SEM Master Plan - January 25, 2016
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Table of Contents
Introduction 2
Stakeholder Analysis 3
Approach 4
Scope and Timeline 7
Strategies and Activities 8
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Introduction
In 2014, the Blue Mountain Community College Board of Education directed the BMCC administration to
conduct a strategic planning process. Over the course of a year, the College conducted a transparent and
inclusive strategic planning process that included all employees and numerous stakeholders. The result of this
process outlined a refreshed vision, mission, values statements, and core themes that serve as the foundation
for the goals set forth in the strategic plan. The BMCC mission is:
“To provide responsive and high-quality, innovative educational programs and services that promote personal
and professional growth to strengthen our communities.”
The Blue Mountain Community College Board of Education approved a new five year Strategic Plan in January
of 2015 which included the charge of developing a Strategic Enrollment Management (SEM) master plan.
There are three goals within the 2015-2020 Strategic Plan with specific targets that provide guidance and
direction to the development of a five year strategic enrollment management plan. The purpose of the
Strategic Enrollment Management (SEM) plan is to serve as a mechanism for advancing the mission of BMCC
through intentional student success initiatives as found in the following 2015-2020 BMCC strategic
priorities:
Goal #1: Students First – BMCC is committed to promoting equity in success for all students
Target: increase access, persistence, retention, progression, and completion rates 5% by 2020
Target: improve student engagement and satisfaction in at least one area with each survey cycle by 2020
Target: establish “Students First” criteria, incorporate across the college, and begin measuring by 2015-16
Goal #2: Current and comprehensive marketing, communication, and recruitment plan
Target: Strategic Enrollment Management Plan with metrics and subsidiary recruitment plan in place by 2015-16
Goal #3: Relevant, dynamic, and diverse curriculum
Target: increase the number of students in industry based training and programs each year beginning with 2015-16
Each strategy of the SEM plan reflected in this document is connected directly to one of these three goals and intended to help fulfill the mission of Blue Mountain Community College and its 2015-2020 Strategic Plan.
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Stakeholder Analysis
BMCC serves a geographic district covering nearly 18,000 square miles over six counties in the northeastern
corner of Oregon. The College interacts with and serves a variety of stakeholders, both internally and externally.
In order to be responsive to these stakeholders in the fulfilling of institutional mission, BMCC must first
understand who the stakeholders are and what their relationships are with the College.
Students: In 2014-15, BMCC enrolled about 8,800 students with a 2,413 full time equivalency. Approximately
half of the students enrolling at BMCC take noncredit courses. Student demographics indicate slightly fewer
women (48.3%) enrolled than men (49.9%). Students enrolled at BMCC range in age from under 18 to over 62,
with the average student age being 31. Historically under-represented students comprise more than 30% of the
students enrolled. Approximately 30% of the students enrolled indicate they are degree or certificate seeking
with the remaining students pursuing basic skills or personal enrichment. Nearly half of all degree/certificate
seeking students receive some form of financial aid. Around 2,200 students receive their instruction via distance
education at BMCC. The majority (58%) of students attend classes at the Pendleton campus. About 23% of the
students enroll at the Hermiston Center; 5% at the Milton-Freewater Center; 7% at the Boardman Center, and
7% at the Baker City Center. Over the past five years, the number of students enrolling in Early College Credit
(Dual Credit and Credit-by-Proficiency) courses has increased significantly at BMCC. Dual Credit enrollment has
increased 65% since it began in 2008-09. Enrollment in Credit-by-Proficiency courses as increased by 154% since
its beginning in 2012-13. In 2014-15, BMCC awarded over 21,000 college credits to over 1,200 eastern Oregon
high school students participating in Early College Credit courses. Students are invited to serve on hiring
committees, participate in strategic planning, and are part of the governance process at BMCC.
Faculty: BMCC employs 58 full-time and 150 part-time faculty who serve as instructors and advisors in a wide
range of academic disciplines. The Blue Mountain Faculty Association is the organized union that represents
faculty members. Some faculty also serve as advisors for student organizations/clubs.
Classified Staff/Exempt-Tech: BMCC employs 107 full-time classified and exempt-tech staff and 56 part-time
staff. The classified staff are represented by the BMCC Classified Employee Association. Many of the classified
staff provide student support services. Exempt-Tech staff typically are in managerial positions providing
leadership to the college.
Board of Education: The BMCC Board of Education is comprised of seven members who set policy and oversee
governance of the College. The members of the Board are elected from seven geographic zones across the
college service district.
Alumni: BMCC has been in existence since 1963, and therefore has a large number of alumni. Many college
employees (past and present), as well as community members proudly consider themselves alumni of BMCC.
Community Members: There are a wide range of community members across the BMCC service district with a
variety of interests who live in the BMCC area. Community members are also taxpayers who recently approved
a $23 million bond. These community members are interested in academic programs (both credit and
noncredit), College Community Theater, athletics, the art gallery, and other events on campus.
