Strategic Enrollment Management Plan€¦ · Strategic Enrollment Management Plan 2016-2020 About Jefferson Community and Technical College Jefferson Community and Technical College

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Strategic Enrollment Management Plan

2016-2020

About Jefferson Community and Technical College

Jefferson Community and Technical College is one of 16 colleges forming the Kentucky Community

and Technical College System. A public, comprehensive, postsecondary institution, Jefferson

enrolls about 12,000 students a semester in academic and technical programs.

Jefferson has six campuses: three in Jefferson County and one each in Bullitt, Carroll, and Shelby

counties. It also offers an extensive program of classes at high schools, UPS, state prisons, various

other locations, and online.

Students choose Jefferson to complete the first two years of a bachelor’s degree before

transferring or to complete programs leading to specific careers. Jefferson’s students benefit from

small classes, an extensive academic support system, and convenient locations.

The college also offers affordable tuition as well as comprehensive financial aid packages and

scholarships.

In addition to traditional college programs, Jefferson provides customized education and training

programs for business and industry through its Workforce Solutions division.

Mission

We open the door to quality education that promotes the economic and cultural vitality of our

community, encourages all to discover and achieve their potential, and provides opportunities to

turn dreams into realities.

Mission Goals

Jefferson Community and Technical College fulfills its mission by promoting excellence in programs

and services in support of educational opportunity, lifelong learning, and student achievement as

expressed in the following goals:

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Support the attainment of regional and statewide educational goals through data informed and

inquiry driven strategies to increase retention rates and completion of credentials (associate

degrees, diplomas and certificates).

Maximize student achievement through an institutional commitment to effective teaching and

support services.

Enhance workforce readiness and economic development of the community by providing seamless

educational opportunities through agreements with adult education, secondary school systems,

postsecondary institutions, community groups, and business and industry partners.

Provide an inclusive, accessible, and safe learning and working environment.

Exercise responsible stewardship of the college’s human, fiscal, and physical resources.

Introduction

In Fall 2015, the Kentucky Community and Technical College System (KCTCS) partnered with the

American Association of Collegiate Registrars and Admission Officers to provide consultation and

support in the development of comprehensive enrollment management plans among the colleges

in the system. The plans are to assist the colleges in meeting enrollment goals over a five-year

period.

Jefferson Community and Technical College developed three teams to accomplish this work. A

Marketing and Recruitment Council and a Retention and Completion Council were established to

review data, set goals, and strategize tactical plans related to their respective areas. The Councils

were created with careful attention given to broad representation of faculty and staff across the

college. The President’s Staff serves as the guiding team who functions in an advisory and approval

role.

In addition, the retention plan includes strategies being undertaken as part of comprehensive

retention initiatives in which Jefferson is already engaged: as an Achieving the Dream leader

college and as the recipient of a Title III grant to enhance student success and completion through

the redesign of gateway courses and academic advising.

The plan has been finalized in July, 2016 with implementation beginning in Fall, 2016.

This is an iterative process which will include on-going evaluation and revision as the college

continues to pursue the established goals.

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Overall Enrollment Goals Fall 2015 baseline 12,106 (-11%)

Fall 2016 12,250

Fall 2017 12,620

Fall 2018 13,000

Fall 2019 13,400

Fall 2020 13,800

Marketing and Recruitment Key Enrollment Indicators, Goals and Strategies

KEI Goal 2015 Baseline

2020 Target

Increase enrollment of: First time freshmen

UPS-affiliated students IT and Advanced Mfg students

1. By 2020, Jefferson will increase

its first-time freshmen enrollees by 9% for a total of 1750.

2. By 2020, increase School to

Work, Work and Learn, and Metropolitan College student enrollment

3. By 2020, Jefferson will increase

its information technology and advanced manufacturing enrollment and produce more associate degrees in IT:

Advanced Manufacturing Information Technology IT Associate Degrees

1600 1098 15 400 32

1750 1955 200 480 100

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SEM Strategies for Goal 1: Increase in first time freshmen KEI Goal 2015 Baseline 2020

Target Responsible Party

First time freshmen enrollees

Increase first time freshmen enrollees

1600 1750 (9% increase)

Dean of Enrollment Management, Marketing, VP for Academic and Student Affairs

Annual Goals

Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020

1600 1650 1700 1750 1750

Strategy 1: Develop and implement a comprehensive communications plan to

provide multiple opportunities for engagement between application and

enrollment Tactic: Utilize new technologies and better utilize existing ones to engage applicants

Step # Action Step Description Time line for

implementation

Person responsible for

outcomes

1 Fully utilize Radius CRM to touch

applicants multiple times

All prospects, inquiries,

and applicants are entered

into Radius

Students are sent

invitations to events and

reminders about next

steps

Summer/Fall 2016 Marketing, Recruiting

2 Rework web content to be geared

toward prospective students and

make the webpage more user

friendly, intuitive and simplified;

add career paths information

In progress summer

2016

Marketing, Recruiting

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3 Develop schedule of

publications/email messages for

marketing and admissions

Work with KCTCS to develop

earlier time for enrollment

blitz activities; move to

March/April timeframe.

And/or tie in JCTC marketing

efforts to extend blitz from

March – July.

Fall 2016 Marketing, Recruiting

4 Content audit of all emails that go

to students regarding registration,

payment, and financial aid for

consistency, ease of

understanding, and clarity


5 Expand open house opportunities Early Spring and Early

Fall for following

semester, beginning

2017

Marketing, Recruiting

Measurement Goal: First time freshmen will increase to 1750 by 2020 Metric Frequency of

Measurement

Expected Outcomes Data used for

measurement

% conversion of

applicants to

enrollees

Each applicant term Each year the % of

applicants converted to

enrollees will increase from

2015 baseline of 37%

Applicant, enrollment

data from PeopleSoft

Annual Progress Report Responsible Party

2016-2017 Marketing, Director of Admissions

2017-2018

2018-2019

2019-2020

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Strategy 2: Enhance communications and tighten messaging from all college

personnel to potential students Tactic: Equip recruiters and selected faculty to communicate appropriately and effectively with potential students.


implementation


outcomes

1 Recruiters have annual meeting with all

employees who recruit in schools,

industries, or at community events to

present marketing messages

Fall 2016 Recruiting

2 Faculty with proven success in recruiting

and retention will hold coaching

sessions with other faculty/programs


3 Financial Aid staff provide annual

training for recruitment staff and

employees involved in recruitment

Fall 2016 Director of Financial Aid,

Recruiting

4 Develop step-by-step process

materials to be shared college-wide

Fall 2016 Marketing, Director of

Admissions

5 Train high school counselors on JCTC

admission process

Fall 2016 Recruiting, Director of

Admissions

Measurement Goal: A corps of 25 trained faculty and staff will supplement professional recruiters. Metric Frequency of

Measurement


measurement

# of faculty and staff

trained to be part of

recruitment team

Annual Increase trained recruiters

to 25 by 2020

Recruiting training

certifications

# growth in

applicants and %

yield of applications

to enrollees

Semester Increase semester-to-

semester enrollment of new

students to a 9% increase by

2020

PS enrollment data on new

students; admissions data

on enrollment yield of

applicants

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2016-2017 Marketing, Director of Admissions

