Quality Program Summary

February 2014

Table of Contents Introduction .............................................................................................................................................................................................. 1

Quality Program Overview ...................................................................................................................................................................... 1

Completed and Retired AQIP Action Projects ........................................................................................................................................ 1

Improving Bachelor’s Degree Implementation ........................................................................................................................................ 1

Creating an Environment that Promotes Student Engagement and Success ........................................................................................ 1

Addressing CMC’s System Appraisal Report ................................................................................................................................... 1-10

Table: Meeting Accreditation Criteria ..................................................................................................................................................... 2

Three New AQIP Action Projects ........................................................................................................................................................ 3-7

1. Valuing People and “Growing Our Own” ............................................................................................................................... 3 2. Embedding the Strategic Plan in the Operations and Culture of CMC.................................................................................. 4 3. Improving Key College Processes ..................................................................................................................................... 5-6

a. Improving Strategic Planning Design and Structure ............................................................................................ 5-6 b. Improving the Use of Data ................................................................................................................................... 6-7 c. Improving Processes for CMC Students ................................................................................................................. 7 d. Increasing Efficiency in Academic Affairs ............................................................................................................... 7

4. Ongoing AQIP Action Project: Assessment of Learning .................................................................................................... 7-8

Other Items in the Systems AQIP Action Projects ........................................................................................................................... 8-10

5. Governance and Communication ...................................................................................................................................... 8-9 6. Presentation of Institutional Information ................................................................................................................................ 9 7. Commitment to Freedom of Expression................................................................................................................................ 9 8. Faculty, Students and Staff Responsible Use of Information ........................................................................................... 9-10 9. Administrative Policies ........................................................................................................................................................ 10

Systems Portfolio Updates .................................................................................................................................................................... 10

Appendices ........................................................................................................................................................................................ 11-23

Appendix A: CMC AQIP Action Projects Since 2006 ...................................................................................................................... 11-12

Appendix B: Major Milestones in the Collaborative Development of the Strategic Plan ....................................................................... 13

Appendix C: Initial Rubric Elements for Resource Allocation ............................................................................................................... 14

Appendix D: CMC’s Online Staff Evaluation ........................................................................................................................................ 15

Appendix E: Basic Design Structure for Embedding Mission Components into Plans ......................................................................... 16

Appendix F: Funds Available for the Strategic Plan ........................................................................................................................ 17-18

Appendix G: Flowchart and Checklist for Prioritizing Student Affairs Process ................................................................................ 19-20

Appendix H: Decrease in students with Ds, Fs, and Ws ................................................................................................................. 21-22

Appendix I: Trainings on Copyright, Plagiarism and Turnitin ................................................................................................................ 23

Quality Program Summary Page 1

INTRODUCTION Colorado Mountain College (CMC) joined AQIP in 2001 as a learner-centered institution. The College offers an invigorating blend of hands-on outdoor education, personal attention, rigorous academic preparation, and Career and Technical Education (CTE). CMC was recently recognized by CNN Money as the 17th best school in the nation for student success (graduation plus transfer rates) and is ranked first among Colorado’s community colleges for student success rates. The College has been nominated for the 2015 Aspen Prize for Community College Excellence from the Aspen Institute, which honors institutions that strive for and achieve exceptional levels of success for students. Also, CMC is ranked the 3rd most affordable four-year college in the nation by the US Department of Education.

Based on feedback provided at the 2009 AQIP Strategy Forum, a Quality Team with college-wide representation was formed to oversee the College’s continuous improvement efforts and make recommendations to the College leadership. Since then, this team has successfully overseen CMC’s AQIP projects regarding the assessment of student learning outcomes, creation of an engaging environment for students, leading and communicating, and the successful development and implementation of the College’s first bachelor’s degrees, as well as the work of numerous AQIP-based teams that studied processes and developed and implemented improvement strategies. At the November 2013 Strategy Forum, the team renamed itself the “Q” team and focused on the development of three new action projects to address the CMC Systems Appraisal feedback. QUALITY PROGRAM OVERVIEW Completed and Retired AQIP Action Projects: As an AQIP college since 2001, CMC has addressed various quality improvement opportunities over the years. The table in Appendix A shows the history of all of CMC’s AQIP Action Projects and a brief description of those completed since 2006. CMC has retired two Action Projects it is particularly proud of in many ways. The last few years at CMC have been among its very best. Successfully implementing of two new bachelor’s degrees was a historic event for the College. Also, the Student Engagement and Success Action Project helped lead CMC to its ranking of 17th in the nation by CNN Money magazine and put CMC on the short list for the Aspen Prize for Community College Excellence. Improving Bachelor’s Degree Implementation: Through agile process improvements, CMC met the new and unexpected challenges of offering four-year degrees. As mentioned by the HLC reviewer in the feedback section of CMC’s most recent report, “This project effectively promoted collaboration of faculty, staff, and community members across each campus of a multi-campus system. Well done.” The college recognizes that the two bachelor degrees initiated in 2011 can still be improved, and plans to use lessons learned from their implementation to the anticipated launch of three new programs. To help ensure quality learning outcomes, CMC faculty assess all 300- and 400-level courses during regularly scheduled in-service meetings and use assessment data to collaboratively and continuously improve each course. Enrollments for this new bachelor’s endeavor are good with FTE growing from 68.8 in the first year (2011–12) to 188.56 in the second year (2012–13), a 174% increase, as shown on page 10. This year CMC is on track for a 10% increase in bachelor’s enrollment. In spring 2013, CMC proudly graduated its first class of 51 bachelor’s students. Creating an Environment that Promotes Student Engagement and Success: Colorado Mountain College was commended on this project’s accomplishments and status in light of its ranking in the top 20 among 800 community colleges in a CNN survey having to do with student academic success. “It is apparent that the College recognizes the importance of addressing issues, launching initiatives to improve, and assessing progress by analyzing longitudinal data.” One of CMC’s hallmark ways of addressing student success is through providing extra support for “Barrier Courses,” courses with the highest attrition. ADDRESSING CMC’S SYSTEM APPRAISAL REPORT Upon receipt of the Systems Appraisal in late September 2013, CMC analyzed the results and assembled a team for the November 2013 Strategy Forum. From the work at and immediately after the Forum, CMC created three new Action Projects to aggressively address and fully embrace positive changes and opportunities. Much progress has already taken place since the Strategy Forum on these Action Projects. Also, work continues on the Action Project for “Creating an effective accountability system for institutional, program, and course-level assessment.” The Accreditation Criteria table below shows how CMC is addressing “Unclear/Incomplete” and “Adequate” Core Components in the Systems Appraisal. CMC is aggressively addressing these opportunities for quality improvement.

