REDWOODS COMMUNITY COLLEGE DISTRICT Meeting of the Enrollment Management Committee (EMC) Eureka: 7351 Tompkins Hill Road, AD 201 (Board Room) Monday, October 18, 2010 1:10 – 2:30 p.m. Proposed AGENDA 1. Call To Order 2. Approve September 4, 2010 Meeting Minutes 3. Action Items 3.1 101 Corridor – Student Survey, Zach DeLoach & Sheila Hall (Attachment) 4. Discussion Items 4.1 Multiple Measures, Melissa Green (Attachment) 4.2 Review Operating Agreement (Attachment) 4.3 Next Steps on Student Satisfaction and Enrollment Management Plan, Keith Snow-Flamer (Attachment) 4.4 Wait List 5. Reports 5.1 Review Enrollment, Utpal Goswami and Zach DeLoach 5.2 Enrollment Management Scorecard, Keith Snow-Flamer (Attachment) 5.3 Report out on EMC recommendations 6. Announcements 7. Adjournment Next Meeting: Monday, November 1, 2010, at 1:10 p.m. Redwoods Community College District Enrollment Management Committee (EMC) Monday, October 4, 2010 Boardroom Draft MINUTES PRESENT Rachel Anderson, Jennifer Bailey, Zach DeLoach, Anna Duffy, David Gonsalves (phone), Kathy Goodlive, Utpal Goswami, Melissa Green, Sheila Hall, Anita Janis (phone), Allen Keppner, Pam Kessler, Geisce Ly (phone), Maggie Lynch, Mike Peterson, Keith Snow-Flamer, and Juana Tabares. ADDITIONAL AGENDA ITEMS The following items were added to the agenda: 6. Budget Planning Committee – Final Priority Rankings 7. Academic Senate Report MINUTES See below ACADEMIC SENATE REPORT Keith requested that Bruce’s report to the Academic Senate be the first item addressed. There was discussion regarding the recording of the EMC meetings and how detailed the notes should be. It is a concern that items left pending for future discussion may get lost or be forgotten. It is also important to capture more details of discussions that occur. After some length is was decided that clarification must be given to the process, and EMC meetings should be run more formally. It was also decided that recording of this and all future EMC meetings will consist of a more structured format to formally track and capture meeting content. At the beginning of every meeting the minutes from the previous meeting will be reviewed and approved by the entire committee. The agenda and the minutes for EMC will consist of the following components: Review of Minutes Discussion only Action only Follow up Follow up will be an ongoing agenda item that will allow report outs on items that are forwarded to cabinet or other committees. BUDGET PLANNING COMMITTEE Utpal reviewed the Final Rankings of the Budget Planning Committee (BPC) and addressed several questions from committee members which related to how criteria were established in the ranking process. He reminded everyone that supporting documents may be found on the BPC web page. MULTIPLE MEASURES Melissa reported that she compared CR’s multiple measures practices to those at other colleges. CR’s current practices were reviewed and it was noted that 56% of new students are taking the assessment for math and English at the time of enrollment, the remainder of which take the assessment if or when then enroll in math or English.. In the past CR counselors used a multiple measures grid to aid in assessing students. The grid, which faculty helped to develop has not been used in quite some time; however, it was very effective when used. The following points were made: There is a need to come quickly into compliance with Ed Code. It is a requirement to use multiple measures when administering assessments. Research has been done on best indicators. The process should be a standardized across the district. Melissa will develop a multiple measures recommendation and bring it back to the committee as an action item at the next meeting. ENROLLMENT SCORECARD Keith noted that he had reviewed Enrollment Scorecards from two other community colleges. Benchmarks and targets were discussed and it was suggested that Persistence and Retention be defined. Utpal suggested that in the near future a full meeting be dedicated to defining Retention and Persistence. There was also discussion about how data will be used once indicators are identified and how well we’re doing as an institution. Some of the other topics that were discussed relating to the Enrollment Score card were: How to define groups of students Outcomes Personal enrichment Measuring students by category How will evaluation be done, how will this information be used? Recommendations & goals How we’re doing from an enrollment perspective The Enrollment Scorecard will be brought back to the committee in two weeks as an item for further discussion. 101 CORRIDOR STUDENT SURVEY There was discussion regarding the draft of the 101 Corridor - Student Survey. There is concern regarding the way the survey is currently structured and whether it will produce the information intended. It was noted that it is difficult not to lead people with survey questions. There was also discussion about question number three regarding the length it takes to travel to the various campuses and that there may be too many interpretations for question number three to be relevant. It was decided that the draft needs further refinement and committee members were asked to send feedback and questions to Sheila or Zach. This item will be considered an action item for the next EMC agenda. ENROLLMENT Utpal distributed a handout regarding TLU allocations and sections. There was not time for discussion of this handout so it will be returned to the next meeting for discussion. Zach gave a brief overview of Student Enrollment Trends which were accompanied by