Summer/Fall Semester 2015 - Triton College · In fiscal year 2015, the college produced a total of three strategic plan semi-annual reports following the summer, fall, and spring

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Strategic Plan Semi-Annual Report Summer/Fall Semester 2015

Table of Contents

EXECUTIVE SUMMARY ................................................................................................................... 2 REVISIONS TO THE STRATEGIC PLAN ASSESSMENT AND REPORTING PROCESS .............................................. 3

CHANGES TO SEMI-ANNUAL REPORTING .................................................................................................. 3 CHANGES TO ASSESSMENT CYCLE ............................................................................................................ 3

FOCUS AREA CHART ...................................................................................................................... 5 FOCUS AREA UPDATES ................................................................................................................... 7

INCREASE COLLEGE READINESS ............................................................................................................... 7 ACTION 1.1: COLLABORATE WITH K-12 PARTNERS TO ENSURE CURRICULA ALIGNMENT ........................ 7 ACTION 1.2: PROMOTE VALUE OF OFFERINGS THROUGH TRITON AMBASSADORS ...................................... 8 ACTION 1.3: CREATE COMPREHENSIVE DUAL ENROLLMENT ............................................................... 9

ACTION 1.4: IMPROVE AND EXPAND PARTNERSHIPS WITH K-12 AND UNIVERSITIES .............................. 10 ACTION 1.5: ASSESS AND REVISE POLICIES TO ENSURE EQUITY ........................................................... 10 ACTION 1.6: REDUCE SINGLE-POINT SERVICES AND CAMPUS SILOS ..................................................... 11

IMPROVE COMPLETION .........................................................................................................................11 ACTION 2.1: IMPROVE GRADUATE SUCCESS TRACKING .................................................................... 11

ACTION 2.2: SCALE EXISTING SUPPORT PROGRAMS ....................................................................... 12

ACTION 2.3: ESTABLISH E-SERVICES FOR STUDENTS ...................................................................... 13 ACTION 2.4: ENHANCE PRIOR LEARNING ASSESSMENT ..................................................................... 13 ACTION 2.5: ACCELERATED PATHWAYS ...................................................................................... 14

ACTION 2.6: DEVELOP A RESEARCH-BASED FIRST YEAR EXPERIENCE (FYE) MODEL ............................ 14 ACTION 3.1: CREATE PROFESSIONAL DEVELOPMENT ON AT-RISK STUDENT NEEDS .................................. 15 ACTION 3.2: CREATE SUMMER BRIDGE PROGRAM .......................................................................... 16

ACTION 3.3: ENHANCE TUTORING SERVICES ............................................................................... 16

ACTION 3.4: COMPREHENSIVE ACADEMIC PLANNING .................................................................... 17 CLOSE SKILL GAPS ................................................................................................................................17

ACTION 4.1: ENGAGE IN DIRECT BUSINESS INTERACTION .................................................................. 18 ACTION 4.2: INCREASE STUDENT INTERNSHIP OPPORTUNITIES ........................................................... 18 ACTION 5.1: STREAMLINE CURRICULUM REVIEW AND APPROVAL ....................................................... 19 ACTION 5.2: IDENTIFY GAPS IN CAREER AND TECHNICAL EDUCATION CURRICULA .................................. 20 ACTION 5.3: DEVELOP AND IMPLEMENT COMPETENCY-BASED CURRICULA ............................................ 20 ACTION 5.4: ENHANCE AND EXPAND ONLINE COURSE OFFERINGS ..................................................... 21

APPENDIX A: REVISED STRATEGIC PLAN ASSESSMENT CALENDAR .......................................................... 22 APPENDIX B: FY2016 ASSESSMENT REPORTS ..................................................................................... 23

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Strategic Plan Semi-Annual Report Summer/Fall Semester 2015

Executive Summary Triton College’s strategic plan is designed to drive holistic planning at the institution by integrating the college’s governance, operations, and budgeting. Triton College’s strategy for fulfilling its mission centers around three focus areas:

Increasing College Readiness Improving Completion Closing Skill Gaps In fiscal year 2016, Triton College continues the work it began last fiscal year by moving forward with action items in progress and starting new actions scheduled to begin this year. However, due to internal priorities related to enrollment initiatives and external budgetary issues in the state of Illinois, time and resources are exceptionally short for both the fall 2015 and spring 2016 semesters. These exigencies have affected the institution’s ability to make significant headway in a number of areas, including scaling existing support programs, assessing and revising policies to ensure equity, creating a summer bridge program, enhancing tutoring services, and expanding online course offerings. Moving into budgetary planning for fiscal year 2017, the college will need to evaluate its action items and the resources it will have at its disposal to support them in the coming year. Nonetheless, the institution is seeing positive movement with respect to a number of action items, including the expansion of its College Readiness Math pilot and enrollment growth in the dual credit program. The College Readiness Math pilot completed its first year in May 2015 at East Leyden and West Leyden High Schools, resulting in success rates (C or better) a 84% and 48% respectively. The institution is evaluating the differences in the success rates and has begun efforts to improve them in 2016. Further, the pilot has expanded to include three additional high schools: Proviso East; Proviso West; and Oak Park River Forest. With respect to dual credit, following the first dual credit summit in spring 2015 dual credit enrollments reflected a 50% increase in unduplicated headcount for the fall semester (927 students). The college has obtained a follow-up grant to hold its second dual credit summit in spring 2016. In fiscal year 2015, the college produced a total of three strategic plan semi-annual reports following the summer, fall, and spring semesters. After evaluating this process, the strategic plan steering committee, College Council, recommended that the reports be reduced to two per year: a Mid-Year Progress Report; and an Annual Report. The reduction in reports will decrease both the repetition in reporting and the burden of the assessment process on the Action Champions. The Mid-Year Progress Update will focus on milestones and operational headway, whereas the Annual Report will focus the achievement of outcomes at the action and strategic direction levels. Additionally, the College Council supported shifting the strategic planning assessment cycle from the fiscal year to the calendar year. This change will allow the strategic planning assessments to support the college’s institutional budget process and resource allocation in a timely manner.

