Bearings on the Future:
The Tidewater Community College
Strategic Plan
2012-13 Planning Supplement
August 2012
MISSION STATEMENT
Tidewater Community College provides collegiate education and training to adults of
all ages and backgrounds, helping them achieve their individual goals and contribute as
citizens and workers to the vitality of an increasingly global community.
Commitments That Inform The Mission:
• Open access to high-quality, affordable education to prepare students for transfer
to a four-year baccalaureate institution, as well as for entry or advancement in the
workforce.
• Cultural diversity as a critically important strength for students to meet the changing
needs of a pluralistic, democratic society.
• Lifelong learning to heighten the awareness of students to multiple paths for
achievement while helping them pursue the choices most conducive to their
individual needs.
• Partnerships and proactive responsiveness to develop cutting-edge programs that
meet the changing needs of students and industry, while contributing to the
economic, civic, and cultural vitality of the region, the Commonwealth, the nation,
and the international community.
• A comprehensive range of programs and services recognized for excellence by leaders
of business, industry, and government, and by educators in K-12 education and fouryear colleges and universities.
Approved by College Board 03/12/02
Approved by the Chancellor 04/24/02
Reaffirmed by PAPC 6/1/05
Bearings on the Future:
The Tidewater Community College
Strategic Plan
2012-13 PLANNING SUPPLEMENT
AUGUST 2012
TABLE OF CONTENTS
INTRODUCTION .....................................................................................................1
PART ONE: ASSESSMENT OF 2011-12
College Working Priorities ..................................................................3
Governance Committee Summary Reports......................................35
PART TWO: OVERVIEW OF 2012-13
Planning Assumptions ......................................................................45
Enrollment Projections .....................................................................47
Projected Savings/Revenue .............................................................51
College-wide Working Priorities........................................................61
Campus Goals..................................................................................79
College Board Working Priorities .....................................................93
PART THREE: STUDENT SUCCESS AGENDA
2011-12 Student Success Agenda Assessment ..............................95
2012-13 Student Success Agenda .................................................117
2011-12 Student Success Scorecards - Final ................................129
2012-13 Student Success Scorecards ...........................................139
College Advancement Rate ............................................................149
INTRODUCTION
This document constitutes the 2012-13 supplement to Bearings on the
Future: The Tidewater Community College Strategic Plan. Broadly speaking, it
captures our college-wide focus for the year ahead and provides an assessment of
the past year. It was developed with the collaborative input of the President’s
Advisory and Planning Council, the President’s Executive Staff, as well as numerous
faculty, staff, and students who provided input through the venue of open campus
meetings.
Part One provides an assessment of last year’s college-wide working
priorities and summary reports of the activities of the governance committees. Part
Two gives the overview for this year, delineating operational planning assumptions,
enrollment targets, strategic budget allocations, and college-wide working priorities
and campus goals. It also delineates the working priorities of the College Board. Part
Three focuses on the college’s Student Success Agenda.
I am proud to serve as TCC’s fifth president and look forward to working with
you collectively and individually to build on the college’s many successes.
Edna B. Baehre-Kolovani, Ph.D.
President
August 16, 2012
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PART 1
TIDEWATER COMMUNITY COLLEGE
Assessment of 2011-12 WORKING PRIORITIES
Developed collaboratively by the Executive Staff and the President’s Advisory and
Planning Council, these six working priorities reflect the college’s focus for 2011-12.
The priorities dovetail with the goals of Bearings on the Future: The Tidewater
Community College Strategic Plan (November 2000) and give institutional specificity to
the “strategic direction” of the Virginia Community College System as represented by
Achieve 2015 (November 2009) and its companion reengineering initiative (November
2010).
In 2011-12, President DiCroce retired as the fourth president of Tidewater Community
College, and an Interim President, Dr. Peter Spina, was named to fill the leadership
role until a presidential search culminated in the selection and hiring of a new TCC
president. A national search was conducted, and Dr. Edna Baehre-Kolovani was
selected to assume the presidency of the college on July 9, 2012. One of her first
priorities is to launch the process for a new strategic plan. The new plan will embrace
Achieve 2015 as the strategic direction of the Virginia Community College System as
well as Hampton Roads Vision, the five-year, region-wide roadmap of the Hampton
Roads Partnership, considering their implications for the college. Finally, as with
Bearings on the Future, it will benchmark the college within the larger realm of the
American community college movement.
PRIORITY ONE: TEACHING AND LEARNING
[Links to Strategic Goals #1, 2, 5]
[Links to Achieve 2015 Goals for Access, Student Success, and Workforce]
Strategy 1. As delineated in the Student Success Agenda for 2011-12,
implement strategies that will improve the college’s Student Advancement Rate,
focusing on student retention, graduation, and transfer rates.
Student Success initiatives continued to be funded for the second year. In 2011-12 nine
strategies, as delineated below, targeted student retention, graduation, and transfer rates.
Retention Strategies
1. Numerous retention strategies were employed in the mid-year transition to the
redesigned developmental mathematics curricula—Math Essentials (MTE). Strategies
included hiring new part-time staff to assist students in navigating the placement test
and class schedule, and using social media and related tools, as well as one-on-one
faculty and counselor interaction, to guide students. Retention efforts are ongoing. TCC
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mathematics faculty, deans, and staff are now turning their attention toward the
potential use of Technology Based Developmental Mathematics (MTT) beginning Fall
Semester 2012.
2. Faculty continue to refine and expand the Real Progress in Math (RPM) model, a
hybridized mathematics emporium. Utilizing instructional software (MyMathLab) in a lab
setting, instructors help students focus on mastery of content at a pace aligned with
their respective learning styles. The RPM model includes a step-by-step process for
responding to mathematics problems and incorporates both one-on-one facilitation and
video instruction. Each class is staffed with a faculty member and a supplemental
instructor. A lead faculty member oversees the RPM program as a whole and
coordinates professional development sessions for faculty who desire to teach in the
RPM environment. The lead faculty member is also responsible for continual
assessment. The RPM model has been converted to support the MTE units.
3. Faculty transitioned their best practices and strategies for teaching developmental
mathematics online to the MTE unit format. Best practices and strategies include a
course readiness test and student agreement for access to course content, mandatory
web conferencing, required team teaching for new online developmental mathematics
faculty and web-based access to MyMathLab.com.
4. English faculty are developing pilot projects for each new tier (A, B, C) of the
redesigned English curricula. Pilot projects are expected to be implemented at all
campuses beginning Summer 2012. The English faculty are fully engaged in the
success of the redesign effort at TCC.
5. TCC’s three faculty participants in the first Chancellor’s Developmental Education
Institute developed and delivered six workshops to English and mathematics faculty
collegewide beginning Spring Semester 2012. The workshops, as noted below, are
designed to enhance teaching effectiveness and student learning for the redesigned
developmental education curricula.
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Reading and Writing Integration Workshops I and II
Integrating Reading and Writing Skills through Learning Communities
Six Principles for Enhancing Motivation in Developmental Students and Creating
Active Learners
Redefining our Role in Developmental Mathematics
Adapting the Emporium Model to TCC for Developmental Mathematics; Lessons
from the Portsmouth Campus
Graduation Strategies
6. During the 2011-12 academic year, 86 General Education Certificates were awarded,
short of the goal of 300 certificates. The requirements for the certificate were aligned
with the new VCCS requirements in 2011-12, creating more stringent requirements and
potentially resulting in fewer certificates earned. For example, two science courses are
now required instead of one.
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7. The college continues its participation in Project Win-Win, a program designed to help
capture unrecognized college attainment by students who had stopped out but were
close to attaining an associate degree. Six hundred fifty (650) students who met
predefined criteria were identified. The College Registrar performed degree audits on
these students and identified 349 former students who lacked nine or fewer credits to
complete an associate degree. Prior to being contacted, 17 of these students applied
for graduation during Spring 2011 or Summer 2011 and were awarded an associate
degree. Of the remaining 332 students, all were contacted via US mail by February 3,
2012. Twenty students have expressed an interest in graduating from the college, and
15 have applied to graduate from TCC in spring or summer 2012.
Transfer Strategies
8. Six (6) new articulation agreements have been signed and are available to interested
students:
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TCC-Saint Joseph’s College. Articulation of the A.A.S. in Radiography to the
B.S. and M.S. in Radiography.
TCC-UMUC (University of Maryland University College). New articulation
agreement, plus program-to-program agreements in the following areas: A.A. in
Liberal Arts to Bachelor of Science; A.A.S. in Fire Science Technology to B.S. in
Fire Science Administration; A.A.S. in Homeland Security to B.S. in Homeland
Security; A.A.S. Management (Maritime Logistics) to B.S. in Management
Studies; and A.A.S. in Management to B.S. in Management Studies. This
agreement is the result of TCC’s new Navy College Partnership.
TCC-Norwich University. Articulation of the A.S. in Science to the B.S. in
Strategic Studies and Defense Analysis. The agreement is the result of TCC’s
new Navy College Partnership.
TCC-IIT (Illinois Institute of Technology). General agreement that allows for any
associate degree to transfer toward any bachelor’s degrees.
TCC-Cambridge College. Articulation of the A.A., A.S., and A.A.S. degrees to
the B.A. in Multidisciplinary Studies degree.
TCC-Bellevue University. General articulation agreement that provides
pathways from the A.A. or the A.S. degrees to B.A. or B.S. degrees.
9. Twelve new TCC-NSU Transfer Program Agreements have been signed and
implemented under the TCC-NSU Guaranteed Admission and Transfer Agreement:
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A.S. in Computer Science to B.S. in Computer Science
A.A. in Liberal Arts to Baccalaureate in Social Work (BSW)
A.S. in Science to B.S. in Physics
A.A.S. in Child Development to B.S. in Early Childhood Education (Noncertification option)
A.S. in Social Science to B.A. in Psychology/Special Education General
Curriculum K-12
A.S. in Social Science to B.S. in Interdisciplinary Studies/Special Education
General Curriculum K-12
A.S. in Social Science to B.S. in Interdisciplinary Studies/Elementary Education
PK-6/History Concentration
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A.S. in Social Science to B.S. in Interdisciplinary Studies/Elementary Education
PK-6/Math Concentration
A.S. in Social Science to B.S. in Interdisciplinary Studies/Elementary Education
PK-6/English Concentration
A.S. in Social Science to B.A. in Psychology/Elementary Education PK-6
A.S. in Social Science to B.A. in Psychology/Early Childhood Education PK-3
A.S. in Social Science to B.S. in Psychology/ Early Childhood Education (Child
Care Option)
10. Transfer students who met or nearly met requirements for the Certificate in General
Education were notified.
Strategy 2. Complement the current campus-based approach to student
success with a college-wide perspective that establishes a culture of student
success and discipline-based, outcomes-oriented student success initiatives.
In general, the following activities provided a college-wide perspective on the college’s
commitment to student success:
1. A new course syllabus template was recommended by the Instruction Committee and
subsequently implemented Spring Semester 2012. The official course syllabus template
establishes a college-wide standard and identifies what must be included in all course
syllabi.
2. A course shell template for online courses is being developed by faculty serving on the
newly establish Ad Hoc Online Quality Assurance Task Force. The course shell will be
based on the Quality Matters (QM) Rubric.
3. The Curriculum Committee drafted for approval a Credit Course Prerequisite and Corequisite Policy and Procedures.
Strategy 2.1
Engage faculty and staff in pilot testing and embedding
collegewide those proven teaching and support strategies that improve
student success.
A number of developmental education projects have been or will be developed and piloted
by faculty across the college. Projects are focused on enhancing teaching effectiveness
and student learning and success for the redesigned developmental education curricula.
Opportunities to learn innovative ways to improve classroom success and strategize ways
to adapt successes at different campuses were provided at TCC’s 2012 Learning Institute
in May 2012. New strategies are also being developed by faculty teaching biology,
chemistry, student development, and other disciplines.
Strategy 2.2
Implement a structured faculty professional development
program that directly relates to improving student success.
The following activities were initiated to enhance the faculty professional development
program:
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1. Building on last year’s faculty orientation program, a team of faculty and deans are
developing a New Faculty Academy for college-wide implementation Fall Semester
2012. The Academy will be structured as a cohort experience, delivered both online and
in-person. The content for the Academy will be adapted from Getting Results, a
program funded by the National Science Foundation and made available by the League
for Innovation in the Community College. The program will provide new faculty with the
basic tools for effective classroom teaching.
2. TCC’s 2012 Learning Institute focused primarily on assessment of learning including,
but not limited to: Defining Assessment of Learning at TCC; Levels of Assessment;
Assessment Methods; Assessment Types; Assessment Tools; Current Practices; and
Analyzing Assessment Data and Formulating Action Plans for Improvement.
Strategy 2.3
Develop and implement academic guidelines and practices to
shape, inform, and advance student success.
The following guidelines, policies, procedures, and handbooks have either been
implemented or drafted for review and approval:
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Disposition of Classes for Emergency Shutdown of the College
Use of Cadavers for Instructional Purposes
Credit Course Prerequisite and Co-requisite Policy and Procedures (drafted by the
Curriculum Committee; under review)
Faculty Handbook (the Faculty Senate is near completion of a comprehensive
review and revision)
Curriculum Handbook (drafted by the Curriculum Committee; under review)
Classroom Technology Plan (drafted by the Technology Committee; under review)
Strategy 2.4
Develop and implement an assessment plan (to include
learning outcomes) for all areas of student success and enrollment
management.
No progress has been made on this strategy. An assessment plan will be developed for all
areas in Student Success and Enrollment Management in 2012-13.
Strategy 2.5
Place a renewed emphasis on college-wide recruitment and
retention by providing consistent, high quality, customer-oriented services
across the campuses.
Customer service training was provided to front-line staff in May, 2012, and training will
continue to be offered on a regular basis to employees who provide direct service to
students.
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Strengthen the bridge from first point of contact to enrollment;
A communication plan has been developed for prospective students that includes
sending a weekly email to prospects with information about how to enroll, apply for
financial aid, register for placement testing, etc. Students are provided a contact
number and email address to receive additional information or ask questions. In
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addition, a Transfer Evaluation System (TES) has been purchased for
implementation in Fall 2012. TES will allow counselor/advisors on campuses and
military bases to access transfer equivalencies on a real time basis.
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Create an admissions area and prepare an integrated recruitment plan with a
focus on high ability students;
Recruitment for a Coordinator of Admissions position will occur before the end of
the fiscal year. Several recruitment strategies have been developed to include the
following:
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The publication of a comprehensive admissions view book to be used by
admissions staff and career coaches when attending recruitment events in local
high schools and college fairs.
A communications plan has been developed for prospective students, and
students in the recruitment database receive weekly recruitment messages via
E-Cards.
A proposal has been developed for a college- wide Student Ambassador
Program to assist with recruitment activities such as tours and presentations.
A Transfer Evaluation System is currently being evaluated to facilitate timely
evaluation of transfer credit and allow prospective students to research which
credits will be accepted at TCC from other institutions.
Planning is underway to secure a mailing vendor to provide services for mailing
college-wide admission letters.
Create electronic forms for all student services areas;
A Request for Proposal will be prepared before the end of 2011-12 for a vendor to
develop electronic forms, allowing students more convenient access.
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Purchase and implement a customer relations management tool for the
college;
No progress has been made on this strategy. A recommendation for a customer
relations management tool will be proposed in the 2012-13 budget deliberations.
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Establish procedures and priorities for the campus-based Testing Centers
with oversight from the Division of Student Success and Enrollment
Management.
A lead testing manager has been appointed to facilitate improved communication
between testing centers. Policies and procedures are more consistent across
campuses as a result of the increased number of cross-campus meetings and
interactions which have allowed for sharing of best practices.
Strategy 3.
Complete and begin to implement the TCC Curriculum Plan.
The college’s immediate curricular focus is on developmental education and STEM-H. Within
this context, TCC has transitioned to the new Math Essentials (MTE). The transition included
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adapting a BSK 1/MTE 0 unit for students placing below the minimum standard for
developmental mathematics. English faculty are proactively designing pilot projects to launch
Summer 2012 in preparation for the impending transition to the redesigned developmental
English curricula. The new developmental English courses (ENF 1, 2, 3) are loaded in SIS.
The A.A.S. in Medical Laboratory Technology and the A.A.S. in Maritime Technologies were
approved by the State Board for Community College in November 2011 and by the State
Council for Higher Education in Virginia (SCHEV) in January 2012. Both programs will be
implemented Summer 2012.
Additionally, TCC faculty created four new courses and one new career studies certificate:
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ELE 2XX Industrial Robotics Programming
ENE 2XX Commercial/Industrial Photovoltaic Design
ETR 1XX Virtual Instrumentation
NUR 2XX Nursing Perspectives
Geospatial Intelligence Career Studies Certificate
TCC will launch its new, internally created Curriculum Portal called I-INCURR. The portal
provides a link to the college’s courses and programs, official course outlines, official syllabi,
assessment of learning information (general education and program), and more. Additionally,
faculty and academic leaders will have the ability to initiate and track the creation, revision, and
deactivation of courses, programs, and syllabi.
In Fall 2012, TCC will launch a pilot to assess three of the college’s general education
competencies: Communication, Quantitative Reasoning, and Information Literacy. Led by 11
faculty assessment coaches, the AAC&U Value Rubrics were adapted for assessing general
education outcomes at TCC’s 2012 Learning Institute: Roadmap to Student Success on May 9,
2012.
Strategy 4.
Launch and fully operationalize the TCC Center for eLearning.
To date, the following actions have been completed:
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An Interim Dean of eLearning has been hired.
Four hundred twenty-six (426) faculty have completed Quality Matters Certification—a
new standard to teach online at TCC effective Fall Semester 2012.
A 22-member Ad Hoc Online Quality Assurance Task Force has been named and
charged with developing standards for effective online teaching and successful
learning at TCC. The task force is being led by an elected, full-time teaching faculty
member.
Strategy 5. Develop a comprehensive system, based on research and best
practices, for the assessment and improvement of general education
competencies in TCC graduates.
As first steps, an assessment training program for faculty will be developed and implemented in
Spring Semester 2012. The program will be designed to increase knowledge and
understanding of the importance of assessment of learning, and aligning course, program, and
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general education assessment. In addition, TCC’s 2012 Learning Institute focused primarily on
assessment of learning as noted in Strategy 2.2.
Strategy 6. Implement the fifth phase of the Quality Enhancement Plan (QEP),
completing the Fifth-Year Interim Report by June 30, 2011. The report will
assess the college’s effectiveness in meeting its established purpose and goals
for the QEP as delineated to the SACS Commission on Colleges in 2007.
A QEP Advancement Task Force (ATF) was convened in Fall 2011 to fully operationalize a
comprehensive first-year orientation system framed by four strategies:
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Pre-enrollment orientation session with an online delivery option
Orientation events for parents and families
College Success Skills Course (SDV)
Early alert system for academic difficulties
The QEP ATF developed a template for reporting project team work, gathered and proposed
one-time infrastructure budgets, completed a curriculum matrix of the learning objectives from
all four strategies to determine gaps and overlaps, and is currently:
1. Finalizing drafts of a mission statement, goals, and learning objectives for the first-year
orientation system as a whole;
2. Tracking the progress of each individual strategy team to ensure that each strategy
contains measurable learning outcomes and the necessary training and assessment
features for success and continued improvement;
3. Developing a structure and a proposed budget (both one-time and on-going) for
sustaining the first-year orientation system to propose to the President and the
Executive Staff;
4. Finalizing a proposed branding and marketing plan to propose to the President and the
Executive Staff; and
5. Providing updates to the governance committees and constituency groups as well as
the President and Executive Staff.
Strategy 7. Research best practices at four-year institutions and peer
institutions to ensure that all areas in the student success and enrollment
management division model and operate on the cutting edge.
Research of best practices at other institutions is performed on a regular basis by researching
policies and procedures, organizational structures, and interaction with employees at peer
institutions.
Strategy 8. Collaborating with the College Faculty Senate, complete work on
developing and implementing new procedures—where appropriate—for collegewide textbook selection, giving particular attention to academic quality,
sensitivity to cost, and other matters as identified by the Senate.
In an effort to reduce the cost of a college education at TCC, the college continues to diversify
textbook options for its students. Of the 62,706 units sold at TCC Barnes and Noble in Fall
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Semester 2011, 75% (47,284) were new, 17% used (10,538), 7% (4,553) rented, and 1% (331)
were digital. Textbook availability via rental and digital options will continue to expand.
Strategy 9. Continue to participate in the Chancellor’s Faculty Diversity
Initiative, increasing the placement of adjunct minority faculty by 10 percent.
TCC continues to actively participate in the Chancellor’s Faculty Diversity Initiative. To date, 40
Chancellor’s Diversity faculty are teaching at TCC, six fewer than last year.
Strategy 10. Develop guidelines that clarify the role, responsibilities, and
expectations for adjunct teaching faculty, incorporating into them benchmark
practices for faculty engagement, retention, and professional development.
Adjunct teaching faculty are actively engaged in the academic life of TCC. As noted below,
adjuncts participate in the shared governance process, discipline meetings, college and
campus convocations, orientations, training and professional development opportunities, and
special events.
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Shared Governance Adjunct teaching faculty are provided opportunities and are
encouraged to serve on the Faculty Senate as well as the Curriculum, Instruction,
Global Learning, Student Success, and Teaching and Learning with Technology
committees as well as the newly established Ad Hoc Online Quality Assurance Task
Force.
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Discipline Meetings Adjuncts are invited and encouraged to participate in discipline
meetings to provide valuable feedback on decisions involving curriculum, instruction,
course materials, scheduling, and other academic matters.
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Convocation Adjuncts participate in annual college-wide and campus convocations to
stay abreast of the state of the college.
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Orientation Each academic division requires its adjuncts to attend a campus orientation
program.
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Professional Development Adjuncts are provided a maximum of $800 annually for
professional development. Many adjuncts participate in online facilitator training,
technology training, and campus professional development activities and workshops.
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Special Events Adjuncts participate in the annual TCC Learning Institute, the college’s
commencement ceremonies, state-level initiatives, and both campus and college-wide
social events. Also, adjuncts are recognized for years of service at the college’s annual
awards ceremony.
Adjunct teaching faculty will continue to be informed and involved in ongoing academic matters
and emerging initiatives such as Quality Matters (QM) training, the Chancellor’s Developmental
Education Institute, and the New Faculty Academy.
Strategy 11. Fully operationalize the newly split college-wide functional areas
of Academic Affairs and Student Affairs, strategically refocusing them on
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Student Learning and Student Success while improving their overall efficiency
and effectiveness.
To date, the following actions have been completed:
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A search and recruitment was completed, and a new Vice President for Student
Success and Enrollment Management was hired in Summer 2011.
The Vice President for Student Learning and Chief Academic Officer was given
approval to implement a reorganization of the District Office academic division. The
division was reorganized into five functional areas—Faculty Development and
Curriculum Innovation, Strategic Learning Initiatives, Learning Technology Applications,
Academic Effectiveness, and eLearning. The lead for each area has been selected, and
each area’s infrastructure will be further developed to strengthen academic support to
the campuses and academic divisions.
The Vice President for Student Success and Enrollment Management was charged to
oversee Registrar/Central Records, Disability Services, Open Door, and College-wide
Student Activities. An organizational structure has been drafted and the proposal is
pending approval of the new president.
Strategy 12. Refine the support program for those TCC students seeking
transfer to the Commonwealth’s most selective four-year institutions.
This strategy is deferred to the 2012-13 academic year.
Strategy 13. Develop a college honors program that is modeled on best
practices in the two-year setting to attract the most promising transfer students
and provide them with a distinctively rich academic experience.
A college-wide committee has been established and has commenced working on the initiative.
The committee plans to complete a proposal by the end of the 2011-12 year.
Strategy 14.
classroom.
Develop a plan to expand and integrate service learning into the
No progress has been made on the strategy. It will carry over into the 2012-13 academic year.
Strategy 15. Complete establishment of the Center for Military and Veterans
Education, including expanding the space renovated for the new unit and fully
staffing the Center.
The Center for Military and Veterans Education is established and operational. Construction of
the renovated space is in progress and scheduled to be completed by mid-September.
Strategy 15.1 Operationalize the college’s participation in the Navy College
Program Distance Learning Partnership (NCPDLP) by offering five degree
programs delivered entirely by technology to Sailors and Marines around the
globe.
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The five degree programs are available online for NCPDLP. Completion of the conversion
of courses to DVD and other fixed media has been stalled due to the inability to hire a
qualified instructional designer; a third recruitment is in progress.
Strategy 15.2 Expand the college’s service to active duty military personnel
in all services by participating in service-specific voluntary education
programs similar to NCPDLP and by developing programs that respond to the
specific educational needs of military personnel.
The college participates in GoArmyEd, MyCAA (for military spouses), SOCNAV, and was
reinstated to SOCAD (Army). Work is underway to increase the number of Marine SOC
agreements processed so that the college can be reinstated to that program. The college
has entered into articulation agreements with the University of Maryland University College,
that institution’s division focused on providing distance learning opportunities, primarily for
military personnel, and with Norwich University, in a program specifically designed for
Special Warfare personnel (Navy SEALs, Army Green Berets and Rangers, etc.)
Strategy 16. Continue to work the plan developed in 2010-11 to promote the
Virginia Education Wizard as a career and college planning tool for TCCs diverse
student body.
TCC continues to employ the following practices regarding use of the Wizard:
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The Wizard icon appears on the college’s website—specifically, on the web pages for
Counseling, the Transfer and Career Resource Center, the Learning Resources Center,
College Success Skills, Orientation, Student Development, Transfer, and SDV.
The Wizard is part of the college’s on-campus orientation program for new students
(FOCUS) and will be incorporated into an upcoming online version of the program as
podcast/video content is developed.
All new and current SDV instructors are required to complete training on the use of the
Wizard and integrate its use into their course outlines as a graded assignment.
Counselors follow up with students, review their career results, and encourage them to
take another career assessment to validate their career interest and goals.
All SDV 100 courses incorporate the Wizard into the online assessment component.
The Wizard has been incorporated into the college's student loan borrower education
program. Specifically, students are required to use the Wizard to estimate their
anticipated career earning potential, as well as to become better educated about the job
market for that career, the educational requirements, and advancement opportunities—
all within the context of assessing their ability to pay back their student loans.
Strategy 17. Continue to work with the VCCS to bring a Great Expectations
program to Hampton Roads.
The Great Expectations program to support foster youth enrolled at TCC was fully implemented
in 2011-12. A total of 52 TCC students enrolled in the program. Fifteen of the participants were
high school students of which seven plan to enroll in summer or fall classes. Marketing
materials, including a flyer, poster, and website, were developed and broadly distributed
internally and externally. The Great Expectations coach met with city social service agency
representatives and independent living coordinators. The coach also made presentations at the
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Project Life and Great Expectations Post-Secondary Education Workshop in February 2012
and the Spring Virginia Youth Advisory Council Conference held in March. An open house was
provided in February and March for high school students to visit the Virginia Beach and
Chesapeake campuses. Finally, both high school and college students participated in the
Great Expectations Education Forum in April 2012.
Strategy 18. Implement the “action plan” developed by TCC participants in the
2011 Chancellor’s Developmental Education Institute, providing an update to the
President for forwarding to the Chancellor by October 1, 2011.
As noted in Priority One, Strategy 1, TCC’s three faculty participants in the Chancellor’s
Developmental Education Institute have developed and will deliver six workshops to English
and mathematics faculty collegewide beginning Spring Semester 2012. The workshops are
designed to enhance teaching effectiveness and student learning for the redesigned
developmental education curricula.
PRIORITY TWO: TECHNOLOGY
[Links to Strategic Goals # 1, 4, 5]
[Links to Achieve 2015 Goals for Access, Student Success, and Workforce]
Strategy 1. Improve classroom technology and deploy state-of-the-art
equipment, network services, and support throughout the college. [Vice President
for Information Systems with Vice President for Student Learning & Chief Academic Officer]
Strategy 1.1
Replace staff, faculty, classroom, and laboratory computers in
accordance with the five-year replacement plan.
A total 1,461 new computers have been installed for staff, faculty, classroom, and
laboratory use in accordance with the five-year replacement plan. Office of Information
Systems (OIS) staff is developing new procedures to streamline computer replacements
and the deployment of Windows 7.
Strategy 1.2
Support the installation of equipment and services in
classrooms, laboratories, and other campus learning spaces with
instructional technology.
The OIS staff works with campus and audiovisual systems staff members to support the
installation and maintenance of computers and other technology in classrooms and
laboratories. Projects included installation of computers and learning management systems
in the new modular buildings at the Chesapeake Campus, as well as replacement of
computers in various labs throughout the college. Support was also provided for installation
of a new system in the Health Professions Building. It should be noted that there is an
increasing complexity in the support for new systems, such as METI Learning, in order to
configure systems to meet the operational requirements.
Major FY 2011-12 Learning Technology Applications Projects included:
•
•
Installation of all learning technology in Regional Health Professions Center;
Installation of all learning technology in two Chesapeake Modular Buildings;
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•
•
•
•
•
•
Installation/coordination of all learning technology in Maritime Classrooms;
Installation of new learning technology in the Pungo Auditorium and the Chesapeake
Student Theatre;
Installation of fully digital learning technology systems in the Visual Arts Center,
Lynnhaven Building, all four Batten Labs and other locations;
Installation of learning technology for Developmental Mathematics Labs;
Installation of Polycom HD VTC cameras and multiple display monitors in President’s
Conference Room, the College Board Room, and Provost Conference Rooms; and,
Installation of multiple display monitors in Portsmouth Biology classrooms.
Strategy 1.3
Upgrade the network infrastructure to ensure reliable and
secure voice, video, and data services, including increasing core
telecommunications infrastructure bandwidth from 100MB to 1000MB
between main campus locations.
A major upgrade to the network infrastructure was completed in January 2011. Each
campus has a 100 MBPS link to the college’s Transparent Local Area Network Service
(TLS) network that spans South Hampton Roads. The Norfolk and Virginia Beach
campuses each have a 100 MBPS interface to the Virginia Community College System
network and the Internet. OIS staff is working with the VCCS and Verizon Communications
to increase bandwidth from 100MBPS to 1000MBPS on the circuits that connect the
Norfolk and Virginia Beach Campuses to the VCCS network infrastructure. Other projects
include the routine replacement of equipment when it reaches the end of its service life.
Strategy 1.4
Upgrade and expand wireless technology collegewide to the
latest 802.11N standard to provide higher levels of performance for students,
faculty, and staff.
The new hardware is currently deployed to the following buildings/campuses: Portsmouth
campus, Regional Health Professions Center, Norfolk Student Center, partially in the Green
District Administration Building, and other locations as older hardware fails.
Strategy 1.5
Upgrade Microsoft Office 2007 to Office 2010.
Currently Office 2010 has been deployed in a test phase and to select staff/classrooms on
a request basis. Concurrent deployment with Windows 7 is scheduled for late summer
2012.
Strategy 1.6
Support the deployment of a print management system at the
Chesapeake, Norfolk, and Virginia Beach campuses.
An operational test of the print management system was conducted at the Portsmouth
Campus in Fall 2011. The deployment of the print management system collegewide was
completed in January 2012. A system print management policy was approved in February
2012.
Strategy 1.7
Support the planning, design, and equipment installation for
capital outlay projects, including the Regional Health Professions Center at
the Virginia Beach Campus, the Joint-Use Library at the Virginia Beach
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Campus, and the Chesapeake Campus Academic Building, as well as the
three remaining campus student centers.
Office of Information Systems staff has supported the planning and design for the various
capital projects, such as the Joint-Use Library at the Virginia Beach Campus. Staff
participated in meetings to address the telecommunications, network services, and
computer needs for the projects as well as space requirements for technology support.
Staff also participated in the preparation of the preliminary equipment and wiring
requirements for the projects. Actual wiring projects were initiated in accordance with the
applicable construction milestones for each building.
Strategy 2. Enhance Learning Resources Center technology and support for
faculty and students to heighten academic achievement and foster greater
retention.
Strategy 2.1
Participate in the planning and implementation of Information
Literacy Core Competency testing.
The librarian who chairs the Information Literacy Committee participated in a WebEx
discussion with VCCS LRC colleagues. The dialogue concerned an Academic & Student
Affairs Council (ASAC) proposal to use the Information Literacy Test from Madison
Assessment to conduct a system-wide assessment of information literacy learning
outcomes for 2012. Participants agreed that ASAC should use the instrument from Madison
Assessment.