handouts. Committee members had questions about how data comparisons are being made. IR is making updates daily to the IR web page and have also begun taking data snapshots so that comparisons may be made to specific dates within a term. This will also be an item for the agenda of the next meeting. FUTURE AGENDA ITEMS Wait List Operating Agreement 101 Corridor Survey Thank you for taking the time to complete this survey. Please do your best to answer the survey questions completely and honestly. This survey should take approximately 5-10 minutes to complete. This survey was designed to gather information concerning student’s experience at College of the Redwoods Instructional Sites along the 101 Corridor. The data collected from this survey will aid CR in its ability to attract future students and offer quality educational programs and services. We can’t get this important data without your support. We ask for your student ID number and name to ensure no duplicate surveys are collected and as a way to contact you for future research. It is the ethical duty of CR’s Institutional Research (IR) staff to ensure that all students contributing to this survey will remain confidential. Students who fill out this survey will not be associated with their responses. Any questions regarding the survey may be directed to IR’s Director: Zachary DeLoach: ZacharyDeLoach@redwoods.edu Name ______________________________________________________________________________ CR student ID# __________________________or SSN _______________________________________ Course Name: ____________________ Section Number: __________________ At which CR location are you taking this class? Arcata Instructional Site Eureka-Downtown Instructional Site McKinleyville Instructional Site 1. Please rate your level of agreement with the following statements regarding this class: Strongly Disagree Disagree Undecided Agree Strongly Agree a. This is the best time for me to take this class 1 2 3 4 5 b. This class is required for my degree 1 2 3 4 5 2. How many units are you enrolled at each location? Please check all that apply and # of units: Eureka Main Campus Arcata Instructional Site McKinleyville Instructional Site Eureka-Downtown Instructional Site Klamath-Trinity Instructional Site Online classes Total unit load for Fall 2010 101 Corridor Student Survey Fall 2010 _________ units _________ units _________ units _________ units _________ units _________ units _________ units October 1, 2010 3. Please rate your level of agreement with the following statements regarding this location: a. This is the best location for me to take this class b. This location provides me with the academic support and services that I need to be successful in this class c. I would prefer to take all my classes at the same location Strongly Disagree Disagree Undecided Agree Strongly Agree 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 4. Rank the locations 1-8 in the order of preference (1 being highest preference, 8 being lowest) Eureka Main Campus Arcata Instructional Site McKinleyville Instructional Site Eureka-Downtown Instructional Site Klamath-Trinity Instructional Site Online classes _________ _________ _________ _________ _________ _________ 5. What time of day do you most prefer to take classes? Check all that apply. Morning Afternoon Evening (5:30 p.m. or later) 6. What days of the week do you prefer to take classes? Check all that apply. Monday Tuesday Wednesday Thursday Friday Saturday Online Sunday Online 7. Which of the services listed below would be most helpful for you to have access to at this location? Counseling / Advising Bookstore Financial Aid Learning Resource Center EOPS DSPS Other (please be specific): ______________________________________ 8. How many hours do you work (paid/volunteer) in an average week? Please estimate. Less than 20 hours 21-30 hours 31-40 hours 41 hours or more Not working this semester 101 Corridor Student Survey Fall 2010 October 1, 2010 College of the Redwoods – Scorecard Effectiveness Indicators Outcome Measures Retention Retention Rates Benchmark (college and/or ARCC indicators) Retention Percent of Withdrawals Retention Advisor Caseload Retention Persistence Term Persistence Rates Persistence Freshmen Returning for Sophomore Year Persistence Average Years to Graduate Access Average Years to Reach 64 Hours Number of Semesters to obtain 60 transferrable units. Access Student to Advisor Ratio Access Student to Counselor Ratio Access Percent Financial Aid Participation Rates Access Proportion of General Studies Goal Achieved Access Student Headcount Access High School Enrollment Yield (High school enrollment yield; % of freshmen from feeder high schools ) Access Student Participation Rate Access/Revenue FTES (annual credit FTES) Access Enrollment of Students of Color Native American or Alaskan Native Hispanic or Latino 2008/09 2009/10 Current Goal Target October 8, 2020 Black/African American Asian Hawaiian or Other Pacific Islander Access Students Satisfied with Advising Success All Successful Course Completion Rates Success Student Progress and Achievement (ARCC) Success Completion (number of certificates and degrees) Success Basic Skills Improvement Rate (ARCC data) Success Completion of Student of Color Native American or Alaskan Native Hispanic or Latino Black/African American Asian Hawaiian or Other Pacific Islander Satisfaction/Perception Student Satisfaction‐‐academics Satisfaction/Perception Student Satisfaction‐‐services Productivity FTES – All Courses Productivity FTES – Weighted Sections Productivity Fill Rates Productivity