Peru State Seal

Mission and Purposes


Current Peru State College Mission Statement


In educating the individual to the benefit of society, Peru State College cultivates the capacity and propensity for life-long learning by fostering independent inquiry and promoting the value of knowledge and discovery. Through innovative undergraduate and graduate programs, Nebraska’s first college continues its commitment to making a vital contribution to the future of the region and the state.

Background


The purposes and educational mission for the state colleges are clearly outlined by the Nebraska State College System (NSCS), the Nebraska State Coordinating Commission for Postsecondary Education (CCPE) and Nebraska State Law. The above mission statement was developed by the college to fulfill the purposes outlined by the NSCS, the CCPE and the state legislature. Pages 3-6 of this document give the Nebraska State College System policies that provide the most relevant guidance related to mission and purposes. Pages 7-9 give the most relevant purposes outlined by the CCPE. The Nebraska statute is found on page 2.

Peru State College’s mission, vision, core values and strategic plan must fulfill the direction outlined by the NSCS, the CCPE and state law.

Summary: NSCS Direction Related to Mission and Purposes (Full document on pages 3-6)



  1. Core Values from Policy 2510



  • Provide a safe, stimulating, caring, and enriching learning experience.

  • Meet the changing needs of our students and the state.

  • Assure financial, programmatic, and geographic access to NSCS institutions.

  • Maintain affordable tuition and fees.

  • Provide opportunities for applied research.

  • Foster cooperative ventures among NSCS institutions and other agencies and organizations.

  • Emphasize participation in public service and service learning.

  • Recruit and retain quality faculty and staff



  1. Board guidance from Policy 3000



  • The Colleges shall admit as students those persons who have graduated from an accredited high school in Nebraska, or who present evidence of the achievement of the equivalent academic level to that of high school graduation.


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Summary: CCPE Direction Related to Mission and Purposes (Full document on pages 6-9)



  1. Programmatic direction



  • Its first instructional priority is the provision of baccalaureate general academic, occupational and education degree program.

  • Its second instructional priority is to provide master’s programs in education and other disciplines authorized by statute or by the Commission.

  • Its third priorities are applied research, public service activities, and continuing education activities that serve their geographic service area, except in programs where a college has been assigned the responsibility to provide a particular service on a statewide basis.



  1. Instruction direction

    • Teacher education, business, and liberal arts education leading to a baccalaureate degree are the major emphases of state college.

    • General education courses permeate all undergraduate education at the state college. Each college offers a core of general education courses that provides a foundation for all other programs.



  2. Research direction

    • Research that enhances the state colleges' regional roles and is within their mission is appropriate as part of their third and last priority, and shall not supplant the state college's emphasis on teaching.



  3. Public service direction

    • Each state college identifies strengths and capabilities within its role and mission that best serve its region's public service needs.

    • Whenever possible, public service activities are related to and supportive of instruction.




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Nebraska Revised Statute 85-957


Peru State College; programs authorized.


Peru State College may maintain its existing baccalaureate general academic, baccalaureate occupational, and baccalaureate professional degree programs and shall limit new baccalaureate degree programs to the needs of its unique service area generally defined as the state's southeast region. Peru's cooperative master's degree program in education with the university may be maintained. Subject to approval by the Board of Trustees of the Nebraska State Colleges, Peru State College may offer a Master of Science degree in organizational management with a focus in entrepreneurial and economic development.

Source



Mission and Purposes



Nebraska State College System



The Nebraska Statement College System outlines its direction for the colleges in several policies. Policy 2510, Mission Statement, Core Values, and Vision Statement and Policy 3000 Admission Requirements; Undergraduate; General are the most pertinent. All Board policies can be reviewed at https://www.nscs.edu/policy-manual .

Policy: 2510 Mission Statement, Core Values, and Vision Statement




Mission Statement



The Nebraska State College System serves our students, communities and state by providing high quality, accessible educational opportunities.


Core Values



  • Provide a safe, stimulating, caring, and enriching learning experience.

