AY20 Mission Fulfillment Indicators
Community Service and Engagement
| Indicator | Sub-indicator | Previous | Current | Trend | Target/Goal | Rating | Scorecard |
|---|---|---|---|---|---|---|---|
| 1 - Percent of continuing education students previously enrolled at LCC | n/a | 64% | 65% | ↑ | 64% | Emerging | MFI 1 |
| 2- Economic impact of the Small Business Development Center | Capital Infusion | $5,104,600 | $6,781,779 | ↑ | $1,811,700 | Developed | MFI 2 |
| Business Starts | 2 | 6 | ↑ | 18 | |||
| 3 - Participation rates and impact of Lane’s community programs and services | n/a | Target, metrics, and Data delayed due to COVID-19. Plan to develop in future | Emerging | MFI 3 | |||
Accessible & Equitable Learning Opportunities
| Indicator | Sub-indicator | Previous | Current | Trend | Target/Goal | Rating | Scorecard |
|---|---|---|---|---|---|---|---|
| 4. Assessment of Lane Community College demographics in relation to the demographics of Lane County (% Minority Race/Ethnicity --- LCC vs County) | n/a | 28% vs 22% | 28% vs 22% | ↔ | % Minority students at or above Lane County | Developed | MFI 4 |
| 5. Assessment of program demographics in relation to the College demographics | Gender | 33% | 33% | ↔ | >50% of programs within 20% of college average | Developed | MFI 5 |
| Race/Ethnicity | 71% | 83% | ↑ | ||||
| Age | 38% | 38% | ↔ | ||||
| SIS (Pell Status) | 71% | 63% | ↓ | ||||
| First Generation | 79% | 79% | ↔ | ||||
| 6. Credit outcomes for skill development students | Complete 18 Credits during Yr 1 | 48% | 30% | ↓ | 40% | Emerging | MFI 6 |
| Complete award within 3 years | 22% | 22% | ↔ | 17% | |||
| 7. Area high school participation and student success rates in dual credit offerings | HS Participation | 76% | 76% | ↔ | 75% | Developed | MFI 7 |
| Student Success Rate | 96% | 97% | ↑ | 95% |
Quality Educational Environment
| Indicator | Sub-indicator | Previous | Current | Trend | Target/Goal | Rating | Scorecard |
|---|---|---|---|---|---|---|---|
| 8. Student ratings of Lane's educational environment as measured by CCSSE & SENSE benchmarks | CCSSE | 50.5 | 48.3 | ↓ | 50.0 | Initial | MFI 8 |
| SENSE | 45.9 | 45.1 | ↓ | 50.0 | |||
| 9. Percentage of degree-seeking students attending one-on-one advising sessions for academic planning | n/a | 77% | 74% | ↓ | 90% | Initial | MFI 9 |
| 10. Percentage of educational programs that have developed and implemented student learning assessment plans | Career Technical (CTE) | Not available | 8% | na | 85% | Initial | MFI 10 |
| Field of Study (FOS) | Not available | 19% | na | 85% | |||
| Skill Development (SD) | Not available | 33% | na | 85% | |||
| 11. Percentage of program reviews that are on target as compared to program review milestones | On-time, on-task | 93% | 94% | ↑ | 85% | Emerging | MFI 11 |
| Self-evaluation | Not available | 61% | na | 85% at 3.0+ |
Individual Student Achievement
Overview of Lane's Mission Fulfillment Indicators
Community Service and Engagement
1. Percent of continuing education* students previously enrolled at LCC
MFI 1 measures the number of students enrolled in continuing education courses who are returning to Lane after a previous credit or noncredit enrollment at the College. This metric identifies students who recognize Lane’s value in their lifelong learning and work-based skills enhancement and demonstrates consistent engagement with Continuing Education at Lane.
*Continuing Education is defined as all noncredit courses EXCEPT: Adult Basic Skills, Tutoring, Adult High School, Specialized Support Services, and LCC In-Service.
2. Economic impact of the Small Business Development Center (SBDC)
The SBDC offers support services and networking opportunities for Lane County small businesses. SBDC serves a range of businesses from new start-ups to well-established companies with 1-500 employees and up to $25 million in sales. MFI 2 provides standardized and comparable metrics by measuring capital infusion and number of annual business starts.
3. Participation rates and impact of Lane’s community programs and services
Community service is a foundational value at Lane Community College; individual employees and the College as an institution strive to do what is right for and needed by the community every day, in large ways and small. However, sufficient and systematic data gathering has not historically been a part of this integrated approach to community service. MFI 3 divides community service activities into four thematic categories: Essential Services, Arts and Culture, Civic Education, Support for Regional and Local NGOs to enable the College to develop systematic data gathering and informed evaluation of mission fulfillment related to community service.
Accessible & Equitable Learning Opportunities
4. Assessment of Lane Community College demographics in relation to the demographics of Lane County (% Minority Race/Ethnicity --- LCC vs County)
Minimizing barriers and maximizing opportunities for all members of the Lane County Community is essential to fulfilling the College’s mission. MFI 4 compares campus demographics to Lane County demographics in order to identify whether the College proportionately reflets the community. Together, MFI 4 and 5 indicators provide data necessary to identify and close equity gaps.
