REDWOODS COMMUNITY COLLEGE DISTRICT
Meeting of the Enrollment Management Committee (EMC)
AD 201 Boardroom
Monday, November 7, 2011
1:10 – 2:40 p.m.
AGENDA
EMC Mission
To interpret enrollment trends, patterns and projections, student achievement/success data, basic skills student achievement data,
and to inform all institutional divisions and units in meeting CR’s enrollment goals within a framework of collaboration
continued growth and community alignment. The Enrollment Management Committee (EMC) also formulates enrollment goals
consistent with the College’s mission and program review data, develops FTES budget projections, implements, monitors, and
periodically revises the process of student enrollment and retention.
1. Call to Order
2. Approve October 17, 2011 Meeting Minutes*
3. Action Items
3.1 Approve Committee Evaluation Rubric (Sheila, Angelina, Rachel)
3.2 Recommendation to allocate TLUs Summer 2012 (Rachel, Bruce, Kathy)
3.3 Recommendation for fall 2011 schedule blocks and future improvements (Jeff and Tiffany)
4. Discussion Items
4.1 Review of FTES/TLU from EMC to BPC (Bruce and Keith)
4.2 Draft 2011-14 EM plan (Keith, Sheila, Juana, Pam, Anna, and David)
4.3 GE course analysis (Bruce and Angelina)
4.4 What does it mean to strengthen support for students—CCCCO SSTF
5. Reports
5.1 2010-11 Recalculation (Angelina)
5.2 Projected 2011-12 FTES (Angelina)
5.3 Report on the multiple measures process (Jennifer)
5.4 Update on the process to address repeat requests (Kathy)
6. Future Agenda items
6.1 Update on MyEdu (Nov 21st)
6.2 How does the college improve student success, retention, persistence, and access?
6.3 How should the college Incentive basic skills improvement?
6.4 How do we improve completion?
6.5 Academic Program Demand
6.6 What alternative ways are there for the college to view and offer basic skills?
6.7 What does it mean to be college ready?
6.8 Are there PRC data that falls within the EMC’s purview for discussion?
7. Announcements
8. Adjournment
PRESENT
REDWOODS COMMUNITY COLLEGE DISTRICT
Meeting of the Enrollment Management Committee (EMC)
Eureka: 7351 Tompkins Hill Road, Boardroom
Monday, October 17, 2011
1:10 p.m.
Rachel Anderson, Nick Bogdan, Jeff Cummings, Paul DeMark, Anna
Duffy, David Gonsalves (phone), Kathy Goodlive, Sheila Hall,
Angelina Hill, Anita Janis, Allen Keppner, Pam Kessler, Mark Renner
(phone), Tiffany Schmitcke, Keith Snow-Flamer, Ken Strangfeld,
Juana Tabares, Bruce Wagner and Danny Walker.
ALSO PRESENT
Roxanne Metz, Michael Regan
DISCUSSION
SUMMARY
NOTES
EMC summary notes of October 3, 2011, were approved with
corrections.
COMMITTEE ON
MEASURES OF
STUDENT
SUCCESS
Angelina stated that a draft report from the Committee on Measures of
Student Success has recently been sent out and it contains a lot of
information that may be helpful to this committee. She will email the
report out to everyone on the committee for review. The report makes
note about the diverse mission of the Community College and why
students attend. IPEDs reporting was discussed and it was noted that
this is only one type of reporting but it could have broad implications.
Discussion also took place regarding the definition of success at the
Community College level. It was also noted that this is a time of
transition for the Community Colleges and in the future who and how
students are served may be changing.
COMMITTEE
EVALUATION
RUBRIC
Sheila reported that in developing the Evaluation Rubric she, Angelina
and Rachel started big and looked at several different models and
themes, they also reviewed the planning principals. She noted that the
rubric could be kept general so that it could be used by other
committees or it could be made more specific so that it only applied to
EMC. This is only the first draft of the rubric and the components are
overlapping. There was discussion as how to deploy this and if it
should go back to Institutional Effectiveness, do we make it specific
or have it general and over-arching?
