Communication Task Force to help ensure even more timely and effective communication across the college. Representatives from faculty, classified staff, deans, and the Vice President for Academic Affairs serve on this Task Force.

6.C.7InstitutionalResearchThe Office of Institutional Research compiles and reports information on various aspects of the college. Some of these general reports are posted on the college website and include standard postings that include:

CCSN Quick FactsStudent profile dataPreliminary and end of semester enrollment reportsPast enrollment reportsSupport data for faculty position requestsStudent demographics reportsNSHE enrollment summariesCurrent retention reports

Other reports are provided to the Vice Presidents for Academic Affairs, and Planning and Development for dissemination to deans, department chairs, and the President’s Cabinet to support institutional decisions. These include:

Enrollment projectionsFaculty workloadsSpace utilizationSpecial survey reportsLearning outcomes summaries in progressProgram review summaries in progress

Other information concerning broad topics of interest to the college community is presented to the faculty through workshops and discussions conducted during convocation week. In addition, over 400 individual requests for data and other information are accepted for processing each semester.

6.C.8GuidetoHiringProcessIn January 2005, guidelines affecting hiring for each position at the college were approved and published.8 This process is under the direction of the Office of Human Resources, which ensures that search committees are appointed for each search with membership consisting of representation from faculty and staff. All those appointed to a search must complete special training on how to be an effective search team member prior to serving. This training is arranged through HR.

Once a search committee has narrowed the pool and selected candidates for interview, the candidates are presented to the college community through an open forum. At these forums, faculty, staff, and students are encouraged to ask questions of the candidates and provide feedback to the search committee about each of the candidates.

HR conducts searches for college administrators nationally. After selection the President evaluates administrator performance at least annually. The goal of the current President has been to provide stability in the leadership team, and the college is currently engaged in searches for multiple dean positions. It is anticipated those positions will be filled by July 1, 2006. The hiring guide for CCSN faculty is found at www.ccsn.edu., as is the hiring guide for classified personnel. HR issues employment contracts. Classified staff are subject to the rules and regulations of the State of Nevada Department of Personnel. Classified staff have published work performance standards and annual performance evaluations. CCSN supervisors are required to complete state personnel training on evaluating performance.

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6.C.9AdministrativeandStaffCompensationThe Board has given approval to a salary schedule for community colleges that governs faculty and administrative staff salaries. Placement on the salary schedule is determined by level of education and years of experience. The State of Nevada Department of Personnel determines classified staff salaries and benefits. NSHE identifies “difficult to recruit” faculty areas and establishes a process to determine a market factor salary for those faculty. For the salary of senior administrators, HR conducts periodic salary surveys to determine whether salaries are adequate to attract and retain competent personnel.

Standard6.DFacultyRoleInGovernanceFaculty are actively involved in the governance of the college. They serve on the Faculty Senate and on its various committees. Through the Faculty Senate, faculty members have an opportunity to review and discuss all areas of the college, including budgeting, facilities, planning, and policy development. In addition, members of the faculty serve on all the key college committees and are provided voice into areas such as the library, distance education, student life, and college expansion and growth.

The standing committees of Faculty Senate are: Academic Standards, Budget, Curriculum, Executive, Faculty Ethics and Welfare, Procedures, Professional Standards, Sabbatical Leave, Salary and Benefits, Travel, and Variance.

The faculty is organized into divisions and departments within divisions, and elect department chairs. The chairs meet biweekly through an organization called the Council of Chairs that advises the President and makes recommendations to the President on matters of institutional policy.

The Faculty Senate Chair and Faculty Senate Chair-Elect represent faculty at the President’s Cabinet.

More specific discussion on faculty and its role appears under Standard 4.

Standard6.EStudentRoleInGovernanceThe Associated Students of the Community College of Southern Nevada (ASCCSN) operates through a constitution accepted by the Board, March 20, 2003. The object of this association is to provide activities for the social interaction of students, to involve students in the mission, philosophy, and goals of CCSN, to offer students a voice to the administration of CCSN, and to promote interaction with students from others segments of the NSHE. The ASCCSN President serves on the President’s Cabinet. ASCCSN representation is also encouraged on all college committees. There is student representation on the budget committee and on various programmatic advisory committees throughout the institution. Depending on the search, student participation in the search process for faculty and staff is also encouraged. If student representatives complete the search committee training, they are eligible to participate.

Policy6.1AffirmativeActionandNondiscriminationThe Nevada System of Higher Education, Title 4, Chapter 8 provides the System direction. NSHE is guided by the principle that there shall be no difference in the treatment of persons because of race, religion, color, age, sex, disability, or national origin, and that equal opportunity and access to facilities shall be available to all.

The CCSN statement on affirmative action and nondiscrimination is published in the college catalog. CCSN is committed to affirmative action and maintains a culture of diversity in the institution. The Guiding Coalition on Diversity advises the President on issues of diversity and CCSN has established an Office of Diversity. In developing the Affirmative Action Plan for CCSN, the first goal was to meet the 80% rule. The second goal was to reach parity with the proportion of women and minorities that are available for employment based on U.S. Census Bureau data; CCSN

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has exceeded in all categories, with the exception of full- and part-time faculty. The Affirmative Action Plan is reviewed and updated annually by the Affirmative Action Officer for the college.

Policy6.2CollectiveBargainingCCSN is not a collective bargaining institution.

Summary

StrengthsThe NSHE has established a system of governance for the college that properly recognizes the need for close coordination and clear communication among the Board of Regents, the President and other senior executives, the faculty, classified staff, and the students. It is a system that clearly defines the roles of each group and supports each in its effort to achieve the goals of the college. To provide greater consistency and stability to the college, the President has concentrated on hiring people for senior administrative and academic positions who have significant experience and a willingness to make a commitment to the college and its strategic plan.The college has benefited from the vigorous participation of faculty in the governance of the college, providing guidance and direction from the Faculty Senate, serving on campus committees attentive to the college’s strategic plan, and enhancing the image of the college in the community by their participation in civic organizations, and assisting with a large number of charitable activities.The college has greatly enhanced its pattern of communication through the use of emails from the President’s office on numerous issues of concern to the college. Similarly, other officers of the college and deans have made significant efforts to keep their constituencies informed of decisions pending on areas of concern. Newsletters from the Vice President of Academic Affairs emphasize activities in each of the academic areas; the college’s website consistently provides information of interest to faculty, staff, and students.

ChallengesThe college must maintain its efforts at projecting an image of stability, particularly in senior positions. Efforts at providing stability have been noted, but there is still an image in the community that needs to be overcome.With numerous administrative and academic positions either recently filled or in the process of being the objects of a search, efforts must be continued to familiarize these individuals with the strategic plan of the college, to build support and trust between them and their respective departments, and to establish an atmosphere of cohesion among all leaders of the college. The college’s effort to extend itself outside its immediate environs, and bring education to some of the more rural areas of southern Nevada, must be supported in a way that guarantees these students an education no less substantive than that offered at the college’s campuses.

PlansforImprovementThe emphasis given to the CCSN Strategic Plan as exemplified in the brochure “A Vision of Blue Skies Ahead: A Blueprint for Mapping CCSN’s Future” will provide the college an opportunity to see academic and administrative progress that will enable the college to handle its growth.“The Guide to the Hiring Process” presents a detailed schema for recruiting new administrators, faculty, and staff who will be able to enrich the life of the college and ensure the attainment of many of the goals of the Strategic Plan.

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__________________________1 Board of Regents Handbook is found in Exhibit 6.22 Bylaws of CCSN are found in Exhibit 6.13 Professional Staff Handbook is found in Exhibit 6.54 Bylaws of CCSN are found in Exhibit 6.15 Constitution of the Associated Students of CCSN is found in Exhibit 6.126 Bylaws of the Administrative Faculty Assembly are found in Exhibit 6.97 NSHE Code is found in Exhibit 6.38 Guide to the Hiring Process is found in Exhibit 6.13

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Dr. Carlos Campo, Co-Chair

Dr. Terry Jones, Co-Chair

Fran Brown

Helen Clougherty

Dr. Al Daniels

Dr. Darren Divine

John Heise

Dr. Lawrence Ita

Dr. Stephen Konowalow

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SUPPORTING DOCUMENTATION FOR STANDARD SIX

Required Exhibits Exhibit # Name of Exhibit1. Articles of incorporation and 6.1 Nevada System of Higher Education,bylaws Title 5 – UCCSN Governing Documents, Chapter 1: Community College of Southern Nevada Bylaws2. Board policy manual, 6.2 • NSHE Board of Regents Handbook; together with the agenda and also available online at: http://system.minutes of the last three meetings. edu/Board-of-R/Handbook/index.htm • Board meeting agendas and minutes3. Administrative policy manuals 6.3 • NSHE, Title 2 – Nevada System of Higher Education CODE • NSHE, Title 4 – Codification of Board Policy Statements4. Administrative position 6.4 Position Descriptionsdescriptions5. Staff Handbook 6.5 • Professional Staff Handbook • Part-Time Instructors Handbook • State of Nevada Employee Handbook6. Salary date and benefits 6.6 • Compensation Schedule, Classified on Employee/Employer Pay • Compensation Schedule, Classified onContribution Plan Employer Pay Contribution Plan • Community College Academic Salary Schedule • Classified Employee Benefit Summary • Professional Benefit Summary • Professional Grant-In-Aid Procedures/ Guidelines • CCSN Workers’ Compensation Program Statement • Benefits and Retirement • Employee Training/Development7. System central office None Not applicableorganization chart, functions, andpolicy manual8. Collective bargaining None Not applicable to CCSNagreements9. Constitutions or bylaws of 6.9 • Faculty Senate Bylawsfaculty and staff organizations, • Faculty Senate Meeting Minuteswith minutes of meetings for last • Bylaws of CCSN Administrative Facultythree years • Administrative Faculty Meeting Minutes • Classified Council Bylaws • Classified Council Meeting Minutes10. List of currently active 6.10 • Listing of Board of Regents committeescommittees and task forces with • Listing of CCSN All-College committees andnames and on-campus phone current chairsnumber of chairs • Listing of Faculty Senate committees and current chair information

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OtherMaterials Exhibit# NameofExhibitReports to constituencies 6.11 Collection of various reportsCharter or constitution of student 6.12 Constitution of the Associatedassociation Students of the Community College of Southern NevadaGuide to hiring process 6.13 CCSN Hiring ProcedureBiographies of Regents 6.14 • Mark Alden • Stavros S.Anthony, Ph.D. • Dr. Jill Talbot Derby • Thailia M. Dondero • Dorothy S. Gallagher, Vice Chair • Douglas Roman Hill • Linda C. Howard • James Dean Leavitt • Howard Rosenberg • Dr. Jack Lund Schofield • Steve Sisolak • Bret Whipple, Chair • Michael B. Wixom

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STANDARD SEVEN

Finance

7.A.FinancialPlanning

7.A.1.InstitutionalAuthorityCCSN is one of the eight institutions of the Nevada System of Higher Education (NSHE). The NSHE is charged with coordinating efforts on behalf of the Board of Regents (Board) for the state’s publicly supported institutions. These institutions include two universities, one state college, four community colleges, and a research institution. The NSHE Board is responsible for oversight and policy development within the system of higher education.

The Board’s 13 members are elected to represent various geographic regions within the state. The Board is provided for within the State of Nevada Constitution, and roles and responsibilities are provided for within the Code of the Board of Regents.

The Board delegates to the president of each institution autonomy for the operation of that institution. This autonomy includes providing leadership in planning and implementation for successful campus operation, including making recommendations concerning institution budgets and administration of approved budgets.1

The NSHE receives funding appropriations from the Nevada State Legislature. Funding is provided on a biennial basis, with the legislature meeting in odd numbered years and establishing operating budgets accordingly. Legislative funding is appropriated directly to the institutions and is based primarily on the legislative approved formula funding model. Included within the purview of the state is authority for cost of living awards, merit funding, associated fringe benefit adjustments, and inflationary rate adjustments for utilities, insurance, and other related operating components.

The Legislature provides institutions flexibility for utilization of appropriated funds. Institutions are provided the autonomy to engage and implement financial planning consistent with needs as determined by the college. The Board must approve all operating budgets annually. In addition to initial budget authority, the Board must approve revisions and modifications.

7.A.2FinancialPlanningHistorically, CCSN operating budgets have been developed through coordination of numerous effective processes including, but not limited to, NSHE Master Plan for Higher Education, the institution’s presidential priorities, federal mandates, legislative mandates, and evolving institutional initiatives (such as reorganization, strategic priorities, etc). During 2004-05, CCSN’s strategic planning framework was developed and presented to the Board. This framework establishes 10 overarching goals and objectives, and provides for strategic elements and measurements to assess the effectiveness of the college’s efforts, and the progress it makes towards goal attainment.2

The CCSN strategic structure addresses specific institutional priorities that were developed based upon needs identified at the campus level, and the alignment of resources necessary to achieve

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college objectives. For example, consistent with Goal 4.4.4, the College is committed to faculty and staff professional development, the first stage of this program initiative was completed in FY05-06 with the hiring of an Interim Director of the Center for Academic Professional Excellence (CAPE), and development of a comprehensive strategy for infusing training and development opportunities within the fabric of the college.

Operating budgets are developed annually, and legislative budget requests are prepared two years in advance (biennial requests). The budget process provides for revenue projections from all sources including state general fund, registration fees, non-resident fees, and miscellaneous revenue sources (investment income, application fees, and transcript fees). In addition to sources of funding, the operating budget and biennial requests also seek information related to expenditure detail and projections.