Quality Program Summary Page 2

Addressing Accreditation Criteria

CMC is also addressing the OOs (and Os) in System Appraisal, as can be seen in the Response Letter CMC sent to Dr. Eric Martin, Director of the AQIP Pathway. After the Strategy Forum, Dr. Martin graciously offered CMC the opportunity to demonstrate its intention to quickly make significant quality improvements.

Core

Co

mpo

nent

How Criteria are Being Addressed

Sections where issues are being addressed in this report

Criterion 1

Unclear or Incomplete 1A

Improving the understanding and operationalizing of the mission (Criterion 1A) and better articulating it the public (Criterion 1B) was the main focus at the Strategy Forum. CMC created the new AQIP Action Project "Embedding the Strategic Plan in the Operations and Culture of CMC" where Mission and Vision are at its heart. This Action Project (in section #2 in this report) focuses on the organizational and managerial processes of developing the Strategic Plan and on-boarding and communicating it to CMC constituents. To truly operationalize the Strategic Plan’s mission and vision, the College must also address the integration of planning (Criterion 5C) and the systematic improvement of College performance (Criterion 5D). These are addressed in sections 3a and 3b in the “Improving Key College Processes” AQIP Action Project below. 2, 3A, 3B

Unclear or Incomplete 1B (See above.) 2Criterion 2

Adequate 2A Under the direction and guidance of the Interim CMC President, Dr. Charles Dassance, beginning May 2013 a comprehensive review and update of all Board of Trustees policies (Criterion 2A) was undertaken. See Section 9 in this report. 9

Unclear or Incomplete 2B

CMC demonstrates how it clearly and completely communicates its programs and requirements (Criterion 2B) in Section 6 of this report. Links to further evidence in the Federal Compliance Report are provided. 6

Adequate 2C

CMC is working to improve the effectiveness of its Board of Trustees through the revamping of all its Board Policies (see Section 9 of this report) and by the hiring of a consulting firm, AGB, to provide expert guidance on governance (Criterion 2C), Section 5 in this report. 5

Unclear or Incomplete 2D

CMC is committed to freedom expression for faculty, staff and students (Criterion 2D) as seen through Board Policies on Academic Freedom and Intellectual Property Rights and by Faculty Senate having membership on the President’s College Council and on the VP of Academic Affairs Instructional Leadership Team. See Section 7. 7

Unclear or Incomplete 2E

CMC ensures faculty, students and staff acquire and use knowledge responsibly (Criterion 2E) through policies in the Student and Faculty handbooks, the use of plagiarism software, and appropriate trainings. See Section 8. 8

Criterion 3

Adequate 3D

CMC has demonstrated exemplary work in providing support for student learning and effectiveness (Criterion 3D) as demonstrated in Sections 4 and 1 of this report. Also, the successes outlined in the sections on “Improving Bachelor’s Degree Implementation” and “Creating an Environment that Promotes Student Engagement and Success” reinforce this belief. 4, 1

Criterion 5

Adequate 5A

In the Action Project "Embedding the Strategic Plan in the Operations and Culture of CMC," CMC embeds finances into new resource allocation rubrics. In parts 3a (Improving Strategic Planning Design and Structure) and 3b (Improving the use of data) of the “Improving Key College Processes” Action Project, CMC is more firmly tying funding (Criterion 5A) to new strategic planning processes. 2, 3A, 3B

Unclear or Incomplete 5B

CMC is working to improve the effectiveness of its Board of Trustees through the revamping of all its Board Policies (see Section 9 of this report) and by the hiring of a consulting firm, AGB, to provide expert guidance on governance (Criterion 2C), Section 5 in this report. 5

Unclear or Incomplete 5C

To better engage CMC organizationally and managerially in planning, CMC has begun the Action Project "Embedding the Strategic Plan in the Operations and Culture of CMC". To improve the systems and integration of planning (Criterion 5C), CMC is restructuring its processes via the “Improving Strategic Planning Design and Structure” and “Improving the Use of Data” parts of the “Improving Key College Processes” Action Project in sections 3a and 3b below. 2, 3A, 3B

Unclear or Incomplete 5D

To truly systematically improve CMC’s performance (Criterion 5D), CMC is undertaking significant changes of improving strategic planning, of embedding and on-boarding of mission and vision, and through the better use of data. These are done in parts 3a and 3b of the “Improving Key College Processes” Action Project and in the "Embedding the Strategic Plan in the Operations and Culture of CMC" Action Project. 2, 3A, 3B

Quality Program Summary Page 3

Three New AQIP Action Projects: 1. Valuing People and “Growing Our Own”

This three-year AQIP Action Project aims to improve the hiring, orientation, training and development of faculty and staff to ensure better operations, a more productive and valued workforce, and better succession planning.

As noted in 5P10 and 4P5 in the Appraisal, CMC received an OO for an “unclear succession plan.” Fortunately, CMC is well positioned to address this opportunity. As pointed out in the SS in 1P11, CMC has “developed a comprehensive approach to professional development to promote teaching and learning” in its Office of Innovation and Teaching. The College therefore is leveraging this Office to develop and implement training programs college-wide for non-teaching and teaching employees alike.

At the Strategy Forum, CMC’s team focused on the need for a succession plan as part of the process for selecting and committing to the lines of action that will strengthen the systems overall. While this plan focuses on the need for a strong, clear succession plan for senior leadership, it will also consider the need for succession planning and “growing our own” leadership at all levels of the organization. Most broadly, it will focus on valuing employees. With a plan in place, we can ensure a more thoughtful and seamless transition for positions ranging from Administrative Assistants to Faculty to Facilities Staff to Vice Presidents. CMC recently sent four key employees to a Strategic Succession Planning Summit sponsored by Talent Management Alliance on November 18–19, 2013. These employees then formed a Succession Planning AQIP Action Team: “Valuing People and Growing Our Own.” The team consists of the Vice President of Human Resources, one Adjunct Faculty Member, one Full-Time Faculty, two IT staff members, one Instructional Chair, two Administrative Assistants, and two Administrators, from across CMC campuses and Central Services. The committee meets frequently, has explored ideas and projects, and is currently in the process of narrowing its focus to the major elements that they recommend for the College. As the draft Project Charter shows, the College plans to address four categories of succession planning: human resource design, leadership development, competency-based culture and cross-training recognition and evaluation process. This project, with tasks, deadlines and budget values tentatively assigned, is mapped to the new Strategic Direction of Organizational Effectiveness (E3) to organize the College as a whole to support student success.

