JANUARY 18, 2016 - Carteret Community · PDF file1/18/2016 Strategic Plan 2010-2015 1 ......

STRATEGIC PLAN 2010-2015 CARTERET COMMUNITY COLLEGE

JANUARY 18, 2016

1/18/2016 Strategic Plan 2010-2015 1

STRATEGIC PLAN 2010-2015

OUR MISSION

Carteret Community College offers opportunities for lifelong learning through high quality teaching, training, support, and enrichment with the intended purpose of improving the quality of life for all citizens of Carteret County and eastern North Carolina.

WE WILL ACCOMPLISH OUR MISSION IN THE FOLLOWING WAYS:

Strategic Pathway 1: Enhance Student Success and Expand Learning – Access, Retention, Technology, and Success

1.1 Access – Access, an important priority, involves, time, place, manner of instruction, cost, facilities, social barrier, scheduling, and disabilities.

Goal 1: Carteret Community College will provide access to curriculum, corporate, and community learning opportunities

Goal 2: The College will provide access to diverse, underserved, and/or underprepared populations in the county.

1.2 Retention – The first step in achieving student success is keeping students enrolled either in a course or group of courses.

Goal 3: The College will increase retention rates for Curriculum and Basic Skills students.

Goal 4: The College will provide effective advising about courses, programs, and careers.

Goal 5: The College will provide opportunities early in student’s academic programs to enable them to successfully navigate the college environment.

1.3 Success – Success is measured by goal attainment and program or degree completion. Success in community colleges is a difficult factor to measure due to the diversity and complexity of student goals.

Goal 6: The College will increase completion rates of credential seeking students.

Goal 7: The College will prepare students for employment or transfer. (UNC Data Dashboard)

1.4 Technology – Access to and integration of technology is essential to support learning, administration processes, and institutional effectiveness

Goal 8: The College will enhance access and use of technology throughout the institution.

Strategic Pathway 2: Enhance College Capacity for Excellence and Sustainability (Integration)

1.5 – Integration – We will create a culture where all institutional actions are focused on improving student learning and success and leading to student goal completion.

Goal 9: The College will improve the quality of learning.

Goal 10: The College will ensure the efficient, appropriate, and effective use of all available resources through a high level of fiscal and administrative accountability.

Goal 11: The College will assure continued progress and effectiveness by means of strategic planning, recurring assessment, and use of results.

Strategic Pathway 3: Enhance College Capacity for Future Needs

Using a Facilities Master Plan created in 2006 and updated annually, the College addresses the use of facilities on campus to maximize efficiency, identify spaces in need of improvements in both size and upgrades to meet technological advancements and ADA requirements, determine the need for facility replacements, improve marketing and signage, and plan for future growth.

1/18/2016 Strategic Plan 2010-2015 2

Assessment Results for Strategic Pathways 1 & 2

Performance

Measure AY 2011-2012 AY 2012-2013 AY 2013-2014 AY 2014-2015

PM 1 Curriculum and

CCED enrollment

growth (Headcount

/FTE)(Unduplicated)

Headcount/FTE

CU – 2355/1450.23

CE – 5162/464.79

Headcount/FTE

CU – 2308/1422.63

CE – 5101/501.26

Headcount/FTE

CU – 2065/1393.64

CE – 4623/489.77

Headcount/FTE

CU – 2022/1229.57

CE – 4004/440.14

PM 2-1 Enrollment

growth of special

populations –

ethnicity, age,

residence

(Headcount/FTE)

See Appendix A

PM 2-2 Percent of

student enrolling in

college prep courses

28.7% 30.3% 23.6% 15.5%

PM 3-1 Retention rate

for first-time

curriculum students

Fall-Fall = 41.2%

Fall-Spring = 60.9%

Fall-Fall = 47.4%

Fall-Spring = 63.3%

Fall-Fall = 40.4%

Fall-Spring = 58.9%

Fall-Fall = 39.8%

Fall-Spring = 66.1%

PM 3-2 Retention,

transfer, and

completion rate **

Retention 68.7

Transfer 84.8

Completion 40.0

Retention 54.7

Transfer 89.4

Completion 38.0

Retention 65.0

Transfer 88.7

Completion 39.5

Data not available

PM 3-3 Retention

rate for Basic Skills

students **(data does

not include

graduates)