Expenditure budgets are established utilizing the National Association of College and University Business Officers (NACUBO) standard expenditure categories including Instruction, Public Service, Academic Support, Student Services, Institutional Support, Operations, Maintenance of Plant, and Scholarships. The operating budget expenditure plans provide for departmental support for full-time professional and classified support, part-time staffing, fringe benefits, travel, operating, and as appropriate equipment funding. Biennial funding requests are prepared to be consistent with the legislatively approved formulas for funding.

Beginning in March 2004, upon Board approval of the Bachelor of Science degree in Dental Hygiene, the funding formula now includes provision for upper divisional coursework. CCSN has included the Dental Hygiene program within the biennial budget request; this includes both the expenditure(s) for support of operations, and student registration fees associated with upper divisional coursework.

The NSHE System Administration Office, working in conjunction with the college, prepares the biennial budget request using the approved funding formulas. The formula utilizes specific drivers including, but not limited to, three year actual enrollments, student-to-faculty ratios, classified staffing, operating for instructional programs, new staffing resources (workstation and furniture), student services staffing, custodial, maintenance, facility professional staffing, utilities, and library collection provisions.

In addition to operating budgets, the college provides capital budget priorities for funding consideration. Capital funding requests are included in minor renovations, repairs, and campus improvements (deferred maintenance), and major renovation, infrastructure, and new facility requests.

The major renovation, infrastructure, and new facility requests are presented to the Board for consideration. These priorities are evaluated by the Board on a system-wide basis and once prioritized, are forwarded to the Governor and Legislature for their respective consideration. The minor renovations, repairs, and campus improvements are funded through either deferred maintenance appropriations received directly from the state or through campus improvement funds.

New capital project funds for specific buildings are appropriated by the Legislature. The State Public Works Board (SPWB) performs project oversight, and works collaboratively with college representatives and departments to ensure institutional needs are provided for within the facility.

CCSN has been fortunate to have a fairly new capital infrastructure of buildings, grounds, and facilities. This has been accomplished as a result of explosive enrollment growth and increased demand. Over the past 10 years, the college has been awarded funding for 10 new construction facilities.

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StateFundedFacilitiesCompleted Facility Year CompletedCharleston Campus – Building C 1996Summerlin High Tech Center 1998Western High Tech Center 1999Charleston Campus – Building D 1999Green Valley High Tech Center 2001Pahrump Valley High Tech Center 2001Henderson Campus – Building C 2001Charleston Campus – Building E – Science Experience 2003Cheyenne Campus – Telecommunications Building 2004Charleston Campus – Building K – Health Sciences Center 2005

StateFundedProjectsinProgress Facility Anticipated CompletionCheyenne Campus - Automotive Technologies Facility 2007Charleston Campus - Classroom/Learning Resource Center 2007

AdditionalStateSupportedCapitalImprovementsMesquite – Purchase of facility space 2005

Security Initiative: In addition to the major projects outlined above, CCSN received a special appropriation from the 2003 Legislature in support of needed campus improvements for facility security initiatives. This included funding to replace antiquated surveillance systems on the campuses and install emergency parking location phone devices.

In addition to capital funding for new projects, CCSN (along with all NSHE institutions) is provided with the opportunity during the biennial budget preparation cycle to request support for deferred maintenance projects. CCSN has received approximately $1.2 million per biennium to support campus improvements, facility enhancements, and necessary maintenance and repair projects.

7.A.3AnnualBudgetThe budget development process at CCSN is administered through the Division of Finance and Budget led by the Division’s vice president. This function is an ongoing and collaborative process at the college.

Over the last several years, CCSN has encouraged the participation of a broad array of campus constituencies to assist in evaluating and establishing institutional budget priorities, resource allocation recommendations, and if necessary, budget reductions. This process is facilitated through the Division of Finance and Budget, with cooperation and coordination from campus groups that include the President’s Office staff, President’s Cabinet, Budget Committee, Technology Committee, campus departments and programs, and administrative units. The Budget and Technology Committees are comprised of representation from all constituencies of the college. The Budget Committee coordinates closely with the CCSN Faculty Senate.

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Operating budgets are developed annually with the creation of the college’s base budget which includes ongoing, fixed costs – such as salary projections, including legislative approved merit and cost-of-living awards (COLA), fringe benefits (adjusted for state-authorized changes) utilities, insurance, equipment, facility rental, state assessments, and base operating support (recurring departmental operational funding such as printing, copying, supplies, classroom materials, library resources, software, maintenance, etc.).

Major budget development is accomplished consistent with the start of a new biennial funding cycle. Legislative appropriations provide allocations to the institution for a two year cycle, with the second year funding providing merit award funds, cost-of-living awards, fringe benefit adjustments, inflationary adjustments, and projected enrollment growth. Historically proportional funding increases have not increased in the year of the funding cycle. Campus departments are provided with budget request packages for the upcoming year. Budget packages include prior fiscal year “actual” data as well as current year-to-date information, and other relevant data such as fringe benefit schedules, special course fee expenditures and funding, and rates such as printing costs, mailing rates, and fringe benefit schedules. This information is used to establish a baseline request for departments to develop. Departments are provided with guidelines, policies, and procedures for completion of requests, and any limitations that may apply.

Using information provided by the departments and divisions, the Budget Services staff and the Vice President for Finance and Budget develop the preliminary operating budget which includes the departmental recommendations, new funding priorities including strategic priorities, and mandated expenditures including salaries, fringe benefits, utilities, rent, equipment replacement, library materials, maintenance costs and agreements, and campus growth. With the inclusion of the baccalaureate program in Dental Hygiene, funding to support the program has been accommodated as an institutional priority.3 It is anticipated that the program will need several years for initial start-up.

The budget identifies projected revenue streams and ensures compliance with legislatively appropriated funding levels. The balanced budget is presented to the college President and the senior administrative group for their review, questions, comments, and when necessary, revisions. The finalized budget is then presented to the Board for approval.

The Board policy provides the process for the review and approval of campus operating budgets and revisions. Operating budgets are presented annually for initial review and approval to the Board, and widely distributed to campus representatives and members of the public.

The Operating Budget provides a comprehensive review of all operating budget components and elements, and includes supporting materials such as enrollment projections, staffing ratios, legislative decision units, capital funding appropriations, and specific campus appropriation budgets including revenue budgets and functional expenditure budget allocations.

Annually, CCSN’s Finance and Budget Division prepares and disseminates to the college a more comprehensive and specific budget report that includes relevant campus information. The college issues the operating budget document, which details budget allocations by department, division, and vice presidential/presidential areas. The budget document describes an overview of revenue sources, descriptions of funds uses, funding source guidelines and uses, salary schedules, master position listings, and fringe benefit schedules.

This internal document is distributed to all departmental managers, deans, vice presidents, and the All-College Budget Committee, and is posted in each of the college’s libraries. The annual budget document is reviewed in a workshop format with the Budget Committee, Vice Presidents and with the President’s Cabinet. Workshops are conducted as needed throughout the course of the year to accomplish campus-wide participation and informational exchange.

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In addition to the encompassing distribution of the budget document, CCSN also provides for campus-wide collaboration for resource allocation decisions. This process is engaged through All-College Committees, primarily the Budget, Greenspun, and Technology Committees. These committees are utilized to support and encourage collaboration throughout the college to develop expenditure recommendations for new faculty and support positions, equipment allocations, and necessary budget reductions and adjustments.

The Budget Committee solicits requests for new faculty and staff support positions, when resources are available. This process is conducted in the fall semester for new faculty positions for the following fiscal year, and during the spring semester for support positions. The committee seeks campus-wide requests. Committee members conduct hearings, rate requests, and in collaboration with the Vice President for Finance and Budget, develop recommendations to forward to the President.

In addition, the Budget Committee seeks special project and equipment funding requests in the winter and spring of each year. When these requests are received, hearings are conducted and the requests are evaluated based upon available resources. Final recommendations are presented to the CCSN President from the Vice President for Finance and Budget.

The Greenspun and Technology Committees perform similar reviews for equipment expenditure recommendations to support instructional programs. Funding for these committees is based upon restricted allocations from student fees or proceeds from the Greenspun Endowment. Recommendations are presented to the Vice President for Finance and Budget for review and concurrence with final approval authorized by the President. Allocations recommended and approved through these processes are distributed to the college for information.

7.A.4DebtforCapitalOutlayDebt for capital outlay follows the Board’s policy and the requirements and regulations outlined by the State of Nevada. The provisions for debt allowance are monitored, funded, and conducted separately from the operating and capital request processes.

The most common forms of debt issuance are through the issuance of bonds or through credit. The issuance of bonds requires the institution to seek legislative authority and approval prior to establishment of a debt outlay. The Legislature meets on a biennial basis; the level of bonding authority must be approved by the Legislature. Campuses then must work with the NSHE System Administration Office to pursue the issuance. The NSHE System Office, through a centralized process, administers all bonding issuance. The Board must approve the campus requests, which must include detailed sources for bond payments.

CCSN does not currently have any capital debt outlay. Adequate policies are in place through the Board and Legislature to accommodate for debt provisions for campuses as necessary. The governance policy specifies that the Director of Banking and Investment Office administers the NSHE debt policy guidelines.4

7.B.AdequacyofFinancialResources

7.B.1DistributionofFundsCCSN is a state-supported college, and as such, possesses adequate financial resources to support the institutional mission, goals, and priorities. The college ensures that funding is appropriately allocated to ensure support and sustainability for educational programs and for services designed to support students.

The state appropriation is comprised primarily of three major sources: State General Fund - 76.88% •

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Registration Fees and Tuition - 22.46%Miscellaneous Fees and Income (application fee, transcript fees, investment income) - 0.66%

The college receives funding based upon a legislatively approved funding formula, based on projected enrollment as a key driver. The formula builds the expenditure budget, and revenues are balanced based upon projected student fees, tuition, miscellaneous fees, and the general fund. The student fees and tuition are based upon projected enrollment at a fee level established by the Board and approved by the Legislature.

For the past several years, the college’s enrollment has become more consistent and student growth has been at a manageable level. Over the past 10 years, the college realized unprecedented enrollment growth with, at times, annual growth exceeding 25%. Over the past several years, enrollment growth has occurred at a rate that allowed the college to address required student resources and needs. The funding formula approved by the Legislature in 2001 has provided a funding mechanism that keeps pace with actual enrollment growth.

The approved student registration fee is assessed for each credit hour of registration. When the Board approved CCSN to offer a baccalaureate program, a two-tiered registration fee was initiated. The fee is assessed for lower and upper division coursework. The upper division registration fee is consistent for CCSN, Great Basin College, and Nevada State College at Henderson. The per-credit hour fee is distributed to support a variety of college needs and initiatives. The distribution of the fee for the current fiscal year is:

Lower Division: General Fund $ 39.50 (77.83%) General Improvement $ 4.00 ( 7.88%) Student Access/Scholarships $ 1.75 ( 3.45%) Capital Improvement $ 5.00 ( 9.85%) Student Association $ .50 ( .99%) $ 50.75

Upper Division: General Fund $ 46.50 (62.42%) General Improvement $ 6.50 ( 8.72%) Student Access/Scholarships $ 5.00 ( 6.71%) Capital Improvement $ 9.50 (12.75%) Student Association $ 2.00 ( 2.68%) Student Government $ 1.00 ( .34%) Student Support $ 4.00 ( 5.37%) $ 74.50

Fees generated from general improvement, student access/scholarships, and capital improvement are utilized to address college initiatives, programs, and projects. These fees are retained by the institution and not included in the state’s appropriated budgets. Excess funds may be retained year-to-year and can be utilized as needed by the college, in a manner consistent with the guidelines outlined by the Board. These funds have provided essential support for student programs such as tutorial services, campus childcare, deferred maintenance and campus improvement projects, student handbooks, student access and scholarships, and improvements to campus security operations.

In addition to the student registration fee, additional special course fees may be assessed to support specific individual programs and courses that incur extraordinary expenses, and/or to provide additional resources to educational programs. Use of these funds is governed by established guidelines and policies, and is restricted to the disciplines from which the fees are generated.

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Revenues may be retained year-to-year, and many program areas utilize these ongoing fees to support equipment maintenance and replacement requirements.

In 2000, the Board approved the adoption of a technology fee – assessed at a rate of $4.00 per credit hour – that supports educational programs and student needs. The college uses these funds to maintain instructional equipment, procure software, support online teaching programs and resources, purchase new equipment for instructional programs, replace equipment within the educational environment, rotate computers in open labs, classrooms, and program labs, and support smart classroom technologies. For FY 2005-06, revenue from this fee is projected at $2.1 million.

Implementation of this fee has provided the institution with ongoing revenue generated from student enrollment and supports and augments critical instructional programs. Excess funds may be retained year-to-year, and provide the institution with additional resources to support student learning. The summer session component of the CCSN academic calendar is self-supported, rather than by state-appropriated dollars. The college provides a variety of course offerings, and student fees are assessed based upon a Board-approved $3.00 premium above spring semester rates. Revenues generated from student fees must be sufficient to address expenditures for faculty salaries, fringe benefits, and associated operating expenses. Excess fees generated from the summer session, are distributed to support professional development, instructional equipment, faculty travel for development purposes, and computer rotation for faculty and staff. This ongoing revenue stream continues to provide support for essential faculty needs.

In addition to revenues generated from student fees, the college continually seeks grants and contracts to augment and support programs. Grant opportunities are assessed as to their viability to enhance all aspects of student and program development, as well as for their appropriateness in supporting the college’s strategic initiatives and priorities. The grant solicitation effort has been focused through the Resource Development Office, whose staff works in collaboration with Institutional Research and the college’s administration (vice presidents, deans, department chairs, etc.) to maximize grant opportunities.

