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Enrollment Management in the Early Childhood Education document sample
Enrollment Management Plan 2004-2008 Phase I Enrollment Management Plan 2004- 2008 Phase I: Goal and Objectives Introduction Strategic enrollment management is a tool for Community College of Philadelphia to realize its educational mission while preserving and enhancing its unique character. Enrollment planning assists the College as it looks to the future by projecting strategies for recruitment and retention that adapt to a changing environment. The Enrollment Management Planning Task Force consulted with community members between December 2003 and October 2004. The conversations outline a blueprint for how the college, in a time of growing pressure for change, can affirm its existing strengths, enhance its character as a large urban institution and heighten its status as the state's flagship community college. This plan proposes a "down to business" management approach that embraces the mix and flow of new students in ways that maintain the character of the college while increasing the learning outcomes, diversity and size of the student body. It recommends priority branding identity and an all- inclusive marketing strategy. It requires that we work diligently together to understand and shape our image in the community and among ourselves. It urges the college community, its students, faculty, staff and administration to take up these enrollment management challenges immediately, to maintain the natural enrollment momentum of the past years while establishing a greater competitive identity. This plan is a dynamic document that can inform and guide the college's recruitment and retention strategies for students, allocation of institutional resources, marketing, and advancement initiatives. The perspective is student centered. It aligns with other institutional planning initiatives and is integrated with the Strategic Plan 2004-2008 goals and objectives. Phase I identified the goals and objectives in the areas of Recruitment/Marketing, Retention/Persistence, Institutional Effectiveness, Educational Effectiveness, and Integration and Alignment. Phase II, the implementation phase, will begin in January 2005. Some work groups identified implementation steps as they adjusted the goals and objectives. Positioning and meeting enrollment goals is crucial to the well being of the Community College of Philadelphia and its ability to fulfill its mission. The number of enrolled students determines budget levels, teaching loads, and infrastructure needs; the size and composition of the student body helps define the overall character of the college. Careful attention to enrollment goals and policies is, therefore, vital. In addition, the role the College should play as a creator of opportunity, collaborative partner, and institution of choice for future offerings establishes new visibility and credibility milestones in the institution's portfolio. Phase I January 2005 Page 1 The Task Force started with some basic assumptions about what the Community of Philadelphia is and wants to become, based on the President's vision, College mission statement, core values, and stated administrative goals. Specifically, the Community College should retain and enhance its basic character as a large urban, public access community college committed to excellence with a strong emphasis on the liberal arts, transfer partnerships, and workforce development. The scope of programs and majors offered will be adjusted in response to emerging community and economic needs. Its service to the community – local, regional, national, and global will be evaluated by the contributions it makes through its alumni, faculty involvement, and staff engagement. The Enrollment Management Planning Task Force understands the importance of the College mission, size, diverse culture, and environment in attracting students and faculty members. We acknowledge the impact that environmental scans, funding changes, and new business practices bring to the College. We believe in the enduring value of the educational experience we offer and our five-year vision is of a college that builds upon the best of these qualities. We should not lose our advantages, but rather strengthen them and market them properly so that potential students, their families, and the communities we serve may better understand their importance. In a time of growing pressure on higher education to change, we recommend a radical declaration of our existing strength and a commitment to creative growth and development. This report summarizes the Enrollment Management Planning Task Force's work, and contains the Team's specific findings and recommendations to date to be implemented in Phase II of the process.. This plan is a work in progress— structured enough to provide a tangible framework for the future, but flexible enough to respond to changes in funding, tuition assessments, fluctuations in the flow of funds from outside sources, demographic and market changes, and institutional priorities. Project Design The Enrollment Management Planning Process (EMP²) began with the first meeting of the Enrollment Management Planning Process Task Force (EMP²TF) on November 14, 2003. Work Groups (EMP²WG) were assigned to identify goals and objectives in the areas of Recruitment/Marketing, Retention/Persistence, Institutional Effectiveness, Educational Effectiveness, and Integration and Alignment. This was accomplished through collaboration and conversation with appropriate community members. Throughout the Spring and Fall 2004 professional development activities provided for the college community opportunities to hear leaders in the Enrollment Management research. Speakers included Robert Seviers, Senior Vice President of Stamats, Inc. and Michael Dolence, President and CEO of Dolence Associates, a leader in strategic enrollment management. Phase I January 2005 Page 2 The timeline for the project was followed as proposed. Initially, the purpose of the Task Force participants was to develop a collaborative effort by appointing students, faculty, and staff who were willing to collaborate with many members of the College community. However, the Task Force experienced many opportunities for renewal due to staff changes. Students, faculty, and staff who stepped into vacated leadership roles on the work groups kept the momentum going but often had to re-create the direction. In addition, the OASIS project timeline required participation at a greater level from some of the Task Force members. The "sea change" for community colleges in general was responding to funding challenges. Capital needs will require flexibility in the implementation of proposals for expansion. Business plan redesign and the changes in the way Banner redirects the daily operation calls for a higher level of institutional communication. Phase II of the Enrollment Management Plan should begin in January 2005 with the appointment of an Implementation Team. The purpose will be to set out the details of implementing many of the recommendations made in Phase I. The Implementation Team will need to list the details, areas of responsibility, priority, estimated cost, and status. The Retention and Persistence Work Group developed a model. Phase I January 2005 Page 3 Summary of Recruitment and Marketing Work Group Introduction The Recruitment and Marketing Subcommittee of the Enrollment Management Committee undertook several areas of review including: a survey of curriculum coordinators, a review of demographic data according to Zip Code, a review of the draft of the College's recruitment plan, meetings with College recruiters, a review of the 2000 Clarus Report, and an evaluation of communication methods across sectors involved in the areas of recruitment and marketing. A summary of each of these areas appears below, followed by recommendations. Surveys of Curriculum Coordinators The survey of curriculum coordinators focused on substantiated job opportunities for programs as well as on marketing and recruitment efforts. Programs surveyed included Automotive Technology, Behavioral Health / Human Services, CAD, Construction Technology, Early Childhood Education, Education, Justice, Medical Assisting, Office Management, and Paralegal Studies. Survey questions included: How do students learn about your program? Are students able to easily access information about the program and contact staff before and during the enrollment process? Is your program at or near capacity in terms of enrollment? If not, how many students are enrolled on average compared to the program's capacity? What is the next step for students after completing the program (i.e., employment or transfer to a four-year school, etc.)? What employment opportunities exist for students in your program? Do you feel current recruitment and retention efforts for your program are adequate? Do you have any suggestions on how to improve recruitment and retention efforts? Key conclusions from the survey responses include: 1. Data supports the conclusion that there are jobs and career opportunities in all of the fields surveyed. (For some programs such as Education, a four-year degree is required before entering the career field). All programs report good to excellent placement rates for graduates. 2. With the exception of Automotive Technology (which has space difficulties), no program has reached capacity enrollment, and many are far from capacity. ("Capacity enrollment" includes a consideration of the whether classes have reached maximum enrollment and whether the marketplace could absorb additional graduates in the field.) Program coordinators consistently reported difficulties communicating their offerings to prospective students. Problems in this area include limited program marketing by the Phase I January 2005 Page 4 institution, difficulties in assuring that prospective students are directed to the appropriate office or that correct information is given out, and difficulties in getting information out to prospective students in general. Transition to web-based marketing should include a campaign to alert all prospective students to the web. It was recommended that the deletion of the direct mail of course brochures be evaluated for Fall 2004 and Spring 2005 for specific programs that identified this correspondence as a primary recruiting tool. Demographic Analysis of Zip Code Data The full report on the Zip Code analysis is attached. Key conclusions of particular significance to the institution include: 1. In a job market demanding increased education and high skill level, Philadelphia residents are far below the national average for both education levels and participation in the job market. 2. Philadelphia's population continues to age while the overall population continues to shrink. 3. Asian and Hispanic communities continue to grow. This demographic information, when considered in light of the institution's mission, underscores the need to improve outreach efforts to the changing population of the City in order to provide the community with the educated workforce and citizenry required by our continually changing, technologically focused society. Community College of Philadelphia needs to become the city's "first choice for cost effective quality education and training". Review of Draft of the Recruitment Plan The committee reviewed the 2004-2005 Recruitment Plan. The committee recognizes the need to balance practicalities and budget with the need to serve all possible constituencies. In addition to traditional high school students, high school counselors, high school faculty, parents of high school students, new populations were identified. Suggested additional constituencies to add to future efforts and constituencies requiring increased efforts and resources in a future plan include: 1. Older adults desiring or forced into a career change 2. Older adults desiring intellectual enrichment 3. Hispanic and Asian populations 4. International students 5. Students who wish to earn a degree online 6. Students who wish to earn a degree at an accelerated pace 7. Students who wish to attend college on an alternative schedule 8. Students who withdrew without reaching stated goal Phase I January 2005 Page 5 Review of the Clarus Report 2000 Although some of the information in the Clarus Report is outdated, the report provides several valuable observations that continue to be accurate. In summary, the report draws the following conclusions: Clarus Report 2000 Findings • Community College of Philadelphia is not a first choice for consumers considering higher education. • Consumers tend to associate quality of education with tuition costs. As a result, the institution's low-cost tuition in some ways constitutes a negative factor regarding its quality to some consumers. • Consumers value high-quality instruction, diverse offerings and majors, transferability, technology, and safety. • Many consumers believe – without factual basis – that their desired field of study is not offered at the institution. • Potential students prefer to attend education institution close to their home and many are reluctant to travel to the main campus for classes. • Ideal classes for many consumers meet one evening a week for three hours. • At-home mailings were the most important source of information regarding the institutions for most consumers and the source of information best remembered. • Many consumers (one-third of those surveyed) believe that the institution's student body consists of students who are not successful in obtaining admission to a four-year institution, and most parents express a strong preference that their children attend a four-year institution instead of Community College of Philadelphia. Review of Communication Efforts The committee undertook an extensive discussion regarding the issues underlying the topics within our purview. A theme of lack of effective communication across divisions emerged from this discussion. For example, professionals in the office of communications were not aware of new courses and new curricula while members of academic program had little awareness of the College's current marketing efforts. This example has been corrected by expanding the distribution list for new offerings. Recommendations It is clear there is a need to coordinate recruitment and marketing efforts more closely with enrollment management at Community College of Philadelphia. Based on the research reviewed and conducted by the recruitment and marketing subcommittee, the following recommendations are suggested: Phase I January 2005 Page 6 1. Coordinate with program directors and coordinators to communicate new programs, classes and opportunities. Use surveys and focus groups to determine recruitment and marketing needs. 