HLC Assurance Argument
Iowa Lakes Community College
Review Date: 4/24/2023
INTRODUCTION
The Iowa Department of Education officially recognized Iowa Lakes Community College (Iowa Lakes) on October 28, 1966. Following its recognition, the college organized its first Board of Trustees in January 1967. Iowa Lakes is a public, comprehensive educational institution offering 61 programs of study and boasting a student-to-faculty ratio of 15 to 1. Co-curricular opportunities at Iowa Lakes include over 30 clubs and organizations and 16 athletic teams. The college's five-county service area encompasses 2,900 square miles. The Iowa Lakes mission is "to provide opportunities for quality lifelong learning and promote economic development for our communities." The college's early vision was that students would not have to travel more than 25 miles to attend classes. Despite having campuses in all counties, Iowa Lakes offers courses through a variety of modalities, including online learning.
As with all other universities and colleges, Iowa Lakes was affected by COVID-19. The college closed its campuses in March 2020 due to the pandemic, with teaching and learning switching to virtual. Administrators' responsibilities shifted from regular duties to accommodate operational needs during the pandemic. Virtual faculty meetings increased the frequency of sharing best practices or providing training on technology. The college began offering virtual mental health services 24/7 to students and employees. Iowa Lakes adopted a hybrid approach to allow faculty and students to return to campus in the fall of 2020. Iowa Lakes initiated several practices during the pandemic that remain in use today.
Iowa Lakes has also undergone leadership shifts due to Cabinet-level retirements. After a national presidential search, the Board approved Scott Stokes as the new President of Iowa Lakes in July of 2022. The college hired two new Executive Deans for the Estherville and Emmetsburg Campuses. The college will experience more leadership changes over the next five years as more Cabinet members retire. Succession planning is in progress to prepare for the leadership transitions.
Iowa Lakes is dedicated to continuous improvement and offering high-quality education to its students and communities. Iowa Lakes' resilience and commitment to its stakeholders are exhibited in the enrollment growth during the 2022-2023 academic year. The college's graduation, success, and persistence rates exceed the state average.
1 - Mission
The institution’s mission is clear and articulated publicly; it guides the institution’s operations.
The institution’s mission is articulated publicly and operationalized throughout the institution.
- The mission was developed through a process suited to the context of the institution.
- The mission and related statements are current and reference the institution’s emphasis on the various aspects of its mission, such as instruction, scholarship, research, application of research, creative works, clinical service, public service, economic development and religious or cultural purpose.
- The mission and related statements identify the nature, scope and intended constituents of the higher education offerings and services the institution provides.
- The institution’s academic offerings, student support services and enrollment profile are consistent with its stated mission.
- The institution clearly articulates its mission through public information, such as statements of purpose, vision, values, goals, plans or institutional priorities.
1.A.1.
Iowa Lakes Community College (Iowa Lakes) (23-0090) is a two-year institution governed by an elected seven-member Board of Trustees (Board) (23-0091). The institution adopted the mission with input from internal and external stakeholders. The Board reviewed and approved the mission.
The mission at Iowa Lakes is “to provide opportunities for quality lifelong learning and promote economic development for our communities.”
The mission was developed with feedback from all constituents. The current mission statement was adopted in 1995. The Collegewide Improvement Council (23-0252) drafted the revised mission. The college community provided input on the draft. The first reading for the Board was on April 18, 1995 (23-0317, p. 3). The second reading was on May 22, 1995 (23-0093, p. 2), when the Board approved it (23-0093, p. 5).
In the fall of 2006, employees participated in activities to review the mission statement. Campus-based discussions, work sessions, and collegewide voting on alternative proposals reaffirmed the mission. The Board reviews the mission, vision, and values every five years, at a minimum, with each new strategic plan. The Board reviewed the mission statement in conjunction with the strategic plan on July 17, 2018 (23-0002, p.5). The Board approved all Board policies, including reaffirmation of the mission statement, on April 19, 2022 (23-0226, p. 6).
In July 2022, Iowa Lakes reviewed the mission, vision, and core values in conjunction with the next strategic plan (23-0404). It was determined that the mission and vision statements still accurately represent the institution, so no recommended changes were made. As a result of the review, new institutional core values are being drafted. The current strategic plan process is ongoing, with a planned effective date of July 1, 2023.
1.A.2.
The mission, vision, and value statements at Iowa Lakes are the foundation for all strategic planning, institutional operations, and goal development. The statements are incorporated into the strategic plan (23-0006), reinforcing the college’s commitment to these guiding principles.
Iowa Lakes operates with a strategic plan designed using goals and metrics to enable benchmarks. The benchmarks ensure that the college offers high-quality academic programs and is responsive to creating and implementing important workforce development initiatives (23-0247).
Core component 1.A.1 details how the college’s mission, vision, and values are incorporated into the strategic plan and approved by the Board. The Vice President of Administration/Chief Academic Officer (CAO) facilitates the strategic plan process every five years per Iowa Code 281 Chapter 24.5(6) (23-0276, p. 209).
The mission, vision, and values focus on quality lifelong learning. Iowa Lakes offers academic programming, transfer planning, and workforce preparation to meet its constituents’ needs. Iowa Lakes is committed to maintaining positive community relations that strengthen our communities while promoting economic development per Board Policy 701 (23-0003, p. 144).
Program offerings and training align with local workforce needs. Program advisory boards (23-0118) provide input on program outcomes (23-0318) and curriculum, which assists faculty in developing and modifying curriculum to prepare students with skills required by industries. Involvement in statewide committees, community-based organizations, and other partnerships informs administrators about community needs.
The institutional effectiveness (IE) spreadsheet (23-0255) articulates the key performance indicators (KPI) and benchmarks for the strategic plan (23-0006) topics and visions. The current strategic plan topics include: enhancing student learning, engagement, and success; maximizing resources; creating powerful partnerships; and respecting culture, collaboration, and inclusion. The KPIs incorporate budget, instruction, research papers, economic development, and other points.
1.A.3.
The course catalog (23-0009, p. 5) and continuing education (CE) course catalog (23-0100) identify the nature and scope of credit and non-credit offerings. Iowa Lakes’ constituents are high school students, traditional and non-traditional college students, and adult learners. The college offers camps and programs for K-12 students, such as athletic camps, music camps, and TRIO programs. Students benefit from the flexibility offered by distance education. The Veteran and Military Center (23-0330) helps students navigate the Government Issue (GI) bill and Veteran’s Affairs (VA) educational benefits processes. Iowa Lakes is a Certified Higher Education Military Partner and has received Military Friendly and Best of the Best Veteran Friendly designations (23-0331).
College offerings include but are not limited to two-year transfer degrees, technical diplomas and degrees, developmental coursework, HiSET (high school equivalency test) (23-0094), English as Second Language (ESL) (23-0109), athletic camps (23-0096), music camps (23-0097), TRIO programs (23-0098), High School Partnerships (HSP) (23-0099), Small Business Development Center (SDBC) (23-0222), Tietz Entrepreneurial Center (23-0224), non-credit training, and various continuing education (CE) programs. CE offers services to improve economic development. The CE course catalog (23-0100) and CE flyers (23-0101) provide more detail about the courses and services offered.
1.A.4.
The college’s academic offerings, distance education (23-0279), support services (23-0127), and enrollment profile (23-0103) are consistent with the mission. The President’s Cabinet (Cabinet) ensures that educational offerings and services align with the mission to provide quality lifelong learning opportunities. Many faculty-led academic committees (23-0251) guide educational decisions.
Academic Offerings
Iowa Lakes offers certifications, diplomas, and degree options (23-0009) that align with the mission. Core component 3.A.2 further explains the degree options available. The Board oversees academic matters and approves all new programs per Board Policy 521 (23-0003, p. 101). The responsibility to ensure that educational programs and services are consistent with the mission lies with the President with assistance from the Cabinet. The Cabinet members serve on committees to ensure decision-making aligns with the mission and strategic plan. Academic decisions are made through collaborative (23-0251) efforts through various committees before going to the President and/or Board. Faculty-led committees include Academic Policies and Standards (23-0251, pp. 8-9), the Academic Review and Appeals Committee (23-0251, pp. 10-11), the Assessment of Student Learning and Program Review Committee (ARC) (23-0251, pp. 12-13), and Curriculum Committee (23-0251, pp. 14-15).
Classes are offered at all five campuses through various modalities. Iowa Lakes began implementing Laker Live (synchronous) before the COVID-19 pandemic. These classes are held virtually, but students must log in at a designated time as they would with face-to-face classes. Due to the shutdown, more courses were provided as Laker Live to accommodate student learning. Laker Now (asynchronous or synchronous) courses were offered during the summer. Students could attend at the scheduled time, but the class was recorded, allowing students to watch at their convenience. Laker Now classes were created during COVID-19, but students have migrated to other modalities. Both options have been scaled back since the fall of 2022 because students prefer face-to-face classes based on results from the COVID-19 Student Survey (23-0261). International students must register for at least nine face-to-face credit hours and no more than three credit hours for online or distance education classes as defined in the regulations (23-0420, p. 19). This regulation is another reason Laker Live classes have been reduced.
Support Services
Iowa Lakes offers services consistent with its mission, vision, and goals. Students have access to support services (23-0127) at all five campuses. Other services include career resource centers, educational counselors, advising and success centers, accommodations for disabilities, mental health services, military and veteran centers, TRIO programs, and technology support. Core component 3.D.1 describes these services in greater detail. At the height of the pandemic, the shutdown initiated virtual service offerings, such as online tutoring, online testing, and 24/7/365 virtual mental health services. These are offered in person in addition to the virtual option.
Enrollment Profile
Iowa Lakes’ enrollment profile is consistent with its intended constituents as described in core component 1.A.3. Enrollment profiles for credit (23-0103) and non-credit (23-0333) provide more detail. The fiscal year (FY) 2022 enrollment profile (23-0103) consists of 2,559 students with an average age of nineteen. Characteristics of the student population are 22 percent in career technical education (CTE), 75 percent in Arts and Sciences, 45 percent high school students, 76 percent in distance education, 57 percent female, 43 percent male, and 14 percent minorities. Sixty percent (23-0438) of students are signed up for face-to-face classes for Spring 2023. The Fall 2022 Zip Code Report (23-0360) highlights Iowa Lakes students’ origins, noting that 72 percent are from the five-county area. Iowa Lakes served over 5,900 community members through its non-credit programming in FY22 (23-0333).
1.A.5.
Board policy 701 (23-0003, p. 144) states that the college will utilize the media to articulate its mission. The mission is on the strategic plan webpage (23-0104), student handbook (23-0010, p. 3), course catalog (23-0009, p. 5), website (23-0090), annual report (23-0106, p. 5), and posted on the walls at every campus.
The mission, vision, and values are part of the strategic plan, which, as listed above, is articulated on the website (23-0104), student handbook (23-0010, p. 3), and annual report (23-0106, p. 5). The Cabinet sets goals (23-0247), and progress on these goals is shared with all employees via Info in Minute updates (23-0182) and meetings (23-0378).
Sources
- 23-0002 Minutes- Board Meeting 07-17-18.pdf
- 23-0002 Minutes- Board Meeting 07-17-18.pdf (page number 5)
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 101)
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 144)
- 23-0006 Resource- Strategic Plan 2019-2023.pdf
- 23-0009 Resource- Course Catalog 2022-2023.pdf
- 23-0009 Resource- Course Catalog 2022-2023.pdf (page number 5)
- 23-0010 Resource- Student Handbook 2022-2023.pdf
- 23-0010 Resource- Student Handbook 2022-2023.pdf (page number 3)
- 23-0090 Website- Iowa Lakes Community College
- 23-0091 Website- Board of Trustees.pdf
- 23-0093 Minutes- Board Minutes 5-22-95.pdf
- 23-0093 Minutes- Board Minutes 5-22-95.pdf (page number 2)
- 23-0093 Minutes- Board Minutes 5-22-95.pdf (page number 5)
- 23-0094 Resource- HiSet.pdf
- 23-0096 Resource- Athletic Camps.pdf
- 23-0097 Resource- Jazz Camp.pdf
- 23-0098 Website- TRIO Programs.pdf
- 23-0099 Resource- High School Partnerships.pdf
- 23-0100 Website- Continuing Education Course Catalog-Augusoft.pdf
- 23-0101 Resource- Continuing Education Flyers.pdf
- 23-0103 Data- Profile Analysis.pdf
- 23-0104 Website- Strategic Plan webpage.pdf
- 23-0106 Report- Annual Report 2021.pdf
- 23-0106 Report- Annual Report 2021.pdf (page number 5)
- 23-0109 Resource- ESL.pdf
- 23-0118 Resource- Program Advisory Boards.pdf
- 23-0127 Website- Student Support Services.pdf
- 23-0182 Email- Info in a Minute- Strategic Plan Update.pdf
- 23-0222 Resource- SBDC.pdf
- 23-0224 Resource- Tietz Entrepreneurial Center.pdf
- 23-0226 Minutes- Board Meeting 4-19-22.pdf
- 23-0226 Minutes- Board Meeting 4-19-22.pdf (page number 6)
- 23-0247 Resource- Goals Chart.pdf
- 23-0251 Resource- Academic Organization.pdf
- 23-0251 Resource- Academic Organization.pdf (page number 8)
- 23-0251 Resource- Academic Organization.pdf (page number 10)
- 23-0251 Resource- Academic Organization.pdf (page number 12)
- 23-0251 Resource- Academic Organization.pdf (page number 14)
- 23-0252 Resource- Collegewide Improvement Council.pdf
- 23-0255 Resource- IE spreadsheet- FY22.pdf
- 23-0261 Report- COVID-19 Student Survey.pdf
- 23-0276 Policy- Iowa Code 281
- 23-0276 Policy- Iowa Code 281 (page number 209)
- 23-0279 Resource- ICCOC.pdf
- 23-0317 Minutes- Board Agenda 4-18-95.pdf
- 23-0317 Minutes- Board Agenda 4-18-95.pdf (page number 3)
- 23-0318 Minutes- Nursing Adv approval of outcomes 10-15-2018 adv.pdf
- 23-0330 Resource- Veteran-Military Center.pdf
- 23-0331 Website- Veteran-Military Center Awards.pdf
- 23-0333 Report- Enrollment Profile- Non-credit FY22.pdf
- 23-0360 Report- Zip Code Report- Fall 2022.pdf
- 23-0378 Emails- Cross-Sectional Strategic Plan Committee
- 23-0404 Resource- 2024-2028 Strategic Plan.pdf
- 23-0420 Resource- Fed Reg 8 CFR 214.2 (f)(6)(g)- International Students
- 23-0420 Resource- Fed Reg 8 CFR 214.2 (f)(6)(g)- International Students (page number 19)
- 23-0438 Emails- Spring 2023 Final Count Day Enrollment
The institution’s mission demonstrates commitment to the public good.
- The institution’s actions and decisions demonstrate that its educational role is to serve the public, not solely the institution or any superordinate entity.
- The institution’s educational responsibilities take primacy over other purposes, such as generating financial returns for investors, contributing to a related or parent organization, or supporting external interests.
- The institution engages with its external constituencies and responds to their needs as its mission and capacity allow.
1.B.1.
Funds, program offerings, and support services are allocated and utilized according to the college’s role as a public institution. The college abides by the Board Policies 110, 130, 601, and 612 (23-0003, pp. 13, 17, 112, 120).
The college serves the public by offering credit (23-0009) and non-credit (23-0100) courses and partnerships with high schools (23-0099). Four high schools and the college partnered to develop a Regional Career Academy Center (23-0107), expanding opportunities for high school students. This was pursued at the request of area high schools. In the fall of 2021, the college, in partnership with three area high schools, hired a College and Career Transition Counselor (CCTC) (23-0121) to help high school students with college and/or career planning and preparation. This applies to students wishing to attend any college; it is not limited to Iowa Lakes.
CE provides services such as the apprenticeship program (23-0108), ESL (23-0109), and other training opportunities. Some CE programs are available in Spanish (23-0336).
Academic program coordinators meet with advisory boards to ensure programs are current and meet industry needs. Advisory boards consist of professionals currently working in the industry. An example of advisory board impact is a Wind Energy and Turbine Technology program modification (23-0369). Due to industry changes, the instructors, with advisory board support, requested a change from wind turbine siting to a solar energy concepts course. Advising members informed program faculty that their companies were diversifying and students would benefit and be better prepared for the workforce with this change.
The public utilizes the five campuses for meetings and events, which are scheduled through the business office at each campus. Emmet County Public Health used Iowa Lakes’ facilities for COVID-19 vaccination clinics for the public. The Softball and Baseball teams at Iowa Lakes and Estherville-Lincoln Central share their fields.
1.B.2.
Iowa Lakes is a public institution whose purpose is to provide educational programming of the highest quality (23-0003, p. 28) at a competitive cost. The Cabinet aligns resource allocation and budgeting with students’ needs. The budget process (23-0111) aligns with the mission and goals (23-0247). The Chief Financial Officer (CFO) collaborates with the President and the Board’s Financial Oversight Committee (FOC) (23-0112) on the fiscal year budget. The Board is responsible for using public funds efficiently (23-0003, p. 112). The CFO sets the public hearing date for the published budget with Board approval (23-0114, p. 5). Once the public hearing has been held, the CFO brings it to the Board for support (23-0113, p. 6). After approval, the CFO files it with the county auditor per Iowa Code Chapter 24 (23-0128, p. 5). An audit is conducted annually (23-0115) by an external company (23-0167). The FY21 certified budget report (23-0116, p. 11) provides evidence that the college spent its budget on academic programs and support services.
1.B.3.
Iowa Lakes’ mission is to provide lifelong learning and economic development opportunities. The college works with external constituencies, such as businesses and high schools, to collaborate and meet their needs. Employees serve on various boards, committees, and organizations such as Rotary, Kiwanis, and Chamber of Commerce.
Iowa Lakes and Estherville-Lincoln Central Schools host the Back to School Bash (23-0324). The event is open to the public for a free meal and activities supported by various businesses and organizations (23-0439). Additionally, employees participate in college community activities such as the National Alliance of Concurrent Enrollment Partnerships (NACEP) accreditation review team, state accreditation review team, Liaison Advisory Committee on Transfer Students (LACTS) (23-0270), Regent meetings, and Iowa Community College Online Consortium (ICCOC). The college engages with the public through its services, including the Performing Arts Center (23-0117), Emmetsburg Wellness Center, the public library (23-0337), program advisory boards, and TRIO programs.
Since 2021, Iowa Lakes has hosted the Junior Reserve Officers’ Training Corps (JROTC) (23-0426) for the Marine Corps and Air Force. The college has the resources necessary to provide educational opportunities to the JROTC programs. Air Force students earn their Private Pilot license, and Marine Corps students earn college credits in computer science and network technology courses.
Iowa Lakes has services for college preparation, work-based learning, career preparation, and opportunities for underprivileged students. These include HSP (23-0099) and HSP events (23-0125), CCTC (23-0121), Career Connect (23-0122) and Career Connect events (23-0124), Regional Planning Partnership (RPP) (23-0130), meetings with high school representatives (23-0126), Talent Search (23-0228), and Upward Bound (23-0229).
Advisory Boards (23-0118) are composed of industry leaders, alums, college employees, and community members. Boards provide input for curriculum development, student learning, outcomes, assessment reports, and modifications. They provide information on opportunities or challenges within the field.
Buena Vista University (BVU) (23-0368) has offices on four Iowa Lakes campuses. Iowa Lakes and BVU have transfer agreements providing an easy transition for students. The Vice President of Administration/Chief Academic Officer (CAO) works with Iowa’s regent universities to ensure the transferability of credits. Iowa Lakes is part of the Iowa Community College Online Consortium (ICCOC) (23-0279) between six Iowa community colleges, increasing student course options. This is further explained in core components 3.A.1 and 4.B.1.
The CE department (23-0100) works with businesses and industries to ensure they provide training and continuing education opportunities necessary for regional workforce needs. Industry trainers offer training for upskilling, certification, and leadership. Adult Education and Literacy (AEL) programs prepare students for college and careers.
Sources
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 13)
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 17)
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 28)
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 112)
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 120)
- 23-0009 Resource- Course Catalog 2022-2023.pdf
- 23-0099 Resource- High School Partnerships.pdf
- 23-0100 Website- Continuing Education Course Catalog-Augusoft.pdf
- 23-0107 Resource- Regional Career Academy Center.pdf
- 23-0108 Resource- Apprenticeship Program.pdf
- 23-0109 Resource- ESL.pdf
- 23-0111 Process- Budget Process.pdf
- 23-0112 Resource- Board Subcommittees.pdf
- 23-0113 Minutes- Board Meeting 2-15-22.pdf
- 23-0113 Minutes- Board Meeting 2-15-22.pdf (page number 6)
- 23-0114 Minutes- Board Minutes 1-18-22.pdf
- 23-0114 Minutes- Board Minutes 1-18-22.pdf (page number 5)
- 23-0115 Report- Annual Audit FY19-21.pdf
- 23-0116 Report-Certified Budget FY21.pdf
- 23-0116 Report-Certified Budget FY21.pdf (page number 11)
- 23-0117 Website- Music Camps Contests Festivals.pdf
- 23-0118 Resource- Program Advisory Boards.pdf
- 23-0121 Resource-CCTC.pdf
- 23-0122 Website- Career Connect.pdf
- 23-0124 Resource- Int Connections Events Activities.pdf
- 23-0125 Resource- HSP Events-Activities.pdf
- 23-0126 Minutes- HSP Meeting Minutes.pdf
- 23-0128 Policy- Iowa Code Chapter 24.pdf
- 23-0128 Policy- Iowa Code Chapter 24.pdf (page number 5)
- 23-0130 Resource- RPP By-laws.pdf
- 23-0167 Resource- Williams and Co.pdf
- 23-0228 Website- Talent Search.pdf
- 23-0229 Website- Upward Bound.pdf
- 23-0247 Resource- Goals Chart.pdf
- 23-0270 Resource- LACTS.pdf
- 23-0279 Resource- ICCOC.pdf
- 23-0324 Resource- Back to School Bash.pdf
- 23-0336 Resource- CE Training in Spanish.pdf
- 23-0337 News- WC 25th Anniversary.pdf
- 23-0368 Website- BVU.pdf
- 23-0369 Resource- Wind AAS program modification.pdf
- 23-0426 News- JROTC
- 23-0439 Resource- Back to School Bash donations and Activities 8-26-22
The institution provides opportunities for civic engagement in a diverse, multicultural society and globally connected world, as appropriate within its mission and for the constituencies it serves.
- The institution encourages curricular or cocurricular activities that prepare students for informed citizenship and workplace success.
- The institution’s processes and activities demonstrate inclusive and equitable treatment of diverse populations.
- The institution fosters a climate of respect among all students, faculty, staff and administrators from a range of diverse backgrounds, ideas and perspectives.
1.C.1.
Students prepare for workplace success through on-the-job training (OJT), job fairs (23-0142), and career preparation courses (23-0566). The Career Resource Center (23-0143) assists with cover letters, resumes, and job preparation.
Many Iowa Lakes’ diplomas and programs have practical experience built into the curriculum. The program labs allow students to gain real-life experiences such as Nursing (23-0211), Cosmetology, Massage Therapy, Automotive Technology, Electrical, and Powersports. The agricultural program has the college farm (23-0220) with real and simulated opportunities detailed in core component 5.B.1.
Iowa Lakes “general education is intended to provide a breadth of learning to the community college experience. General education imparts common knowledge, promotes intellectual inquiry, and stimulates the examination of different perspectives, thus enabling people to function effectively in a complex and dynamic world.” (23-0363, p. 3) General education goes beyond a student’s technical, vocational, or professional field. It is part of a degree or diploma that prepares all students to meet personal, social, and lifelong learning needs.
At Iowa Lakes, general education encompasses curricular patterns and/or cognitive experiences appropriate to the length and content of the prescribed program. The general education requirement includes college-level experiences which develop student capabilities and understanding of:
- oral and written communication
- critical thinking
- numerical data
- scientific inquiry
- ethical, global, historical, and social issues
- appreciation for the fine arts
- technology
Iowa Lakes has adopted the High Learning Commission’s (HLC) definition of co-curricular: “learning activities, programs, and experiences that reinforce the institution’s mission and values and complement the formal curriculum.” Core component 4.B discusses co-curricular activities in more detail. Leadership skills are developed through the student senate (23-0131), student ambassadors (23-0132), and athletics (23-0133). Opportunities available to broaden student experience are Convocations (23-0134), Laker Life (23-0135), Presidential Scholars (23-0136), vocal and instrumental music (23-0084), clubs and organizations (23-0137). Activities such as Okoboji Entrepreneurial Institute (OEI) (23-0138), SkillsUSA (23-0139), and Business Professionals of America (BPA) (23-0140) allow students to apply learned skills. An example of civic engagement is the Laker Life students volunteering at homeless shelters in Chicago, Illinois (23-0323). The ministry group also works with underprivileged children during the trip.
Student Senate hosts Convocations (23-0134) focusing on diversity, culture, mental health, adversity, and more. Students are required to attend, staff and faculty are strongly encouraged to attend, and events are open to the public, including area K-12 schools, at no charge.
Many academic programs, clubs, and athletic teams participate in community service projects. Construction Technology helps children in the Head Start Program build birdhouses (23-0144), and Environmental Studies assist with controlled prairie and forest burns (23-0145). Veterinary Technician students (23-0146) raise money for animal shelters by organizing pet spa days and selling homemade dog treats. During Estherville's Sweet Corn Days celebration, the volleyball team serves sweet corn to the public (23-0322). Students (23-0131) participate in many activities in the community:
- Mentor at Demoney Elementary School
- Pick up sticks at the golf course
- Storm damage clean up
- Clean a ditch for Adopt-a-Highway
- Work at a local food pantry
- Work at Special Olympics Rummage Sale
- Work at children’s carnival for Kiwanis
- Provide multiple youth softball camps
- Assist with area youth softball camps
- Volunteer at Trunk or Treat
- Donated fundraising funds to Toys-for-Tots
- Participate in area parades
- Run youth basketball practices
- Work at Back to School Bash
- Work at a local food bank
- Work at area free school breakfasts
- Volunteer at Science Saturday for Clay County Fair
- Read to elementary school students
The college encourages students to complete voter registration. The student handbook (23-0010, pp. 86-87) contains voter registration information, and Student Senate provides transportation to local polling locations. Student Senate participates in the annual student legislative seminar (23-0214) in Des Moines. The Student Senators are active in community service activities:
- Laid mulch for the City of Estherville
- Participate in canned food drives
- Collect donations for multiple toy drives
- Raise money for local Toys-for-Tots
- Collect pop cans to donate funds to local animal shelters
- Sold dog toys for funds to donate to local animal shelters
- Assisted in installing a fence at Emmet County Animal Shelter
- Helped sanitize a new wing at the local assisted living facility
- Assisted with a fish fry at a local church
1.C.2.
Iowa Lakes has an open-door admissions policy (23-0147) that does not discriminate, as articulated in the nondiscrimination/equal opportunity statement (23-0148) on the website, recruiting information, and marketing materials. The student handbook (23-0010, pp. 7-8) states “educational opportunities to all people” and displays the non-discrimination statement. The handbook also contains the student code of conduct (23-0010, p. 23).
Human Resources is an equal employment opportunity (EEO) and affirmative action (AA) employer (23-0105, pp. 5-6). The employee handbook outlines complaint and discrimination guidelines. The EEO/AA officer leads the process and assures adherence to procedures.
In 2019, Iowa Lakes underwent an Americans with Disabilities Act (ADA) audit with a Department of Education consultant. The college conducts annual self-audits (23-0152) to comply with regulations. The college follows state and federal mandates as areas are renovated or built.
In the fall of 2019, faculty members proposed adding a diversity graduation requirement. The program modification process (23-0017) details the dates each group, including Student Senate, reviewed and approved the modification. They identified courses with learning outcomes related to diversity, equity, or inclusion (DEI) that meet a diversity curriculum requirement (23-0040). Support was obtained from all faculty and the Executive Deans. Curriculum Committee reviewed the request (23-0027). More courses within the criteria (23-0034) were identified, degree audits were developed, and advising guides were updated. The process was delayed due to the COVID-19 shutdown in the Spring of 2020. The Cabinet approved it on May 5, 2020 (23-0345), and it was a graduation requirement in fall 2021.
Iowa Lakes has developed a DEI Committee and Diversity Club. The DEI Committee (23-0037) set goals (23-0038) to increase diversity awareness and provide employee and student training. Committee members attend workshops and design activities to celebrate cultural heritage. They conducted a Race and Ethnicity pilot survey (23-0154) to identify issues and increase support services. The DEI Committee drafted an equity statement (23-0155) with input from student and staff groups which the Cabinet approved on December 14, 2021 (23-0230). The Diversity Club developed an online course in Canvas (23-0156), the learning management system. The club hosts activities (23-0036) for all students and employees. The Campus Climate Survey (23-0160, p. 5) shows that the majority of students agree that “diversity is fully embraced within the campus culture.”
The Fall 2022 Professional Development Day speaker focused on the equitable treatment of underprivileged populations (23-0162, p. 2). Ken Nwadike Jr., the “free hugs guy,” also spoke at the Convocation (23-0134) on April 13, 2022.
All employees complete annual mandatory training via SafeColleges (23-0149), which includes Title IX training. Students receive Title IX training at College 101 (23-0141) and during housing meetings. Iowa Lakes has two Title IX Coordinators who facilitate the Title IX process. The Iowa Community College Alliance (23-0150), Iowa Department of Education, and Community Colleges for Iowa hired a Director of Equity and Inclusion (23-0151) to promote a culture committed to equity and inclusion. The Director attended the Spring 2022 Convocation, had lunch with Student Senators, met with diversity, equity, and inclusion representatives/Title IX Coordinators, and recommended potential books for the Core Book Project.
1.C.3.
The college has committed to a culture of inclusion, including adding it to its strategic goals (23-0247). The DEI Committee (23-0037) and Diversity Club (23-0035) actively raise awareness as described in core component 1.C.2. As part of the strategic goals, the general education diversity component was developed at the institutional level through the faculty governance structure. Also, as described in 1.C.2, all students and employees receive Title IX training. The non-discrimination statement (23-0148) is on the website, the student handbook (23-0010, pp. 7-8), and marketing materials. The freedom of speech policy is in the student handbook (23-0010, p. 23), faculty handbook (23-0171, p. 80), employee handbook (23-0105, p. 80), and Board policies (23-0003, p. 148). The code of conduct is articulated in the student handbook (23-0010, pp. 23-34). The Campus Climate Survey (23-0160, pp. 4, 7) indicates that Iowa Lakes’ employees are genuinely concerned about its students’ welfare and that the students trust faculty and staff members.
The Core Book Committee selects a Core Book (23-0227) each year that is highlighted across the curriculum to increase diversity awareness. Examples of past Core Books are the following: Educated: A Memoir by Tara Westover (2022), Betty: A Memoir by Mary Steele (2021), Storm Lake by Art Cullen (2020), and Hidden Figures by Margot Lee Shetterly (2019).
Iowa Lakes hosts two Convocations (23-0134) each year. Topics include diversity, equity, inclusion, mental health, diverse cultures, and more. Past Convocations include:
- Ken Nwadike, Jr., a peace activist known as the “Free Hugs Guy,” whose presentation focuses on ways to bridge the racial divide
- David Bartley Woods, a mental health advocate
- Shamere McKenzie presented her story on sex trafficking
- Jazz Convocation, how jazz musicians have sparked social injustice through their songs
Hidden Heritage produced a documentary of an all-African American baseball team, the Algona Brownies. They contacted the college about using the Algona Campus for the premier presentation of their film “They Were Champions All” (23-0161). The event was held virtually and in person to the public.
