Progress Report
1997-98 College Goals and Planning Priorities
1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005
View the 1997 - 1998 Highlights of CFCC Accomplishments
Strategic Goal #1 Forge stronger ties with business and industry, governmental agencies, and other employers in order to stimulate economic development and to enhance job opportunities for graduates.
Priority Action:
1a. Form a Cape Fear Community College BIG (Business/ Industry/Government) Team to develop and lead marketing efforts with local industry.
Progress Achieved:
(Response by Jean Marsh)
- A task force has met to determine steps toward forming combined curriculum/continuing education teams that can target particular market segments. The first step in this effort has been to set a method for gathering information on current contacts of CFCC staff/faculty with community businesses, agencies, schools or associations.
Priority Action:
1b. The BIG Team will :
Define and identify the business and industry target markets for CFCC;
Identify community groups active in economic development;
Ensure CFCC is represented in community economic endeavors;
Assign CFCC industry teams to develop and present the College' s available resources to local industry, and
Further investigate resource options to determine Cape Fear Community College' s needs.
Progress Achieved:
(Response by Jean Marsh)
Define and identify the business and industry target markets for CFCC;
- BIG Center has created a marketing plan (Spring 1998)
- A meeting is scheduled for 8:30 a.m. May 15, 1998 with the following attendance requested: Dan Hickman, Orangel Daniels, Robert Philpott, Carolyn Oakley, Clarence Smith, David Hardin, Gerry Shaver, and Sherri Mayberry. The desired outcome for this meeting is to create a plan for gathering data from faculty and staff on community contacts and connections. This is a joint need for this goal and the college marketing plan. We believed the first step to strengthening community connections is to know which ones are already in place. A second step would be to solicit feedback from faculty and staff on pockets in the community where CFCC does not exist or needs strengthening.
- The BIG center conducted a retail and safety needs survey this year.
(Response by Bob Philpott)
- BIG center is currently identifying target markets. The center has developed a market segment matrix which identifies business, industry and government sectors by type of activity and strategies to market to each sector.
- Dean of Voc/Tech makes industry visits frequently and coordinates info with BIG team.
- Vocational and Technical faculty maintains contact with businesses in area and develops relationships with them.
Identify community groups active in economic development;
(Response by Jean Marsh)
- CFCC already has representation with economic development groups including the Chamber, Committee of 100, Wilmington Vision 2020, and DARE.
(Response by Bob Philpott)
- This is an ongoing activity. CFCC participates with Chamber of Commerce, Wilmington Industrial Development Incorporated (Committee of 100), DARE and other development activities.
- We have also participated in the Wilmington Vision 2020 study and The Cape Fear River basin study which was a prelude to the 2020 study.
Ensure CFCC is represented in community economic endeavors;
(Response by Bob Philpott)
- This is an ongoing effort.
Assign CFCC industry teams to develop and present the College' s available resources to local industry,
(Response by Jean Marsh)
- Special task industry teams have been drawn together on an ad-hoc basis to meet community needs (Example: Chemical Operator Training, Industrial Maintenance)
- After the survey of current community connections, task force groups representing various curricula area (hospitality, retail/business, various industrial sectors) need to be formed to address market segments.
(Response by Bob Philpott)
- This is done on regular and ongoing basis.
Further investigate resource options to determine Cape Fear Community College' s needs.
(Response by Jean Marsh)
- I am not sure what is meant here.
Other activities:
- Issued quarterly BIG newsletter to local business/industry/government
- Purchased 11 laptops and 22 standalone computers to provide computer training for local industry and government.
- Added a second computer for client use to the Small Business Resource Center.
(Response by Bob Philpott)
- This is done on regular and ongoing basis.
Strategic Goal #2 Develop a comprehensive enrollment management system to include recruitment, advising, retention, and registration practices that are more effective in helping students achieve their goals.
Priority Action:
2a. Implement steps to improve advising: explain advising system and provide advising literature to new students at orientation; faculty receive advisee lists two weeks prior to advisement; mail students advisor name and information prior to advisement period; explore possibility of " express advising" (advisor enters schedules).
Progress Achieved:
(Response by Sherri Mayberry)
- Portion of each new student orientation is dedicated to the description of advising process; explanation of process, benefits to students, responsibility of the student, and best ways to make the advising system work for the students
- Each student attending new student orientation receives a copy of " Advising: Making It Work For You" brochure in their orientation packet
- Faculty received advisee lists two weeks prior to advisement
- Letters were mailed to all currently enrolled students explaining advisement period, dates, requirements for obtaining " Permit to Register" , advisors' names & office numbers, instructions to make appointments with advisors during advisement period and pre-registration tuition payment due dates. Letters are mailed prior to advisement period
Priority Action:
2b. Implement steps to improve registration: explore possibility of telephone registration and tuition drop box; include advising/ registration information on College website; create and keep current CFCC registration information bulletin board; assess length of drop/add period; improve quality of registration information signs; registration schedules to students by pre-registration period; flag students deficient in course prerequisites by second day of class and daily through drop/add period.
Progress Achieved:
(Response by Sherri Mayberry)
- Telephone registration committee has visited at least one community college which has implemented telephone registration system; committee sponsored presentation on-campus by NCCCS programmer concerning telephone registration system; committee awaits NCCCS/vendor contract updates for ordering system; questions/mechanics of tuition drop box will be explored as the process progresses
- Registration information has been included on the College Website; advising information is being included and will be available by June 1998
- A single registration bulletin board will not provide information to a broad base of CFCC students. Students attend classes in buildings throughout campus and may not benefit from the installation of a single bulletin board. This action needs additional consideration and discussion.