In December, the LRC Information Literacy Committee met with new members and
reviewed a clarified charge. The committee is developing a plan for defining and assessing
information literacy learning outcomes within the context of LRC-provided information
literacy instruction.
Strategy 2.2
Continue to improve access to LRC resources for distance
learning students by evaluating, improving, and marketing the library
instruction and information literacy options available to online courses.
Librarians and library services are among those featured in a distance education video that
was created in Spring Semester 2012 as part of TCC’s orientation for new students.
Strategy 2.3
Improve access to LRC resources for all students by using
new models of collection development.
The Electronic Services Librarian and Media Collection Development Librarian cooperated
on several electronic collection development opportunities, including two streaming media
databases and a language database. In addition, the LRC participated in a new cost
sharing collection development initiative for the VCCS and worked with a reference e-book
vendor to leverage TCC purchases for VCCS-wide access. Investigation of additional
collection development models is ongoing.
Strategy 2.4
Participate in the implementation of the print management
component of the comprehensive one-card system deployment.
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An operational test of the print management system was conducted at the Portsmouth
Campus in Fall 2011. The deployment of the print management system college wide was
completed in January 2012, and a print management policy was approved in February
2012. A device to enable students to determine their remaining print balance was installed
at all libraries.
Strategy 2.5
Improve the management of library resources by
implementing the new Course Reserves module of the Aleph Library
Management System and updating the overdue and billing process.
The new Course Reserves module has been implemented. Evaluation of the new module
and revision of procedures are currently in process. Analysis of the overdue and billing
process was completed by library administration in conjunction with circulation managers,
librarians, business managers and financial services, and a revised policy was approved by
the Executive Staff in March 2012.
Strategy 2.6
Support the planning and design of the Joint-Use Library at
the Virginia Beach Campus by development of a blended electronic resources
collection, production of a staffing plan for the facility, and preparation of
administrative agreements and policies for operation and maintenance of the
Joint-Use Library.
The TCC Electronic Resources Librarian and VBPL Collection Manager have held initial
discussions for the blended electronic resources collection and will continue to meet in
2012. The staffing plan and operating agreement for the facility are in draft form and
undergoing review.
Strategy 2.7
Implement the capability for self-checkout of library materials
at the Virginia Beach Campus library in preparation for the Joint-Use Library.
The capability for self-checkout of library materials using Radio-Frequency Identification
(RFID) tags on the library materials is being implemented college-wide. Installation and
testing of the server software was completed in June 2012. RFID antennas, readers, and
most other components have been received. Application of the tags to the materials,
installation of the campus workstations, and security gates are expected to be completed
by the end of August 2012. The system is expected to be active for Fall 2012. In addition,
work on creating links between the Virginia Beach Public and TCC library catalogs has
begun. The city of Virginia Beach requires a VPN to allow access to their catalog. A request
for the VPN was submitted to the VCCS IT. Further work on the cooperative catalog is on
hold until the VPN is in place. Development has begun on the interface necessary for
successful communication between the TCC and the City of Virginia Beach library
management systems. Meetings with the vendor and representatives from both the City of
Virginia Beach library and IT department were held in May 2012. The vendor should
provide a revised design specification document and timeline for completion by August
2012.
Strategy 3.
Enhance the administrative functions of the college.
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Strategy 3.1
Deploy new or enhanced security technologies to improve
security of sensitive data, including Fire Eye malware appliances, upgraded
intrusion prevention systems, and network access control systems.
Fire Eye technology is fully deployed. The Intrusion Prevention System upgrade and
network access control systems upgrade have been delayed due to other projects, such as
new capital projects and initiatives, and staff vacancies. These projects should be
completed by Fall 2012.
Strategy 3.2
Deploy an Enterprise PKI infrastructure in preparation for
support of automated workflow, digital signatures, and eforms.
This strategy has been deferred to 2012-13.
Strategy 3.3
Enhance the Altiris Desktop Management Suite to improve IT
support of staff, faculty, classroom, and laboratory computers.
The upgrade to the new version of Altiris is scheduled for completion prior to Summer
2012. It is currently undergoing testing and evaluation.
Strategy 3.4
Evaluate, test, and deploy when ready network and office
productivity software products, such as Windows 7 and SharePoint 2010.
Windows 2007 is currently in the final test phase. It has been deployed to select
staff/classrooms on a request basis. Full deployment is scheduled for Summer 2012. Work
on SharePoint has been suspended due to staff vacancies. It will be included in the 201213 working priorities.
Strategy 3.5
Implement a student authentication infrastructure with Active
Directory and VCCS-enhanced directory services that is capable of providing
password synchronization and authentication services for wireless access,
portal access, and other disparate network services.
A network prep and health check was completed by Microsoft on Jan 11, 2012. OIS is
awaiting delivery of a second server from the VCCS. The initial implementation is
scheduled for completion by June 2012.
Strategy 3.6
Complete the testing and deployment of the VCCS Human
Resource Management System (HRMS).
The Human Resource Management System (HRMS) has been deployed and upgraded to
version 9.0. Human Resources staff continue their efforts to “clean” employee data, and the
VCCS continues to work on system design issues; these actions are necessary in order for
Financial Services to effectively run payrolls in the new HRMS.
To date, payrolls have been processed successfully for teaching and administrative faculty
and associated “special pay” payrolls. Processing of the wage payroll in HRMS is expected
to be completed in July 2012 and the classified staff payroll in August. Processing of the
adjunct payroll in HRMS will be delayed until the fall semester.
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Strategy 3.7
Support the testing and deployment of service packs
and Oracle/ PeopleSoft Version 9.0 for the Student Information System
(SIS), Human Resource (HR) and the SIS Archive instances.
Deployment of Version 9.0 for the Student Information System (SIS), Human Resource
(HR) and the SIS Archive instances was completed successfully in March 2012.
Strategy 3.8
Develop new applications in Oracle Application Express, such
as the “TrackSMART” Project Tracking System, an APEX Menu application,
and an Information Center publication inventory tracking application, and
continue to convert legacy applications to Oracle Application Express.
The design and documentation for the TrackSMART project has been submitted to
Creative Services for review and approval. In the meantime, staff has started working on
the Information Center inventory tracking application and a replacement for the current edirectory application. Staff will also participate in testing the new the Direct Loan
application.
Strategy 3.9
Load old college transcript documents into ImageNow
imaging system.
This project has been suspended because the ImageNow Recognition Agent module for
TCC’s imaging system is not available. The project has been deferred to academic year
2012-13.
Strategy 3.10 Support the design, setup, and deployment of the Virginia
Community College System’s Central Financial Aid Back Office process.
The Virginia Community College System’s Central Financial Aid Back Office was setup in a
temporary location in the Martin Building in January 2012. It was moved to its permanent
leased space on York Street in March 2012. The Back Office is currently processing
financial aid requests for the 2012-13 academic/financial aid year.
Strategy 3.11 Transition the Information Technology Security Program to
the ISO27000 Information Technology Security Standard.
The initial milestones for the transition to ISO27000 have been met. A Business Impact
Analysis and Risk Assessment have been completed. The TCC Information Technology
Security Program Policy has been updated to reflect the component structure ISO27000 IT
security standard. This standard and the VCCS IT Security Standards and Guidelines serve
as the starting point for modifying TCC specific security controls. Not all of the controls and
guidance in ISO/IEC 17799 code of practice may be applicable to TCC. Furthermore,
additional controls and guidelines not included in this standard may be required.
Strategy 3.12 Complete the project to digitize human resource records by
fully implementing the ImageNow technology for new records and scanning
existing records.
The records of adjunct faculty, active and terminated wage employees, and work-study
students have been digitized; full-time faculty and staff records are in progress. The
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ImageNow infrastructure and equipment are in place and HR staff are being trained to
maintain the digitized records.
Strategy 3.13 Implement the “technology project management standards
and guidelines” prescribed for the VCCS as a part of its recent Level 2
designation under the Higher Education Restructuring Act, providing a status
report to the President for forwarding to the Chancellor by March 1, 2012.
An Information Technology (IT) project management policy was approved In February
2012. The IT project management standards and guidelines have been implemented, and
the status report on IT project management was submitted in February 2012 as required.
PRIORITY THREE: WORKFORCE DEVELOPMENT
[Links to Strategic Goals #1, 2, 4, 5]
[Links to Achieve 2015 Goals for Workforce, Access, and Resources]
Strategy 1. Create and implement a business plan that will support enrollment
growth of 5 percent and return a profit of $250,000 to the college for FY12.
Enrollment in customized training declined 13 percent, due in part to the changeover of the HIT
grant program to credit from noncredit. Open enrollment training increased by 30 percent.
Overall, enrollment declined 2 percent for the 2011-12 year.
Strategy 1.1
expansion.
Identify potential program market niches to target for
Management training for manufacturers and pre-licensing training opportunities for the
insurance industry have been identified as potential program market niches. In addition,
twelve online professional development modules have been developed for secondary
school teachers under the auspices of a VCCS Institute of Excellence Grant.
Strategy 1.2
Identify existing program areas that can be expanded with
additional coursework or new target markets.
IT certification and project management courses for corporate clients are existing program
areas that can be expanded.
Strategy 1.3
Continue to strengthen partnerships with Departments of
Economic Development throughout the region to access new clientele.
The new Associate Vice President for Workforce Development has met with all service area
Departments of Economic Development since arriving in late January. Also, in late May
2012, Workforce Development hosted a breakfast for economic developers throughout the
region to provide an update on workforce programs and to discuss emerging trends. In
addition, Workforce Development now receives regular updates from the Department of
Business Assistance regarding their training grants.
Strategy 1.4
Access funding to expand workforce development activities
through the VCCS established channels.
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The Division of Workforce Development has received approximately $70,000 through
special incentive funding to provide support for clients’ training needs. Twenty-five
companies participated in this incentive funding to help underwrite new training initiatives.
Strategy 2. Provide leadership in the delivery of workforce training to
companies and other organizations in Hampton Roads which are undergoing
shifts in workforce needs as a result of expansions, contractions, or new
processes and applications.
Strategy 2.1
Increase number of businesses served by 22 percent through
expanded training and implementation of support services to companies in
transition.
In 2011-12, Workforce Development served 1,148 employers. This compares with 1,063
employers served during the 2010-11 year, or an 8 percent increase.
Strategy 2.2
Focus on providing services to new small businesses in the
region through VCCS workforce funds.
Several activities were implemented to try to reach small business needs, and incentives
were made available to offset part of the costs. However, to date, very few small
businesses have taken advantage of these activities.
Strategy 2.3
Implement new software training projects
AutoCAD’s Revit and specialty graphic arts software applications.
including
These courses were offered in both fall and spring semesters with limited success. In the
future, these courses will be given additional marketing attention.
Strategy 2.4
Develop and deliver “boot camps” for students who complete
the HIT program as intensive reviews to prepare for the national
comprehensive exam.
Four boot camps were held with a total of 149 enrollments.
Strategy 2.5
Increase the number of students served in the existing core
of corporate and government clients by 5 percent.
Enrollment in customized training declined 13 percent, due in part to the changeover of the
HIT grant program to credit from noncredit.
Strategy 3. Expand the development and delivery of apprenticeship-related
instruction, both in the expansion of services to current sponsors and in
building partnerships with new sponsors, by increasing the number of
apprentices served by 4 percent and by adding at least two new sponsors.
The number of apprentices served has increased 12 percent, from 1030 in 2010-11 to 1157
this year. In addition, partnerships were created with two new sponsors.
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Strategy 3.1
Working with the Associate Vice President for Faculty
Development and Curriculum Innovation, continue to develop Career Studies
Certificates and other academic credentials that formalize the coursework
delivered through Apprenticeship- Related Instruction. Complete at least one
new Career Studies Certificate.
The Associate Degree in Maritime Technologies was approved and the first group of graduates is
expected in December 2012.
Strategy 3.2
Increase the number of online and hybrid courses for
maritime training to meet the needs of employers with multiple locations
throughout the United States.
Several apprenticeship courses are now offered as hybrid courses with the academic
portion taught online and the lab portion taught face-to-face. Most of the courses in these
programs do not lend themselves to exclusively online instruction as employers must track
the apprentices’ instructional hours.
Strategy 4. Identify and pursue potential grants to support the mission of
workforce development initiatives within the context of the college’s mission and
priorities.
Strategy 4.1
Continue to provide services and pursue grant support for the
Job Skills Training program from the Virginia Department of Social Services
and from other public and private organizations as appropriate.
The Job Skills Training Program received a grant from the Virginia Department of Social
Services for $276,091 for FY 12. In addition, a track for Youth in the Certified Nursing
Assistant program has been funded under contract with Opportunity Inc. for Spring and
Summer 2012, providing for an additional 20 students to be served. A total of 102 students
was served in 2011-12.
Strategy 4.2
Continue to provide services and pursue grant support from
the Hampton Roads Community Foundation to support the Academy for
Nonprofit Excellence.
The Academy for Nonprofit Excellence was awarded $137,570 by the Hampton Roads
Community Foundation. In FY12, 218 students have been served through 139 agencies.
Strategy 4.3
Continue to provide services and pursue grant support for the
OnRamp Grant.
The OnRamp Grant received $213,600 from the VCCS for FY12 and served 27 credit and
32 noncredit students through the grant.
Strategy 4.4
Apply for grants for special projects as made available on a
competitive basis through the VCCS.
Workforce Development continues to implement the $16,500 Institute of Excellence Grant
with the focus on developing online courses for Classroom Technology strategies for
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secondary school teachers. Fourteen courses have been developed and are accessible at
no cost to teachers throughout the United States.
Strategy 4.5
Continue to work with Central Virginia Community College on
the state-wide Weatherization Grant to provide services in Southeast Virginia.
TCC continues to partner with CVCC on this project. One class was completed through the
Center for Military and Veterans Education in the fall, and a “Train the Trainer” program
was completed in spring in order to provide more local instructors for the project. In
addition, many of the modules developed under the grant have been implemented within
the HVAC credit curriculum.
Strategy 5. Provide leadership in the implementation of the National Science
Foundation Southeast Maritime and Transportation (SMART) Center.
Strategy 5.1
Successfully conduct two teacher workshops serving a
minimum of 20 teachers each during Summer 2011.
Two workshops were held in Summer 2011 with a total of 40 students in attendance.
Strategy 5.2
Implement the SMART Center website.
The website was launched in Fall 2011: www.maritime-technology.org.
Strategy 5.3
Conduct a national survey based on feedback
from
regional focus groups to identify training gaps in the ship building/ship
repair industry to provide the basis for curriculum development.
After the focus group feedback was analyzed, it appeared that a national survey was not
the most logical next step. The Summer Teacher Institutes were highly endorsed, as well
as the career pathways efforts.
Strategy 5.4
Participate in a minimum of four national conferences to
disseminate information about SMART Center activities.
The SMART Center Principal Investigator has attended eight national conferences in the
timeframe July 2011- April 2012 to either make presentations (4 conferences) about the
SMART Center or to host displays to highlight the center’s activities.
Strategy 6. Complete the relocation of the Hampton Roads Maritime Training
Program to the Virginia Beach Campus and expand marketing of the revitalized
program.
Strategy 6.1
Complete all equipment installation and training for new
equipment by August 30, 2011.
All equipment was installed and training completed as planned.
Strategy 6.2
Develop a comprehensive marketing plan for 2011-12 to
promote the newly renovated center and its programs.
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A complete reorganization of the HRMTP is being recommended for FY13, and a new
comprehensive marketing plan will be developed as part of that effort.
Strategy 6.3
August 2011.
Host an open house to showcase the new training center in
An Open House was held in March 2012. The event was delayed due to HVAC issues with
the facility renovation.
Strategy 6.4
Secure media coverage in a minimum of two maritime
publications in Summer 2011.
Media coverage included an article in Inside Business, as well as expanded radio coverage
based on recommended placements.
Strategy 6.5
Double the enrollment in courses offered through the HRMTP
to 140 students, generating $100,000 in course revenue.
This strategy will be deferred to 2012-13.
Strategy 7. Update the marketing plan for the Division of Workforce
Development to ensure programmatic growth in strategically defined areas and
to meet annual revenue targets.
Strategy 7.1
Build on the success and expand the subscriber base of the
Workforce Development e-newsletter.
The newsletter continues to be published bi-monthly and has been posted on a number of
social media sites to reach new subscribers.
Strategy 7.2
Host information sessions throughout the region in
partnership with the respective city’s Department of Economic Development.
An information session was held in Chesapeake, and individual company presentations
have been made to ten employers via connections made through the Departments of
Economic Development.
Strategy 7.3
Participate in job fairs, career fairs, and other promotional
activities throughout the region.
The OnRamp Advisor is a member of the regional Rapid Response team, and as such, she
has participated in 10 employee briefings this year for companies that are downsizing or
closing. In addition, Workforce Development has participated in 8 job fairs and career fairs
throughout the region.
Strategy 7.4
Implement a marketing strategy aimed at small businesses in
the region to provide training through subsidies available via VCCS workforce
development funds.
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A number of strategies have been tried in an attempt to reach small businesses, but with
very limited success. Moving forward, Workforce Development will continue to try to serve
them as part of the overall market.
PRIORITY FOUR: RESOURCE DEVELOPMENT AND ADVOCACY
[Links to Strategic Goals #1, 3, 4, 5]
[Links to Achieve 2015 Goals for Resources and Access]
Strategy 1.
Make substantial
authorized capital projects.
progress
toward
completing
previously
Strategy 1.1
Bring construction of the Joint-Use Library at the Virginia
Beach Campus to 75 percent completion on a schedule to open in Spring
2013.
Construction is in progress and on schedule to permit the library to open in late Spring
2013.
Strategy 1.2
Bring construction of the Virginia Beach Campus Student
Center to 80 percent completion on a schedule to open in January 2013.
Construction is in progress and on schedule to permit the Student Center to open in late
Spring 2013.
Strategy 1.3
Bring construction of the Chesapeake Campus Student
Center to 80 percent completion on a schedule to open in January 2013.
Construction is in progress on a schedule to permit the Student Center to open in early
Summer 2013.
Strategy 1.4
Bring construction of the new Academic Building at the
Chesapeake Campus, including additional parking for the campus, to 90
percent completion on a schedule to open in January 2013.
Construction is in progress and on schedule to permit the building to be operational in the
2013 Spring Semester and in full use at the start of the 2013 summer session. Construction
of additional parking, which will be available for the 2012 Fall Semester, is also underway.
Strategy 1.5
Bring construction of the Portsmouth Campus Student Center
to 80 percent completion on a schedule to open in January 2013.
Construction is in progress and on schedule to open in Spring 2013.
Strategy 2.
Put in place a program for the college’s Suffolk property that was
vacated with the relocation of the Portsmouth Campus.
Strategy 2.1
Working through the Tidewater Community College Real
Estate Foundation, and in cooperation with the City of Suffolk, conduct a
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market and feasibility review to determine the highest and best use of the
Suffolk property.
This initiative was delayed as a result of the departure of the Foundation’s Executive
Director. With the engagement of a new Executive Director, the initiative is back on track—
the market and feasibility study is underway.
Strategy 2.2
Working through the Tidewater Community College Real
Estate Foundation, develop a plan for the use of the college’s Suffolk
property and pursue the necessary endorsements and approvals (e.g.,
College Board and State Board).
This strategy will follow completion of the market and feasibility study and a master
planning effort.
Strategy 2.3
In concert with the college’s host localities, identify a site for
development of a District Warehouse and Facilities Maintenance facility.
No progress has been made on this strategy.
Strategy 2.4
Working with the Vice President for Student Learning & Chief
Academic Officer, and in concert with the college’s host localities, identify a
site for the relocation of the TCC Truck Driving program.
No progress has been made on this strategy.
Strategy 3.
Working with the City of Virginia Beach, the college’s Office of
Learning Resources, and campus leadership, complete an operating agreement
for the Joint-Use Library.
The operating agreement is in draft form and is undergoing review.
Strategy 4.
Establish plans for capital development that will permit the college
to meet the increasing demand for its services across the region. [Executive Vice
President]
Strategy 4.1
Complete a revised master plan for the Virginia Beach
Campus to reflect changes in the campus that have occurred since the
current plan’s approval in 2003 and any planned changes—the Science
Building, Regional Health Professions Center, Joint-Use Library, and Student
Center—and obtain the endorsement of the College Board and the approval of
the State Board for Community Colleges for it.
The revised master plan for the Virginia Beach Campus was approved by the College
Board at its September meeting and by the State Board for Community Colleges at its
November meeting.
Strategy 4.2
Complete a revised master plan for the Chesapeake Campus
to reflect changes in the campus that have occurred since the current plan’s
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approval in 2004 and any planned changes—the new Academic Building and
Student Center—and obtain the endorsement of the College Board and the
approval of the State Board for Community Colleges for it. [Executive Vice
President]
The revised master plan for the Chesapeake Campus was approved by the College Board
at its March meeting and by the State Board for Community Colleges at its May 2012
meeting.
Strategy 5.
Enhance the existing physical plant and infrastructure to better
support the college’s mission.
Strategy 5.1
Continue the multi-year program to improve parking lot and
road surfaces at the Virginia Beach Campus.
Repairs to the parking lot and road surface at the Virginia Beach Campus that were
scheduled for 2011-12 have been completed.
Strategy 5.2
As part of the revised campus master plan, complete a study
of the feasibility of locating structured parking on the Virginia Beach Campus,
including the number of spots, location, and any functions that might be
collocated with the parking structure.
The study was completed as part of the revised master plan for the Virginia Beach Campus
that was approved by the College Board and the State Board for Community Colleges.
Strategy 5.3
Complete pre-planning architectural design for a parking
garage at the Chesapeake Campus.
Design of the garage will begin in early July 2012 with the intent of supporting a
design/construction schedule that will have some or all of the new garage available at the
start of the 2013 Fall Semester.
PRIORITY FIVE: INTERNAL RESTRUCTURING & REINVESTMENT,
COMMUNITY BUILDING, AND ACCOUNTABILITY
[Links to Strategic Goals #1, 4, 5]
[Links to Achieve 2015 Goals for Access, Affordability, and Student Success]
Strategy 1.
Enhance the college’s operational safety and security.
Strategy 1.1
Complete the design phase of an integrated physical security
and emergency response system through construction drawings, and
implement the college’s Security Enhancement Program. [Executive Vice
President]
The design phase is complete. The design is being converted into construction drawings
that will be submitted to the state’s building permitting authority. Once approved,
installation/construction will begin on a campus-by-campus basis.
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Assessment of 2011-12 Working Priorities
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Strategy 1.2
Continue with emergency preparedness and continuity of
operations training evolutions culminating in a college-wide functional
exercise.
Emergency preparedness and continuity of operations (COOP) training continues. The
hurricane in September 2011 provided the opportunity for a college-wide functional
exercise, and a COOP drill exercising relocation of Financial Services and Human
Resources functions to an alternate site was conducted in November 2011. A revised
COOP Plan was approved in March 2012 and a revision to the Crisis and Emergency
Management Plan is in progress.
Strategy 2.
operations.
Expand
and
enhance
the
college’s
student
financial
aid
Strategy 2.1
Implement the college’s new Student Loan Repayment and
Budget Worksheet Plan for students receiving Direct Loans.
Information Systems, Financial Aid, and Financial Services staff have designed, and are
currently testing, an automated Student Loan Repayment and Budget Worksheet process
to more quickly and efficiently educate TCC’s financial aid students on the implications of
student loans. It will be effective with the 2012-13 financial aid year.
Strategy 2.2
Implement the VCCS re-engineering pilot program to provide
centralized “back office” financial aid services for eight community colleges.
Eight sister institutions signed a MOU with TCC to perform their “back office” financial aid
processes. The document imaging system, which serves as the data transmission vehicle
for student records, was fully operational in January. Information has been gathered about
processing preferences, student communications, etc.
Start-up operations for the colleges were dependent upon a successful SIS Version 9
implementation; now that this has taken place, processing for the 2012-13 financial aid
award year has begun for all eight pilot colleges.
Strategy 2.3
Evaluate and determine the best option for electronic tuition
and financial aid refunds.
In Fall 2011, Financial Services staff researched best methods and practices of electronic
refunds. A Request for Proposal was issued in January 2012. The college received five
responses which are currently being evaluated. The contract is written such that other
Virginia community colleges may use it if desired.
Strategy 3.
Expand and enhance the college’s auxiliary services.
Strategy 3.1
Fully implement the college’s one-card system,
StormCard, complemented with an effective marketing program.
the
Creative Services, working with Auxiliary Services, designed StormCard marketing
materials including the card design, website, emails, flyers, and posters. The StormCard
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Tidewater Community College
Assessment of 2011-12 Working Priorities
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made its official launch in August 2011 and has been used at the bookstore, vending
machines, food service, and child minding operations.
Members of the Auxiliary Services “StormCard Team” attended many student activities
events, picnics, and Norfolk Campus Student Center activities this past academic year to
promote the use of the card. Various campaigns such as “Buy 4 Get 1 Free” coke products
and StormCard giveaways such as water bottles, messenger bags, Nook Tablet, and free
StormDollars have taken place during the 2011-12 academic year.
Marketing assistance from Creative Services will continue to keep the StormCard program
fresh and exciting, and efforts will be ramped up as the new Student Centers open in the
2012-13 year.
Strategy 3.2
Incorporate food and child minding services into the facility
design and construction of the remaining three student centers.
The food service and child minding areas have been agreed upon and designed, and the
equipment list for food services is being finalized with Aramark, TCC’s food service
provider, and the respective architectural firms.
Strategy 4.
Implement an inventory management and barcoding system.
In order to ensure the new inventory management and barcoding system is fully integrated with
the college’s Administrative Information System (AIS), a Request for Proposal was issued as a
cooperative procurement for use by all twenty-three community colleges and the System
Office. Staff from two community colleges, a representative from the System Office, and key
staff from TCC comprise the review committee. Ten (10) proposals have been received, and it
is anticipated that a contract will be awarded in Fall 2012.
Strategy 5.
Implement an online applicant tracking system to streamline
recruitment and hiring procedures for all employees.
Implementation of an online recruitment and applicant tracking system began in June 2012.
The system is anticipated to be in place and operational by September 2012.
Strategy 6.
Review and streamline recruitment and hiring procedures for
teaching faculty.
The revised procedures clarify the role of the Dean and Provost in the search process, names
the Credentialing Office as the repository for official transcripts, provides guidance on how to
handle searches involving multiple positions at multiple campuses, guidance on how to handle
disapproval of a hiring recommendation, and guidance on how to handle a candidate pool for
ongoing searches. The revised procedures have been vetted by the faculty, Deans, Provosts,
Human Resources, and Executive Staff and were approved in May for immediate
implementation.
Strategy 7.
Conduct a faculty salary
subsequent plan to implement the results.
equity
study
and
provide
a
The faculty salary equity study has been completed and its results implemented with the 201213 faculty contracts.
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Tidewater Community College
Assessment of 2011-12 Working Priorities
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Strategy 8.
Plan.
Implement the college’s Reengineering Incentive and Recognition
The Reengineering Incentive and Recognition Plan was implemented in December 2011 with
bonuses going to full-time employees and rewards based on their length of service going to
adjunct faculty and wage employees.
Strategy 9.
manual.
Finish all sections of the college’s policies and procedures
Work continues on developing and routinely updating policies and procedures for the college.
PRIORITY SIX: COMMUNITY OUTREACH AND PARTNERING
[Links to Strategic Goals #4, 5]
[Links to Achieve 2015 Goals for Access, Affordability, and Resources]
Strategy 1.
Expand the college’s outreach to the community—including
employers, potential students, and alumni—as well as internal constituents.
Strategy 1.1
Publish the next design of the college’s website, including a
research, planning, and design phase that uses appropriate feedback
mechanisms at each stage of development.
The following activities were initiated to address the next design of the college’s
website:
•
•
•
•
•
•
•
A core set of indicators was developed for the TCC website. The indicators include
Absolute Unique Visitors, Website Bounce Rate, and Homepage Bounce Rate.
To address bounce rate, a Landing Page was developed and instituted to reduce
“artificial” bounces on the homepage.
A face-lift to the homepage was designed and rolled-out and included the
incorporation of dynamic information on college-wide and campus-specific events
and activities, academic program highlights, and profiles on faculty and alumni.
Long-term website redesign was initiated through listening sessions on each
campus for direct student and faculty feedback, online survey feedback, and a
project blog for stakeholders.
A proposal was submitted for a new college-wide web content management system;
TCC staff trained on Joomla! use.
Web Services was reorganized with a new Web Communications department and
several new positions, including a Chief Officer and additional programmer.
A mobile version of TCC’s website is currently underway.
Strategy 1.2
Launch TCC’s social networking presence, to include
establishing and maintaining Twitter and Facebook pages.
The social networking presence was launched with the following activities:
•
Hired an experienced Social Media Coordinator
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Assessment of 2011-12 Working Priorities
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•
•
•
•
Developed and adopted a TCC Social Media Policy
Developed a core set of social media performance indicators
Launched TCC’s official social media presence—Facebook, Twitter and YouTube
Quick Response (QR) code promotion to drive number of subscribers underway
Strategy 1.3
Develop a TCC viewbook that will “tell the college’s story” in
print and electronic format.
No progess was made on this strategy.
Strategy 1.4
Initiate and publish two editions of the TCC magazine that will
be sent to alumni, friends of the college, and influencers in the community.
The first edition of the TCC magazine is in the final stages of review. Printing and mailing
will take place this fiscal year.
Strategy 1.5
Develop and implement a campaign to promote the college’s
status as a Navy College Distance Learning Partner.
This strategy has been delayed while the Center for Military and Veterans Education
infrastructure and staffing was being put in place.
Strategy 1.6
Conduct world-class events, including events to celebrate the
opening of the Norfolk Campus Student Center and the Regional Health
Professions Center.
The following major college events were planned and executed in 2011-12:
•
•
•
•
•
•
TCC Luncheon for Frederick College Alumni on Portsmouth Campus
Norfolk Student Center Dedication with Mayor Paul Fraim
Regional Health Professions Center Dedication with U.S. Senator Mark Warner
Portsmouth Campus Provost Investiture and Student Center Groundbreaking
Groundbreaking of the TCC/City of Virginia Beach Joint-Use Library with Mayor Will
Sessoms
Chesapeake Campus Student Center and Academic Building Groundbreakings with
Mayor Alan Krasnoff
Strategy 1.7
Implement a comprehensive alumni cultivation, marketing,
and solicitation plan that re-connects TCC alumni to their alma mater.
For the short term, a working plan has been activated, while a comprehensive written plan
is under development to guide the long term planning for TCC alumni. As part of the plan,
the following actions were accomplished in 2011-12:
•
•
•
A performance indicator—Alumni Engagement—has been adopted, and is being
tracked and reported.
Programming/slate of events has been developed to appeal to diverse alumni
interests.
Rights and responsibilities have been established in Raiser’s Edge database.
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Assessment of 2011-12 Working Priorities
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•
•
•
•
•
The Tidewater Community College Alumni Association (TCCAA) website was
launched and URL secured, tidewateralumni.org.
A TCCAA brochure was produced and distributed.
Over 20,000 emails have been sent to TCC alumni, raising awareness of the
organization.
An Alumni speech was delivered at December commencement.
Two major events were held:
o
o
Red Carpet Screening at TCC Roper Performing Arts Center. Over 100 alumni
celebrated the launch of TV commercials featuring TCC alumni.
Holiday Social at the Grand Illumination Parade. Over 125 alumni and family
gathered for this event at the Norfolk Campus Student Center.
Strategy 2. As a companion to the private funding initiatives of the college,
increase by 5 percent other external funding through grants and sponsored
programs.
During the 2011-12 year, on behalf of the VCCS, TCC assumed the lead on the $24 million
U.S. Department of Labor Trade Adjustment Assistance Community College and Career
Training (DOLTAACCT) grant program. In addition, the college received a one year, no cost
extension to continue implementation of the HIT grant.
Strategy 3. Take the college to its next level in private fundraising, building on
past successes and initiating new initiatives.