2017-2018

2018-2019

2019-2020

Strategy 3: Target high schools for recruiting based on new goals Tactic: The college will target schools with or willing to establish partnerships with JCTC.


implementation


outcomes

1 Identify schools whose graduates are

high achievers at JCTC

Fall 2016 Director of Admissions,

Recruiting

2 Identify schools that have programs

with clear educational pathways to JCTC

Fall 2016 Director of Admissions,

Recruiting

3 Identify schools that will build

educational/training partnerships with

JCTC

Fall 2016 Academic Leadership

Measurement Goal: Yield of enrollees from targeted schools will increase annually. Metric Frequency of

Measurement


measurement

% of enrollees who

attend from schools

with high JCTC

achievers

Semester Increase of enrollees from

targeted schools from

semester to semester (1-2%

a year)

High school graduation

records and PS enrollment

data

# of schools who

have partnerships

with JCTC

Annually Increase school partnerships

by 1 per year

Partnership records

% of students from

pathway high school

programs who attend

and earn credentials

from JCTC

Annually Increase credentials

received by students

engaged in high school

partnership programs from

year-to-year

Graduation data

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2016-2017 Director of Admissions, Academic Deans

2017-2018

2018-2019

2019-2020

Strategy 4: Increase Hispanic Student enrollment Tactic: Utilize existing relationships and institutional talents to reach out to Hispanic students.


implementation


outcomes

1 Develop Spanish-language

materials beyond the Viewbook;

parent materials, financial aid

Spring 2017 Marketing

2 Expand key Hispanic/Latino

partnerships

La Casita Center and

Americana Community

Center

Partner with UofL Hispanic

and Latino Initiatives

Spanish language

advertising in El

Kentubano, the area’s

largest Spanish-language

magazine

2016-2017 Marketing/Recruitment

3 Identify Spanish speakers on

campus to help with recruitment,

campus tours, advising on

publications

Fall 2016 Admission

4 Identify scholarship funds who

students who do not qualify for

federal financial aid

Spring 2017 Marketing/Advancement

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5 Partner with ESL Department for

coordinated outreach

(Recruitment & Victoria Lyalina)

2016-2017 Director of

Recruiting/Assistant Director

International Admissions/ESL

faculty

6 Targeted recruitment at Shawnee

Newcomer Academy and Iroquois

Spring 2017 Recruitment

Measurement Goal: JCTC will increase its Hispanic enrollment by 30% by 2020. Metric Frequency of

Measurement


measurement

# Hispanic students

enrolled in JCTC

Semester By 2020, JCTC will enroll

1040 Hispanic students

PS records

# partnerships

developed with

Hispanic initiatives

Annually Increase in partnerships by 1

each academic year

Partnership records


2016-2017 Director of Admissions, Assistant Director for International Admissions

2017-2018

2018-2019

2019-2020

Strategy 5: Increase GED and Adult Education enrollment Tactic: Build on strong partnership with JCPS Adult Education and capitalize on Jefferson’s contract with Adult

Education in other counties to increase the enrollment of GED students in the college.


implementation


outcomes

1 Work with JCPS Adult Education

Student Services and KCTCS Adult

Education managers in the JCTC

service area to ensure every level 4,

5, and 6 GED student is offered the

Fall 2016 AOKY Coordinator

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opportunity for co-enrollment in

AOKY

2 Actively engage all GED students and

ABE instructors in the JTC service

area and educate them about Career

Pathways and the process to apply to

JCTC and financial aid so that they

can assist students in the process

Fall 2016 AOKY Coordinator, JCTC

Director of Adult Education

Programs

Measurement Goal: Metric Frequency of

Measurement


measurement

Enrollment of AtB

eligible students

from semester to

semester

Every semester Each semester the number

of GED-seeking students

who are AtB eligible will

increase

PeopleSoft data, financial

aid records, AOKY

enrollment records

# of GED students

enrolled in Jefferson

Every semester By 2020, increase # of

freshmen students who had

received a GED by 10% to

850

PeopleSoft data


2016-2017 Director of AOKY Program

2017-2018

2018-2019

2019-2020

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Strategy 6: Optimize Dual Credit enrollment Tactic: Utilize dual credit courses offered to more strategically target eventual JCTC students.


implementation


outcomes

1 Strengthen student, faculty, staff, and

recruiter relationships with high

schools to improve knowledgebase

and collaboration

Fall 2016 Academic and Student

Affairs Leadership/ Director

of Dual Credit

2 Seek opportunities to collaborate as

JCPS redesigns its 5 Star High School

approach to career pathway

development

2016-2017 Deans of Academic Affairs

3 Select high school technical programs

that align with JCTC and market those

career pathways

2016-2017 Academic Leadership/

Director of Dual

Credit/Marketing

4 Align courses offered for dual credit

with established career and transfer

pathways; develop and market

completions maps from grades 9

through college completion

Fall 2017 Deans of Academic

Affairs/Dean of Extended

Campuses/Director of Dual

Credit


Measurement


measurement

# students enrolled

in dual credit courses

Annually # enrollees will increase as

relationships and knowledge

increase

Enrollment data from PS

# dual credit

students

matriculating at JCTC

Annually # matriculating to JCTC will

increase as clearer pathways

to college completion are

clear to students

Enrollment data from PS

# HS/JCPS/high

technical program

partnerships

Annually # partnerships will increase by

at least 1 high school per year

Partnership records

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2016-2017 Deans of Academic Affairs/Dean of Extended Campuses/Dual Credit Coordinator

2017-2018

2018-2019

2019-2020

____________________________________________________________________

SEM Strategies for Goal 2: Increase School to Work, Earn and Learn, and

Metropolitan College student enrollment

KEI Goal 2015 Baseline 2020 Target Responsible Party

Enrollment of students in UPS/JCTC programs

Increase number of students enrolled in UPS/JCTC programs

Fall 2015 School to Work: 215 Earn & Learn: 122 Metropolitan College: 761

300 (=28%) 400 (+328%) Metro College: 1255 (+65%)

UPS/Metro College/JCTC recruitment staffs

5-year goals

Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020

MC: 791 (+4%) MC: 870 (+10%) MC: 974 (+12%) MC: 1100 (+13%) MC: 1255 (+14%)

E&L: 200 (+64%) E&L: 250 (+25%) E&L: 300 (+20%) E&L: 350 (+17) E&L: 400 (+14%)

StW: 260 (+20) StW: 300 (+15%) StW: 300 (+0%) StW: 300 (+0%) StW: 300 (+0%)

Strategy 1: Identify joint marketing opportunities Tactic: Capitalize on promotion power of UPS to enhance program awareness.


implementation


outcomes

1 Put partner logo on all marketing

materials

In progress JCTC and UPS Marketing Offices

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2 Place signage in high schools In progress JCTC and UPS Marketing Offices

3 Create table tops, signage, and

college promotional items

In progress JCTC and UPS Marketing Offices

4 Promote UPS programs along with

financial aid as viable payment

method; market to students not

eligible for financial aid

In progress JCTC Financial Aid

5 Continue surveying interest in UPS

employment when registering for

SOAR and provide list to Metro

Recruitment Coordinator

In progress JCTC SOAR Staff, advisors

6 Use of tag line in admissions staff

email signature

In progress JCTC Admissions Staff

7 UPS recruits state-wide for JCTC AY 16-17 KYACAC and

KY LOOP Initiative

(HireKY) tours

MC Recruitment Coordinator

and UPS Recruitment Team

Measurement Goal: Increase UPS-affiliated enrollment. Metric Frequency of

Measurement


measurement

Enrollment numbers

in Metro College,

Earn & Learn, and

School to Work

Semester, with

monthly updates

Semester-by-semester

increase in UPS-affiliated

students to match 5 year goals

UPS Employment data,

Metro College data,

PeopleSoft


2016-2017 Dean of Student Affairs and Enrollment Management, MC Director, and MC Director of Workforce and Student Development, UPS Recruitment

2017-2018

2018-2019

2019-2020

Strategy 2: Strengthen information sharing about employment programs and

academic/career paths

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Tactic: Build on past successes to create stronger relationships between UPS, Metro College, and

JCTC.


implementation


outcomes

1 Annual January meeting of UPS,

Metropolitan College, School to

Work, and College personnel to

share updated information about

employment opportunities and

college programs.

