STRATEGIC ENROLLMENT MANAGEMENT PLAN …...STRATEGIC ENROLLMENT MANAGEMENT PLAN 2017 MERRITT COLLEGE...

STRATEGIC ENROLLMENT MANAGEMENT PLAN

2017

MERRITT COLLEGE

Table of Contents

Acknowledgements

Introduction

History and Background of Merritt College

Merritt College Mission Statement, Principles and Values

Philosophy and Purpose of Strategic Enrollment Management

The Merritt College SEM Plan Guiding Principles

2017 - 2018 MERRITT COLLEGE SEM PLAN GOALS

Relationship between District and College SEM plans

The Planning Process

Assumptions and Implications for SEM Planning

SEM Goals and Strategic Directions

Summary and Conclusion

Appendix

• Internal and External Environmental Scan Data

• Apportionment by the Numbers

• BAM Description

• Parameters for Creating a Class Schedule

• Glossary of Terms

Acknowledgements

The following members of the Merritt College SEM Task Force led the development of the SEM Plan 2017:

2016 - 2017 Joint Senate and Administrative Enrollment Management Committee:

Dan Lawson Marty Zielke Arnulfo Cedillo Todd Johnson

Nghiem Thai Angela Khoo Guy Forkner Doris Hankins

Christine Olsen Brian Rowning Hilary Altman Jason Holloway

Anita Black Jeff Lamb Isela Gonzalez-Santana Tom Renbarger

Courtney Brown Ann Elliott Laura Forlin Susana De La Torre

Grace Idowu Anthony Powell Susan May Mary Denise Jackson

Carl Ogden Lilia Chavez Mario Rivas Jennifer Yates

Rebecca Uhlman Arja McCray Samantha Kessler Tachetta Henry

Mary Ciddio Walter Johnson Heather Casale

2017 Enrollment Management Summer Task Force

Frances Moy Grace Idowu Samantha Kessler

Mario Rivas Phasasha Phar Jeff Lamb

Jason Holloway Dan Lawson

2017 - 2018 Joint Senate and Administrative Enrollment Management Committee

MERRITT COLLEGE MISSION STATEMENT

The mission of Merritt College is to enhance the quality of life in the communities we serve by helping students to attain knowledge, master skills, and develop the appreciation, attitudes and values needed to succeed and participate responsibly in a democratic society and a global economy. (Adopted by the PCCD Board of Trustees Fall 2014).

MERRITT COLLEGE CORE VALUES

To achieve the mission, Merritt staff, faculty and administrators practice the following core values in developing and implementing programs and services, as well as creating instructional opportunity leading to quality and excellence.

• Student Success – Provide challenging and rigorous learning experiences that support the academic and personal success of our students.

• Caring Spirit – We genuinely care about every member of our campus community.

• Teamwork and Inclusion – We encourage everyone to participate in college governance and assume responsibility for acting on our shared commitment to provide exceptional learning experiences.

• Campus Climate – We strive to create a student-centered learning environment that leads to student retention, persistence and success.

• Diversity – We honor and respect the different backgrounds, experiences, languages, values and cultures of everyone at the college.

PURPOSE OF STRATEGIC ENROLLMENT MANAGEMENT

The purpose of SEM planning at Merritt College is to align outreach and recruitment, admissions, financial aid, class scheduling, instruction, student support services, and efficient pathways to student success and completion that will help students “Move in, Move Through, and Move On,” with respect to their academic pursuits as well ensure continued enrollment growth and fiscal viability.

Enrollment management planning at Merritt College is under the direction of a joint Academic Senate/Administration Enrollment Management Committee that was initiated by the Academic Senate in the Spring of 2017. Subsequent to this, the Merritt College Enrollment Management Committee, jointly chaired by a faculty member and an administrator, reviewed and accepted the Merritt College Academic Senate’s “Philosophy Statement on Enrollment Management.” This philosophy statement was formally approved by the Merritt College Academic Senate on March 16, 2017 and adopted by the Merritt College Council in February, 2017. The philosophy statement, as suggested by the California Academic Senate’s paper “Enrollment Management Revisited,” is meant to infuse the faculty voice in the development of college enrollment management planning, policies, and practices at Merritt College.

Philosophy Statement on Enrollment Management

Merritt College Academic Senate

Accepted by Senate on Meeting of March 16, 2017

Enrollment management encompasses the policies and procedures related to recruiting, enrolling, educating, retaining, and helping students be successful in achieving their academic goals (Moving In, Moving Through and Moving On), whether these be pursuing a certificate, AA degree, transfer or improvement of skills. The Academic Senate of Merritt College adheres to the principle that all planning related to managing enrollment should at the center involve faculty in decision-making and prioritize student success needs when making decisions about what classes and programs to offer, and when, where, and how to offer classes, including class size. Also, decisions about enrollment management should be informed by effective collection and thorough analysis of data, especially information related to how to promote the equitable success of our diverse student body. Finally, decisions about enrollment management should consider the financial status of the institution and the wellbeing of faculty, staff, students, and administration.

Guiding Principles for SEM

SEM planning at Merritt College as defined by the PCCD principles will be guided by the following:

1. SEM goals and strategic initiatives will be aligned to the college & District mission and strategic goals.

2. Student success will be at the core of all SEM practices. 3. Decisions regarding goals, strategic initiatives and practices will be data-informed. 4. 0 5. Equity will be characterized in all SEM strategies and practices. 6. Collaboration and inclusiveness will typify SEM planning and implementation. 7. Widespread, continuous communication will be used in the SEM planning process. 8. Striving for excellence will be supported through innovation. 9. Ensure that methods of recruiting students is responding to the educational needs of

our diverse communities and provides procedures that support prospective students to make connections with our college and make enrollment in our college an enjoyable and gratifying process.

10. Ensure that all educational programs (e.g. DE, NC, Basic Skills, Dual enrollment, etc.) are developed to take into account diverse student groups (age, ethnicity, SES, language diverse, etc.) as well as how to support students’ learning and success.

11. Enrollment management must take into account factors that affect the ability to physically accommodate students. There should be a regular assessment of limitation of facilities on enrollment.

12. The effect of software applications (e.g. PeopleSoft) on EM must be considered. 13. That the college works in an integrative way across departments to conduct EM

planning.

RELATIONSHIP BETWEEN DISTRICT AND COLLEGE SEM PLANS

Each of the colleges in the Peralta Community College District will have a strategic enrollment management plan designed to meet specific college enrollment goals. The responsibility for establishing and achieving specific enrollment objectives rests with each individual college. The district level strategic enrollment management plan is designed to support the college plans by marshalling resources, coordinating efforts, increasing communication, and sharing data. The goal at the district level is to establish goals and strategies that support the attainment of college goals.

The Merritt College SEM Plan 2017-2019

THE PLANNING PROCESS

The SEM is an on-going college process wherein an Enrollment Management Committee accomplishes the following:

1. Collects and analyzes internal and external data (EMP. BSI, SSSP/Equity Integrated Plan,

Student Success Data, Class enrollment data, etc.), and identifies challenges and opportunities for supporting enrollment growth, and develops a plan to improve enrollment numbers that address the three aspects of the college’s work: Helping students “Move In, Through, and On from the Institution;”

2. Continuously evaluates and updates #1 to ensure an effective enrollment management strategic plan that responds to the needs of the institution to maintain and or grow its enrollment. Below is a schematic that identifies some of the key components of enrollment management as it relates to how student “Move Into, Move Through, and Move On” from the college.

Background Preparation for Plan

The goals and objectives were derived from the following planning processes:

• Educational Master Plan data and Strategic directions

• Student Success Continuum

• PCCD strategic goals and objectives

• Merritt College strategic goals and objectives

• 2016 - 2017 Merritt College Enrollment Management Committee working committee

• Merritt College Enrollment Management summer 2017 Task Force.

Data and Scan

“Internal and Internal Scan Data: Justifying the goals and intentions of the SEM Plan.” In this section we could first have a section that serves as a framework for, as Jeff noted, “Framing Current Status of Enrollment Management.” This would be a conceptual section where we present how we organize analysis of our data using the “Moving In, Moving Through, Moving On” framework, and begin to understand where we are with respect to our EM planning and efforts.

External Data: Merritt College Service Area and Student Population

In 2016, as part of the work done to complete the 2015-2020 Educational Master Plan Update, the College completed an analysis of the service area population. Demographic factors and trends in age, race and ethnicity, income and educational level will inform Merritt’s enrollment management objectives and activities.

The median age of the service area, 36.1, is slightly lower than the PCC District service area and Alameda County. In addition, 25-34 year old residents is projected to increase by 2020.

The majority ethnic group in the service area is Hispanic, larger than both the PCC District service area and Alameda County. Merritt College also serves a higher proportion of black residents and those that identify as some other race.

In the Merritt College service area, 15/1% of the population does not speak English well, the largest concentration of these individuals are between 18 and 64 years of age and live in households where Spanish or Asian and Pacific Island languages are spoken at home.

Merritt College Service Area - Percentage of Population Who Speak the

Indicated Language at Home and do not Speak English Well

Merritt College

Service Area

Peralta CCD

Alameda County

California

5 to 17 years

Speak Spanish 0.4% 0.2% 0.2% 0.4%

Speak other Indo-European languages

0.0% 0.0% 0.0% 0.0%

Speak Asian and Pacific Island languages

0.2% 0.1% 0.1% 0.1%

Speak other languages 0.0% 0.0% 0.0% 0.0%

18 to 64 years

Speak Spanish 8.8% 4.2% 3.8% 6.4%


0.2% 0.2% 0.4% 0.4%


3.1% 2.9% 2.5% 1.5%


65 years and over

Speak Spanish 0.8% 0.4% 0.4% 1.0%


0.1% 0.1% 0.3% 0.3%


1.3% 1.6% 1.3% 0.8%


Total 15.1% 9.8% 9.1% 11.0%

Median household income for the Merritt College and the PCC District service areas is below median levels for Alameda County and the state of California. In the Merritt Services, there is a large percentage of the population whose highest educational attainment are ‘some college’ and ‘HS diploma, GED or less.’ In the college service area, 62% of the population fall into these two categories.

Internal Scan

Student Demographics: 2016-2017 Student Profile

Merritt College has a majority of female students. The Hispanic and Latino population has been growing, and in 2016-2017 was the largest racial ethnic group. Nearly 29% identify as Hispanic/Latino, followed by 26% as Black/African American and 17% as Asian. The majority of students are between the ages of 19-24, however, 35% of students are age 30 and above.

FTES, FTEF, and Productivity Trends and Targets

Below is a 5 year trend of Academic Year Totals for course sections, census enrollment, Total FTES, Total FTEF and productivity for Merritt College.

