Strategic Enrollment Management Plan 2016-22 · Strategic Enrollment Jessi Glover, ... Crowe, Randy...

OCTC is an equal opportunity employer and educational institution.

Strategic Enrollment

Jessi Glover, Bo Powers, from Hancock Co. High School, Gabrielle Marie Epperson, from Owensboro High School, and Lacey Brooke Parham, home schooled (not featured in this photo) all graduated

from high school in 2016 and earned Associate Degrees simultaneously.

C ongratulations!

1986 - 2016YEARS

celebrating

KENTUCKY COMMUNITY & TECHNICAL COLLEGE SYSTEM

Management Plan

2016-22

Strategic Enrollment Management Plan ‐ Owensboro Community & Technical College

1

Strategic Enrollment Management Plan 2016‐22

Owensboro Community and Technical College

July 1, 2016

Introduction

On November 20, 2015, Dr. Scott E. Williams, President of Owensboro Community & Technical College,

announced to the College Assembly that the work on our Strategic Enrollment Management (SEM) plan

was about to begin in earnest. Addressing all faculty and staff, he explained that the process would take

a long‐term look at where we want to be as a college and that a consultant from AACRAO would be on

campus in December interviewing selected participants.

Three SEM teams—Recruitment, Retention, and Data, had been appointed in late September.

Representatives from the teams attended a Kentucky Community and Technical College System (KCTCS)

meeting with AACRAO at Bluegrass Community and Technical College on November 12 and 13, 2015.

Attendees were introduced to the SEM philosophy and the groundwork was laid for the campus visit.

Michele Sandlin, AACRAO Managing Consultant, met with faculty, staff, and students on our campus on

December 1 and 2, 2015, including a college‐wide meeting of all employees at the end of the first day.

The SEM teams convened before the winter holiday break to discuss feedback from the consultant visit

and determine their next steps.

In the spring, all three teams met numerous times. The Data Team reviewed many reports and worked

with Academic Affairs to complete an Enrollment Capacity Study. The Recruitment Team held a Brown

Bag session open to all faculty and staff on all three campuses in February as they formulated objectives.

The Retention Team conducted open sessions on each campus in April to review their draft plan. Dr.

Williams reinforced that the Strategic Enrollment Management plan areas will be our priorities at many

meetings, including the February 10, 2016 College Assembly meeting,

Over the 2015‐16 school year, nearly every full‐time faculty and staff member participated in SEM

meetings on campus—and many participated in multiple meetings. These efforts, supported by the

SEM Executive Team, led to this final report. It is built upon our research, analysis, and our college’s

commitment to the cause.


2

Team Membership

Name (Last, First) Position at OCTC SEM Role

Alschbach, Matt History Faculty Recruitment (co‐chair)

Basham, Zara Surgical Technology Faculty Recruitment

Beardmore, Kevin VP of Student Affairs Data (chair), Executive

Bowlds, Joy IE Coordinator Data

Carden, Sandy Associate Dean of Student Affairs ‐ Registrar Retention

Crowe, Randy Computerized Manufacturing and Machining Faculty Retention

Edds‐Ellis, Stacy Associate Dean of Academic Affairs Data, Executive

Hale, Bernie Director of PR and Marketing Recruitment (co‐chair)

Hoffman, Kathy Biology Faculty Data

Johnson, Charles Counselor Recruitment

Kinney, Mary Academic Coordinator Retention

Lewis, Court Philosophy Faculty Retention (co‐chair)

Maltby, Marc Associate Dean of Social Sciences, Business, and Public

Services

Data, Executive

McCrary, Lauren MIT Faculty Recruitment

McNeal, Lewatis Associate Dean of Student Affairs Retention (co‐chair)

Midkiff, Christi Director of Grants & Contracts Data

Miller, Craig IT Coordinator Data

Payne, Shawn KY FAME Faculty Recruitment

Rodgers, Mike VP of Academic Affairs ‐ Interim Executive

Thomas, Ceary Division Assistant Recruitment

Tudor, Michelle Radiography Faculty Retention

Vincent, Katie Workforce Solutions Recruitment

Williams, Scott President Executive

Vickey Wood‐Grasela Welding Faculty Retention


3

Executive Summary

There were several issues noted by Michele Sandlin during her assessment of our current practices that

resonated with our SEM committees:

Participate in training to learn how to create enrollment messages and communication plans.

OCTC recruitment staff need to know what and how to tell the OCTC story.

Integrate marketing messages across all media (earned, visual, print and verbal).

Create and execute communication plans for new and continuing students, with a focus on an

admitted student communication plan.

Ensure staff are well trained over time on Radius.

Develop local advertising messages that align student choice factors (namely, jobs and careers)

with OCTC programs.

Conduct student search using ACT test names,

Financial Aid needs to be providing an annual training–a beginner’s guide to financial aid.

Admissions policies need to be reviewed.

Assemble existing data on market share to analyze it and set appropriate enrollment targets.

Conduct comprehensive Blackboard training for all staff and faculty that have access and use the

solution.

Set all enrollment and student service office hours to be consistent, at least 8:00 am – 5:00 pm.

Map all business processes and develop a guide that can be shared through an Intranet and

used as a reference, as well as for new employee training.

