1. Pathways to College and Beyond: Institutional Planning
Dr. Kevin Pollock
President
St. Clair County Community College

2. Agenda Vision, Mission, Strategic Plan, SEM, Student Success
Executive Role, Drivers
Marketing, Recruitment, the Student Maze and Developmental Education
Social Media, Connection to campus and Retention
Setting Goals, Data Collection, Budget, Challenges
Worksheet

3. How do you connect:
Response to outside “drivers” (local, state, community)
Internal “drivers” (staff, students, faculty)
Accreditation
Vision and Mission
Assessment
Student Success concept
AND create a campus atmosphere of inclusiveness?

4. The Perfect Recipe…
Utilizes main ingredients that compliment each other
Allows room for seasonings to taste
Has a desired end result

5. Chronic versus Crisis Situations?
Are you dealing with:
Chronic versus Crisis Situations?

6. Student Access to Student Success
Move from…
Student Access to Student Success

7. Let’s start with the “Basics”:
National Issues
P-20 Concept
State Issues
The “Basics” of Enrollment Management: create a plan, work with faculty, increase retention, connect students to the campus, etc.
A lot of information available based on “four- year” models
Tougher for “two-year” colleges

8. “Keeping America’s Promise: Challenges for Community Leaders”
The “Open Door” and its ramifications;
Needs of nontraditional students;
Needs of the employed student;
Accountability;
The opportunities and attainment gap;
Remediation and basic skills;
Transfer and articulation;
Noncredit and workforce development;
Financial aid;
Supportive learning environments.

9. Two-year institutional concerns:
Recruit adult students
Enroll dual enrollment students
Define, and work with, at-risk students
Open access and its ramifications
Benchmark data
Creating and marketing an institutional image

10. Nontraditional student definition:
“One who is financially independent, attends part time, works full time, delays enrollment after high school, has dependents, is a single parent, or does not have a high school diploma”.
Kay McClenney
League for Innovation

11. Consider the following:
Remedial education is a fixture in community colleges with 95% of community colleges offering remedial classes
42% of entering students are underprepared in at least one of the basic skills (reading, writing, math)
Mathematics is the greatest hurdle
No One to Waste McCabe (2000)

12. Startling statistics:
“Four out of every ten college students are part- time”
“Seventy-five percent of today’s students are juggling some combination of families, jobs, and school while commuting to class”
“Only one quarter go full-time, attend residential colleges, and have most of their bills paid by their parents”
“Part-time students rarely graduate; only a quarter ever make it to graduation day”
“Students are taking too many credits and take too much time to graduate”
“Remediation is broken, producing few students who ultimately graduate”
Startling statistics:
Time is the Enemy
Complete College America

13. Part-time students rarely graduate — even when they have twice as much time.
Copyright © 2011 Complete College America. All rights reserved.

14. Students are wasting time on excess credits
Copyright © 2011 Complete College America. All rights reserved.

15. ... and taking too much time to earn a degree.
Copyright © 2011 Complete College America. All rights reserved.

16. Remediation: Too many students need it, and too few succeed when they get it.
Copyright © 2011 Complete College America. All rights reserved.

17. Remedial students are much less likely to graduate.
Copyright © 2011 Complete College America. All rights reserved.

18. Some Simple Questions:
Are students customers?
Why are you looking at SEM or Student Success?
What are your realistic goals and expectations?
Worksheet question #1

19. Originally created by state legislatures to:
Prepare students for academic transfer;
Provide vocational-technical education, continuing education, developmental education;
Provide community service through cultural and recreational events.

20. “Junior Colleges” were the outgrowth of some basic democratic philosophical assumptions:
Education is necessary for the maintenance of a democracy;
Education is essential for the improvement of society;
Education helps to equalize opportunities for all people.
Rouche, J. (1993). Between a Rock and a Hard Place. American Association of Community Colleges.

21. Today’s community college:
Evolution of the community college now includes such things as distance learning and open admissions policies that ensure no member of the community need miss the chance to attend.
Community colleges are now involved in leadership strategies for community, economic, and workforce development.