Jan. 2017 Dean of Students and

Enrollment Management/UPS

Director of Student Services

Measurement Goal: With stronger joint marketing and recruiting, JCTC students in Metro College will increase. Metric Frequency of

Measurement

Expected outcomes

Data used for

measurement

Enrollment in StW,

Earn & Learn, and

Metro College

Every semester Semester-by-semester

increase in UPS-affiliated

students

UPS personnel records and

PeopleSoft


2016-2017 JCTC Dean of Student Affairs & Enrollment and UPS Director of Student Services

2017-2018

2018-2019

2019-2020

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____________________________________________________________________

Goal 3: Increase and Improve Information Technology and Manufacturing

enrollment KEI Goals 2015 Baseline 2020 Target

Enrollment of IT and Advanced Manufacturing students and increased IT degree production

By 2020, Jefferson will increase its information technology and advanced manufacturing enrollment and produce more associate degrees in IT: Advanced Manufacturing--200 Information Technology—480 IT Associate Degrees—100

15 400 32

200 480 100

5 year goals

Fall 2016 Fall 2017 Fall 2018 Fall 2019 (if new building comes online)

Fall 2020

Manufacturing 40 60 100 150 200

IT 440 440 440 460 480

Strategy 1: Increase targeted marketing Tactics: Redesign existing materials to target IT and Advanced Manufacturing pathways.


implementation


outcomes

1 Develop program-specific marketing

materials

2016-2017 Marketing

2 Targeted advertising as available Spring 2017 Marketing

3 Signage in High Schools and Career

Centers

Spring 2017 Marketing

4 Target IT high schools Spring 2017 Recruitment

5 IT and Advancement Manufacturing

faculty host information sessions

2016-2017 Dean of Technical Education

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6 Partner with employers to develop

apprenticeships and recruiting

programs

2016-2017 Dean of Workforce Solutions

and Dean of Technical

Education

7 Complete development of Advanced

Manufacturing Non-FAME program

Fall 2017 Dean of Technical Education


Measurement


measurement

# high schools with

marketing materials

available

Annually JCTC IT and Advanced Mfg

materials will be available in

increasing number of high

schools annually

Materials

# of employer

partnerships

Annually JCTC IT and Advanced Mfg

programs will develop at least

one new employer

partnership annually

Partnership records


2016-2017 Marketing, Dean of Workforce Solutions, Dean of Technical Education

2017-2018

2018-2019

2019-2020

Strategy 2: Expand Advanced Manufacturing Program Tactic: Build on successful FAME to provide non-incumbent adults with opportunity for Advanced Manufacturing training.


implementation


outcomes

1 Complete development of Advanced

Manufacturing Non-FAME program

2016-2017 Dean of Technical

Education, Dean of

Workforce Solutions,

Advanced Mfg faculty

17

Measurement Goal: Provide Advanced Manufacturing program opportunity for unemployed and underemployed adults. Metric Frequency of

Measurement


measurement

# of adult students

(non-incumbent

workers) enrolled in

Advanced

Manufacturing

Annual As program capacity expands,

JCTC will run increasingly

more classes of adult non-

incumbent workers through

FAME-like training in

Advanced Manufacturing

# adult students enrolled


2016-2017 Dean of Technical Education, Dean of Workforce Solutions

2017-2018

2018-2019

2019-2020

FACTORS:

The college is seeking funding to build an Advanced Manufacturing and IT Center.

The college has funding to redevelop IT curriculum in partnership with employers; this work has not

been completed as of July 2016.

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Retention and Completion Key Enrollment Indicators, Goals and Strategies/Tactics

KEI Goal 2015 Baseline

2020 Target

Increase student course success and persistence

Gateway Course Success

FYE 105 Success Overall Course Success

1. Students in gateway courses

will achieve an average success rate of 70% by 2020.

2. Students in FYE 105 will achieve an average success rate of 75% by 2020.

3. Students will achieve an average

success rate of 75% in all courses by 2020.

(Success=earned grade of A,B,C, or P)

ENG 101 66% BIO 112 69% BIO 137 46% PSY 110 70% SOC 101 66% MAT 150 48% FYE 105 69% Overall 70%

70%

75%

75%

Increase Fall-to-Fall Retention

4. Develop a schedule that reflects a student-first culture to increase credential-seeking student retention 10% by 2020 resulting in a fall-to-fall retention rate of 54%.

5. Demonstrate a student-first mindset in college policies and practices that will increase credential-seeking student retention 10% by 2020 resulting in a fall-to-fall retention rate of 54%.

44% 54%

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SEM Strategies for Goal 1: Gateway Course Success KEI Goal 2015

Baseline 2020 Target

Responsible Party

Gateway Course Success

1. Credential-seeking students in gateway courses will achieve a 70% success rate by 2020.

ENG 101 66% BIO 112 69% BIO 137 46% PSY 110 70% SOC 101 66% MAT 150 48%

70% Academic Dean, Division Chairs, Faculty

Strategy 1: Redesign high-enrolling and low-success gateway courses to enhance student success and persistence: ENG 101, BIO 112, BIO 137, PSY 110, SOC 101, and Math Tactic: Implement Title III Grant strategies related to gateway course success Step # Action Step Description Time line for

implementation

Person responsible for outcomes

1 ENG 101 course revision October 1, 2015 –

September 30, 2016

Title III Project Director, English course

project manager

2 ENG 101 pilot and

implementation

October 1, 2016 –

September 30, 2017

Title III Project Director, English course

project manager

3 BIO 112 course revision October 1, 2016 – September 30, 2016

Title III Project Director, Biology course

project manager

4 BIO 112 pilot and implementation October 1, 2017 –

September 30, 2018

Title III Project Director, Biology

course project manager

5 BIO 137 course revision October 1, 2017 – Title III Project Director, Biology

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September 30, 2018 course project manager

6 BIO 137 course revision October 1, 2018 –

September 30, 2019



7 PSY 101 course revision October 1, 2018 –

September 30, 2019

Title III Project Director,

Psychology course project

manager

8 PSY 101 pilot and implementation October 1, 2019 –

September 30, 2020



9 SOC 101 course revision October 1, 2019 –

September 30, 2020


Sociology course project

manager

10 SOC 101 pilot and implementation

post-grant

October 1, 2020 –

September 30, 2021


Sociology course project

manager

11 Math faculty meetings with representatives from content areas – Nursing and Allied Health, Technical /related sciences, general education and transfer – to review course degree plans and discuss alternative math pathways