In addition to the above, the committees noted that we needed to better understand our enrollment

capacity by program, focus on providing more assistance to underserved populations, and improve our

website, first year experience program, and advising.

As a result of their research and conversations with faculty, staff, and students, the committees

determined an overall enrollment target, four key enrollment indicators, and goals for recruitment and

retention efforts.

Overall Enrollment Target

OCTC plans to grow from 3981 students in Fall 2015 to 4336 students in Fall 2020 (+8.9%)

Fall 2015 enrollment 3981Program enrollment 2940Non‐program enrollment 1041 Optimum program enrollment based on capacity study 3661

The overall enrollment target is based on 90% of optimum program enrollment (3295) plus 1041.


4

Key Enrollment Indicators and Targets

Enrollment indicator 10 yr average Maximum TargetOverall program enrollment 3297 3861 3295Fall first‐time credential seeking students 660 752 700Fall to fall retention of first‐time, full‐time students 60% 65% 67%Fall to spring persistence of credential‐seeking students

75% 78% 80%

Spring to fall persistence of credential‐seeking students

69% 72% 75%

The retention and persistence goals are aspirational. We hope to reach them so that on average:

Two out of every three first‐time, full‐time fall credential‐seeking students return the next fall

Four out of every five fall credential‐seeking students return in the spring or graduate

Three out of every four spring credential‐seeking students return in the fall or graduate

See Appendix I (OCTC Capacity Study – Spring 2016) and Appendix II (OCTC Key Enrollment Indicators –

2005‐15 Trends) for complete data.

SEM Goals

Recruitment/Marketing Goals

1. Target marketing and recruitment for our health career programs

2. Target recruiting for our Associate in Arts and Associate in Science degree programs

3. Provide near real time tracking, by program, of applicants, students eligible to enroll, and

enrolled students by program

4. Improve OCTC’s visibility and image within the community, with a focus on the benefits of a

college education—career opportunities, quality of life, and a brighter future—at OCTC

Retention/Completion Goals

5. Improve the OCTC first‐year student experience

6. Improve the OCTC academic advising experience

7. Improve graduation rates for underrepresented students

After the committees drafted their final reports in late spring 2016, initial recommendations led to the

development of our first actions steps. These “action steps” have been embedded into the College’s

2016‐17 strategic plan and will provide the foundation for our direction through the six‐year planning

cycle concluding in 2022. The following pages provide further details on the goals, including strategic

action steps, tactics, and supporting data.


6

SEM Goal 1 – Recruitment and Marketing

Targeted marketing and recruitment for our health career programs.

Overview

In previous years OCTC’s health career programs (and in particular the nursing program) saw a surge in

enrollment when Owensboro Health advertised a need for qualified, degree‐holding nursing staff. In

other words, Owensboro Health really did the marketing for OCTC. This growth came despite the fact

that OCTC did not actively recruit for allied health and nursing programs.

Students who earn an associate’s degree in nursing from OCTC are more likely to successfully complete

a bachelor’s of science degree program in nursing. Further, students who complete their nursing

degrees locally are more likely to remain and work in the region.

Leader

Dr. Stacy Edds‐Ellis, Dean of Professional and Technical Studies

Team

Terri Lanham, Director of Nursing

Kathy Hoffman, Department Head (of other health career programs)

Program coordinators from the programs listed below

Kevin Beardmore, Vice President of Student Affairs

Cindy Fiorella, Vice President of Workforce Solutions

Bernie Hale, Director of Public Relations and Marketing

Recruitment Committee members

Joy Bowlds, Coordinator of Institutional Research

Measureable Outcomes

Reach 90% of optimal enrollment, in total, for our health career programs. These include:

Program Optimum Enrollment 90% of Optimum Enrollment

Biotechnology 85 77

Emergency Medical Services ‐ Paramedic 25 23

Emergency Medical Technician 10 9

Healthcare Facilities Leadership 50 45

Medical Info/Admin Office Technology 100 90


7

Nursing 115 104

Nursing Pending (ADN) 400 360

Radiography 44 40

Radiography Pending 125 113

Surgical Technology 16 14

Surgical Technology Pending 50 45

Veterinary Technology 40 36

Frequency of measurement

Reported to whom

Expected outcome Data used for measurement

Location of data/system

Annual President

Academic Affairs Student Affairs

90% of optimum enrollment

Official Fall Enrollment from the Program

Review

Institutional Research/DSS

OCTC Strategic Plan: 2016‐17 College Action Steps related to the SEM

Increase awareness of all our health career programs (Objective 2.1)

Explore new healthcare career pathways, possibly to include a new medical assisting certificate

(Objective 5.10)

(See SEM Goal 4 for more information about recruitment/marketing strategies)

SEM Action Step Timeline for

implementation Person responsible

for outcomes 1. Introduce students to the multiple health career

options available to them through our health care

programs as well as through the Associate in Science

which prepares them for entry into selective

admissions health career programs via the “Smart 2

Start @OCTC” campaign

2016‐17 Bernie Hale Kevin Beardmore

2. Develop specific marketing materials that showcase all

of our health care programs and the career options—

and quality of life—they provide

2016‐17 Bernie Hale and Recruitment Committee

3. Develop the proposal to pilot a medical assisting

program

2016‐17 Dr. Stacy Edds‐Ellis Mike Rodgers Cindy Fiorella

4. Submit program to system office for approval Spring 2017 Dr. Stacy Edds‐Ellis Mike Rodgers


8


Targeted recruiting for our Associate in Arts and Associate in Science degree programs.