22. Community College Values
Access
Community Responsiveness
Clear focus on student learning
Resourcefulness
Entrepreneurial spirit
Creativeness
Innovativeness
Dr. George Boggs
President of American Association of Community Colleges

23. Recent Threats to Community Colleges:
Inadequate financial support
Increasing student costs (tuition hikes)
Financial Aid policies (Loans versus Grants)
Challenges to image (Second class?)
Problems with transferability
Dr. George Boggs
President of American Association of Community Colleges

24. New Challenges for Community Colleges:
Access (Turning away students by not being able to offer enough sections)
Student Success (Beyond Access)
Accountability
Dr. George Boggs
President of American Association of Community Colleges

25. What is the community college role?
Responsibility for academic transfer preparation
Vocational-technical education
Developmental education and community service
Remediation in basic academic and workplace skills
English as a second language
Training in technology
Continuing education and enrichment programs
Others specific to you?

26. Do you have: A vision A mission A strategic plan
A focus that can be agreed upon?
Do your people know the vision, mission, strategic plan and can they relate to them?
Were they all part of the process?

27. Connect the “Dots” Who are we? (Principles and Values)
Where are we going? (Vision)
What will we do? (Mission and Purpose)
What do we expect to achieve? (Outcomes)
What are our indicators of success? (Goals)
How will we proceed? (Planning)

28. Organizational Vision, Values & Mission
Values are a set of understandings in an organization about how to work together, how to treat other people, and what is most important. Before mission, vision, and strategy, a company must come to agreement on what it stands for.
Scott, Jaffee & Tobe
Organizational Vision, Values & Mission

29. What are your values?
Worksheet #2

30. No vision…
Without a clear picture of a desired future state, no plan can claim to be moving an institution in any desired direction

32. FALL SEMESTER CAMPUS UPDATE
SC4 Mission
St. Clair County Community College provides lifelong educational and enrichment opportunities.
SC4 Vision
St. Clair County Community College strives to be a leader in our community's renaissance by establishing dynamic partnerships and focused programs that are the top choice for students.
St. Clair County Community College September 9, 2011

33. “Students Finish What They Start”
Mission Statement
“Students Finish What They Start”
Tallahassee Community College

34. What is your vision?
Worksheet #3

35. Why Strategic Planning?
Strategic Planning and a Vision will provide faculty and staff with a common set of values and assumptions about change.
When presented with a diverse group, take advantage of it.
"If you don't know where you are going, you are certain to end up somewhere else." - Yogi Berra

36. FALL SEMESTER CAMPUS UPDATE
SC4 Strategic Plan Goals
Goal I: Maximize the success of our students.
Goal II: Cultivate a campus culture that is nurturing and supportive of all students, faculty and staff.
Goal III: Provide high-quality certificates, degrees, programs and training to meet present and future needs of students and the community.
Goal IV: Develop and align quality partnerships and strategically manage college resources to maximize benefits for our students and community.
St. Clair County Community College September 9, 2011

37. FALL SEMESTER CAMPUS UPDATE
Strategic Plan format is being modified to monitor progress
Link initiatives to goals/objectives
Establish indicators, identify targets and assess progress towards goals
Goal
Objective
Initiative
Indicators
Targets
Assessment
I. Maximize student success
Improve graduation rate
Advising outreach to promote grad
Overall Graduation Rate (IPEDS)
Current = 21%
Goal = 25%
Critical = 15%
Measure grad rate annually
II. Cultivate supportive campus culture
Hire, orient and retain the best employees
Gather feedback from faculty/staff
Faculty/staff Survey results
Current = 69%
Goal = 75%
Critical = 60%
Measure annually with employee surveys
St. Clair County Community College September 9, 2011

38. When was the last time you updated your strategic plan?
Worksheet #4

39. It isn’t always easy…

40. What is your definition of student success?
Worksheet #5

41. Student Success
“Students attaining their educational goals in the most efficient manner”

42. For SEM to be successful:
Make Student Success Part of the Culture

43. A Question:
If community college students are not taking accountability for their success who should step up and take that accountability?

