Strategic Enrollment Management

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:

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

Council Membership

Marketing and Recruitment

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
 Jennifer Englert-Copeland   Director of Academic Advising
 Randy Davis  Dean of General Education
 Kaye Lafferty  Professor and Advisor
 Margot McGowen  EPIC Project Team Lead
 Hilary Sortor  Tutor Coordinator
 Kay Arterburn  Professor of Biological Sciences
Tiffany Jones-Coleman Office of Grants and Contracts