  • Meet the changing needs of our students and the state.

  • Assure financial, programmatic, and geographic access to NSCS institutions.

  • Maintain affordable tuition and fees.

  • Provide opportunities for applied research.

  • Foster cooperative ventures among NSCS institutions and other agencies and organizations.

  • Emphasize participation in public service and service learning.

  • Recruit and retain quality faculty and staff.


Vision Statement



Chadron State College, Peru State College, and Wayne State College, along with the System Office and the Board of Trustees constitute the Nebraska State College System.

Working together with a unity of purpose:

We will become a premier system of state colleges that will be recognized as centers for intellectual growth, cultural enlightenment, and economic development.

We will serve as a model of collaborative educational excellence, setting standards for strengthening individuals and Communities through knowledge, service, leadership, and global understanding.
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POLICY: 3000 Admission Requirements; Undergraduate;



The Board shall make such rules and regulations for the admission of students to the Colleges as may seem to be best for the interest of the Colleges and not inconsistent with the purpose for which they have been established.

  1. The Colleges shall admit as students those persons who have graduated from an accredited high school in Nebraska, or who present evidence of the achievement of an equivalent academic level to that of high school graduation, or evidence of eligibility for admission on the basis of special merit.

    1. Achievement equivalent to a high school diploma may be demonstrated in the form of a High School Equivalency Certificate based on the General Educational Development examination, or an acceptable ACT or SAT score as determined by the individual College.

    2. Each College shall assure that the process of admission on the basis of special merit will make provisions for a variety of circumstances, including allowance for special consideration to be given to non-traditional students who present evidence of being able to succeed, as well as returning adult students, students educated at home schools, and students who can provide evidence of special talents such as creative artists or those with unique educational experience or career achievements.

    3. No one shall be denied admission to or continuance in any College on the basis of any individual characteristics other than qualifications for admission, academic performance and conduct in accord with State College policies, rules and laws applicable to student conduct.



  2. The Colleges may admit as students those persons who are not residents of the State of Nebraska, provided that such non-residents meet the minimum standards applied to the Nebraska resident students, and that the Colleges have the necessary facilities and staff to accommodate such non-resident students.

  3. The Colleges may admit as students those persons previously in attendance at a community college, college or university subject to the provisions in Board Policy 4430.

    1. The transferring student must meet all the minimum requirements of either a resident or nonresident student, as the case may be.




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Procedure



  1. Each College may establish a cut-off date for the submission of complete credentials for admission, and any applicant who does not submit a complete application by that date may be required to delay entrance until a subsequent semester.

  2. Pursuant to Board Policies 3100 and 3200, any College may deny or condition admission, readmission, or continuing enrollment of any individual who, in the judgment of the College, presents an unreasonable risk to the safety and welfare of the College and persons thereon.

  3. Except as provided in Procedures a and b below, all entering students must show a valid immunization record for measles, mumps, and rubella (MMR). Prior to their first day of attendance in classes, applicants from foreign countries also are required to present a record of a TB skin test (Mantoux) or FDA-approved IGRA blood test (Quantiferon Gold or T-spot TB) completed within six (6) months prior to their first enrollment in addition to the above required record of immunization. If either of the tests is positive, a chest X-ray is required. The cost of the X-ray is borne by the student. If a student lives in a country which does not offer the TB tests, the student must undergo testing upon arrival at the College. It is recommended that first year students living in College housing receive a meningococcal vaccination, but it is not required.

    1. A person qualifies for a medical exemption from the requirement to show proof of immunization when the person files a bona fide statement signed by a physician licensed to practice medicine within the United States verifying that the physical condition of the person seeking admission makes the required immunization unsafe and indicating the specific nature and probable duration of the condition. The exemption shall not extend beyond the period of the condition, which contraindicates immunization. A person qualifying for this exemption must sign a waiver form provided by the College stating that, if an outbreak of measles or rubella occurs at the College or surrounding community, the person may be subject to exclusion from the campus and College related activities during the outbreak period.