Sources
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 148)
- 23-0010 Resource- Student Handbook 2022-2023.pdf
- 23-0010 Resource- Student Handbook 2022-2023.pdf (page number 7)
- 23-0010 Resource- Student Handbook 2022-2023.pdf (page number 23)
- 23-0010 Resource- Student Handbook 2022-2023.pdf (page number 86)
- 23-0017 Process- Program Modification- diversity to AA.pdf
- 23-0027 Minutes- Curriculum Committee 11-14-19.pdf
- 23-0034 Data- Course List-Diversity requirement.pdf
- 23-0035 Resource- Diversity Club.pdf
- 23-0036 Report- Diversity Club Planned Activities 2020-2021.pdf
- 23-0037 Resource- DEI Committee Members.pdf
- 23-0038 Resource- DEI Committee Matrix Goals.pdf
- 23-0040 Resource- Diversity Curriculum Guidelines.pdf
- 23-0084 Website- Music Dept.pdf
- 23-0105 Resource- Employee Handbook.pdf
- 23-0105 Resource- Employee Handbook.pdf (page number 5)
- 23-0105 Resource- Employee Handbook.pdf (page number 80)
- 23-0131 Resource- Student Senate.pdf
- 23-0132 Resource- Student Ambassadors.pdf
- 23-0133 Website- Athletics.pdf
- 23-0134 Resource- Convocations.pdf
- 23-0135 Resource- Laker Life.pdf
- 23-0136 Resource- Presidential Scholars.pdf
- 23-0137 Website- Clubs Organizations
- 23-0138 Resource- OEI.pdf
- 23-0139 Resource- SkillsUSA
- 23-0140 Resource- BPA.pdf
- 23-0141 Resource- College 101.pdf
- 23-0142 Resource- Job Fairs.pdf
- 23-0143 Website- Career Resource Center.pdf
- 23-0144 News- Construction Tech- Birdhouse Project.pdf
- 23-0145 News- EVS- Controlled Burns.pdf
- 23-0146 News- Vet Tech- Animal Shelter Donations.pdf
- 23-0147 Policy- Open Door Admissions Policy
The institution’s mission is clear and articulated publicly; it guides the institution’s operations.
Summary
Iowa Lakes’ mission is clear, articulated publicly, and guides the college’s operations. The mission has been steady since 1995 and continues to be suited to Iowa Lakes. It demonstrates the mission of providing lifelong educational opportunities as a comprehensive community college providing associate and transfer degrees to baccalaureate universities and continuing education.
The mission is on the walls of campuses, the student handbook, the course catalog, and many other locations. It guides daily operations as part of the strategic plan, and the Cabinet ensures that decisions align with the mission and goals of Iowa Lakes. The mission demonstrates Iowa Lakes’ commitment to the public good. The college’s partnerships ensure alignment between academic and support services. Those partnerships help the college remain informed on community needs and adapt to those needs when feasible. The college promotes diversity; various organizations on campus are active in raising awareness.
Sources
There are no sources.
2 - Integrity: Ethical & Responsible Conduct
The institution acts with integrity; its conduct is ethical and responsible.
The institution establishes and follows policies and processes to ensure fair and ethical behavior on the part of its governing board, administration, faculty and staff.
- The institution develops and the governing board adopts the mission.
- The institution operates with integrity in its financial, academic, human resources and auxiliary functions.
2.A.1.
As referenced in 1.A.1, the development process for the mission statement is a cooperative effort among all stakeholders. The college reviews the mission statement as part of the strategic plan process (23-0007) every five years and when reviewing the Board policies (23-0003). The governing Board is the final step in approving and adopting the mission statement. The Board approved the strategic plan, mission, and related statements on July 17, 2018 (23-0002, p. 5) and reaffirmed them on April 19, 2022 (23-0226).
2.A.2.
Board
The college’s governing Board complies with Iowa Code Chapter 260C (23-0004) and all Board of Trustees (Board) policies (23-0003). Board meetings are open to the public, recorded, and broadcast on local television stations. Local media covers meetings and Board minutes are published on the website. Board members are assigned to oversight committees (23-0163, p. 4) and meet regularly. All employees and Board members must abide by Board policies, which mandate legal and ethical behavior.
Financial
The Finance Department handles the college’s fiduciary responsibilities adhering to local, state, and federal guidelines. The department has processes to manage budgets, purchasing (23-0164), requisitions (23-0165), and purchasing cards (p-cards) (23-0166). New employees receive training in relevant areas. The Chief Financial Officer (CFO) presents financial reports (23-0283) at the monthly Board meetings. Additionally, Board members review fiscal information at financial oversight meetings with the CFO.
Annually, an external audit (23-0115) is conducted by Williams and Company PC (23-0167) of the college’s finances. After the audit, the auditors present the findings at the Board meeting. Iowa Lakes publishes the previous fiscal year’s budget in at least one newspaper in the district per Iowa Code Chapter 260C (23-0004). A public hearing is required per Iowa code for the certified budget report (23-0116). The budget is presented to the Board for approval (23-0113).
Iowa Lakes has been the recipient of numerous grants (23-0286) requiring external audits. Federal TRIO, the Federal Coronavirus Aid, Relief, and Economic Security (CARES), and Federal Emergency Management Agency (FEMA) grants have been awarded to Iowa Lakes. The college received a $587,298 grant to establish a Center for Excellence for Veteran Student Success (CEVSS) (23-0371) on the Estherville and Emmetsburg Campuses. The three-year grant will contribute to Veteran student success by providing services to address academic, financial, physical, and social needs. In 2022, Iowa Lakes received grant funding for the TRIO Upward Bound Program (23-0430). The program provides services to help students complete high school and assist with college exploration.
The external audit includes a financial aid review (23-0115, p. 85). Financial assistance is awarded based on fair and equitable practices that adhere to state and federal regulations. The net price calculator (23-0169) is located on the financial aid webpage in accordance with Title IV.
Academic
Faculty-led academic committees at Iowa Lakes operate with integrity as outlined by bylaws and/or procedures. These committees include the Curriculum Committee (23-0251, pp. 14-15), Academic Review and Appeals (23-0251, pp. 10-11), Policies and Standards (23-0251, pp. 8-9), and Assessment of Student Learning and Program Review (ARC) Committee (23-0251, pp. 12-13).
Academic committees that are not faculty-led include the Institutional Review Board (IRB) (23-0174) and Academic Council (23-0251, pp. 6-7). The Quality Faculty Plan (QFP) Committee (23-0244, pp. 13-14) is co-chaired by administrators and faculty. The Co-Curricular Committee is a combination of faculty and staff. Faculty lead all educational clubs, Presidential Scholars, and musical events. Staff and faculty members oversee co-curriculars alongside athletics, TRIO, and Student Senate.
The student handbook (23-0010) and website (23-0090) contain comprehensive information regarding policies and procedures at Iowa Lakes, including the complaint process. The course catalog (23-0009) contains course descriptions, prerequisites, degree completion information, and course mapping. The course catalog also outlines academic policies and procedures.
The High School Partnership (HSP) program is accredited by the National Alliance of Concurrent Enrollment Partnerships (NACEP) (23-0312). The High School Partnership (HSP) program is accredited by the National Alliance of Concurrent Enrollment Partnerships (NACEP) (23-0157) as college instructors.
Iowa Lakes is accredited by the Iowa Department of Education (23-0289) and the Higher Learning Commission (HLC) (23-0231). Some programs (23-0190) also adhere to third-party accreditation articulated on the program webpage. Examples include Cosmetology, Electrical Technology, Massage Therapy, and Medical Assistant Specialist.
Human Resources
Iowa Lakes uses equitable hiring practices that assure highly qualified staff or faculty fill each position. Veteran’s preference and minority equity points are added when applicable to applicants’ point total on the applicant matrix (23-0159). At the beginning of the hiring process, the supervisor is given the Hiring Guide (23-0170) to ensure proper procedures are followed. Before an applicant is offered a job, the Human Resources (HR) office conducts reference checks on the final candidate. Hiring is contingent upon a clean background check. A third party, Datasource, completes background checks on all employees, including rehires. The Executive Director of HR conducts credential checks for faculty and staff to ensure they meet the necessary qualifications. With the President’s support, the Executive Director of HR presents any new hires, position changes, resignations, or terminations to the Board for approval (23-0226).
The Employee (23-0105, pp. 5-7) and Faculty Handbooks (23-0171, pp. 5-7) articulate the non-discrimination, equal employment opportunity, and affirmative action policies of Iowa Lakes. Per the complaint procedures, the Executive Director of HR tracks, investigates, and works to resolve any complaint against an employee or student. The college has assigned two Title IX Coordinators to investigate complaints dealing with sexual violence reports. The HR department stores all data collected from the Title IX process in secure files and tracks investigation and resolution efforts. The Title IX Coordinators handle complaints regarding students.
HR provides annual training to all employees through SafeColleges (23-0149), including sexual harassment, bloodborne pathogens, hazardous chemicals, the family educational rights and privacy act (FERPA), and various technology-related training. It is mandatory, and HR has implemented a process where all new employees complete the sessions on their start date and every fall for all employees thereafter. In addition to the training, the Registrar emails all students and employees FERPA and consumer information (23-0172) every semester.
Auxiliary
Auxiliary services at Iowa Lakes include the Campus Stores, Parts Department, Dining Services, and the Arthur and Audrey Smith Wellness Center (Wellness Center). The Campus Store (23-0187) publishes textbook information in time for registration in accordance with the Higher Education Opportunity Act (HEOA). Dining Services, Campus Stores, the college Farm, and the Parts Department are all audited (23-0115, pp. 71-72) annually as part of the college audit process to verify they are operating with integrity.
The wellness center (23-0188) is a partnership between the college, the City of Emmetsburg, and the citizens of Palo Alto County. The general public has various membership options that are distributed fairly and equitably. The Wellness Center addition also includes the library. The library complex contains the college library and Emmetsburg Public Library (23-0189). The partnership expands access to library materials in one convenient location.
Sources
- 23-0002 Minutes- Board Meeting 07-17-18.pdf
- 23-0002 Minutes- Board Meeting 07-17-18.pdf (page number 5)
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf
- 23-0004 Policy- Iowa Code Chapter 260C
- 23-0007 Process- Strategic Plan Process
- 23-0009 Resource- Course Catalog 2022-2023.pdf
- 23-0010 Resource- Student Handbook 2022-2023.pdf
- 23-0090 Website- Iowa Lakes Community College
- 23-0105 Resource- Employee Handbook.pdf
- 23-0105 Resource- Employee Handbook.pdf (page number 5)
- 23-0113 Minutes- Board Meeting 2-15-22.pdf
- 23-0115 Report- Annual Audit FY19-21.pdf
- 23-0115 Report- Annual Audit FY19-21.pdf (page number 71)
- 23-0115 Report- Annual Audit FY19-21.pdf (page number 85)
- 23-0116 Report-Certified Budget FY21.pdf
- 23-0149 Resource- SafeColleges.pdf
- 23-0157 Resource- Iowa Comm Colleges Faculty Qualifications Guide.pdf
- 23-0159 Resource- Applicant Matrix.pdf
- 23-0163 Minutes- Board Meeting 01-18-22.pdf
- 23-0163 Minutes- Board Meeting 01-18-22.pdf (page number 4)
- 23-0164 Process- Purchasing.pdf
- 23-0165 Process- Requisitions.pdf
- 23-0166 Process- P-cards.pdf
- 23-0167 Resource- Williams and Co.pdf
- 23-0169 Website- Net Price Calculator.pdf
- 23-0170 Resource- Hiring Guide 2021.pdf
- 23-0171 Resource- Faculty Handbook.pdf
- 23-0171 Resource- Faculty Handbook.pdf (page number 5)
- 23-0172 Emails-Letters- Student Right to Know Info.pdf
- 23-0174 Resource- IRB.pdf
- 23-0187 Website- Campus Store.pdf
- 23-0188 Website- WC.pdf
- 23-0189 Website- Emmetsburg Public Library.pdf
- 23-0190 Website- Degree Option Webpages.pdf
- 23-0226 Minutes- Board Meeting 4-19-22.pdf
- 23-0231 Website- HLC.pdf
- 23-0244 Policy- QFP- Board approved FY21.pdf
- 23-0244 Policy- QFP- Board approved FY21.pdf (page number 13)
- 23-0251 Resource- Academic Organization.pdf
- 23-0251 Resource- Academic Organization.pdf (page number 6)
- 23-0251 Resource- Academic Organization.pdf (page number 8)
- 23-0251 Resource- Academic Organization.pdf (page number 10)
- 23-0251 Resource- Academic Organization.pdf (page number 12)
- 23-0251 Resource- Academic Organization.pdf (page number 14)
- 23-0283 Report- Monthly Financial Report- Board
- 23-0286 Resource- Grant Activity Spreadsheet
- 23-0289 Website- IDOE.pdf
- 23-0312 Website- NACEP.pdf
- 23-0371 News- CEVSS Grant.pdf
- 23-0430 News- Upward Bound Grant 2022
The institution presents itself clearly and completely to its students and to the public.
- The institution ensures the accuracy of any representations it makes regarding academic offerings, requirements, faculty and staff, costs to students, governance structure and accreditation relationships.
- The institution ensures evidence is available to support any claims it makes regarding its contributions to the educational experience through research, community engagement, experiential learning, religious or spiritual purpose and economic development.
2.B.1.
Academic Offerings and Requirements
Program webpages (23-0190) are designed to include the description, degree options, credits, length, campus location, required courses, outcomes, salary information, and projected growth. Program cost estimate worksheets are available for prospective students. Program acceptance requirements are clearly articulated on the program page where applicable. The course catalog (23-0009) is posted online and contains academic policies and procedures, program options, and course descriptions. Iowa Lakes implemented these changes to provide students with clear information on program expectations and costs. The college is part of the Iowa Community College Online Consortium (ICCOC) (23-0279) for its distance education offerings and participates in the National Council for State Authorization Reciprocity Agreements (NC-SARA) (23-0329). The agreement broadens educational access to students in other states while ensuring consistency and quality of distance education offerings.
Faculty and Staff
The college website links to a searchable directory (23-0191) containing contact information and faculty schedules. The search function lets users quickly find faculty and staff by name or job title. The course catalog (23-0009, p. 76) is available online and lists administration, faculty, and staff positions.
Costs to Students
Current tuition costs and the refund policy are posted on the website (23-0090). The net price calculator (23-0169) helps students obtain an estimated net price for tuition and fees, books and supplies, room and Board, and other related expenses. The college also provides a tuition estimator (23-0192), allowing students to calculate the cost of credits. Program and course fees are available to give students an estimated total program cost. Program webpages include wage and employment outlook information. The Board approves all course fees (23-0163). The Campus Store webpage (23-0187) contains textbook information, costs, and the book ordering process. Eligible students can use financial aid vouchers through the site to pay for books.
Governance Structure
An elected seven-member Board governs Iowa Lakes and complies with Board policies. Member information, meeting agendas, and minutes are accessible on the website (23-0090). Board meetings are open to the public per Iowa Code Chapter 21 (23-0129). The Board maintains oversight while the college President and the Cabinet are responsible for daily operations, as evidenced by the Organizational Chart (23-0005) and Board Policies 201, 202, 210, and 220 (23-0003, p. 22-26).
Accreditation Relationships
Iowa Lakes articulates its accreditation affiliations on the accreditation webpage (23-0193). The college’s state accreditation is with the Iowa Department of Education, and its regional accreditation is with HLC. The website, course catalog (23-0009, pp. 4 & 5), and admissions bulletin (23-0367, p. 5) note the college’s accreditors. The accrediting body of the HSP Program is NACEP (23-0312), as articulated on the accreditation webpage. Third-party program accreditors are also on the accreditation webpage (23-0193), course catalog (23-0009, p. 5), and any published program materials (23-0194). For example, the nursing programs are accredited by the Iowa Board of Nursing and the Veterinary Technician program by the Committee on Veterinary Technician Education and American Veterinary Medical Association.
Student Right to Know
Iowa Lakes complies with the Student Right-to-Know Act. The college displays all required information on a webpage (23-0305). This includes accreditation affiliations, FERPA, student diversity, financial aid, costs, available programs, articulation agreements, transfer information, services, security policies, and reports. Emails are sent to all students and employees with right-to-know information (23-0172). The course catalog (23-0009), student handbook (23-0010, p. 70), and admissions bulletin (23-0367) provide information necessary for students.
2.B.2.
Iowa Lakes is a public, comprehensive two-year institution with no religious or spiritual affiliation. As a community college, it does not have a strong history of research. Students write research papers for Presidential Scholars (23-0136) and class projects. The Environmental Studies program is conducting a turtle tracking project (23-0334) that is part of the instructor’s master’s degree work. Faculty can submit a “Course Approval Form” (23-0294) to obtain “educational advancement” pay once the administration receives proof of successful completion. All employees are encouraged to take credit and/or noncredit courses (23-0431) at Iowa Lakes, and the college will cover the cost of the class. It supports claims regarding its contributions to the educational experience through community engagement, experiential learning, and economic development.
Community Engagement
Community members serve on advisory boards to help programs adapt to changing demands. The Music Department (23-0084) hosts many events (23-0117) that community members attend. Every other year, the department puts on a musical (23-0198) with the cast consisting of students and community members. Many local student-athletes continue their academic and athletic career at Iowa Lakes, increasing community engagement. Digital, Social, and Broadcast Production students televise events and athletic events. Some of these students work with local broadcasting companies while getting their education. Core component 1.C.1 highlights student-athletes and student organizations’ activities for the community.
In addition to the website (23-0090), Iowa Lakes utilizes social media to share information, event notifications, and engage with the community. Social media used are Facebook (7,800 followers) (23-0200), Instagram (1,200 followers) (23-0201), Twitter (1,500 followers) (23-0202), YouTube (23-0203), Pinterest (23-0204), and LinkedIn (4,800 followers) (23-0205). Some groups or programs have their own Facebook (23-0206, 23-0207, 23-0208, 23-0209, 23-0210) accounts to share pertinent information that is program or group specific.
The Career Opportunities magazine (23-0199), formerly Launch, is published bi-annually and contains information about continuing education (CE) programs, academic programs, upcoming events, contributions, current students, and alums. The magazine has been delivered to every door throughout the service region since 2014.
Experiential Learning
Iowa Lakes has policies for accepting experiential learning credit. Executive Deans and faculty work with students who apply for experiential learning credit. The application (23-0181) provides students with information concerning the cost of the process and clearly explains that other institutions may not accept the credits for transfer. This information is provided to students before starting to produce documentation for experiential learning credits. Students may also find information concerning Experiential Learning in the college catalog (23-0009, p.18).
Economic Development
Strategic plan goals (23-0006) include developing new workforce partnerships and supporting economic development opportunities. The college has expanded services regarding programming, work-based learning, apprenticeships, and credential achievement to reach this goal.
The Small Business Development Center (SBDC) (23-0222) provides business coaching to entrepreneurs at no cost. The SBDC serves clients from nine counties and assists with strategic planning, improving operations, marketing, and financial forecasting. In 2022, the college administered ten 260E and five 260F agreements (23-0223). The Tietz Entrepreneurial Center (23-0224) provides educational and training opportunities for entrepreneurs and business owners. Noncredit served over 5,900 people in the fiscal year 2022 (23-0333).
Sources
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 22)
- 23-0005 Resource- Organizational Chart FY23
- 23-0006 Resource- Strategic Plan 2019-2023.pdf
- 23-0009 Resource- Course Catalog 2022-2023.pdf
- 23-0009 Resource- Course Catalog 2022-2023.pdf (page number 4)
- 23-0009 Resource- Course Catalog 2022-2023.pdf (page number 5)
- 23-0009 Resource- Course Catalog 2022-2023.pdf (page number 18)
- 23-0009 Resource- Course Catalog 2022-2023.pdf (page number 76)
- 23-0010 Resource- Student Handbook 2022-2023.pdf
- 23-0010 Resource- Student Handbook 2022-2023.pdf (page number 70)
- 23-0084 Website- Music Dept.pdf
- 23-0090 Website- Iowa Lakes Community College
- 23-0117 Website- Music Camps Contests Festivals.pdf
- 23-0129 Policy- Iowa Code Chapter 21.pdf
- 23-0136 Resource- Presidential Scholars.pdf
- 23-0163 Minutes- Board Meeting 01-18-22.pdf
- 23-0169 Website- Net Price Calculator.pdf
- 23-0172 Emails-Letters- Student Right to Know Info.pdf
- 23-0181 Resource- Exp Learning Credit Request.pdf
- 23-0187 Website- Campus Store.pdf
- 23-0190 Website- Degree Option Webpages.pdf
- 23-0191 Website- Directories.pdf
- 23-0192 Website- Tuition Estimator.pdf
- 23-0193 Website- Accreditation.pdf
- 23-0194 Resource- Program Materials.pdf
- 23-0198 Resource- Musical- program.pdf
- 23-0199 Website- Career Opportunities Magazine.pdf
- 23-0200 Website- Iowa Lakes- Facebook.pdf
- 23-0201 Website- Iowa Lakes- Instagram.pdf
- 23-0202 Website- Iowa Lakes- Twitter.pdf
- 23-0203 Website- Iowa Lakes- YouTube
- 23-0204 Website- Iowa Lakes- Pinterest.pdf
- 23-0205 Website- Iowa Lakes- LinkedIn.pdf
- 23-0206 Website- Facebook- Agriculture.pdf
- 23-0207 Website- Facebook- Construction.pdf
- 23-0208 Website- Facebook- Conservation Club.pdf
- 23-0209 Website- Facebook- Softball.pdf
- 23-0210 Website- Facebook- Student Senate- Estherville.pdf
- 23-0222 Resource- SBDC.pdf
- 23-0223 Website- 260 Programs.pdf
- 23-0224 Resource- Tietz Entrepreneurial Center.pdf
- 23-0279 Resource- ICCOC.pdf
- 23-0294 Resource- Course approval form
- 23-0305 Website- Student Right To Know
- 23-0312 Website- NACEP.pdf
- 23-0329 Website- NC-SARA.pdf
- 23-0333 Report- Enrollment Profile- Non-credit FY22.pdf
- 23-0334 Resource- EVS Turtle Tracking Project.pdf
- 23-0367 Resource- Admissions Bulletin 22-23
- 23-0367 Resource- Admissions Bulletin 22-23 (page number 5)
- 23-0431 Resource- Tuition Waiver Forms
The governing board of the institution is autonomous to make decisions in the best interest of the institution in compliance with board policies and to ensure the institution’s integrity.
- The governing board is trained and knowledgeable so that it makes informed decisions with respect to the institution’s financial and academic policies and practices; the board meets its legal and fiduciary responsibilities.
- The governing board’s deliberations reflect priorities to preserve and enhance the institution.
- The governing board reviews the reasonable and relevant interests of the institution’s internal and external constituencies during its decision-making deliberations.
- The governing board preserves its independence from undue influence on the part of donors, elected officials, ownership interests or other external parties.
- The governing board delegates day-to-day management of the institution to the institution’s administration and expects the institution’s faculty to oversee academic matters.
2.C.1.
The Board is autonomous in decision-making for Iowa Lakes while complying with Board policies and state and federal regulations. The Board makes decisions that ensure the college’s integrity. The President emails updates and regularly meets with the Board to keep them informed.
The legal statute for the existence of the governing Board is detailed in Chapter 260C of the Iowa Code (23-0004), which gives the Board authority over the following, among other items:
- Determine the curriculum to be offered
- Set tuition and fee rates
- Enter into contracts to ensure efficient operation and management of the college
- Set the salary of the President
The President and the Cabinet keep the Board (23-0091) well-advised to make informed decisions regarding their academic and fiduciary responsibilities. To stay informed, Board members participate in statewide groups and conferences. The Board and administrators have access to legal opinions via the college attorney. New Board members are offered an orientation covering topics such as a general overview of the college, Board policies, financial overview, how funds are set up, and other crucial institutional information. The group also has sessions covering essential topics during their annual workday (23-0225). The Vice President of the Board leads oversight of the Board policies. The Board reviews its policies regularly, as evidenced in the Board Minutes (23-0226, p. 4) from 2022. In addition to approving revisions at Board meetings, the Board’s attorney also examines the policies periodically.
To maintain the Board’s oversight while still delegating management and day-to-day responsibilities to faculty and staff, the Board receives monthly reports (23-0113) from administrators. Board meetings are reserved primarily for items requiring Board action and to keep the members apprised of college activity. An example is the CFO presenting the Board with the monthly financial report (23-0283), bills, and purchase orders over $5,000 to review and approve. Board members are on oversight committees (23-0163, p. 4) to provide a more in-depth view of certain aspects of college activities. Members are designated to specific oversight committees based on their expertise in certain fields, such as those in finance are assigned to the finance committee, or those in the agriculture sector serve on the farm oversight committee. Board policies protect the interest of internal and external constituents, such as Board Policies 514 and 533 (23-0003, pp. 98, 106).
2.C.2.
The Board’s deliberations reflect the college’s priorities, exhibited by decisions made at Board and oversight committee meetings. The presidential search process is evidence of the Board’s commitment to enhancing the institution. The timeline (23-0232) displays the steps to complete the recent search. An external consultant was hired to conduct a national search for the next Iowa Lakes President. Public forums were held to allow employees and the public to ask questions of all candidates. The Board held special meetings to interview the presidential candidates (23-0233, 23-0234, 23-0235, 23-0236, 23-0237). The Board presented and approved the new college president (23-0226, p. 3).
The Board meets monthly, and all meetings are open to the public. Meeting agendas and minutes are posted (23-0238) on the website and at the Administration building. Sessions are recorded and replayed on local television stations, and newspaper updates are published. Local media also informs the public of what transpired during the meeting the following day. These actions follow Iowa Code Chapter 21 (23-0129).
2.C.3.
Per Iowa Code Chapter 21 (23-0129), a public notice is issued and published regarding Board meetings, which are open to the public. Board Policy 130 (23-0003, p. 18) covers those wanting to address the Board. Minutes (23-0238) are posted on the college website, the media shares highlights from the Board meeting on the radio, and recorded meetings are replayed by local television stations. These activities are conducted per Board Policy 130 (23-0003, p. 17).
The Board aligns decision-making with the mission and input from internal and external constituents. For example, the presidential search in 2022 (23-0232) includes internal and external stakeholders’ involvement in the process. Campus and community surveys were conducted, and public forums were conducted. Multiple Board meetings (23-0233, 23-0234, 23-0235, 23-0236, 23-0237) were held and open to the public.
2.C.4.
Iowa Code Chapter 277.28 (23-0239) mandates all elected officials take the oath of office. The commitment expresses the expectation of impartiality from Board members. Legal and ethical standards are developed to align with Iowa Code Chapter 260C (23-0004), which sets Iowa law for appropriations, property taxes certified, contracts, agreements, and other obligations of community colleges. Standards are further detailed in Board policies (23-0003), specifically Board Policies 110 and 601 (23-0003, pp. 13, 106), which state the Board’s responsibility to public fund appropriation. Board members sign the Annual Conflict of Interest and Confidentiality Statement (23-0319) annually during their Board workday. Board members are also required to disclose any potential conflicts of interest. Iowa Lakes complies with Iowa Code Chapter 26.14 (23-0374) bid requirements and construction bid requirements (23-0373).
2.C.5.
The Board delegates the day-to-day operations and activities of the college to the President, as shown in the organizational chart (23-0005) and Board Policy 200 (23-0003, pp. 22-26). The Board sets shared goals for the college that the President implements per Board Policies 201 and 202 (23-0003, pp. 22, 23)
All career technical education (CTE) programs have a full-time faculty lead or lead adjunct responsible for developing the program curriculum (23-0375). General education does not have department heads. General education discipline faculty meet and review discipline-specific matters. The college requires faculty members to meet course outcomes as part of their instructional duties. They are afforded academic freedom on how those outcomes are delivered and assessed in the act of student learning. Most academic committees (23-0251) are faculty-led and include administrators reporting to the President.
Sources
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 13)
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 17)
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 18)
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 22)
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 23)
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 98)
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 106)
- 23-0004 Policy- Iowa Code Chapter 260C
- 23-0005 Resource- Organizational Chart FY23
- 23-0091 Website- Board of Trustees.pdf
- 23-0113 Minutes- Board Meeting 2-15-22.pdf
- 23-0129 Policy- Iowa Code Chapter 21.pdf
- 23-0163 Minutes- Board Meeting 01-18-22.pdf
- 23-0163 Minutes- Board Meeting 01-18-22.pdf (page number 4)
- 23-0225 Minutes- Board Work Day 2022.pdf
- 23-0226 Minutes- Board Meeting 4-19-22.pdf
- 23-0226 Minutes- Board Meeting 4-19-22.pdf (page number 3)
- 23-0226 Minutes- Board Meeting 4-19-22.pdf (page number 4)
- 23-0232 Resource- Presidential Search Timeline 2022.pdf
- 23-0233 Minutes- Board Meeting- Special- Presidential Search 04-5-22.pdf
- 23-0234 Minutes- Board Meeting- Special- Presidential Search 04-6-22.pdf
- 23-0235 Minutes- Board Meeting- Special- Presidential Search 04-7-22.pdf
- 23-0236 Minutes- Board Meeting- Special- Presidential Search 04-8-22.pdf
- 23-0237 Minutes- Board Meeting- Special- Presidential Search 04-13-22.pdf
- 23-0238 Website- Board Minutes.pdf
- 23-0239 Policy- Iowa Code Chapter 277.28.pdf
- 23-0251 Resource- Academic Organization.pdf
- 23-0283 Report- Monthly Financial Report- Board
- 23-0319 Resource- Annual Conflict of Interest -Confidentiality Statement- Board.pdf
- 23-0373 Resource- Bid Requirement Fact Sheet
- 23-0374 Policy- Iowa Code Chapter 26.14
- 23-0375 Resource- Job Descriptions- Accounting - Surg Tech instructors
The institution is committed to academic freedom and freedom of expression in the pursuit of truth in teaching and learning.
2.D.
At Iowa Lakes, academic freedom, teaching, and learning are essential in education. Board Policy 513 (23-0003, p. 91) explains the boundaries of academic freedom. It is articulated in the course catalog (23-0009, p. 11), student handbook (23-0010, p. 20), and website (23-0090). One of the Fall 2021 mandatory professional development (23-0162) sessions focused on freedom of expression and academic freedom. Faculty and students completed a Freedom of Speech course in Canvas (23-0168). On July 20, 2021 (23-0240), the Board approved Board Policy 705, Free Speech and Expression (23-0003, p. 92).
Iowa Lakes’ academic honesty policy is in the student handbook (23-0010, p. 79), website (23-0090), and on each course syllabus (23-0032). Iowa Lakes stresses the importance of academic integrity to all students during College 101. Academic work is assessed by faculty to ensure that integrity and intellectual honesty are not convoluted. The college is committed to freedom of expression and the pursuit of truth. To assist with this, faculty share best practices and ideas to expand the academic realm and provide students with impactful opportunities and global perspectives. Integrity is highly regarded, and faculty strive to create an environment where intellectual honesty and integrity are essential in and outside the classroom, preparing students to achieve their academic and career goals. The college’s non-discrimination statement (23-0148) supports the institution’s commitment to freedom of expression and the pursuit of truth.
The academic dishonesty policy is under the instructor’s discretion and is articulated in the student handbook (23-0010, p. 80). The college reserves the right to take disciplinary action against students violating the above activities, depending on the severity. Student disciplinary policies are tied to the overall college mission to promote lifelong learning through a safe and productive learning environment. The process may vary depending on the severity of the violation and the comprehensive student history of academic or other violations of the student code of conduct.
Sources
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 91)
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 92)
- 23-0009 Resource- Course Catalog 2022-2023.pdf
- 23-0009 Resource- Course Catalog 2022-2023.pdf (page number 11)
- 23-0010 Resource- Student Handbook 2022-2023.pdf
- 23-0010 Resource- Student Handbook 2022-2023.pdf (page number 20)
- 23-0010 Resource- Student Handbook 2022-2023.pdf (page number 79)
- 23-0010 Resource- Student Handbook 2022-2023.pdf (page number 80)
- 23-0032 Syllabus- BUS161 Human Relations
- 23-0090 Website- Iowa Lakes Community College
- 23-0148 Policy- Nondiscrimination Statement 22.pdf
- 23-0162 Resource- Professional Development.pdf
- 23-0168 Resource- Canvas Course- Freedom of Speech
- 23-0240 Minutes- Board Meeting 07-20-21.pdf
The institution’s policies and procedures call for responsible acquisition, discovery and application of knowledge by its faculty, staff and students.