October 1, 2015 –

September 30, 2016

Title III Project Director, Math

project manager

12 Course revision of MAT 146 with co-requisite; analyze Nursing and Allied Health program for alternative math pathways

October 1, 2016 –

September 30, 2017

Title III Project Director. Math

project manager

13 Pilot and implementation of MAT 146 with co-requisite; course creation of new developmental math course; course redesign of MAT 150 and MAT 100; analyze technical/related sciences for alternative math pathways

October 1, 2017 –

September 30, 2018):


project manager

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14 Pilot and implementation of new

developmental math course and new

MAT 150 and MAT 100; course

revision of STA 220; analyze general

education and transfer programs (i.e.

social sciences, natural sciences,

communication, business)

October 1, 2018 –

September 30, 2019


project manager

15 Pilot and implementation of STA 220; course revision of MAT 105, MAT 116, STAT 220; review, evaluate, and finalize all alternative math pathways

October 1, 2019 –

September 30, 2020


project manager

16 Pilot and implementation of MAT 105, MAT 116, STAT 220; review and evaluate alternative math pathways

October 1, 2020 –

September 30, 2021


project manager

Measurement Goal: Credential-seeking students in gateway courses will achieve a 70% success rate by 2020

Metric

Progress against

2015 Baseline

Frequency of

Measurement

Expected Outcomes Data used for measurement

ENG 101 66% Each semester 70% by 2020 Course pass rates

BIO 112 69% Each semester 70% by 2020 Course pass rates

BIO 137 46% Each semester 70% by 2020 Course pass rates

PSY110 70% Each semester 70% by 2020 Course pass rates

SOC 101 66% Each semester 70% by 2020 Course pass rates

MAT 150 48% Each semester 70% by 2020 Course pass rates

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2016-2017 Title III Project Director in conjunction with Academic Dean, Director of Academic Advising & Assessment, Coordinators

2017-2018

2018-2019

2019-2020

Strategy 2: Create alternative math pathways (based on program requirements) Tactic: Implement Title III Grant strategies related to creation of alternative math pathways


implementation


outcomes

1 Pilot co-requisite models to

continue moving non-calculus-

bound students away from college

algebra to other college level

math courses like statistics and

contemporary college math

Fall 2017-Spring 2018 Title III Project Director,

Math project manager

2 Have on-going discussions with

math faculty and content area

faculty about what connections

can be made between math and

other content areas in order to

increase relevance in academic

life

October 1, 2016 – September

30, 2021



3 Rethink curriculum in order to

streamline math pathways



Measurement Goal: Appropriate Math pathways will have been defined for all diploma and associate degree programs and for 50% of all transfer students.

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Metric Frequency of

Measurement


measurement

Math pathway

determined for each

diploma and associate

degree program

Each year 100% by 2020 Curriculum review and/or

adjustment records

Math pathway

determined for each

transfer area

Each year 50% by 2020 # of transfer APPs that have

been reviewed and

adjusted according to math

and content area faculty

decisions of

appropriateness


2016-2017 Title III Project Director in conjunction with College-wide Math Committee and Director of Academic Advising & Assessment

2017-2018

2018-2019

2019-2020

SEM Strategies for Goal 2: FYE 105 Course Success KEI Goal 2015


Responsible Party

FYE 105 Success Students in FYE 105 will achieve an average success rate of 75% by 2020.

2015 69%

75% VP Academic& Student Affairs, Academic Deans, FYE 105 Coordinator

Strategy 1: Refine FYE 105 to enhance student success and persistence Tactic: Reconstitute FYE 105 Steering Committee to review performance data, gather additional information as needed, and make course adjustments for pilot implementation Spring 2017.

24


implementation


1 Review 2015 GPA and withdrawal

data to identify patterns

Fall 2016 VP Academic & Student Affairs,

Academic Deans, FYE 105 Coordinator

2 Conduct research among current FYE

105 students and instructors about

their perceptions of what is and is

not successful in the courses



3 Identify policy or course revisions for

piloting in Spring 2017



4 Consider building in “recovery

strategy” for students who are in

danger of failing, withdrawing, or

failing to attend



5 Pilot policy and/or course changes

and analyze results

Spring and

Summer 2017

VP Academic & Student Affairs,


6 Implement policy and course

changes across offerings



7 Analyze data to ensure that all FTAJ

students are registering for FYE 105

as required



8 Research and pilot offering

contextualized FYE classes based on

student major/career groups



9 Ensure that FYE is part of block

scheduling plan for full-time and

part-time students



25

Measurement Goal: Students taking FYE 105 will succeed at a minimum rate of 75% by 2020.

Metric Frequency of

Measurement:

Expected Outcome Data used for

measurement

Aggregated Course GPA Each semester 75% success rate by 2020 Semester student

performance data

Student persistence in

course rate

Each semester < 5% withdrawal rate by

2020

Semester student

performance data

Fall-to-Fall Retention of

FTAJ students

Each fall 70% or greater F-to-F

retention of FTAJ students

by 2020

Retention data supplied by

IR


2016-2017 VP for Academic Affairs, Academic Deans, FYE 105 Coordinator

2017-2018

2018-2019

2019-2020

SEM Strategies for Goal 3: Overall Course Success KEI Goal 2015


Responsible Party

Overall student success

Students in all courses will achieve an average success rate of 75% by 2020.

2015 70%

75% VP Academic and Student Affairs, Academic Deans

26

Strategy 1: Provide faculty development opportunities to facilitate course revision and curricular redesign Tactic: Use the Title III Grant-identified structure and process to facilitate college-wide course revision and curricular redesign.


implementation


1 Research/develop external and

internal professional development

opportunities

ENG 101 by 9/30/16

BIO 112 by 9/30/17

Math by 9/30/17

PSY 110 by 9/30/18

BIO 137 by 9/30/19

SOC 101 by 9/30/20

Title III Project Director in conjunction

with VP Academic & Student Affairs,

Academic Deans, and Coordinator of

Professional Development

2 Set up professional learning

communities among discipline

faculty

ENG 101 by 9/30/16

BIO 112 by 9/30/17

Math by 9/30/17

PSY 110 by 9/30/18

BIO 137 by 9/30/19

SOC 101 by 9/30/20

Title III Project Director in conjunction

with VP Academic & Student Affairs,

Academic Deans, and Coordinator of

Professional Development

Measurement Goal: 20% of full-time faculty will have participated in training in course redesign principles and 50% of full-time faculty will have participated in Professional Learning Communities by 2020. Metric Frequency of

Measurement:


Pre/post

assessments and

surveys to

capture faculty

knowledge of

course design

principles

Prior to and after

training

(individual

programs) and

annually

20% of full-time faculty

will have participated in

training by 2020

PD records as captured by performance

reviews

Faculty

participation in

Professional

Learning

Communities

Annually 50% of full-time faculty

will have participated in

professional learning

communities by 2020

Sign in sheets; performance review data

27


2016-2017 Title III Project Director in conjunction with Title III Professional Development Coordinator and Course Redesign Specialists

2017-2018

2018-2019

2019-2020

Strategy 2: Develop implementation plan for Inclusive, Intersectional Instruction (I3), a structured faculty professional development program focused on culturally-responsive and culturally-mediated methods of instruction Tactics: Using model developed as a result of Title III process, promote use of I3 model throughout college instruction Step # Action Step Description Time line for

implementation


outcomes

1 Plan I3 and PD strategies March through

September 2016

I3 Intervention Team

Leader

2 Collaborate with English Title III Professional

Development Plan (PD) for intersectional,

inclusive instruction

2016-2017 I3 Intervention Team

Leader

3 Professional Development for I3 (Internal PD) Syllabi review of identified courses and/or faculty participants Develop clearly defined expectations of faculty adoption of I3 strategies.