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Business/Industry: BMCC works closely with many businesses and industries across its service district. Each
career-technical education program facilitates an advisory committee with industry representatives to gather
feedback on programming, instruction and equipment.
Approach - Getting Organized
In the spring of 2015, a Student’s First Advisory Council (SFAC) was formed to facilitate the process of
developing BMCC’s first ever Strategic Enrollment Management master plan. The SFAC charge and
membership roster were approved by Cabinet and Coordinating Council and includes the following:
Purpose and Charge: To assure that BMCC strategic enrollment initiatives and policies are connected to both
immediate as well as long term college goals supporting equitable access, progression, and completion for
students.
The Student’s First Advisory Council will discuss, develop, recommend, monitor, and evaluate all aspects of
BMCC’s strategic enrollment management (SEM) plan related to recruitment, retention, graduation, transfer,
alumni engagement, and the overall experience of BMCC students. This committee is advisory to the Vice
President of Student Affairs, Vice President of Instruction, and Vice President of Public Relations. The SFAC
reports twice a year to Cabinet and Coordinating Council on goals and outcomes.
SEM Planning Team – Students First Advisory Council (SFAC)
Role Person Duration
Co-Chairs Jim Whittaker, Diane Drebin, Casey White-Zollman Fixed
Note Takers Stacie Stahl, Linda Zojonc Rotates
Research and Assessment Toshihiko Murata On-going
College Coordinating Council Representatives (2)
faculty
non-faculty
Phillip Schmidt Diana Hammon
2 years
Achieving the Dream Representatives (2)
faculty
non-faculty
Velda Arnaud Wade Muller
1 year
Advising Steering Committee Representatives (2)
faculty
non-faculty
MaryJane Bagwell
1 year
Center Representation (4) Naamah Franke, Dan Koopman, Debbie Lee, Anne Morter Rotates
Marketing Anne Livingston Fixed
Outreach/Recruitment Dawn DiFuria Jeff (JJ) Hill
Fixed
Financial Aid Yadira Gonzalez Designee
Enrollment Services Theresa Bosworth Designee
Alumni Margaret Giannotti Designee
Faculty-at-Large Stan Beach Designee
Student Representation Naomi Sherbahn [email protected] Hayden Fitzpatrick [email protected] Terri Clark [email protected]
1 year
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Approach – Environmental Scanning
In the fall of 2015, the co-chairs of SFAC facilitated several data gathering sessions, inviting the college
community to consider “what we know” and “how we know it” regarding BMCC’s enrollment strengths,
weaknesses, opportunities, and threats (SWOT). Cabinet, Coordinating Council, SFAC, and students were
asked to consider the following as part of their SWOT work:
Internal S.W.O.T analysis attempted a review of the following data sets covering a five year timeframe:
Applicant demographic and yield rates
Annual and by term student enrollment by demographic, headcount, and FTE
Fall to fall, term to term, and annual retention rates by demographic
Annual financial aid by award and student demographic
Annual graduation data by student demographic
Annual transfer (both in and out) data by student demographic
CCSE, SENSE, IPEDs, and Student Opinion survey results
Student and Employee focus groups
Internal regulations and compliance effecting student success
Program profiles – enrollment, retention, completion, cost
Alumni – employment, licensure rates, participation (volunteer and giving)
Facilities planning
External S.W.O.T analysis attempted a review of the following data sets covering a five year timeframe:
Census demographics for service district
Regional, state, and service district projections by demographics
K-12 enrollment projections by demographic
Labor market projections
Admitted, but enrolled elsewhere (competitors)
Business and Industry connections
Enrolled, did not complete a certificate or degree (competitors)
Employment and Wage
Higher Education trends – HS graduation rates, Course delivery
District, state, regional, national trends or factors
Environment scanning SWOT discussions and analysis brought to light the following high level themes:
1) Many initiatives, but how do we know if they are the right ones?
2) Critical need for collecting missing data in areas of recruitment, retention, progression, completion,
advancement
3) Critical need for reliable and easy to access body of evidence (data) of intended outcomes
4) There is a growing culture of “Students First” at BMCC that appears to be benefiting students
5) Serving the needs of a diverse student body across a vast district is a both a weakness and opportunity
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6) There is strong connection to the traditional student and high schools, but we need to do more in
reaching the non-traditional student
NOTE: A full listing of the identified enrollment strengths, weaknesses, opportunities, and threats at BMCC are listed below:
Internal SWOT Comments from: Cabinet – 7/28/15, CCC Retreat 8/11/15 and Master Planning SWOT Activity – 9/23/15
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SEM Planning Scope and Timeline
From the environmental scanning process and examples of SEM best practices, the SFAC determined a scope of work
and a timeline for BMCC’s strategic enrollment management master planning. SEM plan goals, strategies, targets, and
tactics have been derived from the 2015-2020 Strategic plan, analysis of environmental scanning results, and have been
organized according to the Student Success Continuum (AACRAO, Bontrager) shown below with a general planning
timeline:
Proposed SEM Master Planning Timeline
2015-16 Develop a SEM plan with targets and
strategy leads
2016-17 Assess prior year plan; adjust or add
new strategies and tactics based on findings
2017-18 Assess prior year plan; adjust or add
new strategies and tactics based on findings
2018-19 Assess prior year plan; adjust or add
new strategies and tactics based on findings
2019-20 Assess outcomes from prior years; begin
internal/external environmental scanning for
2020-2025 strategic planning input
2020-2021 final assessment of previous SEM
plan; complete environmental scanning, inform
new strategic plan, and develop new SEM plan
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Proposed SEM Master Plan Strategies and Activities
“From Where, To Where, By When, and By Whom”
Establish Students First Definition and Criteria
Blue Mountain Community College reflects its commitment to Students First in that students feel valued,
supported, and encouraged by the campus community from the time they decide to enroll until they complete
their educational goals. Students respond to this commitment through their engagement, persistence, and
successful completion of their educational goals.
