Dr. Kevin Pollock
President
St. Clair County Community College
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Vision, Mission, Strategic Plan, SEM, Student
Success
Executive Role, Drivers
Marketing, Recruitment, the Student Maze
and Developmental Education
Social Media, Connection to campus and
Retention
Setting Goals, Data Collection, Budget,
Challenges
Worksheet
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Response to outside
“drivers” (local, state,
community)
Internal “drivers” (staff,
students, faculty)
Accreditation
Vision and Mission
Assessment
Student Success
concept
AND create a campus
atmosphere of
inclusiveness?
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Utilizes main
ingredients that
compliment each other
Allows room for
seasonings to taste
Has a desired end
result
 Chronic
versus
Crisis
Situations?
 Student
Access to
Student
Success
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National Issues
◦ P-20 Concept
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State Issues
The “Basics” of Enrollment Management:
create a plan, work with faculty, increase
retention, connect students to the campus,
etc.
A lot of information available based on “fouryear” models
Tougher for “two-year” colleges
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10.
The “Open Door” and its ramifications;
Needs of nontraditional students;
Needs of the employed student;
Accountability;
The opportunities and attainment gap;
Remediation and basic skills;
Transfer and articulation;
Noncredit and workforce development;
Financial aid;
Supportive learning environments.
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Recruit adult students
Enroll dual enrollment students
Define, and work with, at-risk students
Open access and its ramifications
Benchmark data
Creating and marketing an institutional image
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“One who is financially
independent, attends
part time, works full
time, delays enrollment
after high school, has
dependents, is a single
parent, or does not
have a high school
diploma”.
Kay McClenney
League for Innovation
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Remedial education is a fixture in community
colleges with 95% of community colleges
offering remedial classes
42% of entering students are underprepared
in at least one of the basic skills (reading,
writing, math)
Mathematics is the greatest hurdle
No One to Waste McCabe (2000)
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“Four out of every ten college students are parttime”
“Seventy-five percent of today’s students are
juggling some combination of families, jobs, and
school while commuting to class”
“Only one quarter go full-time, attend residential
colleges, and have most of their bills paid by their
parents”
“Part-time students rarely graduate; only a quarter
ever make it to graduation day”
“Students are taking too many credits and take too
much time to graduate”
“Remediation is broken, producing few students
who ultimately graduate”
Startling statistics:
Time is the Enemy
Complete College America
Copyright © 2011 Complete College America. All rights reserved.
Copyright © 2011 Complete College America. All rights reserved.
Copyright © 2011 Complete College America. All rights reserved.
Copyright © 2011 Complete College America. All rights reserved.
Copyright © 2011 Complete College America. All rights reserved.
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Are students
customers?
Why are you looking
at SEM or Student
Success?
What are your
realistic goals and
expectations?
Worksheet question
#1
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Prepare students for
academic transfer;
Provide vocational-technical
education, continuing
education, developmental
education;
Provide community service
through cultural and
recreational events.
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Education is necessary for the maintenance of
a democracy;
Education is essential for the improvement of
society;
Education helps to equalize opportunities for
all people.
Rouche, J. (1993). Between a Rock and a Hard
Place. American Association of Community
Colleges.
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Evolution of the community college now
includes such things as distance learning and
open admissions policies that ensure no
member of the community need miss the
chance to attend.
Community colleges are now involved in
leadership strategies for community,
economic, and workforce development.
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Access
Community Responsiveness
Clear focus on student learning
Resourcefulness
Entrepreneurial spirit
Creativeness
Innovativeness
Dr. George Boggs
President of American Association of Community
Colleges
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Inadequate financial support
Increasing student costs
(tuition hikes)
Financial Aid policies (Loans
versus Grants)
Challenges to image (Second
class?)