- The length of the add/drop period has been assessed by a group including faculty, staff and administration. Group consensus was to maintain current add/drop period length.
- Registration information signs have been improved both ' informationally' and aesthetically
- Class schedules have been available to students prior to the advisement period and pre-registration; courses changes to the class schedule delayed receipt of the schedule, but delivery was prior to the beginning of advisement
- Completed cross-walks are needed to flag students deficient in course prerequisites. NCCCS is working to facilitate needed capability
Priority Action:
2c. Require students withdrawing to have exit interview with counselors; develop dropout student database based on exit interviews to create student profile; encourage faculty to refer students with difficulties to student development for intervention; network with local schools and businesses in marketing CFCC to support recruitment.
Progress Achieved:
(Response by Sherri Mayberry)
- Students withdrawing from all classes are required to have exit interviews with a counselor
- Database has been developed from exit interview results
- An Early Alert system has been implemented in which faculty refer students with difficulties to Counseling for intervention. Four hundred sixty-one (461) students were referred by faculty to Counseling
- Worked with area agencies and high schools in developing and presenting county-wide Job Fair which featured CFCC as a viable means for educational /occupational opportunities
- Networked with area high schools to present " Careers for You" program that provided middle and high school students opportunities to explore career options through on-campus (CFCC) visits, shadowing and visits to area industries. A total of thirty students attended a series of six sessions. Will follow-up in Fall 1998 to determine who has enrolled at CFCC. Retention workshop/activities are planned for those who enroll.
- Networked with area high schools to administer ASSET on high school campuses and to provide follow-up on-site test interpretation, admission & financial aid assistance, career information and a brief orientation to CFCC
Strategic Goal #3 Strengthen program quality and student performance and document quality through the assessment of student outcomes.
Priority Action:
3a. Identify basic work/life skills, incorporate in curriculum, and award students credit for application of skills.
Progress Achieved:
(Response by Orangel Daniels)
- The Director of Career and Placement drafted a Work Ethics Document which identified work/life skills; the document was approved by two academic deans and three department chairs. Faculty attached the Document to their first-day handout and reviewed the information with their classes.
- A Work Ethics Committee surveyed 104 faculty members (61 responded) and the results indicated that a separate work ethics grade is not needed; 95 percent of the faculty indicated that they " are currently emphasizing the concept of work ethics in their courses and are including this as a part of their first-day handout." The Committee reviewed first-day handouts and saw references to the following: attendance policies, time lines for passing in assignments, penalties for tardiness to class and tardiness of assignments, class participation grades, and standards for the quality of paperwork.
- Faculty and students attended the Job Search Workshops, Spring semester 1998, that were coordinated by the Director of Career and Placement Services.
Priority Action:
3b. Train faculty in " writing across the curriculum" and provide models for implementation.
Progress Achieved:
(Response by Orangel Daniels)
- On August 14, 1997, forty-three faculty attended an in-service training session entitled " Writing Across All Curricula." The speaker: Ms. Elizabeth Meadows, Wayne Community College. The attendees listed the oral and written communication assignments.
- The CAE Coordinator assisted the Dean of Arts and Sciences in collecting the types of writing and oral communication assignments that faculty use in the classroom. Copies of these assignments will be distributed to each department chair for faculty reference.
Priority Action:
3c. Communicate to all faculty the criteria for establishing competencies in oral communications, writing, and mathematics.
Progress Achieved:
(Response by Orangel Daniels)
- On Wednesday, 22, 1998, from 4:00pm to 5:15pm in the CFCC Auditorium, curriculum faculty attended a session on " Sharing Competencies." The competencies and the means of assessing these competencies were shared. It is important to note that the math competencies varied depending on the program of study. The presenters were Jo Thornton, oral communication; Ken Hufham, math; Jill Lahnstein, reading; and Dan Collins, writing. A copy of these competencies were given to each department chair for faculty reference.
Priority Action:
3d. Incorporate " job-seeking" skills into the curriculum.
Progress Achieved:
(Response by Orangel Daniels)
- Job-seeking skills have been incorporated in ENG 114 and 115 and in COM 110.
- English 101 and 102 include some "job-seeking" exercises (that is, cover letters and mock interviews) and in 101 specifically, students go out into their prospective fields and interview people in companies from their field on job responsibilities/prospects and the ways in which communication is used on the job; a large paper (3-5 pages) is written from their research notes.
- DRA 111 - Theatre Appreciation includes audition skills (done informally).
(Response by Sherri Mayberry)
- Developed and implemented a handout, " Good Work Ethics Should Lead to Career Success" . Distributed to all curriculum classes during Fall and Spring, 1997-1998.
Priority Action:
3e. Send seven Arts and Sciences faculty to workshop on writing student outcomes.
Progress Achieved:
(Response by Orangel Daniels)
- On November 2-4, 1997, two faculty from Arts and Sciences, the Director of Institutional Development, and the Director of Career and Placement Services attended a workshop entitled " Powerful Partnerships: Assessing Student Learning--Beyond the Horizon" in Winston Salem, NC.
Priority Action:
3f. Sponsor a work ethics workshop for CFCC work-study students and a " Dress for the Workplace" workshop for all students.