Fall-Fall = 47.1%

Fall-Spring = 23.4%

Fall-Fall = 30.10%

Fall-Spring = 54.80%

Fall-Fall = 18.70%

Fall-Spring = 30.90%

Fall-Fall = na

Fall-Spring = 56.1%

PM 4 Student

satisfaction with

advising

-- -- -- --

PM 5-1 Percent of

students who enroll

in ACA 115 or ACA 118

in their first 6 hours

of study

FA2011 36.9%

SP2012 37.0%

SU2012 17.1%

FA2012 37.5%

SP2013 31.4%

SU2013 17.0%

FA2013 39.2%

SP2014 31.5%

SU2014 26.2%

FA2014 53.3%

SP2015 37.0%

SU2015 16.7%

1/18/2016 Strategic Plan 2010-2015 3

Performance


PM 5-2 Percent of

student who

successfully complete

ACA 115 or ACA 118

FA2011 78.3%

SP2012 65.3%

SU2012 88.9%

FA2012 71.0%

SP2013 68.4%

SU2013 94.4%

FA2013 77.4%

SP2014 58.0%

SU2014 94.1%

FA2014 77.0%

SP2015 77.0%

SU2015 81.8%

PM 6 Percent of first

time fall student who

complete degree,

diploma, or certificate

programs within four

years (200%).

(2008 cohort)

26%

(2009 cohort)

27%

(2010 cohort)

20%

(2011 cohort)

Data available Feb 2016

PM 7-1 Percent of

students who pass

licensure exams **

78.1% 83.9% 79.9% Data not available

PM 7-2 Employer

Satisfaction

1.0 = strongly agree;

2.0 = agree; 3.0 =

neutral; 4.0 =

disagree; 5.0 =

strongly disagree

BLET = 86%

MED = 100%

PN = 100%

RAD = 99%

RCP = 100%

AVG = 97%

ADN = 100%

BLET = 100%

MED = 100%

PN = 100%

RAD = 80%

RCP = 100%

AVG = 97%

ADN = 100%

BLET = 100%

MED = 100%

RAD = 84%

RCP = 100%

AVG = 97%

Data not available

PM 7-3 Percent of

graduates employed

within one year

ADN = 92%

COS = 88%

EDU = 86%

LEX = 33%

MED = 100%

MTH = 100%

PN = 66%

RAD = 83.3%

RCP = 44.4%

AVG = 77%

ADN = 100%

COS = 88%

EDU = 80%

LEX = 25%

MED = 69%

MTH = 100%

PN = 83%

RAD = 100%

RCP = 91%

AVG = 82%

ADN = 100%

COS = 97%

EDU = 76%

Esthetics = 100%

MED = 100%

MTH = 60%

PN = 80%

RAD = 100%

RCP = 91%

AVG = 89%

Data not available

PM 7-4 Performance

of college transfer

students (UNC)

1. # of transfer

students

1.) 52

2.) 2.84

1.) 32

2.) 2.76

Data not available

Data not available

1/18/2016 Strategic Plan 2010-2015 4

Performance


2. Average GPA of

transfer students

(UNC System Data)

PM 8

Student/employee

satisfaction with

technology

1.0 = strongly agree;

2.0 = agree; 3.0 =

neutral; 4.0 =

disagree; 5.0 =

strongly disagree

Employee:

Helpdesk = 2.3

Feedback = 2.5

Datatel = 2.5

Informer = 2.5

Training = 2.8

Student:

Comp. lab hours = 1.2

Services = 1.4

Software = 1.4

Space = 1.4

Study Environ. = 1.6

Employee:

Helpdesk = 1.95

Feedback = 2.14

Training = 2.24

PM 9 Percent of

Institutional Level

Learning Outcomes

that achieve

benchmark or target

169 of 275 students or

61.5% met the

benchmark for

Information Literacy


61% met the

benchmark of 80% or

higher for Oral

Communication


79.2% met the

benchmark of 80% or

higher for Critical

Thinking


40% met the benchmark

of 80% or higher for

Written Communication


97% met the

benchmark of 80 points

or higher for Computer

Literacy

PM 10-1 Space

Utilization report

PM 10-2 State audit

compliance

PM 11 SPIE end of

year report

See Appendix B

(Data Source: Data Warehouse unless otherwise noted) **NCCCS Performance Measure

Assessment Results for Strategic Pathway 3

1/18/2016 Strategic Plan 2010-2015 5

2015 FACILITIES MASTER PLAN and

Timeline of Proposed Capital Projects

In 2006, Carteret Community College completed a facilities master plan with the services of MBAJ Architecture and Barnhardt & Associates. The goals of the master plan were to verify use of current campus facilities, determine and quantify needs for additional space, determine a plan for best use of current facilities, determine needs for future space, and create a campus master plan for facilities development.