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Revisions to the Strategic Plan Assessment and Reporting Process

At its annual retreat in July 2015, the College Council evaluated its strategic planning assessment process and noted some areas that required improvement. Specifically, the college noted that the semi-annual reports (Summer 2014, Fall 2015, and Spring 2015), while comprehensive, contained very similar information. This made it difficult to differentiate between the reports. Additionally, due to the short reporting period between each semi-annual report (three to four months), there often was not substantial progress to share on a number of actions, particularly those that were early in their implementation stage.

Based on this evaluation, the College Council supported changing the semi-annual reporting process from three reports per year to two reports per year. Additionally, the College Council advised that these reports should be differentiated in purpose and content. Finally, the College Council advised that the assessment and reporting process should be purposefully aligned with the college’s budgeting process to ensure that the strategic plan assessment results inform institutional resource allocation.

Changes to Semi-Annual Reporting

As noted above, the strategic plan will now produce two reports per year. These reports will also be differentiated in purpose and content. The first report, Mid-Year Strategic Plan Progress Report, will be released in June of each year and will focus on the providing specific updates regarding progress made throughout the year on each action item in the strategic plan. The report will focus strongly on milestones and operational headway, as opposed to the achievement of specific outcomes. The second report, Strategic Plan Annual Report, will be released in December each year and will focus on the institution’s performance against set metrics and outcomes at the strategic direction level and action item level.

The institution is also currently exploring the reporting capabilities and functionality its newly acquired assessment management system, TK20. The functionality of TK20 may impact the look and structure of the reports provided by the strategic planning area and therefore, may inform the development of these reports as the college heads into the new calendar year.

The first report under this new Strategic Plan Assessment Reporting structure will be produced in June 2016.

Changes to Assessment Cycle

The College Council’s evaluation determined that requiring three assessment reports per year both failed to produce informative updates and overburdened the Action Champions. Therefore, it was agreed that the assessment cycle should be reduced to one assessment report per year. This allows more substantial time between the reporting periods to deliver results on outcomes, as well as more time for thoughtful reflection

College Council is the Strategic Plan Steering Committee.

President’s Cabinet is the Strategic Plan Core Team.

Each Strategic Plan Action has a designated Action Champion. These individuals are identified on the Strategic Planning webpage of the Triton College website.

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and analysis by the action champions in their reports. However, it was also determined that the college should incorporate a progress update halfway through the year to help support the action champions and keep track of the progress of actions. The progress update will focus on the achievement of milestones and operational headway with respect to implementation of action items.

To achieve the College Council’s directive with respect to budgeting, it is essential that the institution adjust its strategic plan assessment cycle so that the assessment report on the action outcomes corresponds with the budgeting process. Currently, the budgeting process begins as early as November and December of the preceding year. If the institution continues to assess its plan based on the fiscal year calendar (July 1 – June 30), outcomes will be reported far too late to inform budgeting for the start of the fiscal year on July 1st.

Therefore, the college is adjusting the strategic planning assessment cycle to occur on the calendar year (January 1-December 31). This change ensures that the data produced by the plan’s assessment reports (due in October each year) will inform the institutional budgeting process in a timely and purposeful way.

The Revised Strategic Plan Assessment Calendar is attached as Appendix A.

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Focus Area Chart This chart is designed to provide a quick view regarding the status of the institution’s FY2016 action items. This chart does not include any actions from the strategic plan that are scheduled to begin FY2017 or later.

Please note the key for the color coding in the chart:

Action is progressing as anticipated in the most recent version of the strategic plan.

Action is progressing, but has encountered some hurdles that may necessitate changes to the action item in the future.

Action item has encountered hurdles that will likely necessitate changes to the plan of action.

Focus Area Updates Progress Action

Increase College Readiness

Strategic Direction 1: By 2020, increase by 50% the number of students entering college prepared for college-level work.

1.1: Collaborate with K-12 partners to ensure curricula alignment

1.2: Promote value of offerings through Triton ambassadors

1.3: Create comprehensive dual enrollment

1.4: Improve and expand partnerships with K-12 and universities

1.5: Assess and revise policies to ensure equity

1.6: Reduce Single-Point Services and Campus Silos

Improve Completion Strategic Direction 2: Identify and Scale Best Practices 2.1: Improve graduate success tracking

2.2: Scale existing support programs

2.3: Establish e-services for students

2.4: Enhance Prior Learning Assessment

2.5: Develop Accelerated Pathways

2.6: Develop a research-based First Year Experience (FYE) Model

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Strategic Direction 3: Restructure support services with an emphasis on at-risk and low-performing populations and first-year students.

3.1: Create professional development on at-risk student needs

3.2: Create a summer bridge program

3.3: Enhance tutoring services

3.4: Comprehensive academic planning

Close Skill Gaps Strategic Direction 4: Identify regional and global workforce needs, skills, and credentials and align college programming and curriculum with those needs.

4.1: Engage in direct business interaction

4.2: Increase student internship opportunities

Strategic Direction 5: Develop and implement educational pathways that include accelerated and competency-based approaches.

5.1: Streamline curriculum review and approval

5.2: Identify gaps in career and technical education curricula

5.3: Develop and implement competency-based curricula

5.4: Enhance and expand online course offerings

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Focus Area Updates

Increase College Readiness A key focus area in Triton’s seven-year strategy is to improve college readiness by increasing the number of students entering college prepared for college-level work. The institution has six distinct actions that fall under this focus area for this fiscal year (FY2016). Each action is in the second year of its estimated timeline. An update on each action is provided below.

Action 1.1: Collaborate with K-12 partners to ensure curricula alignment

Strategic Direction Alignment: 1 Projected Timeline: FY2015-2018 Committee Alignment: Curriculum Action Champion: Ric Segovia - Dean, Arts and Sciences

The full language of this action is as follows: Partner with K-12 institutions to address preparation and expectations that support the Common Core and PARCC Assessments; oversee successful alignment with high school curricula and Common Core Standards to ensure that students are accurately identified as ready for college work and early college credit opportunities.