5. Assessment of program demographics in relation to the College demographics
Minimizing barriers and maximizing opportunities for all members of the Lane County Community is essential to fulfilling the College’s mission. MFI 5 compares the levels at which various demographic groups are engaged by, admitted to, and successful in each College program. Together, MFI 4 and 5 indicators provide data necessary to identify and close equity gaps.
6. Credit outcomes for skill development students
Skill development programs are a key component of both Career Pathways and Guided Pathways initiatives and are essential to student goal attainment. MFI 6 measures skill development students who complete 18 college-level credits in the 1st year, and skill development students who graduate within 3 years. These metrics enable evaluation of effective integration of skills development programs by providing both leading and lagging indicators of student persistence.
7. Area high school participation and student success rates in dual credit offerings
Over the last 8 years Lane has consistently run over 500 sections of College Now courses each year at more than 30 high schools. MFI 7 assesses the rate of passing grades as a fraction of total enrollments at each school in each year, with success rates disaggregated by gender and race/ethnicity. This metric provides data for evaluating student success as well as equity in dual credit program offerings and informs assessment of dual credit course rigor and alignment.
Quality Educational Environment
8. Student ratings of Lane’s educational environment as measured by CCSSE & SENSE benchmarks
Every 3 years for the past 2 decades, Lane has administered the Community College Survey of Student Engagement (CCSSE) and Survey of Entering Student Engagement (SENSE). The surveys assess institutional practices and student behaviors that are correlated highly with student learning and student retention. Both CCSSE and SENSE are established instruments with comparative data. SENSE & CCSSE Benchmark scores are standardized scores with a mean of 50 and a standard deviation of 25 across all respondents nationwide.
9. Percentage of degree-seeking students attending one-on-one advising sessions for academic planning
Academic advising plays a critical role in promoting student success by increasing student engagement, helping define clear academic and career goals, and supporting a student’s persistence on their academic path. MFI 9 measures the percentage of degree-seeking students accessing advising and academic planning to create clear roadmaps to learning and success.
10. Percentage of educational programs that have developed and implemented student learning assessment plans
Systematic and ongoing assessment of student learning is essential to ensuring students are provided with meaningful and appropriate educational experiences in their pursuit of a degree or other credential. MFI 10 measures the percentage of academic programs who have completed a plan for engaging in ongoing student learning assessment and taken meaningful steps toward implementing that plan.
11. Percentage of program reviews that are on target as compared to program review milestones
Planning and tracking for program review across the three areas (academic, student affairs, and college services) has been evolving rapidly, and programs in the three areas are on slightly different timelines and planning processes that lack common evaluation criteria. At this time, MFI 11 will measure annual progress (on time as scheduled) and a self-rating of progress toward goals/milestones achievement.
Individual Student Achievement
12. Percentage of first time in college students completing their program-level math requirement in year one
First year math is foundational to learning and early completion of these courses is an important predictor of student success. By utilizing “program-level” language as opposed to “college-level” language, MFI 12 will allow all award-seeking students’ impact to be evaluated. However, this may present some challenges in finding comparative data, since many colleges only measure college-level achievement.
13. Percentage of first time in college students completing their program-level writing requirement in year one
First year writing is foundational to learning and early completion of these courses is an important predictor of student success. By utilizing “program-level” language as opposed to “college-level” language, MFI 13 will allow all award-seeking students’ impact to be evaluated. However, this may present some challenges in finding comparative data, since many colleges only measure college-level achievement.
14. Percentage of students who progress to second term and/or second year
Through active tracking of early warning alerts and persistence data, Lane can ensure an environment that supports student success and keeps students on track. By measuring first-to-second term retention, MFI 14 provides the College with information about the student’s ongoing engagement. By measuring first-to-second year retention, this metric helps connect engagement with persistence and success.
15. Percentage of students who complete degrees or certificates within 3 and 6 years
MFI 15 complements the leading indicators found in other MFIs by providing a lagging indicator of student achievement. Evaluating the 3-year graduation rates allows Lane to evaluate student progression toward goal attainment using a standard metric (IPEDS 150% graduation rate). Evaluating the 6-year graduation rates allows Lane to account for the unpredictability of student paths to success also using a standard metric (VFA).
16. Percentage of award-seeking transfer students who transfer to 4-year institutions within 3 and 6 years
MFI 16 provides a lagging indicator of student achievement by counting students who transfer to a 4-year institution with or without an award. Students who enroll with the intention of transferring and leave prematurely without a degree are often not counted in standard success measurements; however, these students should be viewed as successful when they enroll in a 4-year institution.
17. Licensure and/or certification pass rates for eligible programs.
Lane offers a range of CTE programs that require an external licensure or certification such as Nursing, Dental Assistant and LMT. This indicator measures the students who have passed licensure or certification exams as a percentage of students who have attempted such an exam. MFI 17 provides data for evaluating student success as well as equity in programs that require licensure or certification and informs assessment of program rigor and alignment. Too many rates above 95% could be indicative of too homogeneous a population; too many rates below 85% could be indicative of a problem in meeting accreditation standards.
18. Percentage of CTE students who participate in work-based learning opportunities
Work-based learning opportunities are a critical component of a Career Technical Education. To meet the divergent needs of Lane’s CTE programs, work-based opportunities are provided through cooperative education courses, medical/clinical courses, and apprenticeship courses. MFI 18 measures students who complete one of these work-based learning courses as a percentage of new credit students in a given year who declared a CTE program of study AND attempted at least 1 course within that program of study.