Problems with transferability
Dr. George Boggs
President of American
Association of Community
Colleges
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Access (Turning away students by not being
able to offer enough sections)
Student Success (Beyond Access)
Accountability
Dr. George Boggs
President of American Association of
Community Colleges
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Responsibility for academic
transfer preparation
Vocational-technical
education
Developmental education
and community service
Remediation in basic
academic and workplace
skills
English as a second
language
Training in technology
Continuing education and
enrichment programs
Others specific to you?
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A vision
A mission
A strategic plan
A focus that can be
agreed upon?
Do your people know
the vision, mission,
strategic plan and can
they relate to them?
Were they all part of
the process?
Connect the “Dots”
Who are we? (Principles and Values)
Where are we going? (Vision)
What will we do? (Mission and Purpose)
What do we expect to achieve? (Outcomes)
What are our indicators of success? (Goals)
How will we proceed? (Planning)
Values
Values are a set of understandings in an organization about how
to work together, how to treat other people, and what is most
important. Before mission, vision, and strategy, a company
must come to agreement on what it stands for.
Scott, Jaffee & Tobe
Organizational Vision, Values & Mission
 Worksheet
#2
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Without a clear
picture of a
desired future
state, no plan
can claim to be
moving an
institution in any
desired direction
FALL SEMESTER CAMPUS UPDATE
SC4 Mission
St. Clair County Community College provides lifelong
educational and enrichment opportunities.
SC4 Vision
St. Clair County Community College strives to be a
leader in our community's renaissance by establishing
dynamic partnerships and focused programs that are
the top choice for students.
St. Clair County Community College
September 9, 2011
 “Students
Finish What
They Start”
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Tallahassee
Community College
 Worksheet
#3
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Strategic Planning and a
Vision will provide faculty
and staff with a common
set of values and
assumptions about change.
When presented with a
diverse group, take
advantage of it.
"If you don't know where
you are going, you are
certain to end up
somewhere else."
- Yogi Berra
FALL SEMESTER CAMPUS UPDATE
SC4 Strategic Plan Goals
Goal I: Maximize the success of our students.
Goal II: Cultivate a campus culture that is nurturing and
supportive of all students, faculty and staff.
Goal III: Provide high-quality certificates, degrees, programs
and training to meet present and future needs of students and
the community.
Goal IV: Develop and align quality partnerships and
strategically manage college resources to maximize benefits
for our students and community.
St. Clair County Community College
September 9, 2011
FALL SEMESTER CAMPUS UPDATE
Strategic Plan format is being modified
to monitor progress
• Link initiatives to goals/objectives
• Establish indicators, identify targets and assess
progress towards goals
Goal
Objective
Initiative
Indicators
Targets
Assessment
I.
Maximize
student
success
Improve
graduation
rate
Advising
outreach to
promote
grad
Overall
Graduation
Rate (IPEDS)
Current = 21%
Goal = 25%
Critical = 15%
Measure grad
rate annually
II.
Cultivate
supportive
campus
culture
Hire, orient
and retain
the best
employees
Gather
feedback
from
faculty/staff
Faculty/staff
Survey results
Current = 69%
Goal = 75%
Critical = 60%
Measure
annually with
employee
surveys
St. Clair County Community College
September 9, 2011
 Worksheet
#4
Worksheet
#5
 “Students
attaining their
educational
goals in the
most efficient
manner”
 Make
Student
Success
Part of the
Culture
 If
community college
students are not taking
accountability for their
success who should step up
and take that
accountability?
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SEM is a comprehensive process
designed to achieve and maintain
the optimum recruitment,
retention, and attainment of
students where “optimum” is
defined within the academic
process.
Strategic Enrollment Management Defined
Dolence
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SEM is a comprehensive process
that consists of research,
planning, strategies, evaluation,
human resource management,
integration of services and
information, knowledge
management, and culture change.
Strategic Enrollment Management defined
Black, 2001 SEM Anthology
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Define student
success
Relate it to vision
and strategic plan
Environmental scan
Data
Identify vital issues
Response to issues
(rate them)
What will it take to
make a difference?