The college’s efforts related to this action have been focused on partnering with local high schools to offer College Readiness courses to high school seniors at the high school locations. Through this collaborative effort, Triton College will not only increase student placement in college-ready courses, but grow its educational footprint by establishing stronger presence within the local high schools. In FY2015, the college piloted this program at East and West Leyden High Schools.

For FY2016, the institution articulated three specific outcomes for this action: to expand the current College Readiness pilot program to three schools; to collect data to show completion rates of students who successfully completed the pilot programs; and to revise the COL102 to enhance the transition of students through developmental education.

The college has already exceeded expectations related to the first outcome by expanding its pilot to five local high schools: Proviso East, Proviso West, Oak Park River Forest, East Leyden, and West Leyden. Fall 2015 registration reflects 156 students total in the pilot program. To support the expansion of the program, a full-time Associate Dean of College Readiness and one faculty member (via 6 hours of release time) were added. Additional hands-on support was given to the high schools for set-up, program standards, meeting and mentoring of teachers, delivery of course information, placement test scheduling, and integration of MyMathLab technology.

Actions within the focus area Increase College Readiness are categorized under Strategic Direction 1.

Strategic Direction 1: By 2020, increase by 50% the number of students entering college prepared for college-level work.

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The college has also begun measuring completion rates. As noted above, East and West Leyden High Schools completed the College Readiness math pilot in May 2015. Both schools offered MAT 096 to seniors at their campuses. Success rates (C or better) were 84% at East Leyden and 48% at West Leyden. The institution is evaluating the differences in the completion rates and has begun efforts to improve them at all locations for FY2016. For example, in spring 2016, the College will enhance the pilot program by integrating visits from Triton admission representatives and program directors in an effort to keep students focused on their goal of completing the course and beginning college. Further, the institution is developing a more aggressive approach and overview of the pilot program model for high schools, highlighting that it is targeted for the “College Potential” student.

Finally, preliminary analysis on the revised COL102 course showed a slight increase in retention and completion. Currently, the institution is in its third semester running pilot courses (5 classes per semester). Results show 86.4% of COL102 pilot students in 2014 fall semester were retained to enroll in one or more credit course in 2015 spring semester. Further, 70.8% of other at risk students retained during this period. The institution hopes to continue this increase through the integration of comprehensive academic planning and common assignments in FY2016.

The full Assessment Report for this action is provided in Appendix B.

Action 1.2: Promote value of offerings through Triton ambassadors

Strategic Direction Alignment: 1 Projected Timeline: FY2015-2018 Committee Alignment: Strategic Enrollment Management Action Champion: Corey Williams - Dean, Student Services

The full language of this action is as follows: Promote student, faculty, staff, and alumni to serve as ambassadors in the marketing of the value of Triton College’s programs and services. This action is focused raising the profile of the institution through the deliberate interactions of Triton ambassadors with various community stakeholders. The goal is to foster a positive institutional image and promote the enrollment of prospective students. Ambassador roles also strengthen partnerships with high schools, businesses, and other community partners by creating direct personal connections through Triton representatives and individuals within its partner communities. These connections foster collaborative partnerships that help prepare incoming students for college coursework.

For FY2016, the institution articulated two specific outcomes for this action: obtain 15-20 student/staff ambassadors; and implement career pathway program with Guerin Prep in spring 2016 semester. Longer-term goals include implementing career pathway program at other in district high schools in fall 2016.

With respect to the first outcome, the institution has identified more than 15 faculty members, 30 staff, and 35 students serving in the role of student/staff ambassadors through the admission services and individual college departments. Since the spring semester of 2015, they have participated in more than 15 recruitment and community based events. Currently, there are many instances across campus where ambassadors are being asked to market and represent the institution at various community events. Therefore, the college may want to consider consolidation this information in a centralized location that houses contact information of all ambassadors. This location could then funnel requests for representation through a single area.

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With respect to the second outcome, the institution’s career services and dual credit areas have had several meetings with representatives from Guerin Prep to design a customized cooperative education/dual credit program for the high school. The goal of the program is to develop key skills for high school students well before college, while at the same time, design a pathway for them to learn and experience Triton. This program will include ambassadorships from specific career areas for the pilot programs’ students. As a next step, Triton is in development of a specific, customized plan that will meet the needs of Guerin Prep while identifying opportunities for Triton. After meeting with representatives from Guerin, they requested that the program begin during the summer 2016 term to allow their current juniors an opportunity to enter the summer co-operative prior to the beginning of their senior year.


Action 1.3: Create comprehensive dual enrollment

Strategic Direction Alignment: 1 Projected Timeline: FY2015-2019 Committee Alignment: Strategic Enrollment Management Action Champion: Chuck Bohleke - Dean, Business and Technology

The full language of this action is as follows: Develop a comprehensive dual enrollment program that begins at the start of a student's high school career and follows him or her through successful completion of an associate degree at Triton College.

Dual enrollment is a proven best practice that leads to improved college-readiness. To create effective dual enrollment programs, the institution will need to partner with local high school administration and faculty.

For FY2016, the institution articulated three specific outcomes for this action: expand dual credit offerings to the schools in its service region and to Automotive students in the Harper service region; increase local high school participation in its dual credit program by holding the second Dual Credit Summit; and increase the participation from 300 to 500 students engaged in either college-level coursework or in taking developmental courses while still in high school.

With respect to the first outcome, the institution has met with representatives from local schools districts to expand the offerings including several pathways for students to complete a certificate or certificates while still in high schools. Follow-up meetings are planned with the local high school districts and private and parochial schools about including them in the dual credit opportunities.

The institution is also showing positive progress with respect to the second and third outcomes. The college obtained a follow-up grant to hold its second dual credit summit in the spring of 2016. An analysis of dual credit enrollments found an unduplicated headcount of 617 in the fall of 2014 and a 50% increase in unduplicated headcount in the fall of 2015 to 927 (following the first dual credit summit, held in spring 2015). The duplicated headcount for fall 2015 was 999 since some students are taking more than one class.


