Collaborate 2015

Collaborate 2 0 1 5

A n n u a l

+

R e p o rt

Emporia Public Schools + Emporia State University + Flint Hills Technical College

Energizing Students

STEM grant collaboration - Page 4

Technology as a Tool 1:1 Chromebook initiative - Page 7

Quality Standards

HLC reaffirms accreditation - Page 22

Specialized Training KanTRAIN Grant enhances welding program - Page 37

2

+ Annual Report

Cover Story |

4

Energizing Students for the Workforce

The passion of Emporia educators, fueled by a National Science Foundation Grant, is giving young students a taste of science, math, engineering and technology fields of the future.

Emporia Public Schools

Emporia State University

Energizing Students with Classroom Technology............. 7

Professionals Share Experience with Business Students......... 21

Extraordinary Education ........... 6

Energizing Students With Hands-on Learning................ 10 JAG Program Promotes Workforce, College Preparation............................ 12 Energized Through Fitness.... 14 Public-Private Partnership for Students................................ 16 Institutional Statistics............. 18

Hornet Nation ....................... 20

Higher Learning Commission Reaffirms Accreditation.......... 22

Online Graduate Education Programs Ranked Tops in Kansas............ 24 Students Celebrate Arbor Day with Sweat Equity.................. 25 Enrollment Growth Continues in 2014-15............................. 26 Technology Helps Education Majors Prepare for Future Classrooms........................... 28 Capital Campaign Nears Goal.... 30 New Artificial Turf Completes Improvements ....................... 32 Institutional Statistics............. 33

Collaboration Story

Nursing Lab Benefits Both Tech College and University .......... 34

Flint Hills Technical College

Embracing Change................ 36 KanTRAIN Grant Enhances Welding Program................... 37 The Wrangler Way: FHTC Adopts

New Visual Identity................ 40

Energizing Futures: TRAC-7 Grant Nearing Completion............... 42 FHTC Foundation Provides New

Scholarship Opportunity for High

School Students ................... 45 Strategic Plan Embraces the Future.............................. 46 Institutional Statistics............. 47

Fiscal Year 12-13 +

3

Energizing Students for the Workforce The passion of Emporia educators, fueled by a National Science Foundation Grant, is giving young students a taste of science, math, engineering and technology fields of the future.

Faculty from Emporia State University, Flint Hills Technical College and Emporia Public Schools worked together during the past year to give middle school students hands-on learning opportunities in a variety of STEM fields and future careers.

The project grew from a $20,000 National Science Foundation Grant awarded to Betsy Yanik, ESU professor of Math, Computer Science and Economics, to help prepare a new generation for STEM careers related to climate or energy research.

Her grant project, “energizing underrepresented student populations to enhance the STEM workforce in Kansas,” has allowed Emporia eighth graders to explore STEM-related careers attainable through FHTC and ESU. Ben Coltrane, director of the FHTC Power Plant Technology Program, joined Yanik as the grant program co-director.

4

The first phase of the project was a “Get Into Energy” STEM Day for middle school students in April on the ESU campus. Fourteen EMS students were among those attending workshops on physics and energy, using math to solve problems and create models, and exploring multiple forms of energy.

Two weeks later, FHTC hosted 300 EMS eighth graders for a full day of lessons and demonstrations on STEM careers in many programs - power plant, automotive, construction, engineering, emergency services, graphic arts, nursing, multimedia production and computer programming.

The lessons incorporated eighth grade science standards related to energy, according to Amy Jenkins, EMS science teacher. FHTC faculty and

Emporia Public Schools + Emporia State University + Flint Hills Technical College

students volunteered to create 20-minute lessons related to their field of study that touched on one or more of the science standards, according to Coltrane at FHTC. Coltrane said teachers noticed a high level of student engagement throughout the day as they watched demonstrations and practiced using some of the instructional tools available. “I hope we can do this again.”

Students built a small wind turbine and took part in a variety of energy experiments. They spent the final day at Wolf Creek Nuclear Power Plant.

ESU and FHTC have a history of reaching out to the public schools to expose students to STEM careers and generate interest in pursuing more education in those fields.

“It wa Stude s a nice pa hands nts got to e rtnership. For over 20 years, ESU has hosted an Expanding Your what -on applic xperience Horizons Science and class.”they are le ations of Mathematicsin Day for middle arning i n school students and a Sonia Amy J en

Jenkins said the EMS teachers were happy with kins, E MS Sc Kovalevsky Mathematics Day the day’s activities. “It ience Teach for high school juniors. For 11 was a nice partnership. er years, a summer residential Students got to experience hands-on program, “MASTER IT – applications of what they are learning in class,” she Mathematics and Science Together to Explore said. “The technical college staff did a very good job caReers - Investigating Together,” for eighth and ninth of teaching to the eighth grade level and tying in our grade women. FHTC Dental Assisting instructors science standards.”

Monica Graves and Deb Illk also have been a part of the Expanding Your Horizons and MASTER IT The day was a preview of a five-day summer camp programs. The latest ESU outreach programs have for middle school students in June, and at the end focused on Hispanic middle school youth. of the day, all students received a camp application.

Twenty seventh and eighth grade students were FHTC has also offered a variety of STEM outreach selected to participate in the camp that included events. Last year they went into every technology/ hands-on workshops on STEM and energy programs engineering class at Emporia High School and taught on both campuses. Cost of the camp was $10 with a unit on energy. The college also hosted an Electrify all expenses covered by the NSF grant.

Your Future Day in conjunction with Westar Energy.

Two years ago Flint Hills Technical College hosted a At ESU, workshops involved mathematical two-day event for all EMS sixth graders on energymodeling, graphing calculator activities and physics related topics tied to science standards. demonstrations on a variety of energy subjects.

Annual Report +

5

Extraordinary Education Welcome to the third issue of Collaborate, a joint report highlighting the extraordinary educational opportunities available in Emporia.

This year, Emporia Public Schools has placed special emphasis on our efforts to engage students in authentic preparation for continued education and career readiness. Our mission - we build futures by preparing students for tomorrow’s opportunities clearly sets out our objective to fulfill the College and Career Ready Standards adopted for K-12 students in Kansas.

We accomplish this mission through a rigorous curriculum, grounded in the core academic disciplines and enhanced by a broad menu of elective choices to shape a unique future for each student. Our classroom lessons are extended by rich experiences that build background and energize ambitious dreams for a future full of potential.

As you read through the stories and look at the photographs, witness that not one of us works in isolation. Our success is fueled by the collaborative efforts of our partner institutions of Emporia State University and Flint Hills Technical College and the contagious support of the Emporia community.

M. Theresa Davidson Superintendent

6

+ Emporia Public Schools

Energizing Students with Classroom Technology Emporia Public Schools Launches 1:1 Initiative When Emporia students returned to the classroom this fall, they found new tools for learning at their fingertips.

All K-12 students in Emporia schools were issued a technology device to use at school. As students and teachers become comfortable with the devices, middle and high school students will take the devices home to complete assignments.

Technology for every student has been a district goal for many years, said Superintendent Theresa Davidson. A 2010 Technology Rich Classroom Grant provided impetus for teachers to integrate technology into their teaching, and a technology task force was formed in 2012 to study options and recommend a timeline to reach the goal.

For many years, the district has invested annually in new teacher and student technology. Last spring, the board of education accepted a

recommendation to take the final step and buy 3,270 Chromebooks, with a three-year lease agreement totaling $675,000. At the end of the three years, the devices will be returned and replaced with newer technology.

“Technology in the classroom is no longer a luxury for students,” Davidson told the board of education in April.

As students advance through school and move to college and careers, they will be expected to use technology to gain information and solve problems, according to Dr. George Abel, assistant superintendent of Teaching & Learning.

“The expectations of the College and Career Ready Standards are that kids won’t just memorize facts.

Rather, they will be able to use and integrate Continued on Page 8 Annual Report +

7

information in meaningful ways.” Abel said. “It’s all about integrating your knowledge. It’s much easier and realistic using technology.”

Student learning will no longer be packaged into separate academic areas. By the time students reach college, Abel said, they are expected to use what they know from all academic areas and life experiences.

“We want kids to start to pull all of that together and we want them to do this sooner in their schooling.”

Timmerman second grade teacher Stephanie Bosiljevac is excited about the possibilities one-to-one technology brings to the classroom. She has been a long-time user of technology tools for students, but now that all students have access “it immediately opens up more 21st century learning.”

“It’s so motivating for the students,” she said, and even routine assignments become more challenging and fun. “They can immediately find pictures and look up information about things we are studying. The research piece is big.”

Bosiljevac and another Riverside teacher have paired

8

+ Emporia Public Schools

their students to select books to read at the same time and share their reactions to the books through digital communication. This year, she hopes to reach out to a teacher in another country and let her students establish pen pals and share experiences in writing.

