President's Management Letter

President's Management Letter 2006-07

Dear Colleagues,

I am pleased to share with you the 2006 – 2007 President’s Management Letter that was recently submitted to the Rhode Island Board of Governors for Higher Education. This report is an annual requirement to assess the college’s progress in meeting the overall goals and objectives of the RIBGHE.

The report captures the exciting work that has taken place at our college over the past year as groups of committed faculty, staff and students have been engaged in a variety of new initiatives that will serve the community college for decades to come.

As the report shows, we have made extraordinary institutional progress in creating a mission statement and governance system, strengthening the evaluation process for faculty, increasing the diversity of faculty and staff, and improving college communications. The report also details our progress in meeting the goals and objectives of the RIBGHE in the areas of developing and assessing student learning outcomes, improving student persistence, producing a more competitive workforce, and promoting economic development and social well-being.

As your new president, I am exhilarated by the progress being shown throughout the college, and I thank each and every one of you for your help and commitment.

Sincerely,
Ray M. Di Pasquale, President
Community College of Rhode Island

1. Develop new Vision, Mission and Values statements that reflect CCRI’s current focus and its vision for the future.

Implementation Strategy 1:

The college will seek community-wide input into finalizing the new Vision, Mission and Values statements.

Actions Taken:

The Mission Initiative Committee was established in December 2004. The committee met for the first time on January 28, 2005 and subsequently has met 21 times.
At the initial meeting, the committee, composed of faculty, staff and students, designed a strategy for revising CCRI’s mission statement. This strategy outlined an education process as well as a process for inclusion and transparency. The strategy was shared with department chairs on February 8, 2005, with the college community in discussion forums (March 2005) and in an article in Currents July 2005.

Indicators:

Spring – Summer 2005

120 members of the college community participated in an on line survey identifying key words to be included in the statement.
A Mission Web Site was developed to accomplish the goal of transparency. Visitors to the site have access to meeting minutes, data and processes.
Twelve discussion forums were held on all four campuses (60 participants).
Three subcommittees were established to review data collected from Vision Initiative (2001), on line survey and public forums.
Revised statements were released to college community (June 23, 2005) via email, interoffice and home mailings. Survey data collection continued until July 31, 2005.
Article outlining the process and progress was published in Currents (campus newsletter) July 2005.
The committee met a total of 13 times throughout this period to revise, edit, and rewrite statements, as well as to discuss and modify strategy.

Fall 2005

Approximately 450 members of the college community participated in an evaluation of the most recent draft statements generated by the Mission Initiative Committee at Opening Day Activities.
Revised statements were released to President’s Council.
November 9, 2005 – President’s Council approved Mission statement with minor revisions.
November 18, 2005 – Revised statement released to the college community and submitted to Board of Higher Education. Presentation to Board of Governors scheduled for January 13, 2006.

Spring 2006

The committee was reconvened by President Di Pasquale and created a series of "draft" statements at meetings on April 13, 17 and 24, 2006.
On April 25, the newly-crafted draft mission statement was presented to the Accreditation Review Committee established by President Di Pasquale, and the mission committee was given the go-ahead to share the statement with the college community.
Mission statement was released to the college community via email asking for responses by May 8, 2006.
Committee members met to review the input from the college community on May 12 and May 18, 2006 and revised the statement.
The Accreditation Review Team approved the revised statement for submission to the RIBGHE (May 18, 2006).

Results:

A draft statement was submitted to the RIBGHE for its review and approval. Following a meeting with an OHE representative, several minor changes were recommended to better meet NEASC standards. The committee unanimously endorsed the changes. The following revised statement will be submitted to the Academic and Student Affairs Committee of the OHE for approval.

The Community College of Rhode Island is the state's only public comprehensive associate degree-granting institution. We provide affordable open access to higher education at locations throughout the state. Our primary mission is to offer recent high school graduates and returning adults the opportunity to acquire the knowledge and skills necessary for intellectual, professional, and personal growth through an array of academic, career and lifelong learning programs. We meet the wide-ranging educational needs of our diverse student population, building on our rich tradition of excellence in teaching and our dedication to all students with the ability and motivation to succeed. We set high academic standards necessary for transfer and career success, champion diversity, respond to community needs, and contribute to our state's economic development and the region's workforce.

