Capital

Community
College

Fifth-Year Interim Accreditation Report

Prepared for the New England Association of Schools and Colleges

Commission on Institutions of Higher Education

August 2011
 TABLE OF CONTENTS

Statement of Report Preparation . i

Institutional Overview . iii

Response to Areas identified for Special Emphasis 1

Standard 1: Mission and Purposes ... 5

Standard 2: Planning and Evaluation ... 8

Standard 3: Organization and Governance .. 11

Standard 4: The Academic Program .14

Standard 5: Faculty ... 25

Standard 6: Students . 30

Standard 7: Library and Other Information Resources . 34

Standard 8: Physical Technological Resources 38

Standard 9: Financial Resources .. 42

Standard 10: Public Disclosure .. 46

Standard 11: Integrity . 48

Plan: Issues and Initiatives . 50

Data First Forms 51

Inventory of Educational Effectiveness Indicators (Option E-1 Forms) ... 98

Documenting Student Success (S Forms) . 125

Appendices 130
Appendix A: Capital Community College Policy Statement 130
Appendix B: Affirmative Action Numeric Goals for 2011 .. 136
Appendix C: Community College System Board Policy 3:19 .. 137
Appendix D: Communicate Effectively Assessment Results 139
Appendix E: Reason Quantitatively Assessment Results .. 145
Appendix F: General Education Assessment Results 146
Appendix G: Overall Academic Success Center Usage 150
 Statement of Report Preparation

At the beginning of the fall 2010 semester, President Wilfredo Nieves appointed a
24-member Task Force that was charged with the responsibility for preparing a report on
the changes at Capital Community College during the past five years. In addition, the
Task Force was requested to respond to the principal concerns and recommendations of
the 2006 visiting team representing the Commission on Institutions of Higher Education.
The members of the Task Force were chosen to represent three major divisions of
the College academic affairs, student services and administrative services. Particular
effort was also made to ensure that the members represent the broad diversity of the
College. In order to ascertain continuity from the 2006 report, nine of the 24 members
had also served on the Task Force that led to the Colleges re-accreditation five years
ago. This also permitted other faculty and staff to be involved in the NEASC report
writing process. The President requested Dr. Stephen Fagbemi and Dr. Jeffrey Partridge
to lead the preparation of this fifth-year interim report.
The Task Force made every effort to involve members of the College community
in preparing the report, including those who were not appointed to serve on the
committee. The Deans, who served as ex-officio members, also played a crucial role in
ensuring that Task Force members obtained the data required to write the report and they
also reviewed the final versions of the report. Thus, responsibility for writing the various
standards of the interim report was shared among several faculty and administrative staff
using a bottom-up approach. The final report is therefore the product of the
collaborative effort of the following members of the College as well as others who
provided information necessary for writing this report.

Co-Chairs of Interim Report Task Force

Stephen Fagbemi, Department Chair, Social Sciences and Professor of Psychology
Jeffrey Partridge, Department Chair, Humanities and Professor of English

Mission & Purpose

Marie Basche, Director, Academic Success Center
Jennifer Thomassen, Instructor of Communication Media

Planning & Evaluation

Arthur Hernandez, Associate Professor of Music
Joan Marchessault, Department Chair, Business & Technology and Professor of Business

Organization & Governance

Mary Jean Thornton, Associate Professor of Business

Academic Program
Mary Ann Brescia, Assistant Professor of Nursing
Arthur Kureczka, Professor of Criminal Justice

Faculty
Miah LaPierre-Dreger, Associate Professor of Computer Information Systems

i
Lilliam Martinez, Professor of Psychology

Students
Jacqueline Phillips, Director, Welcome Center
Patrick Tucker, Registrar

Library & Information Resources

Winchester Brown, Associate Professor of Computer Information Systems
Claire OConnor, Librarian

Physical & Technological Resources

Michael Bies, Director, Academic Media Technology
Flora Long, Coordinator, Information Technology Help Desk

Financial Resources
Ted Hale, Director of Finance and Administrative Services
Jose Velez-Otero, Associate Director of Financial Aid Services

Public Disclosure
Jane Bronfman, Director of Marketing and Public Relations
Margaret Malaspina, Director of Financial Aid Services

Integrity
Kevin Lamkins, Instructor of English
Bryan Lewis, Associate Director of Financial Aid Services

Institutional Research Data

Jenny Wang, Director of Institutional Research

Ex-Officio Task Force Members

Mary Ann Affleck, Academic Dean
Doris Arrington, Dean of Student Services
Linda Guzzo, Dean of Continuing Education
Lester Primus, Dean of Administration

Task Force members met periodically to divide and assign tasks, set goals, review
the drafts, and keep the process on schedule. Individually and collectively, the members
researched and prepared reports on changes since the 2006 comprehensive report, which
were subsequently reviewed and edited by the co-chairs of the Task Force. Copies of the
draft report were widely disseminated to all members of the college community for their
comments and suggestions. The final draft, therefore, incorporated input from a wide
spectrum of the College.

ii
 Institutional Overview

Capital Community College is comprehensive, public, associate-degree granting

institution located in the city of Hartford, the State capital of Connecticut. It is one of the
twelve community colleges in the Connecticut Community-Technical College System.
The College was formed in 1992 by a legislatively mandated merger of Hartford State
Technical College (founded in 1946) and Greater Hartford Community College (founded
in 1967). The merged colleges operated from two campuses (Flatbush and Woodland)
till 2002 when it was relocated to an eleven-storey building in downtown Hartford. The
College is authorized to award certificates and associate degrees by the Connecticut
Board of Governors of Higher Education.

Students
The fall full-time headcount for 2006 was 927.
The fall part-time headcount for 2006 was 2,646.
The fall full-time equivalent for 2006 was 1,999.
The fall full-time headcount for 2010 was 1,222.
The fall part-time headcount for 2010 was 3,058.
The fall full-time equivalent for 2010 was 2,373.
Approximately 79 percent of the total enrollment comes from the primary service
area of Bloomfield, East Hartford, Hartford, New Britain, Newington, Rocky Hill,
West Hartford, Wethersfield, and Windsor.
The average age of students is 30, and the median age is 28.
Approximately 71 percent are female.
Approximately 34 percent of the students are African American.
Approximately 28 percent of the students are Hispanic American.
Approximately 85 percent report working at least part-time; and 31 percent report
being married.

Faculty:
There are 299 faculty members: 69 full-time and 230 part-time (fall 2010).
There are 80 full-time faculty members (spring 2011).
15 of the faculty have a doctorate degree.
The full-time faculty consists of 37 women and 32 men (fall 2010).
The full-time faculty consists of 43 women and 37 men (spring 2011).

Associate Degrees and Certificates:

Capital offers associate degree and certificate programs in the following areas:
Accounting, Architectural Engineering Technology, Business Office Technology,
Communication Media, Computer and Information Systems, Computer Support
Specialist, Criminal Justice, Early Childhood Education, Fire science, General
Studies, Insurance and Financial Services, Liberal Arts, Management, Medical
Assisting, Music Industry, Nursing, Paramedic Studies, Physical Therapy
Assistant, Radiologic Technology, and Social Services.

iii
Programs accredited by a national, specialized accrediting body:
Medical Assisting Program American Association of Medical Assisting.
Nursing Program The National League for Nursing Accrediting Commission.
Paramedic Program Committee on Accreditation of Educational Programs for
the Emergency Medical Professions.
Radiologic Technology Program Joint Review Committee on Education in
Radiologic Technology.

Finances:
The Operating Fund balance for fiscal year 2006 was $3,133,830.
The Operating Fund balance for fiscal year 2010 was $2,407,724.

Facilities, Special Events, and Community Programs:

Bookstore, Cafeteria, Tech-Prep programs, Alumni Association, Career
Development services, Students Clubs and Organizations, Work Study programs,
Academic Success center, Child Development Center, Art Exhibits, Music
Concerts, and various non-credit courses through the Continuing Education
division.

iv
 Response to Areas Identified for Special Emphasis

The Commission, in its letter of April 18th, 2007, charged Capital Community College to
submit a fifth-year interim report giving special attention to several areas. The College was asked to
show that its physical, financial and personnel resources were sufficient to both maintain and enhance
the academic program. The Commission asked also that the academic program develop summative
assessment measures and use the results for improvement. CIHE sought assurance that the Information
Technology Plan had been implemented and that Capital was meeting its own goals for diversity.
Sufficient Resources for the Academic Program
As dictated by Standard 9.4, the College has moved closer to the goal of devoting all or
substantially all of its resources to the academic program. As noted in the Commissions letter on
continuing accreditation, the College was devoting sixty percent of its revenues to academic purposes
and programs in 2007, a figure that did not compare favorably to other community colleges in
Connecticut. Capital re-allocated its resources and currently expends seventy percent of its budget for
academic purposes. In addition to this budget, which is based on tuition revenues and state funding, the
College has also identified the acquisition of grant funds as a strategic objective. Capital has been
consistently successful in the pursuit of such funds to improve the academic program. As described in
the section on Standard Four, the College currently is receiving funding from the U.S. Department of
Health and Human Services, the Carnegie Foundation and the National Endowment for the Humanities
to develop new programs and improve the rates of student success in mathematics and the humanities.
Multiple other grants, as documented in this report, have been used to enhance the curriculum,
pedagogy and assessment.
All funds were allocated in accordance with academic objectives contained in the Strategic
Plan in accordance with Standard 4.9. Review of the Plan has indicated that most academic strategies
have been accomplished, pushing the College toward its strategic objectives. The strategies, described
in detail under Standard Four, included curriculum development, classroom level interventions,
ongoing assessment and professional development initiatives. These accomplishments provide a body
of evidence indicating that funding is sufficient to sustain and improve academic programs (Standard
4.3).
In accordance with Standard 8.4, Capital has also planned and implemented improvements in
the facilities to support the academic program. The campus for Capital Preparatory Magnet School has
been constructed, freeing space in the main building for classrooms and offices and providing
additional classroom space in the new Magnet School facility, including much needed science labs.
Funding has also been acquired and planning completed for additional academic facilities in the
Colleges main building, as described in the chapter on Standard Eight.
Notwithstanding the additional space made available by the new magnet school building, the
academic program still lacks adequate space. Classes are offered in conference rooms, the auditorium,
and overcrowded classrooms. Demand for science courses cannot be met and new program space is at
a premium.
Adequate Number of Full-time Faculty
To meet Standards 5.3 and 5.8, Capital has taken action to augment the numbers of full-time
faculty members and better integrate the part-time faculty into the College. The College has filled or is
currently filling all vacancies and has added full-time lecturers (non-tenure track positions) to the full-
time ranks. In the spring of 2011, there were sixty-nine tenure track and eight non-tenure track (for a
total of seventy-seven) full-time faculty members as compared to sixty-three in 2006.
Perhaps more significantly, the role and integration of the adjunct faculty has changed. Adjunct
faculty members have taken on numerous new duties including coordinating programs, participating in
academic advising, planning professional development activities, joining committees, working with the
1
assessment team and attending faculty and department meetings. Movement from the adjunct to the
full-time ranks has become commonplace, with ten adjuncts hired as full-time lecturers and four given
tenure-track slots. This empowerment and integration of the part-time ranks has relieved the burdens of
the full-timers and increased the vibrancy of the part-time group.
Despite these efforts, the relatively small number of full-time faculty members is still a
challenge. While classroom instruction can be delivered well by adjuncts, their involvement in
curriculum development, assessment, advising and professional development is limited. These
activities are now done by a minority group, the full-timers.
Summative Assessment and Continuous Improvement
The Commission asked that the College develop summative assessment measures and use the
results for improvement. CIHE also asked the College to integrate data on student learning into a
comprehensive picture of its graduates. In light of this, the assessment of student learning has a current
emphasis on summative assessment measures that provide an institutional level look at graduates and
form the bases of continuous improvement.
All Capital graduates share core knowledge and skills embodied in the Colleges general
education outcomes. The College measures achievement of these outcomes on a five year cycle and
has measured graduates ability to communicate effectively and reason quantitatively since 2007.
The ability of Capitals students to communicate effectively was measured by comparing
course embedded artifacts of beginning and graduating students using a rubric designed to measure
proficiency levels. As described in the section related to Standard Four, students improved on each
dimension of writing during their course of study, but too few advanced to the level of proficient or
above. The College had set a benchmark of 75% reaching proficiency but did not meet it. A series of
improvements directed at improving performance are already in place and will be augmented as these
data inform the 2007/10 Strategic and Academic Plans. In mathematics, the results were mixed, with
some outcomes achieved and others not. As with writing, consideration of the results will drive
objectives and activities of the next planning cycle.
The remaining general education skills, thinking critically and developing a global perspective,
will be assessed over the next three years while interventions to improve the math and writing
outcomes are designed and implemented. Data on general education outcomes will also be sorted by
program, so that differences in writing and mathematics achievement among programs will become
evident.
In addition to the above competencies, graduates achieve specific outcomes within a field of
study. Each degree program has identified terminal outcomes and measured student achievement of
them as documented in the modified E-Series forms included in this report. Nursing, Paramedic
Studies and Radiology Technology are programs with historically strong assessment procedures and
improvement cycles in place. All other programs have begun work, but there is a range in the quality
of the assessment and use of the results. The programs complete modified E-series Forms annually to
document progress and also incorporate assessment results in program reviews. The College has hired
two new faculty members with expertise in measurement and assessment to work with the Assessment
Team and program coordinators to strengthen current procedures and also to integrate summative
assessment results, student success data, program review findings and CCSSE results into and
integrated picture of institutional effectiveness for use in planning efforts. Chapters Two and Four
provide additional information on the summative assessment of student learning and use of the results
in a cycle of continuous improvement.
As expressed in Standard 4.45 and described fully in this reports section on Standard Four, the
College has collected data on the course, program and institutional level and used it for continuous
improvement. On the program level, Capital uses assessment of terminal outcomes and related study of
course level achievement. General education assessment uses a course embedded approach that
2
ultimately generates institutional level data. These data are complemented by student success data
(graduation rates, transfer numbers, course pass rates and retention data) and survey results to provide
a composite picture of how well the College is achieving its mission.
Consistent with Standard 4.46, the learning outcomes for general education and programs
conform to NEASC standards and the expectations of employers and universities to which the students
transfer. As also indicated in the E-Series forms, advisory groups and surveys provide employer
feedback and articulation agreements are the mechanism by which senior institutions review our
courses, programs and outcomes.
The Information Technology Plan
The fourth area of special emphasis related to the adequacy of the Colleges information
technology planning and program. To meet the requirements of Standard 7.1, Capital has articulated a
vision for information resources development in a multi level planning process. The Colleges
computer network is integrated with that of the Community College System. The System has
developed an IT strategic plan that informs the work on the campus level. The College also includes
planning for information resources in both its Strategic and Information Technology Plans.
Individually, the library, IT department and Academic Media Services participate in college planning
as described in Standard Seven. Collectively, these plans form a comprehensive blueprint for IT
development at the College, although their integration with each other could be improved. The
integration of information resources planning is outlined in the projection section of Standard Seven.
The adequacy of funding for library resources and services (Standard 7.2) is outlined in the
Section on Standard Seven. As documented therein, the allotted resources allowed the library to
develop and maintain an adequate collection, a strong information literacy program, comprehensive
services and an assessment program. The College is committed to maintaining the current level of
library and academic media but has not been able to increase staffing levels to keep pace with
enrollment (Standard 7.4).
Also in response to the Commissions letter and Standard 7.5, Capital has instituted an array of
training opportunities, fully detailed in Standards Seven and Eight. Student support in access to
information resources is provided by the introductory computer course required by most programs and
by information literacy instruction offered by the library. As reported fully in the section on Library
and Information Resources, almost 3,000 of the Colleges 4500 students received information literacy
instruction in the most recent year for which data analysis has been completed, in compliance with
Standard 4.6. The use of library resources is assured by the inclusion of information literacy outcomes
among the general education goals and the resulting course level requirements reflected in syllabi.
Faculty support in the use of classroom media is available on its website and on demand from
the Academic Media Technology Department. In 2009/10, all faculty members received training in the
use of BlackBoard, and that process is now being repeated as a new version of the software comes into
use.
As advised by the Commission, Capital has moved to implement its own Information
Technology Plan, upgrade its IT staff and provide training for faculty in technology use. Given limited
funding, the College prioritized items in the Technology Plan and accomplished those that were
identified as priority areas. On the System level, multiple upgrades resulted in enhancement of services
at the College. A comprehensive study and action plan addressed the difficult issue of network
breaches. The online course delivery system is undergoing a significant upgrade. Enhanced research
capacity has been developed. System-wide planning for a common network infrastructure, currently
underway, will further enhance local service and reliability.
At present, College funding for information resources allows the College to maintain an
integrated information system (Banner), automate all library services, offer online instruction and
hybrid courses and provide multiple student and academic services online. To provide this high level
3
of service, the College has prioritized maintaining IT, library and academic media staffing in a time
when multiple positions elsewhere in the College have been eliminated. Since 2007, the Information
Technology department has filled vacant positions, upgraded a position and added a position. All
library positions have been and will be preserved. Staffing for Academic Media Technology has been
reconfigured but remains stable.
Diversity Goals
The College is committed to diversifying its faculty to reflect the diversity of its student body.
The College submitted an affirmative action plan to the Connecticut Commission on Human Rights
and Opportunities (CHRO) on March 30, 2011. This plan was approved by CHRO in June 2011 and
includes updated goals to achieve the full utilization and representation of minorities, women, and
other protected classes within the Colleges workforce (see Appendices A and B).
An integral part of the Colleges affirmative action program is its recruitment efforts to attract
diverse applicant pools. In its outreach initiatives, the College utilizes diverse media sources and
community-based organizations as recruitment sources. During the 2010 calendar year, the College
hired faculty that represented its diversity commitment.

4
 Standard One: Mission and Purposes
Description
The Board-approved mission of Capital Community College is to provide access to higher
education to the diverse residents of the greater Hartford region. The College, an integral part of
Hartfords cultural and economic district, does this by:
Preparing individuals for transfer education and careers through associate and certificate programs
in academic and technical disciplines and workforce training;
Maintaining programs and support services that enable students to develop academic and
professional skills that equip them for ongoing challenges and opportunities;
Fostering a student-centered environment committed to learning and teaching, the collegial
process, cultural enrichment, and respectful and vigorous dialogue which nourishes active
participation and service to the community
The Vision of Capital Community College states that our College focuses on:
Instilling life-changing knowledge in a community of learners from multicultural backgrounds in a
vital urban setting where business, culture and government converge.
The above statements identify the value placed on diversity and access, the nature of the
curriculum, and the relationship to the community; the statements are furthermore consistent with the
enabling legislation. The mission is part of, and informs, the Colleges 2006-2011 Strategic Plan and
objectives in which each College division outlines its related activities. One measure of the Colleges
effectiveness is the achievement of the mission-driven objectives, which is assessed on a semester
basis.
According to a survey conducted by the NEASC Task Force in spring of 2005, full-time faculty
and staff members were well aware of the Colleges mission, while part-time employees and students
were unlikely to have encountered it. Since 2006, Capital has made significant efforts to publicize the
mission, posting it on every floor of our vertical campus, publishing it at the front of the catalog every
year and including it on the website as a means to increase general awareness of its content and
emphasize its importance. The Mission and Vision were last reviewed and updated in 2005 as a
preliminary to the development of the Strategic Plan.
Appraisal
Since the last accreditation, the College has made efforts to increase the visibility of the
mission but has not yet evaluated their success. Also since 2006, the mission and vision statements
have been an essential part of the Colleges primary goals and objectives, as evidenced by their
incorporation into the Colleges Strategic Plan. For example, the mission of Preparing individuals
for transfer education and careers through associate and certificate programs in academic and
technical disciplines and workforce training is addressed in Goal 3 of the Colleges Strategic Plan
(Expand Business and Community Partners). Examples of the incorporation of the Colleges mission
into the Strategic Plan are described below:
Transfer
In the past five years, the College has significantly increased programs and services that
provide graduating students with transfer opportunities and career programs. The Colleges
Counseling Center has a designated transfer counselor who works closely with students to plan and
prepare for transfer to four year institutions, sponsors several transfer information sessions throughout
the academic year and one national transfer fair per year attended by approximately 25 colleges and
universities. To facilitate the transfer process, the College posts extensive online resources. Active
transfer articulation agreements with public and private colleges and universities include the University
of Connecticut, the Connecticut State University System, Saint Joseph College, University of Hartford,
and Quinnipiac University.

5
Career
Academic internship programs have proliferated since 2005 and are supported by faculty and
program advisory boards. There are presently nine active internship programs at the College, with an
average of 185 students participating each semester. The Legislative Internship program takes
advantage of proximity to the state Capitol and about four students participate in this program
annually. Service Learning in the community is a significant part of the Social Service program, which
enrolls an average of 135 students per semester, with 30% of those students finding job placement as a
result of their field placement experiences. An innovative partnership between the Continuing
Education division of the College and Travelers Corporation has led to the highly acclaimed Capital
Crossroad to Careers (C3) program in which students receive comprehensive mentoring. Internships or
practicum opportunities are offered in the Business, Communication Media, Criminal Justice, Early
Childhood, Fire Science, Medical Assistant, Music Industry, Physical Therapy, and Social Service
programs. The Nursing, Paramedic and Radiology Technology programs provide clinical experiences
for all students.
Degrees and Certificates
The College revises and enhances its list of degree programs based on community need. Since
2005, Capital has developed an Insurance and Financial Services degree at the request of local
insurance companies, a Music Industry program to meet student demand and a Construction
Management program initially proposed by the state-wide carpenters union.
Support Services
The mission of Maintaining programs and support services that enable students to develop
academic and professional skills that equip them for ongoing challenges and opportunities is
addressed in Goal 1 of the Strategic Plan (Promote Student Success).
The Academic Division is committed to meeting this goal by funding a vigorous academic
support system designed to address a range of student academic needs. The newly established
Developmental Education Division provides learning communities, courses with self-paced
instruction, developmental advising and ESL and bi-lingual instruction. Its Academic Success Center
has added a Learning Specialist who meets with students with disabilities to provide targeted tutoring
services and discuss study skills, time management and organization.
Programs
In the last five years, the Division has also been part of several national initiatives to improve
teaching and curriculum including Achieving the Dream, the Carnegie Foundations Statway project
and NEH-funded activities described below. The mission of Fostering a student-centered
environment committed to learning and teaching, the collegial process, cultural enrichment, and the
respectful and vigorous dialogue which nourishes active participation and service to the community is
addressed in Goal 2 (Create a Student-Centered Culture) and in Goal 4 (Create a Collegial
Environment) of the Strategic Plan.
One new way the College is creating a more student-centered culture is by increasing
professional development for faculty on themes related to learner-centered methodologies. Workshops
are conducted regularly through the Center for Teaching and each fall through Adjunct Meetings. For
students, the Welcome Center has developed themed workshops, tours, and orientations, a six-week
Summer Bridge Program to provide rising juniors and high school/GED graduates with the tools to
transition into college. The center supports these students through Capital Scholars, the Black and
Latino Male Resource Center, and the Junior Academy. Approximately 100 students participate in
these programs every summer.
The Career Development and Placement Center now hosts career-oriented Lunch, Learn and
Life Skills workshops on topics such as time management, volunteering as a way of building ones
career resume, and the benefits of internships. Also, the CREC/CCC ESL Transition to College and
6
Career Pathways program is a successful partnership that prepares non-native English speakers for the
rigors of higher education through comprehensive courses, tutoring, and advising services.
The College has been actively engaged in several projects and activities to connect faculty,
staff, and students with the Greater Hartford community. In 2010, the Humanities Department
received a grant from the National Endowment of the Humanities to provide College faculty with the
opportunity to study Hartfords history, literature, communities and culture through interactions with
area scholars and institutions such as the Hartford Stage, Mark Twain House, Harriet Beecher Stowe
Center, and Wadsworth Atheneum Art Museum in order to create Hartford-themed and Hartford-
engaged courses. In addition, the College has offered an interactive public concert series featuring
artists from the Greater Hartford area. Since the fall of 2006, Concerts@Capital has featured
performances in the classical, popular, experimental, folk, and Western and Non-Western genres, with
an average of nine concerts per year, including an annual Hartford Composers concert. To revitalize
the communitys interest in literary reading, the College has partnered with Hartford Public Library on
public events such as One Book for Greater Hartford and The Big Read, a program sponsored by
the National Endowment of the Arts. This collaboration has brought numerous literary events to
campus including student readings, a film series, and a guest lecture by Pulitzer Prize-Winning author
Junot Diaz.
While the local mission per se has not been reviewed since 2005, the College recently
collaborated with the Community College System in examining its shared mission and defining what
access to community colleges means. Based on decades of data, the colleges know what level of
entry skills give students a reasonable chance of attaining a degree or certificate. The question posed
was whether access should be restricted to those likely to attain a credential. Based on the discussion, a
Board policy emerged re-interpreting the mission relative to access (see Appendix C).
A process-oriented goals workshop was conducted at the 2009 Convocation as a means to
include the entire College community in reflection and discussion about how well we meet our
institutional goals. The organizing committee determined specific goals and deliverable benchmarks.
The results of this process were shared in a summary document which was disseminated to the entire
College community.
Projection
In 2011, the College will develop a new Strategic Plan. The College has been placed under a
new Board of Regents and merged with the state university system, effective July 1, 2011. As an initial
step, the College will reconsider the implications of new Board policy to the interpretation of the
mission. A new assessment of the awareness of the mission will also be done and combined with
additional steps to promote it. Efforts will include publishing the mission and vision statements on the
first page of the Student Handbook, mailing them to adjunct faculty and new employees along with
their contracts, displaying them in the online course environment and including them in syllabi.
To further enhance the understanding of the mission and to promote varied participation in its
implementation among the College community, the College will infuse mission-related ideas into
College-wide events and other co-curricular plans such as literary festivals, poster sessions, and
student photography and writing contests with a mission-related theme.
Institutional Effectiveness
The effort to further define and operationalize the mission in terms of access that was
undertaken by all the colleges in the system was substantive and will be the catalyst for significant
change at Capital. It will inform the review of the local mission that will undergird the current strategic
planning effort and subsequent resource allocations.

7
 Standard Two: Planning and Evaluation
Description
Planning
Since the last NEASC visit, the previous Plan was fully implemented and the Colleges current
Strategic Plan was finalized, approved, and distributed to the entire College. Faculty and student focus
groups and an environmental scan were among the initial steps of the planning process. Students were
also able to give their input to the planning and evaluation process by participating in Capitals
Campus Conversation, which convened over 160 students, faculty, staff, and members of the College
Foundation Board. The large gathering split into breakout groups consisting of 10-14 participants and
each group was led by a moderator to discuss ways that Capital could improve student success. The
predominant concerns and suggestions were recorded and used to develop an action plan. Data on
retention, graduation and transfer, the Community College Survey of Student Engagement results,
student learning assessment findings, and graduation survey results were also considered in the
formulation of objectives and related strategies. A planning committee representative of all elements of
the College crafted the plan, which was then endorsed by the College Senate and the administrative
leadership. Academic planning was incorporated in the plan as a major focus. For each objective, the
plan included specific strategies and activities to be undertaken by each division.
Since the last accreditation, Capital became an Achieving the Dream (ATD) college and later
an ATD leader college, which significant impacted planning and evaluation processes. ATD is a
national collaboration among community colleges that promotes student success through targeted
interventions and their continuous assessment. At Capital, many ATD interventions were designed to
advance College objectives as described in the Strategic Plan.
Also as a result of the ATD initiative, Capital has become increasingly cognizant of the critical
role data plays in its decision-making processes. The Colleges dormant Planning and Review
Committee was reactivated and began to monitor the status of key goals and objectives and to report
on their attainment each semester. A dashboard (color-coded statistical chart) was created to provide
the College community with a clear and concise portrayal of the progress made on these objectives and
was shared at all-College, divisional, and administrative meetings.
Evaluation
The Office of Institutional Research, the Learning Assessment Team and two faculty members
partially assigned to institutional research beginning in 2010 led the College in the collection and
analysis of this data for decision-making and institutional improvement. The data include progress
toward Strategic Plan objectives, student learning assessment data, graduate surveys, program reviews,
evaluation of classroom-level interventions and results of surveys such as the Community College
Survey of Student Engagement and Faculty Survey of Student Engagement (CCSSE and CCFSSE)
administered biannually. Together, these data provide multiple perspectives on institutional
effectiveness.
The effectiveness of the academic program is a key focus of evaluation efforts. Objectives in
the Strategic Plan measure interventions to increase retention, course success, graduation and transfer
rates and to reduce identified achievement gaps. The assessment of student learning described in
Standard Four offer a substantial view of student success at Capital. Survey data from CCSSE and
CCFSSE complement these by providing student and faculty reports. Students also participate directly
in the evaluation process by completing formal student evaluations in each class every semester. These
evaluations are then reviewed by the Academic Dean, Division Directors, and Department Chairs.
The College compiles information on its graduates, including terminal assessment of learning
outcomes, transfer data and employment data from the graduate survey. It posts longitudinal student
right to know data on its website starting with 2002 cohort data. Student success data are used by the
System administration to determine a portion of the Colleges funding.
8
 Finally, program review is done for all programs of study in a five-year cycle, with the current
cycle beginning in 2006. Revised in 2006 to include a section on assessment of student learning and an
external perspective, this in-depth study contains both quantitative and qualitative data. Examples of
data include statistics based upon enrollments, student success rates, retention rates, graduation rates,
transfer rates, as well as surveys of current students, graduates, transfer institutions, and the
community. Program advisory councils that meet on a regular basis also provide the program review
with valuable input from the community.
These data on student success are used by both the Management Team and the Planning and
Review Committee to identify strategic priorities and measure institutional progress toward them.
Retention and course success statistics are used to evaluate the effectiveness of academic and student
success interventions. For example, Capital analyzes student success and retention data in
developmental and credit-level courses to measure the impact of learning communities, active learning
techniques and curriculum changes. The data were presented at faculty meetings to create greater
awareness and appreciation for the academic challenges facing students.
Student performance and retention data have also led to the creation of a new academic
division, Developmental Education Division, dedicated to enhancing instruction, instructional support,
and student support and tutorial services for the developmental education cohort. Targeting this
underperforming cohort has significantly impacted resource allocation, scheduling, and staffing.
Appraisal
Planning
The College significantly improved its planning and evaluation processes since the last self-study.
Involvement in Achieving the Dream has made the College more data-driven and decision-making is
now directly tied to outcomes. The College has a tremendous data bank on student outcomes from
which to draw, whereas only limited data were previously available. Moreover, the latest Strategic
Plan incorporated input from all areas of the College, was well communicated both internally and
externally, and continuous dialogue on achievement of Plan objectives was maintained through the
work of the Planning and Review Committee.
The partnership of shared governance committees (the Senate and its Planning and Review
Committee) with administrative units in the oversight of plan implementation has emerged as a
strength of the planning process. However, the Committee found that some of the Strategic Plans
goals did not have outcomes that were easily measurable, and it was also difficult for committee
members to obtain timely data from some areas of the College.
As the implementation of the 2006-2011 Strategic Plan concludes, evidence shows that the
College has made progress toward many objectives and achieved its targets for others. Student success
in developmental Math and English has gained significantly, and overall retention has improved
slightly. The College met its goal of decreasing the achievement gap for ethnic minorities by its target
date of 2009, and its goal for expanding community partnerships and building a new magnet school
facility. Specific funding, both College and grant monies, were allotted to the implementation of the
Plan and were adequate to allow the completion of most strategies/activities. A number of key
objectives in the Plan were not accomplished, including the acquisition of much needed additional
space and the improvement of the overall student success rate, as defined by retention, transfer or
graduation, to 59%.
Evaluation
While able to meet the data demands of Achieving the Dream and the Carnegie Foundation-
funded Statway project, Capitals planning efforts are challenged by a staffing issue: Capital
maintains only one full-time Institutional Research position. To adequately support its planning and
evaluation efforts, the College has created two hybrid positions, a faculty member/assessment director

9
and a faculty/institutional effectiveness slot. While this measure has been helpful, the challenge
remains.
Projection
Planning
The current Strategic Plan will expire in 2011. The Planning and Review Committee and the
College President have discussed the future direction of strategic planning. The President will
implement a three-year rolling Strategic Plan to increase the fluidity of the process. The Planning and
Review Committee will update the three-year Plan annually with input from the College community,
continue to monitor the progress, and report findings to the College Senate, which will then report to
the College at large.
In the new Plan, all objectives will be measurable and the President will establish formal
reporting mechanisms and timetables to ensure that the Planning and Review Committee is able to
efficiently monitor implementation. Key unmet objectives, including increasing the overall success
rate and acquiring new space, will be included in the new Plan with new approaches to meeting the
objectives. A new direction for the College will also be set by the statewide Strategic Plan for Higher
Education that was mandated in the recent legislation that merged the community colleges and state
universities.
Evaluation
While the College is not able to hire additional institutional research staff at this time, the
Connecticut Community Colleges are creating a data warehousing system that will simplify some
research activities. Capital will also continue to seek grant funding to augment its capacity in this area.
Capital also seeks to create a more efficient method for converting student data in the BANNER data
system to a student success database. The Student Services division is currently working with the
Institutional Technology department to construct a program to automatically convert student data. The
division is in the early stages of implementing a new longitudinal approach to assess student
performance and is developing new methods for sharing data with the College community.
Institutional Effectiveness
Capitals President and the Strategic Planning and Review Committee reviewed current
planning and evaluation methods and evaluated other models before electing to implement the
Baldrige Performance Excellence method and to limit the duration of the Plan to three years.
Capital has made a strong commitment to including broad-based participation in its planning
and evaluation process, to communicating the results to the College community on a regular basis and
to allocating resources based upon the Colleges strategic goals. Capital is also committed to gathering
both quantitative and qualitative data as evidence that student learning objectives are being met in all
areas. The Inventory of Educational Effectiveness Indicators (Optional E1 Forms) demonstrates how
changes have been made to programs based upon the data collected.