Important findings for the study are as follows:

The college can achieve greater efficiencies of space utilization by improved scheduling and increasing shared spaces.

The college has a current deficit of space of 30,000 – 40,000 square feet over what is needed for vocational programming, maintenance, direct student services, the library, and business operations.

Some of the college facilities are past the point of effective renovation and will need to be replaced. Other facilities need renovation for ADA requirements.

With changing demographics of the county, the college will need to redirect marketing and improve campus signage to enhance college identity.

The college’s long term growth and development will be limited by the current size of the campus.

Discussion Points

Space Utilization: The College has begun the process of refining our class scheduling protocols and has explored the use of software to maximize efficiency. In addition, we are documenting the use of rooms that could be shared by two or more programs and will adjust schedules accordingly. Because of the college’s focus on technical programs to meet county needs, we have a higher proportion of dedicated spaces, such as labs for nursing, radiography, respiratory, etc., than many other colleges our size. In addition, we have determined a deficit in rooms that would hold more than 35 students.

Space Deficit: The College’s library, student enrollment resources, and business office are in the same spaces they were in 20 or more years ago. In each of these areas, space needs are determined, to some extent, by the size of enrollment which has grown considerably in that period of time, including approximately 30 percent since 2000. The library currently does not meet Southern Association of Colleges and Schools standards and could affect the college’s re-accreditation in 2010. During registration and at other peak times, Student Enrollment Resources has to conduct sensitive enrollment counseling and financial aid counseling in open areas. The Business Office is also conducting financial business in open areas and risk management is difficult. The study also determined that even with increased efficiencies of scheduling, there is a deficit of general classroom space, especially with large classrooms.

Facility Replacements: According to state office of construction, when a building’s cost of renovation exceeds 50 percent of its replacement cost, renovation is not recommended. The study identified the Culinary building and the Basic Law Enforcement building that will need to be replaced within the next 10 years. Programs currently in renovated residences, specifically pottery and Life Structure, will have to be relocated and the houses torn down. Renovations that must be done to meet ADA requirements include the elevator and 2nd floor bathrooms in McGee, the bathrooms and possibly the elevator in the Smith Building, as well as campus improvements, such as sidewalks.

Marketing and Signage: County growth in the next 10 years is not predicted to match the growth of the previous 10, and the fastest growth will be in the 50+ age group. Therefore, the college must seek a larger market

1/18/2016 Strategic Plan 2010-2015 6

share of the 18 to 35 year olds. We have already begun to redirect our marketing to a younger audience, and we are in process of purchasing a marquee sign for the front of the campus. In addition, the consultants said that the campus signage should establish the identity of the college from Arendell to the classrooms.

Future Growth: On its current location, the college is land locked. Some economy could be realized with off-campus centers, such as an expansion of the Western Carteret Library and Learning Center property, but this would apply mostly to adult and continuing education type programming. Moving curriculum programs off campus loses the economy because of the requirement to duplicate services at the site. Population projections for the county do not predict densities of population in any part of the county that would justify a significant off-campus facility. The exception could be in areas such as Basic Law Enforcement, EMT, and Fire Training – programs that essentially stand alone and do not depend on other campus resources. At this point the only contiguous property that could conceivably be purchased includes Colony Tire; Burnette Architecture, Pa; a single story, brick strip mall; and 1.5 acres of rental property on the western boundary.

The 2015 Campus Master Plan did not project additional programs that the college might start in the next 10 to 15 years, as that is the responsibility of the Board of Trustees working with the county. Any programs that need additional space would have to be factored into the plan.

