Accreditation Self-Study Report 2006
Standard One
Mission and Purpose
New Hampshire Technical Institute [NHTI] opened its doors to a freshman class of 256 students in September 1965. NHTI's original purpose as legislated in RSA:188-F was "to prepare technicians" for employment in New Hampshire businesses and industries. Over the 40 years since the college was founded, its mission has evolved to incorporate its much more prominent role as New Hampshire's largest community college.
After many years under the management of the new Hampshire Department of Education, NHTI and its sister colleges were united into a separate State agency, the New Hampshire Postsecondary Technical Education System, in 1983. The System was renamed the New Hampshire Community Technical College [NHCTC] System through legislative action in 1995. Subsequent legislation passed in 1999 allowed expansion of the mission of the colleges in the System by incorporating the phrase "…for continued higher education…" into the original purpose of "preparing youth and adults for productive employment as technicians and skilled workers…"
NHTI's first Mission/Values/Vision Statement was adopted in 1996 following the 1995 changes to the System structure. In early 1996, the then-interim President of NHTI convened a campus-wide meeting for the purpose of establishing a set of core values, which led to the formation of a team to craft the proposed Mission/Values/Vision Statement for the college. Through consensus of the entire community, a concise statement was adopted in March 1996.
The Institute Leadership Team [ILT] voted in August 1998 to assess the effectiveness of the Mission/Values/Vision Statement every two years. In the summer of 2000, the Governance and Organization Assessment Team [GOATs] was charged with developing and implementing an evaluation process. As a part of the process designed by the team, the Mission/Values/Vision Statement was reviewed by the Institute Advisory Board, faculty, staff, and Student Senate representatives early in the fall of 2000. Each was given a copy of the Mission/Values/Vision Statement and asked to review the Statement and to propose changes while considering both the new NHCTC System mission and individual understanding of education and employment trends. Faculty and staff were also asked to describe how they felt the Mission/Values/Vision Statement was being infused into both the campus culture and the decision-making process; departments were asked to describe ways in which they utilize the Mission/Values/Vision Statement in their daily operations and for formal planning and evaluation. Results were tabulated by the GOATs, who then shared the information and offered suggestions for revision of the Statement based on results. The revised version was officially adopted in June 2001 and was posted in all academic buildings, appropriate printed material, and on the College's website.
In Fall 2005, the NHCTC System Leadership Team [SLT] developed a revised System Mission/Values/Vision statement and a set of goals. The colleges of the System are in the process of reviewing their mission statements and strategic planning documents to ensure alignment with the new System goals. In addition, these goals have recently been published in brochure format for public distribution.
In Winter 2005, the GOATs conducted a survey to review the relevancy of the college's Mission/Values/Vision Statement that was adopted in 2001. The NHTI Spring Semester 2005 Mission/Values/Vision Questionnaire was sent via e-mail and the Student Information System to current full-time faculty and staff, adjunct faculty, Institute Advisory Board members, current students, alumni, academic advisory board members, and Center for Training and Business Development [CTBD] users (companies and "students"). A strong majority of individuals responding agreed or strongly agreed (over 90% in each section) that the mission accurately reflects NHTI's role in the community, that the college's activities reflect its stated values, that the vision is appropriate to NHTI as a community college, and that the vision statement is still appropriate and reflective of the college's goals. In Spring 2005, based on survey results, the college re-affirmed the existing Mission/Values/Vision Statement.
Independent of other surveys regarding the NHTI Mission/Values/Vision Statement, NHTI alumni were given an additional opportunity to evaluate the Statement in 2003; a strong majority of responders agreed or strongly agreed that all portions of the Statement relate favorably to their knowledge and experience of the college.
The goal of the Mission/Values/Vision Statement is to be as realistic and relevant as possible to all aspects of the college community. Central to the development, revision, and re-affirmation of the Statement, the campus community identified the populations that the college currently serves and the types of services provided. All members of the campus community, including program advisory boards, were afforded opportunities to provide input and review of the document. The Statement incorporates the core values defining NHTI's distinguishing characteristics and reflects its vision for the future. The Mission/Values/Vision Statement is displayed in campus buildings as well as in publications, including the college's website, college catalog, and the Student Handbook.