Students First is also evident by the initiatives prioritized by all departments of the college. Without a clear
acknowledgement that efforts can be justified to promote the college’s Students First commitment, forward
movement should not happen.
Students First Criteria Measure 2020-2021 (targets) Students feel valued, supported, and encouraged
Measure annually in the spring: Student Surveys
Develop baseline with spring 2016 student survey Student Focus Groups
Develop baseline with spring 2016 focus groups Measure each term: Student Evaluations (SETI)
Add a Likert-scale question and a comment question to the student evaluations in spring 2016
5% improvement by spring 2021
Students are engaged in learning and co-curricular programming
Measure annually in the spring: Learning Outcomes
Develop baseline for programming with winter/spring 2016 survey to faculty and staff
Student Surveys
Develop baseline with spring 2016 student survey Student Focus Groups
Develop baseline with spring 2016 focus groups Measure bi-annually:
Student surveys (CCSSE, SENSE)
Faculty survey (CCFSSE)
5% improvement by spring 2021
Students progress and complete their academic goals
Persistence and Completion Data – see SEM Goal #7 5% increase by spring 2021
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College priorities and departmental initiatives are aligned with the Students First definition
College Strategic Plan, Master Plans, and annual Departmental Plans
Distribute definition campus wide winter 2016
Incorporate into master plans by spring 2016
Incorporate into departmental plans by 2016-17
SEM Goal #1: Five year Strategic Enrollment Management Plan with metrics and subsidiary
recruitment plan in place by 2015-16
Strategy 1.1 Develop a 5 Year Strategic Enrollment Management Plan Tactics/Activities Lead – Diane Drebin Measure
Complete Internal/External S.W.O.T. SFAC Nov. 2015 √
Complete “How do we know?” Data analysis SFAC Nov. 2015 √
Finalize goals, strategies, targets, and measures SFAC Dec. 2015 √
First SEM Plan Draft shared with Cabinet, Coordinating Council, Board
SFAC Jan/Feb. 2016
Final SEM Plan Approval by Exec. Team and Board SFAC March 2016
Strategy 1.2 Develop a 3 year Recruitment Plan with Specific Targets and Metrics
Tactics/Activities Lead – Dawn DiFuria Measure
Assess current yield rate baseline data, enrollment trends, and new program needs to identify priority recruitment target areas for our service district
Dawn DiFuria
Jeff “JJ” Hill Toshihiko Murata Instructional Areas
Baseline data for 2014-2015 in place by February 1,2016
Establish logistical plan for achieving prioritized targets Dawn DiFuria
Jeff “JJ” Hill
Plan in place by March 1, 2016
Assess departmental capacity, determine departmental and partner roles, and acquire necessary resources for efficiently accomplishing the recruitment plan
Dawn DiFuria K-12 partners Instructional Departments
Recruitment Plan finalized by March 1, 2016
Share recruitment plan with College community and report outcomes on a quarterly basis
Dawn DiFuria Diane Drebin Casey White-Zollman
Recruitment plan shared with SA Leadership February 2016, Cabinet in March 2016, and Board by April 2016
Research and test a more effective Customer Relationship Management system (CRM)
Choose 3 systems to test
Dawn DiFuria
Jeff “JJ” Hill Pull together an
implementation team for project
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Migrate prospect data from Razors Edge to new system for testing
Develop inquiry and prospect data collection process to be tested
Include all stakeholders in developing an implementation plan
Outreach Office support staff Office of IT
planning and system selection by spring 2016
New systems researched by 06/2016
Product testing completed by 10/2016
Selection of new system by winter 2017
Budget related requests submitted by 02/2017
Implementation plan finalized by 06/2017
Finalize implementation by end of August 2017
SEM Goal #2: Increase by 5% the overall prospect to admit yield rates for Certificate/Degree
seeking students by 2020-2021.
SEM Goal #3: Increase by 5% the overall admit to enroll yield rates for Certificate/Degree
seeking students by 2020-2021.
