Standard 6
Student Services
Team Members:
Joan
Macneil, lead, Director of Outreach & Employment Services
Delia
Berlin, Director of the Willimantic Center
Marion
Egan, Professor
Janet
Hall, Learning Support Services Assistant
Susan
Huard, Dean of Learning and Student Development
Monica
Mattscheck, Director of Financial Aid
Christopher
Scarborough, Learning Specialist
Svyatoslav
Sharapov, Instructor
Description
In 1997, as part of the College’s
reorganization, the student services and academic areas were combined into one
division, Learning and Student Development, under the direction of a single
dean. The College had adopted the guiding principle of Learners First to
indicate that the QVCC community is accountable first and foremost to students.
The reorganization strengthened the common focus of faculty and staff on the
development of the learner.
Student services include recruitment
and enrollment, financial aid, advisement and learning services, registration
and records, career and job placement, student activities, and co-curricular
programming. With the exception of financial aid, now directed by the Dean of
Administrative Services, all other services are directed by the Dean of
Learning and Student Development.
Service areas were restructured under
the supervision of four directors. The Director of Outreach and Employment
Services supervises recruitment and enrollment services, career and job
placement services, school-to-career and vocational programs, and work-based
programs. The Director of Financial Aid administers financial aid and veterans
benefit services. The Director of Enrollment and Research Services directs
records, registration, and research services. The Director of Learning Services
oversees Learning Center Services including tutoring, administration of the
Basic Skills Assessment, graduation, academic and transfer advisement, and more
recently course schedule development.
The Director of the Willimantic Center,
who oversees academic offerings and student services at the Willimantic campus,
reports to the Dean of Learning and Student Development.
The following sections describe the services delivered in each
area followed by policies governing the delivery process.
Admissions
The Enrollment and Transition Counselor
recruits at area high schools, alternative programs including GED preparatory
classes, and at local College fairs. Tours and information sessions are held
regularly. In addition, recruitment visits have taken place on site at local
businesses and industries, and the College participates in local home shows,
Chamber of Commerce activities, and a number of community events. The outreach
area consults with the Center for Community and Professional Learning, which
develops and finances the marketing plan.
The
Enrollment and Transition Counselor is responsible for new student orientation.
New student orientation is provided to new and transfer students at the
beginning of each semester at both the Danielson and Willimantic campuses,
offered on weekend, day, and evening schedules. These single session events
include tours, student and/or faculty panel discussions, information sessions
on College services and policies, and question and answer opportunities. An
extended orientation course is offered in the fall semester to high-risk students
at both locations, including topics such as career services, study skills, and
time management techniques.
Financial Aid
All current and prospective students
are encouraged to apply for financial aid. Reminder notices are posted annually
in prominent places on both campuses requesting students to reapply. Only the
Free Application for Federal Student Aid is necessary. Guidelines and
eligibility requirements are listed in the QVCC catalog and course schedules.
Work-study programs, loans, and need-based scholarships are available for
students in addition to Federal and State grants. Financial aid recipients are
mailed award
explanations and the Satisfactory Academic Progress Policy with
their award letters and are encouraged to contact the office with any
questions.
The Financial Aid office also serves as
the Veterans Affairs office. Services include processing of GI Bill and
Vocational Rehabilitation Benefits as well as administration of the Connecticut
Tuition Waiver for veterans serving during war periods.
Enrollment Services
The Director of
Enrollment and Research Services oversees the registration process, explained
in the course schedule and in letters that every student receives each
semester. Copies of the schedule of classes (the Credit Course Schedule, the Summer
Course Schedule, and the Learning for Life schedule), and its
in-house precursor the Student Schedule Planner, are distributed
to area homes and businesses via direct mail or newspaper insertion.
The College’s web
site allows students to access their individual grades, transcripts,
registration status, financial aid, and billing information. Each student is
required to meet with an advisor and have the registration card signed prior to
official registration. Advisors are available during each registration period.
One-stop assessment, advisement, and registration is available in Danielson at
approximately half of the scheduled registration dates and on a walk-in basis
in Willimantic.