Once the revised statement has been approved, an internal marketing campaign will promote the statement throughout the institution. It is expected that President Di Pasquale will formally adopt a strategy for revisiting the statement every 3 to 5 years as part of the strategic planning process.

2. Create a governance system that supports regularized college communication and operation.

Implementation Strategy 2a:

CCRI Governance Committee will develop a draft governance structure plan during Fall 2005.

Actions Taken:

Meetings of the Governance Committee.
A draft plan was created.

Indicators:

Number of meetings.
Review of peer institutions.
Draft of governance plan.

Results:

The committee met 15 times since its formation in March 2005.
A first draft of the governance model was presented to the President in July 2005.
A final draft of the model is expected to be completed by August 30, 2006.

Implementation Strategy 2aa:

The proposed plan will be shared with the college community for input.

Action Taken:

Proposed governance plan shared with the college community in a number of venues.

Indicators:

Number of college-wide presentations.
Creation of alternate communication systems

Results:

Opening Day presentation (September 2005) before 400 attendees.
Creation of Governance website.
The draft with specific survey questions is planned to be distributed by September 15, 2006 with responses due by October 6, 2006.
The surveys and evaluations are scheduled to be incorporated into the plan by October 25 with final release to the college community by November 29, 2006.

Implementation Strategy 2aaa:

The draft of the governance proposal will be recommended to the college administration for approval.

Actions Taken:

President appointed Accreditation Review Committee to coordinate NEASC site visit.
Governance Committee reconvened.

Indicators:

Number of meetings held.

Results:

Three meetings of the Accreditation Review Committee were held.
Three new chairs of the Governance Committee were appointed.

Implementation Strategy 2aaaa:

Administration will create implementation plan.

Action Taken:

Implementation Plan delayed until formal governance structure approved by the college community.

3. Strengthen existing evaluation process for full-time and adjunct faculty members.

Implementation Strategy 3a:

Vice President for Academic Affairs will convene the Faculty Evaluation Review Committee composed of three (3) faculty members and three (3) administrators as defined within the CCRI Faculty Association contract.

Actions Taken:

During the summer of 2004, the Vice President for Academic Affairs convened the Faculty Evaluation Committee composed of three faculty members and three administrators.
Committee members included Professors Lela Morgan, JoAnn Warren, and Richard Tessier and Deans Peter Woodberry, Maureen McGarry and Ruth Sullivan. Dean Woodberry was elected to chair the committee.

Indicators:

All committee members attended 2004 meeting with the Vice President and discussed the usefulness of developing a consistent format and procedure for peer and course evaluations for adoption by all academic departments.
The committee met bi-monthly throughout the 2004-05 and 2005-06 academic years.

Results:

The committee established the goal of developing and implementing a common set of procedures and instruments for peer and course evaluations.
In September 2005, members of the Faculty Evaluation Committee gave a status report to the department chairs.
Included in this report was a timeline for initiating testing of courses and peer evaluation instruments that offered target dates for full implementation.

Implementation Strategy 3aa:

CCRI administration will review existing Peer and Course Evaluations used by all CCRI academic departments to date.

Actions Taken:

During August 2004, the committee requested that all academic departments forward to the committee a copy of their current peer and course evaluation instruments.
Department chairs were asked to submit an outline of current procedures for administering evaluation instruments in their department.

Indicators:

The committee met to review the submitted evaluation materials and identify departments with existing processes that mirrored the “best practices” that had been identified.
The evaluation instruments and procedures that emerged from these steps resulted in a draft that was ready to be pilot tested.

Results:

During the summer of 2005, the student evaluation instrument was piloted with three classes of students (radiography, practical nursing and respiratory therapy).
Based on these pilot instruments, the committee modified this instrument and made minor modifications to the course evaluation instrument.

Implementation Strategy 3aaa:

Academic Affairs will review literature to identify “best practices” for peer and course evaluations among community colleges.

Action Taken:

During the summer 2004, the committee conducted a comprehensive review of current practices of several peer community colleges to identify “best practices.”

Indicators:

The committee used “best practice” examples to serve as a basis for assessing the evaluation instruments that were currently in use by academic departments.

Results:

Three departmental course and/or peer evaluation instruments were found to match very closely with those identified in the “best practice” colleges. These instruments were merged and single course and peer evaluation instruments were drafted by full committee and two subcommittees.

