2000 CIP

Institutional Weaknesses and Remediation Strategies

Weakness 1: LCOOCC faculty, currently, do not possess adequate skills to effectively incorporate technology into their curricula or classroom. The institution's mission states that the college "will provide opportunities for individual improvement in a rapidly changing technological world." Although the basic tools are available to produce in-house video productions for use over Distance Learning, incorporate web-based resources and capabilities in the classroom, PowerPoint demonstrations for curriculum delivery, the streaming of audio and video, on-line courses, etc., they are not being effectively and consistently utilized by the faculty to the degree required by the pace of technology and information advancement. Most of the instructors do not possess technical skills beyond word-processing and use of email. In a recent survey the faculty identified this item as their most requested training topic to support instruction. 

Remediation Strategy 1: The faculty have developed a plan, during the Spring 2000 semester for addressing professional development needs in the area of technology that can be implemented with existing campus resources. Additionally, with the support of the Work-Based Learning initiative additional personnel and equipment will he available that will assist faculty in more effectively utilizing information technologies.

Weakness 2: Outreach programming reflects disparity in financial allocation in terms of personnel.  For the past three years LCOOCC has allocated 7%, 5%, and 6% respectively of the college's overall operating budget to outreach programming.  The Director of Outreach Services almost single-­handedly manages Outreach's administrative responsibilities. She assumes the duties of gathering all requisite paperwork for admissions, registration, financial aid, and operates as the go-between for students to Student Support Services She also relates assessment requirements to the faculty serving at outreach sites. This single coordinator is struggling to fulfill, in a timely manner, most services that outreach students require. Her position allows for two days, Mondays and Fridays, on the LCO campus while the remaining three days are spent between the outreach sites.  The college is currently reviewing and restructuring its outreach programming to ensure support and equity in its educational programming.  

Remediation Strategy 2: An administrative assistant dedicated to the outreach sites has been enabled, effective May 2000, under Work-Based Learning initiatives, that will significantly improve the deliver y of supportive services at the outreach sites Other mechanisms being pursued to increase the delivery of supportive services to the outreach sites include: 1) scheduling of administrative personnel to travel to these sites at specific points during the semester. 2) hiring of an associate academic dean, 3) enhancement of the college's website to enable tutoring, advising, (academic, personal and financial) services to be accessed on-line, and 4) a Title Ill grant was submitted this spring to, in part, bolster technology and personnel investments at outreach sites.

Weakness 3: Outreach sites are ill-equipped to support technological expansion.  Although these sites have access to computer facilities, the hardware consists of mainly 486's and low-end Pentiums. On the LCO campus, the business lab hardware supports graphics, and the utilization of web-based resources.  The same disparity exists in other programming. This gap has brought about some inconsistency in curriculum. Although the faculty on the LCO campus provide the curriculum to the outreach faculty, portions of courses cannot be realized because of the limitations in technological capability. 

Remediation Strategy 3: LCOOCC has recently submitted to the U.S. Department of Education a Title Ill proposal to address this disparity. Whether or not this proposal is successful, the College is committed to rectifying the technological gap.  Other initiatives or affiliations, e.g. AIHEC (the American Indian Higher Education Consortium), NSF (the Nation Science Foundation), LCO-Extension, etc. will help overcome this obstacle. During April 2000, the college received a donation of 50+ Pentium I class computers that will be installed in instructional spaces at the outreach sites. These machines will have a significantly increase access and utilization of computer-based resources. Ways to fund high-speed Internet connections at these sites are being researched.

Weakness 4: Access for students, on the main campus, to an open computer lab is minimal.  The instructional labs for business and computer science are occupied nearly all day. The TRlO computer lab is only accessible to the students in the program. The five stations available in the college's library are also openly available to the public.  Student surveys consistently reflect complaints about computer accessibility. Students commonly request, from the faculty, use of office computers to complete research and assignments. This weakness has led some faculty to not require Web-based research or word-processed documents.  Student surveys also reflect a desire to become computer literate. Students expect LCOOCC to deliver technologically advanced programming so that they are competitively prepared for the workplace.