2. Deliver identified mini-marketing projects (n) annually. 3. Reinstitute mailings to the public on program offerings and/or transition to web-based marketing. 4. Evaluate programs with low enrollment to determine the program's viability. (Academic Affairs Master Plan) 5. Coordinate with goals and objectives of the Business & Industry Plan. 6. Track current recruitment efforts to determine success rates. 7. Survey employers with whom the College already has partnerships to determine new employment trends in the region. 8. Continue to evaluate current marketing and recruitment efforts in terms of success rate and cost-effectiveness. 9. A more dynamic communication plan for external and internal dissemination of information to appropriate audiences should be developed. Multi-media channels should be used to ensure optimal audience reception. 10. Channels for response to information should be developed. 11. Develop a process flow for all internal and external communications that can be reviewed regularly by the EMP Implementation Team. Include a calendar, responsible person, desired outcomes, assessment to ensure integration and alignment of messages to multiple audiences. . Internal Communication External Communications Plan Plan Types of Communication: • General notice • Specific Topic • Routine Flow Audience Identification • Students by cohort • Alumni • Faculty • Staff • Board • Community by cohort Methodology • Traditional • Non-traditional Phase I January 2005 Page 7 Strategic Plan 2005-2008 Alignment Summary The Mission Statement and the Vision Statement, combined with Core Values, were the driving factors in the development of an Enrollment Management Plan. The Committee members were cognizant of the responsibility to develop goals, objectives, and outcomes that were within the context and framework of the mission and vision statements, and the core values. The alignment of the Enrollment Management Plan with the Strategic Plan 2005-2008 represents a collaborative effort to accomplish the expectations of the College Statements and Core Values, while maintaining our charge. Marketing and Recruitment and Retention efforts of the Enrollment Management must align with the Strategic Plan 2005-2008. According to the Strategic Plan's stated goals, objectives and outcomes in these areas, the Enrollment Management Plan provides linkages. In Marketing, several goals, objectives and outcomes link Strategic Planning and Enrollment Management. They include: the development and implementation of a new marketing plan, college-wide involvement in targeted marketing strategies, marketing strategies that are proactive and support quick response time, marketing strategies that are connected to achievement of enrollment and financial goals and ongoing assessment of overall effectiveness of marketing strategies. In Recruitment and Retention, the Enrollment Management Plan also aligns with the Strategic Plan 2005-2008 through their goals, objectives and outcomes. They include: systemic support structures that promote monitoring of student persistence rates and academic successes to enable students to achieve respective goals, educational plans and meet institutional expectations, commitment of college personnel to their role in assisting students as they identify and explore resources, and the expansion of programs that support retention and provide vehicles for student success. The linkages also include: program planning and delivery activities that are distinct for student/client groups, identifying academic opportunities for customized programs combining credit and non- credit recruiting, customized development and delivery of educational support services, expansion of dual enrollment programs and programs focusing on secondary student preparation for higher education. Although the Strategic and Enrollment Management Plans currently link in specific, target areas through the stated goals, objectives and outcomes, the plans will further be integrated and aligned through the respective implementation steps. Phase I January 2005 Page 8 Office of Recruitment and Admissions 2004-2005 Recruitment Plan Introduction The Community College of Philadelphia's Office of Recruitment and Admissions is comprised of three distinct yet connected departments: Welcome Center and Admissions Processing, the Telephone Information Center, and the Recruitment Coordinator team. The Recruitment Coordinator team is responsible for attracting new students into college programs by identifying and cultivating various target markets throughout the city and region. The team participates in off-campus activities such as high school visits, college fairs, and community-related events, as well as, coordinates and facilitates on-campus recruitment activities such as open houses, career days, and telemarketing campaigns. Using the College's Enrollment Management Plan, Marketing Plan, Academic Plan and Institutional Research data, the Recruitment Coordinator team has developed a Recruitment Plan that identifies relevant recruitment and admissions processes that support the delivery of programs and activities to targeted audiences, thus promoting the image and visibility of the College. The primary goals of the Recruitment Plan are: 1. Support the College's efforts to achieve consistent institutional growth ("optimum enrollment") 2. Support the College's Enrollment Management Plan in efforts to target specific student cohorts, including (but not limited to): a. Underrepresented males b. Latinos c. International students d. Reverse transfer students e. Adult Students f. Middle School Students 3. Promote and support the "open access, cradle to grave" concept to all residents of the Philadelphia region 4. Promote the excellence awards received by special programs (e.g., nursing) 5. Promote best practices associated with pass rates, graduation rates, and other industry benchmarks 6. Position the College's brand as a top-choice institution, marketing itself to the full spectrum of potential students seeking higher education, including: traditional students, non-traditional students, etc. This "branding concept" will be built on four cornerstones: Phase I January 2005 Page 9 Quality The educational offerings at CCP match those of most local four-year institutions Affordability For most local residents, CCP is the most affordable college choice available Convenience More than 60+ credit programs, numerous non-credit offerings, day, evening, weekend, distance learning classes, locations throughout the city Success CCP students have success in transferring to four-year institutions, as well as success with employment placement efforts By reviewing the College's Enrollment Management Plan and working with key personnel, the Office of Recruitment and Admissions will initiate an effective, targeted, and thorough recruitment plan that will incorporate specific benchmarks for success, yet have the flexibility to respond to changing needs based on internal and/or external factors. The Recruitment Plan will focus on four strategic goals: 1. Develop a systems approach for recruitment, admissions, and enrollment that addresses the Enrollment Management Plan, Marketing Plan, and Academic Plan while using Institutional Research and data. 2. Provide increased access to various student populations. 3. Strengthen relationships with internal programs, offices, and departments, as well as external agencies and institutions. 4. Develop measurement tools to assess and evaluate the overall effectiveness of recruitment and admissions activities. Goal 1 Develop a systems approach for recruitment, admissions, and enrollment that addresses the College's Enrollment Management Plan, Marketing Plan, and Academic Plan while using Institutional Research and available data. With the implementation of Banner, it will be possible to capture, evaluate, and utilize data to a much greater degree. Decision-making will be accomplished through the use of available institutional research and data. 1. Review of all procedures for recruitment, admissions, and enrollment. 2. The Office will conduct a thorough review of its practices and procedures to insure that all efforts are aligned with goals of the College's Enrollment Management Plan. Phase I January 2005 Page 10 This self-diagnosis will be developed utilizing the SMART (Specific, Measurable, Accurate, Realistic, Time-Sensitive) and SWOT (Strengths, Weaknesses, Opportunities, Threats) concepts of strategic planning and tactical execution. 3. Restructure procedures to address identified needs, based on available data and in accordance with the College's Enrollment Management Plan, Marketing Plan, Academic Plan and Institutional Research. 4. Using the Enrollment Management Plan as the guide, the Office, working with the Offices of Communications and Government Relations as well as Institutional Research, the Marketing Plan and Academic Plan and other viable offices and programs will develop a new set of recruitment, admissions, and enrollment procedures. 5. One area of immediate improvement will be in technology-based communication strategies. While the Office has maintained success with "face to face" activities, technology-based recruiting services (e-mail, on-line chat rooms, etc.) will help the Office reach out to students with a stronger technological effort. 6. Prepare and participate in activities based on identified needs In previous years, the Office has maintained a "cast a wide net" approach to recruitment activities; that is, the more activities the Office participates in, the better the Office has of meeting enrollment needs. A successful strategic enrollment management plan will call for targeted efforts such as international students focused on identified needs. Again, the new Banner system will provide the technological and data-driven support needed to keep the Office's attention focused in the right direction. 7. Evaluate effectiveness of recruitment, admissions, and enrollment activities Utilizing real-time data collected from Banner as well as regular reports from Institutional Research, the Office will be able to consistently monitor the Recruitment Plan's successes as well as areas of improvement. 8. It will be important for the Office to insure overarching goals such as "optimum enrollment" are being addressed, while at the same time specific goals, such as increasing the international student population, underrepresented male population and Latino population remain at the forefront. Goal 2 Provide increased access to targeted student populations. The Office Admissions and Recruitment will provide increased access to a specific variety of student populations by marketing specific college programs and services these populations. These targeted populations would include, but would not be limited to: Phase I January 2005 Page 11 1. High school-aged students The Office will maintain its strong relationship with the Philadelphia School District and public educators, particularly relating to activities hosted by the high schools (high school visits, college fairs, etc.) The Office will continue its efforts to expand its relationships with the Philadelphia Archdiocese, local charter schools, and home- school organizations. Included in this segment will be a concentrated effort to expand the College's Latino student population (in cooperation with a state-funded grant), as well as the City's underrepresented male population. 2. Adult students with no previous college experience Over the past several years, the Office has worked with specific external agencies to recruit adult (or "non-traditional") students. These relationships will be maintained and additional relationships will be forged (see Strategic Goal #3). A recruiting opportunity that is extant in the College-run non credit ABE, GED, ESL, and Standard Evening High School programs will be explored. Initial recruiting activities with these cohorts began last year; expanded efforts will continue. 3. Adults with previous college experience Cohorts such as College alumni, bachelor degree holders, and reverse transfer students, all represent potential recruiting opportunities. It is important to provide greater on-campus programming (targeted open houses, for example) as well as unique communication campaigns (on-line chat rooms, etc.). 