44. Strategic Enrollment Management Defined
SEM is a comprehensive process designed to achieve and maintain the optimum recruitment, retention, and attainment of students where “optimum” is defined within the academic process.
Strategic Enrollment Management Defined
Dolence

45. Strategic Enrollment Management defined
SEM is a comprehensive process that consists of research, planning, strategies, evaluation, human resource management, integration of services and information, knowledge management, and culture change.
Strategic Enrollment Management defined
Black, 2001 SEM Anthology

46. SEM Plan Components: Define student success
Relate it to vision and strategic plan
Environmental scan
Data
Identify vital issues
Response to issues (rate them)
What will it take to make a difference?
Set goals: enrollment, marketing, program mix, policies, procedures
Create a sample
Include measurement: KPI
Communicate with campus

47. We are talking about change and our roles

48. Challenges to Institutional Change Building a Culture of Student Success
Resistance to change
Power issues/governance issues/multi-unit systems issues
Project mentality
Institutional silos
Lack of stakeholder involvement

49. Challenges to Institutional Change Creating a Culture of Evidence
Lack of institutional research capacity
Aversion to data
Unreliable data
Lots of data but nobody actually using it

50. Challenges to Institutional Change Effective Planning and Resource Allocation
Absence of strategic planning (…that anyone uses)
Overload, “initiative fatigue.” competing or unclear priorities
Failure of focus
Reluctance to reallocate

51. Challenges to Institutional Change Policy Conditions
Lack of governing board awareness/support
Inappropriate governing board involvement
Legislative mandates
Conflicting state policies

52. FALL SEMESTER CAMPUS UPDATE
Progress is a nice word. But change is its motivator. And change has its enemies ~Robert Kennedy
St. Clair County Community College September 9, 2011

53. Getting People on Board
Why are you changing?
Financial situation
Reorganization
Expansion
New opportunities
Better service to students?

54. What are the advantages for change?
For students
For the college
For the staff
How can you cut through the red tape?

55. “Better is Possible…” “…It does not take genius. It takes diligence.
It takes moral clarity.
It takes ingenuity.
And above all, it takes a willingness to try.”
Atul Gawande, Better: A Surgeon’s Note on Performance

56. What are the roadblocks?
Finances
Transformation questions: process changes, type of building, what do we value, etc.
People and staff
Always did it this way
We can’t work together
It’s not my job
Simple difficulty of handling change STRESS!

57. What are your roadblocks?
Question #6

58. Roles What roles are changing? What affect does this have on staff?
What will you do about it?

59. What are your advantages for change?
Worksheet #7

60. What is the focus? Agree on the focus Student focus User focus
Stakeholder focus
What is your focus and does your staff agree with it?

61. Dealing with Change Find out what the needs are
Use an assessment model such as SWOT
Bring in an outside resource (neutrality)
Agree on the vision, mission, values
Design an action plan

62. Finally Determine how communication is flowing
Determine if there is collaboration
Is continuous quality improvement a part of the change?
Determine who are the champions of change?
Eliminate the stress!

63. Things you need to address:
Rules
Regulations
Internal set up
Anxiety
Unions?
Uncertainty
What else?

64. A Simple Motto:
“Do the right thing for the right reason and when in doubt, lean toward the student”

65. Change is good…
You go first!

66. The Executive role in Strategic Enrollment Management
Leadership
The Executive role in Strategic Enrollment Management

67. FALL SEMESTER CAMPUS UPDATE
One-fifth of the people are against everything all of the time ~Robert Kennedy
St. Clair County Community College September 9, 2011

68. The Executive Role: Understand SEM
What is the potential for your campus?
Define the reasons for pursuing SEM
What are the issues?
Is the rationale cogent and clear?
What are we facing: high school decline, student satisfaction, large retention issues, financial?

69. Define the executive role
Major or minor player?
Determine others initial role
What type of structure: committee, coordinator, division
Remember issues: reporting lines, accountability, campus culture
Who are the decision makers: implementers, student services, instruction, administrative services, students

70. Are you responding to the drivers?
Students
Faculty
Board of Trustees
Upper administration
Student Services
Local needs
State issues and needs
Federal requirements
National initiatives
Accreditation

71. The Executive Role Vision and strategic plan Statement of importance
Professional development
Collegiality and inclusion
Define student success
Define major goals
Define major data collection needs and requirements
Tie initiatives to state and federal requirements, grants, national initiatives
Determine budget implication
Determine how to communicate with the campus

72. Statement of Importance
Can you state why SEM (Student Success) is important on your campus? Have you done so? Worksheet #8

73. What is the faculty role?
Recruiting?
Advising?
Mentoring?
Attending programs?
Learning outcomes and assessment of classes and programs?
Developmental Education?
Working with K-12?
A student friendly class schedule?
What else?