For example, CCSN annually receives approximately $1.3 million from Carl Perkins funding. These resources provide essential support for development of occupational and vocational program needs. Funding has been utilized to support curriculum development and new program expansion, equipment for use in programs and courses, and faculty development opportunities within the various program areas.

7.B.2DebtServiceRequirementsPolicy on use and limitations of debt is guided by Nevada Revised Statute known as the University Securities Law (the Bond Act). The college currently has no debt, but future plans have been identified that will incur debt. In that event, the college must present for Board approval a financial plan and demonstrate adequate revenue streams to support debt repayments over the term of the debt. Capital outlay is generally secured through state appropriations. Debt incurred from nonappropriated state funds is secured by irrevocable pledges for income such as student fees. Such fees may be added as needed for specific purposes, such as parking fees or assignment of current fees including the Capital Improvement or General Improvement Fee.

The NSHE’s Director of Banking and Investment assumes responsibilities for custody of bond files and for reporting restrictive covenants. The NSHE debt policy guidelines that cover institutional loans, bonds, leases, and other debt, are administered through the Banking and Investments Office.

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7.B.3FinancialStabilityFinancial statements for CCSN indicate a history of financial stability. The college has established a sufficient level of institutional reserves to address fluctuations in revenues. CCSN has realized a significant increase in budgeted enrollment and appropriated funding over the course of the past decade. These funds have provided sufficient stability to address expenditures in support of programs and services. The college is continuing to exert effort through the legislative process to increase per student appropriations to increase total institutional funding. In addition to state appropriations, the institution continues to seek support from external private donors and state and federal agencies to meet operating needs, capital construction, scholarships, and other improvements such as technology infrastructure.

7.B.4TransfersandInterfundBorrowingThe college currently has minimal interfund borrowings. All college funds are authorized and accounted for within Governmental Accounting Standards Board (GASB) guidelines. The college has approval processes in place to address major fund transfers.

Each fund maintains independent fund balances, including auxiliary and capital funds. Programs and activities in support of self supporting entities, dedicated special course fees, and associated programs and activities maintain separate accounts, and fund balances are carried forward annually within the program or activity.

7.B.5SupportofSpecializedProgramsOver the period of the last several years, CCSN has experienced significant enrollment growth and addressed increased student demand through program expansion and new program development. While operating in a climate of limited resources, the college has been able, on an ongoing basis, to provide adequate resources to support academic offerings, including specialized and technical programs. Programs that may require specialized equipment and resources seek additional support through grants, contracts, gifts, and donations.

Funding from the state has been stable, and has increased over the past several years. Fiscal resources earmarked for educational programs have been sufficient to sustain the delivery needs of academic and support services designed to foster student learning.

In the fall 2004 semester, CCSN initiated the baccalaureate program in Dental Hygiene with the inclusion of upper division coursework accompanied by an increased registration fee. These added fees are primarily utilized to support the institution’s operating budget. Resources have been committed to the development of the Dental Hygiene program to ensure appropriate start-up and ongoing support is available.

In 2000, the Board approved a technology fee that assesses a $4.00 per credit hour fee; this provides for ongoing essential instructional technology improvements, including computers, instructional equipment and improvements, and associated expenditures. This funding is realized in addition to state operating appropriations, special course fees, and other miscellaneous resources. The college evaluates all available fiscal resources and allocates program-operating support as necessary to meet the established priorities and mission.

7.B.6AllocationforStudentAidBoard policies guide overall student financial aid practices at the campus. In addition, the college has established scholarship and grant programs to support students with policies and practices to guide the award and monitoring of these funds.

Students at CCSN receive financial aid primarily from state and federal government aid programs, including Pell, SEOG, and College Work Study Grants. The Board has committed to increase available funding to support student aid, and implemented a policy in FY03 that earmarks 50%

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of all student fee increases to support student access and aid. A set amount of each student credit hour is directed to this fund, in addition to state and federal supported aid.

Through the Tobacco Funds awarded to the state, the Governor implemented the Millennium Scholarship in the fall 2000 semester. This fund provides student scholarships for Nevada high school graduates who meet the grade point average threshold established by the state. Due to unanticipated demand, funding was nearly depleted. As a result, during the last two biennia, changes have been made to sustain the program. This has resulted in an increase in the required grade point average, a limitation of credit hours supported, and exclusion of support for some types of courses, specifically developmental courses.

During FY 2004-05, financial aid amounting to $33,200,643 was distributed to students in the form of grants and scholarships. At CCSN, 25% of students received some form of financial aid in FY 05. Numerous sources of revenues are available to fund financial aid, including the federal and state resources, grants, and scholarships.

All financial aid funds, regardless of source, are coordinated and distributed through the Student Financial Services Office, overseen by the financial aid director. The Finance Services Department and Student Financial Services Department work collaboratively to reconcile funds annually. An external audit is conducted annually and includes college issued financial aid awards. In addition, the NSHE System Office as a component of the annual external audit has an A-133 audit for financial aid funding.

7.B.7MeetingFluctuationsinRevenueCCSN has been successful in building and maintaining healthy fund balance reserves to address, if necessary, fluctuations in financial support, revenues, and expenses. On an ongoing basis, the college ensures that expenditures for state appropriations are consistent with realized revenues. This was tested during the 2001-03 biennium: the state realized a significant loss of revenue as a result of a temporary downturn in the economy in the aftermath of September 11th. The state reduced appropriated funding to institutions; however, the reversion occurred early in the fiscal year, and CCSN was able to make appropriate modifications to expenditures to address the shortfall.

The college administration maintains expenditures within current year revenues and does not rely on reserves to meet expenditure levels. Self-supporting programs that operate outside of revenues are provided an opportunity to correct any operating deficit, but if this recurs, these programs are eliminated, reduced, or restructured. This occurred recently when the college’s Truck Driving Program revenues fell short of meeting expenditure levels. The program was restructured, positions eliminated and downsized, and then with a continuing shortage of revenues, was eventually eliminated.

Over the past several years, CCSN has continued to establish a reserve pool of 5% of general fund appropriations, but intends to slowly increase this proportion to 6% over the next several years. Reserve funding is utilized as needed to support institutional priorities not met through other sources and to address budgetary fluctuations if necessary.

7.B.8AuxiliarySourcesofFundsThe college is not dependent upon auxiliary enterprise income to balance education and general operations. Conversely, the education and general operations income is not necessary to support auxiliary enterprises. The college has few auxiliary operations; a majority of these are outsourced, such as food service and bookstore operations. Revenues from these services are forwarded to the college on a monthly basis; the college has limited risk from these programs.

7.C.FinancialManagement

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7.C.1ReportingResponsibilityThe Vice President for Finance and Budget periodically reports throughout the year to the Board of Regents in accordance with established Board policy. Reports are accomplished through the Budget & Finance Committee of the Board. The Board meets on average of every six to eight weeks. Policies governing required reporting are included in the Board of Regents Handbook, Title 4, Chapter 9, Section 2. These reports include:

Operating Budget: The institution’s state operating budget is presented at the beginning of each fiscal year and is approved by the Board. Self-Supporting Budget: Non-state supporting budgets with expenditures that are anticipated to be in excess of $25,000 per fiscal year are forwarded for Board approval. Accountability Report: The accountability report provides a reconciliation of the proposed operating budget to the legislatively appropriated funds. This report is submitted in conjunction with the operating budget for Board approval.All Funds Report: A review of institutional revenues and expenditures, as compared with prior fiscal year periods, is presented for the Board’s information on a quarterly basis. The report summarizes and tracks revenue and expenditures by function, and trends the data for comparative periods. Fiscal Exception Report: On a quarterly basis, the institution provides an assessment of revenues and expenditures year-to-date for the state operating component of institutional resources. The report illustrates anticipated revenues and expenditures through June 30 to ensure that fluctuations for overage or shortage of funds are addressed, reviewed, and approved by the Board. A secondary element of this report requires the college to provide information to the Board for any self-supporting (non-state) funds operating in a deficit cash balance greater than $5,000. The report also requires a report of corrective action by the department/institution. Budget Revisions: These are self-supporting budgets with modifications that adjust the approved budget by 10%, or $50,000. Budget Transfers: Transfers between budget functions throughout the year are delegated to the President. However, transfers in excess of $25,000 must be submitted to the System Administration Office and be provided to the Board of Regents as an information item. Budget to Actual Reports/Accountability: These are end of year reports that illustrate comparative expenditures to initial approved budgets. In addition, a comparison of budget changes, including position(s) created and/or eliminated throughout the year, is accommodated on the Accountability Report; a summary of transfers is also provided.

7.C.2CentralizationofFinancialFunctionsThe financial functions for the college are centralized under the Vice President for Finance and Budget, who reports directly to the college’s President. There is stability in CCSN’s Finance Division leadership. An organizational chart (Appendix) denotes the various business functions and reporting relationships to the Vice President.

The Division recently completed an organizational transformation that had been anticipated for the prior two years. Through this transition, a new vice president was hired to provide oversight for the administrative units including human resources, administrative services (printing, mail, and motor pool operations), operations and maintenance, site planning and facility management, police services and public safety, safety, and campus-based internal audit. Through this organizational refinement, the Finance Division maintained oversight and responsibility for all financial operations of the college. This includes the areas of accounts receivable, cashiering, budget, accounts payable, purchasing, fiscal grants management, fixed asset and receiving, auxiliary services, business units (campus childcare and dental faculty practice), contract service coordination (bookstore and food service), and financial reporting.

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The Financial Services Department separates duties and provides for checks and balances among staff. This ensures that effective internal controls and accountabilities are in place.

7C.3ScopeofFinancialControlAll expenditures and income, and the administration of scholarships, grants-in-aid, loans, and student employment, are controlled by CCSN and are included within its planning, budgeting, accounting, and audit operations.

Funds are administered only through internal institutional accounts; the use of external bank accounts for college activities is prohibited. Staff with account authority must sign all documents that effect encumbrance or expenditure of funds. Account authorization signature cards are maintained by the Controller’s Office and are used in conjunction with an online computerized signature table available in the financial system.

7.C.4CashManagementBoard of Regents Policy Title 4, Chapter 10, provides for investments. Income from all sources is receipted through the college’s bursar operation and deposited in its local bank.

The funds are transferred nightly to an account managed by the System’s Banking and Investment Office. In accordance with established investment policies, it is the Board of Regents’ practice to pool, for investment purposes, the cash assets from all colleges and universities in the System. All funds are administered by the Nevada System of Higher Education Office (Chancellor’s Office). 7.C.5AccountingSystemAn online computerized financial system allows for daily transaction processing and for account balances to be reviewed by the departments. Key personnel are identified and trained by the Financial Services staff to utilize the financial information provided.

Staff members with account authority are provided with monthly operating status reports for all accounts under their control. Accounting for the college is accomplished using generally accepted accounting principles.

7.C.6IndependentInstitutionsN/A

7.C.7IndependentInstitutionsN/A

7.C.8ProprietaryInstitutionsN/A

7.C.9StateAgencyAuditofPublicInstitutionsThe college has been audited annually by an independent certified public accounting (CPA) firm in accordance with generally accepted auditing standards. The Board of Regents selects the auditing firm and receives the external audit reports, including any management letters issued, each December.

The college must demonstrate to the Board of Regents that all management letter recommendations have been implemented or are in the process of being addressed. The college’s auditing firm for the past several years has been PricewaterhouseCoopers, which conducted the audits for years ending June 30 in 2005, 2004, and 2003. These audited statements, as well as all records of proceedings of the Board of Regents, are open for public inspection.

In March 2006, the Board of Regents completed a bid process that facilitated selection of a new auditing firm for the Nevada System of Higher Education – the audit firm of Moss Adams. The Board Audit Committee, in discussions with Moss Adams, presented a proposal to solicit individual campus audited statements. This process will begin in June 2006, for the period ending June 30, 2006.

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7.C.10AuditofFundsNotSubjecttoGovernmentalAuditThe audit is conducted annually by the independent CPA firm and includes an A-133 audit, which provides for audit and review of all student financial aid and other specific programs. These audited reports, as well as statements and discussions of the Board of Regents, are on file and available to the public.

7.C.11InternalAuditandControlIndependently from the college, the NSHE Internal Audit Department reports directly to the Audit Committee of the Board of Regents. Its objective is to ensure the college discharges its financial responsibilities effectively. The System Internal Audit furnishes the college with analyses, recommendations, and pertinent comments concerning the activities reviewed. In addition, it reports its findings directly to the Board of Regents.

The college must demonstrate to the NSHE Internal Audit Department that appropriate action has been taken to resolve audit findings before Internal Audit can report the findings as “closed” to the Board of Regents Audit Committee. Board policy regarding Internal Audit’s function, responsibility, and certain processes is found in the Board of Regents Handbook, Title 4, Chapter 9, Section 1.

In the Fall of 2004, the college implemented its own internal audit function, but this function does not overlap the activities of the NSHE. The CCSN Internal Audit/Compliance Manager reports directly to the Vice President for Administrative Operations, who then presents the audits to the CCSN President. Integrating this function internally has been effective in assessing risks, and when necessary, in developing recommendations for improvements to departmental processes.

7.C.12Auditor’sManagementLetterThe college is audited annually by an independent CPA firm in accordance with generally accepted auditing standards. The Board of Regents selects the auditing firm and receives its audit reports, including any management letters issued. The Board is presented with the external audits for the institutions in December of each year. The college must demonstrate to the Board of Regents that all management letter recommendations have been fully implemented.

7.C.13AvailabilityofAuditReportsThe Board of Regents and the college will make available all external and internal audit reports for the purposes of a comprehensive evaluation by the Northwest Commission on Colleges and Universities.

