UNIVERSITY OF RIO GRANDE

 

 

 

 

 

 

RIO GRANDE COMMUNITY COLLEGE

 

 

 

 

 

SYSTEMS PORTFOLIO

JUNE 2007

 

 

 

 

 

                                                                                 www.rio.edu                                        

 


 

TABLE OF CONTENTS                                                                                                             page

Figures and Tables……………………………………………………………………………….….…..….    2

AQIP Systems Portfolio: Organizational Overview…………………………………………………..…..  3

AQIP Category 1: Helping Students Learn………………………………………………………….…….   7

AQIP Category 2: Accomplishing Other Distinctive Objectives………………………………………… 29        

AQIP Category 3: Understanding Students’ and Other Stakeholders’ Needs………………….…….  32

AQIP Category 4: Valuing People………………………………………………………………….………   39

AQIP Category 5: Leading and Communicating…………………………………..………………..……   47

AQIP Category 6: Supporting Institutional Operations……………………………………….………….  53

AQIP Category 7: Measuring Effectiveness………………………………………………………………  58

AQIP Category 8: Planning Continuous Improvement……………………………………………..……   63

AQIP Category 9: Building Collaborative Relationships…………………………………………………  69

Index to the Location of Evidence…………………………………………………………………….……  74

 

Figures and Tables

Table 1.1: Web-Based & Web-Enhanced Courses at Rio, 2003 & 2006………………………………  9

Figure 1.1: Online Course Offerings (2003 & 2006)…………………………………………...…...……   9

Table 1.2: Fall 2004 Enrollment by Gender/Race/Ethnicity………………………………………..……   9


 

Table 1.3: Fall 2004 Enrollment by Gender and FTE Credit………………………………….…………      10

Table 1.4: University and Appalachian Enrollment 2004-2005………………..…………………..……     10

Table 1.5: RGCC District Educational Attainment (percent)……………………………………….……     11

Table 1.6: Southeast Ohio Events and Festivals………………………………………………..………..12

Figure 1.2: Placement Trends (2001-07)………………………………………………………….………     14

Table 1.7: Assessment Activities (1998-2007)……………………………………………..…….………    15

Figure 1.3: Number of Accepted Students………………………………………………………..….……    17

Table 1.8: Jenkins Center Self-Referrals………………………………………………………..…..….…    17

Figure 1.4: Developmental Course Total Enrollment………………………………………….…………     19

Figure 1.5: Overall Class Average Performance on Major Field Test………………………..…...……     19

Figure 1.6: Participation in Major Field Test (’95-’07) ………………………………………………...…     22

Table 1.9: Placement Tests Administered……………………………………………………………...…    22

Figure 1.7: Developmental Course Total Enrollment by Placement…………………………….…..…      23

Figure 1.8: Rio Academic Profile 2003-2005…………………………………………………………..…      23

Figure 1.9: Assessment of Technology Productivity Minimum Competence…………………….……    24

Figure 1.10: Number of Programs Using Major Field Test by Year……………………………….……      25

Figure 1.11 Participation in Major Field Test (’95-’07)………………………………………..…………      25

Table 1.10: Programs with Specialized Accreditation……………………………………………………     26

Figure 1.12: Rio Retention Rate (1995-2006)………………………………………………..………...…     26

Figure 1.13: University of Rio Grande 2004 (6-year) Graduation Rate………………………...………      27

Figure 1.14: 2004 Six Year Graduation Rates: Overall and by Gender……………………………..…      27

Figure 3.1: Retention Rate (1995-2006) ………………………………………………………………….        36

Figure 4.1: Institutional Governance Flowchart ………………………………………………………….       39

Table 4.1: Employee Education Levels …………………………………………………………………..       40

Table 4.2: University Employees Race/Ethnicity/Gender 2005…………………………………………      44

Table 4.3: University Faculty/Gender/Tenure Profile – 2005…………………………………………….     44