AY 2013 AY 2014 AY 2015 AY 2016 AY 2017 Sections 807 871 929 956 974 Census 32994 34286 33626 32166 33279

FTES Total 3964.72 3936.23 4186.34 4120.39 4150.04 FTEF Total 215.44 227.9 242.52 241.95 247.83

Productivity 18.4 17.27 17.26 17.03 16.75

The 2017-2018 enrollment targets for the Peralta Community College District and all College are below.

*PCCD Data Alameda Berkeley Laney Merritt PCCD

RES FTES Target 3,623.50 4,139.30 7,536.70 4,200.70 19,500.00

Department FTES and Program Completion and Transfer Trends

Biology, Math, English, Landscape Horticulture, Administration of Justice, Child Development and Community and Social Services (COSER) have seen a trend in high FTES and highest percentage of total college FTES since 2014-2015.

SUBJECT/DEPARTMENT YEAR 14-15 % OF FTES YEAR 15-16 % FTES YEAR 16-17 % FTES

BIOL 447.6043 11% 426.249 10% 393.572 9%

MATH 345.2343 8% 371.7508 9% 390.9218 9%

ENGL 311.1452 7% 305.591 7% 301.9468 7%

LANHT 218.2331 5% 203.1734 5% 172.2462 4%

ADJUS 215.6591 5% 305.911 7% 198.0737 5%

CHDEV 203.0326 5% 201.1422 5% 189.5308 5%

COSER 190.9332 5% 129.8667 3% 112.8002 3%

Over the past three years, the majority, 33% of all program completions have been in Child Development (CHDEV). Other areas of high program completion since 2014-2015 are Health Occupations (HLTOC), Transfer Studies (TRANS STDY), Social Sciences (SOCSC), and Landscape Horticulture (LANTH).

AREA OF STUDY 2014-2015

2015-2016

2016-2017

3 YEAR TOTAL –

AWARDS % OF TOTAL AWARDS – 3

YEARS

3 YEAR TOTAL –

AWARDS 767 943 982 2692

CHDEV 290 286 320 896 33%

HLTOC 62 80 82 224 8%

TRANS STDY 62 66 72 200 7%

SOCSC 38 87 68 193 7%

LANHT 50 43 50 143 5%

In 2016-2017, the top 5 areas of concentration for Merritt College transfers to University of California colleges were:

• Psychology

• Sociology

• Health Science

• Criminal Justice

• Human Development

To Add: Trends in DE offerings and enrollment.

2017 - 2018 MERRITT COLLEGE SEM PLAN GOAL AND OBJECTIVES

Goal By the Academic Year 2019-2020, Merritt College will Increase FTES from the current, 4,100 (2016-2017 baseline) to 4,400 at a productivity of 17.5, and do so in line with the

vision, core values, mission and strategic planning of the college.

The Enrollment Management Committee decided to have one main goal for enrollment management, and that is to reach the enrollment target asked of the college by the district. To reach that goal, the Enrollment Management Committee has developed a framework of one, two, and three year objectives and related activities that fall within the areas of “Moving In,” “Moving Through,” and “Moving On” as prescribed by the District’s Summer of 2016 Strategic Planning Summit. Activities are organized across the following 5 objectives:

1. Establish Guided Pathways - provides students with clear, educationally coherent program maps that include specific course sequences, progress milestones, and program learning outcomes;

2. Engage in Effective Schedule Development - provides students with the class schedule they need at the days/times they need to achieve their educational goals through the use of college enrollment and related data;

3. Enhance Collaborative Instructional and Student Services Support - provides students with a seamless learning experience through integrated instructional and student services support.

4. Promote Non-Credit Offerings - provides students with non-credit courses that facilitate skill-building experiences leading to entry into credit courses and job opportunities;

5. Enhance Distance Education - provides students with a flexible and quality learning experience through student support, instructional programs, and technical support; and,

Activities Measurable Outcomes Timeline

Month/Year Responsible

Person(s)

Guided Pathways

1. Submit CCC Chancellor Guided Pathways Grant application

(Moving In, Moving Through, Moving On)

Obtain Grant

2017-18 VPI, Senate Enrollment Management Committee

2. Survey departments for existing guided pathways or interest to develop a pathway.


Complete survey Spring 2018

VPI, SEM Committee

3. Catalog existing and possible guided pathways for the college.


Prioritize most impactful Guided Pathway initiatives

Spring 2018

VPI, SEM Committee

4. Identify strategies to improve success of existing guided


Generate an inventory that support best practices that support of GPs

Spring 2018

5. Identify and support the development of new guided pathways


Choose new Guided Pathways to develop that support Equity/Student Success

6. Raise awareness of what Guided Pathways are and how moving to this framework will improve the student experience

😉🤗😎

Effective Schedule

Development

1. Data driven Schedule development* based on student success, fiscal viability and contractual requirements.

a. Improve awareness of impact of schedule on enrollment.

b. Improve conversation/bridge between educational planning and schedule development.

c. Review and revise data available for schedule development.

d. Build 1-year schedule

1-year Schedule built for fall, spring and summer, 2018-19, VPI, Deans

2. Align our current schedule with the principles of Guided Pathways (a.k.a Clear Curricular Pathways)

Two-year cycle of course offerings to meet student need for degree/certificate attainment

AY 18-19 VPI, Deans, CDCPD

Collaborative Instructional and Student

Services Support

1) Review and Identify gaps in matriculation process

Report on gaps in matriculation process

2017-2018 VPSS, SSSP committee

2) Implement solutions to address gaps in matriculation process.

2018-2019

3) Establish Merritt Early Alert working group

Fall 2017 VPSS

4) Support the implementation of an effective Early Alert Program at the college a) Develop specific criteria for

triggering Early Alert b) Provide faculty with professional

development related to Early Alert

Implement Early Alert Pilot Program Fall 2017 VPI, VPSS, Professional Development Committee

5) Evaluate the effectiveness of the Early Alert Program

AY 2018-2019 AY 2019-2020

College Researcher

6) Focus Career Technical Education resources on student employment.

7) Career/employment center

Non-Credit Development

1) Establish a non-credit working group Functioning working group with

clear by-laws/ scope/ responsibilities

and appropriate representation from

constituencies.

Spring 18 Associate Dean, faculty, Deans, VPI, Academic Senate

2) Develop a college plan for development of non-credit offerings relevant to achieving enrollment management goal and linked to Guided Pathways.

Non-Credit Plan completed Fall 2018 Associate Dean, faculty, Deans, VPI, Non-Credit Working Group (NCrWG)

3) Develop curricular and co-curricular non-credit course offerings/pathways in preparation for credit course enrollment or employment. a) Math, English and ESL b) Support modules/just in time

remediation c) Personal and career development d) Career-Technical Education (CTE)

transitions e) Adult Education partners

Increase in # of NCR courses in CTE and Basic Skills,

Fall 2018 Associate Dean, Faculty, Deans

Distance Education

1) Establish a college DE Committee. Creation of a DE Committee,

Fall 2017

2) Develop DE Plan for Merritt College, including strategic plan goals for online learning, policies, procedures, access, and equity. (See appendix X)

Creation of a DE Plan Spring 2018,

DE Committee, VPI

3) Maintain and update College Distance Education Manual

Revised DE Manual Fall 2018 DE Coordinator

4) Promote best practices, training and support to enhance Distance Education pedagogy for faculty

Calendar of training Increase in success, retention, persistence in online courses

18-19 DE Committee, VPI, DE Coordinator

5) Advise faculty on strategies to increase retention and persistence

Documentation of information provided to faculty

18-19 DE Committee, VPI, DE Coordinator

6) Develop programs that provide students with training and support for successful online learning

Calendar of training Increase in success, retention, persistence in online courses

DE Committee, VPI, VPSS, DE Coordinator

7) Consult with college Distance Education Coordinator on local, state, and national Distance Education issues

Details to be included in Appendix X on DE Develop DE Plan for Merritt College, including strategic plan goals for online learning

a) Develop policies and procedures to meet college, state, federal and accreditation requirements

b) Evaluate enrollment data, student performance indicators and other relevant Distance Education data

c) Ensure accessibility (508-compliance) in Distance Education courses through outreach and trainings

d) Recommend policies and procedures regarding test-taking security, student verification, and authentication

Promote equity in Student Services and Academic Support Services for Distance Education students Concern: Additional support needed for enrollment Concern: Student perspective is missing from this plan

• have we considered getting a bus line transporting students from campus to campus?

Develop Activities around goal - who, what , when, how, money, funding source

Below is data related to enrollment. Yearly this data should be reviewed to make decisions about class offerings and track enrollment and productivity. Activities

a.

b. Streamline enrollment processes, including application, registration, orientation, assessment and registration process to decrease failed attempts at registration.

c.

Goal 2: Develop relevant Non-Credit Certifications - Establish measurable goals for noncredit

Based on an external scan of the service area, district, county and state, Merritt College has an opportunity to develop non credit courses and programs to support the educational needs of the population in our service area, and bridge the gap between skill and educational attainment. Some examples of non credit courses and/or programs to address the needs of the service area are:

• GED

• ESL and Multilingual Support Courses in Basic SKills

• Math and English Support Modules/Just in Time Remediation • Math Jam

We are not marketing to the non-transfer students

Committee structure - • Accountability of the plan - make this a living document • strategies for implementation of the plan • College • district

When you need a faculty champion who does not get support, they will go away This process will not be accomplished without adjuncts (BUS adjuncts are developing courses) When faculty has ideas, how do we make sure that there is a responsiveness to developing ideas

Raising awareness among faculty about what is going on Reach out to faculty to establish meeting schedule (1 time per week for the next month) October 6 - district Enrollment Management Committee

Next Meeting Dates Room 449

Thursday Sept 21 2 - 4 pm Friday 9/29 - 12 - 2 pm (lunch provided) Thursday 10/5 2:30 - 4:30

Does the district have a non-credit goal? a portion of the 1500 FTES

Goal 3: Persistence - increase the percentage of students who continue after their first semester. (moving through)

• Scale up successful interventions like Puente, Sankofa, FYE, Learning Communities

• Enhance Student centered campus culture Use CESSI data for this)

• integrate wrap around services

• Starfish , early alert

• Faculty staff support and training

Goal 4: Increase effective and intentional outreach, recruitment and orientation. (Moving in Services)

• Develop online faculty orientation

• Develop a sense of belonging that Merritt College can be considered ‘home’ for students, staff and faculty. (we are all here

together)

• Establish college Open House sessions

• Expand and enlarge the Welcome Center

Goal 5: Initiate planning to determine the feasibility of establishing guided pathways at Merritt College. (moving in moving through moving on)

• Sequencing of course

• High school to community college pathways. i.e. certificates and/or associate’s degrees