Rachel stated that if we made it really specific to EMC and then
moved to the rubric used by ACCJC we would be grading ourselves
and in the end we would match up or diagnose the problem.
The importance of communication was discussed and it was noted that
EMC has gotten much better at this than in the past. Communication
needs to happen at different levels throughout the district and meeting
minutes and committee representatives are helping with this. Some
committees are still struggling to do this and if an evaluation
instrument were put together that could be used across the district it
would be very positive. It was noted that this is a great document to
improve the feedback loop.
Keith stated that the goal is to get the final draft of the rubric to the
committee by November 7, at which time we will decide if we will
forward it to the IEC.
SPRING
SCHEDULE
UPDATE
Tiffany report that a huge portion of the spring schedule has been sent
out to be reviewed by the deans and directors, area coordinators and
faculty will also have opportunity to review it. She hopes to get
changes back no later than 5:00 p.m. on Tuesday and have the
schedule available on Web Advisor for viewing only on Saturday. She
also reported that she is not able to give an update on TLUs yet, but
it’s looking really good. With new guidelines from the Chancellor’s
office she had to make sure that everything was entered accordingly.
Tiffany noted that she does not enter the schedule for either Del Norte
or Mendocino but once it has been entered she double checks it to
make sure it is consistent with Eureka.
IR will do a TLU projection as soon as Del Norte and Mendocino are
entered to compare to last spring. When the final numbers are
calculated she will forward them to Keith so that he can release them
to the committee.
Kathy stated that during the district audit this year the auditor’s
requested documentation on how the student was informed about
scheduling and they’ve asked to review about 40 different sections.
She also reminded everyone of the repeatability guidelines that will go
into effect this spring which will trace the number of times a student
has attempted a class to the beginning of their student career.
Discussion continued regarding concerns related to course
repeatability. Some of the concerns included:
Extenuating circumstances
Recency
Student appeals
Apportionment/FTES
SUBCOMMITTEE
REPORTS
Develop plan to allocate additional TLUs Spring/Summer (Rachel,
Bruce, Kathy)
Rachel noted that this subcommittee is not going to do anything until
the schedule is out. They will be coding the schedule for spring to see
how it falls out per area and how to allocate appropriately. They will
also be comparing and contrasting and refining the total numbers
served.
Recommend TLU allocation strategy (Rollover, decrease and growth
funding) for 2012-13 (Jeff, Mark, Ken)
Jeff reported that this committee has not met yet but is scheduled to do
so soon.
Review fall schedule blocks and develop recommendation for
improvement (Jeff, Allen, Danny, Tiffany)
This subcommittee has not met yet.
Develop 2011-14 EM plan (Keith, Sheila, Juana, Pam, Anna, Dave)
Looked at best practices, put recommendations together on
themes and actions will meet again by end of October.
AB 743 and
AB 1056
These bills were signed into law by the Governor, however, the
chancellor’s office does not know yet how they will be implemented.
SUMMARY OF
EMC BPC COCHAIRS
MEETING
Bruce and Keith reported that over the last couple of years the
allocation of TLUs has changed. A concern this year is that the BPC
did not factor in faculty re-assign time. As the district’s budget has
shrunk faculty has had to fight for reassign time. Problems arise when
with faculty retire or on leave. A discussion was started with Lee
Lindsey and Bob Brown, co-chairs of the Budget Planning Committee
(BPC) and some problem solving was done. BPC and EMC need to
work with Administrative Services to take all into account. As reassign time changes, money needs to flow in and out of the Associate
Faculty budget. A preliminary time-line needs to start with EMCs
FTES projection. Administrative Services is trying to work on the
development of a 3 year budget cycle.
ADJOURNED
SUBMITTED
Bruce also noted that we have to decide what kind of cap on
enrollment we want. We also need to get an estimate of Associate
Faculty and an estimate of faculty retirements to forward to the BPC.