Yield Rate 2014-2015 (baseline) Prospect/Admit Admit/Enroll
2020-2021 (target) Prospect/Admit Admit/Enroll
Overall NA 83.9%
New to College NA 87.9%
New to BMCC (Transfer In) NA 83.3%
Female NA 83.1%
Male NA 84.9%
White/Caucasian NA 82.1%
Under-represented Minority NA 89.5%
Under 18 NA 71.4%
18-24 NA 87.3%
25-39 NA 79.5%
40-65 NA 66.1%
65+ NA 100%
Baker County NA 74.4%
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Enterprise County NA 100%
Grant County NA 63.6%
Morrow County NA 88.6%
Umatilla County NA 83.9%
Union County NA 87.5%
Out of District NA 75%
Out of State NA 90%
International NA NA
Strategy 2.1/3.1 - Assess Prospect/Admit and Admit/Enrolled Yield Rate Data Quarterly and Annually Tactic/Activity Lead – Dawn DiFuria
and Wade Muller
Measure
Establish current yield rate baseline data by student demographic
Prospect Admit
Admit Enrolled
Toshihiko Murata Baseline data for 2014-15 in place by January 2016
Identify the yield gaps (opportunities) from yield rate baseline data
Prospect Admit
Admit Orientation
Orientation Meet with Success Coach
Meet with Success Coach Meet with Faculty Advisor
Meet with Faculty Advisor Registered
FAFSA Registered
Dawn DiFuria
Jeff “JJ” Hill Theresa Bosworth Wade Muller Yadira Gonzalez
Yield gaps identified by February 1,2016
Establish prospect/admit and admit/enrolled yield rate targets from baseline data findings
Dawn DiFuria Theresa Bosworth Wade Muller
Targets in place by March 1, 2016
Strategy 2.2/3.2 - Establish a Prospect to Admit and Admit to Enrolled Communications Management Strategy Tactic/Activity Lead – Dawn DiFuria Measure
Design targeted, sequenced prospect/admit and admit/enrolled communication matrix and schedule
Dawn DiFuria Theresa Bosworth Wade Muller
In place by March 1, 2016
Develop targeted, sequenced prospect/admit and admit/enrolled messaging and methods.
Coordinate with Financial Aid messaging
Dawn DiFuria Theresa Bosworth Wade Muller Yadira Gonzalez
In place by March 1, 2016
SEM Goal #4: Increase persistence rate by 5% at 6th week of fall term for all certificate or
degree seeking students by 2020-2021.
SEM Goal #5: Increase by 5% Fall to Fall overall retention rates for all certificate and degree
seeking students by 2020-2021.
SEM Goal #6: Increase by 5% overall first term to subsequent term persistence rates for all
certificate or degree seeking students by 2020-2021.
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Persistence and Retention Rates 2014-2015 (baseline) F6th 1st-Sub F2F
2020-2021 (target) F6th 1st-Sub F2F
Overall NA 74.3% 30.7%
Female 73.8% 30.2%
Male 75.4% 31.6%
White/Caucasian 75.4% 29.8%
Under-represented Minority 70.6% 32.3%
Under 18 NA 85.7% 28.6%
18-24 NA 80.8% 31.5%
25-39 NA 68.5% 30.0%
40-65 NA 71.2% 28.8%
65+ NA 66.7% 33.3%
Full-time 12+ credits NA 100% 61.0%
Less than full-time <12 credits NA 66.3% 21.4%
Veterans NA 67% 19.1%
1st Generation NA NA NA
Pell Eligible NA 79.3% 35.2%
Transfer – General Education NA NA NA
Career Technical Education NA NA NA
Remedial – College Prep NA NA NA
Strategy 4.1/5.1/6.1 - Assess Persistence and Retention Rate Data Quarterly and Annually Tactic/Activity Lead – Wade
Muller
Measure
Establish 6th week fall term persistence, first term to subsequent term retention, and fall term to fall term retention baseline data by student demographic.
Toshihiko Murata Baseline data in place by end of January 2016
Identify the persistence and retention rate gaps (opportunities) from baseline data.
Wade Muller Diane Drebin
Gaps identified by end of February 2016
Establish 6th week fall term persistence, first term to subsequent term retention, and fall term to fall term retention rate targets based on findings.
Wade Muller Diane Drebin Toshihiko Murata
Targets established place by end of March 2016
Develop quarterly and annual persistence and retention rate reports.