7.D.FundraisingandDevelopment

7.D.1InstitutionalCompliancewithFundraisingPoliciesThe CCSN Foundation is the primary fundraising organization for the college. NSHE policy requires each institution to designate a foundation to serve as the lead fundraising and gift accounting agency on its campus. In support of this requirement, all CCSN units are required to direct their supporters to route gifts to the college through the CCSN Foundation, Inc., a 501(c) (3) tax-exempt organization. The mission of the Foundation is to promote CCSN and to secure additional resources to enhance scholarships, capital endeavors, and educational programs. The Foundation is comprised of a volunteer board of 30 community leaders with experience in philanthropy. All private gifts and grants received by CCSN programs, departments, faculty, and staff must be deposited to college accounts through the Foundation.For cash gifts, the Foundation’s established procedures log incoming checks and cash, deposit funds expeditiously, notify appropriate departments of gifts, and acknowledge gifts by issuing a letter and a tax substantiation to donors.

In-kind gifts are evaluated as to their appropriateness for college use before they are accepted. If, after investigation, an in-kind gift is determined to be appropriate, a Gift In-Kind Form is

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completed. Written confirmation of the fair market value of the gift, prepared by an independent third party, is required. Equipment donations valued at $2,000 or more are required by Board policy to be capitalized. The Controller’s Office is notified of these gifts so that they can be included in the fixed asset system.

The Foundation awards to the college gifts realized through the fundraising efforts of the volunteer Foundation board. Funds may be designated or undesignated, depending upon the solicitation. Priorities for Foundation fundraising comply with institutional priorities established by the CCSN President.

In the past few years, reorganization has taken place to improve interaction between CCSN administration and the Foundation. Working relationships and communication between the Foundation and college administration are enhanced by the requirement that the Executive Director of the Foundation sit on the President’s Cabinet where information exchange is ongoing. Additionally, Foundation bylaws state that the college’s President, Vice Presidents, and Faculty Senate chair are invited to all Foundation meetings. Most of these administrators attend Foundation meetings and are invited to participate. In addition to the collaborative efforts exercised by the Foundation, the Board policy provides that

. . . a senior administrator with financial expertise who is independent of the Foundation to attend all meetings of the Board and executive committee of all 501(c) (3) organizations affiliated with the institution.5

The Vice President for Finance & Budget attends Foundation Board meetings and Executive Committee meetings on an ongoing basis.

A change in Board policy necessitated that the Foundation’s independent auditors work with the Foundation Executive Director to comply with the requirement to change the audit format from FASB to GASB. CCSN now has full-time legal counsel on campus and available to help with Foundation matters.

CCSN policies on fundraising and grants have been established and circulated. Board policy specifically outlines governing board policy as it relates to the administration, operations, and relationship of fundraising in general, and institutional foundations in particular.6 The Board of the NSHE serves as the corporate members of each foundation.

CCSN policy requires all departments and employees to submit gifts, dollars, or donations of goods and/or services through the CCSN Foundation. All checks must be made out to the Foundation and a Gift In-Kind Form must be completed and routed to the Foundation to account for donated goods or services. CCSN policy for Gift and Donations has been distributed to all college employees on a periodic basis.

7.D.2.EndowmentandLifeIncomefundsBoard policy provides specifically for the investment and holding of endowments funds for all entities of the NSHE. Board policy provides that all endowment funds held by foundations are to be recorded on the general ledger of the institution.7 The Director of Banking and Investment of the NSHE System Office serves as the administrator for investment funds on behalf of the institutions. Endowments received by the CCSN Foundation on behalf of the institution are identified as such and forwarded to the System Office for investment purposes. Board policy provides for the policy of investments on behalf of the NSHE.8 Investments and activity are coordinated through the Board’s Investment Committee.

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7.D.3.InstitutionalControlThe Foundation is the primary fundraising organization for CCSN. NSHE policy requires each institution to designate a foundation to serve as the lead fundraising and gift accounting agency on its campuses. In support of this requirement, all units of the college direct their supporters to make gifts to the college through the CCSN Foundation, Inc. a 501(c) (3) tax-exempt organization.

Board policy specifically addresses foundations or “other fund raising groups that are not ‘member institution’ foundations that have been established to raise funds for an institution”. The policy requires that any entity established to primarily raise funds for the institution must request to fall under the purview of the foundation to ensure compliance with policies, procedures and guidelines. 9

The relationship of the institution to the Foundation is clearly defined within the policy noted above and provides for very specific controls and authority.

Summary

StrengthsThe autonomy provided by the Board enables the college to make appropriate decisions on funding allocations to ensure adherence with campus objectives, planning, and priorities. Policies of the Board are clear and concise regarding campus reporting and flexibility of resource allocations.Nevada has enjoyed a strong economic base for the past several years. A growing economy, in addition to a the legislature, which secured a significant increased tax base to support increasing demands, has provided economic stability within the state.CCSN has received legislative bonding authority for $20 million for parking structures. These structures will probably be located at Charleston and Cheyenne campuses. The college anticipates the need to add a student fee to support repayment of the debt. Adequate policies and procedures are in place to address capital debt as needed.

ChallengesCapital project funding is essential to ensure appropriate development of campus facilities. As a result of a newly implemented strategic framework and a fluctuating administrative leadership, the college has used ad hoc enrollment projection models when developing the capital request framework. However, with three main campuses and a number of satellite campuses all with unique and varied needs, the ability to address all demands remains a challenge.CCSN has been dependent upon the availability of state resources to support campus operations and capital development. These resources do not fully address campus needs and demands. Developing diverse revenue sources and opportunities must continue to expand. Legislative approval for bond issuance is strictly for the purpose of parking facilities. This approval will not support general capital construction for facilities, land procurement, or other types of facility funding that may be required.

Plans for ImprovementWorking collaboratively with the state, college leadership along with campus representatives from academic and student affairs, financial services, and facilities management, will develop a comprehensive capital plan to address campus growth enrollment projections and long-range campus development, as well as identify future campus locations.The Finance and Budget Division is developing methods to streamline budget development and collection, attempting to overcome the limitations of an outdated financial system. The Division is continuing to review applications for a system that will streamline the

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departmental budget process.The college is planning to request a revision to legislative authority for bond issuance that will provide the campus broader application and utilization of the bond authority.

__________________________1 This authority is prescribed for within the NSHE Board of Regents Handbook, Title 1, Article VII, Section 4 and within Title 4, Chapter 9, C Section 1.4 a-c2 A Vision of Blue Skies Ahead: A Blueprint for Mapping CCSN’s Future is found in Documentation Room3 Board of Regents Handbook, Title 4, Chapter 9, C, Financial Policies Operating Budget4 Board of Regents Handbook, Title 4, Chapter 9,B, Section 3, 45 Board of Regents Handbook, Title 4, Chapter 10, Section 86 Board of Regents Handbook, Title 4, Chapter 10, Section 8, and Section 97 Board of Regents Handbook, Title 4, Chapter 10, Section 88 Board of Regents Handbook, Title 4, Chapter 10, Section 4, Item 39 Board of Regents Handbook, Title 4, Chapter 10, Section 9

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Standard 7 Subcommittee

Patty Charlton, Chair

Mary Kaye Bailey

Lisa Bakke

Dr. Joe Cracraft

Dr. Chemene Crawford

Melody Deng-Lee

Dr. Darren Divine

Mary Edwards

Dr. Dick McGee

Dan Morris

Kelley Sachetti

Don Shepard

Diana Wilson

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SUPPORTING DOCUMENTATION FOR STANDARD SEVEN

RequiredExhibits Exhibit# NameofExhibit1. Copies of financial section of 7.1 IPEDS reports for 2002-2003, 2003-2004,IPEDS report for past 3 years and 2004-20052. Summary of latest audited 7.2 Most recent audited financial statement andfinancial statement and copy of auditor’s management letterauditor’s management letter3. Detailed current operating 7.3 Operating Budget FY 2005-2006budget4. Current operating budgets for 7.4 CCSN Foundation Operating Budget, annualauxiliary organizations, including report, and most recent auditfoundations, with supplementalinformation 5. Default rate for the two most 7.5 Student loan cohort default ratesrecent years as provided byU.S. DOE

OtherMaterials Exhibit# NameofExhibitPolicy governing budget 7.6 • NSHE Board of Regents Handbook, authority Title 1, Article VII, Section 4: Presidents • NSHE Board of Regents Handbook, Title 4, Chapter 9, C, Section 1.4 a-c: Financial Policies: Operating BudgetsCCSN’s strategic planning 7.7 A Vision of Blue Skies Ahead: A blueprintframework for mapping CCSN’s futureBaccalaureate program funding 7.8 NSHE Board of Regents Handbook, Title 4, priority Chapter 9, C: Financial Policies: Operating BudgetDebt policy governance guidelines 7.9 NSHE Board of Regents Handbook, Title 4, Chapter 9, B: Finance & Administration Charter, Section 3.4Policies concerning fundraising 7.10 • NSHE Board of Regents Handbook, Title 4,and institutional relationship with Chapter 10, Section 8: Approval,foundation Acknowledgment, and Administration of Gifts • NSHE Board of Regents Handbook, Title 4, Chapter 10, Section 9: NSHE and Member Institution Foundations Administrative and Accounting PoliciesPolicy concerning investment of 7.11 NSHE Board of Regents Handbook, Title 4, endowments Chapter 10, Section 3CCSN Finance & Budget Division 7.12 CCSN Finance & Budget Organizational ChartOrganizational Chart

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STANDARD EIGHT

Physical Resources

OverviewOver the past decade, the rapid growth of southern Nevada and resulting influx of students, challenged every segment of the college in accomplishing its goals and in meeting the ever-increasing needs of students, faculty, and staff. While this nearly unparalleled growth has placed a strain on all parts of the college, no individual area has been more tested than facilities. CCSN has been able to meet this test, but not without constant adaptation and improvisation. The college has received significant support from the Board and from the community and is confident that growth and facility expansion will be matched by the growth and expansion of learning opportunities for students. 8.A.1FacilitiesSufficienttoAchieveGoalsThere are three main college campuses, Charleston, Cheyenne, and Henderson, and 13 education centers. Each of the main campuses has a large number of classrooms and labs available for regular and specialized instruction. Additionally, the college centers have classroom and lab space adequate to the size of each operation.

A full-time administrator, the Dean of Curriculum and Scheduling who reports to the Vice President for Academic Affairs, manages all instructional facilities of CCSN. The Dean worked with the Instructional Technology department to create a scheduling software (BSDPro) that enables all users to track availability of classroom and lab space, review data regarding space size, and number of seats, as well as the multimedia features and capabilities of the space – before actually scheduling the space for a class. The Dean oversees this entire process with the assistance of an operations coordinator. Both meet each semester with the chairs, deans, and administrative assistants of instructional departments to ensure that all rooms scheduled are appropriate and accurately identified prior to publishing semester class schedules.

Campus and Site Room DataIn addition to its main campuses, CCSN operates the following centers:

Sahara West. A two-facility, non-credit center supporting intensive training programs in language and literacy, hospitality, government and education, health (American Heart Association Center), and Manufacturing Assistance Programs (MAP). The short-term classes of the Center follow a non-traditional scheduling pattern for ‘on-demand,’ short-notice response to market/student needs.

Summerlin. Adjacent to Palo Verde High School, the Center has 12 classrooms and five computer labs in which 29 credit classes and 30-40 non-credit classes were offered during the spring 2006 semester. Enrollments were sharply down in credit classes. The Center is ideal for block scheduling to interface with the high school schedule. Non-credit opportunities include a more extensive connection to Las Vegas Leisure Services, located next to the Center.

Downtown Learning Center (formerly, the Neighborhood Learning Center). Sharing space with the Latin Chamber of Commerce, the Downtown Learning Center (DLC) has two general purpose classrooms and one computer room. Both credit and non-credit programs are offered with an

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emphasis on non-credit classes. Enrollments have been down at DLC. Program marketing and advertising are challenges for the Center.

Nellis. Implementing an MOU with the U.S. Air Force, the Nellis Center offers programming that supports the Community College of the Air Force (CCAF) as well as CCSN’s programs. The Center operates with nine classrooms and one computer room. It is bound by the eight-week block schedule of CCAF and by curricular requirements No non-credit classes are offered. The Center serves about 1,000 students who have to work around military deployment requirements.

Moapa. The Moapa Center in Overton operates from the high school with access to its classrooms and other facilities. Its schedule follows the 16-week terms of the high school. Issues of marketing and perceptions of high cost are challenges for the Center. At present, more math and science classes could be offered at Moapa.

Boulder City. About 300 students are served from the Boulder City Center. CCSN aviation and wildfire training programs are located at Boulder City; capital improvements are scheduled to make the facility more useful for these and other daytime programs. Tech Prep programs are based out of this site.

Green Valley. Patterned after the Summerlin Center, the Green Valley facility is adjacent to a large high school where dual use and dual enrollments are common. Both credit and non-credit programs are offered. Several classrooms are dedicated for high school use. The Center houses the ACT test center for CCSN. Each semester about 260 FTE students are enrolled.

Western High Tech Center. Also patterned after the Summerlin Center, the Western High Tech Center (WHTC) is located next to Western High School. It houses credit programs, specifically in construction management and building trades. The growth of these programs is creating space pressures for the Center. About 269 FTE students are enrolled.

Caliente (Lincoln County). Next to the middle school in Panaca, CCSN operates a computer lab open Monday to Friday from 9 a.m. to 1 p.m. CCSN also has an office in Alamo. Both sites facilitate on-line distance education classes. Computer classes are offered and are site-based. Students can register and pay for classes, and take English and Math placement tests all at the Caliente office. Students can also register for classes and take placement tests in Alamo and Panaca by appointment only. Most CCSN forms may be obtained through the Caliente office.