Spring 2017 through Spring 2020.


Leader

4 Faculty implementation of methods via pilot courses and management

Fall 2017 through

Spring 2018

Fall 2017


Leader

5 Ongoing revision and assessment of I3 and PD On-going I3 Intervention Team

Leader

28

Measurement Goal: By 2020, 33% of full-time faculty will have participated in professional development activities related to I3 instruction and 25% will have implemented I3 principles into their teaching.

Metric Frequency of

Measurements


% of full-time faculty who

participate in I3

professional development

activities

Annually 33% of full-time faculty will have participated in I3 professional development activities by 2020

PD program records and sign-in sheets; faculty performance review files

Responses of student focus

groups and/or surveys

when asked to identify the

use I3 strategies in their

classes

Mid-Title III grant

and end of grant

Students will have been able to identify ways in which their instruction has been culturally responsive by 2020

Student responses


2016-2017 Achieving the Dream I3 Intervention Co-Leaders

2017-2018

2018-2019

2019-2020

Strategy 3: Increase use of structured out-of-class academic support (i.e. The Learning Commons, on-demand tutoring, natural science and mathematics laboratories) Tactics: Organize college-wide learning assistance under one Tutoring Coordinator working through The Learning Commons on each campus.

Step

#

Action Step Description Time line for

implementatio

n

Person responsible

for outcomes

1. Provide tutoring in high-enrollment gateway courses (FYE, English 101, and Math) at every campus Learning Commons

August 2016 Tutoring

Coordinator

2. Use Starfish to schedule, track, and report tutoring.

Support faculty use of Starfish tutoring referrals.

May 2017 Tutoring

Coordinator

29

3. Obtain College Reading and Learning Association (CRLA)

certification of the tutor training program to ensure

quality, consistency, and scalability

May 2017 Tutoring

Coordinator

4. Develop with Institutional Research a data collection and analysis protocol to measure: tutoring and workshop outcomes; student satisfaction; and any correlations between student use of learning assistance program services and final course grades/Fall-to-Fall retention rates.

December

2017

Tutoring

Coordinator

5. 2 With college-wide input, develop long-term Learning

Assistance Program Strategic Plan (2017-2021) that

supports the 2016-22 KCTCS Strategic Plan goal to

“Improve student engagement, support, experiences, and

success with best-in-class academic and student services.”

July 2017 Tutoring

Coordinator

Measurement Goal: By Fall 2020, the college will have fully implemented a coordinated learning assistance system, providing services in multiple modes to students at all campus buttressed by a robust referral system that ensures all students get the support they need.

Metric Frequency of

Measurement


Hours of services provided

for students at multiple

campuses

Annually Students in gateway courses will have access to tutoring in the Learning Commons at all JCTC campuses by 2020

Tutor track records

% of referrals made to

tutoring through Starfish

Semester 75% of full-time faculty will utilize Starfish for tutoring referrals by 2020

Starfish usage records

Achievement of goals

developed through

strategic planning process

Annually Will have achieved goals identified for 2017-2020 with plans continued implementation of goals to be achieved after 2020

Annual report


2016-2017 Tutoring Coordinator

2017-2018

2018-2019

2019-2020

30

SEM Strategies for Goal 4: Student-first schedule KEI Goal 2015


Responsible Party


Develop a schedule that reflects a student-first culture to increase credential-seeking student retention 10% by 2020 resulting in a fall-to-fall retention rate of 54%.

2015 44%

54% VP Academic & Student Affairs, Academic Deans

Strategy 1: Produce an efficient course schedule that results in fewer class cancellations. Tactics: Using Ad Astra analytics and other information such as capacity reports, produce a class schedule that is in alignment with students’ needs and desires.


implementation


outcomes

1 Conduct research into schools who

utilize strategic course enrollment

management and scheduling practices

for insight into design setup and results

Fall 2016 VP Academic & Student

Affairs, Academic Deans,

Division Chairs

2 Academic leadership will review and

analyze the preceding year’s appropriate

schedule’s Ad Astra analytics to

determine which and how many

sections of each course are needed

each semester



Division Chairs

3 Division chairs will review the schedule prior to its release, making adjustments based on a collective review of past semester data

Fall 2016

VP Academic & Student


Division Chairs

4 Explore opening courses with multiple sections at the same time one at a time using the PS waitlist function



Division Chairs

31

Measurement Goal: By 2020, JCTC will have decreased its need to cancel courses for low enrollment. Metric Frequency of

Measurement


measurement

# of classes cancelled from

“opening” of schedule to final

offerings

Semester Very few classes will need to be cancelled for low enrollment by 2020

Comparison of original to eventual schedules

Analysis of when classes are

cancelled from “opening” of

schedule to final offerings

Semester Classes will be monitored for enrollment weekly so low enrollment classes can be identified and cancelled early enough that few students are inconvenienced by 2020

Tracking spreadsheet on when classes are cancelled


2016-2017 Vice President for Academic and Student Affairs

2017-2018

2018-2019

2019-2020

Strategy 2: Increase number of courses offered by non-traditional methods like 8-week, 12-week, hybrid, weekend and accelerated courses Tactics: Establish a college-wide workgroup of faculty and staff to review enrollment data, research promoting practices, gather constituent information, and propose models for implementation


implementation


outcomes

1 Develop work group to analyze current

offerings and evaluate delivery gaps:

Examine current enrollment

patterns

Review Ad Astra analytics



Division Chairs

32

Collect student information,

feedback

2 Pilot additional course offerings in non-traditional delivery methods

Spring 2017

VP Academic & Student


Division Chairs

3 Analyze Spring 2017 results to inform Fall 2017 schedule



Division Chairs

Measurement Goal: By 2020, JCTC will have met its annually increasing enrollment goals by providing a schedule that is more responsive to and accommodating of diverse student needs.

Metric Frequency of

Measurement


measurement

Enrollment in courses offered

in non-traditional formats or

timeframes

Semester Enrollment will reach expected annual goals as students’ increasingly diverse needs and schedules are accommodated

Enrollment and credit hours generated reports

Student satisfaction as

expressed on CCSSE and other

instruments

Bi-annually Students will express increasingly greater satisfaction with ability to create satisfactory schedules on each survey administration

CCSSE and SENSE reports


2016-2017 Vice President for Academic and Student Affairs

2017-2018

2018-2019

2019-2020

33

Strategy 3: Use meta-majors and block scheduling to offer multiple semester plans for full-time and part-time students which will be appropriate for the majority of students. Tactics: Create meta-majors, limit choice of enrollment for new students, ensuring they begin on a pathway where they will take the courses they need and remain eligible for financial aid through completion of a program.


implementation


outcomes

1 Conduct research of school who have

successfully implemented meta-majors and

block scheduling for insight into design set-

up

Fall 2016 Title III Project Director in

conjunction with VP

Academic & Student Affairs,

Academic Deans, Director of

Academic Advising and

Assessment, and Division

Chairs

2 Develop meta-majors and appropriate

course choices for them by working with

program coordinators, department heads,

and division chairs

Fall 2016-Spring 2017 Director of Academic

Advising and Division Chairs

3 Update program plans and other advising materials, including the website

Summer 2017 Director of Academic

Advising

4 Create block schedule for piloting in Spring 2017

Fall 2016 Director of Academic

Advising, Academic Deans,

Division Chairs

5 Analyze results of block scheduling pilot and implement, if ready, on a larger scale for Spring 2018

Fall 2017 Director of Academic

Advising, Academic Deans,

Division Chairs

Measurement Goal: The majority of new students will enroll using a block schedule in Spring 2018.