Implementation Strategy 3aaaa:

Subcommittees on Peer Evaluation and Course Evaluation will be convened to make recommendations to the Faculty Evaluation Review Committee.

Actions Taken:

Two sub-committees were formed to assist in the review of draft instruments. One sub-committee pursued peer/colleague evaluations and a second sub-committee pursued course evaluations.
Approximately 15 faculty members expressed an interest in serving on one of these two sub-committees.
During the Spring 2005 semester, the draft instruments were developed and refined by each subcommittee as well as the full committee.
Paralleling the creation of these instruments, the committee drafted a set of procedures for administering both instruments.

Indicators:

Four academic departments volunteered to administer the faculty/course evaluation instrument during the Fall 2005 semester to all classes taught by regular and adjunct faculty. The four departments included allied health, biology, human services and psychology.
The department chair of each of these departments was invited to attend meetings of the Faculty Evaluation Committee.
In October 2006, the Faculty Evaluation Committee and chairs from those departments piloting the faculty/course evaluation met and agreed to reduce the number of questions to be asked of all departments.

Results:

The committee met to review and discuss the results of the pilot program.
All four department chairs reported that both students and faculty responded favorably to the draft course/faculty evaluation instrument.
The committee, working closely with a CCRI faculty member who is a tests-and-measurements expert, is currently analyzing the results of the pilot program. Initial findings suggest that some items may not be sufficiently discriminatory. The committee agreed to pilot the same instrument again during the Spring 2006 semester to generate additional data for analysis.

4. Develop recruitment and hiring process for faculty and staff that improves the institution’s ability to meet its diversity goals.

Implementation Strategy 4:

Increase diversity of faculty and staff in both full-time and adjunct capacities, and students on all campuses.

Actions Taken:

Broadened applicant pool by advertising in local and historically minority regional newspapers.
Refined search procedures to include a review of the college’s Affirmative Action Policy with each search committee.
Sent out special inquiries on employment to local and regional minority organizations to encourage individuals within those organizations to apply for positions within CCRI.
Formulating plans to hold an on-campus diversity recruitment fair.

Indicators:

11 committee meetings to work on the recruitment of minority applicants.
Number of job advertisements yielding qualified minority candidates.

Results:

Of 75 positions, 11 were filled by minority candidates and 53 were filled by females.

5. Improve college communications via multiple modes and implement structural changes that enhance the flow of information.

Implementation Strategy 5a:

Expand the visibility of CCRI with our target audiences

Actions Taken:

Place features regarding educational innovation and workforce development in print, television and radio outlets to reach external audience.
Create graphic design standards for use college-wide.
Create image advertising campaign.
Strategically buy @$140,000 of print, radio and TV advertising
Standardize electronic messaging format—email blasts for urgent news, Pipeline for announcements, Crier for least urgent communications and community information.
Institutionalize print and online version of monthly (10 issues per year) college newsletter for students and employees.
Coordinate the production of new and revitalized college catalog.

Indicators:

Number of news clips generated.
Compliance by college community.
Number of advertising mentions.
Number of new student queries.
Number of issues published.
Messages sent in electronic format.
Feedback from students and faculty.

Results:

Approximately 1300 news clips generated as well as multiple radio and television segments featuring CCRI in RI media outlets.
Recent survey shows large-scale compliance by departments in adhering to graphic design standards.
Visibility to more than 600,000 households created through campaign in eight daily and weekly newspapers.
Banner mechanism to code and track prospects not yet implemented.
10 issues of Currents published in print and online.
218 CCRI Announcements and 24 issues of the Crier distributed, for a total of 242.

Implementation Strategy 5aa:

Redesign annual report.

Actions Taken:

Conceptualize report focused on Changing Lives theme and highlighting 40th anniversary of college.
Bid preparation

Indicators:

Number of issues distributed.

Results:

Due to change in leadership, Annual Report implementation was tabled until after the new president officially took office (July 1, 2006).

Implementation Strategy 5aaa:

Produce quarterly television program on Cox television network.

Action Taken:

Initiative tabled for year, due to budget constraints.

Implementation Strategy 5aaaa:

Implement media relations training for senior administrators.

Action Taken:

Initiative tabled for year, due to budget constraints.

6. Continue with the Banner implementation project.

Implementation Strategy 6:

CCRI will engage in a successful year-end closing in Banner finance, streamline student service processes, track faculty workload, implement HR module, upgrade and integrate college bookstore, operationalize budget module, continue employee training, and improve management reporting tools.