It will take a couple of meetings to decide on the instructional budget
and what the targets will be. They will also need to come up with
allocations. Deans won’t have to be concerned with overload funds in
their associate faculty allocations only with generating FTES.
The meeting adjourned at 2:40 p.m.
lw
Final EMC Evaluation Rubric
Attached is a final evaluation rubric for EMC operations. We began with broad-based statements that
could be applied to the other planning committees, with the understanding that EMC members will have
opportunities to provide feedback and refine these measures. We also recommend the institutional
effectiveness survey be re-administered to assess any changes made by the committees to improve their
work.
Awareness
Operates under charge
Aware that a
committee and charge
is needed.
The committee’s
charge is being
developed and
documented.
The members have a
clear and agreed upon
understanding of all
areas of the charge.
Engages in data-driven
decision making
A need to make datadriven decisions is
acknowledged, but
data is looked at in an
inconsistent, ad-hoc
basis.
Decisions consistently
rely on agreed-upon
analyses of a set of
defined data elements.
Reports are
interpreted in a
consistent manner.
Develops
recommendations
Awareness of the need
and potential benefits
of creating committee
recommendations.
Dialog about
recommendations is
becoming more
prevalent.
Aware that an
evaluative process
would benefit the
committee. Dialog
about the evaluative
process is becoming
more prevalent.
Aware that broad
based participation is
necessary.
Dialog about data is
becoming more
prevalent. A
framework is
beginning to develop
in terms of the types of
data to evaluate. Data
elements are being
defined.
A framework is
beginning to develop
in terms of the types of
recommendations
made by the
committee.
Recommendations are
sometimes made.
Initial evaluation tools
are being developed in
terms of
developmental
progress and strengths
and weaknesses.
Sustainable
Continuous
Improvement
The charge is
well understood
and reviewed
consistently to
ensure that it best
meets the needs
of the institution.
Systematic
evaluations are
carried out to
continuously
improve the
well-defined
process.
Agreed-upon
recommendations are
consistently made to
constituent groups.
The desired impact of
the recommendation
is well established.
Systematic
evaluations are
carried out to
continuously
improve the
well-established
process.
The committee
annually evaluates
itself and makes
documented
improvements based
on the evaluation.
Well-established
evaluation tools
are
systematically
evaluated for
improvement.
Communication
processes are being
developed to include
dialogue among a
broad constituent base.
Communication
processes are
developed that are
inclusive of key
constituencies, and
reach all relevant
audiences.
Collaborative,
well-documented
and ongoing
processes are
used to
effectively
communicate
information to
the college
community.
Engages in evaluative
process
Participates in
communication
Development
Proficiency
Three Year FTES/TLU Targets for BPC
Resident (5% annual growth)
Non-resident (5% annual
growth)
Non credit (no growth)
Assuming 187 increase in 2012-13 and 2% Growth in 2013-15
Current
3 Year FTES Targets
2011-12
2012-13
2013-14
2014-15
4834.00
5021.00
5121.42
5223.85
132.00
2.30
138.60
2.30
145.53
2.30
152.81
2.30
3 Year FTES Targets
2013-14
4937.00
5035.74
2014-15
5136.45
Assuming workload reduction
and 187 increase in 2012-13
and 2% Growth in 2013-15
Current
2011-12
Resident (5% annual growth)
Non-resident (5% annual
growth)
Non credit (no growth)
Fulltime Faculty
Release/Reassigned TLU
Fulltime Faculty Instructional
TLUs
Associate Faculty
Instructional
2012-13
4750.00
132.00
2.30
138.60
2.30
145.53
2.30
3 Year TLU Targets
2013-14
TBD
TBD
Current
2011-12
TBD
TBD
2012-13
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
2010-11
Current
2011-12
2.50%
3.00%
2.00%
3 Year Projection Release/Overload Cost
2012-13
2013-14
2014-15
$
31,680.00
$
31,680.00
$
31,680.00
$
31,680.00
$
31,680.00
Other stipends
Contractual
Release
$
61,310.00
$
61,310.00
$
61,310.00
$
61,310.00
$
61,310.00
$ 611,300.00
$ 611,300.00
$ 626,582.50
$ 645,379.98
$ 645,379.98
General fund
$ 163,513.00
$ 163,513.00
$ 163,513.00
$ 163,513.00
$ 163,513.00
Grant Funded
$
$
$
$
$
Projected % of
increase in
salary
Type
Contractual Release/Stipend
Cost
Overload Cost
152.81
2.30
Coaching
stipends
11,446.00
11,446.00
2014-15
TBD
TBD
11,446.00
11,446.00
11,446.00
2011-2012 EMC Work Plan (subject to change depending upon planning issues identified)
Planning Item
Date of
Completion
October, 2011
Responsible
Person
EMC
Status
October, 17,
2011
Bruce
Wagner, Keith
Snow-Flamer
Review IEC recommendations for assessment of the planning
processes.