FTES/funded section without positive attendance Productivity FTES/funded section without positive attendance October 8, 2020 Next Steps EMC refine and revise indicators EMC develop targets for indicators Recommended indicators and targets forwarded to cabinet for decision Start using the scorecard with decision makers, stakeholders and constituent groups Develop new indicators for communications, trust, and employee satisfaction that are aligned with vision, mission, and values October 8, 2020 Multiple Measures Recommendation 1. Review and revise Accuplacer questions. a. Questions should include past educational experience (last level of math and English completed), recency of math and English completed, grades received in those classes, how long ago they took those courses, college plans (intended major, number of units,) student motivation b. Answer yes or no: i. I understand how verbs, nouns, adjectives and adverbs work in a sentence. ii. I use a variety of sentence structures (simple and complex sentences) and I avoid run-ons and fragments. iii. I can plan, write and revise a narrative, an expository or an argumentative essay shaped by audience and purpose. 2. Work with English and math faculty to update informational brochures and rubric regarding the various math and English levels. 3. Create advising rubric based on answers to questions and placement scores. 4. Allow all advisors and counselors to make multiple measures decisions based on rubric and in consultation with appropriate faculty as needed. 1 Multiple Measures Checklist (To be used by advisors and counselors only) Measure High School cumulative grade point average for each course Intended academic program/major Importance to student Placement test results (course placement) Placement Test raw scores Units planned AP scores (if applicable) Number of years of course in high school. Grade in last class Highest level of math completed English Math *(see below) None Basic Math Algebra I Algebra II Algebra III Trig and College Algebra or Pre Calculus Years since last class Student can explain how verbs, nouns, adjectives and adverbs work in a sentence. Student can use a variety of sentence structures (simple and complex sentences) and can explain run-ons and fragments sentences Student can explain how to plan, write and revise a narrative, an expository or an argumentative essay shaped by audience and purpose. *Student needs “B” or better to be considered for upward placement 2 Math Placement Matrix Math Course (placement results) Min. Cut Score 372 376 308 120 5, 15 Default Zone Advising Zone Student Enrolls in Highest Level Math Grade in last math course n/a n/a n/a Basic Math B B B Alg. I Alg. II 22, 25, 30 50A Alg. II Trig & College Alg Or PreCalc n/a B B n/a 372 376 And Alg. I with a B grade: 106 And Alg. I with a B grade: 120 And Alg. 1 with a B grade 120 Refer to math department chair English Placement Matrix Minimum Reading Score Minimum Writing Score Multiple Measures Minimum of 4 yrs of HS English with “B” grade or better in last English class. Overall HS g.p.a. of 3.00 or better Minimum of 3 yrs of HS English with “B” grade or better in last English Class. Overall HS g.p.a. of 3.00 or better Minimum 2 years of HS English with a “C” grade or better in last English class. Overall HS g.p.a. of 2.00 (Raw scores to be determined for matrices) 3 Course Placement English 1A English 150 English 350 COLLEGE OF THE REDWOODS ENROLLMENT MANAGEMENT COMMITTEE – OPERATING AGREEMENT Revised 10/14/10 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. Vision Enrollment management at CR embraces the concept that systematic coordination and communication of activities influencing students' decisions to attend, transition to, persist, and graduate will help the College to achieve its principal institutional goals. These goals include the development of a campus-wide culture of collaboration and cooperation, planned growth with access for students to higher education, and participation in a diverse and increasingly complex community and world. Scope The EMC is one of the integrated planning functional committees. Informed by program review, institutional data, key performance indicators, and input from its members, the EMC monitors enrollment and student achievement/success data, basic skills student achievement data, discusses their implications, and makes recommendations to appropriate bodies within the integrated planning structure to achieve optimal enrollments. Among the EMC’s responsibilities are 1) designing and conducting a collaborative enrollment management planning process, 2) discussing student achievement and success data, 3) linking enrollment targets with budget projections, 4) recommending scheduling, instructional and student support strategies to enhance student access, success, retention, persistence, and goal attainment. The EMC works closely with integrated planning committees as it designs and conducts these processes: Analyze enrollment trends, patterns, projections, and growth as well as basic skills student achievement data. Provide recommendations and information to divisions and units on the implementation of enrollment targets and emergent enrollment management issues. Monitor, oversee, direct, and implement changes as necessary to the work of the committee. Develop a holistic, comprehensive, and integrated approach to enrollment management (data analysis, curriculum and program mix, retention and persistence, advising and recruitment, marketing/promotion, budget, and technology). Recommend scheduling strategies, instructional, and