Actions Taken:

Human Resources project team executed a successful go-live of Banner HR in January 2006.
Faculty load reports were developed to allow department chairs and management to monitor faculty workload.
Processes were developed to feed financial aid data in Banner to the MBS bookstore system and bookstore charges back to Banner A/R.
Training sessions about Banner Student and Finance, Discoverer (reporting tool), and using MS Office with Discoverer were held for various constituencies.
Additional SCT consulting visits were scheduled to improve the system knowledge of Banner project team members.

Indicators:

Additional Banner modules in production.
Use of reports for tracking of faculty workload assignments.
Number of students able to easily charge books in the bookstore.
Expanded use of Banner reports by various departments.

Results:

Banner payroll, personnel and budget modules are now in production.
All academic departments, the academic deans, the Academic VP, payroll, and the Controller’s Office run reports from Banner to plan and monitor faculty workload.
1566 students charged books against their Pell award totaling $311,614.26 and 217 students charged against CCRI book› loans totaling $33,053.85 in the Fall 2005 semester.
Approximately 150 reports have been developed to provide both operational and management data from Banner to all CCRI departments needing access.

7. Continue the strategic planning process that systematically ensures that college priorities are pursued through action steps, designated responsibilities and links with the institution’s budgeting system.

Implementation Strategies 7a-7aaa:

7a. Expand the membership of the Strategic Planning Committee.

7aa. The committee will compile a report on outcomes of 2005 Unit Plans.

7aaa. The committee will develop institutional priorities and strategic goals for allocation of 2007 budget.

Actions Taken:

Items 7a, 7aa, and 7aaa will be a primary objective of the new administration.
Some initiatives already underway include the establishment of a Budget and Resource Committee charged with reviewing the college budget.
The strategic planning process will begin with various retreats with administrative and academic units over the summer and fall of 2006.
The anticipated approval of CCRI’s new Mission statement by the Board of Governors in August will set the stage for establishing institutional priorities consistent with the revised mission statement.
The strategic planning process will be formalized in September and the Budget and Resource Committee as well as other groups will assist the college in identifying and linking resources to emergent needs.

8. Create and implement new Employee Orientation Program.

Implementation Strategy 8:

CCRI will develop a comprehensive orientation plan for new employees.

Actions Taken:

CCRI staff researched and evaluated orientation best practices from the Society of Human Resources Management (SHRM).
An outline for a 3-hour orientation program was designed covering 40 different topics and including 2 interactive exercises.
Discussions are taking place regarding the need to extend the length of the orientation for faculty to include information unique to academic affairs.

Indicators:

Analysis of research.
Compilation of data.
Number of meetings.

Results:

Blueprint for orientation completed.
Interactive activities designed.
The process had been placed on hold until a new HR Director was hired. This occurred in February 2006.

9. Through the Audit Project Management Team, create a plan of action to develop and align administrative processes that produce a fair, equitable and accountable teaching assignment schedule.

Implementation Strategy 9:

Develop and implement plan to rebalance excessive overload and adjunct teaching loads.

Actions Taken:

The process that was followed by the Audit Project Management Team was an organized one in which broad representation of the college met to review the RIBGHE audit reports and developed specific strategies for implementation.
Recommendations were developed by the team to address faculty teaching assignments, including load and overload parameters.
Management approval processes for exceptions to contract provisions on teaching loads were instituted and followed.
Policies were implemented as to maximum number of hours permitted for adjunct faculty teaching loads.
An improved process for hiring of faculty, full-time and part-time, was developed.
Class management and personnel management reports were developed through institutional technology.
Existing faculty contract provisions were enforced.
Banner Human Resources Module (BHRM) was implemented in Spring 2006.
Meetings were held every other month by the Audit Project Management Team.