“I’ve wanted to have pen pals for a long time but I wanted a safe avenue to do that,” she said.

At Riverside, fifth grade teacher Teresa Smithhisler welcomes the idea that each student is assigned a Chromebook, allowing for easier teacher management of the devices and student work. Smithhisler participated in the Technology Rich Classroom project and is a strong proponent of integrating technology into instruction.

“It will be easier for all kids to access information at the same time, rather than rotating them through stations,” she said. “Their digital collaboration will increase and it will challenge and enhance their digital citizenship that they’ve learned in Mrs. Lute’s computer class.”

The three Riverside fifth grade teachers team teach and students will be able to access a Chromebook

in each classroom making learning across the curriculum even greater. The use of Chromebooks can even extend into music, PE, library, and art time enhancing their learning even more. “It will open doors for more student-led learning and d i s c o v e r y, ” she said. “The possibilities are endless.”

the program on their own. It adds to their ownership and as they discover new features, they like to show other kids in the class. There is some prep work in the beginning, but it will pay off in the end.”

that teachers will have challenges as they adapt to using the new tool with all students. “It will be a challenge finding ways to incorporate technology into lesson plans, but it will become easier as the teachers become comfortable with the technology.”

Grade

As teachers become accustomed to all students

“I’ve having technology, Abel said he hopes the pfound that in teachers will plan more troduc rogram n e in “project-type” lessons that ed to Smithhisler is impressed do an is all youg let students transfer their with the quick start-up for a stude d then nts ex p knowledge of math, reading, Chromebook. “In less than a the p l o r e r ogram and le the science, social studies and minute, they are ready to go. It ad arn on the ds to i r the arts to solve problems and There is no lost instructional and as the their owne own. create assignments.

Writing time while we wait for them feat r y s hip dis u to start up.” other rkes, they likceover new skills will become more critical for ids in the clato show students to describe their work Teresa S mithhis and demonstrate their knowledge.

She acknowledges ss.” ler, Fift h

Teachers will have to introduce students to the different computer programs before they can start giving assignments and letting students work independently to complete the work.

“I’ve found that introducing the program is all you need to do and then the students explore and learn

Teach e

r

Emporia teachers have had classroom technology to aid in instruction for many years, but they will need time and training for effectively including student technology into lesson planning. For that reason, technology integration will be a major focus of teacher professional development in the year ahead.

Chromebooks and tablets will gradually become a required tool to complete assignments, and once students can use them at home “they will be extending their learning beyond the school day,” Abel said.

Annual Report +

9

Energizing Students With Hands-on Learning Technology is pervasive in almost every aspect of daily life, and as the workplace changes, the need for science, technology, engineering and mathematics knowledge grows in importance for a variety of careers.

“Right now, many STEM jobs remain unfilled or are being filled with workers from other countries because the U.S. doesn’t have enough people with the training and skills to enter that job market. These are high wage jobs that often go unfilled,” said Dr. George Abel, assistant superintendent of Teaching and Learning.

Emporia schools are offering more STEM courses, especially through the 14 career pathways at Emporia High School and electives at Emporia Middle School.

These courses provide a greater opportunity for teaching through application, and in fact, courses that support a path must include introductory, technical and application levels.

“STEM provides the increased rigor of integrating core content and applying knowledge through

10 +

Emporia Public Schools

application,” said Dr. Britton Hart, EHS principal.

“It provides real world application to standards being taught.”

A new course at EHS last year, Geometry in Construction, is an example of teaching math and science standards through application. This fall, elementary students are having more exposure to STEM curriculum through Engineering by Design.

“STEM increases relevancy because the problems to be solved are much more real world than the math word problems we experienced,” Abel said. “STEM is a way of fostering the integration of learning across subjects and provides an understandable way for students to develop skills for doing so with subjects beyond science, technology, engineering and math.”

“It is based on group work and it is hard-core group work. This is kids surviving by the assistance of their partners,” Wirsig said. “It addresses different learning styles; it addresses people’s ability. The best way to learn something is to teach it. When you’re helping somebody else to learn, it helps you; it reinforces everything you’re doing.”

Geometry in Construction

During the lab part of the class, students apply their

another option for learning math through application

year, the class completed four sheds to be donated

in the construction lab. In its first year, 35 students

to Habitat for Humanity and used on campus.

EHS added Geometry in Construction to give students

learning on a construction project. By the end of the

enrolled in the double-blocked course co-taught by Gene Wirsig, technology education teacher, and Kent Gant. math teacher. Enrollment has nearly doubled for the class in 2015-16, Hart said, and it is co-taught by Wirsig and Jacob Enick.

“Students receive upon the completion of the yearlong course one math credit and one technology credit,” Hart said. “Over 90 percent of all math outcomes and standards are taught through application.”

Engineering by Design

The course covers aspects of plane and solid

This fall, K-5 teachers are introducing students to

geometric figures. While all aspects of geometry are

Engineering by Design, an integrated science, math,

discussed, this course is less theoretical and more

and technology approach to hands-on science

applied than geometry. Students explore applications of polygonal shapes and circles, perpendicular and parallel lines, angle relationships, graphing, measurement, area and volume as they relate to the field of construction.

Board of education members visited the classroom in April to see applied learning in action. One student said, “I like it because it relates to construction and you actually get to learn stuff about what you could be doing in the future. From what I’ve seen and what I’ve heard from the other geometry classes, the stuff we do is just as hard; it just puts it in a different perspective. It

instruction aligned to the Kansas College and Career Ready science standards. Teachers have access to a curriculum and online resources. The curriculum is built on projects that allow students to use math, reading, writing, research, science, social studies and the fine arts. Materials used for the projects and experiments are typically common school supplies, household and recycled items.

Four teachers from Village and William Allen White elementary schools attended training and piloted the program in the spring. Teachers from all K-5 schools

definitely makes it more relevant to my life.”

were invited to attend a two-day training in June.

Wirsig described the class as students working in

“Starting students in STEM from the early grades will

teams to learn and solve problems that help them

show all students they can be successful in STEM-

see and understand complex math concepts.

related fields,” Abel said.

Annual Report +

11

JAG Program Promotes Workforce, College Preparation Jobs for Americas Graduates has made a lasting positive impression on a group of Emporia High School students. When the EHS class of 2015 graduated in May, 19 JAG students were among those receiving diplomas and the majority are continuing their education this fall at Flint Hills Technical College.

When JAG was established at EHS in the fall of 2014, Kimberly Underwood and Ali Macias were hired to lead the program and 73 students were selected to participate. The program provides academic support for students to stay on track to graduate from high school and be prepared for the workforce or future education and training.

JAG curriculum focuses on helping students build employment and life skills, gain full-time employment or enroll in a postsecondary institution, Macias explains.

Once a student is invited to join the program, they are asked to sign a contract and parents must support their participation. Macias is assigned to the junior and senior classes; Underwood teaches

12 +

Emporia Public Schools

the freshmen and sophomores. A new group of freshmen entered the program this fall.

“We help them work with their other teachers to get caught up on assignments and we keep track of their attendance,” she said. During the first year, she saw an improvement in attendance and grades among her juniors and seniors and she noticed a decline in disciplinary referrals.

“They have grown so much,” she said at the end of the school year. “I honestly can say there is not a student I have not made a difference with.”

Participating in at least 10 hours of community service is an important component of JAG and the

students have jumped in, providing service in a variety of areas.

“For community service week in April, they went to Abundant Harvest and deep cleaned,” Macias said.

“The kids were so productive they want us to come back a few more times.”

Students spent time sorting and folding clothing, painted and cleaned, and collected more than $700 worth of canned goods and non-perishable food items for the Salvation Army food pantry.

Macias and Underwood also incorporated community service into personal finance assignments. Together they applied for a Global Youth Service Day Grant to the Kansas Volunteer Committee intended to help SOS, an Emporia agency offering services to victims of sexual assault, domestic violence, child abuse and neglect.

“We got the grant and we were able to take their wish list and purchase $750 worth of items from the list.”

Macias said. “Each class had a budget of $125 and they looked at price matching and then they went to the store and chose the items.”

The grant allowed the class to purchase hundreds of items for SOS ranging from diapers, paper products, laundry soap, personal grooming supplies and more.

“It was a wonderful experience getting to donate and a lesson in how to spend money wisely.”

Students also participate in resume writing, practicing interview skills and applying for jobs.

Several community agencies have hosted JAG students for learning events. Students have toured the police department, emergency dispatch and spent a day at Flint Hills Technical College learning about the programs offered. Last fall, several students participated in a state leadership development conference.

“Our students got to learn in-depth about each of the programs there,” Macias said. “Of my seniors, the majority of them are planning to attend FHTC.”