Web accessible via the Institutional Effectiveness page
Electronic distribution by Office of Institutional Effectiveness
Toshihiko Murata Wade Muller Diane Drebin
Reports in place by end of spring term 2016
Strategy 4.2/5.2/6.2 - Establish a Sustain Enrollment Communication Management Strategy Tactic/Activity Lead – Wade
Muller
Measure
Design targeted sustain enrollment communication matrix and schedule:
Sequence with admit to enrolled schedule
Coordinate with Financial Aid messaging
Coordinate with Business Office messaging
Auto response and follow-up when:
Wade Muller Theresa Bosworth Celeste Insko Yadira Gonzalez Success Coaches
6th week, subsequent term, and fall-to-fall communication matrix and schedule developed by 03/2016
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Course is dropped Complete withdraw
Develop sustain enrollment communication messaging and methods
Wade Muller Theresa Bosworth Celeste Insko Yadira Gonzalez Success Coaches
6th week, subsequent term, and fall-to-fall communication messages and method of delivery established by start of new academic year 2016/17
Strategy 4.3/5.3/6.3 - Implement a Proactive Early Intervention System Tactic/Activity Lead – Wade
Muller
Measure
Research best practice early intervention models and technology Wade Muller Preston Winn Advising Steering Committee
Research completed by 3/31/2016
Develop early intervention model and recommend enterprise product to College leadership
Wade Muller Preston Winn
Model and enterprise recommendation to College leadership by 9/30/2016
Purchase product and implement early intervention model
Establish project implementation team to: Determine intervention criteria Create efficient advising process workflow Define Faculty Advisor/Success Coach roles
Develop employee/student communication and training
Develop assessment and reporting tools
Wade Muller Preston Winn Advising Steering Committee Toshihiko Murata
Complete project plan by 9/30/2016
“Go live” with early alert system for winter term 2017
Early alert reports in place by week two of winter term 2017
Strategy 4.4/5.4/6.4 – Continuously Improve the Advising Model Tactic/Activity Lead – Jim
Whittaker and Diane Drebin
Measure
Work with a Lean Coach to facilitate a Lean process review of the Advising/Advisee workflow
Develop Lean charter
Include stakeholder groups
Consider results and student feedback from the Noel Levitz Student Satisfaction SP/2015 survey
Jim Whittaker Diane Drebin Preston Winn Wade Muller Lean Coach Toshihiko Murata Advising Steering Committee
Lean charter completed by 1/2016
Current/Future State maps completed by 3/2016
Student satisfaction survey results
Develop an Advising Syllabus (checklist) with student learning outcomes.
Preston Winn Wade Muller
Advising syllabus with student learning
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Coordinate with First Year Experience recommendations from the AtD Team
Determine assessment method of the advising learning outcomes
Advising Steering Committee Toshihiko Murata
outcomes finalized by 3/2016
Advising student learning outcomes assessment report in place by 3/2016
Develop and implement standardized training for Faculty Advisors and Success Coaches.
Identify training topics
Coordinate with Advising syllabus learning outcomes
Preston Winn Wade Muller Advising Steering Committee
Training topics and methods established by 3/2016
Training schedule in place by 3/2016
All Faculty Advisors and Success Coaches participate in training
Facilitate quarterly meetings with instructional departments to discuss Advising as teaching and learning.
Preston Winn Jim Whittaker
Quarterly meetings with instructional departments in place by 2016-17 academic year
Continue collaborative monthly Advising Steering Committee meetings comprised of Faculty Advisors and Success Coaches.
Annually develop shared goals and objectives
Assessment activities related to Advising as teaching and learning
Preston Winn Wade Muller Advising Steering Committee
Advising Steering Committee agendas and notes posted on the web
Annual Steering Committee report to Coordinating Council and Cabinet
Annual Student Satisfaction Survey results
Strategy 4.5/5.5/6.5 – Reduce Student Time and Credits Needed to Reach Gateway Classes Tactic/Activity Leads – Jim
Whittaker/Diane Drebin
Measure
Implement multiple measures model and workflow for efficient course placement
Develop placement measures and crosswalks
Develop placement workflow
Develop transition timeline
Share with Curriculum Committee, Cabinet, Coordinating Council
Diana Hammon Theresa Bosworth
Transition plan in place by end of spring term 2016.
Implementation completed by fall term 2016.
Implement College Prep/GED bridge to college credit model
Provide tuition waivers for credit classes
Mary Jane Bagwell Wade Muller
Pilot in 2015-16
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Establish a Success Coach position/role for college prep
Acquire 3 year grant funding for Success Coach in 2015-16
SEM Goal #7: Increase by 5% overall completion rates for all certificate/degree seeking
students by 2020-2021
Certificate/Degree Completion Rates 2014-2015 (baseline) Fulltime/Part Time
2020-2021 (target) Fulltime/Part Time
Full-time 12+ credits in 3 years 94%
Less than full-time <12 credits in 6 years 22%
White/Caucasian (FT/PT) 94% 27%
Under-represented Minority (FT/PT) 100% 8%
Under 18 (FT/PT) 100% 0%
18-24 (FT/PT) 92% 23%
25-39 (FT/PT) 100% 19%
40-65 (FT/PT) 100% 29%
65+ (FT/PT) NA 100%
Veterans 100% 30%
1st Generation NA NA
Pell Eligible 93% 21%
Early College Credit NA NA
AAOT 45 88
ASOT NA NA
AS 5 21
AAS 20 70
AGS 15 7
Certificate of Completion – 1 year NA 50
Certificate of Completion – less than 1 year NA 21
Career Pathway NA 35
Oregon Transfer Module 48 5
WICHE Passport NA NA
Strategy 7.1 - Assess Current Rate of Completion for Certificates of Completion and Associate Degrees Tactic/Activity Lead – Diane Drebin Measure
Assess baseline completion rates by student demographic Toshihiko Murata Baseline data in place by 01/2016
Identify areas of focus from baseline findings and set 2020-21 targets Wade Muller Theresa Bosworth Diane Drebin
Targets set by 02/2016
Strategy 7.2 - Expand Credit for Prior Learning Opportunities Tactic/Activity Lead – Diane Drebin Measure
Establish a CPL Program Coordinator Role
Develop position description, role, and priorities
Diane Drebin Theresa Bosworth
Position approved and
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Obtain position and program funding
Establish hiring timeline
funding in place by 07/2017
Annual program goals determined by 09/2017
Participate in Council of Adult Experiential Learning (CAEL) professional development
Faculty CPL evaluation training
Credentialing and awarding of credit training
CPL Portfolio Development course development
Theresa Bosworth Diana Hammon Faculty CPL Program Crdntr.