A primary recommendation of the team is to dedicate funding for one full-time position to oversee employee development and succession planning at CMC. Dedicating one innovator to this mission will ensure that these needed projects are implemented successfully, kept in the forefront on an ongoing basis, and on a deeper level, that a culture shift will take place, create its own momentum, and become institutionalized as a core component of college operations. Training recommendations from the team include bringing back the “Learning for Leaders” program for higher-level administrators that CMC offered in the past, as well as offering more professional development workshops for all types of employees, including those not in leadership tracks. Possible workshops topics include management training, effective communication, public speaking, time management, dealing with conflict, and developing women and minorities. Other proposals from the team include enhancing our competency-based culture by accelerating HR processes to increase the clarity of job descriptions, universally implement individual development plans, strengthen the current evaluation system to provide more feedback more frequently, refine hiring procedures, expand orientation events, and extend mentoring and coaching programs. After initial strategies have taken root, the team proposes future goals as follows:

• CMC will become known for cultivating leadership in its students, employees, and communities. • CMC will become recognized for hosting “best in the nation” (from the new Vision Statement) leadership events.

2. Embedding the Strategic Plan in the Operations and Culture of CMC This one-year AQIP Action Project aims to create a very collaborative process involving all the internal and external communities to on-board and embed the new strategic plan into CMC’s culture and daily practices. In the Appraisal, 6I2 and 8I2 both address the need to improve the infrastructure and culture of the strategic planning process. Also, this Action Project addresses many aspects of the “Unclear or Inadequate”

Quality Program Summary Page 4

Accreditation Criteria 1A and 1B, making sure the institution’s Mission and Vision are broadly understood, publicly articulated and guiding college operations. CMC has been working energetically to create its new strategic plan: Reaching New Heights: The Colorado Mountain College Strategic Plan, 2014–2018, which went to the College Trustees for approval on February 19 of this year. The newly articulated College Vision reflects its aspiration for excellence at a national level:

“We aspire to be the most inclusive and innovative student-centered college in the nation, elevating the economic, social, and

environmental vitality of our beautiful Rocky Mountain communities.” The key elements of this vision include “student-centered, innovative, economic, social, and environmental vitality” and they pervade the entire Strategic Plan’s 15 Strategic Directions. For example, in terms of being “environmental,” E15 articulates the goal to “embed and model sustainability across all functions and campuses.” The first draft of this AQIP Action Project was created at the November 2013 Strategy Forum, and through close collaboration with the consulting firm, MIG, the College is in the final stages of creating its new strategic plan. CMC used a three-part iterative process to ensure that the Mission, Vision, Values and Guiding Principles, along with resultant strategic goals, were derived by all internal and external constituents. Major milestones in this process are shown in Appendix B. To further ensure that the Action Plans under each of these 15 Strategic Directions are developed collaboratively, and to help the College retain its focus on the most important elements of the Strategic Plan, the President’s College Council has created a rubric for prioritizing these Action Plans. The same rubric elements, based on the Strategic Plan and shown in Appendix C, are also being used to rank new faculty and staff positions and funds requested for the coming year. The President’s College Council used the weighted rubric to evaluate staff and faculty needs in light of basic Strategic Plan elements in February 2014. To ensure that all major activities, including AQIP Action Projects, are directly connected to the 15 Strategic Initiatives, all sub-plans are mapped to these Initiatives. The 15 Strategic Directions go from A1 to E6. The IT Master Plan Initiatives Table shows the mapping of this sub-plan to the Master Plan. CMC has recently hired Dr. Deborah Loper as Assistant Vice President for Institutional Effectiveness and Research to lead the College’s Office of Institutional Effectiveness and Research. Dr. Loper, a HLC Peer Reviewer, will play a key role in implementing and refining this important Action Project. The Mission & Vision Road Show: CMC’s new President, Dr. Carrie Besnette-Hauser, will take the new Strategic Plan “on the road” in February and March, 2014, in lieu of the customary inaugural parades and dinners. The President will visit campuses and communities to festively bring the message of the new Vision and other strategic elements to CMC stakeholders at all levels. In addition, the College is promoting the HLC’s 10 Principle of Highly Effective Organizations through news releases, posters, fliers, etc. created CMC’s Public Information Office and Marketing Department. Continuing Existing Good Practices: CMC will continue several good practices that help embed the Mission, Vision and other components of the Strategic Plan. In CMC’s online staff evaluation and planning process, conducted via Moore Digital Ideas software, both faculty and staff are required to show evidence of the individual’s upholding of the College Mission, Vision and Strategic Plan. See Appendix D.

The College will continue the mandatory orientation, e.g. sample from fall 2013 here, for new full-time and adjunct faculty that includes discussion of the College’s strategic goals, which in turn leads to discussion of the College Mission, as all documents that outline strategic goals begin with the CMC Mission. The Mission will continue to be broadly communicated through many means: all employee business cards, Foundation reports, Presidential updates and the informative emails sent from the President’s office. CMC’s Mission, Vision, and Values will continue to be posted on the public, outward-facing website for all to see. Both the College Catalog and pages 3–4 of the Faculty Manual discuss CMC’s Mission and Vision. Posters with Mission and Vision are publicly displayed on campuses. The CMC Foundation Annual Report uses “Creating Better Futures” as the document title, with “First Choice

Quality Program Summary Page 5

Review” as a subtitle. All articles in this publication describe particular examples of College actions to “create better futures” and illustrate “first choice” results. These reports are mailed to donors, faculty and staff and are available at all CMC campuses and locations. When CMC’s Board of Trustees approves the new Strategic Plan, Mission, and Vision, these publications will be updated to reflect the new plan. New Q Team: Over the last few years, CMC’s Quality Team had lost much of its steam. The former President and others had stopped attending, and core quality and planning processes had become the purview of only a few Vice Presidents. In order to more effectively and collaboratively address quality improvement at CMC, the College has created a new “Q Team.” Each of the seven CMC leaders who attended the Strategy Forum form the core of the Q Team with additional members added to provide greater comprehensive representation. 3. Improving Key College Processes This one-year AQIP Action Project focuses on the needed process and quality improvements highlighted in the Systems Appraisal and other CMC reports. The key processes addressed are:

A. Improving Strategic Planning Design and Structure B. Improving the Use of Data C. Improving Processes for CMC Students D. Increasing Efficiency in Academic Affairs

A. Improving Strategic Planning Design and Structure

The retiring Strategic Plan at CMC faced two major challenges. First, it was not completely embedded in College processes or fully on-boarded by internal and external constituents. Not only was there insufficient understanding and awareness of the Mission, Vision and Values, but many CMC employees felt disconnected from the Strategic Plan. These issues are being addressed in Action Project in #2 above, by focusing on the management, communication and leadership components for on-boarding and embedding the Strategic Plan.