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Set goals:
enrollment,
marketing, program
mix, policies,
procedures
Create a sample
Include
measurement: KPI
Communicate with
campus
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Resistance to
change
Power
issues/governance
issues/multi-unit
systems issues
Project mentality
Institutional silos
Lack of stakeholder
involvement
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Lack of
institutional
research capacity
Aversion to data
Unreliable data
Lots of data but
nobody actually
using it
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Absence of
strategic planning
(…that anyone
uses)
Overload, “initiative
fatigue.”
competing or
unclear priorities
Failure of focus
Reluctance to
reallocate
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Lack of governing board awareness/support
Inappropriate governing board involvement
Legislative mandates
Conflicting state policies
FALL SEMESTER CAMPUS UPDATE
Progress is a nice word. But change
is its motivator. And change has its
enemies.
~Robert Kennedy
St. Clair County Community College
September 9, 2011
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Why are you
changing?
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Financial situation
Reorganization
Expansion
New opportunities
Better service to
students?
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For students
For the college
For the staff
How can you cut
through the red
tape?
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“…It does not take genius.
It takes diligence.
It takes moral clarity.
It takes ingenuity.
And above all, it takes a willingness to try.”
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Atul Gawande, Better: A Surgeon’s Note on Performance
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Finances
Transformation
questions: process
changes, type of
building, what do we
value, etc.
People and staff
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Always did it this way
We can’t work together
It’s not my job
Simple difficulty of
handling change STRESS!
Question
#6
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What roles are
changing?
What affect does
this have on staff?
What will you do
about it?
 Worksheet
#7
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Agree on the focus
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Student focus
User focus
Stakeholder focus
What is your focus and
does your staff agree
with it?
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Find out what the
needs are
Use an assessment
model such as
SWOT
Bring in an outside
resource (neutrality)
Agree on the vision,
mission, values
Design an action
plan
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Determine how
communication is
flowing
Determine if there is
collaboration
Is continuous quality
improvement a part of
the change?
Determine who are the
champions of change?
Eliminate the stress!
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Rules
Regulations
Internal set up
Anxiety
Unions?
Uncertainty
What else?
 “Do
the right
thing for the
right reason
and when in
doubt, lean
toward the
student”
Change is
good…
You go first!
The Executive role in Strategic
Enrollment Management
FALL SEMESTER CAMPUS UPDATE
One-fifth of the people are against
everything all of the time.
~Robert Kennedy
St. Clair County Community College
September 9, 2011
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Understand SEM
What is the potential for your campus?
Define the reasons for pursuing SEM
What are the issues?
Is the rationale cogent and clear?
What are we facing: high school decline,
student satisfaction, large retention issues,
financial?
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Major or minor player?
Determine others initial role
What type of structure: committee,
coordinator, division
Remember issues: reporting lines,
accountability, campus culture
Who are the decision makers: implementers,
student services, instruction, administrative
services, students
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Students
Faculty
Board of Trustees
Upper administration
Student Services
Local needs
State issues and needs
Federal requirements
National initiatives
Accreditation
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Vision and strategic plan
Statement of importance
Professional development
Collegiality and inclusion
Define student success
Define major goals
Define major data collection needs and requirements
Tie initiatives to state and federal requirements,
grants, national initiatives
Determine budget implication
Determine how to communicate with the campus
Professional development
Can you state why SEM (Student
Success) is important on your campus?
Have you done so?
Worksheet #8
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Recruiting?
Advising?
Mentoring?
Attending programs?
Learning outcomes and assessment of classes
and programs?
Developmental Education?
Working with K-12?
A student friendly class schedule?
What else?
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Standards must remain
high
Open enrollment and its
impact
Moving to a learning
centered environment
Need for gathering data
Working with K-12
Impact on faculty (class
scheduling, course
offerings, remediation)
Need to be involved in
the process
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To receive faculty buyin they need to be part
of the process
A great opportunity for
faculty to see the “big
picture”
An opportunity to work
with others outside of
their department and
share their expertise
Decisions must be data
driven
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Intensive student
engagement
High expectations
and raised
aspirations
Focus on the front
door
More structure,
fewer options,
clearer pathways
What
is educational quality?