 Remediation Strategy 4: This weakness is currently being addressed through Wisconsin's Work-Based Learning program. 40 new computer stations will be in place on campus by the fall of 2000. A proposal was written and accepted by the state that will also bring Microsoft and CISCO certification to the students at LCOOCC.  Qualified instructors to support this effort will also be provided.

Weakness 5: The College cannot meet student needs in terms of offering courses at convenient times.  A significant proportion of the student body is single-parent females. ChiIdcare is not readily available and many students cannot afford full-time daycare. Some students can only attend school at night when babysitters or family can provide childcare. This places limits on many students' ability to complete degree programs. At LCO, tribal employees are given paid release time, at the discretion of their supervisors, to enroll in one course per semester, with.  The employee is responsible for books and fees.  In surveys and interviews taken at tribal enterprises, most employees who wanted to take classes were unable to secure the necessary release time. In required general education courses, new sections are opened when 10 students or more are expected to enroll.  Opening new sections without this minimum headcount is not fiscally viable for the college. On campus, full-time faculty regularly have classes of 4-8 students, but this is not feasible at the outreach sites because of the need to hire adjunct.

 Remediation Strategy 5: New initiatives are being established to help bring synchronous/asynchronous courses to students. The College has received a grant through the National Science Foundation in partnership with the University of Wisconsin -Superior, to establish on-line certificates and degrees, in Information Technology, through on-line instructional methodologies.  The Kellogg Foundation also supports LCOOCC in establishing on-line courses with the College of Menominee Nation to help in bringing web-based courses to tribal colleges, helping students attain necessary coursework at times convenient to the student. The Work-Based Learning initiative is providing stipends for faculty to develop Internet courses. Scheduling of traditional classes, beginning during the fall of 2000, will ensure that courses required as part of the General Education components will be offered at least once each academic year in the evenings. At least one professional course from each academic program will also be offered in the evening each semester. Saturday morning classes will continue to be offered as well.

Weakness 6: Overall, instructors are short of experience and haven't received training in teaching practices. Although the faculty are degreed instructors and have the skills to serve in their respective fields, it is recognized that "knowing" and "teaching" require different preparation. Even though the college provides access for all faculty to funding, through the Bush Foundation, to provide advanced degrees in their field, it does not provide training on how to teach. Seminars have been offered on learning styles, diversity training, "hands on" and visual concepts to enhance curriculum, etc., using these learning tools requires practical application and guidance more extensive than four hour lectures can provide. The institution is not situated geographically or financially to offer competitive wages to consistently attract and retain instructors experienced in higher education. The following table is the annual salary schedule for faculty based on 38 weeks @ 40 hours per week. The administrative salary schedule is very similar. Based on 48 weeks @ 40 hours per week a beginning salary for a Master's Degree is $27,635 and a Doctorate Degree is $33,160.

 Remediation Strategy 6: Through the planning efforts of the faculty, a comprehensive model for assisting faculty in developing, and sharing effective, and culturally sensitive, teaching methodologies has been outlined. Components of this model include inservices on learning styles, cultural issues, use of information technologies, and mentoring components for more directed assistance.  An Assessment Manual will also be developed to guide faculty in the process of developing program and course based assessment instruments. This will be particularly beneficial to guide new faculty and new program development.. Responsibility for the implementation of these processes will reside with the Faculty Development Coordinator and the Dean of Academic Affairs.

Weakness 7: Because of the College's remoteness, many faculty find it nearly impossible to pursue higher degrees. According to surveys, faculty at LCOOCC have the desire to pursue educational advances in order to deliver the best possible instruction to students.  But, given that all full-time faculty are required to teach a minimum of 15 credits per semester (which generally equates to five different "preps"), time during the academic year is limited for faculty to pursue graduate or post-graduate work.  In addition, the nearest campus to confer Master's Degrees is 70 miles away, and the nearest Ph.D. conferring institution is 85 miles from the LCOOCC campus. The continental climate and "lake effect snow" further inhibit, faculty traveling during long winters to take coursework.