The current Mission/Values/Vision Statement speaks to scholarship by the values of excellence in teaching, academic integrity, lifelong learning, and application of current technology; to research by the values of excellence in teaching and lifelong learning; and public service by the values of appreciation for diversity, shared governance, mutual respect for students and colleagues, a welcoming physical and social environment, and responsiveness to business, industry, and the community.
The Mission/Values/Vision Statement is accepted and widely understood by members of the campus community, as reflected in the following examples:
The value of excellence in teaching is exemplified by following: revision of the faculty evaluation process that emphasizes the effectiveness of classroom teaching and learning practices and methodologies; continuation of the promotion process overseen by the Master Teacher Team; strong and continued administrative support of professional development activities; promotion of instructional improvement and innovation; the Teaching and Learning Team's ongoing faculty-driven presentations; establishment of a handbook and Adjunct Faculty Fair specifically designed to meet the needs of adjunct faculty and to connect them to various aspects of campus resources; and provision for Service Learning grants to assist faculty in incorporating Service Learning into the curriculum.
The value of academic integrity is assured through both internal and external methods. Internally, through the work of the Curriculum Committee, the college has established policies and procedures regarding development, implementation, and modification of academic programs and courses. The Academic Standards Committee monitors the equitable implementation of policies related to academic progress and graduation. The college catalog, Student Handbook, and individual course syllabi describe student rights, responsibilities, and expectations both inside and outside the classroom. In addition, academic programs establish outcomes and assessment strategies to ensure program integrity; each program is reviewed annually via annual departmental reports submitted to the Vice President of Academic Affairs. Externally, the college and departmental advisory committees, as well as local businesses and industries, are consulted on a regular basis in order to ensure that program requirements are appropriate, useful, and current. Through the Summer Project Program, faculty are offered a stipend to interview direct supervisors of NHTI graduates to determine the effectiveness and currency of departmental curricula. Also, various departmental and college-wide accreditation bodies provide additional ongoing assessment of both educational and supporting activities.
The value of lifelong learning is infused and emphasized throughout the curriculum and co-curricular activities. Academic departments support lifelong learning in the following ways: providing student practicum, clinical, and internship opportunities; encouraging student membership in professional organizations; encouraging students to attend and present at professional meetings; providing research opportunities; encouraging participation in Service Learning activities; and by arranging transfer opportunities through transfer fairs and articulation agreements. The Division of Continuing Education [DCE] and the CTBD provide diverse educational and training opportunities to the community at large including NHTI alumni. Examples include continuing education units for re-licensure, advanced skills acquisition, and credit-bearing courses beyond the NHTI degree. The college provides substantial professional development funds for activities to enhance education and skill development for faculty, staff, and students. Faculty and staff are encouraged to attend and present at conferences, write for publication, participate in technology training programs, take courses, and pursue additional degrees. The Student Affairs Office provides student and faculty/staff development opportunities through community service, residence life, athletics, counseling, health services, career counseling, job and college transfer activities, and through clubs and professional student organization leadership programs.
Application of current technology is incorporated in many facets of the college. The College's Institute Technology Team [ITT] (formerly the Computer Advisory Team) purchase review process provides the opportunity for all departments (academic and non-academic) to request updated and upgraded software and hardware. The Team evaluates, prioritizes, recommends, and submits a final list to the ILT. Final purchases are based on a combination of need and the budget.
Other specific responses to technology needs include the following: equipment requests (Class 30) are reviewed on an ongoing basis by the Vice Presidents and the ILT; academic departments are encouraged to research and request new technologies relevant to their programs to develop state-of-the-art teaching and learning environments; administrative offices are up-to-date with federal technical reporting requirements (Financial Aid and Registrar); Maintenance and Campus Safety have databases to collect information relevant to their areas; emergency call boxes were installed in 2003; library enhancements include an electronic catalog, GOBI Alert (to recommend and purchase acquisitions), and an automated interlibrary loan system; and the Dental Steri Lab and X-ray equipment were installed as part of the new Allied Dental Education facility in partnership with the New Hampshire Dental Society.
