Strategic Enrollment Management Plan 2016-2020
About Jefferson Community and Technical College
Jefferson Community and Technical College is one of 16 colleges forming the Kentucky
Community and Technical College System. A public, comprehensive, postsecondary institution,
Jefferson enrolls about 12,000 students a semester in academic and technical programs.
Jefferson has six campuses: three in Jefferson County and one each in Bullitt, Carroll.
and Shelby counties. It also offers an extensive program of classes at high schools,
UPS, state prisons, various other locations, and online.
Students choose Jefferson to complete the first two years of a bachelor’s degree before
transferring or to complete programs leading to specific careers. Jefferson’s students
benefit from small classes, an extensive academic support system, and convenient locations.
The college also offers affordable tuition as well as comprehensive financial aid
packages and scholarships.
In addition to traditional college programs, Jefferson provides customized education
and training programs for business and industry through its Workforce Solutions division.
Mission
We open the door to quality education that promotes the economic and cultural vitality
of our community, encourages all to discover and achieve their potential, and provides
opportunities to turn dreams into realities.
Mission Goals
Jefferson Community and Technical College fulfills its mission by promoting excellence
in programs and services in support of educational opportunity, lifelong learning,
and student achievement as expressed in the following goals:
Support the attainment of regional and statewide educational goals through data informed
and inquiry driven strategies to increase retention rates and completion of credentials
(associate degrees, diplomas and certificates).
Maximize student achievement through an institutional commitment to effective teaching
and support services.
Enhance workforce readiness and economic development of the community by providing
seamless educational opportunities through agreements with adult education, secondary
school systems, postsecondary institutions, community groups, and business and industry
partners.
Provide an inclusive, accessible, and safe learning and working environment.
Exercise responsible stewardship of the college’s human, fiscal, and physical resources.
Introduction
In Fall 2015, the Kentucky Community and Technical College System (KCTCS) partnered
with the American Association of Collegiate Registrars and Admission Officers to provide
consultation and support in the development of comprehensive enrollment management
plans among the colleges in the system. The plans are to assist the colleges in meeting
enrollment goals over a five-year period.
Jefferson Community and Technical College developed three teams to accomplish this
work. A Marketing and Recruitment Council and a Retention and Completion Council were
established to review data, set goals, and strategize tactical plans related to their
respective areas. The Councils were created with careful attention given to broad
representation of faculty and staff across the college. The President’s Staff serves
as the guiding team who functions in an advisory and approval role.
In addition, the retention plan includes strategies being undertaken as part of comprehensive
retention initiatives in which Jefferson is already engaged: as an Achieving the Dream
leader college and as the recipient of a Title III grant to enhance student success
and completion through the redesign of gateway courses and academic advising.
The plan has been finalized in July, 2016 with implementation beginning in Fall, 2016.
This is an iterative process which will include on-going evaluation and revision as
the college continues to pursue the established goals.
Overall Enrollment Goals
- Fall 2015 baseline 12,275 (-11%)
- Fall 2016 11,661 (-5%)
- Fall 2017 12,011 (+3%)
- Fall 2018 12,491 (+4%)
- Fall 2019 13,116 (+5%)
- Fall 2020 13,811 (+5.3%)
Marketing and Recruitment
Key Enrollment Indicators, Goals and Strategies
| KEI - Increase enrollment of: |
Goal |
2015 Baseline |
2020 Target |
| First time freshmen |
1. By 2020, Jefferson will increase its first-time freshmen enrollees by 9% for a
total of 1750. |
1600 |
1750 |
| UPS-affiliated students |
2. By 2020, increase School to Work, Work and Learn, and Metropolitan College student
enrollment |
1098 |
1955 |
| IT and Advanced Mfg students |
3. By 2020, Jefferson will increase its information technology and advanced manufacturing
enrollment and produce more associate degrees in IT: |
|
|
| |
Advanced Manufacturing Information Technology IT Associate Degrees: |
|
|
| |
Advanced Manufacturing |
15 |
200 |
| |
Information Technology |
400 |
480 |
| |
IT Associate Degrees |
32 |
100 |
SEM Strategies for Goal 1: Increase in first time freshmen
| KEI |
Goal 2015 |
Baseline |
2020 Target |
Responsible Party |
| First time freshmen enrollees |
Increase first time freshmen enrollees |
1600 |
1750 (9% increase) |
Dean of Enrollment Management, Marketing, VP for Academic and Student Affairs |
Annual Goals
| Fall 2016 |
Fall 2017 |
Fall 2018 |
Fall 2019 |
Fall 2020 |
| 1600 |
1650 |
1700 |
1750 |
1750 |
Strategy 1: Develop and implement a comprehensive communications plan to provide multiple
opportunities for engagement between application and enrollment
Tactic: Utilize new technologies and better utilize existing ones to engage applicants
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Fully utilize Radius CRM to touch applicants multiple times
- All prospects, inquiries, and applicants are entered into Radius
- Students are sent invitations to events and reminders about next steps
|
Summer/Fall 2016 |
Marketing, Recruiting |
| 2 |
Rework web content to be geared toward prospective students and make the webpage more
user friendly, intuitive and simplified; add career paths information |
In progress summer 2016 |
Marketing, Recruiting |
| 3 |
Develop schedule of publications/email messages for marketing and admissions
- Work with KCTCS to develop earlier time for enrollment blitz activities; move to March/April
timeframe.
- And/or tie in JCTC marketing efforts to extend blitz from March – July.
|
Fall 2016 |
Marketing, Recruiting |
| 4 |
Content audit of all emails that go to students regarding registration, payment, and
financial aid for consistency, ease of understanding, and clarity |
Fall 2016 |
Marketing, Recruiting |
| 5 |
Expand open house opportunities |
Early Spring and Early Fall for following semester, beginning 2017 |
Marketing, Recruiting |
Measurement Goal: First time freshmen will increase to 1750 by 2020
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| % conversion of applicants to enrollees |
Each applicant term |
Each year the % of applicants converted to enrollees will increase from 2015 baseline
of 37% |
Applicant, enrollment data from PeopleSoft |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Marketing, Director of Admissions |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 2: Enhance communications and tighten messaging from all college personnel
to potential students
Tactic: Equip recruiters and selected faculty to communicate appropriately and effectively
with potential students.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Recruiters have annual meeting with all employees who recruit in schools, industries,
or at community events to present marketing messages |
Fall 2016 |
Recruiting |
| 2 |
Faculty with proven success in recruiting and retention will hold coaching sessions
with other faculty/programs |
Fall 2016 |
Marketing, Recruiting |
| 3 |
Financial Aid staff provide annual training for recruitment staff and employees involved
in recruitment |
Fall 2016 |
Director of Financial Aid, Recruiting |
| 4 |
Develop step-by-step process materials to be shared college-wide |
Fall 2016 |
Marketing, Director of Admissions |
| 5 |
Train high school counselors on JCTC admission process |
Fall 2016 |
Recruiting, Director of Admissions |
Measurement Goal: A corps of 25 trained faculty and staff will supplement professional
recruiters.
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| # of faculty and staff trained to be part of recruitment team |
Annual |
Increase trained recruiters to 25 by 2020 |
Recruiting training certifications |
| # growth in applicants and % yield of applications to enrollees |
Semester |
Increase semester-to- semester enrollment of new students to a 9% increase by 2020 |
PS enrollment data on new students; admissions data on enrollment yield of applicants |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Marketing, Director of Admissions |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 3: Target high schools for recruiting based on new goals
Tactic: The college will target schools with or willing to establish partnerships with JCTC.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Identify schools whose graduates are high achievers at JCTC |
Fall 2016 |
Director of Admissions, Recruiting |
| 2 |
Identify schools that have programs with clear educational pathways to JCTC |
Fall 2016 |
Director of Admissions, Recruiting |
| 3 |
Identify schools that will build educational/training partnerships with JCTC |
Fall 2016 |
Academic Leadership |
Measurement Goal: Yield of enrollees from targeted schools will increase annually.