 Remediation Strategy 7: Several tribal colleges in this region, in collaboration with the University of Minnesota-Duluth, have organized two cohort groups of interested faculty in a variety of degree tracks.  These efforts will include those pursuing Masters degrees and Ph.D.'s.  UM-D has agreed to utilize a combination of distance learning, live delivery of classes on tribal campuses and flexible class scheduling to accommodate the needs of the students. In addition, LCOOCC is continuing to pursue agreements with on-line universities to structure programming to meet the particular needs of tribal college faculty and administration.

 Weakness 8: Too few students grasp the understanding that academic preparedness is only an ingredient towards facilitating lifelong career planning and learning.  As first-generation college students from socio-­economically depressed environments, students do not have the professional orientation to aspire to occupations beyond their limited frame of reference. In addition, previous academic weaknesses and failures limit their aspirations and ability to explore various careers and fields on their own initiative.  Students therefore, have a very limited view of career possibilities and lack knowledge about the requirements for most careers and career paths. Out of necessity, they tend to concentrate on today's problems and have little experience in planning for the future. Career exploration, career counseling, and life planning services are sorely needed.  These services need to be a part of a holistic student development program that includes area K-12 schools.

 Remediation Strategy 8: A new Career Development Office is being created with the assistance of a new Work-Based Learning grant. Programming and services will be developed that reach down in to the area high schools as well as meeting the needs of college students.  The Director of the college's Student Support Services program is also a certified Career Development Facilitator and will help in meeting the career services needs of on campus students as well as at the out­reach sites. On-line career services and resources will also be incorporated in to the college's website.

 Weakness 9: Linkages with industry, area businesses and employers are insufficient to provide necessary guidance for job placement. Students of working class parents, minority groups, and those who have experienced the devastation of poverty do not have the occupational opportunities of students from middle and upper class backgrounds. Family networking, opportunities for the growth of a professional orientation to work and the privilege of internships are denied to a large portion of the LCOOCC student body. Many students do not have a positive or prominent community image prior to graduation that leads immediately to job opportunities.

 Remediation Strategy 9: With the support of the Work-Based Learning programs, opportunities for college students to have internship, mentoring and job shadowing experiences will be possible. The newly revised business degrees (for upcoming catalog) also have established internships within the curriculum to help students gain practical, hands-on experience working in the area.  Two programs: the Certificate in Hospitality in Business and the Associate Degree in Applied Business Experience both offer this internship experience.  The Business Department faculty will establish internship agreements. The Career Center will also assist in preparing students to find and secure employment.

 Weakness 10: Insufficient academic advising and career exploration leads to student confusion with academic progress and goal setting.  Many students do not realize the limits of financial aid.  Financial aid allows ten semesters of assistance toward post-secondary education. Other students enter academic programs without discerning the reality of the job market, their attitude toward their likely vocation, or the necessity of education beyond the Certificate or the Associate Degree in pursuing the potential employment they desire.

 Remediation Strategy 10: With the institution of comprehensive career services, especially when provided to new students and high school students (as through the Work-Based Learning program), students will be able to identify academic programs that will prepare them for career opportunities they have identified. Academic advising has been targeted as an opportunity for faculty development programming and will be addressed through improved orientation and mentoring practices for new faculty, and enhanced communications between Student Services personnel and faculty advisors.

 Weakness 11: A policy for placement into appropriate entry-level coursework does not exist. A significant number of students enroll in college-level courses with insufficient skills. Because the college does not have mandatory placement into remedial coursework, many students choose to forego developmental studies.  This contributes to student failure and effects overall retention rates. Without explicit placement level expectations in basic skill levels, LCOOCC cannot communicate to K-12 schools standards they should be expecting from secondary students.