Annual Report +

13

Energized Through Fitness Casual conversations can lead to dynamic partnerships that expand our capacity to learn and enjoy life.

Such a partnership developed six years ago when Emporia teacher Kari Wallace met Amy Townsend, clinical instructor for Health, Physical Education & Recreation at Emporia State University.

Wallace teaches high school students ages 18 - 21 in the transitions program for the Flint Hills Special Education Cooperative. Transition services prepare students with disabilities to move from school to postschool life. Jones Education Center on the Flint Hills Technical College campus provides a home setting for students to cook and take care of a home. The Jones center also is the launching point for students to get to jobs that have been secured through Wallace and her staff, shop for cooking and home supplies, and participate in other community life experiences.

Twice a week, Wallace’s students go to ESU for physical education classes taught by PE majors.

This unique partnership helps ESU students become

14 +

Emporia Public Schools

better teachers and it allows Wallace’s students access to fitness activities.

“It’s good for many, many reasons,” Wallace said.

“Physical activity is an important part of our curriculum and it fits in with our adult services program.”

The partnership expanded three years ago when Riverside teacher Kelly Olson connected with Townsend to re-establish a regular swim time for her elementary special education students.

Olson wanted to revive a practice that had been discontinued several years ago.

In the spring semester, 10 students go to ESU twice a week to swim. Townsend’s students provide one-onone support for the students while they are in the water.

Olson said one of the great rewards is seeing the joy her students get from swimming freely just like any

other child. “It’s 45 minutes of pure physical activity,” she said. “They don’t stand out as different.”

The experience also allows Olson to work with her students on behavior goals during travel time and while on campus, getting dressed, water safety and the social skills that come with getting to know the college students.

“I thought it was important to work with a consistent group of students. It started with a conversation to what we have now where my students can practice teach and see what a regular physical education classroom looks like. Over time it’s evolved and gotten better and better,” she said. “Adding the swimming was icing on the cake. I’m so grateful for them making the effort to come.”

“In al and ml teaching, y all leve odify for st ou adapt to PE ls. The samudents at ESU PE majors get teacheinstruction. e applies experience working with rs, th A Townsend considers the are g ese s s future two age groups - a lower o i n g to hav tudents elementary (grades K-3) partnership a great benefit of a l l l for future PE students. and t evels ande children classroom when they work how t hey need abilities with students in the water and o t “In all teaching, you adapt to serve adapt ando know older students who come to the all of t modify gym for PE class. and modify for students at Amy T h ownse e m .” all levels. The same applies nd, ES Health Uc ,

lin Physic Wallace and Olson have become to PE instruction. As future al Edu ical instruct cation o & Rec r for good role models for the college teachers, these students reation students, Townsend added. “Kelly are going to have children is such a strong advocate for her of all levels and abilities and they need to students. She’s a great example for know how to adapt and modify to serve all of them.” my kids to see. It is so fun to watch my students as the class raises their awareness through the Townsend said it took a couple of years to settle on roof. I see my students become passionate about a regular schedule that worked for both the college the population.” and transitions students.

Annual Report +

15

Public-Private Partnership for Students A public-private partnership three years in the making culminated in March with a dedication and grand opening for the Walter S. & Evan C. Jones Activity Complex on the Emporia High School campus.

The $622,000 activity center was built with a $350,000 Jones Trust grant, private donations and district funds. The result is a 133-by-100foot building that features turf with markings for football, baseball, softball and soccer. It also is used for marching band practice, physical education classes and youth programs. There are restrooms and storage areas on the west side of the building.

The idea for the additional space for indoor practices and activities was initiated in 2011 by parents who saw the growing demand for practice fields at EHS and Emporia Middle School by school teams and community organizations. When the school first approached the Jones Trust board, members were immediately receptive to the idea but wanted to make the space larger than originally

16 +

Emporia Public Schools

planned, according to Dr. Britton Hart, Emporia High School principal.

“It’s amazing to think that it’s taken this much time to get to the point where we’re at today,” Hart said during the dedication in March. “But it’s exciting to know that when first approached, they (Jones Trust) said, yes, we want to do this, but we have to make it bigger.”

“We’re going to have a lot of opportunities in the middle of winter, when it’s cold and kids can’t be outside. We have opportunities for them to be inside and be active, and that’s the key to all of this.” Hart said. “So it’s going to be money well-spent.”

Seven major donors giving $10,000 or more Clint Bowyer’s 79 Fund, Evergreen Design & Build, Hopkins Foundation, Kevin Nelson and Redline

Trucking, Jane & Bernard Reeble Foundation, Steve Sauder Family and Rex & Debbie Williams Family are recognized inside the building with wall signage.

All donors were recognized with plaques, and bricks on the outside near the main entrance are engraved on behalf of donors.

“In anything that you do, whether it’s a project on a large scale or something small, it always takes people,” Hart said. “And we have a lot of great people that really worked together and went the distance to make this happen.”

In addition to the major sponsors, 65 businesses, organizations and individuals made donations.

family, Steve & Kristy Turner, Lyon County Girl’s Softball Organization, Hispanics of Today and Tomorrow, Norman & Betty Norton, Paula Sauder, Sutherlands, Dan & Amy Scheller, Steve & Amy Harmon, Jon & Alison Geitz, and Pizza Ranch - Rich Avery.

Red Donors ($500-$999): Dale & Sharon Tidwell, Richard & Denise Page, Carstar Auto Body Shop - Jerry & Katherine McCalla, Floyd’s Inc. - John & Ruth Wheeler, Tom & Sharon Soetart, EHS Softball Booster Club, EHS Baseball Booster Club, Thurston’s Plus Auto Body & Automotive, Dr. Flanagin & Marla Flanagin, and Emporia Chiropractic Center - Eric Hawkins.

Gold Level Donors ($2,500 to $9,999): Thomas Properties, Thomas Transfer, Capitol Federal Savings, Jamie & Jennifer Sauder, Joe Lapping, Reynolds & Anliker, Dr. Todd & Cindy Detwiler, Chuck & Doris Hanna & family, Curtis & Christy Simons, Norfolk Iron & Metal Co., Modern Air Conditioning Inc. - Jim Kessler, Scott & Rhonda Gordon and Emporia High School Wrestling Booster Club

Black Donors ($250-$499): ): S & S Oil and Propane, Gary & Joyce Stinnett, Agler & Gaeddert Chartered, Ralph & Evora Wheeler, Dwight & Linda Metcalf, Theresa Davidson, Jeff & Tami Lahr, Cruz & Bonnie Jasso, Kansasland Tire & Service, Kurt & Deann Rose, Cleat & Mary Buckbee, Jeff Kitselman, Jeff and Debbie Williams, Gerald Schumann, Clark & Shannon Allemang, Emporia Police Department - Ed Owens, Daryl Polzin, Larry Ek and Maurice Schmidt.

Silver Donors ($1,000-2,499): Emporia Kid’s Wrestling Club, Rebecca & Lorenzo Delgado & family, Dr. Sam Tovar & family, Emporia State Federal Credit Union, Brian & Frannie Walburn, Dr. Brenton Bennett &

Donor ($50-$249): Jerry Brown, Keith King, Dennis Charbonneau, Chuck & Margi Grimwood, Amy & Mason Delgado, Candance Matlock and Cliff’s Super Service.

Annual Report +

17

Institutional Statistics

Emporia Public Schools Institutional Statistics Mission

We build futures by preparing today’s students for tomorrow’s opportunities.

Core Principles

• We will strive for excellence and success for all stakeholders.

• We will lead by example through serving others.

• We are committed to unity in relationships, vision, and implementation.

• We will lead with integrity.

Vision

Emporia Public Schools will build a culture that guarantees success for all.

Board Goals

1 Maintain a plan that consistently moves every student to read on or above grade level by end of third grade, and monitor and support a plan of action that will maintain or improve that level of excellence at subsequent grade levels while effectively supporting students not reading at grade level.

2 Improve and assure an effective culture for learning with all students, parents, staff, and community members.

• Reduced teacher turnover

• Elevated school status in the community

• Lower drop-out rate

• Significant reduction in discipline referrals

• Discretionary effort by all

• Positive parental rapport

• Metacognitive discussions

• High teacher morale

• Accelerated student achievement

• Elevated teacher/student rapport

• Motivated students 3 Rank consistently in the top quartile of Kansas and national school districts within the next five years for students prepared to be college and career ready.

18 +

Emporia Public Schools

4 Rank consistently in the top quartile of Kansas and national school districts within the next five years for students prepared to be college and career ready resources.

