OVERVIEW

Quinebaug Valley Community College is one of the twelve public colleges that comprise the Connecticut community-technical college system. It was established in 1971 as a community college, and in January 1993 through statutory change became a comprehensive community college that includes technical programs. The College’s service area is Windham County. The main campus is located in Danielson in a building opened in 1983 on 69 acres. A center was established in 1986 in Willimantic to better meet the needs of students in that section of the service area, particularly Hispanic citizens. This has grown to serve approximately twenty percent of enrollment in primarily general college courses with a small ESL program. The New England Association of Schools and Colleges, Inc. and the Connecticut Board of Governors accredit the college.

Northeastern Connecticut is known for its rich history, scenic and undeveloped land, and a strong sense of community. It also has an average family income and educational attainment level that are among the lowest in the state and an unemployment rate typically the highest in the state. There is no public transportation across the service area and little to other parts of the state. The percentage of high school students that continue in postsecondary education is also among the lowest in the state, and all school systems in the service region are in the lowest three Education Reference Groups based on socioeconomic factors. It is said by some that if Windham County were a city, it would rank as one of the poorest in the state. The eastern portion of the service area is rural, but the southwestern portion contains the city of Willimantic, with the ensuing common urban characteristics. The economy is comprised of medium and small businesses. Great need exists for a high quality, affordable, flexible, open access educational institution.

The College has responded to the educational needs of the community since its inception. The College exists only because the citizens of northeast Connecticut demanded a community college, and thus the College feels a covenant with its community. Services and programs have been developed and terminated as the needs of the area change. The College enjoys bipartisan support from elected officials at both the local and state level and has an active Foundation. Staff are involved in a multitude of local organizations, often in leadership roles. College staff have also been actively involved in every system initiative and program.

The College serves a student population with diverse educational goals, socioeconomic characteristics, ages, and academic preparedness. The population served includes an increasing number of traditional college age students directly from high school, homemakers returning to school, adults coming off public assistance, adults seeking new employment-related knowledge and skills, senior citizens, and those for whom English is not the native language. The College consistently has the highest percentage of female students of the twelve Connecticut community colleges.

Degree programs offered include those for transfer, career entry, skill and learning upgrading, or career change. In addition, credit certificate programs are offered which require fewer credits than a degree and are focused on employment. New programs are developed and existing ones modified following all guidelines of the Board of Trustees of Community-Technical Colleges and the Board of Governors for Higher Education. Programs are terminated when no longer relevant or necessary.

In addition to courses, the Learning and Student Development Division offers a variety of services and programs designed to create an environment that maximizes the development of the students as a whole and contributes to their success in meeting their goals. These services complement and support the academic program, and include admission, registration, financial aid, advising, career guidance and placement, activities for recreation and cultural enrichment, and programs focused on wellness and personal development.

The purpose of instruction at Quinebaug Valley Community College is dual, addressing general education as well as more specifically defined career competencies. Quinebaug Valley Community College offers collegiate instruction in the liberal arts and sciences and in career and technical areas to prepare learners for employment or advancement.

The College achieves its goals of general education by providing instruction through which students learn to identify perspectives, weigh evidence, make wise decisions, learn how to apply the new knowledge they acquire, and function sensitively and effectively in a highly complex, global social world. The College also sees the goal of instruction as preparing students for jobs requiring critical thinking, communication and technical skills. The College’s dedication to bolstering the skill level of its students has ramifications not only in their increased economic self-sufficiency but also in a more robust local economy. Ultimately, the open dialogue provided by Quinebaug Valley Community College provides a menu of diversity from which an educated public can make wise choices for a better world within the progressive context of democracy.

The College provides associate degree programs in Arts and Sciences (college transfer); Aviation Maintenance; Accounting; Management; Business Office Technology: Administrative Assistant; Computer Services; Drug and Alcohol Rehabilitation Counselor; Engineering Science; Fine Arts; General Studies; General Studies online; Human Services; Medical Assisting; Plastics Engineering Technology; Plastics Technology; Technological Studies. Certificate programs are offered in Allied Health; Bilingual Educational Paraprofessional; Business Administration; Business Office Technology: Medical Office Skills, Medical Secretary, Office Skills, Secretarial, Word Processing; Computer Services: Technical Support; Educational Paraprofessional; Electrical; Graphic Communications; Health Information Management Technician: Certified Coding Specialist; Microcomputer Software Applications; Microcomputer Software Fundamentals; Phlebotomy; Plastics Technology. The College adheres to the admission and transfer policies adopted by the Board of Trustees of Community-Technical Colleges.