 Remediation Strategy 11: During the current semester, faculty and administration have begun to develop policies and procedures to define a new requirement for placement testing to commence for new students in the fall of 2000.  This policy and procedure will identify those students in need of developmental skills work in the areas of math reading and writing and will place those students in appropriate level coursework.   The Board of Regents will approve the comprehensive placement policy by August 2000.

 Weakness 12: The College does not provide Reservation and community-wide leadership information in employment. Until recently, management of the college has been focused on academic preparedness of its students rather than in the employability of its graduates.

 Remediation Strategy 12: Career development services will be provided to all college students, will be available to alumni, and through regularly scheduled workshops, open to community members.

 Weakness 13: Recruitment at the College is always a challenge as LCOOCC has limited public visibility. Because recruitment is done primarily in the reservation communities, a large portion of the surrounding population is unaware of the educational services LCOOCC has to offer. More often than not, non-Indian people respond that they did not even know that the college exists, and if they did know they thought that only Native Americans could attend. The non-Indian students attending l.COOCC stated that they heard of the college through word-of-mouth.  78% of all incoming students, responding to a questionnaire, stated that they were not fully aware of the variety of academic programming that the college provides.

 Remediation Strategy 13: LCOOCC is continuing to establish itself by forming advisory panels that include off-reservation business personnel and area industry. This process takes time, but with the new academic assessment plan requirements for panel members from non-academic professionals in the degree areas are mandatory. This will further the college's credibility in the mainstream business environment. With the hiring of a full-time Admissions Officer and the Capital Campaign activity, the college will begin a comprehensive promotion of enhanced public relations, advertising and contact within LCOOCC's service area. Contacts made by the staff employed within the Work-Based Learning programs will also enhance the visibility of the college. Strategies to utilize the Internet to advertise the web-based courses and programs are being explored.

Weakness 14: The College does not provide automated Student Services. Students do not have a streamlined registration, scheduling, and financial aid process. Many initial recruitment efforts are made door-to-door. Students often have to make several trips to the LCO campus before completing all of the administrative tasks. All outreach, students must deliver requisite paperwork to the Director of Outreach Services.  This leads to intermittent processing of registration, add/drop correspondence, financial aid, etc.

 Remediation Strategy 14: The college’s website is being developed to incorporate on-line registration and financial aid applications. This was originally intended for those students who live remote from LCOOCC, but the focus for these services is now being brought to streamline the registration process for students at the outreach sites and on the campus. One of the challenges with this process is the current incompatibility of the Student Records software (UNIVERS) with on-line forms and web-enabled databases.  For the interim, this will still require the hand­-coding of on-line registration data, etc., by college staff in to the appropriate Student Records software modules.

 Weakness 15: The LCOOCC Library has insufficient physical facilities to support people, collections, and information technology. The College is making inroads in meeting the challenges of reservation life by providing access to higher education for Native people.  However, the College falls short of meeting the needs of college students in the area of educational resources. According to the standards set by the American Library Association for community colleges, LCOOCC does not meet the minimum requirements for space, collections, staffing, funding, or services in its library.

 Remediation Strategy 15: With the grant money ($1.1 million per tribal college) being made available through private foundations, and managed by the American Indian College Fund (A*CF), LCOOCC is planning to modify an existing campus building to house the college library. Under current plans, the library will expand from its current 2500 square feet to 4300 sq. ft.  The architectural firm hired to design the Living Culture Center, has also drawn plans and estimates for the new library facility. The acquisition of matching funds for this project is under way and the new library facility is being targeted for completion within three years.

Weakness 16: The College is not sufficiently meeting its constituent's needs for a technology-based education. LCOOCC students expect and require technologically advanced services and training that will make their educational experience current and competitive in the workforce.  However, without the capital to keep up with technological upgrades and the requisite training, academic programs and student services suffer. The administration, in reviewing the SWOT Analysis, obtained pertinent information regarding national, state and local trends, current enrollment at specific sites, enrollment in specific courses, and the financial budget, realize that the college's growth depends upon its access to technology.  In the current semester of Spring 2000 the College was obligated to open a fifth section of Basic Computers, the GIS (Geographic Information Systems) student enrollment required that another section be opened, and the Business Degree offerings are all filled with students seeking education requiring access to computer-based resources.