5 Maintain and enhance strategic planning to effectively use fiscal, human, and community resources.

Enrollment (FY 14)

• Students enrolled....................................... 4,409

Student Demographics (FY 14)

• Hispanic/Other Cultures ...............................55% • White ...........................................................45% • English Language Learners ..........................34% • Low Socioeconomic Status .........................67%

Personnel (FTE) (FY 14)

• Licensed personnel....................................... 460 • Non-licensed personnel................................. 330

Graduation Rate

Graduation Rate (FY 2013).................................84% Dropout Rate (FY 2013).....................................1.3%

Graduate Post-Secondary Plans

• Continue education......................................69% • Employment...................................................7% • Military service................................................3% • All other........................................................20%

Institutional Accomplishments

• Riverside head custodian Johnny Drake received a special award in September 2014 from the Kansas Department of Wildlife, Parks and Tourism for his contributions to hunter safety education.

• Barbara Fowler, a secondary social studies and language arts teacher at Turning Point Academy, was selected to participate in an international education program in Poland in January 2015.

She was one of 25 teachers chosen by USC Shoah Foundation - The Institute for Visual

Barbara Fowler

Scott Bonnet

History and Education and Discovery Education to participate in Auschwitz: The Past is Present, a global communications and education program. The program was in conjunction with the official observance of the 70th anniversary of the liberation of Auschwitz on Jan. 27, 2015.

• EHS debate and forensics coach Scott Bonnet was inducted into the Kansas Debate Coaches Hall of Fame in January 2015. He has been the EHS debate coach since 2006.

• Logan Avenue Elementary teacher Madeline Dierking, received one of 32 Horizon Awards for first-year teachers in January 2015 from the Kansas State Department of Education.

• Emporia High School junior Kyle Pedersen received a National Gold Key Award in the 2015 National Scholastic Art & Writing Awards. It is the highest award a high school art student can earn and one of only 23 in Kansas in 2015.

• EHS 2015 graduate Meg Detwiler received a President’s Volunteer Service Award granted

by The Prudential Spirit of Community Awards program on behalf of President Barack Obama

Meg Detwiler

Johhny Drake

Lynette Yevak

Madeline Dierking

for her exemplary volunteer service.

• Representatives of Dollar General presented Riverside Elementary Principal Jared Giffin with $40,000 in March 2015 for the school library and other literacy efforts.

• Emporia Masonic Lodge No. 12 made a $30,000 donation to the district band program in May 2015 to purchase instruments. Emporia Lodge and Eastern Star Chapter also donated the registration fees for 11 EHS band students to attend summer band camp.

• In May 2015, Emporia High School recognized Meg Detwiler as a National Merit Finalist and Mitch Whitfield and Katelyn Dold as National Merit Commended Students. Caylie Ratzlaff, Esperanza Garza and Christian Smith were recognized as National Forensics League Academic All-Americans.

• Emporia High School family & Consumer Sciences teacher Lynette Yevak received the 2015 Lifetime Achievement Award in July from the Kansas Association of Career & Technical Education.

Kyle Pedersen

Annual Report +

19

Hornet Nation This past year has shown us the strength that fills Hornet Nation. No matter the hats they wear — students, faculty, staff, alumni, Emporia and Lyon County community members, friends — the citizens of Hornet Nation collaborated to enhance academic programs, give financial support and increase our enrollment.

On the following pages, you’ll learn more about new programs in The Teachers College and School of Business, accolades for graduate offerings, continued enrollment success and students working together on campus beautification.

We especially are proud of our partnership with Flint Hills Technical School and Newman Regional Health to create a Simulation Hospital in which nursing students from both Emporia State and the technical college can gain real-world experience. We also have strong relationships with Emporia Public Schools. Our education students learn classroom skills from teachers throughout the Emporia schools.

Our student-athletes enjoy visiting the schools and working directly with Emporia school children.

Emporia State is proud to be the Adaptive University that works to benefit the common good.

Jackie Vietti, Ph.D. Interim President

20 +

Emporia State University

Professionals Share Experience with Business Students Business professionals long have known the value of working with mentors as they work to build their careers. Now, students in Emporia State’s School of Business can learn from mentors before they graduate.

The 2014-15 academic year was the inaugural

Through the program, students gain honest

year for the School of Business Mentor Program,

feedback, guidance in developing skills for success

which

experienced

in the workplace and information that paints a

professionals. Each month, the mentors and

realistic picture of professional life. Once matched,

mentees communicate on topics such as resume

the mentoring relationship continues through each

critique, industry trends, networking, internships

student’s academic career at Emporia State.

and

connects

job

students

opportunities,

with

interview

tips

and

professional goals.

“The mentor program provides a great opportunity for our business students to interact with successful

Emporia State alumni and supporters from across

alums and other professionals,” said Larry Falcetto,

the country applied to be mentors during the

associate professor in the School of Business. “Given

program’s first year. When distance was a factor

the diverse backgrounds of our students, participation

for the monthly conversations, alternatives to face-

in this program provides them with great chances for

to-face meetings included technology solutions like

interaction and relationships that will help them not

email and video-chat.

only while in school, but long after they graduate.”

Annual Report +

21

Higher Learning Commission Reaffirms Accreditation Accreditation — proving that Emporia State and its programs meet quality standards — is like the Good Housekeeping Seal of Approval for education. Maintaining accreditation takes months of work, and 2015 saw the culmination of that effort as the Higher Learning Commission reaffirmed Emporia State’s accreditation of the university as a whole.

“We knew going in that the university was strong and that in all of the important ways we met the standards,” said Dr. David Cordle, provost and vice president for academic affairs. “We had no doubt whatsoever that our reaccreditation would be affirmed.”

Still, the university community spent at least three years preparing for the HLC visit. Cordle co-chaired the steering committee with Dr. Jim Williams, vice president for student affairs.

university had to prepare a self-study — a report of the previous decade showing how it made changes requested by HLC and moved forward.

After reading the 200-plus-pages of self-study, a team of evaluators made up of administrators at other universities visited campus for nearly three days of visits, interviews and information gathering.

Now that Emporia State University has earned re-accreditation, a new process Self-Study RepoRt 2004 - 2014 Reaccreditation Cycle begins. Emporia State was one of the last universities evaluated under the Emporia State’s previous HLC previous system. Now, HLC is using a “pathways” accreditation, granted in 2005, put the university into approach, which provides evaluation throughout the a 10-year cycle. At the conclusion of the 10 years, the

22 +

Emporia State University

Higher Learning Commission

process rather than everything at the end. Cordle likened the new approach to students keeping up with their assignments so they don’t have a cram for a final.

Under the new model, Emporia State will submit two reports to HLC by the end of 2015. These will address how faculty qualifications are listed and presenting learning outcomes in syllabi. After that, an HLC evaluation team will return in four years for another site visit.

Initial accreditation The university as a whole isn’t the only entity with exciting accreditation news. The Center for Early Childhood Education earned its initial accreditation from the National Association for the Education of Young Children.

“NAEYC accreditation lets families in our community know that children in our high-quality program have teachers who create engaging classrooms, enhance relationships with their parents and families, and

develop rich experiences for their students,” said Keely Persinger, director of the CECE. CECE serves children from age 12 months (walking) through five years in four classrooms in a yearround program. There is also a school-age program meeting the needs of children in Grades 1 through 6 in the summer months.

The NAEYC accreditation is valid through May 1, 2020.

Other accreditations • The School of Business is accredited by AACSB, the Association to Advance Collegiate Schools of Business.

• The Teachers College is accredited by NCATE, the National Council for Accreditation of Teacher Education.

• For a full list of accreditations of Emporia State academic programs, see www.emporia.edu/ acadaff/accred.html.

Annual Report +

23

Online Graduate Education Programs Ranked Tops in Kansas Good news marked the start of 2015 as U.S. News & World Report in January announced that Emporia State’s online graduate education programs were ranked No. 11 in the United States. At No. 11, Emporia State was the highest-ranked school in Kansas.

To create its lists, U.S. News & World Report analyzes data and ranks public and private educational institutions and their academic programs throughout the year.

The effort to build strong online programs is a true collaboration, according to Dr. Ken Weaver, dean of The Teachers College, and requires teachers to continue to learn new skills.

“Instructional designers on staff assist faculty in creating their online courses to meet student learning outcomes,” Weaver said. “Faculty, in turn, are expanding the technologies they use to engage their students.”

The Teachers College offers 11 graduate programs online, which especially benefits place-bound students who want to further their education and advance their careers.

“These students could be classroom teachers, for example, who need courses that fit into their busy lives,” Weaver said.

24 +

Emporia State University

“Our online students are an essential part of Emporia State University,” said Dr. Kathy Ermler, dean of the Graduate School and Distance Education. “Some may never set foot on campus until their graduation, but we consider their successes just as important as our residential students.”