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| % of enrollees who attend from schools with high JCTC achievers |
Semester |
Increase of enrollees from targeted schools from semester to semester (1-2% a year) |
High school graduation records and PS enrollment data |
| # of schools who have partnerships with JCTC |
Annually |
Increase school partnerships by 1 per year |
Partnership records |
| % of students from pathway high school programs who attend and earn credentials from
JCTC |
Annually |
Increase credentials received by students engaged in high school partnership programs
from year-to-year |
Graduation data |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Director of Admissions, Academic Deans |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 4: Increase Hispanic Student enrollment
Tactic: Utilize existing relationships and institutional talents to reach out to Hispanic
students.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Develop Spanish-language materials beyond the Viewbook; parent materials, financial
aid |
Spring 2017 |
Marketing |
| 2 |
Expand key Hispanic/Latino partnerships
- La Casita Center and Americana Community Center
- Partner with UofL Hispanic and Latino Initiatives
- Spanish language advertising in El Kentubano, the area’s largest Spanish-language
magazine
|
2016-2017 |
Marketing/Recruitment |
| 3 |
Identify Spanish speakers on campus to help with recruitment, campus tours, advising
on publications |
Fall 2016 |
Admission |
| 4 |
Identify scholarship funds who students who do not qualify for federal financial aid |
Spring 2017 |
Marketing/Advancement |
| 5 |
Partner with ESL Department for coordinated outreach (Recruitment & Victoria Lyalina) |
2016-2017 |
Director of Recruiting/Assistant Director International Admissions/ESL faculty |
| 6 |
Targeted recruitment at Shawnee Newcomer Academy and Iroquois |
Spring 2017 |
Recruitment |
Measurement Goal: JCTC will increase its Hispanic enrollment by 30% by 2020.
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| # Hispanic students enrolled in JCTC |
Semester |
By 2020, JCTC will enroll 1040 Hispanic students |
PS records |
| # partnerships developed with Hispanic initiatives |
Annually |
Increase in partnerships by 1 each academic year |
Partnership records |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Director of Admissions, Assistant Director for International Admissions |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 5: Increase GED and Adult Education enrollment
Tactic: Build on strong partnership with JCPS Adult Education and capitalize on Jefferson’s
contract with Adult Education in other counties to increase the enrollment of GED
students in the college.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Work with JCPS Adult Education Student Services and KCTCS Adult Education managers
in the JCTC service area to ensure every level 4, 5, and 6 GED student is offered
the opportunity for co-enrollment in AOKY |
Fall 2016 |
AOKY Coordinator |
| 2 |
Actively engage all GED students and ABE instructors in the JTC service area and educate
them about Career Pathways and the process to apply to JCTC and financial aid so that
they can assist students in the process |
Fall 2016 |
AOKY Coordinator, JCTC Director of Adult Education Programs |
Measurement Goal:
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| Enrollment of AtB eligible students from semester to semester |
Every semester |
Each semester the number of GED-seeking students who are AtB eligible will increase |
PeopleSoft data, financial aid records, AOKY enrollment records |
| # of GED students enrolled in Jefferson |
Every semester |
By 2020, increase # of freshmen students who had received a GED by 10% to 850 |
PeopleSoft data |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Director of AOKY Program |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 6: Optimize Dual Credit enrollment
Tactic: Utilize dual credit courses offered to more strategically target eventual JCTC students.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Strengthen student, faculty, staff, and recruiter relationships with high schools
to improve knowledgebase and collaboration |
Fall 2016 |
Academic and Student Affairs Leadership/ Director of Dual Credit |
| 2 |
Seek opportunities to collaborate as JCPS redesigns its 5 Star High School approach
to career pathway development |
2016-2017 |
Deans of Academic Affairs |
| 3 |
Select high school technical programs that align with JCTC and market those career
pathways |
2016-2017 |
Academic Leadership/ Director of Dual Credit/Marketing |
| 4 |
Align courses offered for dual credit with established career and transfer pathways;
develop and market completions maps from grades 9 through college completion |
Fall 2017 |
Deans of Academic Affairs/Dean of Extended Campuses/Director of Dual Credit |
Measurement Goal:
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| # students enrolled in dual credit courses |
Annually |
# enrollees will increase as relationships and knowledge increase |
Enrollment data from PS |
| # dual credit students matriculating at JCTC |
Annually |
# matriculating to JCTC will increase as clearer pathways to college completion are
clear to students |
Enrollment data from PS |
| # HS/JCPS/other high school technical program partnerships |
Annually |
# partnerships will increase by at least 1 high school per year |
Partnership records |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Deans of Academic Affairs/Dean of Extended Campuses/Dual Credit Coordinator |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
SEM Strategies for Goal 2: Increase School to Work, Earn and Learn, and Metropolitan
College student enrollment
| KEI |
Goal |
2015 Baseline |
2020 Target |
Responsible Party |
| Enrollment of students in UPS/JCTC programs |
Increase number of students enrolled in UPS/JCTC programs |
Fall 2015
- School to Work: 215
- Earn & Learn: 122
- Metropolitan College: 761
|
- 300 (=28%)
- 400 (+328%)
- Metro College: 1255 (+65%)
|
UPS/Metro College/JCTC recruitment staffs |
5-year goals
| Fall 2016 |
Fall 2017 |
Fall 2018 |
Fall 2019 |
Fall 2020 |
| MC: 791 (+4%) |
MC: 870 (+10%) |
MC: 974 (+12%) |
MC: 1100 (+13%) |
MC: 1255 (+14%) |
| E&L: 200 (+64%) |
E&L: 250 (+25%) |
E&L: 300 (+20%) |
E&L: 350 (+17) |
E&L: 400 (+14%) |
| StW: 260 (+20) |
StW: 300 (+15%) |
StW: 300 (+0%) |
StW: 300 (+0%) |
StW: 300 (+0%) |
Strategy 1: Identify joint marketing opportunities
Tactic: Capitalize on promotion power of UPS to enhance program awareness.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Put partner logo on all marketing materials |
In progress |
JCTC and UPS Marketing Offices |
| 2 |
Place signage in high school |
In progress |
JCTC and UPS Marketing Offices |
| 3 |
Create table tops, signage, and college promotional items |
In progress |
JCTC and UPS Marketing Offices |
| 4 |
Promote UPS programs along with financial aid as viable payment method; market to
students not eligible for financial aid |
In progress |
JCTC Financial Aid |
| 5 |
Continue surveying interest in UPS employment when registering for SOAR and provide
list to Metro Recruitment Coordinator |
In progress |
JCTC SOAR Staff, advisors |
| 6 |
Use of tag line in admissions staff email signature |
In progress |
JCTC Admissions Staff |
| 7 |
UPS recruits state-wide for JCTC |
AY 16-17 KYACAC and KY LOOP Initiative (HireKY) tours |
MC Recruitment Coordinator and UPS Recruitment Team |
Measurement Goal: Increase UPS-affiliated enrollment.