10
 Standard Three: Organization & Governance
Description
In a major change since the 2006 appraisal, the community college system in Connecticut has
been merged with the state universities and placed under a new board. Established as of July1, 2011,
the Board of Regents (BOR) serves as the governing body for the community colleges, the state
universities, and Charter Oak State College. The BOR has been charged with increasing synergy
among the merged systems and with developing a new Strategic Plan for Higher Education. The
enabling legislation, Public Act 11-48, reads as follows:
There shall be a Board of Regents for Higher Education who shall serve as the governing body for the
regional community-technical college system, the Connecticut State University System and Charter
Oak State College. The board shall consist of nineteen members who shall be distinguished leaders of
the community in Connecticut. The board shall reflect the state's geographic, racial and ethnic
diversity. The voting members shall not be employed by or be a member of a board of trustees for any
independent institution of higher education in this state or the Board of Trustees for The University of
Connecticut nor shall they be employed by or be elected officials of any public agency. The
Commissioners of Education, Economic and Community Development and Public Health and the
Labor Commissioner shall serve as ex-officio, nonvoting members of the board. It consists of fifteen
voting members, nine appointed by the Governor for six year terms and one member each appointed
by the House speaker, the Senate president pro tempore and the House and Senate minority leaders
for four year terms. The chair and vice chair of the student advisory committee complete the
membership and serve two year terms. The Governor appoints a chair person to a three year term.
The Board of Regents has a president appointed by the governor whose term is coterminous with his.
Vice presidents will serve as liaisons to each of the higher education units under the BOR, including
the community colleges. The president and his staff are responsible for implementing the BORs
policies; college Presidents are the chief executive officers of their institutions.
The governance design of Capital Community College has three components: the newly
designed Board of Regents, the Colleges own administrative organization, and its internal
participatory governance system. Through the interaction of the three governance components, all
members of the College community may contribute to the College Mission.
While in a different reporting relationship with the Board, the College campus administration is
unchanged since 2006, comprising the President, the four Deans, and the Director of Human
Resources. As described in the 2006 self-study, the President has the responsibility of implementing
Board policies and maintaining open lines of communication between the Board and the College
community, as well as between the Board and the community at large. The Deans have operational
responsibility for the academic program, student services, finances and workforce development.
The College Governance System consists of a College Senate and its subcommittees on
diversity, curriculum, college affairs, information resources, planning, and professional development,
representative of all constituencies in the College, including students. The Governance System is
designed to provide an efficient and effective channel of communication among faculty, staff, students
and administration. The system fosters participation in the decision-making processes that enable the
College to accomplish its mission.
Appraisal
The above-described Board of Regents came into existence on July 1st, 2011, at which point the
former Board of Trustees ceased to have governing power. To date, an interim president of the BOR
has been appointed but no Board members are in place. This major change leaves the College in a
transitional period with little information about the future direction of the system. What is clear from
the legislative mandate to the new Board is that integration of the state universities and community
colleges into an aligned system will improve the structure of all higher education that will be re-
evaluated in the development of the Strategic Plan. With only the enabling legislation as a reference, it
is premature to assess the BOR against NEASC standards at this time.
11
 Capitals local administrative structure has a division of labor that is traditional within
academic institutions. A weakness in the structure is the minimal administration of the academic
division, with five part-time chairs supervising more than three hundred full- and part-time faculty
members. This has become more apparent since 2006 as enrollment increased and the numbers of
adjunct faculty expanded.
With the retirement of Dr. Calvin Woodland at the end of the 2010 academic year, the Board of
Trustees for Connecticuts Community Colleges and the Chancellor announced the appointment of Dr.
Wilfredo Nieves as President of Capital Community College. The Colleges structure remains the
same. However, the new President has emphasized strengthening the communications and planning
processes throughout the College in general, and in relationship to the internal governance structure
specifically.
The President has taken actions to encourage consistent, timely, and effective communication
within the College community. He has implemented an Open Door policy for faculty, staff, and
students which encourages a democratic flow of communication. To facilitate communication with his
management team, the President conducts individual monthly meetings with each Dean and meets
twice monthly with the entire management team. One of his stated priorities is to attend College Senate
meetings in order to understand issues or actions which require his attention, to which he responds in
writing to the Senate via the Senate Chair.
The College Senate plays an important role in the Colleges ability to fulfill its mission. In
2006, the visiting team cited, there have been problems with several subcommittees of the faculty led
College Senate, specifically subcommittees such as the Information Resources and Management
Committee (IRMC) and the Diversity Committees. The President and the Senate Chair have
reconstituted the membership on the Diversity Committee (see Data First Form: Major Institutional
Committees - Diversity). Jointly, they have asked this committee to develop an inventory of College-
wide diversity activities and create and distribute a central calendar which will communicate their
events and encourage College-wide participation.
The concern regarding the focus and performance of the IRMC is currently being addressed.
The President chairs the system-wide technology committee, which recently added two faculty
members. With this faculty/classroom emphasis, the President, in collaboration with the Academic
Dean and Senate Chair, has begun to reconstitute the IRMC membership, roles, and outcomes to better
address teaching and student learning needs.
In 2006, the visiting team cited, a problem with governance seems to stem from two faculty
unions at one time. Union members from both units were discouraged and refused to participate in
governance. The Senate Chair and College administration feel the internal governance system
members fully represent the Colleges faculty, staff and students (see Data First Form: Major
Institutional Committees- College Senate ). The differences in collective bargaining agreements are not
reflected in the Senates membership.
Several actions are underway in response to the visiting teams concern regarding how
organization and governance will be assessed. The President is in the process of creating an integrated
approach to developing, managing, and monitoring the Strategic Plan. Within this approach is the
inclusion of the Senates Planning and Review Committee and the linkage between the Plans goals,
action plans, financial resources, internal governance standing committees, and NEASC standards.
This approach incorporates and addresses the needs of the key stakeholders, ensures that the Colleges
resources align with its priorities, and documents the effectiveness of the College in achieving its goals
and objectives.
Projection
On the system level, the new governing body and Higher Education Strategic Plan will
dramatically change College governance. Capital is no longer part of a highly centralized community
12
college system and has been merged with a relatively decentralized university system. The
implications of this change are not yet clear. Locally, dramatic budget cuts are pushing the College to
reorganize its administrative structure, emphasizing core functions. The President and management
team have begun that process.
With respect to enhancing shared governance, the College is committed to several actions:
The Senate Chair recognizes the Senates need to formally assess itself. The Chair will establish a
By-laws Review Committee and request it to implement a survey to assess the internal governance
structure.
To facilitate the implementation of key actions, the President will identify the turnaround time to
formally respond to a resolution forwarded to him by the Senate.
The Senates Diversity Committee will create and publish the Diversity calendar on the Colleges
web site.
The President and Senate will reconstitute the membership of the IRMC committee to include a
more significant role for faculty and student services staff. With this augmentation, the committee
will not only assess how technology can more directly enhance teaching and student learning, but
also address administrative computing needs.
The President will share his integrated planning approach with the Senate and College community
and post the planning control document on the Colleges web site. An updated organization chart
will support the planning document to reflect how the Colleges structure supports the strategy.
This planning document will contain evidence illustrating the effectiveness of the College
administration and internal governance structure in implementing the Strategic Plan.
The President will finalize his decisions regarding the All-College meetings format and purpose
and plans to distribute a College newsletter.
The Senates Governance Review Committee will create a survey to assess the effectiveness of the
governance system.
Institutional Effectiveness
All levels of governance have been reviewed since 2006 and major changes have resulted.
System governance was completely re-designed as described above and the effectiveness of the
administrative structure is currently underway. A review of the participatory governance structure has
been planned by the College Senate. The campus-level administrative and shared governance
structures integrate decision-making among the major stakeholders of the College. A number of
changes made by the Colleges Senate and Management teams have enhanced the flow of
communication among the stakeholders. As a result, there are people and processes in place to seize
opportunities, mitigate risks or address issues in order to preserve the mission of the College. An
important component will be the administration of the Senates survey which quantitatively and
qualitatively evaluates the effectiveness of the governance system.

13
 Standard Four: The Academic Program
Description
As dictated by its mission and fully described in the 2006 self-study, Capital Community
College prepares students for transfer education and careers through associate degrees and certificate
programs in the liberal arts and other academic and technical disciplines. Developmental courses are
also available to train underprepared students for college-level work. The Dean of Academic Affairs
and the department Chairs are responsible for the oversight of the academic program wherever and
however it is delivered. Course and program development is the responsibility of the faculty. The
sponsoring department, Curriculum and Academic Policy Committee (CAP), College Senate, and
Academic Dean/President must endorse any new course or program. Degrees, stand-alone certificates,
and program modifications must also be approved by the Board of Regents for Higher Education.
Each degree program, including those developed since 2006 (Music Industry, Insurance and
Financial Services and Construction Management), is carefully mapped with course outcomes that
build sequentially and culminate in program goals. Procedures for admission are designed to assure
that the student has the requisite knowledge and skills (that is, there is a system of universal placement
testing and pre-requisite courses for selective programs). Once a program is officially approved, it is
overseen by a Program Coordinator in accordance with the College policies. Program and general
education goals and outcomes are listed in the catalog.
As noted in the section on Standard Two, academic planning is incorporated in the Strategic
Plan and guides all activities. As also noted under Planning and Evaluation, academic program
assessment includes achievement of benchmarks in the Strategic Plan, the student learning assessment
program, program reviews and the use of standardized instruments including the Community College
Survey of Student Engagement which is administered biennially.
Through planning and evaluation, the College is continuously striving to improve the
effectiveness of its academic program. Since 2006, CCC has instituted new certificates and degrees,
updated the general education requirements, implemented new assessment and review strategies for
general education and program outcomes, developed new instructional methodologies, and enhanced
support services such as the Academic Success Center (ASC). These changes are described for each
department below.
Department of Business and Technology
With respect to the curriculum, the Business & Technology Department added an Insurance
and Financial Services (IFS) degree, on-site and on-line, and six new courses. A computer proficiency
exam was also developed and implemented to facilitate placement.
Based on recommendations of the Computer Technology Advisory Council, modifications
were made to the following degree programs and certificates: Computer and Information Systems,
Web Publishing Option; Computer and Information Systems, Network Administrator Assistant Option;
and Computer Support Specialist, Hardware Support Option. A new Entrepreneurship option was also
created for the Management degree.
The Department enhanced articulation agreements, one of which provides admission into the
University of Connecticuts School of Business for both Management and IFS degree graduates with
an overall GPA of 3.0. New computer course articulations have been developed with Central
Connecticut State University, Newington High School, A.I. Prince Technical High School in Hartford,
and Conard and Hall High Schools in West Hartford. Articulations have also been completed with the
University of Connecticuts regional campuses and Central Connecticut State University for
Management and with St. Joseph College for Accounting.
Department of Health Careers
The Health Careers Department revamped the existing health certificate for students planning
to enter nursing. In addition to the nursing pre-requisite course, students in the certificate program
14
receive specialized advising and have access to supplemental instruction.
Since the 2006 comprehensive report, the following changes have been implemented:
1) The Fire Technology program was revised to meet new FEMA requirements and an EMS
component was added, based on Advisory Board recommendations, to meet the needs of the City
of Hartford;
2) An Integrative Medicine certificate and Paramedic Studies (Fire Science track) degree program
was developed and the Emergency Management Response Certificate was revised. The College is
working with Charter Oak State College to articulate its Emergency Management Response
program with their Homeland Security degree program.
3) The Emergency Medical Services Instructor (EMS-I) certificate has developed three hybrid
courses: EMS 101, EMS Education I; EMS 102, EMS Education II; and EMS 103, EMS Education
III.
4) National re-accreditations were received in Medical Assisting (2006), Radiologic Technology
(2009), and Emergency Medical Technician - Paramedic (2011).
Department of Humanities
The Humanities Department has developed significantly since the last self-study. The new
Music Industry degree program is the first of its kind in Connecticuts community college system.
Articulation agreements have been established with the University of New Haven and the University of
Bridgeport. The program is poised to make the College an integral part of the music industry in the
city.
With the hire of a composition specialist in 2010, the department is now conducting a
substantial re-design of English 101 to include a cutting-edge text and handbook, a common portfolio
approach, and anchor assignments on research and on plagiarism. New courses have been developed:
Liberal Arts Capstone seminar, Short Story, and Digital Animation. Existing courses in Ceramics,
American Literature, Advanced Composition and Theatre were also revised. Online courses have been
created in Art Appreciation, Composition, Hispanic American Literature, Advanced Composition,
Creative Writing, African-American Literature and Literature and Composition. A hybrid course on
the Short Story was offered in spring 2011.
The department held a retreat in spring 2010 to craft and adopt a vision statement. Central to
that vision is the role of the department in placing humanistic education and events at the center of the
College and the surrounding community. As a result, all Humanities courses now have a five percent
component for student enrichment activities (e.g. attending lectures, readings, drama, art shows). Also
because of this vision, the department wrote and received a grant of $100,000 from the National
Endowment for Humanities. Over the next two years, all full-time departmental faculty will receive
training in the history and culture of Hartford and themed learning community methodology. They will
also generate new courses that create links between the Humanities and Hartfords heritage that are
specific to the arts and cultural institutions surrounding the College.
The NEH Hartford Heritage grant has already generated some significant new partnerships with
the community. The One Play program, a new collaboration between the College and the
neighboring Hartford Stage Company, will focus the attention of the college on one Hartford Stage
play each semester by providing faculty development and teaching support to incorporate each play
into coursework; College-wide lectures, workshops, or symposia; and a Capital Community College
night at the theatre to be underwritten by downtown corporations. Other partnerships include a joint
seminar with the Old State House museum at the New England Museum Association conference in
November 2011 to showcase the Hartford Heritage project, and a proposed grant to conduct an
audience development project with the Wadsworth Atheneum Art Museum and Central Connecticut
State University.
Travelers Corporation has partnered with Capital in a project for non-native English speakers
15
who are actuaries and IT specialists. Twenty professionals from China, Russia, Ethiopia and Egypt
are enrolled in two seminars targeted to improve their oral communication skills and manage cross-
cultural workplace dynamics. Travelers allocation to date is approximately $10,000.
The department was negatively affected by the loss of the ESL Director position when the
director retired in 2009. A program administrator was hired to take up some of the director duties that
were left to the Humanities Chair, the Division Director for Developmental Education and the program
faculty.
Department of Nursing
The Division of Nursing launched the Connecticut Community Colleges Nursing Program (CT-
CCNP) in the fall of 2008, thereby doubling clinical teaching at the freshmen level. The CT-CCNP
new admission requirements were also implemented. The program was successful in working with
clinical partners to secure new sites needed to accommodate this increase in direct care for students.
Online and hybrid offerings started in 2009 with the implementation of a new CT-CCNP curriculum;
Nursing is now offering Pharmacology courses online and hybrid courses in Management and Trends.
Capitals Nursing Program is part of The Connecticut Articulation Model for Nurse
Educational Mobility. The CT-CCNP at Capital has dual admission agreements with most nursing
programs in Connecticut. In the last two years, seven RN to BSN program articulation agreements
have been implemented in Connecticut Colleges. In the classroom, the nursing faculty significantly
increased their use of Micro Sim and Sim Man in the classroom and Labs. Simulations allow students
to experience the nursing process in anticipation of life and death decision-making. The CT-CCNP,
along with other Nursing programs in the State of Connecticut, received one-year grant funding for
intensive Simulation workshops.
In 2010, the Nursing Program was re-accredited by the Connecticut State Board of Examiners.
The National League for Nursing Accrediting Commission visit is scheduled for October 2011.
Department of Science and Mathematics
Since 2006, the Department of Science and Mathematics has developed a variation on the
Liberal Arts and Science Degree that emphasizes science and mathematics and prepares students for
transfer in these fields. Also a new Forensic Science (SCI 200) course was developed and has a dual
designation (CJS 225) in the Criminal Justice curriculum.
The department is also working with the Carnegie Foundation and nineteen colleges nationwide
to develop a new pathway to college-level statistics that will not require intermediate algebra as a pre-
requisite. Algebraic content needed for statistics will be included in the course and provided just in
time for application in statistics. The new Statistics Pathway (Statway) initiative is an accelerated
program that allows students to complete transfer-level statistics in a single year. It is intended for
students interested in non-STEM (Science, Technology, Engineering and Math) majors. The pedagogy
and the assessment of the Statway course are also innovative, featuring problem-based and
collaborative learning and formative assessment during the course of the semester.
Department of Social Sciences
Since the 2006 comprehensive report, the department has added ten new courses in the areas of
Communication Media, Criminal Justice, Political Science, History, and Psychology. The department
has also offered seventeen of the existing courses in an online format. The Social Sciences department
enjoys a strong and improving collaborative relationship with the Colleges Division of Continuing
Education. The College has received funds from Capital Workforce Partners to develop online
offerings for the departments Gerontology Certificate program and is completing that initiative now.
For transfer students, the Communication Media degree program faculty members drafted an
articulation agreement with the Department of Communication at the University of Hartford. At
present, all required courses in the Colleges A.S. degree program, as well as most electives, have
transferable matches with the University of Hartfords College of Arts & Sciences. The formal
16
agreement process is now in review at the university level at University of Hartford with regard to
general education components.
Another articulation agreement between the Colleges Social Service and Elms Colleges
Human Services program was finalized, and articulation agreements with the following institutions
were reviewed and assessed: Eastern and Central Connecticut State Universities Social Work
programs and Springfield Colleges Human Services Weekend College.
The Departments Child Development Center was re-accredited by the National Association for
the Education of Young Children (NAEYC) in 2009. The Early Childhood Education program is
currently working towards national accreditation by NAEYC in 2012/2013.
The Criminal Justice program coordinator worked with the Chief Academic Officer for the
Connecticut Community-Technical College system and Charter Oak State Colleges Connecticut
Credit Assessment Program (CCAP) to evaluate several non-collegiate education and training
curricula. To date, CCAP has awarded college credit to those who graduate from the State Police
training academy, 32 credits; Police Officers Standard and Training Council (POSTC) for municipal
officers, 21 credits; and Department of Correction and Judicial Marshalls Pre-Service training, 9
credits. Articulation agreements for college credit were also established for CJS 101 Introduction to
Criminal Justice with Bulkeley and University High Schools in Hartford.
Service learning was a retention strategy used by the Department starting in 2007-2008.
Representatives from ATD led an all-day workshop on service learning and civic engagement for the
College faculty. Following that, the Social Services program placed students in thirty-two community-
based organizations in the Greater Hartford area for internship and service learning opportunities.
Developmental Education
The most significant programmatic change since the 2006 Self-Study was driven by the large
number of students enrolling in developmental courses. In the Fall of 2010, for instance, sixty-five
percent of new first-time students at Capital enrolled into developmental Mathematics and /or English
courses. The College researched best practices, created a unified developmental curriculum and hired a
Division Director to oversee developmental education.
The new conceptual model for developmental education is designed to streamline
developmental studies and comprises three main elements: accelerated learning in a twelve-month
cycle, classroom innovation with specialized faculty, and intensive advising and support services.
Three courses have been added to the program: a hybrid Developmental Reading course, an
accelerated pre-Algebra course and the Statway mathematics course described earlier.
Classroom innovations have included twenty-nine reading/writing learning communities,
implementation of active learning methodologies in ESL and English, and the use of supplemental
instruction with software in mathematics. All developmental English learning communities have a
dedicated tutor. Instructors and tutors maintain close contact throughout the semester to discuss
upcoming assignments and expectations. Tutors conduct a one-hour power hour tutoring session
before or after class that is specifically designed for the learning community. All mathematics faculty
members and tutors received training in the use of My Math Lab and use it as supplemental
instruction in all sections.
Academic Success Center (ASC)
The ASC offers all registered students a wide range of tutoring services and academic support
programs, at all levels and across the curriculum. One of the primary goals over the last five years has
been to integrate what were once two separate departments (the Learning Center and the Math Center)
into one center under one unified mission. All programs and activities have been implemented with
this mission in mind: to help students develop the academic skills and self-confidence necessary to
become active, independent, and responsible learners so that they may achieve success in college
and beyond.
17
 The ASC implemented the use of web-based software called Key Train, designed to enhance
basic English and math skills and to help students prepare for the Accuplacer Test. ASC tutors also
participate in professional development sessions to kick off each semester, and a comprehensive
manual of tutor guidelines and Blackboard Vista shells were also developed for tutor training.
Resource Development, Grants, and Other Monies
The Commissions 2006 letter asked that the College give special attention to assuring that
significant resources, both physical and financial, are dedicated to supporting the academic program.
Since 2006, the College has increased the percentage of its resources devoted to the academic program
from sixty to seventy percent. In addition, as part of the Strategic Plan, it aggressively sought
additional revenue targeted at improving teaching and learning and received the following:
1) Carnegie Foundation for the Advancement of Teaching Statway Grant: $190,000 Statway
grant to create new courses and improve student achievement in mathematics.
2) National Endowment for the Humanities, Hartford Heritage Grant: $100,000 Faculty
development grant to infuse courses with new humanities content related to Hartford, provide
faculty development and create interdisciplinary learning communities.
3) Lumina Foundation: A $450,000 Achieving the Dream grant to implement targeted classroom
level and student services interventions.
4) The Hartford Foundation for Public Giving: $250,000 to align the ESL curriculum with that of
adult basic education, working with the Capital Region Education Council.
5) Department of Labor: $1, 801,451 to create non-credit training and an associate degree in
Insurance and Financial Services.
6) Health and Human Services: A $294,164 Health Information Technology grant to develop
curriculum in partnership with Tidewater Community College.
7) The Nellie Mae Foundation: $49,700 to align the developmental English curriculum with that of
local adult basic education.
8) Department of Higher Education ($46,000), MetLife ($125,000): Funding for summer bridge
programs.
9) Travelers Corporation: $250,000 for student internships.
The Academic Division also acquired additional classroom space with the departure of the
magnet school to its own building in 2010.
Undergraduate Degree Programs/General Education/Major
Associate degree programs designed since 2006 and listed above include five or more courses
in an area of specialization, courses in cognate areas, electives, and a general education component that
provides an introduction to broad area of human knowledge. The general education requirement is
common to all programs and referred to as the core curriculum. The objectives and outcomes of all
programs are clearly stated in the catalog; pre-requisites and a recommended course sequence guide
students through the program of study.
Capitals definition of an educated individual is expressed in its learning outcomes for general
education and its core curriculum. The outcomes list the skills and knowledge that each graduate of the
College will acquire in combination with the specific outcomes related to an area of specialization. The
core curriculum is mapped so that the general education outcomes are embedded in specific courses. It
comprises twenty-four to twenty-six credits distributed among the arts and humanities, social sciences,
mathematics and sciences.
Capitals learning outcomes target the ability to communicate effectively, reason scientifically
and quantitatively, think critically and employ a global perspective. Information and technological
literacy outcomes are a subset of the communicate effectively and think critically outcomes. The
global perspective outcomes encompass the understanding of historical and social phenomena and
ethics, as well as appreciation of the arts. Through curriculum mapping, program coordinators are
18
establishing where each outcome is introduced, reinforced and achieved.
The core curriculum includes related requirements in writing, mathematics, science, the
humanities, the social sciences and the arts. Both the core curriculum and the general education
outcomes have been revised since 2006. The core curriculum ceased to have two versions, one for
technical and one for non-technical fields of study, and became a single common core. The learning
outcomes were further refined for easier measurement. There have been no changes with respect to
areas of concentration.
Integrity in the Award of Academic Credit
Capitals policies and procedures related to the award of credit have not changed since 2006.
The institution is in compliance with changes in the Standard as follows.
1) All degrees have a minimum of 60 credits.
2) Decisions on continuing academic standards are based on Board policy and clearly stated in the
catalog and elsewhere.
3) Capitals policies on plagiarism are clearly stated in published documents and enforced. In the past
academic year, the College hosted a workshop on plagiarism for all faculty. In addition, the re-
design of English 101 that was completed this year includes a component on the topic.
Assessment of Student Learning
In 2006, the Commission charged the College with developing summative assessment
measures and ensuring that assessment measures were used for institutional improvements. The
Commission acknowledged that Capitals assessment work in 2006 was extensive and broad-based
but could be enhanced by looking at summative assessments of graduates and integrating all
information into a comprehensive picture of institutional effectiveness. To coordinate this work with
the academic administration and institutional research, the College hired two faculty members with
specific expertise, each of whom will devote 20% of their time to assessment and institutional
effectiveness measurement. With the faculty leadership, they have accomplished the following since
2006.
Programs and Courses
At the time of the previous self-study, degree programs were assessing the achievement of
terminal outcomes specific to the major using a variety of measures appropriate for the program.
Nursing, Radiology Technology, Medical Assisting and Paramedic Associate degree programs used
multiple quantitative and qualitative measures, including licensure examinations. Other programs
devised their own measures, including a portfolio review in architecture, standardized tests in
management and accounting and an interdisciplinary capstone course for the liberal arts program.
To capture the results in a succinct manner that allowed the faculty and administration to see an
integrated overview of the learning of graduates in each program, the College modified the E-Series
Option One form to include information on assessment results and their use to improve the program.
The forms are done annually. In addition, the format for program reviews was modified to include
expanded information on student achievement of learning outcomes and the incorporation of an
external perspective. The program review process, done by each program in a five-year cycle,
continues to serve as the keystone for all academic assessment goals. A program review is not
considered satisfactorily completed until outcomes and assessment are aligned at course, program, and
graduation levels.
Course level assessment since 2006 has been used in a variety of ways to improve program
quality. Success rates and qualitative information gathered from students led the Humanities
Department to re-design English 101 in the 2010/11 academic year. Aggregate data from common
exam questions across all sections of pre-algebra, elementary and intermediate algebra are assessed
annually to provide quantitative data on achievement of mathematics outcomes.
Within developmental English courses, a common writing assignment is administered across all
19
sections each semester. A committee of developmental and humanities instructors evaluate a random
sample of the essays, using a rubric that reflects the skill levels for the writing courses and the learning
outcomes for the class. The program has also assessed the impact of its interventions since 2006 by
measuring student success (grade of C or better) each semester. The Capstone course for the Liberal
Arts program has been assessed through student satisfaction surveys and questionnaires each time it
has been taught. Success rates of students have been measured as well.
General Education
Since 1999, the Student Learning Assessment Team (SLAT), an on-going, interdisciplinary
team of faculty, administrators, and staff has evaluated student achievement of the Colleges general
education outcomes: Communicate Effectively, Reason Scientifically and Quantitatively, Think
Critically, and Employ a Global Perspective. These outcomes are considered to be the basis of
effective and lifelong learning.
As was the case in 2006, the team evaluates different general education outcomes annually. The
findings and results are compiled and reported to the faculty to assist in the evaluation and refinement
of curricula and pedagogy. In 2007-2008, the team concentrated on curriculum mapping to better
position the College for the next round of general education assessment. Program coordinators
identified where skills and knowledge were introduced and reinforced and at what points students were
producing work of the caliber that the College would like to see in its graduates.
In 2009-2010, the general education goal of Communicating Effectively was selected for
assessment. The team collected student artifacts from specific courses representing beginning level
work and others from courses where student were expected to have achieved proficiency (hereafter
referred to as terminal artifacts). SLAT hosted scoring sessions and the artifacts were evaluated by
faculty using an established rubric that measured students accomplishments. The Team established a
benchmark of seventy-five percent for the amount of students achieving proficiency at the terminal
level. The percentage of students reaching proficiency level fell below the benchmark (see Appendix D
for details.)
In 2010-11, the Reason Quantitatively outcome was assessed. Until this time, intermediate
algebra was the single mathematics course universally required and therefore its outcomes were used
as the terminal ones and assessed via common examination questions administered across all sections
and tied to specific outcomes. The results showed achievement of adequate success and/or an upward
trend for all but one outcome (see Appendix E for details.) The Team next prepared to evaluate Think
Critically and have begun work on an information literacy rubric. To facilitate the use of general
education outcomes information in the creation of an overall picture of institutional effectiveness,
general education assessment data is also collected in the revised E-Series form.
On the institution level, Capital administers the CCSSE and CCFSSE every two years. This
data along with success rates in courses, retention rates, transfer and graduation numbers and
assessment data form an integrated picture of institutional effectiveness that is central to ongoing
planning efforts.
Appraisal
Resource allocation to the academic program remains problematic. Although Capital has
increased the percentage of its budget dedicated to academics and supplemented it with grant funding,
budget cuts since 2006 have had an impact. Four faculty positions and an ESL administrator and
counselor were eliminated in response to funding reductions. In large part, adjunct faculty and non-
tenure track full-time lecturers filled the gap. As outlined in the faculty standard, extensive efforts were
made to integrate the adjunct faculty fully into the College. Full-time lecturers were hired who provide
all the services offered by the full-time faculty but can only be employed for three years under the
union contracts. However, neither group can provide the sustained leadership and vision of the full-

