Institutional Effectiveness
The Office of Institutional Effectiveness enhances and supports Carl Sandburg College's commitment to Quality Improvement, which is based on the following:
Accredited by:
Higher Learning Commission
230 South LaSalle Street, Suite 7-500
Chicago, IL 60604
(800) 621-7440
www.hlcommission.org
Institutional Profile
Carl Sandburg College
2400 Tom L. Wilson Blvd.
Galesburg, IL 61401
(309) 344-2518
http://www.sandburg.edu/
Chief Executive Officer: Dr. Lori L. Sundberg, President
HLC Institution ID: 1074
Current Accreditation Status: Accredited
Candidacy Dates: 3/22/1972 – 3/26/1974
Accreditation Granted 3/27/1974
Commission Participation: Open Pathways Participant
Most recent reaffirmation of accreditation: 2010 – 2011
Next reaffirmation of accreditation: 2020 – 2021
Comprehensive Evaluation: 2020 – 2021
Last Action: 4/18/2011- Reaffirmation of Accreditation
Legal Status: Public
Fiscal Year 2018 Information
Enrollment Headcount
Undergraduate:
- 883 Full-Time
- 1,064 Part-Time
- 584 students
Degree Programs
Associate Degrees:
- 21 Programs Offered
- 337 Degrees Awarded in Last Reported Year
Certificate Programs
Certificates:
- 36 Certificates Offered
- 143 Certificates Awarded in Last Reported Year
Off-Campus Activities: Click here for definitions....
In-State:
- Campuses: The Branch Campus, Carthage
- Additional Locations: The Annex, Galesburg
Dual Credit Only - Abingdon-Avon High School, Abingdon; Galesburg High School, Galesburg; Hamilton High School, Hamilton; Warsaw High School, Warsaw - Course Locations: None
Out-of-State:
- Campuses: None
- Additional Locations: None
- Course Locations: None
Out-of-U.S.:
- Campuses: None
- Additional Locations: None
- Course Locations: None
Accredited Distance Education Degrees and Certificates:
- Associate - 24.0102 General Studies
- Associate - 11.0901 Computer Systems Networking and Telecommunications (Computer Networking Specialist)
- Certificate - 11.1002 System, Networking, and LAN/WAN Management/Manager (CISCO Network Associate)
- Certificate - 52.1201 Management Information Systems, General (Computer Technician)
Institutional Research provides research and evaluation to assist in institutional planning, data-driven decision making, and measurement of performance for Carl Sandburg College. Research staff are responsible for submitting Illinois Community College Board and Integrated Post-secondary Education Data System reports. Additionally, Institutional Research staff assist with providing information for data inquiries across the institution.
Carl Sandburg College Strategic Plan
Highlighted Departmental Key Performance Indicators:
Admissions and Records:
- Through internal and external initiatives, we will increase our number of graduates via Reverse Transfer by 50% through FY 18.
- The Admissions and Records department has increased the number of graduates via Reverse Transfer to 29 students.
Business Services:
- To increase the institutions environmental sustainability, a custodial survey will be conducted with faculty and staff in the fall and spring terms to identify areas of potential improvements by the end of FY 18.
- Business Services conducted a custodial survey in the Fall 2017 semester.
Finance:
- Maintain a cash balance of 60 operating days through the end of FY 18.
- The College currently has a cash balance of 65 operating days.
Dual Credit Services:
- Increase credit hours obtained through dual credit students by 6% by FY 18.
- The amount of credit hours obtained through dual credit students has increased by 25.59 percent.
Student to Faculty Ratio
(The information below is from the 2017 IPEDS Fall Enrollment Survey.)
- 15:1
Graduation and Transfer-out Rate
(The information below is from the College Navigator and represents the Fall 2014 cohort.)
Full-time, first-time, degree or certificate-seeking students within 150% of normal time of program:
- 31%- Graduation Rate
- 24%- Transfer-out-Rate
Graduation Rate Disaggregated by Gender
(The information below is from the IPEDS Graduation Rates 2017-2018 Survey and represents the Fall 2014 cohort.)