• Transfer pathways

Improve Structural systems - Collect data from the students about ways to improve orientation to distance education and online course work - reach out to higher education doctoral programs; online orientation (quiz after each section to get students to read assignments) On campus orientation for college - Distance education - evaluation distance education courses

Infuse data into SEM plan - way s to capture data on students who leave the college (for employment etc) Commitment to conduct and use research to improve regarding strategic goals

- GED , ESL (SSSP) Develop Non-Credit courses that support student success across all disciplines

D. SEM goals

1. Systems - i.e. Scheduling, enrollment process, application process, distance education (maybe should be a district process) 2. Non Credit Programming - Establish measurable goals for noncredit 3. Persistence 4. Moving In/Through/On Services - Outreach and recruitment and orientation 5. Guided pathways

• Transfer • Sequencing of courses

• Certificate

• Next steps

APPENDIX

Merritt College Strategic Enrollment Management Plan –based on Educational Master Plan Strategic Directions (include all of this in the appendix) Student Success

Strategic Direction: STUDENT SUCCESS The College will engage in integrated planning related to student success, student equity, distance education, foundation skills, career technical education and transfer curriculum. Team members: Dan Lawson, Nghiem Thai, Marty Zielke, Arnulfo Cedillo, Angela Khoo, Christine Olsen

Initiative Timeline Responsible Party Measure of Success

Student Success

Increase dual enrollment opportunities for high students who may not already be college bound or who are underrepresented in higher education through:

1. California Careers Pathway Trust AUSD/BUSD/OUSD Dual Enrollment MOUs (non-AB 288)

2. College and Career Access Pathway Partnership Agreement (AB 288)

1. July 2015 – December 2016;

January 2017 – June 2019

2. July 2019 - TBD

· VPI, VPSS, and Deans · CTE programs &

faculty

Increases in: · High school graduation rates · College enrollment rates · Persistence rates · Certificate/degree completion rates · Licensure/permit/pass rates

Student Equity

1. Expand existing programs, which traditionally attract male students (e.g., Administration of Justice, Radiologic Science, and EMT/Fire Science)* enrollments in Radiology are almost 50% male and 50% female 2. Enhance multilingual services and support for students

a. Hire multilingual student assistants to provide frontline services b. Provide translation services and resources (mini production center)

1. Ongoing 2. TBD

1. ADJUS, RADSC, and EMT/FISCI faculty

2. Student Services a. Financial Aid

Office (work-study program) b. Office of VPSS

Increased number of males, particularly minority males, enrolled at Merritt

Basic Skills

1. Implement new writing assessment for English placement 2. Conduct English and Math jams 3. Pilot accelerated basic skills courses

a. ENG 264 (regular, CTE, and STEM tracks) b. MATH 230 (Algebra for STEM) MATH 240 (Algebra for SLAM) MATH 261 (Pre-Algebra)

1. 2017-2018 2. Ongoing 3. Spring 2016 – Fall

2018 a. Spring 2016 b. Fall 2017 –

Fall 2018

1. BSI/BST Coordinator; English Department 2. English & Math faculty 3. English & Math faculty

1. 30% of incoming students will take the new writing assessment by Fall 2017 2. 90 students will participate in English jam and 184 students will participate in Math jam by summer 2018 3. Various: a. 60% of students will have completed college-level course within 3 semesters of matriculation b. 40% of students will have completed college-level course within 3 semesters of matriculation

Career Technical Education

Adapt Child Development’s resource center model for other CTE programs with the following components:

· Professional development coordinator · License/permit advisory guide · SEP counseling · ePortfolio preparation · Evening and multilingual services

Fall 2017 - TBD · Child Development Department

· CTE Committee · CTE faculty

Increases in: · # of SEPs completed · Persistence rates · Certificate/degree completion rates · Licensure/permit/pass rates

Transfer

Establish a fully functioning transfer center, including: · Line-item budget for general operating costs · 0.5 FTE director/counselor · 1.0 FTE staff assistant · Office space for college recruiters · Professional development

Ongoing · VPSS · Counseling

Department · Articulation Officer · Transfer Center

Director · Curriculum &

Instructional Council

Increases in: · Transfer-level course retention and success rates · # of ADTs offered · ADT completion rate · Transfer rate

Partnerships

Strategic Direction: Partnerships The College will enhance, pursue and increase partnerships with educational, non-profit and community employers to enhance and create viable

and timely programs. Team members: Brian Rowning, Guy Forkner, Todd Johnson, Hilary Altman, Doris Hankins, Anita Black, Jason Holloway

Initiative Timeline Responsible

Individual(s) or

Department(s)

Measure of Success

Establish Outreach opportunities with alumni and across educational sectors

• Seek dual enrollment opportunities among local high schools (math,

communications)

Fall 2017 –

Spring 2018 Faculty,

Administration

could be helpful

New student enrollment, retention, and persistence

· Take a lead role in communicating and educating the high school

administrators (and OUSD representatives) about the importance of

building the foundation of the student with "prerequisite" basic courses,

• Create a tutoring program between college and local middle school

students

Fall 2018 Faculty with

students (could be a

“for credit”

Independent Study)

Increased student success (tutors experience).

Measure by the number of tutors and middle school

students participating. Also, perhaps use this as a

pipeline to the summer program for middle

schoolers

• Create a Linked In social networking interface to connect with

Merritt Alumni – ask them to promote the college by buying

Merritt College Memorabilia

• I have always promoted the idea of a MERRITT COLLEGE

ALUMNI program. I meet people in every industry who have

education from Merritt. They would provide great networking

for our students.

Start ASAP Faculty Chair of this

program with

release time.

Increased student enrollment, job placement, Alumni events including networking, campus and

company tours, informational interviews, etc.

Develop programs that will enable student to directly apply skills to jobs in industry (career training)

· Create non-credit online training course (i.e. ‘lab math’

course, math for nursing,

CTE programs Increase pass rates on board exams

· Connect with industry partners in to learn what skills are

currently desired or projected to be needed. (focus on regional

outreach) could be internship

Increase in the number of community partners and

internship/ job placement opportunities

Work with industry partners to find out what certification we

need to teach courses that will qualify for C.E. credit for various

industries and provide classes (online, face to face and hybrid

courses)

Fall 2018 Admin and faculty # of CE Courses offered and students who enroll

Increase the quality of interactions and connections between the student and the institution

• Create college readiness certificate for incoming students. Start

this when students are in H.S., so they are ready to go Day 1 in

College. (can student receive college credit? If so, what

area/specialty/department are these units through)

Spring 2018 Create chair of

H.S./College

transition team with

release time

Increase in retention and persistence. Increase in

College ready students on Day 1 of College

• Institute system that will forward students Peralta email to their

preferred email address

District IT

• Actively have counselors email (or use social media or texting)

notifications to students indicating benchmarks (badges) (i.e.

early alerts / add/drop dates progress through field of study etc)

Counseling, Student

Services

• Simplify the enrollment process for students

Dsitrict IT Faculty and staff may get a better understanding of

course offerings, establish cross discipline

connections (secret shopper feedback) Engaging more faculty

and administrators participate in the enrollment

process may help faculty and staff understanding of

the student enrollment experience and what can be

improved. see Additional training opportunites for There are opportunities for enhancing capabilities

and awareness of current educational best practices

(maybe faculty mentoring and renewal program

could provide more feedback to allow dialogue to

improve teaching and student learning.

• College will Institute 1 test review session before board exams

Which courses/programs/departments have a formal

board exam/assessment/ placement tests i.e. MDTP

exam, National ASCP certification exam for

Histotech, Nursing Exam, Allied health exams -

• Clear signage system to locate faculty offices and classrooms in the

S building.

Rename/renumber office suite spaces (office suite

will be branded with room number, office

space/cubible branded with a letter i.e Jon Doe’s

Office Room S 322- J

Increase interactions among faculty and the institution/students

• Create organization training around using virtual conference

technology (i.e. CCC confer, google hangouts, etc.)

Fall 2017? FLEX DAY – Distance Education?

Online conferencing and teaching will provide more

options to meet with students, colleagues and industry reps

• Create a training around using the electronic room reservation

system

Fall 2017? FLEX DAY – Online scheduling/ online instructional video on how

to schedule meetings using the online scheduling

system

• Create an ongoing faculty mentorship program Fall 2017

Create onboarding process for new faculty Identify potential mentors/ mentees Establish process for pairing faculty members

• Streamline key allocation process

Establish database linking classroom assignment/ number with the k they

currently have and which classroom keys they will need for the new

semester

• Become a FAMILY FRIENDLY CAMPUS: Expand hours of the

current childcare center, include after school tutoring for

elementary and middle school students, etc.

Start to develop

immediately –

some parts ready

in Fall 2018

Budgeting by

admin, development

by faculty with

Student Services

We need to measure # of students with children (at

what ages) now, then look at increase after.

• Improve TRANSPORTATION to campus for students who do not

drive: create advantages for parking in a carpool, create carpool

social media or app for students, work with AC Transit or other

transportation services to create a shuttle to campus from other

BART stations or locations

• Update campus map on website with information (or links and

instructions) on how to use mass transportation (bus lines, times

etc) Consider revising map to adhere to standard mapping

conventions (i.e. north is on the top, link to google maps with

flagging Merritt College structures. Highlight ‘bus stop, link to

the bus schedule) Make sure there is Mass transportation

coverage for evening students.

ADMIN Increase of # of students who do not drive

Non-Credit to Credit Pathways

Strategic Direction: Non – Credit to Credit Pathways The College will increase non-credit pathways leading to credit programs for native and non-native English speakers focused on developing self-advocacy, civic engagement and self-sufficiency.

Team members: Jeff Lamb, Isela Gonzalez-Santana, Tom Renbarger, Courtney Brown, Marty Zielke, Ann Elliott, Laura Forlin, Susana De La Torre

Initiative Timeline Responsible Individual(s) or Department(s)

Measure of Success

(SSSP) Develop Non-Credit courses that support student success across all disciplines

· College Success courses on such topics as Time Management/ Crisis Management etc.

· Guided Pathways (Rad Tech/

· Student Orientation experiences (especially for Distance Education)

TBD Merritt College Community

Counseling/Student Services

· Increase enrollment

· Increased persistence

· Increased retention

· Increase in ISS student success indicators

(Student Equity) Create non-credit / Just in time remediation courses for students with marginal knowledge base of the prerequisite skills

· “Just in Time Workshops” in basic Skills Math, English, and ESL

· College Readiness NCR Certificate that incorporates Math Jam, English Jam, etc…

· Summer bridge programs such as “Bridge to Health Care Careers” and “Bridge to Sciences”

· Establish interventions aimed to increase student success of targeted populations (Formerly incarcerated, young mothers, foster youth)

o Partner with CBOs

o Adult Education

o Internal partnerships (e.g., CDEV and parenting classes)

TBD Math, English, ESL faculty

Various departments

Academic Deans/VPI


· Increase in retention


· Faculty will report higher student preparation (pre-post test)

Career Readiness

· Embedded ESL, Math, English in CTE courses (iBEST model)

· Career Exploration and workplace skills development

· Job Entry/ Readiness Training (Career Institute-Job Center)

· Establish internship program / connect with Merritt alumni

TBD Career Institute staff

COPED faculty

CTE faculty

Academic Deans/VPI




· Per SWF dashboard, increase in job placement and internships

Career Development and Advancement

Develop courses to support professional development for our existing CTE programs. (e.g., EMT continuing education, OPD second tier training, etc.)