CAEL membership and training in 2016-17
Designated faculty trained in CPL evaluation by spring 2017
CPL awarding workflow in place by spring 2017
CPL Portfolio class in place by fall 2017
Develop CPL programming, marketing, and outreach
Design brochures and website content
Plan for outreach with Veterans, Business & Industry partners
CPL Program Crdntr. Theresa Bosworth Marketing Instructional Areas
Marketing pieces in place by fall 2017
Outreach plan in place by fall 2017
Strategy 7.3 - Expand Auto Awarding Tactic/Activity Lead – Theresa
Bosworth
Measure
Increase Reverse Transfer agreements with 4 year institutions
Eastern Oregon University
Oregon State University
Utilize National Student Clearinghouse (NSC) for identifying prospective reverse transfer
Theresa Bosworth Wade Muller Toshihiko Murata
Reverse Transfer agreements in place by 01/2017
NSC workflow in place by spring term 2017
Reverse transfer quarterly/annual reports
Implement auto-awarding of the AAOT and AGS
Develop workflow and communication strategies
Theresa Bosworth Wade Muller
Implement auto-awarding of AAOT and AGS by start of 2017-18 academic year
Continue Early College Credit (ECC) degree audit work
Establish an ECC matriculation Success Coach position in Enrollment Services dedicated to degree audit checks, matriculation, and completion work
Wade Muller Theresa Bosworth
Position approved and funding in place by 07/2016
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Annual program goals determined by 09/2016
Strategy 7.4 - Establish Completion Communication Strategy for “Almost There” Students Tactic/Activity Lead – Theresa
Bosworth
Measure
Develop workflow for Success Coaches to run degree audits and check
for 75% completion (“almost there”) of certificate and degree seeking students
Theresa Bosworth Wade Muller Success Coaches
Develop workflow by 03/2016
75% completions report in place by 04/2016
Process in place by 04/2016
Establish message and method for communicating to students when
they are “almost there”
Theresa Bosworth Wade Muller Success Coaches
Develop communication plan workflow by 03/2016
Develop messaging and method for communication by 04/2016
Process in place by spring 2016
Strategy 7.5 - Assure Graduation Requirement Policies and Resources Support Efficient Completion Tactic/Activity Lead – Diane Drebin
and Jim Whittaker
Measure
Review current graduation workflows, policies, and requirements for relevance and efficiency:
Residency requirements
Computer literacy requirements
Less than 1 year certificate of completion completers
Theresa Bosworth Diana Hammon Curriculum Committee Wade Muller Success Coaches
Policy review completed by end of academic year 2015-16.
Revised policy proposals presented at June Curriculum Committee mtg.