Full-time, first-time, degree or certificate-seeking students within 150% of normal time of program:
- 16.00%- Female
- 15.00%- Male
Graduation Rate Disaggregated by Ethnicity
(The information below is from the IPEDS Graduation Rates 2017-2018 Survey and represents the Fall 2014 cohort.)
Full-time, first-time, degree or certificate-seeking students within 150% of normal time of program:
- 1.00%- American Indian or Alaska Native
- 0.00%- Asian
- 2.00%- Black or African American
- 2.00%- Hispanic or Latino
- 0.00%- Native Hawaiian or other Pacific Islander
- 1.00%- Two or more races
- 0.00%- Unknown
- 25.00%- White
Graduation Rate Disaggregated by Pell Recipient Status
(The information below is from the IPEDS Graduation Rates 2017-2018 Survey and represents the Fall 2014 cohort.)
Full-time, first-time, degree or certificate-seeking students within 150% of normal time of program:
- 13.00%- Received a Pell Grant within their entering year
- 1.00%- Received a Direct Subsidized Loan within their entering year but did not receive a Pell Grant
- 16.00%- Did not receive either a Pell Grant or Direct Subsidized Loan within their entering year
Retention Rates
(The information below is from the 2017 IPEDS report which represents the Fall 2015 cohort.)
First-time, degree or certificate-seeking students:
- 59%- Full-time
- 27%- Part-time
Historical Graduation and Transfer-out Rate
(The information below is from the IPEDS reports for the years 2012 through 2017.)
Graduation rate for full-time, first-time, degree or certificate-seeking students within 150% of normal time of program completion:
- 15%- 2012
- 25%- 2013
- 26%- 2014
- 23%- 2015
- 27%- 2016
- 34%- 2017
Transfer-out rate for full-time, first-time, degree or certificate-seeking students within 150% of normal time of program completion:
- 35%- 2012
- 21%- 2013
- 25%- 2014
- 25%- 2015
- 19%- 2016
- 20%- 2017
Historical Retention Rate
(The information below is from the IPEDS reports for the years 2012 through 2017.)
Retention rate for full-time, first-time, degree or certificate-seeking students:
- 54%- 2012
- 55%- 2013
- 51%- 2014
- 61%- 2015
- 59%- 2016
- 59%- 2017
Retention rate for part-time, first-time, degree or certificate-seeking students:
- 26%- 2012
- 40%- 2013
- 30%- 2014
- 35%- 2015
- 35%- 2016
- 27%- 2017
Credit-bearing Programs and Certificates Offered for Fiscal Year 2016
(The information below is from the 2017 Higher Learning Commission Institutional Update.)
- 28-Programs
- 41-Certificates
Opening Fall Enrollment
(The information below is from the 2017 ICCB E1 Report.)
- 1,947 students
The full-time student body is comprised of all individuals who are enrolled in 12 or more credit hours for the Fall 2017 semester.
Student Body Diversity: Gender Distribution for Full-time students enrolled Fall 2017
(The information below is from the 2017 ICCB E1 Report.)
- 58.32%- Female
- 41.68%- Male
Student Body Diversity: Ethnicity Distribution for Full-time students enrolled Fall 2017
(The information below is from the 2017 ICCB E1 Report.)
- 1.59%- American Indian or Alaska Native
- 0.79%- Asian
- 10.87%- Black or African American
- 6.23%- Hispanic or Latino
- 0.34%- Native Hawaiian or other Pacific Islander
- 2.83%- Unknown
- 77.35%- White
Student Body Diversity: Age Distribution for Full-time students enrolled Fall 2017
(The information below is from the 2017 ICCB E1 Report.)
- 0.11%- 16 and under
- 68.86%- 17 to 20
- 14.50%- 21 to 24
- 9.63%- 25 to 30
- 4.08%- 31 to 39
- 2.83%- 40 to 55
- 0.00%- 56 and up
Student Body Diversity: Pell Grant Recipients Distribution for Full-time students enrolled Fall 2017
(The information below is from the 2017 ICCB A1 Report.)
- 55.89%- Received Pell
- 44.11%- Did not receive Pell
The comprehensive student body is comprised of all individuals who are enrolled in courses for the Fall 2017 semester.