October 17,
2011
EMC
Develop recommendation to allocate additional TLUs for
Spring/Summer 2012.
November 7,
2011
EMC
Develop rubric for evaluation of committee operations.
November 7,
2011
EMC
Complete. Co-chairs
of the EMC and
BPC met and
developed a three
year FTES/TLU
development process
and timeline. The
process separates the
actual TLU
available for active
sections from
release and overload
time budgets.
Complete. The EMC
subcommittee
looking at
developing the
committee rubric
evaluation used the
Spring 2011 summit
result, survey
questions, and IEC
annual report
assessment.
In Progress.
Subcommittee is
working on this
project and will wait
until the final spring
schedule is released
before submitting
the plan for EMC
review.
In Progress. Draft
was discussed with
the EMC with
suggestions for
improvement. The
final rubric will be
presented at the
November 7 EMC
meeting.
Provide initial assessment of the multiple measures process.
November 7,
2011
EMC
Develop statement of support of the College’s mission and
values.
Work with co-chairs of the BPC to develop a FTES/TLU
timeline.
Complete
Develop recommended enrollment FTES goals for 2012-2013.
Analyze GE class offerings.
Recommend TLU allocation strategy for 2012-13.
Develop 2011-2014 Enrollment Management Plan focusing on
access, persistence, and retention.
Review fall 2011 schedule blocks and develop recommendation
for improvement. Focus on rectifying problems with meeting
requirements of the Student Accounting Manual and developing
scheduling guidelines to enhance persistence and success.
Implement matriculation plan
Finalize 2011-2014 Enrollment Management Plan.
Provide final assessment of the multiple measures process.
Review progress on meeting institutional effectiveness indicators.
Evaluate EMC operations using agreed upon rubric.
November 21,
2011
December 5,
2011
December 5,
2011
December 5,
2011
December 5,
2011
EMC
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2012
EMC
EMC
EMC
EMC
EMC
EMC
In Progress
EMC
In Progress
EMC
In Progress
EMC
In Progress
College of the Redwoods
DRAFT Enrollment Management Plan
2011-2014
Statement on Enrollment Management
College of the Redwoods (CR) sees enrollment management as an institution-wide, intentional, and
comprehensive process that is designed to provide student access and success. While Enrollment
Management is a responsibility share by all at CR, the Enrollment Management Committee (EMC) has
been given the primary responsibility for recommending and support initiatives that are aligned with
College resources. The purpose of the Enrollment management Plan is to enhance student learning and
college experiences, student satisfaction, and as a byproduct, improve student retention and completion
rates of our students. Our ultimate measure of success is determined by the retention and success of our
students in achieving their educational goals.
Enrollment Management primary goals include:
Stabilizing enrollments (reverse declining enrollment, control growth and plan for fluctuations)
Linking academic and student services programs
Stabilizing finances
Improving services (increase satisfaction and reduce paperwork)
Responding to economic forces
Evaluating strategies (track what works and change what doesn’t work)
Increase capacity for intentional growth
Vision
College of the Redwoods is a learning community where lives are transformed.