What
is institutional effectiveness?
What
are the indicators of achievement?
What
are the evaluation criteria?
What
assessment methods will be used?
 Every
course, every
program, every college is
perfectly designed to get
the results it is currently
getting.
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Focused, sustained
efforts, targeted to
significant number of
students, can produce
real improvements in
student engagement,
learning, persistence,
and academic
attainment.
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Enrollment headcount
Student quality
Student diversity
Retention rates
Graduation rates
Student satisfaction
Staff satisfaction and professional growth
Institutional image
Worksheet
#9
Example: Increase
graduation rates and
close gaps.
(Achieving the Dream)
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What are you measuring?
What are you comparing yourself to (state,
federal)?
What will you do internally with the data?
What is required by state, feds?
Worksheet #10
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“Take nothing on its
looks; take
everything on
evidence. There’s
no better rule.”
Charles Dickens (1812-1870)
◦ - Great Expectations
 We
can’t
get better
at what
we’re not
willing to
look at.
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Student goal
attainment
Persistence
Degree completion
rates
Placement rate in the
workforce
Licensure
certification/pass rates
Client assessment of
programs and services
Demonstration of
critical literacy skills
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Demonstration of
citizenship skills
Number and rate of
who transfer
Performance after
transfer
Success in subsequent,
related course work
Participation rate in
service area
Responsiveness to
community needs
FALL SEMESTER CAMPUS UPDATE
Accountability – Coming Attractions:
Voluntary Framework of Accountability
College Readiness Measures
Report of % of students referred to developmental education (DE) who:
-attempt first math or English/reading DE course;
-complete highest level math/English/reading DE course;
-complete first college-level course in math/English/reading
-complete all DE courses
Progress Measures
Report of % of students who:
-successfully complete in term one;
-reach credit threshold by end of year two
-are retained from fall of term one to next academic term;
-who reach year two outcomes;
-who successfully complete at end of year two
St. Clair County Community College
September 9, 2011
FALL SEMESTER CAMPUS UPDATE
Accountability – Coming Attractions:
Voluntary Framework of Accountability
Outcomes and Success Measures
Report on students who:
-earn and associate’s degree – without transfer and with transfer;
-who earn a certificate – without transfer and with transfer;
-who transfer to a 4-year with no degree or certificate;
-who laterally transfer.
St. Clair County Community College
September 9, 2011
FALL SEMESTER CAMPUS UPDATE
Accountability – Coming Attractions
National Community College Benchmark Project
12 Colleges in Michigan currently reporting on 130 metrics including the
following
Student and Student Outcomes
-Fall to Spring and Fall to Fall persistence rates
-Educational goal attainment
-Institution-wide grade information
-Developmental course retention and success rates
Institutional Effectiveness
-Average credit section size
-Student/faculty ratio
-Instructional faculty load
-Cost per credit hour and FTE student
Community and Workforce Development
-Market penetration rates
-Business and industry productivity
St. Clair County Community College
September 9, 2011
FALL SEMESTER CAMPUS UPDATE
Accountability – Coming Attractions
Education Department’s Committee on Measures of
Student Success
Report issued contains recommendations for
community colleges to collect and disclose more
information on:
Graduation rates (national rate is 32%)
Student learning
Academic quality
Remedial students
Employment
St. Clair County Community College
September 9, 2011
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Outcome measures
◦ Degrees awarded annually (number and change
over time)
◦ Graduation rates
◦ Transfer rates
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Progress measures
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Remediation (entry and success)
Success in first-year math and English
Credit accumulation
Retention rates
Course completion
Time and credits to degree
FALL SEMESTER CAMPUS UPDATE
Dashboard samples:
St. Clair County Community College
September 9, 2011
Enrollment, Technology, Customer Service,
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Inquiries
Suspects
Prospects
Applicants
Admits
Enrollers
Maintainers
Graduates
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Need for community impact
studies and need for data
Service district issues and
limitations
Possible inability to follow
traditional “four-year”
models of recruitment
Need to focus on high
school students, adult
students, workforce
development, and senior
citizens needs
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School visits
College fairs
Website
Information pieces
Mailings
Outreach to middle school
Campus events
Calling campaigns
Electronic communication (text,
email)
Billboards
Relationships with business and
industry
Community events
Arts
Fundraising
Targeted populations
Worksheet #11
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Campus visit
Does the campus
look good?