student support plans to enhance student access, success, retention, persistence, and goal attainment. Recommend enrollment targets and subsequent College budget projections. Identify potential markets. Review and recommend all current retention strategies and recommend appropriate revisions and additions to those strategies, including required resources. Review current marketing strategies and activities and recommend additional methods or revision. Membership The EMC includes a cross sectional representation of employee groups as well as student representatives (if identified). The Committee is led by two Co-Chairs—Vice President of Student Development and a faculty member. Members are expected to serve a 2-3 year term to provide consistency among the membership and will include: VPSS: Co-Chair: Keith Snow-Flamer Faculty: Co-Chair: Bruce Wagner 1 Student appointed by ASCR: Vacant VPI: Utpal Goswami 2 Classified staff selected by the CSEA President: Juana Tabares Deans: Student Development, Distance Education, Academic Affairs, Career and Technical Education, Del Norte, and Mendocino Coast: Melissa Green, Maggie Lynch, Rachel Anderson, Mike Peterson, Anita Janis, and Geisce Ly IR Director: Zach DeLoach 4 Student Services Staff selected by the VP SS: Kathy Goodlive, Sheila Hall, Anna Duffy, and Jennifer Bailey Director of Marketing: Paul DeMark 4 Faculty appointed by the Academic Senate: David Gonsalves, Barbara Jaffari, Allen Keppner and Pam Kessler Membership Responsibility Each member has the responsibility to attend each meeting and adhere to the rules governing the committee’s decision making process. Members are responsible to disseminate committee information to their respective constituents. Meetings 2 Meetings will be set by consensus process but will be conducted at least twenty times each calendar year. The regular meeting schedule for the calendar year will be set at the first meeting in September but additional meetings will be set as necessary to ensure that planning work is completed according to the planning cycle timeline. Decision Making Process and Basic Committee Ground Rules The EMC will make decisions based on sufficient consensus in which decisions are a synthesis of everyone’s ideas and incorporating everyone’s best thinking and aims for general agreement and support among those present. However, the committee is willing to move forward with a decision where there is general support among the majority members present (80% of members voting). The EMC defines a quorum as 50% of the membership plus one. The membership shall: Put students’ needs above everything else. Be open to new ways of viewing things. Express opinions in ways that preserve integrity, develop mutual understanding, and promote collaboration. List to all the facts and available information from different sources before making judgments and decisions. Be sure all voices are heard. Use time efficiently and stay on task. Take advantage of the opportunity to communicate, to learn from each other, and to collaborate. Accept and support consensus of decisions voted upon as final without ongoing subsequent revisions. Recommended revisions will be put into an ongoing file for the calendared periodic updating scheduled and agreed upon by the Committee thus facilitating the Committee’s work of moving forward to completion of assignments. Planning Principles The EMC embraces the following planning principles: 1. The planning process and the plans that it yields will be PLO/SLO outcomes based, learning-centered, and will support the quality of the College. 2. The planning process will be collaborative by operating within the collegial consultative structure and which ensures broad-based participation and by providing a means for stakeholder groups to be heard and to influence the plan. 3. The process will build trust through effective communication and negotiation, by providing a safe environment to identify and challenge assumptions and by supporting agreements on shared values. 3 4. The process will be meaningful in that it will help the College to establish a vision of the future. 5. The process will be data-driven, using qualitative and quantitative data, routinely reviewed as the plan is implemented, with the aim of continuous improvement. 6. The process will have a clear cycle of activities, with a beginning and an end, and timed and structured to coordinate well with WASC/ACCJC accreditation requirements. 7. The process will be as simple as possible while yielding a viable plan and integrating planning into permanent governing structures and college-wide meetings. 8. The process, its language, its products, and the results of the plan will be communicated to all employees internally. 9. The process will be truly comprehensive, and will have clearly assigned roles for individuals and groups, including students. Communication The EMC is committed to a collaborative process with many opportunities for involvement for those within the College. Throughout the planning process, the EMC will hold meetings, consultations with key constituencies, and discussions with integrated planning committees, and the senior leadership team, all of which combine to enable broad based participation in the various phases of creating, updating, and evaluating the annual Enrollment Management Plan. Information and recommendations generated by the EMC will be shared with the Vice Presidents, Budget Planning Committee, various master planning committees, and the college community. Planning Process Activities and Outcomes The EMC will: Provide leadership for the development of the enrollment management plan. Monitor institutional progress toward accomplishing the enrollment targets. Participate in the process of conducting internal and external environmental scanning. Analyze, influence and access enrollment trends, patterns, projections and growth, and basic skills student achievement data. Provide recommendations and information to divisions and units on the implementation of enrollment targets and emergent enrollment management issues. Monitor, oversee, direct and implement changes as necessary to the work of the committee. Recommend scheduling plans, instructional and student support strategies to enhance student access, success, retention, persistence,and goal attainment. 