74. The faculty perspective and concerns
Standards must remain high
Open enrollment and its impact
Moving to a learning centered environment
Need for gathering data
Working with K-12
Impact on faculty (class scheduling, course offerings, remediation)
Need to be involved in the process

75. Points to Consider: Faculty
To receive faculty buy- in they need to be part of the process
A great opportunity for faculty to see the “big picture”
An opportunity to work with others outside of their department and share their expertise
Decisions must be data driven

76. Doing Education Differently
Intensive student engagement
High expectations and raised aspirations
Focus on the front door
More structure, fewer options, clearer pathways

77. Fundamental Questions
What is educational quality?
What is institutional effectiveness?
What are the indicators of achievement?
What are the evaluation criteria?
What assessment methods will be used?

78. Every course, every program, every college is perfectly designed to get the results it is currently getting.

79. What matter most
Focused, sustained efforts, targeted to significant number of students, can produce real improvements in student engagement, learning, persistence, and academic attainment.

80. What goals are you setting and why?
Enrollment headcount
Student quality
Student diversity
Retention rates
Graduation rates
Student satisfaction
Staff satisfaction and professional growth
Institutional image

81. Setting Goals
Worksheet #9
Example: Increase graduation rates and close gaps. (Achieving the Dream)

82. What data will you need? What are you measuring?
What are you comparing yourself to (state, federal)?
What will you do internally with the data?
What is required by state, feds?
Worksheet #10

83. Building a Culture of Evidence
“Take nothing on its looks; take everything on evidence. There’s no better rule.”
Charles Dickens ( )
- Great Expectations

84. We can’t get better at what we’re not willing to look at.
Think of this:
We can’t get better at what we’re not willing to look at.

85. Core Indicators of Community College Effectiveness (Roueche, J. E
Core Indicators of Community College Effectiveness (Roueche, J.E., In Pursuit of Excellence, 2001)
Student goal attainment
Persistence
Degree completion rates
Placement rate in the workforce
Licensure certification/pass rates
Client assessment of programs and services
Demonstration of critical literacy skills
Demonstration of citizenship skills
Number and rate of who transfer
Performance after transfer
Success in subsequent, related course work
Participation rate in service area
Responsiveness to community needs

86. FALL SEMESTER CAMPUS UPDATE
Accountability – Coming Attractions:
Voluntary Framework of Accountability
College Readiness Measures Report of % of students referred to developmental education (DE) who: -attempt first math or English/reading DE course; -complete highest level math/English/reading DE course; -complete first college-level course in math/English/reading -complete all DE courses
Progress Measures Report of % of students who: -successfully complete in term one; -reach credit threshold by end of year two -are retained from fall of term one to next academic term; -who reach year two outcomes; -who successfully complete at end of year two
St. Clair County Community College September 9, 2011

87. FALL SEMESTER CAMPUS UPDATE
Accountability – Coming Attractions:
Voluntary Framework of Accountability
Outcomes and Success Measures Report on students who: -earn and associate’s degree – without transfer and with transfer; -who earn a certificate – without transfer and with transfer; -who transfer to a 4-year with no degree or certificate; -who laterally transfer.
St. Clair County Community College September 9, 2011

88. FALL SEMESTER CAMPUS UPDATE
Accountability – Coming Attractions
National Community College Benchmark Project 12 Colleges in Michigan currently reporting on 130 metrics including the following
Student and Student Outcomes -Fall to Spring and Fall to Fall persistence rates -Educational goal attainment -Institution-wide grade information -Developmental course retention and success rates
Institutional Effectiveness -Average credit section size -Student/faculty ratio -Instructional faculty load -Cost per credit hour and FTE student
Community and Workforce Development -Market penetration rates -Business and industry productivity
St. Clair County Community College September 9, 2011

89. FALL SEMESTER CAMPUS UPDATE
Accountability – Coming Attractions
Education Department’s Committee on Measures of Student Success
Report issued contains recommendations for community colleges to collect and disclose more information on:
Graduation rates (national rate is 32%)
Student learning
Academic quality
Remedial students
Employment
St. Clair County Community College September 9, 2011