4. Parents/Guardians of high school students An untapped market, as was evidenced by the April 2004 "Junior Discovery Day" in which many parents/guardians who accompanied their sons or daughters inquired about the College for their own benefit. Senior citizens, retirees, and adults seeking alternative delivery systems hold great potential as well. 5. International Students Attracting international students will need to be a priority for the entire College. Developing greater working relationships with local community, cultural, and religious organizations will help increase enrollment numbers for this student cohort, adding to the cultural diversity of the institution. 6. Middle School Students A collaborative effort with college departments will be developed that will introduce selected middle school students to campus life. 7. Graduates of Community College of Philadelphia There are many opportunities for graduates or students who previously attended Community College of Philadelphia to re-tool with new courses, certificates, or associate degree programs. Phase I January 2005 Page 12 Goal 3 Strengthen relationships with internal programs, offices, and departments, as well as external agencies and institutions. The Office of Recruitment and Admissions will continue to strengthen and develop relationships with various internal departments and programs, as well as community, cultural, and faith-based organizations throughout the Philadelphia region. 1. Host specialized on campus events Selected internal departments will be able to better market their programs to a specific audience invited on campus for a targeted event. Two examples include hosting "Counselor Days" for educators in the Philadelphia Archdiocese and the charter school system. Such events will showcase the College as an educational resource for students and promote visibility that will help the College promote itself as a top-choice institution for college-bound students. Coordinate campus events with group visits. 2. Strengthen existing relationships with external agencies For years, the College has maintained mutually-beneficial relationships with a variety of agencies, including Aspira, College Access, Congreso, Veterans Upward Bound, etc. With the implementation of Banner, it will be easier to track inquiries, applications, and enrollments that develop from these and other sources to help make better use of the College's recruiting time and marketing dollars. 3. Develop new relationships with external agencies The Office will launch a telemarketing and mailing campaign to untapped community and international agencies, making them aware of inquiries and applications generated from their organizations and businesses. Specific target groups may include: immigrants, international residents, ESL students, unions, continuing education organizations, and Business and Industry partnerships. Residency issues will be explained. Advocacy and opportunities for external funding should be considered. 4. Utilize College's Alumni network To assist with the College's "branding" efforts, the use of noted Community College of Philadelphia graduates for marketing purposes is recommended. Increasing the visibility of our alumni network will foster a sense of ownership in the College by the citizens of Philadelphia. It will also promote familiarity and pride in the College and help maintain our image as a quality educational institution. 5. Utilize memberships in educational membership organizations to enhance recruitment ideas and activities. The Recruitment Coordinator Team members will use their memberships in organizations such as PACAC and AACRO to develop additional recruitment and marketing concepts, and possibly host a recruitment-related seminar on campus. Phase I January 2005 Page 13 Goal 4 Develop measurement tools to assess and evaluate recruitment and admissions activities. With the implementation of Banner, the College will have exceptional opportunity to track enrollment-related data quickly and accurately. Determining the short- and long- term effectiveness of recruitment and admissions activities will help the Office of Recruitment and Admissions focus its energies on "the things that matter." 1. Conduct focus groups and implement surveys The Office will conduct mini focus groups to help assess various recruitment and admissions and activities. The data will be used to fine tune recruiting plans. Examples of questions would include: How did you first hear about our College? What made you decide to enroll in our College? What did you like/dislike about the enrollment process? The data will be included in Banner to assist with tracking efforts. 2. Telephone and electronic survey instruments will be used to determine customer satisfaction relative to recruitment activities and events. This will help to determine from various student cohorts "what works and what does not work for students." Institutional Research reports and instruments used for student satisfaction surveys will be re-visited. Standardized surveys will also be planned. 3. Collect and analyze pertinent data The ongoing review of data from Banner and other sources will be considered to insure that goals are being met in accordance. Detailed attention will be given to inquiries, application process and enrollment relative to targeted student cohorts as well as to specific high schools. 4. Evaluate overall effectiveness of all recruitment and admissions activities Develop evaluative system to track effectiveness of internal and external recruiting, admissions, and enrollment activities. Factors to consider would include: a. type of event (high school visit, on campus open house, etc.) b. contact information (new contact, established contact, etc.) c. date/time/location of event d. number and type of inquiries and applications collected e. cost effectiveness f. return on investment Conclusion The Office of Recruitment and Admissions will continue its ongoing efforts to promote the College mission of providing "access to higher education for all who Phase I January 2005 Page 14 may benefit." With the development and implementation of a comprehensive Recruitment Plan, combined with direction from the College's Enrollment Management Plan, marketing Plan, Academic Plan and Institutional Research, the effectiveness of Recruitment and Admissions will be improved. Enrollment projections outlined below are designed to increase enrollment in each area to include high school students, international students, adults and underrepresented males. Enrollment Data Projections* Fall 03 Fall 04 Projected Projected Projected Fall 05 Fall 06 Fall 07 High School Applicants 4,326 4,400 4,500 Students Enrolled Immediately out of High 1,480 1,800 School 1,706 International Student 225 200 Enrolled 168 Adults No Previous College (22 and Older) 4,242 4,428 4,500 Adults Previous College (22 and Older) 720 690 725 Adults Enrolled (22 and 19,714 19,800 Older) 19,726 Underrepresented Males Applied 3,014 3,415 3,500 Underrepresented Males Enrolled (First Year) 928 991 1,100 Underrepresented Males Enrolled (Total) 2,958 2,942 3,000 The above table will serve as the basis for collecting data relevant to Enrollment Management projections for the next three years. The Director of Admissions and staff are reviewing the external scan documents and building their recruitment priorities based on the data. Projections numbers will be identified during Phase II: Implementation. Phase I January 2005 Page 15 Summary of the Enrollment Management Retention/Persistence Work Group Introduction In fall 2003, the Retention/Persistence Work Group was given the charge to review existing research conducted by Institutional Research (IR), conduct additional research, gather feedback from various campus entities, and draft a Retention Plan. The role and responsibility of this group was to develop a plan of action for retention and persistence. The group was also charged with examining current campus retention efforts, determining how to enhance what is in place, and investigating how to reconnect with students who have withdrawn from the College. In addition to meetings and or discussions, the Retention/Persistence Work Group examined reports produced by the College's Department of Institutional Research (see Appendix A). The work group also reviewed various journal articles and documents produced by the College (see Appendix B). In addition, the concerns, perspectives, and interests of the members of the group were also considered during the preparation of this document. This plan primarily focuses on retention efforts specific to pre-admission and admission, orientation and advising, intervention and instructional support services. It is the belief of the Retention/Persistence Work Group, that if students meet their goals and are retained semester to semester, retention efforts will then become a component of a comprehensive approach to enrollment management. The following goals and objectives related to the above strategies were identified by the Retention/Persistence Work Group and served as a guide for drafting a retention plan. The work group recognizes that each of the strategies will require action and anticipates that one or more of the recommendations within each goal will be chosen and implemented by the College. Goals, Objectives, Recommendations, and Desires Outcomes Goal 1: The pursuit of parity in student outcomes, including persistence to goal completion, will guide institutional decision making. Objectives a. Persistence to goal completion will be analyzed in the context of the many dimensions of diversity within the College (e.g., academic ability, age, physical abilities, ethnicity, socioeconomic background, etc.) Phase I January 2005 Page 16 b. The College will develop and implement intervention strategies to improve parity in student persistence and achievement. c. Policies and procedures will reflect the commitment to achieving parity in student outcomes. d. Based upon the needs of students in various diversity categories, best practices (within and outside the College) will be used to promote student success in achieving their educational goals. e. College resource allocations will be aligned with the goal of achieving parity in student persistence and achievement. Recommendations a. The College will design strategies to increase the persistence to goal achievement of Black and Latino male students. b. Under the leadership of the Office of Institutional Research, the Data Quality Task Force will establish appropriate dimensions of student diversity to build into assessment models of student academic achievement and persistence. c. In addition to Black and Latino male students, the Enrollment Management Committee will determine other students who are potentially at greater risk of not achieving their goals and assume the leadership in exploring intervention strategies to improve student persistence. d. Systemic approaches based upon best practices within and outside of the classroom will be designed and implemented. Academic Affairs and Student Affairs will collaborate in this effort. e. The Enrollment Management Committee will establish institutional benchmarks to assess student achievement and persistence. f. Institutional processes will be developed to ensure student goal information is accurate and effectively used to develop individual educational plans for all students. g. Assessment of student achievement and persistence will be ongoing and evaluation information used to adjust the approaches in place to ensure parity in student outcomes. h. Resource allocations to support achievement of this goal will be tied to documented success. Phase I January 2005 Page 17 Desired Outcome a. Persistence to goal completion of Black and Latino males in particular and other students at risk of not achieving their goals in general is increased by 5% over a three to five year period. Goal 2: Enhance and create new systemic support structures designed to encourage students' academic success and persistence at the College until their educational goals are achieved. Objectives a. Student progress monitoring systems will be maintained which permit student persistence and academic success to be assessed and described relative to students' goals and educational plans, and institutional expectations for the students. b. Faculty and staff will develop the knowledge and skills needed to identify high- risk behaviors in students and other potential barriers to student success. c. Faculty and staff will be committed to assisting students find and use resources to enhance their success at the College. d. All students will be provided with the knowledge to successfully negotiate the enrollment process. e. All students will have well-defined educational goals and an educational plan that supports the achievement of these goals. f. Student retention and success programs will be enhanced and expanded. Model programs will be reviewed. g. Successful retention efforts currently in place will be reviewed. New models will be created. Faculty engagement in the retention effort is important. h. The data on the Dual Admissions Programs should be promoted as an example of successful transfer initiative. i. The Freshman Orientation Seminar 101 (FOS) and other success/retention will be studied to determine their impact on student success and retention. Review of the persistence of students who took the course versus those who did not is important. Phase I January 2005 Page 18 Recommendations a. All new students will participate in an Orientation to the College. Present orientation efforts will be enhanced and expanded by using a rolling orientation format that includes modules, on-line delivery, and evening and weekend orientation sessions. Student Orientation, Career Services and Academic Advising will collaborate in this effort. b. Orientation opportunities should be required in more curricula. Should an Orientation course be required of all students? c. The New Student Goal Statement form will be included as part of the New Student Orientation. Follow-up strategies will be developed to assist students who have an unclear focus establish educational goals and educational plans to support their goals. This is a Banner form used in Admissions. d. Goal Statements for non-credit students will be developed. e. Student goal information will be routinely updated during the student's enrollment at the College through counseling and advising. f. Information concerning students' goals will be used by advisors, counselors, faculty, and staff to assist students in determining progress in the achievement of their educational pursuits. g. There will be an increase in the availability of Dual Admissions programs and students enrolled in these programs. h. Faculty and staff will be engaged in the process of encouraging greater student persistence by: 1) Participating in an Institutional Readiness Campaign designed to identify their responsibility for student persistence. 