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Action 1.4: Improve and expand partnerships with K-12 and universities

Strategic Direction Alignment: 1 Projected Timeline: FY2015-2021 Committee Alignment: Strategic Enrollment Management Action Champion: Cheryl Antonich – Associate Vice President, Academic Affairs

The full language of this action is as follows: Facilitate and enhance partnerships with local and regional educational institutions at the K-12 and university level.

Triton College will focus on building its School/College Alliance, a network of educational leaders from Triton’s district, to ensure that students are seamlessly moving through the educational continuum. The Alliance is responsible for ensuring that resources and services are maximized to support student retention, transition, academic preparation, completion, and overall academic success. Through this collaborative partnership, Triton College can better assure that students are prepared for college-level work.

Triton College aims to initiate two new articulation and/or cooperative agreements that support student completion of degrees and/or certificates. While college has not yet initiated any new agreements, it is on track to complete this outcome as projected in 2016.

The School College Alliance (SCA) has continued its operation. The Project Director was granted additional release time to support the implementation of the last two SCA teams, The English/Language Arts Team and Parent Team. The English/Language Arts Team went live in the fall semester, and the implementation of the Parent Team is in discussion. The Data Team and Math Team are functional and meeting.


Action 1.5: Assess and revise policies to ensure equity

Strategic Direction Alignment: 1 Projected Timeline: FY2015-2017 Committee Alignment: Academic and Scholastic Standards Action Champion: Quincy Martin – Associate Vice President, Student Affairs

The full language of this action is as follows: Assess policies and revise as necessary to ensure equity.

Triton College can remove barriers to student enrollment and persistence, particularly within their first year at Triton College, by streamlining college policies and practices to ensure an equitable and improved student experience. Removing these barriers will increase college readiness by providing students with better and more immediate access to the college’s support services.

In FY2016, the college aimed to develop a protocol to assess equity in college policies and practices. Through the work for the Strategic Enrollment Management (SEM) committee, there has been some progress on identifying barriers to enrollment and persistence. However, due to competing priorities and a necessary focus on improving enrollment during peak enrollment periods, the institution has not yet made substantial progress on developing a process for regulator inventory and assessment of college policies and practices.


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Action 1.6: Reduce single-point services and campus silos

Strategic Direction Alignment: 1 Projected Timeline: FY2015-2019 Committee Alignment: Human Resources Action Champion: Joe Klinger – Associate Vice President, Human Resources

The full language of this action is as follows: Reduce single point services/positions and silo effects across campus.

Triton College can remove barriers to student enrollment and persistence by ensuring a fluid enrollment process that provides students with timely and accurate information. To achieve this, the college must have front-line personnel that are diverse, customer-service friendly, and professional.

For FY2016, the college aimed to identify positions across campus in need of cross training that inhibits the new student enrollment experience. However, multiple discussions with the core team revealed the need to focus on customer service as a critical barrier to enrollment. It was also determined that due to the current logistical layout of the enrollment processes; single point services cannot be wholly eliminated.

Therefore, the recommendation is to replace the current action item with one that is more focused on the improvement of customer service along with the development of a customer service training program. For the calendar year of 2016, the college proposes to implement a pilot customer service training program that results in 75% participation of full-time staff.


Improve Completion

Another key focus area in Triton’s seven-year strategy is to improve college completion rates by identifying and scaling best practices and restructuring support services with an emphasis on at-risk and low-performing populations and first-year students. The institution has ten distinct actions that fall under this focus area, all of which are operational this year (FY2016). An update for each is provided below.

Action 2.1: Improve graduate success tracking

Strategic Direction Alignment: 2 Projected Timeline: FY2016-2018 Committee Alignment: Student Success Data Team Action Champion: Kurian Tharakunnel – Executive Director, Institutional Research and Effectiveness

The full language of this action is as follows: Improve Graduate Success Tracking.

Actions within the focus area Improve Completion are categorized within Strategic Directions 2 and 3.

Strategic Direction 2: Identify and scale best practices.

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Providing students with comprehensive student support services that guide the student from start to finish is an identified best practice for improving student completion. By improving its graduate success tracking, the college will be able to gather more accurate data regarding its graduates’ success, and consequently better measure the strengths and weaknesses of its current services and offerings.

While student services started administering a Graduate Student Survey in spring 2015, it had a very low response rate of only 52 students. For FY2016, the institution aims to enhance the survey and administer it with a 60% response rate. Longer-term goals also include tracking information from multiple sources for graduates in the last three years.

Currently, the institution is making solid progress towards its FY2016 outcome. Research is collaborating with student services to increase the effectiveness of the survey’s administration and ensure a higher completion rate. Proposed changes include incorporating the survey into the graduate fair, providing the survey link through Colleague, and a more aggressive promotion of the survey to graduating students.


Action 2.2: Scale existing support programs

Strategic Direction Alignment: 2 Projected Timeline: FY2016-2021 Committee Alignment: Academic Support Action Champion: Debbie Baness-King – Dean, Academic Success

The full language of this action is as follows: Scale existing support programs, including TEAM, Peer Mentoring, and TRiO. Support programming promotes students engagement, creates a holistic learning experience for students, and provides individualized, intensive services for students. All these areas of promotion have been determined through research to increase persistence and completion rates. By identifying best practices and scaling them to meet Triton students’ needs, the institution can leverage its strengths to achieve its goal of improving college completion rates. For FY2016, the institution is focusing its efforts in this action on the Peer Mentoring Collaborative (PMC). PMC provides College Readiness instructors with student tutors who provide support in the classroom environment. The institution articulated two specific outcomes for PMC this year: Increase successful course completion rates in PMC developmental education courses to 50%; and increase persistence from fall to fall by 5% annually.

The institution has shown some positive progress towards its first stated outcome. Summer 2015 PMC data demonstrates that courses completion rates in PMC developmental education courses exceeded 50%. However, due to budgetary actions, the position responsible for coordinating services for the PMC and subsequently tracking data has been frozen as of September 20, 2015. Therefore, it is uncertain if the college will be able to meet its stated outcomes for FY2016.