Quinebaug Valley Community College recognizes that some students may require learning assistance at the preparatory level before they can pursue their quest for a college education. Consequently, developmental courses in reading, writing, and mathematics are required of students who score low on mandatory basic skills assessment tests. The College provides three levels of language skills development (Developmental Reading and Study Skills; Developmental Writing and Grammar; Reading Writing Fundamentals) and two levels of mathematics skills development (Developmental Arithmetic; Developmental Algebra). Instruction is also provided for students whose native language is not English, in an English as a Second Language program with six levels, which is offered in Willimantic.

Transfer articulation programs have been established with several private and public institutions. The College has entered into a Transfer Compact with Eastern Connecticut State University, which includes dual admission for students. The College evaluates and accepts in transfer coursework from other collegiate accredited institutions, which is comparable to the course requirements of, or applicable to the objectives of, the degree or certificate programs. The College participates in the College of Technology pathway program, allowing students to enroll at the College and then progress into the technology program at Central Connecticut State University or the University of Connecticut in engineering. The College participates in cooperative system initiatives such as the Center for Teaching, and the Drug and Alcohol Rehabilitation Counselor program. Courses are provided using distance learning technology including compressed video and online formats to increase access for students.

The College evaluates and accepts in transfer coursework from several noncollegiate organizations, military credit, and other non-traditional assessments of prior learning. The College assesses credit for prior learning through a portfolio assessment process.

In addition to academic degrees and certificates, the College also offers a variety of credit-free courses, seminars, and workshops through the Community and Professional Learning Division. These include programs for personal interest but the majority are directed to employees and employers. The training programs, seminars, courses and certificates of completion focus on developing skills that people need to obtain a job, to upgrade skills to be more efficient and effective employees, to operate a business, or to remain certified in their chosen profession. The College is an active partner in workforce development activities with local chambers of commerce, State agencies, and the workforce investment board. The College has historically served as a community center for local groups, but that service has been scaled back due to lack of space.

Since the last Self-Study in 1991, there have been, as there should be, significant changes in the College. These are addressed in this document, but are noted here:

ü Since 1995 there has been consistent movement toward a learning-centered institution with Learners First as the focus.

ü Public Act 92-126 Section 27(a) changed our statutory mission to include technical programs.

ü President Dianne E. Williams replaced President Robert E. Miller.

ü The Willimantic Center has moved twice into double the amount of space and expanded its programs, services, and enrollment.

ü The Foundation has grown in size and donations received on behalf of the College.

ü Our role in workforce development and in implementing the Workforce Investment Act has expanded.

ü A change in organizational architecture merged learning and student development into one division with one dean.

ü Total Quality principles and practices were adopted and integrated and recognition achieved at the state level.

ü A new planning process that extends to each employee based on Learners First was established.

ü A significant growth in credit and credit-free enrollment was achieved, limited only by lack of space and resources.

ü Flexible purchasing authority was provided through legislative change.

ü The Banner MIS system was adopted and implemented.

ü Technology is incorporated into all facets of college operations, learning experiences, and student development functions.

Quinebaug Valley Community College has indeed made great strides during the last ten years. The College has benefited from the creation of the Learning and Student Development Division, providing integrated academic and student services leadership under one dean. A significant turnover of faculty and staff during the last five years has had a revitalizing effect, bringing a new dynamic and culture into the College. Student enrollment at the College has increased substantially, reflecting both a changing demographic and a strong recruitment effort. A parallel increase in full-time faculty and staff has not, as yet, been achieved.

The small size of the College has its benefits and liabilities. Because of its size, the College is nimble in accommodating change, encouraging and implementing new ideas quickly. Smallness also fosters close collegial relationships among College faculty and staff. But small size also means that faculty and staff must wear many different hats to carry out all the functions and duties of a smoothly functioning institution. This multi-functionality contributes to collegiality and communication but also stretches College human resources to their limit. The NEASC Self-Study is an example of the versatility of College staff: everyone in the College has been a participant in the process.

The inherent culture of the College does much to mitigate the stress of too few people doing too many things. It is a culture permeated with an atmosphere of open collegiality and “playfulness.” Staff and faculty genuinely enjoy working together and this joy is clearly communicated to students and community. As the College grows, it will continue to strive for excellence in learning while keeping its lively, open and welcoming atmosphere.