Students who earned master’s degrees in online education programs last year came not only from Kansas but also Arizona, Arkansas, Colorado, Florida, Georgia, Iowa, Maine, Massachusetts, Mississippi, Missouri, New Hampshire, New York, North Carolina, Ohio, Oklahoma, Pennsylvania and Rhode Island and Virginia.

Emporia State’s Information Technology department has been key to the success of online courses, Ermler said, by providing technical assistance to both faculty and students and creating services that allow users to log in to virtual computer desktops and use the software they need.

Students Celebrate Arbor Day with Sweat Equity Campus beautification, community service and working together for the common good all come together during Emporia State University’s annual Arbor Day observance.

April 24, 2015, saw the third campus observance of Arbor Day, traditionally recognized on the last Friday in April. 2015 also marked the second consecutive year that Emporia State has been recognized as a Tree Campus USA. Tree Campus USA is a national program created in 2008 by the Arbor Day Foundation and sponsored by Toyota to honor colleges and universities for effective campus forest management and for engaging staff and students in conservation goals. Emporia State University achieved the title by meeting Tree Campus USA’s five standards, which include maintaining a tree advisory committee, a campus tree-care plan, dedicated annual expenditures for its campus tree program, an Arbor Day observance and student service-learning project.

This year’s recognition saw 200 volunteers — students, faculty and staff — work with Facilities staff to plant trees along Highland Street on the north end of campus along with perennials by William Allen White Library, the Morse Hall parking lot, Union Square by the Memorial Union and other planters around campus.

The event and application for Tree Campus USA designation are organized by students involved in Community Hornets, which matches students with volunteer opportunities. During the 2014-15 academic year, Emporia State students gave more than 10,000 hours of community service both oncampus and off. Student-athletes contributed an additional 3,515 hours.

Annual Report +

25

Enrollment Growth Continues in 2014-15 A concerted campus-wide effort to recruit and retain students may be key among the many reasons behind seven consecutive semesters of enrollment increases at Emporia State.

“It isn’t one office or one person,” said Dr. Kathy Ermler, dean of the graduate school and distance education. “It is a coming together of individuals who all recognize the importance of recruiting and retaining students, and that’s from staff to the faculty to the students. ...

Closely following data trends also has been a significant aid in recruitment.

“They all do it together. It really is a very unique situation that you don’t see at many schools.”

Laura Eddy, director of admissions, credited a combination of components for undergraduate enrollment increases. The “I’m a Hornet” campaign has been a major success.

The result is that total enrollment in 2014 was 6,114 — 81 more than 2013 and 247 over 2012.

The increase extended into the spring half of the school year, bringing in an additional 110 students over spring 2014.

Outstanding faculty is a major influence, Ermler said.

“The beauty of this campaign is that it rings true for anyone connected to Emporia State in any way, whether they are a future student, current student, alum, faculty or staff member, supporter or area resident,” Eddy said.

“I do think the faculty at Emporia State are extremely well known nationally and are very visible in their professions,” she said. “You can’t buy that kind of recruiting. They’re a huge factor.”

“They tweet their excitement about being admitted, visiting campus and attending Hornet Connection — our enrollment program — often using the hashtag #iamahornet.”

Dr. Kathy Ermler at graduate student orientation

26 +

“We begin to see a change, a fluctuation ... then our recruiting efforts change,” she explained. “It seems like there’s a pool of students that we need to recruit.”

Emporia State University

Eddy said that for the past three years Admissions staff stationed in Kansas City and Wichita have been priceless recruiting tools, providing presence and accessibility for both students and parents.

An increase in privately funded scholarships also draws top students from Kansas and the Midwest, with renewable scholarships for freshmen and transfer students highlighting recruiting efforts.

Emporia State’s flat-rate tuition is considered one of the best educational values in the region for fulltime students and, Eddy said, has helped bring in students from the nation’s midsection.

“It gives students an opportunity to add a minor and explore their interests above and beyond their major without incurring additional tuition,” Eddy explained.

A full-time student taking courses on-campus may take 10 or more credit hours for one flat rate — $3,069 for Kansas residents and “Corky Plus” students who live in Buchanan, Cass, Clay, Jackson or Platte counties in Missouri — as approved by the Board of Regents for the 2015-2016 school year.

Midwest Student Exchange Program (MSEP) and Neighbors in Education and Recruitment and Retention (NEARR) students pay a special flat rate of $4,233, a savings of almost 55 percent over the $9,363 non-resident tuition rate.

MSEP includes Illinois, Indiana, Michigan, Minnesota, North Dakota and Wisconsin, who must declare a major and attend full-time (12 hours minimum).

NEARR includes Colorado, Missouri, Nebraska, Oklahoma and Texas.

Undergraduate numbers were 3,924 in 2014, up 51 from 2013 and 151 from 2012. Graduate students totaled 2,190 in 2014, up 30 from 2013, up 96 from 2012.

On-campus totaled 4,339, up 119 from 2013, up 218 from 2012.

On-campus undergraduates numbered 3,751 in 2014, up 114 from 2013, up 221 from 2012. Fulltime graduate student enrollment was 1,923, up 69 from 2013, up 166 from 2012.

Annual Report +

27

Technology Helps Education Majors Prepare for Future Classrooms The Teachers College at Emporia State University added another facet to future teachers’ skill sets when it introduced Hornet Connected Learning in the Fall 2014 semester.

Dr. Ken Weaver, dean of the College, explained that the initiative will send out leaders in teaching and learning with “mobile technology,” an umbrella term for tablets, smartphones and other mobile devices.

“The children are learning,” Weaver emphasized.

“This is not games; this is not listening to music. This is engaging those students in a variety of activities that are made possible through their devices.”

“This Weaver said his epiphany about is not n o ga technology’s role in Faculty members first received t listen ing to mes; this is education came a few intense training, using certified is eng music aging years ago and involved Apple trainers and iPads in a v t h o s ariety e stud. This Superintendent Ryan o to prepare them to teach are m ents f activi a d t e i e p their education students thei r devic ossible th s that Bradbury and two teachers rough from Madison-Virgil School to incorporate iPads and Dr. K es.” en We aver, d District, now in its fifth year also Chromebooks into lesson plans for today’s technologically savvy students.

28 +

Emporia State University

ean of The Te achers Colleg e

of providing an iPad to every student.

That initiative demanded a considerable commitment — financial expenditures for devices, certified trainers to teach the teachers, adequate Wi-Fi access in case every student is online simultaneously, for example. The investment has proven its value.

“They were way ahead of the curve,” Weaver said.

“They were so excited and enthusiastic about this initiative. ... The Madison teachers have been the mentors for us to help us get to the point where we

said, ‘We’re committed to this.’”

Weaver said that incorporating technology adds a new approach to engaging students, rather than eliminating any of the key strategies already in place.

Students from The Teachers College will be better prepared, whether they begin careers in districts already strong in technology or ones planning to be.

“It’s an exciting time to be a teacher,” Weaver said.

Wichita schools sign on to teacher preparation program Two Wichita schools last year joined the 23-year-old Professional Development School network in The Teachers College, bringing the total participating schools to 50, including all of the Emporia elementary schools.

PDS joins university and elementary school faculties as equal partners to create an environment that prepares and hones effective elementary educators, said Dr. Ken Weaver, dean of the College.

Students work side-by-side with mentor teachers and, by second semester, are performing the duties of first-year teachers, from lesson planning to classroom teaching. It’s an immersive experience, similar to residencies for medical students.

“When our graduates are looking for jobs, superintendents and principals around the state really know to consider our teachers a second-year teacher rather than a first-year teacher,” Weaver said.

“It’s been a very strong model and we continue to tweak it.”

Wichita schools have included a guarantee with their participation.

“If you come through Emporia State’s PDS model in Wichita, you have a job in the Wichita public schools,” Weaver said.

Annual Report +

29

Capital Campaign Nears Goal Now & Forever: The Campaign for Emporia State University leaped over the $40 million mark in August 2015, on its way toward a goal of $45,351,863 in private funding. The campaign, projected to last five to seven years, was launched in February 2013.

The campaign already is producing successes in recruiting and retaining promising students and talented faculty, and also is allowing students to graduate with lower debt as they move on to solid careers.

“The response from donors acknowledges not only the exceptional quality of education our university provides and the need to supplement the dwindling funds available for education,” Interim President Jackie Vietti said. “It shows a willingness to ensure a level of support so critical to our future.”

Foundation officials work closely with alumni and friends to simplify gift-giving, from traditional means to credit cards or automatic recurring payments.

30 +

Emporia State University

A sampling of the generous gifts includes: • Emporia-based Glendo Corp., which teamed up with the university in 2005 to begin the world’s first and finest engraving arts program, has added another $100,000 for new classroom equipment.