- Institutions supporting basic and applied research maintain professional standards and provide oversight ensuring regulatory compliance, ethical behavior and fiscal accountability.
- The institution provides effective support services to ensure the integrity of research and scholarly practice conducted by its faculty, staff and students.
- The institution provides students guidance in the ethics of research and use of information resources.
- The institution enforces policies on academic honesty and integrity.
2.E.1.
Iowa Lakes is a community college and, therefore, limited in its pursuit of research. The college utilizes the Institutional Research Board (IRB) review form (23-0011) for all studies involving human subjects under Federal Policy for Protection of Human Research Subjects, 45 Code of Federal Regulations Part 46 (23-0242) to ensure minimal risk and confidentiality for human subjects. The IRB includes the Vice President of Administration/Chief Academic Officer (CAO), an Iowa Lakes Educational Counselor, and two faculty members. All research involving human subjects must comply with Iowa Lakes IRB policies (23-0011). The requesting individual is provided with the policies and the application. Research projects not related to human subjects are reviewed and approved by the faculty member overseeing the project. This may include research conducted in educational settings regarding processes or exams, the study of existing data or documents, and other research projects. The Finance Department provides fiscal accountability for research projects and is audited (23-0115) by an external firm annually.
The animals served by the Veterinary Technician program at Iowa Lakes are protected under the Animal Welfare Act (AWA) (23-0421). The Institutional Animal Care and Use Committee (IACUC) (23-0423) membership aligns with federal regulations. Following AWA guidelines, the committee develops and outlines policies (23-0422) for the human care and use of animals. All policies and records are retained within the offices of the Veterinary Technician program. Concerns related to the care of the animals are to be reported to the IACUC (23-0424). The Veterinary Technician program is subject to annual compliance inspections by the United States Department of Agriculture’s Animal and Plant Inspection Service. The latest inspection report for the Iowa Lakes program did not identify any non-compliance issues (23-0425).
2.E.2.
Iowa Lakes supports faculty, staff, and students in pursuing research and scholarly practices. Library staff also help guide and assist students with research projects. The library has an online catalog to Find Resources (23-0243). The college provides services to ensure research integrity by all faculty, staff, and students. As described in 2.E.1, research involving human subjects must follow federal guidelines and comply with IRB policies. Research projects not related to human subjects must be conducted with faculty oversight. Presidential Scholar students complete their research projects under the guidance of the faculty advisor.
The Engineering Technology program collaborates with Iowa State University (23-0221) to provide hands-on learning experiences to students. Engineering students from both colleges gain practical experience in battery testing and modeling and help build the talent pipeline for careers in battery installation, which is a growing part of the renewable energy industry in Iowa.
The Iowa Great Lakes provide robust learning opportunities for students interested in Environmental Studies. Students in this program have conducted research projects, some at the request of local cities or organizations. For example, the City of Sherburn, Minnesota, requested the Fox Lake project (23-0215). The Fox Lake project had a student build a tentative map of a retired power plant that the city would like to restore to a recreation area. The student identified park necessities and additional elements to add interest. Another student collected data on one county’s farmstead decline (23-0216). Other projects include a camera trap study (23-0217) of mesocarnivores at Fort Defiance State Park and a map created for the Iowa Department of Natural Resources (DNR). The Iowa DNR project involved a student completing a bluewing map (23-0218) of Lost Island Lake to determine if winter dissolved oxygen readings in many wetlands and if fish kills would persist. The Environmental Studies Program, Iowa DNR Wildlife, Iowa DNR Fisheries, Palo Alto County Conservation Board, Clay County Conservation Board, and Lakeside Laboratories have partnered on a turtle-tracking project (23-0334). The college purchased the monitoring system, and the groups monitor turtle populations in a three-county region. The Conservation Club assisted the Iowa DNR in restocking walleyes in the local lakes (23-0427, p. 131).
2.E.3.
In the Successful Learning course, the library provides an overview of the services available, including the use of resources. Iowa Lakes has policies regarding academic freedom, acceptable use policy (23-0212), and proper student conduct. As stated in 2.E.2, the library has Find Resources (23-0243) available for students, and staff members assist students in the ethical use of information in research projects. At the faculty’s request, the Director of Library Services (23-0376) will come into the classroom and inform students of the resources available in the library. Content is adapted to each class due to varying focus. The college utilizes the TurnitIn® (23-0241) tool and Grammarly (23-0186). to ensure the integrity of research and scholarly practices. Faculty members guide students in research ethics when discussing plagiarism and citing sources in class to help students understand the definition and consequences. The academic dishonesty policy is on all syllabi (23-0032), the student handbook (23-0010, p. 80), and the website (23-0090).
2.E.4.
Iowa Lakes utilizes a variety of tools and methods to evaluate academic integrity. First and foremost, the instructor provides the overall educational and research integrity administration in the classroom (face-to-face and virtually). Faculty utilize Turnitin® (23-0241) as a plagiarism checker for students to submit assignments to review their overall plagiarism score. Students can use the Grammarly software plagiarism tool to check their work. In addition, the Policies and Standards Committee (23-0251, p. 8-9) last updated the student academic dishonesty policy in May 2016. The policy is posted on each course syllabus (23-0032), the student handbook (23-0010, p. 79), and the website (23-0090).
Hiring practices ensure that professional and highly qualified faculty fill each position. The college documents and communicates expectations for ethical teaching and research practices during New Teacher Workshops (23-0095). The workshop covers effective teaching and learning practices, assessment, syllabus and course outcomes, and academic policies and standards enforcement. New faculty are paired with faculty mentors (23-0173, 23-0176). All full-time and adjunct faculty attend employee Professional Development Days (23-0162) twice yearly, devoted to faculty-driven break-out sessions. Academic honesty and integrity are frequently discussed at faculty meetings.
Sources
- 23-0010 Resource- Student Handbook 2022-2023.pdf
- 23-0010 Resource- Student Handbook 2022-2023.pdf (page number 79)
- 23-0010 Resource- Student Handbook 2022-2023.pdf (page number 80)
- 23-0011 Resource- IRB Review Form.pdf
- 23-0032 Syllabus- BUS161 Human Relations
- 23-0090 Website- Iowa Lakes Community College
- 23-0095 Resource-New Teacher Workshop.pdf
- 23-0115 Report- Annual Audit FY19-21.pdf
- 23-0162 Resource- Professional Development.pdf
- 23-0173 Resource- Eval of Mentor mentee Process
- 23-0176 Resource- Mentor-Mentee Checklist.pdf
- 23-0186 Resource- Grammarly.pdf
- 23-0212 Policy- Acceptable Use Policy.pdf
- 23-0215 Report- EVS Research- Fox Lake project.pdf
- 23-0216 Report- EVS Research- Farmstead- PA County.pdf
- 23-0217 Report- EVS Research- Camera Trap Study.pdf
- 23-0218 Report- EVS Research- Bluewing Map.pdf
- 23-0221 News- Engineering Tech.pdf
- 23-0241 Website-TurnitIn.pdf
- 23-0242 Policy- 45 CFR Part 46.pdf
- 23-0243 Website- Find Resources (Library).pdf
- 23-0251 Resource- Academic Organization.pdf
- 23-0251 Resource- Academic Organization.pdf (page number 8)
- 23-0334 Resource- EVS Turtle Tracking Project.pdf
- 23-0376 Resource- Library Information Literacy Dates.pdf
- 23-0421 Website- Animal Welfare Act
- 23-0422 Minutes- IACUC Meetings 11-18-21 and 6-15-22
- 23-0423 Resource- IACUC membership
- 23-0424 Resource- IACUC Inquiry Form How to Report Animal Care Concerns
- 23-0425 Report- USDA Inspection Report 9-21-22 Vet Tech
- 23-0427 Report- Condition of Iowas Community Colleges 2022
- 23-0427 Report- Condition of Iowas Community Colleges 2022 (page number 131)
The institution acts with integrity; its conduct is ethical and responsible.
Summary
Iowa Lakes acts with integrity and operates using ethical and responsible conduct. The Board reviews and adopts the mission that was developed by its constituents. The college communicates in print, radio, and online to inform its constituencies. Iowa Lakes has established and abides by policies and procedures to be fiscally responsible, provide high-quality education, and hire qualified faculty and staff. The President and administrators oversee daily operations while academic matters are delegated to faculty.
Iowa Lakes is committed to academic freedom and the pursuit of truth for faculty, staff, and students. The college works to instill intellectual honesty and ethics in student endeavors and has a no-tolerance policy concerning plagiarism. When research is conducted, it is under faculty guidance and, when applicable, under the direction of the IRB. The IRB manages research involving human subjects with faculty oversight and follows all established protocols.
Sources
There are no sources.
3 - Teaching & Learning: Quality, Resources & Support
The institution provides quality education, wherever and however its offerings are delivered.
The rigor of the institution’s academic offerings is appropriate to higher education.
- Courses and programs are current and require levels of student performance appropriate to the credential awarded.
- The institution articulates and differentiates learning goals for its undergraduate, graduate, post-baccalaureate, post-graduate and certificate programs.
- The institution’s program quality and learning goals are consistent across all modes of delivery and all locations (on the main campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements, or any other modality).
3.A.1.
Courses and programs at Iowa Lakes are reviewed regularly (23-0352) and improved to ensure appropriate content, rigor, and opportunities for students’ success on their chosen pathways. Learning outcomes are developed with guidance and approval from the Curriculum Committee (23-0441). The Assessment of Student Learning and Program Review Committee (ARC) (23-0451) ensures that learning outcomes are systematically assessed, and programs engage in ongoing analysis and improvement.
Curricula at Iowa Lakes are generated by highly qualified faculty (23-0244) in consultation with an advisory board composed of current practitioners in their fields to ensure learning outcomes and experiences align with current practices. Program faculty meet twice annually with the advisory board per Iowa Code 258.9 (23-0573) to review and update the curriculum based on student performance data and changes in the field or industry. This process is documented in Advisory Board minutes (23-0118), which the Program Review Committee also examines during the program review (23-0443). The quality of Iowa Lakes curricula is further evidenced by high levels of post-graduation placement in the field after completing programs or successful transfer to institutions offering baccalaureate degrees (23-0397).
Transfer Agreements (23-0047) with other institutions of higher education further demonstrate evidence of appropriate rigor in Iowa Lakes’ curricula. In Iowa, the Liaison Advisory Committee for Transfer Students (LACTS) (23-0270), Transfer in Iowa (23-0309) has developed statewide articulation agreements between Iowa community colleges, the Regent Universities, the State of Iowa, and the Iowa Department of Education (IDOE). These agreements are reviewed annually by the LACTS Committee and have been revised over time to enhance clarity and improve transferability. The Chief Academic Officer (CAO) and Executive Dean of Students attend the annual LACTS meeting and work closely with the Registrar to ensure that all AA and AS requirements meet LACTS articulation agreement requirements, which the IDOE approves. In the 2022 Community College Transfer Report, prepared by the Iowa Board of Regents, 78.3 percent of Iowa Lakes students who transferred to a regent institution earned a bachelor’s degree or enrolled for a third year (23-0446, 23-0447).
Iowa Lakes follows Iowa Code 281, Chapter 21.2(12) (23-0332) when defining course credit and the minimum length of instructional time for a credit hour (23-0009, p.13). Programs with additional accrediting bodies (23-0193) also meet the established requirement as with the following programs: Nursing, Aviation, Cosmetology, Electrical Technology, Massage Therapy, Medical Assistant, Practical Nursing, Surgical Technology, and Veterinarian Technology.
Iowa Lakes, internally and through review by outside governing bodies, ensures that courses and programs are current and require levels of student performance appropriate to the credential awarded. Ongoing internal evaluation of courses and programs involves the Curriculum Committee (23-0441) and the ARC (23-0451). Outside governing bodies include the IDOE, the National Alliance of Concurrent Enrollment Partnerships (NACEP), the Higher Learning Commission (HLC), Program Advisory Boards, transfer meetings with Regent universities, and third-party accreditors. The Iowa Board of Nursing reviews nursing education program statistics to ensure levels of student performance are appropriate. Iowa Lakes’ Associate Degree Nursing documents an NCLEX-RN of 92.31 percent first-time exam passing rate for 2021 (23-0594).
The process for updating curricula may begin with assessment data reviewed by faculty or recommendations by the Advisory Board. Faculty review potential changes with the department, seek the support of their Advisory Board and Executive Dean, and present rationale to the Curriculum Committee. An affirmative vote by the Curriculum Committee is passed on to Academic Council for final approval (23-0014, 23-0369, 23-0545). Modifications are submitted to the IDOE and HLC for approval. This process ensures that careful consideration is given to maintaining a current and rigorous curriculum.
The Curriculum Committee (23-0441) is composed of both Arts and Sciences faculty and Career Technical Education (CTE) Programs faculty, with at least two members from each category for a committee total of seven voting members. Membership on the Curriculum Committee involves an election by peers, and special consideration is given to ensuring members are able to advocate for all programs and disciplines. This committee oversees the curriculum and seeks final approval by the State of Iowa Curriculum System (STICS) (23-0452) for any new courses or course modifications.
ARC (23-0451) is composed of fifteen voting representatives from each of the following areas: Arts and Science (4), CTE (5), Continuing Education (1), Developmental and Preparatory Education (1), Support Services (2), Distance Education (1), High School Partnerships (1), The CAO serves as an ad hoc member and will vote during ties. Additional non-voting ad hoc members: the Campus Executive Deans, Campus Supervisor/Directors, Institutional Researcher, one staff member from Planning & Development, and the Assessment & Compliance Coordinator. The objectives of this committee support core component 3.A.1 in the ongoing review of courses and programs for rigor, current relevance in the field or discipline, and assessment practices that demonstrate appropriate levels of student performance. Subcommittees of ARC include the Assessment of Student Learning and Program Review. The Assessment of Student Learning Subcommittee oversees ongoing assessment practices and the continual improvement cycle at the course, program, and institutional levels. Program Review Subcommittee leads program and discipline reviews (23-0443) on a five-year review cycle in addition to ongoing follow-up and assistance with goals identified for enhancement or improvement.
The Concurrent Enrollment Program (23-0311) at Iowa Lakes is fully accredited by NACEP (23-0312) as mandated by the IDOE’s Postsecondary Course Audit Committee (23-0405, 23-0406). This organization ensures that high school students taking college-level courses receive instruction from highly qualified faculty and experience learning opportunities that allow credits to transfer seamlessly to college after graduating high school. The Concurrent Enrollment Program courses are overseen and supported by Iowa Lakes’ lead faculty. All learning objectives and assessment practices are aligned with Iowa Lakes courses. Funding from the IDOE through Regional Planning Partnerships (23-0448) and Perkins ensures that high school students enrolled in CTE courses have access to the same equipment and resources college students experience in the same course.
All learning outcomes are reviewed and recommended for approval by the Curriculum Committee (23-0025). The Curriculum Committee also approves all course and program learning outcomes changes proposed by faculty. The Curriculum Committee evaluates learning outcomes using Bloom’s Taxonomy and provides feedback for revisions to ensure a rigorous and appropriate curriculum. This process is outlined in the Curriculum Committee’s bylaws (23-0441). Through Program Review and Advisory Board meetings, ongoing review of learning outcomes and curricula is conducted to ensure courses and programs are current and ensure students are prepared to meet industry standards for successful performance as well as successful transfer to baccalaureate degree issuing institutions.
Based on the Systems Appraisal Feedback Report (23-0557), in 2018, Iowa Lakes implemented an initiative to align learning outcomes and assessment. Professional development opportunities to select conferences were sought and attended (23-0409). The HLC articulated the same concern in the June 2018 letter (23-0267). Continued professional development opportunities were sought and invested in for faculty and administrators (23-0268). Through professional development and intensive workshops, faculty have developed clear, ongoing processes for developing and reviewing learning outcomes (23-0548). One step Iowa Lakes has taken to ensure alignment of all courses with approved outcomes is to adopt Simply Syllabus (23-0356). Simple Syllabus is an application within Canvas, a learning management system (LMS) that automatically populates the approved learning outcomes for all syllabi. This ensures that the enacted curriculum is consistent with the intended goals. A lead faculty member monitors courses taught by multiple faculty members through the multi-section course assessment process (23-0088), and collaboration is ongoing in the selection and review of assessment practices. Furthermore, the Assessment of Student Learning Subcommittee of ARC reviews assessment reports and offers feedback to peer faculty who have prepared them (23-0326).
Students at Iowa Lakes have access to an extensive online course selection through the Iowa Community College Online Consortium (ICCOC) (23-0279). “The objectives of the ICCOC are to establish resources, train instructors, establish standards of quality, coordinate student services support, communication and implement an informational website. The ICCOC successfully completes these objectives through the commitment of all Consortium partners to provide quality online educational opportunities to students.” These courses are designed with rigorous standards (23-0310) developed among partnering community college representatives.
Previously noted in 3.A.1, the statewide LACTS (23-0270) ensures that Iowa community colleges and Iowa Regent universities maintain seamless transfer opportunities for students seeking baccalaureate degrees. Additionally noted in this section is the role of the IDOE in maintaining general oversight for programs, including concurrent enrollment, for which it requires accreditation through NACEP (23-0312).
3.A.2.
Iowa Lakes has identified learning outcomes at every level of the institution’s goals for student achievement. Institutional Learning Outcomes (ILO) are broad goals all students achieve as part of their program, whether in a diploma-seeking program, Associate in Applied Science, Associate in Arts, or Associate in Science. The General Education Learning Outcomes, as required by the IDOE (23-0019), support ILO. Each program has identified Program Learning Outcomes (PLO) and mapped the progression of PLO across program courses with supporting Course Learning Outcomes (CLO). Co-Curricular Learning Outcomes (CCLO) support and complement the academic curriculum with learning activities outside of the formal academic curriculum.
Iowa Lakes’ ILOs are related to the following concepts: Professionalism and Civility, Oral and Written Communication, and Critical Thinking and Problem-Solving (23-0364). All faculty participate in assessing each of these outcomes utilizing common rubrics. Data are analyzed by faculty and administration for continuous improvement of institutional-level practices for student learning (23-0264). ILO data is collected for all credit-seeking students. While Iowa Lakes has only collected five semesters of ILO data thus far, the initial analysis indicated that students tended to score lower in Written Communication. One improvement strategy identified to address this was the college’s investment in Grammarly (23-0186), a tool for real-time writing feedback. Initial indicators suggest a potential improvement in student writing; further monitoring is in progress (23-0537), and additional discussion is being facilitated around strategies for improvement. Most recently, a slightly lower Critical Thinking and Problem-Solving score caused the ARC committee to question instructors’ confidence in fostering this outcome through learning. While it was only a single semester of data prompting the question, it has been explored through publications in the “Assessment Proud” newsletters (23-0358, 23-0538) and a faculty development workshop (23-0465).
The general education program has identified the outcomes specific to each discipline that further define and support students’ general education (23-0363). These, too, are assessed in a continuous cycle and analyzed in discipline meetings. General Education requirements for each diploma or degree are specified in the course catalog (23-0009).
PLOs are specific to each program as well as the degree or certificate. For example, PLO for Early Childhood Education AAS degree differentiates from the Early Childhood Diploma (23-0453). Accounting Specialist PLO are differentiated from the Accounting Diploma. PLO data are reviewed in department meetings and at each program’s advisory board. Review of PLO data is also part of the Program Review process (23-0443).
All course learning outcomes are mapped across programs to ensure sufficient spiraling of the curriculum and appropriate learning progressions. (23-0361) Program faculty also map courses each term so that CLOs support alignment. All academic learning outcomes are noted in each course syllabus, which are prepopulated for each course using Simple Syllabus (23-0356) in Canvas. PLO are listed on each program webpage (23-0190) for prospective students, industry, and other stakeholders. ILO, General Education, and Diversity Outcomes are described on the Assessment webpage (23-0463) for a broad view of outcomes supporting Iowa Lakes’ overall mission.
CCLO (23-0589, p. 3) outcomes have been mapped across a number of learning activities, including student leadership, College 101, TRIO-SSS, clubs, athletics, counseling services, and the Iowa Lakes’ Convocations (23-0134) series, among others. These support ILO and diversity outcomes, which allows students to hone skills they can apply within the classroom and beyond.
3.A.3.
To ensure Iowa Lakes program quality and learning goals are consistent across all modalities, the institution begins with careful communication. New faculty participate in the New Faculty Training Workshop in which Iowa Lakes’ standards of program quality, rigor, and assessment practices are reviewed (23-0095). New faculty are also required to complete an online course within Canvas, which prepares them to understand community colleges' history, classroom management, assessment, use of Canvas, and student accommodations. (23-0454) Mentors are assigned to new faculty from among their colleagues to guide them throughout the first years with these important standards. This process is described in the Quality Faculty Plan (QFP) (23-0244). All faculty can take the online course Iowa Lakes Faculty Training as part of their professional development for their QFP. The course fulfills the professional development requirement for adjunct faculty.
All faculty (including full-time, part-time, adjunct, and high school instructors), regardless of instructional modality, participate in professional development workshops regarding learning outcomes and assessment, as well as attend program and discipline meetings to review outcomes, assessments, and best practices (23-0110). Participation is mandatory, and attendance is taken at workshops and meetings. As well, presentations are recorded and made available for all faculty within the course Assessment at Iowa Lakes (23-0550). Suggestions are sought, and faculty share suggestions and successes regarding clear communication about learning outcomes and assessment as well as ongoing support (23-0459).
During the HLC site visit in 2018, concern was raised about the consistency of course learning outcomes across all modes of delivery. Significant work was immediately launched to address this concern. Professional development around writing quality learning outcomes occurred and is ongoing (23-0548, 23-0461). All learning outcomes are approved through the Curriculum Committee and prepopulated in course syllabi through Simple Syllabus (23-0356) in Canvas. Simple Syllabus ensures that all courses contain the same learning outcomes as well as course and institutional policies through the common syllabus generated and used by all faculty teaching a course regardless of modality or location.
Whenever two or more faculty are teaching a course, form C-4 Multi-Section Course Assessment Plans/Reports are compiled by a designated lead faculty. The assessment and scoring instruments are common regardless of the instructional modality, and all faculty teaching the course are in communication about expectations (23-0531). Additionally, if one instructor is teaching a course in more than one modality, that instructor completes the C-4 Multi-Section Course Plan/Report to ensure consistency.
High school teachers teaching concurrent enrollment courses for Iowa Lakes college credit are introduced to the process of ensuring consistent program quality and learning goals through the Career Connect Guidance Counselor and Instructor Handbook (23-0343) in addition to the New Faculty Workshop (23-0095). In this resource, instructor credentials, expectations, and consequences of non-compliance with policies about professional development, maintaining consistent learning goals, syllabus requirements, and grading are outlined. Iowa Lakes’ concurrent enrollment program is accredited by NACEP (23-0462), which conducts site visits every seven years to review courses, content, and materials.
Iowa Lakes’ program quality is also supported through the hiring practices of instructors. Credentials for teaching meet the requirements for The Iowa Community College Guideline for Faculty Qualifications: A Resource for Administrators and Accreditation Reviewers (23-0157). This work serves as the basis for Iowa Lakes’ QFP (23-0244).
Program success is measured in persistence, completion and graduation rates, post-graduation placement, and Advisory Board feedback. These data (23-0389) are reviewed during Program Review and Discipline Review processes.
Sources
- 23-0009 Resource- Course Catalog 2022-2023.pdf
- 23-0009 Resource- Course Catalog 2022-2023.pdf (page number 13)
- 23-0014 Minutes- Curriculum Committee 11-20-20
- 23-0019 IDOE Program Approval Guidelines 2014
- 23-0025 Minutes- Curriculum Committee 12-6-18
- 23-0047 Website- Transfer Agreements
- 23-0088 Resource- Faculty Guide to Multi-Section Course Outcome Assessment
- 23-0095 Resource-New Teacher Workshop.pdf
- 23-0110 Agenda- Faculty Prof Dev Assessment Workshop 1-11-22
- 23-0118 Resource- Program Advisory Boards.pdf
- 23-0134 Resource- Convocations.pdf
- 23-0157 Resource- Iowa Comm Colleges Faculty Qualifications Guide.pdf
- 23-0186 Resource- Grammarly.pdf
- 23-0190 Website- Degree Option Webpages.pdf
- 23-0193 Website- Accreditation.pdf
- 23-0244 Policy- QFP- Board approved FY21.pdf
- 23-0264 Report- Annual Assessment Report.pdf
- 23-0267 Letter- HLC Letter-Iowa Lakes CC 6.18.18
- 23-0268 Assessment- Conferences and Workshops Attended 2018-2021
- 23-0270 Resource- LACTS.pdf
- 23-0279 Resource- ICCOC.pdf
- 23-0309 Website- Transfer in Iowa.pdf
- 23-0310 Resource- ICCOC Course Quality Checklist.pdf
- 23-0311 Website- Concurrent Enrollment Program.pdf
- 23-0312 Website- NACEP.pdf
- 23-0326 P-6 Program Discipline Feedback Report.pdf
- 23-0332 Policy- Iowa Code Chapter 21.2(12)
- 23-0343 Resource- Career Connect Instructor Handbook.pdf
- 23-0352 Resource- Program Review Schedule
- 23-0356 Resource- Simple Syllabus Template.pdf
- 23-0358 Assessment- Assessment Proud Newsletter
- 23-0361 Resource- Curriculum Map- sample.pdf
- 23-0363 Resource- Faculty Guide for Gen Ed Learning Outcomes Assessment.pdf
- 23-0364 Resource- Faculty Guide for ILO Assessment.pdf
- 23-0369 Resource- Wind AAS program modification.pdf
- 23-0389 Data- FY22 Program Review Data.pdf
- 23-0397 Data- Profile_Analytics_Iowa_Lakes_Community_College_in_20_Counties
- 23-0405 Resource- Iowa Code 256.17 Senior Year Plus
- 23-0406 Resource- Senior Year Plus Audit Plan 2022-23
- 23-0409 Assessment- PD Workshops- Assessment
- 23-0441 Policy- Curriculum Committee Bylaws.docx
- 23-0443 Resource- Comprehensive Program Review Template P-5
- 23-0446 Report- Transfer Report (University)
- 23-0447 Report- Transfer Report (Iowa Lakes)
- 23-0448 Website- IA DOE Regional Planning Partnerships
- 23-0451 Policy- ARC Bylaws
- 23-0452 Resource- State of IA Curriculum System (STICS) Application Documentation
- 23-0453 Resource- Iowa Lakes College-wide PLO
- 23-0454 Resource- Iowa Lakes Faculty Training Spring 23 Canvas Screenshop (homepage)
- 23-0459 Resource- ARCNewsletter-OctoberNovember
- 23-0461 Agenda- Professional Development - Penn 1-11-22
- 23-0462 Website- NACEP Accredited Programs
- 23-0463 Website- Assessment Page
- 23-0465 Agenda- Professional Development Agenda 8-18-22
- 23-0531 Email- Multi-Section Assessment Communication - Johnson
- 23-0537 Resource- Grammarly Usage Data
- 23-0538 Resource- Assessment Proud Newsletter Oct Nov 2022
- 23-0545 Minutes- Curriculum Committee Meeting and Supporting Documents 1.20.23
- 23-0548 Resource- Baehr Faculty Workshop 8.20.2020
- 23-0550 Professional Developement Materials Available in Canvas
- 23-0557 Report- SA feedback report 2017
- 23-0573 Policy- Iowa Code 258.9
- 23-0589 Minutes- ARC Minutes 12-2-21
- 23-0589 Minutes- ARC Minutes 12-2-21 (page number 3)
- 23-0594 Resource- NCLEX-RN First-time Pass Rates
The institution offers programs that engage students in collecting, analyzing and communicating information; in mastering modes of intellectual inquiry or creative work; and in developing skills adaptable to changing environments.
- The general education program is appropriate to the mission, educational offerings and degree levels of the institution. The institution articulates the purposes, content and intended learning outcomes of its undergraduate general education requirements.
- The program of general education is grounded in a philosophy or framework developed by the institution or adopted from an established framework. It imparts broad knowledge and intellectual concepts to students and develops skills and attitudes that the institution believes every college-educated person should possess.
- The education offered by the institution recognizes the human and cultural diversity and provides students with growth opportunities and lifelong skills to live and work in a multicultural world.
- The faculty and students contribute to scholarship, creative work and the discovery of knowledge to the extent appropriate to their offerings and the institution’s mission.
3.B.1.
Iowa Lakes’ general education program supports all learners’ goals of preparing for a career or transferring to a baccalaureate or graduate program. It is appropriate to the mission “To provide opportunities for quality lifelong learning and promote economic development for our communities.” At the core of its philosophy is the belief that all community members must possess qualities that allow them to adapt and thrive in a complex and ever-changing world. The general education program supports Iowa Lakes’ three degrees (AA, AS, AAS), 20 diploma programs, and two certificates in developing the core competencies of communication; critical thinking; numerical data; scientific inquiry; ethical, global, historical and social issues; appreciation for the fine arts; and technology.
Iowa Lakes follows guidelines from the IDOE for general education components within transfer AA and AS degrees, CTE programs, and diplomas. Modifications to degrees or diplomas, including changes to the general education program, are approved by the Curriculum Committee, the IDOE, and the HLC as needed. Iowa Lakes determines applicable coursework to fulfill career and technical general education requirements. In some instances, CTE programs exceed the minimal general education credit requirements. Iowa Lakes also adheres to general education standards established by the State of Iowa’s LACTS (23-0270), which defines statewide articulation agreements between Iowa’s community colleges and public universities for Iowa Lakes’ transfer AA and AS. Additionally, nine programs have external accrediting bodies (23-0193), which guide the appropriate general education requirements of those programs.
The Iowa Lakes’ General Education statement is reviewed and approved by faculty every three years. Most recently, the general education definition was reaffirmed by the collegewide, faculty-led ARC (23-0464) in 2021. The purpose of the general education program and general education requirements are articulated in the course catalog (23-0009, p. 15). General Education Learning Outcomes are listed on the website (23-0463).
3.B.2.
General education at Iowa Lakes is grounded in the framework established by the IDOE (23-0019) and based on the philosophy of the HLC. Iowa Lakes faculty have established a general education program based on that framework and reevaluated/approved the definition every three years (23-0009, p. 15). Should this definition no longer fit the beliefs of the institution regarding the value of general education, a faculty-led committee would propose changes requiring approval by ARC. The current definition was most recently approved by ARC (23-0464) in 2021 when a diversity component was added to the general education definition and outcomes.
Iowa Lakes follows guidelines from the IDOE for the general education component of Associate in Arts and Associate in Science transfer degrees as well as career and technical programs and diplomas (23-0019). If warranted, all modifications to degrees or diplomas, including the general education program, must be approved by Iowa Lakes’ Curriculum Committee, the IDOE, and the HLC. Iowa Lakes determines applicable coursework fulfilling career and technical programs that meet or exceed the State requirements.
3.B.3.
The diversity statement of Iowa Lakes is “to create a culture in which all people are valued and supported and to celebrate the similarities and differences among us” (23-0039). In doing so, Iowa Lakes prepares students to live, learn, and work together in a diverse society. All programs have courses designed to support this mission.
During the 2019-2020 academic year, Iowa Lakes faculty began to discuss adding a diversity component to the general education program. The ARC and Curriculum Committees approved a diversity statement, goals, and outcomes in 2020 (23-0040). Beginning fall of 2021, a diversity component was added to all AA, AS, AAS, and diploma programs (23-0009, p. 16). During the fall of 2022, diversity outcomes were mapped to courses. A subcommittee began meeting to discuss the assessment of these outcomes to ensure that Iowa Lakes’ commitment to diversity would enter a process for continual improvement of students’ learning.