This component of this Action Project works to improve the framework for planning and institutional assessment so that data can then be used more effectively. As noted in the Systems Appraisal: “CMC has built a unique framework for helping students learn through its Signature Learning Outcomes and Key Performance Indicators (KPI) which are tied to a Strategic Focus Area for students, and monitored through the College’s Balanced Score Card. However, it appears the institution has some challenges in collecting and analyzing this data.” Much of CMC’s design structure was viewed favorably in the Systems Appraisal, especially the linkages and use of the Balanced Score Card. (See 1R1a, S.) Regardless, some structural changes are being made so that, as will be explained below, data use and drivers for budgeting can be improved. The diagram in Appendix E shows how CMC has seamlessly integrated the Mission, Vision, Values and Guiding Principles within the Strategic Plan. These mission components drive the identification of Five Strategic Goals: A, Student Success; B, Teaching & Learning; C, Access; D, Community & Economic Development; and E, Organizational Effectiveness; and 15 Strategic Directions (SD). Each SD has at least one sub-plan with the appropriate representative units or committees, as shown in red brackets in the diagram illustrated in section B1 of Appendix E. Encouraged by the “S” in 8P3 in the Appraisal, CMC will continue to assign program leaders and College Council sponsors for action plans. To ensure that each sub-action has broad-based understanding and support, each major plan initiative is prioritized via the basic strategic plan rubric, mentioned above, by College Council. The financing required and the specific assessment measures are included as part of the approval, as seen in the 3rd step in Appendix E. Special funds are annually earmarked for Strategic Plan in the College budget, as shown in Appendix F. For each of the five color-coded Goals, there are Key Performance Indicators (KPIs) to judge their overall success. The benchmark region is color-coded to show various levels of success or failure, with the middle section showing the national or state average. The

Quality Program Summary Page 6

KPIs and benchmarks are still being developed and will be ready when the new strategic plan begins in the 2014–15 academic year. The list of tentative, possible choices begins on page 29 in the section on “Goals, Performance Measures, and Strategic Directions” in the new Strategic Plan.

B. Improving the Use of data: As per the Systems Appraisal, “While the College reports collecting copious amounts of data, has regularly scheduled reports, and uses a Balanced Scorecard, it is not clear how this information is being transformed into the knowledge needed to make improvement decisions.” The 00 for 2R2 and the Accreditation Criterion 5A, 5C, and 5D reiterate this point. CMC has learned from its AQIP colleagues at the Strategy Forum that it should more intentionally identify needed data to support the KPIs and Action Items in the Strategic Plan. The College recognizes a need for better understanding and use of the data collected to improve decision-making. A more focused approach, when aligned with greater integration of improvement plans with action, data collection, analysis and planning for next steps, will enable CMC to gain greater value from the data collected. To this end, CMC has begun the systematic evaluation of all its Institutional Effectiveness (IE)/Institutional Research (IR) data tools (surveys, assessment and analyses). At the same time as the College continues to design action plans and items for the Strategic Plan, it will identify the specific actionable data needed to inform and guide the activities. Those data tools or components that do not provide concretely useful information will be discontinued. Since the Strategy Forum, the College has created a Chart of Assessment Surveys and Tools. CMC has discovered that many of the data are not used or not pertinent for the emerging Strategic Plan. The chart contains 28 tools such as the CCSSE, SENSE, CCLA, and community surveys. Having just completed the first phase of the mapping, it appears that many of the tools may have useful components but that a deeper investigation and mapping is needed.

There are cases where CMC clearly connects specific measures with Action Items. For instance, CMC uses the CCSSE and SENSE alternatively to track student engagement. Both the SENSE 2009 and SENSE 2012 indicated that “Early Connections” and “Clear Academic Plan and Pathway” are areas of relative strength for CMC. This information was presented at the college-wide faculty in-service in fall 2012 with the request that discipline groups identify specific lines of action to build on these strengths in their courses. CCSSE surveys in 2005, 2007, and 2010, indicate strong progression on all measures with particular strength in “Active and Collaborative Learning” and “Student-Faculty Interaction.” These data are shared with faculty and student services personnel with support for continued improvement in all areas. As CMC has been recognized by CNN Money for its results in student retention, the College views this example as a useful illustration of using data to guide continuous improvement.

CMC is working to ensure that all of its action items are similarly mapped and connected to concrete, actionable data items—the more specific the better! For example, some of the SENSE survey questions ask students the extent to which they work with others on projects in class and outside of the classroom.

Key performance indicators will also go through much-needed scrutiny. If specific data elements cannot provide guidance on how to “move the needle” for KPIs, the KPIs will not be as useful. In looking at the chart of IE/IR tools, it became clear that they were being delivered too frequently and not with specific decision cycles in mind. For example, it became clear to CMC that many surveys, such as the CCSSE, would be more useful if administered at the beginning and end of Action Projects or other specific interventions. If the interventions were deemed successful by the results, the interventions could be continued and more resources justified in the budgeting process. While the Chart of Institutional Assessment Surveys and Tools shows the tentative time schedule for administering and reviewing tests, it is likely that many of these tools may be scaled back and others eliminated. At the same time, the College will make some of its data elements, such as the success in Barrier Courses, more prevalent.

Also, it became clear that there was no official mechanism to bring specific data tools or elements to those who needed it. To this end, the College is creating a feedback form and timeline to receive feedback on how data users plan to “complete the loop.” In

Quality Program Summary Page 7

addition, once the useful data components and KPIs are developed, the rubrics used to prioritize employee positions and other resource needs will be updated.

As mentioned above, CMC’s new Assistant Vice President for Institutional Effectiveness and Research, Dr. Deborah Loper, will play an important role in implementing and refining this important Action Project.

C. Improving Processes for CMC Students

This element of this AQIP Action Project works to identify, prioritize and improve registration, financial aid, federal compliance and other Student Affairs processes. The Systems Appraisal, supported by findings in several other assessments, indicates the need to streamline core functional processes and minimize barriers to student access and success. This Action Project addresses additional processes that indirectly impact students including, but not limited to, faculty credentialing process, adjunct workload, and strategic use of data. By focusing attention and resources on streamlining core processes, CMC anticipates increased student access and success, and increased excellence in customer service and high-quality education.