Overview

By developing a clear message that effectively communicates the benefits and value of our AA and AS

programs as well as the block transfer process to students, we can increase the number of students who

declare for the AA and AS programs. In other words, an undecided student or a student placed in an

AAS program that is not aligned with that student’s goals makes it more likely that the student will stop

out. This may be remedied by educating students as to the value of block transfer, and AA and AS

degree programs

Leader

Dr. Marc Maltby, Dean of Arts and Sciences

Team

Dr. Julia Ledford, Associate Dean

Dr. Veena Sallan, Associate Dean





Measurable Outcomes

1. Reach 90% of optimum enrollment for AA/AS students: 1215 students.

2. Reduce the number of students with undeclared majors by 75% in 5 years

3. Improve transfer rates to 4‐year institutions by XX % in 5 years [awaiting metric to be

determined at system level]


9


Reported to whom



Annual President


90% of optimum enrollment


Review


Annual President


Number of students classified as “Undecided”

reduced 75% from baseline Fall 2015


Review


Annual President


Improved transfer rates

KCTCS Performance Data

Institutional Research/DSS/CPE

OCTC Strategic Plan: 2016‐17 College Action Steps related to the SEM Plan

Increase awareness of the cost savings realized by completing an associate in arts or associate in

science before transferring to a four‐year college or university (Objective 1.1)

(See SEM Goal 4 for more information about recruitment/marketing strategies)



for outcomes 1. Promote transfer through the new “Smart 2 Start

@OCTC” campaign.

2016‐17 Bernie Hale, Kevin Beardmore, and Recruitment Committee

2. Market the advantage—for one’s career and quality of

life—of completing the first two years of a four‐year

degree at OCTC (including the savings).


3. Develop a message that clearly articulates the

importance of investing in your future self by

attending OCTC. It should include improving yourself

and your career options. It should be clear exactly

how much money a student (or a student’s parents)

will save by choosing OCTC with side‐by‐side

comparisons and the total accumulated savings that

students are rewarded for making OCTC their first

choice



10


Provide near real time tracking, by program, of applicants, students eligible to enroll, and enrolled

students by program

Overview

Near real time (day old) data may be made available via dashboards built in the Decision Support System

(DSS). The Executive Team strongly believes that this needs to be available so programs have the

feedback they need to reach their enrollment targets. Data must include applicants, current students

eligible to enroll, and enrolled students. This data, in concert with the Advisor Center pages in

PeopleSoft and the OCTC Advisee Persistence report, will give us a focused yet comprehensive look at

our progress toward the SEM goals.

Leader


Team






Dean Autry, Associate Dean

[Department head to be named]



1. Applicant dashboard for each program

2. Eligible to enroll/enrolled students dashboard for each program

3. 100% of programs using the dashboards to target communications to students


Reported to whom Expected outcome Data used for measurement


Semester Deans, Associate

Deans, Department Heads

100% of programs using dashboards

DSS Institutional Research/DSS


11


Complete an enrollment capacity study (Objective 1.3)

Establish key enrollment indicators (KEIs) (Objective 1.4)



for outcomes 1. Use results of the capacity study to determine KEIs 2016 Data Team

Executive Team 2. Share KEIs with the college community—introducing

them at the Fall Kickoff 2016 and using them as a

constant reference point through the next six years

2016 Dr. Scott Williams Kevin Beardmore

3. Embed the KEIs as performance measures in the final

OCTC Strategic Plan 2016‐22

2016 Kevin Beardmore

4. Share results of the capacity study with programs so

they can use it to better determine short‐term and

long‐term goals

2016 Kevin Beardmore Mike Rodgers

5. Create applicant/enrolled dashboards for each

program once the admissions process overhaul is

complete

Summer 2017 Joy Bowlds Kevin Beardmore

6. Develop program‐specific communications for

programs to send that reinforce and extend the

messages sent via Radius (also included in Goal 4)

Summer 2017 Bernie Hale Kevin Beardmore


12


Improve OCTC’s visibility and image within the community, with a focus on the benefits of a college

education—career opportunities, quality of life, and a brighter future—at OCTC

Overview

OCTC needs a clear, concise, and well‐crafted message that will resonate with potential students and the

community – a message that speaks to people’s unique circumstances in 2016.

Kentucky’s current state of economic affairs, particularly as it relates to higher education budgets can

only mean one thing – substantial tuition increases. Yet despite these potential increases, OCTC remains

by far the best economic value for higher education in Kentucky. We must communicate the value and

savings of attending OCTC to potential students and parents.

OCTC’s message must resonate with potential adult students who are focused on cost, time constraints,

and the direct outcomes (salary potential, credential, transfer). We need to explain why they should

attend college (career opportunities, a better life, a brighter future) and why we are the best choice.

