AIP11.4 MC Strategic Enrollment Management Plan...3 Acknowledgements The following members of the...
Transcript of AIP11.4 MC Strategic Enrollment Management Plan...3 Acknowledgements The following members of the...
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STRATEGIC ENROLLMENT MANAGEMENT PLAN
2017
MERRITT COLLEGE
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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
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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 Jason Holloway
Mario Rivas Phasasha Phar Jeff Lamb Dan Lawson
2017 - 2018 Joint Senate and Administrative Enrollment Management Committee
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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.
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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. Equity will be characterized in all SEM strategies and practices.
5. Striving for excellence will be supported through innovation.
6. 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.
7. 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.
8. 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.
9. The effect of software applications (e.g. PeopleSoft) on EM must be considered.
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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.
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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
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.
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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
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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%
Speak other Indo-
European languages 0.2% 0.2% 0.4% 0.4%
Speak Asian and Pacific Island languages
3.1% 2.9% 2.5% 1.5%
Speak other languages 0.2% 0.1% 0.1% 0.1%
65 years and over
Speak Spanish 0.8% 0.4% 0.4% 1.0%
Speak other Indo-
European languages 0.1% 0.1% 0.3% 0.3%
Speak Asian and
Pacific Island languages 1.3% 1.6% 1.3% 0.8%
Speak other languages 0.0% 0.0% 0.0% 0.0%
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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.
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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.
Commented [GC1]: Heading and sub headings should be
consistently formatted.
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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
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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
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• Sociology
• Health Science
• Criminal Justice
• Human Development
To Add: Trends in DE offerings and enrollment.
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2017 - 2020 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 to reach the enrollment target asked of the college set by the district. To reach
this 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,
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Activities Measurable Outcomes Timeline
Month/Year
Responsible
Person(s)
Guided
Pathways
1. Submit CCC Chancellor Guided
Pathways Grant application
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 guided
pathways
Spring
2018
Guided pathways
planning team
5. Identify and support the
development of new guided
pathways
Choose new Guided Pathways to
develop that support Equity/Student
Success
Spring
2018-2020
Guided pathways
planning
team/curriculum
committee
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6. Raise awareness of what Guided
Pathways are and how moving to
this framework will improve the
student experience
Distribute bi-annual Guided Pathways
newsletter.
Spring
2018
2020
Guided Pathways
project manager?
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-
2019
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
1) Review and Identify gaps in
matriculation process
Report on gaps in matriculation
process
2017-2018 VPSS, SSSP
committee
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and Student
Services
Support
2) Create, implement and evaluate
solutions to address gaps in the
matriculation process.
TBD 2018-2019 VPI, VPSS
3) Establish Merritt Early Alert working
group
Working group membership
completed and confirmed.
Fall 2017 VPSS, VPI
4) Support the implementation of an
effective Early Alert Program at the
college
Implement Early Alert Pilot Program Fall 2017 VPI, VPSS,
Professional
Development
Committee
5) Provide faculty with professional
development related to Early Alert
Host 1 at least 1 professional learning
experience for faculty and staff
Fall 2018 Professional
Development
Committee
6) Evaluate the effectiveness of the Early
Alert Program
Develop evaluation instrument and
procedure.
AY 2018-
2019
AY 2019-
2020
College Researcher
7) Focus Career Technical Education
resources on student employment.
Develop a conceptual model for
resource allocation and possible plan
for application
Fall 2018 CTE Committee
8) Career/employment center Determine feasibility of CEC Fall 2018 CTE Committee
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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
2018
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 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 VPI, Academic
Senate
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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,
Professional
Development
Committee
5) Present data on student success in DE
at DE summit. Identify and
recommend strategies to increase
retention and persistence.
Pilot Merritt College DE summit
Documentation of information
provided to faculty
Fall 2018 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
Fall
2018
DE Committee, VPI,
VPSS, DE
Coordinator
7) Consult with college Distance
Education Coordinator on local, state,
and national Distance Education issues
Develop a questionnaire related to
identifying important issues related
to local, etc., DE issues and schedule
discussion of item into DE
Committee meeting schedule
Spring 2018
and ongoing
DE Committee
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