TBD CTE Advisory groups

CTE faculty

Academic Deans/VPI

· Increase in the number of NCR course that support CTE programs




Strategic Direction: Engagement and College Culture

The college will implement strategies to increase student, faculty, and staff equity and engagement; and will create a culture of inclusiveness that demonstrates the value of diversity across the campus.

Team members: Grace Idowu; Anthony Powell; Susan May; Mary Denise Jackson; Carl Ogden; Lilia Chavez; Mario Rivas


Measure of Success

Learning Communities Reflecting Diversity of College and Community

Community Advisory Groups Reflecting Diversity 2017-18 Faculty/Staff Organizations, e.g., PAAAA; PACLA; Asian?; Native American?

Increasing number of Community Advisory Groups that reflect diversity community/college

Implement Core Values of College regarding inclusiveness, diversity, and equity. Continue “Courageous Conversations” that ask for faculty, staff, students, and administration to share their perceptions regarding how effective the college is in creating inclusiveness and equity that values diversity.

Spring 2017, Fall 2017 and Spring 2018

College Leadership team, made up of Presidents of Faculty Senate, Classified Senate, Student Senate, and college President.

Specific instances of how diversity is not valued across campus; Specific suggestions of how to create inclusiveness and equity; Having a significant portion of campus attend sessions.

Establish a Presidential Commission to develop a Diversity Manifesto for Merritt College

Fall 2017 College Council Manifesto brings about change in the indicators showing inclusivity and equity among diverse groups on campus: diverse student enrollment; equity in hiring of faculty and staff; diversity of services offered to different groups.

Analyze existing equity data regarding all aspects of college to see if the college has “moved the needle” regarding disproportionate impact

Fall 2017 President’s Administrative Cabinet, and Academic, Classified and Student Senates

Improvement in college data showing improvement of disproportionate impact of the college: student performance; faculty, staff, and administrative diversity

Institutionalize Diversity Celebrations, so that important diversity

2017-18 Vice President of Student Services/Director of Student Activities

A calendar that lists specific events that celebrate diversity on campus.

Engagement and College Culture

Strategic Direction: Institutional Stability The College will utilize data driven decision making based on learning assessment in the integrated planning and budgeting model to advocate for adequate human, technological, facility and fiscal resources to support successful achievement of the Educational Master Plan strategic initiatives. Team members: Jennifer Yates, Rebecca Uhlman, Arja McCray, Heather Casale, Walter Johnson, Samantha Kessler, Tachetta Henry


Measure of Success

(SSSP) Improve the welcome experience and services for new students via evidence-based improvements to the Welcome Center and Orientation course/process.

Summer 2017-Fall

2019

SSSP Committee, Research and Planning, VPSS Office, Student

Services


· Collect data from the students via surveys or focus groups to assess orientation course and college success course content and make student informed changes where needed.

Fall 2017 – Spring 2018

Research and Planning, Counseling, Welcome Center, Orientation, SSSP Committee

College Success Course enrollment, retention and success rate. Increased

orientation course offerings.

· Conduct a front door analysis to assess appropriate signage, advertisement, and direction to Welcome Center and critical student services for new and continuing students.

Summer 2017

Research and Planning, SSSP Committee

Increase in SSSP services and welcome center visitors

· Offer a Merritt Orientation course and/or College Success course in the High Schools.

Spring 2018 Student Services, Instruction Number of courses offered, enrollment and success rates.

· Offer or expand open house sessions for families and students. Summer 2017-Spring

2018

Student Services Increase in open house sessions and students/families served

· Increase the capacity of the welcome center to collect data about services provided via implementing a SARS sign in system.

Spring 2018-Fall 2019

IT, Student Services Increase in students served by welcome center

(Student Equity) Build qualitative and quantitative research capacity (systems and human resources) to conduct student centered needs assessment and inform planning and initiatives related to enrollment, retention and success.

Fall 2017 and ongoing

Merritt College Community Increase across student success measures (enrollment, retention, persistence,

transfer and degree/cert completion)

Other (CTE/Transfer) Expand hybrid and online course offerings.

Spring 2017 Office of Instruction and Division Offices

Increase in online and hybrid sections and enrollment

· Analyze course schedule for opportunities for hybrid/online courses and opportunities to offer programs 100% online.

Fall 2017 Office of Instruction and Division Offices

# Curriculum proposals for new online/hybrid courses.

· Improve advertisement and communication of availability of online/hybrid courses.

Fall 2017 PIO, Office of Instruction Increased enrollment in online/hybrid courses.

· Collect data from the students about ways to improve orientation to distance education and online course work.

Fall 2017 Research and Planning, Orientation, SSSP Committee

Increased course enrollment, retention and success in online and hybrid courses

· Incorporate distance education resources into orientation and college success courses.

Fall 2017 Orientation, Student Services Increased course enrollment, retention and success in online and hybrid courses

· Explore opportunities to have flipped classroom instruction - Create/modify a capstone course – students prepare for labs/classroom using online tools, instructor verifies their understanding and helps them synthesize concepts in an applied or project based setting.

Increased number of effective hybrid

course offerings

Other (Foundations/CTE/Transfer) Use data to strategically plan and develop non-credit courses and pathways based on student need and interest and labor market demand.


Research and Planning, Office of Instruction, Division Offices, CTE

Committee, SLOAC

# Non-credit courses developed, non-credit course enrollment, persistence rate

through pathways

· Review labor market data annually to inform opportunities for CTE non-credit course development. · Review labor market data annually to inform opportunities for new CTE programs and for-credit course offerings. · Involve Advisory Committees (Industry Partners) in making adjustments to CTE programs to reflect changing industry standards and demands for staffing.


Research and Planning, CTE Committee


through pathways

· Use qualitative student data and SLO/PLO/ILO assessment data to inform needs of non-CTE non-credit course and pathway opportunities.


Research and Planning, Division I and II, SLOAC


through pathways

Institutional Stability Jason’s wishlist System to protect low enrolled degree required courses Offer all degree/certificate specific course to be offered at least 1 time every two years Compensate (full time) instructors? working in summer at 100% (not 60%) Recreate a working faculty lounge(s)/ workroom (copier/ couches, refrigerator, 2 computers, refreshments etc.) ‘Club Rush’ for committee work volunteers recruitment (establish expectations for the number of committee a person should be involved – find a way to compensate adjuncts (may be a way to connect faculty) Track participation

Student Success

Strategic Direction: STUDENT SUCCESS The College will engage in integrated planning related to student success, student equity, distance education, foundation skills, career technical education and transfer curriculum. Team members: Dan Lawson, Nghiem Thai, Marty Zielke, Arnulfo Cedillo, Angela Khoo, Christine Olsen

Initiative Timeline Responsible Party Measure of Success

Student Success

Increase dual enrollment opportunities for high students who may not already be college bound or who are underrepresented in higher education through: 1. California Careers Pathway Trust

AUSD/BUSD/OUSD Dual Enrollment MOUs (non-AB 288)

2. College and Career Access Pathway Partnership Agreement (AB 288)

1. July 2015 – December 2016; January 2017 – June 2019

1. July 2019 - TBD

• VPI, VPSS, and Deans

• CTE programs & faculty

Increases in: • High school graduation rates

• College enrollment rates

• Persistence rates

• Certificate/degree completion rates

• Licensure/permit/pass rates

Student Equity

1. Expand existing programs, which traditionally attract male students (e.g., Administration of Justice, Radiologic Science, and EMT/Fire Science)*

1. Ongoing 2. TBD

1. ADJUS, RADSC, and EMT/FISCI faculty

2. Student Services a. Financial Aid Office

Increased number of males, particularly minority males, enrolled at Merritt

enrollments in Radiology are almost 50% male and 50% female

2. Enhance multilingual services and support for students

a. Hire multilingual student assistants to provide frontline services b. Provide translation services and resources (mini production center)

3.

(work-study program) b. Office of VPSS

Basic Skills

1. Implement new writing assessment for English placement

2. Conduct English and Math jams 3. Pilot accelerated basic skills courses

a. ENG 264 (regular, CTE, and STEM tracks) b. MATH 230 (Algebra for STEM) MATH 240 (Algebra for SLAM) MATH 261 (Pre-Algebra)

1. 2017-2018 2. Ongoing 3. Spring 2016 – Fall

2018 a. Spring 2016 b. Fall 2017 – Fall 2018

1. BSI/BST Coordinator; English Department

2. English & Math faculty 3. English & Math faculty

1. 30% of incoming students will take the new writing assessment by Fall 2017

2. 90 students will participate in English jam and 184 students will participate in Math jam by summer 2018

3. Various: a. 60% of students will have completed college-level course within 3 semesters of matriculation b. 40% of students will have completed college-level course within 3 semesters of matriculation

Career Technical Education

Adapt Child Development’s resource center model for other CTE programs with the following components:

Fall 2017 - TBD • Child Development Department

• CTE Committee

Increases in: • # of SEPs completed

• Persistence rates

• Professional development coordinator • License/permit advisory guide

• SEP counseling

• ePortfolio preparation

• Evening and multilingual services

• CTE faculty • Certificate/degree completion rates

• Licensure/permit/pass rates

Transfer

Establish a fully functioning transfer center, including: • Line-item budget for general operating

costs

• 0.5 FTE director/counselor • 1.0 FTE staff assistant • Office space for college recruiters

• Professional development

Ongoing • VPSS

• Counseling Department

• Articulation Officer • Transfer Center

Director • Curriculum &

Instructional Council

Increases in: • Transfer-level course retention

and success rates

• # of ADTs offered

• ADT completion rate

• Transfer rate

Partnerships

Strategic Direction: Partnerships The College will enhance, pursue and increase partnerships with educational, non-profit and

community employers to enhance and create viable and timely

programs.