As first steps in taking the college to a higher level in private fundraising, the Development
Office focused on four areas: staffing, engaging the board, concluding The Campaign for TCC,
and building an annual fund. An organizational structure was developed that consisted of four
new full-time positions and three new part-time positions. These positions were created
strategically to provide the infrastructure to take the Development program to the next level in
terms of sustainable annual giving, stronger relationships on the Corporate and Foundation
level, and building a pipeline of donors for a future campaign.
Strategy 3.1
Close-out The Campaign for Tidewater Community College on
December 31, 2011, with an appropriate celebratory event.
The campaign ended successfully with 120 percent of the goal reached. A grand event was
held on January 28th with over 130 attendees to recognize the donors and build awareness
of the impact of private support at TCC.
Strategy 3.2
Develop a pipeline of new prospects in all areas including
corporate, foundation, and individual donors.
An Associate Director for Corporate and Foundation Relations was hired with the goal of
focusing exclusively on cultivating relationships with existing partners and seeking new
opportunities for proposals. In the last quarter of 2011, the Development Office submitted
grants and proposals which resulted in 3 new Foundation gifts totaling $147,500. An
additional Development Officer was hired to focus on identifying new individual donors and
cultivating relationships with existing donors. Lastly, 150,000 alumni names were added to
the database to begin cultivation and solicitation.
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Assessment of 2011-12 Working Priorities
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Strategy 3.3
Launch an annual fund for 2012.
The first annual appeal was completed in November 2011 to 13,000 alumni. This mailing
not only provided much need research on TCC alumni, but also resulted in several new
donors and gifts to TCC. Subsequently, the Development Office has hired an Associate
Director for Annual Giving who will manage a regular solicitation campaign and other
annual giving initiatives.
8/8/12
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34
Governance Committee
Summary Reports, 2011-12
Page 1 of 9
GOVERNANCE COMMITTEE SUMMARY REPORTS, 2011-12
COLLEGE FACULTY SENATE
Chair:
Ms. Kelly T. Gillerlain
Professor of Business
Chesapeake Campus
The actions listed below were taken by the College Faculty Senate in 2011-12.
1.
Commissioned a sculpture to present to David Wright for his outstanding performance
in his role on the Professional Development Committee.
2.
Approved policy and procedures for textbook policy.
3.
Drafted a policy for pre-requisites and co-requisites.
4.
Formed the Ad Hoc Online Quality Assurance Committee to help with quality control in
online courses.
5.
Sponsored a professional development seminar for all TCC faculty that focused on the
role of faculty in campus safety and security.
6.
Reviewed and updated all sections of the Faculty Handbook; created an online version
of the handbook.
7.
Commissioned a book for Dr. DiCroce’s farewell present.
8.
Changed the Senate’s constitution for the creation and staffing of ad-hoc and standing
committees of the senate.
9.
Drafted and sent a letter to the Chancellor requesting Senate involvement in the TCC
Presidential Search. The Senate had representation on the search committee and
interviewed each candidate.
10.
Created a Professional Development Plan to serve as a guideline for dissemination of
professional development funds.
ADMINISTRATIVE ASSOCIATION
Chair:
Dr. Calvin R. Scheidt Jr.,
Associate Vice President for Military Programs
District Office
The actions listed below were taken by the Administrative Association in 2011-12.
1.
Selected Mr. Randy Shannon as the 2011-12 Administrator of the Year.
35
Governance Committee
Summary Reports, 2011-12
Page 2 of 9
2.
Authorized funding for six administrators and professional employees to pursue
professional development opportunities.
3.
Through the assistance and dedicated work of Dr. Bryan, conducted the 4th annual
Administrator Learning Community (Book Club) with the theme, "Managing Change in
a Fast-Paced World." All 83 administrators received at least one of eight books related
to the theme and recommended for professional development purposes.
4.
As part of a strategic effort to further enhance administrator professional development,
appropriated funds to purchase 17 NOOK Tablets to be distributed to members of the
Administrative Association.
CLASSIFIED ASSOCIATION
Chair:
Ms. Barbara Vinson-Ratliff
Public Services Supervisor
Portsmouth Campus
The actions listed below were taken by the Classified Association in 2011-12.
1.
Implemented the process for selection of the Support Staff Employee of the Year
Award. The first Support Staff Employee of the Year Award was presented to Margaret
A. Dutton, Administrative & Support Specialist to the Chesapeake Campus Provost,
during the Annual College Awards & Recognition Program in April 2012.
2.
Planned and coordinated Bi-Annual Professional Development Days attended by 120
classified and wage employees. A summary of the two sessions follows:
The Fall 2011 Professional Development Day was held Friday, September 23, 2011 at
the Chesapeake Conference Center. The theme for the day was Make It Happen. Beth
Lunde, TCC HR Benefits Manager shared information about the electronic HRMS
(Human Resource Management System); Okema Bowers, TCC Employee Training &
Development Manager presented “Accountability in Changing Times”; and President
DiCroce presented a College Update/ Q & A session. Dr. Jason Heydinger, from Alive
Chiropractic, gave an informative presentation on “A Natural Approach to Better Health
& Wellness.” Also, presented was “Resumes & TCC Applications” by David Ring, TCC
Assistant Professor of English. The community service project for the day was School
Supplies, and the Salvation Army was pleased to receive the donations.
The Spring 2012 Professional Development Day was held on Friday, March 9th, at the
Hilton Norfolk Airport, with the theme, Making Connections: Achieving Success. Vice
President Dunn introduced Dr. Peter A. Spina, TCC’s new Interim President, who
engaged the audience. College updates were provided by several Vice Presidents
and senior staff of topics including the 2012-13 budget, STORM CARD, FERPA and
student privacy rights, and the TCC social media campaign. Angela Costello, Senior
Advisor of Business Development & Media/Public Relations, Clean Air Action Corp.,
communicated “How to turn an SOS into a COS… What is YOUR Condition of
Satisfaction?” In addition, during a breakout session Ms. Costello presented on “Super
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Governance Committee
Summary Reports, 2011-12
Page 3 of 9
Ball Thinking! How high will you go?” She shared that being confident in an idea and
being dedicated to its growth can change lives. Okema Bowers, TCC Training and
Development Manager presented “Making Connections: Appreciating Diversity.”
Gretna Smith, TCC HR Director, presented “Connectivity: What Business Are You
In?” The community service project for the day was Breakfast with the Food-Bank.
Karen Jordan, CFO Food-Bank of Southeastern Virginia Service Project, was
appreciative and thankful for the 161 pounds of food donated by classified staff that
will provide 134 meals in the community.
3.
The Classified Association recommended and unanimously voted to raise the amount
of the Classified Staff Professional Development Fund award from $800 to $1,200.
This was made possible by the additional funds allocated to the Classified Association
for professional development for the fiscal year 2011-12. Also, it was recommended
and unanimously voted to change the wording on the website to the following: “Fund
requests are usually processed within 3-5 business days.” In addition, the percentage
of requests/allocations doubled and this year the funds were expended by late
February.
The Association collaborated with the fund administrator and HR
Development Manager to determine a resolution concerning summer tuition requests.
4.
The Classified Association coordinated and participated in numerous community
service projects college wide and across campuses to include the Salvation Army:
Stockings & Bears & the Angel Tree, Samaritan House Kitchen Gadgets, Food-Bank
of Southeastern Virginia, Toys for Tots, Susan G. Komen: Race for the Cure,
American Heart Association Go Red Day, City of Portsmouth and American Red Cross
Phones for Charity, Entertainment Industry Foundation Lee National Denim Day,
American Heart Walk, CVC (Combined Virginia Campaign), and Samaritan House Day
of Caring. Moreover, the Classified Association and Campus Assemblies supported
various student sponsored drives during the year.
5.
Four representatives (Chesapeake, District, Norfolk, and Virginia Beach) participated
in the VCCS-sponsored Classified Leadership Academy.
6.
At the Farewell Reception for the retiring President DiCroce, Arvie Larsen and Barbara
Vinson-Ratliff represented the Classified Association with their presentation of a vase
that was an original design by Ed Francis from the Visual Arts Center.
7.
Revised and updated information posted on the Classified Association webpage.
CURRICULUM COMMITTEE
Chair:
Mr. Tom Ellis
Professor of English
Norfolk Campus
In 2011–2012, the Curriculum Committee took the following actions:
37
Governance Committee
Summary Reports, 2011-12
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Approval of New Academic Programs.
•
Recommended Approval of a Career Studies Certificate in Geospatial Intelligence;
Changes to Existing Academic Programs.
•
Recommended approval for the AAS in Early Childhood Development Degree to seek
accreditation;
•
Recommended approval of curriculum changes for the following:
AS in Business Administration
AS in General Studies
AS in Social Science
AAS in Graphic Design
AAS in Fire Science
AAS in Electronics Technology
AAS in Nursing
AAS in Automotive Technology
AAS in Emergency Medical Services
AAS in Interior Design
AAS in Administrative Support Technology, Specialization: Administrative Assistant
AAS Administrative Support Technology, Specialization: Medical Administrative
Assistant
Career Studies Certificate in Renewable Energies Technology
Career Studies Certificate in Mechatronics
Career Studies Certificate in Graphic Information Systems
Certificate in Electronics Engineering Technology
•
Recommended approval of a title change for the:
AAS is Electromechanical Controls Technology degree to AAS in Mechatronics;
Career Studies Certificate in Developmental Disabilities Specialist to Special
Education/Developmental Disabilities Specialist.
•
Recommended approval for the discontinuance of the:
Career Studies Certificate in Administering Programs for Young Children;
Career Studies Certificate in School-age Care;
Career Studies Certificate in Auto Parts Management Trainee.
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Governance Committee
Summary Reports, 2011-12
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New Courses and Changes in Existing Courses.
•
Recommended approval of a change in prerequisites for MTH 126;
•
Recommended approval of new courses:
ART 101— History and Appreciation of Art I
ART 102— History and Appreciation of Art II
ART 231— Sculpture I
ART 271— Printmaking
ART 193—Introduction to Art Therapy
AUTO 1XX— Automotive Customizing
AUTO 2XX— Restoration and Automotive Customizing
AUTO 2XX— Advanced Small Gasoline Engines
AUTO 2XX— Chassis Dynamometer Testing and Tuning
AUTO 193— Engine Blueprinting and Rebuilding
AUTO 193— High Performance Vehicle Dynamics
AUTO 193— Cylinder Head Testing and Modification
BSK 1—Whole Numbers
CIV 239—Fluid Mechanics and Hydraulics Laboratory
DSL 193— Compressed Natural Gas Theory and Application
ENE 225—Commercial/Industrial Photovoltaic Design and Installation
ENG 95A— Topics for Preparing for College English I
ENG 95B— Topics for Preparing for College English II
ENG 95C— Topics for Preparing for College English III
ETR 174—Virtual Instrumentation
MAR 193— Marine Gasoline Engine Maintenance
MKT 284— Social Media Marketing
NAS 2— Foundations of Life Sciences
RVH 193— Motorcycle Maintenance
•
Recommended deactivation of 154 courses from the college’s database because they
are no longer in the VCCS Master Course File or are no longer being offered by the
college.
Curriculum Handbook
A draft Curriculum Handbook was created and submitted to the Vice President for Student
Learning and Chief Academic Officer.
39
Governance Committee
Summary Reports, 2011-12
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IB Credit
In order to comply with VCCS policy, the committee recommended approval of the draft
document for awarding advanced standing credit to students with scores of 4 or better on
International Baccalaureate Exams.
VCCS Credit Audit
•
Reviewed AA and AS degrees for compliance with the VCCS Credit Audit;
•
Recommended credit reduction for the
Administration, and Social Science degrees;
•
Reviewed and recommended justification for the AS in Engineering degree to maintain
the current credit total;
•
Ongoing review of AAA and AAS degrees for compliance with the VCCS Credit Audit;
•
Recommended approval of credit reduction for the following AAS degrees over the
credit audit limit: Graphic Design, Fire Science, Electronics Engineering Technology,
Automotive Technology, Emergency Medical Services, Interior Design, and
Administrative Support Technology. This work is ongoing for other AAA/AAS degrees
over the credit audit limit.
AS
in
General
Studies,
Business
INSTRUCTION COMMITTEE
Chair:
Dr. Marilyn Peacock
Professor of Mathematics
Norfolk Campus
In 2011–2012, the Instruction Committee took the following actions:
1.
The Committee reviewed and approved a course syllabus template to provide
consistency across the college. All syllabi are to conform to this template beginning
spring 2012.
2.
Members of the Instruction Committee joined the ad-hoc task force on Professional
Development and Mentoring with Dr. Terry Jones. This task force has made
recommendations supported by the Instruction Committee.
3.
The Committee recommended that all full-time faculty be given “advisor” privileges in
SIS in order to better work with their students.
4.
The Committee recommended that the Pre/Co-Requisite policy drafted by Dr. Jones
and revised by the committee be adopted.
5.
The Committee surveyed the faculty by email and, with the support of those
responses, recommended that the Incomplete Policy be amended to say that “at least
75% of the work must be satisfactorily completed before a grade of I is assigned.”
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Governance Committee
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6.
The Committee recommended a comprehensive plan for an honors program that
included provisions for a program director, faculty training, honors courses, and
student selection for the program. This recommended plan was forwarded to Dr. Alice
McAdory who met with a committee of interested faculty. Dr. McAdory will submit a
plan to the Executive Staff.
GLOBAL LEARNING COMMITTEE
Chair:
No Chair elected
No Report
The Committee was inactive and did not meet in 2011-12.
STUDENT SUCCESS COMMITTEE
Chair:
Ms. Kerry Ragno
Assistant Professor of Early Childhood Education
Virginia Beach Campus
In 2011-12, the Student Success Committee took the following actions:
1.
The Committee researched and vetted an early registration proposal in an effort to
lengthen fall and spring registration periods. The proposal recommended opening
spring registration in mid-October and simultaneously opening summer and fall
registration in mid-April. Advantages, benefits, and anticipated outcomes were detailed
for students, faculty, counselors, and administrative staff.
TLTC COMMITTEE
Chair:
Mr. Beno Rubin
Associate Professor of Automotive Technology
Chesapeake Campus
In 2011-12, the TLTC took the following actions:
1.
The TLTC approved new membership.
2.
The TLTC held the second annual Teaching with Technology Showcase on May 9,
2012, in conjunction with the TCC Learning Institute at the Portsmouth Campus. TCC
faculty and staff showcased how they use technology for teaching, productivity, and
student success.
3.
The Committee recommended the Technology Innovation Grant rubric and timetable
be revised so that the grant process is more clearly defined for the applicants. A sub-
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Governance Committee
Summary Reports, 2011-12
Page 8 of 9
committee has been formed to rewrite the rubric and timetable with a meeting
scheduled in June 2012.
4.
In conjunction with John Morea, Associate Vice President of Learning Technology
Applications, the Committee reviewed the Classroom Technology Standards for the
college and made recommendations. The Committee approved the standards.
WORKFORCE DEVELOPMENT COMMITTEE
Chair:
Ms. Bonita Volker
Assistant Professor Information Technology
Norfolk Campus
In 2011-12, the Workforce Development Committee took the following actions:
1.
The Committee recommended questions, developed from a focus group comprised of
faculty and staff, to determine the extent to which faculty and staff are aware of the
mission of workforce development. A survey was developed from the questions and
deployed on April 25 with responses being returned by April 30, 2012. Results from
the survey will be analyzed and in Fall 2012 an action plan will be developed in
response to the results as appropriate. In addition, a brief video and other material will
be added to the Workforce Development website to articulate its services to the
business and economic community served.
2.
The Committee modified as appropriate the technical brochures developed in Summer
2010. These brochures will be sent to students who were not selected for
apprenticeship programs. The brochures address alternative opportunities with local
business partners.
3.
With the goal of enhancing awareness of Academic and Workforce Development
activities, the Committee invited Dr. Bovee to provide an overview of the Quality
Enhancement Plan. Dr. Bovee discussed the 2nd phase of the QEP and some of the
current features in place, including Early Alert, SDV courses, and engaging friends and
family in the education of the student for success. She further advised that solid
outcomes from the QEP will be included with the Assessment Plan reviewed by SACS.
Also, there will be branding and marketing developments as indicated by further
research.
4.
With the goal of enhancing awareness of Academic and Workforce Development
activities, the Committee invited the E-Learning Interim Dean, Ms. Deborah Edson,
and Mr. John Morea to explain the Quality Matters program. Many faculty who teach
academics also teach for Workforce Development, thus the benefit of the QM program
is intrinsic with the Workforce Development programs. The emphasis of the QM
program is for continuous improvement of how the content is delivered—it does not
focus on the course content. Feedback from those completing the program is
overwhelmingly supportive of the program and its benefits.
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Governance Committee
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INTERNAL RELATIONS COMMITTEE
Chair:
Ms. Okema Bowers
Human Resource Manager
District Administration
In 2011-12, the Internal Relations Committee took the following actions:
1.
The Committee submitted a proposal to the Director of Human Resources for a formal
Employee Recognition Program that is consistent with state and VCCS policy.
2.
The Committee submitted a proposal to the Director of Human Resources for an online
employee orientation program.
3.
The Committee submitted a proposal to the Director of Human Resources and
Executive Vice President for an informal mentoring program.
PRESIDENT’S ADVISORY AND PLANNING COUNCIL
Chair:
Ms. Elizabeth Vihnanek
Librarian
Virginia Beach Campus
In 2011-12, the PAPC took the following actions:
1.
The PAPC did not approve any motions this year.
2.
The PAPC met with the President over the course of the year serving in an advisory
capacity for planning purposes.
OIE 7/2/12
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44
PART 2
TIDEWATER COMMUNITY COLLEGE
2012-13 OPERATIONAL PLANNING
ASSUMPTIONS
Budget
1.
That while the worst of the economic crisis appears to be over, the
college needs to continue to allow for the possibility of further budget
reductions.
2.
That the college’s remaining $3.8 million in federal stimulus funding
provided through the American Recovery and Reinvestment Act of 2009
will be phased out in FY13.
3.
That the effect of the VCCS Resource Distribution Model on the
college’s operating budget will be at least neutral, maintaining the
current efficiency rate of 1.087.
4.
That the college will continue to experience moderate tuition increases
as a cushion to the loss of GF appropriation and in support of a
continued unprecedented enrollment demand.
5.
That the college will continue to maintain a contingency reserve of at
least $1 million.
6.
That the “fixed” portion of the college’s operating budget will be held at
the 2011-12 level of 82 percent.
7.
That the college will continue to operate at no less than its 2011-12
efficiency level of 1.20.
8.
That the college will continue to prioritize uncommitted, one-time
revenue to address unfunded technology/security needs and to advance
student success.
9.
That the college will invest uncommitted, recurring revenue in human
capital infrastructure—especially in student learning—to reflect both an
almost doubling of the institution’s size since the late 1990’s and a
concomitant growing operational complexity.
General
1.
That the college will continue to implement Bearings on the Future, the
college’s strategic plan, while it embraces Achieve 2015, the recently
adopted strategic direction of the VCCS.
45
2012-13 Operational Planning
Assumptions
Page 2 of 2
2.
That the college will continue to use Bearings on the Future as its
strategic blueprint for responding proactively to the challenges and
opportunities of South Hampton Roads, while at the same time
embracing a change in leadership as Dr. Edna Baehre-Kolovani
assumes the presidency of Tidewater Community College in July 2012.
3.
That the college will continue to experience heightened demand for
education and training, juxtaposed to more stringent financial aid policies
and a redesigned developmental education curriculum aimed at creating
more effective and efficient pathways to student success resulting in
increased numbers of degree completers.
4.
That the college will continue to focus on “student success” as its
foremost goal.
TCC/OIE
8/8/12
46
TIDEWATER COMMUNITY COLLEGE
ENROLLMENT TARGETS: 2012-13
Over the last five years, TCC has grown from 16,312 to 23,130 annualized
FTES, or 42%. This five-year increase of 6,818 FTES equates to an annual
college-wide growth rate of 8.4%. During this same time period, the college’s
unduplicated headcount grew from 37,761 students to 47,757 students. This
growth is graphically depicted in Figure 1 below. The campus breakdown of
growth by FTES for this period is as follows: Chesapeake—61%, Norfolk—49%,
Portsmouth—51%, and Virginia Beach—28%.
Headcount
Unduplicated
Headcount
FTES
FTES
27,000
49,000
47,757
47,000
45,331
25,000
45,860
45,000
23,000
43,000
22,702
39,000
21,000
21,508
41,000
23,130
40,377
37,761
19,000
38,701
18,312
37,000
17,000
17,190
16,312
15,000
35,000
33,000
2006-07
2007-08
2008-09
2009-10
2010-11
13,000
2011-12
Academic Year
Figure 1: Annualized FTES Enrollment and Unduplicated Headcount (2006-07 to 2011-12)
For the fifteenth consecutive year, the college generated the largest number
of annualized FTES in its history. The college’s 2011-12 enrollment represents a
1.9% increase (428 annualized FTES) over the previous academic year. The
2011-12 increase was a result of a 7.4% increase in the summer, 3.4% increase
in the fall, and 1.6% decrease in the spring. Three of the four campuses showed
an increase over the previous year, with the Portsmouth Campus experiencing
47
the largest percentage increase (+313 FTES, 7.6%). The Chesapeake Campus
maintained its steady growth (+98 FTES, 2.1%), followed by the Virginia Beach
Campus (+60 FTES, 0.6%). The Norfolk Campus’ enrollment declined by 43
FTES—a 1.0% drop.
In 2011-12, the college saw considerable gains in students characterized as
25 years of age and older (+6%), African American (+10%), male (3%) and
enrolled in a full-time capacity (+5%). Additionally, instruction delivered solely
online generated a 3% increase in FTES, from 5,143 to 5,309, or 23% of the
college’s annual FTES. In terms of programs, both college transfer, with collegelevel math and English accounting for 48% of the college’s total increase in
annual FTES, and workforce development, with healthy increases in
Administration of Justice, Industrial Technology, Information Systems
Technology, Early Childhood Development, Studio Arts, and Automotive
Technology saw enrollment growth.
For the 2012-13 academic year, the college is anticipating a decline in FTES
enrollment of 4.1%, primarily a result of redesigned developmental education
curriculum and more stringent financial aid policies. More specifically, enrollment
will be negatively impacted this year due to the U.S. Department of Education’s
elimination of summer Pell grant awards, new Federal financial aid applicant data
verification requirements, the full impact of tougher satisfactory academic
performance (SAP) requirements for financial aid that were instituted during the
last academic year, and the reduction in developmental math course credits
during the summer term and fall semester. Table 1 below delineates the 2012-13
projections.
Actual
2011-12
7,240
Projected
2012-13
6,263
2012-13
% Change
-13.5%
Fall
20,013
19,000
-5.1%
Spring
19,007
19,090
0.4%
Annual
23,130
22,177
-4.1%
Term
Summer
Table 1: 2012-13 Projected FTES Enrollment
From a campus perspective, the Chesapeake, Portsmouth and Virginia
Beach campuses are expecting a decline of approximately 4%, while the Norfolk
Campus is expecting a 5% decrease in annual FTES. Table 2 delineates the
2012-13 campus projections.
48
TABLE 2
2012-13 PROJECTED FTES ENROLLMENT
Chesapeake Campus
Term
Actual Projected
2011-12 2012-13
Portsmouth Campus
2012-13
% Change
Term
Actual Projected
2011-12 2012-13
2012-13
% Change
Summer
1,595
1,361
-14.7%
Summer
1,287
1,116
-13.3%
Fall
3,916
3,735
-4.6%
Fall
3,932
3,735
-5.0%
Spring
3,871
3,900
0.7%
Spring
3,665
3,690
0.7%
ANNUAL
4,691
4,498
-4.1%
ANNUAL
4,442
4,271
-3.9%
Norfolk Campus
Term
Actual Projected
2011-12 2012-13
Virginia Beach Campus
2012-13
% Change
Term
Actual Projected
2011-12 2012-13
2012-13
% Change
Summer
1,484
1,268
-14.6%
Summer
2,874
2,518
-12.4%
Fall
3,614
3,395
-6.1%
Fall
8,551
8,135
-4.9%
Spring
3,373
3,385
0.4%
Spring
8,098
8,115
0.2%
ANNUAL
4,236
4,024
-5.0%
ANNUAL
9,762
9,384
-3.9%
OIE 7/26/12
49
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50
TIDEWATER COMMUNITY COLLEGE
2012-13 OPERATIONAL PLANNING
PROJECTED SAVINGS/REVENUE
Savings/Revenue Source
Projected
Savings/Revenue
Base Budget Adjustment1
2011-12 College Reserve
2011-12 Fall Tuition Adjustment - Annualized2
2012-13 Tuition Adjustment3
Workforce Development Profit
Vacancy Goal
One-time Expenditures from 2011-124
Dual Credit "Discount"5
Unbudgeted Projected Enrollment Growth 2011-126
Projected Enrollment 2012-137
Total Projected Savings/Revenue
1,450,000
2,000,000
4,000,000
3,250,000
200,000
1,000,000
5,853,582
(750,000)
1,100,000
(2,400,000)
15,703,582
2012-13 College Reserve
Total FY 2012-13 Uncommitted Funds
2,000,000
13,703,582
Notes
1. Based on the VCCS Resource Distribution Model for FY12-13.
2. Based on an 8.3% in-state tuition increase, effective Fall 2011.
3. Based on a 4.6% tuition increase, effective Fall 2012.
4. See Addendum A for specific details.
5. Per direction from the VCCS, the in-state tuition rate will be discounted 75% for
Dual Credit contract enrollment effective Fall 2012.
6. Based on an annualized FTES of 23,130 for 2011-12 (1.9% increase from
2010-11).
7. Based on a projected annualized FTES decrease of 4.1%.
APPROVED
51
VPF R8/7/12
TIDEWATER COMMUNITY COLLEGE
2012-13 OPERATIONAL PLANNING
STRATEGIC ALLOCATION OF UNCOMMITTED FUNDS
Recurring
Funded Items
1 Continuation of Mid-Year Adjustments
2 Fringe Benefit Rate Increase
One-Time
Total
Amount
997,950
997,950
1,130,000
1,130,000
3 Bonus
1,100,000
1,100,000
4 New Building Costs
447,018
447,018
5 New Facilities Cost - 2nd Year Phase-Out
6 Faculty Promotions
150,000
150,000
62,031
62,031
7 Teaching Faculty
8 Faculty Salary Equity Study
700,000
700,000
470,000
470,000
46,291
46,291
9 Annual Maintenance Fees for Student Success Software Products
10 Financial Aid Support Staff for Information Center
121,106
11 Survey of Student Engagement (CCSSE)
12 Student Evaluation of Teaching
121,106
14,500
14,500
10,000
10,000
13 Classroom Technology Support
14 Developmental Education/College Readiness
126,050
108,700
234,750
715,852
80,000
795,852
15 First Year Success System (Operationalize the QEP)
16 Operations Support for Grants & Sponsored Programs
611,756
56,350
668,106
22,313
22,313
17 Women's Center
18 Classified Professional Development Fund
98,000
98,000
25,500
25,500
19 CMVE - Conversion of Wage Positions to Full-time Administrative Faculty
20 CMVE - Navy College Program Distance Learning Program (NCPDLP)
92,638
92,638
21 Rescue Chairs for Multi-Story Buildings
22 Funding for Facilities Projects in Design
23 Carry-over Funding for Facilities Projects in Progress
24 New Non-Capital Projects
25 College-wide Facilities Management Positions
26 Portsmouth Campus HVAC Technician and Additional Wage Staff
27 Portsmouth Campus Retroactive Commissioning
28 Increase Operating Budget for the Office of Human Resources
98,250
98,250
15,000
15,000
1,090,000
1,090,000
395,141
395,141
295,000
295,000
186,550
186,550
61,948
61,948
30,000
30,000
143,823
18,300
18,300
29 Restructure the Office of Human Resources
30 Add and Replace Radio Equipment, Proximity Card Inventory, CBORD Fees
131,823
12,000
8,400
19,600
31 Contract Security Staffing at All Campuses
32 Full-time Safety Manager
379,741
25,264
33 Handheld ID Card Readers
34 Security Management Center Staffing
20,000
35 Security Contract Year Five Adjustment
36 Embalming Lab Annual Testing
37 Professional Development for Threat Assessment Employees
38 College-wide Content Management System (CMS)
28,000
379,741
25,264
130,000
150,000
212,810
212,810
117,347
117,347
2,500
2,500
12,470
39 Market Research
40 Nursing Consultant
12,470
120,000
120,000
75,000
75,000
21,800
21,800
41 Part-time Clinical Instructors and Skills Lab Coordinator for Nursing Program
42 Great Expectations Coach
106,789
106,789
20,485
20,485
43 Administrative Assistant & Operating Budget Increase for Culinary Program
44 Operating Budget Increase for Norfolk Campus Science Department
62,770
62,770
7,500
7,500
5,000
5,000
45 Additional Fuel Funds for RV Maury
APPROVED
52
VPF R8/7/12
Recurring
Funded Items
One-Time
Total
Amount
46 Anatomy and Physiology Study Lab Materials
47 Audio/Video Equipment for Funeral Services Program
67,000
67,000
10,000
10,000
48 Child Development Lab Audio Equipment Upgrade & Outdoor Classroom Equipment
49 Computer Interface Cards for Virginia Beach Campus Electronics Lab
20,000
20,000
28,000
28,000
10,000
10,000
50 Financial Aid FT Position
51 Exterior Furniture for Science Building
45,800
45,800
52 Physical Education Equipment
53 Program Accreditation Specialist
32,295
54 Robotics Parts to Upgrade 50 Robots
55 Testing Center FT Position
45,800
56 Operating Budget Increase for Air Conditioning Program
57 Operating Budget Increase for Trucking Program
5,000
5,000
14,550
14,550
86,400
86,400
15,000
15,000
5,000
2,800
58 Student Success Position
59 Science Lab Supplies and Waste Management
60 Business Office Positions
5,000
32,295
2,800
45,800
98,646
98,646
61 Central Financial Aid Positions
137,400
137,400
62 Fiscal Services Positions
349,814
63 Additional Wage Funds for the Campuses
389,639
64 Annual Equipment Warranties
249,360
4,700
354,514
389,639
249,360
65 Consumable Materials for 3D Printers
24,000
24,000
66 Chesapeake Campus Learning Resources Center Furniture
75,085
75,085
67 Computer Installation and Support Positions
195,531
68 Financial Aid (PeopleSoft) Functional Support Position
56,160
69 Joint Use Library Staffing
70 Library Specialist I for Norfolk Campus LRC
71 Network Services and Support Positions
72 Program Manager for Hampton Roads Maritime Training Program
195,531
15,000
400,000
400,000
45,800
45,800
120,500
86,400
Total
Total FY 2012-13 Uncommitted Funds
Remainder Available
71,160
9,483,897
4,019,326
120,500
86,400
13,503,223
13,703,582
200,359
Notes on the next page.
APPROVED
53
VPF R8/7/12
Notes
1.
Reflects continuation of 2011-12 mid-year adjustments:
a) Development Office full-time positions and associated fringe benefits ($226,700);
b) Wage positions for Development Office ($78,000), and Developmental Math Labs ($215,000);
c) Lease for Central Financial Aid office ($68,250);
d) Alumni Relations operating budget ($100,000);
e) QEP ($55,000: Training - $30,000, Wage - $20,000, and Software Maintenance - $5,000); and
f) Grants & Sponsored Programs full-time positions and associated fringe benefits ($255,000 two Restricted Administrative Faculty and one Administrative Assistant).
2.
Reflects estimated college share of employee fringe benefit cost increase.
3.
Reflects college share of three percent bonus effective December 2012; bonus is contingent upon sufficient
State resources and Governor’s approval.
4.
Reflects funding for six months of facility costs (utilities and staffing) for the Learning Resource Center at the
Virginia Beach Campus and the new Academic Building at the Chesapeake Campus. This funding will be
phased out over a three-year period as the college folds the building operational costs into its budget.
Includes the following estimated annualized staffing costs: Chesapeake Campus - two Trades Technician III,
Pay Band 3 positions ($91,600), two Housekeeping Worker I, Pay Band 1, positions ($61,400), and six wage
positions; Virginia Beach Campus – three Trades Technician III, Pay Band 3, positions ($137,400), five
Housekeeping Worker I, Pay Band 1, positions ($153,500), and eleven wage positions.
5.