Student surveys,
suggestion boxes at both locations, and analyses of enrollment trends are used
as tools to build and update the schedule according to student needs. In
addition, several College constituencies use advisory groups as sounding boards
in the development of new initiatives and program updates.
Learning
Services
Learning Services provides students with extensive learning
support including basic skills testing, exam proctoring, workshops in a variety
of subjects, individual and small group academic assistance, and assistance in
accommodation of students with disabilities. The College
identifies the characteristics and learning needs of its students by various
means. The purpose of these assessment efforts is to better serve
students and maximize their personal development and achievement.
When concern
arises for a student’s physical or educational needs, the College’s goal is to
respond appropriately to enhance the individual’s well being and academic
success.
New students are assessed for English
and mathematics proficiency with the online Accuplacer, including LOEP
(Levels of English Proficiency) when appropriate, and a written essay. In
addition to this Basic Skills Assessment, follow-up assessment—such as oral
language proficiency testing for non-native English speakers—is available to
fine tune students’ course placement levels in English, English as a Second
Language, and mathematics.
Other means of
assessment include Credit by Exam, the College Level Examination Program (CLEP),
and the Credit
for Prior Learning course. Additional assessment of students is available through
the Career Services office. Also, students are invited to share voluntarily with designated College
staff any information or requests regarding special learning or physical needs.
When this happens, the appropriate
College staff member assesses the student’s individual needs for services or
accommodations.
Learning services are offered at Danielson in the Learning
Center and at Willimantic in the Library Learning Center.
The Learning
Center in Danielson was redesigned and renovated in 1996 to provide better
lighting and use of space and to create a more welcoming environment for
learners. Professional and trained peer
tutors provide assistance by appointment and on a walk-in basis.
Students may
check out academic materials and equipment, which includes books, video and
audio tapes, study guides, and graphing calculators.
Each of the
two centers has a multiple station computer lab that is connected to the
Internet. Students use the computers to
conduct Internet research, type papers, and use various learning software
packages that support and supplement classroom instruction and learning.
Staff members
are always available to assist students in their use of the computer resources.
Finally,
Learning Services coordinates all developmental English and mathematics labs by
providing trained lab assistants and supplemental support.
Usage statistics indicate that
activity in the Learning Center at both locations has greatly expanded.
The Director of Learning Services also coordinates the process
of student transfer to other higher education institutions.
Learning
Services provides catalogs and application materials for neighboring schools,
especially in New England, as well as provisions for attaining more long
distance choices. Articulation partners are invited
to campus to meet with students. For example,
representatives from the two closest State universities, Eastern Connecticut
State University (ECSU) and the University of Connecticut, come to the College
each semester to meet with students who are targeting their respective
institutions. Articulation is an ongoing
process with articulation agreements updated regularly.
QVCC and ECSU
have a Transfer
Compact agreement providing dual admission and services for a smooth
transition to ECSU. Transfer fairs, to which many regional institutions are invited, are held
annually in Danielson in the court area, providing easy and ready access to
students.
Academic
advisement is a College-wide endeavor provided by faculty and professional
staff. On the Danielson campus, prospective students are typically advised by
outreach staff members under the supervision of the Director of Outreach and
Employment Services. Ordinarily, these students are seen individually by
appointment. However, at open registrations, incoming students may also be
advised by available faculty and professional staff. At the Willimantic Center,
professional staff based there typically provide integrated intake and
advisement services.
Upon entry, students
are assigned faculty or professional staff advisors by the Director of Learning
Services, who coordinates academic advisement for all students. Faculty and
professional staff advisors maintain office hours during the semester. In
addition, advisors staff walk-in advisement hours in the Learning Center prior
to each registration period. The Director of Learning Services trains all
advisors and provides and updates the Advisement and Transfer Manual used by all
who advise students.
Career Services
The Coordinator
for Job Placement promotes a full array of career and placement services.
Services include personality type
workshops, career development advisement, internship development and
monitoring, transfer assistance, resume development, job search skills, and
professional advisement. Student preparation for the workplace is served
through internships, practica, career planning, and other vocationally related
assistance in and out of the classroom.