Metric Frequency of

Measurement


measurement

34

% of new students enrolled

using block scheduling

(disaggregated by FT and PT

students)

Semester By Spring 2017, 75% of new full-time students will be enrolled on a blocked schedule

Student schedule analysis

% students on FA hitting

maximum-time-frame

Annually Students enrolled using a block schedule will hit FA maximum time frame fewer times than will students who have not been enrolled with block scheduling

FA records


2016-2017 VP of Academic and Student Affairs, Director of Academic Advising, Title III Coordinator, Academic Deans, Division Chairs

2017-2018

2018-2019

2019-2020

Strategy 4: Ensure services are available to support student schedules Tactics: Maximize in-person, telephone, and virtual services to support students however, whenever, and wherever they are taking classes.


implementation


1 Evaluate hours of operation and location of services

Fall 2016 Dean of Student Affairs & Enrollment

Management

2 Promote use of virtual services (i.e. Blackboard Student Services [BbSS] and college web site)

Fall 2016 Dean of Student Affairs & Enrollment

Management

3 Develop service improvement plan Spring 2017 Dean of Student Affairs & Enrollment

Management

35

Goal Measurement: Students will report increased satisfaction with availability of services.

Metric Frequency of

Measurement


measurement

% of students expressing

satisfaction with services as

expressed in surveys (CCSSE,

SENSE, etc) and/or focus

groups

Annually An increasing percentage of students will express satisfaction with the availability of services with each iteration of surveys administered

CCSSE, SENSE results, responses of focus groups, results of other satisfaction surveys


2016-2017 Dean of Student Affairs & Enrollment Management

2017-2018

2018-2019

2019-2020

SEM Strategies for Goal 5: Student-first mindset, policies, practices KEI Goal 2015


Responsible Party


Demonstrate a student-first mindset in college policies and practices that will increase credential-seeking student retention by 10% by Fall 2020, resulting in a fall-to-fall retention rate of 54%

2015 44%

54% VP Academic & Student Affairs, Dean of Student Affairs and Enrollment Management, Academic Deans

36

Strategy 1: Continue to enhance “front door” experience for students. Tactics: Expand on “welcome” plan currently used for first weeks of the semester.


implementation


outcomes

1 Increase “welcoming” procedures during first two weeks of semester, particularly by assisting with parking and classroom directions on the DT campus

Fall 2016 Dean of Student Affairs &

Enrollment Management, AtD

Front Door Intervention Team

2 Evaluate and enhance physical space at campus entry points post-reorganization moves

Fall 2017 AtD Front Door Intervention

Team

3 Create friendly, clear, and eye-catching materials that describe moves of services during JEC renovation

Fall 2016 – Fall 2017 Dean of Student Affairs &

Enrollment Management

4 Develop a college-wide SharePoint calendar that will facilitate all members of the campus community being able to direct students and visitors to campus activities and services

Fall and Spring 2017 Dean of Student Affairs &

Enrollment Management and

Director of Public Relations

Goal Measurement: Students will report increased satisfaction with ability to locate parking and services.

Metric Frequency of

Measurement


measurement


satisfaction with services as

expressed in surveys (CCSSE,


groups

Annually An increasing percentage of students will express satisfaction with the availability of services with each iteration of surveys administered

CCSSE, SENSE results

37


2016-2017 Dean of Student Affairs & Enrollment Management

2017-2018

2018-2019

2019-2020

Strategy 2: Maintain and enhance mandatory new student orientation program (known as SOAR: Student Orientation, Advising and Registration) Tactics: As resources dwindle, find ways to improve, enhance, and strengthen effectiveness of SOAR.


implementation


outcomes

1 Convene SOAR campus liaisons to evaluate

current program viability with decreased

resources

Fall 2016 SOAR Coordinator

2 Increase the percentage of new students

who attend SOAR


3 Decrease the “no show” rate for students

who sign up to attend SOARS


4 Expand Peer Leader program Spring 2017 SOAR Coordinator

5 Monitor and Assess Online SOAR Fall 2016 SOAR Coordinator

6 Design SOAR for Transfer and Returning

Students

Pilot Spring 2017 SOAR Coordinator

Goal Measurement: Students will continue to report satisfaction with SOAR.

Metric Frequency of

Measurement

Expected Outcome: 2020

Target

Data used for

measurement


satisfaction with SOAR as

expressed in program

evaluations, surveys (CCSSE,


groups

Annually An increasing percentage of students will express satisfaction with the usefulness of SOAR with each iteration of surveys administered

Student satisfaction results on surveys

38


2016-2017 SOAR Coordinator

2017-2018

2018-2019

2019-2020

Strategy 3: Fully implement “START TO FINISH” Advising model. Tactics: Build an advising model that will assist students on appropriate pathways from enrollment to completion of their educational goals with the college. Step # Action Step Description Time line for

implementation


1 Expand/revise

comprehensive student

intake mechanism via SOAR

Model

On-Going 5 Year: 1st year

10/1/2015-9/30/2016

Title III Project Director, SOAR

Coordinator and Director of

Academic Advising & Assessment

2 Revise First Year Experience

(FYE 105) Model and

tracking for high risk

students

On-Going 5 year: 2nd Year

10/1/2016-9/30/2016

Title III Project Director, FYE

Coordinator, and Director of


3 Pilot test revised SOAR

Model

On-Going 5 year: 2nd Year

10/1/2016-9/30/2016

Title III Project Director, SOAR

Coordinator and Director of


4 Pilot test revised FYE 105

Model

On-Going 5 year: 3rd year

10/1/2017-9/30/2018

Title III Project Director, FYE

Coordinator, and Director of


5 Develop Intrusive Advising

Model for high-risk students

On-Going 5 year: 3rd year

10/1/2017-9/30/2018

Title III Project Director and Director

of Academic Advising & Assessment

6 Pilot Intrusive Advising for

high-risk students

On-Going 5 year: 4th year

10/1/2018- 9/30/2019

Title III Project Director and Director

of Academic Advising & Assessment

7 Develop Early Alert System

to identify students at risk

of failure


10/1/2018- 9/30/2019

Title III Project Director , Coordinator

of Early Alert System

39

8 Pilot test Early Alert System


10/1/2019-9/30/2020

Title III Project Director. Coordinator

of Early Alert System

9 Create eLearning Modules

for ease of facility/staff

training on future changes

in services related to

advising and early alert


10/1/2019-9/30/2020

Title III Project Director

Goal Measurement: By 2020, the college will have a fully functioning advising model that will assist students on appropriate pathways from enrollment to completion of their educational goals with the college.