Team members: Brian Rowning, Guy Forkner, Todd Johnson, Hilary Altman, Doris Hankins, Anita Black, Jason Holloway

Initiative Timeline Responsible

Individual(s) or

Department(s)

Measure of Success

Establish Outreach opportunities with alumni and across educational sectors

• Seek dual enrollment opportunities among

local high schools (math,

communications)

Fall 2017 –

Spring 2018

Faculty,

Administration

could be helpful

New student enrollment, retention, and

persistence

• Take a lead role in communicating and

educating the high school administrators (and

OUSD representatives) about the importance

of building the foundation of the student with

"prerequisite" basic courses,

• Create a tutoring program between

college and local middle school students

Fall 2018 Faculty with

students (could be

a “for credit”

Independent

Study)

Increased student success (tutors

experience). Measure by the number of

tutors and middle school students

participating. Also, perhaps use this as a

pipeline to the summer program for

middle schoolers

• Create a Linked In social networking

interface to connect with Merritt Alumni

– ask them to promote the college by

buying Merritt College Memorabilia

• I have always promoted the idea of a

MERRITT COLLEGE ALUMNI

program. I meet people in every industry

who have education from Merritt. They

would provide great networking for our

students.

Start ASAP Faculty Chair of

this program with

release time.

Increased student enrollment, job

placement,

Alumni events including networking,

campus and company tours,

informational interviews, etc.

Develop programs that will enable student to directly apply skills to jobs in industry (career training)

· Create non-credit online training course (i.e.

‘lab math’ course, math for nursing,

CTE programs Increase pass rates on board exams

· Connect with industry partners in to learn

what skills are currently desired or projected to

be needed. (focus on regional outreach)

Increase in the number of community

partners and internship/ job placement

opportunities

Work with industry partners to find out what

certification we need to teach courses that will

qualify for C.E. credit for various industries and

Fall 2018 Admin and

faculty

# of CE Courses offered and students

who enroll

provide classes (online, face to face and hybrid

courses)

Increase the quality of interactions between the student and the institution

• Create college readiness certificate for

incoming students. Start this when

students are in H.S., so they are ready to

go Day 1 in College. (can student receive

college credit? If so, what

area/specialty/department are these units

through)

Spring 2018 Create chair of

H.S./College

transition team

with release time

Increase in retention and

persistence. Increase in College ready

students on Day 1 of College

• Institute system that will forward students

Peralta email to their preferred email

address

District IT

• Actively have counselors email (or use

social media or texting) notifications to

students indicating benchmarks (badges)

(i.e. early alerts / add/drop dates progress

through field of study etc)

Counseling,

Student Services

• Simplify the enrollment process for

students

Faculty and staff may get a better

understanding of course offerings,

establish cross discipline connections

(secret shopper feedback) Engaging more

faculty and administrators participate in

the enrollment process may help faculty

and staff understanding of the student

enrollment experience and what can be

improved. see

Additional training opportunites for

There are opportunities for enhancing

capabilities and awareness of current

educational best practices (maybe faculty

mentoring and renewal program could

provide more feedback to allow dialogue

to improve teaching and student

learning.

• College will Institute 1 test review session

before board exams

Which courses/programs/departments

have a formal board exam/assessment/

placement tests i.e. MDTP

exam, National ASCP certification exam

for Histotech, Nursing Exam, Allied

health exams

-

• Clear signage system to locate faculty

offices and classrooms in the S building.

Rename/renumber office suite spaces

(office suite will be branded with room

number, office space/cubible branded

with a letter i.e Jon Doe’s Office Room S

322- J

Increase interactions among faculty and the institution/students

• Create organization training around using

virtual conference technology (i.e. CCC

confer, google hangouts, etc.)

Fall 2017? FLEX DAY –

Distance

Education?

Online conferencing and teaching will

provide more options to meet with

students, colleagues and industry reps

• Create a training around using the

electronic room reservation system

Fall 2017? FLEX DAY –

Online scheduling/ online instructional

video on how to schedule meetings using

the online scheduling system

• Create an ongoing faculty mentorship

program

Fall 2017 Create onboarding process for new

faculty

Identify potential mentors/ mentees

Establish process for pairing faculty

members

• Streamline key allocation process

Establish database linking classroom

assignment/ number with the k they

currently have and which classroom keys

they will need for the new semester

• Become a FAMILY FRIENDLY

CAMPUS: Expand hours of the current

childcare center, include after school

tutoring for elementary and middle school

students, etc.

Start to

develop

immediately –

some parts

ready in Fall

2018

Budgeting by

admin,

development by

faculty with

Student Services

We need to measure #

of students with

children (at what ages)

now, then look at

increase after.

• Improve TRANSPORTATION to campus

for students who do not drive: create

advantages for parking in a carpool,

create carpool social media or app for

students, work with AC Transit or other

transportation services to create a shuttle

to campus from other BART stations or

locations

• Update campus map on website with

information (or links and instructions) on

how to use mass transportation (bus lines,

times etc) Consider revising map to

adhere to standard mapping conventions

(i.e. north is on the top, link to google

maps with flagging Merritt College

structures. Highlight ‘bus stop, link to the

bus schedule) Make sure there is Mass

transportation coverage for evening

students.

ADMIN Increase of # of

students who do not

drive

Non-Credit to Credit Pathways

Strategic Direction: Non – Credit to Credit Pathways The College will increase non-credit pathways leading to credit programs for native and non-native English speakers focused on developing self-advocacy, civic engagement and self-sufficiency.

Team members: Jeff Lamb, Isela Gonzalez-Santana, Tom Renbarger, Courtney Brown, Marty Zielke, Ann Elliott, Laura Forlin, Susana De La Torre


Measure of Success

(SSSP) Develop Non-Credit courses that support student success across all disciplines

· College Success courses on such topics as Time Management/ Crisis Management etc.

· Guided Pathways

· Student Orientation experiences (especially for Distance Education)

TBD Merritt College Community

Counseling/Student Services

· Increase enrollment


· Increased retention


(Student Equity) Create non-credit / Just in time remediation courses for students with marginal knowledge base of the prerequisite skills

· “Just in Time Workshops” in basic Skills Math, English, and ESL

· College Readiness NCR Certificate that incorporates Math Jam, English Jam, etc…

· Summer bridge programs such as “Bridge to Health Care Careers” and “Bridge to Sciences”

· Establish interventions aimed to increase student success of targeted populations (Formerly incarcerated, young mothers, foster youth)

o Partner with CBOs

o Adult Education

o Internal partnerships (e.g., CDEV and parenting classes)

TBD Math, English, ESL faculty

Various departments

Academic Deans/VPI




· Faculty will report higher student preparation (pre-post test)

Career Readiness

· Embedded ESL, Math, English in CTE courses (iBEST model)

· Career Exploration and workplace skills development

· Job Entry/ Readiness Training (Career Institute-Job Center)

· Establish internship program / connect with Merritt alumni

TBD Career Institute staff

COPED faculty

CTE faculty

Academic Deans/VPI




· Per SWF dashboard, increase in job placement and internships

Career Development and Advancement

Develop courses to support professional development for our existing CTE programs. (e.g., EMT continuing education, OPD second tier training, etc.)

TBD CTE Advisory groups

CTE faculty

Academic Deans/VPI

· Increase in the number of NCR course that support CTE programs




Engagement and College Culture

Strategic Direction: Engagement and College Culture

The college will implement strategies to increase student, faculty, and staff equity and engagement; and will create a culture of inclusiveness that demonstrates the value of diversity across the campus.

Team members: Grace Idowu; Anthony Powell; Susan May; Mary Denise Jackson; Carl Ogden; Lilia Chavez; Mario Rivas


Measure of Success

Learning Communities Reflecting Diversity of College and Community

Community Advisory Groups Reflecting Diversity 2017-18 Faculty/Staff Organizations, e.g., PAAAA; PACLA; Asian?; Native American?

Increasing number of Community Advisory Groups that reflect diversity community/college

Implement Core Values of College regarding inclusiveness, diversity, and equity. Continue “Courageous Conversations” that ask for faculty, staff, students, and administration to share their perceptions regarding how effective the college is in creating inclusiveness and equity that values diversity.

Spring 2017, Fall 2017 and Spring 2018

College Leadership team, made up of Presidents of Faculty Senate, Classified Senate, Student Senate, and college President.

Specific instances of how diversity is not valued across campus; Specific suggestions of how to create inclusiveness and equity; Having a significant portion of campus attend sessions.

Establish a Presidential Commission to develop a Diversity Manifesto for Merritt College

Fall 2017 College Council Manifesto brings about change in the indicators showing inclusivity and equity among diverse groups on campus: diverse student enrollment; equity in hiring of faculty and staff; diversity of services offered to different groups.

Analyze existing equity data regarding all aspects of college to see if the college has “moved the needle” regarding disproportionate impact

Fall 2017 President’s Administrative Cabinet, and Academic, Classified and Student Senates

Improvement in college data showing improvement of disproportionate impact of the college: student performance; faculty, staff, and administrative diversity

Institutionalize Diversity Celebrations, so that important diversity

2017-18 Vice President of Student Services/Director of Student Activities

A calendar that lists specific events that celebrate diversity on campus.

Institutional Stability

Strategic Direction: Institutional Stability The College will utilize data driven decision making based on learning assessment in the integrated planning and budgeting model to advocate for adequate human, technological, facility and fiscal resources to support successful achievement of the Educational Master Plan strategic initiatives.

Team members: Jennifer Yates, Rebecca Uhlman, Arja McCray, Heather Casale, Walter Johnson, Samantha Kessler, Tachetta Henry


Measure of Success


Summer 2017-Fall

2019

SSSP Committee, Research and Planning, VPSS Office, Student

Services


· Collect data from the students via surveys or focus groups to assess orientation course and college success course content and make student informed changes where needed.


Research and Planning, Counseling, Welcome Center, Orientation, SSSP Committee

College Success Course enrollment, retention and success rate. Increased

orientation course offerings.

· Conduct a front door analysis to assess appropriate signage, advertisement, and direction to Welcome Center and critical student services for new and continuing students.

Summer 2017



· Offer a Merritt Orientation course and/or College Success course in the High Schools.

Spring 2018 Student Services, Instruction Number of courses offered, enrollment and success rates.

· Offer or expand open house sessions for families and students. Summer 2017-Spring

2018


· Increase the capacity of the welcome center to collect data about services provided via implementing a SARS sign in system.

Spring 2018-Fall 2019


(Student Equity)

Build qualitative and quantitative research capacity (systems and human resources) to conduct student centered needs assessment and inform planning and initiatives related to enrollment, retention and success.


Merritt College Community Increase across student success measures (enrollment, retention, persistence,

transfer and degree/cert completion)

Other (CTE/Transfer)

Expand hybrid and online course offerings.



· Analyze course schedule for opportunities for hybrid/online courses and opportunities to offer programs 100% online.



· Improve advertisement and communication of availability of online/hybrid courses.


· Collect data from the students about ways to improve orientation to distance education and online course work.