Progress Achieved:
(Response by Sherri Mayberry)
- Plans are being finalized to conduct a Work-Study Orientation during the first week of classes. The orientation will introduce students to the work-study program (hours, responsibilities, confidentiality, time cards, etc.) and workplace dress and ethics.
- Work-study placements are made throughout the academic year and individual orientations will be conducted as needed.
- The topics of workplace ethics were discussed by a panel of employers during workshops available to all students. The workshops were presented by the Career and Testing Services Office.
Strategic Goal #4 Promote diversity at all levels of the institution.
Priority Action:
4a. Communicate College Strategic Goals and Ethnic and Gender Diversity Plan to all faculty and staff.
Progress Achieved:
(Response by Carl Brown)
- College Council meetings--President expressed his commitment to all Council members of his desire to have a diverse institution at all levels. At Faculty In-Service Training Orientation held on August 14, 1997, Dr. McKeithan reiterated his position on diversity and informed faculty and staff that he wanted qualified minorities and women at all levels in this institution. If possible, he would like this institution' s workforce to mirror the makeup of the population of the City and County. College recruitment process reinforces Mission statements and commitments by actively recruiting from diverse sources.
(Response by Gerry Shaver)
- The CFCC Strategic Goals and Action Priorities for 1997-98 were distributed by the Director of Institutional Development to faculty and staff August 19, 1997 along with a memorandum explaining the development of the goals and priorities and instructions for linkage to department planning. This was followed by another memorandum August 25, 1997 with further instructions and examples to help guide department level planning.
- The CFCC Ethnic and Gender Diversity Plan was distributed to the Diversity Committee fall 1997.
Priority Action:
4b. Assure qualified minorities are selected for interviews through procedures developed in Personnel.
Progress Achieved:
(Response by Carl Brown)
- All faculty and staff have been informed that CFCC would like their assistance in recruiting qualified minorities for all positions. Applications are screened to determine best qualified applicants who meet established criteria. Once applicants are screened for qualifications, all applications are referred to the Director of Institutional Services for confirmation prior to passing list of applicants to search committee. As part of the search process to fill open positions, the Personnel Director and the Director of Institutional Services review the application listing to determine that no qualified minorities are omitted from the interview pool. When a qualified minority(s) is not included in the interview pool, the committee is asked to reconsider and add that name to the interview list or the chair of the committee must offer substantive reasons to not include the applicant(s).
(Response by Orangel Daniels)
- The Dean of Arts and Sciences visited recruiters at UNC Pembroke and Fayetteville State University Spring semester 1998 to seek minority faculty prospects and received resume/references from five minorities. The Dean requested CFCC' s Personnel Office to forward a job application to these applicants.
Priority Action:
4c. Subscribe to Minority Faculty Registry.
Progress Achieved:
(Response by Carl Brown)
- Subscribing to Minority faculty Registry is in progress.
Priority Action:
4d. Increase faculty and staff awareness of diversity issues through scheduled workshops each semester, a classic film series, and monthly articles on racial, gender, and handicap issues in selected College publications.
Progress Achieved:
(Response by Carl Brown)
- The Diversity Committee presented workshops and seminars on Diversity. All Faculty and Staff members were invited to attend! Articles were published in college publications along with pictures of students and faculty of various ethnic groups.
(Response by Gerry Shaver per Bruce James)
- As part of the classic film series, " The Heart is A Lonely Hunter" was presented on campus November 18, 1997 for faculty, staff and students and followed by a discussion session.
- A workshop, " Diversity in the Workplace Part 2" was offered in two separate sessions to CFCC faculty and staff on October 23, 1997. Olivia Simons-Bowers , a diversity consultant, conducted the workshop.
Priority Action:
4e. Increase recruitment of minority students into selected programs such as engineering and allied health utilizing, for example, the community churches and the CFCC adult high school program.
Progress Achieved:
No response submitted.
Priority Action:
4f. Expand tutoring opportunities through the Center for Academic Enhancement targeting minority students for entry into selective enrollment programs.
Progress Achieved:
(Response by Orangel Daniels)
- The Center for Academic Enhancement (CAE) has expanded tutoring opportunities during the 1997-1998 academic year. Those opportunities included improved peer tutoring, activity-based workshops, interactive computer-assisted instruction, revised placement test workbook. The CAE provided additional services to disabled students and increased hours of assistance from instructional facilitators. A Peer (Student) Tutor Training program was developed last year and revised this year. This year, a mandatory Tutor Training Workshop was added as a component to the training program. The program now consists of prospective peer tutors completing the Peer Tutoring Handbook and attending a four-hour workshop in how to tutor effectively.
- The Center English Instructional Facilitators developed and presented workshops in the Fall and Spring semesters. The workshop that most closely relates to this priority action is Improving Study Skills. This summer these facilitators will develop a workshop in answering essay test questions and expand the current CAE workshop on writing from research for use during the 1998-1999 academic year.
- Computer-assisted instruction (CAI) is an important component of tutoring. CAI offers students the opportunity to learn new skills, practice learned skills, and review skills not recently used. The Center for Academic Enhancement has updated most of the computers to Windows 95. The programs are all on the Start menu, and this makes accessing CAI much easier for students. However, most of the CAI is DOS-based and does not function as well as Windows-based applications.