A new modular
office building that opened October 2000 houses a One-Stop Career Center along
with QVCC’s student career services. The One-Stop Center is a unique consortium enterprise
staffed not only by the College, but the Department of Labor and the local
Regional Education Service Center. This One-Stop, like the other two in northeastern Connecticut,
is managed by a consortium comprised of the Department of Labor, the workforce
development board, and the College. Competing in an international review of best
practices, the Career Center was designated a Benchmark Practice for rural
economies by the Department of Agriculture in the year 2000. The Center specializes in services for
dislocated workers. When
a large glass company closed its doors in 1995-96, 350 local residents were
forced to give up high paying jobs and turned to the Center for assistance.
The Center helped in relocating and
retraining most of these unemployed workers, getting many rehired and helping
them make the transition to new jobs. Students benefit from the Center by having access to a
wider variety of workshops, career specialists, job opportunities, and other
services than the College could offer alone. Additionally, in coordination with the One-Stop staff,
the Career Center offers workshop and evaluation services in the classroom to
area high schools teaching interview skills or offering advice on job searches.
Co-curricular Programming
Co-curricular
programming has a broad definition at QVCC. It complements curriculum and
includes all learning outside the traditional classroom environment.
Co-curricular programming is offered at both campuses and in a variety of
schedules to meet the needs of day and evening students. A Coordinator for
Co-curricular Programming and Student Activities works with faculty, staff, and
students to promote this effort.
Most activities related to diversity
and multiculturalism are overseen by the Multicultural Program Planning
Committee, which receives financial support for its programs from the Student
Government Association (SGA). This type of co-curricular programming is
designed to integrate activities related to diversity and multiculturalism with
academic curricula, or to enrich classroom offerings, and has included such
events as ethnic dancing and storytelling, black history celebrations,
lectures, and panel discussions. Past programming has focused on nationally
recognized events such as Black History, Women’s History, and Mental Health
Awareness Months. Recently, the committee has sponsored a Diversity Month,
including a kick-off week that highlighted many areas of human diversity. Numerous
activities and exhibits spanned both QVCC locations and included a Native
American celebration, a Prudence Crandall presentation, a diversity in baseball
exhibit, and the Providence Gay Men’s Chorus spring concert.
Other examples of co-curricular programming include
professional and student art shows and lectures in the humanities that are open
to the College community and the public. There are also
opportunities for service learning, community volunteerism, and political
forums. Information packets and professional development activities
have taken place to encourage faculty participation in service learning.
For the
2000-01 academic year, the Campus Compact has awarded QVCC a VISTA volunteer to
further the development of service learning. Meetings for civic
organizations such as the Chamber of Commerce or for governmental groups such
as the Council of Governments take place on campus and give students
opportunities to participate in or at least observe their work.
The College promotes a wide variety of
activities that enable students to develop leadership experience. These include
student participation through the SGA, the America Reads program, and the
campus newspaper, the Crazy River Press. Students take the lead
in collecting articles, poems, and photos for publication. The co-curricular
coordinator oversees these activities, advising the SGA as well as the
newspaper.
The SGA is a student organization that
provides leadership opportunities and cultural experiences for both full- and
part-time students. Led by four student officers, the SGA is an active group at
both the Danielson and Willimantic locations. As identified in the Student
Government Association Constitution, communication and leadership
roles are emphasized in every undertaking. SGA officers serve as the focal
point for all SGA activities. The student body elects the officers during each
academic year. The SGA meets routinely throughout each semester and is
responsible for decisions for allocating a budget of approximately $15,000
derived from student fees. SGA members gain first-hand experience in using
Robert’s Rules of Order to formally conduct each meeting. The SGA allocates its
funds to provide student activities as well as peer tutoring. The co-curricular
coordinator serves as an ex-officio member and also oversees the annual
elections. SGA sponsored events such as a Quebec ski trip and leadership
seminars at Camp Quinebaug have become annual traditions at QVCC. SGA and other
campus events are publicized in The Crazy River Press and via flyers posted at both campuses.