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| Enrollment numbers in Metro College, Earn & Learn, and School to Work |
Semester, with monthly updates |
Semester-by-semester increase in UPS-affiliated students to match 5 year goals |
UPS Employment data, Metro College data, PeopleSoft |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Dean of Student Affairs and Enrollment Management, MC Director, and MC Director of
Workforce and Student Development, UPS Recruitment |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 2: Strengthen information sharing about employment programs and academic/career
paths
Tactic: Build on past successes to create stronger relationships between UPS, Metro College,
and JCTC.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Annual January meeting of UPS, Metropolitan College, School to Work, and College personnel
to share updated information about employment opportunities and college programs. |
Jan. 2017 |
Dean of Students and Enrollment Management/UPS Director of Student Services |
Measurement Goal: With stronger joint marketing and recruiting, JCTC students in Metro
College will increase.
| Metric |
Frequency of Measurement |
Expected outcomes |
Data used for measurement |
| Enrollment in StW, Earn & Learn, and Metro College |
Every semester |
Semester-by-semester increase in UPS-affiliated students |
UPS personnel records and PeopleSoft |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
JCTC Dean of Student Affairs & Enrollment and UPS Director of Student Services |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Goal 3: Increase and Improve Information Technology and Manufacturing enrollment
| KEI |
Goals |
2015 Baseline |
2020 Target |
| Enrollment of IT and Advanced Manufacturing students and increased IT degree production |
By 2020, Jefferson will increase its information technology and advanced manufacturing
enrollment and produce more associate degrees in IT: |
|
|
| |
Advanced Manufacturing - 200 |
15 |
200 |
| |
Information Technology - 480 |
400 |
480 |
| |
IT Associate Degrees - 100 |
32 |
100 |
5 year goals
| Area |
Fall 2016 |
Fall 2017 |
Fall 2018 |
Fall 2019
(if new building comes online) |
Fall 2020 |
| Manufacturing |
40 |
60 |
100 |
150 |
200 |
| IT |
440 |
440 |
440 |
460 |
480 |
Strategy 1: Increase targeted marketing
Tactics: Redesign existing materials to target IT and Advanced Manufacturing pathways.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Develop program-specific marketing materials |
2016-2017 |
Marketing |
| 2 |
Targeted advertising as available |
Spring 2017 |
Marketing |
| 3 |
Signage in High Schools and Career Centers |
Spring 2017 |
Marketing |
| 4 |
Target IT high schools |
Spring 2017 |
Recruitment |
| 5 |
IT and Advancement Manufacturing faculty host information sessions |
2016-2017 |
Dean of Technical Education |
| 6 |
Partner with employers to develop apprenticeships and recruiting programs |
2016-2017 |
Dean of Workforce Solutions and Dean of Technical Education |
| 7 |
Complete development of Advanced Manufacturing Non-FAME program |
Fall 2017 |
Dean of Technical Education |
Measurement Goal:
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| # high schools with marketing materials available |
Annually |
JCTC IT and Advanced Mfg materials will be available in increasing number of high
schools annually |
Materials |
| # of employer partnerships |
Annually |
JCTC IT and Advanced Mfg programs will develop at least one new employer partnership
annually |
Partnership records |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Marketing, Dean of Workforce Solutions, Dean of Technical Education |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 2: Expand Advanced Manufacturing Program
Tactic: Build on successful FAME to provide non-incumbent adults with opportunity for Advanced
Manufacturing training.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Complete development of Advanced Manufacturing Non-FAME program |
2016-2017 |
Dean of Technical Education, Dean of Workforce Solutions, Advanced Mfg faculty |
Measurement Goal: Provide Advanced Manufacturing program opportunity for unemployed
and underemployed adults.
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| # of adult students (non-incumbent workers) enrolled in Advanced Manufacturing |
Annual |
As program capacity expands, JCTC will run increasingly more classes of adult non-
incumbent workers through FAME-like training in Advanced Manufacturing |
# adult students enrolled |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Dean of Technical Education, Dean of Workforce Solutions |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
FACTORS:
- The college is seeking funding to build an Advanced Manufacturing and IT Center.
- The college has funding to redevelop IT curriculum in partnership with employers;
this work has not been completed as of July 2016.
Retention and Completion
Key Enrollment Indicators, Goals and Strategies/Tactics
| KEI |
Goal |
2015 Baseline |
2020 Target |
|
Increase student course success and persistence
4. Gateway Course Success
5. FYE 105 Success
6. Overall Course Success
|
4. Students in gateway courses will achieve an average success rate of 70% by 2020.
5. Students in FYE 105 will achieve an average success rate of 75% by 2020.
6. Students will achieve an average success rate of 75% in all courses by 2020.
(Success=earned grade of A,B,C, or P)
|
- ENG 101: 66%
- BIO 112: 69%
- BIO 137: 46%
- PSY 110: 70%
- SOC 101: 66%
- MAT 150: 48%
- FYE 105: 69%
Overall: 70%
|
4. 70%
5. 75%
6. 75%
|
|
Increase Fall-to-Fall Retention
|
7. Develop a schedule that reflects a student-first culture to increase credential-seeking
student retention 10% by 2020 resulting in a fall-to-fall retention rate of 54%.
8. Demonstrate a student-first mindset in college policies and practices that will
increase credential-seeking student retention 10% by 2020 resulting in a fall-to-fall
retention rate of 54%.
|
44% |
54% |
SEM Strategies for Goal 1: Gateway Course Success
| KEI |
Goal |
2015 Baseline |
2020 Target |
Responsible Party |
| Gateway Course Success |
1. Credential-seeking students in gateway courses will achieve a 70% success rate
by 2020 |
- ENG 101: 66%
- BIO 112: 69%
- BIO 137: 46%
- PSY 110: 70%
- SOC 101: 66%
- MAT 150: 48%
|
70% |
Academic Dean, Division Chairs, Faculty |
Strategy 1: Redesign high-enrolling and low-success gateway courses to enhance student
success and persistence: ENG 101, BIO 112, BIO 137, PSY 110, SOC 101, and Math
Tactic: Implement Title III Grant strategies related to gateway course success
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
ENG 101 course revision |
October 1, 2015 – September 30, 2016 |
Title III Project Director, English course project manager |
| 2 |
ENG 101 pilot and implementation |
October 1, 2016 – September 30, 2017 |
Title III Project Director, English course project manager |
| 3 |
BIO 112 course revision |
October 1, 2016 – September 30, 2016 |
Title III Project Director, Biology course project manager |
| 4 |
BIO 112 pilot and implementation |
October 1, 2017 – September 30, 2018 |
Title III Project Director, Biology course project manager |
| 5 |
BIO 137 course revision |
October 1, 2017 – September 30, 2018 |
Title III Project Director, Biology course project manager |
| 6 |
BIO 137 course revision |
October 1, 2018 – September 30, 2019 |
Title III Project Director, Biology course project manager |
| 7 |
PSY 101 course revision |
October 1, 2018 – September 30, 2019 |
Title III Project Director, Psychology course project manager |
| 8 |
PSY 101 pilot and implementation |
October 1, 2019 – September 30, 2020 |
Title III Project Director, Biology course project manager |
| 9 |
SOC 101 course revision |
October 1, 2019 – September 30, 2020 |
Title III Project Director, Sociology course project manager |
| 10 |
SOC 101 pilot and implementation post-grant |
October 1, 2020 – September 30, 2021 |
Title III Project Director, Sociology course project manager |
| 11 |
Math faculty meetings with representatives from content areas – Nursing and Allied
Health, Technical /related sciences, general education and transfer – to review course
degree plans and discuss alternative math pathways |
October 1, 2015 – September 30, 2016 |
Title III Project Director, Math project manager |
| 12 |
Course revision of MAT 146 with co-requisite; analyze Nursing and Allied Health program
for alternative math pathways |
October 1, 2016 – September 30, 2017 |
Title III Project Director. Math project manager |
| 13 |
Pilot and implementation of MAT 146 with co-requisite; course creation of new developmental
math course; course redesign of MAT 150 and MAT 100; analyze |
October 1, 2017 – September 30, 2018 |
Title III Project Director, Math project manager technical/related sciences for alternative
math pathways |
| 14 |
Pilot and implementation of new developmental math course and new MAT 150 and MAT
100; course revision of STA 220; analyze general education and transfer programs (i.e.