Indicators:

Four meetings of the Audit Project Management Team were held in Fall 2005 and three meetings were held in Spring 2006 that resulted in the following phased-in approach, adopted for academic year 2005-2006: nursing and allied health temporarily waived; maximum of 24 hours overload per year/12 hours per semester with written waiver requests for additional hours for full-time faculty; maximum of 18 hours overload per year/9 hours per semester with written waivers for additional hours for adjunct faculty; CCRI administrators and staff limited to maximum of 15 hours per year/6 hours per semester without written waiver request.
A review of full-time and part-time faculty for Fall 2005 and Spring 2006 was conducted to determine compliance.
Waivers were reviewed by the Vice President for Academic Affairs and the respective dean to determine compliance.
Automated reports tracking teaching loads have been designed for use by the academic vice president, academic deans and chairs in decision-making process.
Master Schedule for Summer 2006 was distributed to department chairs for review, revision, and submission to the respective academic dean for approval and submission to registrar.
Expanding and improving the hiring of qualified faculty through electronic and newspaper advertisements was conducted to increase diversity.

Results:

Reviews of fall and spring semester full-time and part-time faculty compliance were completed.
Exception waivers were submitted by chairs, reviewed by the respective academic dean and submitted to the Vice President for Academic Affairs.
Teaching assignment process includes continuous administrative monitoring.
A formal process of monitoring is now conducted at the department, academic dean, and vice president levels to ensure compliance with the process established by the Audit Project Management Team.
Faculty assignments, including full-time and part-time, demonstrate closer adherence to the established parameters.
Exception requests are closely monitored to ensure adherence to the established protocols as addressed in the faculty contract.

President's Management Letter

1. Developing and Assessing Student Learning Outcomes. (BOG Goal #1)

Implementation Strategy 1a:

CCRI will establish a college-wide committee to guide the development of student learning outcomes and timelines within all departments.

Actions Taken:

In Fall 2005, CCRI established a Learning Evidence Team to guide the development of Student Learning Outcomes and timelines within all departments.
The Learning Evidence Team includes representation from all academic departments/programs, academic and student affairs staff and administration.
Dr. Peggy Maki, OHE consultant, assisted in facilitating both the fall and spring meetings of the Learning Evidence Team in AY06.
Agenda items included overall responsibilities of the new Learning Evidence Team, sample reporting forms that teams receive and assessing core competencies and opportunities for individual progress reports from department representatives.
Monthly meetings will be scheduled for AY07 to ensure progress toward 2008 timeline for the Office of Higher Education.

Indicators:

Number of Learning Evidence Team meetings held during AY06.
Number of representatives from academic departments serving on the Learning Evidence Team.

Results:

One meeting held each semester in AY06 (November and May).
Thirty-five faculty and staff representatives attended each of the new Learning Evidence Team meetings.

Implementation Strategy 1aa:

The college will provide ongoing faculty professional development support for college protocol for statement and assessment of student learning outcomes.

Actions Taken:

CCRI collaborated with Dr. Peggy Maki to provide on-campus presentations in AY06 to assist the college in providing ongoing faculty professional development opportunities regarding establishment and assessment of student learning outcomes. A three-part presentation series entitled “Assessing for Learning” was offered in an all-day workshop format in AY06. Faculty and staff resource materials on assessment were made available in the Library at all campuses. Copies of Dr. Maki’s book were distributed to all department chairs and program directors. A student learning outcomes form was introduced by the Curriculum Committee as an essential component of all course and program proposals. On-going consultations for departments and individual faculty with Dr. Maki were available through campus appointments and via email throughout the year.

Indicators:

Number of presentations/consultations with Dr. Maki.
Departmental sharing and faculty presentations of student learning outcomes products and processes.
Representative number of draft department learning outcomes submitted by each academic division.

Results:

Eight presentations/consultations with Dr. Maki were held with more than 120 participants.
Twelve academic departments presented/shared student learning outcomes products and processes at three assessment events held in AY06.
Sixteen academic departments have submitted drafts of student learning outcomes of programs and/or courses for review.

Implementation Strategy 1aaa:

The college will target funds for professional development to help support academic departments’ increased knowledge of best practices.

Actions Taken:

Travel funds were made available to all faculty interested in national and regional conferences related to assessment. Announcements of national and regional conferences were disseminated to all academic departments and student affairs staff to increase knowledge of best practices on assessment.

Indicators:

Number of faculty and staff attending conferences related to assessment/best practices.

Results:

Ten faculty and staff traveled to regional/national assessment-related conferences.

Implementation Strategy 1aaaa:

CCRI will develop a website to support departmentally-based student learning outcomes and to increase discussion and dissemination college-wide.

Actions Taken:

CCRI is currently developing Web pages devoted to the Learning Evidence Team meetings and activities. Links are provided to department Web pages where examples of student learning outcomes will be available for review and discussion. website will be operational by Summer 2006.