20
time faculty, and the remaining full-time faculty members are stretched thinner due to the loss of full-
time positions.
With respect to curriculum, the Honors Program Committee completed several years of
preparatory work in fall 2010. Faculty members developed honors courses, including: ENG 101 and
102, PSY 111, SOC 101, MATH 167 and HIS 201. They were offered for the first time in spring 2011.
Unfortunately, these courses did not receive sufficient enrollment and were converted to regular
courses, a casualty of financial constraints. Budgetary support (if available) and a strong public
relations campaign are needed to jumpstart the program.
Space is also an issue, with classes currently offered in conference rooms, the auditorium and
crowded classrooms. Lack of classroom space affects enrollment, the development of new programs
and the expansion of existing ones.
Academic Planning resulted in the departmental activities listed in the Description section
and constitute the implementation of the Strategic Plan in the Academic Division. Virtually all
activities and strategies assigned to the Division have been completed. These activities were designed
to move the College toward the Plans objectives, which they did with some success. However, the
College has not yet met the benchmarks it has established for overall student success, the combined
rate for graduation, transfer or retention
Assessment of Student Learning
Inclusion of information literacy and technology outcomes among the general education goals
ensures that students use related resources. Standards Seven and Eight outline the instruction available
in these areas. For programs, working with the Data First E-Series forms identified areas where the
College needs to strengthen its efforts. In addition, comparative analysis of the forms revealed the
assessment methodologies and use of outcomes for improvement varied in quality and intensity among
programs. The forms also revealed the level of student achievement and progressive improvements
(see Option E1: Part A. Inventory of Educational Effectiveness Indicators). Program reviews
completed since 2006 also provided other insights into both strengths and concerns:
Criminal Justice enrollment increased 89.6% as of December 2010 and three online courses were
added to the curriculum. The 2010 program assessment revealed overall student satisfaction and
difficulties in recruiting and retaining advisory board members.
Communications Media expanded recruitment efforts with area high schools and other sites,
facilitated student internships at advisory board member sites and increased its industry outreach by
developing and offering workshops for local reporters and other professionals. Unfortunately
enrollment numbers in the program are low.
Computer Support Specialist has high employment growth potential and a diversified student
population enrolled in the program. As of the 2009 review there were only six graduates since the
inception of the program in 2006.
The Liberal Arts Program conducted its interdisciplinary capstone course for the first time in spring
2009 to assess the achievement of terminal outcomes by program graduates. The course has run in
three subsequent semesters. Achievement of terminal outcomes has been steady.
Paramedic Program Since the last self-study and accreditation site visit, student enrollment has
increased by 40% as of March 2011. Licensure board scores are calculated at a 96 % success rate along
with extremely positive employer and graduate surveys regarding the quality of the graduate and the
program. The program continues to be the only nationally accredited program in the state and receives
high praise from its Advisory board.
Architecture Program has, in response to the last program review, hired a Program Coordinator,
created brochures to market the program, displayed quality student work on campus and on the College
website, implemented student portfolios for program assessment, updated software to meet industry

21
standard and articulated an agreement with the University of Hartford, where 50% of Capitals
architecture graduates transfer.
Developmental Education assessed both student learning at the course level and the impact of
classroom-level interventions. The assessment of student learning, as described in the descriptions
section, produced qualitative data for course modification.
The classroom-level interventions led to continuous improvement in mathematics and ESL but
inconsistent results for writing and reading. Analysis of the reading and writing data established a
connection between the adjunct faculty who varied by semester and the inconsistent outcomes.
Students beginning in the spring also appeared to do less well than those starting in the fall. The charts
(in Appendix F) reflect the developmental program success rates.
The assessment team evaluated the outcome communicate effectively in 2009/10. The graphs
(in Appendix D) show the writing proficiency of entering students as compared with the work of
graduating students. While there is improvement across all categories, additional graphs in Appendix
D indicate that the percentage of students achieving proficiency by the end of their program of study
fell short of the targeted benchmark. The assessment of reason quantitatively had mixed results, with
proficiency achieved for most, but not all, outcomes.
Evaluation of the Academic Success Center
The ASC has experienced a steady increase in usage over the last five years while at the same
time experiencing two consecutive years of substantial budget cuts. The data shown in Appendix G
were obtained from the centers appointment and scheduling software known as Tutor Trac. The
ASC continues to offer a convenient drop-in center that provides students with extended tutoring hours
and opportunities to work collaboratively with others. Not reflected in the data is the strong increase in
demand for group tutoring in computers, statistics, science, Spanish, and ECE. Additionally, tutoring
by appointment continues to be a popular way for students to receive tutoring in subjects beyond math
and writing, as well as for those who prefer and/or require one-on-one attention in writing.
Projection
Financial support for the academic program is not expected to increase in the next biennium. A
budget deficit in the state has led to significant cuts to all of higher education. Capital will continue to
protect its core responsibilities, the academic program and student support, while reorganizing or
eliminating other functions. To the extent possible, faculty members will be protected from layoffs.
Collectively, the community colleges within the state will consider centralization of common functions
as well. The College will also continue to seek additional space with the bond dollars already allotted.
The Strategic Plan will end this year and the new 2012-2017 Plan will take new directions, but
these will continue to follow the overall mission and goals established for the College. The Plan will be
three years in scope and a separate academic plan will flow from it. Reorganization for fiscal efficiency
will be incorporated into the Plan. Areas that have lost funding, such as honors and ESL, will be
reconfigured in a way that allows them to continue given the current fiscal constraints. The President is
also committed to the strategic expansion of programs through re-allocation of funds or supplemental
revenues. The College will develop new degree programs as an ongoing source of revenue as follows:
Construction Management: The Academic Division has collaborated with the Carpenters' Union on
the creation of a construction management degree. The College obtained funding to have the
Carpenters Union training curriculum assessed by Charter Oak State College for collegiate credit and
hired a consultant to develop the degree into which the credits can articulate. The degree should be
approved and enroll students in the coming year.
Pre-pharmacy: The Division has established an informal articulation agreement leading to the pre-
pharmacy curriculum at St. Joseph College, to be formalized in the coming year.
Health Information Technology: Faculty have begun the development of an associate degree in this
area in collaboration with Charter Oak State College which will develop the baccalaureate.
22
Hospitality Management: Capital has developed an associate degree in this area and will implement it
when funding becomes available for a faculty member.
Online Degrees: The Business and Technology Department has developed the Insurance and Financial
Services online degree and will seek Board approval in the fall. Criminal Justice is in the process of
converting that degree as well.
As part of the new Strategic and Academic Plans, the College will renew efforts to reach the
benchmark for student success in terms of retention, graduation and transfer. Within the academic
division, interventions to achieve this will include the Statway and Hartford Heritage projects
described above, the re-design of English 101 and an in-depth look at the pedagogy and content of
courses with high failure rates. In accordance with the new system policy on developmental education,
Capital plans to review its prerequisite system to better prepare students for credit level courses. This
effort to define common course prerequisites across all community colleges will strengthen student
learning and lead to a more structured experience. Also in service of this objective, the service-learning
components already embedded in courses and programs will be maintained and expanded to strengthen
links with the Greater Hartford community.
Issues discovered in program reviews and summative learning assessments for programs and
general education will also be central to the plans. Work on communication and quantitative skills will
begin in the fall semester to address the assessment findings to date. Data will also be sorted by
programs so that coordinators can make changes based on data specific to their students. The mode of
assessment of quantitative skills may also be revised to define quantitative skills more broadly. The
Division will also collaborate with the College to achieve improved retention and graduation rates. Its
commitment to the current and future Strategic Plans, along with its emphasis on targeted areas of
improvement toward excellence in all disciplines, will lead to greater accomplishments and a stronger
institution.
As recommended by the Commission, an integrated picture of data on institutional
effectiveness will inform the College planning and improvement cycle. The new faculty members
specially charged with assessment, the Assessment Team, Institutional Research staff and the academic
administration will integrate program review, summative assessments, achievement of 2006-11
Strategic Plan benchmarks and CCSSE data into a coherent picture of institutional effectiveness. This
document and related data will be posted online in an institutional assessment portfolio.
In the new Academic and Strategic Plans, technology will continue to play an important role.
All courses now include a Blackboard Vista component to complement classroom instruction.
Communication between faculty and students has been improved through emails, chat rooms and other
electronic discussion formats. The planned introduction of e-portfolio will provide additional
opportunities for both students and faculty to track student development and link their work across
different departments.
Assessment will fit into the future path of the College as a key component of the decision
making process for continual improvement of the academic program. Assessment Committee
members, working with Chairs and Program Coordinators, developed a five-year plan to review
programs and assess student achievement of terminal program and general education outcomes. This
includes assessment of information and technology and literacy, the review of which will commence in
the fall as part of the assessment of critical thinking.
The two recently hired faculty members charged with assessment and institutional effectiveness
will work with program coordinators where needed to strengthen terminal assessment programs and
the related cycle of improvement.
As part of the Statway project, new formative assessment methodologies for mathematics and
affective outcomes developed with national researchers and other member colleges will begin in the
fall and may have implications for courses across the curriculum.
23
 The number of courses and programs being taught totally online is increasing and assessment
efforts to determine online course and program effectiveness will be emphasized as part of the new
Academic Plan beginning with the Computer and Information Systems degree.
The ongoing general education assessment in the area of student learning outcomes will enable
the College to achieve its overall plan for institutional effectiveness. Critical Thinking artifact
collection and scoring will continue in 2011-2012. The two other phases, Global Awareness and
Reasoning Scientifically and Quantitatively, will be completed by 2016.
SLAT is piloting an online assessment management and e-portfolio web application. The
Assessment Team will utilize Digication to store and summarize the artifact scores for the general
education outcomes. For this to be successful, the College will allocate resources to ensure sound
assessment practices, coordination, and oversight.
The College will continue to validate all programs internally and will obtain additional
accreditation through professional societies wherever possible. The five-year program review cycle
will continue. Programs that have low student enrollment and/or show no cost-effective growth should
be combined with other colleges (if applicable) or phased out.
Lastly, the College will continue to work with the Chair of the Honors Program Committee and
the Advisors of the honor society, Phi Theta Kappa, to enhance the academic culture by seeking ways
to engage more students through coordinated activities and diversified programming.
Institutional Effectiveness
Capital Community College and its faculty are dedicated to the quality, integrity, and
effectiveness of all academic programs. A strong shared governance model that empowers faculty to
maintain academic control has assisted the College in ensuring that academic program content and
pedagogy are of the highest caliber. The College is constantly and consistently evaluating its endeavors
using a variety of assessment mechanisms and is committed to continuous improvement in the areas of
student learning outcomes and programmatic offerings.
The extensive efforts described and appraised above show systematic assessment with an
emphasis on academics. Assessment results for programs, general education and developmental
education resulted in the interventions described and illustrate the effective use of assessment data in
the service of improving outcomes.

24
 Standard Five: Faculty
Description
Faculty members are academically qualified and committed to the Colleges mission statement.
The NEASC visiting teams 2006 report indicates the College needs to ensure it has sufficient full-time
faculty to support its educational programs and to continue working toward meeting the Colleges
stated goals for diversity.
Sufficiency of Full-time Faculty
While the College and the Connecticut Community College system evaluate the sufficiency of
faculty and strive to maintain a 65/35-percentage ratio between the number of sections taught by full-
time faculty and adjuncts, budget constraints have resulted in a 29/71 College percentage ratio. The
College currently employs 69 full-time and 230 adjunct faculty members with 111 course sections
taught by full-time faculty and 269 taught by adjuncts (see Data First Form 5).
The College has recently filled eleven full-time tenure-track positions that have been vacated in
recent years through resignation or retirement. Even with these additional hires, the College is still
compelled to augment the number of full-time faculty with non-tenure track, full-time positions and
adjunct positions. In addition, Capital lost four faculty positions since 2006 due to budget cuts.
Full-time faculty members educational backgrounds are consistent with their areas of
instruction and represent a range of disciplines: Business and Technology, 9; Health Careers, 4;
Humanities, 16; Nursing, 15; Science and Mathematics, 15; Social Sciences, 10. Full-time faculty hold
at least a masters degree, except for three who hold bachelors degrees. These individuals are required
to complete their masters degrees within six years of hiring.
Due to increased dependence on adjuncts, the College has intensified its efforts to integrate
adjuncts into academic endeavors by encouraging participation in professional workshops,
conferences, department and committee meetings, curriculum enhancement, and student advising. The
Adjunct Orientation offers workshops that focus on teaching and advising, strategic planning, and
College initiatives.
Faculty Diversity & Equity
Promoting faculty diversity supports the Colleges mission. The College developed an
Affirmative Action Plan that was approved by the Connecticut Commission on Human Rights and
Opportunities in June 2011. This plan includes both hiring and promotional goals (see Appendix B).
Additionally, specific efforts are taken in filling positions to ensure diverse candidate pools and to
provide for the proper training and diversity representation of search committee members. Search
committee members are mandated to undergo an orientation session with the Affirmative Action
Officer before serving on the committee. Search committee chairs are also required to submit an
Affirmative Action report to the Affirmative Action Officer when the names of shortlisted candidates
are forwarded to the President. All new hires meet with the Human Resources Director to be oriented
with College policies, mission, and employment paperwork and are required to undergo diversity
training.
While College faculty are split into two bargaining units, either the Congress of Connecticut
Community Colleges (4Cs) or the American Federation of Teachers (AFT), several contract changes
have helped minimize discrepancies between the two. Recent examples of harmonization include
longevity schedules, value and eligibility for promotion, frequency of evaluation, salaries,
compensation for preparing, proctoring, and grading exemption exams, and compensation of Program
Coordinators. Job descriptions, search processes, hiring procedures, primary responsibilities, and
tenure qualifications remain unchanged.
Assessment, Professional Development, & Academic Freedom
Faculty are responsible for new program development, curricular modifications, and course
content. The coordinators of most programs regularly convene program advisory boards that consist of
25
community and business leaders. These boards review program goals and provide guidance on
assessment.
The effectiveness of instruction is assessed through faculty evaluations, assessment of student
learning, assessment of teaching innovations, student focus groups, the Community College Survey of
Student Engagement (CCSSE), and the Community College Faculty Survey of Student Engagement
(CCFSSE). Results are used to guide professional development activities and to spur improvements in
the academic program. While the methods and interval periods of faculty evaluations by supervisors
remain unchanged, the format by which students evaluate instruction has changed from a paper-based
system to an online system. The College continues to assess student success by collecting data that
speak to teaching and learning outcomes and evaluation of programs to improve student learning.
The College is committed to the intellectual growth of its faculty through ongoing professional
development. Faculty maintain contact with their academic fields through participation in professional
conferences, seminars, and classes. Funding for such activities is provided by the contractual funds, the
administration, and various grant-funded sources.
College administration continues to support academic freedom as outlined in the collective
bargaining agreements. Additionally, the Faculty Association, created to stimulate the intellectual life
of the College and support academic freedom, provides a forum for the free exchange of ideas among
the faculty.
Teaching and Advising
Many faculty members have incorporated non-traditional methods of instruction into their
courses. Most notable is the use of the Blackboard Vista online course management software. In
addition to enabling faculty to house course materials in an accessible location, it also enables students
to readily communicate with faculty for each course. The ATD initiative has also supported innovative
classroom strategies in developmental and entry-level credit courses, support services for
Latino/African American students, and data-driven program and classroom initiatives. Although full-
time faculty, program coordinators, and counselors provide academic advising, some adjunct faculty
also assist as advisors to help meet the needs of a growing student body.
Policies related to collegial governance, ethics, and academic integrity have remained
unchanged since the last review. Faculty service on governance committees and the Planning and
Review Committee continue to ensure that institutional priorities are consistent with academic program
development and with the core mission of the College.
Scholarship, Research, and Creative Activity
Faculty continue to maintain contact within their academic areas through service on boards of
professional and community organizations, participation in professional activities, and engagement
with scholarly or creative work. When they receive funds to foster these efforts, no restrictions are
placed on their academic freedom. Several College faculty have also received prestigious awards for
service and contributions to their fields.
Appraisal
Sufficiency of Full-time Faculty
While the College has made progress in filling full-time, tenure-track faculty positions, these
were not additional positions, but vacancies created via retirement or faculty departure. To support the
needs of the growing student population, the College continues to seek external funding, such as the
recent grant from the National Endowment for the Humanities (NEH) awarded to enhance
interdisciplinary approaches to teaching and learning.
To address the needs created by a growing student population, adjunct participation in College
endeavors beyond their teaching responsibilities has increased even though such work is not
mandatory due to contractual constraints. This increase is likely due to increased College funding
through stipends and grants as well as improved communication with adjunct faculty. Adjuncts
26
participate in orientation events, professional development activities, mentoring programs, student
advising, program advisory committees, department meetings and other College-sponsored events.
Faculty participation in CFT workshops increased from less than 100 total participants three years ago,
to nearly 285 last year and already more than 600 in the current academic year (Exhibit 5.2). Because
department Chairs serve only 40% of their time in an administrative capacity, they have limited time
for intensive supervision and mentoring of adjuncts. In an effort to address this, senior faculty
members now evaluate adjuncts as part of their additional responsibilities.
Faculty Diversity & Equity
The diversity of the faculty supports the Colleges mission. In 2010, the Colleges full-time
faculty was 46% Male and 54% Female, made up of 14% Black, 10% Hispanic, 1.4% Asian, 67%
White and 7% undeclared or other ethnic groups. Faculty-related goals that have already been met in
the Colleges Affirmative Action Plan include hiring: 1 White Male, 1 White Female, 1 Black Female,
1 Hispanic Male, and 1 Hispanic Female. The College is currently in the process of establishing new
Affirmative Action Plan goals for 2011.
Contractual security and reasonable salary schedules are adequate to attract qualified faculty
candidates. While some contract harmonization has been accomplished, differences still remain
between the two faculty bargaining units. Examples of differences include teaching schedules,
standards for promotion, compensation for teaching at a location other than the home campus, union
release time, permitted number of successive special appointments, and compensation for online
course development and teaching. These issues continue to be reviewed to ensure equity between the
two unions.
Assessment
Multiple measures point to the effectiveness of the Colleges faculty. Performance evaluations
are consistently positive. CCSSE (2008) results show College faculty scored above national means for
use of active and collaborative learning techniques, academic challenge, student-faculty
interaction, and support of learners. The most noticeable change is the increase in student-faculty
interaction from below the CCSSE benchmark in 2006 to above the benchmark in the current
assessment cycle. The College and its faculty have sought and received multiple grant awards.
Summative program assessments and licensure examination scores also indicate faculty effectiveness
within their programs.
Compared with the twelve community colleges in the system, the College has the highest
percentage of students (32.9%) who completed faculty evaluations using the new online format. Even
so, some faculty have expressed concerns that students may be less likely to complete evaluations due
to lack of technical skills and the removal of designated class time to complete them. Since the format
requires access to a computer and the internet, the online evaluation tool is not typically accessible in
most traditional classrooms.
Teaching and Advising
Online instruction, once considered experimental, is now widely used throughout the Colleges
disciplines. Fully online degrees are offered only in the Computer and Information Systems program.
A comparative assessment of the online and on-site versions of the computing degrees has shown that
the degree requirements, course curriculum, and objectives are the same in both formats.
Through the ATD initiative, the College has implemented significant enhancements related to
developmental education: creation of a Developmental and General Education Division with a
Division Director position; hiring of full-time faculty in developmental English and math;
incorporation of educational software in developmental math courses; mandated paired learning
communities for selected developmental reading and writing courses; increased learner-centered
methodologies in ESL and developmental English courses; and embedded tutors in developmental
courses.
27
 While faculty are contractually required to advise students, the College has not yet found a
truly effective way to advise 3900 students with 69 faculty and 4 counselors. Various systematic
academic advising models have been piloted and assessed in recent years, but have foundered over
structural gaps, depleted funding support, and lack of support personnel. Despite extensive efforts, this
issue has still been identified as a high priority by a recent SWOT analysis and is currently undergoing
review by the Academic and Student Support divisions.
The College has hired an Institutional Research (IR) Director and reassigned one fifth of the
teaching load of two full-time, tenure-track faculty members to assessment tasks. This will aid in the
collection of data to support faculty in program development and assessment. Although one secretary
supports Nursing and another part-time secretary supports the Allied Health faculty, the remaining fifty
full-time faculty and 195 adjuncts rely on a single faculty secretary. This leaves faculty with little or no
clerical support.
In response to widespread faculty concerns about support provided by the IT department, the
College instituted an Information Technology Implementation Plan to restructure the IT customer
service component. This plan has helped alleviate faculty discontent by accelerating response time and
enhancing problem resolution by the IT staff. Responses to the IT Customer Service Survey indicate
that 60% of faculty members are satisfied or very satisfied with the IT helpdesk. In addition, while
only 26% indicated overall satisfaction with the computer lab services, faculty satisfaction in
promptness of response is 58%, completeness of response is 51%, and technical
quality/accuracy is 56%.
Scholarship, Research, and Creative Activity
Beyond the requirements of keeping up in their fields, faculty members have contributed to
publications that are in use nationwide, articles in scholarly journals and encyclopedias, poetry in
magazines and collections, and items of journalism. These and other faculty contributions to academic
life contribute to the intellectual vitality of the College.
Projection
Sufficiency of Full-time Faculty
Since budget constraints have prevented the Connecticut Community College Board of
Trustees from realizing full-time faculty hiring goals set during the last review cycle, the College will
continue to supplement its needs with adjunct faculty. Until economic factors improve, the College
will address the insufficiency of full-time faculty by continued employment of non-tenure track, full-
time faculty and continued encouragement of adjunct integration.
To further integrate adjuncts, the Colleges strategic plan includes specific actions targeting
adjunct professional development, mentoring, and integration. The Center for Teaching committee will
also continue to provide support and resources for adjuncts and will pilot an Adjunct Hotline that
will be available online to answer adjuncts questions throughout the academic year.
Faculty Diversity & Equity
The College and system office will continue ongoing efforts to harmonize the two faculty union
contracts and achieve uniform working conditions for faculty. The on-going plan toward diversity of
its faculty and staff has been addressed in the Colleges response to Areas for Special Emphasis
section of this report.
Assessment
Due to projected fiscal limitations, the Colleges reliance on external funding support to
enhance faculty effectiveness and student success will continue. In addition to ongoing grant support,
the College will pursue new opportunities, such as Title Five, and use resources such as student
success funds, based on achievement of student success benchmarks, to enhance faculty advising and
provide faculty release time. Faculty effectiveness will also be enhanced in developmental and

28
gateway courses through ongoing implementation and assessment of strategies in the strategic plan and
the ATD project.
Teaching and Advising
Together with the system-wide Information System Steering Committee, the new Information
Technology Implementation Plan, will continue to address concerns related to customer service
provided by the IT department. The College is committed to finding an effective approach to
comprehensive academic advising and mentoring of students. While various models have been
attempted in recent years, this ongoing issue is still a high priority to the College. In response, advising
has been included as part of the Colleges ATD II initiative and a new joint Academic/Student Services
Taskforce has developed and will implement a new model.
The College will continue to implement and enhance strategies developed in recent years
including: Active Learning Strategies that were successful in English and ESL; learning communities
that showed promise in developmental education; Open Entry/Open Exit developmental education
courses; honors offerings; simulated patient care in allied health areas; classroom-level assessment
using technology; problem-based learning (Statway); interdisciplinary approaches (NEH grant);
community connections (Travelers internships, Humanities Department connections to the Arts, CIS
industry connections); course-embedded developmental academic advising; and ongoing assessment of
student learning outcomes. The combination of these efforts will nurture the growing culture of
evidence at the College.
Scholarship, Research, and Creative Activity
The Colleges strategic plan, ongoing professional development support, and pending grant-
funded initiatives will continue to address impediments to faculty creativity and instructional
experimentation by providing additional funding and reassigned time for faculty. The College will also
apply for the Title Five Grant and other grants that will fund additional staff and faculty professional
development related to teaching diverse populations.
Institutional Effectiveness
The effectiveness of the faculty is assessed through online, end-of-semester evaluation of
course/faculty by students as well as classroom observation of faculty by Department Chairs (or their
designees). In addition, faculty do a self assessment and a professional development plan. Beyond
this, two surveys, the CCSSE and the CCFSSE are used to assess faculty effectiveness specifically in
terms of student engagement. The College has systematically utilized the data collected from these
evaluative tools to improve teaching in the classroom and overall faculty effectiveness.

29
 Standard Six: Students
Description
Enrollment process
Over the past five years the College has seen an increase in the number of students enrolled.
Since the 2007-2008 academic year the College has seen a 17.5% increase in the total number of
students. Full-time enrollment has increased by 21.9% and part-time by 15.7% (Data First Form 6.2).
This trend can be attributed to the state of affairs of our current economy, with limited employment
opportunities and escalating costs at four-year colleges and universities.
The Nursing program continues to be the flagship program offered at the College. As the
largest Nursing program in Connecticut, reviewing applicants places a heavy demand on the
department. A new online Nursing application launched for the FY 2010-11 admissions cycle should
reduce the amount of data entry for staff.
As College enrollment increases, so does the amount of financial aid being distributed to
eligible students. With increases in tuition and fees, new Pell regulations have allowed students to
utilize more than 100% of their Pell Grants with accelerated enrollment through the summer. The Pell
award has increased from $4,310 in 2007-08 to $5,550 in 2010-11. To facilitate this demand, financial
aid workshops are held several times a month to assist students with the application process. In
addition, the College has participated in the College Goal Sunday, a national event, for the past three
years and will continue to do so. The event reaches out to underserved student groups who need
assistance in applying for financial aid.
The Welcome Center continues to be an integral part of the enrollment process. As the front
door of the College, the Welcome Center provides one-on-one new student advising, New Student
Orientation, and Summer Bridge programs. The Welcome Center has also partnered with the
Placement Testing office for New Student Days at the College, advising new students about the
enrollment process.
Over the past five years the number of students participating in Capital Pre-college transition
programs has increased as well. The high school partnership program has increased from 41 students in
spring 2006 to 143 students in spring 2011. The College has also expanded its Summer Bridge
programs to comprise three academies: the Capital Scholars Program, which transitions high school
and adult education graduates into college; the Junior Academy, a one-year college preparatory
program that transitions high school students into College; and the Black and Latino Male Resource
Center, which assists minority males in the college environment. These academies consist of a six-
week summer program where students can earn up to six college credits and accelerate their
developmental classes.
Several web service features were greatly enhanced since the last accreditation. In fall 2007, the
entire community college system launched SunGards Luminis portal product (known as
myCommNet) to serve as a single sign-on for all web services. Subsequently, students have been
able to request official transcripts through the portal and participation rates for activities such as web
registration have greatly increased.
Retention and Graduation
Despite an unchanged retention rate, the College remains focused on decreasing its attrition
rates and promoting student success (Form S1). Capitals participation in Achieving the Dream has
helped the College focus on measurable outcomes and the achievement gap. Based on AtD data, the
College has developed the following: interventions for specific groups integrating student services and
academic affairs; multiple methods for accelerating the development sequence; curriculum, pedagogy
design and enhanced student activities programming (Refer to Standard 4: Achieving the Dream
section).The Counseling Office plays a pivotal role in many services that promote the success and
retention of students at Capital. In addition to providing traditional counseling services, the department
30
has played a major role in initiatives such as the Academic Alert System, the Curriculum Advising and
Program Planning module, the Transfer Committee and fall graduation.
The Counseling Office and Welcome Center provide support to faculty who use the Academic
Early Alert System. This system is a retention tool used by faculty to notify Counseling when a student
is in danger of failing. Despite increases in the number of faculty using the Early Alert System, the
students response rate to follow up services is very low. To address this concern the Early Alert
Advisory Committee has developed a new strategy which will empower faculty as first responders to
develop proactive steps in the classroom before referrals are made to Counseling.
Low transfer rates at Capital are reflective of the national community college transfer trend. In
response to these low rates, the College has developed a transfer committee made up of staff and
faculty from Student Services and the Academic Division. The goal of this committee is to examine all
the Colleges policies and procedures that may promote or hinder students in their matriculation and
transfer process. In addition, a transfer counselor was hired whose primary responsibility is to promote
all of Capitals transfer initiatives.
To assist in preparing students for graduation, the Curriculum Advising and Program Planning
(CAPP) module in Banner was launched during the Fall 2009 semester. CAPP is available to all
students, faculty, and staff through myCommNet. It allows students and advisors real-time access to
degree completion data and analyzes possible program changes. The fall graduation initiative was
launched in fall 2007 to confer degrees on students who have met all degree requirements at the end of
the fall semester. Having fall graduation available to students encourages students to formally
complete their program rather than transfer without having their degree conferred.
Student Services Major Changes since 2006
Financial Aid - Recent changes in the Federal Regulations have resulted in a transition to the Federal
Direct Loan Program. The Financial Aid Office advises students of their responsibility in taking loans
and encourages them to delay borrowing once they transfer to a four-year institution. Additional
changes to the Federal Pell Grant Program have enabled students to receive more than 100 % of their
total award throughout the entire academic year, enabling them to accelerate their academic program of
study.
Veterans Services - In November 2008, the Veterans Drop-In Center opened to serve as a support
service for veterans. The Center is a place for veterans to meet each other, gain information about VA
programs and benefits, and to receive peer support. The Center is staffed by student veterans and is
open approximately 25-30 hours per week. The staff members report to the Veterans Counselor.
Counseling - In January 2010, one of the counselors was designated as the Nursing Counselor. This
counselor advises potential nursing students on admissions requirements, provides nursing information
sessions, assists students with the completion of nursing applications, and is the liaison to the Nursing
Division. During the past five years, the Early Alert System has been upgraded to an electronic system.
Counselors send over 500 early alert letters out each semester to students in jeopardy of failing their
classes.
Disability Services - The Learning Disabilities Specialist is housed in the Counseling office and
provides service to all students with special needs. The Learning Disabilities Specialist collaborates
with the Academic Success Center to guarantee that these students receive the accommodations needed
for academic success.
Career Development and Placement - The office has launched a Leadership Development Career
Program through the National Society of Leadership and Success and is currently supporting the work
of forty students in six Success Networking Teams of five to nine students each who are working
toward national induction. The office has also created a high school chapter of the National Society of
Leadership and Success and anticipates that this chapter will become the first in the nation to
participate as a high school member in the national membership.
31
Student Co-Curricular Activities - Students have the opportunity to participate in multiple student
leadership events. At the Concordia Student Union Student Leadership Conference, student leaders
identified mental and emotional strategies to increase confidence in the face of lifes obstacles.
Students were given the opportunity to network and develop strategies to effectively cope with feelings
of helplessness, hopelessness, and depression during tough times and to learn how to move from
problem-based thinking to solution-based thinking. Student leaders also had a chance to participate in
the National Certified Student Leadership Conference. Students participated in workshops on personal
development and interacted with a variety of student leaders and advisors from many types of
organizations.
Registrars Office - Several web service features were greatly enhanced, including the aforementioned
launch of Banners Luminis portal. Students can now request official transcripts through the portal, and
participation rates for activities such as web registration have greatly increased. The Curriculum
Advising and Program Planning (CAPP) module in Banner was launched during the fall 2009 semester
and is available to all students, faculty, and staff through myCommNet. CAPP allows students and
advisors real-time access to degree completion data and analyzes possible program changes.
Staffing - A full-time Learning Disabilities Specialist was hired in 2006. In 2008 Career Development
and Placement hired a job developer on a temporary, part-time basis through a Perkins grant. Three of
the five counselors retired in June 2009. Two were rehired temporarily to help out during the search
process for new counselors. One new counselor, whose focus is transfer counseling, was hired in July
2010, and searches are currently underway for the remaining two positions, including a bilingual
counselor. In 2010 a new Student Activities Director was hired.
Appraisal
Strengths:
The Student Services Division actively reviews CCSSEE, Noel-Levitz, the Graduate Survey and
other measures to determine the effectiveness of services and to identify areas for improvement.
Seven Lunch and Learn workshops have run since 2009. These workshops strengthen the bond
with other divisions of the College and increase the active engagement with students who do not
normally visit the Career Development and Placement Center.
The number of veterans enrolled has increased by 10% over the last 5 years as support services such
as the Veterans Drop-in Center have expanded.
Concerns:
The Early Alert System needs to be further assessed to address poor student response. Over 500
Early Alert letters are sent each semester, with only a 5% response rate.
A larger and more comfortable space for the Veterans Drop-In Center is a high priority. This center
is considered an oasis for veterans and a place of comfort and support.
CCSSE revealed that 80% of students say that the Career Development and Placement Center is
important to them, but only 32% make use of the services.
Although the College has established a partnership with Capital Preparatory School to use there
sports facilities, they are available to the College for only limited time periods. Students desire to be
more active in club sports and intramurals. The lack of recreational space inhibits the student body
from fully engaging in the sports or activity groups.
Financial Aid data shows an increase of loan applicants and disbursements that is expected to
continue during the economic downturn (Data First Form 6.3).
Projection
Capital, like all Community colleges, is held accountable for the success of all the students it
enrolls. This performance accountability expectation for higher education is driven by demands made
by lawmakers with emphases on quality and getting a return on the investment of public dollars.