Can anybody assist a
student?
Is it well planned
out?
Consider everything
a student has to
experience before
he/she gets to
campus.
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Online tours
Do you have a virtual
tour?
Easy to find?
Does it consist of
maps and photos?
Is it a slideshow
format?
Can students do live
interaction?
Webcams?
Zoom in and out;
360 degree views?
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More students take online
classes than ever before
Digital divide between
students at community
colleges
Use technology to
streamline institutional
functions such as
application process,
registration, orientation,
advisement, and
assessment
Use web sites to deliver
what students need, not
what faculty and staff
desire
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Frequently asked
questions
Podcasts
Online video
Blogs
CD-Roms and DVDs
Are students required to
turn off cell phones and
computers when they
enter the classroom?
How do your faculty
members utilize
technology?
 “Some
folks
make you feel
at home, while
others make
you wish you
were there”
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Have a winning attitude
Make a commitment to the customer
Use proper grammar and enunciate
Work on oral communication skills
Increase your phone ability
Develop stronger listening skills
Use different problem-solving techniques
Have the confidence to deal with difficult
customers
Manage job stress
Exceed customer expectations
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It is not easy to change
somebody’s personality;
but it isn’t impossible
Astonishing customer
service is more than just
personality; it means that
superior processes have
to been in place as well.
If this doesn’t happen all
we have is enthusiastic
incompetence.
No-class
versus
world-class
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Relationships
Being treated as an individual
Multiple effective channels of communication
Response time
Costs
Location
What else?
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Recruitment
Application
Admission
Orientation (mandatory?)
Testing and course
placement
Scheduling
Registration
Bill payment
Book purchases
Advising
Financial aid
Mentoring
Online issues
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Examine course availability
Correct course placement
Do courses “line up”?
Ask yourself honestly, “Is the schedule done
in the best interest of the students or the
faculty”?
Identify high risk courses
Create and enforce a campus attendance
policy
Worksheet #13
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Considers late registration the week before
classes start
Students can’t register for classes that have
already started
Late start classes are available for “late”
students
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Advising – the volume of students, bad advice
Do you track success through data and
interviews?
Do you have a student success class?
◦ One or three hours long?
◦ Required or not?
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Time management issues
◦ Related to study time
◦ Related to family time
Student connection, strategies, Developmental
Education, At-Risk students and At-Risk classes
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Student satisfaction
Create campus-wide emphasis on retention
Continuous intervention
Address performance and attendance
patterns
Increase faculty participation rate
Plan to improve student performance
Data, data, data
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Facebook and social media are now part of a
generation’s lifestyle
Do you utilize these to connect students to
the campus?
In the classroom?
Student announcements?
Registration and enrollment?
Text books?
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Testing and class placement
Advising
Mentoring
Tutoring
Supplemental Instruction
What else do you do?
These efforts usually deal with traditional on
campus students and their needs. What about
the online students?
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Peer to Peer
Student to Faculty
Student to Institution
Mentoring
Advising
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Implement student success, not enrollment
management to create a more seamless
environment
Create innovative programs for increasing
support for at-risk students such as
increasing pre-enrollment activities and
orientation, eliminate late registration,
conduct basic skills assessment, improve
financial aid, expand mentoring programs
DEFINE AT-RISK
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“Drive-in” students
Determine role of the student services office
in connecting students to the campus
Define the role of faculty in connecting with
students
Fix “disjointed” services
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Financial Aid
Transition Course
Learning
Communities
Early Intervention
Peer Mentoring
Supplemental
Instruction
Academic Support
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May have difficulty in assessing the value of an
education;
May regard public education as a form of
entitlement rather than a good or service;
May not have as much of a choice in public
education compared to most goods and
services;
May lack access to third-party ratings of public
education services;
May not realize that the burden of success lies
with them;
May not recognize that classmates can affect
their individual level of benefit.