4 Recommend enrollment targets. Identify potential markets. Forward enrollment plan to the Cabinet Forward enrollment targets and subsequent budget to the BPC Planning Agenda (Subject to change depending upon planning issues identified) Increasing access by limiting the number of units students may enroll in Evaluating the enrollment data (student success, persistence, and achievement) Analyzing enrollment and persistence data Reinstituting college hour Moving to a five day schedule Reviewing and revising the Enrollment Management Plan Reviewing the waitlist policy and process Analyzing basic skills completion and impact on courses and program development Evaluating the success of the First Year Experience Program Developing summer scheduling guidelines Reviewing Nursing and Advising Cohort data Aligning basic skills courses Assessing the learning community model Reviewing late registration/add policy and process Analyzing FTES/section and efficiency rates Evaluating the progress made to achieve enrollment management plan activities Evaluating the college’s progress in meeting the college’s course scheduling goals (CLARUS recommendations) Developing a three year enrollment management plan that ties together and assesses enrollment factors such as marketing, recruitment, and retention efforts, advising reports, annual enrollment goals and strategies, and first year experience programming outcomes (assessment, learning communities, advising, early intervention, student life, etc.) Reviewing every step of the recruitment and retention process (marketing, assessment, advising, timing of communications, orientation, academic transition services such as freshman seminar and learning communities,) from the point of view of the student with the goal of building strong personal relationships from the very first contact through goal attainment 5 Themes Student Activities Student Satisfaction Action Plans Action Plans Campus life and ASCR will collaborate with faculty to plan activities. Campus life and ASCR will work with Marketing and Communications department to improve awareness of campus activities. The community will be better informed about activities through radio and television public service announcements, press releases, channel 8, and print media. Refine survey instrument to gather more information on the needs of students in terms of campus engagement. Student Complaints Academic Advising Financial Aid Admissions & Records General “Support and Run Around” Class Scheduling Wednesday October 6, 2010 Develop/refine system for addressing student complaints; include faculty, staff and students; communicate and implement plan. Increase participation for faculty led workshops for career and technical educational program to advising staff Increase staff development opportunities for advisors that include topics on learning styles, advising strategies, transfer requirements, best practices Improve advisement services and early intervention programs for first year students, exploratory students, and atrisk students via a three pronged protocol that uses at risk profiling, faculty contact via Parature, and entering student survey data. Increase students’ awareness of the financial aid application process and follow-through. Dedicate a person (permanent staff) in the Veteran’s Services’ Office. Provide communication mechanisms to let students know the add/drop policies and dates: automated dialing system, arrow guy, LED marquee, traffic signs, banners, email alerts, TV cafeteria, LED wallboard in lobby, instructors list dates on syllabi. Continue to update staff and provide regular communications regarding college activities / policy changes / deadlines / new programs, etc. Increase opportunities for communication between Admissions and other student services departments by more frequent division meetings and departments coming to Admissions/Records meetings Develop plans to promote a “customer service” culture on campus. Identify problems with focus groups of staff and students. Continue improvements and updates of the website. Convene a group of constituents to uncover ways to use the phones to ensure that students get the information they need. Ensure that courses in any given program are offered sequentially and regularly in order to facilitate degree and certificate completion. Coordinate scheduling of developmental education classes within math, English, reading so students can reach their academic goals in a timely and efficient manner Survey focus group to determine what appropriate time needs are and how unit values effect scheduling. Page 1 Themes Administration should focus on collaborative planning using open, twoway communication. Resources should be directed towards enabling student learning, not directed towards increasing FTES. We need to use relevant, accurate data