32
Student Services, like all divisions in the College, is adapting to lean budgets while responding to the
needs of an ever increasing enrollment population. Below are some of the projections of the division:
The Colleges enrollment is expected to increase over the years due to a poor economy with limited
employment opportunities and escalating costs at four-year institutions. A 2% increase in the
applicant pool is projected for the 2011-12 academic year.
The Community Colleges Assessment Model will be adopted to assess and develop student outcomes
for each department. Through this process the division will create a curriculum to improve learning
outside the classroom.
The Welcome Center and Counseling Services will serve as check points during the spring and fall
registration periods to screen students in determining appropriate needs and services. The Welcome
Center will also expand its services by providing group advising sessions prior to all placement
testing sessions. Through these advising sessions students will be informed about the enrollment,
financial aid, and registration processes.
The Student Services Department is also exploring new technologies, social networks and processes
that result in improved communication and effectiveness of services. Departments such as
Admissions, Registration and Financial Aid will continue to use technology such as email to
communicate with students. The division will continue to explore other media such as texting,
Facebook and Twitter.
To balance enrollment increases with staffing decreases and meet the needs of students, more
services need to be available though student self-service. The Registrars Office will work
collaboratively with System-office colleagues to roll out additional self-service functions such as
address and phone number updates through myCommNet. The division also plans to expand new
student orientation to a web-based version.
With the anticipated hiring of new counselors with specialized functions and the implementation of a
new Academic Advising initiative, students will be served in a more efficient manner. As part of this
initiative, group advising and new student advising days will be implemented in the next six months.
Online registration for all returning students will also alleviate the long lines in the Counseling
Office during course registration periods. Through promotion and training of students and staff, the
Student Services division plans to increase the usage of web registration by 2% each semester.
Currently, just over 50% of all students use web registration.
The Early Alert System will be further explored to address poor student response. Counselors, along
with Welcome Center staff, are currently addressing this issue. Continued faculty involvement is
critical to the success of this initiative.
The Financial Aid Office will continue to provide workshops and participate in events such as
College Goal Sunday to streamline the application process whereby students complete the Free
Application Federal Student Aid (FAFSA). The increased amount of applicants, aid awarded, and
total aid disbursed indicates that disbursement of $15 million in 2011-12 is likely. The demands for
services to support this growth are evident.
Engaging students in student activities is a major goal. One of the goals of student activities division
is to have their own Capital Community Recreation Building or Field House located fairly close to
the College. This facility will increase the number of students participating in student activities and
increase student retention.
Institutional Effectiveness
The Student Services Division engages in constant assessment activities. The system-wide
Student Services Assessment Model is being implemented across all departments. This model includes
a self-study and external review in relation to the seven core domains (values) of Student Services.
Local surveys and national assessment tools (CCSSE, Noel-Levitz, SENSE) are administered regularly
and reviewed to gather feedback about the effectiveness of department services.
33
 Standard Seven: Library and Information Resources
Description
The Library, the Academic Media Technology Department and the Department of Information
Technology constitute the Colleges information resource centers. Their mission is to provide
resources and services, both on campus and remotely, that enhance student learning, institutional
inquiry, and instructional activities. Each of the resource centers contributes to the College mission by
maintaining support services that enable students to develop academic and professional skills that
equip them for ongoing challenges and opportunities and by fostering a student-centered
environment committed to learning and teaching.
As an area of special emphasis, the Commission asked that planning for information resources
be funded and implemented. Planning for the library is an integral aspect of the academic planning and
assessment cycle. Key initiatives in both the Strategic and Assessment Plans include the library. As
dictated by the Strategic Plan, the library has introduced e-portfolios, developed information literacy
instruction and created special collections on teaching and learning. As identified within the
Assessment Plan, measurement of information literacy skills is part of the assessment of both
communicate effectively and think critically goals. A member of the Assessment Team, the library
Director will coordinate the assessment this year and make improvements based on the results. In
terms of financial planning, the library participates in the College-wide budgeting process.
Financial support for the library has fluctuated since 2006 while staffing levels have remained
constant. In the same period, the College experienced a significant enrollment increase, achieving the
highest enrollment in the institutions history. The library instruction program reaches all students in
English 101 and specialized instruction is available within the disciplines. Online reference and
orientation, materials and reserves are available for learners at a distance.
Librarians actively support College curriculum by providing access to appropriate materials
and a robust program of classroom instruction. The library maintains a collection of over 45,000
volumes, 5,100 non-book items, over 220 serials and access to over 40 web-based databases. Capital
librarians subscribe to a conspectus model ranking system to determine the depth and scope of the
collection. The bulk of the subject areas can be categorized as level two, or the basic information
level, which adequately supports the needs of library users through the first two years of college.
The Academic Media Technology Department participates in strategic, operational and
financial planning in the same ways as the library. The department collaborates with the faculty to
develop, prepare, present, and distribute instructional media-based materials in a wide variety of
formats for both classroom and online instruction. By providing both creative and technical services,
the department ensures that instructional technology engages students in thinking about course content
in different ways, offers access to a wealth of materials beyond the walls of the College, and addresses
various student learning styles and abilities. The department is responsible for the following areas:
classroom instructional technology systems (excluding PCs); multimedia production services; online
classroom teaching systems (Blackboard Vista); streaming media systems; and the administration of a
full academic program in Communication Media. Financial support and staffing levels have remained
stable.
Extensive instructional materials for faculty and students are accessible on the departments
website and assistance is also available by appointment. The department provides intensive support for
use of the BlackBoard system and all faculty members received instruction in the 2009/10 academic
year.
The Department of Information Technology is responsible for the selection, installation, and
maintenance of administrative and academic hardware, user support, wireless network support, and
telecommunications. IT staff support the computer technology and infrastructure during the Colleges
extensive operating hours (7:00 a.m. to 10:00 p.m., Monday through Friday, and 8:00 a.m. to 3:30 p.m.
34
on Saturdays). The department manages all PCs, terminals, and servers on campus, as well as the
VOIP Phone system, Citrix Farm, and a complex networking infrastructure with wireless networking.
IT also has partial responsibility for a streaming video system which is active on all floors of the
campus. The IT department provides a secure information technology infrastructure, along with
technological tools and system support.
Information and Technological Literacy
Information and technological literacy requirements are included in the Colleges general
education outcomes, the English 101 course outline and a variety of courses within disciplines. Only
six degree programs do not require a specific introductory computer course in addition to the general
education requirement. Instruction librarians refine existing information literacy modules, work within
the context of established learning outcomes, and gather data with which to conduct assessments. The
instructional program has been integrated with several academic departments as appraised below.
Appraisal
While the individual units providing information resources are involved in planning processes
that, taken together, provide a clear vision and a plan, integrated planning has been weak due to
problems with the planning body, the Information Resources Management Committee, as detailed in
Standard Three
With respect to funding, financial support for the library is weak in the area of staffing. The
library has had the same staffing level for the past decade while enrollment increased steadily. As
noted by NEASC in 2006, the limited number of library staff has slowed progress in expanding and/or
implementing staff and faculty workshops and training, as well as in the expansion of the information
literacy program. Insufficient staffing continues to be an issue in the library. Librarians collect
extensive data to assess the outcomes of library instruction; however, the analysis and compilation of
the data is not timely or complete. Use of interns from area universities and the dedication of the staff
have compensated to some degree, but all professional services to faculty, staff and students six days a
week are provided by four individuals.
The library operational budget has fluctuated over the last six years; a larger budget would
more adequately support the development of library information resources, new technologies, and
innovations. Despite staffing issues, the instructional program is strong with 2,978 students receiving
instruction in the 2008/9 year. Reference services to direct students to resources are always available
and reference librarians answered 5,400 reference questions and 11,050 questions on technical and
computer issues in the same year.
For IT, there have been several staffing changes over the last few years. In 2008, a Help Desk
Coordinator was hired. The position of Data Entry Clerk was upgraded to Help Desk Technician, and
one other position was moved to that of a dedicated Help Desk Technician. The position of Network
Manager was recently filled after being vacant for over two years.
The five-year Informational Technology Plan of 2006 is almost expired, but many of the plans
goals have been achieved. IT staff have kept current with emerging technologies by attending
numerous conferences and webinars from major technology providers like Citrix, Microsoft and Cisco.
The department has replaced over 400 personal computers that were reaching end-of-life span,
upgraded software to ensure computer labs match learning curriculum, consolidated and/or replaced
servers, developed training documents for self-help areas related to desktop computing for faculty and
staff, served on system-wide committees that engage in discussion and planning of reshaping
information systems, and conducted IT systems studies on network assessment and security.
The College IT department was involved in two studies done by outside IT consultants, the
Network Assessment in fall 2008 and Informational Security in spring 2009. The network Assessment
was on system infrastructure and staffing (expertise and number) compared to system industry

35
standards and best practices in higher education. Recommendations were given on network policies,
standards, procedures, guidelines, cores services, skill sets and overall network operations.
The security assessment was done at four sister institutions, which were representative of
colleges that have similar enrollments and IT operations between all the institutions in the Community
College System. The assessment was conducted using the Natural Information Security Methodology
to view IT services and operational practices along with identifying exposure to potential security
threats and ability to address virus, malware and other technological attacks to College system,
particularly those threats to personal and confidential information (PCI) data.
The Information Technology Department conducted a survey in the spring of 2009 to assess IT
use, needs, and satisfaction within the College. The summarized results are as follows:
Almost two-thirds of the College student population uses the computer labs. Their use of the labs
tends to be sporadic and with minimal IT Help Desk support. These students are generally satisfied
with the labs and classroom technology (equipment, software, and services), but they have some
concerns about sufficiency of lab support and assistance.
Most faculty use and are satisfied with IT services and support. They are comfortable with the
classroom computing and technology. However, they have concerns about how their Help Desk
inquiries are resolved, particularly when and how requests are prioritized and serviced. Faculty rarely
use the computer labs.
The majority of all staff at the College utilizes computing and IT Help Desk services. Close to half
are displeased with all IT phases of support and services and are frustrated with the IT staffs level
of expertise in resolving Help Desk requests. Just over half are satisfied and pleased with all IT
phases and support services, particularly in how service calls are addressed. Staff rarely, if ever, use
the computer labs and have expressed no opinion on classroom computing and technology.
Information and Technological Literacy
A snapshot from 2008/2009 provides evidence that the library is used frequently by both
faculty and students and that it is an integral part of the College:
An average weekly door count of 6,300 (over 3,000 visits per week).
80-90 students per hour used the library for study and research.
Instruction librarians taught 146 information literacy sessions to 2,978 students.
Reference librarians answered 5,400 reference questions and 11,050 questions on technical and
computer issues.
Students borrowed 8,424 books.
Students borrowed 206 items from other libraries through ILL.
Faculty and staff borrowed 96 items from other libraries through ILL.
102,576 database searches by Capital students, faculty and staff.
189 search sheets for the Critical Comparative Book Review assignment corrected and assessed.
Information literacy, library instruction, and service to students continue to be the focus of the
library staff. From 2006 to the present, librarians have continued work with faculty on the information
literacy modules which have been embedded into College Success and ESL courses, History and
American Government, and all English 101 courses. Additionally, librarians have collected and
analyzed the quality of bibliographies from selected classes in Music, History, English, and ESL which
had received information literacy instruction.
The Academic Media Technology department is a critical support to instruction at Capital. At
the present time, Capital offers ninety-three distance learning courses. This allows students to access
all Blackboard course materials, including audio and video supplements, from any computer with an
internet connection. AMT is making sure that both students and faculty are well trained in Blackboard
by offering training sessions regularly. Stable budgets have allowed a continued high level of service.

36
Projection
As detailed in Standard Three, the College Senate leadership and the President are
collaborating to reinvigorate the Information Resources Management Committee and support its
development of a comprehensive technology plan. The new Strategic Plan that will also address
technology.
The library budget will not improve in the coming biennium, but the College is committed to
maintaining materials and personnel budgets at current levels and supplementing them with grant
funding. Librarians have already initiated enhancements that combine emerging technologies with
library instruction and reference services. Also, as a recipient of the LibQual+ In Kind Grant, the
library will conduct a service quality survey in the Fall of 2011. LibQual results will allow the library
to establish a benchmark and identify areas in need of improvement.
The AMT department is exploring new technologies in the educational environment. The
department is striving to keep up with cutting-edge technologies and has been investigating the
capability of support for smart phones to access online resources (e.g. Blackboard). They are also
considering the implementation of new classroom technologies such as whiteboards.
The Connecticut Community College System will develop a new system-wide enterprise IT
infrastructure and security plan, and Capital IT staff will serve on its two major committees: Chief
Information Officer Management Advisory (CIO-MAC) and the Enterprise Network Infrastructure
Advisory group (ENIAG). The CIO-MAC is charged with developing operational strategies for
addressing enterprise network infrastructure, information security and other IT strategic initiatives to
design and support a robust and secure IT infrastructure that is both scalable and sustainable, and
which best serves students and other system-wide stakeholders. The ENIAG is a standing technical
advisory group to develop the network infrastructure design plan.
Based on the results of the Information Technology Customer Service Survey of students,
faculty, and staff completed in spring 2009, the IT department addressed several key issues with
improvements and is actively monitoring the success of their effectiveness. Specifically:
The IT Help Desk has improved communication by implementing an updated version of Track-It, a
software system which provides the caller with an email summary of the work order immediately
after a request for assistance has been made. Work orders provide the name of the technician,
expected response time, and a summary of the request. This software will be closely monitored and
used extensively in the future.
The IT Department has created a Service Level Agreement which details what to expect when
contacting technical support and provides a timetable for resolutions. An IT representative now
attends department meetings to stay abreast of faculty needs and concerns. IT memos are now sent
out regarding planned and unplanned events. A new hardware management system (Altiris) is being
installed to allow the department to be proactive about hardware needs and to respond to hardware
problems in a timely manner.
Information and Technological Literacy
The upcoming assessment of information and technological literacy skills in 2011/12 will
provide quantitative information on reaching information literacy goals that will inform the new
Strategic and Academic Plans.
Institutional Effectiveness
As detailed above, the three information resource centers of the College the Library, the
Information Technology department and the Academic Media Technology department have
periodically conducted college-wide surveys to assess the needs of students, faculty and staff and
utilized the data gathered to further enhance services to the College community. The information and
technological literacy assessment in 2011/12 will add additional data for strategic, academic and
technology planning.
37
 Standard Eight: Physical and Technological Resources
Description
Capital Community College has occupied its downtown Hartford campus since the fall
semester of 2002. The Main Street location has allowed the College to establish beneficial
relationships with Hartfords business and cultural community. Consisting of approximately 248,000
square feet, the campus provides safe, attractive, well-equipped classrooms, laboratories, and academic
and administrative support space. All classrooms, labs, and other learning spaces feature multimedia
instructional presentation systems with internet connectivity. Free parking is available to all faculty,
staff, students, and visitors in two adjacent parking garages. Added since the last accreditation, the
Columbus Boulevard surface lot of 150 spaces expands the campus parking capacity. It is located one
block east of the main building.
Vertical traffic capacity within the Colleges eleven story building has also been augmented.
Added within the past year on the north side of the building is a large, refurbished passenger and
freight elevator that connects the loading dock area on the Market Street level to the rest of the
campus, easing the ability to move large shipping packages, furniture, equipment and other items
throughout the campus. It also helps alleviate the traffic jam for faculty, staff, students and visitors
who often have to wait for one of the five smaller passenger elevators on the buildings south side.
In the summer of 2010, the Capital Preparatory Magnet School moved out of the College
campus and into its own building at 1304 Main Street, three blocks north of the College. This move is
important for several reasons. The magnet school vacated significant classroom and laboratory space
that can once again be used for College programming, and the College converted the former
administrative offices of CPMS to faculty and staff offices as well as an employee lounge, filling a
need that resulted from the College-wide SWOT analysis in 2009. This new lounge provides a casual
meeting place for employees to gather, relax, and share information, and includes eight adjacent
offices for faculty and staff. The magnet schools new building now provides some shared facilities to
the College, including several classrooms and labs, the gymnasium and the fitness center. This
partnership helps to address the Colleges lack of athletic and recreation space and its need for more
lab facilities.
Recent upgrades to instructional technology on the College campus have occurred both in
physical classrooms and in online virtual classrooms. Dedicated DVD players have been added to
several high-traffic rooms, simplifying the task of presenting DVD media. Failed projectors have been
replaced with new, brighter, more efficient models. Switching from NEC to Epson projectors has also
brought an improvement in performance and reliability.
Since the last accreditation, the Colleges adopted learning management system for online
delivery has evolved into new versions of the software. What was once WebCT Vista has become
Blackboard Vista, bringing minor upgrades to online course tools. Staff in the Colleges Academic
Media Technology department responded with a series of training workshops to keep faculty up to
speed with the new version, and they continue to encourage and offer ongoing training and support. To
ensure student success in online courses, AMT strongly suggests that faculty offer an optional face-to-
face orientation to their online courses before each semester begins. This allows students to meet their
instructor in person and get a personal tour of the online course environment.
In support of instructional technology, faculty and staff may take advantage of a host of
training opportunities offered either at the College, other state agencies, or by publishers of online
course content:
AMT offers training and technical support for the Blackboard online course management system
and on-ground classroom presentation systems;
The Academic Success Center offers software application tutoring to faculty, staff, and students;

38
 The IT department offers Microsoft eLearning opportunities for faculty and staff on all College-
owned Microsoft applications;
The CTCC System Office provides training through its Instructional and Information Technology
Training (IITT) program, designed to enhance teaching and learning across the community college
system and inform decision-making processes at all levels of the organization;
The State Department of Administrative Services offers in-service training for staff and faculty in
business, instructional, and creative software applications, as well as personal and professional
development opportunities;
Many textbook publishers now provide accompanying online course content, and offer training to
faculty on their products.
Increased demand for, and consistent changes and evolution of, instructional and information
technology requires increased administration and maintenance by the Colleges IT department.
Significant upgrades to campus infrastructure have improved network services and performance, and
include:
Installing faster network core switches to increase traffic and allow for expansion;
Updating the wireless network across the campus to improve access for all;
Consolidating file servers and upgrading application and print servers, which provides more
capacity, faster access, and increased security;
Replacing approximately 450 computers with new units to increase performance in student
computer labs and in staff and faculty offices;
Replacing outdated printers and phones;
Installing Print Manager software and contracting for printer maintenance services to lower the cost
of printing and ownership while increasing printer performance;
Updating self-service registration terminals to improve uptime and reliability;
Installing Altiris to improve PC up time and to better manage IT assets and systems.
Protecting personal and confidential identity data by:
- Determining who has and should have access to PCI data in conjunction with a stewardship
model.
- Implementing new security technology to protect computer systems from malware attacks and to
find, remove and monitor PCI data for all administrative faculty and staff, and to encrypt PCI
data.
Other visible improvements include relocating specialized labs for better visibility and access,
adding a network lab and converting a classroom into an IT testing lab.
Adding support staff by filling the long-vacant Network Manager position, establishing a Help Desk
Coordinator and two Help Desk Technicians and employing student workers to support student
computer labs have also improved services to the College community. Additionally, an IT
representative now attends academic department meetings to assist with instructional and
informational technology planning.
The Public Safety Operations department and Master Sergeants office, located in the first floor
lobby, manage campus safety and security. The department also annexed a room on the seventh floor
Student Union, increasing their presence in this high-traffic area. Since the last accreditation, one
patrol officer has retired, reducing full-time staff in the department to eight. In response to the
retirement and the need to increase security patrols in the various parking areas, the department has
employed student workers to work at the reception desk and contracted for one private security officer
assigned to the new Columbus Boulevard surface lot. One patrol officer received certification as a
police bicyclist to expand the range of patrol staff.

39
 Other new certifications for Public Safety staff include NCIC terminal operations (four patrol
officers and the Master Sergeant), Red Cross certification as medical first responders (all staff), and
EMT certification for one officer who is also enrolled in training to become certified as an EMT
instructor. Yearly training for all staff includes general public safety procedures, defense tactics and
procedures for dealing with weapons and gangs.
Appraisal
In the first eight years of occupancy on Main Street, enrollment rose sharply and the College
began to outgrow its campus. Incorporating a magnet high school within the College campus further
exacerbated the crowding problem, but it has since been reduced with the move of the magnet school
into its own facility and with the ability for the College to share its use.
The biggest challenge in supporting the physical and technological needs of the College lies in
the current economic condition of the State of Connecticut. The Colleges operating budget has not
grown in proportion to its needs, limiting the ability to increase resources, including support staff. As a
result, the College has been unsuccessful in securing adequate funds to carry out the full scope of the
Information Technology Implementation Plan. The College has made recent technology upgrades and
improvements; however, replacing and procuring equipment due to failure, obsolescence, or new
initiatives remain a serious challenge. Training for IT staff has also not kept pace with the evolving
technology industry due to these budget constraints.
In early 2010, the College dismantled its online media streaming system due to rising yearly
costs, static budgets, system instability, limited use and format obsolescence. Mobile internet devices
have become popular with students, thus producing an opportunity to deliver content to those devices
to enhance communication and instruction. However, the College adopted a streaming format years
earlier that is not compatible with most devices now in use. The AMT department is currently testing
plans to use no-cost or low-cost services such as Youtube and iTunes U to deliver streaming content,
which offer the added benefit of removing the administrative tasks of maintaining and supporting the
media servers and operating system software.
On-ground classroom technology also needs attention, as it begins to show signs of aging.
Projectors and other hardware are failing at an increasing rate, raising maintenance, repair, and
replacement costs. The staff in the AMT department who service and support online and classroom
technology has been reduced by one-third, from six full-time positions to four. The departure of one
member created a vacancy, and an Educational Assistant position was eliminated. This limits the
departments ability to respond to instructional technology needs at a time when those needs are on the
rise.
The downtown Hartford location makes safety and security at the College a challenge. The
College owns only the Columbus parking lot, yet the Public Safety Department must patrol the Talcott
and Morgan Street garages as well to ensure safety. The video surveillance system, now more than
eight years old and based on an antiquated recording format, makes retrieval and cataloging of footage
difficult and time-consuming. The Master Sergeant (a retired police officer) does not carry a firearm,
limiting the level to which the department is able to protect the College community in the event that
unauthorized weapons are brought onto campus.
Projection
Plans are underway to expand the College campus by approximately 40,000 square feet on the
tenth and eleventh floors on the east side of the building. The Academic Division is scheduled for four
new classrooms. To accommodate multiple needs and configurations, one room will have
divide/combine capabilities. A retractable wall will allow two adjacent 30-seat rooms to become one
60-seat room with integrated multimedia presentation systems. Other new Academic spaces include
two 40-seat classrooms, and a 180-seat, tiered lecture hall serving the Colleges Nursing Program. The
Continuing Education department will move into a new Corporate Training Center with a mix of
40
offices, classrooms, computer labs, conference rooms and a divide/combine classroom of their own.
Moving the entire Continuing Education department out of its current location on the third floor will
free up that space for use as general classrooms, computer labs, and office space for the Academic
Division. Other plans include renovation of the seventh floor into a Student Union, with classrooms,
lounge space and club and office space to support the Student Activities department.
The expansion project on the tenth and eleventh floors allows for the introduction of new
classroom multimedia presentation systems in the new classrooms. Updated technology will include
brighter digital projection, on-screen annotation capability, compatible connections for newer laptop
computer output signals, new control system interfaces, and centralized system monitoring. Other
technology enhancements for the College include an upgrade to Blackboard Learn, the latest version of
the Colleges online learning management system, and the deployment of interactive whiteboards in
selected learning environments on campus. The Academic Media Technology department plans to
provide a series of training workshops for faculty and staff to acclimate them to the new instructional
technology.
Future plans for information technology and network services include campus-wide upgrades
to the Windows 7 operating system and Microsoft Office 2010 software bundle. A system-wide
initiative for a common network infrastructure will allow for quicker innovation and integration, and
will greatly improve network reliability.
Plans to increase the size of the physical campus also include campus security and public safety
measures. Among them are upgrading and increasing the video surveillance system with digital
recording and retrieval capabilities, installing large-screen monitors and new control stations and
adding a full-time certified police officer to the staff. The Public Safety department is currently
undergoing a lengthy accreditation process by the State of Connecticut, which, if achieved, would
designate the department as one that adheres to high standards of public safety policies and procedures.
Institutional Effectiveness
Realistic facility/technology planning and budget allocation decisions are made annually by the
College President and Executive Committee. The process is guided by the Information Technology
Implementation Plan, academic assessment and program review report, and proposals by various
institutional budget authorities, all in support of the Colleges mission.

41
 Standard Nine: Financial Resources
Description
The College receives its funding from State of Connecticut appropriations, tuition and fees, and
Federal, State and local grants. Due to the state of the economy, the State appropriation has been low
or relatively flat the last few years. However, with annual increases in tuition and fees voted by the
systems Board of Trustees and 5% increases in enrollment each year, Capital has had sufficient
resources from all sources to promote student success and implement strategic initiatives.
The College adheres to regulations, policies, and statutes as prescribed by the State
Comptroller, Board of Trustees and State Legislature. The Community College System has an
integrated record keeping system called BANNER. This system, along with State-approved control
procedures, ensures timely and accurate fiscal information.
Budget Process
All constituencies of the College are involved in the budgetary process to best reflect the
mission and objectives of the College within the financial framework of available funds. The College
budget process falls under the control of the Dean of Finance and Administration, who, after setting
aside sufficient funding for fixed costs, analyzes budget authority requests for the annual funding of
operations. This information is compiled, balanced with projected revenue goals and presented to
management for review and to the President for final approval. Each Dean is ultimately responsible for
the administration of his or her areas budget, with final authority resting with the President.
The Dean of Administration performs a mid-year budget review and a year-end projection each
December. The mid-year budget review allows the College to examine departmental costs, staffing
patterns, part-time and overtime budget expenses and levels of anticipated revenues. All the divisional
and department heads participate in the review process, thus ensuring that all needs are addressed.
Quarterly budget projection reports are submitted to the System Office, which consolidates the reports
of the twelve community colleges and submits a final report to the Department of Higher Education.
Appraisal
The State appropriation for fiscal year 2010 was $12,166,885, which represented 48% of the
College budget. In addition, Capitals burgeoning enrollment over the past several years has generated
more income to partially offset State budget cuts. Tuition revenue has increased from the prior year by
12%, 15%, and 18% for Fiscal years 2008, 2009 and 2010, respectively. Union concessions including
furlough days and wage increase give-backs have also helped reduce the impact of State budget cuts.
Included in the State budget cuts were the elimination of several College positions. Over $400,000 was
saved on the elimination of these positions, which included an ESL Director, Retention Coordinator,
Director of Non-Credit programs and two custodial positions.
As a result of reducing expenses and significant increases in tuition and fee revenue over the
past three years, Capital has brought its short term current ratio of unrestricted current assets to
unrestricted current liabilities up from 1.8:1 in 2008 to 2.4:1 in 2010. Capitals unrestricted net asset
balance at June 30, 2010 was $1.5 million.
Capital has hired six full-time lecturers and has increased its part-time lecturer budget by 13%
for the fiscal year 2011. The budget available for instruction and academic support has increased to a
current rate of 72% of the total budget, bringing it in line with other community colleges in the system.
In 2008, Capital acquired the use of a 150-space outdoor parking lot from the State of
Connecticut Department of Public Works at no cost. This lot is used by part-time faculty, visitors, and
students. Utilizing this parking space helps reduce the parking validation costs that would normally
have been incurred at the Morgan Street parking garage. The College also leases an additional 80
parking spaces at Talcott Street Garage for full-time faculty and staff. The cost of each space is $3.50
per day, and is significantly less than the average $7.00 per day cost of a validation at the Morgan

42
Street garage. The Hartford Parking Authority, which manages the Morgan Street garage for the City
of Hartford, is in negotiations with the State Department of Public Works to modify the existing
contract. The proposed modification will reduce the cost of parking validation and will help the
College better utilize the parking spaces it already owns.
Capital was approved for $5.5 million in bond appropriations for facility expansion into 44,417
square feet of space adjacent to the Colleges current location. This space will be renovated to provide
general classrooms, a large lecture hall for the Nursing program, Continuing Education training labs,
student study lounges, and administrative offices.
Capital consolidated its bookstore contracts with several other community colleges, and
renegotiated its agreement with Follett. As a result, Capital has quintupled commission revenues to
$285,000. Included in the agreement was the establishment of a textbook scholarship fund at each
college, to which Follett contributes 1% of its gross bookstore sales. Over $23,000 has been deposited
into the Capital Textbook Scholarship fund for the fiscal year ending June 30, 2010.
Departmental budget/expenditure reports are sent out monthly, within the first two weeks after
month end. These reports show budget and actual year-to-date expenses at month end. Those budgets
with salaries have two report ending dates, one for the overhead expenses (end of the month), and the
other to reflect the period through which wages and fringes were earned and posted to Banner. In the
past, reports were not sent out until payroll was recorded through month end, which would cause an
additional two-week delay each month and thus reduce the usefulness of the reports.
Capital encourages students who may need financial aid to apply for federal, state and
institutional aid and provides assistance in the application process. The institutions online information
system allows students to access the Financial Aid Office at any time. Students can attend regularly
scheduled workshops or meet personally with financial aid administrators. Qualifying students receive
notification of their financial aid award prior to the beginning of the semester. This process can allow
the student to enroll without having to make a payment. The financial aid data is reviewed and
analyzed annually to ensure the effectiveness of the policies and practices.
The Higher Education Opportunity Act (HEOA) Pub. L. 110-315 was enacted on August 14,
2008, providing students with the opportunity to accelerate their academic programs by allowing them
to receive up to 200% of their annual Pell Grant in one award year. As a result, many students with the
greatest financial need were provided the financial aid to attend classes year round, thus increasing the
Colleges summer enrollment.
Continuing Education Activity
In 2006, the College was awarded $2.2 million from the U.S. Department of Labor to provide
training for personnel in the Insurance and Finance industry over the three-year contract period. This
grant provided training to both incumbent and dislocated workers. Also, an Associate Degree in
Insurance and Financial Services was developed and is available to the public as a result of this grant.
In 2008, Capital was awarded a $2.1 million contract from the Connecticut Department of
Social Services to provide job readiness, occupational/vocational skills training, education, and job
search assistance to Food Stamp recipients. Programs offered to qualifying students include Certified
Nurse Aide, Patient Care Technician, Medical Coding & Billing, Small Business Management, and
Pharmacy Technician. Capital is the only Connecticut Community College currently participating in
this successful program. The contract has been extended through September 30, 2013.
Since 2007, the Capital Community College Foundation and Advisory Council, a non-profit
and independent organization established to support the College in all its endeavors, has increased
individual and business support from the community for scholarships and grant-funded projects
relevant to the Student Success strategic goal.
Activities for support of the College are reflected in comparing independent financial audit
statements over three years. As of June 30, 2010, the Capital Community College Foundations total
43
revenue and support for the fiscal year totaled $374,836, with net assets totaling $1,217,363. As of
June 30, 2007 total revenue and support was $207,914, with net assets of $1,004,102.
Foundation
Each year the Foundation holds a Changing Lives Gala, a signature event that raises funds for
scholarships and the Foundations unrestricted fund. Over the last two years (2009 and 2010), these
events have provided net income of $129,000 with funds primarily applied to student financial aid,
reflecting its primary goal of creating access and providing scholarships. In the 2010-2011 academic
year, the Foundation is providing more than $100,000 in scholarships, including $75,000 in the fall
2010 semester.
In 2009 the Foundation revised its spending policy for endowment funds, paving the way for
the Foundation to make strategic contributions to the College for programs and to leverage gift income
for other grant funds. In the 2010-2011 year, the Foundation has begun to utilize spendable income
from the 21st Century Fund, a broad-based resource for enhancement of academic, cultural, and student
support at the College. The Fund was established as part of a previous Title III Strengthening
Institutions grant that matched contributions on a dollar-for-dollar basis.
Through endowment income and efforts to increase an annual fund through community-wide
and alumni appeals, the Foundation seeks to increase funding and resources to the College. These
activities address the concern raised by NEASC in its April 18, 2007 letter that the College assures
sufficient resources, both physical and financial, are dedicated to supporting the maintenance and
enhancement of academic programs.
Concerns
Though information technology equipment is purchased and upgraded, installation has not
always been timely due to the prioritization of technological operation needs during the academic year.
Installations are usually scheduled and coordinated during breaks.
The contract for the expansion space is still under review at the State Department of Public
Works; no construction work has been performed and the completion date is indefinite.
The parking garage contract modifications are still being negotiated. This delay perpetuates
higher costs to the College every month.
Shared building costs between the College and 960 Main Street continue to be a significant
expenditure burden to the College.
Projection
The State appropriation for fiscal year 2011 was $11,611,491, a 4.56% decrease from the fiscal
year 2010 allocation. This reduction reflects the impact of the elimination of permanent positions and
transfer of positions to the Operating Fund. It is expected that appropriations for fiscal year 2012 and
2013 will be decreased or flat at best.
With the State budget deficit forecast to be at $3.5 billion at June 30, 2011, furlough days,
wage freezes and possibly a reduction in the workforce are distinct possibilities for 2012 and 2013.
The College expects to reduce its overall budget, without impacting direct classroom activities, for
long term budgetary considerations and use Unrestricted Net Asset reserves to absorb any short term
budget deficits.
Governor Rell's Tentative Budget Recommendation, transmitted to then Governor-Elect
Malloy, called for no new State bond allocations for community college facility projects, and no
system funding of equipment for fiscal year 2012, technology or facility alterations, renovations and
improvements. In fiscal year 2013, a total of $19 million in new bond funds is recommended for
system funding of equipment ($9 million), technology ($5 million) and facility improvements ($5
million).