Reflects second year of three-year phase-out funding from VCCS New Facilities Redistribution Fund for the
Regional Health Professions Center.
6.
Reflects cost of 2012-13 faculty promotions which the college chose to fund absent a salary increase
appropriation by the General Assembly.
7.
The college’s 2012-13 Faculty Staffing Plan is strategically focused on making a major investment in full-time
teaching faculty positions, adding 10 new positions and filling all vacant positions. It aligns with four specific
goals designed to 1) continue to increase the full-time staffing ratio in gateway mathematics and English
courses; 2) position the college to produce more graduates in the STEM-H disciplines; 3) develop new and
support existing disciplines and programs where there is demonstrated emerging and/or expanded need; and
4) address any viable existing programs that have no full-time faculty. See plan for actual positions.
8.
Reflects cost to implement the Faculty Salary Equity Study.
9.
Reflects cost for the annual maintenance fees for the following student success software programs: SARS,
Titanium Schedule, Live Person, Financial Aid TV (FATV), College Source - Transfer Evaluation Services
(TES), and Maxient Conduct.
10.
Reflects cost for continuing the employment of the wage financial aid support staff who work in the
Information Center, as well as add one additional wage staff member.
11.
Reflects need to conduct second phase of the Community College Survey of Student Engagement (CCSSE)
to support student success and accountability by identifying areas of strength and weakness through student
engagement at TCC.
12.
Reflects need to pilot a new student evaluation of teaching tool that uses both online and paper-and-pencil
methodologies with the intent to implement in 2013-14.
13.
Reflects need to add two positions (one Pay Band 3 at $45,800 and one Pay Band 4 at $60,250), supplies
($12,000), training ($8,000), equipment upgrades ($86,700), and passenger van ($22,000) to support
classroom technologies.
APPROVED
54
VPF R8/7/12
1
14.
Reflects need to support staffing, professional development, and strategic planning efforts focused on
Developmental Education/College Readiness. Includes funds to hire a Developmental Education Manager
(Restricted Administrative Officer) at each campus to work with faculty and deans coordinating the logistics of
implementing and managing the college's developmental math and English education program ($338,000);
wage staff ($377,852); funds to hire a consultant to design a professional development program with and for
faculty who teach the redesigned developmental math and English curricula ($60,000); and funds to support
strategic discussions with K12 superintendents, provosts, VP's, TCC president, faculty, teachers, and others
about college readiness, dual enrollment, HB1184, and more ($20,000).
15.
Reflects need to operationalize the First Year Success System (QEP). Includes three Coordinator positions
(1 each for Chesapeake, Norfolk, and Portsmouth - $294,000); Educational Coordinator I, Pay Band 5,
position for VB ($86,400); and Student Success Technology Coordinator, Pay Band 4, position to report to
new AVP position in SS&EM office ($60,250). Other costs include marketing ($10,000), wage support
($121,106), orientation supplies ($40,000), and computers, card readers, training, etc. ($56,350).
16.
Reflects funds to support the expanded Grants Office - supplies and operating expenses.
17.
Reflects need to add an additional Coordinator position for the Women’s Center.
18.
Reflects a 50% increase in funding to support professional development for classified staff.
19.
Reflects cost to convert two of the college’s five base representative positions from wage employment to fulltime status. This will provide an additional 10 hours per week coverage at Naval Station Norfolk and Naval
Medical Center Portsmouth to specifically support three new clients not previously supported: Wounded
Warriors, National Guard, and Regional Transition Assistance Program.
20.
Reflects need to complete conversion of NCPDLP online courses to DVD format (carried over from 2011-12).
21.
Reflects cost to purchase ten rescue chairs to be wall-mounted in the stairwells of buildings with three or more
floors across the college. These chairs will be available for use primarily by first responders to move
individuals collected in the "areas of rescue" of college buildings.
22.
Reflects need to continue funding for non-capital projects currently in design that were not completed in
FY2012 (Pungo/Bayside Energy Efficiency projects; Martin Building Chiller Replacement; Pass HVAC
Replacement Phase I - Roof-Top Unit; Security Management Center - AC Unit; and IT Closets Equipment. Of
the total cost of $2.2M, it is anticipated that $1.1M will be financed.
23.
Reflects costs to complete facilities projects currently underway (Kempsville CMVE Phase II - $105,034;
Kempsville HVAC Replacement Phase II - $200,107; and IT Closet Design - $90,000).
24.
Reflects need to upgrade the Network Operations Center HVAC located in the Martin Building ($200,000),
and replace warehouse trailer located on the old Portsmouth Campus ($95,000).
25.
Reflects need to establish four full-time positions for the Facilities Management and Services area: 1)
Logistics Supply Chain Supervisor, Pay Band 3, position responsible for coordinating and processing
procurement requests college-wide; 2) Master Plumber, Pay Band 4, position, a trade that the college does
not currently have on staff; 3) Floor Team Leader, Pay Band 2, position to manage and lead a floor team that
will allow for a college-wide approach to floor maintenance requirements; and 4) Painting Crew Lead, Pay
Band 3, position to manage and lead a painting team that will allow for a college-wide approach to painting
requirements.
26.
Reflects need to establish a full-time, Pay Band 3 HVAC technician for the PC, and a wage position to support
activities in The Forum.
27.
Reflects funding to complete the retroactive commissioning study of the PC mechanical systems, design, and
construction of modifications resulting in a more energy efficient campus.
APPROVED
55
VPF R8/7/12
2
28.
Reflects need to increase the operating budget for the Office of Human Resources.
29.
Reflects need to add two full-time positions (one Pay Band 4 and one Pay Band 1) to support the additional
transactions workload imposed by the implementation of HRMS (one wage position will be eliminated). A
second Pay Band 4 position is needed to support the growing number of Classification & Compensation
activities. A one-time cost of $12,000 is needed for two additional workstations.
30.
Reflects cost to purchase 20 portable radio units to support additional security ($15,000), proximity card
inventory ($4,600), and CBORD equipment license fees ($8,400).
31.
Reflects need to provide additional security staffing for the Portsmouth (security - $80,282, cell
phone/equipment - $1,550) and Norfolk campuses (security - $91,298, cell phone/equipment - $1,225), and
provide security for new facilities at the Chesapeake (security staffing vehicle - $81,852, cell phone/equipment
- $12,446) and Virginia Beach campuses (security - $108,238, equipment/fees - $2,850).
32.
Reflects need to convert an existing wage position to a full-time Safety Manager, responsible for coordinating
and monitoring the daily operations of the college’s safety program.
33.
Reflects need to equip security staff with hand-held ID card readers ($130,000).
software fees ($20,000).
34.
Reflects cost to adequately staff the Security Management Center.
35.
Reflects funds required to cover the built-in billing rate adjustment for year five of the contract with Top Guard
Security.
36.
Reflects cost to support the college's Policy 2107 (Use of Cadavers for Instructional Purposes) requirement of
periodic testing of the embalming lab.
37.
Reflects cost to provide professional development for college and campus staff responsible for threat
assessment, intervention, and management.
38.
Reflects placeholder for the development of a college-wide content management system which will allow
faster, easier maintenance of college web pages and contribute to better accuracy and timeliness of
information.
39.
Reflects need to conduct research on the college’s service region to determine level of satisfaction, needs
expectations, interest, etc.
40.
Reflects need to continue work on assessing and realigning the Nursing program for its accreditation visit in
fall 2013.
41.
Reflects cost to hire four wage positions; three as clinical instructors, and one as a Skills Lab Coordinator.
42.
Reflects cost to convert a grant-funded wage position to full-time status. Current grant funding will support
$40K of the position, but an additional $20,485 is needed for a full-time, Pay Band 4 position. Position will
remain in a restricted status.
43.
Reflects additional investment in the Culinary Department: conversion of wage position to full-time, Pay Band
3, position ($29,770) and increase in operating budget ($33,000).
44.
Reflects operating budget increase for the NC science labs.
45.
Reflects need to increase fuel budget for the RV Maury to support labs for oceanography classes.
46.
Reflects cost to establish a study space for students taking Anatomy and Physiology classes at the VC to
supplement lab instruction.
APPROVED
56
Also includes annual
VPF R8/7/12
3
47.
Reflects cost for audio and video equipment for the Funeral Services program that will allow additional student
observations of embalming procedure.
48.
Reflects need to replace audio equipment and outdoor play furnishings for the Child Development Lab at the
VC.
49.
Reflects need to purchase interface cards for the Electronics Lab computers so that they will connect with
other electronics equipment used in the lab.
50.
Reflects need to hire a full-time, Pay Band 3 position in the Financial Aid Office at the VC to accommodate
increased volume.
51.
Reflects cost to provide exterior tables and benches in proximity to the Science Building at the VC.
52.
Reflects cost to replace and upgrade equipment for Physical Education courses at the VC.
53.
Reflects need for a wage position to assist programs requiring accreditation college-wide. Position will be
based at the VC.
54.
Reflects cost to upgrade robots used for instruction in several engineering classes at the VC.
55.
Reflects need to hire a full-time, Pay Band 3 position for the VC Testing Center due to increased volume.
56.
Reflects need to increase the operating budget for the Air Conditioning program at the PC.
57.
Reflects need to increase the operating budget for the Trucking program due to fuel and repair costs.
58.
Reflects need for one Advisor position, Pay Band 5, to support first-year and developmental students through
intentional intrusive academic advising at the PC.
59.
Reflects cost to increase operating budget for science programs for supplies and waste management at the
PC.
60.
Reflects need to increase full-time staffing at the Norfolk, Portsmouth, and Virginia Beach Campus Business
Offices. Includes a Pay Band 3 position for each campus.
61.
Reflects need to increase full-time staffing in the Central Financial Aid Office to accommodate the increased
volume and processes caused by changes in federal regulations. Includes three Pay Band 3 positions - a
Verification Specialist, Disbursement Specialist, and an Awards Specialist.
62.
Reflects need to increase full-time staffing in the Fiscal Services Office to accommodate increased volume.
Includes Accounts Payable Auditor, Pay Band 4; Accounts Payable Processor, Pay Band 3; Budget Analyst,
Pay Band 4; Travel Specialist, Pay Band 4; Foundation Accountant, Pay Band 4; and Grants Manager, Pay
Band 5. Also includes increase in operating budget ($4,700).
63.
Reflects need to increase wage budgets for the campuses as follows: Chesapeake ($47,151); Norfolk
($164,866); Portsmouth ($64,590); and Virginia Beach ($113,032).
64.
Reflects cost for warranties/service contracts for instructional equipment purchased during the past fiscal
year(s). College-wide, the warranties fall into several broad categories: Health Professions and Nursing
equipment, Planetarium equipment, and Automotive/Diesel equipment.
65.
Reflects cost for supplies for 3D printers used for the engineering program and computer-aided design
program at the Virginia Beach, Chesapeake, and Portsmouth campuses.
66.
Reflects need to replace certain furniture in the CC Learning Resources Center.
APPROVED
57
VPF R8/7/12
4
67.
Reflects need to hire three Information Technology Specialists I, Pay Band 4, to support the new buildings at
the Portsmouth and Chesapeake campuses ($137,400) and wage staff ($58,131).
68.
Reflects need to hire an Information Technology Specialist II, Pay Band 5, to provide life cycle support for the
financial aid module of the Oracle/PeopleSoft Student Information System; college share is 65%; Back Office
share is 35%. Also included are one-time costs for professional services to develop eForms for financial aid
documents.
69.
The new Joint Use Library (JUL) will require an increased number of staff due to the substantial increase in
the size and scope of the facility. The JUL is a 120,000 sq. ft. facility, compared to the existing 50,000 sq. ft.
VC Learning Resources Center (LRC). A placeholder of $400,000 is budgeted until a comprehensive staffing
plan is developed with the City of Virginia Beach.
70.
Reflects need to hire a Library Specialist I, Pay Band 3, circulation position for the NC Learning Resources
Center.
71.
Reflects need for two IT Specialist I positions, Pay Band 4, to support LAN Administration and
Telecommunications Services.
72.
Reflects need for a Program Manager for the Hampton Roads Maritime Training Program to maximize the
success of the program and to capitalize on the investment of new facilities and equipment.
APPROVED
58
VPF R8/7/12
5
ADDENDUM A
TIDEWATER COMMUNITY COLLEGE
2012-13 OPERATIONAL PLANNING
ANALYSIS OF 2011-12 ONE-TIME EXPENDITURES
Budget
2011-12
2011-12 Funded Items
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Re-engineering Incentive & Recognition Plan
Five-Year Equity Study
Carryover of FY11 One-Time Projects
Center for Military and Veterans Education
High Definition Production Studio
Beazley School of Nursing
Completion of 2010-11 Incubator Projects
Re-engineering Pilots
Online Quality Certification
Applicant-Tracking Software
Security Enhancements - Debt Service
Security Contract Increase
Access Control System Training
Security Enhancement for New Construction Projects
Proximity Cards for Expansion of Card-Access Control System
Energy Efficiency Projects - Debt Service
Markerboards
Virginia Beach Campus - R.V. Maury Repairs
Norfolk Campus Provost Fund
Total
APPROVED
59
1,400,000
10,000
739,662
623,250
52,200
90,000
150,000
300,000
150,000
10,000
1,125,000
14,844
4,500
142,376
6,750
450,000
260,000
25,000
300,000
5,853,582
VPF R8/7/12
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60
TIDEWATER COMMUNITY COLLEGE
2012-13 WORKING PRIORITIES
Developed collaboratively by the Executive Staff and the President’s Advisory and
Planning Council, these six working priorities reflect the college’s focus for 2012-13.
The priorities dovetail with the goals of Bearings on the Future: The Tidewater
Community College Strategic Plan (November 2000) and give institutional specificity to
the “strategic direction” of the Virginia Community College System as represented by
Achieve 2015 (November 2009) and its companion reengineering initiative (November
2010).
In 2011-12, President DiCroce retired as the fourth president of Tidewater Community
College, and an Interim President, Dr. Peter Spina, was named to fill the leadership
role until a presidential search culminated in the selection and hiring of a new TCC
president. A national search was conducted, and Dr. Edna Baehre-Kolovani was
selected to assume the presidency of the college on July 9, 2012. One of her first
priorities is to launch the process for a new strategic plan. The new plan will embrace
Achieve 2015 as the strategic direction of the Virginia Community College System as
well as Hampton Roads Vision, the five-year, region-wide roadmap of the Hampton
Roads Partnership, considering their implications for the college. Finally, as with
Bearings on the Future, it will benchmark the college within the larger realm of the
American community college movement.
PRIORITY ONE: TEACHING AND LEARNING
[Links to Strategic Goals #1, 2, 5]
[Links to Achieve 2015 Goals for Access, Student Success, and Workforce]
Strategy 1. As delineated in the Student Success Agenda for 2012-13, implement
strategies that will improve the college’s Student Advancement Rate, focusing on student
retention, graduation, and transfer rates. [Vice President for Student Success & Enrollment
Management and Vice President for Student Learning & Chief Academic Officer with Provosts]
Strategy 2. Advance the use of technology applications in the learning experience,
particularly those that complement and advance student success. [Vice President for Student
Learning & Chief Academic Officer]
Strategy 2.1
Implement the Learning Technology Applications infrastructure and
organization. [Vice President for Student Learning & Chief Academic Officer]
Strategy 2.2
Provide support for capital project technology deployment. [Vice
President for Student Learning & Chief Academic Officer]
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Strategy 2.3 As part of the VCCS Re-engineering effort, expand use of classroom
technologies, training, and academic media development. [Vice President for Student
Learning & Chief Academic Officer]
Strategy 2.4 Implement new and creative technology applications that will enhance
and improve teaching and student learning in the traditional and hybrid classroom. [Vice
President for Student Learning & Chief Academic Officer]
Strategy 2.5
Design a website for Student Success and Enrollment Management.
[Vice President for Student Success & Enrollment Management]
Strategy 3. Enhance the current faculty professional development program with structured
activities which directly relate to advancing student success. [Vice President for Student Learning
& Chief Academic Officer]
Strategy 3.1
Launch a New Faculty Academy in Fall 2012. [Vice President for Student
Learning & Chief Academic Officer]
Strategy 3.2
Staff the Batten Centers for Teaching Excellence and create a
structured professional development program from the Centers. [Vice President for
Student Learning & Chief Academic Officer]
Strategy 3.3
As part of the VCCS Re-engineering effort, create a professional
development program specifically for faculty teaching the redesigned developmental
math and English curricula. [Vice President for Student Learning & Chief Academic Officer]
Strategy 3.4
In concert with faculty governance representatives, facilitate the
establishment of faculty professional development standards and policy. [Vice President
for Student Learning & Chief Academic Officer]
Strategy 3.5
Design and pilot a new process for student evaluation of faculty. [Vice
President for Student Learning & Chief Academic Officer]
Strategy 3.6 As part of the VCCS Re-engineering effort, plan for the implementation
of a revised faculty evaluation system. [Vice President for Student Learning & Chief
Academic Officer]
Strategy 4. Develop and implement guidelines and practices to shape and inform
curriculum renewal and subsequently advance student success. [Vice President for Student
Learning & Chief Academic Officer]
Strategy 4.1
Building on the work of the TCC Learning Institute, complete Phase I of
a systematic plan for assessing general education competencies. [Vice President for
Student Learning & Chief Academic Officer]
Strategy 4.2
Conduct and operationalize a systematic review of credit courses and
academic programs for effectiveness, productivity, and viability. [Vice President for
Student Learning & Chief Academic Officer]
Strategy 4.3
Create and implement a strategic plan for transfer and articulation.
[Vice President for Student Learning & Chief Academic Officer]
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Strategy 4.4
Initiate i-INCURR, the college’s new web portal for curriculum. [Vice
President for Student Learning & Chief Academic Officer]
Strategy 4.5
As part of the VCCS Re-engineering effort, complete the degree audit
of career and technical programs. [Vice President for Student Learning & Chief Academic
Officer]
Strategy 4.6
Create four new programs utilizing the DACUM process. [Vice President
for Student Learning & Chief Academic Officer]
Strategy 5. Develop and implement a strategic enrollment plan to include an assessment
component for all areas of student success and enrollment management and integrated with a
marketing plan. [Vice President for Student Success & Enrollment Management]
Strategy 5.1
Incorporate a data-driven recruitment component to increase the
capture rate for various subgroups including high school students. [Vice President for
Student Success & Enrollment Management]
Strategy 5.2
Create a communications plan for prospective, admitted, and enrolled
students focused on the higher education continuum from recruitment through program
completion. [Vice President for Student Success & Enrollment Management]
Strategy 6. Develop and implement a comprehensive emerging leadership training
program for students. [Vice President for Student Success & Enrollment Management]
Strategy
7.
Complete a new TCC Curriculum Plan. [Vice President for Student Learning &
Chief Academic Officer]
Strategy
8.
Complete the implementation of the TCC Center for eLearning. [Vice President
for Student Learning & Chief Academic Officer]
Strategy 8.1
Implement the approved eLearning infrastructure to include hiring staff
and renovating Center space. [Vice President for Student Learning & Chief Academic Officer]
Strategy 8.2
Create and launch an eLearning website. [Vice President for Student
Learning & Chief Academic Officer]
Strategy 8.3
Begin the implementation of standards, policies, and procedures as
recommended by the ad hoc Online Quality Assurance Task Force that shape, inform,
and advance effective online teaching and successful student learning. [Vice President
for Student Learning & Chief Academic Officer]
Strategy 8.4
In collaboration with the academic deans, develop a coordinated,
college-wide online learning schedule of classes. [Vice President for Student Learning &
Chief Academic Officer]
Strategy 9. As provided by the VCCS Re-engineering effort, examine the role of faculty at
TCC and determine if there is a need for the new or modified faculty roles. [Vice President for
Student Learning & Chief Academic Officer]
Strategy 10. Complete the Quality Enhancement Plan (QEP) Impact Report by September
1, 2012. The report will assess the college’s effectiveness in meeting its established purpose
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and goals for the QEP as delineated to the SACS Commission on Colleges in 2007. [Vice
President for Student Learning & Chief Academic Officer]
Strategy 11. Complete the Fifth-Year Interim Report in a timely manner to ensure
submission to the SACS Commission on Colleges before September 15, 2012. [Director of
Institutional Effectiveness with Executive Staff]
Strategy 12. Complete the structural reorganization of the two divisions encompassing
academics and student learning and student success and enrollment management. With the
understanding that the two areas are interdependent, finalize and approve all organizational
changes and define clear lines of demarcation, resulting in a formal distinction between the two
administrative divisions and improved efficiency and effectiveness. [Vice President for Student
Learning & Chief Academic Officer and Vice President for Student Success & Enrollment Management]
Strategy 13. Continue to participate in the Chancellor’s Faculty Diversity Initiative,
increasing the placement of adjunct minority faculty by 10%. [Vice President for Student Learning
& Chief Academic Officer with Provosts]
Strategy 14. In collaboration with faculty, designers, and other subject matter experts,
develop digital textbooks for high volume courses. [Vice President for Student Learning & Chief
Academic Officer]
Strategy 15. Develop a College Readiness Plan that engages both internal and external
college constituencies, enhances the underpinnings of the TCC Student Success Agenda, and
ultimately has a positive impact on retention and graduation rates. [Vice President for Student
Learning & Chief Academic Officer]
Strategy 15.1
Create a college readiness identity for TCC. [Vice President for Student
Learning & Chief Academic Officer]
Strategy 15.2 Recast dual enrollment and AP programming within the larger context
of a long-term college readiness plan. [Vice President for Student Learning & Chief
Academic Officer]
Strategy 15.3 Successfully launch the redesigned developmental English curriculum
in Spring 2013. [Vice President for Student Learning & Chief Academic Officer]
Strategy 15.4 In response to HB1184, secure agreements across service area school
divisions for completion of the General Education Certificate or Associate Degree by the
time of high school graduation. [Vice President for Student Learning & Chief Academic
Officer]
Strategy 15.5 Explore the need for a College Readiness Summit in Hampton Roads
with key stakeholders including K12 Superintendents and Principals, as well as TCC
Deans, Provosts, Vice Presidents, and President. [Vice President for Student Learning &
Chief Academic Officer]
Strategy 16. Create and implement a counseling/advising plan that includes a focused
support component for those TCC students seeking transfer to the Commonwealth’s four-year
institutions. [Vice President for Student Success & Enrollment Management]
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Strategy 17. Develop a college honors program that is modeled on best practices in the
two-year setting to attract the most promising transfer students and provide them with a
distinctively rich academic experience. [Vice President for Student Success & Enrollment
Management]
Strategy 18.
Develop a plan to expand and integrate service learning into the classroom.
[Vice President for Student Success & Enrollment Management with Vice President for Student Learning
& Chief Academic Officer]
Strategy 19. Complete establishment of the Center for Military and Veterans Education,
including hiring to fill the remaining staff vacancies and completing the expansion of the space
being renovated for the new unit. [Executive Vice President]
Strategy 19.1 Expand the college’s participation in the Navy College Program
Distance Learning Partnership (NCPDLP) by providing courses in the five degree
programs offered through NCPDLP in formats other than online. [Executive Vice
President]
Strategy 19.2 Expand the college’s support services for military-related students by
forming a cadre of faculty and staff who volunteer to assist those students as advisors,
mentors, etc. [Executive Vice President]
Strategy 20. Continue to work the plan developed in 2010-11 to promote the Virginia
Education Wizard as a career and college planning tool for TCCs diverse student body. [Vice
President for Student Learning & Chief Academic Officer]
Strategy 21. Expand the Great Expectations program in Hampton Roads, increasing
enrollments by 25% over the previous academic year. [Provost of Chesapeake Campus]
PRIORITY TWO: TECHNOLOGY
[Links to Strategic Goals # 1, 4, 5]
[Links to Achieve 2015 Goals for Access, Student Success, and Workforce]
Strategy 1. Improve classroom technology and deploy state-of-the-art equipment, network
services, and support throughout the college. [Vice President for Information Systems with Vice
President for Student Learning & Chief Academic Officer]
Strategy 1.1
Replace staff, faculty, classroom, and laboratory computers in
accordance with the five-year replacement plan. [Vice President for Information Systems]
Strategy 1.2
Support the installation of
equipment
and
services in
classrooms, laboratories, and other campus learning spaces with instructional
technology. [Vice President for Student Learning & Chief Academic Officer with Vice President
for Information Systems]
Strategy 1.3
Complete the network infrastructure upgrade to increase the core
telecommunications infrastructure bandwidth from 100MB to 1000MB between the two
main campus locations and the VCCS network. [Vice President for Information Systems]
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Strategy 1.4
Complete the upgrade of wireless technology to the 802.11N standard
to provide higher levels of performance for students, faculty, and staff. [Vice President for
Information Systems]
Strategy 1.5
Upgrade Microsoft Office 2007 to Office 2010. [Vice President for
Information Systems]
Strategy 1.6
Support the planning, design, and equipment installation for capital
outlay projects, including the Chesapeake Campus Academic Building, the Joint-Use
Library at the Virginia Beach Campus, and three Student Centers. [Vice President for
Information Systems]
Strategy 2. Enhance Learning Resources Center technology and support for faculty and
students to heighten academic achievement and foster greater retention. [Vice President for
Information Systems]
Strategy 2.1
Support Information Literacy activities and assessment. [Vice President
for Information Systems]
Strategy 2.2
Improve the management of library materials by implementing selfcheck and RFID at all campus libraries. [Vice President for Information Systems]
Strategy 2.3
Improve the management of library resources by implementing
workstation management at all campuses. [Vice President for Information Systems]
Strategy 2.4
Reorganize Technical Services in order to provide greater efficiencies
and free more staff hours for public service. [Vice President for Information Systems]
Strategy 2.5
Support the planning and development activities for the Joint-Use
Library at the Virginia Beach Campus. [Vice President for Information Systems]
Strategy 3.
Enhance the administrative functions of the college. [Vice President for
Information Systems]
Strategy 3.1
Complete the upgrades to the intrusion prevention systems and
network access control systems. [Vice President for Information Systems]
Strategy 3.2
Deploy an Enterprise PKI infrastructure in preparation for support of
automated workflow, digital signatures, and e-forms. [Vice President for Information
Systems]
Strategy 3.3
Evaluate, test, and deploy SharePoint 2010. [Vice President for
Information Systems]
Strategy 3.4
Expand the print management of the comprehensive one-card system
deployment to include additional labs on the Chesapeake, Portsmouth and Virginia
Beach campuses and the Regional Automotive and Tri-Cities centers. [Vice President for
Information Systems]
Strategy 3.5
Fully implement the VCCS Human Resource Management System
(HRMS). [Executive Vice President with Vice Presidents for Finance and Information Systems]
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Strategy 3.6
Support the enhancement and deployment of service packs for the
Student Information System, Human Resources Management System and the
Administrative Information System. [Vice President for Information Systems]
Strategy 3.7
Expand the use of the imaging system to include Human Resources,
Center for Military and Veterans Education (CMVE), Office of Development, and
Financial Services. [Vice President for Information Systems with Vice President for Finance
and Executive Vice President]
Strategy 3.8
Develop new applications in Oracle Application Express (APEX), such
as the “TrackSMART” Project Tracking System, an APEX Menu application, and an
Information Center publication inventory tracking application. [Vice President for
Information Systems]
Strategy 3.9
Support the installation, setup and deployment of the SARS software
to support scheduling for counseling, testing centers and learning assistance areas.
[Vice President for Information Systems]
Strategy 3.10 Continue the transition of the Information Technology Security Program
to the ISO27000 Information Technology Security Standard. [Vice President for
Information Systems]
Strategy 3.11
Setup the eForms capability in the Document Management System.
[Vice President for Information Systems]
PRIORITY THREE: WORKFORCE DEVELOPMENT
[Links to Strategic Goals #1, 2, 4, 5]
[Links to Achieve 2015 Goals for Workforce, Access, and Resources]
Strategy 1. Create and implement a business plan that will support enrollment growth of 5
percent and return a profit of $250,000 to the college for FY13. [Vice President for Workforce
Development]
Strategy 1.1
Identify potential program market niches to target for expansion. [Vice
President for Workforce Development]
Strategy 1.2
Identify existing program areas that can be expanded with additional
coursework or new target markets. [Vice President for Workforce Development]
Strategy 1.3
Continue to strengthen partnerships with Departments of Economic
Development throughout the region to access new clientele. [Vice President for Workforce
Development]
Strategy 1.4
Access funding to expand workforce development activities through the
VCCS established channels. [Vice President for Workforce Development]
Strategy 2. Provide leadership in the delivery of workforce training to companies and other
organizations in Hampton Roads which are undergoing shifts in workforce needs as a result of
expansions, contractions, or new processes and applications. [Vice President for Workforce
Development]
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Strategy 2.1
Increase number of businesses served by 15 percent through
expanded training and implementation of support services to companies in transition.
[Vice President for Workforce Development]
Strategy 2.2
Focus on providing services to new small businesses in the region
through VCCS workforce funds and by forming partnerships with other organizations
such as the Small Business Development Center. [Vice President for Workforce
Development]
Strategy 2.3
Continue to expand new software training projects including
AutoCAD’s Revit and specialty graphic arts software applications. [Vice President for
Workforce Development]
Strategy 2.4
Develop and deliver “boot camps” to provide intensive training to
prepare individuals for national comprehensive exams including various IT and Project
Management certifications. [Vice President for Workforce Development]
Strategy 2.5
Increase the number of students served in the existing core of
corporate and government clients by 5 percent. [Vice President for Workforce Development]
Strategy 3. Expand the development and delivery of apprenticeship-related instruction,
both in the expansion of services to current sponsors and in building partnerships with new
sponsors, by increasing the number of apprentices served by 4 percent and by adding at least
two new sponsors. [Vice President for Workforce Development]
Strategy 3.1
Increase the number of HVAC sponsors by 50% and increase the
number of apprentices served in these programs by 25%. [Vice President for Workforce
Development]
Strategy 3.2
Develop and deliver two synchronous web-based PLC courses for the
Maritime Apprenticeship Related Instruction sponsors. [Vice President for Workforce
Development]
Strategy 3.3
Promote career pathways in high schools and post-secondary
institutions by participating in at least three career fairs promoting apprenticeship and in
an Apprenticeship Career Expo. [Vice President for Workforce Development]
Strategy 4. Identify and pursue potential grants to support the mission of workforce
development initiatives within the context of the college’s mission and priorities. [Vice President
for Workforce Development]
Strategy 4.1
Continue to provide services and pursue grant support for the Job
Skills Training program from the Virginia Department of Social Services and from other
public and private organizations as appropriate. [Vice President for Workforce
Development]
Strategy 4.2
Continue to provide services and pursue grant support from the
Hampton Roads Community Foundation to support the Academy for Nonprofit
Excellence. [Vice President for Workforce Development]
Strategy 4.3
Continue to provide services and pursue grant support for the OnRamp
Grant. [Vice President for Workforce Development]
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Strategy 4.4
Apply for grants for special projects as made available on a competitive
basis through the VCCS. [Vice President for Workforce Development]
Strategy 4.5
Continue to work with Central Virginia Community College on the statewide Weatherization Grant to provide services in Southeast Virginia. [Vice President for
Workforce Development]
Strategy 5. Provide leadership in the implementation of the National Science Foundation
Southeast Maritime and Transportation (SMART) Center. [Vice President for Workforce
Development]
Strategy 5.1
Successfully conduct two teacher workshops serving a minimum of 20
teachers each during Summer 2012. [Vice President for Workforce Development]
Strategy 5.2
Develop and implement a data collection plan for the SMART Teacher
Institutes by developing and populating a database based on data from the 2011 and
2012 institutes. [Vice President for Workforce Development]
Strategy 5.3
Develop the first draft of a SMART Maritime Institute “Guide Book” to
be used as a template for other Community College programs and NSF ATE Centers.
[Vice President for Workforce Development]
Strategy 5.4
Utilize the data collected from the 2011 southeast regional industry
focus groups to define the direction of SMART’s future work for education and outreach.