Leaders



Team


Sandy Carden, Associate Dean and Registrar

Bernice Ayer, Director of Financial Aid

Andrea Borregard, Assistant Director of Financial Aid

Brian Toms, Information Technology


START Center team members

Student Records team members

Measurable Outcomes

1. Increased student satisfaction with admissions as compared to 2015 baseline data from the

Community College Survey of Student Engagement (CCSSE) and the OCTC Graduate Exit Survey.

2. Attainment of KEI enrollment goal

Strategic Enrollment Management Plan ‐ Owensboro Community & Technical College ‐ 8‐25‐2016

13


Reported to whom



Annual Student Affairs Increased student satisfaction with

admissions

Exit Survey CCSSE data

Institutional Research

Every other year Student Affairs Increased student satisfaction with

admissions CCSSE data

Institutional Research

Annual Academic Affairs Student Affairs

Total program enrollment (KEI) found on page 4


Review



Increase participation in high school parent night events (Objective 1.5)

Create clear, concise messages related to student choice factors (not generic and no acronyms)

(Objective 1.6)

Train recruiters on the messages (Objective 1.7)

Develop a “beginner’s guide” to financial aid as a part of messaging (Objective 1.8)

Develop plan for advertising and social media timed with key recruitment and enrollment events

(Objective 1.12)

Use ACT test names (obtained by the system) to conduct search for potential applicants

(Objective 1.13)

Update admissions/registration policies and procedures (Objective 1.15)

Explore the use of Radius for Spring 2017 applicant communications (Objective 1.16)

Develop a recruiting toolbox for better serving underrepresented populations, including non‐

traditional age students (Objective 1.17)

Promote Career Coach to potential students (Objective 2.2)

Refocus the employment data displayed on Career Coach to better match the credentials we

offer (Objective 2.3)

Revise web site—more user friendly, more intuitive, and simplified—with compelling text and

clear reasons why choosing OCTC benefits the student (Objective 2.8)

Implement a communications plan for new and continuing students (Objective 6.4)

Improve interoffice communication and create a student process flow chart (Objective 6.5)

Set consistent and student‐friendly office hours (Objective 6.6)

Promote use of college and system mobile applications (Objective 6.11)

Use Merit to promote the college to parents and the community (Objective 7.5)

Showcase students, faculty, and staff via Feature Friday (Objective 7.6)


14



for outcomes 1. Increase the number of regional high schools where

OCTC hosts recruitment events and increase

participation

2016‐17 Academic Affairs Student Affairs

2. Designate a coordinator for recruitment events Fall 2016 President

3. Use ACT test names (obtained by the system) to

conduct search for potential applicants

Spring 2017 Joy Bowlds Kevin Beardmore

4. Promote the use of Career Coach to learn about

opportunities in the greater Owensboro region

Spring 2017 Kevin Beardmore TRAC Central

5. Streamline the OCTC website—more user friendly,

more intuitive, and simplified—with compelling text

and clear reasons why choosing OCTC benefits the

student, including revised messaging

Fall 2017 Brian Toms Bernie Hale

Kevin Beardmore

6. Create a reiterative review process to maintain and

update the website frequently and over time. This

may include an entrance survey that asks new

students about how they used the website to learn

more about OCTC prior to enrolling. The surveying

and data collection process should be repeated as

necessary to ascertain whether or not students found

the website navigation process challenging, effortless,

or somewhere in between (measurable outcome).

Fall 2017 Brian Toms Bernie Hale

Kevin Beardmore

7. Use Merit to promote the college to parents and the

community

2016‐17 Brian Toms Bernie Hale

Kevin Beardmore

8. Showcase students via Feature Friday 2016 Bernie Hale Ceary Thomas

9. Showcase alumni via the Alumni Hall of Fame 2016 Bernie Hale Ceary Thomas

10. Implement a clear, concise message related to student

choice factors: It’s Smart 2 Start @OCTC!

2016 Bernie Hale Kevin Beardmore

11. Create an ABC mnemonic to remember the talking

points we want our recruiters to use. The idea is to

spark the recruiter to think of examples. For example,

“Best in class performance” allows us to talk about our

100% licensure pass rates in Radiography and Surgical

Tech, as well as placement rates for programs like


Recruiters


15

Electrical, Industrial Maintenance, and

Nursing. Dynamic student body provides an opening

to talk about the Speech and Debate Team, Oak Island

Theatre, and PTK (see below for additional details)

12. Train recruiters on the messages 2016‐17 Bernie Hale Kevin Beardmore

13. Develop a “beginner’s guide” to financial aid as a part

of messaging

2016‐17 Andrea Borregard Kevin Beardmore

14. Develop plan for advertising and social media timed

with key recruitment and enrollment events

2016‐17 Bernie Hale Kevin Beardmore

15. Develop a recruiting toolbox for better serving

underrepresented populations, including non‐

traditional age students

2016‐17 Bernie Hale Kevin Beardmore Recruitment Team

16. Pilot Radius for Spring 2017 admissions, including a

new communications plan, after admissions process

overhaul (full implementation for Fall 2017)

Fall 2016 Kevin Beardmore START Center

17. Develop cross‐office training, particularly in

Academic/Student Affairs

2016 Mike Rodgers Kevin Beardmore

18. Create a student process flow chart Summer 2017 Joy Bowlds Kevin Beardmore

19. Set consistent and student‐friendly office hours 2016

20. Promote use of college and system mobile applications 2016 Bernie Hale

21. Develop and implement the new SMART admissions

process (see below)

2016 Kevin Beardmore START

Student Records

22. Develop program‐specific communications for

programs to send that reinforce and extend the

messages sent via Radius (also included in Goal 3)


Message


16

Recruiter talking points Award‐winning Best in class performance Caring faculty & staff Dynamic & diverse student body Exceptional investment in yourself & exceptional savings Flexible offerings Guaranteed transfer High demand career opportunities Innovative programs (academic programs as well as student support programs) Just right 4 you!