Metric Frequency of

Measurement


measurement

Progress toward achievement

of goal on timeline

Semester SOAR model revised by 9/30/2016; FYE 105 model revised by 9/30/2017

Report from SOAR and FYE 105 staffs on completion status

Pre/post comparisons of

number of students who

completed SOAR and enrolled

in courses

Semester 90% of students who complete SOAR will complete college enrollment

SOAR and registration enrollment data

Achievement of SOAR

learning outcomes

Semester 95% of students who complete SOAR will demonstrate achievement of its learning outcomes

Analysis of SOAR student learning outcome assessments

Successful enrollment of FYE

105 students into second-

semester courses

Semester 80% of FYE 105 students will enroll in second semester courses

Enrollment data

Progress toward full

implementation of Intrusive

Advising Model for high-risk

students

Each

semester until

completed

Model revised by target date of 9/30/18

Reports from Advising Staff

Pre/post comparisons of

CCSSE & SENSE survey

questions on advising;

analysis of student focus

group or other student

assessment responses on

Annually or

Bi-annually

Students will express increasingly more satisfaction with advising services and fall-to-fall retention will increase

Survey results and retention statistics

40

questions related to advising

Data on usage of early alert

systems, both referrals and

follow-up

Semester Increase of the early alert system and follow up on referrals will increase from semester to semester

Early alert system records


2016-2017 Title III Project Coordinator and Director of Academic Advising & Assessment, Dean of Student Affairs & Enrollment Management

2017-2018

2018-2019

2019-2020

Strategy 4: Develop Academic and Student Support initiatives to increase success of African American students Tactics: Support development of I3 classroom strategies with wrap around services to support African American students.


implementation


outcomes

1 Establish JCTC Chapter of the Student

African American Brotherhood (SAAB) and

identify equivalent organization for

women, each with strong faculty

leadership.

Fall 2016 Dean of Student Affairs and

Enrollment Management,

Title III Coordinator, Leaders

of AtD Invention Team

2 Establish structure and recruit members Fall 2016 SAAB Advisors

3 Develop mentoring and leadership AY 2016-2017 SAAB Advisors

41

components of SAAB

4 Conceptualize a college cultural center

(purpose, functions, locations)

Fall 2017 AtD Co-Leaders

5 Develop proposal for college cultural

center

Spring 2018

AtD Co-Leaders

6 Support implementation plan for Inclusive, Intersectional Instruction (I3)

Spring 2017 I3 Intervention Team Leader

Goal Measurement: Steadily more African Americans will be retained Fall to Fall.

Metric Frequency of

Measurement


measurement

% of African American

students who are successful

% of African American

students who are retained

Semester % of African American students who are successful in courses and retained to completion of their education goals will increase year-to-year

Grade and enrollment information


2016-2017 Achieving the Dream Co-Leaders; I3 Intervention Team

2017-2018

2018-2019

2019-2020

Strategy 5: Utilize financial aid Satisfactory Academic Progress (SAP) and Probation 1 data for academic advisors and program coordinators to intervene and assist students with appeals and coaching for future success. Tactics: Build on history of successful campus-based intervention strategies for students identified as Probation 1 and potential SAP casualties to develop a more systematic, college-wide model for successful recovery of these students.

42


implementation


outcomes

1 Educate faculty and staff about SAP

and probation

August/Sept. 2016 Director of Financial Aid

and Academic Deans

2 Share with faculty and staff the

communications that go to students

Prior to notifying students Director of Financial AId

3 FA Office sends SAP warning list by

program to Div. Chairs, Program

Coordinators, Advisors

End of each term beginning

Fall 16

Director of Financial Aid,

Program Coordinators, and

Division Chairs

4 Faculty note contacts in Starfish Each term

Division Chairs & Academic

Deans

Goal Measurement: As interventions are standardized and implemented college-wide, more SAP and P1 students will be contacted for intervention and, as a result, more at-risk students will be retained from semester to semester.

Metric Frequency of

Measurement


measurement

% of students on SAP and

Probation 1 contacted

Semester Progressively more SAP and P1 students will be contacted by faculty and/or staff each semester for intervention

Records of SAP and P1 students contacted

% of students on SAP and

Probation 1 who are

successfully retained

Semester Progressively more SAP and P1 students will be retained from semester to semester with successful intervention

Enrollment records


2016-2017 Director of Financial Aid, Academic Deans

2017-2018

2018-2019

2019-2020

43

Strategy 6: Analyze Last Date of Attendance (LDA) data to target “drop out” points to inform retention interventions. Tactics: Building on revealing data-collection undertaken by English course redesign team, use LDA information to inform retention interventions and course design.


implementation


outcomes

1 Redesigned ENG 101 course will

develop intervention strategies based

on the 2015-2016 collection and

analysis of LDA information. Using the

model of the ENG 101 Title III Course

Redesign team, analyze LDA

information in other key disciplines

and design interventions, such as

recovery protocol

Fall 2016 - Spring 17 Title III Project Director, VP for

Academic and Student Affairs,

Academic Dean for General

Education, Humanities Division

Chair, English 101 Redesign

Project Coordinator

2 Using the model of the ENG 101 Title

III Course Redesign team, analyze LDA

information in other key disciplines

and design interventions, such as

recovery protocol Share findings with

other academic areas

Fall 2016 – Fall 2017 Title III Project Director, VP for


Academic Deans, Division Chairs

3 Pilot LDA-information driven

interventions across multiple

disciplines

Fall 2017

Title III Project Director, VP for



4 Implement LDA-information driven

interventions that have shown

success college-wide

Fall 2018

Title III Project Director, VP for



5 Use LDA data to inform decisions

about lengths of terms and other

scheduling decisions

Beginning Spring 2017 Title III Project Director, VP for



44

Goal Measurement: Students will demonstrate greater persistence in individual courses, and semester-to-semester retention will increase.

Metric Frequency of

Measurement


measurement

% of courses for which LDA is

gathered and analyzed

Annual Using LDA information, disciplines will develop strategies to reduce the % of student who drop out each semester

Persistence reports


2016-2017 AtD Data Team Chair

2017-2018

2018-2019

2019-2020

Strategy 7: Develop an immersive student engagement experience for students to strengthen their bonds with Jefferson and their fellow students. Tactics: Use research about factors in student retention to strengthen students’ connections to JCTC.


implementation

Person responsible

for outcomes

1 Re-start Student Government with a committee of faculty and staff who can reinvigorate, advise, inform, and guide this and other student organizations

Fall 2106 Dean of Student

Affairs and

Enrollment

Management, SOAR

Coordinator

2 Modify SOAR Coordinator job description to include oversight of student life functions


Affairs and

45

Enrollment

Management

3 Foster an environment that provides students the opportunity for extracurricular student engagement that promotes social, cultural, and civic responsibility.

Fall 2016 Vice President for

Academic and

Student Affairs,

Dean of Student

Affairs and

Enrollment

Management,

Academic Deans,

Division Chairs,

Program Heads

4 Enhance advertising of student organizations and create a comprehensive student activities calendar, looking for more opportunities to logistically combine resources, have shared common goals, and facilitate cross-fertilization of student ideas and input


5 Develop cohesive first-year programming related to career planning, social and environmental issues and cultural and intellectual experience that provide JCTC students the fundamental ethical and civic education necessary for responsible and effective citizenship


Affairs and

Enrollment

Management, SOAR

Coordinator, FYE

105 Coordinator

Goal Measurement: African American retention will rise as students become more engaged in the life of the college.