[Vice President for Workforce Development]
Strategy 5.5
Successfully package the concept and implementation plan for the
Portable Marine Electrician Trainee Program as a “SMART product” to be shared with
SMART partner colleges in the southeast. [Vice President for Workforce Development]
Strategy 6. Revitalize the Hampton Roads Maritime Training Program through
restructuring and enhanced marketing efforts. [Vice President for Workforce Development]
Strategy 6.1
Create and fill the position of Program Manager. [Vice President for
Workforce Development]
Strategy 6.2
Develop a comprehensive marketing plan for 2012-13 to promote the
newly renovated center and its programs. [Vice President for Workforce Development]
Strategy 6.3
Secure media coverage in a minimum of two maritime publications in
Summer 2012. [Vice President for Workforce Development]
Strategy 6.4
Double the enrollment in courses offered through the HRMTP to 140
students, generating $100,000 in course revenue. [Vice President for Workforce
Development]
Strategy 7. Update the marketing plan for the Division of Workforce Development to
ensure programmatic growth in strategically defined areas and to meet annual revenue targets.
[Vice President for Workforce Development]
Strategy 7.1
Build on the success and expand the subscriber base of the Workforce
Development e-newsletter. [Vice President for Workforce Development]
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Tidewater Community College
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Strategy 7.2
Host information sessions throughout the region in partnership with
each respective city’s Department of Economic Development and host an annual
breakfast for economic developers at the Regional Workforce Development Center
(RWCD). [Vice President for Workforce Development]
Strategy 7.3
Host an annual Open House at the RWCD to showcase programs and
attract new clients. [Vice President for Workforce Development]
Strategy 7.4
Participate in job fairs, career fairs, and other promotional activities
throughout the region. [Vice President for Workforce Development]
Strategy 7.5
Develop and implement specific marketing activities to support
programmatic growth in strategically defined areas such as Project Management. [Vice
President for Workforce Development]
PRIORITY FOUR: RESOURCE DEVELOPMENT AND ADVOCACY
[Links to Strategic Goals #1, 3, 4, 5]
[Links to Achieve 2015 Goals for Resources and Access]
Strategy 1.
Make substantial progress toward completing previously authorized capital
projects. [Executive Vice President]
Strategy 1.1
Complete construction of the Joint-Use Library at the Virginia Beach
Campus on a schedule to open in Spring 2013. [Executive Vice President]
Strategy 1.2
Complete construction of the Virginia Beach Campus Student Center
on a schedule to open in Summer 2013. [Executive Vice President]
Strategy 1.3
Complete construction of the Chesapeake Campus Student Center on
a schedule to open in Summer 2013. [Executive Vice President]
Strategy 1.4
Complete construction of the new Academic Building at the
Chesapeake Campus, including additional parking for the campus, on a schedule to
open in Spring 2013. [Executive Vice President]
Strategy 1.5
Complete construction of the Portsmouth Campus Student Center on a
schedule to open in Spring 2013. [Executive Vice President]
Strategy 1.6
Complete design of the Parking Garage for the Chesapeake Campus
and bring its construction to sixty-five percent completion, on a schedule to open all or a
portion of the facility by the start of the Fall 2013 semester. [Executive Vice President]
Strategy 1.7
Complete design of the renovation of the Bayside Building at the
Virginia Beach Campus such that construction may begin early in fiscal year 2014,
following relocation of the campus’s Learning Resources Center function to the JointUse Library. [Executive Vice President]
Strategy 2.
Put in place a program for the college’s Suffolk property that was vacated with
the relocation of the Portsmouth Campus. [Executive Vice President]
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Strategy 2.1
Working through the Tidewater Community College Real Estate
Foundation, and in cooperation with the City of Suffolk, complete a market and
feasibility review to determine the highest and best use of the Suffolk property.
[Executive Vice President]
Strategy 2.2
Working through the Tidewater Community College Real Estate
Foundation, develop a plan for the use of the college’s Suffolk property and pursue the
necessary endorsements and approvals (e.g., College Board and State Board).
[Executive Vice President]
Strategy 2.3
In concert with the college’s host localities, identify a site for
development of a District Warehouse and Facilities Maintenance facility. [Executive Vice
President]
Strategy 2.4
Working with the Vice President for Student Learning & Chief
Academic Officer, and in concert with the college’s host localities, identify a site for the
relocation of the TCC Truck Driving program. [Executive Vice President]
Strategy 3.
Working with the City of Virginia Beach, the college’s Office of Learning
Resources, and campus leadership, complete an operating agreement for the Joint-Use
Library. [Executive Vice President]
Strategy 4.
Establish plans for capital development that will permit the college to meet the
increasing demand for its services across the region. [Executive Vice President]
Strategy 4.1
Develop and submit to the State Board for Community Colleges for its
approval a capital outlay plan for 2014-20 that takes into account TCC’s current and
projected space deficits based on increasing demand for the college’s services as well
as the need to meet changing requirements in academic programs and workforce
training. [Executive Vice President]
Strategy 4.2
Develop a revised master plan for the Portsmouth Campus to reflect
the addition of the Student Center and obtain the endorsement of the College Board
and the approval of the State Board for Community Colleges for it. [Executive Vice
President]
Strategy 5.
Enhance the existing physical plant and infrastructure to better support the
college’s mission. [Executive Vice President]
Strategy 5.1
Continue the multi-year program to improve parking lot and road
surfaces at the Virginia Beach Campus. [Executive Vice President]
Strategy 5.2
Complete various non-capital renovation and replacement projects
across the college, including: [Executive Vice President]
a. replacement of the heating, air conditioning, and ventilation (HVAC) system
serving one-half of the Pass Building at the Chesapeake Campus, the
remainder to be accomplished in FY 2014;
b. replacement of the HVAC system serving two-thirds of the Kempsville Building
at the Virginia Beach Campus, the system serving one-third of the building
having been replaced in FY 2012;
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Tidewater Community College
2012-13 Working Priorities
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c. renovation of the 5th floor of the Martin Building to house the Center for
eLearning;
d. renovation of selected spaces in the Green District Administration Building to
accommodate expanded staff requirements;
e. replacement of the HVAC system serving the Lynnhaven Building; and
f.
upgrading the power and cooling infrastructure in the data closets across the
college.
PRIORITY FIVE: INTERNAL RESTRUCTURING & REINVESTMENT,
COMMUNITY BUILDING, AND ACCOUNTABILITY
[Links to Strategic Goals #1, 4, 5]
[Links to Achieve 2015 Goals for Access, Affordability, and Student Success]
Strategy 1.
Enhance the college’s operational safety and security. [Executive Vice President]
Strategy 1.1
Re-evaluate plans for an integrated, college-wide physical security and
emergency response system, and implement the college’s Security Enhancement
Program in phases over a three-year period. [Executive Vice President]
Strategy 1.2
Continue with emergency preparedness and continuity of operations
training evolutions, including a full-scale exercise involving an active shooter at one of
the college’s campuses. [Executive Vice President]
Strategy
2.
Expand and enhance the college’s financial services operations. [Vice
President for Finance]
Strategy 2.1
Enhance budget reporting for departmental managers. [Vice President
for Finance in cooperation and assistance from the VCCS System Office]
Strategy 2.2
Transition certain training/orientation sessions to an online format.
[Vice President for Finance]
Strategy 2.3
Review and modify workflows/processes in eVA/AIS to streamline the
procurement process. [Vice President for Finance]
Strategy 2.4
Enhance Financial Services intranet web presence. [Vice President for
Finance]
Strategy
3.
Implement electronic tuition and financial aid refunds for students. [Vice
President for Finance]
Strategy 4. Fully operationalize the Food Service and Child Minding operations at the
remaining three student centers. [Vice President for Finance]
Strategy 5. Complete the process to retrofit the new Chesapeake, Portsmouth, and
Virginia Beach campus Student Centers, the Virginia Beach Joint Use Library, and the
Chesapeake Academic Building with all necessary fixtures, furniture, and equipment. [Vice
President for Finance]
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2012-13 Working Priorities
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Strategy 6. Improve the fixed asset inventory process and implement new fixed asset/bar
coding system. [Vice President for Finance]
Strategy 7. Implement an online applicant tracking system to streamline recruitment and
hiring procedures for all employees. [Executive Vice President]
Strategy 8. Develop a new strategic plan to map the college’s focus for the next five years
that embraces the VCCS’s Achieve 2015, Hampton Roads Vision, and the larger realm of the
American community college movement. [President with college community]
PRIORITY SIX: COMMUNITY OUTREACH AND PARTNERING
[Links to Strategic Goals #4, 5]
[Links to Achieve 2015 Goals for Access, Affordability, and Resources]
Strategy 1. Expand the college’s outreach to the community—including employers,
potential students, and alumni—as well as internal constituents. [Vice President for Institutional
Advancement]
Strategy 1.1
Improve effectiveness of TCC’s online presence and user experience
by: [Vice President for Institutional Advancement]
a. reducing bounce rates on key entry points and high traffic pages;
b. increasing subscribers to TCC social media;
c. continuing development of content delivery to support mobile use; and
d. employing marketing to drive web traffic to TCC Social.
Strategy 1.2
Revamp the operations and maintenance
communications. [Vice President for Institutional Advancement]
Strategy 1.2.1
of
TCC’s
web
Redesign college’s main web pages. [Vice President for Institutional
Advancement]
Strategy 1.2.2
Procure and develop an enterprise web content management
system. [Vice President for Institutional Advancement with Vice President for Information
Systems]
Strategy 1.2.3
Establish web templates consistent with brand guidelines. [Vice
President for Institutional Advancement]
Strategy 1.2.4
Establish policy and procedure for web content maintenance.
[Vice President for Institutional Advancement]
Strategy 1.3
Develop a comprehensive Government Relations Plan. [Vice President
for Institutional Advancement]
Strategy 1.3.1
Develop college-wide legislative priorities and plan associated
communications with members of TCC’s local, state and federal elected delegation
and key appointed officials. [Vice President for Institutional Advancement]
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Strategy 1.3.2 Develop a TCC Intern Program for the Virginia General
Assembly, whereby TCC places interns in offices of members who represent TCC’s
service area for the 2013 legislative session. [Vice President for Institutional
Advancement]
Strategy 1.3.3
Participate in VCCS Community College Days at the General
Assembly. [Vice President for Institutional Advancement]
Strategy 1.4
Conduct a market research study to inform brand awareness, market
demand, market segment research, understanding of different types of customers and
their expectations, market competition, and baseline performance measures for future
studies. [Vice President for Institutional Advancement]
Strategy 1.5
Develop a new enrollment marketing campaign rooted in market
research to inform message development and mix of advertising distribution. [Vice
President for Institutional Advancement]
Strategy 1.6
Develop a comprehensive college-wide communications plan that will
provide standards and consistency in marketing and other college-related materials.
[Vice President for Institutional Advancement]
Strategy 1.6.1
Develop and publish comprehensive TCC Visual Standards. [Vice
President for Institutional Advancement]
Strategy 1.6.2 Develop and publish a college style guide for production of all
future publications. [Vice President for Institutional Advancement]
Strategy 1.6.3 Develop and publish a viewbook to “tell the college’s story” in
print and electronic format. [Vice President for Institutional Advancement]
Strategy 1.7
Conduct world-class events including, but not limited to, a presidential
installation; dedications of a new Chesapeake Campus Academic Building and Student
Centers in Chesapeake, Portsmouth and Virginia Beach; and the Joint-Use Library in
Virginia Beach. [Vice President for Institutional Advancement]
Strategy 1.8
Implement a comprehensive alumni cultivation, marketing, and
solicitation plan that re-connects TCC alumni to their alma mater. [Vice President for
Institutional Advancement]
Strategy 2. Implement the approved infrastructure and organization for Grants and
Sponsored Programs. [Vice President for Student Learning & Chief Academic Officer with Director of
Grants and Sponsored Programs]
Strategy 3. As a companion to the private funding initiatives of the college, increase by 5
percent other external funding through grants and sponsored programs that are aligned with
the college’s strategic priorities. [Vice President for Student Learning & Chief Academic Officer with
Director of Grants and Sponsored Programs]
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Strategy 4. Improve post-award integration and sustainability of programs and
infrastructure through curricula, staff, and partnerships. [Vice President for Student Learning &
Chief Academic Officer with Director of Grants and Sponsored Programs]
Strategy 5. Maintain progress with the management of the two largest grants in the
college’s history— the $24 million U.S. Department of Labor Trade Adjustment Assistance
Community College and Career Training (DOLTAACCT) grant program and the $2.8 million
National Science Foundation Southeast Maritime and Transportation Center (SMART), the first
in the nation. [Vice President for Student Learning & Chief Academic Officer with Director of Grants and
Sponsored Programs]
Strategy
6.
Position the NSF funded SMART Center to become a national ATE Center.
[Vice President for Student Learning & Chief Academic Officer with Director of Grants and Sponsored
Programs]
Strategy 7. Take the college to its next level in private fundraising, building on past
successes and initiating new initiatives. [Director of Development]
Strategy 7.1
Continue building an Annual Fund for sustainable support to include
data cleanup, prospect identification, direct mail solicitations, email, and web-based
solicitations. [Director of Development]
Strategy 7.2
Cultivate a pipeline of new prospects in all areas including corporate,
foundation, and individual donors. [Director of Development]
Strategy 7.3
Build a sustainable Corporate and Foundation Program. [Director of
Development]
Strategy 7.4
Develop new fundraising initiatives including a student phone bank and
reunion giving programs. [Director of Development]
OIE R8/12/12
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76
BEARINGS ON THE FUTURE: THE TIDEWATER COMMUNITY
COLLEGE STRATEGIC PLAN
VISION
Tidewater Community College will become a national model of a comprehensive
community college—i.e. the new millennium’s strategic community college. It will be a
vital academic resource, capable of directing its energies and shaping its programs to
meet the changing needs of its many constituencies within the South Hampton Roads
region, the Commonwealth of Virginia, the nation, and the international community of
which it is a part.
CORE VALUES
•
•
•
•
•
Access and successful student achievement
Respect for individuality, and a commitment to fostering unique strengths in
different people
Partnership with a range of constituencies
A vital and engaging learning environment
Service and accountability
GOALS
•
•
•
•
•
Strengthen the quality of the teaching and learning environment.
Foster the development of the whole student.
Diversify the funding base of the college.
Contribute to the sustainable social, cultural, and economic growth of South
Hampton Roads.
Leverage the benefits of a college that consists of multiple campuses, divisions,
and programs.
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TIDEWATER COMMUNITY COLLEGE
2012-13 CAMPUS GOALS
CHESAPEAKE CAMPUS
(Provost Rice)
1.
Improve the success and retention of students at the campus through the college’s First-Year
Success program.
1.1. Implement campus elements of the TCC First-Year Success Program. Provide
comprehensive services to help new students and their families with the transition to college
by equipping new students with the knowledge, skills, and support systems that lead to their
success in the classroom and beyond.
1.2. Smoothly transition from FOCUS pre-enrollment sessions to the revised Orientation program
with online and in-person delivery options for new students utilizing updated content,
delivery, staffing, assessment, and reporting.
1.3. Fully adopt the restructured learning objectives and outcomes in Student Development
courses, SDV 100, 101 and 108, taught on campus. Implement SDV faculty training and
certification. Deploy the course online template for use by campus SDV instructors. Conduct
assessment of learning outcomes through graded end-of-course assessments.
1.4. Implement the new Academic Alert program assessing the program and reporting on the
strengths and challenges associated with its full implementation.
2.
Improve student success in coursework leading to increased graduation and transfer rates
through an improved classroom experience.
2.1. Leverage the use of technology to enhance collaboration in online and face-to-face classes.
2.2. Configure at least one computer lab in the new Academic Building to be available for faculty
to reserve for classroom use.
2.3. Train faculty to use Blackboard Collaborate to offer interactive classroom experiences.
2.4. Continue to promote and enhance the use of the math lab for MTE/MTT courses.
2.5. Encourage the selection and appropriate use of web-based textbook supplements to
enhance student success.
2.6. Prepare faculty to use podcasting and lecture capture to make classroom lecture content
more accessible to allow more focus on active learning in the classroom.
2.7. Explore experiential learning opportunities in two disciplines.
2.8. Continue improving physical classroom space to make students more comfortable.
2.9. Provide professional development on enhanced teaching strategies.
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3.
Expand the curricular and course offerings at the campus to augment students’ opportunities to
prepare for the workplace and for transfer to four-year institutions.
3.1. Develop three new career studies and a new degree option for the Diesel Technology
program that meets NATEF standards for Medium/Heavy Truck.
3.2. Develop and offer a collision repair program that integrates ICAR training modules.
3.3. Develop the motorsports course options for a 2013 implementation.
3.4. Develop and offer a Compressed Natural Gas (CNG) -alternative fuel career studies option
for the Diesel program.
3.5. Develop online course offerings for the Red Hat Academy program.
3.6. Develop new Career Studies Certificates for Industrial Automation Programmer,
Maintenance Supervisor, and Cloud Computing.
3.7. Support the college’s sustainability curricular initiatives and explore the need for a
transferrable sustainability degree.
3.8. Refocus the modeling and simulation program to an engineering-based option that transfers
to four-year institutions.
3.9. Develop and offer precision machining courses.
3.10. Implement the VCCS Developmental English redesigned curriculum.
3.11. Continue to implement and evaluate the VCCS Developmental Math redesigned curriculum.
4.
Maximize the teaching and learning space for campus programs and services.
4.1. Work closely with the architects, contractors, and college’s facilities staff for the two new
campus buildings to ensure that the facility’s furnishings optimize student learning and
leadership development.
4.2.
Hire the Student Center Director, Assistant Director, and other staff to prepare for the
opening of the Student Center.
4.3. Develop a plan to enhance learning assistance in the new academic building.
4.4. Continue to refine the extracurricular program, Student Activities and Integrated Learning
(SAIL), based on Learning Reconsidered II.
4.5. Retrofit classrooms with state-of-the-art teaching and learning technology and add
enhancements to public and outdoor areas of the campus.
4.6. Secure a suitable temporary location, preferably near a waterway, for the Diesel and Marine
programs to allow for expansion.
4.7. Secure a partnership with a local technology center autobody program in support of TCC’s
automotive collision repair program and secure the use of an available facility to teach a
CNG program.
5.
In collaboration with the college’s grant office and development office, develop and implement a
plan to obtain grants and gifts that facilitate and support improved teaching and learning, services
to students, and curricular-based initiatives.
5.1. Increase the number of grants to support teaching and learning, campus-based services to
students, collaborations with the high schools, and green initiatives.
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5.2. Continue to implement the Department of Education Interpreter grant.
5.3. In collaboration with the Development Office, expand external support of the campus by
seeking individuals and groups to support campus programs, services, and students.
6.
Continue to implement the college’s Emergency and Safety and Security plans, communicating as
appropriate with faculty, staff, and students.
6.1. Encourage students, faculty, and staff to enroll in TCC Alerts program.
6.2. Provide training for faculty and staff on the college’s emergency procedures.
6.3. Provide table-top training for campus administrators.
6.4. Ensure that students feel safe on the campus by clarifying and communicating the campus
student misconduct procedures with TCC expectations for civility and safety.
6.5. Support the college plan for implementing security enhancements on the campus.
6.6. Ensure that faculty, staff, and students in the sciences and technology areas are
appropriately trained in OSHA protocols.
7.
Enhance campus outreach to community, Chesapeake Public Schools, and local private
secondary schools.
7.1. Implement the campus recruitment plan, specifically as it relates to high school student
recruitment.
7.2. Develop a plan for dual enrollment and implementation of HB 1184 with the high schools.
7.3. Increase the number of Tech Center visits by Toyota, Chrysler, and Honda automotive
faculty and staff to high school automotive programs.
7.4. Continue to support NATEF update training for the local high school instructors.
7.5. Host open houses for prospective students at the campus and at the Regional Automotive
Center.
7.6. Continue to offer the Pathways to Success Days for high school students during the spring
semester.
7.7. Ensure that VPT testing is available in all Chesapeake Public High Schools.
8.
Improve campus communication with faculty, staff, and students.
8.1. Establish a website template and update the campus-based program webpages.
8.2. Work with A/V Services to develop promotional videos for programs.
8.3. Update the campus electronic directories.
8.4. In collaboration with Institutional Advancement, develop marketing materials for programs
that are in demand in the Hampton Roads region.
8.5. Improve communication with the students through the use of emails and information on
social media communicating critical dates, information on graduation, and financial aid
information.
8.6. Communicate with faculty and staff through a campus newsletter produced bi-weekly and
distributed electronically.
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Beazley School of Nursing
Goal: Improve student success in the nursing program leading to increased retention rates and
higher NCLEX pass rates.
1.
Revise the nursing curriculum to incorporate evidence based practices and innovative
teaching strategies, which will reflect best practices in nursing and meet the learning needs
of the student.
1.1. Revise the current curriculum to incorporate courses that reflect simple to complex
concepts and best practices within nursing.
1.2. Provide professional development opportunities to nursing faculty related to curriculum
revision and student success.
1.3. Validate curriculum revisions with nursing curriculum expert.
1.4. Progress to a semester-based curriculum versus an eight-week curriculum to provide
time for student development and retention of knowledge.
2.
Enhance the integration of technology and simulation throughout the nursing curriculum to
provide individualized student learning opportunities.
2.1. Utilize effectively the nursing skills lab by establishing open lab times and a skills lab
coordinator for students to improve critical thinking and practice clinical skills based on
their learning needs.
2.2. Integrate simulations and technology into the didactic component of courses to
promote student learning.
2.3. Provide educational training to faculty on how to use and integrate the technology
available at the School of Nursing.
2.4. Investigate the increased use of hybrid and on-line teaching formats to foster student
success.
School of Retail
Goal: Launch the School of Retail and build programming that meets the needs of the broad
retail community in Hampton Roads and beyond.
1.
Offer and obtain viable enrollment in at least two courses in each of the following retail
categories: Customer Service and Sales, Retail Operations and Management, Fashion
Merchandising, eCommerce, Supply Chain Management, and Entrepreneurship.
2.
Develop an Associate of Applied Science in Retail Operations and Management that
includes courses from the targeted categories.
3.
Educate current and potential students about career opportunities in the field of retail
through printed materials, online media and workshops conducted on each TCC campus.
4.
Market courses to retail organizations in the community such as Retail Alliance, Hampton
Roads Economic Development and the Chamber of Commerce.
5.
Market courses to community organizations such as Opportunity, Inc. and Retail Alliance.
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NORFOLK CAMPUS
(Provost Bright)
STUDENT ACCESS AND RECRUITING
1.
Support the VCCS Achieve 2015 Goal: Access by re-establishing an Enrollment Management
Committee consisting of faculty, staff, and District Office representatives. The committee will be
charged with developing a Strategic Enrollment Management Plan for the Norfolk Campus with an
emphasis on a comprehensive set of prospective student outreach and operational recruitment
activities that result in increased enrollment in academic programs and credit courses.
1.1. Re-vitalize relationships with Norfolk City Public high schools administration to implement a
robust district-wide dual-enrollment program.
1.2. Develop and implement a variety of methods to increase yield rates of all prospective
student applicants to the campus that have filed an application but have not enrolled in
credit courses.
1.3. Explore implementing “on-site” application completion and placement testing (VPT)
opportunities at individual Norfolk public and private high schools.
1.4. Implement a student services Call Center to make a distinct, focused effort to solicit and
respond to prospective student inquiries.
1.5. Develop strategies to attract a greater number of high-achieving prospective students to
enroll at the Norfolk Campus.
1.6. Promote faculty to develop and implement an HONORS program on the Norfolk Campus.
1.7. Promote scholarships with the intent to recruit more academically-prepared prospective
students.
1.8. Champion the implementation and marketing of an “Off-Hours Program,” which will allow
students to enroll in a prescribed two-year transfer program during early mornings, evenings
or weekends, and guarantee completion of an Associate degree within two years.
1.9. Expand flexible course scheduling and sequences to enable non-traditional students to earn
a college degree while continuing to work.
1.10. Target scholarship mailings to high-performing students.
1.11. Identify and offer academic programs whereby students can enroll and complete an
academic program at the Norfolk Campus.
1.12. Collaborate with Creative Services to develop and implement a variety of “tailored”
marketing and recruitment activities to respond to the needs of local businesses in the City
of Norfolk as well as academic programming needs of Norfolk’s public and private schools.
STUDENT SUCCESS
2.
Develop and implement student success initiatives to institute a variety of strategies that focus on
improving student retention, transfer, and graduation rates.
2.1. Implement the College’s newly designed First Year Success program (QEP) on the Norfolk
Campus.
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2.2. Implement strategies that will require all new students to undergo orientation (i.e., face-toface, online, and SDV courses).
2.3. Develop and implement a more comprehensive Academic Early Alert System that targets
students who have academic difficulties early in the semester by providing referrals and
follow-up services.
2.4. Increase the number of students enrolling in an SDV course in the first and second
semesters of enrollment.
2.5. Work with SDV and developmental math and English faculty to develop and implement
“Learning Communities.”
2.6. Infuse technology (i.e., Learning Commons) to provide a more comprehensive series of
accessible academic and student success workshops for students anywhere, any time.
2.7. Expand high quality tutoring and academic support services for students in developmental
math and English.
2.8. Increase faculty involvement in campus activities, student development and leadership.
CURRICULUM DEVELOPMENT
3.
Provide quality academic and career courses on the Norfolk Campus that prepare students for
successful transfer and entrance into the workplace.
3.1. Facilitate discussions among discipline faculty to develop a Performing Arts program.
3.2. Review data on current course(s) and program(s) enrollments to ensure continued viability
of offerings.
3.3. Engage the existing local advisory curriculum committees to improve existing programs and
to explore areas for future growth in career and technical education.
3.4. Develop and implement new academic courses and programs in response to four-year
institutional expectations and the city’s workforce needs.
3.5. Coordinate campus services that provide employment, internship, and cooperative work
experiences for students.
4.
Implement planning and course section management model to ensure that the appropriate
classroom size coincides with course section offerings to maximum classroom utilization and
space.
4.1. Involve campus student services staff in discussions of student success strategies,
evaluation, and new activities.
4.2. Develop and provide an academic schedule of credit courses that is appropriately
comprehensive, diverse, flexible, and responsive to student demands and interests.
EMERGENCY MANAGEMENT/PLANNING AND CAMPUS SAFETY
5.
Implement professional development and training for all campus faculty and staff in emergency
response and management.
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5.1. Work with TCC’s Director of Emergency Preparedness and Director of Safety and Security
to improve emergency plans for the Norfolk Campus and communicate the plans to faculty,
students, and staff.
5.2. Provide mandatory training for all campus employees related to responses and
responsibilities in emergencies.
5.3. Hold at least one table-top emergency planning exercise with campus leaders to refine
plans and actions each semester.
5.4. Collaborate with City of Norfolk emergency planning staff and first responders to improve
communications and response awareness on the Norfolk Campus.
5.5. Facilitate open emergency management meetings each fall and spring semester for each of
the nine campus buildings to discuss planning and actions in emergency situations.
CAMPUS ENGAGEMENT AND COLLABORATION
6.
Engage students in programs designed to strengthen connections between the campus, college,
and local communities.
6.1. Implement strategies to improve student engagement and success in developmental, career
and technical, and academic courses.
6.2. Expand training the leaders of supplemental instruction in developmental and gatekeeper
courses.
6.3. Create and implement a plan for “Learning-Centered” pedagogies that links SDV and
developmental courses in the first-year experience of a student’s enrollment.
6.4. Identify and create opportunities for full-time faculty to offer “Arena-Style” academic
advising, particularly during peak registration.
6.5. Promote student engagement among faculty, staff, and students and clarify roles and
responsibilities of the Student Center to ensure that students reach their academic goals.
6.6. Support collaboration between teaching and administrative faculty to provide intrusive
advising and create innovative classroom strategies to improve student success.
6.7. Provide opportunities locally, regionally, and nationally for students to develop effective
leadership skills.
PORTSMOUTH CAMPUS
(Provost Woodhouse)
1.
Revise and implement the campus enrollment management plan to meet the campus enrollment
targets for 2012-13 in support of the college-wide enrollment targets.
1.1. Develop and implement a summer bridge program for graduating seniors from Portsmouth
Public Schools.
1.2. Continue the expansion of course offerings for the First College Program and Dual
Enrollment Program with Portsmouth Public Schools.
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1.3. In conjunction with the Vice President for Student Success and Enrollment Management,
expand the role and duties of the career coach as the initial point of contact for Portsmouth
Public Schools students and parents.
1.4. Collaborate with the Dean of eLearning, academic deans, and faculty to strategically
implement online courses.
1.5. Collaborate with the academic deans to strategically implement weekend dynamic course
offerings in the social sciences and career and technical areas.
1.6. Continue to foster a positive working relationship through frequent interactions and
conversations to evaluate effectiveness of the partnership with the Norfolk Naval Shipyard
Program.
1.7. Continue working with faculty and academic deans to develop discipline specific strategies
that promote student success and retention.
1.8. Continue working with the Learning Assistance Center staff to promote the services offered
to students and increase utilization in the center, especially those students in developmental
courses who need some additional assistance to successfully complete their courses.
1.9. Review room availability charts to determine growth areas for class scheduling to better
support the needs of the future and current student population.
1.10. Restructure the admissions and campus tours process to better support campus-wide
enrollment targets.
2.
Refine and expand the services provided to students through the Division of Student Services.
2.1. Develop and implement a position to oversee the Welcome Desk, Answer Desk,
Admissions, and enrollment.
2.2. Continue to refine the training program for the staff who manage the Welcome and Answer
Desk since they are the first “point of contact” for visitors to the campus.
2.3. Create a campus-wide student information center to further engage students in student life
that fosters an environment for life-long learning across the disciplines.
2.4. Increase the number of student clubs and organizations, especially in specific disciplines
such as English, history, psychology and health.
2.5. Implement a comprehensive leadership program for students and members of the Student
Government Association.
2.6. Create an environment that allows students to become involved in civic and service
endeavors.
2.7. Design and implement a student/faculty mentoring program.
2.8. Implement a campus-wide program to recognize outstanding achievements of students.
2.9. Continue to expand the services offered by the Learning Assistance Center and provide
faculty and students more information about the services available.
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2.10. Implement a training program for the student ambassador program.
2.11. Continue to provide financial aid workshops and seminars for students.
2.12. Create an Orientation Pack to enhance the First-Year Success program at the VAC.
3.
Improve student success in coursework leading to increased graduation and transfer rates.
3.1. Implement the “Call to Action Pledge,” a Phi Theta Kappa initiative, to engage, motivate, and
encourage student success among students, faculty and staff.
3.2. Increase the number of weekend and evening SDV courses.
3.3. Monitor the students who enroll in a developmental course in their first semester and
develop direct interventions to enhance their success.
3.4. Provide professional development opportunities for faculty in effective and proven teaching
and learning strategies for multi-generational students.
3.5. Continue to refine the MTE course scheduling and retention methods through the use of
intrusive counseling and other support services.
3.6. Hire a Developmental Education Manager and intrusive counselor to oversee scheduling,
advising, and retention efforts of developmental students.
3.7.
Ensure counseling, first year success coordinator, and academic divisions have aligned
visions and full understanding regarding developmental education to ensure students are
appropriately counseled and feel supported.
3.8. Collaborate with the academic deans, student services, learning assistance center, and
faculty to implement a “Student Success Initiative” that will focus on teaching students
effective classroom strategies, test-taking strategies, and life-long skills that will further
enhance academic success in the classroom.
3.9. Ensure that faculty and student services understand and articulate the math and English
redesign and the implications for student success.
4.
Develop and implement new curricula to meet the needs of local business and industry.
4.1. Develop materials that provide prospective students with information regarding the welding
and HVAC programs as well as obtaining employment in the welding and HVAC industries.
4.2. Implement a Career and Technical Fair for the fall and spring semesters to promote program
awareness and student engagement.
4.3. Develop a partnership between the TCC/VAC Glass Program and the Chrysler Museum
Glass Program to create more student success opportunities including shared lectures and
presentations from visiting artists, internships, and tours.
4.4. Present the new AAA Design in Studio Arts: Specialization in Pre-Art Therapy proposal for
curriculum committee approval. Launch new specialization in Spring 2013.
4.5. Use the existing local advisory committees to improve existing programs and to explore
areas for future growth.
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4.6. Increase course offerings strategically in career and technical areas.
4.7. Redesign HVAC labs to provide students with more practical experience.
4.8. Review all program enrollments and develop marketing strategies to enhance enrollments
and meet the needs of the local community and Hampton Roads region.
4.9. Review current market data and emerging trends in higher education to determine potential
new career and technical programs.