social sciences, natural sciences, communication, business) |
October 1, 2018 – September 30, 2019 |
Title III Project Director, Math project manager |
| 15 |
Pilot and implementation of STA 220; course revision of MAT 105, MAT 116, STAT 220;
review, evaluate, and finalize all alternative math pathways |
October 1, 2019 – September 30, 2020 |
Title III Project Director, Math project manager |
| 16 |
Pilot and implementation of MAT 105, MAT 116, STAT 220; review and evaluate alternative
math pathways |
October 1, 2020 – September 30, 2021 |
Title III Project Director, Math project manager |
Measurement Goal: Credential-seeking students in gateway courses will achieve a 70%
success rate by 2020
|
Metric: Progress against 2015 Baseline
|
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| ENG 101: 66% |
Each semester |
70% by 2020 |
Course pass rates |
| BIO 112: 69% |
Each semester |
70% by 2020 |
Course pass rates |
| BIO 137: 46% |
Each semester |
70% by 2020 |
Course pass rates |
| PSY110: 70% |
Each semester |
70% by 2020 |
Course pass rates |
| SOC 101: 66% |
Each semester |
70% by 2020 |
Course pass rates |
| MAT 150: 48% |
Each semester |
70% by 2020 |
Course pass rates |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Title III Project Director in conjunction with Academic Dean, Director of Academic
Advising & Assessment, Coordinators |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 2: Create alternative math pathways (based on program requirements)
Tactic: Implement Title III Grant strategies related to creation of alternative math pathways
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Pilot co-requisite models to continue moving non-calculus- bound students away from
college algebra to other college level math courses like statistics and contemporary
college math |
Fall 2017-Spring 2018 |
Title III Project Director, Math project manager |
| 2 |
Have on-going discussions with math faculty and content area faculty about what connections
can be made between math and other content areas in order to increase relevance in
academic life |
October 1, 2016 – September 30, 2021 |
Title III Project Director, Math project manager |
| 3 |
Rethink curriculum in order to streamline math pathways |
|
Title III Project Director, Math project manager |
Measurement Goal: Appropriate Math pathways will have been defined for all diploma
and associate degree programs and for 50% of all transfer students.
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| Math pathway determined for each diploma and associate degree program |
Each year |
100% by 2020 |
Curriculum review and/or adjustment records |
| Math pathway determined for each transfer area |
Each year |
50% by 2020 |
# of transfer APPs that have been reviewed and adjusted according to math and content
area faculty decisions of appropriateness |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Title III Project Director in conjunction with College-wide Math Committee and Director
of Academic Advising & Assessment |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
SEM Strategies for Goal 2: FYE 105 Course Success
| KEI |
Goal |
2015 Baseline |
2020 Target |
Responsible Party |
| FYE 105 Success |
Students in FYE 105 will achieve an average success rate of 75% by 2020. |
2015: 69% |
75% |
VP Academic& Student Affairs, Academic Deans, FYE 105 Coordinator |
Strategy 1: Refine FYE 105 to enhance student success and persistence
Tactic: Reconstitute FYE 105 Steering Committee to review performance data, gather additional
information as needed, and make course adjustments for pilot implementation Spring
2017.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Review 2015 GPA and withdrawal data to identify patterns |
Fall 2016 |
VP Academic & Student Affairs, Academic Deans, FYE 105 Coordinator |
| 2 |
Conduct research among current FYE 105 students and instructors about their perceptions
of what is and is not successful in the courses |
Fall 2016 |
VP Academic & Student Affairs, Academic Deans, FYE 105 Coordinator |
| 3 |
Identify policy or course revisions for piloting in Spring 2017 |
Fall 2016 |
VP Academic & Student Affairs, Academic Deans, FYE 105 Coordinator |
| 4 |
Consider building in “recovery strategy” for students who are in danger of failing,
withdrawing, or failing to attend |
Fall 2016 |
VP Academic & Student Affairs, Academic Deans, FYE 105 Coordinator |
| 5 |
Pilot policy and/or course changes and analyze results |
Spring and Summer 2017 |
VP Academic & Student Affairs, Academic Deans, FYE 105 Coordinator |
| 6 |
Implement policy and course changes across offerings |
Fall 2017 |
VP Academic & Student Affairs, Academic Deans, FYE 105 Coordinator |
| 7 |
Analyze data to ensure that all FTAJ students are registering for FYE 105 as required |
Fall 2016 |
VP Academic & Student Affairs, Academic Deans, FYE 105 Coordinator |
| 8 |
Research and pilot offering contextualized FYE classes based on student major/career
groups |
Fall 2016 |
VP Academic & Student Affairs, Academic Deans, FYE 105 Coordinator |
| 9 |
Ensure that FYE is part of block scheduling plan for full-time and part-time students |
Fall 2017 |
VP Academic & Student Affairs, Academic Deans, FYE 105 Coordinator |
Measurement Goal: Students taking FYE 105 will succeed at a minimum rate of 75% by
2020.
| Metric |
Frequency of Measurement: |
Expected Outcome |
Data used for measurement |
| Aggregated Course GPA |
Each semester |
75% success rate by 2020 |
Semester student performance data |
| Student persistence in course rate |
Each semester |
< 5% withdrawal rate by 2020 |
Semester student performance data |
| Fall-to-Fall Retention of FTAJ students |
Each fall |
70% or greater F-to-F retention of FTAJ students by 2020 |
Retention data supplied by IR |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
VP for Academic Affairs, Academic Deans, FYE 105 Coordinator |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
SEM Strategies for Goal 3: Overall Course Success
| KEI |
Goal |
2015 Baseline |
2020 Target |
Responsible Party |
| Overall student success |
Students in all courses will achieve an average success rate of 75% by 2020. |
2015: 70% |
75% |
VP Academic and Student Affairs, Academic Deans |
Strategy 1: Provide faculty development opportunities to facilitate course revision
and curricular redesign
Tactic: Use the Title III Grant-identified structure and process to facilitate college-wide
course revision and curricular redesign.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Research/develop external and internal professional development opportunities |
- ENG 101 by 9/30/16
- BIO 112 by 9/30/17
- Math by 9/30/17
- PSY 110 by 9/30/18
- BIO 137 by 9/30/19
- SOC 101 by 9/30/20
|
Title III Project Director in conjunction with VP Academic & Student Affairs, Academic
Deans, and Coordinator of Professional Development |
| 2 |
Set up professional learning communities among discipline faculty |
- ENG 101 by 9/30/16
- BIO 112 by 9/30/17
- Math by 9/30/17
- PSY 110 by 9/30/18
- BIO 137 by 9/30/19 SOC 101 by 9/30/20
|
Title III Project Director in conjunction with VP Academic & Student Affairs, Academic
Deans, and Coordinator of Professional Development |
Measurement Goal: 20% of full-time faculty will have participated in training in course
redesign principles and 50% of full-time faculty will have participated in Professional
Learning Communities by 2020.
| Metric |
Frequency of Measurement: |
Expected Outcomes |
Data used for measurement |
| Pre/post assessments and surveys to capture faculty knowledge of course design principle |
Prior to and after training (individual programs) and annually |
20% of full-time faculty will have participated in training by 2020 |
PD records as captured by performance reviews |
| Faculty participation in Professional Learning Communities |
Annually |
50% of full-time faculty will have participated in professional learning communities
by 2020 |
Sign in sheets; performance review data |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Title III Project Director in conjunction with Title III Professional Development
Coordinator and Course Redesign Specialists |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 2: Develop implementation plan for Inclusive, Intersectional Instruction
(I3), a structured faculty professional development program focused on culturally-
responsive and culturally-mediated methods of instruction
Tactics: Using model developed as a result of Title III process, promote use of I3 model throughout
college instruction
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Plan I3 and PD strategies |
March through September 2016 |
I3 Intervention Team Leader |
| 2 |
Collaborate with English Title III Professional Development Plan (PD) for intersectional,
inclusive instruction |
2016-2017 |
I3 Intervention Team Leader |
| 3 |
Professional Development for I3 (Internal PD) Syllabi review of identified courses
and/or faculty participants
Develop clearly defined expectations of faculty adoption of I3 strategies.