Table 4.4: University Leadership Positions – Women – 2007……………………………………………      45

Figure 5.1: Rio SWOT Planning and Strategy Model Goals………………………………….…………       51

Table 6.1: Student Services……………………………………………………………………………...…    53

Table 7.1: URG Strategic Planning ……………………………………………………………..…..…….      58

Table 8.1: URG Strategic Plan Targets…………………………………………………..………….……     63

Figure 8.1: Initial Action Project Model………………………………………………………..…………..      64

Figure 8.2: Fall Mini-Project Participation College of Liberal Arts and Sciences…………..……….…     65

Figure 8.3: Fall Mini-Project Participation College of Professional Studies……………………...……     65

Table 8.2: URG Action Project Summary …………………………………………………………..….…      65

Table 8.3: Title III Pilot Course Project Areas…………………………………………………………….     67

Figure 9.1: URG/RGCC % FTE Total Enrollment…………………………………………………….…..     72

Figure 9.2: URG/RGCC FTE Enrollment 1998-2005…………………………………………………….      73


 

 

 

 

Organizational Overview

University of Rio Grande and Rio Grande Community College

June, 2007

 

 


 

01. Distinctive Features

The University of Rio Grande, founded in 1876 and known for its excellence, creativity and innovative approach to learning, is located in Gallia County in rural southeastern Ohio.  A safe and beautiful university town with great amenities, Rio Grande is small enough for students to feel a sense of belonging to the community. The campus is friendly, casual and cosmopolitan, and includes acres of rolling lawns, expansive athletic fields and attractive facilities. The two nearest large cities are Chillicothe, Ohio (approximately 50 miles northwest) and Charleston, WV (approximately 50 miles southeast). 

The University of Rio Grande and Rio Grande Community College is a unique institution that combines a state-assisted public two-year institution with a four-year private university offering programs in professional, arts and sciences and graduate education. Rio Grande Community College opened its doors in 1974.   

Deeply rooted in Appalachian history, both institutions are committed to encouraging effective written and oral communication skills, critical thinking and problem-solving skills, personal and professional growth, and  life-long learning to students from the southeastern Ohio area, the state, the nation, and the world. 

Of 88 Ohio counties, 29 in the southern and southeastern part of the state are identified as Appalachian.  The four counties (Gallia, Jackson, Meigs, and Vinton) which comprise the Rio Grande Community College district are described as 79% rural compared to an Ohio average of 13%.

 

 

These same four counties and four of the six counties contiguous to the Community College district are also ranked in the top 10 poorest counties in the state with poverty rates ranging between 17-33%. 

02. Educational Scope 

The University of Rio Grande/Rio Grande Community College provides programs in the liberal arts, sciences, business, teacher education, fine and performing arts, nursing, and technologies.   

The Academic division consists of two colleges, each with four schools.  A graduate program is also attached to the College of Professional Studies.   

 

SCHOOL

Associate

Bachelor or Minor 

Certificate or Other

Business

3

15

3

Education

5

8

7

Fine Arts

2

9

 

Technology

16

4

8

Graduate

 

 

7

Humanities

 

7

1

Nursing

1

2

 

Science

3

3

 

SocialScience

5

13

1

Other

 

 

7

TOTAL PROGRAMS

35

61

34

Granting associate, bachelor and master's degrees, our diverse curriculum offers a range of educational opportunities with open access at a reasonable cost. Students can choose from 130 degree and certificate programs.

 

 

03. Student Base  

The University reports an average annual enrollment (2005-2007) of 2400 students yielding an average Full-Time Equivalent 1889 students.  RGCC supports 65% of students enrolled while the University sustains 35% (23.3% baccalaureate and 11.6% graduate).  The distribution of FTE student enrollment increases to 69.7% RGCC with 30.3% URG (25.9% baccalaureate and 4.4% graduate).  

Most students are in the traditional age group with 78% of undergraduates age 24 or under.