In CTE programs, students have opportunities to participate in a work-based component in the workforce, and coursework prepares them for the experience. Additionally, the college plans a series of Convocations (23-0134) for all students to expose students to diversity and culture that is not possible within the curriculum structure. These Convocations aim to expand awareness and sensitivity to diversity issues and other cultures. Iowa Lakes’ Diversity Committee plans activities and events on campus to honor and celebrate our heritage and diversity within our student body (23-0038). The Diversity Club is comprised of students, faculty, and staff who meet to participate in activities reinforcing learning concepts around diversity.
The Campus Climate Survey (23-0160) provides evidence of student participation in educational co-curricular activities that allow them to develop skills in working with diverse populations (survey question 2). Additionally, this survey demonstrates that students perceive the campus climate as embracing cultural diversity (survey question 6) and welcoming to all students regardless of background or identity. This survey is reviewed annually at the Campus Administrators/Student Services meeting (23-0372), and action is taken through implementing changes to students’ experiences and/or allocation of resources.
3.B.4.
Iowa Lakes faculty engage in scholarship, creative work, and discovery of knowledge through study, earning additional degrees (23-0551), and attending or presenting at conferences. For example, the professor of Environmental Studies recently completed his master’s degree and researched the endangered turtles (23-0334) in Iowa. During this research, the professor was able to involve Presidential Scholars’ students and other students in his course. Students learned about turtles, how to log tracking data, and the use of radio frequency transmitters and receivers. Iowa Lakes supported this effort through funding for the technology used.
In 2021, faculty involved with defining processes for improving the effectiveness of collecting assessment data and improving communication around assessment practices recognized that Canvas, currently used by the institution for instruction, also served as a helpful tool in designing solutions for assessment needs. These faculty presented their idea at the Assessment Matters Regional Community College Assessment Conference hosted by Johnson County Community College (23-0407).
In 2021-2022, an Iowa Lakes graduate assistant engaged in a study of the research questions: 1. Are on-campus residential status, athletic participation, socioeconomic status, gender, and degree program significant predictors of overall GPA? 2. Is the mean overall GPA significantly different across on-campus residential status, athletic participation, and the interaction of on-campus status and athletic participation? 3. Is the difference between in-season academic success (GPA) and out-of-season success (GPA) statistically significant across student-athletes? This research (23-0569) was supported by Iowa Lakes with resources such as collaboration with the Institutional Researcher and Management Information Systems Director. Data set dashboards were developed through the software Informer by Ellucian Colleague (Colleague). This work contributed to the discovery of knowledge within higher education regarding students’ general feelings of belonging to their academic success, the role of athletics in fostering this feeling of belonging, and athletes’ general academic success in college. Because previous research in this area was done primarily at four-year institutions, this study conducted at Iowa Lakes Community College provided another lens through which to test these theories. The results of this research diverged from studies cited in the literature review and, as such, warrant additional research at community or junior colleges. For Iowa Lakes, this study has sparked conversations about current and future resources available for students.
Iowa Lakes’ Engineering Technology program students engaged in a study with Iowa State University to collect data on the optimal charging cycles of battery cells (23-0221). The purpose of the study was to create a pilot training program about battery storage consisting of a training hub on battery testing and a short course on battery modeling. Additionally, the students will develop a software tool to accelerate predictions of battery lifetimes and create a rich knowledge base comparing the long-term reliability of various battery chemistries and suppliers.
Engineering Technology instructors were also involved in a project at the start of the COVID-19 pandemic involving a partnership between Iowa Lakes and local businesses to create medical face shields and ear savers using 3D printing technology (23-0158). Local healthcare professionals used personal protective equipment on the front lines of the pandemic in the Iowa Lakes district and throughout Northwest Iowa.
Faculty and staff share expertise and knowledge from conferences or other learning experiences during professional development activities at the college. For example, some faculty and staff attend the annual HLC conference, and information learned is brought back to the Assessment Committee work and professional development activities with other faculty. A recent example involved several rotating sessions for small groups of faculties during a Professional Development Day (23-0465), during which topics such as designing quality assessments, implementing the Outcomes tool in Canvas, and exploring interrater reliability in assessments were explored.
Iowa Lakes students engage in scholarship, creative work, and the discovery of knowledge through projects and performances. For example, Presidential Scholars (23-0136) engage each semester with honors projects and are mentored by faculty. A Chemistry faculty member mentored students pursuing projects related to future goals, such as applying to medical and pharmacy schools. One student was interested in becoming a Math/Chemistry teacher and designed a lab demonstration, administered pre-post testing, and reflected on the results.
The Music Department (23-0084) contributes opportunities for students to participate in creative work consistent with Iowa Lakes’ mission regarding lifelong learning and community engagement. Many opportunities for students to interact with community members are offered in creative endeavors. For instance, in the spring semester of 2022, Iowa Lakes students, members of the faculty and staff, and community members came together to launch the musical production of Mamma Mia! The Musical (23-0467). Students regularly perform in the Handbell Ensemble in concerts and community events such as the Veterans Day Program (23-0444). In 2019, two Iowa Lakes students were selected to perform in the Great Christmas Ring at Carnegie Hall (23-0470) in New York City, which provided the added learning experience of travel and participation in cultural experiences outside the campus region. Additionally, many music students perform renditions of original works at “Night at the P.A.C.” (23-0468, 23-0469), formerly known as Coffee House events. Individuals, groups, ensembles, and choirs offer performances showcasing their talents and contributions.
The Digital, Social, and Broadcast Productions program engages in hands-on, authentic learning experiences through student coverage of Iowa Lakes’ events, athletics, and other interest stories as class projects. The second-year Construction Technology students (23-0579) design and generate blueprint renditions for future building projects. Each student designs a house plan to specifications and a 3D version of their design. Each student presents their design to a client panel. The panel reviews each design and selects the one they will contract with the Construction Technology program to build the next academic year.
Students in many programs interact with community members through services provided in labs throughout the programs. Examples include service to customers’ vehicles in the Automotive, Powersports, and Marine programs as well as service to clients in the Cosmetology and Hotel & Restaurant Management programs. These opportunities engage students with real-life clients in authentic settings and situations through which knowledge is acquired and constructed. The 2020 Community College Survey of Student Engagement (CCSSE) (23-0303) indicates that Iowa Lakes students perceive their work in classes and programs promotes personal growth in applying theories and concepts to practical problems, argumentation, and dissemination of knowledge to others.
Sources
- 23-0009 Resource- Course Catalog 2022-2023.pdf
- 23-0009 Resource- Course Catalog 2022-2023.pdf (page number 15)
- 23-0009 Resource- Course Catalog 2022-2023.pdf (page number 16)
- 23-0019 IDOE Program Approval Guidelines 2014
- 23-0038 Resource- DEI Committee Matrix Goals.pdf
- 23-0039 Resource- Div Mission Goals Outcomes
- 23-0040 Resource- Diversity Curriculum Guidelines.pdf
- 23-0084 Website- Music Dept.pdf
- 23-0134 Resource- Convocations.pdf
- 23-0136 Resource- Presidential Scholars.pdf
- 23-0158 News- 3-D Printed Face Shields- EngTech.pdf
- 23-0160 Report- Campus Climate Survey Results (Pie and Bar Charts).pdf
- 23-0193 Website- Accreditation.pdf
- 23-0221 News- Engineering Tech.pdf
- 23-0270 Resource- LACTS.pdf
- 23-0303 Data- CCSSE
- 23-0334 Resource- EVS Turtle Tracking Project.pdf
- 23-0372 Minutes- CASS Meeting 2022 10-6.pdf
- 23-0407 Assessment- Assessment Matters Conf 4-30-21
- 23-0444 Resource- Veterans Day Flyer
- 23-0463 Website- Assessment Page
- 23-0464 Minutes- ARC Summer Summit 7-14-21
- 23-0465 Agenda- Professional Development Agenda 8-18-22
- 23-0467 Resource- Music Department Program
- 23-0468 Resource- Music Department Program Night at the PAC 2021
- 23-0469 Resource- Music Department Program - Night at the Performing Arts Center 2022.docx
- 23-0470 Website- Music Department Handbell Students Carnegie Hall
- 23-0551 Form- Faculty Course Approval Form - Pay Advancement
- 23-0569 Resource- Comm Coll and Athletics thesis
- 23-0579 Resource- CT Floor Plan- duplex
The institution has the faculty and staff needed for effective, high-quality programs and student services.
- The institution strives to ensure that the overall composition of its faculty and staff reflects human diversity as appropriate within its mission and for the constituencies it serves.
- The institution has sufficient numbers and continuity of faculty members to carry out both the classroom and the non-classroom roles of faculty, including oversight of the curriculum and expectations for student performance, assessment of student learning, and establishment of academic credentials for instructional staff.
- All instructors are appropriately qualified, including those in dual credit, contractual and consortial offerings.
- Instructors are evaluated regularly in accordance with established institutional policies and procedures.
- The institution has processes and resources for assuring that instructors are current in their disciplines and adept in their teaching roles; it supports their professional development.
- Instructors are accessible for student inquiry.
- Staff members providing student support services, such as tutoring, financial aid advising, academic advising and cocurricular activities, are appropriately qualified, trained and supported in their professional development.
3.C.1.
Iowa Lakes’ Hiring Guide details the process for hiring faculty and staff, including a Non-Discrimination and Affirmative Action policy (23-0170). Advertising for faculty and staff positions indicates that the college is “An Equal Opportunity-Affirmative Action Employer.” The Affirmative Action Officer of Iowa Lakes works with supervisors and screening committees to promote opportunities for the advancement of people of a protected class (23-0403, 23-0471). All applicants are scored using the applicant matrix, which promotes equitable hiring practices (23-0159). Applicants with military experience are given a weighted score through an added five percent and minority status (23-0159).
Iowa Lakes posts open positions on multiple hiring platforms to encourage a diverse pool of applicants. Among these are the college website, social media, higheredjobs.com, indeed, and traditional print media (23-0403, 23-0471). Specialty positions, such as a veterinarian for the Veterinary Technician program, are posted to platforms specific to the program or discipline. In addition, Advisory Boards and Regional Partnership Boards are used to promote the advertisement of positions to ensure a diverse and qualified pool of applicants is solicited.
In 2021 racial minorities represented 4.4 percent of the faculty and staff at Iowa Lakes. (23-0472, p. 10) As noted in 1.A.4, the enrollment profile (23-0103) identifies 14 percent of students are minorities.
Iowa Lakes promotes diversity and inclusion through its professional development practices for faculty and staff. During the fall of 2022, all faculty and staff professional development, speaker Ken Nwadike Jr. from the Free Hugs Project (23-0473) spoke about his work in de-escalating violence at protests, riots, and political rallies. His presentation explored themes of homelessness, racial tension, the criminal justice system, and empathy. Also, in October of 2022, all non-faculty staff attended a workshop conducted by Joel Pedersen (23-0162, p. 2), the Superintendent of Schools for the Cardinal Community School District in Eldon, Iowa, regarding Emotional Intelligence. These presentations serve as a reminder that students and faculty at Iowa Lakes come to the work of promoting inclusion with a wide array of experiences and perspectives. Iowa Lakes embraces the richness of this diversity.
Iowa Lakes’ desire to embrace human diversity is further evidenced by its membership on the Diversity Equity and Inclusion (DEI) Committee at the Community Colleges for Iowa. Two Iowa Lakes staff members, the Executive Director of Human Resources and the Executive Dean of Students, serve on the statewide DEI Committee (23-0150).
3.C.2.
Iowa Lakes employs approximately 70 full-time instructors, 115 part-time or adjunct instructors, and two lab assistants. The ratio of Iowa Lakes students to faculty is 15:1 (23-0195). Per Iowa Code 281.24.5 (23-0276), a teaching load for full-time arts and sciences faculty is 15-16 credit hours per semester or the equivalent. Arts and Science faculty may accept an additional seven credits per semester for overload pay. The maximum instructor workload for a semester is 22 credit hours or equivalent. CTE instructors’ workloads are based on student contact hours. Iowa Code (23-0276) referenced previously identifies 30 contact hours per week, with option three credit hours. A faculty member is expected to dedicate the necessary hours per week to meet their schedule and additional responsibilities. The CTE faculty contract varies per faculty member and program. Contract days include teaching days, activities related to student orientation, professional development, class preparation, and summer term duties if applicable and if program coordinator duties are assigned.
The Survey of Entering Student Engagement (SENSE) (23-0304) reports that Iowa Lakes’ students scored the institution at 59.2 compared to the top-performing schools’ score of 58.9 in the category of Academic and Social Support Network (2020). According to the CCSSE (23-0303) survey, full-time students score student-faculty interactions at 55.7 compared with other cohort schools’ average of 55.5.
Student surveys of courses are one factor in evaluating faculty members’ ability to carry out classroom roles. Probationary faculty must collect surveys from students in at least two courses during the fall term and one in the spring. Continuing faculty collect surveys from at least one course in either fall or spring. Supervisors consider these surveys part of a comprehensive evaluation described in the Faculty Handbook, Section 4.11: Evaluations (23-0171, pp. 43-45).
Iowa Lakes has an 8.5 percent average faculty turnover rate from 2018-2022. Longevity at the college averages 13 years for faculty tenure. The continuity of faculty members and the new faculty mentor program (23-0173, 23-0176) ensures effective, high-quality programming.
Five faculty-led committees ensure oversight of a variety of non-classroom roles. The Curriculum Committee (23-0441) is responsible for reviewing all curriculum propositions made by faculty with administrators’ support. Proposals are recommended by the Curriculum Committee to the Academic Council or returned with proposed modification recommendations. Seven faculty members serve a rotating three year-term. The ARC Committee (23-0451) is responsible for assessing student academic achievement and program review as essential components of evaluating overall institutional effectiveness. The committee is comprised of 15 voting representatives from the following areas: Arts and Science (4), CTE (5), Continuing Education (1), Developmental and Preparatory Education (1), Support Services (2), Distance Education (1), High School Partnerships (1), ARC members serve a three-year term.
The Academic Policies and Standards Committee (23-0474) reviews and creates academic policies and procedures at Iowa Lakes. Recommendations are referred to the Academic Council. The Chair of this committee is elected by the committee members, comprised of seven faculty members serving three-year terms. The Academic Council (23-0251, pp. 6-7) is the overarching academic committee composed of the chairs of each faculty-led committee and chaired by the CAO. This committee makes the final recommendations to senior-level administrators in the Cabinet and the Board of Trustees (Board) as needed.
The QFP Committee (23-0244) is co-led by the Executive Director of Human Resources and a faculty member. The committee reviews the QFP and proposes any amendments to the Board for approval as required by Iowa Code 260C.48(4) (23-0004). The code states each community college must establish a quality faculty committee consisting of administrators and instructors who develop and maintain a QFP to hire and support quality faculty. The QFP Committee is composed of eleven members. Of these, five are administrators appointed by the college President, and six are faculty members determined by the bargaining unit. The role of the QFP Committee (23-0244) is to plan and ensure all faculty have a QFP plan (23-0592) and are progressing to remain current in their respective discipline areas.
3.C.3.
Iowa Lakes complies with the requirements of HLC and the IDOE Faculty Qualifications Guide (23-0157). The IDOE guidelines set specific minimum standards for faculty teaching transfer-level courses. These faculty must have a minimum of a master’s degree in the discipline they teach or at least 18 graduate hours in the field where the instructor is teaching. Iowa Lakes complies with NACEP faculty requirements detailed in the Iowa Lakes’ QFP (23-0244).
All faculty qualifications are reviewed by Human Resources, Executive Deans, and the CAO to ensure all faculty teaching in all modalities and at all locations are qualified. Upon hire, Human Resources completes the Faculty Qualifications Review Form (23-0476, 23-0477, 23-0478) listing faculty credentials and areas/courses approved for teaching. As noted previously, the Executive Director of Human Resources, the appropriate Executive Dean, and the CAO all review credentialling sheets (23-0476, 23-0477, 23-0478) and sign off to ensure instructors meet credentialing requirements before instructors are assigned courses to teach.
In CTE, faculty must be certified and/or registered with the appropriate credentials for their teaching discipline. They must have earned a bachelor’s or associate degree with 3,000 hours of verified work experience or at least 6,000 hours of related employment, as noted in the IDOE Faculty Qualifications Guide (23-0157). Official transcripts and/or documented verified work experience accompany the CTE Faculty Qualifications form and the Alternative Credentialing/Tested Work Experience form (23-0477, 23-0478). These guidelines assist the college in the demonstration of consistent procedures and careful consideration of qualifications for all instructional faculty. The CAO for Iowa Lakes participates on the statewide committee, which reviews recommendations for potential modifications to the guidelines. Revisions and guidelines are released and published on the IDOE website upon committee approval.
The institution uses Colleague (23-0258) software to maintain credentials and match faculty with courses they may teach at Iowa Lakes. This ensures a faculty member can only be assigned to teach a class in their approved area of study and/or specific courses identified during the credentialing review. Ongoing education to ensure faculty remain qualified and grow in their discipline is described in detail in 3.C.5.
3.C.4.
The evaluation process for all faculty is outlined in the Faculty Handbook (23-0171, pp. 43-45). All faculty, full-time, part-time, online, adjunct, or concurrent enrollment, are evaluated by their immediate supervisor. Probationary faculty, those newly hired through year three, are evaluated at least twice per academic year. All non-probationary full-time faculty are evaluated at least once every three years. Adjunct faculty are evaluated in each term they teach for Iowa Lakes. The faculty evaluation process reviews faculty members’ performance related to the roles and responsibilities outlined in their job descriptions. All evaluations include a classroom instructional observation component as appropriate.
Additionally, faculty are required to elicit student feedback using the Student Evaluation Survey outlined in the Faculty Handbook, Section 4.11.B (23-0171, p. 44). The Executive Dean’s office collects the student surveys, tabulates, and summarizes the results. The aggregated results are shared with the respective faculty members and are points for discussion as needed. Student surveys and progress with the QFP are reviewed during evaluations.
Executive Deans, as supervisors, have access to online courses to observe a faculty member or course through Canvas (23-0156). Online courses are subject to be reviewed by supervisors using a special role type with permission to observe course content, student grading, feedback, and student/instructor interactions.
Concurrent enrollment faculty (adjuncts) are evaluated as outlined in the Career Connect Instructor Handbook (23-0343, pp. 6-7). Supervising professors and Career Connect staff conduct site visits utilizing the Faculty Site Visit Form (23-0343, p. 19) in accordance with NACEP standards.
3.C.5.
Per Iowa Code section 260C.48(4) (23-0004), the Continuing Professional Development for Faculty section of the QFP (23-0244, pp. 21-22) outlines the expectations for full-time and adjunct faculty. Full-time faculty complete an annual professional development plan, which the supervisor reviews and approves. Suggested activities include taking courses, workshops, conferences, industry internships, cooperatives and exchange programs, curriculum development, committee work, and self-directed studies. Adjunct faculty are expected to complete one module of the Iowa Lakes Faculty Training course each semester they teach.
A professional development budget allows faculty and staff to attend conferences such as the HLC Annual Conference, workshops, and state or collaborative meetings, as well as a weekly professional development series from Monday Morning Mentor (23-0357) for all faculty on best practices in higher education.
In addition, Iowa Lakes offers at least two professional development workshop days per year for faculty (23-0162, 23-0110, 23-0465). Full-time faculty are required to attend, and adjunct faculty are invited and encouraged as their schedules allow. Adjunct faculty must attend at least one professional development workshop each term they teach for Iowa Lakes (23-0480) via the face-to-face session offered to full-time faculty or a virtual offering at a different date and time. Recent examples include guest speakers and facilitators on assessment practices and capacity, student retention, and other topics (23-0481). Many sessions are recorded and shared to ensure all faculty can access training activities (23-0482). Iowa Lakes' goal is to offer professional development workshops allowing 100 percent of faculty and adjunct faculty to participate. Flexible options for participation allow for that goal to be realized. Full-time faculty must attend professional development workshops offered on campus, usually three to four times yearly. Three offerings were scheduled during the 2021-2022 academic year (23-0483, 23-0484, 23-0485). As indicated on the agendas, many faculty offer to lead professional development workshop sessions to share content learned from attending conferences or from personal experience.
New faculty attend additional professional development sessions in assessment practices and other processes that prepare them for teaching at Iowa Lakes (23-0095). The Faculty Training course in Canvas (23-0487) is a resource for new faculty on topics such as the history of community colleges, Iowa Lakes’ mission and vision, classroom management, curriculum and assessment, Canvas, and accommodations for students' needs. Peer mentors are also assigned to new faculty to assist with onboarding.
Some faculty participate in ongoing professional development to maintain certifications within their professional field. An example of this is the Electrical Technology Program. To stay current and hold certifications as a “master electrician,” the instructor participates in ongoing continuing education. Nursing, Veterinary Technician, Cosmetology, and Aviation are more examples of program instructors maintaining certifications (23-0580).
Concurrent enrollment (adjunct) faculty follow Iowa Lakes’ adjunct faculty guidelines and must attend at least one professional development workshop offered by Iowa Lakes each term in which they teach a course for Iowa Lakes (23-0488). Like all new faculty, they also attend the required new teacher training workshop and select in-person professional development workshop days as identified, specifically our January professional development workshop day (23-0461). Many of these sessions combine topics that meet Iowa Lakes’ requirements and those of NACEP. A valued outcome of these joint sessions is the opportunity for all faculty teaching in a specific discipline to have time to meet and discuss student learning, assessments, course content, and sharing of experiences. All adjunct faculty are invited to attend any in-person professional development workshops at Iowa Lakes. Further, to meet NACEP guidelines, concurrent enrollment (adjunct) faculty receive a peer visit from their Iowa Lakes faculty liaison to facilitate department communications and ensure course alignment (23-0343).
Iowa Lakes is a partnering school with the ICCOC (23-0279). Online courses are shared among community colleges participating in the consortium. Instructors teaching online courses can participate in professional development through the ICCOC Spring Conference, Lumen Learning Circles, as well as Lunch and Learn meetings. Iowa Lakes’ online instructors are also invited to attend on-campus professional development activities.
Iowa Lakes partnered with the other fourteen community colleges in Iowa to form The Iowa Faculty Development Collaborative. The consortium of community colleges applied for the Governor’s Emergency Education Relief Funds (GEER) Component 2 (23-0286) grant to establish a high-quality, online professional development repository that supports growth for community college faculty statewide.
The Community Colleges for Iowa website displays the Iowa Faculty Development Collaborative (23-0489), which includes two components: 1) a catalog of asynchronous online professional development modules formatted for downloading into various LMS and 2) a platform for synchronous professional development courses and events that facilitate dialogue among faculty across institutions. Courses will be designed for credit, non-credit, concurrent enrollment, adult literacy, and adjunct faculty and will address various instructional strategies and best practices.
3.C.6.
All instructors maintain published office hours (23-0492, p. 4). Hours are posted outside faculty offices along with their regular schedules. Instructors include this information in their course syllabi and online companion courses. All students are assigned a faculty advisor. During Orientation Days, instructors are available for student inquiry during several sessions, including advising and registration (23-0490). On Visit Days, instructors are available for student inquiry and advising (23-0491). Many instructors include their cell phone numbers on syllabi and respond to text messages during non-office hours or class time. Most student clubs have a faculty advisor. This additional level of engagement with students strengthens students’ confidence in seeking communication with instructors.
3.C.7.
The Advising and Success Centers (23-0520) at Iowa Lakes provide free access to qualified tutors, resources, and computers on each campus. Licensed Educational Counselors are available to assist students with personal, academic, and career guidance (23-0521).
Individuals assigned full-time Advising and Success Center duties are considered faculty and must meet the standards incorporated in Iowa Code section 260C.48 (23-0004) and Iowa Code 281.24 (23-0276). Additionally, Educational Counselors are considered faculty and meet these standards. Individuals with tutoring included in their assigned duties hold a minimum of a bachelor’s degree and/or specific industry-recognized certification within the field of study. Iowa Lakes utilizes its faculty members as academic advisors, ensuring appropriately qualified individuals (23-0564, 23-0565) are employed.
All employees active in oversight within co-curricular activities have a minimum of a bachelor’s degree and/or specific training directly aligned to the co-curricular activity. For instance, athletic coaches all have a minimum of a bachelor’s degree and direct experience and training within the sport they coach and conduct co-curricular assessments (23-0523). Iowa Lakes Director of Libraries holds a Master’s in Library Science degree (23-0522), and the Educational Technologist holds an advanced degree in curriculum and instruction (23-0524).
Student Support Services personnel participate in monthly Support Services meetings (23-0529), professional development workshops, Continuing Education Leadership Courses, and statewide work-alike group meetings (23-0547).
Sources
- 23-0004 Policy- Iowa Code Chapter 260C
- 23-0095 Resource-New Teacher Workshop.pdf
- 23-0103 Data- Profile Analysis.pdf
- 23-0110 Agenda- Faculty Prof Dev Assessment Workshop 1-11-22
- 23-0150 Resouce- ICC Alliance- MOU.pdf
- 23-0156 Resource- CANVAS Homepage.pdf
- 23-0157 Resource- Iowa Comm Colleges Faculty Qualifications Guide.pdf
- 23-0159 Resource- Applicant Matrix.pdf
- 23-0162 Resource- Professional Development.pdf
- 23-0162 Resource- Professional Development.pdf (page number 2)
- 23-0170 Resource- Hiring Guide 2021.pdf
- 23-0171 Resource- Faculty Handbook.pdf
- 23-0171 Resource- Faculty Handbook.pdf (page number 43)
- 23-0171 Resource- Faculty Handbook.pdf (page number 44)
- 23-0173 Resource- Eval of Mentor mentee Process
- 23-0176 Resource- Mentor-Mentee Checklist.pdf
- 23-0195 Report- IPEDS.pdf
- 23-0244 Policy- QFP- Board approved FY21.pdf
- 23-0244 Policy- QFP- Board approved FY21.pdf (page number 21)
- 23-0251 Resource- Academic Organization.pdf
- 23-0251 Resource- Academic Organization.pdf (page number 6)
- 23-0258 Resource- Ellucian Colleague.pdf
- 23-0276 Policy- Iowa Code 281
- 23-0279 Resource- ICCOC.pdf
- 23-0286 Resource- Grant Activity Spreadsheet
- 23-0303 Data- CCSSE
- 23-0304 Data- SENSE
- 23-0343 Resource- Career Connect Instructor Handbook.pdf
- 23-0343 Resource- Career Connect Instructor Handbook.pdf (page number 6)
- 23-0343 Resource- Career Connect Instructor Handbook.pdf (page number 19)
- 23-0357 Resource- Monday Morning Mentor Schedule and Topics.pdf
- 23-0403 Resource- 2021 Head Wrestling Coach Completion Specialist
- 23-0441 Policy- Curriculum Committee Bylaws.docx
- 23-0451 Policy- ARC Bylaws
- 23-0461 Agenda- Professional Development - Penn 1-11-22
- 23-0465 Agenda- Professional Development Agenda 8-18-22
- 23-0471 Website- Grant Writer Job Posting HireEdJobs
- 23-0472 Report- IA DE Iowa Lakes Community College Profile 2021
- 23-0472 Report- IA DE Iowa Lakes Community College Profile 2021 (page number 10)
- 23-0473 Website- Ken Nwadike Jr - Free Hugs Project
- 23-0474 Policy- Academic Policy and Standards bylaws.docx
- 23-0476 Resource- Faculty Qualifications Review Documentation - Arts and Sciences
- 23-0477 Resource- Faculty Qualifications Review Documentation - Career and Technical Education
- 23-0478 Resource- Faculty Qualifications Review Documentation - Tested Work Experience
- 23-0480 Agenda- Adjunct Faculty Workshop Agendas
- 23-0481 Resource- Penn Presentation
- 23-0482 Resource- Professional Development Materials Available Via Canvas
- 23-0483 Agenda- Professional Development Agenda 8.19.21
- 23-0484 Agenda- Professional Development Agenda 5.6.22
- 23-0485 Agenda- Professional Development 2.18.22
- 23-0487 Resource- Iowa Lakes Faculty Training Course Spring 2023
- 23-0488 NACEP Faculty Development Agenda 10.12.22
- 23-0489 Website- About _ Community Colleges for Iowa
- 23-0490 Resource- Orientation Day Flyer
- 23-0491 Resource- College Visit Day Flyer
- 23-0492 Resource- Collective Bargaining 2021-2023
- 23-0492 Resource- Collective Bargaining 2021-2023 (page number 4)
- 23-0520 Resource- Job Description Student Advising and Success Center Instructional Assistant
- 23-0521 Resource- Job Description Educational Counselor
- 23-0522 Resource- Job Description Library Director
- 23-0523 Resource- Job Description Athletic Coach
- 23-0524 Resource- Job Description Educational Technologist
- 23-0529 Campus Administrators_Student Services Meeting 2.2.23
- 23-0547 Agenda- Statewide AAWG
- 23-0564 Resource- Registrar Job Description
- 23-0565 Resource- Fin Aid Assoc Director Job Description
- 23-0580 Faculty Certification Requirements
- 23-0592 Resource- QFP Faculty Plan Examples.pdf
The institution provides support for student learning and resources for effective teaching.
- The institution provides student support services suited to the needs of its student populations.
- The institution provides for learning support and preparatory instruction to address the academic needs of its students. It has a process for directing entering students to courses and programs for which the students are adequately prepared.
- The institution provides academic advising suited to its offerings and the needs of its students.
- The institution provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites and museum collections, as appropriate to the institution’s offerings).
3.D.1.
Iowa Lakes’ students have a wide variety of services designed to meet the needs of a diverse student population. One of the significant needs of students is financial aid. The institution provides assistance to students in navigating this process. Financial Aid, grants, scholarships, and work-study opportunities make paying for college less burdensome. During the 2021-2022 academic year, 48 percent of Iowa Lakes students graduated debt-free (23-0534).
The Future Ready Iowa Last-Dollar Scholarship (23-0082) was implemented to help support the State of Iowa's goal to have 70 percent of Iowans in the workforce having education or training beyond high school by 2025. The Last-Dollar Scholarship Program (23-0495) helps students cover expenses related to attending college. As the name suggests, this scholarship opportunity may be awarded to qualifying students to close the gap between financial aid awards and the costs associated with attending college.
Persisting to graduation can be a challenge for many students. To assist with identifying barriers to students’ success in academic programs, Iowa Lakes employs Dropout Detective (23-0071) within Canvas. Advisors can identify at-risk students based on their attendance, performances within their courses by their grade, attendance number of missing assignments, the last time the student accessed the class, and their latest assignment submission. Instructors can communicate directly with advisors by submitting “Notes” (23-0069) within Dropout Detective. Advisors are alerted when Notes (23-0072) are available, allowing them to follow up with students. Notes also let advisors communicate with instructors about assistance provided to the student to remove barriers and enable student persistence with learning.
Students needing additional support in the form of tutoring can access the Completion Specialist (23-0403) and Educational Counselors (23-0521). Free professional tutoring in math or science is available to all students on a drop-in basis in the Advising and Success Centers. Iowa Lakes’ professional tutors (23-0501) have bachelor's or master’s degrees in the content area where they tutor students. Peer tutoring is also free to students and available by request through the campus Advising and Success Centers or the TRIO-SSS (23-0288) program for students who qualify. Additionally, all students have access to 15 free hours of Smarthinking (23-0075), an online tutoring resource for a wide variety of content areas. Students can interact with a live tutor, submit a question for a tutor’s response, or submit papers to the Writing Center.
Advising and Success Centers (23-0349) are available on all campuses. In addition to tutoring services, Advising and Success staff assist with developmental studies coursework, placement testing, tutoring, advising, and registration. Educational Counseling offices are located on Emmetsburg, Estherville, and Spencer Campuses and assist all students enrolled in credit courses to meet their academic, career, and personal goals.
TRIO-SSS (23-0288) is a federally funded grant program assisting first-generation, income-eligible, and/or disabled students navigate toward graduation and/or transfer to baccalaureate institutions. This is accomplished through various academic services, including advising, course scheduling, financial literacy, workshops, transfer assistance, and transfer campus visits. The TRIO-SSS office creates access to higher education and promotes equity and inclusion.
