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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:
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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.
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Overall Enrollment Goals Fall 2015 baseline 12,106 (-11%)
Fall 2016 12,250
Fall 2017 12,620
Fall 2018 13,000
Fall 2019 13,400
Fall 2020 13,800
Marketing and Recruitment Key Enrollment Indicators, Goals and Strategies
KEI Goal 2015 Baseline
2020 Target
Increase enrollment of: First time freshmen
UPS-affiliated students IT and Advanced Mfg students
1. By 2020, Jefferson will increase
its first-time freshmen enrollees by 9% for a total of 1750.
2. By 2020, increase School to
Work, Work and Learn, and Metropolitan College student enrollment
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
1600 1098 15 400 32
1750 1955 200 480 100
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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
5
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 Responsible Party
2016-2017 Marketing, Director of Admissions
2017-2018
2018-2019
2019-2020
6
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
7
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
8
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
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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 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
Fall 2016 AOKY Coordinator
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opportunity for co-enrollment in
AOKY
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 Responsible Party
2016-2017 Director of AOKY Program
2017-2018
2018-2019
2019-2020
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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/high
technical program
partnerships
Annually # partnerships will increase by
at least 1 high school per year
Partnership records
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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
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2 Place signage in high schools 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 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
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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 Responsible Party
2016-2017 JCTC Dean of Student Affairs & Enrollment and UPS Director of Student Services
2017-2018
2018-2019
2019-2020
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____________________________________________________________________
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 Information Technology—480 IT Associate Degrees—100
15 400 32
200 480 100
5 year goals
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
16
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 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
17
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 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.
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Retention and Completion Key Enrollment Indicators, Goals and Strategies/Tactics
KEI Goal 2015 Baseline
2020 Target
Increase student course success and persistence
Gateway Course Success
FYE 105 Success Overall Course Success
1. Students in gateway courses
will achieve an average success rate of 70% by 2020.
2. Students in FYE 105 will achieve an average success rate of 75% by 2020.
3. 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%
70%
75%
75%
Increase Fall-to-Fall Retention
4. 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%.
5. 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%
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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 – Title III Project Director, Biology
20
September 30, 2018 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 technical/related sciences for alternative math pathways
October 1, 2017 –
September 30, 2018):
Title III Project Director, Math
project manager
21
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
22
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.
23
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 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.
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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
25
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 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
26
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
principles
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
27
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
28
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 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
implementatio
n
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
29
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. 2 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 Responsible Party
2016-2017 Tutoring Coordinator
2017-2018
2018-2019
2019-2020
30
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 VP Academic & Student
Affairs, Academic Deans,
Division Chairs
31
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 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
Fall 2016 VP Academic & Student
Affairs, Academic Deans,
Division Chairs
32
Collect student information,
feedback
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 schedules on each survey administration
CCSSE and SENSE reports
Annual Progress Report Responsible Party
2016-2017 Vice President for Academic and Student Affairs
2017-2018
2018-2019
2019-2020
33
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
34
% 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 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
35
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
groups
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 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
36
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, AtD
Front Door Intervention Team
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
37
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
38
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
39
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
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
40
questions related to advising
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 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 AY 2016-2017 SAAB Advisors
41
components of SAAB
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 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.
42
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 Responsible Party
2016-2017 Director of Financial Aid, Academic Deans
2017-2018
2018-2019
2019-2020
43
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
44
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 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
45
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
46
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 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
47
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 2017 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
Fall 2017 – Spring 2018 Administrator of Student Success
48
community partnerships
(continuous evaluation and
assessment)
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
49
Annual Progress Report 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
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 Inge Institutional Research
Terry Lutz Professor, Communication Arts Program Coordinator
50
Retention and Completion
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