SMART admissions process

Sit. Introduce yourself (hopefully they will share their first name—remember it). Ask for last name. Find if the student is in PS, look for test scores, ask whether they have they attended any other college. Make a plan ‐ Can apply non‐credential if the student wants to register today but have credit from other colleges, then switch. Decide on a major otherwise. Complete a major change that includes the student group if needed. Include any transfer institution student groups. Apply online. Register the same day, if possible Transcripts, for credential‐seeking students, must be sent at the end of the semester (for college coursework) or after graduation (for high school) Tenets: 1. Same day application processing is the goal. Students apply online. If the online app fails, they can

apply on‐campus and have any issues resolved before they leave. 2. Only require transcripts from other colleges before registration for credential‐seeking students (we

have to have them for financial aid, for advising, and for prerequisite checking). All other applicants can register immediately upon applying, as of March 1 for summer/fall and October 1 for spring.

3. Offer GEN 100 out of SkillTrain for students testing below a college credit class in reading, English, or math. If they brush up and retest into college classes (even if below 100 level) and complete GEN 100 (which will use the FYE 100 curriculum), waive tuition for the class. This will get these students started, given them incentive, and allow us to schedule them into a “real” class.

4. Students who advance register must provide an official HS transcript by May 1 (summer), July 1 (fall), or December 1 (spring). Students who have not provided a HS transcript by then will be changed to non‐credential seeking so no aid will be awarded—and cancelled if they do not pay.

This means:

No testing holds

No HS transcript holds

No SkillTrain holds

Paper apps eliminated except for atypical situations

Most test scores entered in START Center

Fewer suspended online applications as a result of guided help in START Center

Radius can be utilized to its fullest extent


17

SEM Goal 5 – Retention and Completion

Improve the OCTC first‐year student experience.

Overview

We need to create:

• A stronger, more knowledgeable, and efficient FYE 100 instructor, capable of communicating to

students the expectations and motivations for the first year experience course, the Vision,

Mission, and Values of OCTC, and strategies for academic and professional success.

• A stronger, more knowledgeable, and competent OCTC student, capable of successfully

navigating academic and professional barriers and interacting with others in diverse groups and

situations.

Leader

Dr. Meredith Skaggs, Quality Enhancement Plan Coordinator

Team

Dr. Court Lewis, First Year Experience Committee Chair

First Year Experience Committee

FYE 100 instructors


Measurable Outcomes

1. Increase success rate (earning credit in FYE 100) by 10% in Fall 2016, and by 5% in Fall 2017.

2. Increase amount of required Professional Development sessions for FYE 100 Instructors, from

one to three in Fall 2016, and adjust according to need in future semesters, offering voluntary

Professional Development sessions for both FYE 100 Instructors and non‐Instructors.

3. Increase student participation in OCTC‐related on‐campus and off‐campus activities by 10%

during the Fall 2016 semester, and by 10% during the Fall 2017 semester, using Merit data.

4. Increase student awareness (Are you aware a service/activity exists?) and knowledge (Do you

know how to use/participate in the service/activity?) of OCTC‐related on‐campus and off‐

campus activities by 10% during the Fall 2016 semester, and by 10% during the Fall 2017

semester, via local and national engagement surveys, using current reporting methods and

yearly CCSSE and FYE survey data.


18


Reported to whom



Semester Academic Affairs Student Affairs

Increase success rate (credit

earned) by 10% in 2016 and 5% in

2017

Grade report Institutional Research/DSS


Increased number of professional development sessions for FYE 100 instructors

Professional development

report

Professional Development Coordinator

online tracking system

Semester

Dr. Meredith Skaggs

Bernie Hale Kevin Beardmore

Increased participation in Merit activities

Merit report Merit – Monthly

report

Annual and every other year

Dr. Court Lewis Dr. Meredith

Skaggs Joy Bowlds

Increased awareness of activities

FYE 100 survey CCSSE data

Institutional Research and QEP

Coordinator


Refine FYE 100 to include smaller class sizes (Objective 6.2)

Increase Merit use by students (Objective 6.3)

NOTE: Complete details of FYE 100 revisions, including actions (pp. 26‐29), responsible individuals

(pp. 30‐32), and measures (pp. 9‐12, 37‐38) are included in our SACSCOC Quality Enhancement Plan.


19


Improve the OCTC academic advising experience

Overview

We must 1) train and certify all OCTC faculty and staff academic advisors, and 2) create a transparent

and informative academic advisor assignment process.