to make decisions and we need to share the reasoning behind those decisions The administration has created a culture of mistrust and hostility. Challenging or questioning administrative actions is discouraged. The lack of consideration of faculty and staff has had a demoralizing effect on the entire campus. Morale is low. The work environment for Associate Faculty is poor. Policies and Procedures are not clear, current, and/or are not followed. The district’s goals are on target/my work environment is satisfactory. Employee Satisfaction Action Plans Action Plans Maintain inside redwoods as a one-stop-shop for communication Educate/encourage employees to provide input to their representative on College Council. Evaluate reinstating college hour Archive all video feed for 60 days then move to permanent archive file or burn to disk. Provide year round, centralized in-person support in a staffed area with computer access available for a large number of students Develop strategies for tutors, advisors, and assessment staff to promote student retention and to identify student needs Enhance college readiness curriculum (basic skills) to attract developmental students Identify the roles of the President, Cabinet, Deans, and expanded management Educate employees on how to provide input on particular planning issues Wednesday October 6, 2010 Require all committees to develop agreed upon ground rules on communication and decision making to eliminate hostility and mistrust Identify a problem solving/communication dialogue model to use during meetings, forums and negotiations. Explore using Appreciative Inquiry and Interest Based decision making model in small and large group dialogue. Establish the process to forward comments and concerns Develop a code of ethics based on Interest Based Problem Solving Update/Publish Faculty Handbook Conduct faculty training to improve integrity/usefulness of associate faculty evaluations. Work in with Academic Senate to create an associate faculty staff development program. Complete the process of converting 3-digit policies/procedures to the new 4-digit format Develop an administrative procedure that outlines the process for developing and updating policies and procedures Develop departmental procedure manuals Establish administrative responsibility of monitoring adherence to policies and procedures as part of the last two action items. Make all Integrated Planning reports widely available to inform employees and the community of current plans for improvement and of the outcomes of the reports Show connection between program review process and link to results. Solicit employees to determine what makes us feel satisfied with our work place. Add workplace satisfaction to the Strategic Plan Provide information so that people know that there are positive things taking place on campus. Page 2 Enrollment Management Action Plans Themes Action Plans Prepare faculty, staff, and administrators to teach and support underprepared students. Prepare underprepared students to be successful. Align academic and student support programs for basic skills. Improve and further develop firstyear experience programs, including community learning groups for freshman, at-risk students, athletes, residence hall students, honors, and first generation students. Wednesday October 6, 2010 Provide ongoing staff development opportunities related to pedagogy, classroom practice, and current and new research in the remedial education field and teaching innovations. Provide adequate compensation for faculty to pursue training in developmental education. Use diagnostic assessments and at-risk profiles in academic readiness, personal development, social integration, and life challenges. Partner with K-12 initiatives and Hoopa, South Fork, Ferndale, Eureka, Fort Bragg, and Del Norte high schools to offer basic skills and/or Guidance 112 classes in the summer or spring. Use a diagnostic tool to test for high school sophomores/juniors to determine college readiness and enrollment in the appropriate summer credit or non-credit class. Work with faulty to discuss developing possible “non-credit” basic skills classes for summer 2011 availability. Bring faculty into the identification of at-risk students. Assess and identify improvements to new services via program review process Engage faculty and staff in reassessing multiple measures. Continue to develop “homegrown” math assessments, EAP, and multiple measures—as alternative placement instruments. Continue to track and report program review data on Basic Skills students’ retention and success rates in all disciplines and programs. Institutionalize discussion of basic skills/remedial education in the college’s planning committees. Develop a First-Year Experience program that integrates not only curriculum but also co-curricular activities, advising support, mentoring, tutoring, and study skills. Develop Learning Community “menu of options” that links basic skills courses with two or three courses Implement systematic early intervention strategies for counselor/advisor contact with at-risk/poor performing students. Offer stand-alone academic skills development and freshman seminar courses in the First-Year Experience program. Encourage development of learning community blocks with the focus of not creating a perception that LCs are only for underprepared students. Measure student achievement and outcomes upon completion of the FYE. Foster a stronger campus connection via student activities that increase students’ enthusiasm and sense of belonging. Identify the skills and