AD Guy. Located in West Las Vegas. With one small classroom, a computer lab and an open computing area, A.D. Guy offers non-credit classes, particularly free computer seminars, within the low income neighborhood

Mesquite. Operating from newly renovated space, the Center has 11 classrooms, a computer lab and a phlebotomy lab; both credit and non-credit classes are offered. There is additional space, should CCSN wish to acquire it, for more renovation and expansion. The present Center is neither at full operation or capacity. Mesquite has unique opportunities for health care programming,

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education and non-credit classes. Collaboration with the new hospital in Mesquite offers CCSN an opportunity. The following information identifies the number of classrooms and labs available at each campus and college center.

Campus/Center NumberofClassrooms NumberofLabsCheyenne Campus 71 81Henderson Campus 48 14Charleston Campus 80 81A.D. Guy Center 2 1Boulder City Center 5 3Green Valley Center 12 4Lincoln County Center (Caliente) 2 0Mesquite Center 8 2Moapa Valley 1 1Downtown Learning Center 2 1Nellis Center 8 1Pahrump Valley Center 12 5Sahara West Center 15 0Summerlin Center 11 5Western Center 10 6

Each academic discipline has a number of dedicated classrooms and/or labs for exclusive use by assigned faculty/disciplines. This enables the regular user to become familiar with the space and to assess the effectiveness of the space relative to identified classroom activities and teaching formats.

Although the college has dedicated classrooms for academic disciplines, many departments share instructional facilities across academic disciplines. This expanded utilization of classrooms has been occasionally problematic and created the need to modify some classrooms previously intended for dedicated use. Smart classrooms continue to be a high priority for each campus and enable instructors to use a wide range of multimedia options in presenting course material. While the majority of the college’s classrooms are standard, numerous smart classrooms have been established at each campus and more are scheduled for conversion for 2005-06 and future academic years. The utilization of smart classroom technology has become standard for all new classroom construction since 2003; however, a number of conversions have been initiated in older classroom buildings as well. Each year, conversion proposals are reviewed and approved, permitting classrooms in older buildings to be renovated and updated. In an attempt to ensure course equity across the three main campuses, courses traditionally offered at one campus are now being offered at other campuses and sites. For example, nursing classes now offered at Cheyenne had previously been offered only at Charleston.

Need for more instructional space can be linked directly to increased enrollment and hiring new faculty and staff. CCSN budget requests submitted to the Nevada Legislature for 2005 strongly addressed this need. Requests included: (1) a significant expansion of the existing automotive technology facility at Cheyenne; and (2) a multi-use building for Charleston to provide additional

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classroom space and an expansion of the library and learning resources center. All three campuses feel the need to continually expand and upgrade library facilities. New instructional spaces have been recently completed and others are near completion. Additional capital projects were approved by Nevada Legislature at the end of the 2005 budget session with $40 million allocated for CCSN. No discussion of facilities can adequately portray the strengths and challenges to the college unless each of the campuses is discussed separately.

Cheyenne Campus

CampusLayoutLocated in North Las Vegas. the Cheyenne Campus is the oldest of the three main campuses with a long history of serving the needs of students in greater Las Vegas, dating to 1973. Most of the campus is housed under one roof. Therefore, faculty and staff continuously come into contact as they enter and exit through the main lobby. This constant interaction assists in creating a feeling of togetherness throughout the campus. Many of the office complexes are interdisciplinary, which also leads to a feeling of oneness. Student services areas are centralized making for easy access to Retention/ Recruitment, Counseling/Psychological Services, Student Government/Student Activities, TRIO/Millennium Scholarship, Registrar, Financial Aid, Disability Resource Center, Learning and Earning, Testing/Assessment, Re-Entry, and Career Services. All the student service areas are adjacent to the student commons, containing the student lounge, cafeteria, and patio.

TelecommunicationsBuildingWith the opening of the Morse Arberry Jr. Telecommunications Building in August 2004, the Telecommunications Division realized an additional 80,000 square feet of classroom, laboratory, studio, office, and storage space. The added space has made it possible to increase the number of Media Technologies course offerings and improve classroom labs and open labs for both the Engineering Technology and Computing Technology departments.

ResortsandGamingThe Resorts & Gaming programs are located on the first floor of the Cheyenne campus south wing. This state-of-the-art facility includes a working restaurant with seating for 90 plus bar, as well as food preparation kitchens utilized by students in the program. This area has served the students well; however, there will be a need to seek additional space as the program grows.

AutomotiveProgramsThe 2004-2005 Legislature approved an $11 million automotive technology building, the first of two proposed phases, to allow the college to expand and introduce a collision repair program. Auto tech applications have exceeded capacity; during one semester in 2005, 450 students were turned away due to inadequate facility space. In addition, CCSN will be able to expand the national pilot program for the General Motors (GM) Assessment Center. Currently there are six GM facilities across the nation where technician assessment is performed. CCSN is the first outside location allowed to perform the General Motors/Raytheon GM Technician Hands On Assessment Courses. This is a revenue generating, GM-approved program; technicians receive GM Certifications for successful completion of these training modules.

NicholasJ.HornTheaterThe 560-seat Nicholas J. Horn Theater is part of the Performing Arts Center that has partnerships with the Jason Project through the Clark County School District (CCSD), the Utah Shakespearean Festival, the International Alliance of Theatrical Stage Employees, and the Las Vegas Little Theater.

PlanetariumThe Planetarium serves a dual purpose, functioning both as classroom space and as a community resource. Classes are taught here and the facility serves as a resource for the local media as well as the state’s educators housing NASA/Nevada Regional Education Resource Center. Every Friday

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and Saturday the planetarium presents public programming, while K-12 programming is presented Monday through Friday mornings. When astronomical events warrant, the observatory is open to the public. The Planetarium is also a participant in the NASA/Saturn Observation Campaign.

TelecommunicationsandMediaTechnologiesTrainingFacilityThe college’s Telecommunications and Media Technologies Training Facility is a $29 million dollar venture with an unparalleled return on the investment. The facility couples Electronic Telecommunications with Media Technologies to combine degree programs in Digital Information Delivery Systems with degree programs in Media Technologies Production Systems. This facility is designed to offer a diverse education with new telecommunications programs in high-speed networking, network security, wireless communications including satellite and microwave, semiconductor fabrication, television production systems, biomedical instrumentation, robotics, optoelectronics and sensors, computer forensics, voice and data cabling, and other electronic technologies. Similarly, media technology programs will grow with expansions in videography and film, television broadcast and multimedia production, digital animation, digital photography, and graphic communications.

ChallengesAs the oldest of the three campuses, Cheyenne could stand some remodeling and additional lab space. Plans have been developed to accommodate these renovations; a remodel of the lobby and student lounge is also planned. There is no room for growth in the present Student Services area, and the lack of space has become a concern. It has been recommended that the commons area between the student lounge and the main building could be retrofitted with a roof. The library facility is adequate for the current student body; however, the college will need to examine ways to expand it.

The Campus Steering Committee meets quarterly to identify areas of concern and areas for improvement. Identified issues are given to the Director of Site Planning and Construction who meets with the Chief Campus Administrator on a monthly basis with progress reports.

Henderson Campus

HendersonLayoutOpened in 1981, Henderson Campus is located on 80 acres just south of Las Vegas in the City of Henderson. It serves the entire valley with unique programs not offered at other locations, such as the police academy and fire science, ornamental horticulture, and athletics. Henderson Campus facilities are outstanding to sufficient in supporting the varying types of programs and disciplines offered at that site. Via a suggestion box, students report that the “feeling” of the Henderson campus is very relaxed; employees report “This is a great place to work.”

DistinctiveHendersonCampusProgramsThe Police Academy and the Fire Science programs are unique benefits of the campus. It also houses the ornamental horticulture program, encompassing a dozen acres or so of plants, cuttings, trees and shrubs used as teaching materials, and also as a source of revenue from greenery sold from the nursery located on the Charleston Campus. A fairly recent addition to the Henderson Campus, the Air Conditioning Technology Program has expanded in student numbers; growing added space would permit an even greater number of students to benefit from the growing program.

BookstoreThe current bookstore is scheduled for renovation in both size and location in 2006. This will involve moving to a different and larger location in the same building and entail expansion into an unused outside patio area. This will greatly improve service to students and create a much more

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open and inviting area.

PartnershipsThe Henderson campus has partnerships with many different entities within the Henderson community, such as the Clark County School District, the Henderson Chamber of Commerce, and the Henderson Boys and Girls Club, among others. These partnerships enable students to gain access to equipment, mentors, internships, and networking partners. A recent NATE (North American Technician Excellence) visit ended with the comment that the Air Conditioning Technology program is probably the best in the nation and should be the standard to which other programs aspire.

OutstandingFacilitiesSwitchboard facilities and service are competent and professional. New directional signs were posted around the campus in the spring 2006 semester. The computer lab is state-of-the-art. Students are impressed to find the equipment so new and in such good condition.

The Lied baseball facility is considered outstanding. The baseball program focuses on academics and has award winning leadership. After only four seasons, the baseball team earned a national championship. Student athletics in the baseball program maintain a “B” average in their studies.

ArtsandCulturalPerformancesAlthough the Henderson campus has no performing arts facility, the Cultural Series begun in 2005 is a highly valued means of drawing faculty, staff, students, and the public to special performances. Although the lecture hall was not built for performances, it has served as a venue for multiple events including music, theatre, dance, and lectures. Presentations have received many accolades, and articles in various local newspapers have brought much positive attention to the campus and CCSN.

StudentServicesThe Student Services area houses financial aid, registration, counseling, re-entry, recruitment, disability resources, Veterans Affairs, and general assistance. Growth has been substantial and added space is required. Architects and site design employees are assembling options for consideration, including one plan that will extend the building to increase usable space for Student Services.

Challenges

InstructionalTechnology(IT)SupportIT support services are satisfactory, with one notable exception being the level of technical speed, i.e., Internet speed and load capability. IT staff are assessing the feasibility of instituting wireless service throughout the Henderson Campus, especially in the ‘A’ building, the oldest and in most need of updating.

The ‘A’ building specifically has antiquated coaxial wiring, providing computers with extremely slow connection speeds for the library, faculty offices, and classrooms. However, IT is currently studying a solution wherein a new dark fiber or T1 line will be installed to dramatically improve service to students.

LibraryThe size of the library is smaller than is ideally needed to provide for the number of students serviced at Henderson. A new campus master plan is being developed with the services of an outside architect, and a new library facility is one of the considerations.

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ClassroomandOfficeSpaceThe campus lacks sufficient office space for faculty members. Similarly, more students would take classes at Henderson if more classrooms were available. In the master plan being designed, there are plans for added classrooms, offices, and lab spaces.

ChildcareStudents and some faculty have noted that lack of a childcare center at Henderson is a barrier to attending classes. Many comments on a recent survey supported the need for childcare at the Henderson Campus. so a a childcare center will be considered as part of the future master plan.

StudentGovernmentAnother space need at the Henderson Campus is a dedicated student government area. Currently, the entire student government is housed in one faculty office, with an administrative assistant sitting at a desk outside that office. The office is too small to conduct student government meetings. The office also houses the equipment and materials required for taking student ID photos.

Charleston Campus

CharlestonLayoutThe Charleston Campus is located on 80 acres in the western section of the city of Las Vegas. Opened in 1988 with a 22,000 square foot facility, Charleston Campus has rapidly expanded with new construction occurring virtually every other year.

HealthSciencesBuildingThe newest instructional facility on the campus opened its doors in fall 2005 in answer to the increased demand for training in the health sciences, especially the field of nursing. State-of-the-art classrooms and labs are designed to meet the specialized needs of faculty teaching a wide variety of health sciences courses. The facility has 13 classrooms, 12 labs, 175-seat capacity auditorium, faculty offices, food court, security station, and many areas where students can meet in small study groups between classes.

Also known as ‘K’ Building, the facility houses the programs of nursing, medical sonography, medical office assisting, and surgery technology. The remaining health sciences programs, including cardiorespiratory services, dental hygiene and dental assisting, emergency medical services, massage therapy, ophthalmic, and physical therapy remained in ‘A’ and ‘B’ buildings. But they were able to expand into larger and improved laboratory and clinical areas vacated by the programs relocated to ‘K’ Building. Remodeling of classroom and office space in ‘A’ and ‘B’ buildings commenced in fall 2005 to meet the highly anticipated demand for more office space needed for full-time and adjunct faculty and for expansion of the Health Sciences programs that did not move to the new facility.

Instructional faculty at CCSN are assigned office space on the campus where the majority of their courses are taught. For example, all but one of the instructional faculty in the Division of Health Sciences have offices at Charleston, where instructional facilities for the Health Sciences are primarily located. Dedicated space for nursing classes has also expanded to dedicated space on the Cheyenne Campus.

ContinuousGrowthandPlanningThe Charleston Campus has experienced continuous exponential growth. This fact has led to an ongoing recognition of the college’s need to regularly build instructional facilities that support areas of expanded enrollment. Completion of the ‘E’ Building in fall 2003 for science and mathematics and ‘K’ Building in fall 2005 are excellent examples of focused planning. However, with this exponential growth, the college has experienced a heavy demand for more faculty offices, for program space compatible with service to be delivered in that space, and for more space to

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accommodate necessary learning resources.

Almost as soon as a new construction project is approved by the Legislature, CCSN growth demands push the limits of the planned structure, rendering it fully occupied before construction is even completed. This occurred with the new ‘K’ Building. With the library facility at Charleston now outgrown, the college is already pressing for expansion beyond current planning for the newly approved Learning Resource Center and Classroom Building, scheduled for groundbreaking in summer 2006.