Student Body Diversity: Gender Distribution for all students enrolled Fall 2017
(The information below is from the 2017 ICCB E1 Report.)
- 63.43%- Female
- 36.57%- Male
Student Body Diversity: Ethnicity Distribution for all students enrolled Fall 2017
(The information below is from the 2017 ICCB E1 Report.)
- 1.49%- American Indian or Alaska Native
- 0.82%- Asian
- 8.78%- Black or African American
- 5.03%- Hispanic or Latino
- 0.15%- Native Hawaiian or other Pacific Islander
- 2.67%- Unknown
- 81.06%- White
Student Body Diversity: Age Distribution for all students enrolled Fall 2017
(The information below is from the 2017 ICCB E1 Report.)
- 6.99%- 16 and under
- 55.88%- 17 to 20
- 15.31%- 21 to 24
- 9.86%- 25 to 30
- 6.37%- 31 to 39
- 4.88%- 40 to 55
- 0.72%- 56 and up
Student Body Diversity: Pell Grant Recipients Distribution for all students enrolled Fall 2017
(The information below is from the 2017 ICCB A1 Report.)
- 37.90%- Received Pell
- 62.10%- Did not receive Pell
Professional Development Day 2018
Presentations:
To download the files below right click the link and select "save link as" option.
- Mental Health First Aid: Rhonda Nelson
- Campus Accessibility: Jake Runge
- Cyber Security and Awareness: Rob Stevens
- Student Services Jeopardy: Mollye Craterfield and Rick Eddy
- Coping Skills Self-Assessment: John Elder
- Office 365 Familiarization: Mike Kratz
- What Kind of Communicator Are You? Verbals vs. Nonverbals: Tracy Engstrom
Professional Development Day 2017
Presentations:
To download the files below right click the link and select "save link as" option.
- ADA - Overview of Institutional Embedment: Jake Runge
- Accreditation Visits and Results - HLC and ICCB: Dr. Connie Thurman and Michelle Johnson
- Student Mental Health - Services and the Referral Process: Vicki McMullin and Dan Yasenko
- Marketing, Recruitment and Retention - What's your role: Mollye Craterfield, Brittany Grimes, and Misty Lyon
- Educational Pathways: Dr. Ellen Crowe, Julie Gibb and Mischelle Monagle
- Technology - From the Student's Perspective: Cindy Arthur and Drew Witherell
- Me and My Career - Taking Ownership of Your Career: John Elder
Professional Development Day 2016
Presentations:
To download the files below right click the link and select "save link as" option.
- HLC now and then; Your role in institutional assessment: Dr. Connie Thurman
- Alphabet Soup - Data Boot Camp: John Elder and Tim Gilmour
- HLC Jeopardy: Misty Lyon
- Social Media: Bill Gaither
- Foundation - In's and Out's: Stephanie Hilten
- Assessing Yourself: John Elder
- Generational Difference: Michelle Johnson
- Strategic Planning - How it all comes together: Tim Gilmour
- GEOs: Carrie Hawkinson and Kylie Price
Videos:
Reports
Schedules
For the most current status on all submissions by Carl Sandburg College please follow the link above. Then select the current year, select 'View by College', highlight 'Carl Sandburg College', then press the 'submit' button at the bottom of the page.
Support Team
Dr. Connie Thurman,
Dean of Institutional Effectiveness/Human Resources
Office: D-203
Phone Number: (309) 341-5251
Email: cthurman@sandburg.edu
Michelle Johnson,
Director of Institutional Effectiveness/Compliance
Accreditation Liaison Officer
Office: E-209
Phone Number: (309) 341-5258
Email: mljohnson@sandburg.edu
Sara Cree,
Coordinator of Institutional Research
Office: C-225
Phone Number: (309) 341-5226
Email: scree@sandburg.edu
John Elder,
Data Manager/Coordinator of Statistical Research
Office: E-210
Phone Number: (309) 341-5469
Email: jelder@sandburg.edu
Tim Gilmour,
Institutional Effectiveness/Human Resources Project Specialist
Office: C-227
Phone Number: (309) 341-5473
Email: tgilmour@sanburg.edu