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Action 2.3: Establish e-services for students

Strategic Direction Alignment: 2 Projected Timeline: FY2015-2018 Committee Alignment: Technology Advisory and Distance Education Action Champion: Michael Garrity – Associate Vice President, Information Systems

The full language of this action is as follows: Establish e-services for students.

To meet the needs of its student population, Triton must adapt to the changing educational and technological landscape by offering more methods of interaction and support to the student body. Different methods of support increase opportunities for students to engage with Triton’s faculty, staff, and student body, and students with higher levels of engagement are more likely to complete their educational goals.

For FY2016, the institution articulated three specific outcomes for this action: increase the number of students that use online services for registration or payment options; increase the number of students that are helped each term by its call center staff; and use the online “ask me” virtual agent to provide analytics on the number and quality of questions that are asked via the online tool.

These outcomes were set for completion at the end of FY2016 (June 2016); therefore, data has not yet been collected with respect to these outcomes. However, progress has been made with respect to enhancing e-services, and this progress will support the achievement of the outcomes. The Triton App is in development with Ellucian and it will include registration. Additionally, the live chat support feature was deployed this fall and is accessible via multiple pages of the website. The college is planning to roll out the access to more pages as the support staff grows more comfortable with the tool. The online version of “Ask Me” also went live at the start of the school year. Informed by initial reports on the volume of usage, the technology department is working with the student affairs area to add more information to the knowledge base and develop ways to clarify the process for users.


Action 2.4: Enhance Prior Learning Assessment

Strategic Direction Alignment: 2 Projected Timeline: FY2015-2019 Committee Alignment: Academic and Scholastic Standards Action Champion: Sujith Zachariah - Associate Dean, Enrollment Services

The full language of this action is as follows: Enhance Prior Learning Assessment opportunities.

Prior Learning Assessments (PLAs) will provide students with opportunities to earn academic credit for prior experiences through several assessments such as CLEP, DSST, AP, Proficiency Exams, and Portfolio Reviews. Students who successfully complete PLAs may receive college credit to apply toward their degree, which may result in faster degree completion. As such, PLAs are beneficial for both recruitment and retention.

This year, the institution established marketing strategies for Prior Learning Assessment (PLA) and created a detailed PLA booklet for students and corresponding webpage. The college is in the process of creating a flier to further market PLA. The college is also establishing baseline data by which it can measure student use of PLA for credit. The institution is still collecting data, but between January 2015 and October 2015,

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the institution awarded PLA credit to 154 student via College-Level Examination Program (CLEP), 249 students via Advanced Placement (AP), 14 student via DANTES Subject Standardized Tests (DSST), 2 students via Proficiency Examinations, and 2 students via Portfolio Reviews. The college did not track military experience credits awarded during this period, but will do so in the future.


Action 2.5: Develop Accelerated Pathways

Strategic Direction Alignment: 2 Projected Timeline: FY2015-2019 Committee Alignment: Curriculum Action Champion: Gabe Guzman – Associate Dean, Arts and Sciences

The full language of this action is as follows: Research and develop accelerated pathways/programs for students.

A culture of completion is characterized not only by the necessary mechanisms for course completion, but also by persistence semester to semester and degree/credential completion. Accelerated educational pathways contribute to a culture of completion by removing obstacles that prevent students from obtaining an academic credential.

For FY2016, the college set two specific outcomes for this action: realigning the curriculum to eliminate excess credits improves the efficiency of programs, while allowing for credential attaining in-time; and create a two-year pathway of degree completion for AS degrees. However, due to budget constraints and enrollment challenges, no significant progress has been made towards the completion of these outcomes yet this year. Additionally, the current action champion is changing positions within the institution in the coming semester and will no longer be able to serve as champion for this action. Therefore, it is unlikely that these outcomes will be met this year.


Action 2.6: Develop a research-based First Year Experience (FYE) model

Strategic Direction Alignment: 2 Projected Timeline: FY2015-2018 Committee Alignment: Student Development Action Champion: Amanda Turner – Dean, Enrollment Services

The full language of this action is as follows: Develop a research-based first year experience (FYE) model.

Higher levels of student engagement have been proven to translate to greater levels of student persistence and completion. First-year experience (FYE) programs serve this end by providing early integration for students in the college community. A clear and comprehensive FYE program will provide entering students with the resources necessary to establish a solid foundation of support within the college community.

For FY2016, the college set two specific outcomes for this action: create a timeline and budget for a FYE program; and develop rollout plan for the FYE program.

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This action currently resides primarily with the Enrollment Services department, which has been heavily focused on addressing the institution’s enrollment needs for the current and upcoming semester. While the college has made some progress towards these outcomes, the dedication of time and resources towards the completion of these outcomes will depend upon the institution’s prioritization of this project during the FY2017 budgeting and planning processes. Areas impacted by the program will include new student orientation, college success, counseling, admissions, student life, and academic success. The full Assessment Report for this action is provided in Appendix B.

Action 3.1: Create professional development on at-risk student needs

Strategic Direction Alignment: 3 Projected Timeline: FY2015-2018 Committee Alignment: Professional Development Committee Action Champion: Mary Ann Tobin – Director of Teaching Learning

The full language of this action is as follows: Create Professional Development Plan focused on needs of at-risk populations.

Closing the achievement gap that exists for at-risk and low-performing students depends upon close collaboration between faculty and student support staff to maximize existing services while improving their quality and availability. Therefore, the college must develop a Professional Development Plan to inform faculty and student support staff about existing services while also seeking out and implementing innovative student support and instructional strategies.