Leaders

Dr. Court Lewis, Retention Co‐Chair

Dr. Lewatis McNeal, Retention Co‐Chair

Team

TRAC Central






Dean Autry, Associate Dean

Kathy Hoffman, Department Head

Penny Howard, TRAC Central Administrative Assistant

Cynthia Johnston, Academic Support, Southeastern Campus

Lorraine Sturgeon, Professional Development Coordinator

Sandy Carden, Associate Dean and Registrar




1. 85% of faculty/staff “Master Trainer” certified by Spring 2021.

2. 2021 OCTC results on CCSSE item 13a.2, where students indicate their satisfaction with

academic advising/planning, are at a level significantly higher than baseline 2013‐15 results or

significantly higher than the 20121 national average for two‐year colleges.

3. Attainment of KEI targets for retention and persistence


20


Reported to whom



Annual Academic Affairs Student Affairs

Increased number of faculty/staff

advisors trained as “Master Advisors”

TRAC Central and professional development reporting

Professional Development Coordinator Advising

Coordinator

Every other year Kevin Beardmore

Joy Bowlds

Increased satisfaction with academic advising

CCSSE data Institutional Research


Attainment of KEI targets (p. 4)

Official Fall Enrollment



Provide more transfer advising training for our advisors (Objective 4.2)

Develop and offer RATZ topic workshops (Objective 4.8)

Conduct Blackboard training for all staff and faculty with access to it (Objective 6.7)

Improve the advisor assignment process (Objective 6.10)



for outcomes 1. Create and implement certified “Master Trainer”

program. Starting in the Fall 2016, at least one

faculty/staff from each Division should be trained and

certified. “Master Trainers” will then serve as advisor

trainers during mandatory professional development

academic advising training sessions/courses

(Measurable Outcome 2), starting in Spring 2017.

“Master Trainer” programs will be held each Fall, in

order to train interested faculty and staff, with the

goal of having 85% of faculty/staff “Master Trainer”

certified by Spring 2021.

2016‐17 Advising Coordinator


2. Conduct two mandatory professional development

academic advising training sessions/courses each

semester to certify all faculty and staff academic

advisors, starting in Fall 2016. To be certified, all

academic advisors must be able to advise for

certificates, A.A., A.S., and A.A.S. degrees. After faculty




21

and staff are certified, require advisors to attend RATZ

training sessions. Create an online advising training

program for re‐certification, required every two years.

3. Implement (either by implementing existing

procedures or creating a committee to develop new

procedures) student academic advising evaluation

form by Fall 2017. Require students to complete the

evaluation every spring semester.

2016‐17 Academic Affairs

4. Require faculty and staff to include in their yearly

Performance Planning Evaluation an explanation of

advising certification, student advising evaluation, and

effective advising, starting in Fall 2017.

2016‐17 Academic Affairs Student Affairs

5. Designate one person as the advising lead 2016 President

6. Develop new advisor assignment process, with student

and faculty notifications, in conjunction with new

SMART START admissions process and restructuring of

Academic Affairs

2016‐17 Academic Affairs Joy Bowlds

Kevin Beardmore

7. Implement Semester 2 Semester advising so that

students must check in with an advisor (whether the

official advisor or one in TRAC Central) before being

permitted to register online.



8. Create a procedure for advising students when the

assigned advisor is unavailable.

2016 Advising Coordinator


9. Explore the possibility of using e‐mail and Blackboard

logins for early warning

2016 Lorraine Sturgeon Craig Miller Brent Lovitt

Kevin Beardmore 10. Transition Starfish use to “kudos” only Spring 2017 TRAC Central


22


Improve graduation rates for underrepresented students

Overview

We must 1) increase graduation percentage of minority, low‐income, and first‐generation students, and

2) improve faculty/staff relationships with underrepresented students.

Leader

Dr. Lewatis McNeal, Associate Dean of Student Affairs ‐ Diversity

Team

Global Studies and Diversity Committee

TRAC Central

Counseling Center

Financial Aid Office

TRiO program



1. Reduce the number of underrepresented (minority, low‐income, and first‐generation) students

who experience financial aid suspension.

2. Increase student engagement in campus support programs (e.g., TRiO, Office of Diversity, and

TRAC Central).

3. Attainment of KEI targets for retention and persistence


Reported to whom



Semester Associate Dean of Student Affairs

Reduced number of underrepresented

students on financial aid suspension

Financial aid suspension data

Financial Aid Office

Semester TRiO and TRAC

Central Increased student

engagement TRiO and TRAC Central data

TRiO and TRAC Central


Attainment of KEI targets (p. 4)

Official Fall Enrollment



23


Increase success rates for low‐income students (Objective 3.1)

Increase success rates for underrepresented minorities (Objective 3.2)

Promote support for TRiO eligible transfer students (Objective 4.4)



for outcomes 1. Reduce the number of underrepresented (minority,

low‐income, and first‐generation) students who

experience financial aid suspension.

2016‐17 Lewatis McNeal

2. Increase student engagement in campus support

programs (e.g., TRiO, Office of Diversity, and TRAC

Central).