LibraryConstructionDuring the 2005 session of the Nevada Legislature, CCSN was successful in winning nearly $40 million of support for key capital projects planned for Charleston and Cheyenne campuses. Approximately $25 million is designated for a library and classroom building at Charleston to replace the limited library space located in the ‘C’ Building. More detailed information regarding the CCSN library is addressed in Standard 5 of the self study.

ProposedModificationsIn spring 2005, a representative group from CCSN’s Gaming, Hotel, and Travel and Tourism programs met with college administrators to discuss the benefits of relocating major portions of these programs from Cheyenne to Charleston. Factors for discussion were: the proximity of major businesses that make up the gaming industry in Las Vegas; the residences of the majority of students enrolled in these programs; and the relative travel distance between students’ homes, classes, and work/intern sites on the Las Vegas Strip. It was determined that the majority of hospitality industry businesses on the Strip are physically closer to the Charleston campus; and most students enrolled in gaming courses live closer to Charleston. Faculty and administrators associated with these programs want to reduce travel time and expense for students, many of whom are international students with limited access to personal transportation, and thus rely on public transportation.

The group submitted a request citing the following areas of need for a proposed office complex:Offices for 12 faculty and an administrative assistantEight designated smart classrooms6,000 square foot gaming facility to include a gaming laboratory, casino cage, 600 square foot surveillance room, and 300 square foot office for the gaming lab manager

Charleston does not have space available to accommodate this request; however, as part of the CCSN master plan development, this request for instructional space could become a priority on the college’s capital construction plan during the next legislative cycle.

The Art and Art History Department relocated from Cheyenne to Charleston in fall 2004. This placed the department chair on the same campus where many departmental faculty were already located. The Ken and Carolyn Sparks Art Complex is located at Charleston and includes studios for teaching ceramics, color theory, design, drawing, jewelry, painting, printmaking, sculpture, and watercolor. The Art Complex is adjacent to the building location for Operations and Maintenance (O&M).

It is anticipated that O&M will move by summer 2006 into a facility located on the periphery of the campus. To expand the number of art classes offered at Charleston, the Art and Art History Department has requested that the vacated O&M space be renovated to accommodate the department’s growth and expansion needs. The college is pursuing funding to support gallery space at both the Charleston and Henderson campuses.

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8.A.2AdequacyofInstructionalFacilitiesCCSN provides up-to-date classroom facilities for faculty and students. Classrooms not currently set up as smart classrooms have access to multimedia technology, which is delivered on request. Computer labs are state-of-the-art and provide a valuable environment for students and faculty. The Dean of Curriculum and Scheduling has compiled a report of classroom priorities including a complete list of rooms, their types, and the furnishings for each campus and site.1

8.A.3FacilitiesFurnishedAppropriatelyCCSN provides very up-to-date classroom facilities for faculty and students. Each of the smart classrooms is equipped with overhead projectors, TV/VCRs, projector screens, whiteboards, desks or tables, and chairs. Classrooms not currently smart rooms have access to multi-media technology which is delivered upon request, i.e., portable smart station, computers, etc. The college is planning to convert all classrooms into smart rooms. A copy of the plan has been placed in the supplemental documentation.2

Classrooms, labs, offices, and public areas are furnished appropriately for work, study, and research by students, faculty, and staff. Special needs students are provided with special desks and chairs upon request through the Disability Resource Center.

8.A.4Management,MaintenanceandOperationAdequateforQualityandSafetyEach of the three campuses falls under a Chief Campus Administrator (CCA), who is responsible for overall campus administration and leadership. The CCA reports directly to the President on institutional, governmental and legislative matters, and works collaboratively with vice presidents, deans, academic chairs and directors on campus and college-wide initiatives. Each CCA administers operational budgets, supervises personnel, supports workforce and economic development, and oversees the operations of the facilities. They are also responsible for the administration of several education centers and sites around the Las Vegas valley, surrounding communities, and rural areas in Nevada. Each of these outlying sites also has a site manager responsible for that site, who meets monthly with the CCA and provides a progress report. The CCA’s primary goal is to ensure campus operations are working efficiently and nothing impedes instructional activity. To ensure safety, CCSN’s Chief of Police is charged with specific responsibilities and duties relating to student safety.

8.A.5Health,SafetyandAccessibilityIt is the continued goal of CCSN to ensure facilities meet or exceed ADA (Americans with Disabilities Act) requirements. CCSN is proactive with ADA facilities requirements. The Disability Advisory Committee (DAC) was formed to address ADA complaints.

In May 2004, the DAC completed a walk-through of the three main campuses, noting areas that either did not meet ADA requirements or met minimum ADA requirements, but were nonetheless potential problems for ADA students and therefore areas of concern.

The campus walk-through teams consisted of the CCA, campus O&M supervisor, campus Director of Student Services, campus Disability Specialist, and an ADA student from each campus. The ADA Checklist for Readily Achievable Barrier Removal (August 1995, Adaptive Environments Center, Inc. Barrier Free Environments, Inc.) was the resource document used to assess compliance. A summary checklist was prepared to evaluate the facilities.

The team reports were reviewed by the Disability Advisory Committee that ranked each finding by campus. The report rankings included the following rating scale:

Essential to student ability to access a classroom or program, imminent safety hazardImportant, seriousRequired for health and safety of students and faculty

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In September of 2004, the report was submitted to CCSN’s Site Planning and Construction Department for review and, where needed, corrective actions.3 This department ensures that all new construction meets or exceeds minimum ADA standards. Prior to opening new buildings, CCSN conducts a walk-through with ADA representatives to ensure ADA compliance.8.A.6and8.A.7Off-CampusFacilitiesCCSN offers courses away from its main campuses, both at facilities it operates, as well as at facilities owned and operated by other organizations. In the spring 2006, 56 different locations were used away from the main campuses, not including CCSN regular remote locations. Courses are conducted either in classrooms or rooms specifically designed for a certain type of training. Classrooms are equipped with overhead projectors, TV/VCRs, projector screens, whiteboards, desks or tables, and chairs. Building and classrooms are ADA-approved for accessibility and usually are located on a major public transit route. Computer labs are well maintained and up-to-date. All classes held at the off-campus facilities are appropriate to what they offer.

Apprenticeship classes are offered at various training facilities; classes for prison inmates are held at the prison. Facilities have been inspected and approved by the city/state and therefore comply with ADA policies and procedures.

The Hospitality Institute conducts programs on site at CCSN and also at various gaming locations. The Institute also conducts a retreat for gaming properties in Mesquite, Nevada, including the Virgin River, CasaBlanca, and Oasis Hotel and Casino. CCSN facilities utilized include classrooms, conference rooms, Nicholas J. Horn Theater, gaming lab, and ballrooms and conference rooms at CasaBlanca Hotel and SunCoast Hotel. Under the Workforce and Economic Development Division, classes are held at either a CCSN, CCSD facility or at a physical facility appropriate to the program offered. All locations for classes are ADA compliant with the exception of the CCSN Sahara West Center and the Henderson Business Resource Center (HBRC) affiliated site. CCSN’s Site Planning and Construction Department developed plans to bring these facilities into compliance.

The Division of Health Sciences operates primarily at the Charleston Campus. Additional instructional space is used at Cheyenne, Palo Verde, Green Valley, Mesquite, and Pahrump. Based on demand in the rural areas of Nevada, the Division is expanding certain programs into the Mesquite and Pahrump areas. When space is needed at Green Valley, it is available.

The Division of Mathematics and Sciences has an excellent outreach program for residents of rural areas and other underserved locales. In the past, the Biology Department has offered Biology for non-majors at the Pahrump and Nellis facilities, but because of lack of instructors, these courses are no longer offered.

The Physical Sciences Department offers several classes at rural campuses and at several tech centers in the Las Vegas area. Classes offered are usually general education and science classes. These include: Introduction to Environmental Science, Chemistry, Man and Society, Geography 103, and Astronomy 101 at Boulder City, Western, and Green Valley High Tech Centers as well as at Nellis Air Force Base and Southern Desert Correctional Center. The Mathematics Department has offered both developmental and university transfer classes at the following sites: Nellis AFB, Mesquite, Overton, Boulder City, Pahrump, Caliente, and two prisons (Southern Nevada Women’s Correctional Center and Southern Desert Correctional Center.) Some other specific sites where classes are offered off-campus include:

Site ClassBrass Tacks Ranch HorsemanshipBright Brothers Trading Company Stock TradingCallaway Golf Center Golf

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Create Develop & Flow Academy Kick Boxing & T’ai ChiCreative Cooking School Cooking ClassesCreative Dance Studio Dance ClassesDesert Divers SCUBA DivingGlass Art Studio Stained GlassAKA Designs PotteryLorenzi Racquet Club TennisStudio One Dance Classes Standard8BEquipmentandMaterials

8.B.1.SuitableEquipment

TechnologyStudents at all CCSN campuses and satellite sites have access to cutting edge computer technology in both the classrooms and the Interactive Learning Centers (ILCs). This technology supports instruction in all disciplines, not just Information Technology (IT) related programs. Smart classrooms bring multimedia technology to traditional classrooms as well as computerized classrooms to accommodate all types of media presentations.

State-of-the-art Cisco® equipment forms the basis of CCSN’s networking backbone, supporting all CCSN sites throughout the Las Vegas Valley area. Upgraded Dell® servers are located at each of the three main campuses and four high tech centers, with a 4TB SAN hosting student home directories located at the Cheyenne Campus. A new gigabyte fiber link connects the Charleston and Cheyenne campuses; System Computing Services (SCS) provides all Internet service provider (ISP) services to the college. Voice-over IP (VOIP) technology is installed at the Green Valley High Tech Center and in the Cheyenne Campus’ Telecommunications Building.

The IT Division’s rigorous equipment management program has been responsible for tracking technology inventory and continuously rotating computer and network equipment to keep CCSN’s technology at the cutting edge. Through the combined efforts of several departments, all new equipment is received, recorded into inventory, assigned a property identification number, and placed in service. Newer systems are filtered to faculty and staff. Older equipment is prepped for either public auction or disposal; in both cases the equipment is removed from site inventories by the responsible managers and from the master inventory by Business Services’ asset manager.

BusinessProgramsThe Resorts and Gaming Department controls $2.2 million in equipment for its Culinary and Food and Beverage programs. There is an ongoing maintenance contract for this equipment to ensure program goals are achieved. Food materials are stored, secured, and inventoried on a regularly scheduled basis. Computers are maintained and upgraded according to state regulations. Although funded, several smart classrooms are not yet ready for student use.

HealthSciencesThe Division of Health Sciences received substantial outside grant funding to purchase lab equipment. A newly constructed 85,000 square foot Health Sciences building opened at Charleston in fall 2005. The labs for the building were furnished with a $500,000 federal grant. The labs are large and equipped with up-to-date lab furnishings and computers as well as many teaching models, especially in the anatomy and physiology labs. Other health programs, not located in the new building, also receive substantial funding from outside sources. For example, the phlebotomy program received funds to expand into the Mesquite area of rural Nevada.

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All Health Sciences labs located outside of the new building are well-equipped with computers and lab equipment. All spaces and equipment are readily available to students and faculty. Cheyenne has four labs and can offer all lecture lab classes on campus. There are plans to expand the Cheyenne facilities.

ArtsandLettersThe Division of Arts and Letters features state-of-the-art equipment including a new recording studio at Cheyenne. “Whisper rooms” for recording purposes are scheduled to open on all three campuses in spring of 2006. Cheyenne features an art gallery, two theaters, a recital hall, and several other rehearsal rooms. The Art Department has facilities for studio work and pottery, among others. English and International Language departments are served by writing centers and language labs respectively.

DivisionofMathematicsandSciencesThe Biology Department has multiple labs at the three main campuses. At the Charleston in the newest facility, there are seven labs, each individually and specifically dedicated to specific disciplines. Two are dedicated to Anatomy and Physiology I and II, one to Fundamentals of Life Science (first semester Biology majors), one to Cell and Molecular Biology (second Biology semester majors), one to Organismal Biology (third semester Biology majors), one to General Biology for non-majors, and one to Microbiology. At Cheyenne, there are four labs, so some disciplines share lab space. One lab houses both Anatomy and Physiology I and II, one houses three disciplines, (Fundamentals of Life Sciences, Cell and Molecular Biology and Organismal Biology), one lab is dedicated to non-majors Biology, and the last lab serves Microbiology.

At Henderson, there is one lab and the college can offer two disciplines: Fundamentals of Life Sciences, and Cell and Molecular Biology. Each year the equipment in these labs is updated. A staff of seven research associates maintain the equipment and materials and ensure sufficient quantities of materials in each lab to meet institutional educational goals. The research associates are divided among the campuses – four at Charleston, two at Cheyenne, and one at Henderson – to give the Department sufficient lab support at each campus.

The Physical Sciences Department has received adequate funding for the Charleston facility from the building fund to purchase costly non-consumable equipment. Additionally, the Department has obtained funding for additional equipment at Cheyenne and Henderson labs from the college’s Budget and Technology committees. This will enable the expansion and incorporation of new technology into the lab science curriculum.

The Physical Sciences Department maintains multiple labs at main campuses. The newest and largest lab facility is at Charleston with eight Physical Sciences labs, (one for Astronomy, three for Chemistry, one for Geography, one for Geology and two for Physics). For the Chemistry labs, one is dedicated to General Chemistry I, the second to Chemistry for Health Sciences and General Chemistry II, and the third is dedicated to Chemistry for Health Sciences II and Organic Chemistry I and II. Additionally at Charleston, there is an instrument room located between the Chemistry for Health Sciences I and Organic Chemistry labs. Cheyenne offers five Physical Sciences labs, (one for Astronomy and Geography, one for Chemistry, one for Geology, and two for Physics). Henderson has three Physical Sciences labs (one for Geology and Astronomy, one for Chemistry, and one for Physics).