For FY2016, the college seeks to offer faculty opportunities to learn instructional and curricular methods to address the needs of at-risk/low performing populations and select model(s) for implementation. Substantial progress has been made towards the completion of this outcome. The Triton Teachers of Power (Tri-TOP) program was implemented in September, 2015 and has enrolled seven instructors. Participants have one full year to complete their chosen level of achievement. A full report on their participation and level of achievement will be available in the next Action Report. As part of that program, this semester’s Special Topics related to at-risk/low performing populations include “CAAS Tech for Teachers,” “Creating an Accessible Word Document for Instruction,” and “BL: Universal Design and Accessibility.” Additionally, the Center for Teaching Excellence (CTE) offered “Smart Board – Math Features,” facilitated by College Readiness instructors, and “Low Cost/No Cost Textbook Alternatives,” co-facilitated by the Instructional Design Specialist and a Librarian. As a result of the latter workshop, one faculty member in the English department will pilot a no-cost textbook alternative for his students in one section of RHT 101 in Spring 2016, and the Student Development Committee has taken up the Low Cost/No Cost Textbook Alternative as their 2015/2016 initiative to mitigate student’s accessibility and affordability challenges.

Actions within the focus area Improve Completion are categorized within Strategic Directions 2 and 3 and their associated Tactics.

Strategic Direction 3: Restructure support services with an emphasis on at-risk and low-performing populations and first-year students.

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The Professional Development Committee (PDC) has expressed an intention to focus its attention on developing CTE events and Faculty Workshops dedicated to addressing the needs of at-risk students in the classroom. Discussions will continue during FY2016 about how to best carry out this tactic, perhaps by restructuring the committee’s SMARTteaching initiative to focus on the topic of teaching at-risk students. However, funds will likely need to be allocated to compensate a coordinator for these events for their continuance.


Action 3.2: Create a summer bridge program

Strategic Direction Alignment: 3 Projected Timeline: FY2015-2021 Committee Alignment: Student Development Action Champion: Debbie Baness-King – Dean, Academic Success

The full language of this action is as follows: Create Summer Bridge Program to better prepare the upcoming students for college level courses and to ensure successful transition to college.

The creation and implementation of a summer bridge program is an identified best-practice for supporting at-risk, low-performing, and first-year students. Additionally, summer bridge programming that supports the completion of two or more developmental courses has been demonstrated through research to decrease time to completion. Decreasing time to completion through summer bridge programming is a proven strategy for closing the achievement gap for all students, but especially for students from at risk and low performing populations.

For FY2016, the institution aimed to increase successful completion of developmental education courses by participants and compare data from 2014 Jump Start to data collected following 2015 Jump Start to determine whether the institution has met its desired outcomes. However, due to budgetary actions, the position responsible for coordinating services and tracking data for the Jump Start program has been frozen as of September 20, 2015. Therefore, it is uncertain if the institution has met its anticipated outcomes for this year.


Action 3.3: Enhance tutoring services

Strategic Direction Alignment: 3 Projected Timeline: FY2016-2021 Committee Alignment: Academic Support Action Champion: Hanan Merheb, Director, Academic Success Center

The full language of this action is as follows: Enhance tutoring services for the at risk students in high rate failing classes by subject area.

By enhancing tutoring services for courses with a high rate of student failures, the college can target at-risk, low-performing populations with services specifically designed to meet their needs both inside and outside of the classroom, including mentoring, simulated instruction, workshops, and study groups.

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For FY2016, the institution aims to increase the number of students serviced by the Academic Success Center (ASC) from high failing classes by 10%. To meet this goal, the ASC is currently researching courses with high failing rates and looking at Persistence and Enrollee Success by course and school. The ASC is also collecting data on student usage of its services using Accutrack. However, it is still in the early stages of collecting this data and does not yet have information to report. The full Assessment Report for this action is provided in Appendix B.

Action 3.4: Comprehensive Academic Planning

Strategic Direction Alignment: 3 Projected Timeline: FY2015-2017 Committee Alignment: Academic Support Action Champion: Christine Dewey, Program Chair, Counseling The full language of this action is as follows: Institute comprehensive academic planning for first-year students.

Comprehensive academic planning is a proven best practice for improving student completion. Creating an academic plan provides students with a specific academic goal and a roadmap for the achievement of that goal. For FY2016, the institution aims for 75% of students who complete COL102 and CSG150 in fall 2015 and spring 2016 semesters to have completed an academic plan prior to the conclusion of the course. To achieve this goal, the college incorporated the completion of an academic plan into the requirements for the COL102 and CSG150 courses and scheduled several program planning workshops throughout semester. Final completion numbers will be available upon the conclusion of the fall semester. The college is currently exploring ways that this initiative could be expanded to reach a wider group of students, such as inclusion in the development of the institution’s First Year Experience. The full Assessment Report for this action is provided in Appendix B.

Close Skill Gaps The final focus area in Triton’s seven-year strategy is to close skill gaps in the workforce by partnering with employers to align programming with workforce needs, and designing accelerated and competency-based curricular offerings. The institution has seven distinct actions that fall under this focus area, six of which are active this fiscal year. The seventh is scheduled to begin FY2017. An update on the six active actions is provided below.

Actions within the focus area Close Skill Gaps are categorized within Strategic Directions 4 and 5.

Strategic Direction 4: Identify regional and global workforce needs, skills, and credentials and align college programming and curriculum with those needs.

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Action 4.1: Engage in direct business interaction

Strategic Direction Alignment: 4 Projected Timeline: FY2015-2021 Committee Alignment: Strategic Enrollment Management Action Champion: Paul Jensen – Dean, Continuing Education

The full language of this action is as follows: Create opportunities for direct interaction with the business community to ensure more consistent feedback on program offerings and industry alignment.

By creating diverse, intentional opportunities for faculty and business community interaction, the institution will encourage workforce input into the design and assessment of curricula. This input will ensure currency and relevancy in relation to workforce needs. Additionally, such opportunities support the assessment of students following job placement, which will provide the college with a better understanding of how well students are equipped to succeed following graduation.

In June 2015, the college administered its new Employer Satisfaction Survey of organizations that interviewed and/or hired students through the Career Center. The purpose of the survey is to solicit feedback on how to better prepare students for the workforce and to improve services to employers. The survey was distributed to 150 companies and received a response rate of 15%. Survey results were given to the Academic Deans to share at their departmental meetings. Following discussions, faculty recommendations for modifications will be made and Career Services will edit the survey in preparation for conducting it again in June 2016.