Fall 2017 Research and Planning, Orientation, SSSP Committee

Increased course enrollment, retention and success in online and hybrid courses

· Incorporate distance education resources into orientation and college success courses.

Fall 2017 Orientation, Student Services Increased course enrollment, retention and success in online and hybrid courses

· Explore opportunities to have flipped classroom instruction

- Create/modify a capstone course – students prepare for labs/classroom using online tools, instructor verifies their understanding and helps them synthesize concepts in an applied or project based setting.

Increased number of effective hybrid

course offerings

Other (Foundations/CTE/Transfer)

Use data to strategically plan and develop non-credit courses and pathways based on student need and interest and labor market demand.


Research and Planning, Office of Instruction, Division Offices, CTE

Committee, SLOAC


through pathways

· Review labor market data annually to inform opportunities for CTE non-credit course development.

· Review labor market data annually to inform opportunities for new CTE programs and for-credit course offerings.

· Involve Advisory Committees (Industry Partners) in making adjustments to CTE programs to reflect changing industry standards and demands for staffing.




through pathways

· Use qualitative student data and SLO/PLO/ILO assessment data to inform needs of non-CTE non-credit course and pathway opportunities.




through pathways

Strategic Direction: Institutional Stability The College will utilize data driven decision making based on learning assessment in the integrated planning and budgeting model to advocate for adequate human, technological, facility and fiscal resources to support successful achievement of the Educational Master Plan strategic initiatives. Team members: Jennifer Yates, Rebecca Uhlman, Arja McCray, Heather Casale, Walter Johnson, Samantha Kessler, Tachetta Henry


Measure of Success


Summer 2017-Fall

2019

SSSP Committee, Research and Planning, VPSS Office,

Student Services


• Collect data from the students via surveys or focus groups to assess orientation course and college success


Research and Planning, Counseling, Welcome

College Success Course enrollment, retention and success

course content and make student informed changes where needed.

Center, Orientation, SSSP Committee

rate. Increased orientation course offerings.

• Conduct a front door analysis to assess appropriate signage, advertisement, and direction to Welcome Center and critical student services for new and continuing students.

Summer 2017



• Offer a Merritt Orientation course and/or College Success course in the High Schools.

Spring 2018 Student Services, Instruction

Number of courses offered, enrollment and success rates.

• Offer or expand open house sessions for families and students.

Summer 2017-Spring

2018


• Increase the capacity of the welcome center to collect data about services provided via implementing a SARS sign in system.

Spring 2018-Fall

2019


(Student Equity) Build qualitative and quantitative research capacity (systems and human resources) to conduct student centered needs assessment and inform planning and initiatives related to enrollment, retention and success.


Merritt College Community Increase across student success measures (enrollment, retention,

persistence, transfer and degree/cert completion)

Other (CTE/Transfer) Expand hybrid and online course offerings.



• Analyze course schedule for opportunities for hybrid/online courses and opportunities to offer programs 100% online.



• Improve advertisement and communication of availability of online/hybrid courses.


• Collect data from the students about ways to improve orientation to distance education and online course work.

Fall 2017 Research and Planning, Orientation, SSSP

Committee

Increased course enrollment, retention and success in online and

hybrid courses

• Incorporate distance education resources into orientation and college success courses.

Fall 2017 Orientation, Student Services

Increased course enrollment, retention and success in online and

hybrid courses

• Explore opportunities to have flipped classroom instruction

• Create/modify a capstone course – students prepare for labs/classroom using online tools, instructor verifies their understanding and helps them synthesize concepts in an applied or project based setting.

Increased number of effective

hybrid course offerings

Other (Foundations/CTE/Transfer) Use data to strategically plan and develop non-credit courses and pathways based on student need and interest and labor market demand.


Research and Planning, Office of Instruction, Division Offices, CTE Committee, SLOAC

# Non-credit courses developed, non-credit course enrollment,

persistence rate through pathways

• Review labor market data annually to inform opportunities for CTE non-credit course development.

• Review labor market data annually to inform opportunities for new CTE programs and for-credit course offerings.

• Involve Advisory Committees (Industry Partners) in making adjustments to CTE programs to reflect changing industry standards and demands for staffing.





• Use qualitative student data and SLO/PLO/ILO assessment data to inform needs of non-CTE non-credit course and pathway opportunities.





Jason’s wishlist

System to protect low enrolled degree required courses Offer all degree/certificate specific course to be offered at least 1 time every two years Compensate (full time) instructors? working in summer at 100% (not 60%) Recreate a working faculty lounge(s)/ workroom (copier/ couches, refrigerator, 2 computers, refreshments etc.)

‘Club Rush’ for committee work volunteers recruitment (establish expectations for the number of committee a person should be involved – find a way to compensate adjuncts (may be a way to connect faculty) Track participation

SEM GOALS AND STRATEGIC INITIATIVES

Goal 1

Strategic Initiative 1.1


Goal 2



Goal 3



Goal 4



Goal 5



KEY PERFORMANCE INDICATORS, METRICS AND BENCHMARKS

Goal 1: Enrollment targets KPI #1: Access KPI #2: Access KPI

#3:

Metric Application to registration yield rates by target populations

Percentage of URM students enrolled: 80% Disproportionality Index

Benchmark 5% increase annually Close all ethnicity equity gaps

Goal 2:

KPI #4: KPI #5: KPI #6: Metric

Benchmark

Goal 3: KPI #7: KPI #8: KPI #9:

Metric

Benchmark

Goal 4: KPI #10: KPI #11: KPI #12:

Metric

Benchmark

Goal 5: KPI #13: KPI #14: KPI #15:

Metric

Benchmark

Appendix A

Internal and External Environmental Scan Data

(insert page 12-37 from the PCCD Strategic Plan 2015 & retention research from RP Group)

Merritt SEM group needs to define what data and analysis goes into this section. Appendix B

Apportionment by the Numbers

(from PCCD 2011 Enrollment Management Plan)

Need More Clarification! What should we be doing with this?

i.e. add 20 sections but take into account class offerings degrees, etc.

Enrollment Modes

Growth: Financial incentives to increase enrollment Decline: Financial losses when enrollment decreases Restoration: Working to get back to prior enrollment Stability: Transition to help colleges handle decline – one year of maintenance funding

Enrollment Status

At Cap: Enrollment Cap (Base) is a State determined limit on funding

Under Cap: Districts under cap are trying to grow and are in restoration mode – working for more FTES to reach their cap

Over Cap: A district exceeds FTES base and its growth rates set by the State.

Census: A reporting snapshot in time at approximately the 20% point in a course

Accounting Methods

Weekly student contact hours (WSCH): Reporting type for regularly scheduled classes that are semester length.

Daily student contact hours (DSCH): Reporting type for regularly scheduled course sections less than semester length but more than five days.

Positive attendance: Classes that do not meet regularly or open entry/open exit (seat time)

Productivity Indicators

WSCH per FTEF

Fall term – 17.5 weeks x 15 hours (1 FT student) = 262.50 hours Spring Term – 17.5 weeks x 15 hours (1FT student) = 262.50 hours 1 FTES = 262.50 + 262.50 = 525 hours

1 FTEF = 15 hours per week for 17.5 weeks x 2 = 525 Weekly Faculty Contact Hours

Examples of one class with different sizes: • Class A = 25 students x 3 hours = 75 WSCH

• Class B = 30 students x 3 hours = 90 WSCH

• Class C = 35 students x 3 hours = 105 WSCH

Calculate WSCH per FTEF

• Class A = 75 WSCH/ .2 FETF = 375 WSCH per FTEF = 12.5 FTES/FTEF (Divide by 30 numbers of hours per week in year)

• Class B = 90 WSCH/ .2 FTEF = 450 WSCH per FTEF = 15 FTES/FTEF

• Class C = 105 WSCH/ .2 FTEF = 525 WSCH per FTES = 17.5 FTES/FTEF

FTES per FTEF

• FTES for Week Student Contact hours

Class A = 25 students x 3 hours x 17.5 = 1,312.5/525 = 2.5 FTES Class B = 30 students x 3 hours x 17.5 = 1,575/525 = 3 FTES Class C = 35 students x 3 hours x 17.5 = 1, 837 = 3.5 FTES

• One full time faculty teaching an average class size of 30 students in a 3 hour lecture class will average 15 FTES per FTEF; .5 classes at 3 FTES each.

• 17.5 FTES/FTEF averages 35 students per class; 5 classes @ 3.5 FTES

Examples of Funding

Weekly Student Contact Hours – WSCH

• Weekly Contact Hours (WCH) x Number of Students x Term Length Multiplier

3 Hours x 30 students x 17.5 = 1, 575

1,575 WCH/ 525 = 3.0 FTES

• How the funding works

Class A – 2.5 FTES x $4,564 = $11,410 Class B – 3 FTES x $4,564 = $13,692 Class C – 3.5 FTES x $4,564 = $15,974

Examples of Different FTES/FTEF Targets

District Wide

17.5 FTES/FTEF Budgeted

17 FTES/ FTEF $750,000 additional costs ( More 1351 $ needs to be spent) 1. FTES/FTEF as a district $1,500,000 in additional costs. 16 FTES/FTEF $2,250,000 additional

costs

Per Campus as of Fall 2007

If: COA is 18 % of district enrollment BCC is 18%

Laney is 43 % and Merritt is 21 %

Appendix C

BAM Description

Appendix D

Parameters for Creating a Class Schedule

(from PCCD 2011 Enrollment Management Plan) The Importance of Schedule Planning

How a college does its schedule planning is important in order to: • Balance consideration of academic needs and fiscal realities

• Build schedules to grow, not to grow, or reduce based on FTES targets

• Consider carefully contractual obligations

• Maintain constant communication and interaction among Instruction, Student Services, department chairs, and the college community

• Establish a culture of basing recommendations and decisions on information rather than institutional “myths”. It is important to have good historical information regarding:

• Student demand patterns

• History of individual course offering trends, such as those with highest/lowest enrollments, and course cancellations/additions during previous registration

• Maintain appropriate balance among time patterns and days of offering

• Monitor enrollment daily during enrollment periods and make necessary adjustments in a timely manner

• Evaluate the effectiveness of each schedule for successes and needed changes to use for the next schedule.

Parameters set in 2009 for creating a Class Schedule

The following parameters should be considered when creating a class schedule which requires class reductions given the work load reductions set by the State:

1. Regular full-time instructors may not teach beyond their regular full-time assignments more than .2 equated load or one (1) class on an extra service basis, whichever is greater, except by mutual agreement between the faculty member and the District;

2. Regular full-time instructors may not teach beyond their regular full-time assignment for the purpose of extra service credit until the full-time assignment has been accomplished.