2) Defining the role of teaching faculty and counselors in the persistence of students. 3) Developing faculty peer mentoring to encourage sharing of successful strategies to support student persistence at the course and program level. 4) Faculty and staff hiring decisions and evaluations will specifically consider individuals' potential contributions and effectiveness in promoting student success and persistence. Phase I January 2005 Page 19 5) Professional development opportunities focused on student success strategies will be provided regularly to faculty and staff. 6) Early warning and intervention systems and orientation programs designed to encourage student persistence in first semester/year will be strengthened. 7) Systems implementation teams will ensure that student tracking is possible with the transition from legacy to Banner systems. Desired Outcomes 1. Student persistence and academic success rates meet annual targets. 2. An increase in faculty and staff engaged in systematic support structures that impact student retention and persistence. 3. A significant increase in the number of students enrolled in FOS 101 each year and/or a universal Orientation course. Goal 3: Improve upon the management of credit, client-partnership, and other non-credit programs to create flexible options for continuous learning and promote improved student retention. Objectives a. Internal marketing strategies will be implemented to increase understanding by all internal constituents of all program options. b. Approaches for recruiting students who initially enter the College as non-credit students into credit programs will be expanded and strengthened. c. The College will systematically gather customer feedback to improve course offerings and delivery strategies. d. Student transcripts will be expanded to incorporate complete information on all student curricular and co-curricular experiences to identify potential gaps in current offerings and facilitate planning for student educational experiences. e. Advising, counseling, and other educational support services will be redesigned and tailored to address the needs of all students. f. Internal barriers that currently discourage ABE, GED, and ESL students from registering in the College's credit programs after successful completion of their credit-free programs will be identified and reduced. Phase I January 2005 Page 20 g. The College will be state-of-the-art in using technology to provide students and faculty/staff to assess student progress in achieving their educational goals. Recommendations a. Academic Affairs will identify and implement continuous learning opportunities for all students. b. Student and Academic Affairs will modify and expand support services to better meet the needs of credit and non-credit students. c. Student Affairs and Academic Affairs will identify desirable expansion to the College's transcript information, and implement feasible modifications in the Banner environment. d. New continuous learning opportunities will be identified, implemented and assessed for their impact on student persistence and goal achievement and revised accordingly. e. Internal barriers that inhibit the movement of non-credit students to credit programs will be identified and eliminated. f. The Enrollment Management Committee will establish annual targets for recruiting non-credit students into credit programs. g. Student Affairs will expand on current efforts to recruit non-credit students into credit programs. h. Student Affairs and Academic Affairs will monitor and assess the implementation of recommendations and make appropriate modifications based on findings. Desired Outcomes 1. Specific targets for recruiting non-credit students into credit students are met. 2. Specific targets for recruiting credit students and graduates to re-enroll or continue in another program are met. 3. There is demonstrated improvement in the number of credit and non-credit students who achieve their educational goals for enrolling at the College. 4. Institutional goals for improved student retention are met. 5. An increase in student matriculation from non-credit Adult Education programs to credit courses by at least 5% for the next three to five years. Phase I January 2005 Page 21 6. An annual assessment/monitoring system of checks and balances and making appropriate changes based on findings. Goal 4: Improve the conversion ratios associated with inquiry to application, application to admission, admission to testing, and testing to registration. Objectives a. The response associated with all College inquiries will be timely and appropriate. b. The Inquiry System database will be comprehensive, reliable, and helpful in the assessment of the delivery of services by the Information Center and the effectiveness of marketing approaches. c. All students are given the necessary information to efficiently move through the process. Recommendations 1. A plan to enhance the services delivered by the Information Center will be developed. Potential issues to be addressed in the plan include: a) evaluate the effectiveness of the current automated system and make appropriate technological updates b) on going training for attendants and security personnel c) additional relevant message options d) evaluation of line usage e) ensuring consistency of telephone greetings across all campus locations f) eliminating the 'no one has a clue' status of inquiries g) establishing follow-up procedures and policies h) delivering information packets consistent with nature of inquiry 2. The Enrollment Management Committee will establish annual targets for conversion ratio and assess the achievement of these targets. 3. Develop a plan to link inquiries about specific academic programs with appropriate faculty for follow-up. 4. Systemic implementation of the Enrollment Process Map developed within the College's 2003-2004 Leadership Institute. Phase I January 2005 Page 22 Desired Outcome 1. Improved conversion ratios associated with inquiry to application, application to admission, admission to testing, and testing to registration. Conclusion The Retention/Persistence Work Group anticipates that this proposed plan will serve as a guideline for promoting student success, enhancing existing retention efforts, and developing innovative strategies that focus on retention and persistence. We also anticipate that the College will meet its retention and persistence goals by year five after implementation and that the monitoring and evaluation mechanisms recommended will reassess this plan in order to maintain and build upon future retention/persistence efforts. Lastly, we view this document as an ongoing dynamic futuristic tool to plan, implement, and evaluate the College's progress. This document was prepared after one year of work group meetings and informal discussions with the following colleagues: • Dr. Kathleen Anderson, Acting Vice President for Student Affairs • Janice Borlandoe, Assistant to the Vice President for Student Affairs/Judicial Affairs Officer • Dr. Marvin Bright, Dean of Students • Dr. Jane Grosset, Director for Institutional Research • Dr. Tom Hawk, Vice President for Planning and Finance • Dr. Sam Hirsch, Dean of Educational Support Services • Dawn Sinnott, Research Associate • Dr. Tim Sullivan, Dean of Business and Technology • Dr. Sharon Thompson, Dean of Liberal Studies • Dr. Susan Tobia, Acting Director, Northeast Regional Center Through individual discussions with Dr. Hirsch, Dr. Sullivan, and Dr. Thompson, work group members examined successful retention efforts and investigated what is not working. Phase I January 2005 Page 23 Appendix A Baines, A. and Grosset, J. (1999). Why Do Students Drop Out of Community College of Philadelphia: Reasons for the Attrition of Black and White Student. Doshi, S. and Grosset, J. (2004). Reasons for Student Attrition at Community College of Philadelphia. Grosset, J. (1996). Potential Administrative Barriers to Student Enrollment. Grosset, J. and Hawk, T. (2003). Institutional Effectiveness: What Do We Know? Institutional Effectiveness 2002: A College Report Card. Report #129. January 2003. Institutional Summary (Student Satisfaction Inventory). June 1999 Student Attrition at CCP: When Students Leave, Why They Leave, and Their Academic Success at Departure. June 2001. Appendix B Hammer, B. (2003). Award-Winning Approaches to Retention. Black Issues in Higher Education. Mason, H.P. (1998) A Persistence Model for African American Male Urban Community College Students. Community College Journal of Research and Practice ( 22). Mohammadi, J. (1996). Exploring Retention and Attrition in a Two-Year Public Community College. VCCA Journal 10(1). Palmer, J. (2001). Student Drop-out: a case study in new managerialist policy. Journal of Further and Higher Education 25(3). Parker, C.E. (1997). Community College Challenge: Recruiting and Retaining Minority Students. Tech Directions 56(10). Standard 9: Student Support Services, Community College of Philadelphia. Retrieved August 30, 2004 from http://www.ccp.edu/vpacaff/middlestates/Self_Study/Std_9.htm. Strategic Plan 2005-2008 Internal and External Scan Forum. Community College of Philadelphia. November 11, 2003. Phase I January 2005 Page 24 Enrollment Management Planning Work Group: Retention/Persistence The proposed template should be adapted by the implementation team to track the status of implementation steps. This model was presented by the Work Group on Retention/Persistence. Estimated cost and priority status should be added. Dates should be specific to month/year. Goal 1: The pursuit of parity in student outcomes, including persistence to goal completion, will guide institutional decision- making. OBJECTIVES IMPLEMENTATION STEPS RESPONSIBILITY TIMELINE STATUS A. Analyze persistence to 1. Establish appropriate dimensions Academic Affairs goal completion in the context of student diversity to build into Student Affairs of the many dimensions of assessment models of student IR diversity within the college. academic achievement and Data Quality Task Force persistence. B. Develop a Student Goal 1. Establish systematic procedure to Testing Center Program that assists students collect New Student Goal Statement Counseling in identifying, developing, information to identify at-risk Advising and achieving their academic students. IR goals while attending the college. 2. Develop institutional processes to Academic Affairs ensure student goal information is Student Affairs accurate and effectively used to develop individual educational plans for all. 3. Identify student goal achievement Student Affairs needs through counseling sessions, Counselors focus groups, etc. . 4. Develop follow-up strategies to Academic Affairs assist students who have an unclear Student Affairs focus establish educational goals and educational plans to support their goals. Phase I January 2005 Page 25 Goal #1 continued OBJECTIVES IMPLEMENTATION STEPS RESPONSIBILITY TIMELINE STATUS 5. Routinely update student goal Counselors information during the student's Advisors enrollment at the college. C. Policies and procedures 1. Establish institutional benchmarks Academic Affairs will reflect the commitment to to assess student achievement and Student Affairs achieving parity in student persistence. Enrollment Management outcomes. Committee 2. Encourage advisors, counselors, Academic Affairs faculty, and staff to use information Student Affairs concerning students' goals to assist students in determining progress in the achievement of their goals. D. Align college resource 1. Adjust resources for successful Academic Affairs allocation with the goal implementation of interventions. Student Affairs achieving parity in student persistence and achievement. Goal 2: Enhance and create new systemic structures designed to encourage students' academic success and persistence at the College until their educational goals are achieved. OBJECTIVES IMPLEMENTATION STEPS RESPONSIBILITY TIMELINE STATUS A. Monitor student 1. Ensure that all new students will Academic Affairs progress monitoring participate in an Orientation to the Student Affairs systems that will permit college. student persistence and academic success to be assessed and described relative to students' goals and educational plans, and institutional expectations for the students. Phase I January 2005 Page 26 Goal #2 continued OBJECTIVES IMPLEMENTATION STEPS RESPONSIBILITY TIMELINE STATUS B. All students will be 1. Enhance orientation efforts by Student Affairs provided with the expanding the use of rolling orientation knowledge to successfully format that includes modules, on-line negotiate the enrollment delivery, and evening and weekend process. orientation sessions. 