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Learning the norms of campus culture
Finding a niche
Putting down roots
Transferring successful behaviors from other
settings
Developing focus
Resisting peer pressures
Compartmentalizing family and work pressures
Exhibiting classroom habits of successful students
Building relationships with teachers
Asking for help
Levitz, R. S., Noel, L., & Richter, B. J. (1999). Strategic moves for
retention success. New Directions for Higher Education (108), 3149.


After 15 credit hours or more students must
have a degree plan
Alamo Community College
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Library
Parking
Tutoring Center
Achievement Center
Cafeteria
Student Services
◦ Admissions
◦ Financial Aid
◦ How do students rate these services? How do you know?
Survey?
◦ Worksheet #14
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Pre-Reqs
Gaps
Specialized plans
Type of course delivery
Three or four hour classes
Labs
Block scheduling and learning communities
Work with K-12?

Worksheet #15
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Your definition of an at-risk student:

Your major retention initiatives for at-risk
students:
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How do you measure success?
Worksheet #16

The emphasis in supplemental instruction is
on historically-difficult courses (those classes
with a 30 percent rate of grades of D. F. and
Withdrawals) rather than high-risk students.
2002
Previous
three years
Previous five
years
Intro to
College
Writing
39.7%
30.0%
33.4%
Intro to
College
Reading
Pre-Algebra
40.4%
33.5%
36.2%
38.1%
35.4%
29.2%
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Shared the data with the
math faculty
The math faculty
determined that a three
hour class that met twice a
week was inadequate
Changed course to a four
hour class that met four
times a week
Hired a developmental math
instructor (who became a
member of the Student
Success Team)
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Tutors were made available for
the classes
Supplemental Instruction was
added as a support mechanism
Began an intrusive mentoring
program through the Student
Success Team
Students had to meet with
mentors
Students were physically taken
to where help was provided
Student’s goals were
determined and the students
were emotionally supported
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Compare D,F, W rates
with previous data
Create a student
survey based on a five
point scale (-2 strongly
disagree, -1 disagree,
0 no opinion, 1 agree,
2 strongly agree)
Discussion among the
mentors
1st year of Mentoring program
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
MMTH 051
CENG 051
Five-year average
Fall 2004 nonmentor
Fall 2004 Mentor
English
Math
Combined
Connected
Adjusted
Find
Comfort
-0.1
-0.2
-0.3
-0.1
0.4
0.2
0.1
0.1
0.1
0.0
-0.1
0.0
Accessible
Helpful
Knowing
0.4
0.6
0.9
0.6
0.6
0.6
0.5
0.6
0.7
0.2
0.3
-0.1
0.1
0.2
-0.1
Recommend 0.1
Continue
0.1
Peer
-0.2
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Scattered success
Scattered methods of communication; phone,
in-person, email
Utilized support mechanisms, particularly
STaRS
Overall evaluation was varied
Suggestions included the fact that more
contact was needed
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Same classes Intro to College Writing (20
students) and Pre-Algebra (11 students)
Mentors met with students in the first class
and set appointments
Students were taken to the STARs program
during class (tutoring, etc)
English
Math
Combined
Connected
Adjusted
Find
Comfort
0.3
0.3
0.8
0.5
0.6
0.8
0.3
0.5
0.4
0.5
0.6
0.5
Accessible
Helpful
Knowing
0.5
0.8
0.8
1.1
1.1
1.3
0.8
0.9
1.0
1.0
0.8
-0.5
0.9
0.6
0.1
Recommend 0.8
Continue
0.4
Peer
0.5
Before Mentoring 2004-2005
Intro to College
Writing
39.7%
22.7%
Intro to Reading
40.4%
25.7%
Pre-Algebra
38.1%
19.8%
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87% of successful students in Intro to College
Writing earn a “C” or better in English Comp I
78% of successful students in Intro to College
Reading earn a “C” or better in American
National Government (required class)
76.5% of successful students in Pre-Algebra
earn a “C” or better in Intro to Algebra
89.4% of successful students in Pre-Algebra
earn a “C” or better in Business Math
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K-12
Four-Year
Institutions
Community
Businesses
Challenges, Suggestions, Alignment, Connect
the Dots
 Where
are you
and where do
you want to
go?