Create new and/or revise current advising worksheets for all certificate/degree programs in a standardized format:
Align with degree audit requirements
Develop fillable, online forms
Theresa Bosworth Wade Muller
Completed by 09/2016
Assess the effectiveness of our current degree audit tool – make improvements or changes based on findings
Implement needed upgrades and fixes
Meet with stakeholder groups to determine other needs/wants
Theresa Bosworth Wade Muller Faculty Advisors Success Coaches
Work with current vendor for needed upgrades and
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Look at other degree audit systems/tools and compare make changes by 02/2016
Meet with stakeholder groups to determine other needs/wants by 11/2016
Determine additional system needs or changes requiring investment by 01/2017
SEM Goal #8: Increase transfer to 4 year institutions rate by 5% for AAOT or ASOT degrees, or
articulated AAS degrees by 2020-2021
4 Year Transfer Rate – AAOT, ASOT, Articulated AAS 2014-2015 (baseline) 2020-2021 (target) Overall Transfer Rate NA
White/Caucasian 45% 45%
Under-represented Minority 47.5% 48%
Under 18 NA NA
18-24 55.6% 55.6%
25-39 38.8% 40%
40-65 25.6% 26%
65+ NA NA
Veterans 41.7% 42%
1st Generation 36.1% 37%
Pell Eligible 40% 40%
AAOT 67.5% 68%
ASOT 0% 50%
AAS 17.2% 20%
Strategy 8.1 - Assess Current Transfer Rate Tactic/Activity Lead – Diane Drebin Measure
Establish baseline transfer rate data by demographic Toshihiko Murata Baseline data in place by 1/2016
Identify areas of focus from baseline findings and set 2020-21 targets
Wade Muller Toshihiko Murata
Targets in place by Spring 2016
Strategy 8.2 - Increase Articulation Agreements with 4 Year Institutions Tactic/Activity Lead – Jim Whittaker Measure
Facilitate new degree articulation agreements: Jim Whittaker Diane Drebin
EOU co-admit degree articulation agreement
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Eastern Oregon University co-admit AAOT and ASOT degree articulation agreement
Wade Muller Theresa Bosworth Yadira Gonzalez EOU representatives
in place by winter 2017
Update existing articulation agreements Diana Hammon All articulation agreements current by fall 2016
Establish a transfer and articulation website with student resources (articulation agreements, transfer worksheets, etc.)
Diana Hammon Wade Muller Success Coaches Marketing
Website and resources in place by winter 2017
Updated annually
Develop articulation marketing materials; include in outreach and recruitment as well as student advising
Diana Hammon Wade Muller Dawn DiFuria JJ Hill
Marketing materials in place by spring 2017
Strategy 8.3 - Implement Guided Pathways Model Tactic/Activity Lead – Jim Whittaker Measure
Establish a Guided Pathways workgroup to develop BMCC model
Guided pathways for transfer and career tech ed. programs
Stackable credentials
Roadmaps connecting K-12 to BMCC to 4 Year
CTE Dean Diana Hammon Wade Muller Success Coaches
Begin inquiry work by end of spring 2016
Strategy 8.4 – Further Develop Transfer Programming in the Success Center Tactic/Activity Lead – Wade Muller Measure
Establish a comprehensive Transfer Center in the Success Center at Pendleton campus
Visit and inquire about other models
Ask stakeholders what they would like to have (students, faculty, employers)
Develop and propose a model for BMCC
Identify budget, space, and timeline needs
Wade Muller Success Coaches
Complete inquiry of other successful models by spring 2016
Present proposal to Cabinet by fall 2016
Finalize project plan and implementation timeline by winter 2017
Submit budget requests by 02/2017
Begin implementing project plan by summer 2017
SEM Master Plan - January 25, 2016
20
Establish transfer advising and support resources at each outlying center
Research other models
Ask stakeholders what they would like to have (students, advising steering committee)
Develop a plan – identify budget, space, training, and timeline needs
Wade Muller Success Coaches Center Directors Advising Steering Committee
Identify needs/wants by spring 2016
Develop a plan with budget, space, and timeline needs by summer 2017
Present plan to Cabinet in fall 2017
Submit related budget needs by 02/2017
Implement plan by spring 2017
Re-establish annual Transfer Fair
Reconnect with 4-year institutions
Establish 4-year transfer visits schedule occurring in addition to annual Transfer Fair
Create “University Weeks”
Establish communication and messaging strategy to students and faculty about visits and Transfer Fair
Pull together a Transfer Fair planning team
Wade Muller Success Coaches
Meet with Transfer Fair planning team and begin developing annual Transfer Fair programming/date by 07/2016
Create a “touch
base” plan for regular contact with 4 year institutions by 07/2016
Establish schedule for 4-year visits by 07/2016
Implement messaging and communication strategies by fall 2016
SEM Goal #9: Increase number of students employed in a Career Technical Education related
industry occupation within 1 year of graduation by 2020-2021.
SEM Goal #10: Increase number of students obtaining Career Technical Education related
licensure by 2020-2021.