44
 The College is applying for several Federal and State grants including the Developing
Hispanic-Serving Institutions Program TITLE 5 and the Hispanic Association of Colleges and
Universities (HACU) program.
Institutional Effectiveness
The College is audited annually by an external auditing firm and biennially by the State
Auditor of Public Accounts in accordance with the generally accepted auditing standards for colleges
as adopted by the American Institute of Certified Public Accountants.

45
 Standard Ten: Public Disclosure
Description
Capital produces publications that inform current and prospective students, staff, faculty and
other constituents in the Greater Hartford community about programs, courses, protocol, policies,
initiatives, activities and resources available to facilitate their college experience and improve their
lives. The College catalog is edited on a yearly basis to update changes in academic offerings and
institutional policies, as well as changes that reflect the most recent list of the Board of Governors for
Higher Education, Board of Trustees for the Connecticut Community College System, and names,
departments, and credentials of administrators, full-time faculty and professional staff. The Colleges
Mission Statement, Vision Statement, and Accreditations and Affiliations are always included.
The Director of Marketing and Public Relations coordinates production of the annual catalog,
the fall and spring course schedule books, brochures, posters, and other written materials. The Student
Services division oversees and produces the student handbook. Continuing Education staff produce
their own publications, but each semester the credit course schedule books include a page promoting
non-credit courses, with contact information on how to find out more information.
Hard copy versions of the class schedule are available prior to Early Registration, and programs
are advertised on cable television and on buses in the Colleges service area. All publications are
posted on the Colleges website, as are all programs, departmental information, College news, events,
honors, new initiatives and press releases. The Director of Marketing and Public Relations also
supervises the Webmaster and posts all messages pertinent to the College community on the video
plasma screens on every floor of the College.
Appraisal
The Catalog is now updated and assessed for inaccuracies by the Academic Deans Office,
which has resulted in a more accurate and informative publication. Over the past several years, the
Director of Marketing and Public Relations has designed the schedule book in a magazine format, with
articles and advertisements to elicit interest in programs, classes and services provided by the College.
Due to budget restrictions, the College has eliminated mailings to residences and businesses and has
economized on paper quality.
In a recent student survey, the overwhelming response of students was that the website is the
medium they go to first and most often for College information. Since September 2005, Capital
Community College has had four different Webmasters, each working nineteen hours per week. All
were responsive and able to keep the website updated and professional-looking but soon left to pursue
full-time employment, leaving an interim period during which only bare essentials (snow closings, and
other urgent information for the College community) were posted by a staff member until the interview
process was over and a new Webmaster was appointed. Each new Webmaster experienced a steep
learning curve regarding the many departments and functions of the College, and although each
acclimated adequately to run the website proficiently, the frequent turnover periods negatively
impacted the quality, accuracy, and timeliness of information on the website.
The last Webmaster left at the end of summer 2010, and a staff member from the Continuing
Education department did postings, concentrating approximately a third of the time as prior
webmasters devoted to the website. Beginning early in August 2010, a Capital math instructor was
given 6 credits of release time to be the Colleges part time webmaster through June 1, 2011. The
Continuing Education staff member who did prior postings still has access to the website and makes
updates for the Continuing Education division only. Due to the current state of the economy, all
educational assistant positions are, at this time, on hold, and no commitments can be made to hiring the
current webmaster after his contract runs out.

46
 However, the College is dedicated to finding creative ways to implement web services, one of
which is being researched now: utilizing the System Offices content management system, whereby
members of each department can be trained to manage their own sections.
The President is evaluating and reorganizing specific open positions that might lend themselves
to folding this function into them, as well as assessing where funding will come from for this essential
position.
Projection
Due to the current state of Connecticuts economy, budget funding has been reduced and
further reductions are forthcoming. The College is considering switching certain publications to an
exclusively online format, which some of our sister colleges have done without negative consequences
to enrollment. Postcard mailings promoting each semesters classes by guiding recipients to the
Colleges website are less costly than printing course schedules.
Institutional Effectiveness
The College continues to make every effort to improve the accuracy, accessibility, and appeal
of all written and online publications, despite escalating financial challenges. Without a part-time
Webmaster, the College will have to work harder to maintain the present quality of the Colleges
website. College faculty, staff, and management, are exploring inventive alternatives before that
occurs, and have established a comprehensive and systematic review that will be undertaken annually.

47
 Standard Eleven: Integrity
Description
The integrity of Capital Community College depends on policies and practices designed to
ensure the fair, accurate, legal and ethical management of the Colleges relationships. All employees
are expected to adhere to the published Mission Statement, which encompasses not only the broader
philosophical statement of community and education, but statutory, admissions, support services,
educational environment and research ones as well. The College continues to maintain its integrity by
all of the cited mechanisms, whether they are self-imposed or State-mandated.
As a State institution, Capital must submit the following on a regular basis: Clearinghouse
Report, Measles and Rubella Report, Athletic Compliance Report, New England Regional Student
Report, and employment reports to the Commission on Human Rights & Opportunities. The College
complies with the standards of submission for the Financial Aid Recertification Participation
Agreement, enabling the College to qualify for federal Title IV funding. During the 2009/2010
academic year, Capital Community College had a Measles and Rubella compliance rate of 95%.
Students are informed about policies, their rights and responsibilities, grievance procedures and
other important matters through the distribution of a Student Handbook. Students may obtain
additional information about the institution and its policies and procedures through the catalog,
schedule of classes, Student Senate, the weekly Capital Bulletin, bulletin boards, club offerings, and
the College website. The Capital Bulletin is also distributed to faculty and staff on a weekly basis. A
variety of web services are available to students, including online registration, transcript request and
degree audits.
The Department of Human Resources recently redistributed the policy for Acceptable Use of
IT Resources (http://www.commnet.edu/it/policy/acceptable-use.asp). The policy ensures not only the
integrity of IT resources, but also their security and availability for academic and administrative
purposes.
The College is committed to ensuring an environment that values diversity and promotes equal
access and respect for all individuals regardless of race, gender or cultural differences. College
employees are made aware of policies and procedures that prohibit discrimination. The Affirmative
Action Officer sponsored a workshop on valuing diversity for new employees. Affirmative Action
polices including the College Affirmative Action & Equal Opportunity Policy Statement, the Sexual
Harassment Prevention Policy and the Americans with Disabilities Act Policy are made available to all
staff. During the period January 19, 2010 through April 30, 2010 the Affirmative Action Office offered
open office hours to provide information to all staff on the Colleges Affirmative Action Program and
to solicit input from the College Community for improving the program. Employees who believe they
have been discriminated against have access to an employee grievance procedure.
Appraisal
The College affirms that mechanisms exist to ensure the effective implementation of ethical
principles, policies and procedures. As outlined in the Mission Statement, the continued importance
and first priority for Capital is service to its students within its open enrollment policies and
procedures. In advocating and continuing its high standards of service to students, the Welcome Center
now offers a one-step process. Further, Capital's Early Alert system allows instructors to notify the
Welcome Center to help struggling students get back on track.
Currently, in an ongoing attempt to keep students advised about academic calendars as well as
schedule publications, emails are sent to the personal email accounts provided on their admissions and
financial aid applications. However, students personal email accounts often become dormant or
inactive, making such communication problematic. College-specific email addresses should therefore
be considered to facilitate better communication with students.

48
 The MyCommnet system has been augmented with unofficial transcripts, so that faculty can
access the academic histories of students in their classes. Also, electronic course evaluations began to
be used in 2010 in place of paper evaluations. In an attempt to maximize feedback, students are
required to complete the evaluation before they can access grades. System-wide rates of completion
have been low overall, though Capital achieved one of the highest online evaluation completion rates
among all the Colleges in the system.
The Web as a tool for recruitment, registration and student academic history will be further
developed. While the current Capital website is functional and contains much valuable information, it
is in need of revitalization. The interface itself is dated and at times difficult to navigate. Some links
are broken or outdated.
Capital has made significant strides recently with new faculty hires, filling some long-standing
gaps, notably in the fields of English, History, Psychology, Mathematics, Nursing, Computer Science,
Architecture and Communications Media. The College is in the process of filling vacancies in the
Counseling Department to meet the needs of Capital's growing student population. Performance
evaluations are conducted for faculty and staff in all the bargaining units according to the stipulations
of the individual units. The Department of Human Resources is satisfied that performance evaluations
are being completed according to the rules and regulations that guide these procedures.
The College attempts to offer each section it publishes in its course schedules, but some classes
may be cancelled due to low enrollment. Phone calls are made through the Academic Deans office to
alert students affected by the cancelations. Prior to cancellation, two low-enrolled courses which meet
at the same time may be merged. When more specialized courses are cancelled, with fewer overall
sections or only one section, students are encouraged to contact an academic counselor to choose an
alternate course.
The College population is more than 70% female. During the 2009/2010 academic year, the
College had a functioning Women's Center based largely on the efforts of a Minority Fellow.
However, after the fellowship ended, the Women's Center fell dormant. The College has successfully
instituted reporting methods for Missing Data, Measles and Rubella and Clearinghouse data. Through
the admissions process all students must submit immunization records that are reported to a national
clearinghouse. This requirement ensures that Capital is adhering to public health policies.
Projection
To enhance transparency as pertains to policies discussed in this standard, a faculty/staff website
team is being formed to work with the new part-time Webmaster. This team should focus on making
the interface more user-friendly, better organized, and up-to-date on faculty/staff contact information
as well as other information and policies important to faculty, staff and students.
The looming state budget crisis threatens the Colleges ability to fulfill or maintain practices and
policies that ensure integrity. Most notably, the College may have difficulty filling positions needed
to meet student demand and continue to comply with affirmative action and diversity standards.
Institutional Effectiveness
The institution regularly evaluates and revises institutional policies, practices, and publications
to ensure integrity throughout the Colleges academic programs and in fulfillment of the principles
avowed in the Colleges Mission.

49
 Plan: Issues and Initiatives
Multiple changes are having a simultaneous impact on Capital Community College (CCC) as it
enters the 2011/2012 academic year. A new governing board, greater levels of accountability and
declining revenues are all features of this fluid situation.
With a new Board of Regents and merger with the Connecticut State Universities, governance will
be the crux of institutional change. While the Connecticut legislature has pledged that the community
college mission will not be diluted by the merger, it is already apparent that the concept of open access
may be reinterpreted. At the present time, Capital devotes significant resources to students in
developmental courses who do not ultimately obtain a credential from the college. If access becomes
increasingly limited to those likely to obtain a degree or certificate, Capital will reallocate resources
and re-conceptualize recruitment to serve a changed student body. At the same time, the college will
seek state and private funding to develop or collaborate in an adult education program as a pathway for
those potentially excluded from community college education.
To some degree, future planning will be informed by the strategic plan for higher education that the
newly constituted Board of Regents has been charged with developing. The college has also concluded
that planning in this environment must allow the institution to be nimble and highly sensitive to
community needs. To this end, the college will move to a three year strategic planning cycle with
related operational plans based on 120 day assessment and improvement cycles. The coming 2012-
2015 plan will also be community-centered and driven, with CCC seeking extensive external input into
it.
The new Board of Regents and relationships with the state universities will afford a variety of
opportunities. Capital has already begun joint projects with the universities and will target improved
articulation agreements in the coming year; joint admissions and clear, simple pathways to the state
universities will be the objective.
In the next five years, the academic program will be the central focus of assessment, evaluation and
accountability. CCC faculty will continue its efforts as described in Standard four but in closer
partnership with the state universities. As has already been done for the Social Services degree, each
program will plan to align its terminal learning outcomes with year fourteen outcomes for the
universities and collaborate with university faculty on assessment methods and benchmarks.
Capitals response to declining revenues will be multi-dimensional. Reduced funding has forced
the college to examine the efficiency of the organization. The organizational structure, while typical,
is not well suited to the current environment. The traditional divisional structure has not fostered a
single, concentrated focus on institutional objectives nor has it provided the synergy that would result
from teaming. Within divisions as well, structures are more related to the weight of tradition than to
efficiency and current student and faculty needs. Driven by external changes and institutional needs,
the college will reconsider and revise its organizational structure as needed in the coming planning
cycle.
In terms of revenues, facilities represent the single most significant roadblock for the college. For
a variety of reasons, Capital has been prevented from using its bond money for expansion for six years.
The value of the funds declines continuously, overcrowding accelerates and the college is blocked
from enrollment growth and expanded programming. In response to this issue, the President and
college advisory board will intensify advocacy efforts and seek allies within the city and the new
Board in pursuit of the needed expansion space. This will be a key initiative in the new strategic plan.
Lastly, the college will continue its successful pursuit of federal and private grants and expand its
focus to include local corporations, hospitals and philanthropic organizations.

50
 New England Association of Schools and Colleges
Commission on Institutions of Higher Education
209 Burlington Road, Suite 201 Bedford, MA 01730
phone: (781) 271-0022 fax: (781) 271-0950
http://cihe.neasc.org

"DATA FIRST" FORMS

Revised September 2010

General instructions:
Data First forms supplement the institution's comprehensive self-study or fifth-year report. Each
of the 25 forms is on a separate spreadsheet of this Excel workbook. Much of the information
requested is readily available on audited financial statements, yearly IPEDS surveys, and other
institutional reports and publications.

When entering financial data, please round to the nearest thousand. If your institution tabulates
data in a different way from what is requested on the form, clearly explain your methodology on
the form and report the data in the way that is consistent with your institution's normal practices.

In the following forms, the column "Current Year" refers to the year in which the team visit
occurs, or, if these forms are being completed in conjunction with an interim or progress report,
the year in which the report is submitted to the Commission.

Data First forms are protected to ensure that they are not inadvertently changed, and cells
containing certain formulas are locked. If you wish to add rows or adjust column widths, you
may unprotect the spreadsheet by selecting the "Protection" option from the "Tools" menu. The
required password is "ark" (lower case, no quotation marks).

Instructions and definitions are embedded in each form. This version of the Data First
forms has been formatted to print the forms only. If you with to print the forms with their
accompanying instructions, you can find a specially formatted version of Data First forms on the
Commission website: http://cihe.neasc.org.

If you have questions about completing the Data First forms, please call Julie Alig (781-541-5408)
or any other member of the Commission staff for assistance.

51
 "DATA FIRST" FORMS
GENERAL INFORMATION

Capital Community
Institution Name: College

OPE ID: ?

0 Annual Audit
? 0 Certified: Qualified
Financial Results for Year
Ending: ? 06/30 Yes/No Unqualified
Most Recent Year ? 2010 Yes Yes
1 Year Prior 2009 Yes Yes
2 Years Prior 2008 Yes Yes

Fiscal Year Ends on: (month/day)

Budget / Plans
Current Year 2011
Next Year 2012

Contact Person: ? Jenny Wang

Director of Institutional
Title: Research
Telephone No: 806-906-5106
E-mail address jwang@ccc.commnet.edu

52
 Standard 1: Mission and Purposes

Attach a copy of the current mission statement.

Date
Approved by
the
Governing
Document URL Board
Institutional Mission
Statement ? http://www.ccc.commnet.edu/mission.htm ? March 2006

Mission Statement Print

published URL Publication
? 1College Catalog ? http://www.ccc.commnet.edu/publications.htm Catalog
2Mission Statement On display,
framed display n/a floors 2-11
3
4

Print
Related statements URL Publication
? 1Vision Statement ? http://www.ccc.commnet.edu/publications.htm Catalog
2Vision Statement On display,
framed display n/a floors 2-11
3

53
 Standard 2: Planning
and Evaluation

PLANS Year of Effective Dates URL or Folder Number

Completion

Strategic Plans
Immediately prior Strategic ? 2002 ? 2002- ? http://www.ccc.commnet.edu/protected
Plan 2006 /Assessment/strategicPlan.htm
Current Strategic Plan ? 2006 ? 2006- http://www.ccc.commnet.edu/protected
2011 /Assessment/docs/newstrategicplan.pdf
Next Strategic Plan ? ? link to draft, if available

Other institution-wide plans

Master plan ? ? ? all institution-wide plans incorporated
under current goals link of the Strategic
Plan (see above)
Academic plan ? all institution-wide plans incorporated
under current goals link of the Strategic
Plan (see above)
Financial plan ? all institution-wide plans incorporated
under current goals link of the Strategic
Plan (see above)
Technology plan ? all institution-wide plans incorporated
under current goals link of the Strategic
Plan (see above)
Enrollment plan ? all institution-wide plans incorporated
under current goals link of the Strategic
Plan (see above)
Development plan ? all institution-wide plans incorporated
under current goals link of the Strategic
Plan (see above)
(Add rows for additional institution-wide plans, as needed.)

Plans for major units

(e.g.,departments, library)
? 1 ? ? ? all institution-wide plans incorporated
under current goals link (see above)
2
3
4
(Add rows for additional plans,
as needed.)

54
 STANDARD 2 EVALUATION URL or Folder Number

Program review system (colleges and departments). System last

updated: ?
Program review schedule (e.g., every 5
years) every 5 years

Sample program review reports (name of unit or program)

Accounting - 2004-2005 ? Hard copies are located in the Academic Dean's office
Architectural Engineering Technology 2010-
11 Hard copies are located in the Academic Dean's office
Computer and Information Systems 2008-
2009 Hard copies are located in the Academic Dean's office
Criminal Justice 2008-2009 Hard copies are located in the Academic Dean's office
Early Childhood Education 2010-2011 Hard copies are located in the Academic Dean's office
Fire/EMT/Paramedic 2010-2011 Hard copies are located in the Academic Dean's office
Liberal Arts 2008-2009 Hard copies are located in the Academic Dean's office
Managemnt 2011-2012 Hard copies are located in the Academic Dean's office
Medical Assisting 2005-2006 Hard copies are located in the Academic Dean's office
Music Industry 2011-2012 Hard copies are located in the Academic Dean's office
Nursing 2009-2010 Hard copies are located in the Academic Dean's office
Radiologic Technology 2008-2009 Hard copies are located in the Academic Dean's office
Social Services 2003-2004 Hard copies are located in the Academic Dean's office
Social Services Hard copies are located in the Academic Dean's office

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

Sample program review reports (name of unit or program)

1
2
3
(Insert additional rows, as appropriate.)

Date
Example: Advising:
www.notrealcollege.edu/advising
Assessment www.ccc.commnet.edu/protected/Assessment/index.htm
AtD www.ccc.commnet.edu/achievingdream.htm
Advising/ACE www.ccc.commnet.edu/advising/main.aspx
(Insert additional rows, as appropriate.)

55
 Standard 3: Organization and Governance

Please attach to this form:

1) A copy of the institution's organization
chart(s).
2) A copy of the by-laws, enabling legislation, and/or other appropriate documentation to establish the
legal authority of the institution to award degrees in accordance with applicable requirements.

If there is a "related entity," such as a church or religious congregation, a state system, or a corporation, describe and
document the relationship with the accredited institution.
Name of the related entity System of CT Comm Colleges
URL of documentation of
relationship www.commnet.edu/administrative.asp

Governing Board URL

By-laws http://www.commnet.edu/Board-Docs/BPM_COMPLETE_MASTER.pdf
Board members' names and
affiliations www.commnet.edu/board.asp

Board committees URL or document name for meeting minutes

? Planning aand Assessment
Academic Policies and Student Services
Budget and Facilities
Personnel
(Insert additional rows as appropriate.)
www.commnet.edu/Board-Docs/BPM_COMPLETE_MASTER.pdf
www.commnet.edu/Board-Docs/BPM_COMPLETE_MASTER.pdf
www.commnet.edu/Board-Docs/BPM_COMPLETE_MASTER.pdf
www.commnet.edu/Board-Docs/BPM_COMPLETE_MASTER.pdf

Major institutional committees or governance

groups* URL or document name for meeting minutes
College Senate www.ccc.commnet.edu/collegeSenate.htm
Diversity www.ccc.commnet.edu/collegeSenate.htm
Curriculum and Academic Policy www.ccc.commnet.edu/collegeSenate.htm
Faculty, Staff, and Student Development www.ccc.commnet.edu/collegeSenate.htm
College Affairs www.ccc.commnet.edu/collegeSenate.htm
Planning and Review www.ccc.commnet.edu/collegeSenate.htm
Information Resource Management www.ccc.commnet.edu/collegeSenate.htm
(Insert additional rows as appropriate.)

*Include faculty, staff, and student

groups.

56
 Standard 3: Organization and Governance
(Locations and Modalities)

Campuses, Branches, Locations, and Modalities Currently in Operation (See definitions, below)
(Insert additional rows as appropriate.)
State or
? City Country Date Initiated Enrollment*
? Main campus Hartford CT 1/1/2000 6,150
? Other principal campuses
? Branch campuses
? Other instructional locations

Distance Learning, e-learning Enrollment*

Date
Initiated 257
First on-line course 1/1/97
First program 50% or more on-line 9/1/00
First program 100% on-line 9/1/00

Distance Learning, Date

? other Initiated Enrollment*
Modality n/a n/a n/a

Correspondence Date
? Education Initiated Enrollment*
n/a n/a n/a

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

Other principal campus: a campus away from the main campus that either houses a portion or portions of the
institution's academic program (e.g., the medical school) or a permanent location offering 100% of the degree
requirements of one or more of the academic programs offered on the main campus and otherwise meets the
definition of the branch campus (below).

Branch campus (federal definition): a location of an institution that is geographically apart and independent of
the main campus which meets all of the following criteria: a) offers 50% or more of an academic program leading
to a degree, certificate, or other recognized credential, or at which a degree may be completed; b) is permanent in
nature; c) has its own faculty and administrative or supervisory organization; d) has its own budgetary and hiring
authority.

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

Distance Learning, e-learning: A degree or Title-IV eligible certificate for which 50% or more of the courses
can be completed entirely on-line.

Distance Learning, other: A degree or Title IV certificate in which 50% or more of the courses can be
completed entirely through a distance learning modality other than e-learning.

57
Correspondence Education (federal definition): Education provided through one or more courses by an
institution under which the institution provides instructional materials, by mail or electronic transmission,
including examinations on the materials, to students who are separated from the instructor. Interaction between
the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student.
Correspondence courses are typically self-paced. Correspondence education is not distance education.

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

58
 Standard 4: The Academic Program
(Summary - Enrollment and Degrees)

Fall Enrollment* by location and modality, as of Census Date

Degree
Level/ Degrees
Main Other Other Overseas On- Corres- Unduplicated Awarded,
Location & campus Campus Branches Locations Locations Line pondence Total Headcount Most Recent
Modality FTE FTE FTE FTE FTE FTE FTE FTE Total Year

Associate's 2,144 167 2,311 3,871 382

Bachelor's

Master's
Clinical
doctorates (e.g.,
Pharm.D., DPT,
Au.D.)

Professional
doctorates (e.g.,
Ed.D., Psy.D.,
D.B.A.)
M.D., J.D., DDS

Ph.D.
Total
Degree-
Seeking 2,144 0 0 0 0 167 0 2,311 3,871 382

Non-matriculated
students 162 20 182 576 n.a.
Visiting
Students n.a.

Title IV-Eligible Certificates

Certificates
Awarded,
Most
Recent
Year
Students
seeking
certificates 38 2 40 71 49

* For programs not taught in the fall, report an analogous term's enrollment as of its Census Date.

Note: Enrollment numbers should include all students in the named categories, including students in continuing education and
students enrolled through any contractual relationship.

59
 Standard 4: The Academic Program
(Headcount by UNDERGRADUATE Major)

3 Years 2 Years 1 Year Current Next Year

Prior Prior Prior Year* Forward (goal)
For Fall Term, as of Census Date Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011
Certificate

? Accounting: Advanced 1 1 2 2 2

Accounting: Basic 1 2 1

BOT: Computer Applications Specialist 1 1

CIS: Network Administrator Assistant 1 2 2 1 1

CIS: Web Publishing 1 2 1 1 1

Computer Hardware Support Specialist 1 1

Computer Programming 6 5 4 1 2

Computer Software Support Specialist 1 1 1

Child Develop Associate Prep 4 7 3 -

Early Childhood Education 4 6 2 7 8

Emergency Medical Service-Instructor 6 9 -

Emergency Medical Technician Paramedic 26 24 35 34 35

Enterpreneurship 1 -

Health Career Pathways 1 1 2 2

Health SCI 1 1

Labor Studies 1 1 1 -

Library Technical Assistant 16 13 8 6 6

LAN Operator Cert 1 Discontinued

Management 1 2 1

Marketing 1 1 Discontinued

Medical Assisting 5 8 10 6 7

Mental Health Assistant 1 7 2 1 1

Social Service Aide 3 1 1 5 5

Studio Art: Printmaking 1 1 1

Visual Communication 1 1

Wastewater 1 1

Total 79 92 77 71 79

60
Associate

? Accounting 142 141 137 115 120

Architectural Engineering Technology 49 42 37 33 35

Business Office Technology: Computer
Application Specialist 28 31 14 10 10

Communication Media 27 39 39 41 40

Computer and Information Systems (CIS) 69 73 59 59 59

Computer and Information Systems: Network
Administrator Assistant Option 20 19 20 20 20
Computer and Information Systems: Web
Publishing Option 11 8 7 8 8

Computer Specialist 10 9 8 15 16
Word Info Processing 1 Discontinued

Computer Support Specialist: Hardware Support 16 10 6 14 15

Comuter. Eng. 1 1

Criminal Justice 120 163 196 201 210

Chemical tech 1 1

Early Childhood Education 200 258 276 246 250

Engineering Science 9 7 9 9 9

Fire Technology and Administration 23 15 21 7 7

Fire Sci: & Emer Med Services 29 29

Fire Sci: & EMS:EM Response Opt 3 5 5

Fire Technology and Administration: Emergency
Management response Option 6 6 2 2

General Studies 717 1,193 1,582 1,847 1,900

Insurance and Financial Services 5 10 9 10

LAS: Music 1 13 15

Liberal Arts & Sciences 837 483 336 228 230

Management 160 169 187 164 165

Management: Enterpreneurship 11 20 23 25

Medical Assisting 109 123 146 167 170

Medical Assisting: Insurance Option 10 9 7 9 9

Nursing (Special application required) 256 254 266 293 300

Paramedic Studies: Emergency Management
Response Option 3 5 6 5 6
Paramedic Studies: Emergency Medical Services
Instructor Option 1 1
Physical Therapist Assistant 2 3
61
 4 3

Radiologic Technology 38 38 37 34 36

Social Service 179 172 197 219 225

Social Service:Library Technical Assistant Option 1 3 7 1 2

Social Service: Mental Health Option 37 33 30 37 37

Social Service:Comm. Chng. Opt 1 5 5

Social Service: Law enf. 15 7 2 2

Technological Studies 1 1 1

Technological Studies: Wastewater Option 1 1

? Undeclared Discontinued

Total 3,097 3,330 3,671 3,871 3,980

Total Undergraduate 3,176 3,422 3,748 3,942 4,059

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an interim
or progress report, the year in which the report is submitted to the Commission.

62
 Standard 4: The Academic Program
(Headcount by GRADUATE Major)
?

3 Years 2 Years 1 Year Current Next Year

Prior Prior Prior Year* Forward (goal)
For Fall Term, as of Census
Date (FY 2 ) (FY2 ) (FY 2 ) (FY 2 ) (FY 2 )

Master's
?

Total - - - - -

Doctorate
?

Total - - - - -

First Professional
?

Total - - - - -

Other
?

Total - - - - -

Total Graduate - - - - -

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an interim
or progress report, the year in which the report is submitted to the Commission.

63
 Standard 4: The Academic Program
(Credit Hours Generated By Department or Comparable Academic Unit)
?
?

3 Years 2 Years 1 Year Current Next Year

Prior Prior Prior Year* Forward (goal)
Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011
Undergraduate
? ACC* 171 173 183 195 196
ARC* 97 120 106 75 76
ART* 230 250 261 329 330
BBG* 128 163 156 133 135
BES* 15 - - - -
BFN* 27 19 28 29 29
BIO* 1176 1,250 1,409 1,721 1,730
BMG* 143 141 142 116 120
BMK* 106 74 99 86 90
BOT* 40 71 64 62 62
CAD* 32 - - - -
CHE* 356 360 382 476 480
CJS* 165 136 198 208 215
COM* 204 139 196 205 210
CSA* 569 683 767 794 795
CSC* 84 97 75 79 82
CST* 102 96 94 113 113
ECE* 336 429 429 333 330
ECN* 95 99 110 118 120
EMR* 9 - - - -
EMS* 33 39 - - -
EMT* 72 81 103 90 90
ENG* 1830 2,068 2,177 2,207 2,215
ESL* 436 398 342 375 375
FTA* 42 13 20 43 50
GEO* 20 - 23 25 27
HIS* 336 341 387 357 360
HSE* 0 2 -
IDS* 111 107 137 95 95
LIB* 12 22 26 1 -
MAT* 1217 1,401 1,557 1,596 1,600
MED* 99 84 111 128 130
MUS* 103 119 140 200 200
NSG* 257 101
NUR* 148 373 438 440
PHL* 85 92 135 152 155
PHY* 44 30 34 28 30
POL* 62 109 95 116 116
PSY* 683 637 661 851 860
PTA* 4 4 6 - -
RAD* 70 68 68 68 68

64
SCI* 15 9 8
SOC* 455 501 664 680 685
SPA* 223 244 214 249 255
THR* 16 - - -
Total 10,295 10,909 11,987 12,780 12,872

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an
interim or progress report, the year in which the report is submitted to the Commission.