8.B.2MaintenanceofEquipmentAnnually, the college budgets not only for new equipment, but also for maintenance of current equipment. This includes repair and updating of equipment and replacement of all consumable supplies. CCSN operates many programs, all with their own individual needs. Equipment inventories are the responsibility of the department chair; each department received an inventory listing in April 2005 and provided a verification of equipment location. In addition, each academic

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division developed a policy and procedure on the maintenance of equipment inventories. Academic departments must perform an annual equipment inventory. All equipment is tagged upon receipt and an inventory asset tag is affixed. When equipment is moved from one location to another, a property movement form is completed to track the movement with information relayed to the Inventory Control Manager. Specialized laboratory equipment is replaced, and/or upgraded, when the cost to repair exceeds replacement cost. The standard operating practice is not to incur annual maintenance agreements on equipment.

8.B.3HazardousMaterialsBiomedical hazardous waste materials are stored in central locations on the Charleston Campus. The biomedical hazardous waste materials are contracted to an outside vendor for pick-up and disposal. The Exposure Control Manager monitors the compliance of health science faculty, students, and staff with proper handling of these materials. Employees are provided a pamphlet “Hazardous Materials: Right to Know Safety Training.” The Environmental Health and Safety Office provide additional training on an as-needed basis. Material Safety Data Sheets (MSDS) files are kept in the work area where hazardous materials are stored.

8.CPhysicalResourcesPlanning

8.C.1CampusFacilitiesMasterPlanThe CCSN Strategic Plan provides the overall comprehensive direction for the activities of the institution. Through the planning process, which engages community leaders and partners, students, and internal constituencies, the direction, goals, and objectives of the institution are identified and solidified in meeting the needs of CCSN customers and service area. The Academic Master Plan is the key component that takes the Strategic Plan and develops specific strategies to implement service and satisfy needs of CCSN’s service areas and residents. The Campus Facilities Master Plan is the mechanism used to address facility planning; it outlines overall development of facilities and campus sites. Future renovation and new facilities are identified through the priorities and needs outlined by the Strategic Plan, and more specifically, the Academic Master Plan. Enrollment trends and standards that provide for square footage assignments and facility needs are reviewed and identified. The cohesiveness of our strategic, academic, and campus master planning ensures thorough and unified planning is engaged and developed for the institution.

The Campus Facilities Master Plan is currently under revision. It is part of a collaborative process involving the President, Vice Presidents, chief campus administrators, deans and faculty, staff in the areas of site planning and facilities management and institutional research, community leaders, advisory committees, and students. The college envisions the use of an external professional organization in facilitating this process.

8.C.2AcquisitionofFundingThe current process of soliciting funds from the Legislature includes the following steps.

Nevada System of Higher Education (NSHE) institutions develop capital funding request(s) for projects anticipated during the legislative cycle.

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The institutions present their capital project funding requests to the Board of Regents in approx. March of even-numbered years. The Board develops a comprehensive system-wide priority list of capital project funding requests to present to the Governor. This process is completed in approx. May of even-numbered years. Working with the State Public Works Board, the Governor reviews all state agency capital funding requests and provides recommendations to the Legislature. These priorities and funding recommendations are completed on or about the time of the Governor’s State of the State address in January of odd-numbered years. The Legislature reviews the priorities, holds subcommittee hearings, and develops funding recommendations for the Senate Finance and the Assembly Ways and Means committees. The committees’ recommendations are presented as a part of the all-inclusive budget presented to the Governor for final approval and implementation.Funding for approved projects are appropriated to the institutions as defined in the State budget.

8.C.3DisabilityAccessandSecurityAll current planning for new buildings, landscaping, and remodeling is accomplished with care to assure that needs of the disabled are taken into account. A Disability Advisory Committee (DAC) made up of administrators, faculty, students, and staff carefully reviews plans for such activities to ensure CCSN complies with both code standards and 504 requirements. Particular care is taken to ensure that, after a building has been constructed in accordance with code, barriers are not constructed to disenfranchise physically impaired students. When instances of this are discovered, the Americans with Disabilities Act (ADA) Coordinator works closely with the DAC and the Director of Site Planning and Construction to identify and correct any compliance issues.

TheCCSNDepartmentofPublicSafetyandPoliceServicesThe Department of Public Safety and Police Services (DPSPS) operates offices located at each of the three main campuses; individual officers are also posted at several of the urban and rural centers. The Department takes proactive measures to create and maintain a safe environment for all members of the college community and its guests.

DPSPS consists of a chief of police, deputy chief of police, three sergeants, college security specialist, operations coordinator, and 58 contract security officers. The Chief of Police reports to the Vice President of Administrative Operations. All campus public safety officers are service-oriented security professionals trained to handle security and safety matters on campus. All members of the Department are trained in first aid and CPR. All public safety personnel carry a two-way radio, flashlight, and wear distinctive uniforms. Security officers are non-sworn officers and do not have arrest power above that of a private citizen.

Security officers are deployed throughout the campus at stationary posts, in a campus security vehicle, on bicycle patrol, and on foot patrol. A marked public safety vehicle is used primarily for perimeter patrol. Officers work overlapping shifts on 7-3 and 3-11 tours. This type of deployment allows for optimum coverage during peak hours and also permits the officers to engage in community relations programs for public safety to better interact with students, faculty, staff, and visitors.

DPSPS conducts excellent working relationships with the other law enforcement authorities including the Las Vegas Metropolitan Police Department, the North Las Vegas Police Department, the Henderson Police Department, the Nevada Highway Patrol, the Clark County School District Police, the Nye County Sheriff’s Office, the Boulder City Police Department, Mesquite Police Department, and Lincoln County Sheriff’s Office, as well as federal agencies such as the FBI.

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Public safety personnel staff the office 24 hours a day, 365 days a year, including holidays. In addition, emergency red and yellow call boxes are located throughout the campuses. DPSPS encourages all students, faculty, staff, and visitors to quickly report actual or suspected criminal behavior or other emergencies that occur on campus.

DPSPS will accept for investigation a report of a crime from any member of the college community. In cases of off-campus criminal activity, the complainant is encouraged to report the incident to the proper law enforcement authorities. CCSN has always advocated prompt and accurate reporting of all crimes. Every report of a criminal incident received is recorded on a CCSN Campus Security Incident Report and assigned a sequential number for that reporting period. All crimes reported are logged into the daily crime log and reports are filed with a unique identification number. The daily log contains the nature of the crime, date, time, general location, and disposition of the complaint. Also crime information is exchanged between the college’s police department and local police authorities. In compliance with the Student Right to Know “Clery Act,” CCSN’s crime reporting statistics are published annually and are available at the DPSPS Information Center and website http://www.ccsn.edu/bsf/securityhome.htm.

8.C.4ReviewandApprovalofFacilityChangesFacility need is identified based on programmatic growth, academic master planning or strategic initiatives. Facility recommendations include facility description, justification, size estimate, and cost projections, all developed into a comprehensive plan for presentation to the Vice Presidents and President for consideration.

Initial project conception is reviewed with the Vice Presidents and President for approval to proceed with planning. Project planning is developed that identifies specific needs based on program enrollment, space needs (specialized laboratory, classrooms, work areas), program disciplines, anticipated program development, and other relevant factors. Planning is accomplished through direct participation with the program and/or discipline faculty, the appropriate Chief Campus Administrators, and Site Planning & Facility management to ensure campus placement is consistent with the campus master plan. If approved, the project is infused into the Capital Project Requests presented to the Board of Regents on behalf of the college. In even numbered years, the Board hears all NSHE campus requests for capital funding, and prioritizes all requests for presentation to the Governor and the Legislature.

Summary

StrengthsCCSN’s administration has been very committed, vocal, and persistent in promoting the need for capital projects at CCSN when speaking to the Nevada Legislature and with community constituents. Effective presentations resulted in a substantial increase in funds allocated to CCSN during the 2005 budget session for new facilities that totaled $40 million.

New construction and renovation projects have been completed mostly on schedule with minimal interference with the start of semester classes. This is due largely to the outstanding work performed by all members of the college’s Site Planning and Construction Office. This office is comprised of a director with exceptional background in construction planning, an architect, and several staff with specific facilities-related work experience and training.

The college has brought on-line four new buildings in 2004-2005 and will be adding two buildings in the near future, also state-of-the-art in design and technology.

ChallengesA Facilities Master Plan should be developed for the entire college. This plan should correlate to CCSN’s overall Strategic Plan and include detailed information related to the growth needs for each

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campus and each off-site location. Decisions about the allocation of existing and proposed space should be linked to the Master Plan with appropriate funding identified at the time the allocation of space is approved. Rationale for planning decisions should be clear and transparent.

As the college continues to grow, sufficient office, classroom, conference, and parking space is a concern for all three campuses.__________________________1 Room Assignment Priorities – Located in Documentation Room2 Conversion to Smart Classroom Plan – Located in Documentation Room3 Review of Disability Advisory Committee Team Report – Located in Documentation Room

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Standard 8 Subcommittee

Thomas Brown, Chair

Jesse Barela

A. B. Bell

Shawn Claxton

Bob Gilbert

Dr. Kathryn Jeffrey

Dr. Joan McGee

Dan Morris

Paul Pate

Debra Solt

Debbie Tanner

Jana Wolf

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SUPPORTING DOCUMENTATION FOR STANDARD EIGHT

Required Exhibits Exhibit # Name of Exhibit1. Policy statements concerning 8.1 • Access To Facilitiesaccess to campus for various • Facility Usage Application and Agreementconstituencies, visitor • NSHE Board of Regents Handbook, Title 4,information, security and public Chapter 1, Section 12: NSHE Police and Security Forces • CCSN Department of Public Safetysafety and Police Services Policy • CCSN – Campus Vehicular and Pedestrian Traffic Regulation • Emergency Procedures (Posted in every room)2. Schedule for replacement 8.2 All instructional equipment dollarsof instructional equipment and are budgeted directly to the instructional units,examples of inventories which including Library/Media, and their equipmentare maintained is replaced as needed. Examples of inventories that are centrally maintained are included here.3. Campus facilities master 8.3 • CCSN Charleston Campus Siteplan and accompanying maps Plan and Proposed Future Site Planthat indicate changes over the • CCSN Cheyenne Campus Site Plan andpast several years Cheyenne Campus Proposed Master Plan • CCSN Henderson Campus Site Plan and CCSN Henderson Master Plan • CCSN Boulder City Site Plan/Project Data • CCSN Green Valley High Tech Center Site Plan/Project Data • CCSN Pahrump High Tech Center Site Plan/ Project Data • CCSN Summerlin High Tech Center Site Plan/Project Data • CCSN Western High Tech Center Site Plan/ Project Data • CCSN Sahara West Site Plan/Project Data • Virgin Valley Elementary School for Community College of Southern Nevada (Site Plan) 4. Annual and long-term plans 8.4 • Capital Improvement Committee - Projectfor remodeling, renovation, and Request Logmajor maintenance • Capital Improvement Project Request (Form)5. Major property additions or 8.5capital improvements during thepast three years and those plannedfor the next three years

SuggestedMaterials Exhibit# NameofExhibit1. Space utilization studies 8.6 University and Community College System of Nevada Utilization of Instructional Space Fall 20032. Measures utilized to determinethe adequacy of facilities for theinstitution’s programs and services

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STANDARD NINE

Institutional Integrity

OverviewCCSN has expressed its aspirations through its mission statement… “identifying the needs of the citizens of Southern Nevada and providing educational and support services to meet those needs...” 1 and today extends those aspirations by boldly asserting ... “we will focus on restoring public confidence, improving student success, enhancing our academic reputation, and mapping our future.” 2 Critical to success in this endeavor is a willingness to demonstrate that the institutional integrity guiding this institution for many years has not been set aside to focus on growth. It is an integrity marked by (1) a climate of trust existing between administrators, faculty and students; (2) a firm determination to provide ethical and fair treatment for all; (3) a foundation of respect for all members of the academic community; and (4) a willingness to honor all commitments and be held accountable for them.

9.A.1EthicalStandardsEthical standards guide the NSHE Board of Regents and CCSN administrators, faculty, and staff. Standards are found in the Board of Regents Handbook, that not only expresses the desire to serve the state of Nevada well, but also details those guidelines that must rule the actions of administrators, faculty, and staff in providing educational services. These guidelines are augmented by the college in a number of documents outlining in greater detail the policies and procedures that must be followed to achieve ethical consistency. These documents include the “Professional/Staff Handbook,” the “Adjunct Faculty Handbook,” the “General Catalog and Student Handbook,” and the “Faculty Senate Bylaws.”

The importance the college attaches to institutional integrity is exemplified in the survey conducted in fall 2005. The survey instrument was designed to explore the awareness of involvement with various areas of CCSN policy among different CCSN constituents. A summary of survey responses appears here.

CCSN2005InstitutionalIntegritySurvey:ASummary

StudentResponses:An electronic survey was administered to 535 currently enrolled students; 469 surveys were completed and 69 only partially. The survey solicited students’ awareness of eight areas of internal policy, effectiveness of the policies, and the students’ perceptions of the impact.

Findings: CCSN students are, by in large, unaware of the policies and procedures. However, they do appear to have faith that policies are in place and consistently applied.

FacultyResponses:An electronic survey was administered to 399 full-time academic faculty members; 174 surveys were completed and 15 surveys only partially completed. The survey solicited faculty awareness of eight areas of internal policy, effectiveness of the policies, and faculty perception of their effect.

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Findings: Faculty recognize the on-going effort to revise and establish policies and procedures; many talked about policy inconsistencies (probably from past experience) and ineffectiveness of policies to resolve issues. Many expressed unawareness about the location of those policies and suggested improving the CCSN web site.