The College also conducted its first annual alumni survey in June 2015. This survey was distributed to alumni one year out of college and five years out of college to solicit feedback on how students felt the college prepared them for the workforce or for their next educational institution. The survey was distributed to 1738 alumni, opened by 439, and responded to by 56, which is a 3% response rate. While statistically too small to make generalizations, the survey results were given to the Academic Deans to share at their departmental meetings. Following these discussions, faculty recommendations for modifications will be made and Alumni Affairs will edit the survey in preparation for conducting it again in June 2016.

This year, the college is also working with Deans, Chairs/Coordinators, Career Services, and Program Advisory Committee (PAC) members to discuss how the 225+ PAC members can support the college’s students through internships and hiring graduates, and discussing funding mechanisms (such as On the Job Training) available to help defray the cost of training new employees. This will also support the college’s activities in the Workforce Innovation and Opportunity Act (WIOA). At the September Chair/Coordinators’ Workshop, Career Services and the Academic Deans’ Workgroup outlined how PACs could work with Career Services to engage corporate members in providing information on their human resource contacts. Next steps include distributing human resource information request forms to business members of the PACs, requesting contact information for internships and job openings, and adding that information to the Career services district human resources database.


Action 4.2: Increase student internship opportunities

Strategic Direction Alignment: 4 Projected Timeline: FY2015-2018

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Committee Alignment: Curriculum Action Champion: Chuck Bohleke – Dean, Business and Technology

The full language of this action is as follows: Enhance relationships with business through increased student internship opportunities.

Engaging in cooperative partnerships with industry leaders and employers is essential to effectively understanding the needs of the regional workforce and tailoring the institution’s educational offerings to meet those needs. Using these partnerships to provide students with more internship opportunities helps the institution fill specific workforce needs within the community while also enhancing the students’ working and learning experience. This type of mutually beneficial relationship will help the institution close skill gaps in the regional workforce.

Following an effort last year to identify program offerings that have opportunities for student internships and increase the number of employers providing student internship opportunities through the college, this year the college is focused on identifying employers and/or employment areas with critical manpower shortages and increasing by 50% the opportunities available for students to be placed into internships.

With respect to the first outcome, a number of careers have been identified through analysis of data from the Department of Labor, the Cook County Workforce Board and local employers to focus the development of new curriculum. Several areas of need have already been identified and curriculum developed to meet these needs, including Cybersecurity and Network Assurance, Bookkeeping, Applications Programming and Big Data. Additional data will continue to be analyzed and curriculum developed to meet the changing needs of employers in the service region and the greater Chicago area. Request has been made for access to Burning Glass databases and continued surveying of employers whenever advisory committee meetings or one-on-one meetings occur that presents new opportunities.

With respect to the second outcome, the college is currently in the process of finalizing plans for a grant to provide resources for “European” style apprenticeships and additional traditional internships. The college has also implemented a call for internships at each career and technical education Program Advisory Committee meeting.


Action 5.1: Streamline curriculum review and approval

Strategic Direction Alignment: 5 Projected Timeline: FY2015-2017 Committee Alignment: Curriculum Action Champion: Mary Ann Tobin – Director of Teaching and Learning

The full language of this action is as follows: Streamline curriculum review and approval process.

Actions within the focus area Close Skill Gaps are categorized within Strategic Directions 4 and 5.

Strategic Direction 5: Develop and implement educational pathways that include accelerated and competency-based approaches.

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Stackable credentials and earn-and-learn models will close workforce skill gaps by providing students with opportunities to work prior to degree attainment and incrementally add credentials while they work. They also improve completion by shortening the length of time required to obtain a credential. In order for the institution to move quickly and build this type of programming for its students and workforce, Triton College will need a streamlined curriculum review and approval process that will allow courses to move through development to implementation more quickly.

Throughout FY2015, the institution made various changes made internal processes that decreased the time to internal approval by 50%. Changes include conducting the first read of curricula as part of the Technical Review Committee and more immediate votes on agenda items. In FY2016, the decrease in review time has been sustained, allowing more time to be spent on discussing larger curricular issues at curriculum committee meetings.

The expected outcomes for this action have been met; therefore, it is recommended that this action conclude in FY2016.


Action 5.2: Identify gaps in career and technical education curricula

Strategic Direction Alignment: 5 Projected Timeline: FY2015-2021 Committee Alignment: Curriculum Action Champion: Cheryl Antonich – Associate Vice President, Academic Affairs

The full language of this action is as follows: Identify gaps in existing CTE curriculum.

To develop curriculum that meets regional and local workforce needs, Triton must assess its existing offerings and identify gaps that may exist. Following the identification of these gaps, deans and faculty will collaborate across disciplines to create flexible programs, degrees, and credentials that lead to employment.

For FY2016, the institution aims to develop and implement two new accelerated CTE Programs of Study developed and implemented by fall, 2016. Positive progress has been made towards this goal. On September 18, 2015, the Illinois Community College Board (ICCB) approved a new Associate of Applied Science degree. Marketing and recruitment is currently under way in order to recruit and attract students into the new programs of study. Materials (program brochures and flyers) have been developed. Additionally the new programs have been discussed with high school and university partners.


Action 5.3: Develop and implement competency-based curricula

Strategic Direction Alignment: 5 Projected Timeline: FY2015-2021 Committee Alignment: Curriculum Action Champion: Paul Jenson - Dean, Continuing Education

The full language of this action is as follows: Develop and implement competency-based curricula

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Competency-based programming is designed to ensure that students acquire skills needed by the workforce in the field of study. This direct link between skills acquired in education and employer needs will close skills gaps in the local and regional workforce. Developing competencies, assessments, and structure is a critical step in ensuring that the pilot program meets student and employer needs. Successful competency-based programming will also increase student college-level readiness during the first year of the program.