|
Spring 2017 through Spring 2020. |
I3 Intervention Team Leader |
| 4 |
Faculty implementation of methods via pilot courses and management |
Fall 2017 through Spring 2018
Fall 2017
|
I3 Intervention Team Leader |
| 5 |
Ongoing revision and assessment of I3 and PD |
On-going |
I3 Intervention Team Leader |
Measurement Goal: By 2020, 33% of full-time faculty will have participated in professional
development activities related to I3 instruction and 25% will have implemented I3
principles into their teaching.
| Metric |
Frequency of Measurements |
Expected Outcomes |
Data used for measurement |
| % of full-time faculty who participate in I3 professional development activities |
Annually |
33% of full-time faculty will have participated in I3 professional development activities
by 2020 |
PD program records and sign-in sheets; faculty performance review files |
| Responses of student focus groups and/or surveys when asked to identify the use I3
strategies in their classes |
Mid-Title III grant and end of grant |
Students will have been able to identify ways in which their instruction has been
culturally responsive by 2020 |
Student responses |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Achieving the Dream I3 Intervention Co-Leaders |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 3: Increase use of structured out-of-class academic support (i.e. The Learning
Commons, on-demand tutoring, natural science and mathematics laboratories)
Tactics: Organize college-wide learning assistance under one Tutoring Coordinator working
through The Learning Commons on each campus.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Provide tutoring in high-enrollment gateway courses (FYE, English 101, and Math) at
every campus Learning Commons |
August 2016 |
Tutoring Coordinator |
| 2 |
Use Starfish to schedule, track, and report tutoring. Support faculty use of Starfish
tutoring referrals. |
May 2017 |
Tutoring Coordinator |
| 3 |
Obtain College Reading and Learning Association (CRLA) certification of the tutor
training program to ensure quality, consistency, and scalability |
May 2017 |
Tutoring Coordinator |
| 4 |
Develop with Institutional Research a data collection and analysis protocol to measure:
tutoring and workshop outcomes; student satisfaction; and any correlations between
student use of learning assistance program services and final course grades/Fall-to-Fall
retention rates. |
December 2017 |
Tutoring Coordinator |
| 5 |
With college-wide input, develop long-term Learning Assistance Program Strategic Plan
(2017-2021) that supports the 2016-22 KCTCS Strategic Plan goal to “Improve student
engagement, support, experiences, and success with best-in-class academic and student
services.” |
July 2017 |
Tutoring Coordinator |
Measurement Goal: By Fall 2020, the college will have fully implemented a coordinated
learning assistance system, providing services in multiple modes to students at all
campus buttressed by a robust referral system that ensures all students get the support
they need.
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| Hours of services provided for students at multiple campuses |
Annually |
Students in gateway courses will have access to tutoring in the Learning Commons at
all JCTC campuses by 2020 |
Tutor track records |
| % of referrals made to tutoring through Starfish |
Semester |
75% of full-time faculty will utilize Starfish for tutoring referrals by 2020 |
Starfish usage records |
| Achievement of goals developed through strategic planning process |
Annually |
Will have achieved goals identified for 2017-2020 with plans continued implementation
of goals to be achieved after 2020 |
Annual report |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Tutoring Coordinator |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
SEM Strategies for Goal 4: Student-first schedule
| KEI |
Goal |
2015 Baseline |
2020 Target |
Responsible Party |
| Increase Fall-to-Fall Retention |
Develop a schedule that reflects a student-first culture to increase credential-seeking
student retention 10% by 2020 resulting in a fall-to-fall retention rate of 54%. |
2015: 44% |
54% |
VP Academic & Student Affairs, Academic Deans |
Strategy 1: Produce an efficient course schedule that results in fewer class cancellations.
Tactics: Using Ad Astra analytics and other information such as capacity reports, produce a
class schedule that is in alignment with students’ needs and desires.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Conduct research into schools who utilize strategic course enrollment management and
scheduling practices for insight into design setup and results |
Fall 2016 |
VP Academic & Student Affairs, Academic Deans, Division Chairs |
| 2 |
Academic leadership will review and analyze the preceding year’s appropriate schedule’s
Ad Astra analytics to determine which and how many sections of each course are needed
each semester |
Fall 2016 |
VP Academic & Student Affairs, Academic Deans, Division Chairs |
| 3 |
Division chairs will review the schedule prior to its release, making adjustments
based on a collective review of past semester data |
Fall 2016 |
VP Academic & Student Affairs, Academic Deans, Division Chairs |
| 4 |
Explore opening courses with multiple sections at the same time one at a time using
the PS waitlist function |
Fall 2016 |
|
Measurement Goal: By 2020, JCTC will have decreased its need to cancel courses for
low enrollment.
| Metric |
Frequency of Measurement |
Expected Outcome |
Data used for measurement |
| # of classes cancelled from “opening” of schedule to final offerings |
Semester |
Very few classes will need to be cancelled for low enrollment by 2020 |
Comparison of original to eventual schedules |
| Analysis of when classes are cancelled from “opening” of schedule to final offerings |
Semester |
Classes will be monitored for enrollment weekly so low enrollment classes can be identified
and cancelled early enough that few students are inconvenienced by 2020 |
Tracking spreadsheet on when classes are cancelled |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Vice President for Academic and Student Affairs |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 2: Increase number of courses offered by non-traditional methods like 8-
week, 12-week, hybrid, weekend and accelerated courses
Tactics: Establish a college-wide workgroup of faculty and staff to review enrollment data,
research promoting practices, gather constituent information, and propose models for
implementation
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Develop work group to analyze current offerings and evaluate delivery gaps:
- Examine current enrollment patterns
- Review Ad Astra analytics
- Collect student information, feedback
|
Fall 2016 |
VP Academic & Student Affairs, Academic Deans, Division Chairs |
| 2 |
Pilot additional course offerings in non- traditional delivery methods |
Spring 2017 |
VP Academic & Student Affairs, Academic Deans, Division Chairs |
| 3 |
Analyze Spring 2017 results to inform Fall 2017 schedule |
Fall 2017 |
VP Academic & Student Affairs, Academic Deans, Division Chairs |
Measurement Goal: By 2020, JCTC will have met its annually increasing enrollment goals
by providing a schedule that is more responsive to and accommodating of diverse student
needs.
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| Enrollment in courses offered in non-traditional formats or timeframes |
Semester |
Enrollment will reach expected annual goals as students’ increasingly diverse needs
and schedules are accommodated |
Enrollment and credit hours generated reports |
| Student satisfaction as expressed on CCSSE and other instruments |
Bi-annually |
Students will express increasingly greater satisfaction with ability to create satisfactory
create schedules on each survey administration |
CCSSE and SENSE reports |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Vice President for Academic and Student Affairs |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 3: Use meta-majors and block scheduling to offer multiple semester plans
for full-time and part-time students which will be appropriate for the majority of
students.