Eighty-three percent of full-time students commute.

04. Collaboration 

The interdependence of the University and Community College is reflected in a thirty-three year history of developing responsive educational programs that meet regional needs and provide a foundation for continuing degree work.  Many professional programs, such as teacher education, nursing, social work, business, and allied health have strong service learning components that benefit from the numerous cooperative agreements the University has with agency and business work sites.  

Entity: EDUCATION

Nature of Relationship

NCA/Higher Learning Commission

 

AQIP, accreditation

 

 

Ohio Board of Regents  

                                            

Program Approval; governance, Student Success Plans  

                                                                                       

State Colleges and Universities

 

Articulation agreements; cooperative programs; site sharing

 

Area High Schools

 

           

Recruitment/admission; Post-secondary option; concurrent classes

 

 

Entity: Community

Nature of Relationship

Community members

 

Facilities; social opportunities; partnerships

 

Media

Expertise; public relations

 

 

Entity:  Agency/Business

Nature of Relationship

Employers

 

 

Workforce preparation and training; employs graduates

 

Advisory Committees

 

 

Support for academic programs; curriculum development

 

Area businesses

 

 

Employers; donations; scholarships; equipment; business partners

 

 

The main campus also serves as a center for cultural and community events in the region.  Music and fine arts programs, political and discussion forums, training, conference meetings, athletic events, festivals, and celebrations all take advantage of the building and accommodations that the University can provide.  

The University is also engaged in the life cycle of the community as the site of wedding receptions, high school graduations, and memorial services.    

05. Faculty and Staff Base  

University faculty are well-qualified and dedicated to teaching and community service. Although research is not required, a significant number of faculty are active in state and national professional groups, publish articles, and are involved in collaborative projects with support partners.   

URG/RGCC         Faculty

          Staff

Faculty

Full-time

Part-time

Admin

Hourly

Doctorate

47 (50%)

19 (20%)

  8(13%)

  0

Masters

42 (45%)

54 (56%)

24(38%)

  0

Bachelor

  4   (4%)

23 (24%)

24(38%)

  4(7%)

Other

  0

  0

   8(12%)

56(93%)

Totals

93

96

 64

60

Across the classification of employees (FT/PT faculty, administrators, hourly employees), the University presents an average 5.4% ethnic minority profile, ranging from 2% of  hourly employees to 8% among administrators.  The Faculty Association is the only recognized bargaining unit on campus.  

06. Facilities, Equipment, Technologies and Regulatory Environment

In addition to a numerous classroom facilities with a range of technological capabilities, the campus also has a library, social centers, five residence halls and a performing arts center. A

number of recreational and sports facilities such as tennis, squash and racquet courts, an Olympic size pool, basketball courts, soccer and football fields, aerobic and many other physical training facilities also attract student activity. Established in 1998, the University of Rio Grande and Rio Grande Community College Meigs Center makes access to higher education more convenient for the residents of Meigs and Mason Counties.

RioNET is a network which offers services to persons having a user account and provides access to computer login privilege, e-mail login, WebCT login and the Internet. ResNet is a network connection for each room in the residence halls at Rio Grande.  

The Ohio Board of Regents is the governing authority for both private and public institutions of higher education in the state.  Six programs offered by the University are also reviewed by external national accrediting agencies. Other program graduates must also pass state licensure examinations to qualify to practice in the state.    

07. Competitive Environment 

In the past decade, we have responded similarly to the extension of most of our competitors in the region. Ohio University (OH) has several branches in surrounding counties, Marshall University (WV) expanded course offerings at a site in a neighboring county and Shawnee State University (OH) has grown from a Community College to a four-year state supported institution.  