    2. A person qualifies for a religious exemption when the person files a notarized affidavit on an approved form that immunization is contrary to the religious tenets and practices of the signer. A person qualifying for this exemption must sign a waiver form provided by the college stating that, if an outbreak of measles or rubella occurs at the College or surrounding community, the person may be subject to exclusion from the campus and College related activities during the outbreak period.

    3. A person qualifies for an exemption from the requirement to show proof of immunization when enrolled only in off-campus courses or courses offered off-campus by distance learning technology. This exemption will be revoked if, at any time, the student enrolls in on-campus courses. At that time, the student will be required to show proof of immunization during the first semester the student is enrolled on-campus.

    4. According to guidelines established by the Center for Disease Control and Prevention, a person born before 1957 need not submit proof of immunization for measles, mumps or rubella.



  4. All first-time entering, first-year undergraduate students are encouraged to take the ACT or SAT and submit the results to the College to be used for academic planning and counseling purposes.

  5. Except as provided below, the State Colleges shall require applicants whose first language is not English, to present evidence of proficiency in the use of the English language. Evidence of proficiency may be established by (1) a minimum Test of English as a Foreign Language (TOEFL) score of 550 for the paper based test with no section score lower than 56 points; or, (2) a minimum score of 79 for the internet based test; or, (3) a minimum score of 213 for the computer based test with no section score lower than 22 points.



Evidence of proficiency may be established with a minimum score of 6.5 on the International English

Testing System (IELTS) in place of the TOEFL test. Evidence of proficiency may also be determined by

the appropriate college administrator on a case by case basis or through partnership agreements with non-

English institutions.

  1. International applicants who have completed a minimum of six (6) credit hours of English composition with a “C” or better from an accredited American higher education institution; or, who provide evidence of successful completion of a recognized intensive English program are exempt from the requirement to provide evidence of English language proficiency.

  2. Academically qualified international applicants may be considered for conditional acceptance as degree-seeking students if they are enrolled in a recognized intensive English language program. Upon satisfactory completion of the program, and assuming all other admission requirements are met, they may be considered eligible for full admission as degree-seeking students to the College.


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Legal Reference: RRS 85-310 State Colleges; students; admission

Policy Adopted: 1/28/77

Policy Revised: 6/5/93

Policy Revised: 4/9/02

Policy Revised: 3/28/08

Policy Revised: 4/17/09

Policy Revised: 3/25/11

Policy Revised: 9/9/11

Policy Revised: 2/22/12

Policy Revised: 6/15/12

Policy Revised: 11/7/14

Policy Revised: 3/26/15

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Mission and Purposes



Nebraska’s Coordinating System for Postsecondary Education (CCPE)



Nebraska State Constitution, Article VII-14, establishes the authority of the CCPE and reads as follows:

On January 1, 1992, there shall be established the Coordinating Commission for Postsecondary Education which shall, under the direction of the Legislature, be vested with the authority for the coordination of public postsecondary educational institutions.

The full constitutional article can be found at http://nebraskalegislature.gov/laws/articles.php?article=VII-14 .

The following pages are taken from Section B of Chapter 7 of the CCPE’s Comprehensive Statewide Plan for

Postsecondary Education approved November 28, 2000. The full plan can be found at https://ccpe.nebraska.gov/sites/ccpe.nebraska.gov/files/COMP%20PLAN-updated%20October%202018.pdf .
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State Colleges' Role and Mission



The state colleges at Chadron, Peru and Wayne are regional institutions that provide educational programs and public services to meet needs indigenous to their service areas. State colleges historically have served "traditional-age" students; however, in more recent years they have expanded to meet the needs of non-traditional students, who often are place-bound individuals seeking professional and personal development.


  • The Nebraska State College System’s programmatic service areas, as defined in statute, include:


 

  • Its first instructional priority is the provision of baccalaureate general academic, occupational, and education degree programs.