In FY2016, the college aims to submit two certificate programs in a Competency-Based Education format to the Higher Learning Commission (HLC) for approval, with the aim of implementing a pilot program in Fall 2016. To meet this outcome, the completion of the HLC “Competency-based Education Program Substantive Change Application” is underway. The college will follow the course/credit-based approach and will focus on completing the Business Management Certificate as the pilot and follow with the Cybersecurity Certificate. The Department of Education and Higher Learning Commission have not completely agreed on the process whereby the accreditor will approve competency based education applications and modifications are still being made. As a result, the HLC may not be able to approve the application within the anticipated window and/or the college may need to modify the application based on the evolution of their discussion.


Action 5.4: Enhance and expand online course offerings

Strategic Direction Alignment: 5; Tactic Alignment: 5C Projected Timeline: FY2015-2021 Committee Alignment: Technology Advisory and Distance Education Committee Action Champion: Cheryl Antonich – Associate Vice President, Academic Affairs

The full language of this action is as follows: Enhance and expand online course offerings.

Triton College can help meet the current regional and global workforce needs by providing online educational opportunities to students who do not reside in the Triton’s district. To do this, the institution must enhance current online courses and develop new online courses. This effort will require collaboration across disciplines and programs, and may also require consideration of a competency-based approach to curriculum development.

During FY2015, the college explored the possibility of centralizing distance education within a Distance Education Department, which was supported by the recommendations from Tactic Team 2D. However, it has been determined that creating a new department would require personnel, funding, equipment and other resources are not be feasible at this time due to budgetary issues with the state of Illinois, declining enrollment, and other competing institutional priorities. More critical discussion is needed to identify other approaches that would effectively consolidate and manage the current components in order to expand online learning.

The college also aimed to develop three online courses beginning with the fall 2015 semester. Currently, two courses are in the third and final semester of development (CIS107 and RHY102), with three more in their first semester of development (BUS107, PHL105, and PSY210).


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Course

COL‐10012

COL‐10011

COL‐10017

COL‐10006

COL‐10013

COL‐10007

COL‐10009

COL‐10010

COL‐10016

COL‐10001

COL‐10002

Instructor

02‐ H. Merheb

02‐ J. Geary

02‐ N. Buras

02‐ M. Demos

02‐ K. Mallett

02‐ S. Berryhill

02‐R.

Giovenco

02‐ J. Geary

02‐ J. Geary

02‐ F. Zewde

02‐ F. Zewde

Meeting Sched

10/20/2015‐12Tuesday, ThursF ‐ Room 305


09/15/2015‐12Tuesday, ThursN ‐Police Statio

09/14/2015‐12Monday, WednN ‐Police Statio

08/27/2015‐12Thursday 07:00F ‐ Room 207

08/26/2015‐12Wednesday 06F ‐ Room 305




08/24/2015‐12Monday, WednF ‐ Room 307

08/24/2015‐12Monday, Wedn

Strat

dules

2/17/2015 sday 06:00PM ‐ 08

2/17/2015 sday 12:30PM ‐ 02

2/17/2015 sday 09:30AM ‐ 1on, Room 205

2/16/2015 nesday 02:00PM ‐on, Room 203

2/17/2015 0PM ‐ 09:50PM,

2/16/2015 :00PM ‐ 08:45PM

2/17/2015 sday 09:30AM ‐ 1

2/17/2015 sday 11:00AM ‐ 1

2/15/2015 sday 09:30AM ‐ 1

2/16/2015 nesday, Friday 09


tegicPlan

8:45PM,

2:05PM,

0:55AM,

‐ 03:25PM,

M,

0:45AM,

2:15PM,

0:45AM,

:00AM ‐ 09:50AM

:00AM ‐ 10:50AM

ActionRe

Course Title

Learn Framfor Coll Suc









M, Learn Framfor Coll Suc


eport

e Visit D

ewrk ces

ewrk ces

ewrk ces

ewrk ces

ewrk ces

ewrk ces

comp

ewrk ces

ewrk ces

ewrk ces

ewrk ces

ewrk ces

Date

o

plete s

c

Counselo

Sylvia Sztasylviasztark@tr(708) 456‐0300,

Silvia Donasilviadonatelli@t(708) 456‐0300,

Oliver Camaolivercamacho@t(708) 456‐0300,

Hector Zavhectorzavala@t(708) 456‐0300,

Nathan Savnathansavage@t(708) 456‐0300,

Sandra Berrsandraberryhill@(708) 456‐0300,

Mary Casey‐Incmarycasey@tri

(708) 456‐0300,

Christine Dechristinedewey@(708) 456‐0300,

Tracy Wrigtracywright@tr(708) 456‐0300,

Leslie Weslesliewester@tr(708) 456‐0300,

Leslie Weslesliewester@tr

or

ark iton.edu Ext. 3618

atelli triton.edu Ext. 3277

acho triton.edu Ext. 3644

vala riton.edu Ext. 3673

vage triton.edu Ext. 3046

ryhill triton.edu Ext. 3369

cardone iton.edu Ext. 3828

ewey @triton.edu Ext. 3807

ght riton.edu Ext. 3567

ster riton.edu Ext. 3257

ster riton.edu

COL‐10005

COL‐10014

02‐J.

Giangrego

02‐C.

McMullen

F ‐ Room 310

08/24/2015‐12Monday 12:00PWednesday 12

08/24/2015‐12Monday, WednRoom F‐308

Strat

2/16/2015 PM ‐ 01:15PM, F :00PM ‐ 01:15PM


tegicPlan

‐ Room 211 M, Room F‐202.

:00AM ‐ 11:50AM

ActionRe



eport

ewrk ces

Comp

ewrk ces

plete

m

(708) 456‐0300,

Leslie Weslesliewester@tr(708) 456‐0300,

Dr. Magalene Sagalenesudduth@(708) 456‐0300,

Ext. 3257

ster riton.edu Ext. 3257

Sudduth @triton.edu Ext. 3654

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Documents

Summer/Fall Semester 2015 - Triton College · In fiscal year 2015, the college produced a total of three strategic plan semi-annual reports following the summer, fall, and spring