65
 Standard 5: Faculty
(Rank, Gender, and Salary, Fall Term)
?

1
3 Years 2 Years Year Current Year* Next Year
Forward
Prior Prior Prior (goal)
2007 2008 2009 2010 2011
? FT PT FT PT FT PT FT PT FT PT
Number of Faculty ?

Professor Male 8 - 8 - 7 - 9 - 9 -
Femal
e 24 - 24 - 23 - 23 - 23 -

Associate Male 3 - 7 - 6 - 7 - 7 -
Femal
e 8 - 5 - 3 - 1 - 1 -

Assistant Male 11 - 8 - 8 - 5 - 6 -
Femal
e 4 - 4 - 4 - 6 - 7 -

Instructor Male 3 - 2 - - - 1 - 5 -
Femal
e 1 - 1 - - - 1 - 6 -

Other Male 4 66 7 70 8 82 10 92 10 -
Femal
e 3 93 5 99 8 114 6 138 6 -

Total Male 29 66 32 70 29 82 32 92 37 -
Femal
e 40 93 39 99 38 114 37 138 43 -

66
Total Faculty

Professor 32 - 32 - 30 - 32 - 32 -

Associate 11 - 12 - 9 - 8 - 8 -

Assistant 15 - 12 - 12 - 11 - 13 -

Instructor 4 - 3 - - - 2 - 11 -

Other 7 159 12 169 16 196 16 230 16 -

Total 69 159 71 169 67 196 69 230 80 -

Salary for Academic Year FT PT FT PT FT PT FT PT FT PT

66,78 68,79
Professor Minimum 62,953 - 64,842 - 7 - 0 - 68,790 -

81,01 81,67
Mean 81,961 - 82,748 - 9 - 8 - 81,678 -

58,19 59,94
Associate Minimum 54,855 - 56,501 - 6 - 2 - 59,942 -

61,89 62,10
Mean 64,249 - 63,035 - 4 - 2 - 62,102 -

51,52 53,06
Assistant Minimum 48,562 - 50,019 - 0 - 5 - 53,065 -

58,82 58,87
Mean 55,187 - 59,512 - 4 - 4 - 58,874 -

47,70 46,31
Instructor Minimum 44,967 - 46,316 - 5 - 6 - 46,316 -

67
 48,60
Mean 50,903 - 53,961 - - - 9 - 48,609 -

38,88 40,05
Other Minimum 37,050 3,705 38,160 3,816 0 3,888 0 4,005 40,505 4,005

51,78 10,19 43,02 10,50 10,50

Mean 35,011 7,753 51,778 9,023 0 7 9 0 43,029 0

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an interim or progress report, the year
in which the report is submitted to the Commission.

68
 Standard 5: Faculty
(Highest Degrees and Teaching Assignments, Fall Term)
2 1
3 Years Years Year Current Year* Next Year
Prior Prior Prior Forward (goal)
2007 2008 2009 2010 2011
? FT PT FT PT FT PT FT PT FT PT
Highest Degree Earned: Doctorate

Professor 4 - 5 - 5 - 6 - 6 -

Associate 1 - 1 - 1 - 1 - 1 -

Assistant 3 - 2 - 2 - 2 - 2 -

Instructor - - - - - - 1 - 1 -

Other - 4 - 5 - 6 2 3 2 3

Total 8 4 8 5 8 6 12 3 12 3
Highest Degree Earned: Master's

Professor 24 - 22 - 20 - 21 - 21 -

Associate 9 - 11 - 8 - 7 - 7 -

Assistant 10 - 7 - 5 - 4 - 4 -

Instructor 2 - 1 - - - 1 - 1 -

Other 5 32 9 32 12 38 11 48 11 11

Total 50 32 50 32 45 38 44 48 44 11

Highest Degree Earned: Bachelor's

Professor - 1 1

69
 - - 1 - 1 - -

Associate 1 - - - - - - - - -

Assistant 2 - 2 - 3 - 2 - 2 -

Instructor 1 - 1 - - - - - - -

Other - 8 1 8 - 10 - 14 - 14

Total 4 8 5 8 4 10 3 14 3 14

Highest Degree Earned: Professional License

Professor 3 - 3 - 3 - 3 - 3 -

Associate - - - - - - - - - -

Assistant - - - - - - - - - -

Instructor - - - - - - - - -

Other - - - - - - - - - -

Total 3 - 3 - 3 - 3 - 3 -
?
Fall Teaching Load, in credit hours
Maximu
Professor m
Median
Maximu
Associate m
Median
Maximu
Assistant m
Median
Maximu
Instructor m
Median
Other Maximu

70
 m
Median

Explanation of Teaching Load (if not measured in credit hours):

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an interim or progress report, the
year in which the report is submitted to the Commission.

71
 Standard 5: Faculty
(Appointments, Tenure, Departures, and Retirements, Full Academic Year)

2 1
3 Years Years Year Current Year* Next Year
Prior Prior Prior Forward (goal)
2007 2008 2009 2010 2011
FT PT FT PT FT PT FT PT FT PT
# of Faculty Appointed ?

Professor - - - - - - - - - -

Associate - - - - - - - - - -

Assistant 2 - 3 - 1 - 3 - 2 -

Instructor 1 - - - - - 2 - 9 -

Other 5 31 11 40 5 49 5 33 - 30

Total 8 31 14 40 6 49 10 33 11 30
?
# of Faculty in Tenured Positions

Professor 29 - 30 - 27 - 27 - 29 -

Associate 5 - 2 - 2 - 1 - 3 -

Assistant 2 - 2 - 2 - 1 - 1 -

Instructor - - - - - - - - - -

Other - - - - - - - - - -
Total 34 33

72
 36 - - 31 - 29 - -

# of Faculty Departing ?

Professor - - 1 - - - - - 1 -

Associate - - - - - - - - - -

Assistant - - - - 3 - - - 1 -

Instructor - - - - - - - - - -

Other - - - - - - - - -

Total - - 1 - 3 - - - 2 -

# of Faculty Retiring ?

Professor 2 - 5 - 5 - 3 - 1 -

Associate - - - - - - - - - -

Assistant - - - - - - - - - -

Instructor - - - - - - - - - -

Other - - - - - - - - - -

Total 2 - 5 - 5 - 3 - 1 -

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an interim or progress report, the
year in which the report is submitted to the Commission.

73
 Standard 5: Faculty
(Number of Faculty by Department or Comparable Unit, Fall Term)

2 1
3 Years Years Year Current Year* Next Year
Forward
Prior Prior Prior (goal)
Fall 2007 Fall 2008 Fall 2009 Fall 2010 (Fall 2011 )
FT PT FT PT FT PT FT PT FT PT
Number of Faculty by Department (or comparable academic unit)

? ACC* 2 3 2 4 2 4 2 3 2 3

ARC* 1 1 1 2 1 2 4 3 1

ART* 1 4 1 5 1 4 1 5 2 3

BBG* 2 1 3 2 3 2 3 2 3 2

BES* 1

BFN* 1 1 1 1 1

BIO* 5 12 6 10 5 15 8 14 8 14

BMG* 2 2 1 2 1 2 2

BMK* 2 1 1 1 2 1 2 1 2 1

BOT* 1 1 1 2 1 2 2 2

CAD* 1

CHE* 2 4 2 4 2 4 2 7 2 7

CJS* 3 2 2 3 3 2 3 4 3 4

COM* 2 8 2 3 2 4 2 4 4 2

CSA* 5 13 4 16 10 17 5 20 6 19

CSC* 2 2 3 2 2 3

CST* 3 2 3 1 2 3 2 4 3 3

ECE* 2 7 1 10 1 11 1 12 1 12

ECN* 1 1 1 1 4 1 4 1 4

EMR* 1

EMS* 1 1 1 1

EMT* 2 5 2 7 2 7 1 10 1 10

74
ENG* 9 31 13 34 11 39 11 43 14 40

ESL* 2 8 3 7 3 5 3 4 3 4

FTA* 2 1 1 2 2

GEO* 1 1 1 1

HIS* 1 8 1 8 1 8 1 9 4 5
HSE* 1

IDS* 6 2 4 1 5 2 4 2 4

LIB* 1 2 2 1 1

MAT* 8 13 9 16 6 28 6 29 12 23

MED* 1 3 1 3 1 3 1 3 1 3

MUS* 1 1 1 1 3 1 5 1 5

NSG* 15 15 8 10

NUR* 8 6 15 24 16 30 20 26

PHL* 2 1 1 1 1 1 1

PHY* 1 1 2 1 1

POL* 1 1 1 2 3 3 3

PSY* 3 15 3 12 2 12 4 16 7 13

PTA* 1 1 3

RAD* 1 1 1 1 1 1 1 1 1 1

SOC* 2 11 3 12 2 15 3 14 3 14

SCI* 1 1 1

SPA* 1 3 1 4 5 6 6

THR* 1

WL 6 17 22 22

Total 85 195 102 198 106 242 111 269 112 219

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an interim or
progress report, the year in which the report is submitted to the Commission.

75
 Standard 6: Students
(Admissions, Fall Term)
?
Credit Seeking Students Only - Including Continuing Education
3 Years 2 Years 1 Year Current Next Year
Prior Prior Prior Year* Forward (goal)
(FY 2008) (FY 2009) (FY 2010) (FY 2011) (FY 2012)
Freshmen - Undergraduate ?

Completed Applications ? 1,403 1,577 1,577 1,750 1,785

Applications Accepted ? 1,135 1,353 1,348 1,435 1,464

Applicants Enrolled ? 669 728 766 838 855

% Accepted of Applied 80.9% 85.8% 85.5% 82.0% 82.0%
% Enrolled of Accepted 58.9% 53.8% 56.8% 58.4% 58.4%

Percent Change Year over Year

Completed Applications - 12.4% 0.0% 11.0% 2.0%
Applications Accepted - 19.2% -0.4% 6.5% 2.0%
Applicants Enrolled - 8.8% 5.2% 9.4% 2.0%

Average of Statistical Indicator of

Aptitude of Enrollees: (Define Below) ?

Transfers - Undergraduate ?

Completed Applications 695 731 820 922 940

Applications Accepted 498 599 674 722 736

Applications Enrolled 366 388 446 500 510

% Accepted of Applied 71.7% 81.9% 82.2% 78.3% 78.3%
% Enrolled of Accepted 73.5% 64.8% 66.2% 69.3% 69.3%

Master's Degree ?
Completed Applications
Applications Accepted
Applications Enrolled
% Accepted of Applied - - - - -
% Enrolled of Accepted - - - - -

First Professional Degree - All

Programs ?
Completed Applications
Applications Accepted
Applications Enrolled
% Accepted of Applied - - - - -

76
 % Enrolled of Accepted - - - - -

Doctoral Degree ?
Completed Applications
Applications Accepted
Applications Enrolled
% Accepted of Applied - - - - -
% Enrolled of Accepted - - - - -

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an interim
or progress report, the year in which the report is submitted to the Commission.

77
 Standard 6: Students
(Enrollment, Fall Census Date)
?
Credit-Seeking Students Only - Including Continuing Education
3 Years 2 Years 1 Year Current Next Year
Forward
Prior Prior Prior Year* (goal)
(FY 2008) (FY 2009) (FY 2010) (FY 2011) (FY 2012)
UNDERGRADUATE ?

First Year Full-Time Headcount ? 764 843 947 952 971

Part-Time Headcount ? 1,683 1,881 1,890 1,956 1,995

Total Headcount 2,447 2,724 2,837 2,908 2,966

Total FTE ? 1,378.0 1,514.3 1,602.3 1,632.8 1,665

Second Year Full-Time Headcount 263 235 275 364 371

Part-Time Headcount 1,016 1,030 1,168 1,246 1,271

Total Headcount 1,279 1,265 1,443 1,610 1,642

Total FTE 674.5 683.3 771.0 900.6 919

Third Year Full-Time Headcount - - - - -

Part-Time Headcount - - - - -

Total Headcount - - - - -

Total FTE - - - - -

Fourth Year Full-Time Headcount - - - - -

Part-Time Headcount - - - - -

Total Headcount - - - - -

Total FTE - - - - -

Unclassified Full-Time Headcount ?

Part-Time Headcount

Total Headcount - - - - -
Total FTE

78
 Total Undergraduate Students

Full-Time Headcount 1,027 1,078 1,222 1,316 1,342

Part-Time Headcount 2,699 2,911 3,058 3,202 3,266

Total Headcount 3,726 3,989 4,280 4,518 4,608

Total FTE 2,052.5 2,197.6 2,373.3 2,533.4 2,584.1

% Change FTE Undergraduate na 7.1% 8.0% 6.7% 2.0%

GRADUATE ?

Full-Time Headcount ? - - - - -

Part-Time Headcount ? - - - - -

Total Headcount - - - - -

Total FTE ? - - - - -
% Change FTE Graduate na - - - -

GRAND TOTAL

Grand Total Headcount 3,726 3,989 4,280 4,518 4,608

Grand Total FTE 2,052.5 2,197.6 2,373.3 2,533.4 2,584.1

% Change Grand Total FTE na 7.1% 8.0% 6.7% 2.0%

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an interim
or progress report, the year in which the report is submitted to the Commission.

79
 Standard 6: Students
(Financial Aid, Debt, and Developmental Courses)

Where does the institution describe the students it seeks to

? serve?
College Catalog: http://www.ccc.commnet.edu/docs/catalog1011.pdf

3 Years Prior 2 Years Most Current Next

Prior Recently Budget*** Year
Completed Forward
Year (goal)
(FY
(FY 2008) (FY 2009) (FY 2010) (FY 2011) 2012)

? Student Financial Aid

Total Federal Aid 4,783 6,039 9,520 11,940 15,000
Grants 4,365 5,633 8,645 11,200 13,950
Loans 295 279 700 800 900
Work Study 123 127 176 140 150
Total State Aid 1,489 1,499 1,502 1,496 1,500
Total Institutional Aid 1,218 1,344 1,498 1,720 2,000
Grants 1,218 1,344 1,498 1,720 2,000
Loans 0 0 0 0 0
Total Private Aid 26 51 53 55 55
Grants 26 51 53 55 55
Loans 0 0 0 0 0

Student Debt
Percent of students graduating with debt* Estimate Estimate
Undergraduates 9% 9% 9% 9% 9%
Graduates
For students with debt:
Average amount of debt for students leaving the institution with a degree Estimate Estimate
Undergraduates $5,070 $6,788 $6,051 $6,500 $7,000
Graduates
Average amount of debt for students leaving the institution without a degree
Undergraduates
Graduate Students

not avail not avail not avail

Cohort Default Rate 5.50% yet yet yet 5%

Percent of First-year students in Developmental Courses**

Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011
English as a Second/Other Language 39% 39% 38% 43%
English (reading, writing,
communication skills) 59% 56% 53% 60%
Math 43% 47% 45% 47%

80
 Other

* All students who graduated should be included in this calculation.

**Courses for which no credit toward a degree is granted.

***"Current Budget" refers to the year in which the team visit occurs, or, if these forms are being completed in
conjunction with an interim or progress report, the year in which the report is submitted to the Commission.

81
 Standard 7: Library and Other Information Resources
(Library)
?
3 Years 2 Years Most Current Next Year
Prior Prior Recently Year* Forward
Completed (actual or (goal)
Year projection)

(FY 2 008 (FY 2 009 (FY 2010 (FY 2012

) ) ) (FY 2 011 ) )
Expenditures/FTE student
Materials $ 149,089 $ 152,096 $ 89,348 $ 110,935 TBD
Salaries & Wages $ 370,619 $ 452,849 $ 472,419 $ 444,731 TBD
Other operating $ 12,300 $ 11,696 $ 11,118 $ 14,600 TBD

Collections
Total print volumes 44,876 45,451 45,807 46,127 $ 46,475
Electronic books 6,854 7,354 7,930 8,430 $ 35,197
$
Print/microform serial subscriptions 342 341 262 244 244
Full text electronic journals
Microforms 4,257 4,266 4,266 4,266 4,266
Total media materials 4,963 5,139 5,169 5,223 $ 5,275

Personnel (FTE)
Librarians -- main campus 4.5 4.5 4.5 4.5 4.5
Librarians -- branch campuses n/a n/a n/a n/a n/a
Other library personnel -- main campus 1.5 1.5 1.5 1.5 1.5
Other library personnel -- branch campus n/a n/a n/a n/a n/a

Library Instruction
? Total sessions -- main campus 135 146 142 123 125
Total attendance - main campus 2736 2978 2365 2568 2600
Total sessions -- branch campuses n/a n/a n/a n/a n/a
Total attendance -- branch campuses n/a n/a n/a n/a n/a

Reference and Reserves

? In-person reference questions 5257 6327 4350 3800 4000
? Virtual reference questions 340 235 133 25 50
Traditional Reserves:
courses
supported n/a n/a n/a 51 55
items on
reserve n/a n/a n/a 991 1000
E-Reserves:
courses
? supported 11 5 4 5 10
items on
? e-reserve n/a 52 69 85 100

Circulation (do not include reserves)

? Total/FTE student 4 3 4 4 4

82
? Total full-text article requests 40775 25590 26967 41134 43500
Number of hits to library website n/a n/a n/a n/a n/a
Student borrowing through consortia or
contracts 301 348 341 122 125

Availability/attendance
? Hours of operation/week main campus 58 58 58 58 58
Hours of operation/week branch campuses n/a n/a n/a n/a n/a
Gate counts/year -- main campus 255950 293850 318686 240292 331364
Gate counts/year -- average branch
? campuses n/a n/a n/a n/a n/a

URL of most recent library annual report: n/a

URL of Information Literacy Reports: n/a

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction
with an interim or progress report, the year in which the report is submitted to the Commission.

83
 Standard 7: Library and Other Information Resources
(Information Technology)
?
3 Years Prior 2 Years Prior Most Current Next Year
Recently Year* Forward
Completed (actual or (goal)
Year projection)
(FY 2 ) (FY 2 ) (FY 2 ) (FY 2 ) (FY 2 )

Number (percent) of students with

own computers

Blackboard Learning System - Vista

? Course management system Enterprise License (Release Vista 8.0.4)
Number of classes using the
system
Classes on the main campus 98* 206 385 425** 475**
Classes offered off-campus 0 0 0 0 0
Distance education courses 50 56 73 93 100**
**Projected
Bandwidth
On-campus network 100MBs 100MBs 100MBs 100MBs 100MBs
Off-campus access
? commodity internet (Mbps) 100MBs 100MBs 100MBs 100MBs 100MBs
high-performance networks
? (Mbps) N/A N/A N/A N/A N/A
? Wireless protocol(s) b b/g b/g b/g b/g

Network
Percent of residence halls
connected to network
wired N/A N/A N/A N/A N/A
wireless N/A N/A N/A N/A N/A
Percent of classrooms
connected to network
wired 100% 100% 100% 100% 100%
wireless 100% 100% 100% 100% 100%
Public wireless ports 0 0 0 0 0

Multimedia classrooms
(percent)
Main campus 100% 100% 100% 100% 100%
Branches and locations N/A N/A N/A N/A N/A

IT Personnel (FTE)
Main campus 7.0 7.0 7.0 7.0 7.0
Branch campuses N/A N/A N/A N/A N/A
Dedicated to distance learning 0.0 0.0 0.0 0.0 0.0

84
Software systems and versions
Students BANNER -- oursourced
Finances BANNER -- oursourced
Human Resources BANNER -- oursourced
Advancement
Library
Website Management
Portfolio Management
Interactive Video Conferencing
Digital Object Management

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an
interim or progress report, the year in which the report is submitted to the Commission.

85
 Standard 8: Physical and Technological Resources

Serviceable
Campus location Buildings Assignable Square Feet (000)
Main campus 1 172772
Other U.S. locations
International locations

3 Years 2 Years Prior 1 Year Current Next

Prior Prior Year* Year
Forward
(goal)
(FY 2008 (FY (FY (FY
) (FY 2009 ) 2010 ) 2011 ) 2012 )
Revenue ($000)
Capital appropriations (public institutions) $6,101 $556 $15 $0 $1,166
Operating budget $219 $276 $343 $352 $360
Gifts and grants
Debt
TOTAL $6,320 $832 $358 $352 $1,526
Expenditures ($000)
New Construction $28 $98 $221 $226 $231
Renovations, maintenance and equipment $4,023 $4,026 $3,787 $3,844 $750
Technology $2,570 $1,398 $1,851 $1,208 $416
TOTAL $6,621 $5,522 $5,859 $5,278 $1,397

Assignable square feet

(000) Main campus Off-campus Total
Classroom 29,975 29,975
Laboratory 37,744 37,744
Office 40,784 40,784
Study 12,734 12,734
Special 11,645 11,645
General 18,216 18,216
Support 21,554 21,554
Residential 0
Other 120 120

Major new buildings, past 10 years (add rows as needed)

Assignable Square Feet Cost
Building name Purpose(s) (000) (000) Year
G Fox Classroom/Office 172772 $64,692 2002

New buildings, planned for next 5 years (add rows as

needed)
Cost
Building name Purpose(s) Assignable Square Feet (000) Year
G Fox Classroom/Office 44417 $5,500 2012

86
Major Renovations, past 10 years (add rows as needed)
The list below includes renovations costing $ or more
Cost
Building name Purpose(s) Assignable Square Feet (000) Year

Renovations planned for next 5 years (add rows as needed)

The list below includes renovations costing $ or more
Cost
Building name Purpose(s) Assignable Square Feet (000) Year

*"Current Year" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an
interim or progress report, the year in which the report is submitted to the Commission.

87
 Standard 9: Financial Resources
(Statement of Financial Position/Statement of Net Assets)
Percent Change
2 Years Prior 1 Year Prior Most Recent 2 yrs-1 yr prior 1 yr-most
FISCAL YEAR ENDS month &day: ( / ) (FY 2008 ) (FY 2009 ) Year recent

ASSETS

? CASH AND SHORT TERM INVESTMENTS $10,115 $9,868 $10,871 -2.4% 10.2%

? CASH HELD BY STATE TREASURER - -

? DEPOSITS HELD BY STATE TREASURER - -

? ACCOUNTS RECEIVABLE, NET $2,937 $3,182 $3,673 8.3% 15.4%

? CONTRIBUTIONS RECEIVABLE, NET - -

? INVENTORY AND PREPAID EXPENSES $27 $4 $20 -85.2% 400.0%

? LONG-TERM INVESTMENTS - -

? LOANS TO STUDENTS $10 $9 $9 -10.0% 0.0%

? FUNDS HELD UNDER BOND AGREEMENT - -

? PROPERTY, PLANT AND EQUIPMENT, NET $56,073 $54,857 $53,950 -2.2% -1.7%

? OTHER ASSETS - -

TOTAL ASSETS $69,162 $67,920 $68,523 -1.8% 0.9%

LIABILITIES

? ACCOUNTS PAYABLE AND ACCRUED LIABILITIES $2,643 $2,674 $2,981 1.2% 11.5%

? DEFERRED REVENUE & REFUNDABLE ADVANCES $948 $1,022 $800 7.8% -21.7%

? DUE TO STATE - -

? DUE TO AFFILIATES - -

88
? ANNUITY AND LIFE INCOME OBLIGATIONS - -

? AMOUNTS HELD ON BEHALF OF OTHERS $95 $9 $61 -90.5% 577.8%

? LONG TERM DEBT - -

? REFUNDABLE GOVERNMENT ADVANCES - -

? OTHER LONG-TERM LIABILITIES $2,536 $2,810 $2,947 10.8% 4.9%

TOTAL LIABILITIES $6,222 $6,515 $6,789 4.7% 4.2%

NET ASSETS

UNRESTRICTED NET ASSETS

INSTITUTIONAL ($266) ($714) $1,510 168.4% -311.5%

? FOUNDATION $73 $65 $93 -11.0% 43.1%

TOTAL ($193) ($649) $1,603 236.3% -347.0%

TEMPORARILY RESTRICTED NET ASSETS

INSTITUTIONAL $0 $0 $0 - -

? FOUNDATION $421 $288 $350 -31.6% 21.5%

TOTAL $421 $288 $350 -31.6% 21.5%

PERMANENTLY RESTRICTED NET ASSETS

INSTITUTIONAL $63,206 $62,119 $60,224 -1.7% -3.1%

? FOUNDATION $771 $774 $774 0.4% 0.0%

TOTAL $63,977 $62,893 $60,998 -1.7% -3.0%

? TOTAL NET ASSETS $64,205 $62,532 $62,951 -2.6% 0.7%

TOTAL LIABILITIES AND NET ASSETS $70,427 $69,047 $69,740 -2.0% 1.0%

89
 Standard 9: Financial Resources
(Statement of Revenues and Expenses)

Most Recently
Completed Current Next Year
3 Years Prior 2 Years Prior Year Budget* Forward
FISCAL YEAR ENDS month &day: ( / ) (FY2008 ) (FY2009 ) (FY 2010 ) (FY 2011 ) (FY 2012 )

OPERATING REVENUES

? TUITION & FEES $9,226 $10,173 $12,364 $12,717 $13,009

? ROOM AND BOARD

? LESS: FINANCIAL AID ($4,479) ($5,740) ($7,323) ($7,503) ($7,675)

NET STUDENT FEES $4,747 $4,433 $5,041 $5,214 $5,334

? GOVERNMENT GRANTS & CONTRACTS $8,014 $8,728 $11,381 $11,649 $11,765

? PRIVATE GIFTS, GRANTS & CONTRACTS $228 $580 $485 $366 $370

? OTHER AUXILIARY ENTERPRISES $16 $20 $21 $26 $26

ENDOWMENT INCOME USED IN OPERATIONS

? OTHER REVENUE (specify): $210 $231 $287 $299 $290

OTHER REVENUE (specify): $109 $120 $126 $130 $131

NET ASSETS RELEASED FROM RESTRICTIONS

TOTAL OPERATING REVENUES $13,324 $14,112 $17,341 $17,684 $17,916

OPERATING EXPENSES

? INSTRUCTION $12,876 $13,651 $14,625 $15,042 $15,042

? RESEARCH

90
? PUBLIC SERVICE $62 $96 $61 $142 $131

? ACADEMIC SUPPORT $5,471 $5,620 $5,861 $6,503 $5,983

? STUDENT SERVICES $3,404 $3,364 $2,870 $3,176 $2,922

? INSTITUTIONAL SUPPORT $4,717 $3,838 $4,115 $3,545 $3,261

FUNDRAISING AND ALUMNI RELATIONS

? OPERATION, MAINTENANCE OF PLANT (if not allocated) $3,894 $3,867 $3,713 $4,180 $4,180

? SCHOLARSHIPS & FELLOWSHIPS (Cash refunded by public institutions) $2,806 $3,218 $4,766 $4,902 $5,015

? AUXILIARY ENTERPRISES

? DEPRECIATION (if not allocated) $2,173 $2,087 $2,128 $2,149 $2,170

? OTHER EXPENSES (specify):

OTHER EXPENSES (specify):

TOTAL OPERATING EXPENDITURES $35,403 $35,741 $38,139 $39,639 $38,704

CHANGE IN NET ASSETS FROM OPERATIONS ($22,079) ($21,629) ($20,798) ($21,955) ($20,788)

NON OPERATING REVENUES

? STATE APPROPRIATIONS (NET) $23,812 $17,571 $18,902 $17,468 $16,071

? INVESTMENT RETURN $173 $46 $12 $15 $15
? INTEREST EXPENSE (public institutions)

GIFTS, BEQUESTS & CONTRIBUTIONS NOT USED IN OPERATIONS $40 $34 $17 $15 $15
? OTHER (specify):

OTHER (specify):

91
 OTHER (specify):

NET NON OPERATING REVENUES $24,025 $17,651 $18,931 $17,498 $16,101

INCOME BEFORE OTHER REVENUES EXPENSES, GAINS,
OR LOSSES $1,946 ($3,978) ($1,867) ($4,457) ($4,688)

? CAPITAL APPROPRIATIONS (public institutions) $0 $602 $625 $0 $0

? OTHER $1,526 $1,841 $1,570 $1,573 $1,447

TOTAL INCREASE/DECREASE IN NET ASSETS $3,472 ($1,535) $328 ($2,884) ($3,240)

*"Current Budget" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an interim or progress report,
the year in which the report is submitted to the Commission.

92
 Standard 9: Financial Resources
(Statement of Debt)

Most Recently Current Next Year

3 Years Prior 2 Years Prior Completed Year Budget* Forward
FISCAL YEAR ENDS month & day ( / ) (FY2 ) (FY2 ) (FY 2 ) (FY 2 ) (FY 2 )

DEBT

BEGINNING BALANCE

ADDITIONS

? REDUCTIONS

ENDING BALANCE $0 $0 $0 $0 $0
INTEREST PAID DURING FISCAL
YEAR

CURRENT PORTION

BOND RATING

DEBT COVENANTS (PLEASE

DESCRIBE):

*"Current Budget" refers to the year in which the team visit occurs, or, if these forms are being completed in conjunction with an
interim or progress report, the year in which the report is submitted to the Commission.