Colleges/universities with over 2000 students nearest to Rio Grande:

bullet MARSHALL UNIVERSITY (about 32 miles; HUNTINGTON, WV; Full-time enrollment: 12,361)
bullet OHIO UNIVERSITY-MAIN CAMPUS (about 36 miles; ATHENS, OH; FT enrollment: 18,721)
bullet SHAWNEE STATE UNIVERSITY (about 40 miles; PORTSMOUTH, OH; FT enrollment: 2,849)
bullet HOCKING TECHNICAL COLLEGE (about 41 miles; NELSONVILLE, OH; FT enrollment: 4,050)
bullet WEST VIRGINIA UNIVERSITY AT PARKERSBURG (about 64 miles; PARKERSBURG, WV; FT enrollment: 2,306)
bullet WEST VIRGINIA STATE COLLEGE (about 70 miles; INSTITUTE, WV; FT enrollment: 3,688)

08. Opportunities and Vulnerabilities  

Opportunities: 

The history of responsive academic programming resulting from the partnership between the University and Community College will continue to be a major asset developed by its sponsoring community.  Transforming accessibility into opportunity is a reputation that drives the University’s strategic plan  

Vulnerabilities:   

Future demographics suggest that competition for students in higher education will increase.  

State support for higher education will require greater accountability and value-added evidence of achievement.  

Academic programs must be sensitive to the general economy.


 
 

 

 

 

Category #1: Helping Students Learn

The University is committed in providing accessible quality programs of higher education to students, the community, and other stakeholders. Processes and programs are in place to support faculty and students. Participation in AQIP structures the opportunity to engage all faculty in designing and developing appropriate assessment activities to assess student learning. Campus wide strategic priorities will further refine the University’s efforts to develop a more systematic assessment process at the course and program level.

 Context

1C1 Student Learning Outcomes

The University of Rio Grande provides programs in the liberal arts, sciences, business, teacher education, fine and performing arts, nursing, and technologies.  URG has a diverse curriculum and offers a range of education opportunities with open access at a reasonable cost.  URG grants associate’s, bachelor’s and master’s degrees.   Rio Grande Community College offers a variety of credit and non-credit courses, seminars, workshops, and events as part of life-long learning and enrichment.  Historically, URG’s primary focus has been students from the Appalachian region.  URG is now more cosmopolitan with enrollments from states outside the region and foreign countries.

The University provides non-discriminatory educational opportunities for the pursuit of academic excellence.  The educational experience provides opportunities to develop a balance of intellectual, aesthetic, social, and physical qualities that characterize the total human experience, and challenges students thinking and abilities.  The University emphasizes learning and prepares students for the many occupations and professions necessary to live and work in a global community.   

The University’s General Education Program emphasizes outcomes related to the following goal areas:

  1. Demonstrate effective communication skills in reading, writing, speaking, and listening.
  2. Demonstrate a scientific knowledge of human behavior and acknowledge cultural diversity of different peoples of the world.
  3. Use an understanding of the historical and philosophical development of current cultures to demonstrate respect for human values and perspectives.
  4. Demonstrate and value individual thinking, self-awareness, and ethical behavior in civic and community responsibility.
  5. Demonstrate appropriate technological literacy and skills for personal and professional use.
  6. Demonstrate an understanding of behaviors that best promote personal health and psychological well-being.
  7. Identify and appreciate artistic expressions from historical, philosophical, and cultural perspectives.
  8. Use appropriate critical thinking skills to solve problems.
  9. Demonstrate an understanding of the fundamental concepts of mathematics and science, analytical ability, problem-solving capacity, and the use of the scientific method.

 

These nine General Education goals, along with specific Major Program goals identified by individual programs intend to assure that students receive a quality education in their chosen programs at the University.  Each major program shares the Institutional Philosophy of preparing students for life-long learning, personal and professional growth, as well as developing critical thinking and problem-solving skills, and effective written and oral communication skills. The specific learning outcomes for each program can be seen on the Student Success Website at http://www.rio.edu/stsuccess/.