• The Center for Leadership and Ethics was established with an initial $750,000 grant from the Fred and Mary Koch Foundation, Koch Industries and three Emporia State alumni and Koch-affiliated employees — David Robertson, Dale Gibbens and Kim Penner.

• Wichitans Roger D. and Carla Bailey Smith committed more than $1 million to an estate gift in gratitude for the education they received at Emporia State. The gift will be divided among two

Roger D. and Carla Bailey Smith

scholarships and the Success Center.

• The Department of Art received a six-figure gift for engraving arts, printmaking and painting from the estate of “Renaissance Man” David W. Kasitz.

At work, Kasitz operated machinery to produce farm equipment; at play, he appreciated classic motorcycles, dabbled in musical instruments and supported services for disadvantaged children.

• A generous gift from Roberta Shogren of Hutchinson in honor of her late husband, Dennis, spurred a campaign that brought a new, programmable high-definition video scoreboard to Welch Stadium.

Dennis Shogren, a standout in Hornet basketball and baseball, avidly supported the university.

• Academics and athletics blended together in a gift from Bobbi and Steve Sauder of Emporia. One Bobbi Sauder Student-Athlete Nursing Scholarship will be presented annually to an eligible studentathlete majoring in nursing or pre-nursing.

• Capitol Federal continued its investment in Emporia State students, awarding 28 scholarships in 2015 and giving more than $500,000 since 2002 to support high-achieving School of Business students. The scholarship is renewable annually through graduate school with a 3.25 grade-point average.

• ESU Distinguished Alumnus Donald G. Reichardt of Roswell, Georgia, cut the ribbon last year for a center for publishing and literary arts named in his honor. It houses the creative writing program.

Reichardt retired from an exceptional career in marketing and advertising.

• More than 10 years after a $1.25 million gift established scholarships for Emporia State studentathletes, the Earl Sauder Scholarship legacy lives on and grew with an additional $500,000 added by son Steve and daughter-in-law Bobbi Sauder.

• Bob Gress and Mary Butel of Wichita have included the university in their future giving plans, in appreciation for the education they received in both life and academics. The gift will be divided between a natural history scholarship in Gress’ name and a science scholarship in Butel’s name.

• The Goppert Foundation, established in 1959 by banker Clarence Goppert and carried on by his family, added $100,000 to its existing endowment fund for students who might struggle to find scholarships and to give them incentive to remain in Kansas communities.

For more about the Now & Forever campaign, go to www.nowandforever.org.

Annual Report +

31

New Artificial Turf Completes Improvements Groundskeeping chores ended this year for the Lady Hornets softball team when a collaborative effort resulted in installation of artificial turf on Turnbull Field in the Trusler Sports Complex at Emporia State University.

Until the spring season, players and staff had been responsible for maintaining the dirt field and preparing it for competition on game days. The new turf not only provides a consistent playing field and the ability to play even after inclement weather, it also frees up time and energy the student athletes can devote to their game.

“Our staff and players have worked countless hours over the years on maintaining and preparing Turnbull Field for practice and competition,” said Julie LeMaire, head softball coach. “They will be relieved of a lot of those duties, and the players will be able to focus on bettering themselves on the field.”

Funds for the $180,000 project came through monetary and in-kind gifts.

Major contributions came from the Bill and Aloha Preston Family Trust, the Trusler Foundation and the Emil Babinger Charitable Trust, with additional support from Steve and Bobbi Sauder. Steve is

32 +

Emporia State University

Champion of Athletics for Now & Forever: The Campaign for Emporia State University.

Team and staff members joined in the fundraising.

“We sent letters to parents, grandparents and friends, alumni,” said Athletic Director Kent Weiser. “We had great support from them.”

The City of Emporia donated workers and equipment to excavate and haul away approximately one foot of dirt across the field. Employees from the university’s physical plant also worked on the project to save construction dollars.

The turf solidifies the complex’s reputation as one of the finest in the MIAA and the Midwest, according to Weiser.

“The Trusler Complex is a facility that we’re proud of,” Weiser said. “It just is a gem.”

Emporia State University Institutional Statistics Mission Statement Preparing students for lifelong learning, rewarding careers, and adaptive leadership.

Vision Changing lives for the common good.

Institutional Accomplishments • K-INBRE, or Kansas Institutional Development Award Network of Biomedical Research Excellence, awarded Emporia State $348,375 for faculty-mentored undergraduate student research.

• The Instructional Design and Technology department launched a new 12-credit-hour program that awards a certificate in eLearning.

• The Chronicle of Higher Education named Emporia State a 2014 Great College to Work For, the second consecutive year the university received the honor.

• The counselor education program in The Teachers College received nearly $1 million for a multi-year project. The five-year grant from the U.S. Department of Education addresses a critical shortage of qualified personnel in rural Kansas and Nebraska by making rehabilitation education accessible online.

• Affordable Colleges Foundation ranked Emporia State No. 42 in the nation in its list of Best Online MBA Programs for 2014-2015. Emporia State was the only Kansas school on the list.

• Accounting Degree Review named Emporia State’s Master of Accountacy degree program the most affordable in Kansas.

• The Lady Hornets basketball team advanced to the NCAA Division II Women’s Basketball Elite Eight tournament in Sioux Falls, South Dakota.

The team’s season ended in the semifinals wth a 51-46 loss to California (Pennsylvania).

Enrollment Headcount - 6,114 (Fall 2014) • Undergraduate Students............................ 3,924 • Graduate Students..................................... 2,190

Student Demographics Percent of the total (Fall 2014) • White.........................................................72.2% • Black........................................................ 4.4% • Hispanic................................................... 5.5% • Asian........................................................ 0.9% • American Indian/Alaskan Native................ 0.5% • Hawaiian/Pacific Islander.............................0.1% • Non-resident Alien.......................................9.0% • Two or more races.......................................4.7% • Unknown.................................................... 2.7%

Personnel Total Staff and Faculty, 710 (Fall 2014) • Faculty (including adjuncts)............................ 248 • Full-time administration/staff.......................... 462

Placement & Graduation Rates Graduation Rate • Graduation rate*...........................................42% *Six-year rate based on 2007 freshman cohort

Annual Report +

33

Nursing Lab Benefits Both Tech College and University In a matter of months, a team from Emporia State University Department of Nursing, Flint Hills Technical College and Newman Regional Health developed a Simulation Hospital that is proving to be a valuable training tool for nursing students and educators.

Linda Adams-Wendling, Ph.D., APRN, and department of nursing chair and professor, termed the Simulation Hospital a wonderful opportunity for the local health-care community.

“We were able to make the dream a reality by initially moving two ESU Department of Nursing high-fidelity simulators — Ed and Josie — to the hospital area to start the program,” she said.

34 Emporia State University + Flint Hills Technical College

The simulators breathe, blink and have heartbeats like humans, she said, which allows participants to experience nursing and health-care scenarios in a safe, realistic environment while increasing competencies in all aspects of care.

“What is the outcome goal? Great patient care,” Adams-Wendling said.

The idea for the simulator had been percolating for several years before a core group met last fall.

tables, chairs, a sharps container, IV poles and IV pumps for each simulation room.

In addition to Adams-Wendling, the group included representatives from Newman — Julia Pyle, MSN, RN, chief nursing officer, Cathy Pimple, NSN, APRN, and chief quality officer, and Juli Heitman, MSN, RN, education coordinator, who also is a part-time nursing faculty member at Emporia State.

Other Simulation Hospital committee members included Sarah Tidwell, Amy Douglass, and Kari Hess, Emporia State; Amanda Steffes, Harold Blits, Harold Vilander, Amy Scheller and Lisa Bullock, NRH; and Steve Loewen, Savannah Phillips, Patricia Parks and Autumn McCullough, FHTC.

Cabinets were designated for each organization’s supplies, such as gloves, syringes, mock medication, catheters, IV supplies and dressings.

Emporia State and Newman cooperatively set up a compressor and connection for the two simulators, internet accessibility for video capability, documentation software from textbook vendors and “test patients.”

Now, adult and pediatric scenarios are being run, and additional high-fidelity simulators will be added.

The aim was to provide a realistic clinical environment for student nurses, educators, and others. The concept took hold, and a full planning committee met for the first time on Nov. 14.

“The more real-life we can make it, or the more trueto-form we can make it, the better our students are when they graduate,” said Phillips, FHTC’s director of practical nursing. “It enhances their learning by leaps and bounds.”

“The goal was established formally, guidelines for utilization were framed, and the Simulation Hospital was available for scheduling on Jan. 21 of this year,” Adams-Wendling said.

Phillips’ students recently completed a realistic Code Blue scenario in the Simulation Hospital — something that would never have been possible without the partnership.

The project was set up at Newman in the former Intensive Care Unit, which was not being used. The hospital brought in beds, bedside stands, over-bed

“You can talk about it in lecture all day long, but until you experience it for the first time, you don’t truly understand,” Phillips said.