90. From Time is the Enemy Complete College America
Outcome measures
Degrees awarded annually (number and change over time)
Graduation rates
Transfer rates
Progress measures
Remediation (entry and success)
Success in first-year math and English
Credit accumulation
Retention rates
Course completion
Time and credits to degree

91. FALL SEMESTER CAMPUS UPDATE
Dashboard samples:
St. Clair County Community College September 9, 2011

92. Recruiting and the Student Maze
Enrollment, Technology, Customer Service,

93. The Enrollment Funnel:
Inquiries
Suspects
Prospects
Applicants
Admits
Enrollers
Maintainers
Graduates

94. Marketing and Student Recruitment
Need for community impact studies and need for data
Service district issues and limitations
Possible inability to follow traditional “four-year” models of recruitment
Need to focus on high school students, adult students, workforce development, and senior citizens needs

95. Outreach: School visits College fairs Website Information pieces
Mailings
Outreach to middle school
Campus events
Calling campaigns
Electronic communication (text, )
Billboards
Relationships with business and industry
Community events
Arts
Fundraising
Targeted populations
Worksheet #11

96. Tours Campus visit Does the campus look good?
Can anybody assist a student?
Is it well planned out?
Consider everything a student has to experience before he/she gets to campus.
Online tours
Do you have a virtual tour?
Easy to find?
Does it consist of maps and photos?
Is it a slideshow format?
Can students do live interaction?
Webcams?
Zoom in and out; 360 degree views?

97. Technology: More students take online classes than ever before
Digital divide between students at community colleges
Use technology to streamline institutional functions such as application process, registration, orientation, advisement, and assessment
Use web sites to deliver what students need, not what faculty and staff desire

98. Technology part II Frequently asked questions Podcasts Online video
Blogs
CD-Roms and DVDs
Are students required to turn off cell phones and computers when they enter the classroom?
How do your faculty members utilize technology?

99. Customer Service is more than just words
“Some folks make you feel at home, while others make you wish you were there”

100. 10 Steps to Customer Service
Have a winning attitude
Make a commitment to the customer
Use proper grammar and enunciate
Work on oral communication skills
Increase your phone ability
Develop stronger listening skills
Use different problem-solving techniques
Have the confidence to deal with difficult customers
Manage job stress
Exceed customer expectations

101. Remember:
It is not easy to change somebody’s personality; but it isn’t impossible
Astonishing customer service is more than just personality; it means that superior processes have to been in place as well. If this doesn’t happen all we have is enthusiastic incompetence.

102. No-class versus world-class
Worksheet question #12
No-class versus world-class

103. What Influences Student’s Decisions:
Relationships
Being treated as an individual
Multiple effective channels of communication
Response time
Costs
Location
What else?

104. The Student Maze: Recruitment Application Admission
Orientation (mandatory?)
Testing and course placement
Scheduling
Registration
Bill payment
Book purchases
Advising
Financial aid
Mentoring
Online issues

105. The Schedule Examine course availability Correct course placement
Do courses “line up”?
Ask yourself honestly, “Is the schedule done in the best interest of the students or the faculty”?
Identify high risk courses
Create and enforce a campus attendance policy
Worksheet #13

106. One college: Considers late registration the week before classes start
Students can’t register for classes that have already started
Late start classes are available for “late” students

107. Student Issues: Advising – the volume of students, bad advice
Do you track success through data and interviews?
Do you have a student success class?
One or three hours long?
Required or not?
Time management issues
Related to study time
Related to family time

108. Retention
Student connection, strategies, Developmental Education, At-Risk students and At-Risk classes

109. Retention Student satisfaction
Create campus-wide emphasis on retention
Continuous intervention
Address performance and attendance patterns
Increase faculty participation rate
Plan to improve student performance
Data, data, data

111. Facebook and Social Media
Facebook and social media are now part of a generation’s lifestyle
Do you utilize these to connect students to the campus?
In the classroom?
Student announcements?
Registration and enrollment?
Text books?

112. Numerous known retention efforts (check those that you currently do):
Testing and class placement
Advising
Mentoring
Tutoring
Supplemental Instruction
What else do you do?
These efforts usually deal with traditional on campus students and their needs. What about the online students?