Indicators:

Establishment of Learning Evidence Team website.

Results:

Departmental Web pages devoted to assessment and student learning outcomes are currently being utilized by other departments as examples/models.

Implementation Strategy 1b:

Expand General Education Committee to ensure broad-based representation and input from the academic departments. The General Education Committee will draft a recommended general education core for college-wide adoption.

Actions Taken:

The General Education Committee was expanded to include additional representatives. Presentations were made to several campus groups and constituencies, specifically academic departments and department chairs’ council.
A draft recommendation for a General Education core was submitted to the Vice President of Academic Affairs in March 2006. The recommended core was discussed with the department chairs in April and May of 2006. With minor revisions, the General Education core was disseminated to college community for input and possible revisions. A final recommendation based on that input will be made by the committee to the vice president in Summer 2006.

Indicators:

Presentations/surveys to the college community regarding the General Education core.
Electronic responses to the General Education core survey.
Final submission of General Education core recommendation to Vice President of Academic Affairs.

Results:

Three meetings were conducted with key college constituencies regarding revisions to draft recommendation of the General Education core.
Approximately 200 responses were submitted for review by the college community regarding revisions to the General Education core.
General Education Committee is meeting during Summer 2006 to complete their recommendations to the Vice President of Academic Affairs.

2. Improving Student Persistence and Retention. (BOG Goal #2)

Implementation Strategy 2a:

Submit grant applications to federal government to support and expand activities for students.

Actions Taken:

Developed college-wide design team led by Dr. William LeBlanc and Kathy German that included faculty, staff and students.
Selected committee members visited several colleges to review student support programs that support retention and student success.
Developed draft of grant for institutional review.

Indicators:

Committee met to review findings from several campus visits.
PowerPoint presentations.
Proposal for selected assessment tools to identify Student Readiness, Student Motivation and Early Warning strategies.
Finalize written Title III Grant proposal.

Results:

Delivery of Title III Grant application to U.S. Department of Education

Implementation Strategy 2aa:

Information on Community College Survey of Student Engagement (CCSSE) will be shared college-wide for appropriate action to engage students.

Actions Taken:

Report received from CCSSE was reviewed for institutional strengths and need for improvement.
Summary report compiled by Dr. William LeBlanc.
Presentation of factors and variables related to retention and attrition presented in Professional Development Day workshop and to all college participants.

Indicators:

Increase student use of Student Success Centers.
Participation by faculty and staff in retention programs.
Expansion of assessment of student satisfaction for all areas within student services.
Develop strategies that increase student retention, satisfaction, attainment of student goals and reduced attrition.
Increase retention rates of both full-time and part-time groups over the next three years.

Results:

Implemented professional development opportunities for staff and faculty.
Implemented computer lab to streamline advising and registration process.
Created a Call and Telecounseling Center to strengthen timely response to students’ needs.
Introduced mandatory placement testing in reading, writing and mathematics

Implementation Strategy 2aaa:

To open CCRI's fourth campus in Newport County in Fall 2005 to provide access to full-campus academic and student support services.

Actions Taken:

Some 30 full-time faculty were hired or transferred from the satellite location at the Newport Hospital to serve as the core faculty. In addition, numerous adjunct faculty were hired to cover expanded course offerings.
Some 41 non-faculty full-and part-time personnel were hired or reassigned from other CCRI campuses to provide academic, student and administrative support.
Initial degree programs in nursing, occupational therapy assistant, physical therapy assistant, therapeutic massage, general studies and liberal arts were scheduled at the campus.
Established an Office for Lifelong Learning to expand non-credit programs throughout the East Bay region.

Indicators:

Campus opening for the Fall 2005 semester.
Expansion of credit and non-credit enrollments.
Expansion in both academic and student services.

Results:

Credit headcount enrollment growth between Fall 2004 and Fall 2005 went from 635 headcount to 1146 (an increase of 45%) and credit hours from 3221 to 7200 (an increase of 55%). Non-credit headcount enrollment went from nine classes serving 52 enrollees to 28 classes serving 510.
In addition to the degree programs previously offered at the satellite (nursing, occupational therapy assistant, therapeutic massage and physical therapy assistant) the campus added degree programs in general studies and liberal arts.
The following academic and student services were established at the campus: Student Success Center (inclusive of tutoring); Learning Resource Center; an open computer lab and a computer classroom; a math lab; two science labs; two rehabilitative health labs; a fitness center (opening Summer 2006); and staffing for the following functions: bursar, enrollment services, counseling and advising, testing, EOC, career services, and disability services.