 Remediation Strategy 16: With the Work-Based Learning funding, donations from the Department of Defense and the Bureau of Indian Affairs, a significant number of computers and software will be available by fall 2000. These acquisitions (with more pending under a variety of grant applications), the campus and outreach sites will be able to offer its faculty and students greater access to computers LCD projectors and interactive television capabilities. The other critical step is training for faculty. This is being addressed through the faculty development efforts. The college will be able to provide the technical expertise for this training, through combinations of workshops and one-on-one mentoring, utilizing the skills and knowledge of its Information Technology faculty, the Director of Information Technology and consultants hired to assist in the development of the virtual college.

Weakness 17: Although the college has established an overall endowment fund, monies earmarked specifically for technology do not exist. When the current endowment fund was established the "boom" in technology, and its overall application to education was not apparent. Keeping up-to-date computer hardware and software is a challenge that LCOOCC cannot presently afford. The digital divide between the haves and have-nots is steadily increasing. This is especially evident in minority populations who reside at the lower level of the economic ladder. The biggest problem the College faces today is keeping up with technology advances. The speed of computer processors is doubling every 18 months. This causes rapid obsolescence of technologies the College purchases, but new up-to-date technology is expensive and out-of-reach for poorly funded small campuses. Still, without current technology to "learn on" students are short-changed. It is hoped that the new initiative, Wisconsin's Work-Based Learning will alleviate some of the College's technology funding deprivation. LCOOCC's students have proven themselves very adept in using technology in their pursuit of higher education.  As the student body moves closer and closer to being "traditional" college-aged students, many have experience in computer usage through their K-12 preparation. LCOOCC's GIS (Geographic Information Systems) instructor has experienced overwhelming success with her students in learning advanced ArcView applications, as has the Computer Science Instructor with CAD application, C++, and JAVA Script programming. But GIS instruction and advanced computing are only available on the LCO campus, outreach sites do not have the hardware to support the required software to teach advanced computing skills. And currently, the LCOOCC main campus does not have an open computer lab where students can have ready access to computers and the Internet when they need it.

 Remediation Strategy 17: The rapid paces at which technology is advancing, and subsequently becomes obsolete, show no signs of slowing. Keeping the college's technology infrastructure current is an ongoing struggle. Application was made in a recent Title Ill grant submission that would create a Technology Endowment fund that would enable the replacement of computer workstations on a 4-year cycle. The cost of keeping apace with changes in technology continues to challenge the institution.

Weakness 18: The College has not fully established active relationships with the surrounding area's employers.  Most of the students attending LCOOCC come from reservation communities.  Progressive relationships with the surrounding community businesses are still being established. The pool of students from reservation communities is getting smaller. Two years ago was the first time the college graduated "traditional" aged students. The older "non­traditional" age students from the reservations have been the College's mainstay in previous years.   Without new students, from outside the immediate reservations, the enrollment (and monies paid by those students) will dwindle. The College has not taken a proactive stance in the recruitment of students. Public relations have fallen upon intermittent brochures and word-of-mouth advertising. Crucial, attractive public relations documents or multi-media advertisements have not been developed due to financial restraints, even though the college realizes the need to attract greater numbers to support program maintenance and respond to future constituent needs.

 Remediation Strategy 18: The College has recently committed internal funding to provide for an Admissions Officer to help in recruitment, public relations, and support in data collection.  This vacancy will be filled in the fall of 2000.  Our Business Department chair has joined the local Chamber of Commerce to facilitate communications between area businesses and industry. Two of the employees to be hired under the Work-Based Learning program will be charged with maintaining communications with area employers to secure internships, mentoring and job shadowing placements for college students. These avenues should help to ensure that college programming needs are in line with those of the local economy.