The AQIP Action Charter for Improving College Processes is complete. A “laundry list” of identified processes needing attention has been compiled. A flowchart in Appendix G has been created along with a checklist to insure each process review is measured, documented and thoroughly engrafted within the CMC infrastructure and practices. A rubric has been created to prioritize the processes based on impact to student access and/or success in order to have the greatest impact on CMCstudents. Student Affairs is in the process of ranking the processes, identifying the top few to address and forming appropriate taskforce teams to investigate, document and improve those processes.

D. Increasing Efficiency in Academic Affairs

This component of the AQIP Action Project works to ensure consistency, quality and efficiency of various processes such as internships, adjunct hiring and support, course substitutions and faculty credentialing. Much work so far has focused on improving and increasing internships. To this end, the College is updating its Curriculum and Instruction Manual to meet the new legal guidelines for payment. To provide more internships for business students, a new Internship Guide has been created. In terms of faculty credentialing, CMC has found that it does its due diligence but the bureaucracy can be streamlined. This and other processes will be addressed in the months to come.

4. Ongoing AQIP Action Project: Assessment of Learning CMC’s on-going AQIP Action Project on assessment sustains its strong focus on continuous improvement in both the classroom and in the college as a whole. The Assessment Director collects the data and shares the comprehensive findings with faculty and leadership each semester.

As CMC continues to enculturate assessment throughout the College, it has developed a formal process to document student learning outcomes along with educational services outcomes. Common Assessments in course, program, institution and general education, as well as departmental performance in registration and financial aid, are all implemented and reviewed to improve the quality of the student experience at the College. CMC created a “Tools” grid to align assessment with the Strategic Plan. All tools on the assessment grid provide information on how students are performing in the classroom. This information not only builds understanding of the academic health of the college, but also ensures that CMC is closing the loop, tracking student success, and adjusting instruction and students services as necessary to make progress with the Strategic Plan. Decisions about student performance, budgets and academic resource allocation are based upon information gathered and evaluated from assessments on the grid.

The College continues to update the CMC Assessment Cycle which demonstrates the steps to a clear path for planning, assessing, collecting and aggregating data, interpreting data, making improvement plans (based on the data) or making plans to assess other competencies if no improvement is presently needed. The data are physically housed in CMC’s Assessment Management System (Taskstream) site, to which all faculty, staff and administrators have access. A sample of a nursing course assessment in Taskstream shows the complete assessment cycle, including “closing the loop.” Aggregate Taskstream data indicating short term goals of students

Quality Program Summary Page 8

demonstrate that 72% of all students have met/exceeded the short-term goals of the faculty upon first assessment. Faculty work with students through the rest of the course to improve student performance directly in the class and beyond. Data from faculty indicates 81% of the students reach an exceeded/approaching status on the long-term course goals as they leave the course, a 9% aggregate improvement. Program assessment is also important at CMC: example. Assessment embodies the principles and concepts of continuous quality improvement at CMC. CMC keeps track of faculty involvement through regular assessment participation reports. provided by the Office of Assessment. Instructional supervisors work with faculty to increase participation in course assessments if needed. Participation is expected to increase, especially for adjunct faculty, now that the College has established a Common Assessment Tools website. Additionally, CMC has gained $50,000 in Strategic Planning funding to begin using a new module that will allow students to take assessments directly in Taskstream for automatic data compilation and calculation, thus easing the burden for data collection and analysis.

CMC’s Signature Learning Outcomes (SLOs) provide the framework for curricular goals, and learning activities address these goals. Each syllabus identifies the SLOs to be addressed in the course and assessed in the IDEA survey: example.

CMC has an extensive list of assessment activities.

Many forms of institutional effectiveness of student success, beyond learning outcomes, also take place at CMC. As Appendix H shows, the College has made much progress in decreasing student attrition, measured in the number of students getting D’s, F’s and W’s in Barrier Courses, CMC courses with the highest attrition rates.

OTHER ITEMS IN THE SYSTEMS APPRAISAL

The following initiatives are being addressed outside of the AQIP Action Projects.

5. Governance and Communication

As per Accreditation Criterion 5.B, CMC needs to ensure a governance and administrative structure to promote effective leadership. Also, CMC can do better in terms of defining the autonomy of the Board of Trustees.

CMC has a 12,000 square mile service area; CMC is always looking for ways to improve communication. Since the Systems Appraisal in fall 2013, numerous actions have been implemented to increase clear communication and transparency. The new President has begun a monthly “Central Services Huddle” to update everyone in Central Services.

In addition, the Vice President of Academic Affairs emails a monthly Academic Affairs Newsletter (“AA Briefs”) to all full-time and adjunct faculty and college-wide leadership to be shared with colleagues.

In lieu of an inauguration, as explained above, Dr. Carrie Besnette-Hauser has opted for a “road show” where she is visiting all locations throughout the district. Also, while not a formal AQIP Action Project, the President has reformed the Communication Team to bring forward concerns and recommendations to College Leadership. Led by CMC’s Public Information Officer (PIO), the team now employs weekly college-wide emails to advise faculty and staff of the various venues in which CMC was mentioned in the news locally, statewide and nationally.

The Adjunct Faculty Senate Representative is responsible for the production, distribution and posting on the MyCMC portal an Adjunct Newsletter each semester. This newsletter is aimed at the adjunct population at CMC but contains pertinent information for many.

CMC Cares has recently been implemented and may be accessed from the public-facing website. This system provides a confidential complaint process for students, faculty, staff and community members in a streamlined manner.

An additional area of suggested improvement is CMC’s organizational structure. A Human Resources Consultancy Group (Stevens Strategy) has been hired to immediately address the College’s organizational structure, turnover, faculty and administrative leadership, job titles and descriptions, Human Resources goals in the current academic/fiscal year and how all this ties to the Strategic Plan. Also, the Board of Trustees has hired a consultancy firm, AGB, to help examine various board governance opportunities.

Quality Program Summary Page 9

6. Presentation of Institutional Information As per Accreditation Criterion 2.B, CMC needs to ensure that it “presents itself clearly and completely to its students and to the public with regard to its programs, requirements, faculty and staff, costs to students, control, and accreditation relationships.” CMC has a comprehensive student recruitment and marketing program in place, and a number of communication vehicles, such as a website, student portal, print publications and social media. All programs offered at CMC are listed on the public-facing webpage as well as the requirements of each. A faculty and staff directory, catalog, student and faculty manuals, partnerships and accreditation/articulation relationships, costs of college and scholarship/financial aid options and even employment opportunities at the College are presented. The following are links to demonstrate this public information:

• http://coloradomtn.edu/programs/ Each Program has current careers, faculty, cost, requirements, and accreditation. Accreditation also has its own public facing page.