2. Require that the Freshman Academic Affairs Orientation Seminar (FOS) gateway is included in more curricula and explore other formats for instructional delivery. Ideally, this gateway course would be taken by all new students. C. All students will have 1. Incorporate the New Student Goal Student Affairs well-defined educational Statement as part of the New Student Orientation Facilitators goals and an educational Orientation session. plan that supports the achievement of these goals. D. Student retention and 1. Model the retention and support Academic Affairs success programs will be aspects from those used in the ACT Student Affairs enhanced and expanded. NOW, CAP, AND CLC programs. E. Faculty and staff will 1. Design staff training and Academic Affairs develop the knowledge and development that addresses retention Student Affairs skills needed to identify issues and encourages commitment to high-risk behaviors in assist students in finding and using students and other potential resources to enhance their success at barriers to student success. the college. Phase I January 2005 Page 27 Goal 3: Improve upon the management of credit, client-partnership, and other non-credit programs to create flexible options for continuous learning and promote improved student retention. OBJECTIVES IMPLEMENTATION STEPS RESPONSIBILITY TIMELINE STATUS A. Internal marketing 1. Develop plan to communicate Academic Affairs strategies will be program contacts and options. Student Affairs implemented to increase Finance and Planning understanding by all Government Relations internal constituents of all program options. B. Approaches for 1. Establish annual targets for Academic Affairs recruiting students who recruiting non-credit students to credit Student Affairs initially enter the college as programs. non-credit students into credit programs will be expanded and strengthened. 2. Identify and eliminate internal Academic Affairs barriers that inhibit the movement of Student Affairs non-credit students to credit programs. 3. Modify and expand support Academic Affairs services to better meet the needs of Student Affairs credit and non-credit students. 4. Systematically assess customer Academic Affairs feedback to improve course offerings and delivery strategies. C. Counseling, advising, 1. Enhance support services by Student Affairs and other educational adjusting resource allocations to meet support services will be the needs of the students. redesigned and tailored to address the needs of all students. Phase I January 2005 Page 28 Goal #3 continued OBJECTIVES IMPLEMENTATION STEPS RESPONSIBILITY TIMELINE STATUS D. Student transcripts will 1. Identify desirable expansion to the Student Affairs be expanded to incorporate college's transcript information, and complete information on all implement feasible modifications in student curricular and co- the Banner environment. curricular experiences to identify potential gaps in current offerings and facilitate planning for student educational experiences. E. Identify and reduce 1. Identify barriers to continue. Academic Affairs internal barriers that Student Affairs currently discourage ABE, IR GED, and ESL students from registering in the college's credit programs after successful completion of their credit-free program. 2. Develop and implement a plan to Student Affairs address internal barriers. Academic Affairs Phase I January 2005 Page 29 Goal 4: Improve the conversion rations associated wth inquiry to application, application to admission, admission to testing, and testing to registration. OBJECTIVES IMPLEMENTATION RESPONSIBILITY TIMELINE STATUS STEPS A. Reponses to college inquiries 1. Develop a plan to enhance Student Affairs will be timely and appropriate. the services delivered by the Information Center. 2. Evaluate the effectiveness Student Affairs of the current automated system and make appropriate technological updates. 3. Provide training for Student Affairs Information Center staff. B. All students are given the 1. Ensure consistency of Student Affairs necessary information to efficiently telephone greetings and move through the process. information across all campus locations 2. Establish follow-up Student Affairs procedures and policies Academic Affairs Phase I January 2005 Page 30 3. Deliver information Student Affairs packets consistent with nature of inquiry C. The Inquiry System database will 1. Evaluate and update Student Affairs be comprehensive, reliable and technology, skills, and Communications and helpful in the assessment of the assessment tools for database. Government Relations delivery of services by the IT Information Center and the IR effectiveness of marketing approaches. D. Increase conversion ratios. 1. Establish annual targets for Student Affairs conversion ratios and assess the achievement of these targets. 2. Develop a plan to link Student Affairs inquiries about specific Academic Affairs academic programs with appropriate faculty for follow- up. Phase I January 2005 Page 31 Introduction The Enrollment Management Planning Process Work Group on Institutional Effectiveness addressed the issue of institutional effectiveness as it relates to enrollment management. This institutional effectiveness plan is intended to enable the College to engage in an on-going process of planning and assessment for instructional and non-instructional programs, services, and operations. The major areas of Recruitment and Marketing; Educational Effectiveness; Retention/Persistence; Technology; and Integration and Alignment are addressed in detail elsewhere in the Enrollment Management Plan document and will not be addressed in this section. The Institutional Effectiveness Work Group employed a methodology of research which included interviews, student focus groups, and analysis of institutional documents. Interviews were conducted with individuals representing select areas of the College. A student focus group was held during New Student Orientation with approximately 88 students who were new to the College for the fall 2004 semester. Follow up discussions were conducted during visits to ten (10) freshman English classes during the second week of the semester. Approximately 200 students were contacted during these visits. Institutional documents included in the analysis were the 2003 Institutional Effectiveness Report, the Middle Sates Commission on Higher Education Report, and the College's 2004-2008 Strategic Plan. Goal 1: Research and review relevant College documents which identify performance indicators of institutional success designed to promote student progress and aid in decision-making processes. Objective 1 Review relevant Office of Institutional Research reports to determine the level of effectiveness in meeting student needs, based on established institutional effectiveness measures. Measurement of institutional effectiveness at the College is coordinated through the Office of Institutional Research. This office supports institutional decision-making by providing analyses and dissemination of data on the various operations of the College. Institutional Research has conducted an institutional effectiveness report since the year 2000. The indicators of institutional effectiveness are supported by data which appear to reliable, valid, and still applicable, given that the report was generated in 2003, in a longitudinal method of research. Institutional Research Report # 119, titled Institutional Effectiveness 2000: A College Report Card provides a historical perspective on the process used to develop indicators that represent five areas of institutional effectiveness: 1. Workforce Development; 2. Transfer Preparation; 3. Student Persistence, Goal Attainment, and Assessment of Collegiate Experiences; Phase I 32 January 2005 Page 32 4. Community Outreach; and 5. Revenue and Resource Usage Patterns. The 2003 Institutional Research Report #136 is available on the College's web page for review in its entirety. The information which follows provides a snapshot of the College's success in targeted areas. 1. Workforce Development: The report cites a high degree of career goal attainment or positive employment outcomes for Community College of Philadelphia graduates and cites a high level of satisfaction with preparation for employment; however, a slight drop in this area may reflect current economic conditions. The pass rates for recent graduates on certification exams are generally higher than the national average. Comments from students in the focus group indicated that the vast majority of students view education and the purpose for attending college as a means to securing a brighter economic future for themselves and their families. Few, if any students expressed using higher education as a goal directly leading to becoming better critical thinkers or problem solvers. Most saw these areas as "by-products" of their career- oriented focus. The students participated in a group exercise "Essential Ingredients for Success In College" where they were asked to rank items in order of importance and then compare the rankings with those of their instructors. Some students were astute enough to point out that none of the items offered as choices had any direct statements regarding career goals. 2. Transfer Preparation: Transfer rates of graduates who graduated from transfer programs over a period of five years range from 63% to 72%. The College has significantly increased its articulation agreements from 22 in 1994-1995 to 91 in 2002-2003. Transfer preparation and articulation agreements will continue to be a factor in the coming years. 3. Student Persistence, Goal Attainment, and Assessment of Collegiate Experiences: There are five measures in this area. Overall, the College's success in this area ranges from below average to above average. Areas which the College's enrollment management plan should address include: • graduation rates for full-time (in first semester) • graduation rates for first-time, full time students • retention rates of new part-time students in the fall who return in the spring semester • graduation and retention rates for first-time, part-time students • fall-to-fall and fall-to-spring persistence/attrition rates 4. Community Outreach: The College's enrollment at off-campus locations, in Business and Industry programs, in distance education, and in non-credit education has generally increased over a five to six year period, as has the number of high school graduates enrolling in the College. Grade distribution for distance education courses is approaching the College norm; however, the withdrawal rate remains higher than traditional courses. Phase I January 2005 Page 33 5. Cost Efficiency, Resource Usage and Resource Development: The report utilizes six indicators of institutional effectiveness in this area: • Total program costs per FTE compared with tuition and fees charge for full- time students; • Average credit class size; • Percent of budget directed to instructor and Academic and Student Support Services; • Number of grants and size of grant dollars; • Total revenues from Most Important Funding Sources (in thousands); and • Average annual percentage increase intuition and fees and tuition and fees rate increases relative to regional four-year institutions. In summary, the report shows the following revenue and resource usage patterns for the College. Because of declines in the levels of support received from the City and State, the major sources of funding other than tuition, tuition and fee increases have outpaced changes in operating cost per student over the past decade. Class sizes have increased in each year beginning Fall 2000. Instruction and student/academic support services account for the majority of the College's budget. Over the past decade, compared to other Pennsylvania four-year higher education institutions, the College has had lower average annual tuition increases. Objective 2 Review the College's 2004 Middle States Commission Report to determine the level of effectiveness in meeting student needs, based on established institutional effectiveness measures. The Middle States Commission on Higher Education Report of March 14-17, 2004 essentially concluded that the College could strengthen its foundation by developing an Enrollment Management Plan. Standard 7: Institutional Assessment points to the wide range of institutional assessment information readily available at the College, much of which relates to student performance. The Report states that, "A longitudinal database exists that allows the tracking of students from the time they apply to the institution to when they transfer to other institutions, obtain employment, and beyond. This provides for an exceptionally rich information source for the assessment of Institutional Effectiveness." This information is readily available to college personnel via the web page. Additionally, the capability exists to develop new studies. Objective 3 Review the College's 2005-2008 Strategic Plan to determine the level of effectiveness in meeting student needs, based on established institutional effectiveness measures. Phase I January 2005 Page 34 The College's 2005-2008 Strategic Plan recommends six (6) goals related to enrollment management targeting the following areas: • College Image • Marketing • Recruitment and Retention of Students: Systemic Support Structures • Recruitment and Retention of Students: Management of credit and non-credit programs; Client partnerships • Recruitment and Retention of Students: Partnership programs with Philadelphia school districts • Program Delivery Strategies: Flexible course and program delivery options General Recommendations 1. March 31, 2005, all existing and new program, service, and operational areas should: • In collaboration with the Office of Institutional Research, develop a set of data driven effectiveness indicators for its area, develop a report format, and establish a regular schedule to request the information from the Office of Institutional Research for the purpose of assessment. • Identify a responsible person to identify, collect, access, and disseminate relevant data. • Plan a deliberate schedule whereby all participants can review the data and use it for future enrollment management planning. • Learn to use Banner efficiently , design reports and create useful data. 2. The goals and objectives of the College's marketing plan should reflect and be more predictive of changes in the economy. It should drive the recruitment of students in to career programs based on projected economic trends. 