2016‐17 Lewatis McNeal TRAC Central

TRiO

3. Develop a voluntary faculty/staff mentorship program

to assist with student success. Faculty/staff could

either have specific students assigned, or they could

spend regular scheduled time working in TRAC Central

or TRiO, and/or aiding in student aid events, such as

“boot camps,” student clubs, or other on‐campus and

off‐campus activities.

2016‐17 Lewatis McNeal

4. [additional action steps will be added once our new

Diversity Plan is finalized]

2016‐17


24

Acknowledgements

The committees would like to share their appreciation for the leadership and support of Dr. Williams

and Michele Sandlin from the beginning of this process through the creation of this final report. Their

support, honest feedback, and guidance were essential to the creation of the final recommendations.


25

Appendices

Appendix I Annual Targets

Appendix II OCTC Capacity Study – Spring 2016

Appendix III OCTC Key Enrollment Indicators – 2005‐15 Trends


26

Appendix I

Annual Targets

What percentage

increase is

projected for

your college in

fall

ENROLLMENT GOALS FROM COLLEGE SEM PLAN

Recruitment

(by target student audiences or overall)

Retention

(by target student

audiences or overall)

Baseline

Total program enrollment (does not include

non‐credential, non‐program enrollment)

2940 in Fall 2015

First‐time, full‐time

freshmen

54% for Fall 2014 to

Fall 2015 (the latest

IPEDS data available)

2016 2985 (1.5% growth – 45 students) 58%

2017 3060 (2.5% growth – 75 students) 60%

2018 3135 (2.5% growth – 75 students) 62%

2019 3215 (2.5% growth – 80 students) 64%

2020 3295 (2.5% growth – 80 students) 67%


27

Appendix II

OCTC Capacity Study – Spring 2016

ProgramFall

2000

Fall

2001

Fall

2002

Fall

2003

Fall

2004

Fall

2005

Fall

2006

Fall

2007

Fall

2008

Fall

2009

Fall

2010

Fall

2011

Fall

2012

Fall

2013

Fall

2014

Fall

201510 Yr

Average

3 Yr

AverageOptimum

Enrollment

Agricultural Studies 11 17 21 14 15 16 15 18 17 16 14 14 21 26 30 43 21 33 80HIGH SCHOOL 5 3 2 1 2 5 4 3 13ADULT - Ag Studies 11 17 21 14 15 16 15 13 14 14 13 12 16 19 25 28ADULT - Horticulture 3 2 2

Air Conditioning Technology 28 45 33 25 21 20 23 20 24 27 42 29 31 37 40 33 31 37 40HIGH SCHOOL 3 3 3 4 5 1 3 1 2 2 1ADULT 28 45 33 25 18 17 20 16 19 26 39 29 30 35 38 32

Associate in Fine Arts 9 29 28 22 22 30HIGH SCHOOL 7 7ADULT 2 22 28

Associate in Arts/Undecided 914 1170 969 886 826 808 817 838 862 1089 1216 1302 912 824 756 644 926 741 800HIGH SCHOOL 162 166 253 61 28 37 46ADULT - AA 437 533 515 474 423 413 492 486 513 538 566 648 656 565 479 462ADULT - Undecided 477 637 454 412 403 395 325 352 349 389 484 401 195 231 240 136

Associate in Science 121 173 195 191 177 159 205 185 182 262 305 456 612 575 536 513 383 541 550HIGH SCHOOL 1 1 1 43 43 41 22 20 52 68ADULT 121 172 194 191 177 159 204 185 182 219 262 415 590 555 484 445

Automotive Technology 13 19 14 39 49 34 43 35 57 68 54 50 51 44 65 50 53 80HIGH SCHOOL 21 34 17 21 17 31 40 21 10 7 10 30ADULT 13 0 19 14 18 15 17 22 18 26 28 33 40 44 34 35

Biotechnology 1 2 4 3 40 35 36 33 51 80 87 89 46 85 85HIGH SCHOOL 17 14 12 5 35 61 80 89ADULT 0 0 0 1 0 2 4 3 23 21 24 28 16 19 7 0

Business Administration 233 201 209 179 199 211 159 176 170 205 203 221 224 233 219 178 199 210 225HIGH SCHOOL 1 43 8 5 1 1 9 9 16 20ADULT 233 201 209 178 156 203 154 175 170 205 202 221 215 224 203 158

Computer and Information Technologies 82 111 85 71 86 88 79 66 76 87 105 175 117 136 111 112 106 120 130HIGH SCHOOL 1 25 23 3 1 2 68 3 7 7 18ADULT 81 111 85 71 61 65 76 66 75 87 103 107 114 129 104 94

Computerized Manufacturing and Machining49 45 32 27 36 58 47 36 28 39 30 25 34 35 29 34 34 33 36HIGH SCHOOL 19 36 24 13 10 13 12 4 4 3 2 2ADULT 49 45 32 27 17 22 23 23 18 26 18 21 30 32 27 32

Criminal Justice 57 58 73 82 79 90 76 77 80 95 114 93 86 63 80 62 83 68 75HIGH SCHOOL 1 1 1 3 4 4 14 12ADULT 57 58 72 82 79 90 76 77 80 94 113 90 82 59 66 50ADULT 0 0 12 16 10 14 17 17 20 26 34 31 13 5 3 1