4.10. Expand and strengthen the Studio Art Program and secure articulation agreements to
support the graphic design program at the VAC.
5.
Continue expanding the First College Program in Portsmouth and develop strategies to better
prepare high school students for success in this program.
5.1. In collaboration with Portsmouth Public Schools staff and the campus deans, expand career
and technical courses offered in this program.
5.2. Continue working with Portsmouth Public Schools staff, campus deans, and the Career
Coach to offer testing workshops to prepare 9th and 10th grade students to take the Virginia
Placement Test (VPT) test in preparation for the First College Program.
5.3. Offer math and English tutorials and other resources for Portsmouth Public Schools seniors
to improve their placement scores.
6.
Continue to collaborate with campus deans and faculty to ensure that students are placed in the
appropriate curriculum and encouraged to apply for the appropriate certificate or degree as they
complete their coursework.
6.1. Continue working with career and technical faculty to review student transcripts for program
completion and application process for graduation.
6.2. In collaboration with the deans and Student Services, offer programs and workshops to
promote student awareness and engagement in completing their degree and pursuing
transfer options.
7.
In collaboration with the Office of Grants and Sponsored Programs, develop and implement a plan
to obtain grants that facilitate and support improved teaching and learning, provide services to
students and the community, and support curriculum-based initiatives.
7.1. Pursue the new STEM Upward Bound Grant.
7.2. Identify and increase the number of grants awarded to support teaching and learning,
campus-based services to students, collaborations with the high schools, and other student
success initiatives.
8.
Develop and begin implementation of a Professional Development and Engagement Plan for
faculty and staff that promotes campus camaraderie and student success.
8.1. Engage faculty to design and implement a new faculty orientation program for all
Portsmouth Campus full-time and adjunct faculty.
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8.2. Require division meetings and orientations for all new faculty.
8.3. Require discipline meetings with all program areas to better access their needs for
continued success.
8.4. Host campus professional development meetings twice a year for English and math faculty
to address the new curriculum redesign efforts.
8.5. Continue to improve upon the fall convocation program to better meet the needs of full-time
and adjunct faculty.
8.6. Implement a “brown bag lunch series” to improve communication with the Provost.
8.7. Continue to work with college-wide staff to implement the campus and college emergency
preparedness plan.
9.
Provide an inviting and welcoming campus environment that supports access to academic
programs and services offered at the campus.
9.1. Support the goals of the campus recruitment plan outlined in the Student Success Agenda.
9.2. In collaboration with the Vice President for Institutional Advancement, focus on utilizing
technology (campus website and other social media forms) to improve information and
communication with students and the community.
9.3. In collaboration with the Vice President for Student Success and Enrollment Management,
improve communication with students about financial aid availability, processes (dates and
deadlines), and scholarship information.
10.
Implement the First Year Success Office to meet the requirements and needs of the Quality
Enhancement Plan.
10.1. In collaboration with the Vice President for Student Learning & Chief Academic Officer and
the Vice President for Student Success & Enrollment Management, secure the First Year
Success Coordinator.
10.2. Re-structure the campus orientation system to improve student retention and success.
10.3. Fully implement the SARS program to aid in tracking students who utilize the support
services in counseling, financial aid, and admissions.
10.4. Operationalize the Family and Friends orientation program.
11.
Successfully open the Portsmouth Campus Student Center.
11.1 Hire a qualified director.
11.2 Ensure the staffing model is executed by hiring qualified personnel to support the services
within the student center.
11.3. Procure the equipment and other necessary items in a timely manner to ensure a smooth
opening.
11.4 Plan and execute the opening of the student center for May 2013.
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VIRGINIA BEACH CAMPUS
(Provost Summers)
STUDENT ACCESS AND RECRUITING
1.
Consistent with the Virginia Beach Campus Enrollment Management Plan, involve faculty, staff,
students, and the community in a comprehensive set of outreach and operational activities that
result in increased enrollment in academic programs and credit courses.
1.1. Fully implement the new orientation system for first year students at TCC.
1.2. With a new Coordinator of Financial Aid, improve and expand the services of the campus
financial aid office to include more efficient feedback and responses to student inquiries,
loan counseling, web-based information sessions, and a staffed resource center.
1.3. Restructure the operations of the admissions office to improve the efficiency and
effectiveness of the department.
1.4. Provide a comprehensive set of educational support services, promotional activities, and
information sessions that result in students continuing their education from one academic
semester/term to the next.
2.
Develop and provide an academic schedule of credit courses that is appropriately comprehensive,
diverse, flexible, and responsive to student demands and interests.
2.1. Provide additional capacity in all programs and disciplines to allow for enrollment growth of
at least 4% each academic semester/term.
2.2. Offer courses in morning, afternoon, evening, weekend, and online formats to provide
options for students.
2.3. Encourage and support the development of new courses and academic program delivery
modalities that meet student interests and community needs.
2.4. Increase the availability of SDV courses to meet demand and student success targets.
2.5. Working with Virginia Beach City Public Schools and the private schools, provide dual
enrollment courses as requested for high school students.
STUDENT SUCCESS
3.
Consistent with the Virginia Beach Campus Enrollment Management Plan and the college’s
Student Success Agenda, engage campus faculty and staff in a variety of strategies that focus on
improving student success.
3.1. Implement a newly designed SARS student appointment and early alert retention plan on
campus.
3.2. Continue to support the work of the campus Retention Task Force, meeting on a regular
basis to identify areas where improvement and/or expansion of services is needed to
improve student success.
3.3. Increase the number of students attending orientation sessions.
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3.4. Increase the number of students enrolling in a SDV course in the first and second semesters
of enrollment.
3.5. Provide a more comprehensive series of free workshops for students that target success
skills and continue operations of the ACE program.
3.6. Continue to expand high quality tutoring and academic support services for students.
3.7. Expand the Testing Center to accommodate student demands.
3.8. Relocate the Women’s Center into the space vacated by the VA.
4.
Engage the Student Government Association, PTK Leaders, and other interested students in
regular meetings and discussions about extracurricular activities on the campus.
4.1. Increase and support the development and operation of student clubs on the campus.
4.2. Solicit feedback from students on the availability and effectiveness of student activities on
the campus.
4.3. Improve the ongoing communication to students on campus activities, resources, and other
important campus information.
CURRICULUM DEVELOPMENT
5.
Develop curricula that promote both college transfer and workforce development needs of the
service area.
5.1. Fully implement the new developmental math system and implement the first phase of the
new developmental English system.
5.2. Develop and implement new academic courses in response to four-year institutional
expectations and regional workforce needs.
5.3. Develop content in sustainable energy and integrate into existing engineering and industrial
technology courses.
5.4. Develop new programs: Medical Equipment Repair, Medical Simulation Technology, and
Electronic Health Records.
5.5. Develop and propose a Planetarium Academic and Business Plan that will chart future
development and use of this unique resource at the Virginia Beach Campus.
5.6. Proceed with planning for the program accreditation in Engineering and Paralegal programs.
5.7. Continue with accreditation process for Early Childhood Development program.
FACULTY AND STAFF DEVELOPMENT
6.
Hold a series of open meetings that inform campus faculty and staff of the broader strategic goals
and direction of the college and region.
7.
Encourage teaching faculty to participate in a professional development series that will focus on
student success and its associated elements.
8.
Encourage faculty and staff participation in local and state-wide competitive awards and
programs.
8.1. Increase the awareness and participation in the Batten Fellowship Program.
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8.2. Increase the participation in the SCHEV Outstanding Faculty Award Program.
8.3. Increase the participation in other VCCS-sponsored awards, grants, and professional
development programs.
EMERGENCY MANAGEMENT/PLANNING AND CAMPUS SAFETY
9.
Actively engage the campus faculty and staff in planning and training related to emergency
management on a regular basis.
9.1. Provide mandatory training for all campus employees related to responses and
responsibilities in emergencies.
9.2. Hold at least one table-top emergency planning exercise with campus leaders to refine
plans and actions.
9.3. Hold at least one meeting with city emergency planning staff and first responders to improve
communications and response awareness.
9.4. Hold open emergency management meetings each fall and spring semester for each of the
ten campus buildings to discuss planning and actions in emergency situations.
CAMPUS FACILITIES AND OPERATIONS
10.
Actively engage the campus in the various aspects of planning related to new facilities to be
constructed and put into operation on the Virginia Beach Campus.
10.1. Actively engage the LRC staff in the FFE planning of the Joint-Use Library project and its
opening in May 2013.
10.2. Involve the campus faculty, staff, and students in the FFE planning of the Student Center
project and its opening in early 2013.
10.3. Work with Campus Security to ensure that the safest teaching and learning environment is
provided for all the campus community.
COMMUNITY INVOLVEMENT AND OUTREACH
11.
Participate in grant proposals that will benefit students and the community.
12.
Develop and execute a partnership with Square One to provide a series of workshops for student
parents that aim to improve childcare skills.
13.
Work in collaboration with the President and Director of Development to identify new community
investors to support the TCC Educational Foundation.
14.
Continue the Foster Children Program with the Together We Can Foundation that regularly
engages Virginia Beach children identified and receiving services from the Department of Social
Services in a series of informative activities on the campus.
7/20/12
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Approved at the August 9th
College Board Work Session
TIDEWATER COMMUNITY COLLEGE BOARD
2012-13 WORKING PRIORITIES
1.
Serve as advocates on behalf of the college’s interests by:
a. Maintaining a network of core college supporters, including individuals,
businesses, and other institutions with similar interests, who can carry TCC’s
message to the public and the political decision makers.
b. Promoting the legislative agenda of the college at the state level as a part of
the Virginia Community College System.
2.
Advance the college’s strategic initiative of diversifying its funding base by:
a. Working with the TCC Educational Foundation to create a sustaining base of
private support as a supplement to state funding for the college.
b. Supporting the TCC Educational Foundation in the advancement of
developing a sustainable fundraising program by collaborating with
development staff and college leaders to identify, cultivate and steward
charitable gifts.
3.
Advance the college’s strategic goal of enhancing its outreach into the
communities it serves by:
a. Advising on the continued implementation of the college’s branding and
marketing campaign.
b. Guiding the progress of the TCC Alumni Association.
c. Engaging in appropriate community activities that will advance the strategic
interests of the college.
4.
Support the college’s heightened focus on “student access as student success”
as an outgrowth of the college’s regional accreditation work and its commitment
to Achieve 2015, the larger strategic direction for Virginia’s Community Colleges.
5.
Participate in the work of the Commission on the Future of Tidewater Community
College.
TCCB
08/10/12
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PART 3
STUDENT SUCCESS AGENDA ASSESSMENT
2011-12
Tidewater Community College’s vision is challenging and focused:
•
To be a national model of a comprehensive community college—what we call
the New Millennium’s Strategic Community College.
•
To be a vital academic resource, capable of directing our energies and
shaping our programs to meet the changing needs of our many
constituencies within the South Hampton Roads region, the Commonwealth
of Virginia, the nation, and the international community.
Achieve 2015 is the strategic plan of the Virginia Community College System designed
to meet the critical needs of the Commonwealth. As a part of the Virginia’s Community
Colleges, Tidewater Community College commits to these five benchmarks:
VCCS ACHIEVE 2015 GOAL: ACCESS
The VCCS must serve at least 50,000 additional students by 2015 with an
emphasis on increasing the underserved population by 25,000 individuals.
TCC Goal:
TCC will serve 10,000 additional students by 2015, with an increase of 5,000
students from the underserved population.
TCC BASE
RATE (07/08)
RATE AS OF
7/10/12
TCC TARGET
RATE
Credit Enrollment
38,701
47,757
45,500
Non-Credit +Other Enrollment
10,116
14,473
13,317
Total Enrollment
48,817
62,230
58,817
Total URP*
23,546
37,714
28,546
*Total number of underserved students. Underserved (as defined by SCHEV) includes Pell grant
recipients, first-generation students, minority students, and students residing in the City of Norfolk.
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In 2011-12, TCC will:
Goal 1:
Increase FTES enrollment by 5.2%.
TCC enrolled 47,757 students in 2011-12, accounting for 23,130 annual FTES, a 1.9% increase
over 2010-11.
1.1
Working collaboratively with the campus provosts, implement new academic programs
to meet regional needs, and modify existing programs to keep pace with the emerging
demand for both college transfer and career and technical programs.
The A.A.S. in Electromechanical Controls Technology was retitled A.A.S. in
Mechatronics. The Career Studies Certificate in Developmental Disabilities Specialist
was retitled Career Studies Certificate in Special Education/Developmental Disabilities
Specialist. In addition, the Career Studies Certificates in Administering Programs for
Young Children and School Age Care were discontinued.
A new Career Studies Certificate in Geospatial Intelligence (GEOINT), designed as a
pathway into the A.A.S. degree in Information Systems Technology, was approved at the
March 13, 2012 College Board meeting.
At the course level, 13 general education courses and 37 career and technical courses
have been revised. More than 150 inactive courses have been deactivated and removed
from the college’s curriculum inventory. In addition, 6 new general education courses
and 50 new career and technical courses have been added to the college’s curriculum
inventory. All course revisions, deletions, and new courses were reviewed by the
appropriate stakeholders—Curriculum Committee, Academic Deans, Provosts, Program
Advisory Committee, the Chief Academic Officer, and the College Board.
1.2
Implement the fifth-year of a new student orientation system that improves the intake
process, eases the transition into college for program-placed, first-year students, and
provides an enhanced first-year experience.
A QEP Advancement Task Force (ATF) was convened in Fall 2011 to fully
operationalize a comprehensive first-year orientation system framed by four strategies:
•
•
•
•
Pre-enrollment orientation session with an online delivery option
Orientation events for parents and families
College Success Skills Course (SDV)
Early alert system for academic difficulties
The QEP ATF developed a template for reporting project team work, gathered and
proposed one-time infrastructure budgets, completed a curriculum matrix of the learning
objectives from all four strategies to determine gaps and overlaps, and is currently:
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1. Finalizing drafts of a mission statement, goals, and learning objectives for the firstyear orientation system as a whole;
2. Tracking the progress of each individual strategy team to ensure that each strategy
contains measurable learning outcomes and the necessary training and assessment
features for success and continued improvement;
3. Developing a structure and a proposed budget (both one-time and on-going) for
sustaining the first-year orientation system to propose to the President and the
Executive Staff;
4. Finalizing a proposed branding and marketing plan to propose to the President and
the Executive Staff; and
5. Providing updates to the governance committees and constituency groups as well as
the President and Executive Staff.
1.3
Working collaboratively with the College Faculty Senate, complete work on developing
and implementing new procedures, where appropriate, for college-wide textbook
selection, giving particular attention to academic quality, sensitivity to cost, and other
matters as identified by the Senate.
In an effort to reduce the cost of a college education at TCC, the college continues to
diversify textbook options for its students. Of the 62,706 units sold at TCC Barnes and
Noble fall semester 2011, 75% (47,284) were new, 17% used (10,538), 7% (4,553)
rented, and 1% (331) were digital. Textbook availability via rental and digital will continue
to expand.
1.4
Complete construction of planned facilities to provide additional instructional space and
enhance programmatic offerings.
In addition to the opening of the Regional Health Professions Center in Fall 2011,
substantial progress was made toward completing previously authorized capital projects:
•
•
•
•
•
1.5
Construction of the Joint-Use Library at the Virginia Beach Campus is in progress
and on schedule to permit the library to open in late Spring 2013.
Construction of the Virginia Beach Campus Student Center is in progress and on
schedule to open in late Spring 2013.
Construction of the Chesapeake Campus Student Center is in progress on a
schedule to permit the Student Center to open in early Summer 2013.
Construction of the new Academic Building at the Chesapeake Campus is in
progress and on schedule to permit the building to be in use at the start of the 2013
Summer Session. Construction of additional parking is also underway and will be
available at the start of the 2012 Fall Semester.
Construction of the Portsmouth Campus Student Center is in progress and on
schedule to open in Spring 2013.
Launch and fully operationalize the TCC Center for eLearning.
To date, the following actions have been completed:
• An Interim Dean of eLearning has been hired.
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•
•
1.6
Four hundred twenty-six (426) faculty have completed Quality Matters Certification—
a new standard to teach online at TCC effective fall semester 2012.
A 22-member Ad Hoc Online Quality Assurance Task Force has been named and
charged with developing standards for effective online teaching and successful
learning at TCC. The task force is being led by an elected, full-time teaching faculty
member.
Fill the 34 newly established, full-time teaching faculty positions, as well as all existing
position vacancies, per the college’s 2011-12 Faculty Staffing Plan.
Of the 34 new full-time teaching faculty positions, 30 have been filled.
1.7
Place a renewed emphasis on college-wide recruitment and retention by providing
consistent, high quality, customer-oriented services across campuses.
1.7.1
Strengthen the bridge from first point of contact to enrollment.
A communication plan has been developed for prospective students that includes
sending a weekly email to prospects with information about how to enroll, apply
for financial aid, register for placement testing, etc. Students are provided a
contact number and email address to receive additional information or ask
questions. In addition, a Transfer Evaluation System (TES) has been purchased
for implementation in Fall 2012. TES will allow counselor/advisors on campuses
and military bases to access transfer equivalencies on a real time basis.
1.7.2
Create an admissions area and prepare an integrated recruitment plan with a
focus on high ability students.
Recruitment for a Coordinator of Admissions position will occur before the end of
the fiscal year. Several recruitment strategies have been developed to include
the following:
•
•
•
•
•
1.7.3
The publication of a comprehensive admissions view book to be used by
admissions staff and career coaches when attending recruitment events in
local high schools and college fairs.
A communications plan has been developed for prospective students, and
students in the recruitment database receive weekly recruitment messages
via E-Cards.
A proposal has been developed for a college- wide Student Ambassador
Program to assist with recruitment activities such as tours and presentations.
A Transfer Evaluation System is currently being evaluated to facilitate timely
evaluation of transfer credit and allow prospective students to research which
credits will be accepted at TCC from other institutions.
Planning is underway to secure a mailing vendor to provide services for
mailing college-wide admission letters.
Create electronic forms for all student services areas.
A Request for Proposal will be prepared before the end of 2011-12 for a vendor
to develop electronic forms, allowing students more convenient access.
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1.7.4
Purchase and implement a customer relations management tool for the college.
No progress has been made on this strategy. A recommendation for a customer
relations management tool will be proposed in the 2012-13 budget deliberations.
1.7.5
Establish procedures and priorities for campus Testing Centers with oversight
from the Division of Student Success and Enrollment Management.
A lead testing manager has been appointed to facilitate improved communication
between testing centers. Policies and procedures are more consistent across
campuses as a result of the increased number of cross-campus meetings and
interactions which have allowed for sharing of best practices.
1.7.6
Launch a program designed to orient parents and family of TCC students.
A QEP Advancement Task Force (ATF) was convened in Fall 2011 to fully
operationalize a comprehensive first-year orientation system framed by four
strategies. Orientation for parents and families is one of the four strategies of the
comprehensive plan, complete with measurable learning outcomes and the
necessary training and assessment features for success and continued
improvement. The comprehensive system will be launched for the 2012-13
academic year.
1.8
Implement the campus-specific recruitment strategies delineated in the campus
enrollment management plans.
Campuses engaged in a variety of recruitment activities during the 2011-12 academic
year including the following: renovated and expanded Welcome and Entry Centers, sent
letters to those who applied and did not enroll, continued COMPASS testing in high
schools, developed implementation strategies for Virginia Placement Testing in high
schools, continued with Advisor-on-Call, conducted open houses each semester,
partnered with community agencies, used student ambassadors, and targeted focused
attention to groups such as veterans, high school students, and financial aid students.
The college experienced a 1.9% increase in annual FTES as compared to the previous
year.
1.9
Continue to work the plan developed in 2010-11 to promote the Virginia Education
Wizard as a career and college planning tool for TCC’s diverse student body.
TCC continues to employ the following practices regarding use of the Wizard:
•
•
•
The Wizard icon appears on the college’s website—specifically, on the web pages
for Counseling, the Transfer and Career Resource Center, the Learning Resources
Center, College Success Skills, Orientation, Student Development, Transfer, and
SDV.
The Wizard is part of the college’s on-campus orientation program for new students
(FOCUS) and will be incorporated into an upcoming online version of the program as
podcast/video content is developed.
All new and current SDV instructors are required to complete training on the use of
the Wizard and integrate its use into their course outlines as a graded assignment.
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•
•
1.10
Counselors follow up with students, review their career results, and encourage them
to take another career assessment to validate their career interest and goals.
All SDV 100 courses incorporate the Wizard into the online assessment component.
The Wizard has been incorporated into the college's student loan borrower education
program. Specifically, students are required to use the Wizard to estimate their
anticipated career earning potential, as well as to become better educated about the
job market for that career, the educational requirements, and advancement
opportunities—all within the context of assessing their ability to pay back their
student loans.
Continue to work with the VCCS to bring a Great Expectations program to Hampton
Roads
The Great Expectations program to support foster youth enrolled at TCC was fully
implemented in 2011-12. A total of 52 TCC students enrolled in the program. Fifteen of
the participants were high school students of which seven plan to enroll in summer or fall
classes. Marketing materials, including a flyer, poster, and website, were developed and
broadly distributed internally and externally. The Great Expectations coach met with
city social service agency representatives and independent living coordinators. The
coach also made presentations at the Project Life and Great Expectations PostSecondary Education Workshop in February 2012 and the Spring Virginia Youth
Advisory Council Conference held in March. An open house was provided in February
and March for high school students to visit the Virginia Beach and Chesapeake
campuses. Finally, both high school and college students participated in the Great
Expectations Education Forum in April 2012.
Goal 2:
2.1
Increase non-credit enrollment by 5.0%.
Create and implement a business plan that will support enrollment growth of 5 percent
and return a profit of $250,000 to the college for FY12.
Enrollment in customized training declined 13 percent, due in part to the changeover of
the HIT grant program to credit from noncredit. Open enrollment training increased by
30 percent. Overall, enrollment declined 2 percent for the 2011-12 year.
2.1.1
Identify potential program market niches to target for expansion.
Management training for manufacturers and pre-licensing training opportunities
for the insurance industry have been identified as potential program market
niches. In addition, ten online professional development modules are being
developed for secondary school teachers; this project will be completed by the
end of FY12.
2.1.2
Identify existing program areas that can be expanded with additional coursework
or new target markets.
IT certification and project management courses for corporate clients are existing
program areas that can be expanded.
2.1.3
Continue to strengthen partnerships with Departments of Economic Development
throughout the region to access new clientele.
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The new Associate Vice President for Workforce Development has met with all
service area Departments of Economic Development since arriving in late
January. In addition, Workforce Development now receives regular updates from
the Department of Business Assistance regarding their training grants.
2.1.4
Access funding to expand workforce development activities through the VCCS
established channels.
The Division of Workforce Development has received approximately $70,000
through special incentive funding to provide support for clients’ training needs.
2.2
Design and implement comprehensive proposals for the delivery of customized
workforce development training to companies and other organizations in Hampton
Roads undergoing shifts in workforce needs as a result of expansions, contractions, or
new processes and applications.
Two significant customized training programs were delivered to companies in FY12,
underscoring the fact that Workforce Development works closely with both expansions
and contractions. Project Management Training for the PMP certification was designed
for the downsized JFCOM employees, and a new property and casualty insurance
preparation course was designed to train employees for the expansion of Southland
Global.
2.3
Expand non-credit training programs delivered to government organizations.
Workforce Development expanded several programs to government organizations,
including the Naval Writing Program which provides military commands, activities and
units with training in Basic to Advanced Writing, Naval Correspondence and Executive
Writing; Engineering for Non-Engineers for the Norfolk Ship Support Activity with training
in pipefitting, diesel engines, electrical systems, project management, and time
management; Basic Instructor training for government organizations providing internal
and general training; and Information Technology classes to meet Department of
Defense Information Assurance Workforce Improvement Program DOD 8570
requirements. Additionally, the complete line of American Management Association
courses available through TCC was offered to all federal, state and local governments.
2.4
Continue to expand the implementation of the Virginia Career Readiness Certificate.
During the 2011-12 academic year, the college awarded 290 Career Readiness
Certificates. [Vice President for Workforce Development]
VCCS ACHIEVE 2015 GOAL: STUDENT SUCCESS
The VCCS will increase the number of students graduating, transferring, or
completing a workforce credential by 50%, to include a 75% increase in the
success of students from underserved populations.
TCC Goal:
TCC will increase the number of students graduating, transferring, or
completing a workforce credential by 50% through its continued focus on
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student success and the college’s advancement rate. In addition, TCC will
increase the success of students from underserved populations by 75%.
TCC BASE RATE
(07/08)
Number of Graduates
Number of Transfers
Number of CRC’s
Total
Total URP*
2,385
4,496
250
7,131
3,375
RATE AS OF
7/10/12
3,915
7,093
290
11,298
7,016
TCC TARGET
RATE
3,580
6,745
375
10,700
5,900
*Total number of underserved population graduates and transfers. Underserved (as defined by SCHEV) includes
Pell grant recipients, first-generation students, minority students, and students residing in the City of Norfolk.
TCC Advancement Rate
The TCC advancement rate is defined as the percentage of a given cohort of first-time,
program-placed students who graduate, transfer prior to graduation, or are still enrolled
within a four-year time frame.
1
Actual
2007-08
Actual
2008-09
Actual
2009-10
Actual
2010-11
Goal
2011-121
Advancement Rate
40.7%
47.9%
52.7%
53.2%
55.0%
Graduation Rate
13.4%
14.2%
17.5%
16.6%
17.0%
Transfer Rate
14.3%
20.2%
21.4%
24.0%
18.0%
Still Enrolled
13.0%
13.4%
13.8%
12.6%
20.0%
Final results for 2011-12 will be available January 2013.
In 2011-12, TCC will:
Goal 3:
3.1
Improve the college’s advancement rate to 55.0% to include a graduation rate
of 17.0%, transfer rate of 18.0%, and still enrolled rate of 20.0%.
Increase the proportion of new students successfully completing a Student Success
Skills (SDV) course during the first year from 59.9% to 66.7%. [See campus enrollment
management plans, retention strategies]
The proportion of new students who successfully completed an SDV course during their
first year was 58.5%, representing 3,196 students.
3.2
Increase by 15% the number of first-year students attending a FOCUS session.
There were 7,550 participants in FOCUS sessions during the 2011-12 year. As part of
the QEP Advancement Task Force, the Project Team for Pre-Enrollment Orientation
revamped the pre-enrollment orientation program with a focus on quality and learning
outcomes with both face-to-face and online delivery options. As a result, the college
partnered with an external vendor, and the original online version was taken offline as
the Project Team worked through a much improved offering for potential students.
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Although participation in 2011-12 was on par with the previous year, it is anticipated that
the 2012-13 participation in pre-enrollment orientation will increase substantially and
have much more impact on student success as potential students experience the
superior product resulting from the work of the Project Team.
3.3
Identify students who did not enroll in SDV during their first semester and encourage and
advise them to enroll in SDV in spring 2012.
Students who did not complete SDV in the fall semester were contacted via postcard,
telephone, and email encouraging them to enroll in SDV in the spring semester. In Fall
2011, 2,624 first-time students did not complete SDV. Of these, 392 (14.9%)
successfully completed SDV in Spring 2012.
3.4
Implement the new developmental mathematics units as part of the VCCS
Developmental Math Redesign project.
Numerous retention strategies were employed in the mid-year transition to the
redesigned developmental mathematics curricula—Math Essentials (MTE). Strategies
included hiring new part-time staff to assist students in navigating the placement test and
class schedule, and using social media and related tools as well as one-on-one faculty
and counselor interaction to guide students. Retention efforts are ongoing. TCC
mathematics faculty, deans, and staff have risen to the challenge and are now turning
their attention toward the potential use of MTT beginning Fall Semester 2012.
3.4.1
Pilot Real Progress in Math (RPM) as an interactive learning tool applied to the
re-designed developmental mathematics curriculum.
Faculty continue to refine and expand the RPM model, a hybridized mathematics
emporium. Utilizing instructional software (MyMathLab) in a lab setting,
instructors help students focus on mastery of content at a pace aligned with their
respective learning styles. The RPM model includes a step-by-step process for
responding to mathematics problems and incorporates both one-on-one
facilitation and video instruction. Each class is staffed with a faculty member and
a supplemental instructor. A lead faculty member oversees the RPM program as
a whole and coordinates professional development sessions for faculty wanting
to begin teaching in the RPM environment. The lead faculty member is also
responsible for continual assessment. The RPM model has been converted to
support the MTE units.
3.4.2
Pilot a program for developmental mathematics that integrates several strategies
into a cohesive model for teaching the re-designed mathematics curriculum
online.
Faculty transitioned their best practices and strategies for teaching
developmental mathematics online to the MTE unit format. Best practices and
strategies include a course readiness test and student agreement for access to
course content, mandatory web conferencing, required team teaching for new
online developmental mathematics faculty and web-based access to
MyMathLab.com.
3.5
Implement the fifth year of a new orientation system for first-year students, increasing
the fall-to-spring retention rate from 79% to the target rate of 80%.
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The fall-to-spring retention rate for first-year students was 76%. A QEP Advancement
Task Force (ATF) was convened in Fall 2011 to fully operationalize a comprehensive
first-year orientation system framed by four strategies:
•
•
•
•
Pre-enrollment orientation session with an online delivery option
Orientation events for parents and families
College Success Skills Course (SDV)
Early alert system for academic difficulties
The QEP ATF developed a template for reporting project team work, gathered and
proposed one-time infrastructure budgets, completed a curriculum matrix of the learning
objectives from all four strategies to determine gaps and overlaps, and is currently:
1. Finalizing drafts of a mission statement, goals, and learning objectives for the
first-year orientation system as a whole;
2. Tracking the progress of each individual strategy team to ensure that each
strategy contains measurable learning outcomes and the necessary training and
assessment features for success and continued improvement;
3. Developing a structure and a proposed budget (both one-time and on-going) for
sustaining the first-year orientation system to propose to the President and the
Executive Staff;
4. Finalizing a proposed branding and marketing plan to propose to the President
and the Executive Staff; and
5. Providing updates to the governance committees and constituency groups as
well as the President and Executive Staff.
3.6
Identify teaching and learning gaps that are likely to surface with the implementation of
the re-designed tiered Developmental English curriculum and strategies to close the
gaps and improve student learning.
3.6.1
Examine the data and develop profiles of the Developmental English student at
TCC.
Data were collected and analysis continues in the effort to build profiles of the
developmental English student.
3.6.2
Create and implement a professional development program adapted to the redesigned English curriculum; the plan will address the interdependent
relationship between reading and writing and will include training on student
motivation, attitude, and learning styles.
The college is in the process of planning several college-wide professional
development events. An annual daylong conference typically planned to provide
adjuncts with professional development was broadened to include all faculty
affected by the integrated curriculum. This event was held March 17, 2012.
Because of the significant need for professional development, a summer and fall
program is also being planned. In addition, this year’s annual Learning Institute
will include breakout sessions targeted specifically towards teaching the
integrated curriculum; sessions will be offered by the TCC faculty who
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participated in the VCCS Developmental Education Symposium and the
Chancellor’s Developmental Education Institute.
3.6.3
Develop college-wide approaches to integrate reading and writing instruction,
including individual integration and team integration; campuses will decide which
approach to use.
Three faculty-led teams, each associated with one of the new developmental
English Tiers, are meeting to develop pilot courses and recommend pedagogical
solutions to integrated curriculum instruction to the campuses. The schedule for
summer pilots is currently being developed.
3.6.4
Identify the support services needed to effectively implement each tier of the redesigned Developmental English curriculum.
Pilot teams, as well as campus implementation teams, are currently assessing
student support services. In addition, the TCC representative on the VCCS
committee developing the new English Virginia Placement Test (VPT) is
reporting back on future testing center demands as they become known. (See
3.6.3)
3.6.5
Pilot the use of software applications such as MyReadingLab, MyWritingLab, and
MyCompLab to supplement and/or enhance teaching the re-designed
Developmental English curriculum.
Software applications will be researched during Spring Semester 2012 as the
pilot projects are further developed.
3.6.6
Write and implement an assessment plan from the measurable learning
outcomes established for the newly re-designed Developmental English
curriculum; use the results to improve student learning.