3. Re-align the institution's mission and core values to reflect the students' purpose for attending the institution. 4. Increase and coordinate efforts to encourage more academic and support programs to institute internships for second year students in order to improve their chances for employment. Initial potential collaborations can occur between The Career Services Center, The Center for Business and Industry, The Counseling Center, and academic career programs. 5. Develop and implement a retention plan with specific target populations aimed at aiding students in making stronger connections to the College. Examples include by curriculum, certificate program, career interest, or transfer to institution. Objective 1 Identify the components of an enrollment management effectiveness assessment model. Phase I January 2005 Page 35 Pursuant to the Middle States document of March 2004, citing the lack of "clearly articulated assessment measures and in the assignment of responsibility for the implementation of the specific components of the …resources necessary to achieve the objective," and "the relative lack of clearly defined assessment tools to be applied to various plans…," (p.9) and " Every effort must be made to ensure that subsequent iterations of these plans provide clearly articulated periodic assessment methodologies." (p. 12), it is important that an institutional effectiveness plan include and promote a fairly standardized, clearly articulated assessment model to be implemented for each program, service, or operations area. General Recommendations 1. Conduct systemic evaluations of all areas to ensure that each area is functioning well according to goals and objectives and that students are receiving quality service. 2. By March 31, 2005, each current and new office, program, or operations area of the College, in collaboration with the Office of Institutional Research, will develop an assessment plan using the model recommended in this document as a basis for development. The effectiveness assessment model will include the following characteristics: a) stated goals b) stated objectives c) assessment measures d) an assessment cycle e) assessment results statement f) a summary narrative g) program adjustment statement 3. Stated goals and objectives will be measurable and reflect the mission and core values of the institution. 4. Assessment measures will be emphatic and specific. 5. Measures will include specific targets, the number of individuals, offices, and/or programs involved and intended outcomes. 6. An assessment cycle will be established and stated which will include the data or information to be collected and the time frame for completion. 7. At the end of the assessment cycle, a statement of results will be developed. 8. A narrative statement will be included which will describe the office or program's activities. Phase I January 2005 Page 36 9. A program adjustment statement will be included which will include changes or improvements to the assessment plan resulting form the current assessment results or emerging directions. Objective 2 Develop an assessment plan for target areas of enrollment management services and programs not addressed in depth in other areas of the Enrollment Management Planning Process. Initial offices, programs, or areas recommended to develop an assessment plan for enrollment management are: Recruitment; Admissions; Academic Advising; Counseling, Financial Aid, Records, Registration, Orientation, Academic Programs, Student Support Services, Academic Support Services, Physical Facility and Equipment, Finance. Recommended Initial Implementation Strategies: (New and On-going) 1. A new position has been filled, Executive Assistant to the President. This position should be designated to oversee programmatic audits every 5-7 years, and program goal reviews every 3-5 years. 2. Review, revise, or develop mission statement for each targeted office, program, or area. 3. Set measurable goals and objectives for all targeted areas. 4. Evaluate the quality all targeted areas processes the recommended enrollment management effectiveness assessment model. 5. Use key performance indicators, developed with the assistance of the Office of Institutional Research and information from state and federal audit reports, in order to track what is successful and to respond to changing demands. 6. Establish a joint committee of Academic Affairs and Student Affairs to develop, implement, monitor, and evaluate an academic advising plan. Include representation from offices and programs, to include: recruitment, registration, records, financial aid, program coordinators, 7. Strengthen the collaboration with Records and Registration to provide transcript evaluation prior to registration for students transferring in to the college. 8. Develop a seamless advising system that identifies a major for the student, delineates related courses, and monitors the student's progress in order to reduce time to graduate 9. Develop an advising system that provides seamless advising to students with regard to degree completion, transfer, and career goals. 10. Develop a plan for advising based on academic program and degree requirements. 11. Develop opportunities for a first semester seminar that provides information in career choices, selection of a major, and transfer opportunities. 12. Establish a joint committee of Academic Affairs and Student Affairs offices and programs to develop, implement, monitor, and evaluate a Financial Aid plan. Include representation from offices and programs, to include: recruitment, registration, records, financial aid, support program coordinators, Career Services Center, Counseling Department, and academic programs. 13. Train all staff on new laws and regulations on a regular basis. Phase I January 2005 Page 37 14. Establish a joint committee of Academic Affairs and Student Affairs to implement an academic advising plan. Include representation from offices and programs, to include: recruitment, registration, records, financial aid, program coordinators, 15. Develop a transfer system that provides transfer support to students within their first semester. 16. Create a system that identifies students with transfer goals and identifies them by college and majors. 17. Develop a system that identifies those factors which limit transfer from the College to other institutions. 18. Provide a more visible transfer service on campus for students and transfer institutions. 19. Set goals and evaluate the quality of transfer services using key performance indicators in order to track what is successful and respond to changing demands. 20. Initiate a pilot to make the Enrollment Management Process a user friendly experience 21. Have all relevant offices in close proximity of each other. 22. Provide highest possible level of Customer Service 23. Provide cross-training 24. Provide customer service workshops for all front-line staff (required at least once per year) and all faculty and administrators. 25. Provide customer service incentives for faculty, staff, and administrators. 26. Assure online Registration (Banner) 27. Provide students with outline of course curriculum. 28. Establish Priority Registration 29. Provide adequate instructional and non-instructional physical facilities. 30. Develop a communication plan to provide students and staff with access to timely information. 31. Develop training and orientation opportunities for students to encourage self- sufficiency in acquiring information 32. Develop a plan of support designed to increase the retention rate of students in distance education courses. Phase I January 2005 Page 38 Summary of the Educational Effectiveness Work Group Goals and Objectives: Goal 1: To articulate the characteristics of effective programs Objectives: a. Identify data sources within the institution b. Interview key personnel within the institution Goal 2: To develop a strategy for collecting information that will assist the institution in monitoring the effectiveness of educational programs in meeting the employment needs of local and regional workforce development. Objectives: a. Identify a classification scheme for the College's offerings b. Identify the characteristics to be benchmarked. Phase I January 2005 Page 39 Goal 1 To articulate the characteristics of effective programs To address its first goal, the committee brain-stormed what it thought constituted the essential characteristics of effective programs. Underpinning all is the committee's core value that every one of the College's offerings is meant to build foundations and positively impact student growth. Our distilled list of program essentials is presented below: • Learner-centered/student-focused (student interventions) • High quality • Data-driven/measurable/outcomes-based • Flexible (entry dates, delivery systems, life-experience credits, options to meld to a student's experience/needs) • Innovative (trends, technology, in sync with the market, in sync with 4-yr.schools) • Affordable/cost-effective Based upon these articulated characteristics, a set of interview questions (Appendix A) was developed. These questions were then addressed to key representative personnel within the College (Appendix B) to ascertain qualitative data on various aspects of educational effectiveness. Among the topics discussed were the current and future role of the College in Philadelphia, how the College's programs are developed, evaluated and delivered, and the internal and external obstacles (and proposed solutions) to effective offerings. In addition to the interviews, a partial list of College resources was drawn up (Appendix C) that can be and is currently used to evaluate educational effectiveness within the institution by the responsible parties. Information Gathered The interview results echoed what the committee had considered to be the characteristics of effective programs. They indicated general agreement that the College needs to position itself now in order to be able to respond rapidly to new initiatives. While there can be no single immutable plan for the institution, there must be a unifying and driving academic vision for the institution. This vision must engage and be derived from all segments of the College family and be driven by solid leadership. It is this institution-encompassing academic vision which provides the solid infrastructure for flexible and swift responses and decision-making to a rapidly changing world. This vision is responsible for aligning and integrating all of the College's plans (Appendix D) to insure that student learning is maximized. Those interviewed felt that any attempt to accurately project the College's programs five, ten and/or twenty years from now would be futile as most of the jobs of 2010 do not exist yet1. However, since technology has and continues to change how business and industry provide their services; all felt that the demand for job training that can not be off-shored will surely increase. Likewise, an increase in delivery options will occur as technology makes courses more available; especially distance offerings, hybrid courses (due to accrediting association requirements) and accelerated courses/programs. A significant opportunity for growth was Phase I January 2005 Page 40 identified in the area of continuing education offerings (CEU, CLU, etc.) for the various professions that require them (teachers [Act 48 credit] , nurses, paralegals, legal nurse consultants), skill upgrading and cross-training for professionals (leadership courses, CIS, etc.), degree completion options, and certificates that can supplement the College's offerings while filling employment niches now being overlooked or understaffed (legal nurse consultants, paralegals, automotive service management). The region's abundance of health care and pharmaceutical facilities will continue to provide growth opportunities for our students if we properly align our programs to take advantage of these high employment arenas. All of these growth opportunities for the College mesh well with its mission to "provide a coherent foundation for college transfer, employment, and life-long learning." Implementing this portion of our mission is one of the College's current strengths. We currently address regional employer needs with our select programs that have proven track records (example: Nursing and Automotive Technology). Credit-by-Life-Experience