93

Information
How can inquiries be made about the institution?
Where can questions be addressed?
Notice of availability of publications and of
audited financial statement or fair summary
Institutional catalog
Obligations and responsibilities of students and
the institution
Information on admission and attendance
Institutional mission and objectives
Expected educational outcomes
Requirements, procedures and policies re:
admissions
Requirements, procedures and policies re: transfer
credit
Student fees, charges and refund policies
Rules and regulations for student conduct
Other information re: attending or withdrawing
from the institution
Academic programs
Courses currently offered
Other available educational opportunities
Other academic policies and procedures
Requirements for degrees and other forms of
academic recognition
List of current faculty, indicating department or
program affiliation, distinguishing between full-
and part-time, showing degrees held and
institutions granting them
Names and positions of administrative officers
Names and principal affiliations of members of
the governing board
Standard 10: Public Disclosure
Web Addresses ? Print Publications
CCC Catalog & Student
www.ccc.commnet.edu Handbook
http://www.ccc.commnet.edu/snapshot.htm
http://www.ccc.commnet.edu/publications.htm
http://www.ccc.commnet.edu/docs/studentHandbook.pdf
http://www.ccc.commnet.edu/deptAdmissions.htm
http://www.ccc.commnet.edu/mission.htm
http://www.ccc.commnet.edu/programsDegree.htm
http://www.ccc.commnet.edu/deptAdmissions.htm
http://www.ccc.commnet.edu/admissionsTransfer.htm
http://www.ccc.commnet.edu/tuition.htm
http://www.ccc.commnet.edu/docs/studentHandbook.pdf
http://www.ccc.commnet.edu/docs/studentHandbook.pdf
http://www.ccc.commnet.edu/programsDegree.htm
http://www.ccc.commnet.edu/docs/latestcredit.PDF
http://www.ccc.commnet.edu/ceHome.htm
www.ccc.commnet..edu
http://www.ccc.commnet.edu/programsDegree.htm
http://www.ccc.commnet.edu/dirStaff.htm
http://www.ccc.commnet.edu/dirOffice.htm
http://www.commnet.edu/board.asp
94
Locations and programs available at branch
campuses, other instructional locations, and
overseas operations at which students can enroll
for a degree, along with a description of programs
and services available at each location NA NA
Programs, courses, services, and personnel not
available in any given academic year. NA NA
Size and characteristics of the student body http://www.ccc.commnet.edu/snapshot.htm
Description of the campus setting http://www.ccc.commnet.edu/history.htm
Availability of academic and other support
services http://www.ccc.commnet.edu/support.htm
Range of co-curricular and non-academic
opportunities available to students http://www.ccc.commnet.edu/studentActivities.htm
Institutional learning and physical resources from
which a student can reasonably be expected to
benefit http://www.ccc.commnet.edu/dirBuilding.htm
Institutional goals for students' education http://www.ccc.commnet.edu/slat/
Success of students in achieving institutional goals
including rates of retention and graduation and
other measure of student success appropriate to
institutional mission. Passage rates for licensure
exams, as appropriate http://www.commnet.edu/planning/research/srk/srk.htm
Total cost of education, including availability of
financial aid and typical length of study http://www.ccc.commnet.edu/dpLiberalArts.htm
Expected amount of student debt upon http://www.commnet.edu/Board-
graduation Docs/BPM_COMPLETE_MASTER.pdf
Statement about accreditation http://www.ccc.commnet.edu/neasc.htm

95
 Standard 11: Integrity

? Policies
Academy honesty
Intellectual property rights
Conflict of interest
Privacy rights
Fairness for students
Fairness for faculty
Fairness for staff
Academic freedom
Other ___________________
Other ___________________
Last
URL Where Policy is Posted
Updated ? Responsible Office or Committee
2010-2011 http://www.ccc.commnet.edu/doc/studentHandbook.pdf Dean of Student Services
1/15/08 http://www.commnet.edu/emprel/Contracts/4Cs%20contract_final_1-15-08.pdf Labor Management Committee
7/99 http://www.ccc.commnet.edu/docs/DualEmploymentForm.pdf (for Dual Employment)
2010-2011 http://www.ccc.commnet.edu/docs/registrar/FERPABrochure.pdf Dean of Student Services
2010-2011 http://www.ccc.commnet.edu/doc/studentHandbook.pdf Dean of Student Services
1/15/08 http://www.commnet.edu/emprel/Contracts/4Cs%20contract_final_1-15-08.pdf
1/15/08 http://www.commnet.edu/emprel/Contracts/4Cs%20contract_final_1-15-08.pdf
1/15/08 http://www.commnet.edu/emprel/Contracts/4Cs%20contract_final_1-15-08.pdf

Non-discrimination policies
Recruitment and admissions http://www.commnet.edu/emprel/policies.asp Human Resources
Employment Emailed
12/09 (updated yearly)to employees annually and given to all new employees Affirmative Action Office
Evaluation " Available through the Affirmative Action officer Affirmative Action Office
Disciplinary action " " Affirmative Action Office
Advancement Human Resources
Other _________________

Resolution of grievances
Students 2010-2011 http://www.ccc.commnet.edu/docs/studentHandbook.pdf Dean of Student Services
Faculty 1/15/08 http://www.commnet.edu/emprel/Contracts/4Cs%20contract_final_1-15-08.pdf President/Chancellor
Staff 1/15/08 http://www.commnet.edu/emprel/Contracts/4Cs%20contract_final_1-15-08.pdf President/Chancellor
Other ___________________

96
 Last Relevant URL or Publication
? Other Updated Responsible Office or Committee
1. Fairness for faculty 2007 http://www.commnet.edu/emprel/Contracts/Federation%20agreement_2007-
2. Academic Freedom 2007 http://www.commnet.edu/emprel/Contracts/Federation%20agreement_2007-
3. Intellectual Property 2007 http://www.commnet.edu/emprel/Contracts/Federation%20agreement_2007-
4. Faculty Grievance 2007 http://www.commnet.edu/emprel/Contracts/Federation%20agreement_2007-
5

97
 CAPITAL COMMUNITY COLLEGE

TABLE OPTION E1: PART A. INVENTORY OF EDUCATIONAL EFFECTIVENESS INDICATORS

(1) (2) (3) (4) (5) (6) (7)
Have formal learning Where are Other than GPA, what Who interprets Briefly What changes have been made Date of most recent
CATEGORY outcomes been these learning data/evidence is used to the evidence? summarize as a result of using the program review (for
developed? outcomes determine that What is the findings. If data/evidence? general education
published? graduates have achieved process? necessary, append and each degree
(please the stated outcomes for (e.g. annually by data program)
specify) the degree? (e.g., the curriculum
Include URLs capstone course, committee)
where portfolio review,
appropriate. licensure examination)
At the Yes, there are Published in System-wide In NA NA NA
institutional three outcomes: the college measurable development.
catalog, as well
level: 1. Interpersonal as on the outcome initiative
and Intrapersonal college is in development.
competence website.
2. http://www.ccc
.commnet.edu/
Humanitarianism docs/latestcredi
(cultural tbook.PDF
competencies)
3, Civic
responsibility

For general Yes, there are four The General The Student Learning The See Appendices: Following the previous The general
general education Education Assessment Team Communicate assessment cycle between 2001 education
education if outcomes: Learning utilizes authentic course Effectively, Appendix X and 2005, changes included: assessment cycle
an Outcomes are artifacts to determine Think Critically Communicate Students must take ENG currently underway
undergradua 1.Communicate published in how well students attain and Develop a Effectively 101 within their first 15 began in the 2008
Effectively the college the colleges general Global Results 2009 - credits 2009 academic year.
te 2. Reason catalog, as well education outcomes. Perspective 2010 Communicate Effectively Prior to this, the
institution: Scientifically and as on the Authentic course outcomes are rubric is distributed and Student Learning
Quantitatively college artifacts consist of measured by Appendix Y used across the curriculum Assessment Team
3. Think Critically website. students completed collecting Quantitative Interventions and conducted a General
4. Develop a Global http://www.ccc projects, assignments, artifacts of Reasoning assessments are developed Education
Perspective. .commnet.edu/ and examinations, student work Assessment for students in assessment cycle
slat selected from courses from courses Results developmental writing between 2001 and
They were developed throughout the entire throughout the 2005.

98
in 2001 2002. curriculum. All degree curriculum. Each Appendix Z courses
programs have Program General Learning communities
identified courses that Coordinator Education and themed writing
produce student work to identifies courses Assessments courses are developed
be evaluated. The within their Results 2001 - Interventions and
courses, and degree program 2005 assessments in
corresponding containing developmental
assignments, are content and mathematics courses are
identified by the assessments developed
Program Coordinator of capable of Math faculty increase the
each degree program. measuring course credits for the 2nd
student level developmental
achievement of course to provide more
the outcomes. content
These artifacts Math faculty invite and
are collected by incorporate adjunct
faculty teaching faculty and math tutors
the courses and into department meetings
forwarded to the Critical thinking rubric is
Assessment shared with faculty across
Team. In the the curriculum
following Professional development
semesters, the promoting critical
Assessment Team thinking are held
recruit faculty
and staff to
participate on
Scoring Teams to
score the artifacts
against rubrics
previously
developed by
Capital faculty.
The Scoring
Teams undergo
norming sessions
prior to scoring
the artifacts

99
 CAPITAL COMMUNITY COLLEGE

TABLE OPTION E1: PART A. INVENTORY OF EDUCATIONAL EFFECTIVENESS INDICATORS

(1) (2) (3) (4) (5) (6) (7)

Have Where are these learning outcomes Other than GPA, what Who interprets the Briefly What changes have Date of most recent
CATEGORY formal published? (please specify) data/evidence is used to evidence? What is summarize been made as a program review (for
learning Include URLs where appropriate. determine that graduates have the process? findings. If result of using the general education
outcomes achieved the stated outcomes (e.g. annually by the necessary, data/evidence? and each degree
been for the degree? (e.g., capstone curriculum append data. program)
developed? course, portfolio review, committee)
licensure examination)

Degree Program
1. The learning outcomes for the Articulation agreements Our articulation It was Based upon The most recent
A.S. Yes, program are listed in the with state universities and partners at the found that recommenda- program review
there are College catalog, and are also internship sites provide state universities students tions by our was completed
Accounting eight listed on the College website: feedback and evidence and employers needed last program in December
learning http://www.ccc.commnet.e that students have the of our interns improve- review, the 2005, with the
outcomes du/ programsDegree.htm necessary knowledge to provide us with ment in course outlines next program
succeed as transfer feedback communi- and syllabi review
students and employees. through cation have all been scheduled for
Accounting students advisory skills, rewritten to 2011-2012.
participated in a pilot meetings. The increased include the
ETS (Educational Testing program exposure to learning
Service) 2- Year Major learning ethical objectives for
Field Test in Business in objectives are issues, and the course and
the spring of 2007. The reviewed by an an to include more
College Assessment independent increased assignments
Team has collected evaluator, who number of using
artifacts from accounting is hired to team work teamwork,
classes to evaluate the perform the projects. writing, and
general education goals. program review. ethics in
Two accounting faculty Also, the accounting.
members have been College
trained in Digication so Assessment

100
 student artifacts and team meets
portfolios may be stored monthly to
and evaluated in an monitor the
online format. In assessment of
addition, we will be outcomes.
administering a national
pre- and post- assessment
test beginning fall 2011.

(1) (2) (3) (4) (5) (6) (7)

Have Where are these learning Other than GPA, what Who interprets the Briefly summarize What changes have been Date of most
CATEGORY formal outcomes published? data/evidence is used to evidence? What is findings. If made as a result of using recent program
learning (please specify) determine that graduates the process? necessary, append the data/evidence? review (for
outcome Include URLs where have achieved the stated (e.g. annually by the data. general
s been appropriate. outcomes for the degree? curriculum education and
develope (e.g., capstone course, committee) each degree
d? portfolio review, licensure program)

101
 examination)

Degree Program
2. yes In course outline Capstone Course- The Program Found exercise Addition of new Last degree
given to students as Design II, review of Coordinator from past (2009) software for design program :
A.S. part of their Sketchbooks and together with in Drafting I that courses and June 2010-
Architectural syllabus, and in drawings from both Adjuncts, using AutoCAD Graphics: Program
Engineering course catalogs as graphics and through generated -Revit and Review
Architecture of the bi- annual drawings only are
well as publication Google Sketch-
on-line for the World Course to ensure assessment not as successful.
up based upon April 2011
students have drawing Found its better
College by major review of NEASC
developed sufficient exercises for both to continue to use
requirements of 4- Self-
skills for portfolio first and second hand drafting for
year architecture Assessment
review required for Drafting I timed
year students at
Charette schools such as
most architecture end of term.
exercises to University of
programs. Review of
ensure Hartford-CETA and
Achievement of Student
understanding is NYIT and recent
Outcomes evident in sketchbooks and
solid before this Program Review.
number of successful graphics is transferred to -acquiring new
transfers to four year projects. Computer aided
architecture programs Adjuncts are all architecture books
drawing in
and construction professionals not Design I. for the college
management programs just teachers. library each year
Theyre relevant to required
practicing research papers.
architects at
local firms so
they are not just
looking at
student work

102
 from a teachers
point of view
but as active
professionals in
the field. In
Addition we
will have a
group of outside
Advisors
in place by fall.

103
 (1) (2) (3) (4) (5) (6) (7)
Have Where are these learning outcomes Other than GPA, what Who interprets the Briefly What changes have Date of most recent
CATEGORY formal published? (please specify) data/evidence is used to evidence? What is summarize been made as a result of program review (for
learnin Include URLs where appropriate. determine that graduates the process? findings. If using the general education
g have achieved the stated (e.g. annually by necessary, data/evidence? and each degree
outco outcomes for the degree? the curriculum append data. program)
mes (e.g., capstone course, committee)
been portfolio review,
develo licensure examination)
ped?
Degree Program
3 Yes College Catalog. Also at College Catalog Review by Two issues During academic A Program
http://www.ccc.commnet.e Banner success rate Program were years 2005-2010, Review for
A.S. du/dpHumanCommunicati data; Coordinator identified: several Communication
onMedia.htm Feedback from 1. Difficulty modifications were Media was
Communication Internship Sites (via with made to the completed in
Media survey). transferring Communication Spring 2009,
Student internship COM courses Media degree and is on file
report/presentations. to area program, and the with the Dean of
universities; department has Academic
and added several new Affairs.
2. Lower courses.
than average
success rate
in Digital In order to increase
Photography success rates and
compared to preparedness for
other courses COM*158: Introd.
in COM. To Digital
Photography, a
Student new pre-requisite in
surveys Computer Science
indicated a was adopted.
need for
more elective New elective
options. courses developed
in response to
advisory board

104
 member input
include COM*110:
Foundations of
Communication,
COM*225:
Journalism,
COM*225: Introd.
to Photojournalism
and COM*275:
Argument and
Debate.

To ease transfer,
course-to-course
articulation
agreements are now
established with
COM Departments
at Central
Connecticut State
University and the
University of
Hartford. Full
programmatic
articulations are
pending.

105
 (1) (2) (3) (4) (5) (6) (7)
Have formal Where are these Other than GPA, what Who interprets the Briefly What changes have Date of most
CATEGORY learning learning outcomes data/evidence is used to evidence? What is the summarize been made as a result recent
outcomes published? (please determine that graduates have process? findings. If of using the program
been specify) achieved the stated outcomes (e.g. annually by the necessary, append data/evidence? review (for
developed? Include URLs where for the degree? (e.g., capstone curriculum committee) data. general
appropriate. course, portfolio review, education
licensure examination) and each
degree
program)
Degree
Programs
4. Yes College Catalog Student success is Course-level Program Changes CIS -
A.S. College Website: measured by means of outcomes Objective #7
resulting from Dec 2005
Computer and http://www.ccc.co assessment at the assessed by of the CIS:
various forms of
Information mmnet.edu/progr CSS
course and program course instructor Network assessment range
Systems amsDegree.htm May
& level. At each level, Admin. from course- 2009
specific student Program-level Assistant
level curriculum
AS Computer
learning outcomes outcomes Option was
revisions such as
Support
Specialist (competencies) are currently assessed as a
altering
defined. Ideally, each assessed by pilot. textbooks and
of those outcomes are program materials to
then assessed by instructors and The Fa09 - program-level
means of reviewing coordinator. Sp10 results revisions such as
students completed Different were: overall adding or
work throughout a program-level benchmark omitting certain
given course and/or outcomes will be score of 3.47 courses to/from
program of study. assessed each (out of 4) and the degree
Throughout the CIS semester and are 82.4% of requirements.
and CSS programs and planned over a 5- students
curriculum, year rotation achieved a
assessment beginning in level of
methodologies of Proficient

106
these competencies 2011. or higher.
have been developed
including: portfolios, A team of
capstone projects, members from
homework, exams and full and part-
quizzes, rubrics, time faculty as
student surveys, and well as the
standardized advisory board
assessment tools. will be brought
Additional program- together to
level assessment analyze students
strategies and work.
methodologies are
being developed and
implemented in line
with the college-wide
assessment of the
general education
outcomes.

Completion of
required courses is the
program-level
measurement used for
graduation eligibility
of students.

107
 (1) (2) (3) (4) (5) (6) (7)
Have Where are these learning outcomes Other than GPA, what Who interprets the Briefly What changes Date of most recent
CATEGORY formal published? (please specify) data/evidence is used to evidence? What is summarize have been program review (for
learning Include URLs where appropriate. determine that graduates have the process? findings. If made as a general education
outcomes achieved the stated outcomes (e.g. annually by the necessary, append result of using and each degree
been for the degree? (e.g., capstone curriculum data. the program)
developed? course, portfolio review, committee) data/evidence?
licensure examination)

Degree Program
5. Yes College Catalog and Website: Assignment reviews Advisory board Overall Offered Fall 2010
http//www.ccc.comment.edu/ include written artifacts, annually students were more Online
A.S. dpsocialcriminaljustice.htm ppt, notes from oral reviews satisfied with courses
Criminal presentations, graduate materials using the CJ
Justice survey and exit rubrics and program.
interviews Likert scales (Refer to
Program
Assessment)

108
 (1) (2) (3) (4) (5) (6) (7)
Have Where are these learning outcomes Other than GPA, what Who interprets the Briefly summarize findings. What changes have Date of most
CATEGORY formal published? (please specify) data/evidence is used to evidence? What is If necessary, append data. been made as a recent
learning Include URLs where appropriate. determine that the process? result of using the program
outcomes graduates have achieved (e.g. annually by the data/evidence? review (for
been the stated outcomes for curriculum general
developed? the degree? (e.g., committee) education and
capstone course, each degree
portfolio review, program)
licensure examination)

Degree Program
6. Yes College catalog and College Capstone course- Observations Students presented Increased/impr unsure
A.S. website Student teaching and assessments difficulties applying oved lectures
Early www.ccc.commnet.edu/ observations, by the course the appropriate on writing
Childhood dpSocialEarlyChildEd.htm curriculum unit and instructor and frameworks to lesson lesson plans,
Education portfolio (ECE the classroom plans. In addition, support
295- Student teacher some students faced materials and
Teaching mentoring the difficulties writing course readings
Practicum) student. their personal
philosophy of TBD-
Key assessments in Course faculty education for the Adjustment of
identified courses using key portfolio. the rubrics
(ECE 210, ECE assessment following the
215, ECE 231, program rubrics. TBD- This is the first pilot
ECE 295) The rubrics will semester of piloting
be reviewed by the rubrics. Developed a
ECE 101- the program rubric for the
Introduction to coordinator Some students faced philosophy
ECE once/twice per difficulties writing paper, provided
academic year. their personal support
Students complete philosophy of materials,
an educational Course education in previous improved
philosophy paper. instructor uses a semesters. course
rubric. assignment

109
 (1) (2) (3) (4) (5) (6) (7)
Have Where are these learning outcomes Other than GPA, what Who interprets the Briefly summarize findings. What changes have Date of most
CATEGORY formal published? (please specify) data/evidence is used to evidence? What is If necessary, append data. been made as a recent
learning Include URLs where appropriate. determine that graduates the process? result of using the program
outcomes have achieved the stated (e.g. annually by data/evidence? review (for
been outcomes for the degree? the curriculum general
developed? (e.g., capstone course, committee) education and
portfolio review, each degree
licensure examination) program)

Degree Program
7. Yes. The learning outcomes for the Feedback from Annual review Findings were very The program 2008
A.S. There are program are listed in the Advisory Committee by Advisory positive in that the was redesigned
Fir Science six College catalog, and are also committee recommended two years ago
and EMS outcomes listed on the College website: program changes were
http://www.ccc.commnet.e implemented and
du/ programsDegree.htm enrollment increased
by 50%.

110
 (1) (2) (3) (4) (5) (6) (7)
Have formal Where are these Other than GPA, what data/evidence is used to Who interprets the Briefly What Date of most
CATEGORY learning learning outcomes determine that graduates have achieved the evidence? What is summarize changes recent program
outcomes been published? (please stated outcomes for the degree? (e.g., capstone the process? findings. If have been review (for
developed? specify) course, portfolio review, licensure (e.g. annually by the necessary, append made as a general
Include URLs examination) curriculum data. result of education and
where appropriate. committee) using the each degree
data/evidenc program)
e?
Degree Program
8. Yes, Course catalog Learning Outcomes are stated and The evidence is It was found None so The program
A.S. there are five and college assessed by faculty in individual reviewed by the that students far as the is currently
General website courses using a variety of methods. college needed data is under review
Studies community and improvement being report due
The General Education Goals of the the program in the skills reviewed. August 1,
college are assessed under the coordinator. The needed to 2011
leadership of the College Assessment departments effectively
Team. submit artifacts communicate.
and under the
All students enrolled in the College leadership of the
Success course complete a assessment team
questionnaire on the learning they are
outcomes of the program to determine evaluated. This
their current proficiency. information is the
discussed by the
This survey will be re-administered to department and if
students in the fourth semester any course
changes are
The first four goals of the General warranted the
Studies degree parallels the colleges department
general education outcomes and the would bring the
program intends to follow the review information to
cycle established by the team. This the Curriculum
cycle reviews an area each year. Committee, then
Initially this data will be utilized for to the College
the communicate effectively outcome, Senate and if
however in the future the data will be passed on to the

111
disaggregated to focus on the General Academic Dean
Studies Program. for approval.
Outcome #1 Communicate
Effectively

This outcome was assessed by

collecting written artifacts from
various disciplines and having them
reviewed by the faculty using an
established rubric. This was done by
the colleges assessment team. The
data will be disaggregated and applied
to the general studies degree.
Outcome # 2 Reason Scientifically
and / or Quantitatively

A Mathematics faculty committee is

reviewing the second learning
outcome and the collected data will
be disaggregated and applied to the
general studies degree.
Outcome #3 Think Critically
This outcome will be reviewed on the
cycle established by the Assessment
Team. After the collection of artifacts
and a review by the faculty this data
will be matched to the students in
general studies.
Outcome # 4 Develop a Global
Perspective
In addition to the disaggregated data
from the Assessment Team a survey
will be administered to students
identified in the fourth semester of the
program to determine global
awareness.

112
The College Success course
Information Literacy Assignment
addresses Global
AwarenessAssignment

Outcome # 5 Demonstrate a clear connection

among elective choices and their personal,
occupational, or academic ambitions

Students in the College Success course

formulate academic and career goals and
utilize these goals in the selection of their
courses. They are surveyed at the end of the
course on how they believe the college is
assisting them in meeting these goals.

113
 (1) (2) (3) (4) (5) (6) (7)
Have Where are these learning outcomes Other than GPA, what Who interprets the Briefly What changes have Date of most recent
CATEGORY formal published? (please specify) data/evidence is used to evidence? What is summarize been made as a program review (for
learning Include URLs where appropriate. determine that graduates have the process? findings. If result of using the general education
outcomes achieved the stated outcomes (e.g. annually by the necessary, data/evidence? and each degree
been for the degree? (e.g., capstone curriculum append data. program)
developed? course, portfolio review, committee)
licensure examination)

Degree Program
9. YES http://www.ccc.commnet.e 1. Degree review with 1 Annually, To date, no Greater TBD
CCSU and UCONN IFS degrees
A. S. du/dpBusTechIFS.htm faculty from emphasis is
have been
Insurance Regional Campuses. the respective conferred. placed on
and College Catalogue Formal articulation Schools of Findings will Excel in
Financial agreements are in place Business and be CSA 205
Services Course syllabi with these
CCC.
documented Greater
when a valid
aforementioned sample of emphasis is
institutions. In addition, 2.Quarterly,
graduates placed on
the 4 year institutions faculty and exists. formal
provide general feedback academic presentatio
regarding the advisors from ns skills in
performance of the CCC, the BBG 210
students who transferred managers to Developme
to their respective whom the nt and
institutions. interns report delivery [at
2. Performance reviews and program CCC] of
of CCC interns who are managers from Applied
placed at Travelers and Mathemati
CCC and the
United Health Care for 1 cs and
year. employers
Business
3. Completion of meet to review
Statistics 2
Common Professional the overall which are
Component (CPC) performance of pre-major
comprehensive exam the interns, requiremen
which satisfies (ACBSP) which includes ts at CCSU
and International a discussion of and
Assembly for Collegiate knowledge and UCONN.

114
Business Education skill
(IACBE) accreditation deficiencies.
requirements. An entry 3. Annually,
exam will be completed faculty will
within the Principles of review and
Management course and
compare the
an exit exam will be
completed in the entry and exit
Principles of Insurance exam results,
course. by student.

115
 (1) (2) (3) (4) (5) (6) (7)
Have Where are these learning Other than GPA, what Who interprets the Briefly summarize What changes have Date of most recent
CATEGORY formal outcomes published? data/evidence is used to evidence? What is the findings. If been made as a program review (for
learning (please specify) determine that graduates have process? necessary, append result of using the general education
outcomes Include URLs where achieved the stated outcomes for (e.g. annually by the data. data/evidence? and each degree
been appropriate. the degree? (e.g., capstone curriculum committee) program)
developed? course, portfolio review,
licensure examination)

Degree Program
10. Yes Course Catalog and Capstone Course with Program Student success Revision of Spring 2010
college Website Terminal Project coordinator and rate has dropped
Capstone
A.A. external Majority of Course
committee. Students desire BA Requireme
in the medical
Liberal fields nts
Student Surveys
Arts and
and Questionaires CCSU top transfer
Sciences are reviewed after goal
each Capstone
course

Committee meets
to revise Capstone

116
 (1) (2) (3) (4) (5) (6) (7)
Have formal Where are these learning outcomes Other than GPA, what Who interprets the Briefly What changes have Date of most recent
CATEGORY learning published? (please specify) data/evidence is used to evidence? What is summarize been made as a program review (for
outcomes Include URLs where appropriate. determine that graduates have the process? findings. If result of using the general education
been achieved the stated outcomes (e.g. annually by the necessary, data/evidence? and each degree
developed? for the degree? (e.g., capstone curriculum append data. program)
course, portfolio review, committee)
licensure examination)

Degree Program
11. College catalogs; website; Identification of artifacts; Annually , Assessment The assessment April, 2006 ;
A.S. Yes, Management Program assessment tool w/rubric; faculty from the tool used tool will have Next program
Management 19 Review; marketing materials recommendations from respective for more specific review will
learning (Learning outcomes are Business Advisory Schools of Program directions. A begin in fall
outcomes included in each syllabus for Council; Managers in the Business and Review: co-req with an 2011, to be
each course, as well as each Internship Program using CCC.; scores English course completed by
common course outline.) an evaluation form; Quarterly, ranged has been fall, 2012.
average grade scores of faculty and from 71% required of CPC Comp.
mgnt. students in advisors from to 93.6% students taking Exam will be
terminal courses along CCC, mgrs.to (content mgnt./mktg. administered in
with project scores (OB whom the knowledge (course content mgnt. course in
and HR); Degree review interns report and has NOT been fall, 2011..
with CCSU and UConn and program written compromised
Regional Campuses. mgrs. from CCC format); for dev.
Feedback provided meet to review 90% of students).
regarding perf. of perf. of interns interns More writing
students who transfer; knowledge and received a assignments are
Perf. reviews of CCC deficiencies.; score of 15 required; team
interns placed at Assessment or higher skills stressed.
Travelers and United tool sent to out of More practical
Health Care; Completion students who are possible 20 application of
of Common Professional near to points by key concepts
Component (CPC) comp. completing the mgrs. on have been
exam . Entry exam given program ; The eval.forms; implemented.
during mgnt. course, exit Program Coor., average Increased
exam given during HR a consultant and grades in advising of
(terminal) course. the Dept. Chair terminal students by

117
 have interpreted courses mgnt. faculty.
the data. The range from More
Program Coor. 84-87. assessment
also reviews methods are
artifacts being
working investigated.
together with the Will begin
colleges using the
Assessment Common
Team. The Professional
Coor. and Component
faculty members (CPC) comp.
meet each exam in fall,
semester to 2011.
review process.

118
 (1) (2) (3) (4) (5) (6) (7)
Have Where are these Other than GPA, what Who Briefly summarize What changes have Date of most recent
CATEGORY formal learning outcomes data/evidence is used to interprets the findings. If been made as a result of program review (for
learning published? determine that graduates evidence? necessary, append using the general education and
outcomes (please specify) have achieved the stated What is the data. data/evidence? each degree program)
been Include URLs where outcomes for the degree? process?
developed? appropriate. (e.g., capstone course, (e.g.
portfolio review, licensure annually by
examination) the
curriculum
committee)
Degree
Programs
Yes College Catalog Employer Surveys Interprete Thresholds More emphasis Annual Report
12. d annually exceeded in placed on program Submission of
Course Syllabi Externship Site by the employer survey, review & 10/2010
A.S. Evaluations MAERB externship participation in
Medical (Medical evaluation, credentialing Reaccreditation of
Assisting Graduate Surveys Assisting graduate survey, process Program by
Education and credentialing CAAHEP
Credentialing Exam Review exam results (Commission on
Participation & Board) Accreditation of
Results Percentage of Allied Health
graduates Education
participating in Programs) 3/06,
credentialing awarded 10 years.
exam falls below
threshold

(1) (2) (3) (4) (5) (6) (7)

Have formal learning Where are these learning Other than GPA, what Who interprets the Briefly What Date of most
CATEGORY outcomes been developed? outcomes published? (please data/evidence is used to evidence? What is summarize changes recent program
specify) determine that graduates the process? findings. If have been review (for
Include URLs where have achieved the stated (e.g. annually by the necessary, append made as a general
appropriate. outcomes for the degree? curriculum data. result of education and
(e.g., capstone course, committee) using the each degree
portfolio review, licensure data/evidenc program)
examination) e?

119
Degree Program
13. Yes. Ten learning Capital Community MUS 295 Practicum The Program This program N/A This program
A.S. outcomes have been College Catalog 2010- Project/Internship. Coordinator, a is extremely was approved
Music established for this 2011 This course involves a Faculty member new, thus in the fall of
Industry degree. These three month internship from the college there have 2009 and
outcomes articulate at a music institution not associated been no began
the knowledge and similar to the with the music opportunities operating in
skills necessary to professional pursuits program, and an for findings. the spring of
succeed in the of the student, a final outside music 2011. No
professional world of all-encompassing professional. review has
music, or at a four- project that occurred.
year music program. demonstrates and
utilizes accumulated
skills and experiences,
and a portfolio
documenting the
aforementioned
projects.

120
 (1) (2) (3) (4) (5) (6) (7)
Have formal learning Where are these learning Other than GPA, what Who interprets Briefly summarize What Date of most recent
CATEGORY outcomes been developed? outcomes published? data/evidence is used to the evidence? findings. If necessary, changes program review (for
(please specify) determine that What is the append data. have been general education and
Include URLs where graduates have achieved process? made as a each degree program)
appropriate. the stated outcomes for (e.g. annually by result of
the degree? (e.g., the curriculum using the
capstone course, committee) data/eviden
portfolio review, ce?
licensure examination)

Degree Program
14. Yes The CT-CCNP Licensure At the NURSING Licensure Connecticut State
Examination:
A.S. The student STUDENT Examination College
NCLEX-RN Results
Board of Examiners
Nursing learning outcomes HANDBOOK- NCLEX-RN Level: the for Capital in Nursing:
established for the administered after Division of Community College Self Study written
All students given graduation Nursing Nursing Program 2009-2010.
CT-CCNP articulate hard copy at start of reviews Below in Chart Submitted
the knowledge and program Graduate Surveys outcomes Form September 2010.
skills necessary to And electronically done annually each year. Accreditation
function safely and On Blackboard in At the 2009 Graduate review: November
effectively as a each course under Employer Surveys System Survey results 3, 2010
paperwork done annually Level: The follow
safe, competent
CT-CCNP National League for
entry level Directors 2009 Employer Nursing
registered nurse. Council and Survey results Accreditation
The outcomes are the CT- follow Commission
consistent with the CCNP Self Study being
philosophies of the Advisory Class of 2010 written 2010-2011
colleges and the Board graduate and Accreditation visit
Employer surveys scheduled for
mission of the sent out April October 2011
Board of Trustees . 2011- results
SLO detailed below. pending as of 4-
29-11

121
 (1) (2) (3) (4) (5) (6) (7)
Have Where are these learning Other than GPA, what Who interprets the Briefly summarize What changes have Date of most recent
CATEGORY formal outcomes published? data/evidence is used to evidence? What is the findings. If been made as a program review (for
learning (please specify) determine that graduates have process? necessary, append result of using the general education
outcomes Include URLs where achieved the stated outcomes for (e.g. annually by the data. data/evidence? and each degree
been appropriate. the degree? (e.g., capstone curriculum committee) program)
developed? course, portfolio review,
licensure examination)

Degree Program
15.
A.S. Yes College Catalogue Capstone project The results are In general all Increased
Paramedic interpreted program goals emphasis on Annual Report
Studies Program Syllabus National Licensing annually by the and objectives psychomotor Submitted
Boards results National are met and domain 12/10
Accreditation there is instruction
State Licensure results Committee aggregate data with critical Self Study
(CoAEMSP), that supports thinking labs submitted
Employer surveys The Paramedic faculty, Classroom 11/10
Program student, and teaching
Graduate surveys Advisory Board, employer changes to Accreditation
Faculty satisfaction. include an site visit 3/11
Written course Curriculum Results on increased
committee and National emphasis on Advisory
Medical licensing scenario Committee
Directors Faculty boards are based meetings &
Curriculum 95% pass rate. instruction Report
Committee & Students and student annually
college demonstrate a centered
Assessment team mastery of instruction General
general New class Education with
education sessions on Assessment
goals in Cultural Team review
activities Diversity 3/11
cited.