- The Coordinator of the Center for Academic Enhancement developed a workbook in 1991 to help students improve their placement test scores. The workbook is revised every two years. The workbook was rewritten this past summer to better reflect the current placement test. Yes, You Can Improve You Placement Test Scores includes sections on test-taking skills, reading, writing, basic math, introductory algebra, and intermediate algebra. In addition, the Center for Academic Enhancement and Career/Testing Services offer a monthly workshop on how to more successfully take the ASSET test.
- The Center for Academic Enhancement is committed to providing quality services for CFCC' s disabled students. This year we have:
A. Provided isolated testing for students with learning disabilities;
B. Purchased a multimedia workstation with a twenty-one-inch monitor for visually challenged students;
C. Purchased voice recognition software for physically and learning challenged students;
D. Purchased a keyboard with a fabricated, fiberglass key guard for physically challenged students;
E. Enabled Microsoft keyboard accessibility features for physically challenged students who can' t use a mouse;
F. Provided one-on-one instructional facilitation to two students with cerebral palsy in the introductory computer class and to one student with multiple sclerosis in basic skills; and
G. Begun the process to secure a grant for a computer that has an advanced reading system for students with learning and visual disabilities (The system includes scan/read software, HP4P scanner, and speech to text and text to speech voice recognition software).
- Since Fall Semester 1997, the CAE has extended hours for instructional facilitation in math and English. Math instructional facilitation has been provided until 7pm two nights a week and every Saturday from 9am until 1pm. English instructional facilitation has been provided until 8pm Monday-Thursday and every Saturday from 9am until 1pm.
- One of the Center for Academic Enhancement' s objectives for the 1998-1999 academic year is to update CAI. New software will run in the Windows 95 platform, be more current, and provide interactive assistance to students using the applications. Another objective is to take more workshops to the classroom. This will allow students a chance to be introduced to the CAE and the services offered by the staff. A third objective, which logically follows the second objective, is to continue and improve advertising CAE services; these services can only be used if those needing them know the services are available. A final objective is to review and revise the tutor training materials and workshops. It is essential to look at what has been used, discard what doesn' t work, and add new components that make tutor training more effective.
Priority Action:
4g. Target hiring a male counselor when opening becomes available.
Progress Achieved:
(Response by Sherri Mayberry)
- A vacancy position posting for a counselor has been completed. Projected hire date is July 1998. Qualified male candidates will be carefully considered.
- The Special Populations Counselor is currently a male.
Strategic Goal #5 Maintain an aggressive schedule for construction of new facilities and the acquisition of additional property to accommodate growth in enrollment and programs and to improve student access to all college programs and services.
Priority Action:
5a. Seek $38.3 million bond referendum to support campus expansion to include purchase of additional property, and the construction of new facilities and renovations.
Progress Achieved:
(Response by Carl Brown)
- Through the efforts of the Board of Directors, President and the entire staff of the College, the $38.3 million tax referendum passed. Meetings were held with community organizations, leaflets were distributed, posters were posted, radio interviews were held along with many other activities to assure passage of the bond by voters. It was totally a team effort. As a result properties are being purchased and a designer for the North Campus Building construction project has been selected. Phase I projects have been turned over to the College with classes and staff currently in the facilities. Phase II -- Unforseen challenges discovered in evaluating the proposed buildings were resolved and the buildings are scheduled to be delivered in December 1998 and March 1999.
Priority Action:
5b. Create an improved " campus" atmosphere through continuous enhancements to existing facilities and new construction.
Progress Achieved:
(Response by Carl Brown)
- Whenever possible, walls were repainted, floors recarpeted, furniture refurbished, and grounds replanted to continually give the campus a fresh look. Green plants and blooming flowers are healthy and in bloom year round. Plans are under way to connect current buildings and new building with additional landscaping.
Priority Action:
5c. Seek funds through the CFCC Foundation, Inc. to assist with purchase of artwork and in developing a " living logo" for the campus.
Progress Achieved:
(Response by Carl Brown)
- A meeting was held to discuss and establish a meaning for " living logo" with Foundation members and faculty. Additional work is needed in this area. As construction of facilities is finalized, matters related to artwork and living logo will be more clearly defined.
(Response by Pat Hickmon)
- Four large prints by artist, Anne Newbold Perkins, were donated to the CFCC Foundation, Inc. on December 11, 1997. The Foundation paid for framing and the prints will be displayed at CFCC for all to enjoy.
Priority Action:
5d. Gather input from CFCC faculty and staff and the community relative to campus improvements.
Progress Achieved:
(Response by Carl Brown)
- Frequent meetings were held with faculty, staff, and community leaders to discuss College issues which are relative to campus improvements. Construction plans are reviewed and evaluated by Department Chairs, Deans, and the Vice President to assure improvements meet academic requirements. The Director of Institutional Services serves on several community related committees and serves as a member of many organizations in the community. The Director of Institutional Services is an active member of the Parking Advisory Committee to the City Council.
- The Maintenance Department has set up a data base on the computer for each department. These data bases are collections of maintenance requests for miscellaneous improvements to various departments throughout the campus during the year. Faculty and staff can now send all request via E-mail to the Maintenance Department without any delays. A schedule is set up by the Maintenance Coordinator to have these request completed once he receives them, and a maintenance log is kept to unsure the work has been completed.