Besides involvement in the SGA and the campus newspaper, students
also have an excellent opportunity to develop leadership skills through the
America Reads program. QVCC is an active participant in this Federally funded
program. Interested students are trained by local schoolteachers to provide
tutoring and mentoring to grade school children. Exposure to the community,
interaction with various learning styles, and personal fulfillment are some of
the benefits of student participation.
Students have the opportunity to gain
further experience inside the College as student workers. There are diverse
student worker positions, including employment of students as lab assistants in
developmental courses, library assistants, computer lab assistants, food
service workers, and maintenance and clerical assistants. The Student
Worker Training Manual provides policies and instructions for staff
and students, including issues of professional behavior and confidentiality.
At both Danielson and Willimantic, there are areas in the
lobby as well as the Learning Center and library for students to gather to work
in study groups, to meet with tutors or advisers, or to relax.
The cafeteria
is also available in Danielson. These areas are
becoming increasingly crowded and noisy as enrollment grows.
Student activity fees are adequate to provide a wide range
of programming for students. Because QVCC is a
non-residential, open enrollment institution, many students can attend classes
only on a part-time basis. Thus, interest in specific
activities waxes and wanes from year to year depending on the interests, time
availability, and energy levels of successive student generations.
Therefore, the
student
activity
list varies from year to year. Professional staff
advisers are available for specific areas of interests such as the newspaper,
book clubs, sports, honor societies, volunteer efforts, and social events.
Health Services
QVCC does not provide health services
and is too small to support a nurse or other health service professional.
However, several staff members are EMTs and many others take advantage of
yearly CPR training offered through the College’s allied health department.
Also, the allied health department can provide blood pressure screening and
minimal first aid assistance in an emergency. A medical kit is available in the
maintenance department in Danielson and in the Willimantic Center Work Room. In
case of an emergency, emergency procedures are posted in each room.
When students show
significant need for counseling, they are referred to in-house staff to assess
the need for referral to an outside service provider. The Connecticut Community-Technical
College (CCTC) system has moved away from providing personal counseling as a
service. Psychological
services are not provided on campus, but brochures listing community health services
give care providers’ telephone numbers and referral sources.
Policies
In addition to the numerous Federal and State guidelines
required of public institutions, QVCC abides by policies established by the
CCTC Board of Trustees. The College is mindful of ethical
standards established by the educational community.
These
standards are integral to the delivery of services to students.
The College includes equal opportunity
statements in all official literature and uses bilingual (English and Spanish)
versions where appropriate. Bilingual professional staff members are available
at both campuses. The College Multicultural Program Planning Committee is
responsible for activities to enhance and promote diversity throughout the
College.
In addition, the College participates
in the Connecticut
College Access and Success program, a Department of Higher Education
initiative geared to improve recruitment, retention, and graduation rates for
minority students. QVCC has used funding from this program to provide student
support services at the Willimantic Center. This has included additional support
for recruitment at Windham High School and Windham Technical High School as
well as additional academic advisement time for minority students.
The College adheres to the principles
of open access and is sensitive to the needs of disabled, at-risk, and diverse
populations. College facilities are accessible to the physically disabled. The
Office of Civil Rights (OCR), Department of Education, conducted
a favorable Compliance Audit of the Danielson campus in January 2000. The
visit evaluated physical accessibility at the Danielson campus and the extent
to which faculty, staff, and students perceived the environment to be one of
tolerance—open to civil and human rights. The Willimantic Center moved to a new
location in July 1999 and the new facilities are Americans with Disabilities
Act (ADA) compliant according to current codes. An informal OCR review of the
Willimantic Center confirmed ADA compliance.
Physical needs and
challenges are regularly accommodated in accordance with College policy.
Examples are special furniture,
special computer software and hardware, scribes, an FM transmitter for
classrooms and the auditorium, readers, and note-taking assistance.
