AY23 Mission Fulfillment Indicators
The indicators are assessable and verifiable statements and statistics that help identify how we measure mission fulfillment and make progress in key areas. Four thematic headings represent the major areas of Lane’s mission. With the addition of the last thematic heading the MFIs are aligned with Lane’s Strategic Plan 2022-2027. Themes:
- Community Service and Engagement
- Accessible & Equitable Learning Opportunities
- Quality Educational Environment
- Individual Student Achievement
- Institutional Health, Wellness, and Sustainability
Each MFI includes a Scorecard. They help measure mission fulfillment and increase understanding of the indicators. Each two-page snapshot includes an overview, discussion and investigation into the supporting data, peer comparison (when applicable and available), lessons learned and next steps. MFIs and Scorecards are listed below.
AY23 MFI Scorecards
Community Service and Engagement
Indicator | Sub-indicator | AY20 | AY22 | Trend | Target/Goal | Scorecard |
---|---|---|---|---|---|---|
1 - Workforce Impact on Continuing Education | n/a | 228 | 97 | i | 250 | MFI-1 |
2 - Participation rates and impact of Lane’s community programs and services | n/a | Data development underway – additional information will be available in AY24 | MFI-2 |
Accessible & Equitable Learning Opportunities
Indicator | Sub-indicator | AY20 | AY22 | Trend | Target/Goal | Scorecard |
---|---|---|---|---|---|---|
3. Assessment of Lane Community College demographics in relation to the demographics of Lane County and assessment of program demographics in relation to the College demographics | LCC vs Lane County | 29% vs 20% | 29% vs 20% | 1 | % Minority students | MFI-3 |
Gender | 50% of Programs within 20% of college average | |||||
Race/Ethnicity | ||||||
Age>=25 | ||||||
SES (Pell Award) | ||||||
First Generation | ||||||
4. Outcomes for skill development students | Complete 18 credits w/in 1 year | 30% | 47% | h | 40% | MFI-4 |
Complete award w/in 3 years | 22% | 17% | i | 17% | ||
Certified Teachers | 241 | 213 | i | 240 | MFI-5 | |
% School served | 76% | 76% | 1 | 75% |
Quality Educational Environment
Indicator | Sub-indicator | AY20 | AY22 | Trend | Target/Goal | Scorecard |
---|---|---|---|---|---|---|
6. Student ratings of Lane's educational environment | CCSSE | 48.9 | 44.2 | i | 50.0 | MFI-6 |
SENSE | 45.1 | 41.5 | i | 50.0 | ||
7. Student Engagement in Comprehensive Support Services | New Indicator the target, metrics & data to be developed during AY23 | MFI-7 | ||||
8. Percentage of educational programs and fields of study that are engaged in the assessment cycle | Career Technical (CTE) | 8% | 50% | h | 85% | MFI-8 |
Field of Study (FOS) | 19% | 31% | h | 85% | ||
Skill Development (SD) | 33% | 0% | i | 85% | ||
9. Percentage of program reviews that are on target as compared to program review milestones | Academic | 93% | 69% | i | 85% | MFI-9 |
Administrative | 60% | 57% | i | 85% |
Individual Student Achievement
Indicator | Sub-indicator | Previous | Current | Trend | Target/Goal | Scorecard |
---|---|---|---|---|---|---|
10. Percentage of first time in college students completing required gateway courses for their program of study, including math and writing |
Writing Math |
47% 41% |
44% 43% |
i h |
46% | MFI-10 |
11. Percentage of students who progress to second term and/or second year | Fall to Winter | 77% | 73% | i | 79% | MFI-11 |
Fall to Fall | 48% | 48% | 1 | 48% | ||
12. Percentage of students who complete degrees or certificates… | within 3 years | 14% | 18% | h | 17% | MFI-12 |
within 6 years | 16% | 22% | h | 21% | ||
13. Percentage of award-seeking transfer students who transfer to 4-year institutions… | within 3 years | 34% | 33% | i | 29% | MFI-13 |
within 6 years | 46% | 47% | h | 36% | ||
14. Percentage of CTE programs that provide students with credit bearing, supervised work-based learning courses and percentage of students who successfully complete those courses | n/a | Coming soon |
Institutional Health, Wellness, and Sustainability
Indicator | Sub-indicator | Previous | Current | Trend | Target/Goal | Scorecard |
---|---|---|---|---|---|---|
15. The College engages in planning, implementation, and review processes that are transparent and include relevant internal and external stakeholders | New Indicator the target, metrics & data to be developed during AY23 | MFI-15 | ||||
16. The College provides resources to support holistic health and wellness of students and employees | New Indicator the target, metrics & data to be developed during AY23 | MFI-16 | ||||
17. The College engages in a transparent process to ensure institutional and ecological sustainability | New Indicator the target, metrics & data to be developed during AY23 | MFI-17 |
Overview of Lane's Mission Fulfillment Indicators
Community Service and Engagement
1. Percent of continuing education* students previously enrolled at LCC
Mission Fulfillment Indicator (MFI) 1 measures the workforce impact of Lane’s continuing education programs. A CE student is defined as a student participating in noncredit courses that are not Adult Basic Skills, Tutoring, Adult High School, Specialized Support Services, or Lane Community College’s in-service. Typically, CE courses include workforce trainings, small business development training, personal enrichment courses, and other community education or skill enhancement classes not specifically tied to an academic degree-seeking program.