Tactics: Create meta-majors, limit choice of enrollment for new students, ensuring they begin
on a pathway where they will take the courses they need and remain eligible for financial
aid through completion of a program.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Conduct research of school who have successfully implemented meta-majors and block
scheduling for insight into design set-up |
Fall 2016 |
Title III Project Director in conjunction with VP Academic & Student Affairs, Academic
Deans, Director of Academic Advising and Assessment, and Division Chairs |
| 2 |
Develop meta-majors and appropriate course choices for them by working with program
coordinators, department heads, and division chairs |
Fall 2016-Spring 2017 |
Director of Academic Advising and Division Chairs |
| 3 |
Update program plans and other advising materials, including the website |
Summer 2017 |
Director of Academic Advising |
| 4 |
Create block schedule for piloting in Spring 2017 |
Fall 2016 |
Director of Academic Advising, Academic Deans, Division Chairs |
| 5 |
Analyze results of block scheduling pilot and implement, if ready, on a larger scale
for Spring 2018 |
Fall 2017 |
Director of Academic Advising, Academic Deans, Division Chairs |
Measurement Goal: The majority of new students will enroll using a block schedule
in Spring 2018.
| Metric |
Frequency of Measurement |
Expected Outcome |
Data used for measurement |
| % of new students enrolled using block scheduling (disaggregated by FT and PT students) |
Semester |
By Spring 2017, 75% of new full-time students will be enrolled on a blocked schedule |
Student schedule analysis |
| % students on FA hitting maximum-time-frame |
Annually |
Students enrolled using a block schedule will hit FA maximum time frame fewer times
than will students who have not been enrolled with block scheduling |
FA records |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
VP of Academic and Student Affairs, Director of Academic Advising, Title III Coordinator,
Academic Deans, Division Chairs |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 4: Ensure services are available to support student schedules
Tactics: Maximize in-person, telephone, and virtual services to support students however, whenever,
and wherever they are taking classes.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Evaluate hours of operation and location of services |
Fall 2016 |
Dean of Student Affairs & Enrollment Management |
| 2 |
Promote use of virtual services (i.e. Blackboard Student Services [BbSS] and college
web site) |
Fall 2016 |
Dean of Student Affairs & Enrollment Management |
| 3 |
Develop service improvement plan |
Spring 2017 |
Dean of Student Affairs & Enrollment Management |
Goal Measurement: Students will report increased satisfaction with availability of
services.
| Metric |
Frequency of Measurement |
Expected Outcome |
Data used for measurement |
| % of students expressing satisfaction with services as expressed in surveys (CCSSE,
SENSE, etc) and/or focus |
Annually |
An increasing percentage of students will express satisfaction with the availability
of services with each iteration of surveys administered |
CCSSE, SENSE results, responses of focus groups, results of other satisfaction surveys |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Dean of Student Affairs & Enrollment Management |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
SEM Strategies for Goal 5: Student-first mindset, policies, practices
| KEI |
Goal |
2015 Baseline |
2020 Target |
Responsible Party |
| Increase Fall-to-Fall Retention |
Demonstrate a student-first mindset in college policies and practices that will increase
credential-seeking student retention by 10% by Fall 2020, resulting in a fall- to-fall
retention rate of 54% |
2015: 44% |
54% |
VP Academic & Student Affairs, Dean of Student Affairs and Enrollment Management,
Academic Deans |
Strategy 1: Continue to enhance “front door” experience for students.
Tactics: Expand on “welcome” plan currently used for first weeks of the semester.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Increase “welcoming” procedures during first two weeks of semester, particularly by
assisting with parking and classroom directions on the DT campus |
Fall 2016 |
Dean of Student Affairs & Enrollment Management, |
| 2 |
Evaluate and enhance physical space at campus entry points post-reorganization moves |
Fall 2017 |
AtD Front Door Intervention Team |
| 3 |
Create friendly, clear, and eye- catching materials that describe moves of services
during JEC renovation |
Fall 2016 – Fall 2017 |
Dean of Student Affairs & Enrollment Management |
| 4 |
Develop a college-wide SharePoint calendar that will facilitate all members of the
campus community being able to direct students and visitors to campus activities and
services |
Fall and Spring 2017 |
Dean of Student Affairs & Enrollment Management and Director of Public Relations |
Goal Measurement: Students will report increased satisfaction with ability to locate
parking and services.
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| % of students expressing satisfaction with services as expressed in surveys (CCSSE,
SENSE, etc) and/or focus groups |
Annually |
An increasing percentage of students will express satisfaction with the availability
of services with each iteration of surveys administered |
CCSSE, SENSE results |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Dean of Student Affairs & Enrollment Management |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 2: Maintain and enhance mandatory new student orientation program (known
as SOAR: Student Orientation, Advising and Registration)
Tactics: As resources dwindle, find ways to improve, enhance, and strengthen effectiveness
of SOAR.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Convene SOAR campus liaisons to evaluate current program viability with decreased
resources |
Fall 2016 |
SOAR Coordinator |
| 2 |
Increase the percentage of new students who attend SOAR |
Fall 2016 |
SOAR Coordinator |
| 3 |
Decrease the “no show” rate for students who sign up to attend SOARS |
Fall 2016 |
SOAR Coordinator |
| 4 |
Expand Peer Leader program |
Spring 2017 |
SOAR Coordinator |
| 5 |
Monitor and Assess Online SOAR |
Fall 2016 |
SOAR Coordinator |
| 6 |
Design SOAR for Transfer and Returning Students |
Pilot Spring 2017 |
SOAR Coordinator |
Goal Measurement: Students will continue to report satisfaction with SOAR.
| Metric |
Frequency of Measurement |
Expected Outcome: 2020 Target |
Data used for measurement |
| % of students expressing satisfaction with SOAR as expressed in program evaluations,
surveys (CCSSE, SENSE, etc) and/or focus groups |
Annually |
An increasing percentage of students will express satisfaction with the usefulness
of SOAR with each iteration of surveys administered |
Student satisfaction results on surveys |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
SOAR Coordinator |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 3: Fully implement “START TO FINISH” Advising model.
Tactics: Build an advising model that will assist students on appropriate pathways from enrollment
to completion of their educational goals with the college.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Expand/revise comprehensive student intake mechanism via SOAR Model |
On-Going 5 Year: 1st year 10/1/2015-9/30/2016 |
Title III Project Director, SOAR Coordinator and Director of Academic Advising & Assessment |
| 2 |
Revise First Year Experience (FYE 105) Model and tracking for high risk students |
On-Going 5 year: 2nd Year 10/1/2016-9/30/2016 |
Title III Project Director, FYE Coordinator, and Director of Academic Advising & Assessment |
| 3 |
Pilot test revised SOAR Model |
On-Going 5 year: 2nd Year 10/1/2016-9/30/2016 |
Title III Project Director, SOAR Coordinator and Director of Academic Advising & Assessment |
| 4 |
Pilot test revised FYE 105 Model |
On-Going 5 year: 3rd year 10/1/2017-9/30/2018 |
Title III Project Director, FYE Coordinator, and Director of Academic Advising & Assessment |
| 5 |
Develop Intrusive Advising Model for high-risk students |
On-Going 5 year: 3rd year 10/1/2017-9/30/2018 |
Title III Project Director and Director of Academic Advising & Assessment |
| 6 |
Pilot Intrusive Advising for high-risk students |
On-Going 5 year: 4th year 10/1/2018- 9/30/2019 |
Title III Project Director and Director of Academic Advising & Assessment |
| 7 |
Develop Early Alert System to identify students at risk of failure |
On-Going 5 year: 4th year 10/1/2018- 9/30/2019 |
Title III Project Director , Coordinator of Early Alert System |
| 8 |
Pilot test Early Alert System |
On-Going 5 year: 5th year 10/1/2019-9/30/2020 |
Title III Project Director. Coordinator of Early Alert System |
| 9 |
Create eLearning Modules for ease of facility/staff training on future changes in
services related to advising and early alert |
On-Going 5 year: 5th year 10/1/2019-9/30/2020 |
Title III Project Director |
Goal Measurement: By 2020, the college will have a fully functioning advising model
that will assist students on appropriate pathways from enrollment to completion of
their educational goals with the college.