The College’s Policies for Service to Students with
Disabilities details policies and procedures that enable equal
access for students with documented disabilities. These policies, adopted for use at all of
Connecticut’s community colleges, were developed as a collaborative effort of
QVCC faculty and staff under the guidance of a nationally recognized disabilities
consultant. The needs
of students with disabilities are accommodated in accordance with College
policy.
In the fall of 2000, the College was
funded to provide special access and support for young at-risk students. The Opportunity
for Success Program (OFS) was established to improve the
historically low participation rates among high-school-age students in the
Windham County service area. The program recruits extensively from sources of
high school students and out-of-school youths, targeting those who for various
academic and personal reasons are difficult to enroll and retain. A series of
pathways has been established that assist the student in obtaining a work-based
competency certificate or college degree. The program also relies on a
work-based training component that helps the student prepare for work in the
new economy. Case management—designed to assist the student in the areas of
childcare, transportation, and emergency financial assistance—is the
cornerstone of the program. As the program limits barriers, the students become
able to focus on the skills and learning needed for their success.
The educational needs and challenges of students with
learning difficulties are met through a number of services and with the
assistance of a Learning Specialist, a shared position with Three Rivers
Community College. Services include peer tutoring, academic skill workshops,
study groups, and one-on-one support from the Learning Specialist.
Developmental courses in English and mathematics provide basic skills to
students who demonstrate difficulty on the Basic Skills Assessment in either or
both of those areas. The College provides reasonable
accommodations for students with learning disabilities.
Other special
services designed to meet educational needs include the College Experience Course, an
extended orientation and transition to College opportunity; the Fresh Start
policy,
which gives students who have been away from the College for at least three
years an option to disregard previous grades in computing the grade point
average; and a policy that permits students to retake courses to improve their
grades.
The College is committed to treating
all students and every other person associated with the College in an ethical
manner. Policies regarding ethical behavior are found in the policy
statements of the CCTC Board of Trustees, policies of the State of
Connecticut (which apply to all State employees), the Learning and Student Development
Division Handbook, the Student Handbook, and applicable Federal
and State laws. These policies are available to staff members in the Learning
and Student Development office and in other offices of the College. The Dean of
Learning and Student Development oversees the administration of these policies.
All faculty and staff responsible for student development
activities are qualified by established system standards, as evidenced by job
descriptions and staff members’ resumes: all personnel
possess appropriate degrees as well as pertinent experience.
All full-time
staff members are hired through a process that parallels the faculty search
process, including interviews with a peer committee, the relevant dean, and
possibly the President. Each interviewee is asked to
demonstrate interpersonal, communication, and problem-solving skills through a
series of tasks and/or role-playing situations. Staff members are
selected for their ability to communicate well with students as well as their
concern for student welfare and student rights and responsibilities. The President is
responsible for the final selection of all new staff appointments.
Staff members participate in regular professional
development activities. Funding is available for members
through the College’s Sabbatical Leave and Professional Development Committee.
There are regularly scheduled evaluations, dependent upon the status of the
position. Full-time staff members are
evaluated annually for the first two years, biennially until granted tenure,
and every three years thereafter. All part-time faculty
members and educational assistants are evaluated annually.
The Director of
Enrollment and Research Services administers policies regarding the inclusion
of information in the permanent record of students in accordance with the
American Association of Collegiate Registrars and Admissions Officers’ Retention of
Records: Guide for Retention and Disposal of Student Records and the
statutes, policies, and procedures for State of Connecticut agencies compiled
in the Records Management Manual. Copies of these
regulations are kept in the director’s office.
QVCC adheres to the requirements of the
Family Educational Rights and Privacy Act of 1974 governing the release of
information concerning students. The College considers the following to be
directory information: student name and address, dates of attendance, full-
versus part-time enrollment status, awards and honors, and graduation date. A Request for
Confidentiality form is available for students who do not
wish directory information released about themselves. These policies are
published in the student Academic Planner and in the Student
Handbook on the College web site.
The College has developed a comprehensive statement of
student rights and
responsibilities that is included in the Student Handbook. The handbook is
updated electronically on an annual basis and is available at the College web
site (www.qvcc.commnet.edu).