Appreciation for diversity is exhibited through many initiatives in both the classroom and co-curricular activities. Approximately 170 students from more than 45 countries receive services through the Cross-Cultural Education Office on a regular basis, including academic advising, counseling, tutoring, test accommodation, and community networking. Cross-cultural education is also available through credit courses and non-credit seminars and workshops.
In addition, programs such as the Non-traditional Scholarship Initiative, funded by the Carl D. Perkins Grant, support students who are entering educational programs that are dominated by members of the opposite gender, and the Transition Program, also supported with Perkins funds, provides financial assistance and support to single pregnant women, single parents, displaced homemakers, and individuals with documented disabilities.
The Student Senate, Campus Activities Board, the Residence Hall staff, and other groups offer programs throughout the year that also support this value. Programs celebrating Black History Month, Native American culture, Culture in Many Societies (an opportunity for students from different cultures to speak about them), Women's History Month, and International Week are scheduled, as well as lectures on Gay/Lesbian/Bisexual/Transgender issues, The Holocaust, HIV/AIDS, and other topics as described in Standard Six. International students participate annually in the Wings of Knowledge lecture series by presenting their experiences of life in their home countries and what it has been like to re-locate to the United States. The Cultural Exchange Club organizes a variety of activities including Multicultural Day, Taste of International Foods, international cooking recipe books, and ethnic dances and music. In addition, several international groups have been hosted at NHTI, including visiting scholars and students from Japan.
Various teaching methods, such as Universal Design, which was introduced via the Teaching and Learning Team, are implemented into curricula to meet diverse learning styles and needs. In addition, many programs incorporate course and program outcomes related to social and cultural diversity in patient/client populations.
The value of shared governance was developed simultaneously with the present Mission/Values/Vision Statement. The GOATs meet regularly to discuss issues of governance and brings topics to the ILT for approval. The Institute Forum provides each faculty and staff member a voice and a vote on a variety of issues. The current NHTI smoking policy is one example of an issue addressed by this body. Agendas and minutes of Forum meetings are distributed via e-mail to all faculty and staff. The college's Governance Model encourages faculty, staff, and student participation in standing and ad hoc teams. Student involvement in shared governance includes various team memberships (as appropriate) and participation in bodies such as the ILT, the Student Senate, the Institute Judicial System, and the Residence Hall Councils.
The value of mutual respect is demonstrated in NHTI's Governance Model, which has the individual at its center and which has fostered an open atmosphere through the work of standing and ad hoc teams and the Institute Forum. In addition, mutual respect is supported by policies such as the Statement of Nondiscrimination, the State of New Hampshire Policy on Sexual Harassment, and the Student Code of Conduct, and by programs such as the Student Success Initiative sponsored by the Residence Life staff.
The value of a welcoming physical and social environment at NHTI is demonstrated in a variety of ways. NHTI strives to offer a full college experience, including residence halls, athletic fields, fitness center, gymnasium, and intercollegiate and recreational sports. The college offers green spaces, well-lit walkways, emergency call boxes, adequate signage, and a variety of clubs and activities that appeal to both commuters and residential students. Because of the favorable student-faculty ratio, students and faculty are able to interact closely and do, allowing for informal advising and guidance and effective referrals to a variety of student services.
In addition, the college is responsive to its community at large and offers a variety of events that are well-publicized and open to the public, including the following: a film series (bi-weekly and special events such as Manhattan Short Film Festival and Somewhat North of Boston Film Festival); lecture series (Wings of Knowledge); blood drives; and a yearly Wellness Fair. Campus facilities, including athletic fields, the auditorium, and Seekamp Trail, are widely used by community groups.