Mission
College of the Redwoods puts student success first by providing outstanding developmental, career
technical, and transfer education. The College partners with the community to contribute to the economic
vitality and lifelong learning needs of its service area. We continually assess student learning and
institutional performance and practices to improve upon the programs and services we offer.
Values
Student Success and Access: We put students first, ensuring that student learning, advancement, and
access are pivotal to all we do.
Educational Excellence and Innovation: We value ongoing and systematic planning and evaluating
methods that move us toward excellence.
Honoring Diversity: We value all members of our community and strive to create a diverse, nurturing,
honest, and open environment.
Participatory Governance: We value ethical behavior and strive to create a culture where all students,
staff, faculty and administrators engage in inclusive, ongoing and self-reflective decision making.
Environmental Awareness: We value the environment and the need to minimize our impacts upon it,
utilizing sustainable practices and acting as global citizens.
Community Development: We value the economic and intellectual development of the various
communities we serve.
Supportive Culture: We strive to create a supportive, problem-solving culture, and we recognize the
proven usefulness of an interest-based approach (IBA) for achieving trust, cooperation and effective
problem solving.
Linking Enrollment Management and the Academic Program
The quality of CR’s academic program can only be developed and maintained in a stable enrollment
environment. CR’s products are our programs and services to District residents. Based on these programs
and services, students will make the choice whether or not to attend the College, persist while attending,
or drop out.
Student Focused
Since students have the freedom to choose the college they wish to attend, enrollment management should
establish early on a client relationship with CR students, parents and the community. A students’
perspective and CR’s needs should always be kept in the forefront when developing and offering services,
launching new programs and initiatives, and evaluating enrollment management plans.
Optimum Enrollment
Optimum enrollment can be defined as the figure that indicates revenues and expenditures are in balance.
It is the number that falls between the maximum and minimum fiscal and physical capacity of the
institution.
Strategic Plan Core Themes
1. Enable student attainment of educational goals
2. Develop and manage human, physical and financial resources to effectively support the learning
environment
3. Build a culture of assessment
4. Contribute to the economic, cultural and social well-being of the Northcoast community
5. Ensure student access
Planning Assumptions
The Mission Statement and the Vision Statement, combined with the Values, are the driving factors in the
development of the Enrollment Management Plan. The Committee members are aware of the
responsibility to develop goals, objectives, and strategies that are within the context and framework of the
mission and vision statements, and the values. The alignment of the Enrollment Management Plan with
the Strategic Plan represents a collaborative effort to accomplish the expectations of the College
Statements and Values, while maintaining our charge.
The Committee used the following assumptions when it developed the Enrollment Management Plan:
The College must focus its enrollment management effort toward addressing the Chancellor’s
Office Student Success Task Force recommendation;
The Committee must participate in the effort to encourage district-wide discussion of basic
skills/developmental education by incorporating the BSI action items in the Enrollment
Management Plan.
The Institutional Effectiveness Measures (insert) and ARCC data will serve a KPI benchmarks in
determining the effectiveness of enrollment management strategies.
Strategic Enrollment Goals
Goal 1. Increase College and Career Readiness
Core Theme: Ensure student access and build a culture of assessment
Goal 2. Ensure that all students receive support services available at CR, including academic
counseling, financial aid advice, strategic learning skills, tutoring services, appropriate accommodations,
and all other necessary support services
Core Theme: Ensure student access, enable student attainment of educational goals and build a
culture of assessment.