Veterans Affairs (VA)/Veteran Centers support veteran student success in postsecondary education by coordinating services to address academic, financial, physical, and social needs. Veterans, VA, and Iowa Lakes VA liaisons coordinate services such as transfer credit or prior learning experience to ensure seamless enrollment, persistence, and completion. The VA reviews Veterans VA-ONCE or Tungsten Network requests to certify Veteran student status, program, and additional information as needed. Iowa Lakes has a dedicated Veterans Center with access to the internet, computers, CAC Card Reader, Roku TV, snacks, and drinks. Additionally, Iowa Lakes holds student Veteran social events such as appreciation dinners and Veteran’s Day Ceremony (23-0444) on the Estherville and Emmetsburg Campuses. Veterans are recognized during events and graduation ceremonies (23-0466).
Accommodations are provided for students with physical, emotional, or learning disabilities through the Educational Counseling Offices for credit and non-credit courses. Iowa Lakes is committed to providing support and services to students with disabilities. These services are offered at no cost to qualified students and ensure that all students have equitable access to educational opportunities. Students seeking reasonable accommodations must self-identify and complete an application that is reviewed, approved, or denied by Iowa Lakes Educational Counselors. Iowa Lakes offers free Mental Health Services through online teletherapy for all students and staff 24/7/365 (23-0390). Teletherapy provides timely attention for students in need. The mental health and teletherapy services the college offers help students get back on track academically and socially. Iowa Vocational Rehabilitation (23-0073) delivers an education and employment program for individuals who experience a disability. Whether individuals have a physical, emotional, or mental disability that prevents them from entering or staying within the workforce, Vocational Rehabilitation assists participants in preparing for, obtaining, retaining, and advancing in employment.
The Federal Food Assistance Employment and Training (FAE&T), previously Supplemental Nutrition Assistance Program (SNAP) (23-0083), provides nutrition assistance to low-income college students. FAE&T is critical because food insecurity is one of the greatest threats to health, well-being, and academic success for low-income college students. Food insecurity should not be a reason for determining the success of college students. Students are referred to the Department of Human Services to apply for food assistance. They receive help from the Educational Counselors with the application process when needed. In addition, all students receive communication containing dates and locations of Iowa Food Bank distribution sites (23-0008).
Students for whom English is their second language may take non-credit English as a Second Language (ESL) (23-0109) classes designed to teach a variety of English language skills. These classes improve students' reading, writing, and speaking English competency. Additionally, ESL classes promote improved math skills, grow skills for the workforce, and allow students to acquire an understanding of the American system of government, individual freedom, and the responsibilities of citizenship. Iowa Lakes offers free High School Equivalency Diploma classes to assist students in completing the five HiSET (High School Equivalency Test) (23-0094) discipline areas in English and Spanish. The discipline areas include Math, Reading, Science, Social Studies, and Writing. The HiSET offers students the same High School Equivalency Diploma from Iowa as GED® has in the past. Additionally, the college provides courses for students where English may not be their first language.
International students (23-0079) are another population with specific needs. Iowa Lakes offers an international student orientation, during which they are given information regarding services available to them by Iowa Lakes, including but not limited to educational counseling, advising, accommodations, and mental health support through TalkCampus (23-0390) and Synergy eTherapy (23-0429). Additionally, they are provided with resources provided by government agencies such as the Department of Human Services, Student Exchange Visitor Program (23-0493), Internal Revenue Service, and the State Department. International students are encouraged to join and attend Diversity Club meetings where they can interact with other students (23-0035). Iowa Lakes employs an International Student Liaison who works closely with these students. International students are also assigned a faculty advisor.
The Diversity Club’s mission is to create a culture where all people are valued and supported and celebrate the similarities and differences among us. All students, staff, and faculty are invited to participate (23-0080). The club also meets asynchronously via a course in Canvas through which resources are shared, and discussion posts build understanding and allow students to share experiences (23-0494).
The Convocation series (23-0134) aims to expose our students to diversity and culture that is not possible within the curriculum structure. These presentations are provided to expand awareness and sensitivity to diversity issues and other cultures. They also serve as a way for students to learn about different heritages, mental health, sexual awareness, diversity, different cultures, and so much more. Convocations provide students the chance to become more familiar with themselves and the world around them.
Students enrolled at Iowa Lakes have access to the entirety of the library resources (23-0243) offered at all campuses and online. The library has tens of thousands of physical materials to lend, located at the various Iowa Lakes Libraries. Access is provided to these resources through the catalog, and materials are sent between campuses when necessary. Interlibrary loan access is available, and the college purchases new materials based on patron needs and recommendations. Students are provided access to the online database resources through a proxy server, ensuring that Iowa Lakes students, faculty, and staff have access to those resources. Access to these resources does include concurrent enrollment. Access to ebook databases, periodical databases, and video databases is provided to all users, ensuring that all students at Iowa Lakes have access to the tools and resources they need to succeed.
3.D.2.
Students take placement tests in math, reading, and writing. Accuplacer, ACT, or SAT scores are used to determine placement (23-0497); however, students may request a waiver if they believe their score is not indicative of their ability. A waiver can be completed with the student’s advisor following an advising session on the risks and benefits of enrolling in a course the placement test would have otherwise precluded the student from taking. Options such as resources available in Advising and Success Center (23-0349) and tutoring are a part of the advising session. Some programs, such as Nursing and Veterinary Technology, require an Accuplacer or ACT cut score for admission to the program. Developmental education courses are offered in math, writing, and reading. Each course aids in providing the foundational framework for students to be successful in subsequent college-level courses.
Qualified faculty develop courses and determine course prerequisites. Developmental education courses, such as math MAT-054 and English ENG-035 or assessment scores, serve as prerequisites for select courses. Course prerequisites are programmed into Colleague so that students are not allowed to register for a course unless prerequisites are met. Only faculty that teach the course may make exceptions to override registration rules for students who have not met course prerequisites. Course descriptions contain prerequisites, and students are able to find descriptions in the catalog (23-0009). They can also access descriptions while choosing sections as they register for courses.
Select programs have course prerequisites (23-0498) that must be completed successfully before a student is accepted into the program. Those are indicated in the catalog (23-0009) and program webpages (23-0190) (Associates Degree Nursing, Practical Nursing, Veterinary Technician). Students meet with program advisors prior to enrollment to discuss any preparation needed to be adequately prepared for the program.
Successful Learning (23-0496) is required for all AA and AS students. Students are advised to take the course during their first semester to support student success. The course teaches successful study and learning strategies and informs students about Iowa Lakes and available resources.
Iowa Lakes is committed to providing support and services to students with disabilities (23-0499, 23-0500). These services ensure that students have equal access to educational opportunities. Students seeking consideration for reasonable accommodations at Iowa Lakes self-identify their need for an Educational Counselor. Educational Counselors act as liaisons for students with disabilities and the institution. Qualified and dedicated staff develop individualized plans to meet any accommodations needed for each student.
Professional (23-0501) and peer tutoring are available to all students through each campus's Advising and Success Centers. Students participating in TRIO-SSS also have 24-hour, seven days per week access to a free tutoring platform via tutor.com (23-0543). All students have access to 15 free hours of Smarthinking (23-0075), an online tutoring resource for a wide variety of content areas. Students can interact with a live tutor, submit a question for a tutor’s response, or submit papers to the Writing Center.
In analyzing assessment data related to ILO Oral and Written Communications, it was noted that students scored lower than expected or benchmarked in grammar and mechanics. In response, Grammarly (23-0186) was purchased for all students to access as a resource. Students get real-time feedback on their writing and are able to make adjustments and improve their writing. Faculty encourage the use of this 24/7 online resource, and ILO assessments have shown student improvement in grammar and mechanics (I-2 Grammar and Mechanics).
All degree-seeking students are assigned an academic advisor to guide their educational journey. Advisors serve as a resource for plan development, registration assistance, transfer planning, and general guidance support. Campus-attending students are introduced to their advisor during College 101 (23-0141), a required first-day orientation for all new, incoming students. In addition to connecting with their academic advisor during College 101, students receive training in technology and other mandatory training and become familiar with the campus and their class schedule. Iowa Lakes also has a College 101 course in Canvas for new students who are unable to attend the face-to-face version or online students. This course has the same content as the face-to-face course. It is available for students to drop into at any time to access information concerning student ID information, technology training, Title IX, advising, and student services. In addition, an online course, Canvas Orientation, is available to all students as soon as they register for a course. Topics in this orientation include student resources, the use of Canvas, grades, and best practices in online learning.
Orientation and Registration days are offered to students planning to attend Iowa Lakes. Students learn more about what the college provides for student services and the financial aid process and register for classes (23-0490). Laker Visit Days (23-0491) are held for prospective students interested in Iowa Lakes. Students who attend tour the campus, meet instructors and advisors and learn about academic programs available at Iowa Lakes. Laker Visit Days allow prospective students to recognize options, understand the path to enrollment, and identify resources such as financial aid.
Career Resources Center (23-0143) provides individualized career coaching services and assistance in registering for appropriate courses or training that align with students’ career paths. Each year, they host campus job fairs (23-0142) and assist students with resume-building and interviewing skills.
Pathway Navigators (23-0574) serve both credit and non-credit students with career coaching. Navigators assist students who are undecided on their career path or wish to change academic programs.
Iowa Vocational Rehabilitation (23-0073) is an employment program for individuals who experience a disability. Whether individuals have a physical, emotional, or mental disability that prevents them from entering or staying within the workforce, Vocational Rehabilitation assists participants in preparing for, obtaining, retaining, and advancing in employment.
High School Partnerships (HSP) holds six career exploration days (23-0125) each year for the five-county K-12 school districts. These events are open to 9th–12th-grade students. High School Partnerships employs a College and Career Transitions Counselor (23-0502) to assist high school students interested in enrolling in higher education in navigating the process.
3.D.3.
All degree-seeking students are assigned faculty advisors to help guide them through their educational journey (23-0518, 23-0519). Advisors provide advising, academic plan development, registration assistance, transfer planning, and general guidance. Academic Advisors use the Colleague’s Self-Service Student Planner (23-0386) to assist with advising and registration. Students can also use this system to look at course offerings for each semester and view their current transcript and degree audit. Non-degree-seeking online students work with Distance Education staff who direct these students to the Records office if a faculty advisor is requested, if the student plans to enter a program with an advisor assigned, or if the online student indicates they plan to complete a degree as a part-time student. Advising and Success Center staff on each campus provide drop-in advising for any student.
Faculty who lead a college program advise their program students. If indicated, transfer students in an Associate of Arts or Science are assigned faculty advisors based on their area of interest. Students with a transfer major are assigned an advisor that works within the transfer major. For example, Transfer Business students all have the same advisor. A select group of faculty and staff advisors are designated to work with international students due to Student and Exchange Visitor Information System (SEVIS) requirements, assuring they meet face-to-face course requirements (23-0503). Veterans Affairs staff are available to provide additional advising assistance to veterans or active duty military. Students unsure of an academic direction can work with Educational Counselors or Pathway Navigators before choosing a program or courses.
An Advising and Success Center (23-0349) is located on each campus to assist with developmental studies coursework, placement testing, tutoring, advising, and registration. Virtual advising is an option for all students. Sessions are held one-on-one with a faculty advisor, an Advising and Success Center professional, or an academic coach. These are conducted in person by phone, Zoom, or Microsoft Teams.
Fifty-five percent of Iowa Lakes students plan to transfer to another college (23-0591). Students interested in transferring to a four-year college or university are encouraged to meet with a Transfer Planning advisor to discuss educational goals, college majors, and schools transfer students are considering. Meeting with an advisor helps students establish an academic pathway at Iowa Lakes to ensure a successful transfer to their chosen four-year college or university. Iowa Lakes has many articulation or transfer agreements (23-0047) with area colleges and universities. These agreements verify the transferability of Iowa Lakes credits to that institution (23-0446, 23-0447). Advisors connect transfer students with advisors at the baccalaureate degree-issuing institution early in advising sessions to ensure their program meets the institution’s transfer requirements (23-0047).
Iowa Lakes also offers Reverse Credit Transfer advising (23-0445). The Completion Specialist identifies students who have few credits left to complete a degree and have transferred to a four-year college or university. Students eligible for Reverse Credit Transfer begin the process while working with faculty advisors, transfer advisors (TRIO), or Educational Counselors. In addition, the Completion Specialist encourages students to take advantage of reverse transfer to earn a degree from Iowa Lakes.
Students taking Iowa Lakes courses through HSP (23-0099) also receive advising and registration support. Staff in the HSP department meet with any student at least two times per year or more often based on the high school counselor’s recommendations. The HSP staff review degree audits with the student during the advising session. HSP administers placement testing to all high school students taking dual credit courses and assists with registrations two times per academic year. HSP student registrations are entered into Colleague, then rosters are verified with the high schools.
TRIO-SSS (23-0288) staff serve as secondary advisors to the participants in the program. They assist with course scheduling, developing a path to graduation, transfer assistance, and referrals to other student services. Enrollment Coaches in the Admissions department are available to meet with prospective students on or off campus. They provide information about the college and assist with the admissions process. Educational Counselors also support students’ academic and career goals and coordinate with both the Advising and Success Center and Academic Advisors to support students’ goals.
3.D.4.
Iowa Lakes is well-equipped to support effective teaching and learning with excellent facilities, technology, and resources that support programs, students, and instructors. Iowa Lakes supplies wireless network access on campus. Central to this support are ideal spaces for hands-on, authentic learning. Iowa Lakes’ investment in laboratory (lab) spaces is evidence of this.
There are four Science labs on the Estherville Campus, two on the Emmetsburg Campus, and one on the other three campuses (23-0510, 23-0513). Each of these has received recent updates and renovations. Ongoing follow-up from the Science discipline review documents progress and future goals for these labs (23-0507). The Art classroom in Estherville was also recently renovated and continues to be updated as more students opt for studio art courses. In the spring of 2022, a dedicated space was renovated and retrofitted for the Digital, Social, and Broadcast Production program. Space and equipment for a webcast and radio station lab are available to apply student learning, and additional planning is in progress for further resources (23-0504).
The Nursing Simulation Lab (23-0211) offers students opportunities to focus on learning and applying knowledge. Simulation scenarios begin with basic assessment and communication focus and evolve to more critical thinking by the end of the program. Students initially work as a team with other students and progress to independent simulation for PNN-107 and ADN-415. Faculty developed scenarios, with consultation from Laerdal® trainers, as new technology was purchased and utilized. Using a medication administration machine (Pyxis®) enhances medication administration skills. The Certified Nursing Assistant program has fully equipped classrooms on all five campuses. The program has recently purchased new advanced manikins for the hands-on training of our students with grant funding and partners with multiple facilities for clinical training.
Iowa Lakes has exceptional facilities for training in agriculture (23-0220). Those facilities include a modern swine production center (23-0515) and a four-year-old beef learning center (23-0511). The latest improvement consists of a 7,500 square feet machinery lab, which houses a sprayer, planting simulators, and precision AG/GPS equipment. The 360-acre farm allows students to apply skills in the classroom to actual field applications.
The Aviation program has numerous resources to help meet the needs of aviation students. The program utilizes classrooms on campus for classroom instruction and to conduct Federal Aviation Administration (FAA) written examinations within the approved testing center located in the Estherville Campus library (23-0505). Students also use facilities located at Estherville Airport. It has common study areas with access to four computers with test preparation software and four flight simulators. There is a pilot prep workspace where students use Jeppesen Learning System ground school software. The facilities include space to park seven aircrafts and perform pre and post-flight checks and actual flights. Online Flight School Management Software with syllabi, student progress tracking, and financial tracking also support this program, students, and instructors (23-0273, 23-0292 p. 3, 23-0306 p. 2, 23-0575).
In Criminal Justice, the highest liability and risk to practitioners are use-of-force decisions, including dealing with people in a mental health crisis and de-escalating potentially volatile situations. In order to safely simulate these situations, the Criminal Justice program utilizes an interactive training simulator and a virtual reality (VR) simulator that improves students’ understanding of use-of-force, de-escalation techniques, and mental health calls. Several law enforcement agencies around the country have started using this kind of system. Iowa Lakes’ Criminal Justice program is the first in Iowa to have this technology. The VR simulator is platform-based, which allows instructors to place students in an environment where the instructor is the voice and controls the suspect’s actions. Iowa Lakes has dedicated space for these technologies and learning laboratories (23-0442).
The Sustainable Energy Resources and Technology (SERT) Building (23-0449) provides a state-of-the-art hands-on learning environment to prepare students for careers in the energy and environment fields. Students in the SERT programs learn from discipline experts as they pursue careers in Engineering Technology, Electrical Technology, HVAC, Environmental Studies, Water Quality, and Wind Energy and Turbine Technology. Iowa Lakes’ wind turbine provides wind energy students with hands-on activities to build confidence and test learned skills in real-life situations. The robotics lab within the Engineer Technology program at Iowa Lakes allows students to test their problem-solving and troubleshooting skills. The labs support students’ learning by adding a hands-on component to the classes. Students achieve a higher level of learning through applying technology in the robotics lab.
CTE Programs have dedicated lab spaces for hands-on learning. Equipment in these spaces is kept up to date through various funding sources, including the Technology and Equipment (T&E) Committee (23-0277, 23-0590) and grant funding (23-0286). These resources are reviewed at least every five years during each program’s Program Review process and subsequent follow-up meetings to ensure students work with appropriate, up-to-date resources.
The Performing Arts Center is a premier new facility and training center/lab that provides, nurtures, and develops our students' passions for music, theatre, and dance at Iowa Lakes (23-0450). It is a catalyst bridging the academic community to the surrounding local community and allows students to explore the mechanisms and technology of state-of-the-art equipment. The Performing Arts Center also provides cultural and artistic opportunities for all Iowa Lakes students (23-0198, 23-0468, 23-0469, 23-0117).
Students have access to computers at every campus. There are open labs in the library areas in Estherville and Emmetsburg and the Advising and Success Center areas at the other campuses. Program-specific computer labs are on every campus. The computers are upgraded regularly to keep up with performance needs. Additionally, Surface tablet mobile carts allow a computer lab to move wherever needed. The mobile carts allow technology to reach students wherever the class is taught. The Surface tablets are upgraded regularly to meet performance needs. Most faculty also have a Surface tablet assigned to them. The Surface allows the faculty member to move about the classroom, annotate, and conduct “Live” classes from anywhere. (23-0576)
Active learning classrooms were added with institutional funds. The rooms offer Surface tablet compatible, high-definition projectors and portable wireless monitors. The Title III grant (23-0508) upgraded instructional technology in highest-need rooms, replacing 60 projectors. More than 70 rooms were impacted beyond new projectors: cost efficiencies and options presented by new instructional technologies provided greater and more varied impact.
The focus of the Title III grant (23-0508) was to enhance student engagement and active learning. The Educational Technologist position (23-0524) was added to assist employees with technology instruction. The grant-funded Educational Technologist sought, promoted, and trained on active learning strategies which challenged the traditional classroom arrangement. Newer instructional technologies, such as the Clevertouch interactive monitor and virtual or augmented reality devices, further promote active learning and immersion in course concepts (23-0509).
The Iowa Lakes Library (23-0415) assists students with information literacy skills and needs including by not limited to research instruction, citation assistance, and a semester-long information literacy course. Students have access to computers and study spaces, as well as access to resources both physically and digitally. These resources include many periodicals, books, and audiovisual materials. If any resources are needed that the library does not possess, those items are acquired through purchase or interlibrary loan. Iowa Lakes libraries host online databases that provide users access to digital materials from any location at any time of day. Students can access periodicals, newspapers, magazines, journals, books, audiobooks, and video resources. With Iowa Lakes’ proxy server, students can access the resources anytime, from any location, without needing to come to campus.
Canvas (23-0156) supports teaching and learning at Iowa Lakes. For every credit course offered at Iowa Lakes, a course shell is created to share the syllabus, resources, learning objects, communication, and more. All students and faculty have access to Canvas, which is used for various co-curricular, continuing education, and student services needs.
Students’ mental and physical health is critical to engage in learning experiences. Iowa Lakes’ facilities support this as well. The weight room, cardio room, and Christensen building (23-0516) in the Estherville Campus are open during posted hours of the week for general student use. This allows students to exercise and engage in intramural activities. The Smith Wellness Center (23-0512) on the Emmetsburg Campus provides opportunities for students to participate in various health and wellness programs and classes. The Spencer Campus has a fitness center available for students (23-0577).
Student lounges are available to students, with secure access required to enter, on the Emmetsburg and Estherville Campuses (23-0513, 23-0517). A full kitchen is available with cooking utensils. An 80-inch flat-screen television with blu-ray for movies, Netflix, and other streaming services is available. Five 85-inch flat-screen televisions are also available for gaming. PS4s are provided with limited games. Many other board games and puzzles with soft seating make this space perfect for taking a break and recharging.
Dining halls also support the health and nutrition of students. Dining Services (23-0568) provide space for students to engage in the campus community, and on-campus meals play an important part in that process. Dining Services’ goal is to offer a wide range of healthy menu choices and meet the nutritional needs of the student body. The staff works one-on-one with students with food allergies or special dietary needs.
Sources
- 23-0008 Emails- Iowa Food Bank Information
- 23-0009 Resource- Course Catalog 2022-2023.pdf
- 23-0035 Resource- Diversity Club.pdf
- 23-0047 Website- Transfer Agreements
- 23-0069 Resource- Dropout Detective Case Notes.pdf
- 23-0071 Resource-Dropout DetStudent Dashboard Example.pdf
- 23-0072 Resource-Dropout Det Stdt Notes Exmpl.pdf
- 23-0073 Website- DVRS.pdf
- 23-0075 Report- SmartThinking Tutoring Log
- 23-0079 Website- International Students.pdf
- 23-0080 Report Diversity Club Goals and Activities.pdf
- 23-0082 Resource- Last Dollar Scholar.pdf
- 23-0083 Website- Mental Health -SNAP.pdf
- 23-0094 Resource- HiSet.pdf
- 23-0099 Resource- High School Partnerships.pdf
- 23-0109 Resource- ESL.pdf
- 23-0117 Website- Music Camps Contests Festivals.pdf
- 23-0125 Resource- HSP Events-Activities.pdf
- 23-0134 Resource- Convocations.pdf
- 23-0141 Resource- College 101.pdf
- 23-0142 Resource- Job Fairs.pdf
- 23-0143 Website- Career Resource Center.pdf
- 23-0156 Resource- CANVAS Homepage.pdf
- 23-0186 Resource- Grammarly.pdf
- 23-0190 Website- Degree Option Webpages.pdf
- 23-0198 Resource- Musical- program.pdf
- 23-0211 Resource- Nursing Sim Lab.pdf
- 23-0220 Resource- College Farm.pdf
- 23-0243 Website- Find Resources (Library).pdf
- 23-0273 Resource- Aviation Program T-E Request
- 23-0277 Resource- T-E Committee.pdf
- 23-0286 Resource- Grant Activity Spreadsheet
- 23-0288 Website- TRIO-SSS.pdf
- 23-0292 Resource- Board Meeting PO List 3-15-22
- 23-0292 Resource- Board Meeting PO List 3-15-22 (page number 3)
- 23-0306 Resource- Board Meeting PO List 5-17-22
- 23-0306 Resource- Board Meeting PO List 5-17-22 (page number 2)
- 23-0349 Website- Advising and Success Center.pdf
- 23-0386 Resource- Colleague Student Planning
- 23-0390 Email- TalkCampus Mental Health Service
- 23-0403 Resource- 2021 Head Wrestling Coach Completion Specialist
- 23-0415 Website- Iowa Lakes Library
- 23-0429 Website- Synergy E-Therapy
- 23-0442 Resource- CJ Map
- 23-0444 Resource- Veterans Day Flyer
- 23-0445 Resource- Reverse Transfer Flyer
- 23-0446 Report- Transfer Report (University)
- 23-0447 Report- Transfer Report (Iowa Lakes)
- 23-0449 Resource- SERT Map
- 23-0450 PAC Map
- 23-0466 Resource- Graduation Program
- 23-0468 Resource- Music Department Program Night at the PAC 2021
- 23-0469 Resource- Music Department Program - Night at the Performing Arts Center 2022.docx
- 23-0490 Resource- Orientation Day Flyer
- 23-0491 Resource- College Visit Day Flyer
- 23-0493 I-17 Resource- Immigration and Customs Enforcement for Iowa Lakes
- 23-0494 Resource- Diversity Club Moduals in Canvas
- 23-0495 Resource- Last Dollar Scholarship Programs and Allocations
- 23-0496 Data- Successful Learning Annual Report
- 23-0497 Resource Placement Test Cut Scores
- 23-0498 Website- Iowa Lakes Associates Degree Nursing Program Qualifications
- 23-0499 Disability Services Student Handbook 2022-2023
- 23-0500 Disability Services Faculty Handbook 2022
- 23-0501 Resource- Professional Tutor Log
- 23-0502 Report- College and Career Transition Counselor Report
- 23-0503 Website- SEVIS Course Delivery Requirements
- 23-0504 Minutes- DSBP Program Review Action Plan
- 23-0505 Resource- FAA Testing Center Approval and Certificate
- 23-0507 Minutes Science Discipline Review Follow-up Action
- 23-0508 Report- Title III Grant
- 23-0509 Report- Instructional Technology Summary
- 23-0510 Map- Emmetsburg Science Lab
- 23-0511 Map- Cattle Building Plans.docx
- 23-0512 Map- Wellness Center Map
- 23-0513 Map- Estherville North End Map
- 23-0515 Map- Swine Multipurpose Barn
- 23-0516 Map- Christensen Building Map.docx
- 23-0517 Map- Emmetsburg Main Map.docx
- 23-0518 Resource- Advisor Assignment 2022-2023
- 23-0519 Resource- Program-Advisor Change Template.docx
- 23-0521 Resource- Job Description Educational Counselor
- 23-0524 Resource- Job Description Educational Technologist
- 23-0534 Resource- Do Your Homework Flyer
- 23-0543 Website- Online Tutor
- 23-0568 Website- Dining Services
- 23-0574 Career Pathway Navigator
- 23-0575 Resource- Iowa Lakes Airplane Fleet
- 23-0576 Resource- ComputerInventory
- 23-0577 Resource- Spencer Campus
- 23-0590 Resource- FY22 T-E Request Action
- 23-0591 Resource- Intent Question Trends
The institution provides quality education, wherever and however its offerings are delivered.
Summary
Iowa Lakes awards AA, AS, AAS, diplomas, and certificates based on the academic standards of its accrediting agencies, the Iowa Department of Education, and HLC. Graduates leave with the knowledge, skills, and abilities for the workforce or to continue their education. Examples include the nursing program NCLEX pass rate and the transfer success data shared by Regent universities. The college ensures the quality of its courses and programs through processes such as assessment, program reviews, and assistance from Advisory Boards. The simple syllabus template and multi-section course assessment assure consistency regardless of modality.
The general education program is appropriate for the college’s mission, course and degree offerings. Learning outcomes are reviewed regularly and in conjunction with the program review to ensure courses meet or exceed appropriate levels of rigor. Concurrent enrollment faculty are held to the same standards as Iowa Lakes faculty to ensure they possess the necessary qualifications and courses are at a college level. Co-curricular activities complement program offerings and provide skills application opportunities for students.
Iowa Lakes boasts a 15:1 student-to-faculty ratio. Faculty are qualified in their respective subjects and reviewed regularly. Faculty attend professional development on advising to meet the needs of its students. Iowa Lakes offers various support services provided by staff members who are appropriately qualified and trained. The college has the necessary employees, resources, and infrastructure to support effective teaching and learning.
Sources
There are no sources.
4 - Teaching & Learning: Evaluation & Improvement
The institution demonstrates responsibility for the quality of its educational programs, learning environments and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement.
The institution ensures the quality of its educational offerings.
- The institution maintains a practice of regular program reviews and acts upon the findings.
- The institution evaluates all the credit that it transcripts, including what it awards for experiential learning or other forms of prior learning, or relies on the evaluation of responsible third parties.
- The institution has policies that ensure the quality of the credit it accepts in transfer.
- The institution maintains and exercises authority over the prerequisites for courses, rigor of courses, expectations for student learning, access to learning resources, and faculty qualifications for all its programs, including dual credit programs. It ensures that its dual credit courses or programs for high school students are equivalent in learning outcomes and levels of achievement to its higher education curriculum.
- The institution maintains specialized accreditation for its programs as appropriate to its educational purposes.
- The institution evaluates the success of its graduates. The institution ensures that the credentials it represents as preparation for advanced study or employment accomplish these purposes. For all programs, the institution looks to indicators it deems appropriate to its mission.
4.A.1.
Iowa Lakes’ programs and academic disciplines engage in a formal review on a five-year rotation as per Iowa Code 281-IAC24.5(4) (23-0392), which requires a minimum of 20 percent of programs reviewed each year. Findings from the review are documented as an action plan and timeline. It is reviewed every six months or annually, depending on the results, or until all goals have been met.
The Assessment of Student Learning and Program Review Committee (ARC) is a faculty-led committee that oversees ongoing program and discipline reviews. ARC established the Comprehensive Program Review Template (23-0354) to ensure an equitable and comprehensive program review process. This document is prepared by faculty and the Executive Dean before the program review and evaluated by the Program Review Committee members (a subcommittee of ARC). The process focuses on strategically using data, assessing graduates' success, examining program learning outcomes, and ensuring appropriate resources have been allocated to maximize student success. Program strengths and weaknesses and recommendations for improvements or changes are identified as an action plan following the program review. Follow-up meetings are held to ensure and document the progress of the action plan to ensure ongoing progress (23-0384).
One example of this process is demonstrated in a recent program review for the Environmental Studies program (23-0544). The program coordinator identified improvements in student engagement and learning outcomes data due to updates in instruction and a further need for curriculum updates. Additional equipment was approved (23-0578), and resources were allocated as a result of both the program review and ongoing follow-up meetings.
The Aviation Program is another example where the program review has been effective in identifying needs and the process connected with the action plans. Specific recommendations and action items (23-0272) have been followed up using the Technology and Equipment (T&E) request to acquire “glass” avionics upgrades (23-0273) and Board of Trustees (Board) requests (23-0292 p. 3 and 23-0306 p. 2) to acquire and upgrade the aircraft fleet.
The college uses the same process to review disciplines. The Science discipline review (23-0507) determined the need for updated labs. The Science discipline has met with administrators to discuss results and identify action items as an outcome of their discipline review. The Executive Director of Facilities Management discussed facility needs for the Career Academy Incentive Fund (CAIF) grant (23-0107). Once the grant was awarded to the college, renovations began on rooms at the Spirit Lake Campus (23-0107, p. 4).
Program coordinators meet and consult biannually with program advisory board members to discuss curriculum changes, industry needs, and graduate success/needs. Minutes from these meetings are included in the program review process to ensure industry recommendations and requests are considered part of the program review. Due to the rurality of the region, Iowa Lakes partners closely with regional industries, businesses, and schools to ensure the region’s needs are met. ARC created an advisory board meeting template (23-0525) to ensure topics are consistently addressed at least twice annually per Iowa Code 258.9 (23-0573). Assessment of student learning, curriculum changes, enrollment, retention, and future trends in the industry are consistent topics for consideration.
Independent of the formal program review, members from the President’s Cabinet (23-0005) review the viability of each program annually (23-0526, 23-0527). If applicable, data from enrollment reports, job placement, job demand, related or competitive student jobs, and industry-recognized program accreditation are reviewed to ensure all potential concerns and factors are considered. The Executive Dean shares findings from this review with program faculty, and possible changes or updates are considered. These suggestions are reported back to the review team.
Recommendations to discontinue or suspend a program are then presented to the Board (23-0003, p. 101) for formal action. However, since the 2018 Higher Learning Commission (HLC) comprehensive visit, no program suspensions or discontinuations have been submitted to the Board for consideration. The Board is also presented with information about program improvement strategies such as the right-sizing of faculty needed to teach the courses, recruitment planning, changes to marketing efforts, communications with faculty, etc. (25-0528).
4.A.2.