 Do you know
who you are?
 Do you
remember the
“basics”?
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SEM is too large and complex
Lack of consensus
Process in fits and starts
Determination of the best structure
Determination of SEM components
Budget
Fight against cultural change
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Create and market and institutional image to
reach all types of students
Connect students with each other, the
college, faculty and staff, and course content
Use technology to assess student skills,
provide distance learning, and streamline
student services
Provide effective counseling and support,
especially with “at-risk” students
Identify and measure critical enrollment goals

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You will have false
starts; don’t give up
Bringing people
together doesn’t
always mean you have
to agree with them
Put students and their
needs first
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Determine enrollment and performance
objectives
Be proactive, not reactive
Work with other community colleges
Create a method to determine goal objectives
and attainment throughout the entire tenure
at the institution
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Stop late registration
Math refresher before assessment
Assessment
Placement
Orientation
Student success course for those not college
ready
Advising (leading to a plan)
Learning lab participation
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Learning communities (Developmental Math
linked with Student Success course)
Basic skills imbedded in career programs
Supplemental instruction
Active and collaborative learning (cooperative
learning)
Fast-Track math/modular math
Summer bridge programs (boot camps)
Case management (incorporated in learning
communities)
Course redesign/curricular alignment
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Use block schedules with fixed predictable classroom
meeting times
Allow students to proceed toward degrees or
certificates at a faster pace
Simplify the registration process by enrolling
students in one single, coherent program
Reduce the amount of time students must be in the
class by using technology and demonstrated
competency
Form peer support and learning networks
Embed remediation into the regular college
curriculum
Provide better info on every program’s tuition,
graduation rates, and job placement outcomes

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Require formal, on-time completion plans
Enact caps of 60 hours for an associate
degree
Create a common general education core
program to ensure consistency
Require full transferability of common core
courses
Adopt alternate pathways such as Advanced
Placement, online learning, and accelerated
competency-based courses
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Always focus on why
we are here…the
students!
What do you really
need?
How do you know
for sure?
Are you really
serving the
community?
Can you prove it?
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Create a culture of responsibility, high
standards and clear expectations;
Provide a deep and broad array of student
support services;
When in doubt, lean in the direction of the
student;
Recognize that students are much more than
customers, but recognize that they are also
customers.
Successful practice requires alignment of:
Values;
Intentions;
Actions;
Assessment;
Analysis;
Evaluation;
Evidence; and
Adjustment
to achieve outcomes, improve quality, and
enhance effectiveness.
Considerations
Do missions reflect institutional values?
Are values modeled by daily practice?
Are outcomes identified or implied?
Are they congruent with values & mission?
What are the indicators of achievement?
How do actions relate to intentions?
Are achievements inferred by completion or
affirmed by assessments?
Who assesses? Who evaluates? Why?
Connect the “Dots”
Who are we? (Principles and Values)
Where are we going? (Vision)
What will we do? (Mission and Purpose)
What do we expect to achieve? (Outcomes)
What are our indicators of success? (Goals)
How will we proceed? (Planning)
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#17
#18
#19
#20
Committed Leadership
Use of Evidence
Broad Engagement
Systematic Improvement
What types of policies, strategies, and
indicators do you have for each of these
areas? What needs to be adjusted?
810-989-5545
kapollock@sc4.edu