3. The minimum class size shall be set at 20 for vocational/technical classes and 25 for all others. 4. Exception to the minimum class size may include;

a. Classes are needed for transfer; b. Classes are needed for completion of a certificate;

c. Classes where there are a limited number of work stations; d. Classes for students with disabilities

e. Sequential classes; f. Basic skills and remedial/foundational classes.

Please refer to Article 18.D of the PFT Contract Extension for more information on the above parameters.

Also, further considerations should be given to the following factors when reducing the class schedule: 1. Enrollment history of the course

2. Student retention

3. Enrollment at census

4. Productivity

5. Stand-alone status

6. Required for a major or certificate or graduation

7. Elective or enrichment 8. Growth of the discipline

9. Community need

10. FTES generation

11. Availability to be offered different terms

12. Learning Communities and Honors Courses

13. Availability of equal courses on same campus or another Peralta campus.

Appendix D

Glossary of Terms

FTES: Full-Time Equivalent Student.

District receives about $4,700 for each FTES.

WSCH: Weekly Student Contact Hour

30 WSCH = 1 FTES, an annualized term (2 semesters of 15 WSCH each.) The District receives about $153.35 for each WSCH

1 WSCH is 17.5 “seat hours”

District receives about $8.76 for each hour 525 hours = 1 FTES (30 X 17.5 weeks)

TO CALCULATE FTES FROM WSCH, DIVIDE THE TOTAL WSCH BY 30. TO CALCULATE THE APPORTIONMENT ON THAT FTES, MULTIPLY THAT FTES NUMBER BY $4,600.

FTEF: Full Time Equivalent Faculty, a load of 100% taught by one instructor (full-time) or several instructors (part-time). Part-time faculty may not exceed 60% of a full-time load. (now 67% in Jan 09)

Productivity: The efficiency with which we use our resources.

It is figured by dividing the semester WSCH by the semester FTEF. Because FTEF is also an annualized term, productivity can also be figured by dividing the WSCH by 2 times the Load Factor. District target for a productivity of 525 which is the same as 17.5 FTES/FTEF for 07-08. 17.5 X 30 = 525. Each decrease of 10 WSCH/FTEF in district wide productivity equates to about $500,000 in additional costs. So if as a district we decrease from 17.5 FTES/FTEF to 16.5 FTES/FTEF that is the same as 30 point drop or $1,500,000 in additional costs.

County Demographics High School Pipeline Student Characteristics

Technology

Workforce Trends Enrollment Trends Student Outcomes

Competitive Landscape

1. The population in Alameda County is projected to increase 6% in the next ten years, but the PCCD service

area will grow at a lesser rate.

2. The adult population in Alameda

County is aging (fewer traditional

college aged population).

3. The population is becoming

increasingly diverse, (i.e. more

Latinos).

4. The majority of adults aged 18‐24

in Alameda County have graduated

high school and some college

experience.

1.The feeder and non‐feeder high

school pipeline is expected to

continue to shrink for at least another

three to five years.

2. More students are first generation

to college students.

1. Overall student headcount has declined or

remained flat over the last five years.

2. Approximately one‐third of the student

population continues to be 19‐24 years old

with some increase in the 16‐18 years old,

and declines in 35‐54.

3. Increasing number of continuing students,

and fewer first‐time students.

4. The student population remains diverse,

although there are fewer African Americans

and more Latino students.

5. Students are enrolling for reasons other

than transfer and degree/certificate

completion, i.e., skills builders.

1. The number of degrees conferred

continues to increase proportionally,

particularly with the advent of ADTs, as well

as certificates requiring 18 to <30 units.

2. The achievement gaps (transfer and

awards conferred) show large disparities

among African American and Latino students.

3. The 30 unit completion milestone overall

and by prepared and unprepared student

groups is on par or below the statewide

average.

4. Basic Skills improvement rates (enrolled in

transfer) for English remain relatively low

compared to the statewide average and math

is about on par with the statewide average.

1.Job growth in the Bay Are is expected

to increase by 13% in the next ten years.

2.The demand for higher skilled workers

will increase.

3. Healthcare and Technology continue

to be the highest growth industries.

1. Students have become more mobile,

more robust users of technology

accessing education when /where they

want to. Competition is more fierce.

2. Many programs in the region are

duplicated making it increasingly difficult

to attract and retain students.

1. The use of technology will continue

to increase as will its importance in

enrolling, teaching, and retaining

future students.

2. The need for just‐in‐time data and

tools for accessing these data has

become the new normal.

1. There is a significant amount of

student ‘swirl’ within the District,

which is likely to continue.

2. The demand for online classes is

clear as evidenced by enrollments;

continue to increase as more online

sections are added.

3. Enrollment growth is sluggish due

to a stronger labor market, and lag

effect from section reductions in

prior years.

4. FTES from CTE classes continue to

comprise 20% of the total, while

Basic Skills comprises less than 10%.

PCCD SEM Enviromental Canvas

chasson/SEMEnvironmentalCanvas/042017

1. INTRODUCTION TO SEM PLANNING AT MERRITT WITHIN pccd

2. Mario will connect to college

This Strategic Enrollment Management (SEM) plan is developed as part of the larger set of strategic and operational plans. The PCCD SEM plan will provide overall direction for strategic enrollment management at the District level. The PCCD SEM plan will include broad goals and strategic initiatives that can provide guidance for the colleges when developing their SEM plans. This PCCD SEM plan will also serve as a template for the PCCD colleges to use in the development of their SEM plans.

In order to ensure comprehensive and balanced dialogue, the PCCD SEM plan will be developed via the leadership of the District Wide SEM Task Force, which is chaired by the Vice Chancellor of Enrollment Management. The SEM Task Force is a participatory governance group with assigned membership by the colleges and their senates. The Task Force comprises faculty, classified staff, and students from each of the four colleges, as well as administrator from both the colleges and the District. The primary focus of the SEM Task Force is to develop a districtwide enrollment management plan that incorporates the following aspects:

1. Alignment with the PCCD Strategic Plan and the Merritt College Educational Master Plan

2. An SEM purpose statement and guiding principles

3. Use of new and existing data from the scan sections of the Merritt College Educational Master Plan 2016 e.g., trends in enrollment, labor market, community demographics, student outcomes, and retention studies by the RP Group.

4. Grounded in the College’s mission, principles and values i.e., equity, student success, and retention

5. Integrated with Student Services, Instruction, Facilities and fiscal resources

SEM planning began at Merritt College in Spring 2017 and the plan will be finalized in the Fall 2017 semester. The SEM Task Force met semiweekly in order to draft the plan components and processes, and a SEM Summit was held in March 2017 to engage the larger community of faculty, staff and administrators in PCCD. In addition, regular updates and briefs were provided by the Vice Chancellor of Enrollment Management, and opportunities for feedback and input will be provided throughout the process to ensure the plan is thoroughly vetted.

3. HISTORY, MISSION AND VALUES & BACKGROUND OF MERRITT COLLEGE

Merritt College, one of the four constituent colleges of the Peralta Community College District (PCCD), is a public,

comprehensive two-year college in Oakland, Alameda County, California. Nestled in the hills above San Francisco Bay,

Merritt offers students the opportunity to study in one of the most dramatic natural settings in Northern California. With a

panorama that includes the Golden Gate Bridge and the Pacific Ocean, Merritt's striking vistas provide a breathtaking

backdrop for quality academic and career technical programs.

Minutes from the East Bay's busiest commercial centers, Merritt College provides career technical programs in

Administration of Justice, Business, Community Social Services, Computer Information Systems, Cybersecurity, Early Child

Development, Emergency Medical Technician, Environmental Studies, Genomics, Landscape Horticulture, Medical Assisting,

Microscopy, Nutrition and Dietetics, Paralegal Studies, Radiologic Science, Associate’s Degree Nursing, and Real Estate, in

addition to offering strong general education and transfer majors in the sciences and associate’s degree programs such as

African-American Studies, Psychology and Anthropology.

Merritt College operates an outreach site, Merritt@Fruitvale, located at 1900 Fruitvale Avenue in Oakland, which serves a

predominantly Latino community. The site forms a vital link with other community groups, such as the Unity Council, to

coordinate and plan services for community members. Merritt@Fruitvale has traditionally had a special emphasis on English

as a Second Language course offerings, and, through grant funds and community collaboration directed by the Unity Council,

assisted in the development of the Medical Assisting and Healthcare Interpreter programs. One of the goals for

Merritt@Fruitvale is to ease the transition of first-generation and non-traditional students to the main campus by encouraging

students to take classes first in their own community.

Merritt College's more than 7,000 students benefit from a diverse and beautiful learning environment, as well as from

excellent student support services and dedicated faculty and staff. The College offers Associate’s degrees in 24 disciplines and

certificates in 52 disciplines. Merritt faculty, staff and administrators exemplify the College’s motto: We change lives!

4. PCCD Background & History The Peralta Community College District, established in 1964, is a system of two-year public community colleges, serving the residents of the cities of Oakland, Berkeley, Alameda, Piedmont, Emeryville, and Albany. It consists of four colleges: College of Alameda, Berkeley City College, Laney College, and Merritt College. The District was born out of several institutions, including Oakland Junior College, Central Trade, later renamed the Joseph C. Laney Trade and Technical Institute, and the Merritt School of Business.

In July 1953, the Oakland Board of Education organized Oakland Junior College and developed what are now the Laney and Merritt Colleges as separate campuses of this new institution.

In September 1954, the Merritt School of Business instituted a liberal arts division in addition to its business division, and the following year students were able to earn an associate in arts degree.

In July 1, 1964, the Peralta Community College District was officially formed. Each of the

existing campuses became comprehensive colleges, offering vocational, occupational and liberal arts courses.

In June, 1970, the College of Alameda opened on a 2.5 acre site near the Naval Air Station in the city of Alameda.

In September, 1970, Laney College, located next to the Oakland Museum and the BART

terminal, completed construction of its new buildings.

In 1971, Merritt College moved from its Grove Street (now Martin Luther King, Jr) home to the East Oakland hills near Skyline Blvd. off Redwood Road.

In 1974, the Peralta College for Nontraditional Study was established. This institution later became Vista Community College.

In 1996, Alameda County voters approved a capital bond measure to construct a permanent campus site in northern Alameda County.

In 2006, Vista Community College opened its new permanent campus in Berkeley and renamed Berkeley City College.

A. SEM PLANNING STRUCTURE & COMPONENTS B.

1. Structure a. Goals and Strategic Initiatives b. The SEM Plan will include a set of broad goals with linked strategic initiatives.

c. The goals will capture large themes that will guide the SEM work at Merritt College through other operational plans (e.g., the Educational Master Plan, , the Integrated SSSP, Equity, and Basic Skills Plan, the College Technology Plan, etc. ). d. The strategic initiatives will encompass clusters of strategies and practices that will be used to guide the implementation of the goals. Both the goals and the strategic initiatives

will be broad enough to encapsulate the goals, objectives and strategies that the college establish for their college-level SEM plan. e. AThis alignment between District and college goals will be clearly discernible, and mutually supportive.