Iowa Lakes fully engages in practices to ensure that transcripts have been thoroughly evaluated. Credit awarded for courses taken at Iowa Lakes has been through the Curriculum Committee’s evaluation and approval process (23-0545). Learning outcomes are reviewed on a five-year assessment rotation and within the Program Review to ensure appropriate levels of rigor and alignment.
Iowa Lakes awards academic credit for college-level knowledge and skills a student has gained outside the classroom, including employment and military service. Students, faculty, and the Executive Deans work through the experiential learning process (23-0530, 23-0009, pp. 18-19) to document learning that has occurred to determine appropriate credit to be awarded. Non-credit and credit certifications offered by Iowa Lakes may be transferred and/or converted to college credit through documentation of the learning. The Guide to the Evaluation of Educational Experience in the Armed Services (produced by the American Council on Education) reviews credit-based recommendations for veterans.
In addition, the Advising and Success Centers administer Credit by Examination testing. Dantes, the College-Level Examination Program (CLEP), and Advanced Placement (AP) credits may be earned and transcribed by Iowa Lakes, provided acceptable scores (23-0497) are achieved for each examination. Advising and Success Centers review recommendations from the Board for AP and CLEP (23-0320) courses and tests and recommend them to the Academic Policies and Standards Committee, which approves acceptable scores and course equivalencies (23-0555). These scores are reviewed and updated in accordance with the Board and CLEP recommendations. Once students have completed 12 internal credits with the college, credits earned by examination will be posted to the student’s transcript.
In Iowa, the Liaison Advisory Committee on Transfer Students (LACTS) comprises all community colleges, regent universities, the Board of Regents, the State of Iowa, and the Iowa Department of Education (IDOE) (23-0270). Oversight by this committee ensures smooth transitions for students attending community colleges to regent universities. The ongoing collaboration and review work of the LACTS committee, by nature, requires all parties to participate in the evaluation of all credit it transcribes.
4.A.3.
Iowa Lakes will accept credit transferred from other regionally accredited institutions of higher education provided an official transcript is received directly from the institution, the grades are satisfactory, and the courses apply to the student’s field of study. A grade of ‘C’ or better, or its equivalent, is acceptable (23-0009, p.18).
Credit from non-regionally accredited institutions may be transferable to Iowa Lakes based on accreditation by a specialized or professional accrediting organization. The Iowa Lakes course catalog outlines the criteria for accepting this type of credit (23-0009, p.18).
Experiential learning processes are in place as described in 4.A.2. Executive Deans and faculty work with students to recommend credit for prior learning using evidence to show completion, of course, learning outcomes to guide recommendations which will be transcribed (23-0530, 23-0009, pp. 18-19).
4.A.4.
Highly qualified faculty members develop course content, including learning outcomes, appropriate resources, rigorous learning experiences, and required prerequisite courses for scaffolded learning progressions. The faculty-led Curriculum Committee then reviews (23-0571, 23-0572) and approves (23-0570) course content to ensure thorough and appropriate learning outcomes. The Curriculum Committee uses a framework based on Bloom’s Taxonomy to evaluate and make recommendations for improvements and/or approve the courses (23-0552, 23-0553).
All course sections must utilize the approved learning outcomes and syllabus regardless of learning modality or instructor teaching the section. Lead faculty for each course are selected to facilitate communication among all instructors of multi-section courses to ensure equity across all modalities. Lead faculty also facilitate discussion regarding modifications of course content or outcomes. Iowa has a common course numbering system. Discipline faculty from community colleges and Regent universities periodically discuss common courses to ensure the content and rigor are similar across all institutions (23-0394, 23-0395).
Iowa Lakes programs have a prescribed sequence of courses listed in the course catalog (23-0009), admissions bulletin (23-0367), and on the website (23-0090). The course sequence follows a standard description for all program formats, and the college agrees to offer courses as they are presented. Course rotation and promised offerings ensure that students can complete program requirements in the stated program timeframe.
In 2021, Iowa Lakes adopted the Simple Syllabus (23-0356), an application within Canvas for all Iowa Lakes syllabi. This application requires all syllabi to contain standard elements, such as learning outcomes, access to learning resources, and expectations for student learning consistently across all modalities and instructors teaching the course. The institution maintains authority over these elements through the required use of Canvas. Other required common characteristics include the course title, number, credits, course description, and module-level objectives.
Assessment practices ensure the institution maintains and exercises authority over course content and rigor. All courses taught by multiple faculty members or in different modalities adhere to standard assessment practices. A lead faculty member is designated to facilitate the collection of assessment data, analysis of the data, and changes to instruction due to the assessment data collected from all faculty (23-0531, 23-0459).
Iowa Lakes offers college courses to high school students through concurrent enrollment, career and technical academies, and articulations. Secondary programs are guided by the State of Iowa Senior Year Plus legislation (23-0396) and referred to as “concurrent enrollment.” To ensure consistency and rigor, concurrent enrollment instructors’ credentials are equivalent to those required of instructors at the college as outlined in the Quality Faculty Plan (QFP) and mandated by the IDOE (23-0392). The college adheres to the high standards of the National Alliance of Concurrent Enrollment Partnerships (NACEP) and conducts classroom visits and professional development activities for all faculty.
All students enrolled at Iowa Lakes have access to the entirety of the library resources offered at all campuses and online. The library (23-0415) has tens of thousands of physical materials to lend, located at the college libraries. Access is provided to these resources through the catalog, and materials are sent between campuses as necessary. Interlibrary loan access is also available, and new materials can be purchased based on patron needs and recommendations. Iowa Lakes also provides all students with access to the online database resources through a proxy server, ensuring that all students, faculty, and staff at Iowa Lakes have access to those resources. Access to these resources includes concurrent enrollment students and faculty. The library provides users access to the ebook, periodical, and video databases, ensuring that all students at Iowa Lakes have access to the tools and resources they need to succeed (23-0243).
4.A.5.
Nine programs maintain third-party accreditations that are appropriate to their related industry. These are articulated on the accreditation webpage (23-0193) and program webpages (23-0190). They are Associate Degree Nursing (Iowa Board of Nursing), Aviation and Airport Management (Federal Aviation Administration), Cosmetology (Board of Cosmetology Arts and Sciences, IDPH/Bureau of Professional Licensure), Electrical Technology (Iowa State Electrical Board and US Department of Labor’s Office of Apprenticeship), Massage Therapy (Iowa Board of Massage Therapy and National Certification Board of Therapeutic Massage and Bodywork), Medical Assistant Specialist (Medical Assisting Education Review Board and the Commission on Accreditation of Allied Health Education Programs), Practical Nursing (Iowa Board of Nursing), Surgical Technology (Commission on Accreditation of Allied Health Education Programs), and Veterinary Technician (Committee on Veterinary Technician Education and American Veterinary Medical Association). In addition, the college maintains NACEP accreditation of its concurrent enrollment programs with high school students.
The decision to seek accreditation is based on the impact on the field and the value for students. The President approves all requests to apply for program accreditation. The application and implementation of accreditation and ongoing maintenance are overseen by Executive Deans, Directors, and faculty members with the most expertise in the program. Advisory Boards are also utilized to address special functions within accreditation requirements (23-0582). Accreditation standards are monitored and reviewed in accordance with third-party accreditors to ensure programs meet standards.
In November of 2022, Iowa Lakes received notification from the American Veterinary Medical Association Committee (AVMA) that the Veterinary Technology Program had been placed on probationary status due to non-compliance with AVMA Standard 11 related to examination pass rates. In compliance with Commission policy COMM.C.10.020, Iowa Lakes reported this information to the HLC in a letter dated January 5, 2023, outlining steps to remedy the compliance issue. (23-0532, 23-0533).
4.A.6.
Graduate success is measured by graduation rates, job placement following graduation, and students’ successful transfer to baccalaureate programs. According to state reporting, Iowa Lakes’ graduation rates equal or exceed the state averages for community colleges (23-0296). Iowa Lakes tracks graduates reporting employment data within a 20-county radius (23-0397). This report connects employment and enrollment data of students post-graduation within the identified area. While the report identifies the top ten line items in each category, the data demonstrates the success of Iowa Lakes graduates: employed in the field, staying within the region, and continuing their education, among others.
Transfer Data is reviewed annually at the ARC Summer Summit and shared with the President’s Cabinet (23-0335) and at faculty meetings. Data from the annual Transfer Data Report from the State of Iowa Board of Regents (23-0446, 23-0447) have long demonstrated students’ transfer success, particularly among full-time students. The college is reviewing part-time students’ achievement on Institutional Learning Outcomes for potential correlation with transfer success.
Annually, market research is compiled for potential students regarding current and former student graduation and persistence rates (23-0534) and highlighting demand programs. These short one-page marketing items highlight Iowa Lakes graduates’ success and current opportunities in the field.
Iowa Lakes articulates learning goals for all AA, AS, AAS, Diploma, and Certificate programs. These Program Learning Outcomes (PLO) (23-0190) are developed by highly qualified faculty in coordination with advisory boards of current practitioners in the field. PLOs are reviewed annually in advisory meetings and on a regular Program Review rotation to ensure the institution’s programs are current, relevant, and sufficiently rigorous for students’ success in their chosen field or transfer. Assessment of PLO data is collected and reviewed each semester by faculty, and trends inform instructional decision-making to improve student learning (23-0264, pp. 7-8, 23-0328). Additionally, nine programs meet the accreditation requirements of external accrediting bodies (23-0193).
Sources
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 101)
- 23-0005 Resource- Organizational Chart FY23
- 23-0009 Resource- Course Catalog 2022-2023.pdf
- 23-0009 Resource- Course Catalog 2022-2023.pdf (page number 18)
- 23-0090 Website- Iowa Lakes Community College
- 23-0107 Resource- Regional Career Academy Center.pdf
- 23-0107 Resource- Regional Career Academy Center.pdf (page number 4)
- 23-0190 Website- Degree Option Webpages.pdf
- 23-0193 Website- Accreditation.pdf
- 23-0243 Website- Find Resources (Library).pdf
- 23-0264 Report- Annual Assessment Report.pdf
- 23-0264 Report- Annual Assessment Report.pdf (page number 7)
- 23-0270 Resource- LACTS.pdf
- 23-0272 Minutes Aviation Program Review 5-4-21
- 23-0273 Resource- Aviation Program T-E Request
- 23-0292 Resource- Board Meeting PO List 3-15-22
- 23-0292 Resource- Board Meeting PO List 3-15-22 (page number 3)
- 23-0296 Report- Graduation Report- FY22.pdf
- 23-0306 Resource- Board Meeting PO List 5-17-22
- 23-0306 Resource- Board Meeting PO List 5-17-22 (page number 2)
- 23-0320 Resource- Process to evaluate and update CLEP AP scores and equivalencies
- 23-0328 Report- PLO Assessment Report- Example.pdf
- 23-0335 Agenda- Cabinet Agenda 2021-05-04
- 23-0354 Resource- Program Review Template
- 23-0356 Resource- Simple Syllabus Template.pdf
- 23-0367 Resource- Admissions Bulletin 22-23
- 23-0384 Resource- Program Review Minutes Template
- 23-0392 Resource- Iowa Code 281.24.5 (4)
- 23-0394 Resource- Articulation Conference
- 23-0395 Resource- Fall 2021 Public Connection - LACTS
- 23-0396 Resource- Iowa Code 261E
- 23-0397 Data- Profile_Analytics_Iowa_Lakes_Community_College_in_20_Counties
- 23-0415 Website- Iowa Lakes Library
- 23-0446 Report- Transfer Report (University)
- 23-0447 Report- Transfer Report (Iowa Lakes)
- 23-0459 Resource- ARCNewsletter-OctoberNovember
- 23-0497 Resource Placement Test Cut Scores
- 23-0507 Minutes Science Discipline Review Follow-up Action
- 23-0525 Agenda Minutes- Advisory Board Meeting Agenda and Minutes Template
- 23-0526 Resource- Program Viability Scorecard.pdf
- 23-0527 Resource- Program Viability Matrix.pdf
- 23-0528 Agenda- Board Workday Agenda March 15 2022
- 23-0530 Resource- Experiential Learning Credit Request
- 23-0531 Email- Multi-Section Assessment Communication - Johnson
- 23-0532 Letter- Stokes to HLC Regarding Veterinary Tech
- 23-0533 Letter- HLC Response to AVMA Findings
- 23-0534 Resource- Do Your Homework Flyer
- 23-0544 Environmental Studies Program Review and Follow-up Meeting Minutes
- 23-0545 Minutes- Curriculum Committee Meeting and Supporting Documents 1.20.23
- 23-0552 Resource- Course Outcomes Checklist
- 23-0553 Form- C-2 New Course CLO
- 23-0555 Minutes- Academic Policies and Standards 11-11-20
- 23-0570 Minutes- Curriculum Committee 3-12-20
- 23-0571 Resource- AGM-102 Farm Equip Course Outcome Revision
- 23-0572 Resource- GRA-166 Web Animations
- 23-0573 Policy- Iowa Code 258.9
- 23-0578 Resource- TE Request - Howing
- 23-0582 Assessment- ICCOC ILO Assessment Results - 2-14-23
The institution engages in ongoing assessment of student learning as part of its commitment to the educational outcomes of its students.
- The institution has effective processes for assessment of student learning and for achievement of learning goals in academic and cocurricular offerings.
- The institution uses the information gained from assessment to improve student learning.
- The institution’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty, instructional and other relevant staff members.
4.B.1.
Iowa Lakes’ academic assessment practices are comprehensive at multiple curriculum levels (23-0359). At the macro level, three Institutional Learning Outcomes (ILO) (23-0364) have been identified and are assessed by instructors in programs and disciplines. ILO assessment data is reviewed annually by faculty, staff, the President’s Cabinet, and the Board of Trustees, as the data sets are part of the Institutional Effectiveness Report. Items identified within the Institutional Effectiveness spreadsheet (23-0255) are linked directly to the strategic plan and mission. Based on this data, decisions are made to implement changes to improve student learning institution-wide. Examples of changes that have been made are the investment in the resource Grammarly (23-0537) for all students to provide real-time feedback for writing and decisions about faculty development planning. Learning outcomes have been identified specific to the general education program (23-0363), and faculty teaching those courses collaborate over data collected to inform necessary updates in an ongoing rotation. Each program has identified overall PLO (23-0365) and mapped these across the program’s curriculum to ensure an appropriate sequencing and frequency of assessment (23-0361). Course Learning Outcomes (CLO) (23-0362) have been identified for each course and practices for ensuring all students taking a class, regardless of modality or instructor, receive equitable learning experiences. Common assessments also allow instructors to collaborate around the data to make informed instructional decisions (23-0088). Changes are documented in the Multi-Section Course Assessment Report (23-0546).
Learning outcomes are written by Iowa Lakes faculty in collaboration with discipline peers and program advisory committees to ensure rigorous and relevant outcomes for students. Learning outcomes are reviewed and approved by the Curriculum Committee and appear in a common syllabus utilized by faculty through the Simple Syllabus (23-0356) application in Canvas (23-0359). This practice ensures that outcomes are standard for all students regardless of the instructor or course modality.
Benchmarks for learning outcomes were identified, and outcomes at all levels were established. Without longitudinal data for each set of outcomes, 2.9 of the 4-point Likert scale was selected as the institution’s initial benchmark for ILO, and program and discipline faculty made similar benchmarking estimates for appropriate proficiency ratings. Since that time, ongoing discussions regarding the data that has been collected have sparked conversations about goals for student learning and the use of benchmarks in evaluating outcomes. During the 2022-2023 academic year, the ILO benchmark is being examined at the Assessment Leadership Team meetings (23-0457), the Assessment Subcommittee meetings (23-0458), and at ARC meetings (23-0535). Disciplines and programs in subsequent conversations may apply the process for identifying the most appropriate benchmark for ILO.
Iowa Lakes’ process for collecting assessment data is ongoing, effective, and efficient. Faculty submit ILO, General Education, PLO, and CLO data each semester via Canvas through two quizzes (23-0213, 23-0219). The first quiz, completed at the beginning of the semester, directs instructors to form an Assessment Plan; the second quiz is the Assessment Report, completed after the assessment identified in the Assessment Plan. It provides prompts for submitting assessment data, reflecting on the data, and selecting the next steps in the ongoing improvement plan for student learning. Spreadsheets for overall assessment practices (23-0582) and student achievement patterns can be generated to make institution-wide decisions such as professional development needs or resource investment. Instructors, programs, or disciplines can review data over time, as Canvas allows for a central repository of all assessment data.
The Assessment Subcommittee reviews Assessment Plans and Reports, and feedback is provided to faculty using a common feedback form (23-0326). This form ensures that faculty receive feedback on the quality of the assessments, alignment of the assessment to the learning outcome, the instructor’s plan for improving student learning, and the manner by which instructors gather evidence that improvements were successful. Additionally, disciplines and program groups (23-0583) meet each semester during faculty professional development workshops to evaluate assessment practices and collaborate on improvements. The college invests in three faculty professional development assessment workshops annually, which always include a Department and Discipline Meeting Session (23-0461), furthering faculty collaboration.
All faculty teaching Iowa Lakes students are expected to participate in these assessment practices, including faculty teaching courses through the Iowa Community College Online Consortium (ICCOC) and high school partnership teachers for concurrent enrollment students. Sixty-seven courses offered at Iowa Lakes are part of the ICCOC, through which partner colleges share the lead in courses. The CLO used in a course reflects the lead college's approved outcomes. The consortium is structured to balance lead section authorization across all member institutions, allowing a greater selection of courses for students. The HLC individually accredits each member institution of the consortium.
Fifty-four courses in the Iowa Lakes catalog are only taught online by adjunct faculty hired by the consortium partners. Course outcomes approved by the lead college were also adopted and approved by the Curriculum Committee. It is also noted in the consortia agreement (23-0584) that these shared courses transfer and are recorded on transcripts mutually between each member institution.
The six partner colleges' Chief Academic Officers and Distance Learning Managers serve on the ICCOC Oversight committee (23-0585). In guiding the consortium, this committee monitors courses and programming to ensure consistency between partner colleges. Communication and data sharing are vital to ensure that a potential change in an outcome at one institution does not cause inadvertent harm and that the proposed change is implemented consistently at each partner college.
Canvas is the learning management system (LMS) platform to build and offer online courses. As noted in 4.B.1, Iowa Lakes also uses Canvas to collect and manage assessment data. Additionally, Canvas is used for persistent data storage, instructional training, support, and as the assessment handbook. Canvas is also linked to the college’s Ellucian Colleague (Colleague) data management system. This combines course and assessment data, which provides opportunities to mine data to the root level. Through the data sharing agreement between partner colleges, course and assessment data associated with each student’s home institution can be isolated and shared back with the home institution. Course enrollment (23-0586, 23-0587), attendance, success, persistence, and retention data are shared between partner institutions (23-0588).
As Iowa Lakes’ assessment practices are maturing, it was determined that Canvas offers additional opportunities to connect with college-wide databases to disaggregate assessment data for instructional decision-making to support various student groups’ learning needs. In the spring semester of the academic year 2021-2022, a pilot was launched using the Outcomes tool in Canvas paired with Colleague. The pilot was conducted to determine the extent to which sorting data by various sub-groups was feasible (23-0559). Assessment data collected in this pilot was successfully disaggregated by gender and ethnicity as an initial investigation into the capabilities of these systems.
Data from the pilot (23-0428) was shared with ARC, which voted to implement collegewide use of the Outcomes tool to assess ILO. In fall 2022-2023, all faculty are using the Outcomes tool to assess ILO in this manner, and this process will continue to be evaluated. Iowa Lakes’ initial question in this study is to determine if part-time students achieve the same levels as full-time students. Further data collection through the Outcomes tool and disaggregation through Colleague will allow the Institutional Researcher to investigate many other questions, allowing Iowa Lakes to improve learning opportunities further. Program faculty will begin to consider implementing the Outcomes tool with PLO beginning in the fall of 2024.
The Co-Curricular Committee has identified three learning outcomes (23-0589) as the focus of the co-curricular program. They are:
- Students will apply relevant information to solve problems/resolve issues.
- Students will demonstrate respect for cultural diversity.
- Students will apply teambuilding skills.
Assessment data for co-curricular outcomes is collected much like academic learning outcomes using Canvas. The Co-Curricular Committee reviews the data, and an annual report is generated for each activity. This report is shared with the ARC Committee for feedback, and modifications to co-curricular activities are made to improve student learning (23-0178).
As the focus of co-curricular programs has been honed through the lens of these outcomes, additional professional development is planned for faculty and staff to deepen their connections between academic and co-curricular programs. A moderated panel discussion featuring Co-Curricular Committee and faculty members launched this initiative at a professional development session in January 2023 (23-0536). The Assessment Leadership Team and the ARC committee are planning further sessions.
4.B.2.
Iowa Lakes has in place several practices to use data to improve student learning. The data collection method described in 4.B.1 through Canvas (23-0359) encourages individual instructors to consider the implications of assessment data each semester as they log it, reflect on its meaning, make decisions to improve student learning, and evaluate the benefit of improvements (23-0213, 23-0219). The Assessment Subcommittee provides feedback to instructors using the P-6 Program/Discipline Assessment Feedback form (23-0326) regarding aligning the performance task to the assessment and reflecting on the implications. The data is reviewed at department and advisory board meetings for collaboration on trends in the data. During formal program and discipline reviews, assessment data is shared, and recommendations of Advisory Boards are analyzed for program-level improvements and support. Additionally, at the institutional level, administrators review the data to make informed decisions about faculty needs, such as investment in resources or professional development.
For example, in the fall of 2018, a review of initial ILO data revealed concerns about students’ written communication. Among the decisions to improve student learning around this outcome was an investment in Grammarly (23-0186) for all students, staff, and faculty. This application gives participants real-time feedback on their writing, and Grammarly analytics provides data regarding its usage and improvements to writing (23-0537). A faculty and staff focus group shared their experiences with students’ writing improvements (23-0554). While a clear correlation between the investment in Grammarly and improving student writing scores is difficult to establish, scores did improve following the implementation. Faculty will continue to monitor its use and consider other strategies to improve students’ written communication skills.
At the 2022 ARC Summer Summit (23-0175), a slight decline in student performance on the Critical Thinking and Problem-Solving ILO criteria was noted. During the summit, committee discussion raised questions concerning standard practices for fostering students’ critical thinking. In addition, that discussion also centered on how faculty viewed the requirements collectively. Conversations in the 2022 fall faculty workshop and articles in the 2022 August/September (23-0358) and October/November (23-0538) “Assessment Proud” newsletters were designed to encourage conversations, examining practices, and how we assess Critical Thinking in the classroom.
The general education faculty work collaboratively on the assessment of student learning. Math faculty made adjustments in MAT-157 Statistics to assist students in understanding the concepts and validating their answers (23-0560). While obtaining an answer, right or wrong, is generally accepted as math comprehension, understanding if your answer makes sense and can justify or validate takes math concepts to a higher level. Instructors have added “validating your answer” in other areas of math courses and are reassessing MAT-157 Statistics spring 2023 semester. Validating and supporting your response or position was also the focus of the assessment in HIS-111 World Civilization (23-0561). Thinking critically and supporting your position with valid, supported arguments was evaluated, and adding a video lecture improved student learning.
After reflecting upon and using assessment data, program faculty make course adjustments to enhance student learning. Students in ACC-929 (23-0562) did not do as well in “closing purchases.” Faculty identified the prerequisite course where those concepts were covered and planned accordingly. After adding content and further preparation, students were reassessed, and success increased from 60 to 100 percent in this content area. The pandemic also pushed some instructors and students to complete projects earlier than planned. Construction students design and generate blueprint renditions for future building projects. Each student presents their proposed project to a client panel, and the panel determines the layout of the following year’s building project. The instructor noted in the assessment (23-0563) that students met expectations; however, they felt more time and the addition of practice presentations would assist students in being more successful. The instructor is implementing these changes and plans to reassess.
Iowa Lakes’ assessment practices have also occasionally revealed that the outcome as written did not serve the program or discipline’s intent. Recognizing the importance of clear and well-aligned outcomes for students’ success with the curriculum, Iowa Lakes has a process for amending or replacing outcomes (23-0545). Faculty seek feedback from the program’s advisory committee and bring the change request to their Executive Dean. The result of this collaboration is put forward to the Curriculum Committee, which considers the argument for making the change through a framework based on Bloom’s taxonomy and other factors. All changes to learning outcomes must be approved through this process (23-0560, 23-0561, 23-0562, 23-0563).
4.B.3.
Iowa Lakes is committed to professional development for faculty using best assessment practices. Weekly, all faculty receive a video presentation from Monday Morning Mentor (23-0357), which often provides the content to support best practices in assessment methods. Guest speakers and workshops focused on big ideas in the assessment are approved by the ARC committee, composed of faculty and staff (23-0461). Assessment Proud Newsletters are based on and written by Iowa Lakes faculty and staff and are distributed bimonthly to highlight various aspects of assessment related to the institution’s practice. Through professional development (23-0548), faculty were prepared to identify appropriate learning outcomes at each level of the overall assessment practice (23-0552, 23-0553). Institutional, general education, program-level, and course-level learning outcomes were identified, and assessment data for each provide the driving data for ongoing improvement of student learning at Iowa Lakes.
New faculty participate in an onboarding workshop before the start of the academic year (23-0095). Among other topics, Iowa Lakes’ assessment practices are significantly emphasized to prepare them for fall assessment planning. Additionally, all new faculty participate in a Canvas-based New Faculty Course to further support them in assuming their role at Iowa Lakes.
Each semester, assessment training (23-0539) is required for faculty. These interactive workshops are offered in person for full-time faculty and virtual option for adjunct faculty, via Zoom or Teams, where participants are encouraged to ask questions and share concerns. Changes to assessment practices are highlighted, and topics such as “closing the loop” and collaboration with lead faculty are discussed.
Iowa Lakes’ use of Canvas to collect all assessment data has proven effective in facilitating a strong participation level of all faculty with assessment. In the last three semesters, 85-100 percent of faculty participated in documenting assessment data, reflecting on the findings, and making informed instructional decisions (23-0264). Several options for disaggregating data are possible with all assessment data contained within Canvas. Other ways to identify and support various subgroups of students are being implemented as described in 4.B.1 by combining data from Canvas and Colleague.
One area for growth identified as part of the assessment review at the ARC meeting in July of 2022 is more specific training for athletic coaches to participate in assessment practices. It was noted that their participation was less frequent than expected, and efforts to recognize a more particular kind of training were necessary based on their needs. This will be a focus for the 2022-2023 academic year. One professional development workshop in January 2023 focused on co-curricular assessment (23-0536).
Other staff members support Iowa Lakes faculty in assessment practices. The Distance Learning Manager is a liaison between the college and faculty teaching Iowa Lakes students through the ICCOC to provide clear communications about assessment practices and monitor participation. Iowa Lakes employs an Educational Technologist (23-0527) who works with faculty to provide instructional and technical support for assessment practices. The Assessment and Compliance Coordinator (23-0338) works with the Chief Academic Officer (CAO). Those positions work with the ARC Committee, the Assessment Subcommittee, the Assessment Leadership Team, and others to organize the analysis of assessment data, maintain assessment systems, plan for professional development around assessment, and work individually with faculty on questions that arise during the analysis of data.
Additionally, Iowa Lakes’ CAO and Assessment and Compliance Coordinator participate in ongoing collaboration with a statewide Assessment and Accreditation Work Group (23-0547) composed of leaders from other Iowa community colleges. This workgroup aims to share findings on best practices and experiences to support assessment processes.
Sources
- 23-0088 Resource- Faculty Guide to Multi-Section Course Outcome Assessment
- 23-0095 Resource-New Teacher Workshop.pdf
- 23-0175 Minutes- ARC Summer Summit Agenda and Minutes.pdf
- 23-0178 Minutes- Co-Curricular Committee Meeting 10-25-22.pdf
- 23-0186 Resource- Grammarly.pdf
- 23-0213 Assessment- Gen Ed Assessment Plan Example.pdf
- 23-0219 Gen Ed Assessment Report Example.pdf
- 23-0255 Resource- IE spreadsheet- FY22.pdf
- 23-0264 Report- Annual Assessment Report.pdf
- 23-0326 P-6 Program Discipline Feedback Report.pdf
- 23-0338 Resource- Assessment Compliance Coordinator
- 23-0356 Resource- Simple Syllabus Template.pdf
- 23-0357 Resource- Monday Morning Mentor Schedule and Topics.pdf
- 23-0358 Assessment- Assessment Proud Newsletter
- 23-0359 Assessment- Canvas Assessment Course.pdf
- 23-0361 Resource- Curriculum Map- sample.pdf
- 23-0362 Resource- Faculty Guide for CLO Assessment.pdf
- 23-0363 Resource- Faculty Guide for Gen Ed Learning Outcomes Assessment.pdf
- 23-0364 Resource- Faculty Guide for ILO Assessment.pdf
- 23-0365 Resource- Faculty Guide for PLO Assessment.pdf
- 23-0428 Resource- Assessment Timeline
- 23-0457 Minutes- Assessment Leadership Agenda 1-10-23
- 23-0458 Minutes- Assessment Subcommittee Agenda 1-31-23
- 23-0461 Agenda- Professional Development - Penn 1-11-22
- 23-0527 Resource- Program Viability Matrix.pdf
- 23-0535 Agenda- ARC Meeting Agenda 2.14.23
- 23-0536 Agenda- Faculty Development Workshop 1.10.23
- 23-0537 Resource- Grammarly Usage Data
- 23-0538 Resource- Assessment Proud Newsletter Oct Nov 2022
- 23-0539 Agenda- Adjunct Workshops.pdf
- 23-0545 Minutes- Curriculum Committee Meeting and Supporting Documents 1.20.23
- 23-0546 Assessment- MultiSection Course Assessment Report.pdf
- 23-0547 Agenda- Statewide AAWG
- 23-0548 Resource- Baehr Faculty Workshop 8.20.2020
- 23-0552 Resource- Course Outcomes Checklist
- 23-0553 Form- C-2 New Course CLO
- 23-0554 Minutes- ARC 11.30.22
- 23-0559 Data- ILO Pilot data_ARC
- 23-0560 G-1B MAT-157 Statistics
- 23-0561 G-1 HIS-111 World Civ
- 23-0562 P-3 ACC-929 Accounting
- 23-0563 P-3 CON-351
- 23-0582 Assessment- ICCOC ILO Assessment Results - 2-14-23
- 23-0583 Assessment- Assessment Program Minutes- Examples
- 23-0584 ICCOC Bylaws and Agreement
- 23-0585 Oversight Committee Meeting 02.22.23
- 23-0586 Report- Iowa Enrollment Report Spring 2023 - 2023_2_20
- 23-0587 Report- Spring 2023 Enrollment Trends 2023-2-20
- 23-0588 Report- ICCOC Annual Report
- 23-0589 Minutes- ARC Minutes 12-2-21
The institution pursues educational improvement through goals and strategies that improve retention, persistence and completion rates in its degree and certificate programs.
- The institution has defined goals for student retention, persistence and completion that are ambitious, attainable and appropriate to its mission, student populations and educational offerings.
- The institution collects and analyzes information on student retention, persistence and completion of its programs.
- The institution uses information on student retention, persistence and completion of programs to make improvements as warranted by the data.
- The institution’s processes and methodologies for collecting and analyzing information on student retention, persistence and completion of programs reflect good practice. (Institutions are not required to use IPEDS definitions in their determination of persistence or completion rates. Institutions are encouraged to choose measures that are suitable to their student populations, but institutions are accountable for the validity of their measures.)
4.C.1.
The Enrollment Management Committee (EMC) defines goals for student retention, persistence, and completion based on state Management Information System (MIS) (23-0196) and Integrated Postsecondary Education Data System (IPEDS) reporting (23-0391, 23-0262). These goals are benchmarked with other Iowa community colleges, and the EMC recommends an internal benchmark to the President’s Cabinet. These measures are also tracked in the Institutional Effectiveness (IE) chart (23-0388), which maps necessary indicators in our Strategic Plan (23-0006) and as part of our Mission, Vision, and Values. The indicators are measured against internal targets, and movement is tracked (Iowa Lakes’ progress or decline relative to the previous year or consistent with prior years). The President’s Cabinet and the Board of Trustees review these goals and retention data.