characteristics of successful college students and use these as goals for underprepared students. Expand the definition of student success to “integrate both intellectual and social dimensions” of student development. Strongly encourage underprepared students to begin developmental math and English coursework in the first semester of enrollment. Increase funding for at-risk student programs and high risk courses Page 3 Themes Action Plans Develop supplemental instruction program that supports content learning and academic skills development Create and measure viable program learning outcomes for the FYE program. Continue to measure success of underprepared students in regular courses following their developmental courses and share results with CR community and larger community. Identify the skills and characteristics of successful college students and use these as goals for underprepared students. Continue Financial Aid staff at High School Parent night Continue imbedding financial literacy in GS 1 and 6 and GUID 112 courses Continue implementing and tracking threshold notification (30, 60, 90 units) Implement debit card refund management process Provide more comprehensive Rights & Responsibilities information to financial aid recipients Develop student athlete retention program Identify at-risk students list and implement early advising to highest weighted at-risk students Research other CCCs at-risk programs and early alert systems; adjust our program accordingly Develop and implement plans to increase non-resident (out-of-state) enrollment. Encourage student usage and support campus Job Market Center. Develop campus support to include residence halls, advising, and student life Identify foster youth and provide focused attention on encouraging/motivating foster youth to attain college education Create flowchart of Career and Transfer Center and Job Market functions Include Job Market services in Orientations and GS 6 and Guidance 8 courses Assess needs of transfer/nontraditional students. Define and identify non-traditional student population of CR (by area Eureka, Mendo, and Del Norte) Survey student population to determine services needed: Class times Program options Class locations/modalities Create ongoing process for evaluation of placement instruments including multiple measures Evaluate admissions and placement instruments and practices to validate their effectiveness while minimizing biases. Enhance the college’s career counseling services. Create and implement plan for improvement to include validated cut scores and standardized uses of multiple measures Effectively use financial aid in the outreach/ retention process. Work towards a more proactive advising program with early intervention and quantifiable results for “at risk” students. Wednesday October 6, 2010 Continue career “decidedness” determined as part of the Accuplacer and application. Fully imbed career inventories in GS/GUID Page 4 Themes Action Plans Provide a process friendly environment. Increase student participation in campus life and connectivity to the college. Improve Class Scheduling. Wednesday October 6, 2010 Make sure campus signage is current Implement document imaging to reduce duplication of efforts and increase process efficiencies Provide year-round centralized in-person support, in a staffed area, with computer access available for a large number of students Continue working toward 95% online enrollment Campus life and ASCR will collaborate with faculty to plan activities. Campus life and ASCR will work with Marketing and Communications department to improve awareness of campus activities. The community will be better informed about activities through radio and television public service announcements, press releases, channel 8, and print media. Imbed campus life activities in FYE Program/learning communities. Work with Honor’s Coordinator to enhance the co-curricular Honor’s experience Implement appropriate CLARUS recommendations Ensure that courses in any given program are offered sequentially and regularly in order to facilitate degree and certificate completion. Provide historical trend data by section for each division to review prior to development of the next semester schedule. Develop a master two-year schedule outlining which semester classes will be offered over two years. Develop a formal signature approval system for making changes to a “final” schedule after it has been entered into Datatel. Create a formal student notification process as to cancellations of sections administered by student services. Develop a pre-schedule conference that would provide input for the academic coordinators about issues seen by student services personnel regarding the schedule of classes the previous semester when they were registering students for classes. Develop an initial schedule based on the sections that made the previous semester and will not include or add the sections that were deleted the previous semester. Review the courses in their area with cancellation rates over 50 percent and determine if fewer courses are needed in the upcoming schedule, and make adjustments as needed. Review courses with a fill rate of less than 70 percent and offer them less often – not every semester. Develop more online sections of the most popular courses (10-15%). Examine the feasibility of moving to a five day a week schedule Appoint a faculty committee to examine all the general education courses being offered for the CSU and UC transfer and a determination made if too many general education courses are being offered Determine what the actual