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| Progress toward achievement of goal on timeline |
Semester |
SOAR model revised by 9/30/2016; FYE 105 model revised by 9/30/2017 |
Report from SOAR and FYE 105 staffs on completion status |
| Pre/post comparisons of number of students who completed SOAR and enrolled in courses |
Semester |
90% of students who complete SOAR will complete college enrollment |
SOAR and registration enrollment data |
| Achievement of SOAR learning outcomes |
Semester |
95% of students who complete SOAR will demonstrate achievement of its learning outcomes |
Analysis of SOAR student learning outcome assessments |
| Successful enrollment of FYE 105 students into second- semester courses |
Semester |
80% of FYE 105 students will enroll in second semester courses |
Enrollment data |
| Progress toward full implementation of Intrusive Advising Model for high-risk students |
Each semester until completed |
Model revised by target date of 9/30/18 |
Reports from Advising Staff |
| Pre/post comparisons of CCSSE & SENSE survey questions on advising; analysis of student
focus group or other student assessment responses on questions related to advising |
Annually or Bi-annually |
Students will express increasingly more satisfaction with advising services and fall-to-fall
retention will increase |
Survey results and retention statistics |
| Data on usage of early alert systems, both referrals and follow-up |
Semester |
Increase of the early alert system and follow up on referrals will increase from semester
to semester |
Early alert system records |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Title III Project Coordinator and Director of Academic Advising & Assessment, Dean
of Student Affairs & Enrollment Management |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 4: Develop Academic and Student Support initiatives to increase success of
African American students
Tactics: Support development of I3 classroom strategies with wrap around services to support
African American students.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Establish JCTC Chapter of the Student African American Brotherhood (SAAB) and identify
equivalent organization for women, each with strong faculty leadership. |
Fall 2016 |
Dean of Student Affairs and Enrollment Management, Title III Coordinator, Leaders
of AtD Invention Team |
| 2 |
Establish structure and recruit members |
Fall 2016 |
SAAB Advisors |
| 3 |
Develop mentoring and leadership components of SAAB |
AY 2016-2017 |
SAAB Advisors |
| 4 |
Conceptualize a college cultural center (purpose, functions, locations) |
Fall 2017 |
AtD Co-Leaders |
| 5 |
Develop proposal for college cultural center |
Spring 2018 |
AtD Co-Leaders |
| 6 |
Support implementation plan for Inclusive, Intersectional Instruction (I3) |
Spring 2017 |
I3 Intervention Team Leader |
Goal Measurement: Steadily more African Americans will be retained Fall to Fall.
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
|
% of African American students who are successful
% of African American students who are retained
|
Semester |
% of African American students who are successful in courses and retained to completion
of their education goals will increase year-to-year |
Grade and enrollment information |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Achieving the Dream Co-Leaders; I3 Intervention Team |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 5: Utilize financial aid Satisfactory Academic Progress (SAP) and Probation
1 data for academic advisors and program coordinators to intervene and assist students
with appeals and coaching for future success.
Tactics: Build on history of successful campus-based intervention strategies for students identified
as Probation 1 and potential SAP casualties to develop a more systematic, college-wide
model for successful recovery of these students.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Educate faculty and staff about SAP and probation |
August/Sept. 2016 |
Director of Financial Aid and Academic Deans |
| 2 |
Share with faculty and staff the communications that go to students |
Prior to notifying students |
Director of Financial AId |
| 3 |
FA Office sends SAP warning list by program to Div. Chairs, Program Coordinators,
Advisors |
End of each term beginning Fall 16 |
Director of Financial Aid, Program Coordinators, and Division Chairs |
| 4 |
Faculty note contacts in Starfish |
Each term |
Division Chairs & Academic Deans |
Goal Measurement: As interventions are standardized and implemented college-wide,
more SAP and P1 students will be contacted for intervention and, as a result, more
at-risk students will be retained from semester to semester.
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| % of students on SAP and Probation 1 contacted |
Semester |
Progressively more SAP and P1 students will be contacted by faculty and/or staff each
semester for intervention |
Records of SAP and P1 students contacted |
| % of students on SAP and Probation 1 who are successfully retained |
Semester |
Progressively more SAP and P1 students will be retained from semester to semester
with successful intervention |
Enrollment records |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
Director of Financial Aid, Academic Deans |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 6: Analyze Last Date of Attendance (LDA) data to target “drop out” points
to inform retention interventions.
Tactics: Building on revealing data-collection undertaken by English course redesign team,
use LDA information to inform retention interventions and course design.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Redesigned ENG 101 course will develop intervention strategies based on the 2015-2016
collection and analysis of LDA information. Using the model of the ENG 101 Title
III Course Redesign team, analyze LDA information in other key disciplines and design
interventions, such as recovery protocol |
Fall 2016 - Spring 17 |
Title III Project Director, VP for Academic and Student Affairs, Academic Dean for
General Education, Humanities Division Chair, English 101 Redesign Project Coordinator |
| 2 |
Using the model of the ENG 101 Title III Course Redesign team, analyze LDA information
in other key disciplines and design interventions, such as recovery protocol Share
findings with other academic areas |
Fall 2016 – Fall 2017 |
Title III Project Director, VP for Academic and Student Affairs, Academic Deans, Division
Chairs |
| 3 |
Pilot LDA-information driven interventions across multiple disciplines |
Fall 2017 |
Title III Project Director, VP for Academic and Student Affairs, Academic Deans, Division
Chairs |
| 4 |
Implement LDA-information driven interventions that have shown success college-wide |
Fall 2018 |
Title III Project Director, VP for Academic and Student Affairs, Academic Deans, Division
Chairs |
| 5 |
Use LDA data to inform decisions about lengths of terms and other scheduling decisions |
Beginning Spring 2017 |
Title III Project Director, VP for Academic and Student Affairs, Academic Deans, Division
Chairs |
Goal Measurement: Students will demonstrate greater persistence in individual courses,
and semester-to-semester retention will increase.
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| % of courses for which LDA is gathered and analyzed |
Annual |
Using LDA information, disciplines will develop strategies to reduce the % of student
who drop out each semester |
Persistence reports |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
AtD Data Team Chair |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 7: Develop an immersive student engagement experience for students to strengthen
their bonds with Jefferson and their fellow students.
Tactics: Use research about factors in student retention to strengthen students’ connections
to JCTC.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Re-start Student Government with a committee of faculty and staff who can reinvigorate,
advise, inform, and guide this and other student organizations |
Fall 2106 |
Dean of Student Affairs and Enrollment Management, SOAR Coordinator |
| 2 |
Modify SOAR Coordinator job description to include oversight of student life functions |
Fall 2016 |
Dean of Student Affairs and Enrollment Management |
| 3 |
Foster an environment that provides students the opportunity for extracurricular student
engagement that promotes social, cultural, and civic responsibility. |
Fall 2016 |
Vice President for Academic and Student Affairs, Dean of Student Affairs and Enrollment
Management, Academic Deans, Division Chairs, Program Heads |
| 4 |
Enhance advertising of student organizations and create a comprehensive student activities
calendar, looking for more opportunities to logistically combine resources, have shared
common goals, and facilitate cross- fertilization of student ideas and input |
Fall 2017 |
SOAR Coordinator |
| 5 |
Develop cohesive first-year programming related to career planning, social and environmental
issues and cultural and intellectual experience that provide JCTC students the fundamental
ethical and civic education necessary for responsible and effective citizenship |
Fall 2018 |
Dean of Student Affairs and Enrollment Management, SOAR Coordinator, FYE 105 Coordinator |
Goal Measurement: African American retention will rise as students become more engaged
in the life of the college.
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| # of student involved in SGA and other active clubs; # of active clubs |
Annually |
#s of active organizations and participating students will increase annually |
Organization records |
| Creation of comprehensive first-year experience |
Annually |
By Spring 2019 |
Activities organized |
| African American student retention |
Annually |
% of students retained will increase annually |
Enrollment records |
Annual Progress Report
| Annual Progress Report |
Responsible Party |
| 2016-2017 |
SOAR Coordinator & Dean of Students |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Strategy 8: Strengthen partnerships with community groups who can assist students
with non-academic issues that are barriers to success.