Pilot teams are creating course outlines with measurable student learning
outcomes for the new integrated curriculum. Assessment will begin when the
pilots are launched Summer 2012. (See 3.6.3)
3.7
Implement an adjunct faculty mentoring program.
Building on the work of the Instruction Committee, an adjunct faculty mentoring
component will be included in the New Faculty Academy. The mentoring component will
be based on best practices from both two-and four-year colleges and universities and
will be phased into the Academy as it is operationalized.
3.8
Implement a faculty-centered peer review process to certify the quality of online courses
and online components.
The Interim Dean of eLearning, in collaboration with the newly established Online
Quality Assurance Task Force, has been charged with recommending a redesigned and
more robust Faculty Peer Review process based on best practices. The new Quality
Matters (QM) certification requirement provides the foundation for a new peer review
process.
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3.9
Based on an assessment of the impact of student orientation for online learning,
recommend and act on next steps.
In Fall 2011, TCC purchased the Blackboard Learn Student Orientation Course
replacing the homegrown orientation course that lacked in content and structure. The
Blackboard Student Orientation Course provides a comprehensive online training
program that prepares students to operate in the Blackboard course environment. It is
customizable, professionally developed, and sequenced to provide a path to success for
students. The Orientation Course takes approximately 15-20 hours to complete and
equips students with the essential skills and knowledge necessary for success in the
eLearning environment. The Interim Dean of eLearning, in collaboration with the newly
established Ad Hoc Online Quality Assurance Task Force, has been charged with
reviewing and recommending implementation of the Orientation Course, including
identification of success metrics based on best practices.
3.10
Contact all students who have earned at least 45 credit hours, encouraging them to
engage in a face-to-face session with a campus advisor or counselor to develop a plan
for graduation.
Each semester, active, curriculum-placed students who have earned 45 or more credit
hours receive an automated call approximately two-to-four weeks prior to each
graduation application deadline to remind them of the approaching deadline and to
encourage them to meet with a counselor or advisor to create a graduation plan.
3.11
Increase the number of awardees for the General Education Certificate by 12%, to 300.
During the 2011-12 academic year, 86 General Education Certificates were awarded,
short of the goal of 300 certificates. The requirements for the certificate were aligned
with the new VCCS requirements in 2011-12, creating more stringent requirements and
potentially resulting in fewer certificates earned. For example, two science courses are
now required instead of one.
3.12
In an effort to improve college readiness, make available to all high school students in
the Chesapeake, Norfolk, Portsmouth, and Virginia Beach Public Schools the McCann
Mathematics Placement and Diagnostics Test, providing sufficient time to correct any
deficiencies prior to college entry.
The opportunity for mathematics placement testing has been offered to each of the four
public school systems with varying results based on the perceived needs and desires of
the individual school district. For example, in Portsmouth, placement testing is made
available to those students who are interested in participating in the dual-enrollment
arrangements with TCC. In Chesapeake and Virginia Beach, discussions with school
system administrators are in progress regarding how to implement placement testing
and for which groups of students. To date, the Norfolk Public Schools leadership has not
expressed interest in accepting the college’s offer to provide placement testing for its
students.
3.13
Continue the work of the student retention teams at each campus—meeting on a regular
basis to identify, develop, implement, and assess strategies that improve the student
retention rate.
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Campus retention teams met throughout the year to identify new strategies and assess
current strategies to determine their impact on retention. Some of the strategies included
assigning a student success advisor to provide intrusive advising services targeting firsttime developmental math students, identifying and encouraging students who did not
enroll in SDV the first semester to enroll in the second semester, conducting
“Knowledge is Power” workshops and programs for first-year students and those on
academic probation, developing tracking procedures for at-risk students, improving
supplemental instruction focused on developmental math, sciences, and English,
examining and implementing initiatives to remove financial barriers such as college-wide
textbook policies, providing the HRT GO Pass for students allowing them to access to
free public transportation, and Student Activities Integrated Learning (SAIL)— a calendar
of all campus events.
VCCS ACHIEVE 2015 GOAL: WORKFORCE
The VCCS will double the number of employers provided training and
services to 10,000, with a particular focus on high-demand occupational
fields.
TCC Goal:
TCC will deliver state-of-the art workforce training to at least 2,000
employers by 2015, with a particular focus on the military, the port of
Hampton Roads, health professions, automotive technology, and new and
emerging fields in green technology and sustainability.
Employers Served
TCC BASE
RATE (07/08)
RATE AS OF
7/10/12
989
1,148
TCC TARGET
RATE
2,000
In 2011-12 TCC will:
Goal 4:
Increase the number of employers served by 235, or 22.0%.
In 2011-12, Workforce Development served 1,148 employers. This compares with 1,063
employers served during the 2010-11 year, or an 8 percent increase.
4.1
Provide leadership in the delivery of workforce training to companies and other
organizations in Hampton Roads which are undergoing shifts in workforce needs as a
result of expansions, contractions, or new processes and applications.
4.1.1
Increase the number of businesses served by 22% through expanded training
and implementation of support services to companies in transition.
In 2011-12, Workforce Development served 1,122 employers, 59 more than the
1,063 employers served during the 2010-11 year.
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4.1.2
Focus on providing services to new small businesses in the region through
VCCS workforce funds.
Several activities were implemented to try to reach small business needs, and
incentives were made available to offset part of the costs. However, to date, very
few small businesses have taken advantage of these activities.
4.1.3
Implement new software training projects including AutoCAD’s Revit and
specialty graphic arts software applications.
These courses were offered in both fall and spring semesters with limited
success. In the future, these courses will be given additional marketing attention.
4.1.4
Develop and deliver “boot camps” for students who complete the HIT program as
intensive reviews to prepare for the national comprehensive exam.
To date, four boot camps have been held with a total of 149 enrollments.
4.1.5
Increase the number of students served in the existing core of corporate and
government clients by 5%.
Enrollment in customized training declined 13 percent, due in part to the
changeover of the HIT grant program to credit from noncredit.
4.2
Expand the development and delivery of apprenticeship-related instruction, both in the
expansion of services to current sponsors and in building partnerships with new
sponsors, by increasing the number of apprentices served by 4% and by adding at least
two new sponsors.
The number of apprentices served has increased 12 percent, from 1030 in 2010-11 to
1157 this year. In addition, partnerships were created with two new sponsors.
4.2.1
Working with the Associate Vice President for Faculty Development and
Curriculum Innovation, continue to develop Career Studies Certificates and other
academic credentials that formalize the coursework delivered through
Apprenticeship-Related Instruction. Complete at least one new Career Studies
Certificate.
The Associate Degree in Maritime Technologies was approved, and the first group of
graduates is expected in December 2012.
4.2.2
Create maritime training courses in online and hybrid delivery modes to meet the
needs of employers with multiple locations throughout the United States.
Several apprenticeship courses are now offered as hybrid courses with the
academic portion taught online and the lab portion taught face-to-face. Most of
the courses in these programs do not lend themselves to exclusively online
instruction as employers must track the apprentices’ instructional hours.
4.3
Identify and pursue potential grants to support the mission of workforce development
initiatives within the context of the college’s mission and priorities.
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4.3.1
Continue to provide services and pursue grant support for the Job Skills Training
program from the Virginia Department of Social Services and from other public
and private organizations as appropriate.
The Job Skills Training Program received a grant from the Virginia Department of
Social Services for $276,091 for FY 12. In addition, a track for Youth in the
Certified Nursing Assistant program has been funded under contract with
Opportunity Inc. for Spring and Summer 2012, providing for an additional 20
students to be served. A total of 102 students was served in 2011-12.
4.3.2
Continue to provide services and pursue grant support from the Hampton Roads
Community Foundation to support the Academy for Nonprofit Excellence.
The Academy for Nonprofit Excellence was awarded $137,570 by the Hampton
Roads Community Foundation. To date, 218 students have been served through
139 agencies.
4.3.3
Continue to provide services and pursue grant support for the OnRamp Grant.
The OnRamp Grant received $213,600 from the VCCS for FY12 and served 27
credit and 32 noncredit students through the grant.
4.3.4
Apply for grants for special projects as made available on a competitive basis
through the VCCS.
Workforce Development continues to implement the $16,500 Institute of
Excellence Grant with the focus on developing online courses for Classroom
Technology strategies for secondary school teachers. Fourteen courses have
been developed and are accessible at no cost to teachers throughout the United
States.
4.3.5
Continue to work with Central Virginia Community College on the state-wide
Weatherization Grant to provide services in Southeast Virginia.
TCC continues to partner with CVCC on this project. One class was completed
through the Center for Military and Veterans Education in the fall, and a “Train
the Trainer” program was completed in spring in order to provide more local
instructors for the project. In addition, many of the modules developed under the
grant have been implemented within the HVAC credit curriculum.
4.4
Provide leadership in the implementation of the National Science Foundation Southeast
Maritime and Transportation (SMART) Center.
4.4.1
Successfully conduct two teacher workshops serving a minimum of 20 teachers
each during Summer 2011.
Two workshops were held in Summer 2011 with a total of 40 students in
attendance.
4.4.2
Implement the SMART Center website.
The website was launched in Fall 2011: www.maritime-technology.org.
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4.4.3
Conduct a national survey based on feedback from regional focus groups to
identify training gaps in the ship building/ship repair industry to provide the basis
for curriculum development.
After the focus group feedback was analyzed, it appeared that a national survey
was not the most logical next step. The Summer Teacher Institutes were highly
endorsed, as were the career pathways efforts.
4.4.4
Participate in a minimum of four national conferences to disseminate information
about SMART Center activities.
The SMART Center Principal Investigator has attended eight national
conferences in the timeframe July 2011- April 2012 to either make presentations
(4 conferences) about the SMART Center or to host displays to highlight the
center’s activities.
4.5
Complete the relocation of the Hampton Roads Maritime Training Program to the
Virginia Beach Campus and expand marketing of the revitalized program.
4.5.1
Complete all equipment installation and training for new equipment by August 30,
2011.
All equipment was installed and training completed as planned.
4.5.2
Develop a comprehensive marketing plan for 2011-12 to promote the newly
renovated center and its programs.
A complete reorganization of the HRMTP is being recommended for FY13, and a
new comprehensive marketing plan will be developed as part of that effort.
4.5.3
Host an open house to showcase the new training center in August 2011.
An Open House was held in March 2012. The event was delayed due to HVAC
issues with the facility renovation.
4.5.4
Secure media coverage in a minimum of two maritime publications in Summer
2011.
Media coverage included an article in Inside Business, as well as expanded radio
coverage based on recommended placements.
4.5.5
Double the enrollment in courses offered through the HRMTP to 140 students,
generating $100,000 in course revenue.
This strategy will be deferred to 2012-13.
4.6
Continue to support and expand services to military personnel and their families in the
region.
4.6.1
Complete establishment of the Center for Military and Veterans Education,
including expanding the space renovated for the new unit and fully staffing the
Center.
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The Center for Military and Veterans Education is established and operational.
Construction of the renovated space is in progress and scheduled to be
completed by mid-September.
4.6.2
Operationalize the college’s participation in the Navy College Program Distance
Learning Partnership (NCPDLP) by offering five degree programs delivered
entirely by technology to Sailors and Marines around the globe.
The five degree programs are available online for NCPDLP. Completion of the
conversion of courses to DVD and other fixed media has been stalled due to the
inability to hire a qualified instructional designer; a third recruitment is in
progress.
4.6.3
Expand the college’s service to active duty military personnel in all services by
participating in service-specific voluntary education programs similar to NCPDLP
and by developing programs that respond to the specific educational needs of
military personnel.
The college participates in GoArmyEd, MyCAA (for military spouses), SOCNAV,
and was reinstated to SOCAD (Army). Currently, work is underway to increase
the number of Marine SOC agreements processed so that the college can be
reinstated to that program. The college has entered into articulation agreements
with the University of Maryland University College, that institution’s division
focused on providing distance learning opportunities, primarily for military
personnel, and with Norwich University, in a program specifically designed for
Special Warfare personnel (Navy SEALs, Army Green Berets and Rangers, etc.)
4.6.4
Expand contract training for governmental and military agencies.
Contract training for governmental and military agencies was expanded during
2011-2012 as follows:
•
•
•
•
•
•
•
Headquarters, United States Marine Corps Pentagon, MCB Quantico and
MCB Lejeune, U.S. Fleet Cyber Command/Tenth Fleet (Fort Meade, MD),
Naval Special Warfare Group 2 Joint Expeditionary Base Little Creek, with
courses that included: Executive Writing, Title 10 – Armed Forces, and Naval
Correspondence.
Fleet Weather Center Norfolk math courses.
Naval Medical Center Portsmouth courses designed for the Navy Wounded
Warrior program.
Easter Seals of Maryland courses for military veterans in heating and air
conditioning and BPI training for energy auditors.
Naval Special Warfare Development Group (Seal Team 6) course leading to
an Associate of Science Degree: Social Sciences.
Blue Star Families and Fleet and Family Services Center program to provide
military Ombudsman with a roadmap and course leading to a certificate and
or transferrable degree in Social Sciences.
Lincoln Military Housing to provide course for military personnel living in
military housing.
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•
•
•
•
•
•
4.7
Community Blueprint Network and Walmart Foundation to provide a
replicable Workforce Preparedness Program for military spouses of both
active duty and veteran service members to participate in job placement
assessment and training.
Completed Memorandum for Understanding with Naval Safety and
Environmental Training Center Norfolk which is presently being staffed
through the Naval Legal system to provide Industrial Technology and
Occupational Safety courses for United States Navy safety and environment
personnel worldwide.
Initiated program with Virginia National Guard to participate in “Yellow
Ribbon” events and to provide training through GoArmyEd.
Provided contract assessment testing for at risk youth for possible entry into
the community college system for the Virginia Commonwealth ChalleNGe in
association with the Virginia National Guard.
Initiated contract program with Military Spouse Corporate Career Network to
provide “Troops to Trucks” training for military veterans.
Expanded liaison with national agencies that focus on military and
government organizations to include: Disabled American Veterans (DAV),
Student Veterans Association, and the Council of College and Military
Educators.
Update the marketing plan for the Division of Workforce Development to ensure
programmatic growth in strategically defined areas, to increase the number of employers
served, and to meet annual revenue targets. [Vice President for Workforce
Development]
4.7.1
Build on the success and expand the subscriber base of the Workforce
Development e-newsletter.
The newsletter continues to be published bi-monthly and has been posted on a
number of social media sites to reach new subscribers.
4.7.2
Host information sessions throughout the region in partnership with the
respective city Departments of Economic Development.
An information session was held in Chesapeake, and individual company
presentations have been made to ten employers via connections made through
the Departments of Economic Development.
4.7.3
Participate in job fairs, career fairs, and other promotional activities throughout
the region.
The OnRamp Advisor is a member of the regional Rapid Response team, and as
such, she has participated in 10 employee briefings this year for companies that
are downsizing or closing. In addition, Workforce Development has participated
in 8 job fairs and career fairs throughout the region.
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4.7.4
Implement a marketing strategy aimed at small businesses in the region to
provide training through subsidies available via the VCCS workforce
development funds.
A number of strategies have been tried in an attempt to reach small businesses,
but with very limited success. Moving forward, Workforce Development will
continue to try to serve them as part of the overall market.
VCCS ACHIEVE 2015 GOAL: RESOURCES
By 2015, the VCCS will raise at least $550 million in cumulative gifts and
grants to support the mission of Virginia’s community colleges.
TCC Goal:
TCC will raise $82 million in cumulative gifts and grants to supplement
state support by 2015.
TCC Gifts & Grants
TCC BASE
(08/09)
AS OF
2010-11
TCC
TARGET
$0
$30.7 million
$82 million
In 2011-12, TCC will:
Goal 5:
5.1
Increase the number of gifts and grants by $13.7 million.
Close out The Campaign for Tidewater Community College on December 31, 2011, with
an appropriate celebratory event.
The campaign ended successfully with 120% of the goal reached. A grand event was
held on January 28th with over 130 attendees to recognize the donors and build
awareness of the impact of private support at TCC.
5.2
Launch an annual fund for 2012.
The first annual appeal was completed in November 2011 to 13,000 alumni. This mailing
not only provided much need research on TCC alumni, but also resulted in several new
donors and gifts to TCC. Subsequently, the Development Office has hired an Associate
Director for Annual Giving who will manage a regular solicitation campaign and other
annual giving initiatives.
5.3
Implement a comprehensive alumni cultivation, marketing, and solicitation plan that reconnects TCC alumni with their college.
For the short term, a working plan has been activated, while a comprehensive written
plan is under development to guide the long term planning for TCC alumni. As part of
the plan, the following actions were accomplished in 2011-12:
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•
•
•
•
•
•
•
•
A performance indicator—Alumni Engagement—has been adopted, and is being
tracked and reported.
Programming/slate of events has been developed to appeal to diverse alumni
interests.
Rights and responsibilities have been established in Raiser’s Edge database.
The Tidewater Community College Alumni Association (TCCAA) website was
launched and URL secured, tidewateralumni.org.
A TCCAA brochure was produced and distributed.
Over 20,000 emails have been sent to TCC alumni, raising awareness of the
organization.
An Alumni speech was delivered at December commencement.
Two major events were held:
o Red Carpet Screening at TCC Roper Performing Arts Center. Over 100
alumni celebrated the launch of TV commercials featuring TCC alumni.
o Holiday Social at the Grand Illumination Parade. Over 125 alumni and family
gathered for this event at the Norfolk Campus Student Center.
5.4
As a companion to the private funding initiatives of the college, increase by 5% other
external funding through grants and sponsored programs.
During the 2011-12 year, on behalf of the VCCS, TCC assumed the lead on the $24
million U.S. Department of Labor Trade Adjustment Assistance Community College and
Career Training (DOLTAACCT) grant program. In addition, the college received a one
year, no cost extension to continue implementation of the HIT grant.
5.5
Develop a pipeline of new prospects in all giving areas, including corporate, foundation,
and individual donors.
An Associate Director for Corporate and Foundation Relations was hired with the goal of
focusing exclusively on cultivating relationships with existing partners and seeking new
opportunities for proposals. In the last quarter of 2011, the Development Office
submitted grants and proposals which resulted in 3 new Foundation gifts totaling
$147,500. An additional Development Officer was hired to focus on identifying new
individual donors and cultivating relationships with existing donors. Lastly, 150,000
alumni names were added to the database to begin cultivation and solicitation.
VCCS ACHIEVE 2015 GOAL: AFFORDABILITY
The VCCS will maintain tuition and fees at less than half of the comparable
cost of attending Virginia’s public four-year institutions and increase the
annual number of students who receive financial assistance and
scholarships by 36,000.
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TCC Goal:
TCC’s tuition will not exceed half the average cost to attend a public fouryear institution in the region and increase the number of students receiving
financial assistance by 5,500.
Grants & Scholarships
TCC BASE
(07/08)
AS OF
2010-11
TCC
TARGET
9,500
18,240
15,000
In 2011-12, TCC will:
Goal 6:
6.1
Continue to promote access and affordability.
Continue to work with the VCCS to ensure that TCC remains the “best bargain in town.”
[President]
During the 2011-2012 legislative session, 169 TCC students and 24 staff members
participated in four visits to the General Assembly in Richmond. The students made a
total of 22 visits to legislators as part of the Community College Day activities.
6.2
Continue to ensure that TCC students take full advantage of the financial assistance
opportunities available to them. [See campus enrollment management plans]
The college continues to provide comprehensive education to students about financial
assistance opportunities available to them. Campuses conduct workshops and
disseminate information on how to apply and receive financial aid at TCC, including
scholarships and the Federal Work-Study program. These efforts are enhanced through
direct email and mailings from the TCC Information Center and the Central Financial Aid
office, reminding students of the application processes and important deadlines.
During the 2011-12 year, TCC awarded more than $65 million in grants (gift aid) to its
neediest students. Financial aid is packaged to maximize need based financial aid and
includes student loan options for those with no grant eligibility or funding gaps after
grants are applied. TCC students have received more than $100 million in financial aid
resources during 2011-12 including grants, scholarships, work-study, and student loans.
8/8/12
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STUDENT SUCCESS AGENDA
2012-13
Tidewater Community College’s vision is challenging and focused:
•
To be a national model of a comprehensive community college—what we call
the New Millennium’s Strategic Community College.
•
To be a vital academic resource, capable of directing our energies and
shaping our programs to meet the changing needs of our many
constituencies within the South Hampton Roads region, the Commonwealth
of Virginia, the nation, and the international community.
Achieve 2015 is the strategic plan of the Virginia Community College System designed
to meet the critical needs of the Commonwealth. As a part of the Virginia’s Community
Colleges, Tidewater Community College commits to these five benchmarks:
VCCS ACHIEVE 2015 GOAL: ACCESS
The VCCS must serve at least 50,000 additional students by 2015 with an
emphasis on increasing the underserved population by 25,000 individuals.
TCC Goal:
TCC will serve 10,000 additional students by 2015, with an increase of 5,000
students from the underserved population.
TCC BASE RATE
(07/08)
RATE AS OF
7/10/12
TCC TARGET
RATE
Credit Enrollment
38,701
47,757
45,500
Non-Credit +Other Enrollment
10,116
14,473
13,317
Total Enrollment
48,817
62,230
58,817
Total URP*
23,546
37,714
28,546
*Total number of underserved students. Underserved (as defined by SCHEV) includes Pell grant
recipients, first-generation students, minority students, and students residing in the City of Norfolk.
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In 2012-13, TCC will:
Goal 1:
Maintain current enrollment levels through various student success strategies.
[TCC has exceeded every enrollment target in the face of strained resources; this growth is
not sustainable for the 2012-13 year.]
1.1
Advance the use of technology applications in the learning experience,
particularly those that complement and advance student success. [Vice President
for Student Learning & Chief Academic Officer]
1.1.1 Implement the Learning Technology Applications infrastructure and
organization. [Vice President for Student Learning & Chief Academic Officer]
1.1.2 Provide support for capital project technology deployment. [Vice President for
Student Learning & Chief Academic Officer]
1.1.3 As part of the VCCS Re-engineering effort, expand use of classroom
technologies, training, and academic media development. [Vice President for
Student Learning & Chief Academic Officer]
1.1.4 Implement new and creative technology applications that will enhance and
improve teaching and student learning in the traditional and hybrid
classroom. [Vice President for Student Learning & Chief Academic Officer]
1.1.5 Design a website for Student Success and Enrollment Management. [Vice
President for Student Success & Enrollment Management]
1.2
Complete a new TCC Curriculum Plan. [Vice President for Student Learning & Chief
Academic Officer]
1.3
Complete the implementation of the TCC Center for eLearning. [Vice President for
Student Learning & Chief Academic Officer]
1.3.1 Implement the approved eLearning infrastructure to include hiring staff
and renovating Center space. [Vice President for Student Learning & Chief
Academic Officer]
1.3.2 Create and launch an eLearning website. [Vice President for Student Learning &
Chief Academic Officer]
1.3.3 Begin the implementation of standards, policies, and procedures as
recommended by the ad hoc Online Quality Assurance Task Force that
shape, inform, and advance effective online teaching and successful
student learning. [Vice President for Student Learning & Chief Academic Officer]
1.3.4 In collaboration with the academic deans, develop a coordinated, collegewide online learning schedule of classes. [Vice President for Student Learning &
Chief Academic Officer]
1.4
Complete construction of planned facilities to provide additional instructional
space and enhance programmatic offerings. [Executive Vice President]
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TCC Student Success Agenda
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1.5
Fill the 10 newly established, full-time teaching faculty positions, as well as all
existing position vacancies, per the college’s 2012-13 Faculty Staffing Plan. [Vice
President for Student Learning & Chief Academic Officer]
1.6
As provided by the VCCS Re-engineering effort, examine the role of faculty at
TCC and determine if there is a need for the new or modified faculty roles. [Vice
President for Student Learning & Chief Academic Officer]
1.7
Continue to participate in the Chancellor’s Faculty Diversity Initiative increasing
placement of adjunct minority faculty by 5%. [Vice President for Student Learning &
Chief Academic Officer]
1.8
Implement the campus-specific recruitment strategies delineated in the campus
enrollment management plans. [Provosts]
1.9
Continue to work the plan developed in 2010-11 to promote the Virginia
Education Wizard as a career and college planning tool for TCC’s diverse
student body. [Vice President for Student Success & Enrollment Management]
1.10
Expand the Great Expectations program in Hampton Roads, increasing
enrollments by 25% over the previous academic year. [Provost of Chesapeake
Campus]
Goal 2:
2.1
Increase non-credit enrollment by 5.0%.
Create and implement a business plan that will support enrollment growth of 5
percent and return a profit of $250,000 to the college for FY13. [Vice President for
Workforce Development]
2.1.1 Identify potential program market niches to target for expansion. [Vice
President for Workforce Development]
2.1.2 Identify existing program areas that can be expanded with additional
coursework or new target markets. [Vice President for Workforce Development]
2.1.3 Continue to strengthen partnerships with Departments of Economic
Development throughout the region to access new clientele. [Vice President
for Workforce Development]
2.1.4 Access funding to expand workforce development activities through the
VCCS established channels. [Vice President for Workforce Development]
2.2
Design and implement comprehensive proposals for the delivery of customized
workforce development training to companies and other organizations in
Hampton Roads undergoing shifts in workforce needs as a result of expansions,
contractions, or new processes and applications. [Vice President for Workforce
Development]
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TCC Student Success Agenda
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2.3
Expand non-credit training programs delivered to government organizations. [Vice
President for Workforce Development]
2.4
Continue to expand the implementation of the Virginia Career Readiness
Certificate. [Vice President for Workforce Development]
VCCS ACHIEVE 2015 GOAL: STUDENT SUCCESS
The VCCS will increase the number of students graduating, transferring, or
completing a workforce credential by 50%, to include a 75% increase in the
success of students from underserved populations.
TCC Goal:
TCC will increase the number of students graduating, transferring, or
completing a workforce credential by 50% through its continued focus on
student success and the college’s advancement rate. In addition, TCC will
increase the success of students from underserved populations by 75%.
TCC BASE RATE
(07/08)
RATE AS OF
7/10/12
2,385
4,496
250
7,131
3,375
3,915
7,093
290
11,298
7,016
Number of Graduates
Number of Transfers
Number of CRC’s
Total
Total URP*
TCC TARGET
RATE
3,580
6,745
375
10,700
5,900
*Total number of underserved population graduates and transfers. Underserved (as defined by SCHEV) includes Pell
grant recipients, first-generation students, minority students, and students residing in the City of Norfolk.
TCC Advancement Rate
The TCC advancement rate is defined as the percentage of a given cohort of first-time,
program-placed students who graduate, transfer prior to graduation, or are still enrolled
within a four-year time frame.
1
Projection
2011-121
Target
2012-13
Target
2013-14
Target
2014-15
Goal
2015-16
Advancement Rate
53.2%
54.9%
56.6%
58.3%
60.0%
Graduation Rate
16.7%
18.0%
19.3%
20.6%
22.0%
Transfer Rate
23.7%
24.0%
24.3%
24.6%
25.0%
Still Enrolled
12.8%
12.9%
13.0%
13.1%
13.0%
Final results for 2011-12 will be available January 2013.
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TCC Student Success Agenda
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In 2012-13, TCC will:
Goal 3:
3.1
Improve the college’s advancement rate to 54.9% to include a graduation rate
of 18.0%, transfer rate of 24.0%, and still enrolled rate of 12.9%.
Implement the comprehensive TCC First-Year Success Program. Provide
comprehensive services to help new students and their families with the
transition to college by equipping new students with the knowledge, skills, and
support systems that lead to their success in the classroom and beyond. [Vice
President for Student Success & Enrollment Management]
3.1.1 Smoothly transition from FOCUS pre-enrollment sessions to the revised
Orientation program with online and face-to-face delivery options for new
students utilizing updated content, delivery, staffing, assessment, and
reporting. [Vice President for Student Success & Enrollment Management]
3.1.2 Fully adopt the restructured learning objectives and outcomes in Student
Development (SDV) courses. [Vice President for Student Success & Enrollment
Management]
3.1.3 Implement SDV faculty training and certification. [Vice President for Student
Success & Enrollment Management]
3.1.4 Deploy the course online template for use by campus SDV instructors.
[Vice President for Student Success & Enrollment Management]
3.1.5 Conduct assessment of SDV learning outcomes through graded end-ofcourse assessments. [Vice President for Student Success & Enrollment
Management]
3.1.6 Implement the new Academic Alert Program (SARS), assessing the
program and reporting on the strengths and challenges associated with its
full implementation. [Vice President for Student Success & Enrollment Management]
3.2
Develop a College Readiness Plan that engages both internal and external
college constituencies, enhances the underpinnings of the TCC Student Success
Agenda, and ultimately has a positive impact on retention and graduation rates.
[Vice President for Student Learning & Chief Academic Officer]
3.2.1 Create a college readiness identity for TCC. [Vice President for Student
Learning & Chief Academic Officer]
3.2.2 Recast dual enrollment and AP programming within the larger context of a
long-term college readiness plan. [Vice President for Student Learning & Chief
Academic Officer]
3.2.3 In response to HB1184, secure agreements across service area school
divisions for completion of the General Education Certificate or Associate
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TCC Student Success Agenda
2012-13
Page 6 of 12
Degree by the time of high school graduation. [Vice President for Student
Learning & Chief Academic Officer]
3.2.4 Explore the need for a College Readiness Summit in Hampton Roads with
key stakeholders including K12 Superintendents and Principals, as well as
TCC Deans, Provosts, Vice Presidents, and President. [Vice President for
Student Learning & Chief Academic Officer]
3.2.5 In an effort to improve college readiness, make available to all high school
students in the Chesapeake, Norfolk, Portsmouth, and Virginia Beach
Public Schools the McCann Mathematics Placement and Diagnostics
Test, providing sufficient time to correct any deficiencies prior to college
entry. [Vice President for Student Learning & Chief Academic Officer]
3.3
Increase the proportion of new students successfully completing a Student
Success Skills (SDV) course during the first year from 58.5% to 66.7%. [See
campus enrollment management plans, retention strategies]
3.4
Increase by 15% the number of first-year students attending a pre-enrollment
Orientation session. [See campus enrollment management plans, retention strategies]
3.5
Identify students who did not enroll in SDV during their first semester and
encourage and advise them to enroll in SDV in spring 2013. [See campus enrollment
management plans, retention strategies]
3.6
Create a plan to comply with VCCS Policy on SDV (Section 6.4.0.3) to ensure
that all curricular-placed students, excluding career studies certificate programs,
enroll in SDV 100, 101, or 108 within the first 15 college-level credits. [Vice
President for Student Learning & Chief Academic Officer with Vice President for Student Success
& Enrollment Management]
3.7
Continue with implementation of developmental education redesign as part of the
VCCS re-engineering effort. [Vice President for Student Learning & Chief Academic Officer]
3.7.1 Convene cross-discipline meetings of developmental faculty to make
recommendations on policies, professional developmental needs, and
educational and student support programming. [Vice President for Student
Learning & Chief Academic Officer]
3.7.2 Provide faculty with expanded access to supplemental instructors (SIs).
[Vice President for Student Learning & Chief Academic Officer]
3.7.3 Continue to enhance redesigned developmental math and pilot strategies
to advance student success. [Vice President for Student Learning & Chief
Academic Officer]
3.7.4 Successfully launch the redesigned developmental English curriculum in
Spring 2013 and implement strategies to close teaching and learning gaps
and improve student learning. [Vice President for Student Learning & Chief
Academic Officer]
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TCC Student Success Agenda
2012-13
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3.7.4.1 Develop college-wide approaches to integrate reading and writing
instruction, including individual integration and team integration.
[Vice President for Student Learning & Chief Academic Officer]
3.7.4.2 Identify the support services needed to effectively implement each
tier of the redesigned developmental English curriculum. [Vice
President for Student Learning & Chief Academic Officer]
3.7.4.3 Establish curriculum for English students falling below the VPT
testing floor. [Vice President for Student Learning & Chief Academic Officer]
3.7.4.4 As part of the VCCS Re-engineering effort, create a professional
development program specifically for faculty teaching the
redesigned developmental math and English curricula. [Vice
President for Student Learning & Chief Academic Officer]
3.8
Launch a New Faculty Academy in Fall 2012. [Vice President for Student Learning &
Chief Academic Officer]
3.9
Implement a faculty-centered peer review process to certify the quality of online
courses and online components. [Vice President for Student Learning & Chief Academic
Officer]
3.10
Based on an assessment of the impact of student orientation for online learning,
recommend and act on next steps. [Vice President for Student Learning & Chief Academic
Officer]
3.11
Increase the number of awardees for the General Education Certificate by 12%,
to 300. [Vice President for Student Success & Enrollment Management]
3.12
Develop and implement a strategic enrollment plan to include an assessment
component with learning outcomes for all areas of student success and
enrollment management. [Vice President for Student Success & Enrollment Management]
VCCS ACHIEVE 2015 GOAL: WORKFORCE
The VCCS will double the number of employers provided training and
services to 10,000, with a particular focus on high-demand occupational
fields.