Diesel Technology 5 9 12 23 18 15 9 21 12 21 7 21 22 35 35 20 31 40HIGH SCHOOL 11 6 4 2 15 7 16 4 5 4 6 7ADULT 5 0 9 12 12 12 11 7 6 5 5 3 16 18 29 28

Electrical Technology 73 95 96 82 98 75 86 83 66 106 108 95 106 93 86 104 93 94 100HIGH SCHOOL 1 23 31 35 25 14 12 14 14 7 12 2 5ADULT 73 95 95 82 75 44 51 58 52 94 94 81 99 81 84 99

Emergency Medical Services - Paramedic 6 15 25 30 34 17 17 36 23 23 25ADULT 6 15 25 30 34 17 17 36

Emergency Medical Technician 22 12 13 6 5 11 10 21 5 1 4 9 3 10ADULT 22 12 13 6 5 11 10 21 5 1 4

Fall Enrollment Counts 2000 - 2015 Capacity Study Results

Engineering and Electronics Technology 101 73 47 41 40 47 45 41 52 56 59 45 49 45 47 36 48 43 45HIGH SCHOOL 3 2 10 7 2 2 10 13 4 3 1 1 11 4ADULT 101 70 45 41 30 40 43 39 42 43 55 42 48 44 36 32

Fire/Rescue Science Technology 1 3 7 5 22 33 49 72 76 73 65 56 42 32 52 43 50ADULT 1 3 7 5 22 33 49 72 76 73 65 56 42 32

Healthcare Facilities Leadership 3 33 29 22 22 50ADULT 3 33 29

Human Services 65 47 80 51 45 46 34 47 45 44 65 60 82 98 94 56 63 83 65ADULT 65 47 80 51 45 46 34 47 45 44 65 60 82 98 94 56

Industrial Maintenance Technology 14 17 25 35 40 66 54 67 46 61 54 55 42 67 79 87 61 78 95HIGH SCHOOL 10 17 8 16 10 5 4 3 3 5 17 14ADULT 14 17 25 35 30 49 46 51 36 56 50 52 39 62 62 73

Interdisciplinary Early Childhood Education 35 70 72 76 107 100 71 75 68 71 76 78 87 64 60 50 70 58 75HIGH SCHOOL 27 17 9 6 1 10 8 2 11 2 4 10ADULT 35 70 72 76 80 83 62 69 67 61 68 76 76 62 56 40

Medical Info/Admin Office Technology 58 53 83 78 78 88 85 98 101 105 107 110 119 113 105 100 104 106 100HIGH SCHOOL - AOT 1 5 25 27 28 30 7 2 5 1 1ADULT - AOT 58 53 81 78 73 63 58 70 71 105 100 108 114 68 32 20HIGH SCHOOL - MIT 2 2ADULT - MIT 42 73 77

Nursing 40 38 39 81 109 113 87 125 183 186 155 125 89 86 92 100 123 93 115ADULT 40 38 39 81 109 113 87 125 183 186 155 125 89 86 92 100

Nursing Pending (ADN) 152 223 285 347 386 346 372 415 465 637 696 503 397 368 324 240 442 311 400HIGH SCHOOL 1 1 11 19 17 11 1ADULT 152 223 285 346 385 346 372 415 454 618 679 503 386 368 323 240

Radiography 25 31 38 24 38 30 29 31 28 24 26 26 24 29 24 26 27 26 44ADULT 25 31 38 24 38 30 29 31 28 24 26 26 24 29 24 26

Radiography Pending 59 74 117 139 115 117 117 98 88 108 89 109 102 91 78 66 95 78 125HIGH SCHOOL 4ADULT 59 74 117 139 115 117 117 98 88 108 89 109 98 91 78 66

Surgical Technology 28 51 55 57 15 14 18 16 18 14 17 10 12 14 11 14 14 13 16ADULT 28 51 55 57 15 14 18 16 18 14 17 10 12 14 11 14

Surgical Technology Pending 35 28 43 40 41 52 59 65 55 57 33 34 48 41 50ADULT 35 28 43 40 41 52 59 65 55 57 33 34

Veterinary Technology 11 17 24 17 17 40ADULT 11 17 24

Welding Technology 27 29 27 111 55 49 50 72 80 72 58 61 78 85 66 67 76 85HIGH SCHOOL 78 34 22 31 39 35 26 10 9 21 37 31ADULT 27 0 29 27 33 21 27 19 33 45 46 48 52 57 48 35

2190 2592 2612 2543 2725 2671 2598 2703 2869 3560 3849 3861 3504 3386 3224 2940 3297 3183 366110 Yr

Average

3 Yr

AverageOptimum

Enrollment

3295K. Beardmore 5-3-16 90% of optimum enrollment


30

Appendix III

OCTC Key Enrollment Indicators – 2005‐15 Trends


31


32


33

Date post:	15-May-2018
Category:	Documents
Upload:	dangngoc
View:	220 times
Download:	1 times

Strategic Enrollment Management Plan 2016-22 · Strategic Enrollment Jessi Glover, ... Crowe, Randy...

Documents