113. Connecting Student to the Campus
Peer to Peer
Student to Faculty
Student to Institution
Mentoring
Advising

114. Counseling and Support:
Implement student success, not enrollment management to create a more seamless environment
Create innovative programs for increasing support for at-risk students such as increasing pre-enrollment activities and orientation, eliminate late registration, conduct basic skills assessment, improve financial aid, expand mentoring programs
DEFINE AT-RISK

115. Student engagement and Connection:
“Drive-in” students
Determine role of the student services office in connecting students to the campus
Define the role of faculty in connecting with students
Fix “disjointed” services

116. Retention Strategies Financial Aid Transition Course
Learning Communities
Early Intervention
Peer Mentoring
Supplemental Instruction
Academic Support

117. Students: May have difficulty in assessing the value of an education;
May regard public education as a form of entitlement rather than a good or service;
May not have as much of a choice in public education compared to most goods and services;
May lack access to third-party ratings of public education services;
May not realize that the burden of success lies with them;
May not recognize that classmates can affect their individual level of benefit.

118. We have probably overrated student’s abilities in the following areas:
Learning the norms of campus culture
Finding a niche
Putting down roots
Transferring successful behaviors from other settings
Developing focus
Resisting peer pressures
Compartmentalizing family and work pressures
Exhibiting classroom habits of successful students
Building relationships with teachers
Asking for help
Levitz, R. S., Noel, L., & Richter, B. J. (1999). Strategic moves for retention success. New Directions for Higher Education (108),

119. Think of this:
After 15 credit hours or more students must have a degree plan
Alamo Community College

120. How are your campus services?
Library
Parking
Tutoring Center
Achievement Center
Cafeteria
Student Services
Admissions
Financial Aid
How do students rate these services? How do you know? Survey?
Worksheet #14

121. Developmental Education
Pre-Reqs
Gaps
Specialized plans
Type of course delivery
Three or four hour classes
Labs
Block scheduling and learning communities
Work with K-12?
Worksheet #15

122. Your Institution: Your definition of an at-risk student:
Your major retention initiatives for at-risk students:
How do you measure success?
Worksheet #16

123. How do you determine an at-risk class?
The emphasis in supplemental instruction is on historically-difficult courses (those classes with a 30 percent rate of grades of D. F. and Withdrawals) rather than high-risk students.

124. “D, F, & W” Rate for Developmental Classes (Rate of Failure)
2002
Previous three years
Previous five years
Intro to College Writing
39.7%
30.0%
33.4%
Intro to College Reading
40.4%
33.5%
36.2%
Pre-Algebra
38.1%
35.4%
29.2%

125. The next step involved the faculty…
Shared the data with the math faculty
The math faculty determined that a three hour class that met twice a week was inadequate
Changed course to a four hour class that met four times a week
Hired a developmental math instructor (who became a member of the Student Success Team)

126. Support mechanisms needed to be in place…
Tutors were made available for the classes
Supplemental Instruction was added as a support mechanism
Began an intrusive mentoring program through the Student Success Team
Students had to meet with mentors
Students were physically taken to where help was provided
Student’s goals were determined and the students were emotionally supported

127. Measurement: Compare D,F, W rates with previous data
Create a student survey based on a five point scale (-2 strongly disagree, -1 disagree, 0 no opinion, 1 agree, 2 strongly agree)
Discussion among the mentors

128. D,F,W rate for 1st year:

129. First Student Survey English Math Combined Connected -0.1 0.4 0.1
Adjusted
-0.2
0.2
0.0
Find
-0.3
Comfort
Accessible
0.6
0.5
Helpful
Knowing
0.9
0.7
Recommend
Continue
0.3
Peer

130. Student Survey Comments:
Scattered success
Scattered methods of communication; phone, in-person,
Utilized support mechanisms, particularly STaRS
Overall evaluation was varied
Suggestions included the fact that more contact was needed

131. Second semester:
Same classes Intro to College Writing (20 students) and Pre-Algebra (11 students)
Mentors met with students in the first class and set appointments
Students were taken to the STARs program during class (tutoring, etc)

132. Second Student Survey:
English
Math
Combined
Connected
0.3
0.6
0.4
Adjusted
0.8
0.5
Find
Comfort
Accessible
1.1
Helpful
0.9
Knowing
1.3
1.0
Recommend
Continue
Peer
-0.5
0.1

133. D,F,W Rate Since Mentoring:
Before Mentoring
Intro to College Writing
39.7%
22.7%
Intro to Reading
40.4%
25.7%
Pre-Algebra
38.1%
19.8%