Goal 3. Increase nonresident and international student enrollment
Core Theme: Ensure student access
Goal 4. Develop initiatives to enhance retention
Core Theme: Enable student attainment of educational goals
Goal 5. Improve the Education of Basic Skills Students
Core Theme: Ensure student access and enable student attainment of educational goals
Goal 6. Align Resources with Student Success Recommendations
Core Theme: Enable student attainment of educational goals
Goal 7. Develop Department Enrollment Targets
Core Theme: Ensure student access
Goal 8. Increase Veteran Student Enrollment
Core Theme: Ensure student access and enable student attainment of educational goals
Key Performance Indicators (KPIs) Goals, Objectives, Strategies
The EMC is charged with reviewing and making recommendations regarding the Enrollment
Management Plan for enrollment at CR.
Process of development, feedback and approval:
o Integrated planning committees discussion
o Solicit ideas and suggestions through IR
o Blog on CR’s website (similar to the participatory governance feedback site)
o Discussion in collegial consultative process
Enrollment Key Performance Indicators (KPIs) for 2011-2014
Increase FTES
Increase college preparedness rates for Math and English
Continue the decreasing trend in the number of sections cancelled
Increase fulltime student retention rates trend
Increase Veteran student enrollment by over three years
Increase the completion rates of Veteran students earning a certificate or degree (three year
entering cohort).
Continue to increase the fall to fall and fall to spring persistence trends
Continue to increase basic skills progression in English and Math
Insert Revised IE Measures
Goal 1. Increase College and Career Readiness
Objectives:
Improve the academic and college preparedness for students who begin their collegiate experience with below college level coursework.
Establish a streamlined mandatory matriculation process for new and returning students.
Enhance the successful transition from developmental/pre-college to transfer or vocational programs.
Strategy
1. Collaborate with
K-12 to jointly
develop common
core standards for
college and career
readiness.
2. Determine what it
means to be
“College Ready”
3. Integrate college
success strategies
in developmental
education courses
4. Require students
new to college to
participate in
orientation
programs which
will apprise them
of the knowledge
and skills needed
for success in
college courses.
5. Assign special
advisors to CTE
and Athletics.
6. Require students
to declare a
Responsibility
CIO, Deans, Faculty
Timeline
Effectiveness Measure
Outcomes
program of study
by the end of their
second semester.
7. Identify current
matriculation
process that all
students must go
through before
attending course
and re-evaluate
the sequence of
that process
8. Evaluate, assess,
and modify GE
transfer courses
and programs and
offerings.
9. Improve college
readiness for local
high school
graduates by
developing a
summer bridge
program and
designing
workshops to help
students score
better on
placement exams.
2012-2013
Eliminate obsolete and
redundant courses
Documented evidence
that new students'
placement test scores
improve after attending
bridge program and
workshops, based on preand post-test results
Goal 2. Ensure that all students receive support services available at CR, including academic counseling, financial aid advice, strategic learning
skills, tutoring services, appropriate accommodations, and all other necessary support services.
Objectives:
Strengthen support for entering students
Incentivize successful student behaviors
Improve and expand collection, analysis, and dissemination of information related to students’ transitions to employment or higher
education.
Strategy
1. Require students
to participate in
assessment,
orientation and
education
planning
2. Advisors
collaborate with
faculty to
encourage
students to
develop education
plans.
3. Have advising
focus on clarity of
goals/intentions
and student
education
planning.
4. Post assessment
results and course
recommendations
on Web Advisor
for students with
hyperlink to
advising
Responsibility
Timeline
Effectiveness Measure
IR, IT, Counseling
and Advising and
BSC
Spring 2012
The development of
course recommendations
and assessment results.
Outcomes
5. Survey certificate
and degree
graduates for job
placement and
college
experience
information.
6. Increase
interactions with
advisors/counselo
rs by establishing
a series of
communications
to all students.
All students receive an
introduction letter
including information on
their assigned counselor,
contact information for
College personnel vital to
their success, etc
Goal 3. Increase nonresident and international student enrollment
Objective:
Offset the budget reductions from the state.
Increase revenue generated in auxiliary departments.
Strategy
1. Develop new
international
markets for
recruitment
2. Integrate and
support
international
students into the
campus.
3. Invest in housing
and student
athlete
recruitment
4. Research
completion rates
and debt levels of
non resident
students.