Paper copies
are available and updated biennially. At student
orientation programs, participants are given the Academic Planner, which
contains an abridged version of the handbook that highlights the most important
areas, and they are made aware that the handbook in its fuller version is
available on the web.
The Dean of Learning and Student Development administers
College policies on student rights and responsibilities.
Whenever
possible, efforts are made to resolve issues informally, such as encouraging
parties to sit down and work out solutions together.
Any student
who feels that the dean has not acted in a fair and consistent manner has the
right to file a grievance with the President. Information about
possible grounds for the filing of a grievance and the process for doing so are
included in both the edited form and the complete online form of the Student
Handbook.
Evaluation is built into every function
of services to students. As part of the effort to improve institutional
effectiveness and the institution-wide commitment to the principles of Total
Quality service, process improvement teams review and streamline operations on
a regular basis. Recent examples of evaluations in student services areas
include the annual graduate survey, the transfer survey, a financial
aid process improvement team in Spring 2000, an evaluation of the new advising system
in May 2000, and student focus groups for review of marketing materials. Since
the implementation of the Banner electronic information system, reports such as
student
retention rates, graduation rates, Basic Skills Assessment placement
reports, and financial aid reports are readily
obtainable by qualified staff members.
Appraisal
The integration of the student service
and academic areas under the Dean of Learning and Student Development has
improved the flow of communication, allowing for exchange of ideas and
experience in policy and decision-making that takes into consideration the full
needs of the student. This fuller communication has enhanced the
learner-centered environment at QVCC. Listening to what learners want and what
learners need, the College has used technology and improved processes to
increase access to services. Dedicated to the principle of Learners First, the
College never ignores an opportunity to use the information collected to
improve its services to students.
Increased
use of technology and automation has improved the College’s ability to track
students, evaluate new initiatives, and manipulate data to obtain desired
information. New Student Application/Enrollment Reports show a steady rise
in the number of applications from both first time students and transfer
students as well as better yield rates.
QVCC
continues to embrace a policy of open access. Adherence to the spirit and
intent of equal opportunity and to its own goals for diversity is evidenced by
the College’s investment in the Willimantic Center. Minority enrollment at the
Center is approximately 25%, and the Center now enrolls approximately 20% of
QVCC’s student population. The Center has received local praise for its
contribution to the health and vitality of the downtown community.
Access has also been augmented by
increased services for students with learning disabilities. For the past six
years, the College has employed a learning specialist (shared with another
college) whose intervention has resulted in improved retention of learning disabled students.
The Opportunity for Success Program has
significantly opened access to at-risk students in both Danielson and
Willimantic. Enrollment exceeded projections with 94 students in the first full
year of operation, with retention currently at 82%—above the College average at
both locations. The program has been instrumental in increasing the College’s
overall full-time enrollment.
QVCC uses educational technology to
promote access for all students to its programs and services. In addition to
the catalog and Student Handbook, the schedule of classes is now available on
the web site, making it convenient and timely for students to review
registration information. Also, the College has begun creating full-year
schedules, thereby allowing students to view fall and spring semesters
simultaneously and better plan their personal course schedules. Online
registration and advisement, online courses, electronic library services,
video-assisted reference services, and the use of interactive video for low-enrolled
courses and student government meetings are some additional examples of how
technology is used to facilitate access.
The implementation of the Banner data
system has created profound changes in the roles of the Director of Enrollment
and Research, the Director of Financial Aid, and all those involved in
admissions and records. The transition, begun over two years ago, continues to
absorb the majority of work time for several administrators and administrative
support staff who must devote considerable time to Banner data entry and
problem solving. Other tasks frequently must wait or be assigned to other
personnel.
The implementation of the Banner
Financial Aid module has facilitated the timely processing and awarding of
student aid packages. Administratively, Banner permits seamless, computerized
updates of students’ aid eligibility as they alter their course registrations
or programs of study, and it has eliminated delays in processing awards for
students. In an attempt to simplify the process of applying for financial aid,
in-house forms have been eliminated. The amount of financial aid administered
and the number of recipients have steadily increased throughout the last
several years. In the 2000-2001 academic year, the office provided financial
assistance to 42% of all students at the College. This totaled over $1.12
million.