Annual Report +

35

Embracing Change Flint Hills Technical College welcomed many new changes over the last year.

Our Wrangler mascot has been incorporated into a new visual identity, allowing us to draw strong ties to the Flint Hills region, as we experience growth in our back yard and beyond. While the Trac-7 grant is nearing completion, the award has had lasting effects on our power plant technology program.

Collaborative efforts between FHTC, ESU and USD 253 will allow us to continue career exploration and outreach opportunities for middle school and high school students.

The KanTRAIN grant has given our institution the opportunity to transform our welding program, and with the new W.S. and E.C. Jones Welding Technology Center we are poised to have the only state-of-the-art American Welding Society accredited training and testing facilities in the region.

In May 2014, we proudly awarded diplomas to 304 graduates, with many of those being former Hostess employees. Since November 2012, nearly 100 Hostess employees have taken advantage of technical education at FHTC, realizing their full potential through hands-on training and real-world experience.

Moving into a new year, our actions and decisions will be guided by the newly adopted 2015-2020 Strategic Plan, focusing on efficiency, institutional growth, and student success. We are confident that this new plan will energize our students, faculty, and staff as we strive to meet the needs of our community.

Exciting changes are taking place at all three institutions. The energy is tangible and we embrace the new direction in which we are headed.

Dr. Dean Hollenbeck President

36 +

Flint Hills Technical College

KanTRAIN Grant Enhances Welding Program Flint Hills Technical College is one of four Kansas institutions awarded a $12 million grant from the U.S. Department of Labor to support job-driven training efforts across Kansas. The KanTRAIN grant provides Kansas workers with opportunities to attain industry-recognized credentials and training at Flint Hills Technical College, Garden City Community College, Washburn Institute of Technology, and Wichita Area Technical College.

The College has been awarded $1.7 million to assist

students be enrolled over the three-year grant period.

with expansion and development of the welding technology program. A newly acquired building at 3701 W. 6th Avenue will provide advanced training opportunities for students pursuing an associate of applied science degree in welding technology. The program will focus on industrialized and roboticsbased training, providing a distinct advantage over many other educational facilities in the state of Kansas.

The facility opened for the 2015-16 academic year, with the ability to accommodate more than 65 students each year. The grant guidelines require that 110 new

“Great things are happening at FHTC. We are proud to develop a state-of-the-art welding facility, with the help of the grant, and look forward to providing specialized training through our welding technology program. The driving force behind this project is the high demand for advanced technical certificates in welding. Our primary focus will be introducing robotic welding training, which sets us apart from other regional welding programs,� stated Dr. Dean Hollenbeck.

Continued on Page 38 Annual Report +

37

38 +

Flint Hills Technical College

In addition to the federal grant, the FHTC Foundation has also secured over $450,000 in additional funds for the new facility.

required by the Department of Labor. Sauder Custom Fabrication Inc. will continue to provide lab and classroom accommodations for students pursuing a technical certificate in welding technology.

“The “The Foundation has worked wo rked Foundation tirelessly to turn this dream into thi has The College began offering s drea tirelessly t a reality, and their fundraising an o m turn short-term welding training into a d t efforts are a testament to the e h eir reality, in 2008, and currently offers a fforts f u n a generosity of the Flint Hills t he ge re a testa draising one-year technical certificate community,” Hollenbeck Hills c nerosity o ment to training program, as well as ommu f an associate in applied science added. nity.” the Flint degree which was established Dean

Hollen beck, during the 2014-15 academic year.

FHTC will work closely FHTC Presid ent with the Kansas Board This high-demand industry of Regents, the Kansas Department of anticipates 15-20 percent growth in Commerce, and other agency, business, industry and community partners to broaden project impact across jobs nationwide over the next 5-10 years, and FHTC the state. Curriculum will be evaluated, updated and is eager to step up to the challenge of producing added to meet the needs of the program and as highly trained professionals.

Annual Report +

39

The Wrangler Way: FHTC Adopts New Visual Identity FHTC debuted a new visual identity at the beginning of the 2014-15 academic year, as students and faculty welcomed the Wrangler to campus during the official reveal of the new collegiate brand.

“We felt that unveiling the mascot during the annual Ice Cream Social was a perfect opportunity to welcome new and returning students to campus and get them excited about the school year. The Wrangler mascot ties in to our new collegiate brand and is a representation of the strength and success of Flint Hills Technical College,” stated Vice President of Student Services Lisa Kirmer.

New visual elements of the FHTC brand include an academic logo, Wrangler mascot, and wordmark.

All components create unity among print and digital marketing efforts.

The College began discussing a collegiate identity

40 +

Flint Hills Technical College

as early as 2004, and the process began to gain momentum in spring 2013. Conversations were sparked around the theme of creating a brand that spoke to the history of the College while carrying the institution into the future. The first step in the process included identifying the new school colors, Amber and Royal.

“There are natural associations evoked by colors and the group wanted to ensure the colors affirmed the message of the College. With that in mind, a group of faculty and staff with visual communications experience met to discuss the proposed color themes,” explained FHTC Graphic Designer Alicia Rangel.

Royal blue was selected to signify tradition, sustainability and student success. Amber yellow was chosen to portray the College’s warm, friendly and energetic atmosphere.

The College also chose two new typefaces including Minion Pro and Gill Sans. Minion Pro was selected because the elegant and highly readable type affirms the legacy of excellence and historic character of the College. Gill Sans was selected because it is an aesthetically pleasing type that pulls from classical and futuristic styles, reflecting the innovative, forward thinking at FHTC. Once the foundation was set for the new brand, the campus community was asked for input on a new school mascot.

Through campus-wide discussions, FHTC administration settled on the Wrangler because there seemed to be a natural connection between the mascot and the historical significance to the Flint Hills region.

According to Graphic Arts Technology Instructor Jason Brinkman, during the next several months an early exploration of logos and mascots began among several members of the campus community as well as alumni, students and former instructors working in the visual communications field. The exploration and research phase culminated in the hiring of Samuel Gross of 144 Design in Minneapolis, Minnesota, to create the new mascot identity while Alicia Rangel established the academic logo and wordmark.

College mascots are often associated with athletic programs or sports teams but FHTC administration said they also cultivate a sense of pride and school spirit among the student body, alumni, faculty and staff, and the community. The Wrangler mascot and logo has given a unique identity to FHTC, as the College continues to expand through enrollment, program development, and community outreach. The mascot represents that growth and success to the community.

“Flint Hills Technical College’s visual identity is more than an appealing graphic or logo; it’s an emotion, a response, and it symbolizes who we are and what we do. It represents FHTC’s investment in our community and student success, utilizing a high-tech, handson approach towards learning. Each time we interact with another person, we have the power to make our visual image come alive and convey this key marketing message,” stated Rangel.

™ Annual Report +

41

Energizing Futures: TRAC-7 Grant Nearing Completion Three years after being awarded the $2.5 million Trade Adjustment Assistance Community College and Career Training Grant from the U.S. Department of Labor, FHTC has served more than 320 unduplicated participants in the program. The award cycle formally ends on September 30 and has resulted in a unique partnership among seven post-secondary institutions, focusing on blended learning and Technical Retraining to Achieve Credentials (TRAC-7). TRAC-7 has provided workers with academic and industry-recognized credentials, while focusing on educating students to meet industry demands for a skilled workforce.

The power plant technology program at FHTC was one of seven programs that combined online learning, hybrid-courses featuring real time online interactions, and outreach sites that brought handson training directly to students throughout the state. Outreach sites were established at Washburn Institute of Technology in Topeka and Kansas City

42 +

Flint Hills Technical College

Kansas Community College. TRAC-7 funding also allowed FHTC instructors to travel across the state through networking opportunities with other electrical generation companies and high school instructors. “These partnerships set the groundwork for the power plant technology program being delivered

in a hybrid form at Garden City and Santa Fe Trail High Schools as well. Currently, students can take the program in online, hybrid or face-to-face formats, and they are able to be in facilitated classrooms in five different locations across Kansas,” stated Vice President of Instruction Steve Loewen.

The grant successfully allowed 15 students to take advantage of Trade Adjustment Assistance benefits while enrolled in the program and also incorporated Student Success Centers at the FHTC Downtown Campus, where students receive one-on-one academic support from faculty and staff.

“The creation of the Student Success Centers gave our students a place to receive one-on-one assistance from an I-Best instructor or a subject matter tutor. Just as importantly, it provided a space where they could collaboratively work on assignments, preparation for exams or complete documents in their job searching process. With many of the students being former Dolly Madison employees who had not been in a classroom setting for many years, it was an opportunity for them work together, encourage one another and hold each other accountable in their education. The success centers truly were the life line for many of these students,” Loewen added.