  • Its second instructional priority is to provide master's programs in education and other disciplines authorized by statute or by the Commission.

  • Its third priorities are applied research, public service activities, and continuing education activities that serve their geographic service areas, except in programs where a college has been assigned the responsibility to provide a particular service on a statewide basis.

  • Delivery of academic transfer and pre-professional associate degree programs for which a degree may be awarded if approved by the Board of Trustees of the Nebraska State College System and the Coordinating Commission for Postsecondary Education, and upon demonstration of a compelling need and unique capacity of the state college to offer such a program. Associate degree programs, however, are a less-needed function of a state college and are directed to community colleges whenever possible. This factor will be considered in the review of new program proposals by the Coordinating Commission.


 

  • Certain responsibilities within the Nebraska State College System’s role and mission are appropriate to more than one of its institutions. When considering new instructional programs, research projects, and public service activities, the Board of Trustees of the system determines whether or not an actual unmet need exists and, if so, assigns that need a priority. If it has sufficient priority, the Board then directs responsibility for meeting that need to the state college that is best able to meet the need. Geographic access, institutional expertise, and financial, human, and physical resources are all considered in selecting the appropriate institution.


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INSTRUCTION



The first two priorities of the Nebraska State College System relate to instruction. The state colleges have evolved from their earlier role as teachers’ colleges into more comprehensive institutions that provide diverse educational opportunities to their region. Future expansion of state college programs will respond to regional educational needs, subject to institutional capacity and quality assurance.


  • State Colleges best serve the people of the state by focusing on programs and services that have the broadest implications and demand within their region.

  • Teacher education, business, and liberal arts education leading to a baccalaureate degree are the major emphases of state colleges.

  • General education courses permeate all undergraduate education at the state colleges. Each college offers a core of general education courses that provides a foundation for all other programs.

  • Graduate-level programs are proposed only when they are within the role and mission, when resources are available, and when there is evidence of ongoing need and demand.

  • State colleges and the Coordinating Commission, through the established program review process, evaluate existing and proposed new instructional programs to determine if they comply with institutional objectives, meet student and state needs, and whether they constitute unnecessary duplication.

  • Student success courses, such as study skills, library skills, and tutoring, are not to be defined as developmental courses. State colleges are encouraged to continue to offer these survival skills courses for their students.

  • Each state college provides continuing education opportunities to its region that are within the institution's role and mission and that do not represent unnecessary duplication.


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RESEARCH



High quality teaching is the primary focus of state colleges. Research at state colleges is strongly linked to and supportive of the state colleges' emphasis on undergraduate teaching.

  • Research that enhances the state colleges' regional roles and is within their mission is appropriate as part of their third and last priority, and shall not supplant the state college's emphasis on teaching.


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    PUBLIC SERVICE



    The state colleges are recognized for the significant public service role they provide in the educational, cultural, and economic development of their service areas. State colleges meet their public service mission with emphasis on educational outreach programs, cultural enrichment programs, and assistance to the businesses and communities of their geographic region of the state.


    • Each state college identifies strengths and capabilities within its role and mission that best serve its region's public service needs.

    • Whenever possible, public service activities are related to and supportive of instruction.

    • The state colleges have responsibility to provide regional public service activities   within the scope and limitation of their resources.

    • State colleges use distance learning and instructional technologies to the best effect possible within available resources to provide access to educational, cultural, and personal development activities within their regions.


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    Peru State College (Chapter 7-20)



    Peru State College is classified as a Master's (comprehensive) College/University II. Peru State College offers undergraduate programs leading to a baccalaureate degree in arts and sciences, business, and teacher education.


    • Peru State College focuses on high quality undergraduate programs leading to a baccalaureate degree in arts and sciences, business, and teacher education, all enhanced by a coherent general education program.

    • Peru State College offers the Master of Education degree.

    • Peru State College’s new baccalaureate degree programs will reflect the needs of its service area and the priorities of the State College Board of Trustees.


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