- The Maintenance Department has also setup a housekeeping log sheet for all cleaning request made by each department. This cleaning log sheet is sent to each department, and once it is returned to the Maintenance Department it is then given to the cleaning contractor for service to be performed in the department that is requesting service. Faculty and staff also have access to send all cleaning request via E-mail to the Maintenance Department.
Priority Action:
5e. Develop scale models of CFCC campus, both current and proposed.
Progress Achieved:
(Response by Carl Brown)
- A mini model of CFCC' s new buildings along with building plans have been developed and are currently displayed in the General Administration Building lobby. An E-mail from the President of the College was sent to all faculty and staff announcing the model and plans. A proposal has been evaluated and approved for an architect to develop a scale model of CFCC' s entire downtown campus relative to other landmarks in the downtown area. This project should be completed in 1998.
Strategic Goal #6 Incorporate the appropriate use of technology for faculty, staff, and students.
Priority Action:
6a. Review and update the CFCC Technology Plan for adoption by President and College Council.
Progress Achieved:
(Response by Camellia Rice)
- The Information Technology Committee has the responsibility of reviewing and updating the Technology Plan for Board approval. At this time, no review has taken place.
Priority Action:
6b. Address computer competencies for faculty and staff, the feasibility of Internet access for faculty and staff off-campus, and student E-mail.
Progress Achieved:
(Response by Camellia Rice)
- The position of HTML programmer was filled during 1997-98. Part of this person' s responsibilities includes training for faculty and staff. A temporary training room was established with six personal computers. Training is being provided and will continue to expand.
- Off-campus Internet access for faculty and student E-mail is still under study. Currently, the College does not have the staff required to support student E-mail.
Priority Action:
6c. Request input from faculty and staff regarding specific training needs.
Progress Achieved:
(Response by Camellia Rice)
- The HTML programmer polled the full-time employees to see what types of training employees would like to have. The college is providing training for most of these requests.
Priority Action:
6d. Provide training to faculty and staff on a weekly basis and publish an annual training schedule.
Progress Achieved:
(Response by Camellia Rice)
- Training began in December 1997. The schedule and registration information is on the College' s Intranet.
Priority Action:
6e. Make training tapes available in the Learning Resources Center and provide training software on server.
Progress Achieved:
(Response by Camellia Rice)
- None. Funds are not available this fiscal year.
Priority Action:
6f. Establish a faculty/staff mentoring group to provide assistance to one another with software application problems.
Progress Achieved:
(Response by Camellia Rice)
- None
Priority Action:
6g. Establish a campus technology center with various hardware, scanners, and other technology readily available.
Progress Achieved:
(Response by Camellia Rice)
- None. This may be a possibility when the LRC addition is completed.
Strategic Goal #7 Strengthen Institutional Development, more specifically marketing and fundraising.
Priority Action:
7a. Research methods for developing a marketing plan and adopt an approach to meet the needs of CFCC.
Progress Achieved:
(Response by David Hardin)
- The public information officer reviewed marketing plans from several other community colleges and interviewed several other PIOs about how they use their marketing plan. The public information officer evaluated CFCC' s current marketing efforts through the Public Information Office and Student Development Office in order to draft a marketing plan outline.
Priority Action:
7b. Publish a marketing plan for CFCC and update annually.
Progress Achieved:
(Response by David Hardin)
- The public information officer drafted a marketing plan outline and submitted it to the Director of Institutional Development May 1, 1998. The Center for Business, Industry, and Government and the public information officer began a series of meetings to determine which departments were in contact with the community.
Priority Action:
7c. Assess current Marketing Committee structure and purpose.
Progress Achieved:
(Response by David Hardin)
- The Committee on Committees reviewed the past effectiveness of the existing marketing committee and recommended to dissolve the standing committee and defer the marketing function to the Public Information Officer who will form ad hoc committees to deal with specific marketing issues on an as needed basis.
Priority Action:
7d. Provide CFCC graduate satisfaction, employment data, and other information to local high school students to market the College.
Progress Achieved:
(Response by Sherri Mayberry)
- The Career Information Brochure will be expanded to include employment data from " Graduate Employment Survey" . The brochure will be included in the Counselor' s Packet given to each area high school. Additionally, brochures will be available to the area high school students. Will be completed during 98-99 academic year.
Priority Action:
7e. Increase financial support for instructional and professional development activities through implementation of Faculty and Staff Mini-Grant Awards funded through the CFCC Foundation, Inc.
Progress Achieved:
(Response by Pat Hickmon)
- Twenty mini-grants, valued at $1,000.00 each, were awarded to the faculty and staff.
Priority Action:
7f. Increase the financial support available to students by increasing the number of donations to the CFCC Foundation, Inc. for student scholarships.
Progress Achieved:
(Response by Pat Hickmon)
- Four new endowed scholarships valued at $10,000.00 each and three new general scholarships were established this year.
Priority Action:
7g. Increase faculty and staff awareness of grant opportunities available to CFCC.