needs to be given thoughtful implementation as increasing numbers of students return to the classroom to avail themselves of the College's offerings in order to switch careers. At our institution, life-long learning is truly more than a catchy slogan. Our transfer rate is high; currently 68%2 of students graduating from transfer programs do move toward their BA degree before entering into the job market. To maintain its strength in these areas, the College needs to assure that there is a cohesive general education core in place (the basics of reading, writing, communication, technology use, critical thinking and development of soft skills) to facilitate transfer and to meet the needs of the workplace where the skill sets required will be more interdisciplinary. With the high percentage of transfer students, the College also must assure that the transfer process is seamless by increasing articulation agreements, etc. Although a move toward 4-year degrees and independent schools may be (is being) considered for some very successful programs (ex. Nursing, Education, IT, Hospitality and Tourism), the wealth of 4-year institutions in our immediate region predisposes us toward increased partnerships (versus competition). That the College provides all these programs and services at a more affordable cost than our surrounding institutions and that we are an open access institution that is willing and able to assist students who have no other options or need a fresh start are additional College strengths and ones that make the institution indispensable to the City. Other strengths are: our diversity, acting as the cultural glue of the city, having small classes and great courses, and having a solid core of faculty, staff and administrators who are mission-driven. Obstacles Obstacles to educational effectiveness are multiple and not easily resolved. While plans are necessary, these plans need to be embraced by the institution's family. Leadership in this area is critical. The traditional view of higher education is shifting; there is a definite shift away from the traditional ways of perceiving, judging and valuing education. Education is becoming more of a business and this creates a lot of tension especially as the new model is not yet fully formed, defined and in place. There was keen awareness of the need to change the College's product(s) to trump the competition. Student perception of the quality of our institution versus others in the region does bring the College to a critical period in its evolution. Since perception is reality; students must perceive value for their dollars invested. Student retention is also shown to be positively impacted by "predictable and streamlined curricula."3 Efforts should be made to Phase I January 2005 Page 41 insure that all the College's programs meet these criteria. In addition, the College must be able to demonstrate to its funding sources that it is worth the investment with measurable outcomes and data-driven decisions. As to growth at the institution, it is thwarted in many ways. In general, growth is slowed by the processes in place that limit the institution's ability to respond rapidly to new initiatives. Growth in offerings is hampered by the invisible line drawn between courses, departments and divisions. By and large, most interdepartmental, interdisciplinary and inter-divisional efforts at the College have met with little if any success and those that exist require constant vigilance to maintain. Growth in delivery options is shackled by contractual issues and the fact that the decisions are department centered rather that market-driven. Growth is also limited by the lack of flexibility and support from the student services area, in terms of both human resources and infrastructure. Logistical nightmare stories regarding the services for students in alternative delivery options have discouraged innovators in many departments. Growth is also limited by the physical size of the institution itself, lack of financial resources (infrastructure support as IT, software licenses, etc.), the physical numbers of support personnel and faculty and their characteristics (i.e. reluctance of many faculty to be involved in the process), lack of targeted marketing. Recommendations Overcoming the institutional obstacles to educational effectiveness encompasses both overarching and specific needs. In general, we need to think more like a business. The Academic Plan, by setting clear priorities for the institution, must guide the decisions made as to course and program initiation, funding, delivery, implementation and evaluation. Following the established audit cycle will insure the academic integrity of the College's offerings as will instituting an assessment scheme for those areas that fall outside of the audit process. Hiring practices must be aligned with the institution's projected future direction. And newly endorsed initiatives must be able to come to the implementation stage much more quickly than is current practice. [There was no lack of suggestions from those interviewed as regarded new curricular offerings that would address current market niches and student needs. (Appendix E)] Since academic initiatives will reverberate throughout the institution, this should be strategically considered in advance so that all delivery options are fully supported by the other areas of the institution such as physical plant, IT, Student Services, professional development, etc. [For example, as the number of distance courses continues to grow, the need for a testing center emerged as well the need for faculty to learn "how to teach on-line" and for the students to learn "how to be an on-line learner".] Communication between the credit and non-credit sectors must be consistent and cooperative especially as students stop-in and stop-out and cross the boundary between them. In particular, the student services area must become more flexible and truly student-centered in assisting these efforts. Attention must be given to individualized student cohorts and thorough and pleasant customer service despite the number of students dealt with on a regular basis. (Perhaps Banner will assist in meeting this need.) The College must enhance its image and advertise its excellence in order to maintain and grow its student body. This is no easy task as so many variables play into an institution's image. Phase I January 2005 Page 42 Nevertheless, the College must do a better job of consistent marketing and targeted marketing. [For example, our CEU offerings are not readily known.] The College needs to take better advantage of on-line technology; doing electronic portfolios, on-line advising, course registration, etc. We should offer and market enrichment programs such as concerts, etc. to draw people to campus. We need to increase the involvement of our advisory boards taking advantage of both their expertise and their assistance to address our needs. The College should analyze its available data and make realistic enrollment projections across all programs and campuses so that it may prioritize distribution of its resources; i.e. the right-sizing of programs. Additionally, the College, as well as the programs themselves, needs to take a more active role in assuring student retention and success. To this end, the role of FOS 101 and its impact on retention should be examined. Based on the data, perhaps it could be used as a model and its role modified and expanded to include more students and more faculty participation. Evaluation In order to go forward, the Enrollment Management Team should, in conjunction with the Academic Affairs Division, decide on which characteristics of effective programs will be the focus of their efforts. Once these are decided, then appropriate assessment instruments can be defined. Assuming that the focus will be most, if not all, of the characteristics described in this report, the following should be considered as potential measures: 1. Define and implement a cohesive general education core across all programs 2. Monitor/decrease time between proposal and implementation of new courses 3. Monitor/decrease time between proposal and implementation of new programs 4. Create a pathway for experimental curricula to be introduced and evaluated.4 5. Monitor/increase the number of courses offered by alternative delivery methods. 6. Monitor/increase the number of continuing education offerings. 7. Monitor/increase the number of dual admissions agreements and articulation agreements. 8. Monitor the cost of offerings especially in comparison to four-year institutions. 9. Institute and monitor evaluations of student services (Advising, Counseling, Admissions, etc.) for responsiveness and quality. 10. Assess the impact of Banner on student services. 11. Audit college programs on a regular basis (which includes success of students). 12. Monitor success of students in Developmental programs. 13. Monitor success of retention efforts. In addressing its second goal, the committee came to agreement on an evaluation approach5 that we believe would be beneficial to the individuals that are knowledgeable and responsible for making decisions about college programs. This approach Proposes organizing curricula (for informational purposes) from a divisional structure into Career/Industry Clusters that are aligned with the Pennsylvania Labor & Industry Workforce Information and Statistics. This structure will provide a mechanism for reviewing state and regional employment trends and comparing this trend data to associated college program enrollments in order to have an indicator of how Phase I January 2005 Page 43 effectively our programs are aligned with state and regional employment opportunities6. [Appendix F] A preliminary model is under development to (1) construct the parallel applications between College programs and Pennsylvania Department of Labor Industry Clusters (by SIC, Standardized Industry Code); and (2) provide employment projections and College program enrollments within these Industry Clusters. After this preliminary model is developed, it will be available for review, comment and critique by all interested parties. The benched-marked data most likely will include numbers, demographics, success and retention information. Reference Notes 1 "Nearly 60% of the new jobs in the 21st century will require skills held by only 20% of today's workforce." National Association of Manufacturers 2 Institutional Effectiveness 2003 (IR#136) 3 Glenn, David. "For Needy Students, College Success Depends on More Than Access, Study Finds." The Chronicle of Higher Education, September 3, 2004. 4 Dolence, Michael G., Views from the Center of Chaos: the Odyssey of American Higher st Education in the 21 Century . PowerPoint. Community College of Philadelphia, August 30, 2004. "Curriculum Development: Time to Develop & Deliver is Shifting from Years to Months." 5 Special thanks to Institutional Research for their expert insight and guidance. 6 Note: current job research data is inconsistent across agencies/reports. Federal career clusters are not the same as the State's. In addition, much of the data is too broad to be prescriptive. Appendix A Interview Questions [for VP, Deans and Program Directors] What do you see for the future…5yrs., 10yrs, 20yrs? What makes CCP indispensable to Phila? What should we be? Where do you want to go? Is there an academic plan to get there? Have we thought about 4 year degrees as some CC's have or BSN? Is our thinking in alignment with the "hot programs" projected for the region (IT/Allied Health/Vets/Morticians/Service industry/nanotech/ biotech)? Have we considered the demographic projections for our city and region? Phase I January 2005 Page 44 Have we considered degree completion programs (therefore less than 60 credits to graduate) Have we considered offering CEU classes for distinct populations within the region that require them? Have we considered additional accelerated programs? Do we have enrollment projections? (numbers and programs? Esp. CBI?) How will the alignment process (existing plans vs. EMP projections) be assessed so that we all are going in the same direction? Can a communication flow chart be developed for alignment and integration? Should a synopsis (of plans) with recommendations be forwarded to the Educational Effectiveness Work Group for inclusion and/or addendum to the Enrollment Management Plan? If you had a wish list, what new curricula or curricular changes would you recommend to the college? Are there existing programs that you think are no longer effective? How do you see your curriculum/curriculum in your area evolving in the next five to ten years? How will technology effect the evolution? How do we envision the impact of the larger political scene on CC's in general and CCP in particular? Appendix B Interviewees • VP of Academic Affairs, Dr. Judith Gay • Dean of Liberal Studies, Dr. Sharon Thompson • Dean of Math, Science and Health Careers, Dr. Mary Anne Celenza • Dean of Business and Technology, Dr. Timothy Sullivan • Dean of Educational Support Services, Dr. Samuel Hirsch • Director of Workforce Development, Waverly Coleman* • Director of Distance Education, Mark Saks • Director of Developmental Education, Tom Ott • Acting Dean for Division of Community Services and Regional Centers, Bob Garofola • Northeast Regional Center Coordinator, Susan Tobia • Northwest Regional Center Coordinator, Claudette Dia-Taylor* • "Selected" program coordinators: Alexandra Cowley, CST (Culture, Science and Technology) Marcia Epstein, Education Rick Hock, Biomedical Technology Phase I January 2005 Page 45 Mardi Holliday, CIS (Computer Information Systems) John Joyce*, Liberal Arts Andrea Mengel, Nursing David Prejsnar, International Studies/ Liberal Arts Deborah Rossi, Allied Health Richard Saxton, Automotive Technology Kathy Smith, Paralegal Alison Tasch, Liberal Arts *Unavailable to be interview Appendix C Institutional Data Sources • Program Audits • Middle States Association 2004 Report • College Report Card • Numerous IR reports (including certificate and degree program evaluations and Student Service program evaluations) • Workforce 2010 Report • Road Map for Regional Growth Report • Benchmarking presentation and resources (Tim Sullivan, et.al.) • Sue Piergallini for core values of the institution • Continuing Education brochures • Curriculum By Career Reference Table (under development) Appendix D Institutional Plans • Academic Master Plan • Business and Industry Plan • Diversity Plan* • Facility Master Plan 2003* • Marketing Plan • Recruitment Plan • Retention Plan • Strategic Plan* • Technology Plan* *Updates available at http://www.ccp.edu/stafpage Appendix E Suggestions (from interviewees) for New or Revised Curricula • Increase offerings outside of main campus • Weekend College • Evening nursing program • Physical Therapy/Occupational Therapy Phase I January 2005 Page 46 • Biophysics • Computer forensics • Geography • Media/broadcasting • Learn to teach with technology • How-to evaluate software packages for educators • Journalism • Polysomnography (for sleep studies) Appendix F Curriculum By Career Reference Table (Draft) CCP Curriculum and SIC Industry Code Association Academic Majors, No Career Association Gen Studies Undecided Gen Studies, Art Culture, Science and Technology Associate in Science Mathematics CST - Assoc in Science Int General Studies Assoc in Arts Lib Arts, Assoc Lib Arts, International Studies Opt Lib Arts, Womens Studies-Gender Studies Opt Gen Studies-Career Advancement Gen Studies-Personal Enrichment Gen Studies-Sen Cit Gen Studies – Guest Gen Studies - Chamber of Commerce Gen Studies-Adv Adm Gen Studies-Adv At Colg CSD-Adult Basic Educ CSE-New Stu Orientation CSE-ESL CSE-Gen Studies General Bldg Contractors Construction Technology Non-Retail Business & Management Management Services International Trade Management-Human Resources Opt Phase I January 2005 Page 47 Business Transfer-Temple Business Transfer-Drexel Business Transfer-Lasalle Business Transfer-St Josephs Business Gen Studies-Business Dev Int Manufacturing, Engineering, Architecture Computer Science & Interior Design S General Studies-Computer Science Int CST-Computer Science Int Computer Assisted Design Tech Cert Engineering Science Electronic Engineering Tech Architechtural Tech Computer Asst Desgn Tech Arch Doc Opt. Architecture & Interior Design Architecture Opt. Architecture & Interior Design Interior Design Opt. Electronics Engineering Tech-Biomedical Opt Electronics Eng Tech-Digital Opt Electronics Engineering Tech-Digital Comm Opt Electronics Engineering Tech-Computer Srvc Tech Opt Manufacturing Tech General Studies-Engineering Int General Studies-Assoc in Science Int CST - Engineering Int CST - Architecture Int CST - Interior Design Int Chemical Technology Environmental Technology Retail Trade Management Cert Marketing Cert Retail Management-Fashion Buying Cert Marketing Retail Management Retail Management-Fashion Buying Opt Eating & Drinking Places Culinary Arts-Chef Apprenticeship Opt Hotel/Rest Mgmt-Restaurant Mgmt Opt Culinary Arts-Chef Opt Finance, Insurance, and Real Estate Accounting Finance Real Estate Real Estate Management Management-Real Estate Opt Hotel & Other Lodging Places Hotel/Rest Mgmt-Hotel Mgmt Opt Business Services Computer Operations Cert Phase I January 2005 Page 48 Secretarial Science Office Science-Word Processing Opt Office Technology Printing, Publishing, Advertising Photographic Imaging Art Art - Photography Opt Communication-Speech Computer & Data Processing Services Data Processing Data Processing Business Programming Opt Data Processing PC Applications Opt CIS-Computer Programming Opt CIS-PC Applications Opt CIS-Local Area Network Opt CIS-Internet Operations and Development Opt Auto Repair Services Automotive Tech Producers, Orchestras & Entertainers Music Performance Opt Music-Non Performance Opt Communication-Theater Arts Health Services Nursing Respiratory Care Health Info Tech Diagnostic Medical Imaging Medical Assisting & Office Mgmt Clinical Laboratory Technician Nursing-Accelerated Opt for LPNs Dietetic Technician Gen Studies-Allied Health Int Gen Studies-Nursing Int Gen Studies-Respiratory Therapy Int Gen Studies-Health Info Tech Int Gen Studies-Dental Int Gen Studies-Rad Tech Int Gen Studies-Med Asst Office Mgmt Int Gen Studies-Med Lab Tech Int Gen Studies-Dietetic Int CST - Nursing Int CST - Respiratory Int CST - Health Info Tech CST - Dental Int CST - Diag Med Imaging Int CST - Clinical Laboratory Int CST - Dietetics Int Dental Services Dental Hygiene Legal Services Criminal Justice Paralegal Studies Gen Studies-Justice Int Gen Studies-Paralegal Studies Liberal Arts, Justice Int Liberal Arts, Paralegal Int Educational Services Lib Arts, Art Int Education Early Childhood Edu Interpreter Edu General Studies-Early Childhood Ed Int Liberal Arts, Early Childhood Edu Int Liberal Arts, Interpreter Edu Int Social Services Sign Language Studies Cert Phase I January 2005 Page 49 Addiction Studies Cert Behavioral Health/Human Services Gen Studies-Mental Health Soc Serv Int Lib Arts, Behavior Health - Human Serv Int Lib Arts, Soc and Behavioral Sci Opt Lib Arts, Humanities Opt Government Services Fire Science Phase I January 2005 Page 50 Introduction Integration and Alignment is the only work group whose goals and objective will not be a part of the plan itself, but are a apart of the process, designated to facilitate the success and completion of the plan. Goal 1 To provide ongoing support to work groups for development of completed documents that can be integrated into an Enrollment Management Plan which takes into consideration all of the ongoing College planning documents: Mission and Vision Statements and Core Values and Strategic, Academic, Technology, Diversity, Business and Industry Plans. Objectives 1. Assign Integration and Alignment staff to work with each working group. 2. Provide assistance in the development of respective work group goals and objectives documents. Goal 2 Integrate documentation from all of the work groups in a manner that is consistent with the framework of all college plans, Mission and Vision Statements and core values, and align all aspects of the Enrollment Management Plan toward an outcome consistent with these documents. Objectives 1. Review all college plans as we begin the integration of the work group documents. 2. Review Mission and Vision Statements and align stated goals and objectives of the respective work groups to accomplish the document writing process and a fluid, comprehensive Enrollment Management Plan that is within the framework and context of other college documents. Phase I January 2005 Page 51 Enrollment Management Plan 2004-2008 Phase II Implementation Enrollment Management Plan Guideline 2005-2008 Based on the Goals and Objectives outlined in the Enrollment Management Plan, the following tasks have been projected for specific and/or ongoing timelines from Spring 2005 through Summer 2008. A major overlay on the projections is the successful implementation and re-designed business practices that are currently in transition from the past and present to the future. Spring 2005 Task Implementation Responsibility Timeline Resources Priority Status Comments Steps Needed Appoint an EMP President, VPSA December Team to 1 Implementation Cabinet 2004 implement Team recommendations and provide data structure to the EMP Begin EMP Imp Team January 2005 Regularly 1 Banner Go-Live Implementation chair scheduled considerations meeting times Communications Internal Plan Flow of Information Plan(s) External Plan charts Complete Information Academic Ongoing to Information needed to Academic sharing Affairs, VPAA May 2005 project major/program Master Plan enrollment data Complete Information Academic Ongoing to Information needed to Business and sharing Affairs, VPAA May 2005 project major/program Industry Plan enrollment data Phase II January 2005 Page 1 Capital Projects Regular updates; President, VPFP Ongoing 1 Assess available update budget information on capital discussions; funding for enrollment Cabinet projections (buildings, space, new locations, new initiatives) SCT Banner Divisional Ongoing Enrollment Design reports specific Implementation Offices Processing to EMP data Committee requirements e.g. meetings recruitment tracking Write and Strategic Plan February Cabinet 1 Support the Strategic deliver RFP for designated team 2005 discussions Plan; collaborate with external AA Master Plan, B&I consultation on Plan, Recruitment Plan, image and Retention initiatives marketing 3- year plan Establish Use existing VPFP, VPAA, March 2005 Budget 1 Optimal scenario enrollment longitudinal data; VPSA in process assumes capital dollars scenarios for 3-5 scan data; consultation with discussions for growth; minimal years workforce President assumes no additional projections to dollars develop two views of potential growth Design two VPSA, VPAA, April 2005 With 1 versions of ONE Dean Enrollment operational STOP SHOP Services, Dean dollars; with Educational capital Support Services, dollars Dean Students Phase II January 2005 Page 2 Fall 2005 Task Implementation Responsibility Timeline Resources Priority Status Comments Steps Needed Implement • Project Academic ongoing Adjust EMP Academic enrollments Affairs; VPAA, projections; identify Affairs Master per major VPSA CFT agenda for 2005- Plan and/or 2006; identify new program dual enrollment and • Project articulation agreements enrollments per non-credit programs Implement Academic Update new Business and Affairs; VPAA, employment trends; Industry Plan Dean Business partnerships/alliances & Technology Assess Track data VPSA, Dean Spring to Brio reports Data supports Recruitment Benchmark trends Enrollment Fall data; adjustment of EMP Plan success Evaluate and Services, Fall to Fall objectives to reach rates prioritize new Director of data goals initiatives and Admissions Admissions past practices pyramid Retention Plan Define Retention VPSA, VPAA, Training for faculty and distribution for the College Dean Students, staff Community Dean Educational Support Services Phase II January 2005 Page 3 and teams Continue capital Regular updates; President, VPFP Ongoing 1 Assess available funding updates budget information on capital discussions; funding for enrollment Cabinet projections (buildings, space, new locations, new initiatives) Work with SP designated 3-year plan Budget 1 Short-term/long-term consultants to team: President, allocation goals; align design and VPFP,VPMGR, and expectations with implement Exec Asst to Microsoft Strategic Plan and Marketing Plan President Project Board vision Manager Capital Projects Regular updates; President, VPFP Ongoing 1 Assess available update budget information on capital discussions; funding for enrollment Cabinet projections (buildings, space, new locations, new initiatives) Implement VPSA Train front desk Phase 1 of ONE generalists for FAQ STOP SHOP Spring 2006 Task Implementation Responsibility Timeline Resources Priority Status Comments Steps Needed Recruitment Assess Fall to VPSA, Dean Training 1 Plan Spring initiatives Enrollment Phase II January 2005 Page 4 and services Services, Director of Admissions and teams Retention Plan Assess Fall to VPSA, VPAA, 1 Update Student Service Spring initiatives Dean Students, and Education Support and services Dean Services initiatives; Educational communicate with the Support Services College community on and teams their role in Retention; Retention training Work with SP designated 3-year plan Budget 1 Short-term/long-term consultants to team: President, allocation goals; align expectations design and VPSA, VPMGR, and with Strategic Plan and implement Exec Asst to Microsoft Board vision Marketing Plan President Project Manager Capital Projects Regular updates; President, VPFP Ongoing 1 Assess available update budget information on capital discussions; funding for enrollment Cabinet projections (buildings, space, new locations, new initiatives) Phase II January 2005 Page 5 Fall 2006 Task Implementation Responsibility Timeline Resources Priority Status Comments Steps Needed Capital Projects Regular updates; Dr. Curtis, Dr. Ongoing 1 Assess available update budget Hawk information on capital discussions; funding for enrollment Cabinet projections (buildings, space, new locations, new initiatives) Phase II January 2005 Page 6 Spring 2007 Task Implementation Responsibility Timeline Resources Priority Status Comments Steps Needed Phase II January 2005 Page 7 Fall 2007 Task Implementation Responsibility Timeline Resources Priority Status Comments Steps Needed Capital Projects Regular updates; President, VPFP Ongoing 1 Assess available update budget information on capital discussions; funding for enrollment Cabinet projections (buildings, space, new locations, new initiatives) Phase II January 2005 Page 8 Spring 2008 Task Implementation Responsibility Timeline Resources Priority Status Comments Steps Needed Capital Projects Regular updates; President, VPFP Ongoing 1 Assess available update budget information on capital discussions; funding for enrollment Cabinet projections (buildings, space, new locations, new initiatives) Phase II January 2005 Page 9
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