Tactics: Implement a Single Stop for assistance with social services, benefits, tax filing,
financial counseling, etc.
| Step # |
Action Step Description |
Time line for implementation |
Person responsible for outcomes |
| 1 |
Conduct a GAP ANALYSIS between what is provided now and the envisioned Student Success
Center; survey students as well as faculty and staff |
Fall 2016 – Spring 2017 |
- AtD 2.0 Co-Leader
- AtD 2.0 Community Partnership- Student Success Center subcommittee
|
| 2 |
Review research on best practices for both strategies and student emergency funds. |
Fall 2016 |
- AtD 2.0 Co-Leader
- AtD 2.0 Community Partnership- Student Success Center subcommittee
|
| 3 |
Identify faculty and staff for Student Intervention Team |
Fall 2016 – Fall 2017 |
- AtD 2.0 Co-Leader
- AtD 2.0 Community Partnership- Student Success Center subcommittee
|
| 4 |
Conduct follow-up from student needs assessment sample (n=180) |
Fall 2016 – Fall 2017 |
- AtD 2.0 Co-Leader
- AtD 2.0 Community Partnership- Student Success Center subcommittee
|
| 5 |
Cataloging MOA and current partnerships that pertain to the Student Success Center
or specific retention and recruitment initiatives |
Fall 2016 and forward |
- AtD 2.0 Co-Leader
- AtD 2.0 Community Partnership- Student Success Center subcommittee
|
| 6 |
Conduct a resources analysis and determine administrative structure: Identify human
and capital resources for student success center and evaluating/ cataloging MOA and
partnerships |
Fall 2016 – Spring 2017 |
- AtD 2.0 Co-Leader
- AtD 2.0 Community Partnership- Student Success Center subcommittee
|
| 7 |
Develop an evaluation plan for effectiveness and sufficiency of partnerships |
Fall 2016 – Spring 2017 |
- AtD 2.0 Co-Leader
- AtD 2.0 Community Partnership- Student Success Center subcommittee
|
| 8 |
Develop appropriate policies and practices for both strategies |
Fall 2016 – Spring |
- AtD 2.0 Co-Leader
- AtD 2.0 Community Partnership- Student Success Center subcommittee
|
| 9 |
Develop a comprehensive tracking MOA’s and community partnerships for JCTC service
areas (10 county service area) |
Fall 2016 – Spring 2017 |
- AtD 2.0 Co-Leader
- AtD 2.0 Community Partnership- Student Success Center subcommittee
- Coordinator -Evaluating Community Partnerships (TBD)
|
| 10 |
Increase partnerships for Student Success Center |
Fall 2017 – Spring 2018 |
- AtD 2.0 Co-Leader
- AtD 2.0 Community Partnerships Committee
- Administrator of Student Success Center (TBD)
|
| 11 |
Cross-training staff and faculty on Student Success Center practices |
Fall 2017 – Spring 2018 |
- AtD 2.0 Co-Leader
- AtD 2.0 Community Partnerships Committee
- Coordinator -Evaluating Community Partnerships (TBD)
|
| 12 |
Develop professional development materials for both strategies |
Fall 2017 – Spring 2018 |
- AtD 2.0 Co-Leader
- AtD 2.0 Community Partnerships Committee
|
| 13 |
Review practices for student success center and tracking for community partnerships
(continuous evaluation and assessment) |
Fall 2017 – Spring 2018 |
Administrator of Student Success Center and Evaluating Community Partnerships (TBD)
|
| 14 |
Review professional development on principles of student success, retention and community
partnerships |
Fall 2017 – Spring 2018 |
Administrator of Student Success Center and Evaluating Community Partnerships (TBD) |
Measurement Goal: By 2020, Jefferson will have thriving partnerships with the breadth
of community groups who can assist students will non-academic issues that are barriers
to success.
| Metric |
Frequency of Measurement |
Expected Outcomes |
Data used for measurement |
| # students, faculty, or staff identifying need for particular service |
Annually |
Initial target group of partners established by Spring 2017; updated annually as student
needs or partner opportunities expand |
Student, faculty, and staff needs assessment |
| # of partnerships established |
Annually |
By 2020, JCTC will have established partnerships with a sufficient number of community
partners to address needs identified as critical to student success and persistence |
Partnership database and MOUs |
| # of faculty and staff participating in referral training |
Annually |
By 2020, 100% of full-time faculty and 50% of full-time staff will have been trained
in student referral processes and resources |
Training records |
| Semester and Semester- to-semester Retention # |
Annually |
Jefferson’s success on both these metrics will increase annually |
Retention statistics |
Annual Progress Report
| Year |
Responsible Party |
| 2016-2017 |
Achieving the Dream Intervention Team Chairs & Co-Leaders |
| 2017-2018 |
|
| 2018-2019 |
|
| 2019-2020 |
|
Resources required beyond what is already available:
- Ongoing assistance with promoting tutoring and academic success workshops.
- Ongoing technical assistance implementing Starfish for tutoring.
- Budget adequate to deliver tutoring on all campuses starting in AY 2017-18.
- Administrator/ personnel for student success center and evaluating partnerships
- Space identified at each campus for a mini-student success center, cultural center,
and student organizations.
- Data tracking system for partnerships.
- Case management system for Student Success Center.
Council Membership
Marketing and Recruitment
| Member |
Position |
| Laura Smith - Lead |
Dean of Student Affairs and Enrollment Management |
| Emily Belwood co-chair |
Marketing Manager |
| Jimmy Kidd co-chair |
Director of Admission |
| Liz Boyd |
CIT Assistant Professor |
| Kara Schotter |
Allied Health Division Chair |
| Tony Leslie |
Counselor, Technical Campus |
| Chanda Rodski |
Manager of New Student Admissions |
| George Poling |
Executive Director Metropolitan College |
| Courtney Abboud |
Director of Workforce and Student Development, Metropolitan College |
| Maia Langley |
Coordinator of Dual Credit |
| Gina Embry |
AOKY Program Coordinator |
| Robin Harrington |
Admissions Counselor |
| Britney |
Institutional Research |
| Terry Lutz |
Professor, Communication Arts Program Coordinator |
Retention and Completion
| Member |
Position |
| Laura Smith – Lead |
Dean of Student Affairs |
| Diane Calhoun-French |
VP for Academic and Student Affairs |
| Denise Gray |
Director of Bullitt and Shelby Campuses |
| Patty Beebe |
Professor, Southwest Campus |
| Grant Gamble |
Faculty, Wood Technology |
| Stacy Taylor |
Department Head and Area Coordinator, English |
| Taylor U’Sellis |
Coordinator of New Student Orientation |
| Reneau Waggoner |
Director, Title III Project, Assistant Professor |
| Bruce Jost |
Division Chair, Technology and Related Sciences |
| Susan Carlisle |
Carrollton Campus Director |
| Jill Adams |
Professor, English |
| Maia Langley |
Coordinator of Dual Credit |
| Angela Johnson |
Director of Financial Aid |
| Marlisa Austin |
Professor, English |
| Adam Elias |
Director of E-Learning |
| Maria Galyon |
Coordinator of FYE 105 |
| Maureen Gibson |
Associate Professor, Reading |
| Laura Weinstein |
Academic Advising |
| Randy Davis |
Dean of General Education |
| Kaye Lafferty |
Professor and Advisor |
| Margot McGowen |
EPIC Project Team Lead |
| Hilary Sortor |
Tutor Coordinator |
| Kay Arterburn |
Professor of Biological Sciences |
| Tiffany Jones-Coleman |
Office of Grants and Contracts |