The Enrollment Management Report (23-0262) documents Iowa Lakes students' history, processes, and action planning for retention, persistence, and completion. During the 2021-2022 academic year, the EMC focused on increasing adult student enrollment, converting more non-credit students (primarily adults) into credit-earning students, and targeting recruiting former students who left Iowa Lakes with 30 plus credits but without a degree (23-0445). The 2022-2023 EMC goal is to increase Iowa Lakes’ adult student population by five percent. The Enrollment Management Report outlines the process and strategies for achieving this goal and is documented in committee and sub-committee meeting minutes (23-0400).
Iowa Lakes employs a Completion Specialist (23-0403) to implement strategies to increase student retention, persistence, and completion. This position serves as a member of the EMC and co-leads the Retention Committee (a subcommittee of the EMC which oversees special projects related to retention as identified by the EMC) and provides advising and support for at-risk and undecided students. The Completion Specialist also refers students to appropriate college personnel or external agencies for additional support.
Students enrolled in the TRIO programs at Iowa Lakes are low-income and first-generation college students. Defining goals for students in these programs follow parameters set by the US Department of Education for grant funding (23-0350). These goals are specific and appropriate to the population served under the grant as they relate to supporting secondary students in post-secondary education, promoting students’ persistence in realizing goals, and transferring to baccalaureate degree-awarding institutions.
Further evidence of Iowa Lakes’ continued commitment to student retention, persistence, and completion exists in the 2024-2028 Strategic Plan (23-0404) draft. While the 2019-2023 Strategic Plan (23-0006) identified enhancing student learning, engagement, and success through innovation, student services, guided pathways, and technology, the 2024-2028 Strategic Plan reflects growth in Iowa Lakes’ understanding of best practices in supporting student retention, persistence, and completion. Among these are specific attention to accessibility, data-driven decision-making, enhancement of practices through assessment, ensuring quality programming, and cultivating a climate of respect and inclusion. While these elements were implied in the 2019-2023 Strategic Plan, Iowa Lakes has sought to make the plan more transparent and measurable for all who contribute.
4.C.2.
Retention data and completion rates are reviewed in the Program/Discipline Review and are considered for program revisions and viability (23-0389). This process is described in detail in subcomponent 4.A.1 of this document. Additionally, the Enrollment Management Team collects and analyzes data associated with the committee’s goals as described in 4.C.1.
Each semester, Iowa Lakes’ Educational Counselors identify students with a GPA of 2.0 or lower as potentially at-risk for retention, persistence, and completion issues. Educational Counselors provide additional support in the form of counseling, information regarding tutoring, study skills, advisor information, and other support unique to individual students’ needs. Each student identified as at-risk receives a minimum of two contacts from an Educational Counselor each semester to monitor progress and ensure necessary resources are employed to support the student (23-0541). GPA data is tracked throughout the semester and compiled in a report (23-0542) reviewed by the Executive Dean of Students. The support services survey assesses students’ perceptions of these supports (23-0540).
Additional data is collected for all Iowa Lakes students using Dropout Detective, an application within Canvas to monitor student progress (23-0069, 23-0071, 23-0072). Course grades, attendance records, coursework completion, and instructor comments for each student are available to advisors for follow-up with their advisees. The Completion Specialist and Educational Counselors also support advisors and students in this work. Advisors can alert Educational Counselors who will follow up with additional support such as information on study skills, deadline reminders, referrals for tutoring, communication with instructors, and other appropriate supports.
Students enrolled in the TRIO-SSS are also monitored through Dropout Detective. The Program Director and Program Advisors have access to a dashboard containing their advisees’ progress, and ongoing follow-up occurs with students. Additionally, data was collected and analyzed for the TRIO Annual Performance Report prepared for the U.S. Department of Education (23-0350) benchmarks against national indicators.
Students’ perceptions regarding campus climate are also known factors leading to student retention, persistence, and completion of programs. Iowa Lakes annually conducts a Campus Climate Survey with students living on campus (23-0160), and data collected is shared among all faculty and staff. Analysis of the Campus Climate Survey has resulted in the addition of surveillance cameras and LED lighting around dorms and parking lots. Survey results are discussed at Campus Administrators and Student Services meetings, including action items (23-0372).
4.C.3.
Program Review data (23-0389) is reviewed annually for all programs by the Program Review Viability Committee (President, Vice President, Executive Deans, Chief Financial Officer, and Executive Director of Human Resources). Programs are on a five-year program review rotation (23-0352). Retention and completion data are reviewed in the Program/Discipline Review and are considered for program revisions. The most recent Environmental Studies Program Review (23-0544) shows an example of a program revision targeting retention. Ensuring courses are relevant to the program of study and that equipment used in the courses reflects original work in the field are action items in progress or completed as a result of this program review.
As described in 4.C.2, Education Counselors use data identifying potentially at-risk students to provide targeted support, counseling, and advising throughout the semester (23-0541). After the semester, cumulative GPAs are reported to the office of the Executive Dean of Students to evaluate the effectiveness of Education Counselors’ and advisors’ support of student success throughout the semester (23-0542).
Dropout Detective is an application within Canvas that alerts Educational Counselors and academic advisors to potential issues students may be experiencing so that they can provide just-in-time support or resources (23-0069). As described in 4.C.2, improvements are largely on a student-by-student basis to remove barriers to success and support student persistence in programs.
Students enrolled in the TRIO-SSS program are also supported through reports generated by Dropout Detective data. Still, this population has access to Peer Drop-in Tutoring, which allows students to receive prioritized support without an appointment with Advising and Success Centers and 24-hour access to online tutoring services (23-0543). Students in TRIO-SSS programming receive a pre-midterm report four weeks into the semester if their GPA is 2.0 or below in the current or previous semester. TRIO-SSS students receive at least two advising sessions per semester and targeted support for students intending to transfer to a baccalaureate granting institution. Through articulation agreements and facilitation of communication between the student and the transfer institution from the start of the advising process, TRIO-SSS students are guided through transfer.
The Guided Pathways (23-0050) initiative was designed using an equity lens to ensure that all interventions are focused on reducing equity gaps for various populations. A grant from the Iowa Department of Education from Ascendium 2018 funded this initiative. Iowa Lakes was one of ten implementation awardees. Some grant funds were allocated towards Student Planning (23-0386) software, Self-Service, which generates students’ Iowa Lakes course plan (one year or two years, depending on the program) and collects data to share with the State regarding ethnicity, gender, and age. Guided Pathways data assisted the college and the Enrollment Management Committee in seeing potential opportunities to improve retention rates among part-time and adult students, as described in 4C.1. They attain educational goals and are prepared to enter and contribute to the workforce.
The Campus Climate Survey is designed to seek data on critical components of a positive campus climate (23-0160). The Executive Dean of Students, Facilities, Housing, and Educational Counselors analyzes data from this survey to identify improvement areas and inform strategies.
An example of a recent improvement is the identification of the need for more functional Student Activity Centers to improve student experiences with spaces for collaboration as well as greater access to services like printing, computers, and social activities. Student Centers were added and/or updated on the Emmetsburg (23-0517) and Estherville (23-0513) Campuses.
4.C.4.
IPEDS (23-0195), state MIS (23-0196), Voluntary Framework of Accountability (VFA) (23-0197), and internal reports contribute to measuring and tracking data regarding student retention, persistence, and completion of programs. All information is sourced from Colleague. IPEDS data are run from the same screens in Colleague using the same parameters yearly. Required saved lists are updated and used to replace previously saved lists before reports are run. State MIS uses Colleague data funneled through the CAST website, which provides data checks and reports in the correct format to run through the state-wide validation system. Internal Reports are checked to ensure the code is up-to-date, then run the same from year to year (23-0388).
The Enrollment Management Committee reviews data and sets measurable goals based on prior data and desired growth (23-0262). Retention data and completion rates are reviewed in the Program/Discipline Review and are considered for program revisions (23-0389).
Sources
- 23-0006 Resource- Strategic Plan 2019-2023.pdf
- 23-0050 Report- GP Report FY20
- 23-0069 Resource- Dropout Detective Case Notes.pdf
- 23-0071 Resource-Dropout DetStudent Dashboard Example.pdf
- 23-0072 Resource-Dropout Det Stdt Notes Exmpl.pdf
- 23-0160 Report- Campus Climate Survey Results (Pie and Bar Charts).pdf
- 23-0195 Report- IPEDS.pdf
- 23-0196 Report- MIS Report
- 23-0197 Report- VFA
- 23-0262- Report- Enrollment Management Report.pdf
- 23-0350 Report- TRIO Annual Performance Report
- 23-0352 Resource- Program Review Schedule
- 23-0372 Minutes- CASS Meeting 2022 10-6.pdf
- 23-0386 Resource- Colleague Student Planning
- 23-0388 Data- FY22 Institutional Effectiveness
- 23-0389 Data- FY22 Program Review Data.pdf
- 23-0391 Data- IPEDS Retention Data
- 23-0400 Minutes- 2022-9-15 EMC Meeting Minutes
- 23-0403 Resource- 2021 Head Wrestling Coach Completion Specialist
- 23-0404 Resource- 2024-2028 Strategic Plan.pdf
- 23-0445 Resource- Reverse Transfer Flyer
- 23-0513 Map- Estherville North End Map
- 23-0517 Map- Emmetsburg Main Map.docx
- 23-0540 Data- At-Risk Student Assessment Survey Results
- 23-0541 Resource- Communications with At-Risk Students
- 23-0542 Data- At Risk Data.docx
- 23-0543 Website- Online Tutor
- 23-0544 Environmental Studies Program Review and Follow-up Meeting Minutes
The institution demonstrates responsibility for the quality of its educational programs, learning environments and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement.
Summary
Iowa Lakes is committed to continuously improving its educational programs and services. The college conducts regular program reviews and takes action when appropriate. Transcripted credits and experiential learning are evaluated for quality.
Faculty conduct assessments and make curriculum decisions, with oversight from academic committees and Program Advisory Boards. The assessment of student learning at Iowa Lakes is a continuous process. The college has established learning outcomes on five levels: institutional, program, general education, course, and co-curricular. Changes made due to learning outcomes are done while complying with the Iowa Department of Education regulations, academic committee approval, Advisory Board guidance, and accrediting agencies.
The Institutional Researcher provides data to administrators on key performance indicators relating to retention, persistence, and completion rates. Iowa Lakes has implemented strategies to improve student success.
Sources
There are no sources.
5 - Institutional Effectiveness, Resources & Planning
The institution’s resources, structures, processes and planning are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities.
Through its administrative structures and collaborative processes, the institution’s leadership demonstrates that it is effective and enables the institution to fulfill its mission.
- Shared governance at the institution engages its internal constituencies—including its governing board, administration, faculty, staff and students—through planning, policies and procedures.
- The institution’s administration uses data to reach informed decisions in the best interests of the institution and its constituents.
- The institution’s administration ensures that faculty and, when appropriate, staff and students are involved in setting academic requirements, policy and processes through effective collaborative structures.
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5.A.1.
Shared governance at Iowa Lakes starts with the Board of Trustees (Board), whose duties are outlined in the Board Policies (23-0003), along with the role of the college President. Collaboration ensures that all five Iowa Lakes campuses work together to fulfill the college’s mission. Each Board member represents an Iowa Lakes district. Members must be residents of the district from which they were elected to represent the constituents' interests. The President and the President’s Cabinet (Cabinet) update the Board on college activity during monthly Board meetings (23-0275) and the Board Work Day (23-0225). Core component 2.C.3 provides an example of shared governance during the recent presidential search of 2022 (23-0232).
The Board oversees the college President, who is responsible for daily operations. The President oversees the Cabinet, as evidenced in the organizational chart (23-0005). The Cabinet (23-0254) meets bi-monthly to exchange information and make decisions with input from committees and councils. The committee structure at Iowa Lakes is designed to allow employee and student input to establish strategic directions for the college’s future growth and improvement.
The strategic plan process (23-0007) is an example of shared governance involving students, faculty, staff, administrators, and the Board. Internal and external constituencies (23-0382) can give input. The Vice President of Administration/Chief Academic Officer (CAO) utilizes Info in a Minute (23-0269) to update all employees on the progress toward strategic goals. The Board is also updated on progress via the Institutional Effectiveness (IE) dashboards (23-0246), where benchmarks, goals, and status data are represented.
Each college committee has a designated purpose, and membership is consistent with the committee’s goal. Committees consisting of employees from different classifications include Meet and Confer (23-0253), the Enrollment Management Team (23-0177), and the Collegewide Improvement Council (CIC) (23-0252). CIC suggested that the graduation ceremony for spring be moved from the evening to the afternoon. Other successes of the CIC include student bill collection, technology updates, COVID-19 leave policies, student computer access, and improved communications with staff. Some accomplishments from Meet and Confer include but are not limited to an increase in the number of family medical leave days, employee recognition, an increase in vacation days, tuition allowance, wellness benefits, and summer hours. Members of these committees talk to peers to get feedback which is brought back to the committee. Enrollment Management focuses on recruitment and retention strategies. The team’s accomplishments (23-0262, pp. 12-16) include the digital marketing campaign launch, adopting a new communication relationship management system (Hubspot), new directional signage on all campuses, and increased retention efforts.
Academic organization (23-0251) involves faculty, staff, administrators, and occasionally Student Senate. Student Senate represents the voice of the student body from all five campuses and oversees club formation and allocation. Examples of shared governance are the strict probation policy, incomplete grades policy, and equity statement (23-0381).
5.A.2.
The Chief Financial Officer (CFO) uses enrollment projections (23-0295), anticipated expenses, and other data to develop budgets (23-0111). The CFO analyzes tuition and fees (23-0412) at other Iowa community colleges when proposing tuition and fee rates for the next fiscal year (FY). Data identifies and prioritizes department and academic needs during the budgeting process. Budget reports are accessible anytime to all budget managers responsible for ensuring they do not exceed their budget allocation. Iowa Lakes uses reports from external sources (23-0259, 23-0297, 23-0398) to compare Iowa Lakes to the other 14 Iowa community colleges.
The Institutional Researcher (IR) and Management Information Systems (MIS) Systems Director are essential in providing data for Iowa Lakes. The IR creates dashboards that present an overview of collected data. Currently, the IR manually refreshes data to update dashboards. The next step is to set the dashboards to update automatically, providing real-time information. Total enrollment, instructor load, course, and program enrollment are displayed on the dashboards. The MIS Director runs queries for these reports: Zip Code Report (23-0360), instructor schedules (23-0432), admissions prospects, registration as of a specific date, point-in-time enrollment (23-0433), secondary students, students here but not enrolled for next term, and dashboards data. The Cabinet members and committees work with the IR and MIS Systems Director to develop the data necessary for projects and making decisions.
The IE dashboard (23-0246) graphically tracks enrollment, financial, student success, and student satisfaction data. The chart compares current and previous values, utilizing internal and external benchmarks. The IE chart is organized to note which indicators show progress, are consistent, or demonstrate a decline compared to previous years. Key performance indicators (KPI) and the IE spreadsheet (23-0255) include additional indicators administrators use data for tracking purposes. The Executive Dean of Students and the Executive Director of Community & Business Relations oversee the creating powerful partnerships section. The CFO, Director of Financial Aid, and Executive Director of Foundation & Governmental Affairs are responsible for maximizing resources. The Vice President of Administration/CAO oversees enhancing student learning, engagement, and success. The Executive Dean of Students and the Executive Director of Human Resources handle respecting cultures.
State MIS (23-0196), Integrated Postsecondary Education Data Systems (IPEDS) (23-0195), Voluntary Framework of Accountability (VFA) (23-0197), and National Student Clearinghouse (23-0245) are vital sources of data for administrators. IPEDS data can be refined by variables such as retention rates and other colleges as a benchmark for comparison. The National Student Clearinghouse allows Iowa Lakes to track student matriculation.
Since the assessment of student learning and program review restructuring in 2018, Iowa Lakes is in its defined stage of assessment data collection. The annual assessment report contains data on institutional (ILO), program (PLO), course (CLO), general education, and co-curricular learning outcomes. The ILO benchmark was reviewed, and the college established a new benchmark based on data (23-0455, 23-0183). A benchmark for Iowa Lakes (23-0456) definition has been drafted. The Assessment Leadership Team (23-0457) and Assessment subcommittee (23-0458) have reviewed it. ARC reviewed the definition in February of 2023. It will then go to faculty meetings followed by Academic Council, which will make a recommendation to Cabinet. Based on the data, additional professional development may be provided for faculty to help strengthen knowledge in certain assessment areas, such as "closing the loop." The Assessment of Student Learning and Program Review Committee (ARC) (23-0251) reviews assessment data (23-0401) each semester.
Executive Deans and faculty use program scorecards (23-0389) during program reviews which are shared with Advisory Boards. Projection data (23-0389) is used to determine program feasibility at annual program viability meetings. The Board reviews program scorecards during the yearly Board Work Day (23-0225). Administrators use data (23-0414) to determine if new programs are needed and assess current program needs and potential growth. Potential new programs are derived from student requests to Admissions, Iowa Workforce Development projected job openings, and ideas that complement current offerings. Community Colleges for Iowa (23-0419) sends updates regarding occupation projects for community colleges to consider when reviewing program offerings.
Administrators use information from networking (23-0179, 23-0263) with colleague workgroups. Community College Presidents, CAOs, Business Officers, Deans, and Student Services groups meet monthly and share information. Administrators attend conferences and workshops and use the information to make decisions. The Board sent the new college President to a leadership academy (23-0383), allowing new leaders to share experiences, issues, and solutions. The college sends a team of administrators, faculty, and staff each year to the Higher Learning Commission (HLC) conference. Three staff members from Iowa Lakes presented at an “Assessment Matters” conference (23-0403) on how the college uses Canvas as a "one-stop shop" for assessment.
Data is analyzed regarding athletic team expansion to determine feasibility. One example is the addition of a Women’s Wrestling program. The Athletic Director presented the proposal data to the Board during their Board Work Day (23-0225), and it was approved as a new sport on April 19, 2022 (23-0226, p. 7).
Admissions enter applications into Ellucian Colleague (Colleague), which includes a referral code based on the source of the contact information. Admissions sort the data, reviewing the conversion rates by contact source. Marketing tracks lead referrals (23-0417) from digital and online efforts, comparing the data to enrollments by term. They use the data to determine the return on investment for each source. Cabinet reviews this information at the Cabinet Advance (23-0287, 23-0436).
5.A.3.
Administrators and faculty make academic requirement decisions with input from staff and students when appropriate. As referenced in 5.A.1, faculty-led committees (23-0251) make decisions in collaboration with administrators and staff; students are involved when appropriate. Educational requirements and policies are developed by faculty with input from Executive Deans, Vice President of Administration/CAO, and Advisory Boards and approved through the academic committee structure (23-0251). As outlined in 1.C.2, the faculty proposed adding a diversity graduation requirement. The Vice President of Administration/CAO vetted and submitted the request to academic committees for approval. Board policy 533 (23-0003, p. 106) establishes the college President or designee’s responsibility in determining graduation requirements for each offered program.
Student Senate (23-0131), representing the student body, is involved in academic decisions such as the diversity requirement, strict probation policy change, and incomplete grades policy change (23-0381). Student Senate provides oversight of student clubs. New club proposals must be submitted to the Student Senate with an explanation of the club’s intended function, goals, objectives, tentative budget, equipment needs, facility needs, insurance needs, and how the club will further the education of its members. Requests are presented to the Student Senate Advisor for approval. Minutes with Student Senate’s approval are brought forward to the Executive Dean of Students and the President for approval before a full-time employee is assigned as the club advisor.
Sources
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf
- 23-0003 Policy- Board-Policies-approved-2022-04-19.pdf (page number 106)
- 23-0005 Resource- Organizational Chart FY23
- 23-0007 Process- Strategic Plan Process
- 23-0111 Process- Budget Process.pdf
- 23-0131 Resource- Student Senate.pdf
- 23-0177 Resource- Enrollment Mgt Team.pdf
- 23-0179 Resource- Sample Cabinet Local-Statewide Committees-Organizations
- 23-0183 Resource- Co-Curricular Assessment Summary Report Form.pdf
- 23-0195 Report- IPEDS.pdf
- 23-0196 Report- MIS Report
- 23-0197 Report- VFA
- 23-0225 Minutes- Board Work Day 2022.pdf
- 23-0226 Minutes- Board Meeting 4-19-22.pdf
- 23-0226 Minutes- Board Meeting 4-19-22.pdf (page number 7)
- 23-0232 Resource- Presidential Search Timeline 2022.pdf
- 23-0245 Website- National Student Clearinghouse
- 23-0246 Data- IE Dashboards.pdf
- 23-0251 Resource- Academic Organization.pdf
- 23-0252 Resource- Collegewide Improvement Council.pdf
- 23-0253 Resource- Meet and Confer Committee
- 23-0254 Website- Cabinet.pdf
- 23-0255 Resource- IE spreadsheet- FY22.pdf
- 23-0259 Report- Condition of Iowas Comm Colleges.pdf
- 23-0262- Report- Enrollment Management Report.pdf
- 23-0262- Report- Enrollment Management Report.pdf (page number 12)
- 23-0263 Resource- IDOE-Supported Committees
- 23-0269 Emails-Letters- Info in a Minute- Strategic Plan.pdf
- 23-0275 Minutes- Board Meeting 9-21-21.pdf
- 23-0287 Minutes- Cabinet Advance Agenda.pdf
- 23-0295 Report- Enrollment Report- Fall 22
- 23-0297 Data- Transfer Data.pdf
- 23-0360 Report- Zip Code Report- Fall 2022.pdf
- 23-0381 Minutes- P and S Committee 1-28-22
- 23-0382 Emails- Strategic Plan Listening Sessions 2022.pdf
- 23-0383 Resource- AACC Leadership Suite 2022
- 23-0389 Data- FY22 Program Review Data.pdf
- 23-0398 Report- AY2019-20 Programs and Awards
- 23-0401 Assessment- ILO Pilot Data
- 23-0403 Resource- 2021 Head Wrestling Coach Completion Specialist
- 23-0412 Report- FY23 Tuition and Fees Report
- 23-0414 Resource- New Program Ideas 1-17-22
- 23-0417 Resource- Leads from Digital Adv and Admissions Funnel.pdf
- 23-0419 Resource- CCFI Occupation Updates.pdf
- 23-0432 Report- Instructor Schedule Report
- 23-0433 Report- Point-in-Time Enrollment Report
- 23-0436 Agenda- Cabinet Advance Agenda Jan 2023
- 23-0455 Resource- Co-Curricular Meeting Minutes and Handouts
- 23-0456 Minutes- Benchmark Discussion 1-19-23
- 23-0457 Minutes- Assessment Leadership Agenda 1-10-23
- 23-0458 Minutes- Assessment Subcommittee Agenda 1-31-23
3
The institution’s resource base supports its educational offerings and its plans for maintaining and strengthening their quality in the future.
- The institution has qualified and trained operational staff and infrastructure sufficient to support its operations wherever and however programs are delivered.
- The goals incorporated into the mission and any related statements are realistic in light of the institution’s organization, resources and opportunities.
- The institution has a well-developed process in place for budgeting and for monitoring its finances.
- The institution’s fiscal allocations ensure that its educational purposes are achieved.
5.B.1.
Qualified and Trained Staff
Qualified and well-trained staff are essential to providing strong academic programming and supports services to fulfill its mission. The organizational chart (23-0005) displays the employee structure of Iowa Lakes. Employee qualifications follow the Iowa Community Colleges Faculty Qualifications Guide (23-0157). Iowa Lakes Hiring Guide (23-0170) and professional development (23-0162) training are the foundations for maintaining a knowledgeable employee base. All job postings (23-0271) include duties and requirements, which are reviewed before being posted. The course catalog (23-0009) and directories (23-0191) show the education level of faculty and staff. The faculty course roster (23-0399) shows the degree and qualifications of the faculty. Full-time or lead-adjunct faculty guide programs, direct program curriculum, and advise students. All new employees, including adjunct faculty, must complete mandatory training through SafeColleges (23-0149) at the time of hire and then annually thereafter. Iowa Lakes supports employee professional development opportunities utilizing institutional funds, grant funds, tuition reimbursement (23-0431), and programs such as Iowa Community College Leadership Institute (ICCLI), sponsored by Iowa State University.
Fiscal Resources
The Board Financial Oversight Committee (FOC) (23-0112) suggests maintaining at least one to two months of the fund one expenses as a reserve balance. Fund one expenses are the college’s general unrestricted fund and account for all expenses and revenues for activities not covered in other funds and cover the operation and support of educational programs. The reserve balance, the strategic budgeting process, and the Board’s guidance ensure the college has the funding to respond to market or fiscal conditions. Finances are a standing item on the monthly Board meeting agenda. The FOC reviews fund balances, expenditures, operating budgets, and revenues. Enrollment projections help the Board understand potential future revenue streams related to the college’s service area based on the IE spreadsheet (23-0255).
Grant activity (23-0286) provides an additional funding source for equipment and special projects. For example, the Career Academy Incentive Fund (CAIF) grant (23-0107), the Center of Excellence for Veteran Student Success (CEVSS) (23-0371), and the mental health grant (23-0377) allowed the college to improve its resources to provide high-quality services to students.
Physical Infrastructure
Iowa Lakes has five campuses spread across five counties. The Facilities Master Plan (FMP) (23-0274) provides further details on facilities, and the Board approved the FMP 2022-2028 on September 21, 2021 (23-0275, p. 6). The plan offers the framework for renovations, equipment replacement, and growth over the next six years. Iowa Lakes provides adequate instructional space per Iowa Code 281.24.5(5)(c) (23-0276, p. 209). The Board Building Committee (23-0112) meets periodically to discuss the FMP and college building projects.
Passed by district voters in 2016, a $16 million general obligation bond allowed Iowa Lakes to complete upgrades at each of the five campuses:
- Collegewide keyless entry security access
- Algona Campus interior renovations and construction of an Entrepreneurial Center
- Emmetsburg Campus Student Services and Campus Store addition
- Spencer Campus- roof replacement and exterior upgrades
- Spirit Lake Campus- industry training lab
- Estherville Campus- 504-seat fine arts facility addition
The nursing department has a state-of-the-art simulation (sim) lab (23-0211), thanks to Title III grant funding. The sim lab allows students to practice real-life scenarios in a safe environment. The facilities and equipment at the college farm (23-0220) have been upgraded to include the latest technology in agriculture, including simulation labs. The program uses a planter with Precision Equipment that delivers accurate seed placement in the soil. Tractors are leased annually to ensure students gain experience using the latest technology. Corn and soybean crops are planted that have the latest genetics. The new farm lab has a spray simulator that replicates a full-size sprayer controlled with the latest equipment. The new farm facility, constructed in 2021, contains a classroom and a 75’ x 75’ lab that allows students to upgrade and maintain equipment in a climate-controlled environment. The swine lab was updated in 2013 with a camera system to observe swine remotely and a wireless alarm system to alert operators of temperature variations. A swine simulator is utilized for anatomy lessons. The beef lab was replaced in 2016 with an adapted Performance Beef feeding system that tracks consumption and individual animal health using an iPad. The mono-slope beef facility provides protection from the elements. A camera system was installed in the beef facility for remote viewing during calving season. A cow simulator allows faculty to teach students proper cattle injections and implants. Students get real-life experience in feeding and health observations due to having the college cattle herd on site.
Technology Infrastructure
Iowa Lakes is part of the Iowa Community College Online Consortium (ICCOC) (23-0279) framework, allowing colleges to share online courses. ICCOC faculty and staff are fully qualified and trained. Iowa Lakes shares expenses with the other Iowa community colleges as part of the consortium. The ICCOC provides Iowa Lakes with a solid online presence by providing the necessary infrastructure.
Iowa Lakes belongs to the College Alliance Sharing Technology (CAST) (23-0393). CAST employees provide technical assistance to the college while maintaining the Colleague system. New hires must meet specific employment criteria, such as excellent problem-solving skills and an associate degree or diploma in an information technology field or closely related area.
The Technology Plan 2022-2025 (23-0278) guides technology at Iowa Lakes. It outlines the current program, projects in progress, future needs, disaster recovery, backup process, and cyber security. The budget contains estimates for future needs, including a timeline. The Technology Department is committed to keeping data secure and has strategies implemented to remain at the forefront of security. The college has a managed print services contract which allows the college to budget print expenses and upgrade devices more frequently. Equipment maintenance is included in the contract. The Technology Department has a dedicated Help Desk for students and employees to contact when they need assistance. The department responded to 4,610 (23-0402) requests from January 2022 through December 8, 2022.
Iowa Lakes strives to provide learning opportunities to its students. The closed-circuit TV system, first implemented in 1983, allows Iowa Lakes to offer a variety of face-to-face course options to students throughout the five-county area. In 2018, the closed-circuit TV system was updated using grant funding (23-0440). The grant covered updates for eight classrooms at four sites utilizing the same equipment at each location. Iowa Lakes used institutional funds to upgrade the final site’s two classrooms.
During the COVID-19 pandemic, Iowa Lakes expanded its infrastructure to support changes in operation. The learning management system (LMS), Canvas (23-0156), is used by all students and faculty. Canvas benefits on and off-campus learning, which made the transition to virtual education easier during the pandemic when the college campuses were temporarily closed. The technology department provided wi-fi and a virtual private network (VPN) for accessibility by students, faculty, and staff. It offered an equipment loan program to aid students with the tools necessary to continue their education in a virtual setting.
The Educational Technologist offers a variety of technical training and hands-on tutorials (23-0408) that support new and continuing faculty. Faculty and staff provide feedback that is reviewed at the end of each semester and then used to generate future training and mentoring sessions.
5.B.2.
The mission statement and strategic plan provide the foundation for goal setting (23-0247). The Cabinet uses data, trends, and environmental factors to set realistic goals measured by KPIs during bi-annual Cabinet Advance workdays (23-0287). Workday sessions are designated to review the strategic plan (23-0006), goals (23-0247), and IE dashboards (23-0246). In addition to monitoring their goals, cabinet members provide feedback to the group on others’ objectives. Employees are updated on strategic goal progress via Info in a Minute (23-0182).
Mission:
To provide opportunities for quality lifelong learning and promote economic development for our communities.
Strategic Plan Goals (23-0006):
- Enhancing Student Learning, Engagement, and Success
- Maximizing Resources
- Creating Powerful Partnerships
- Respecting Culture, Collaboration, and Inclusion
Enhance Student Learning, Engagement, and Success
Iowa Lakes has implemented initiatives to improve assessment practices and supports the culture of assessment (23-0340). Strategic plan goals (23-0247) related to assessment practices are identified at multiple levels and supported annually. Extensive training (23-0110, 23-0409, 23-0461) has been offered for faculty to enhance student learning. An internal target of $100,000 budget for professional development (23-0255) supports the cultural shift in the assessment of student learning. Iowa Lakes’ goal is to have 100 percent of faculty participate in documenting assessment data, reflect on the findings, and use data to make informed instructional decisions (23-0264). In the last three semesters (spring 2021-spring 2022), 85-100 percent of faculty have participated.
Maximizing Resources
The college carefully selects grant opportunities and other means of maximizing resources to expand and enhance educational programming and offerings. Expanding program offerings while being fiscally responsible is at the forefront of the strategic plan. Iowa Lakes was awarded the Career Academy Incentive Fund (CAIF) grant (23-0107) on January 22, 2022, to establish a Regional Career Academy in Spirit Lake. Four area high schools are partnering with Iowa Lakes to expand their students’ academic offerings. The need was previously identified (23-0266, pp. 11-12), and the CAIF grant helped make it a reality beginning in fall 2023. The partnership agreed that the programming to be offered responds to regional workforce needs in allied health (patient care/CNA), precision agriculture, electricians, and heating ventilating, and air-conditioning (HVAC) technicians (23-0266, p. 21). The programs complement existing preparatory coursework already offered at the high schools. Several area businesses are contributing support to ensure program and student success (23-0266, pp. 30-39). The college has allocated funds to provide technology and equipment within the Regional Career Academy, which will promote flexible learning spaces, engaged/active learning, and student success.