Responsiveness to business, industry, and the community is implemented formally by an advisory board system, including the Institute Advisory Board and academic department advisory boards. In addition to faculty and administrators, members of industry and the community participate in advisory board meetings for the purpose of keeping curricula current. As described above, the Vice President of Academic Affairs provides funded opportunities for faculty to interview first-line supervisors of the college's graduates to determine effectiveness of the curricula in various programs. The primary focus of the CTBD is to provide professional educational opportunities for local businesses and industries. In addition, students are becoming increasingly involved in the many service-learning opportunities offered through the Student Affairs Office and various academic programs.
Several programs have been expanded or newly implemented in response to business and industry needs. For example, NHTI recently expanded the capacity of the Allied Dental Education programs as a result of ongoing needs in New Hampshire's dental community. In addition, both the Nursing and Radiologic Technology programs have increased capacity in an effort to meet industry demands. The college also implemented both a Practical Nursing program and Radiation Therapy program in response to requests from the state's health care providers. NHTI is also expanding its numbers and types of distance learning opportunities in several programs, including Criminal Justice and Broadband Networking and Communications Technology, to better meet the needs of New Hampshire's citizens.
Many NHTI faculty and staff serve on state and local professional and service boards and committees. For example, the President is an active member of the Concord Chamber of Commerce; members of the faculty serve as liaisons and advisors to secondary school committees; still other faculty serve as officers in the state chapters of their professional associations.
The Mission/Values/Vision Statement has also influenced the development of individualized departmental mission statements within the college. For example, the Student Services Office created its own mission statement as a guide for change in co-curricular activities. Mission statements for individual academic departments were initially developed during the 1998-99 academic year and are used in conjunction with the college's Mission/Values/Vision Statement as a guide and reference point in the development and modification of program curricula.
APPRAISAL
In the spring of 2005, New Hampshire Technical Institute embarked upon a review of the Mission/Values/Vision Statement that was adopted in 2001. The NHTI Spring 2005 Mission/Values/Vision Questionnaire results indicate that a strong majority (over 90%) of responders agree or strongly agree that the Statement is still relevant. Based on the 2005 Questionnaire results, GOATs and the ILT re-affirmed that the college's Mission/Values/Vision Statement is realistic and reflective of its educational and supporting activities, as well as its evolution as a community college and its vision for the future.
NHTI's Mission/Values/Vision Statement is appropriate to higher education and is consistent with the purpose outlined in the enabling legislation and with the NHCTC System mission statement. The college believes that its mission, its values, and its vision are being implemented in compliance with the Standards of the Commission on Institutions of Higher Education.
The college's mission is accepted, disseminated, and widely understood throughout the campus community. The Mission/Values/Vision Statement is posted throughout campus and on the college's website and appears in all major campus publications. The campus community demonstrates a solid understanding of the importance of upholding the Mission/Values/Vision Statement in the forefront during decision and policy making, as well as during its daily operations.
PROJECTION
The college will continue to ensure that its Mission/Values/Vision Statement is accepted and widely understood throughout the campus community. Currently, the results of the Spring 2005 Mission/Values/Vision Statement Questionnaire are already being used to re-evaluate the statement itself, to assess its effectiveness, and to serve as a guide for planning and resource allocation to enhance the college's efforts to achieve its purposes. In the next year, the GOATs will continue review the results and specific comments from the Spring 2005 Questionnaire to determine what recommendations might be made regarding departmental activities.
The Mission/Values/Vision Statement will continue to guide decision- and policy-making, as well as the daily operations of the college. For example, the GOATs will conduct an evaluation of the statement and its relevancy every five years (or whenever the NHCTC System mission tatement changes). The GOATs will then report the results of the evaluation process to the ILT and make recommendations. The ILT will continue to evaluate the college's statements in relation to the System statements.
Through the implementation of this evaluation process, the college will continue to ensure the alignment of its Mission/Values/Vision Statement with enabling legislation, the NHCTC System mission statement, and the requirements of the Commission on Institutions of Higher Education.