• http://coloradomtn.edu/about-cmc/aqip_accreditation/ • http://coloradomtn.edu/admissions/tuition_costs/

In addition to the website, many of these items are included in print publications, such as pamphlets, newspaper ads and bulletins that are created each semester for each campus and location. These print publications are accessible at all campuses along with any recruiting event attended by Colorado Mountain College. 7. Commitment to Freedom of Expression

As per Accreditation Criterion 2.D, CMC needs to demonstrate its commitment to “freedom of expression and the pursuit of truth in teaching and learning.” Colorado Mountain College embraces the 1940 Statement of Principles on Academic Freedom and Tenure of the American Association of University Professors CMC’s policy (presently being reviewed by the Board of Trustees) was reviewed collaboratively by the Faculty Senate and Academic Affairs and can be found here: Academic Freedom. The Intellectual Property Rights Policy, also under trustee review, extends to students and staff as well as instructors.

CMC’s Student Handbook offers a comprehensive “Guide to the Rights, Responsibilities & Conduct of Students” including applicable laws and policies in and outside the classroom. Issues such as plagiarism, cheating, and academic integrity are addressed. Academic Affairs works with the Faculty Senate President on issues regarding workload, promotion, sabbaticals and instructional policy. The Faculty Senate President is a voting member of all major leadership committees college-wide. To enhance transparency, CMC began the practice this year of posting Faculty Senate Agendas and Minutes in the MyCMC portal for review by all faculty, staff and administrators. 8. Faculty, Students and Staff Responsible Use of Information As per Accreditation Issue 2.E, CMC ensures that faculty, students, and staff acquire, discover, and apply knowledge responsibly. As indicated above, the CMC Student Handbook contains policies related to academic honesty and integrity/misconduct. Each syllabus also includes this information. Faculty and administration are responsible for enforcement. Incidents of misconduct are now being tracked college-wide by the Advocate online system. See the Federal Compliance Report for details. CMC’s Student Handbook states, “College’s responsibility for creating and maintaining an atmosphere conducive to these freedoms is shared by students, faculty, administrative personnel and the Board of Trustees.” To this end, CMC offers several workshops and webinars throughout the year on such topics as copyright, plagiarism and Turnitin to educate faculty, students and staff about acquiring, discovering and applying knowledge responsibly (See Appendix I for details). Faculty and staff have mandatory, annual trainings on the appropriate use of technology, which are tracked in CMC’s WebAdvisor software and reported to supervisors. This is an example of a participation reports for a copyright training. Noncompliance is discussed and noted as part of annual reviews. With regards to adjunct faculty, the Office of Innovations sends reminders to supervisors a minimum of twice per semester with a roster of

Quality Program Summary Page 10

adjuncts yet to complete the A-Train and/or EDU-222 (Effective Teaching at CMC). Students are also subject to these technology trainings, but more so, it is the responsibility of their instructors to ensure that this knowledge is relayed to all students. CMC’s course syllabus templates contain the following language:

A student judged to have engaged in academic misconduct as defined in the “Academic Policies and Requirements” section of the Colorado Mountain College Student Handbook will, at a minimum, receive a “zero” for the work in question. The student may also be removed from the class, resulting in a failing grade. All student course material may be submitted to Turnitin (or another anti-plagiarism program [see evidence 2.E for participation data through October 2013]) at the instructor’s discretion. “Academic Expectations,” the “Student Code of Conduct and Judicial Process” and more information about academic misconduct can be found in the Student Handbook.

9. Administrative Policies

As per Accreditation Criterion 2A, CMC needs to ensure that administrative policies and procedures and those for the Board of Trustees are updated both for appropriateness and compliance requirements and for institutional needs. Under the direction and guidance of the Interim CMC President, Dr. Charles Dassance, beginning in May 2013 a comprehensive review and update of all Board of Trustees policies was undertaken. Presently, the updates are under BOT review. SYSTEMS PORTFOLIO UPDATES

Colorado Mountain College’s current (2013) Systems Portfolio resides on the College’s public-facing website, two clicks from the homepage, at http://coloradomtn.edu/about-cmc/aqip_accreditation/. The Systems Portfolio submitted in May of 2013 will be updated in the months ahead to reflect major changes in the Strategic Plan. The College is in the process of making it a “living document” in which additions are made, initiatives begun, projects completed and data reported. Looking Forward Quality continues to be a focus at CMC, and as a result of this culture of continuous improvement, the College is committed to being student focused, learning centered, and community minded. The Presidents Climate Initiative, College Goal Sunday, Honors Courses, an upcoming Sustainability Conference, campus and program advisory committees, and a wide range of community events including art shows, live music, theater productions, and many others, provide real examples of this commitment. As outlined above, CMC’s three new Action Projects are designed for quality improvement to meet our mission while addressing the concerns in the Appraisal feedback report. The College is currently taking action on the majority of issues identified in the report and implementing many of the reviewers’ suggestions. Notwithstanding the opportunities for improvement, the Appraisal also notes CMC’s numerous strengths, including new course and program design, professional development and the Balanced Scorecard (BSC). Colorado Mountain College intends to preserve and build upon these strengths. The following plans of action are in process: In the next 30–60 days from the submission of this report, CMC will assess and define the organizational structure, clarify lines of authority and responsibility, phase in structure, fill key open staff positions, clarify the College Council role and positions, clarify and empower decision-making, take assessments to implementation, and determine and clarify resource allocation and budgets for staff, faculty, and maintenance. In the next six to twelve months, the College will focus programming and concentrate efforts (guided by the strategic plan), determine what to stop doing (guided by the strategic plan), stimulate enrollment growth college-wide, and balance site needs and programming across all locations. Within the next four years of the new Strategic Plan, CMC will increase its financial and programmatic stability, strengthen its adaptability and strategic investments, and position itself for the future of higher education with the aspiration to become one of the best colleges in the nation.