Creating Powerful Partnerships
Iowa Lakes partners with Global Wind Organisation (GWO) (23-0001) to provide necessary certification training to wind technicians. The college strives to meet the needs of its industry partners. Safety is stressed and embedded in almost every course within the college’s wind technician program. Students and wind technicians taking the GWO certification training at Iowa Lakes begin with classroom instruction, basics within the indoor climbing lab, and the opportunity to demonstrate effective skills within the college-owned wind turbine. Iowa Lakes has partnered to offer GWO training to 384 participants from over 30 companies spanning 34 states (23-0486) from FY20 as of February 9, 2023.
Iowa Lakes partners with the Liaison Advisory Committee on Transfer Students (LACTS) (23-0270) to improve the transfer process. LACTS reviews articulation agreements annually to ensure a smooth transition for students transferring from Iowa Lakes to universities. Iowa Lakes has membership on the Iowa Department of Education’s Transfer Major Steering Committee. Since 2019, transfer AA and AS majors were developed in Iowa between the three Regents institutions and community colleges to improve student recruitment and success and enhance associate-level coursework transferability. Iowa Lakes has adopted 15 transfer majors since 2019 (23-0479). The transfer majors consist of discipline-specific courses and associated arts and science coursework required to transfer into aligned baccalaureate programs seamlessly.
Respecting Culture, Collaboration, and Inclusion
The Hoopla Committee (23-0475) started during COVID-19 to organize activities to boost morale and unite employees. The goal is to improve employee satisfaction (23-0255). The Hoopla Committee hosts various events, including wellness challenges, holiday contests, campus clean up, and more. Employees receive Hoopla appreciation cards from co-workers for their hard work. They also organized a group to handwrite welcome notes to housing students in the fall prior to move-in day.
In addition to improving employee satisfaction, other goals (23-0247) include increasing student and employee applications. Iowa Lakes worked to increase its social media presence with emphasized efforts in Admissions, Human Resources, Marketing, and Athletics. Job postings in a broader market allow the college to reach a more significant number of qualified and potentially diverse applicants.
Iowa Lakes is expanding the co-curricular opportunities for students. This includes adding a Women’s Wrestling Team (23-0226, p. 7), detailed in core component 5.A.2. The college established a disc golf club and increased virtual student activities. Core component 1.C.2 explains the graduation diversity requirement (23-0040).
5.B.3.
The college’s budget process (23-0111) follows Iowa Code Chapter 260C (23-0004) for the certified budget (23-0116). The requirements include publication in a local newspaper and a public hearing to allow public feedback followed by Board approval. Per Iowa Code Chapter 260.17 (23-0004, p.14), “the Board shall further designate the amounts which are to be raised by local taxation and the amounts which are to be raised by other sources of revenue for the operation.” The college must submit the budget to the state board for approval in a designated time frame. The Finance Department follows the Iowa Community College Accounting Manual (23-0280) and Governmental Accounting Standards Board (GASB) (23-0316) regulations.
Budget managers are responsible for monitoring expenses for their respective departments. Colleague Self-Service (23-0258) and Synoptix (23-0257) have allowed budget managers to access real-time data. Overspending without prior authorization is not permitted. The Finance Department monitors collegewide budgets regularly and in preparation for monthly Board meeting presentations (23-0283).
Iowa Lakes’ finances are a standing monthly Board agenda (23-0282). The CFO provides the Board with a monthly financial report and bills. Board members review and approve monthly expenditures. Three Board members also serve on the FOC (23-0112), with one additional member as a substitute. The FOC receives a more in-depth review during their meetings. There is also a separate Audit Committee (23-0281). The Board has a workday dedicated to various aspects of daily operations, including a session on financial operations. An external accounting firm (23-0167) conducts an annual audit (23-0115). Once the audit is complete, the company presents its findings at the Board meeting (23-0114, p. 5).
5.B.4.
Iowa Lakes ensures fiscal allocations align with its mission and strategic goals during the annual certified budget (23-0116) development process. As explained in core component 5.B.3, the college has procedures in place for budget development and monitoring. The CFO and President monitor state and federal allocation expectations, enrollment projections, and other environmental factors when setting or adjusting the operating budget. Annual audit reports (23-0115) detail the college’s revenues and expenses. The CFO presents financial reports at Cabinet (23-0230) and Board (23-0411, p. 7) meetings.
Iowa Lakes has the finances to ensure its educational purposes are achieved—the CFO and President budget accordingly due to regular monitoring of environmental conditions. The college’s general unrestricted fund (fund one) accounts for all expenses and revenues for activities not covered in other funds and covers the operation and support of educational programs. Iowa Lakes’ operating expenses increased by 0.67 percent in FY21 (23-0115, p. 12) due to its commitment to the mission and academic programming. The college invested in technology expenses, including software, hardware, security upgrades, and maintenance, which increased operating expenses.
The Technology and Equipment (T&E) Committee (23-0277) evaluates and approves technology and equipment requests collegewide (23-0590). The CFO and Vice President of Administration/CAO co-chair this committee to ensure that purchases align with Iowa Lakes’ educational purpose and determine the best funding source. Another example is the Perkins equipment process (23-0123), in which campus deans submit equipment requests for career technical education (CTE) programming. The CFO, the CAO, and grant writer ensure all requests align with the comprehensive local needs assessment (CLNA) (23-0387), meet industry standards, and meet the educational needs of the program.
Sources
- 23-0001 Resource- GWO
- 23-0004 Policy- Iowa Code Chapter 260C
- 23-0004 Policy- Iowa Code Chapter 260C (page number 14)
- 23-0005 Resource- Organizational Chart FY23
- 23-0006 Resource- Strategic Plan 2019-2023.pdf
- 23-0009 Resource- Course Catalog 2022-2023.pdf
- 23-0040 Resource- Diversity Curriculum Guidelines.pdf
- 23-0107 Resource- Regional Career Academy Center.pdf
- 23-0110 Agenda- Faculty Prof Dev Assessment Workshop 1-11-22
- 23-0111 Process- Budget Process.pdf
- 23-0112 Resource- Board Subcommittees.pdf
- 23-0114 Minutes- Board Minutes 1-18-22.pdf
- 23-0114 Minutes- Board Minutes 1-18-22.pdf (page number 5)
- 23-0115 Report- Annual Audit FY19-21.pdf
- 23-0115 Report- Annual Audit FY19-21.pdf (page number 12)
- 23-0116 Report-Certified Budget FY21.pdf
- 23-0123 Process- Perkins Grant Process Map.pdf
- 23-0149 Resource- SafeColleges.pdf
- 23-0156 Resource- CANVAS Homepage.pdf
- 23-0157 Resource- Iowa Comm Colleges Faculty Qualifications Guide.pdf
- 23-0162 Resource- Professional Development.pdf
- 23-0167 Resource- Williams and Co.pdf
- 23-0170 Resource- Hiring Guide 2021.pdf
- 23-0182 Email- Info in a Minute- Strategic Plan Update.pdf
- 23-0191 Website- Directories.pdf
- 23-0211 Resource- Nursing Sim Lab.pdf
- 23-0220 Resource- College Farm.pdf
- 23-0226 Minutes- Board Meeting 4-19-22.pdf
- 23-0226 Minutes- Board Meeting 4-19-22.pdf (page number 7)
- 23-0230 Minutes- Cabinet Agenda 2021-12-14.pdf
- 23-0246 Data- IE Dashboards.pdf
- 23-0247 Resource- Goals Chart.pdf
- 23-0255 Resource- IE spreadsheet- FY22.pdf
- 23-0257 Resource- Synoptix
- 23-0258 Resource- Ellucian Colleague.pdf
- 23-0264 Report- Annual Assessment Report.pdf
- 23-0266 CAIF Grant Application
- 23-0266 CAIF Grant Application (page number 11)
- 23-0266 CAIF Grant Application (page number 21)
- 23-0266 CAIF Grant Application (page number 30)
- 23-0270 Resource- LACTS.pdf
- 23-0271 Resource- Employment Postings.pdf
- 23-0274 Resource- FMP 2022-2028.pdf
- 23-0275 Minutes- Board Meeting 9-21-21.pdf
- 23-0275 Minutes- Board Meeting 9-21-21.pdf (page number 6)
- 23-0276 Policy- Iowa Code 281
- 23-0276 Policy- Iowa Code 281 (page number 209)
- 23-0277 Resource- T-E Committee.pdf
- 23-0278 Resource- Technology Plan 2022-25.pdf
- 23-0279 Resource- ICCOC.pdf
- 23-0280 Resource- Iowa Community College Accounting Manual.pdf
- 23-0281 Resource- Board Audit Committee.pdf
- 23-0282 Minutes- Board Meeting 07-19-22.pdf
- 23-0283 Report- Monthly Financial Report- Board
- 23-0286 Resource- Grant Activity Spreadsheet
- 23-0287 Minutes- Cabinet Advance Agenda.pdf
- 23-0316 Website- GASB.pdf
- 23-0340 Website- Assessment at Iowa Lakes.pdf
- 23-0371 News- CEVSS Grant.pdf
- 23-0377 News- Mental Health grant
- 23-0387 Resource- East Area III Consortium CLNA
- 23-0393 Resource- CAST Job Description
- 23-0399 Resource- Faculty Course Roster
- 23-0402 Report- Help Desk Tickets
- 23-0408 Resource- Faculty Training
- 23-0409 Assessment- PD Workshops- Assessment
- 23-0411 Minutes- Board Minutes 2022-06-21
- 23-0411 Minutes- Board Minutes 2022-06-21 (page number 7)
- 23-0431 Resource- Tuition Waiver Forms
- 23-0440 Resource- USDA RUS DLT Grant- Telecommunications Systems Plan
- 23-0461 Agenda- Professional Development - Penn 1-11-22
- 23-0475 Resource- Hoopla Committee Members and Activities
- 23-0479 Resource- transfer major naming list 11 2022
- 23-0486 Data- GWO Training.pdf
- 23-0590 Resource- FY22 T-E Request Action
The institution engages in systematic and integrated planning and improvement.
- The institution allocates its resources in alignment with its mission and priorities, including, as applicable, its comprehensive research enterprise, associated institutes and affiliated centers.
- The institution links its processes for assessment of student learning, evaluation of operations, planning and budgeting.
- The planning process encompasses the institution as a whole and considers the perspectives of internal and external constituent groups.
- The institution plans on the basis of a sound understanding of its current capacity, including fluctuations in the institution’s sources of revenue and enrollment.
- Institutional planning anticipates evolving external factors, such as technology advancements, demographic shifts, globalization, the economy and state support.
- The institution implements its plans to systematically improve its operations and student outcomes.
5.C.1.
The mission and vision are part of the strategic plan, which guides operations, including resource allocations. During the strategic plan process (23-0007), the Cabinet identifies goals that they measure using KPIs to track progress towards achievement. Iowa Lakes has invested in assessment to enhance student learning, engagement, and success (23-0006). The assessment culture continues to improve by evaluating program effectiveness, teaching strategies, and measurable student learning outcomes. New faculty members acclimate to assessment practices through the Canvas assessment course (23-0359) and new teacher workshops (23-0095).
Partnerships allow the college to maximize the resources for students. Allied Health received donations of hospital beds (23-0411, p. 6) and equipment (23-0460, p. 7). Iowa Lakes is part of the ICCOC (23-0279), increasing the distance education opportunities available to students. The College and Career Transition Counselor (CCTC) (23-0121) and the CAIF (23-0107) grants allow Iowa Lakes to allocate resources that align with the mission and increase options for high school students. Faculty partnerships can improve the experiences and opportunities available to students through networking, on-the-job training, and knowledge. Program Advisory Board (23-0118) members are experts in their fields and provide input on current events.
The annual audit (23-0115) details the college’s revenue and expenses, including allocations to programming and facilities. Iowa Lakes aligns budgeting with its mission and goals. The college utilizes funding sources such as grants (23-0286), plant fund levy, and 260G Accelerated Career Education (ACE) to improve academic program facilities. Iowa Lakes used 260G ACE funds to build state-of-the-art facilities at the college farm (23-0220). These funds allowed the college to maximize its resources. Core component 5.C.2 provides further detail on the improvements for the agriculture programs.
5.C.2.
Iowa Lakes’ budget process (23-0111) involves budget managers with input from the Cabinet. They ensure the budget aligns with the college’s mission and goals (23-0247), including student learning, operations, and future planning. Part of the FMP (23-0274) process is to get CTE programs’ wish lists. Due to resource limitations, administrators must prioritize requests based on available funding.
Assessment of student learning is linked to planning and budgeting. Learning outcomes are analyzed during program reviews. At the Agriculture program review (23-0285), the committee decided the computer lab equipment needed upgrading, and the technology department supported the need for upgrades. T&E (23-0277) funds were used to complete the project. The equipment aligned with the curriculum and program needs to ensure that students have up-to-date equipment for training. The Wind Energy Program (23-0369) submitted a request for program modification removing a wind turbine siting course with a solar energy concepts course. The amendment was a curriculum and PLO change; the approved modification meant budgeting for new solar equipment. Faculty began assembling an indoor lab to get started. The course was designed to introduce solar energy concepts, so faculty took students to various solar sites. The class is held in the Sustainable Energy Resources Technology (SERT) (23-0449) building with solar panels. Utilizing existing solar sites allowed the course to be offered in the fall. There are plans to build a solar lab outside the facility; program fees, equipment, and plant funds will cover the expense.
Enrollment in the Aviation Program (23-0434) increased significantly, requiring the college to hire a full-time instructor and additional adjunct flight instructors. The college added four airplanes to its fleet (23-0575). Due to the continued high enrollment, the college will add another full-time instructor to accommodate program needs.
Iowa Lakes transitioned from the WebAdvisor portal to the Colleague (23-0258) Self-Service portal. Self-Service replaced WebAdvisor for students and employees because it was no longer supported as of June 30, 2021. The Self-Service portal increased functionality for students. One new feature is the Student Planning (23-0386) module. This module allows students to plan or map out a coursework path to complete their degree. It also allows students and advisors to track student progress along that path. The Records office builds and maintains degree audits for each program or diploma, which provide advisors and students with a list of program requirements. Program course requirements are listed in the order they are offered as a quick reference for students and advisors. Degree tracks also provide a semester-by-semester template of requirements, which can be loaded into a student’s plan. All tools assist with the advising and student planning process.
The February 16, 2017 Systems Appraisal Feedback Report stated, “Strategic Challenge 3: ILCC can develop a more comprehensive student learning assessment plan, add more direct measures and determine desired outcomes for common, program and course learning outcomes.” This was also noted in the March 2018 comprehensive site visit. The institution stepped forward, sought guidance, and identified best practices to implement. Professional development was crucial to building and sustaining a culture of assessment. Comprehensive faculty training has been at the core of the assessment initiative. Since the last HLC comprehensive visit, the college has fully embraced a culture of faculty-led student assessment through continuous, intensive assessment-driven training (23-0409). Through this process, a culture shift has occurred where faculty welcome assessment as it results in improved teaching and student learning. Due to grant funding, Iowa Lakes was able to attend professional development (23-0409) opportunities. As part of the Title III (23-0508) grant, supplemental funds were available as part of an initiative to increase training and professional development opportunities for faculty in general education and assessment. Over $15,000 of grant funds were invested in supporting this initiative.
To sustain and enhance the culture of assessment at Iowa Lakes, the institution invests in three faculty professional development assessment workshops (23-0162) each year in August, January, and May. Sample assessment agenda items generally include recommended topics from various committees and these standing agenda items:
- Time for program/discipline faculty to meet
- Reflect and discuss past year assessments and assessment of student learning
- Reflect and discuss assessment reports and proposed changes
- Review schedules and offerings
- Determine institutional learning outcome assessment plan
- Write program learning outcome assessment plans and reports
- Write general education outcome assessment plans and reports
- Write multi-section course assessment plans and reports
Core component 4.B.1 describes how Iowa Lakes improved its assessment of the student learning process in 2018. Additionally, the timeline (23-0428) established by the ARC Committee outlines the steps or phases of implementation. Using the outcomes tool in Canvas (23-0359) allows assessment data to be linked to student data to disaggregate cohorts to ensure equitable learning for all groups of students. Currently, the limitation of only seeing holistic achievement data has been realized. As noted, using the outcomes tool proved beneficial as it provides valuable data disaggregation. All ILO assessments will utilize this process starting fall of 2022. Then the first baseline data disaggregation will occur, with discussions among faculty, staff, and administrators.
The college assessed the effectiveness of Title IX training within the new student College 101 (23-0141) day-long program. Assessment data showed a significant difference in achievement levels between campuses. Upon review, it was identified that the main message points were inconsistent between presenters. As a result, the same person presents this session at all campuses. Follow-up assessment data (23-0418) demonstrates this was the issue, which has been resolved with the college investing in mileage and time for the same presenter of the material.
5.C.3.
The President leads the planning process at Iowa Lakes. The President considers the perspectives of many groups and regularly meets with the Cabinet for input. The Cabinet members bring ideas and views from the college committees they facilitate and meet with, from meetings and data gathered from their direct reports (23-0005), students, and other internal and external groups. Administrators are active in local, state, and regional committees and organizations, allowing them to network with other departments and colleges. The President and Cabinet may set up meetings with internal or external groups as the planning process necessitates.
Iowa Lakes’ planning processes encompass the institution, exemplified by its budget process (23-0111) and strategic planning process (23-0007). The Cabinet monitors the working budget via real-time reporting using Synoptix (23-0257) and monthly financial reports (23-0283). The group has a session on finances during Cabinet Advance (23-0287) workdays. The CFO and President inform the Board of financial updates (23-0283).
Part of the strategic planning process (23-0007) is to get input from internal and external constituents. Employees, students, and external community groups provided feedback at strategic plan listening sessions (23-0382). Another example is the recent presidential search (23-0232), where the Board conducted campus and community surveys, and open forums were held for students, employees, and the community to ask questions of candidates.
Advisory Boards (23-0118) consist of graduates, employees, and industry leaders who provide curriculum and program direction input. An example is the Wind Energy (23-0369) program modification that occurred with advisory board support. Due to industry changes, wind turbine siting has become specialized. Future technicians will no longer be responsible for this. The turbine siting course WTT-204 was replaced with a class on solar energy concepts SER-205 to keep the curriculum current with industry standards and practices.
The college tracks the quality of its academic programs with corresponding data. Monitoring data allows the college to work with internal and external entities to make changes to improve student outcomes. Iowa Lakes works with Liaison Advisory Committee on Transfer Students (LACTS) and the Iowa Board of Regents when analyzing transfer data (23-0297). The Iowa Department of Education (IDOE) reports on the condition of Iowa’s community colleges (23-0259), allowing Iowa Lakes to compare its data to the other community colleges on various factors.
The East Area III Perkins Consortium (Consortium) comprises five area high schools and Iowa Lakes. The Consortium focuses on CTE students and prepares them to transition from high school to college. The Consortium uses CLNA (23-0387) data in decision-making. The Director of High School Partnerships oversees the Consortium. The CFO provides budget oversight regarding the Perkins Consortium grant.
5.C.4.
The budget process (23-0111) determines the annual certified budget (23-0116) in conjunction with the strategic plan while establishing safeguards in response to environmental factors and other incidentals. The process is conducted based on a sound understanding of its capacity based on fluctuations in revenue and enrollment projections and actuals. The CFO and the Cabinet (23-0287, 23-0436) monitor enrollment projections, actuals, fees, tuition, revenue, expenses, technology infrastructure, and facilities needs and budgets accordingly to remain fiscally responsible.
The Facilities Master Plan (FMP) (23-0274) exhibits that the college monitors and plans for enrollment fluctuations affecting its programs, facilities, and other resources. The Technology Plan (23-0278) describes the procedure to improve technology infrastructure and cyber security measures. A third party provides cyber security support. Significant steps have been implemented to prevent data breaches and to protect lost or stolen devices.
5.C.5.
The Technology Plan (23-0278) outlines technology advancement and innovation plans. A third party provides cyber security support for the college. Iowa Lakes uses Colleague (23-0258) as its management information system to store, access, and distribute data. As a member of CAST, the college minimizes expenses due to the shared costs of the alliance. CAST provides technical support to the consortium, maintains, and supports the Colleague infrastructure.
The President and the Cabinet review and analyze demographic shifts provided by Education Advisory Board (EAB) (23-0293), National Community College Benchmark Project (NCCBP) (23-0284), concurrent enrollment (23-0295), and graduation reports (23-0296), and transfer data (23-0297) reports. Demographic shifts are monitored. Iowa Lakes uses data from Colleague and the outcomes tool in Canvas to disaggregate student data by cohort, such as demographics. Demographics in the area show an increased Spanish-speaking population. Due to data, Continuing Education recognized a need to provide specific training classes in Spanish (23-0336).
At the January 2023 Cabinet Advance workday (23-0436), the Executive Director of Marketing, the Director of Admissions, the IR, and the MIS Director presented enrollment projections within the immediate five-county area. As noted in the Zip Code Report (23-0360), approximately 72 percent of credit students served are from the five-county region. The data shared identified enrollment trends from each secondary school and as a whole. The President and CFO will draft the proposed budget by utilizing the upper and lower trend data limits and focusing on the average.
A current initiative is to review the competitiveness of Iowa Lakes’ programs with other institutions and align college degree requirements with the state. Program coordinators are beginning discussions with their Advisory Boards (23-0437, 23-0369). Recently, the President held a collegewide faculty meeting (23-0435) to host a conversation and listening session. The meeting outcomes will guide requests to review as the process continues.
Lifelong learning is part of the Iowa Lakes mission (23-0006). Iowa Lakes has been at the forefront of this aspect of globalization for many years by providing learning opportunities to all ages. The college continues to adjust to the needs of its constituencies.
Iowa Lakes monitors labor market data and trends to ensure programming meets regional workforce demands. Iowa Lakes submitted a labor market information worksheet (23-0410) to the IDOE when the Cosmetology program was implemented as a new program. Data shows new program feasibility. Data regarding workforce trends is collected from Iowa Workforce Development (23-0299) and Lightcast (23-0298). Iowa Lakes responds to initiatives correlating to the college’s mission and strategic plan. Program viability (23-0389) charts provide faculty and administrators with details on the employment outlook for each program.
State and federal funding is discussed at statewide community college presidents’ meetings. As the Iowa Lakes President learns new information, he meets with the CFO to make budget adjustments for the current year and/or project out for the following year. Iowa community colleges have been fortunate to receive support from the Iowa Governor and state legislature. Future Ready Iowa’s Last Dollar Scholarship (23-0082) and other work-based learning programs allow students to receive education at little or no cost, which helps recruit or retain students and meet state workforce needs. Institutional planning is vital for Iowa Lakes as many students face going into the workforce due to the high job demand or continuing their education.
Iowa Lakes’ financial planning and Board oversight help reduce the negative impacts of external factors by maintaining reserves of one to two months’ expenses in the operating fund. COVID-19 caused a significant impact on college operations. The college (23-0286) applied for various types of Higher Education Emergency Relief Fund (HEERF) funding to assist students and offset expenses incurred by the college. HEERF funds were also used to support educational and mental health support systems, and qualifying students were provided additional funds.
The Facilities Department monitors building and space requirements. The FMP (23-0274) guides anticipated upgrades and future needs. The department also conducts Americans with Disabilities Act (ADA) audits (23-0152) to remain compliant, and new facilities must meet or exceed ADA requirements at the time of construction. Building and space expansion or remodeling must meet enrollment growth and program needs. Examples include renovating a building to accommodate the Veterinary Technician program, new facilities at the college farm that provide state-of-the-art Agriculture Technology, and a new performing arts center.
5.C.6.
The 2022-2028 FMP (23-0274, p. 11) projects include improving air quality through HVAC replacement and control upgrades, replacing and repairing hard surface parking lots, and replacing or repairing roofs. The Technology Department’s 2022-2025 Plan (23-0278, p. 6) improvements and/or upgrades include cybersecurity measures, classroom upgrades, and new upgrades to equipment at the Spirit Lake Campus in conjunction with the CAIF grant. The 2019-2023 Strategic Plan (23-0006) articulates the goals, and Info in a Minute (23-0182) details Iowa Lakes' progress towards each goal.
Iowa Lakes has experienced leadership changes at the Cabinet level due to employee retirements. Core component 2.A.2 referenced the presidential search (23-0232). The Executive Dean of the Estherville Campus was hired as the new President, and the Executive Dean of the Emmetsburg Campus retired. As a result, the college hired two new Executive Deans (23-0282, 23-0411). Within the next five years, there will be more changes in Cabinet members due to retirements. The Cabinet is creating a succession plan (23-0593) in preparation for the upcoming changes. Iowa Lakes posts job openings on various platforms to reach a broader audience, including the college website, social media, Indeed, newspapers, and higheredjobs.com.
The Cabinet identifies KPIs as part of the strategic plan process. The IR collects data and distributes it to the Cabinet as IE dashboards (23-0246) twice annually, presented at the Cabinet Advance (23-0287). IE charts also compare retention, graduation, transfer, success, and satisfaction trends over five years. The Cabinet and the Board use the results when making decisions. Progress is also shared with all employees via Info in a Minute (23-0182). The college also utilizes data from various surveys, including the Community College Survey of Student Engagement (CCSSE) (23-0303) and the Survey of Entering Student Engagement (SENSE) (23-0304).
New practices were implemented during COVID-19, such as faculty training to deliver content online and new course modalities. Weekly faculty meetings were held virtually so faculty could collaborate. These meetings have continued due to their success but are now conducted monthly. At the pandemic’s start, the college saw increased mental health concerns and offered virtual mental health counseling 24/7/365 to all students and employees. When the college budgeted for this service, Iowa Lakes did so based on enrollment figures but had to increase its budget allocation due to the high volume of usage. Students receive information on the program, TalkCampus (23-0390) and Synergy (23-0429), and Educational Counselors are also available.
Iowa Lakes uses SafeColleges (23-0149) to conduct required training modules. Employees complete training on their first day, and all employees take them every fall. SafeColleges allows Human Resources (HR) to verify all employees have completed the training. HRs implementation of these practices ensures that all employees receive the necessary training.
The Finance Department adopted Synoptix (23-0257) to help budget managers get real-time data and streamline their steps to monitor their budgets. The CFO works closely with the President and the Board on the budget and budget requests. The CFO, President, and Board Financial Oversight Committee utilize various budget reports when making decisions.
Since 2018, Iowa Lakes has undergone a comprehensive overhaul of its assessment practices. The faculty-driven movement involves a participation goal of 100 percent of faculty (adjunct and full-time). All courses offered have identified learning outcomes. The college ensures that learning outcomes are consistent across all sections of the same course using multi-section course assessment (23-0308). Cross-sectional analysis is performed to verify learning outcomes are consistent across all sections. For example, if a student takes Composition I, the outcomes and assessment will be the same regardless of the instructor or modality. Assessment plans provide information on student learning outcomes as well as institutional outcomes. The assessment process is a continual method of adapting curriculum or instructional methodology for more substantial learning outcomes.
Sources
- 23-0005 Resource- Organizational Chart FY23
- 23-0006 Resource- Strategic Plan 2019-2023.pdf
- 23-0007 Process- Strategic Plan Process
- 23-0082 Resource- Last Dollar Scholar.pdf
- 23-0095 Resource-New Teacher Workshop.pdf
- 23-0107 Resource- Regional Career Academy Center.pdf
- 23-0111 Process- Budget Process.pdf
- 23-0115 Report- Annual Audit FY19-21.pdf
- 23-0116 Report-Certified Budget FY21.pdf
- 23-0118 Resource- Program Advisory Boards.pdf
- 23-0121 Resource-CCTC.pdf
- 23-0141 Resource- College 101.pdf
- 23-0149 Resource- SafeColleges.pdf
- 23-0152 Report- ADA Audit.pdf
- 23-0162 Resource- Professional Development.pdf
- 23-0182 Email- Info in a Minute- Strategic Plan Update.pdf
- 23-0220 Resource- College Farm.pdf
- 23-0232 Resource- Presidential Search Timeline 2022.pdf
- 23-0246 Data- IE Dashboards.pdf
- 23-0247 Resource- Goals Chart.pdf
- 23-0257 Resource- Synoptix
- 23-0258 Resource- Ellucian Colleague.pdf
- 23-0259 Report- Condition of Iowas Comm Colleges.pdf
- 23-0274 Resource- FMP 2022-2028.pdf
- 23-0274 Resource- FMP 2022-2028.pdf (page number 11)
- 23-0277 Resource- T-E Committee.pdf
- 23-0278 Resource- Technology Plan 2022-25.pdf
- 23-0278 Resource- Technology Plan 2022-25.pdf (page number 6)
- 23-0279 Resource- ICCOC.pdf
- 23-0282 Minutes- Board Meeting 07-19-22.pdf
- 23-0283 Report- Monthly Financial Report- Board
- 23-0284 Resource- NCCBP
- 23-0285 Minutes- Agriculture Program Review 3-23-22
- 23-0286 Resource- Grant Activity Spreadsheet
- 23-0287 Minutes- Cabinet Advance Agenda.pdf
- 23-0293 Website- EAB.pdf
- 23-0295 Report- Enrollment Report- Fall 22
- 23-0296 Report- Graduation Report- FY22.pdf
- 23-0297 Data- Transfer Data.pdf
- 23-0298 Website- Lightcast- EMSI.pdf
- 23-0299 Website- IWD.pdf
- 23-0303 Data- CCSSE
- 23-0304 Data- SENSE
- 23-0308 Resource- Multi-Section Course Assessment
- 23-0336 Resource- CE Training in Spanish.pdf
- 23-0359 Assessment- Canvas Assessment Course.pdf
- 23-0360 Report- Zip Code Report- Fall 2022.pdf
- 23-0369 Resource- Wind AAS program modification.pdf
- 23-0382 Emails- Strategic Plan Listening Sessions 2022.pdf
- 23-0386 Resource- Colleague Student Planning
- 23-0387 Resource- East Area III Consortium CLNA
- 23-0389 Data- FY22 Program Review Data.pdf
- 23-0390 Email- TalkCampus Mental Health Service
- 23-0409 Assessment- PD Workshops- Assessment
- 23-0410 Resource- LMI Worksheet- Cosmetology
- 23-0411 Minutes- Board Minutes 2022-06-21
- 23-0411 Minutes- Board Minutes 2022-06-21 (page number 6)
- 23-0418 Assessment- Title IX Training- College 101 Assessment Data
- 23-0428 Resource- Assessment Timeline
- 23-0429 Website- Synergy E-Therapy
- 23-0434 Resource- Aviation Scorecard.pdf
- 23-0435 Email- All Faculty meeting 1-27-23
- 23-0436 Agenda- Cabinet Advance Agenda Jan 2023
- 23-0437 Resource- Nursing Program Modification FORM to Curr Cmte
- 23-0449 Resource- SERT Map
- 23-0460 Minutes- Board Meeting 11-15-22
- 23-0460 Minutes- Board Meeting 11-15-22 (page number 7)
- 23-0508 Report- Title III Grant
- 23-0575 Resource- Iowa Lakes Airplane Fleet
- 23-0593 Resource- Succession Plan-Form
The institution’s resources, structures, processes and planning are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities.
Summary
Iowa Lakes has sufficient infrastructure and processes to achieve its mission. Iowa Lakes follows the Iowa Community Colleges Faculty Qualifications Guide to ensure faculty credentials are met. The college operates using shared governance with guidance from internal and external constituencies. Data is utilized in decision-making, as evidenced by strategic plan goal tracking. The budget process supports its educational offerings. The college abides by the Iowa Community College Accounting Manual and Iowa Code Chapter 260C.
Iowa Lakes is prepared to respond to market or fiscal challenges. This was exemplified during COVID-19 and the college’s need to respond to the educational and financial challenges it presented. The Facilities Master Plan and Technology Plans outline current and future projects. The plans exhibit the college’s preparedness.
Sources
There are no sources.