3. Produce a more competitive workforce through emphasis on quality education. (BOG Goal #3)

Implementation Strategy 3a:

Improve and expand corporate training programs for residents of Rhode Island.

Action Taken:

In FY ’06 Lifelong Learning established an office including a full-time onsite coordinator position at the Newport County Campus.

Indicators:

Number of programs offered through corporate and community organizations on Aquidneck Island.

Results:

346 students have been served, generating $95,102 in gross revenue.

Implementation Strategy 3aa:

Develop successful collaborations with other state agencies to provide vocational training programs for RI employers.

Action Taken:

Lifelong Learning partnered with various industry representatives including the Rhode Island Economic Development Corporation, Network RI and both Regional Training Boards, to design, implement and help provide funding for vocational corporate training programs in steel fabrication for CAPCO, composite boat building for six East Bay companies, concrete finishing and stamping for employers statewide, and photo voltaic certification training for state licensed electricians.

Indicators:

Quality curriculum and training programs developed for steel fabricators, boat builders, construction technology and solar technology.

Results:

45 participants received training in emerging technologies and became gainfully employed by Rhode Island companies.

Implementation Strategy 3aaa:

Respond to growing Latino workforce needs.

Action Taken:

Lifelong Learning targeted expansion of Workplace Spanish to RI employers to tap growing Latino market.

Indicators:

Corporate clients include Blue Cross Blue Shield, Gateway Health Services, Lifespan (multiple classes), Tiffany, Sovereign Bank and Waste Management (multiple classes).

Results:

Six highly visible corporate clients and 159 participants were served.

Implementation Strategy 3aaaa:

Development of cutting-edge academic programs leading to employment.

Action Taken:

Nine programs were submitted to BOG for consideration.

Indicators:

Five programs were approved by BOG, including histology, biotechnology, ultrasound/sonography, emergency management certificate, and medical interpreting certificate.

Results:

These programs will produce a more competitive workforce.

4. Promote economic development and social well-being through graduate education, research, public service and technology use (BOG Goal #4)

Implementation Strategy 4:

Through the Division of Lifelong Learning, provide public service programs for the residents of Rhode Island.

Actions Taken:
In 2006, Lifelong Learning offered public service programs to promote economic development and social well-being, including partnerships with the State Energy Office.
Adult Skills Training Programs at CCRI, Davies Career and Technical High School and the Woonsocket Area Career and Technical Facility were coordinated by Lifelong Learning to prepare participants for employment or further technical education that leads to careers in high growth industries and the high performance workplace. The total grant award to fund these programs was $200,000.
Lifelong Learning successfully implemented a DLT Trade Program which provides Department of Labor & Training-certified TRADE eligible remedial educational and work readiness services. Services are provided at five netWORKri offices including the Providence, Warren, West Warwick, Woonsocket and Pawtucket netWORKri centers. The total grant award to fund this program was $390,804.
Lifelong Learning continues to deliver the Certified Nursing Assistant Program which provides 88 hours of classroom and laboratory learning and 32 hours of clinical training in a nursing facility. Instructional topics include basic nursing skills, resident’s rights, vital signs, CPR instruction, social services, basic rehabilitative services, personal care skills, and safety and emergency procedures.
CCRI is the sole provider of the State Certified Nursing Assistant Testing Program under a contract that began January 1, 2006. This program allows CCRI to provide state certification testing throughout the state to graduates of all approved training facilities including CCRI, adult learning centers, nursing home facilities, community based organizations and agencies, and other privately owned training sites.
The Division for Lifelong Learning Community Education Office provided several public service education and training programs related to transportation. Participation results in licensure or certification for the participant in Driver Education, Motorcycle Safety Training, School Bus Driver Training, Electrical Apprenticeship Training, and Providence Police Promotional Examination Programs.
In response to a request from the Division of Motor Vehicles (DMV), Operator Control, the Division for Lifelong Learning provided driver retraining and assessment services for mandated programs such as DWI and Defensive Driving.
The Community Education Office provided post-secondary education, vocational training, and counseling services to the incarcerated adult populations at the state prisons and the federal detention center (Wyatt in Central Falls). Community Education collaborates with the Center for Interpersonal Violence in the human services department to provide counseling sessions on an as needed basis at the Wyatt facility.
The Community Education Office provided a culinary arts assistant program designed to train entry level employees for the Rhode Island hospitality and food service industries. In cooperation with major RI employers, including Rhode Island Hospital (Lifespan), the Newport Harbor Corporation, and the Chefs’ Association of Rhode Island, a curriculum was developed and approved for implementation.
As a major provider of traffic safety education in Rhode Island, the Community Education Office promotes conferences, workshops, and seminars that lead to increased awareness, professional development of staff, and certification in new and innovative programs.
CCRI hosts two of the state’s ten GED testing sites (Providence and Lincoln campuses).
CCRI provides GED preparation classes.
Lifelong Learning provides reading and math classes.
Lifelong Learning provides non-credit ESL programs.