 

1C2 Aligning Learning with Mission, Vision, and Philosophy 

New programs, course additions to, deletions from, or changes in the curriculum move through a review process by the Academic Affairs Committee. An overview of the comprehensive curricular and program development and revision process can be found in Academic Affairs Policies and Procedures. 

Plans are underway to review the viability of all programs as part of the Academic Strategic Plan.  As part of the review, each program must show how it fits into the University’s mission.  Expectations are that after the initial review of all programs, a periodic program review schedule will be established. 

Additionally, Ohio Board of Regents (OBR) mandates that all programs offered at private universities in the state are related to the University’s mission.  New programs must show their alignment with not only the University mission, but also the School mission before OBR approval is granted. 

Various academic committees, with membership drawn from faculty and administrative staff, function in their own capacities to serve as gatekeepers that instructional activities and learning outcomes align closely with the mission and vision.  Departments and schools participate in this process through the governance process, program review, and University and community-wide planning efforts.  All URG academic programs are part of a program review cycle.  Course learning outcomes are aligned with common student learning objectives.  

1C3 Key University Programs

The University reports an average annual enrollment (2005-2007) of 2400 students yielding an average Full-Time Equivalent 1889 students.  RGCC supports 65% of students enrolled while the University sustains 35% (23.3% baccalaureate and 11.6% graduate).  The distribution of FTE student enrollment increases to 69.7% RGCC with 30.3% URG (25.9% baccalaureate and 4.4% graduate).  

The University’s largest majors programs by enrollment (Fall Semester 2006) are:

 

  1. General Studies- Associate (177)
  2. Early Childhood Pre-K through 3 (169)
  3. Nursing (133)
  4. Nursing Technology Application (107)
  5. Allied Health (99)
  6. Fine Arts-Master of Education (103) 

In addition to regular face-to-face classroom teaching, the University also offers web-supported classroom courses, web-enhanced courses (partly online, partly classroom), and fully online courses. Currently, the university also offers the following programs in a hybrid manner with partial online format:  

bullet Nursing (Advanced Placement Track LPN to RN)
bullet The Graduate Program

 

The University’s Graduate Program offers the Master of Education in Classroom Teaching designed for teachers and others who are interested in using an interdisciplinary approach to teaching, learning, and student support. The program is based on Howard Gardner's "Theory of Multiple Intelligences" and emphasizes the arts throughout the curriculum as a catalyst for engaging multiple intelligences and encouraging learning and understanding. This program is given in a series of four-week summer sessions with courses made available over the Internet during the school year.

Information technology is a very prominent and well-integrated feature of teaching and learning at URG, specifically the Internet and an instructional management system (WebCT), which has been adopted for both classroom-based and fully online programs and courses (see Table 1.1:  Web-Based & Web-Enhanced Courses at Rio, 2003 & 2006).  

    Web-Based & Web-Enhanced Courses at Rio (2003 & 2006) 

 

2003

2006

Enrollment

435

646

Sections

30

44

 

During the four year period 2003-2006, course enrollment increased 48.5%. (See Figure 1.1: Online Course Offerings (2003&2006) 

 

1C4 Design and Delivery of Learning Options

Student Diversity  

            The University full-time student population is mostly female (60%) and commutes (82%).  The commuting population is nearly 2:1 female (65% v 35%) but the resident population of 18% is more likely male (55% v 45%). Reporting racial/ethnic identity is voluntary and 24% of students do not report. Of those who report (Fall 2004), the total racial minority attendance is 5.6%, a group which is 79% African-American.   68.8% of students attending URG claim residence in the four-county community college district. (See: Table 1.2: Fall 2004 Enrollment by Gender/Race/Ethnicity).  

Table 1.2

Fall 2004 Enrollment by Gender/Race/Ethnicity

 

 

 

 

 

 

 

 

Enrolled for Credit

 

Full-

Time

 

 

Total

Race/Ethnicity Known

Male

 

Female

 

 

All

Nonresident Alien

16

2.8%

6

1%

22