In addition to ensuring student success, many business and industry partnerships were established

and strengthened through internships and apprenticeships, unique on-site learning opportunities and collaborative training with industry partners including Sunflower Electric, Kansas City Power and Light, Kansas Municipal Utilities, Westar Energy, and Wolf Creek Nuclear Operating Corporation. The TRAC-7 partnership has also resulted in the creation of online resources and materials that allow the Power Plant Technology program to be offered completely online, while providing on-the-job scenarios and realworld training modules.

The TRAC-7 consortium included: • Cloud County Community College: AgriBiotechnology • Dodge City Community College: Electrical Power Technician • Flint Hills Technical College: Power Plant Technology • Garden City Community College: Food Science • Highland Community College: Risk Management • Salina Area Technical College: Environmental Technology • Washburn Institute of Technology: Advanced Systems Technology Upon completion of the award, FHTC will continue to offer the only nuclear engineering training program available in the state of Kansas. Through the accelerated pathway, students are able to obtain their associate of applied science degree in power plant technology within three semesters.

Annual Report +

43

44 +

Flint Hills Technical College

FHTC Foundation Provides New Scholarship Opportunity for High School Students Established in 2012, Kansas Senate Bill 155 has allowed technical colleges to offer tuitionfree technical education courses to area high school students, and a new scholarship initiative set forth by the FHTC Foundation has raised the bar even higher.

The Flint Hills Youth Charitable Foundation High School Scholarship is available in varying amounts to assist with the anticipated costs not covered by the state tuition program each semester. The scholarship money will be applied to each recipient’s educational costs which will help offset the charges for fees, textbooks, supplies and equipment.

The state tuition program, as outlined in Senate Bill 155, currently covers 100 percent of tuition for any high school student taking a technical education course in Kansas.

“We are so grateful for the generosity provided by the trustees of the Flint Hills Youth Charitable Foundation, in assisting area high school students to get an early start on their post-secondary dreams.

This scholarship along with the opportunity provided them via SB155 makes going to college, while in high school, a reality. This scholarship program is one of a kind in the state of Kansas and is available to high school juniors and seniors in Lyon, Chase, Coffey and Greenwood counties, thanks to the generosity of Robert S. Rathke,” stated Mike Crouch Foundation Executive Director of Advancement.

Wyatt Ingalls is one student that is grateful for the award. ““Receiving the high school scholarship has allowed me to worry less about the financial aspect of purchasing tools and supplies for the automotive program. It has been a great help and I’m appreciative of the College for their support.”

Ingalls is currently taking automotive technology classes during his senior year at Eureka High School, in preparation for a career in Diesel Technology. He plans to pursue his education at an out-of-state institution upon graduation, and credits the automotive classes at FHTC as providing a head start for his career path.

The scholarship, which allocated $68,000 for the 2015-16 academic year, has provided funding to over 40 students from Chase, Coffey, Greenwood and Lyon counties. FHTC provides 15 programs that accept area high school students.

According to Financial Aid Officer Erica Clark, “It was so gratifying to know that this scholarship has helped high school students who would have otherwise not been able to attend FHTC. In the past, high school students have had to shoulder the entire financial burden of fees, tools and supplies. Some programs require students to purchase tools which can be very costly. When some parents of scholarship recipients realized that tools were included, the relief on their faces made me so thrilled that FHTC had such a wonderful scholarship to offer.”

The Flint Hills Youth Charitable Foundation was formed in 2003 for the charitable purpose of providing for the care, maintenance, welfare and education of youth in Lyon, Chase, Coffey and Greenwood counties. In 2007, the Foundation established a post-secondary scholarship fund at FHTC, benefiting students from the four-county service area and in 2014, the high school scholarship was established. The annual scholarship application deadline is March 1.

Annual Report +

45

Strategic Plan Embraces the Future Connecting the tradition of hands-on education with the commitment to student success, the newly adopted 2015-2020 Strategic Plan brings to life the mission and vision of Flint Hills Technical College.

The framework for the new plan has emerged after thoughtful conversations among faculty and staff, community input, and data collection. The guiding document focuses on three distinct goals that align with the core values and vision of FHTC: 1. Improve Organizational Efficiency and Stability 2. Facilitate Institutional Growth 3. Enhance Student Success The plan was approved by the Board of Trustees in May 2015 and incorporates strategies and specific action items into each goal, resulting in a concise, active document that will guide the FHTC community over the next five years. According to internal facilitator Rachael LeClear, the plan establishes a strong direction for the institution.

“The goals set forth in the new plan are intentionally more realistic in terms of available resources; these are objectives that we have determined as high priority for our institution, and we are confident they

46 +

Flint Hills Technical College

can be achieved within the next five years.”

As strategies and action items are implemented, the performance and health of the institution will be enhanced, as reflected by performance indicators.

“Through the new plan, the internal accountability process will be much more robust. Ultimately, more faculty and staff will be involved in the process of realizing these new strategies and action items, and information will be centralized and usable across the College. Our institution will be more data-driven and transparent as a result of this new process,” LeClear added.

FHTC will create and support an environment where faculty, staff, students, and community and business partners feel empowered to explore new and innovative ways of doing business. A full version of the 2015-2020 FHTC Strategic Plan is available at fhtc.edu.

Flint Hills Technical College Institutional Statistics Mission Statement

The mission of Flint Hills Technical College is to provide a diverse community of learners with lifelong educational opportunities for personal growth and preparation for professional and civic responsibilities that meet the needs of society.

Enrollment Headcount - 941 (Fall 2015) • Full Time Equivalency Students*.................... 941 Headcount - 702 (Fall 2014) • Full-time equivalency*.................................... 836 *Headcount based on first day of classes

Vision

Unduplicated Headcount - 1099 (FY 2013-2014)

through excellence and innovation in education.

Student Demographics

Advancing personal and economic growth

Institutional Accomplishments

• FHTC was awarded the Military Friendly Schools designation and was named one of the Top 150 Community Colleges through the Aspen Institute College Excellence Program.

• A new high school student scholarship was established through the Flint Hills Charitable Youth Foundation • FHTC Foundation held a record‐breaking auction, raising $65,000 • FHTC five‐year strategic plan was adopted in May 2015 • The College received the $2.5 million KanTRAIN grant to expand the welding technology program

Student Accomplishments

• Hospitality/culinary arts student Zach Freiling placed 1st in the State SkillsUSA competition and earned a Merit Badge at the National conference • Sarah Stewart, business administrative technology student, took 10th place in Word Processing at the National Phi Beta Lambda Leadership Conference • Automotive technology students Austin Stromgren, Gunner Horn, Quinn Boyce and Anthony Fruend competed at the State Ford AAA Contest, in which only 10 teams qualify

Percent of the total (Fall 2014) • White............................................................71% • Hispanic.......................................................21% • American Indian/Alaskan Native.................... .5% • Asian............................................................. 1% • African American........................................... 3% • Hawaiian/Pacific Islander................................5% • Non-resident Alien..........................................5% • Unknown...................................................... .5% • Two or more races......................................... 2%

Personnel Total Staff and Faculty, 129 (Fall 2014) • Faculty (including adjuncts).............................. 86 • Staff (includes students/temps)........................ 43

Placement & Graduation Rates • Placement Rate*...........................................97% • Graduation Rate........................................68.1% *Percentage of students employed or continuing their education after graduation

Completers Students completing a certification, technical certificate or AAS degree, 557 (FY 2013-2014)* *Institutional Data is collected from the Kansas Board of Regents Data Book and IPEDS

Annual Report +

47

Emporia Public Schools 1700 West 7th Avenue Emporia, Kansas 66081 620-341-2200 | usd253.org

Emporia State University 1 Kellogg Circle Emporia, Kansas 66081 877-468-6378 | emporia.edu

Flint Hills Technical College 3301 West 18th Avenue Emporia, Kansas 66081 800-711-6947 | fhtc.edu

Emporia Public Schools, Emporia State University and Flint Hills Technical College do not discriminate on the basis of sex, sexual orientation, handicap, race, color, age, religion, marital status, or national or ethnic origin in educational programs, admissions policies, employment policies, financial aid or other college-administered programs. For questions or concerns regarding non-discrimination, contact one of the Human Resources Departments.

Contributing writers; Nancy Horst, director of community relations, Emporia Public Schools; Lisa Kirmer, vice president of student services, Flint Hills Technical College; Gwen Larson, assistant director of marketing & media relations, Emporia State University; Bobbi Mlynar. Design by Alicia Rangel, graphic designer, Flint Hills Technical College. Photos by Jason Brinkman, James R. Garvey, Dustin Michelson and Dave Leiker.

48 +

Annual Report

Collaborate +