2. ComponentsComponents 3.

The Merritt College SEM Plan will include the following componentsareas for goals and strategic initiatives, especially taking in the framework of “Moving In, Moving Through, and Moving On.”:

a. Disaggregated Data and Information (e.g. SES, ethnicity, feeder high school, etc.) b. c. Enrollments by sStudent gGroup

d. s e. Infrastructure (technology, staffing, policies, systems) f. g. Incorporate thinking about iInstructional Programs and Pathways

h. i. Marketing and Communication

j. k. Outreach and Recruitment l. SSSP Support Services

m. Retention and Persistence

n. Scheduling o. Success and Completion (i.e., course completion, degree/certificate completion, transfer, and CTE skills builders)

ASSUMPTIONS & IMPLICATIONS FOR SEM PLANNING (READ THIS)

Ensuring that Merritt College’s SEM is effective will require that the EMT use many of the following assumptions and implications

related to enrollment management planning in order to guide them development of effective enrollment management practices that

respond to the social, fiscal, and ….

Introduction

Write a statement introducing all of these assumptions in about 2 or 3 sentences

1. The rate at which accountability in the community colleges is intensifying is significant. There is increasing pressure to produce more completers (degree, certificate and transfers) than ever before. Consequently, the need to create clear pathways to completion has become the new imperative.

1. Although educational attainment will improve for all major ethnic groups, as the demand for higher-skilled workers increases, the employment prospects for individuals with low education levels will be even lower than they are now. We cannot easily address the projected shortfall of college graduates, but we can narrow the gap. An obvious way to get more college graduates is to increase and retain the number of students who go to college.

1. Future college students will not only be more diverse, but could well have different education aspirations and different expectations of what a college education should provide. It is likely that they will be more employment oriented. And, while they are likely to be equally, if not more, academically motivated compared to students of the past decade, it is possible that they may be less prepared academically, with many coming from first-generation households in which English is a second language. As a result, there will be a dramatic increase in the need for enhanced basic skills programs and associated academic support services.

1. The rate of change is accelerating. This is most evident in the rise of the “mobile” society. Use of the Internet, smart phones, text messaging, video on demand, electronic social networking and other technological applications and devices has produced new modes of connection and interaction. We are now living within a “mobile” society. Change is so accelerated that the U.S. Department of Labor estimates 25% of workers have been in their jobs for less than one year and 50% have been in their jobs for less than five years. Answering and acting on the following questions are key to keeping up with the rate of technological change: 1) How will changes in the use of technology change the way students expect to learn? 2) What does the rapid rate of change mean for our organizational structure and decision making processes? 3) What is our capacity for change? 4) How do we respond to emerging needs?

infrasturcture should support technology 1. The four colleges in PCCD are relatively close in proximity which means that students can access options at any of the

four colleges without traveling great distances. The result is that the college service areas are largely overlapping, and there is significant student swirl (nearly 50% of students in PCCD attend more than one college in PCCD). Providing

consistent and seamless admissions practices, including placement protocols are critical for capturing student enrollments, as well as aligning curriculum and programming where possible, and eliminating redundancies in program offerings throughout the District will become increasingly important in order to maintain growth and student persistence.

common assessment initiative. 1. Find info on enrollment by zipcode (mobility issues) The population of Alameda County as a whole is projected to increase by 6%

in the next ten years. In contrast, due to the geographic constraints of a built-out urban area, population growth projections for the PCCD service area cities are projected to grow at a lesser rate. Considering other programming and scheduling options for students (e.g., more online, accelerated courses) as well as marketing and recruiting non-traditional aged students for other programming (e.g., non-credit) and other target populations will help to counter the restricted growth in Alameda County.

In what way does this inform our SEM plan (is this data correct?) later starting courses

1. The primary age group for first time students (15-24 year-olds) is not projected to increase. At the same time, due to increasing longevity and the size of the baby boom generation, the percentage of the population in the oldest age group (60 + year old) is rapidly increasing. This suggests that recruiting new students and retaining traditional age students will take on new importance and require new strategies.

Make sure to bring the following to the faculty: Improving Quality of LIfe for seniors

financial planning for retirement Health and fitness

• obesity and other issues

• smoking cessation

• including pulmonologist Technology basics holistic health (must ask Dawn about this) Heather Casale

(weekend classes - non credit certificate programs

1. As is true throughout California, the greatest growth in Alameda County is projected to be in the Hispanic, Asian and Pacific Islander ethnic groups. In contrast, African-American, Native American, and White ethnic groups are projected to decline in the next ten years. Shifts in diversity will necessitate shifts in practice in order to ensure equity and meet the needs of the changing student population.

Outreach to community groups. i.e. churches, mosques, etc.

Reach out to Myiesha Williams

1. In the next ten years, job growth in the Bay Area is expected to increase by approximately 13% overall. Employment in service-related industries will increase while jobs in manufacturing will decline. This shift to service-related industries will increase the need for more middle-skilled workers who receive training and education at the community colleges, particularly in the CTE fields.

CTE programs increase the level of our programs to create skilled workers

CIS, students interested in knowing the job opportunities and pay rate

1. According to the Institute for Higher Education and Leadership and Policy (IHELP), in order to reach the education levels of the most competitive economies, the number of students earning college degrees each year in California (associate and bachelor’s degrees) would have to increase by more than fifty percent. Between 2009/10 and 2013/14, the number of Associate Degrees awarded in PCCD has increased by 10% (from 1,996 to 2,468). (Between Fall 2008 and Fall 2014, over 11,000 PCCD students have completed at least one transfer level course and subsequently enrolled in a four-year college or university. The largest percentage of those students enrolled in either a CSU or UC institution. The majority of transfer students on average are female. Approximately 29% are Asian, 20% are African American, 20% are White, and 10% are Hispanic).

Building a transfer culture including tracking students Establish organizational culture that supports student transfer

Implications for Merritt College:

1. Student support is very important. Delivery methods, instructional methods, rigor of the course The ratio of on-campus to online class sections offered has increased over the past five years to approximately 12% of the total number of class sections offered are 100% online or hybrid. The number of students in these classes has also increased by approximately 50% indicating the demand for online class offerings.

1. Student headcount has been relatively flat overall at PCCD for the past four years (40,549 in 2013/4 and 40,774 in 2015/16), with more females than male students on average (approximately 56% compared to 44% males). Students continue to be ethnically diverse with an increasing number of Hispanic students and fewer African American students enrolling. On average 35% of the students are transfer-seeking, while 37% are degree-seeking, and 5% are CTE certificate or degree-seeking. The diversity and complexity of the student population demands enrollment targets that focus on specific groups of students in order to better target outreach, retention and completion strategies and practices.

1. The 2015 Equity Plans at each of the PCCD colleges showed disproportionate impact for several student groups (e.g., male/female, ethnic groups, DSPS and low-income) in the basic skills English and math completion metrics. Many of the ethnic groups were well below the 80% Index. This implies there is a critical need for strategies that will help close the equity gaps and improve retention and completion. GED requirement for financial aid are a barrier 1 on 1 bilingual tutoring to help students - IA or embedded tutors who can translate

Finding people who can deliver instruction in a native languages 1. Shifts in demographics will continue to be a key determinant in planning for the future in California community

colleges. Programs that lead to employability, as well as support services that focus on retention and success, and partnerships that engage community and business will continue to be vitally important to the successful completion of low-income students of color. Classes, and scheduling options, as well as services and support for students will be vitally important in order to accommodate diverse needs of students and the community. Fundamental to this will be accessible pathways that lead to degrees and certificates.

People need access to facilities

Scheduling - automatic support for high enrolled classes

BLOCK Scheduling Protecting classes that are traditionally high enrolled courses

Responding to issue that may respond

provide space in the schedule to allow time for students to transition to different classes (block scheduling?) Viable course schedule that take into account issue students may have

1. Technology will continue to increase in importance in order to attract and retain millennials, and to ensure that students are prepared for the demands of the job market. The growing number of millennials will require deeper evaluation of the program offerings, and how and when classes and services are offered.

1. Prospective learners have choices. Convenience is critical as is quality learning. Learners will find other options when the college cannot meet their needs. This increased competition—particularly in online learning spaces—means that the colleges will need to intensify efforts to recruit and retain students, and offer alternative learning choices such as accelerated classes, weekend classes and distance learning options.

1. Colleges will continue to require and use data that is timely and relevant for managing enrollment and scheduling of classes, and student and community demand and student retention. The need for just-in-time data and tools for accessing real time data will continue in scope and importance, along with the need to train managers faculty and others to use the data, for example, to improve classroom practices.

(computer program - STARFISH - part of CANVAS)

1. Student Success & Support Programs (SSSP) has provided an infusion of funding for the traditional matriculation services (i.e., orientation, placement, counseling, and education planning) for all first time to college students. These mandatory services are intended to improve student retention, and success. The impact on resources of these additional and now mandatory services will be felt largely in the student services areas of the colleges. Prioritizing services that are high impact and scalable will be critical for managing resources even in the best of times.

IF we support faculty to be more effective at assessing their compentence

We should use program data to determine where there is a market for growth or reduction of course offerings

There are many things that Merritt can do to help grow their programs strategically and manage enrollments, including:

• Offering relevant courses and programs that meet the market demand for skilled workers in targeted industries and fields by closely examining and tracking labor market trends in the region.

• Implementing programs, courses, and support services that close equity gaps of underrepresented minority populations. In addition, scheduling classes at days and times that are convenient to the targeted student

populations (e.g., working professionals, older students, single-parents), and that will allow students to complete their programs in reasonable amount of time.

• Making pathways to degrees, certificates, and transfer clear, and accessible to all via education planning with counselors or advisors, and technologies for students to help them manage their academic and career pathways.

• Providing effective outreach, retention, and success strategies that are sustainable, scalable and wide-reaching (e.g., learning communities, early alert, and accelerated learning course and program options).

• Administering accurate English and math placement protocols so that students may begin at transfer level rather than being placed inappropriately at basic skills are both excellent enrollment management strategies as well.

• Offering programs that are competitive within the region rather than programs that are offered at numerous regional colleges, and/or within low-growth fields and industries.

• Ensuring there is curricular cohesion across the colleges to accommodate the student swirl. • Offering a suitable mix of on campus and online course section offerings. • Articulating course and program offerings between credit and non-credit to widen the pipeline of potential

students.

- this implementation should be ongoing

recommendation for the future - DO something with the 3 year cycle

put equity plans in the R buiding

Put more than pictures

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