Quality Program Summary Page 11

Appendix A

CMC AQIP Action Projects Since 2006

Colorado Mountain College AQIP Action Projects Created Status Improve Success for all CMC Learners 2006 2010 Completed Increase the Number of Ethnically Diverse Learners 2006 2010 Completed Improve Access for CMC Learners 2006 2010 Completed Learning Outcomes Assessment Project 2009 2010 Completed Improve Workforce Training & Professional Development 2009 2010 Completed Improve Access for CMC Learners 2009 2010 Completed Increase Workforce Training 2009 2010 Completed Implement an Effective Leadership & Communication System to Become a High Performance Organization

2010 2011 Completed

Creating an Environment That Promotes Student Engagement and Success. 2010 2013/14 Retiring Improving Bachelor Degree Implementation 2011 2013/14 Retiring Creating an Effective Assessment Accountability System for Institutional, Program, and Course Level Assessment.

2010 On-going

Valuing People and Growing our Own Feb. 2014 New Improving Key College Processes Feb. 2014 New Embedding the Strategic Plan in the Operations and Culture of CMC 2013 New

Completed Action Projects: Learning Outcomes Assessment Project Assessment became a strategic focus for the college in the CMC 2009–11 Strategic Plan. CMC now has alignment with mission, vision, values, goals, degrees, and students. It can better provide data and information on student learning and document what and how well students learn. The reviewer stated that the College should continue to build upon the foundations implemented as it nurtures a culture of assessment and quality improvement. Implement an effective leadership & communication system to become a high performance organization The college leadership worked with its respective staff members to improve communication college-wide. The Quality Team that was formed following the last strategy forum to help lead and further continuous improvement college-wide oversaw 16 college AQIP teams that targeted key processes for improvement. This work during 2010 and 2011 helped poise CMC to begin offering its first bachelor’s degrees during fall 2011. These teams included: new program development, program review, marketing, teaching and learning, and these teams have added sub-teams when needed. The review commented that the college should reflect on the positive cultural shifts that have already happened and the successful processes that have been implemented as a result of the Action Project, as this momentum will provide the energy and stamina needed to stay the course and continue to make positive lasting progress. Increase Workforce Training Colorado Mountain College worked to improve services that are provided for businesses and industry in its community, improve the gathering of information about these services, and strengthen publicity about its activities. With the involvement CMC Workforce Coordinators with business and industry, CMC’s Workforce Training has been increasing steadily. Much of the training continues to be related to the oil/gas industry, but has also included government employees, retail, and other businesses. CMC has been at the forefront of fulfilling these training needs, has been able to capitalize on this opportunity, and is currently working on being even more responsive. Increase the Number of Ethnically Diverse Learners We effectively used data to become more focused in our approach to diversity. The Diversity Council studied demographics and determined a target for increasing the credit course participation rate of Hispanic high school graduates. This increasingly collaborative and caring culture helps create an optimal environment for learning, as our community’s diversity can become one CMC’s greatest strengths.

Quality Program Summary Page 12

Improve Workforce Training & Professional Development The 2008–09 workforce or customized business-related initiatives were very successful. Due partially to the economic downturn, an ever increasing number of organizations’ employees sought training. Furthermore, strong partnerships/relationships were built with area Chambers of Commerce. Strong partnerships with community businesses and Chambers of Commerce have been key to success with furthering CMC’s Customized Business Services (CBS) efforts, e.g. RFTA, Colorado Workforce Center, Human Services, Colorado Northwestern Community College and local Chambers of Commerce, etc. The personal visits and surveys with these constituents have provided helpful feedback on CMC’s training. A large trainer database comprised of skilled internal & external database is available. An artifact from all this has been positive word-of-mouth promotion of CMC’s training opportunities. The strong support from CMC has helped increase the responsiveness and capacity of CBS tremendously. Improve Success for all CMC Learners The original outcome, to improve student success as measured by graduation rates and retention rates, expanded considerably over the length of this project as “student success” can be defined and measured in myriad ways. The College achieved considerable success: improving graduation rates from the original 18.6% to 26% and increasing fall-to-fall retention from 41.9% to 52%. These outstanding results over a few years’ time reflect the College’s focus on gathering and acting on data; incorporating Learning College principles; and becoming a more quality-centered institution. Improve Access for CMC Learners The project met its goal of increasing the college-wide participation rate of Latino/Hispanic students enrolled in college courses not including ESL and GED. The college recognized the need for early intervention and has taken appropriate steps to collaborate more effectively with area public school personnel, students and their parents, which demonstrates the AQIP Collaboration Principle and AQIP Category (9) Building Collaborative Relationships.

Quality Program Summary Page 13

Appendix B

Major Milestones in the Collaborative Development of the Strategic Plan

1. Project Initiation (March 2013): The project team and Strategic Plan Steering Committee convened to set the schedule and expectations for the project.

2. Campus Outreach Meetings (April 2013): Multiple meetings were held at each of seven campuses and Central Services to gather input and ideas from students, faculty, staff, and the broader community.

3. Board of Trustees Interviews (April 2013): One-on-one meetings were held with each trustee.

4. Online Outreach (April 2013): An online supplement to the Campus Outreach Meetings allowed those who could not attend a

meeting to provide their ideas.

5. Board of Trustees Retreat (May 2013): The Board reviewed emerging strategic issues identified from the initial outreach.

6. Environmental Scan (first draft July 2013): The CMC Strategic Plan was informed by a preliminary collection of internal and external data. This document was updated during the planning process to reflect new information identified by participants.

7. College-Wide Planning Symposium (September 2013): A full-day event was held in Vail with 75 participants developing concepts for the strategic planning framework and exploring ten issues (emerging from earlier outreach and the Environmental Scan) in great depth in small groups.

8. College Review Meetings (November 2013): A second series of meetings at seven campuses and Central Services closed the loop with students, faculty, staff, and community members.

9. Online Review (November 2013): A parallel online comment form was made available for detailed feedback and extended outreach.

10. Strategic Plan Steering Committee Meetings (March – December 2013): An interdisciplinary and cross-campus team followed the development of the Strategic Plan and provided a sounding board for the consulting team.

11. Plan Preview Meeting (January 14, 2014): Plan was previewed by the Board of Trustees and the College’s new President and CEO.