2. 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 2 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
3. Assessment of Lane Community College demographics in relation to the demographics of Lane County and 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 3 compares campus demographics to Lane County demographics in order to identify whether the College proportionately reflects the community and compares the levels at which various demographic groups are engaged by, admitted to, and successful in each College program. These indicators provide data necessary to identify and close equity gaps
4. 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 4 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.
5. Number of certified teachers in Lane’s service district, percentage of high schools served, and long term student success
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 5 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
6. Student ratings of Lane's educational environment
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.
7. Measure student engagement as the proportion of students who participated in one or more comprehensive support services
Mission Fulfillment Indicator (MFI) 7 measures the proportion of students who receive one or more comprehensive support services. Comprehensive student support services are defined as programs and services that support the needs of the whole student from first inquiry to degree completion. As a result of several rollouts to critical systems, there are some limitations on available data this year. However, in future years recently implemented software products will enable tracking and reporting of much richer and more detailed data about student engagement with services and support.
8. Percentage of educational programs and fields of study that are engaged in the assessment cycle through outcomes revision/curricular changes, collection of evidence, and/or use of results to support student learning
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 8 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.
9. 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 9 will measure annual progress (on time as scheduled) and a self-rating of progress toward goals/milestones achievement.
Individual Student Achievement
10. Measure student engagement as the proportion of students who participated in one or more comprehensive support services
Mission Fulfillment Indicator (MFI) 10 measures the percentage of first time in college students completing required gateway courses for their program of study. Data on math and writing measures the percentage of all new students who successfully complete these courses within their first year. In coming years, data about completion of program specific gateway courses will be reported as part of this MFI.
11. 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 11 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.
12. Percentage of students who complete degrees or certificates within 3 and 6 years
MFI 12 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).
13. Percentage of award-seeking transfer students who transfer to 4-year institutions within 3 and 6 years
MFI 13 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.
14. Percentage of CTE programs that provide students with credit bearing, supervised work-based learning courses and percentage of students who successfully
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 14 measures the percentage of Career and Technical Education (CTE) programs that provide students with credit bearing, supervised work-based learning courses and the number of students who successfully complete those courses.
15. The College engages in planning, implementation, and review processes that are transparent and include relevant internal and external stakeholders
MFI 15 analyzes the College’s planning, implementation, and review processes to ensure that they are transparent and include relevant internal and external stakeholders. MFI 15 is a new metric, developed during the 2021-22 academic year; work to develop data sources, targets, and rantings will continue in the 2022-23 academic year.
16. The College provides resources to support holistic health and wellness of students and employees
MFI 16 measures availability and utilization of health and wellness resources for students and employees at Lane Community College. Health is the state of complete physical, mental, and social well-being and not merely the absence of disease, or infirmity. Wellness is an active process through which people become aware of, and make choices toward, a more successful existence.
17. The College engages in a transparent process to ensure institutional and ecological sustainability
Mission Fulfillment Indicator 17 analyzes the College’s efforts to maintain fiscal and ecological sustainability. This MFI focuses on three elements of fiscal and ecological sustainability: fiscal responsibility, infrastructure investments, and ecological sustainability.