Progress Achieved:
(Response by Pat Hickmon)
- Fifteen grants have been written by faculty and staff this year. As of May 1st, five were not funded; three were funded, and seven are pending. These are: Not Funded: NCCCS-Model Early Childhood Education Center ($166,667.00); AACC/Microsoft, Working Connections ($298,437.00); NHRMC, The Partners Program ($25,000); NCCCS, State Board Reserve, New Curricula Start up Expenses ($167,907.00); NCCCS, Socratic Reflections Along the Cape Fear ($10,000.00); (Total Not Funded $668,011.00). Funded: Barns and Nobles, First Book ($3,000.00 in books); Cape Fear Memorial Foundation ($50,000.00); Thomas S. Grant Community College Consortium ($1,398.68); (Total Funded $54,398.68). Pending: North Carolina Rural Economic Development Center, Inc., Pender County Business Plan for New Job Development ($53,900.00); International Paper Company Foundation, Computer Assisted Language Learning ($8,966.87); Kate B. Reynolds Charitable Trust ($392584.00); NCCCS, Start Up Funds ($50,000.00); NCCCS, Sex Equity Program ($100,000.00); NCCCS, Single Parent Funds ($39,000.00); Hands-on-English (200.00); (Total Pending $644,650.87).
Strategic Goal #8 Increase interaction and involvement with the local high schools and the universities.
Priority Action:
8a. Offer increased opportunities for area high school students to enroll in cooperative education (Huskins and Dual - Enrollment) courses beginning with the 1997-98 school year in order to facilitate transition to CFCC programs after graduation.
Progress Achieved:
(Response by Bob Philpott)
- Annual articulation meetings and reviews completed with High Schools in both counties.
- Meetings held with administrators and counselors of each high school to explain and encourage student participation in dual enrollment and Huskins programs.
- Completed formal Huskins agreements with both counties.
(Response by Sherri Mayberry)
- Developed and distributed brochures concerning Dual Enrollment to area high schools.
Priority Action:
8b.Improve and strengthen the TechPrep programs between Cape Fear Community College and area high schools to increase knowledge and awareness of CFCC' s vocational and technical programs.
Progress Achieved:
(Response by Bob Philpott)
- Meetings held with both school systems on tech prep programs.
- Developed and implemented tech prep agreement with New Hanover County for Machining Technology program to be used as a model for increased offerings.
Priority Action:
8c. Increase contact with high schools through regularly scheduled visits by CFCC department chairs and counselors.
Progress Achieved:
(Response by Sherri Mayberry)
- Visits to area high schools by counselors and Student Development staff have increased during the 97-98 academic year. While weekly or monthly visits have not been successfully scheduled, planned/organized visits have increased, i.e. ASSET testing, test interpretation, financial aid assistance and CFCC orientation.
(Response by Bob Philpott)
- Visits to all high schools in service area made by dean, and registrar. They met with administration, counselors and faculty.
- Meetings held on CFCC campus for high school counselors and faculty.
Priority Action:
8d. Schedule and host visits for the high school department chairs to CFCC campus.
Progress Achieved:
(Response by Bob Philpott)
- Several high school faculty members visited campus throughout the year to participate in campus tours and meet with instructors in various programs.
Priority Action:
8e. Implement suggestions from Focus Group sessions with high school counselors, students, and community leaders concerning ways to increase involvement between CFCC and area high schools.
Progress Achieved:
(Response by Sherri Mayberry)
- High School Graduate Reports have been submitted to area high schools in New Hanover County. These reports contain statistics (GPA' s, success in math, English, social sciences, etc.) on the 96-97 CFCC academic success of the 1996 high school graduates.
- Student Development personnel have been involved in " Parent Programs" at Laney and Lakeside High Schools. Efforts are underway to conduct (or be included in) similar programs at our other area high schools.
- Recruiting efforts for the 8th graders have been limited to on-campus (CFCC) visits by particular classes with specific interests. (Usually through teacher interest)
- The Counselors' Program held each year at CFCC continues to acquaint area high school and administrative personnel with our programs, processes and services.
Priority Action:
8f. Explore possibility of administering ASSET to 10th graders to determine preparedness for College level work and/or remediation.
Progress Achieved:
(Response by Sherri Mayberry)
- Area high schools did not respond positively to overtures concerning administering ASSET to 10th graders. They did, however, encourage us to test 12th and some 11th graders. A program was developed and implemented to administer the ASSET to high school 12th and 11th graders. The program, " Getting Ready for College, was implemented at each high school in New Hanover County. (Pender schools chose not to participate.) This program included ASSET testing and orientation/information about admissions and various student services as well as ASSET interpretation. (197 students were tested.) Various new handouts were developed and distributed for the participants such as bookmarks listing Student Development personnel, office numbers and phone numbers, and a step by step process for applying to CFCC.
(Response by Bob Philpott)
- A part of the Tech Prep grant was used to offer asset tests to high school students on their campus. Accomplished and should be expanded next year.
Priority Action:
8g. Work with four year institutions to identify and publish a transfer course guide using the Common Course Library title, numbers, and prefixes and provide this information to all students preparing to transfer.
Progress Achieved:
(Response by Orangel Daniels)
- East Carolina University has provided four notebooks that list all of its undergraduate programs, using the Common Course Library titles, numbers and prefixes. Three notebooks are housed in Arts and Sciences; one is on reserve in the CFCC Library.
- UNC-Wilmington has provided a basic studies requirement guide that uses the Common Course Library titles, numbers and prefixes.
Priority Action:
8h. Increase interactions with UNCW through annual meetings with faculty to discuss the Academic Performance Report.
Progress Achieved:
(Response by Orangel Daniels)
- The Chair of the Social and Behavioral Science Department and the Dean of Arts and Sciences met with members of UNCW' s Enrollment Management Team Fall semester 1997 and requested data on our transfers. The information was received and was included in our Assessment Plans.