12. Preparation of a Revised Draft Strategic Plan (February 2014): Plan was reviewed by the SPSC and Board of Trustees.

13. Review and Adoption by the Board of Trustees (February 2014).

14. Development and Approval of Action Plans to support the 15 Strategic Directions (February – May, 2014)

Quality Program Summary Page 14

Appendix C

Initial Rubric Elements for Resource Allocation Based on the Strategic Plan

(Will be updated once more specific Key Performance Indicators are determined) • Meeting specific objectives of the Family of Plans which make up the Strategic Plans

o Flagship Programs o Program Plans o Online Quality Plan o Student Services Plan o IT Master Plan o Communications Plan o HR Re-org consultancy o Facilities Master Plan

• Quality Goals o AQIP Action Projects o Accreditation Criteria o AQIP OOs and Os o IT Master Plan

• Promotion of equity and adequacy of services college-wide • Impact on students

Quality Program Summary Page 15

Appendix D

CMC’s Online Staff Evaluation Sample of where and how Strategic Initiatives are Addressed

Quality Program Summary Page 16

Appendix E

Basic Design Structure for Embedding Mission Components into Plans, KPIs and Benchmarks

Quality Program Summary Page 17

Appendix F

Funds Available for the Strategic Plan

To: Dr. Charles Dassance

From: Linda English, Chief Financial Officer

Date: 10/11/13

Re: 2012/13 Over/Under

The audit is complete for fiscal year 2012/13 and the financial statements have been finalized thus, final numbers for over/under are available. These numbers represent the budgeted expenditures which were not fully spent during the past year. Over/under applies to the associate level operations and does not include the bachelor program budget being covered by the reserve fund.

As you know, there are a couple of areas where the College expected to have significant savings during 12/13. Those are salary and benefits, and strategic planning funds. This was the year that the College set aside $1 million in strategic planning funds and filled a number of vacancies with interim positions. There was also enough budget money in salary savings to fill approximately six new positions which were not filled during 2012/13. The strategic plan fund spent only $320,000, leaving a balance of $680,000 for over/under. These few items alone account for $2.7 million of the total savings. Following is a summary of expenditure savings: Campus savings $690,500 Central Service savings $955,200 College wide instruction savings $ 34,000 College wide operations savings $1,036,900 FT Salary and Benefit savings $2,046,700 VERP coverage $(755,000) Treasurer fees over expenditure $ (5,400) Chaffee County over expenditure $(187,000) Total $3,815,900 During fiscal year 2012/13 the College embarked on a number of special projects – Gap Analysis, IT Assessment, and Strategic Planning – which may present areas where human or financial resources are needed in the future. The IT Assessment report and IT strategic plan may advise the College of infrastructure needs in hardware and software which could require large initial investments. Therefore, it would be fiscally responsible to set aside a portion of the over/under money to address these reports. Other areas to consider making further investments would be professional development, instructional equipment, facilities maintenance and a reward incentive for those who underspent their budgets. Following is the recommendation for allocating the over/under funds: Over/Under Total $3,815,900 Less: Rollover items budgeted in 12/13 and in progress at June 30th $(360,338)

Total available $3,455,562

Strat Plan/IT Assessment/Gap Analysis $(1,836,840) VERP reserve contribution $ (500,000) Professional Development $ (250,000) 25% of their savings back to sites $ (192,400) College wide projects (on-line tutoring, etc.) $ (151,290) Instructional Equipment $ (225,000) Facilities maintenance $ (100,000) Cell Service Spring Valley $ (200,000)

Remaining Balance $ 0

Quality Program Summary Page 18

This allocation provides campuses with additional professional development, instructional equipment, facilities maintenance and 25% of their savings to invest in needed items for their campus. College wide projects such as on-line tutoring, software pilots in assessment, marketing dollars and research will also be provided. Setting aside the strategic plan dollars will allow the new President time to assess the needs across the College before investing in particular areas. The over/under allocation becomes part of the year end reserve allocations which are approved by the Board. I anticipate having final reserves to present to the Board in December, along with the audited financial statements. In the meantime, if you approve, the over/under recommendations above could be shared with the Board prior to the December meeting. Please let me know if you have any questions. Respectfully submitted, Linda English

Quality Program Summary Page 19

Appendix G

Flowchart and Checklist for Prioritizing Student Affairs Process

Quality Program Summary Page 20

Appendix G (continued)

Student Affairs Process Checklist Systematic Improvement of Core Operational Processes

1. Review reports and data for current year to update the list of identified areas for improvement.

2. SALT determines the top few processes to be reviewed using a student-focused rubric. Inclusivity Council determines the top few processes to be reviewed using a rubric focused on underserved populations.

3. Short-term action teams are formed

4. Teams determine:

Desired Outcomes and Measures of Success Create timeline and benchmarks Flowchart/map current process

5. Remove barriers and/or propose what is needed to streamline the process.

6. Determine if additional funding is needed to accomplish improvement and if so, seek funding. If funding is not secured, end team and leave project on list for subsequent year.

7. Determine if new technology needs to be implemented. If so, place in the IT Strategic Plan and create an

implementation team. Implementation team will create new timeline and benchmarks for implementation and continue with the steps below.

8. Implement Changes.

9. Flowchart and/or write procedures and place in SAM (Student Affairs Manual).

10. Train and communicate to Stakeholders

11. Measure success and/or audit process for College-wide consistency.

12. Determine schedule for systematic audits and refresher trainings.

13. Communicate results to SALT and College Council.

14. Load into TaskStream

15. Update website and publications

16. Update Systems Portfolio

Quality Program Summary Page 21

Appendix H

Decrease in students with Ds, Fs and Ws

Quality Program Summary Page 22

Quality Program Summary Page 23

Appendix I

Trainings on copyright, plagiarism and Turnitin

CMC offers workshops, webinars, and online tutorials on such topics as copyright, plagiarism, and Turnitin to educate faculty, students, and staff about acquiring, discovering, and applying knowledge responsibly.

--The “Avoiding Plagiarism” tutorial created by CMC Libraries http://youtu.be/bdt_wWqmY9I has had currently 248 views since it was posted in July of 2013.

--CMC librarians talk to students about proper use of citations when they conduct class presentations.

--Office of Innovations frequently sends out emails encouraging CMC instructors and staff to attend the Turnitin webinars on topics such as “Why do students plagiarize.” These are taught by the vendor and the following report shows 20, 341 paper submissions by CMC students and faculty since fall 2012!

--The Turnitin organization taught a series of custom webinars just for CMC instructors in 2012 to demonstrate how to use their plagiarism detection/deterrent tool, and all were well attended.

• Mon, August 27th, 5-6 pm • Tues, August 28th, 12-1 pm • Thurs, August 30th, 5-6 pm • Wed, September 5th, 3-4 pm

--Office of Innovations offers an instructor/staff webinar each semester “You, CMC and Copyright Laws”:

• Feb. 27, 2013, 13 attendees • Aug. 21, 2013, 5 attendees • Feb. 21, 2014 (upcoming) Below is a screenshot of the beginning of the email marketing this webinar:

--The “You, CMC and Copyright” recording from the webinar is also being offered as an online, self-paced course, open for the whole semester, for those who are unable to attend the live webinar.