TCC Goal:
TCC will deliver state-of-the art workforce training to at least 2,000
employers by 2015, with a particular focus on the military, the port of
Hampton Roads, health professions, automotive technology, and new and
emerging fields in green technology and sustainability.
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TCC Student Success Agenda
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TCC BASE RATE
(07/08)
RATE AS OF
7/10/12
TCC TARGET
RATE
989
1,148
2,000
Employers Served
In 2012-13 TCC will:
Goal 4:
4.1
Increase the number of employers served by 175, or 15.0%.
Provide leadership in the delivery of workforce training to companies and other
organizations in Hampton Roads which are undergoing shifts in workforce needs
as a result of expansions, contractions, or new processes and applications. [Vice
President for Workforce Development]
4.1.1 Increase the number of businesses served by 15% through expanded
training and implementation of support services to companies in transition.
[Vice President for Workforce Development]
4.1.2 Focus on providing services to new small businesses in the region through
VCCS workforce funds and by forming partnerships with other
organizations such as the Small Business Development Center. [Vice
President for Workforce Development]
4.1.3 Continue to expand new software training projects including AutoCAD’s
Revit and specialty graphic arts software applications. [Vice President for
Workforce Development]
4.1.4 Develop and deliver “boot camps” to provide intensive training to prepare
individuals for national comprehensive exams including various IT and
Project Management certifications. [Vice President for Workforce Development]
4.1.5 Increase the number of students served in the existing core of corporate
and government clients by 5%. [Vice President for Workforce Development]
4.2
Expand the development and delivery of apprenticeship-related instruction, both
in the expansion of services to current sponsors and in building partnerships with
new sponsors, by increasing the number of apprentices served by 4 percent and
by adding at least two new sponsors. [Vice President for Workforce Development]
4.2.1 Increase the number of HVAC sponsors by 50% and increase the number
of apprentices served in these programs by 25%. [Vice President for Workforce
Development]
4.2.2 Develop and deliver two synchronous web-based PLC courses for the
Maritime Apprenticeship Related Instruction sponsors. [Vice President for
Workforce Development]
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TCC Student Success Agenda
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4.2.3 Promote career pathways in high schools and post-secondary institutions
by participating in at least three career fairs promoting apprenticeship and
in an Apprenticeship Career Expo. [Vice President for Workforce Development]
4.3
Identify and pursue potential grants to support the mission of workforce
development initiatives within the context of the college’s mission and priorities.
[Vice President for Workforce Development]
4.3.1 Continue to provide services and pursue grant support for the Job Skills
Training program from the Virginia Department of Social Services and
from other public and private organizations as appropriate. [Vice President for
Workforce Development]
4.3.2 Continue to provide services and pursue grant support from the Hampton
Roads Community Foundation to support the Academy for Nonprofit
Excellence. [Vice President for Workforce Development]
4.3.3 Continue to provide services and pursue grant support for the OnRamp
Grant. [Vice President for Workforce Development]
4.3.4 Apply for grants for special projects as made available on a competitive
basis through the VCCS. [Vice President for Workforce Development]
4.3.5 Continue to work with Central Virginia Community College on the statewide Weatherization Grant to provide services in Southeast Virginia. [Vice
President for Workforce Development]
4.4
Provide leadership in the implementation of the National Science Foundation
Southeast Maritime and Transportation (SMART) Center. [Vice President for
Workforce Development]
4.4.1 Successfully conduct two teacher workshops serving a minimum of 20
teachers each during Summer 2012.
[Vice
President
for
Workforce
Development]
4.4.2 Develop and implement a data collection plan for the SMART Teacher
Institutes by developing and populating a database based on data from
the 2011 and 2012 institutes. [Vice President for Workforce Development]
4.4.3 Develop the first draft of a SMART Maritime Institute “Guide Book” to be
used as a template for other community college programs and NSF ATE
Centers. [Vice President for Workforce Development]
4.4.4 Utilize the data collected for the 2011 southeast regional industry focus
groups to define the direction of SMART’s future work for education and
outreach. [Vice President for Workforce Development]
4.4.5 Successfully package the concept and implementation plan for the
Portable Marine Electrician Trainee Program as a “SMART product” to be
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TCC Student Success Agenda
2012-13
Page 10 of 12
shared with SMART partner colleges in the southeast. [Vice President for
Workforce Development]
4.5
Continue the revitalization of the Hampton Roads Maritime Training Program
(HRMTP) and expand marketing efforts for the program. [Vice President for Workforce
Development]
4.5.1 Create and fill the position of Program Manager. [Vice President for Workforce
Development]
4.5.2 Develop a comprehensive marketing plan for 2012-13 to promote the
newly renovated center and its programs. [Vice President for Workforce
Development]
4.5.3 Secure media coverage in a minimum of two maritime publications in
Summer 2012. [Vice President for Workforce Development]
4.5.4 Double the enrollment in courses offered through the HRMTP to 140
students, generating $100,000 in course revenue. [Vice President for
Workforce Development]
4.6
Continue to support and expand services to military personnel and their families
in the region. [Executive Vice President]
4.6.1 Complete establishment of the Center for Military and Veterans Education,
including hiring to fill the remaining staff vacancies and completing the
expansion of the space being renovated for the new unit. [Executive Vice
President]
4.6.2 Expand the college’s participation in the Navy College Program Distance
Learning Partnership (NCPDLP) by providing courses in the five degree
programs offered through NCPDLP in formats other than online. [Executive
Vice President]
4.6.3 Expand the college’s support services for military-related students by
forming a cadre of faculty and staff who volunteer to assist those students
as advisors, mentors, etc. [Executive Vice President]
4.6.4 Expand contract training for governmental and military agencies. [Executive
Vice President]
4.7
Update the marketing plan for the Division of Workforce Development to ensure
programmatic growth in strategically defined areas, to increase the number of
employers served, and to meet annual revenue targets. [Vice President for Workforce
Development]
4.7.1 Build on the success and expand the subscriber base of the Workforce
Development e-newsletter. [Vice President for Workforce Development]
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TCC Student Success Agenda
2012-13
Page 11 of 12
4.7.2 Host information sessions throughout the region in partnership with the
respective city Departments of Economic Development, and host an
annual breakfast and an annual Open House for economic developers at
the Regional Workforce Development Center (RWCD). [Vice President for
Workforce Development]
4.7.3 Participate in job fairs, career fairs, and other promotional activities
throughout the region. [Vice President for Workforce Development]
VCCS ACHIEVE 2015 GOAL: RESOURCES
By 2015, the VCCS will raise at least $550 million in cumulative gifts and
grants to support the mission of Virginia’s community colleges.
TCC Goal:
TCC will raise $82 million in cumulative gifts and grants to supplement
state support by 2015.
TCC BASE
(08/09)
TCC Gifts & Grants
AS OF
2010-11
$0
$30.7 million
TCC
TARGET
$82 million
In 2012-13, TCC will:
Goal 5:
5.1
Increase the number of gifts and grants by $13.7 million.
Implement the approved infrastructure and organization for Grants and
Sponsored Programs. [Vice President for Student Learning & Chief Academic Officer with
Director of Grants and Sponsored Programs]
5.2
Continue building an Annual Fund for sustainable support. [Director of Development]
5.3
Implement a comprehensive alumni cultivation, marketing, and solicitation plan
that re-connects TCC alumni with their college. [Vice President for Institutional
Advancement]
5.4
As a companion to the private funding initiatives of the college, increase by 5%
other external funding through grants and sponsored programs. [Director of Grants
and Sponsored Programs]
5.5
Cultivate a pipeline of new prospects in all giving areas, including corporate,
foundation, and individual donors. [Director of Development]
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TCC Student Success Agenda
2012-13
Page 12 of 12
5.6
Build a sustainable Corporate and Foundation Program. [Director of Development]
5.7
Develop new fundraising initiatives including a student phone bank and reunion
giving programs. [Director of Development]
VCCS ACHIEVE 2015 GOAL: AFFORDABILITY
The VCCS will maintain tuition and fees at less than half of the comparable
cost of attending Virginia’s public four-year institutions and increase the
annual number of students who receive financial assistance and
scholarships by 36,000.
TCC Goal:
TCC’s tuition will not exceed half the average cost to attend a public fouryear institution in the region and increase the number of students receiving
financial assistance by 5,500.
TCC BASE (07/08)
Grants & Scholarships
9,500
AS OF
2010-11
18,240
TCC
TARGET
15,000
In 2012-13, TCC will:
Goal 6:
Continue to promote access and affordability.
6.1
Continue to work with the VCCS to ensure that TCC remains the “best bargain in
town.” [President]
6.2
Continue to ensure that TCC students take full advantage of the financial
assistance opportunities available to them. [See campus enrollment management plans]
6.3
In collaboration with faculty, designers, and other subject matter experts, develop
digital textbooks for high volume courses. [Vice President for Student Learning & Chief
Academic Officer]
8/12/12
128
129
Graduation
(Goal = 0.9%
annual increase)
Transfer
(Goal = 0.9%
annual increase)
Still Enrolled
(Goal = 1.8%
annual increase)
Advancement
Rate
14.2%2
20.2%
13.4%
14.3%
13.0%2
47.8%
Actual
2008-09
13.4%2
47.0%2
Actual
2007-08
College Advancement Rate
to-year.
13.8%
21.4%
17.5%
52.7%
Actual
2009-10
12.6%
24.0%
16.6%
)2
53.2%
Actual
2010-11
20.0%
18.0%
17.0%
55.0%
Goal
2011-12
retention—in each class, semester-to-semester, and year-
and still enrolled rate. The key to student success is
comprised of the sum of the graduation rate, transfer rate,
impact the advancement rate. The advancement rate is
completion of nine core student success indicators that
The Student Success Scorecard tracks the successful
st
2
3
2
300
75.0%
60.0%
60.0%
75.0%
70.0%
75.0%
60.0%
75.0%
Target
2011-12
ENG 1, 3, 4, 5, 7, 8
MTH 2, 3, 4, MTE 1-9
SDV 100, 101, 104, 108; curricular students, no CSC
374
General Education
Certificate
(At Goal )
1
66.7%
Online Courses
(Goal = 8.3% annual increase)
53.3%
48.8%
BIO 141
(Goal = 11.2% annual
increase)
CHM 111
(Goal = 6.7% annual increase)
68.0%
63.7%
Credit Math (MTH 152,
158 & 163)
(Goal = 6.3% annual increase)
Credit English (ENG 111)
(Goal = 7.0% annual increase)
65.3%
3
Developmental English
(Goal = 9.7% annual increase)
52.4%
59.9%
Actual
2010-11
Progress
300
75.0%
60.0%
60.0%
75.0%
70.0%
75.0%
60.0%
75.0%
Goal
2011-12
OIE 06/22/12
Substantial progress toward goal
Marginal progress toward goal
Little or no progress toward goal
Legend
89
65.7%
48.3%
49.0%
68.6%
63.3%
62.8%
60.3%
58.5%
Actual
2011-12
— Successful Completion
Developmental Math
(Goal = 7.6% annual increase)
SDV 1 Year
(Goal = 15.1% annual
increase)
1
FINAL
College Indicators
2011-12 STUDENT SUCCESS SCORECARD
TIDEWATER COMMUNITY COLLEGE
This page intentionally left blank.
130
131
Graduation
(Goal = 0.9%
annual increase)
Transfer
(Goal = 0.9%
annual increase)
Still Enrolled
(Goal = 1.8%
annual increase)
Advancement
Rate
14.2%2
20.2%
13.4%
14.3%
13.0%2
47.8%
Actual
2008-09
13.4%2
47.0%2
Actual
2007-08
College Advancement Rate
to-year.
13.8%
21.4%
17.5%
52.7%
Actual
2009-10
12.6%
24.0%
16.6%
)
2
53.2%
Actual
2010-11
20.0%
18.0%
17.0%
55.0%
Goal
2011-12
retention—in each class, semester-to-semester, and year-
and still enrolled rate. The key to student success is
comprised of the sum of the graduation rate, transfer rate,
impact the advancement rate. The advancement rate is
completion of nine core student success indicators that
The Student Success Scorecard tracks the successful
1
2
3
2
1
70
68.9%
68.7%
51.1%
ENG 1, 3, 4, 5, 7, 8
MTH 2, 3, 4, MTE 1-9
52
75.0%
60.0%
60.0%
75.0%
70.0%
75.0%
60.0%
75.0%
Target
2011-12
SDV 100, 101, 104, 108; curricular students, no CSC
General Education
Certificate
(At Goal )
Online Courses
(Goal = 6.1% annual increase)
CHM 111
(At Goal)
BIO 141
(Goal = 8.9% annual increase)
75.0%
68.7%
Credit Math (MTH 152,
158 & 163)
(Goal = 1.3% annual increase)
Credit English (ENG 111)
(At Goal )
67.0%
58.5%
63.0%
Actual
2010-11
Progress
52
75.0%
60.0%
60.0%
75.0%
70.0%
75.0%
60.0%
75.0%
Goal
2011-12
OIE 06/22/12
Substantial progress toward goal
Marginal progress toward goal
Little or no progress toward goal
Legend
19
67.5%
55.2%
47.2%
72.0%
66.4%
67.1%
61.9%
62.8%
Actual
2011-12
— Successful Completion
Developmental English
(Goal = 8.0% annual increase)
3
Developmental Math
(Goal = 1.5% annual increase)
st
SDV 1 Year
(Goal = 12.0% annual
increase))
FINAL
Campus Indicators
CHESAPEAKE CAMPUS
2011-12 STUDENT SUCCESS SCORECARD
TIDEWATER COMMUNITY COLLEGE
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132
133
Graduation
(Goal = 0.9%
annual increase)
Transfer
(Goal = 0.9%
annual increase)
Still Enrolled
(Goal = 1.8%
annual increase)
Advancement
Rate
14.2%2
20.2%
13.4%
14.3%
13.0%2
47.8%
Actual
2008-09
13.4%2
47.0%2
Actual
2007-08
College Advancement Rate
to-year.
13.8%
21.4%
17.5%
52.7%
Actual
2009-10
12.6%
24.0%
16.6%
)
2
53.2%
Actual
2010-11
20.0%
18.0%
17.0%
55.0%
Goal
2011-12
retention—in each class, semester-to-semester, and year-
and still enrolled rate. The key to student success is
comprised of the sum of the graduation rate, transfer rate,
impact the advancement rate. The advancement rate is
completion of nine core student success indicators that
The Student Success Scorecard tracks the successful
1
3
2
1
42
63.7%
56.9%
34.3%
65.8%
ENG 1, 3, 4, 5, 7, 8
MTH 2, 3, 4, MTE 1-9
52
75.0%
60.0%
60.0%
75.0%
70.0%
75.0%
60.0%
75.0%
Target
2011-12
SDV 100, 101, 104, 108; curricular students, no CSC
Online Courses
(Goal = 11.3% annual
increase)
General Education
Certificate
(Goal = 10% annual increase)
CHM 111
(Goal = 3.1% annual increase)
BIO 141
(Goal = 25.7% annual increase)
Credit English (ENG 111)
(Goal = 9.2% annual increase)
62.1%
Credit Math (MTH 152,
158 & 163)
(Goal = 7.9% annual increase)
3
46.9%
66.3%
2
62.9%
Actual
2010-11
Progress
52
75.0%
60.0%
60.0%
75.0%
70.0%
75.0%
60.0%
75.0%
Goal
2011-12
OIE 06/22/12
Substantial progress toward goal
Marginal progress toward goal
Little or no progress toward goal
Legend
8
63.1%
52.3%
42.8%
64.0%
59.5%
60.0%
53.8%
54.1%
Actual
2011-12
— Successful Completion
Developmental English
(Goal = 8.7% annual increase)
Developmental Math
(Goal = 13.1% annual
increase)
st
SDV 1 Year
(Goal = 12.1% annual
increase)
FINAL
Campus Indicators
NORFOLK CAMPUS
2011-12 STUDENT SUCCESS SCORECARD
TIDEWATER COMMUNITY COLLEGE
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134
135
Graduation
(Goal = 0.9%
annual increase)
Transfer
(Goal = 0.9%
annual increase)
Still Enrolled
(Goal = 1.8%
annual increase)
Advancement
Rate
14.2%2
20.2%
13.4%
14.3%
13.0%2
47.8%
Actual
2008-09
13.4%2
47.0%2
Actual
2007-08
College Advancement Rate
to-year.
13.8%
21.4%
17.5%
52.7%
Actual
2009-10
12.6%
24.0%
16.6%
)2
53.2%
Actual
2010-11
20.0%
18.0%
17.0%
55.0%
Goal
2011-12
retention—in each class, semester-to-semester, and year-
and still enrolled rate. The key to student success is
comprised of the sum of the graduation rate, transfer rate,
impact the advancement rate. The advancement rate is
completion of nine core student success indicators that
The Student Success Scorecard tracks the successful
1
2
3
49
66.5%
40.7%
48.5%
MTH 2, 3, 4, MTE 1-9
48
75.0%
60.0%
60.0%
75.0%
70.0%
75.0%
60.0%
75.0%
Target
2011-12
SDV 100, 101, 104, 108; curricular students, no CSC
ENG 1, 3, 4, 5, 7, 8
3
2
1
General Education
Certificate
(At Goal)
Online Courses
(Goal = 8.5% annual increase)
BIO 141
(Goal = 11.5% annual
increase)
CHM 111
(Goal = 19.3% annual
increase)
66.9%
67.1%
64.5%
59.2%
58.9%
Actual
2010-11
Progress
48
75.0%
60.0%
60.0%
75.0%
70.0%
75.0%
60.0%
75.0%
Goal
2011-12
OIE 06/22/12
Substantial progress toward goal
Marginal progress toward goal
Little or no progress toward goal
Legend
14
63.8%
41.3%
45.4%
64.4%
67.7%
60.8%
61.6%
59.5%
Actual
2011-12
— Successful Completion
Credit English (ENG 111)
(Goal = 8.1% annual increase)
Developmental English
(Goal = 10.5% annual
increase)
Credit Math (MTH 152,
158 & 163)
(Goal = 2.9% annual increase)
Developmental Math
(Goal = 0.8% increase)
st
SDV 1 Year
(Goal = 16.1% annual
increase)
FINAL
Campus Indicators
PORTSMOUTH CAMPUS
2011-12 STUDENT SUCCESS SCORECARD
TIDEWATER COMMUNITY COLLEGE
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136
137
Graduation
(Goal = 0.9%
annual increase)
Transfer
(Goal = 0.9%
annual increase)
Still Enrolled
(Goal = 1.8%
annual increase)
Advancement
Rate
14.2%2
20.2%
13.4%
14.3%
13.0%2
47.8%
Actual
2008-09
13.4%2
47.0%2
Actual
2007-08
College Advancement Rate
to-year.
13.8%
21.4%
17.5%
52.7%
Actual
2009-10
12.6%
24.0%
16.6%
)
2
53.2%
Actual
2010-11
20.0%
18.0%
17.0%
55.0%
Goal
2011-12
retention—in each class, semester-to-semester, and year-
and still enrolled rate. The key to student success is
comprised of the sum of the graduation rate, transfer rate,
impact the advancement rate. The advancement rate is
completion of nine core student success indicators that
The Student Success Scorecard tracks the successful
1
2
3
2
1
213
67.5%
48.7%
59.5%
ENG 1, 3, 4, 5, 7, 8
MTH 2, 3, 4, MTE 1-9
150
75.0%
60.0%
60.0%
75.0%
70.0%
75.0%
60.0%
75.0%
Target
2011-12
SDV 100, 101, 104, 108; curricular students, no CSC
General Education
Certificate
(At Goal)
Online Courses
(Goal = 7.5% annual increase)
CHM 111
(Goal = 11.3% annual
increase)
BIO 141
(Goal = 0.5% annual increase)
65.8%
61.4%
64.3%
50.4%
58.0%
Actual
2010-11
Progress
150
75.0%
60.0%
60.0%
75.0%
70.0%
75.0%
60.0%
75.0%
Goal
2011-12
OIE 06/22/12
Substantial progress toward goal
Marginal progress toward goal
Little or no progress toward goal
Legend
48
67.2%
46.3%
56.9%
70.4%
61.8%
64.3%
63.0%
58.4%
Actual
2011-12
— Successful Completion
Credit English (ENG 111)
(Goal = 9.2% annual increase)
Developmental English
(Goal = 10.7% annual
increase)
Credit Math (MTH 152,
158 & 163)
(Goal = 8.6% annual increase)
3
Developmental Math
(Goal = 9.6% annual increase)
st
SDV 1 Year
(Goal = 17% annual increase))
FINAL
Campus Indicators
VIRGINIA BEACH CAMPUS
2011-12 STUDENT SUCCESS SCORECARD
TIDEWATER COMMUNITY COLLEGE
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138
139
23.7%
12.8%
Transfer Prior
to Graduation
Still Enrolled
12.9%
24.0%
18.0%
54.9%
Target
2012-13
Actual 2011-12 rates available January 2013.
16.7%
Graduation
1
53.2%
1
Advancement
Rate
Projected
2011-12
13.0%
24.3%
19.3%
56.6%
Target
2013-14
College Four-Year Advancement Rate
to-year.
13.1%
24.6%
20.6%
58.3%
Target
2014-15
13.0%
25.0%
22.0%
60.0%
Goal
2015-16
retention—in each class, semester-to-semester, and year-
and still enrolled rate. The key to student success is
comprised of the sum of the graduation rate, transfer rate,
impact the advancement rate. The advancement rate is
completion of nine core student success indicators that
The Student Success Scorecard tracks the successful
2
SDV 100, 101, 108; Curricular students, No CSC
General Education Certificate
89
48%
Chemistry 111
Milestone
49%
69%
63%
73%
Biology 141
High Risk Courses
Credit English (ENG 111)
Credit Math (100 Level)
Gatekeeper Courses
2
st
31%
59%
62%
Actual
2011-12
178
51%
52%
70%
65%
75%
36%
65%
65%
Target
2012-13
— Successful Completion
Reading/Writing 1 Year
Math 1 Year
st
SDV 1 Year
st
Orientation
College Readiness
College Indicators
2012-13 STUDENT SUCCESS SCORECARD
TIDEWATER COMMUNITY COLLEGE
Spring
2013
300
60%
60%
75%
70%
80%
50%
85%
75%
Goal
2015-16
OIE 08/10/12
Substantial progress toward goal
Marginal progress toward goal
Little or no progress toward goal
Legend
Fall
2012
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140
141
23.7%
12.8%
Transfer Prior
to Graduation
Still Enrolled
12.9%
24.0%
18.0%
54.9%
Target
2012-13
Actual 2011-12 rates available January 2013.
16.7%
Graduation
1
53.2%
1
Advancement
Rate
Projected
2011-12
13.0%
24.3%
19.3%
56.6%
Target
2013-14
College Four-Year Advancement Rate
to-year.
13.1%
24.6%
20.6%
58.3%
Target
2014-15
13.0%
25.0%
22.0%
60.0%
Goal
2015-16
retention—in each class, semester-to-semester, and year-
and still enrolled rate. The key to student success is
comprised of the sum of the graduation rate, transfer rate,
impact the advancement rate. The advancement rate is
completion of nine core student success indicators that
The Student Success Scorecard tracks the successful
2
SDV 100, 101, 108; Curricular students, No CSC
General Education Certificate
19
55%
Chemistry 111
Milestone
47%
72%
66%
75%
Biology 141
High Risk Courses
Credit English (ENG 111)
Credit Math (100 Level)
Gatekeeper Courses
2
st
39%
63%
54%
Actual
2011-12
38
56%
50%
73%
67%
76%
42%
68%
59%
Target
2012-13
— Successful Completion
Reading/Writing 1 Year
Math 1 Year
st
SDV 1 Year
st
Orientation
College Readiness
College Indicators
2012-13 STUDENT SUCCESS SCORECARD
CHESAPEAKE CAMPUS
TIDEWATER COMMUNITY COLLEGE
Spring
2013
50
60%
60%
75%
70%
80%
50%
85%
75%
Goal
2015-16
OIE 08/10/12
Substantial progress toward goal
Marginal progress toward goal
Little or no progress toward goal
Legend
Fall
2012
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142
143
23.7%
12.8%
Transfer Prior
to Graduation
Still Enrolled
12.9%
24.0%
18.0%
54.9%
Target
2012-13
Actual 2011-12 rates available January 2013.
16.7%
Graduation
1
53.2%
1
Advancement
Rate
Projected
2011-12
13.0%
24.3%
19.3%
56.6%
Target
2013-14
College Four-Year Advancement Rate
to-year.
13.1%
24.6%
20.6%
58.3%
Target
2014-15
13.0%
25.0%
22.0%
60.0%
Goal
2015-16
retention—in each class, semester-to-semester, and year-
and still enrolled rate. The key to student success is
comprised of the sum of the graduation rate, transfer rate,
impact the advancement rate. The advancement rate is
completion of nine core student success indicators that
The Student Success Scorecard tracks the successful
2
SDV 100, 101, 108; Curricular students, No CSC
General Education Certificate
8
52%
Chemistry 111
Milestone
43%
64%
60%
63%
Biology 141
High Risk Courses
Credit English (ENG 111)
Credit Math (100 Level)
Gatekeeper Courses
2
st
18%
54%
66%
Actual
2011-12
16
54%
47%
67%
62%
68%
26%
62%
68%
Target
2012-13
— Successful Completion
Reading/Writing 1 Year
Math 1 Year
st
SDV 1 Year
st
Orientation
College Readiness
College Indicators
2012-13 STUDENT SUCCESS SCORECARD
NORFOLK CAMPUS
TIDEWATER COMMUNITY COLLEGE
Spring
2013
50%
60%
60%
75%
70%
80%
50%
85%
75%
Goal
2015-16
OIE 08/10/12
Substantial progress toward goal
Marginal progress toward goal
Little or no progress toward goal
Legend
Fall
2012
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144
145
23.7%
12.8%
Transfer Prior
to Graduation
Still Enrolled
12.9%
24.0%
18.0%
54.9%
Target
2012-13
Actual 2011-12 rates available January 2013.
16.7%
Graduation
1
53.2%
1
Advancement
Rate
Projected
2011-12
13.0%
24.3%
19.3%
56.6%
Target
2013-14
College Four-Year Advancement Rate
to-year.
13.1%
24.6%
20.6%
58.3%
Target
2014-15
13.0%
25.0%
22.0%
60.0%
Goal
2015-16
retention—in each class, semester-to-semester, and year-
and still enrolled rate. The key to student success is
comprised of the sum of the graduation rate, transfer rate,
impact the advancement rate. The advancement rate is
completion of nine core student success indicators that
The Student Success Scorecard tracks the successful
2
SDV 100, 101, 108; Curricular students, No CSC
General Education Certificate
14
41%
Chemistry 111
Milestone
45%
64%
68%
68%
Biology 141
High Risk Courses
Credit English (ENG 111)
Credit Math (100 Level)
Gatekeeper Courses
2
st
27%
60%
67%
Actual
2011-12
28
46%
49%
67%
68%
71%
33%
66%
69%
Target
2012-13
— Successful Completion
Reading/Writing 1 Year
Math 1 Year
st
SDV 1 Year
st
Orientation
College Readiness
College Indicators
2012-13 STUDENT SUCCESS SCORECARD
PORTSMOUTH CAMPUS
TIDEWATER COMMUNITY COLLEGE
Spring
2013
50
60%
60%
75%
70%
80%
50%
85%
75%
Goal
2015-16
OIE 08/10/12
Substantial progress toward goal
Marginal progress toward goal
Little or no progress toward goal
Legend
Fall
2012
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146
147
23.7%
12.8%
Transfer Prior
to Graduation
Still Enrolled
12.9%
24.0%
18.0%
54.9%
Target
2012-13
Actual 2011-12 rates available January 2013.
16.7%
Graduation
1
53.2%
1
Advancement
Rate
Projected
2011-12
13.0%
24.3%
19.3%
56.6%
Target
2013-14
College Four-Year Advancement Rate
to-year.
13.1%
24.6%
20.6%
58.3%
Target
2014-15
13.0%
25.0%
22.0%
60.0%
Goal
2015-16
retention—in each class, semester-to-semester, and year-
and still enrolled rate. The key to student success is
comprised of the sum of the graduation rate, transfer rate,
impact the advancement rate. The advancement rate is
completion of nine core student success indicators that
The Student Success Scorecard tracks the successful
2
SDV 100, 101, 108; Curricular students, No CSC
General Education Certificate
48
47%
Chemistry 111
Milestone
57%
70%
62%
79%
Biology 141
High Risk Courses
Credit English (ENG 111)
Credit Math (100 Level)
Gatekeeper Courses
2
st
36%
58%
61%
Actual
2011-12
96
50%
58%
72%
64%
79%
39%
65%
64%
Target
2012-13
— Successful Completion
Reading/Writing 1 Year
Math 1 Year
st
SDV 1 Year
st
Orientation
College Readiness
College Indicators
2012-13 STUDENT SUCCESS SCORECARD
VIRGINIA BEACH CAMPUS
TIDEWATER COMMUNITY COLLEGE
Spring
2013
150
60%
60%
75%
70%
80%
50%
85%
75%
Goal
2015-16
OIE 08/10/12
Substantial progress toward goal
Marginal progress toward goal
Little or no progress toward goal
Legend
Fall
2012
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148
149
Year 1
Graduated
Still Enrolled
Transferred
0.9%
56.0%
7.4%
64.2% ↑
Year 1
Graduated
Still Enrolled
Transferred
1-year Rate
53.7% ↑
3-year Rate
Graduated
Still Enrolled
Transferred
16.6%
12.6%
24.0%
53.2% ↑
Graduated
Still Enrolled
Transferred
4-year Rate
4-year Rate
Year 4
Year 4
3-year Rate
Graduated
Still Enrolled
Transferred
11.9%
21.4%
20.4%
Graduated
Still Enrolled
Transferred
2-year Rate
Year 3
55.2% ↑
2-year Rate
Graduated
Still Enrolled
Transferred
Year 2
Year 3
4.1%
36.5%
14.7%
Graduated
Still Enrolled
Transferred
Year 2
Fall 2008 cohort
Fall 2007 cohort
1-year Rate
2011-12
2010-11
Jan 13
Jan 13
Sep 12
Sep 12
53.0% ↓
12.0%
21.0%
20.1%
55.6% ↑
4.5%
36.4%
14.7%
65.0% ↑
0.6%
56.5%
7.9%
1.0%
56.0%
7.0%
4-year Rate
Graduated
Still Enrolled
Transferred
Year 4
3-year Rate
Graduated
Still Enrolled
Transferred
Year 3
2-year Rate
Graduated
Still Enrolled
Transferred
Year 2
1-year Rate
Jan 14
Jan 14
Sep 13
Sep 13
Jan 13
Jan 13
Sep 12
Sep 12
53.4% ↓
4.9%
35.7%
12.9%
64.0% ↓
4-year Rate
Graduated
Still Enrolled
Transferred
Year 4
3-year Rate
Graduated
Still Enrolled
Transferred
Year 3
2-year Rate
Graduated
Still Enrolled
Transferred
Year 2
1-year Rate
Graduated
Still Enrolled
Transferred
Year 1
Year 1
Graduated
Still Enrolled
Transferred
Fall 2010 cohort
2013-14
Fall 2009 cohort
2012-13
COLLEGE ADVANCEMENT RATE
TIDEWATER COMMUNITY COLLEGE
OIE R6/21/12
Jan 14
Jan 14
Sep 13
Sep 13
Jan 13
Jan 13
Sep 12
Sep 12
Jan 12
Jan 12
Sep 11
Sep 11
62.3% ↓
0.8%
55.4%
6.1%
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150