programming for the off-site locations should be. Create as schedule master and examine curriculum offerings to ensure that programs can be completed and classes are offered at least once a year, if not every other year. Define specific complete academic programs for evening, day, and online delivery. Page 5 Themes Action Plans Continue Improving Marketing and Outreach/Recruitment. Wednesday October 6, 2010 Continue to communicate that the existing brochures are available (brought to outreach activities, LRC, taken to corridor sites, too) Develop distance learning brochure and include on-line class orientation, etc. Create bookmark-sized piece to promote the college’s website Add brochures/brochure content to the web page. Determine how to make catalogs available at Centers/sites Make recruiting materials relevant to CRMC & CRDN available to the counselors/advisors at those locations. Fully implement electronic inquiries and develop an electronic follow-up process to gauge each student’s interest in enrolling and readiness level. Ensure that CRMC & CRDN counselors/advisors know how to use SARS to track data Develop a list of basic information prospective students need to know that might represent obstacles to them coming to CR. For example, offer to make an appointment for them to register and/or take placement tests, identify when the orientation is held and invite them to see what it is like, tell them when books will be sold, etc. Explore using alumni in recruiting efforts—testimonials and expand to them being actively involved in other aspects of the college that link CR to the community Clearly define and widely communicate to college constituencies the desired annual enrollment for the college Page 6 Planning Timetable Integrated Planning Model Step PRC meet to discuss program review process and link to planning Co-Chairs of Integrated Planning Committees meet to evaluate the process and develop revised IPM and narrative that more closely link planning to budget Draft IPM released to Integrated Planning Committees for review and comment Co-Chairs of Integrated Planning Committees develop 2nd draft IPM based on feedback and released to the District for further review and feedback Draft IPM forwarded to College Council for full constituent review Date Complete Complete Complete Complete October, 2010 Employee & Student Satisfaction/Enrollment Management/Basic Skills Project Action Plans Step Drafts presented to the college community Student Satisfaction and Enrollment Management Action plans reviewed and revised by Student Services and the Enrollment Management Committee Student Satisfaction and Enrollment Management Action plans reviewed and revised by ASCR and Student Trustee Basic Skills Action Plans reviewed and revised for relevancy Draft Student Satisfaction and Enrollment Management Action plans progress noted in program reviews Cabinet evaluate employee satisfaction action plans EMC evaluate Enrollment Management Redeploy Employee and student satisfaction surveys EMC develop 2011-2012 EM Plan Wednesday October 6, 2010 Date October, 2010 October/November, 2010 October/November, 2010 January-February, 2011 January, 2011 January, 2011 March-April, 2011 March, 2011 April, 2011 Page 7 Strategic Planning (Strategic Plan and Mission/Values) Step Identify Strategic Planning Task Force (Co-chairs, BOT, constituents representatives) 2 co-chairs (Dr. Goswami) 3 faculty (1 appointed by the senate, 1 appointed by CRFO, and 1 associate faculty appointed by mutual agreement between the senate and administration) 3 classified/confidential staff (1 appointed by CSEA, 1 appointed by administration based upon solicitation of classified staff, 1confidential employee) 3 senior managers (1 dean from instruction, 1 from Centers, 1 student services) 3 mid-level managers (chosen by the new Management Council) 2 students (to be selected by ASCR) Mission/Values ad hoc group review work completed on mission/values and draft new statements David Holper (Chair) Becky Blatnick Keith Snow-Flamer ASCR Representative Draft Mission/Values statements forwarded to college council for comment. Convene and orient strategic planning task force, identify procedures/timetable and charge College council forward revised Mission/Values to Board of Trustees Final mission/values adopted by BOT Strategic Planning Task Force first critical review of the 2008-2011 strategic planning goals and develop monitoring and approval process Strategic Planning Task Force second critical review of the 2008-2011 strategic planning goals and determine the scope of revisions needed. Strategic Planning Task Force review annual planning documents Hold meetings examining internal (values, governance, finance, academic quality, demographics, curriculum demands) and external factors affecting the College Regular reports posted to planning website Strategic Planning Task Force identify strategic issues, goals, and priorities Strategic Planning Task Force draft overall strategic plan Strategic Planning Task Force share and consult with college community Strategic Planning Task Force finalize strategic plan Strategic Planning Task Force submit strategic plan to the President The President forward final strategic plan to the BOT for approval Wednesday October 6, 2010 Date October, 2010 Complete October, 2010 November, 2010 January, 2011 February, 2011 January, 2011 January, 2011 February, 2011 February-May, 2011 (February 7, March 9, April 14 from 9-11am) Monthly May-June, 2011 July-August, 2011 September-November, 2011 November, 2011 January, 2012 March, 2012 Page 8