Priority Action:
8i. Schedule meetings with CFCC students who transferred to UNCW to gather input regarding strengths and weaknesses of the transfer process.
Progress Achieved:
(Response by Orangel Daniels)
- These meetings did not occur because UNCW did not provide the student data (Buckley Amendment). However, UNCW officials have revised their admissions application--requesting the applicant' s permission to provide data to his/her prior school. CFCC should be able to schedule meetings next year.
Priority Action:
8j. Invite UNCW and other senior institutions to CFCC annually to speak with transfer students.
Progress Achieved:
(Response by Orangel Daniels)
- Fall semester 1997, Mr. Marion Sykes, Associate Director of Admissions at East Carolina University, addressed college transfer students about ECU programs and requirements and criteria for selecting a college.
- On January 22 and 29, from 8:30am to 5:30pm, Ms. Dianne Jones, Assistant Director of Student Academic Support Programs at UNCW, and Ms. Diane Collins, Admissions Counselor at UNCW, held a one-on-one advising conference with CFCC college transfer students on this campus. These representatives agreed to advise our students Fall and Spring semesters.
- On Friday, March 27, 1997, from 4pm to 5pm in the CFCC Auditorium, Ms. Anne Collins, a UNCW admissions counselor, attended a pre-advising session and answered questions for college transfer students.
- Mr. Douglas L. Johnson, Associate Director of Admissions, and Dr. Yousry Sayed, Director of Student Academic Support Program (UNCW) conducted an advising session for college transfer advisors on Wednesday, October 29, 1997, from 3:00pm to 4:30pm (S501).
- East Carolina University of (ECU) official invited CFCC students to ECU and talk to representatives from the Walt Disney World College Program; the reps were recruiting students for 1998 summer and fall internships.
- Bennett College (Greensboro, NC) invited CFCC students interested in math, science, engineering, technology or education as a major, to apply for enrollment in the Summer Institute, June 15 - July 3, 1998. The Institute will include workshops in teaching methodologies, computer technology and teaching effectively to ethnic minorities, socially economically disadvantaged children, and children with learning disabilities. How to teach math and science to students with disabilities will also be explored. Students will be paired with an experienced teacher who will act as a mentor.... Institute. Three CFCC students requested an application.
- Spring semester 1998, UNCW' s Brad Walker and CFCC' s Dean of Arts and Sciences collaborated and sent letters to CFCC' s minority students (with 30 credit hours or more), inviting them to participate in the Home-Grown program, which awards scholarships to college students pursuing a career in education. Students must plan to teach one year in North Carolina. Seven students participated.
- CFCC received more open-house announcements from senior institutions this year than last year.
Priority Action:
8k. Host a faculty articulation workshop for UNCW and CFCC faculty.
Progress Achieved:
(Response by Orangel Daniels)
- On Thursday, January 29, 1998, the following Arts and Sciences faculty/staff met with UNCW faculty and members of UNCW' s Enrollment Management staff: David Covington, Shirley Hart Berry, Jill Lahnstein, Ronnie Kirkland, Mary McLaughlin, Evelyn Bradley, Aubrey Thompson, Pearl Rowell, Ralph Kornegay, Valerie Melvin, Robert Sutton, Susan Holland, Robert Puckett, Kim Barbour, and Orangel Daniels. Among the items discussed were course syllabi, distance education, common experiences in dealing with students in the general education track, jobs and salaries of students with bachelor degrees, the performance of our transfers, and course offerings. The disciplines represented were freshman composition, history, math, philosophy and religion, political science, biology, psychology, physics, sociology, and speech.
Priority Action:
8l. Provide opportunities for Arts and Sciences faculty to attend East Carolina University' s Community College and faculty articulation workshops and UNCW' s freshman orientation.
Progress Achieved:
(Response by Orangel Daniels)
- On June 25 and 26, 1997, the Dean of Arts and Sciences and the Chair of Math/Science attended the East Carolina Community College Workshop, receiving a tour of some facilities, updates on the Common Course Library, and copies of undergraduate programs.
- ECU did not schedule a faculty articulation workshop this year.
- Joy Smoots, a CFCC biology instructor, attended a UNCW freshman orientation and reported her findings to transfer advisors.
Priority Action:
8m. Work with senior institutions to improve CFCC College Day allowing more time for students to participate.
Progress Achieved:
(Response by Sherri Mayberry)
- The College Day program is coordinated through a central office rather than through and by individual institutions. Student Development has repeatedly attempted to have the time (date, time and interval) for the College Day visits conducted for optimal benefit for CFCC students. It has been difficult ,if not impossible, to bring about the requested changes to the College Day schedule.
Strategic Goal #9 Create a more positive, user-friendly environment for students, as well as faculty and staff.
Priority Action:
9a. Adopt a " students first" theme for CFCC and implement this theme in all communications with faculty, staff, students, and the public.
Progress Achieved:
(Response by Gerry Shavr)
- No progress to date.
Priority Action:
9b. Identify strategies to create a more positive, user friendly environment for students and faculty and staff through a series of Team Building sessions to include senior staff, instructional deans and directors of LRC and continuing education.
Progress Achieved:
(Response by Gerry Shaver)
- This priority action has not been completed. Team building sessions for senior staff with the President were scheduled twice in October. Both sessions were postponed due to participants' conflicting schedules.