AdministrationResponses:An electronic survey was administered to 43 full-time administrators; 28 surveys were completed and 1 only partially. The survey solicited administrators’ awareness of eight areas of internal policy, effectiveness of the policies, and the administrators’ perceptions of their effect.

Findings: Administrators indicated policy and procedures were an area of concern needing improvement. While there were many negative comments, many areas of positive comments surfaced, such as respect for colleagues. Accessibility of the policies is a concern, as is awareness about policies on conflict of interests.

ClassifiedStaffResponses:An electronic survey was administered to 276 classified members; 84 surveys were completed and 15 only partially. The survey solicited classified staff awareness of eight areas of internal policy, effectiveness of the policies, and staff perceptions of their effect.

Findings: The majority of classified staff are aware of policy and procedures in areas of concern that affect their work environment, such as affirmative action, hire and retention, evaluation and promotion, and development. They were less aware of policies concerned with required reports and conflict of interests.

CommunityFocusGroupResponses:In spring 2005, several focus group interviews were conducted in collaboration with the Office of Institutional Research, Marketing Department, and MRC Group, with the following findings:

CCSN needs a strong marketing professional to initiate and effectively brand the institution.CCSN is perceived positively in the community as an educational institution, but the need for greater public knowledge and awareness of the actual benefits and services offered to students was made very evident across all groups.The need for more knowledgeable staff in the Financial Aid and Student Services offices was mentioned repeatedly.The need to build a network of professional business partners, as a way of branding the institution to provide a credible alternative to the large universities, was mentioned.All groups felt that CCSN professors were “practical teachers teaching practical lessons” to the benefit of students, business, and the community.3

Since that survey was taken, the college website has been revised to include all approved CCSN policy and procedure documents in order to increase employee awareness of policies and procedures. Additionally, as new policies are approved, they are communicated to deans and chairs for further dissemination.

To assist with awareness of policy development and input opportunities, the Faculty Senate has modified its website to list all policies under development, provide full text of drafts, and indicate which Senate committee is reviewing the policy.

InstitutionalActivityA brief review of several recent actions demonstrates the earnestness by which CCSN seeks to pursue its mission and commitment to students and the community.

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To increase the effectiveness of its activities in dealing with personnel matters, the college modified its Office of Human Resources and made it an integral part of Administrative Operations.In January 2005 the college put into place a new procedure for recruitment and hiring of new employees and distributed a manual to support this effort. The purpose of this action was specified as follows: Hiring Procedure is to provide a detailed and standardized process by which the Community College of Southern Nevada shall make decisions about which persons will and will not be newly appointed to CCSN full-time professional staff (including the academic faculty and administrative faculty), and to do so in lawful and fair manner designed to identify those job applicants who are best qualified and suited for employment at CCSN.4

It has been noted that CCSN is the institution of choice for minority students in the state. To better serve the needs of this growing student population the college created the position of Director of Diversity and this position unimpeded access to the President. The college’s commitment to diversity in hiring and non-discrimination in hiring is to be attached to every recruitment notice. New training programs have been developed and all individuals serving on hiring committees must complete this program and be certified prior to committee service.Supervisors have been barred from having supervisory authority over relatives.5

The college has further committed itself to the academic success of its students by greatly increasing in-house tutoring for students, and by contracting with an outside supplier to provide online tutoring to distance education students.To further enhance student success, an early warning alert system allows faculty members to alert those responsible for the student retention program about nonperforming students. This preemptive, early intervention service allows Student Services to contact such students and seek to provide needed support.

9.A.2PolicyEvaluationandRevisionAs is evident from the discussion in 9.A.1, the college does revise policies and procedures as evidence accumulates that such changes are needed. To assist in this process, a Policy and Procedures Committee developed a standard format for issuing policies and procedures, and provided suggestions for needed policies.

CCSN’s process for revising policies proceeds to the Faculty Senate and then to the President for review and approval. In the last 12 months, the Senate has considered approximately 35 policies.

During the college’s period of rapid growth, not all policy and procedure changes were performed in an appropriate time frame nor disseminated evenly throughout the college. Special attention is now given to regular policy evaluation, timely revision, and broad dissemination of policy changes. Adding new vice presidents from institutions where established policies and procedures worked well, has accelerated the evaluation and revision of CCSN policies. While the website is the primary information resource, updates are regularly discussed with deans and chairs, and other campus communications focus on new policies.

9.A.3IntegrityofPublicationsCCSN is primarily interested in ensuring that the public, students, faculty, and staff have an accurate and honest picture of the college from the various documents that it produces and distributes. The college revises and publishes a new catalog annually. It is closely examined to guarantee that its information is accurate and complete, and that whatever changes are warranted because of policy or procedure modifications are represented. In addition, within the past few years, the student handbook is not published as a separate document, but is published as part of the catalog. Publishing the two volumes jointly is not only an added convenience for students, but also

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a further guarantee that information presented is complete with minimum conflict between policies and procedures. Most of this information is also available through the college’s website.

Within the catalog and other official publications, the college demonstrates its commitment to equal educational opportunity and to notifying students and the community of their rights and responsibilities within the college. Law mandates some of these, and others are part of the college’s effort to make full disclosure. The current catalog contains a statement on student right to privacy and a form wherein students can waive or not waive the disclosure of directory information,6 financial aid information,7 information on how the college meets its responsibilities to students with documented disabilities, immunization policy under state law,8 the sexual harassment policy,9 policy governing student records,10 student hearing and student appeals,11 and information and statistics in conformity with the Clery Report.12 9.A.4ConflictofInterestIn addition to certain general strictures imposed by the NSHE on actions emerging from a possible conflict of interest, the college has adopted other measures to prevent conflict of interest by CCSN employees:13

a nepotism policy regarding the supervision of employeesa new hiring procedure to maintain the integrity of the hiring process14 Professors authoring a textbook are barred from serving on any textbook selection committee where that book might be considered15

A new Grant Policy Handbook details ethical considerations for faculty under terms of a grant, and regulations of the college governing grants16

9.A.5AcademicFreedomCCSN’s policy on academic freedom affirms its commitment to the free pursuit and dissemination of knowledge consistent with its mission and goals. Further, the Board in its policy documents recognizes the expression of academic freedom for all faculty members and invited guests in research, publishing, the classroom, and in public forums outside the classroom. This section of the code also specifies obligations and responsibilities of academic freedom within the code.

There is ample evidence of the free pursuit of knowledge and the dissemination of ideas afforded at CCSN. Some examples are: CCSN student newspaper (Coyote Press); extension courses formed to meet expressed community need; Speakers Bureau that (a) matches college speakers for community events and (b) invites speakers of different persuasions and viewpoints to address the academic community; departments, classes, and clubs that invite a wide variety of speakers; faculty who without restriction comment regularly through the media on matters of public interest; and the college’s weekly “Ideas on the Air” broadcast on Nevada Public Radio that informs Southern Nevada about CCSN and community newsmakers.

Summary

StrengthsThe college realizes that maintaining high ethical standards requires alertness to needed improvements and decisive action to establish programs to remedy those deficiencies.CCSN created a dynamic alert and intervention system to identify and rescue non-performing students with necessary support.The move to provide consistency of format and college-wide access for approved new policies will allow them to be absorbed more easily, rapidly, and effectively.The College Catalog is now on an annual revision schedule and is combined with the Student Handbook.

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Standard Nine 1�5

The current emphasis on policy review and clarification has raised the awareness of many to ethical lapses that inadvertently could compromise the college.

ChallengesIn a growing organization, there is greater need for consistent and continual communication of goals, objectives, and strategies (action plans).Policies and procedures, Faculty Senate bylaws, CCSN bylaws, and the Professional Staff Handbook need continuous review, revision (as needed), and communication to the CCSN community.Internal controls on work processes and policy compliance need systematic monitoring.

Plans for ImprovementThe college must make more consistent use of its website to announce and explain new policies. __________________________1 General Catalog and Student Handbook, 2005-2006, Community College of Southern Nevada, P.22 “A Vision of Blue Skies Ahead: A Blueprint for Mapping CCSN’s Future” mis found in documentation room3 CCSN Institutional Integrity Surveys found in documentation room 4 http://www.ccsn.edu/docs/final_hiring_procs.doc5 See http://www.ccsn.edu./hr/Policy/nepotism_policy.pdf6 General Catalog and Student Handbook, P.47 General Catalog and Student Handbook, P.15, 298 General Catalog and Student Handbook, P.339 General Catalog and Student Handbook, P.39-4110 General Catalog and Student Handbook, P.4311 General Catalog and Student Handbook, P.45-5012 General Catalog and Student Handbook, P. 52, 6213 http://www.ccsn.edu./hr/Policy/nepotism_policy.pdf14 http://www.ccsn.edu/docsfinal_hiring_procs.doc15 http:// www.ccsn.edu/senate 16 Grant Policy Handbook available in Grant Office, Cheyenne Campus

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1�6 Standard Nine

Standard Nine Subcommittee

Dr. Charles Okeke, Chair

Diana Clennan

Jim Culliver

Dr. Frank DiPuma

Richard Howe

Chris Kuchuris

Angela LaSala

Dave Morgan

Victoria Nunez

Venus Ramirez

Mitzi Ware

Dr. Mary Williams

Standard Nine 1�7

SUPPORTING DOCUMENTATION FOR STANDARD NINE

RequiredExhibits Exhibit# NameofExhibit1. Statement or policies on 9.1 • Academic Freedom Policy (From CCSNacademic freedom Faculty Senate Handbook • CCSN Policy: Academic Freedom • NSHE Board of Regents Handbook, Title 2, Chapter 2: Academic Freedom and Responsibility2. Statements of policies on 9.2 • NSHE Board of Regents Handbook, conflict of interest Title 4, Chapter 1, Section 3: Statutory and Policy Prohibitions for Members of the Board of Regents • CCSN Nepotism Policy • CCSN Policy: College Equipment and Property; Use of • NSHE Board of Regents Handbook, Title 4, Chapter 1, Section 25: Personal Use of System Property or Resources • NSHE Board of Regents Handbook, Title 4, Chapter 1, Section 22: Computing Resources Policy • NSHE Board of Regents Handbook, Title 4, Chapter 10: General Business Management3. Policies which guarantee fair 9.3 • NSHE Board of Regents Handbook, Title 2,treatment of faculty, Chapter 2: Academic Freedom and Responsibility • NSHE Board of Regents Handbook, Title 5,administration, staff, and students Chapter 1: Community College of Southern Nevada Bylaws, Section 3, Policies and Procedures Relating to Faculty Welfare • CCSN Tenure Process (For Tenure as Academic Faculty) • CCSN Policy: Academic Officers • NSHE Board of Regents Handbook, Title 4, Chapter 8: Student Recruitment and Retention Policy, Equal Employment Opportunity Policy and Affirmative Action Program for the Nevada System of Higher Education • NSHE Policy Against Sexual Harassment and Complaint Procedure, Board of Regents Handbook, Title 4, Chapter 8, Section 13 • NSHE Board of Regents Handbook, Title 4, Chapter 16: Student Admission, Registration, Grades and Examinations • Student Rights and Responsibilities: CCSN Student Conduct Code • CCSN Policy: Disruptive and Abusive Student Policy • CCSN Procedure: Procedures for Handling Disruptive and Abusive Students • CCSN Diversity Statement • Office of Equity & Diversity Subcommittee • Alcohol and Drug Free Workplace - Policy Statement • Disclosure of Improper Governmental Action

1�8 Standard Nine

• NSHE Board of Regents Handbook, Title 4, Chapter 1, Section 26: Disclosure of Student Education Records and Directory Information • NSHE Board of Regents Handbook, Title 4, Chapter 1, Section 28: Privacy of Protected Health Information • Policy Statement – ADA • CCSN Distance Education Handbook4. Copies of print and 9.4 • Folio of assorted print materialselectronic promotional materials • List of electronic links to promotional materials5. Codes of conduct, statements 9.5 • CCSN Ethics Committee Policy andof ethical behavior Procedure Manual • NSHE Board of Regents Handbook, Title 4, Chapter 1, Section 2,: Ethical Code of Conduct for Regents • NSHE Board of Regents Handbook, Title 4, Chapter 1, Section 3: Statutory and Policy Prohibitions for Members of the Board of Regents • Professional Staff Handbook, Section Three, 3.2: Professional Ethics

OtherMaterials Exhibit# NameofExhibitStandard Nine Endnote 2 9.6 “A Vision of Blue Skies Ahead: A Blueprint for Mapping CCSN’s Future”Standard Nine Endnote 3 9.7 CCSN Institutional Integrity Survey, Fall 2005 Faculty Responses • Administration Responses • Classified Staff Responses • Student Responses 9.8 Community Perceptions of CCSN: Summary Report (Spring 2005)Standard Nine Endnotes 4 9.9 CCSN Hiring Procedureand 149.A.1 9.10 Search Committee Orientation Package9.A.2 9.11 Policies and Proposals for Senate Review9.A.2 9.12 CCSN Procedure: Formulation, Issuance, & Revision of CCSN Policies

InstitutionalAccreditationSelfStudySteeringCommittee

Thomas Brown

Dr. Carlos Campo

Patty Charlton

Dr. Dorothy Chase

Cipriano Chavez

Dr. Frank DiPuma

Dr. Darren Divine

Clarissa Erwin

Cassie Gentry

Ann Johnson

Dr. Terry Jones

Dr. Terry Norris

Victoria Nunez

Dr. Charles Okeke

Dr. Tom Peacock

Dr. Mike Richards

Benjamin Scott

Dr. Al Valbuena

Mitzi Ware

Dr. Glynda White

Hyla Winters

Kelley Wuest