Responsibility
Timeline
2012
Effectiveness Measure
Outcomes
Goal 4. Enhance retention
Objectives:
Align Curriculum to meet student needs
Focus course offerings and schedules on needs of students.
Involve students in retention discussions
Strategy
Responsibility
1. Emphasize
faculty-student
interaction
2. Explore options
to decrease
textbook expenses
3. Develop student
IR
focus groups
and/or more
detailed surveying
of students and
faculty to better
understand the
nature of these
two Noel Levitz
SSI issues:
Courses are
scheduled at
times that are
convenient for
students.
Ensure that there
is a good variety
of courses
provided on the
Eureka campus.
4. Improve
transportation
Timeline
Effectiveness Measure
Outcomes
5.
6.
7.
8.
9.
options to include
expanding bus
pass program
Improve
collaboration
between student
services staff and
faculty members.
Ensure that
courses in any
given program are
offered
sequentially and
regularly in order
to facilitate
degree and
certificate
completion.
Work with Deans
to assess and
revise scheduling
guidelines and
final schedule
approval process.
Review the
retention of
students on
academic
probation and
design programs
to help students
become
academically
successful.
Develop first year
experience
CSSO, Deans, EMC
2012
2013
student success
pilot program.
10. Implement first
year experience
program that:
requires students
with lack of
college readiness
to participate in
support resources.
requires students
receiving Board
of Governors fee
waivers to meet
various conditions
and requirements.
requires students
to begin
addressing Basic
Skills deficiencies
in their first year
develops and uses
technology to
better guide
students in their
educational
process
requires students
to complete
student education
plans.
2014
Number and percentage
of first-year students
completing certificates
and degrees
Goal 5. Improve the Education of Basic Skills Students
Objectives:
Develop actions for addressing non-Credit and adult education.
Support the development of alternatives to traditional basic skills curriculum.
Strategy
1. Develop a peer
mentoring
program that
targets basic skills
students.
2. Implement a
tracking process
through
Institutional
Research
department for
one cohort of
Basic Skills
students
3. Work with the
Deans of
Academic Affairs
and Career and
Technical
Education and
Student
Development to
begin discussions
of learning
communities/link
ed courses for
underprepared
students Spring
2012.
Responsibility
Timeline
Fall 2013
Effectiveness Measure
Institutional Research
Department and BSC
Spring 2012
IR and BSC will develop
a tracking process.
BSC, Deans of
Academic Affairs and
Career and Technical
Education, EOPS
faculty, Coordinator
of Advising
Spring 2012
Indentify faculty
interested in participating
in learning
communities/linked
courses.
Outcomes
4. Explore
feasibility of non
credit basic skills
courses
5. Offer a series of
workshops
providing
background on
the Basic Skills
Initiative and on
interpreting local
basic skills data.
6. Support
innovation of
curricular and
support functions
and staff
development
opportunities that
address basic
skills needs
through dedicated
basic skills action
plan funding.
7. Establish
professional
development
activities to
support
collaboration
between Basic
Skills faculty and
faculty in general
BSC, English and
math faculty,
Curriculum
Committee and
Director of
Community
Education.
BSC Tri-Chairs
Spring 2012
Documented discussions
are held in Fall 2011 and
Spring 2012.
Ongoing
A workshop on updated
Basic Skills data , forms,
and processes is
developed to be
implemented ahead of
Spring 2011 Program
Reviews
BSC Tri-Chairs
Fall 2011
The BSC will implement
the call for proposals
process developed Spring
2011on October 1, 2011
by which faculty and staff
can propose basic skills
action plan funds.
BSC and CIO
2012
Activities are developed
to establish
common goals
across the
curriculum.
8. Develop
alternatives to
traditional basic
skills
courses/courses
CIO, Deans, Faculty
Goal 6. Align Resources with Student Success Recommendations
Objectives:
Consolidate select categorical programs.
Promote flexibility and innovation in basic skills through alternative funding.