The processing of veterans’ benefits has also continued to increase. GI Bill and Vocational Rehabilitation Benefits were processed for 40 students in 2000-2001. Sixty-one veterans had Connecticut tuition waivers processed under the State policy in the Fall 2000 semester, 78 for the Spring 2001 semester.
The Enrollment and Research office
successfully uses Banner to enter all applications and acceptances. However,
both the communications plan and recruitment modules of Banner that are used to
facilitate and track inquiries and applications for admission are not yet
operational at QVCC.
The Enrollment and Research office
successfully maintains and updates all student data and oversees the
registration process in the Banner system. The electronic posting of
applications, registrations, and financial aid allows for simultaneous access
to information at both the Danielson and Willimantic sites. Electronic access
to Banner does not appear to have affected the security and safety of student
records. Precautions and safeguards built into the system protect
confidentiality.
However, the Enrollment and Research
office, Outreach and Employment office, and Financial Aid office are now faced
with severe workload problems. The Banner module requires extensive monitoring
and managing of reports and processes on a daily basis. In most cases the work
is handled by two-person offices that are seriously overtaxed.
The College faces challenges presented
by sustained enrollment growth. While enrollment at
both campuses is growing, the Willimantic Center in particular is strained by
its rate of growth. Over the last five years FTE has increased 67% at the
Willimantic Center. Since its move to the new facility in 1999 the FTE has
increased 37%. In Danielson, the growth places a
strain on allocation of space, which is now maximally used.
Use of the
Learning Center continues to grow at a significant rate, creating a
demonstrated need for a larger Learning Center space in Danielson.
There is no
longer a quiet area to administer Basic Skills Assessment tests. In addition,
the growth has had a palpable impact on staffing, as workload increases with
each additional student. Of necessity, student employees
are used to perform important functions to deliver services to students.
Space for students to lounge or relax is also inadequate. All spaces at the
College are multipurpose, creating periods of time when no space is left for
students to congregate. The lack of facilities is one
reason the College does not have a formal athletic program.
There is a need for more activities for the younger student
population.
There is need at both Danielson and Willimantic for
appropriate space to be used by persons experiencing temporary mental or
physical health crises. Although QVCC does not provide
professional personal counseling services, students often make those needs
known, often seeking the assistance of the Director of Learning Services or the
professional and student staff in the Learning Center.
A Student
Support Team was formed in the fall of 2000 to provide mentoring for students
who have problems that affect their ability to stay in school.
The College has demonstrated leadership in its involvement
with workforce development. The Career Center’s
work has gained national recognition as a Benchmark Practice.
Lack of
adequate space led the College to open a modular office building to house the
expansion of career services. The new offices
provide confidentiality for clients, a greatly expanded space for workshops,
and easier access to career resources. The staff is seeking
creative ways to enhance student flow to its new location.
QVCC has succeeded in forging a culture of assessment and
evaluation. The faculty advisement system, instituted in 1998, has already been
evaluated and adjustments made accordingly.
A commitment to the principles of Total Quality service has
resulted in data-driven decision-making in all areas of the College. The availability and
interpretation of this data would be enhanced by a full-time institutional
researcher (the College’s current researcher is shared with two other community
colleges). Process Improvement Teams have
worked on issues such as one-stop registration, advisement, policies for students
with disabilities, library services for Willimantic, simplification of
financial aid processing, and the development of student picture IDs.
The teams’
suggestions have resulted in successful enhancements to learner services.
Projection
·
QVCC will continue to make every
effort to advance its goals for diversity. To continue developing a diverse
student body, the College is seeking supplemental grant funding to expand the
scope of the Connecticut College Access and Success program.
·
The College recognizes it needs
to improve further its academic advisement system and has developed a plan to
establish a Northeastern Connecticut Community Advisement Center. The College
is currently seeking funding for this project. In the meantime, within budget
constraints, QVCC will continue to focus on developing a fully functioning
advisement process that best serves the advisement needs of students in the
Arts and Sciences and General Studies programs and those not seeking
degrees.