122
 (1) (2) (3) (4) (5) (6) (7)
Have formal learning Where are these learning Other than GPA, what Who interprets the Briefly What Date of most
CATEGORY outcomes been developed? outcomes published? (please data/evidence is used to evidence? What is summarize changes recent program
specify) determine that graduates the process? findings. If have been review (for
Include URLs where have achieved the stated (e.g. annually by the necessary, append made as a general
appropriate. outcomes for the degree? curriculum data. result of education and
(e.g., capstone course, committee) using the each degree
portfolio review, licensure data/evidenc program)
examination) e?

Degree Program
16. Yes The Radiologic -The ARRT National Radiologic The program
A.S . The student learning Technology Student Licensure Technology continues to The JRCERT
Radiologic outcomes established Handbook, the CCC Examination Coordinator and meet required
Technology for the program Catalog and the -Graduate Surveys staff. Advisory benchmarks submission
establish the program assessment done annually Committee for established for of program
knowledge and skills documents -Employer Surveys the program. The the five self study and
required to practice All students are given done annually Dept. of Health educational site visit in
as a safe, effective hard copies of the -Professional Careers. the CT- goals. Please 2009. The
and competent handbook the first week Development Forms CCNP Advisory see below. program
radiologic of the program. done each semester Board received full
technologist. The -Clinical Competency 8 year
outcomes are Forms done accreditation.
consistent with the throughout the
radiology semester
accreditation
standards established
by the JRCERT.

123
 (1) (2) (3) (4) (5) (6) (7)
Have formal learning Where are these learning Other than GPA, what Who interprets the Briefly What changes Date of most
CATEGORY outcomes been developed? outcomes published? (please data/evidence is used to evidence? What is summarize have been recent
specify) determine that graduates the process? findings. If made as a program
Include URLs where have achieved the stated (e.g. annually by the necessary, append result of using review (for
appropriate. outcomes for the degree? curriculum data. the general
(e.g., capstone course, committee) data/evidence? education and
portfolio review, licensure each degree
examination) program)

Degree Program
17. Yes In the college Every semester two Every semester 87% of Continue to Fall 2009
A.S. catalogue. The program courses are indentified student writing students provide
Social learning outcomes are for program assignments enrolled in support to
Services also included in course assessment. The (artifacts) are SOC201 students
syllabi. program conducts an collected from received a with their
introduction course SOC 201 score of 85% writing
and a capstone (introduction or above on assignments.
assessment. course to their class
program degree) assignment. Assign
and SOC285 research
capstone course. papers
throughout
the program
curriculum. .

124
 PART II: DOCUMENTING STUDENT SUCCESS (THE S-SERIES)

The S-series of forms has been devised for institutions to present data on retention and graduation rates
and other measures of student success appropriate to the institutions mission. (Standards for Accreditation,
6.6, 10.10) Clearly, not every measure listed here is appropriate for every institution. At the same time,
some institutions may have multiple instances of a single item (e.g., licensure pass rates). In developing
these forms, the Commission recognizes the value of trends in data, and the importance of the
institutions own goals for success.

By listing several ways to measure student success and achievement, the Commission encourages
institutions to reflect on how they are using data to understand student success. As always, the
Commission expects that the institutions mission will provide useful guidance in thinking about which
measures of student success are most important and most useful. In brief, the forms are:

S1. Retention and Graduation Rates. Here institutions are asked to provide information on their
IPEDS-defined retention and graduation rates, along with their goals for these indicators. Institutions
can also provide additional retention and graduation indices, depending on their mission, program mix,
locations, and method of program delivery. For example, some baccalaureate institutions may also track
4- and 5-year graduation rates; some community colleges may find 4- and 5-year rates to complete an
associates degree to be helpful in evaluating their success with their student population. Institutions can
also track the success of students studying at a distance or in programs offered on-line.

S2. Other Measures of Student Achievement and Success. The measures recorded here are
likely to be mission-related. For example, some institutions may track the success of students gaining
admission into certain graduate- or first-professional degree programs. Community colleges may track
the success of their students entering baccalaureate programs. For some institutions, the number of
students who enter programs such as Teach for America, the Peace Corps, or public service law may
also represent indicators of institutional effectiveness with respect to their mission.

S3. Licensure Passage and Job Placement Rates. Institutions that prepare students for
specific careers will find it appropriate to record the success of their students in passing licensure
examinations. Also included in this form is the provision to record the success of students perhaps
by their academic major in finding employment in the field for which they were prepared.

S4. Completion and Placement Rates for Short-Term Vocational Programs. Institutions
with such programs in which students are eligible for Title IV federal financial aid should use these
forms.

Using the forms: By using these forms early in the self-study process, institutions will have time to
collect and analyze all available information. The Appraisal section of the self-study provides a useful
opportunity for the institution to reflect both on the findings recorded in the forms and the extent to
which the institution has developed the systems to collect and use the most important data on student
success. Similarly, the Projection section affords the institution an opportunity to state its
commitment for improvement in the area of assessment.

125
 Form S1. RETENTION AND GRADUATION RATES
Most Goal 2
Student Success Measures/ 2 Years 1 Year Goal Next
Recent Years
Prior Performance and Goals Prior Prior Year
Year Forward
Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012
IPEDS Retention Data
Associate degree students Full-time 54% 54% 55% 56% 57%
Associate degree students Part-time 48% 55% 41% 42% 43%
IPEDS Graduation Data
Associate degree students 11% 7% 8% 9% 10%
Bachelors degree students
Other Undergraduate Retention Rates (1)
a Fall to Fall Retention 49% 51% 50% 52% 54%
b
c
Other Undergraduate Graduation Rates (2)
a Black 8% 4% 7% 7% 8%
b Latino 8% 4% 7% 7% 8%
c White 25% 17% 19% 20% 21%
d Male 10% 10% 11% 11% 12%
e Female 11% 5% 6% 6% 7%
Graduate programs *
Retention rates first-to-second year (3)
Graduation rates @ 150% time (4)
Distance Education
Course completion rates (5)
Retention rates (6)
Graduation rates (7)
Branch Campus and Instructional Locations
Course completion rate (8)
Retention rates (9)
Graduation rates (10)

Definition and Methodology Explanations

1 IPEDS Fall Enrollment Survey data are reported for Retention Data
2 IPEDS Graduation Survey Rate data are reported for Graduation Data
3 GRS by race and by gender from IPEDS
4

10

* An institution offering graduate degrees must complete this portion.

126
 Form S2. OTHER MEASURES OF STUDENT ACHIEVEMENT AND SUCCESS

Measures of Student Achievement and Success/ Most Recent Goal for the
2 Years Prior 1 Year Prior
Institutional Performance and Goals Year Future
Fall 2008 Fall 2009 Fall 2010 Fall 2011
Success of Students Pursuing Higher Degree
1 Transferred within 150% (IPEDS) 18% 25% 22% 23%
2
3
4
5
Definition and methodology explanations

Rates at Which Graduates Pursue Mission Related

Paths (e.g., Peace Corps, Public Service Law)
1
2
3
4
Definition and methodology explanations

Rates at Which Students Are Successful in Fields

for Which They Were Not Explicitly Prepared
1
2
3
4
Definition and methodology explanations

Documented Success of Graduates Achieving Other

Mission-Explicit Achievement (e.g., Leadership,
Spiritual Formation)
1
2
3
Definition and methodology explanations

Top 6 Transfer Institutions and # of transfers Fall2008 Fall 2009 Fall 2010 Fall 2011
1 University of Connecticut 33 45 35 38
2 Central Connecticut State University 19 32 49 40
3 Southern Connecticut State University 14 10 14 15
4 Eastern Connecticut State University 13 9 10 11
5 University of Hartford 9 20 14 16
6 St. Joseph College 2 8 8 9
Definition and methodology explanations
National Clearinghouse
Banner SWRXF54 and Banner SWRXF47 Extracts

127
 Form S3. LICENSURE PASSAGE AND JOB PLACEMENT RATES

Most Recent
2 Years Prior 1 Year Prior Goal Next Year Goal 2 Years Forward
Year

State Licensure Passage Rates *

1
2
3
4
5
National Licensure Passage Rates *

1 Nursing NCLEX-RN 86% 90% 81% 90% 90%

2 Rad Tech ARRT (1) 94% 81% 94% 100% 100%
3 Paramedic 100% 100% 100% 100% 100%
4
5
Job Placement Rates **

1 Nursing (2) 100% 93% 81% 81% 81%

2 Rad Tech 78% 67% 67% 67% 67%
3 Paramedic 100% 100% 93% 93% 93%
4
5
6
7
8
* For each licensure exam, give the name of the exam above along with the number of students for whom scores are available and the total
number of students eligible to take the examination (e.g. National Podiatric Examination, 12/14). In following columns, report the passage
rates for students for whom scores are available, along with the institution's goals for succeeding years.

** For each major for which the institution tracks job placement rates, list the degree and major, and the time period following graduation
for which the institution is reporting placement success (e.g., Mechanical Engineer, B.S., six months). In the following columns, report the
percent of graduates who have jobs in their fields within the specified time.

Institutional Notes of Explanation

a
(1) Rad Tech Licensure pass rates of first time test takes as to be reported according to JRCERT accreditation guidelines.
b
(2) Nursing based on responses to Graduate Surveys sent out six months after graduation
c

128
 Form S4. COMPLETION AND PLACEMENT RATES FOR SHORT-TERM VOCATIONAL TRAINING PROGRAMS FOR
WHICH STUDENTS ARE ELIGIBLE FOR FEDERAL FINANCIAL AID

Most
2 Years Goal Next Goal 2 Years
1 Year Prior Recent
Prior Year Forward
Year
2007-2008 2008-2009 2009-2010 2010-2011 2011-2012
Completion Rates *

1 Early childhood Education 3 4 2 4 4

2 Library Tech Assistant 8 3 4 5 5
3 Medical Assisting 1 6 4
4 Emergency Medical Services Instructor 11
5 EMT - Paramedic 12 22 32 40 40
6 Accounting Advanced 1 1 2 2 2
7 Accounting Basic 2 1 1 1
8 Management 1
9 Visual Communication 1
10 Computer Programming 1 1 1 1
11 Computer Hardware Support Specialist 1
12 Computer Software Support Specialist 2
13 EMT Emergency Management Response 9 2 4 4

14 Health Science 1
15 Medical Health Assistant 2
Placement Rates **

1
2
3
4
5
6
7
8
9
10
11
* List each short-term vocational training program separately. In the following columns indicate the annual weighted average completion
rate for the most recent and two prior years. In the final two columns, list institutional goals for the next two years.

** List each short-term vocational training program separately. In the following columns indicate the annual weighted job placement rate for
the most recent and two prior years. In the final two columns, list the institutional goals for the next two years.

129
 Appendix A

Capital Community College

Policy Statement
Capital Community College affirms its commitment to Equal Employment Opportunity for all of
its employees and students through the application of aggressive affirmative action programs.
The College recognizes that affirmative action programs are needed throughout its departments
to eliminate the residual effects of past discrimination. It is the goal of Capital Community
College to achieve the full utilization and representation of minorities, women, and other
protected classes within the colleges workforce and student body.
"Affirmative Action" means positive action, undertaken with conviction and effort, to overcome
the present effects of past practices, policies or barriers to equal employment opportunity and to
achieve the full and fair participation of women, Blacks, and Hispanics and any other protected
group found to be underutilized in the workforce or affected by policies or practices having an
adverse impact.
Equal Employment Opportunity is the right of all persons to work and to advance on the
basis of merit, ability and potential. Equal Employment opportunity is the purpose and goal of
affirmative action.
It is the policy and practice of Capital Community College not to discriminate against any
qualified applicant based on race, color, religious creed, age, sex. national origin or ancestry, past
or present history of mental disability, marital status, genetic information, sexual orientation,
mental retardation, learning disability, physical disability, including, but not limited to blindness
and prior criminal record, unless the provisions of Section 46a-60(b), 46a-81(b) or 46a-81(b) of
the Connecticut general statutes are controlling or unless there is bona fide occupational
qualification excluding persons in one of the protected groups. Further, Capital Community
College will not discriminate against any person on the grounds of political beliefs or veteran
status.
This nondiscriminatory policy and practice affects all aspects of the employment process
including but not limited to recruiting, hiring, promotion, conditions and privileges of
employment, training, compensation, benefits, transfers, discipline, layoffs and terminations.
Additionally the College pledges to affirmatively provide services and programs in a fair and
impartial manner.
Both the physically disabled and older citizens experience special difficulties in obtaining
employment. Employment with the Capital Community College will be offered to all persons,
regardless of age or physical disability unrelated to occupational requirements.
Policies stated herein are pursuant to all applicable federal and state constitutional provisions,
laws regulations, guidelines, and executive orders (see attached listing).
The affirmative action plan provides the framework within which managers and supervisors will
work to meet and evaluate the success of affirmative action goals. As a public document, the
plan is available for review by the colleges employees, students, candidates for employment and
the general public. All employees of Capital Community College have the right to review and
comment on the Affirmative Action Plan, a copy of which is in the Human Resources

130
Department. Comments or questions related to the plan should be addressed to the colleges
Affirmative Action Officer. The following is her contact information.
Rita Kelley, Affirmative Action Officer
Capital Community college
950 Main Street
Hartford, Ct o6103
Telephone: (860) 906-5133

As President of Capital Community College, I am personally committed to the effective

implementation of the Colleges Affirmative Action Plan and direct employees at every level to
actively support the plans policies and programs

________________________
________________________
President Date

131
 AFFIRMATIVE ACTION PROCESS FOR SEARCH COMMITTEES
Role of the Search Committee Chairperson
1. Maintains records and notes of all meetings of search committee.
2. Ensures each candidate interviewed fills out an employment application
3. Completes the following Affirmative Action Position reports. These reports should be completed
and forwarded to both the President and Affirmative Action at the same time as names of final
candidates
*Applicant Summary Report
Applicant Tracking Report

4. Forwards names of final candidates to President with their employment applications and
resumes.
5. Affirmative Action should be notified of the names of the final candidates at the same time as
the President
6. After the Search Committee has completed its task forwards candidate interview and selection
information including resumes to Human Resources

Role of Search Committee Members

1. Develops criteria and list of questions with Chairperson
2. Maintains confidentiality in respect to candidates and committee discussion
3. Hands in all notes and materials at end of search to Chairperson

Role of Affirmative Action

1. Provides search committee with goals
2. Questions to be asked during the interview are reviewed by Affirmative Action prior to the
actual interviews.
3. A list of candidates chosen to be interviewed are sent to Affirmative Action prior to interviews
4. After the list of candidates is reviewed Affirmative Action may ask the Search Committee for an
explanation of why persons identified were not chosen to be interviewed.
5. The names of the recommended candidates are sent to Affirmative Action at the same time
they are sent to the President
6. After the search committee has completed the final selection process the Chairperson will meet
with Affirmative Action to ensure the applicant tracking information is detailed and complete.

132
Legal Concerns/Equal Opportunity Guidelines
General Legal Considerations
The employer must make every effort to ensure that all employment selection tools, such as
interview, application forms, and tests, directly relate to successful performance of the job
Review of Applications
It is essential that all applicants are accorded equitable consideration and review. The law
requires and applicants have a right to expect that application will be judged against the stated
measures namely the position descriptions and position qualifications.
Developing Questions
When developing interview questions consider three rules of thumb 1) ask only for information
that will serve as an appropriate basis for the hiring decision 2) Know how the information will
be used to make the decision and 3.) Do not ask for information that will not or should not be
used to make hiring decision. Following are some topics to avoid in the interview:
Children
Day care arrangements
Transportation to work
Place of birth
Disabilities
Date of high school graduation
Spouse
Prior illnesses
National origin
Religion

The interview can include question regarding diversity and mission in addition to the search-
specific questions. For example

1. What is your experience working with an ethnically and culturally diverse population?
2. What is your understanding of the mission of Capitol community College?
Americans with Disabilities Act

Employers cannot discriminate in any aspect of the hiring process by refusing to consider
individuals with disabilities. They can not discriminate on the basis of speculative risk of future
injury, or the possible need for additional accommodations.

133
 AFFIRMATIVE ACTION GOALS
The most recent Capital Community College affirmative action goals were established January 1,
2010 and its Affirmative Action Plan was approved by the CT Commission on Human Rights
and Opportunities in April 2010. To ensure a diverse candidate pool, in advertising positions the
Colleges outreach activities include advertising positions in the New York Times, The Hartford
Courant, The Chronicles of Higher Education, Hispanic Outlook, Latinos in Higher Education
and Northeast News Today which is a newspaper targeted to the African American Community.

To ensure that Search Committees are aware of goals and understand their affirmative action
responsibilities the Affirmative Action Officer conducts an orientation for each Committee that
includes affirmative action policies and procedures.

The Affirmative Action Officer works with the President to ensure that all search committee
memberships include not only diveristy in regards to race and gender but also to ensure
committee members are representative of the divisions within the College.

The College is currently in the process of establishing new goals for 2010 that will be submitted
to the Commission on Human Rights and Opportunities March 30, 2011 for their approval.
________________________________________________________________________

The Capital Community College 2010 Affirmative Action Goals

Executive and Administrative positions

1 White Male
1 White Female
1 Hispanic Female

Professor (all promotional goals)

5 White Males
6 Black Males
2 Hispanic Males

Instructor/Assistant Professor/Associate Professor

1 White Male ........... (goal met)

1 White Female(goal met)
1 Black Female(goal met)
1 Hispanic Male. (goal met)
1 Hispanic Female. (goal met)
1 Other Male
1 Other Female

134
Professional

2 White Males . (goal met)

5 White Females. (hire of 1 White female met 20% of goal)
1 Other Male

Technical/Professional

1 Black Male . (goal met)

Administrative Support

6 White Females
1 Black Male
1Hispanic Male
1 Other Female

Skilled Craft

1 White Male
1 Black Male

Service Maintenance

1 White Female
1 Black Male

Protective Services

1 White Female
1 Black Male
1 Hispanic Female

135
 Appendix B

CAPITAL COMMUNITY COLLEGE

NUMERIC GOALS for CALENDER YEAR 2011

Executive/Administrator
Hiring: 2 White males, 1 White female, 1 Hispanic female
Professor
Promotional goals: White male, Black males, Hispanic males
Faculty other (Assistant, Associate, Instructor)
Hiring: 2 White males 3 White female, 1 Other female
Professional non-faculty
Hiring: 3 White male, 6 White female, 1 Other male
Technical/Paraprofessional
Hiring: 1 White male, 2 White females, 1 Hispanic female
Clerical/Secretarial
Hiring: 1 Black male, 1 Hispanic male, 1 Other female
Protective Service
Hiring: 1 White female, 1 Black female, 1 other female
Service Maintenance
Hiring: 1 Black male
Skilled Craft
Hiring: 1 White male, 1 Black male

136
 Appendix C

Community College System Board Policy 3.19

Assessment of Entering Students

ASSESSMENT OF SKILLS AND COMPETENCIES OF ENTERING STUDENTS

Consistent with its statutory mandate and mission, the Board of Trustees of Community-
Technical Colleges has endorsed and promoted a host of system planning efforts
rooted in recognition of
the need to extend to an increasingly diverse student clientele access to educational
opportunity
the need to provide a wide variety of instructional and student support services to assist
students to achieve their objectives
the need to enhance the quality of Community College system programs and services.

Accordingly and within this context, the board of trustees approves the following
recommendations for implementation of a systemwide program for assessment of the
skills and competencies of students who enter a Community College:
1. The Accuplacer computerized adaptive test shall be used for purposes of
assessment placing of entering Community College students.

2. Each college shall use, at a minimum, the reading comprehension, sentence skills
and the algebra sections of the test.
a. In order for students to place into ENG* 101 Composition, a minimum score of
88 on Accuplacer Sentence Skills and a minimum score of 83 on Accuplacer English
Comprehension must be attained. Students may challenge the outcome of these
specific tests by requesting an essay prompt. The prompt will require the student to
read, summarize, and respond to a text. It will be scored using the New Jersey rubric.
b. An alternative method to place into ENG* 101 Composition will be a score of
450 or higher on the SAT Verbal or SAT Essay, or a score of 21 or higher on the ACT
English portion or a score of 47 or higher on the ACT English and Reading portions.
c. All students will begin the Accuplacer Math test with the Elementary Algebra
subtest. An Arithmetic score should be available adaptively, for students placing below
MAT* 095, to allow selection into an array of developmental courses, which are
configured differently at different colleges.
d. To place out of developmental courses into Intermediate Algebra, the
minimum Elementary Algebra score will be in the band between 54 and 66.
e. An alternative method of placement into Intermediate Algebra will be a score
between 500-549 on the SAT Math section, or a score of 18-21 on the ACT Math test.
f. Placement out of Intermediate Algebra into some, but not all, higher-level
courses will require a score of 40 or higher on the College Level math portion of
Accuplacer.
g. An alternative method of placement out of Intermediate Algebra will be a score
of 550 or higher on the Math section of the SAT, or a score of 22 or higher on the ACT
Math test. These scores would place students into some, but not all, courses above
Intermediate Algebra in the system.

137
3. Students seeking Ability to Benefit (ATB) in order to qualify for Federal financial
assistance shall be tested, at a minimum, in the reading comprehension, sentence
skills, and arithmetic sections of the Accuplacer test.

4. The Chancellor is authorized to develop an alternative assessment program to pilot

the validity of testing instruments such as certain state tests to be used for student
academic assessment at the point of entry to a Community College. Colleges
designated to participate in an alternative assessment program will be required to follow
the standards established for the program and to report the research findings for
systemwide use.

5. Students with previous college-level English and/or Mathematics credits with a grade
of C (2.0) or better will be exempt from placement testing in that specific discipline,
except in situations where specialized accreditation or licensure standards pertain, or in
situations where the prior credit is not relevant to the students program of study.

6. Resources shall be made available to assist colleges in implementation of the testing

program and for appropriate research studies.

7. Working towards common standards and sequences of courses across the system,
each college will establish prerequisites at the developmental level for those college-
level courses which require writing, reading, and mathematics.

8. All courses offered at the developmental level (courses with an initial number of 0
whose credits do not count towards graduation) must be pre-collegiate, defined as part
of a sequence of courses which lead to college-level work. Courses deemed to be
basic skills which are not pre-collegiate, as defined in this section, cannot be offered as
part of the developmental sequence.

9. Consistent with these prerequisites, entering students who need courses at the
developmental level will be strongly advised by the college to enroll during their first
year of matriculation in the necessary developmental English and Mathematics courses.

(Adopted May 16, 1988; amended May 16,

2005;
amended May 19, 2008; amended May 23,
2011;
amended June 20, 2011)

138
 Appendix D

Communicate Effectively Assessment Results 2009 2010

Summary

230 student writing samples collected during Fall 2009 and Spring 2010
16 different courses
o ACC 271, ARC 108, BBG 210, BMG 202, BMG 210,CJS 101, COM 295, EMT
111, ENG 102, ENG 211, ENG 251, ENG 281, MED 170, NU 205, SOC 235,
SOC 285
5 categories of assignments
o Article summary/critique
o Business Letter
o Personal theme essay
o Expository Report
o Research paper
133 artifacts identified as Beginning Writing Artifacts
97 artifacts identified as Terminal Writing Artifacts

Benchmark

The Student Learning Assessment Team developed the following benchmark for the
Communicate Effectively General Education outcome:

75% of terminal student artifacts should have a holistic or average score >= 3.0

Benchmark Progress

43% of terminal student artifacts had an average score >= 3.0

139
140
 Relationship between Average Artifact Score and G.P.A

Average Score Count Average GPA

1.0 4 2.67
1.5 13 2.58
2.0 43 2.94
2.5 44 2.94
3.0 32 3.07
3.5 9 3.03
4.0 5 3.34

141
 Relationship between Average Artifact Score and English Courses Taken

Purpose &
Organization Development Language
Audience
Eng 102 completed 2.69 2.61 2.7 2.75
Eng 101 completed 2.75 2.68 2.64 2.78
Eng 101 not completed 2.62 2.65 2.59 2.52

Percentage of Students Achieving Proficiency based on English Courses Taken

% of students
achieving
proficiency*
no credit English taken 26%
Eng 101 completed 44%

*Proficiency is defined as an average score of 3 or higher on the Rubric for Analytic Scoring of
Writing

142
RUBRIC FOR ANALYTIC SCORING OF WRITING (Communicate Effectively)
Developed by faculty at Capital Community College, 2001

In Progress (1) Essential (2) Proficient (3) Superior (4)

Purpose & Purpose unclear, Wavers in Adheres to Addresses purpose

Audience failure to address purpose, purpose, fulfills effectively, uses
topic or incompletely assignment, shows assignment
directions, weak addresses adequate to explore topics
grasp of issues, assigned topic or understanding of intrinsic interest,
inappropriate directions, key issues, shows full
style, shows need for style is understanding of
careless or more study appropriate to issues, engages
messy visual of issues, style intended audience, audience, establishes
presentation. varies, visual presentation is credibility, uses
presentation readable, headings, format, and
ragged. format is correct. citations (where
relevant) effectively.
Organization No central idea, Loose focus on Central idea is Focuses consistently
no central idea, clear, on clearly expressed
clear logic or contains some paragraph central idea, uses
focus, repetition & structure paragraph structure
many repetitions digression, is adequate, some and transitions to
or structure problems with guide reader
digressions, lack needs work. consistency, logic, effectively.
of or transitions.
structure.
Development Most ideas Presents ideas in Supports most Explores ideas
unsupported, general terms, ideas vigorously, supports
confusion support for ideas with effective points fully using an
between is examples and appropriate balance
personal and inconsistent or details, finds of subjective and
external unsuitably suitable balance objective evidence,
evidence, unclear personal or between reasons effectively
use of distinctions distant, some references to making useful
or levels of distinctions need personal and distinctions.
generality, clarification, external evidence,
reasoning flawed. reasoning unclear. makes key
distinctions.
Language Word use unclear, Word forms & Word forms are Employs words with
sentence sentence correct , sentence fluency, develops
structures structures structure is concise standard
inadequate for are adequate to effective, English sentences,
clarity, errors convey basic applies standard balances a variety of
seriously meaning, errors English grammar sentence structures
distracting. cause noticeable & effectively.

143
distraction. mechanics,
presence of a few
errors is not
distracting.

144
 Appendix E

Reason Quantitatively Assessment Fall 2009 Fall 2010

LOB = Learning Objective

LOB 1 Rational Expressions

LOB 2 Concepts related to equations and inequalities in one variable
LOB 3 - Concepts related to equations and inequalities in one variable
LOB4 Basic function concepts
LOB5 Radicals and Powers with rational exponents

145
 Appendix F

General Education Assessment Results

2001 -2005

Summary of
Common Writing Assignment Results
Capital Community College, 2001-2002

INTRODUCTION

Among the College's inquiries into student learning this year, the most extensive was the assessment of effective
writing, a shared goal for General Education and Developmental Education. The assessment instrument was a
Common Writing Assignment, which a dozen teachers embedded in classes across the disciplines. The Student
Learning Assessment Team scored and analyzed one hundred anonymous samples of these essays and has
submitted a full report of purposes, methods, and results to the Academic Dean. Below is a summary of the key
conclusions and recommendations from this implementation.

Holistic and Analytic Score Results

Holistic scores represent a trained reader's overall impression of an essay. Analytic scores locate the strengths and
weaknesses of an essay based on a collegially negotiated rubric. In this project, every sampled essay was read
twice, first holistically and then analytically, and then read twice again by a second reader. Essays were scored on a
four-point scale, with levels identified as 1) in progress, 2) essential, 3) proficient, and 4) superior. The most global
results are reported in the graphs below. They indicate that:

30% of our students are writing at a proficient level (holistic score of 3 or above).
The median and mode holistic score (2.5) and the mean holistic score (2.34) are not quite
at the proficient level, so the distribution curve lumps to the left of center.
Students are closer to proficiency in the skills relating to purpose and organization than
they are in skills relating to development and language.

146
Suggested Goals
The Student Learning Assessment Team suggests that units throughout the college design interventions leading
toward achievement of the following goals by the fall of 2005:

To raise the holistic mean by .5, from 2.3 to 2.8

To increase the percentage of students writing proficiently by one third, from 30% to
40%.

The Team further suggests that the Common Writing Assignment be repeated in 2005-2006 to
assess progress toward these goals.

Recommendations
To put the findings of this assessment to use, the Humanities Department Committee on Writing Standards should
coordinate activities for improving student writing and should annually assess student writing within and across
courses by a number of means. In addition, departments, curriculum planners, academic advisors, and enrollment
services staff should collaborate in designing and enforcing policies that support early and continuous student
practice in writing. Pegged to specific findings, the following interventions are suggested:

1. The main obstacles to proficiency lie in the areas of development (support of ideas with
evidence, examples, elaboration of topics, etc.) and language (effective use of sentence
structures, word choices, and mechanics of standard written English).
Therefore:
a. In order to reach the suggested goals, curricular planning and professional
development activities should explore methods of increasing students' skills in the
categories of development and language, as defined in the scoring rubric.
b. The rubric explaining the four analytic categories of writing proficiency should be
distributed to students and staff throughout the college in order to open discussion
of Capital Community College writing standards.
2. Students who enter the college at the developmental level show a pattern of writing
scores parallel to but lower than those of non-developmental students. Since
developmental students comprise at least one third of the total cohort, the college cannot

147
 reach the goals listed above without raising the scores of the developmental group, a
group for which the skills in the category of language are a particular challenge.
Therefore:
o Interventions designed for developmental students should explore methods of
building students' skills in all categories, and with particular attention to methods
of increasing mastery of standard written English.
Grading in required CCC writing classes roughly matches the broader pattern of CWA
scores, providing assurance that various college approaches to writing pedagogy are sharing
roughly similar goals and assessment criteria. In addition, students who successfully complete
English 101 are likely to be writing at least at the essential level on the CWA. Higher GPA's are
associated with CWA scores at and above this level.
Therefore:
o The college has a policy that students should complete English 101 within their
first 15 credits. Academic advisors, counselors, and support staff should advise
students of the relationship of this policy to their overall success in school, and
the policy should be strictly followed in the registration process.
Students who report having written essays in classes other than English 006 and 101
demonstrate greater levels of writing skill and are more likely to have reached the proficient
level.
Therefore:
. The college should continue to develop learning communities that pair writing
courses with introductory courses in the disciplines. The purpose is to support
writing across the disciplines and engage more faculty in assigning, assessing, and
improving student writing.
a. The college should pilot W-designated writing-intensive classes in business,
science, social science, and other fields. It should support these pilot courses with
professional development activities, limited enrollments, and assigned tutors to
provide supplemental instruction in writing.
Showing growth over time, scores indicate steady increases in students writing at the
proficient level in three sequential categories of writing-intensive classes: English 006, English
101, and writing beyond English 101. However across these three stages, a significant number of
sampled students continued to write below the essential level.
Therefore:
. The college should develop goals and practices for increasing the percentage of
students writing at or above the essential level upon successful completion of
English 101.
a. The college should build on this year's baselines showing increases in percentages
of students writing at or above the proficient level, setting benchmarks at each
stage for additional growth by 2005.

Implications for Future Assessments

The design and implementation of the Common Writing Assignment was guided by the following values:

a. Distillation of criteria to reveal the big, pervasive questions

b. Content or face validity

148
 c. Balance of local thinking and information from national models
d. Open-ended content and structure
e. Consequential validity
f. Genuinely useful results

These values, along with the choices that they prompted, provide groundwork for the design of future
assessments. They are already guiding the preparation of next year's General and Developmental Education
assessment, which will focus on quantitative reasoning. The data management design, which extracts information
on academic history and then assures student anonymity in reporting, is replicable and adaptable to many other
types of student learning assessment. In addition to providing useful findings about student learning, the Common
Writing Assignment has yielded confidence in the assessment process and momentum towards the development
of an ongoing culture of inquiry at Capital Community College.

149
Appendix G

150