Implement outcome-based accountability scorecard.
Strategy
1. Identify and track
student goals at
matriculation and
each later
registration.
Evaluate student
success in
achieving goals.
2. Build a schedule
management
system
Identify "reserve"
sections that will
not be initially
published (about
3-5 of most
populous courses)
Determine the
decision process
and timing for
opening these
sections in
response to
demand
Create
accountability
reports for every
Responsibility
Timeline
Effectiveness Measure
Outcomes
Goals are identified; input
is received and
incorporated into decision
making
department to
track
effectiveness of
scheduling
cancellations,
additions, course
size, student
drop/add rates,
faculty feedback
on first week,
student services
feedback
3. Hire additional
developmental
education fulltime
faculty.
4. Reallocate TLUs
to support student
progress
Goal 7. Develop Department Enrollment Targets
Objectives:
Establish a plan for growth.
Enrollment targets will be developed by each department by the end of February annual for the upcoming year.
Strategy
1. Each department
will develop
annual enrollment
targets as part of
the FTES/TLU
allocation
process.
2. Collaborate with
the BPC to
develop a more
accurate three
year FTES and
fulltime and
associate faculty
TLU budget
projections.
3. Provide a three
year schedule for
the planning of
new programs of
instruction.
Responsibility
Timeline
Effectiveness Measure
Outcomes
Goal 8. Increase Veteran Student Enrollment
Objectives:
Increase student enrollment.
Increase persistence rates of Veterans.
Strategy
1. Strengthen
existing services
and augment
other resources
2. Create a veterans
resource center.
3. Collaborate with
BIT to create a
Veterans
Education Team
(VET).
4. Facilitate
intentional
campus
communication
on veteran’s
issues through the
veteran services
coordinator and
the VET.
5. Increase
information and
support prior to
entry.
6. Develop
collaborative
partnerships with
campus
departments and
Responsibility
Timeline
Effectiveness Measure
Outcomes
off-campus
organizations to
leverage the
limited resources
available for
veterans.
7. Create social
integration
programs to
enhance academic
retention and
success.
Instructional Sites (Eureka Downtown, McKinleyville, Arcata)
First Two Weeks of the Semester— “Student thinks they are misplaced”
Instructor refers student to practice tests on the Web:
http://msenux.redwoods.edu/mathdept/placement/PlacementPractice.php
Student believes they are ready for the next
course in the sequence
Instructor refers students to the Advising Office
including the phone number (707.476.4150)
Student meets (phone or in person) with an
Advisor for “Intake questions” and appropriate
Optimath assessment
Student opts to test
at the Main Campus
Student opts to take
test at a Site
Optimath assessment is
administered by a student
services specialist at the Site
Scores are sent by student services specialist to an
Academic Advisor for interpretation. Academic
Advisor will set up a time to meet with student (via
the phone or in person) to explain results
PASSES
DID NOT PASS
Academic Advisor
will explain it best
to stay in current
course. Although,
student can
retake the
Optimath
assessment
If student passes Optimath
assessment with a 70%, the
Multiple Measures Math Form is
emailed to the Area Coordinator by
an Academic Advisor and the
student is copied on the email.
Area Coordinator will work with faculty
for the student’s section change
Faculty then can add the student
using an add card
EUREKA MAIN CAMPUS
First Two Weeks of the Semester— “Student thinks they are misplaced”
Instructor refers student to practice tests on the Web:
http://msenux.redwoods.edu/mathdept/placement/PlacementPractice.php
Student believes they are ready for the next
course in the sequence
Instructor refers students to the Advising
Office including the phone number
(707.476.4150)
Student meets with an Advisor for
“Intake questions” and appropriate
Optimath assessment
If student passes Optimath
assessment with a 70%, the
Multiple Measures Math Form
is emailed to the Area
Coordinator and the student is
copied on the email.
Area Coordinator will work with
faculty for the student’s section
change
Faculty then can add the
student using an add card