·
QVCC projects increased reliance
on data, tracking, and evaluation of processes. This increase will require
continuous updating of technical resources and support, as well as appropriate
staff. A full-time institutional researcher is needed.
·
The College needs to secure
funding to update technology for student use in the Learning Service areas.
·
Needs identified in the
Facilities Master Plan, if adequately funded, would address many of the space
demands the College faces.
·
Of great concern in the student
services area is staffing, due to the uncertainties of public funding. Job
descriptions, currently being re-evaluated and restructured at the system
level, may impact the distribution of work load and current responsibilities of
staff.
·
The College will continue to be
innovative and resourceful in creating new initiatives that improve
opportunities for learners.
Documents
Academic
Planner
Accuplacer
information
Advisement and
Transfer Manual
Articulation
agreements
Award
explanations
Banner Reports
and Data Extracts:
SCRBULT BANNER CATALOG Report
SFRNOWD Withdraw Pending Status
Change (TITLE IV)
SFRWDRL Withdrawn Student Report
(TITLE IV)
SIRASGQ Instructor Schedules
SWRXF02 Reg –
Registered Seats extract
SWRXF03 Reg – FTE Enrollment
SWRXF05 Reg – Student extract
(Heads)
SWRXF08 Reg – Missing data
SWRXF09 Reg – FTE Within Building
SWRXF12 Reg – Curriculum Summary
SWRXF13 Reg – Geographic Distrib.
Rpt.
SWRXF14 Reg – Age Distribution
Report
SWRXF15 Reg – Students Directory
SWRXF17 Curriculum Report by Program
SWRXF18 Reg – Student Holds Report
SWRXF19 Reg – Enrollment by Major
Rpt.
SWRXF20 Reg – Ethnic Detail Report
SWRXF21 Reg – Measles and Rubella
Rpt.
SWRXF22 Reg – Frozen Extract Suite
SWRXF23 Registered – Balance Due
SWRXF24 Reg – Total Enrollment
Report
SWRXF32 Reg – Grade Distribution
SWRXH08 His – Graduation Extract
SWRXH09 Academic Standing Report
SWRXH10 Completions Survey (IPEDS)
SWRXH16 His – Repeated Courses
SWRXS01 Sch – Schedule Extract
SWRXS02 Sch – Current Course
Offerings
SWRXS04 Sch – Sections within Status
SWRXS05 Sch – Meets within Room
SWRXS09 Sch – Schedule Extract (LA)
Basic Skills
Assessment placement reports
Benchmark
Practice designation
Career and
placement service materials
College
Experience Course syllabus
Community
health service brochures
Compliance
Audit, Office of Civil Rights
Connecticut
College Access and Success program documents
Connecticut
Tuition Waiver
Crazy River
Press
Credit Course
Schedule
Credit by Exam
and CLEP materials
Credit for Prior Learning program materials
Documentation
of retention and graduation rates
Ethics policy
statements of the CCTC Board of Trustees
Evaluation of
the new advisement system
Financial aid
reports
Fresh Start
policy
Graduate
surveys
Job
description samples
Learning and
Student Development Division Handbook
Learning for
Life schedule
Letters to
students concerning registration
New Student
Application/Enrollment Reports
Northeastern
Connecticut Community Advisement Center development plan
One-Stop
Career Center materials
Opportunity
for Success Program materials
Policies for
Service to Students with Disabilities
Policy
statements of the CCTC Board of Trustees
QVCC catalog
Request for
Confidentiality form
Retention of
learning disabled students records
Satisfactory
Academic Progress Policy
Staff members’
resumes
Student
activity lists
Student
Government Association Constitution
Student
Handbook
Student
retention rates
Student
Schedule Planner
Student Worker
Training Manual
Summer Course
Schedule
Transfer
Compact with ECSU
Transfer Fair
materials
Transfer
survey
Usage
statistics for the Learning Center