Metric Frequency of

Measurement


measurement

# of student involved in SGA

and other active clubs; # of

active clubs

Annually #s of active organizations and participating students will increase annually

Organization records

46

Creation of comprehensive

first-year experience

Annually By Spring 2019 Activities organized

African American student

retention

Annually % of students retained will increase annually

Enrollment records


2016-2017 SOAR Coordinator & Dean of Students

2017-2018

2018-2019

2019-2020

Strategy 8: Strengthen partnerships with community groups who can assist students with non-academic issues that are barriers to success. Tactics: Implement a Single Stop for assistance with social services, benefits, tax filing, financial counseling, etc. Step # Action Step Description Time line for

implementation


1 Conduct a GAP ANALYSIS

between what is provided now

and the envisioned Student

Success Center; survey students

as well as faculty and staff

Fall 2016 – Spring 2017 AtD 2.0 Co-Leader AtD 2.0 Community Partnership- Student Success Center

subcommittee

2 Review research on best

practices for both strategies and

student emergency funds.

Fall 2016 AtD 2.0 Co-Leader AtD 2.0 Community Partnership- Student Success Center

subcommittee

3 Identify faculty and staff for Student Intervention Team

Fall 2016 – Fall 2017 AtD 2.0 Co-Leader AtD 2.0 Community Partnership- Student Success Center subcommittee

4 Conduct follow-up from student needs assessment sample (n=180)

Fall 2016 – Fall 2017 AtD 2.0 Co-Leader AtD 2.0 Community Partnership- Student Success Center subcommittee

47

5 Cataloging MOA and current partnerships that pertain to the Student Success Center or specific retention and recruitment initiatives

Fall 2016 and forward AtD 2.0 Co-Leader AtD 2.0 Community Partnership- Student Success Center

subcommittee

6 Conduct a resources analysis and determine administrative structure: Identify human and capital resources for student success center and evaluating/ cataloging MOA and partnerships

Fall 2016 – Spring 2017

AtD 2.0 Co-Leader AtD 2.0 Community Partnership- Student Success Center

subcommittee

7 Develop an evaluation plan for

effectiveness and sufficiency of

partnerships


subcommittee

8 Develop appropriate policies

and practices for both strategies


subcommittee

9 Develop a comprehensive

tracking MOA’s and community

partnerships for JCTC service

areas (10 county service area)


subcommittee

Coordinator -Evaluating

Community Partnerships (TBD)

10 Increase partnerships for

Student Success Center

Fall 2017 – Spring 2018 AtD 2.0 Co-Leader AtD 2.0 Community Partnerships Committee Administrator of Student Success

Center (TBD)

11 Cross-training staff and faculty

on Student Success Center

practices

Fall 2017 – Spring 2018 AtD 2.0 Co-Leader AtD 2.0 Community Partnerships Committee Coordinator -Evaluating

Community Partnerships (TBD)

12 Develop professional

development materials for both

strategies

Fall 2017 – Spring 2018 AtD 2.0 Co-Leader AtD 2.0 Community Partnerships Committee

13 Review practices for student

success center and tracking for

Fall 2017 – Spring 2018 Administrator of Student Success

48

community partnerships

(continuous evaluation and

assessment)

Center and

Evaluating Community

Partnerships (TBD)

14 Review professional

development on principles of

student success, retention and

community partnerships

Fall 2017 – Spring 2018 Administrator of Student Success

Center and

Evaluating Community

Partnerships (TBD)

Measurement Goal: By 2020, Jefferson will have thriving partnerships with the breadth of community groups who can assist students will non-academic issues that are barriers to success.

Metric Frequency of

Measurement


measurement

# students, faculty, or

staff identifying need for

particular service

Annually Initial target group of partners

established by Spring 2017;

updated annually as student

needs or partner opportunities

expand

Student, faculty, and

staff needs assessment

# of partnerships

established

Annually By 2020, JCTC will have

established partnerships with a

sufficient number of community

partners to address needs

identified as critical to student

success and persistence

Partnership database

and MOUs

# of faculty and staff

participating in referral

training

Annually By 2020, 100% of full-time

faculty and 50% of full-time staff

will have been trained in

student referral processes and

resources

Training records

Semester and Semester-

to-semester Retention #

Annually Jefferson’s success on both

these metrics will increase

annually

Retention statistics

49


2016-2017 Achieving the Dream Intervention Team Chairs & Co-Leaders

2017-2018

2018-2019

2019-2020

Resources required beyond what is already available:

1. Ongoing assistance with promoting tutoring and academic success workshops. 2. Ongoing technical assistance implementing Starfish for tutoring. 3. Budget adequate to deliver tutoring on all campuses starting in AY 2017-18. 4. Administrator/ personnel for student success center and evaluating partnerships 5. Space identified at each campus for a mini-student success center, cultural center, and

student organizations. 6. Data tracking system for partnerships. 7. Case management system for Student Success Center.

Council Membership Marketing and Recruitment

Laura Smith - Lead Dean of Student Affairs and Enrollment Management

Emily Belwood co-chair Marketing Manager

Jimmy Kidd co-chair Director of Admission

Liz Boyd CIT Assistant Professor

Kara Schotter Allied Health Division Chair

Tony Leslie Counselor, Technical Campus

Chanda Rodski Manager of New Student Admissions

George Poling Executive Director Metropolitan College

Courtney Abboud Director of Workforce and Student Development, Metropolitan College

Maia Langley Coordinator of Dual Credit

Gina Embry AOKY Program Coordinator

Robin Harrington Admissions Counselor

Britney Inge Institutional Research

Terry Lutz Professor, Communication Arts Program Coordinator

50

Retention and Completion

Laura Smith – Lead Dean of Student Affairs

Diane Calhoun-French VP for Academic and Student Affairs

Denise Gray Director of Bullitt and Shelby Campuses

Patty Beebe Professor, Southwest Campus

Grant Gamble Faculty, Wood Technology

Stacy Taylor Department Head and Area Coordinator, English

Taylor U’Sellis Coordinator of New Student Orientation

Reneau Waggoner Director, Title III Project, Assistant Professor

Bruce Jost Division Chair, Technology and Related Sciences

Susan Carlisle Carrollton Campus Director

Jill Adams Professor, English

Maia Langley Coordinator of Dual Credit

Angela Johnson Director of Financial Aid

Marlisa Austin Professor, English

Adam Elias Director of E-Learning

Maria Galyon Coordinator of FYE 105

Maureen Gibson Associate Professor, Reading

Jennifer Englert-Copeland Director of Academic Advising

Randy Davis Dean of General Education

Kaye Lafferty Professor and Advisor

Margot McGowen EPIC Project Team Lead

Hilary Sortor Tutor Coordinator

Kay Arterburn Professor of Biological Sciences

Tiffany Jones-Coleman Office of Grants and Contracts

Documents

Strategic Enrollment Management Plan€¦ · Strategic Enrollment Management Plan 2016-2020 About Jefferson Community and Technical College Jefferson Community and Technical College