134. Success in Subsequent Courses:
87% of successful students in Intro to College Writing earn a “C” or better in English Comp I
78% of successful students in Intro to College Reading earn a “C” or better in American National Government (required class)
76.5% of successful students in Pre-Algebra earn a “C” or better in Intro to Algebra
89.4% of successful students in Pre-Algebra earn a “C” or better in Business Math

135. Question: Who are your partners?
K-12
Four-Year Institutions
Community
Businesses

136. Challenges, Suggestions, Alignment, Connect the Dots
Final Pieces
Challenges, Suggestions, Alignment, Connect the Dots

137. Ask yourself right now:
Where are you and where do you want to go?
Do you know who you are?
Do you remember the “basics”?

138. Challenges to face: SEM is too large and complex Lack of consensus
Process in fits and starts
Determination of the best structure
Determination of SEM components
Budget
Fight against cultural change

139. Five Challenges:
Create and market and institutional image to reach all types of students
Connect students with each other, the college, faculty and staff, and course content
Use technology to assess student skills, provide distance learning, and streamline student services
Provide effective counseling and support, especially with “at-risk” students
Identify and measure critical enrollment goals

140. Remember… You will have false starts; don’t give up
Bringing people together doesn’t always mean you have to agree with them
Put students and their needs first

141. Enrollment goals: Determine enrollment and performance objectives
Be proactive, not reactive
Work with other community colleges
Create a method to determine goal objectives and attainment throughout the entire tenure at the institution

142. Make Effective Practice Mandatory
Stop late registration
Math refresher before assessment
Assessment
Placement
Orientation
Student success course for those not college ready
Advising (leading to a plan)
Learning lab participation

143. Encouraging/Promising Practices
Learning communities (Developmental Math linked with Student Success course)
Basic skills imbedded in career programs
Supplemental instruction
Active and collaborative learning (cooperative learning)
Fast-Track math/modular math
Summer bridge programs (boot camps)
Case management (incorporated in learning communities)
Course redesign/curricular alignment

144. Taking it one step further: Time is the Enemy
Use block schedules with fixed predictable classroom meeting times
Allow students to proceed toward degrees or certificates at a faster pace
Simplify the registration process by enrolling students in one single, coherent program
Reduce the amount of time students must be in the class by using technology and demonstrated competency
Form peer support and learning networks
Embed remediation into the regular college curriculum
Provide better info on every program’s tuition, graduation rates, and job placement outcomes

145. As well as: Require formal, on-time completion plans
Enact caps of 60 hours for an associate degree
Create a common general education core program to ensure consistency
Require full transferability of common core courses
Adopt alternate pathways such as Advanced Placement, online learning, and accelerated competency-based courses

146. As you wander during the process (and you will):
Always focus on why we are here…the students!
What do you really need?
How do you know for sure?
Are you really serving the community?
Can you prove it?

147. Putting Students First:
Create a culture of responsibility, high standards and clear expectations;
Provide a deep and broad array of student support services;
When in doubt, lean in the direction of the student;
Recognize that students are much more than customers, but recognize that they are also customers.

148. Purposeful Alignment Successful practice requires alignment of:
Values;
Intentions;
Actions;
Assessment;
Analysis;
Evaluation;
Evidence; and
Adjustment
to achieve outcomes, improve quality, and enhance effectiveness.

149. Considerations Do missions reflect institutional values?
Are values modeled by daily practice?
Are outcomes identified or implied?
Are they congruent with values & mission?
What are the indicators of achievement?
How do actions relate to intentions?
Are achievements inferred by completion or affirmed by assessments?
Who assesses? Who evaluates? Why?

150. Connect the “Dots” Who are we? (Principles and Values)
Where are we going? (Vision)
What will we do? (Mission and Purpose)
What do we expect to achieve? (Outcomes)
What are our indicators of success? (Goals)
How will we proceed? (Planning)

151. The Importance of Execution

152. Final worksheets: #17 Committed Leadership #18 Use of Evidence
#19 Broad Engagement
#20 Systematic Improvement
What types of policies, strategies, and indicators do you have for each of these areas? What needs to be adjusted?

153. Questions?

154. Dr. Kevin Pollock President St. Clair County Community College