Indicators:

Number of public service programs offered.
Number of Rhode Island residents served.
Number of new programs launched during the year.

Results:

Alternative Energy

Through a partnership with National Grid, New England Gas, the State Energy Office and the Oil Heat Institute, CCRI provided four open public offerings statewide (one at each campus) for RI residents to receive education and training on energy efficiency practices to be implemented in the home and in housing modifications.
This Alternative Energy Technology Training met national industry standards and the curriculum was comprised of both classroom training and applied learning.

CNA Training

The CNA Training Program was offered 11 times during the 2005-2006 fiscal year at both the Lincoln and Warwick campus locations.
The CNA State Testing Program was offered 22 times for the period of 1/1/06 through 6/30/06 at both the Lincoln and Warwick campuses.

Transportation Education

Public service and education training programs included 272 driver education classes serving 8,135 students. 3,285 out of state residents were also certified.
110 motorcycle safety classes were held serving 3,520 students; 18 school bus safety classes (new drivers) were held for 251 students; 10 recertification classes were conducted for 1,615 students; 12 electrical apprenticeship classes were held for 294 students; and 3 Providence police exams were conducted for 460 students.
42 DWI classes and 42 counseling sessions were held: 1,437 in classes and 1,828 in counseling sessions.
As part of the Driver Retraining & Assessment Program, 2,855 residents fulfilled their mandated obligation.
As part of Lifelong Learning’s Traffic Safety Education Program, on November 5 and 6, 2005, more than 200 traffic safety educators, trainers and proprietors of driving schools convened at the Radisson Airport Hotel in Warwick for two days of some 20 workshops, seminars, and programs on topics such as Teen Attitudes, Vehicle Dynamics and Driving Drowsy.

Photo Voltaic Training

Two classes ran successfully with 24 students completing the course in photo voltaic certification

Adult Skills Training

Expanded the newly developed pre-vocational academic remediation component and adjusting curriculum to further integrate the job search component to additional skill training areas.
Increased the number of completers who enter training related employment by 3% and increasing the number of completers who enter employment by 3%.
Improved the completion rate of enrollees by 3% and increasing the rate of attendance and retention in programs by 2%.
Maintained an articulation agreement with the Office Technology Program granting 6 to 10 credits for Office Skills training course.

DLT Trade Program

This program provides comprehensive education and work readiness services to eligible program participants. Services include orientation, testing and assessment, adult basic education (ABE), remediation, GED instruction and testing. Low beginner, beginner, intermediate and advanced English as a Second Language (ESL), and job search/work readiness instruction.

Incarcerated Adults

One inmate achieved and was awarded an Associate’s degree.
88 students enrolled in post-secondary courses.
557 students enrolled in vocational courses.
Expanded the newly developed work readiness/job search component to all site locations via a roving resume/work readiness counselor.
Implementation of the LAS testing system to ensure program progression.
Coordinated weekly reporting system with DLT staff.

Culinary Arts

13 students completed; one pending completion; nine currently placed into employment and four recent graduates are pending placement.

GED Testing

In FY ‘06 approximately 1422 individuals took one or more of the five GED tests, and 674 individuals earned their GED diploma.

GED Preparation

Helped to prepare 114 people for the GED test.

Reading & Math

Participants who completed these skill building classes could successful access vocational training programs.

Non-credit ESL

1154 adults served in open enrollment classes.
229 employees served at worksite programs.
30 home day-care employees were served through contract training.