Priority Action:
9c. Plan and implement Team Building sessions to include department level personnel.
Progress Achieved:
(Response by Gerry Shaver)
- No progress to date.
Strategic Goal #10 Strengthen the College' s Institutional Effectiveness process.
Priority Action:
10a. Conduct the faculty and staff evaluation of the institutional effectiveness process to identify strengths and weaknesses and make improvements.
Progress Achieved:
(Response by Gerry Shaver)
- A survey was administered spring semester 1998 to faculty and staff to gather their opinions regarding the strengths and weaknesses of the college' s institutional effectiveness process. The CFCC Institutional Effectiveness Committee reviewed the results of the survey and made eight suggestions to College Council to improve the institutional effectiveness process.
Priority Action:
10b. Implement a mid-year and end-of- year reporting format to consolidate collection of department level accomplishments and outcomes data for President' s Annual Evaluation to the Board of Trustees, President' s Annual Report, various reports to NCCCS, and in-house annual planning summary to report progress towards college strategic goals.
Progress Achieved:
(Response by Gerry Shaver)
- This has been implemented. Senior staff are responsible for developing an annual Strategic Plan Progress Report outlining the progress made towards each of the college' s strategic goals and priorities for that year. An addendum is also attached to this report listing other major accomplishments from their division worthy of recognition. This information is used by the President in preparing his annual self- evaluation to the Board of Trustees and by the Public Information Office in preparing the Presidents' s Annual Report to the Board. This progress report is also reviewed by College Council and faculty and staff in preparation for the annual planning retreat held for the purpose of re-establishing the college' s goals and planning priorities for the coming fiscal year.
Priority Action:
10c. Assess the membership of the Institutional Effectiveness Committee and recommend changes as needed.
Progress Achieved:
(Response by Gerry Shaver)
- This planning priority has been accomplished. The membership of the Institutional Effectiveness Committee was reviewed by the Committee on Committees and a recommendation was made to College Council and approved to reduce the membership from 33 to 18 . The number of members was reduced to improve the management of the committee but the broad based representation of faculty and staff was retained. The current members are the 5 senior staff, 9 faculty and 4 other staff.
Priority Action:
10d. Adopt College Strategic Goals and priority actions, communicate these to faculty and staff, and evaluate progress towards the goals annually.
Progress Achieved:
(Response by Gerry Shaver)
- As a result of a broad-based strategic planning effort, eleven strategic goals and 63 planning priorities were adopted for 1997-98 and communicated to faculty and staff. A Strategic Plan Progress Report was prepared by senior administrators indicating the progress made toward each of the goals and priorities outlined in the plan. This information will be shared with the faculty and staff and used during the annual planning retreat on June 3, 1998 to re-establish the strategic goals and planning priorities for 1998-99.
Priority Action:
10e. Conduct annual planning retreat to provide broad based participation in establishing goals and action priorities.
Progress Achieved:
(Response by Gerry Shaver)
- A second annual planning retreat is scheduled for June 3, 1998 for the purpose of evaluating the progress made toward the college' s strategic goals and priorities and re-establishing the goals and priorities for the coming year. Approximately 45 faculty and staff plan to attend.
Strategic Goal #11 Promote Faculty and Staff Excellence
Priority Action:
11a. Review methods currently used to evaluate faculty, including the evaluation instrument, and implement an improved system.
Progress Achieved:
(Response by Orangel Daniels)
- A suggestion to simplify the faculty evaluation progress by not submitting the current evaluation form was accepted. Supervisors may submit a narrative instead, along with varied evaluation instruments used in the past--such as self-evaluations, supervisory comments, student evaluations. The recommendation is that a committee of faculty and instructional supervisors be formed to discuss the evaluation process and continue to improve it.
(Response by Bob Philpott)
- Alternatives to current instrument being reviewed. no final recommendation at this time.
Priority Action:
11b. Schedule workshops to train faculty evaluators in the use of evaluation instruments.
Progress Achieved:
(Response by Orangel Daniels)
- In October 1997, Pearl Rowell and Shirley Hart Berry attended a three-day workshop entitled Developing a Comprehensive Faculty Evaluation System. The following statements are key points gleaned from the conference information:
- Training for faculty evaluators is still needed.
Priority Action:
11c. Continue to address long range needs for personnel as a component of the College' s biennial Institutional Effectiveness Plan.
Progress Achieved:
(Response by Gerry Shaver)
- Requests for new positions are made through the College' s annual budget planning process which is part of the CFCC' s on-going institutional effectiveness process. New positions must be justified and written proposals presented at the February budget hearing for funding the next fiscal year. Currently, new positions are not planned for more than one year in advance.
Priority Action:
11d. Implement a system to document annual professional development activities and to identify needs for the coming year for Tier A funds.
Progress Achieved:
(Response by Orangel Daniels)
- The Professional Staff Development Committee is a standing committee at CFCC. Annually, the committee requests faculty and staff for their input on in-service training ideas and documents the activities. Documentation of TIER A activities must be sent to the North Carolina Community College System each year.
Priority Action:
11e. Provide funds annually through the College' s Technology Grant process and the CFCC Foundation, Inc. Mini-Grant Awards to increase support for professional development; continue to identify other funding sources.
Progress Achieved:
(Response by Pat Hickmon)
- The CFCC Foundation, Inc. provided funds for a faculty member to attend a professional development meeting to keep their skills current in the health profession.
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