SEM Master Plan - January 25, 2016
21
Career Technical Education Program Areas 2014-2015 (baseline) Employed Licensure
2020-2021 (target) Employed Licensure
Accounting NA NA
Administrative Office NA NA
Agriculture NA NA
Allied Health NA NA
Business Administration NA NA
Construction Trades, General Apprenticeship NA NA
Criminal Justice NA NA
Data Center Technician NA NA
Diesel Technology NA NA
Early Childhood Education NA NA
Electrician Apprenticeship Technologies NA NA
Engineering Technologies NA NA
Fire Science Technology NA NA
Industrial Mechanics and Maintenance NA NA
Technology Apprenticeship NA NA
Mechatronics: Industrial Automation Technology NA NA
Nursing NA NA
Para educator NA NA
Precision Irrigated Agriculture NA NA
Welding NA NA
Strategy 9.1/10.1 – Assess Job Placement and Licensure Data Tactic/Activity Lead – CTE Dean Measure
Establish baseline employment and licensure data by program. Toshihiko Murata Baseline data in place by end of winter term 2016
Identify areas of focus from employment/licensure baseline data findings and set 2020-21 targets
CTE Dean CTE Department Chairs
Targets in place by end of spring 2016
Strategy 9.2/10.2 - Establish Career and Job Placement Services in the Student Success Center Tactic/Activity Lead – Wade Muller Measure
Implement a comprehensive Career Center in the Success Center at the Pendleton campus with resources at each outlying center:
Career exploration tools
Employment skills assessment
Job search skills training and assistance
Employer jobs referral and placement services
1) Visit and inquire about other models 2) Ask stakeholders what they would like to have (students,
faculty, employers) 3) Develop and propose a model for BMCC 4) Identify budget, space, and timeline needs
Wade Muller Success Coaches
Complete inquiry
of other
successful
models by spring
2016
Present proposal
to Cabinet by fall
2016
Finalize project
plan and
implementation
timeline by
winter 2017
SEM Master Plan - January 25, 2016
22
Submit budget
requests by
02/2017
Begin
implementing
project plan by
summer 2017
Implement Career Development Facilitator Certification training for all full time Success Coaches
Wade Muller Success Coaches
Training completed by fall 2017
Re-establish an annual Career Fair
Coordinate with CTE program areas and advisory committees
Coordinate with local business and industry partners
Wade Muller Success Coaches
Inquiry of other successful models by 07/2016
Pull together a Career Fair planning team and begin developing plan, budget needs, timeline by winter 2017
Present plan to Cabinet by 01/2017
Submit related budget requests by 02/2017
Implement in 2017-2018
SEM Goal #11: Increase Alumni membership and activity by 2020-2021
Alumni Data 2014-2015 (baseline) 2020-2021 (target) Active Donor – Giving (have donated within last five years) NA Increase giving by 5%
Active Volunteer (have volunteered within last five years) n/a – not currently tracking
Begin tracking
Inactive Donor – Giving (have not donated within last five years) NA Increase # of donors by 5%
Inactive Volunteer (have volunteered within last five years) n/a – not currently tracking
Begin tracking
Strategy 11.1 – Assess Alumni Data Annually Tactic/Activity Lead – Margaret
Giannotti
Measure
SEM Master Plan - January 25, 2016
23
Establish alumni baseline data Margaret Giannotti Baseline data in place by 02/2016
Identify opportunities for growth based on review of alumni baseline data
Margaret Giannotti Casey White-Zollman
Opportunities identified by Summer 2016
Set alumni targets based on findings Margaret Giannotti Casey White-Zollman
Targets set by Fall 2016
Add data elements to alumni database to track alumni employment/careers and volunteer activity at BMCC
Margaret Gianotti Established data elements in place by 2016-2017 Begin tracking by 2017-2018
Strategy 11.2 - Establish a Full Time Alumni Director Position Tactic/Activity Lead – Casey White-
Zollman
Measure
Create position description and reporting line Casey White-Zollman Foundation Board
Position description finalized by 2016-2017
Establish funding source and hiring timeline Casey White-Zollman Foundation Board
Funding budgeted for 2017-2018
Establish priorities/goals for new Alumni Director Casey White-Zollman Margaret Gianotti Foundation Board
Priorities in place by 2017-2018; annual reporting by alumni director
Strategy 11.3 - Involve Students Early and Often Tactic/Activity Lead – Margaret
Gianotti
Measure
Develop an Alumni introduction and engagement activity at Welcome to the Pack
Margaret Gianotti In place by Welcome to the Pack 2016
Work with ASG to sponsor select activities and/or events Margaret Gianotti Foundation Director Alumni Director
2017-2018 academic year
Sponsor the Student Reception at Graduation – provide a gift to each graduate with an invitation to become a BMCC Alum/Booster
Margaret Gianotti Alumni Director Commencement Planning Committee
In place for Commencement 2016
Strategy 11.4 - Establish a BMCC Boosters Program Tactic/Activity Lead – Margaret
Gianotti
Measure
Research/review other community college booster models; survey staff, students, athletics for needs
Margaret Gianotti Casey White-Zollman Diane Drebin
Research on models completed by Summer 2016;
SEM Master Plan - January 25, 2016
24
Surveys for needs completed by Fall 2016
Establish Booster purpose, goals, membership criteria, and administrative procedure in partnership with Student Affairs - Athletics
Margaret Gianotti Casey White-Zollman Foundation Board Diane Drebin
Purpose/goals established by 2017-2018
Create Booster marketing materials and information Casey White-Zollman Alumni Director Foundation Director
Materials in place by 2020-2021
Facilitate Boosters campaign Alumni Director Foundation Board
Campaign roll out by 2020-2021
Concluding Notes:
The 2015-2020 SEM master plan serves as a first iteration and beginning place for BMCC that future SEM plans can be
built upon and improved upon over time – SFAC is committed to establishing the habit of strategic enrollment
management. Critical to the success of this work will be ease of access to reliable data in order to measure outcomes
and necessary resources for initiatives.