1/18/2016 Strategic Plan 2010-2015 7

DATA SUMMARY AND ANALYSIS CLOSING THE LOOP

Data for each performance measure was to be collected annually and an overall analysis of the data was

completed in January 2016. A team consisting of the academic deans and directors, and division leadership

from Administrative Services and Continuing Education reviewed the data collected and provided an analysis

of their respective areas. The resulting analysis is reflective of the different perspectives from each team

member who conducted the analysis.

Strategic Pathway 1:

Enhance Student Success and Expand Learning

1.1 Access—Access, an important priority, involves, time, place, manner of instruction, cost, facilities,

social barrier, scheduling, and disabilities

Closing the Strategic Loop

Analysis:

The College provides access to students in a variety of ways, including but not limited to flexible

scheduling, modality of instruction, academic and financial advising, and enhanced disability services. To

increase scheduling flexibility, the College offers both day and evening classes for students at varying times

throughout the day. Enrollment analysis has been conducted each semester to identify the number of

courses to offer as well as which days and the best time of day to ensure maximum enrollment. The College

is mindful of the needs of the community and offers classes that meet our working and military students.

Again with the needs of the student in mind, the College offers classes in a variety of modalities, teaching

face-to-face, online, and hybrid (a combination of face-to-face and online) courses each semester. In order

to assist students with the cost of attendance, the College offers financial aid in the form of Pell Grants and

scholarships. (The practice of offering student loans was suspended beginning with AY 2013-2014). For

students with disabilities, the College has counselors in the advising center and TRiO to assist with any

student needs and the College’s facilities are equipped with elevators, automatic doors, etc. In addition to

these efforts, the College has strived to build a college-going culture within its student population by

revamping its advising process to ensure that students select a pathway to graduation, structuring the ACA

courses to be an introduction to college life and campus resources and services, ensuring college readiness

through the reorganization of developmental courses (particularly math and English), offering peer support

through College clubs and organizations (such as the Minority Male Mentoring Program), and reinforcing

positive interaction between College employees (regardless of position) and students.

Goal 1: Carteret Community college will provide access to curriculum, corporate, and community learning

opportunities.

The following paragraph addresses PM 1- Curriculum and CCED enrollment growth (Headcount/FTE). As

Table 1 shows, the Headcount/FTE for both curriculum and corporate and community education classes fell

from AY 2011-2012 through AY 2014-2015. While the performance measure anticipated growth in both of

these areas, the College experienced a decline during the period under review. Whereas the numbers

decreased, the total headcount fell by 333 students for curriculum courses and by 1,158 students for

1/18/2016 Strategic Plan 2010-2015 8

corporate and community courses from AY 2011-2012 through AY 2014-2015. As for FTE, the curriculum

total decreased by 220.66 from AY 2011-2012 through AY 2014-2015. During this same time period, the

corporate and community FTE decreased from AY 2011-2012 through AY 2014-2015 by 24.65. However, a

change to utilizing tiered FTE totals in AY 2012-2013 (which showed a spike in FTE while the headcount

decreased) may make comparison of the totals difficult to perform.

Table 1 Performance Measures

Performance


PM 1 Curriculum

and CCD enrollment

growth (Headcount

/FTE)

(Unduplicated)

Headcount/FTE

CU – 2355/1450.23

CE – 5162/464.79

Headcount/FTE

CU – 2308/1422.63

CE – 5101/501.26

Headcount/FTE

CU – 2065/1393.64

CE – 4623/489.77

Headcount/FTE

CU – 2022/1229.57

CE – 4004/440.14

PM 2-1 Enrollment

growth of special

populations –

ethnicity, age,

residence

(Headcount only)

(Unduplicated)

(Curriculum only)

See Figures 1-4

PM 2-2 Percent of

students enrolling in

college prep courses

(Curriculum only)

28.7% 30.3% 23.6% 15.5%

Goal 2: The College will provide access to diverse, underserved, and/or underprepared populations in the

county.

The following paragraphs address PM 2-1—Enrollment growth of special populations—ethnicity, age,

residency (Headcount/FTE). As Figures 1-4 show, the College has experienced some consistency over the

review period although the total Headcount/FTE has decreased. For example, looking at the special

population of ethnicity/race, the College’s student body is approximately 82% white, 9% black, 4%

Hispanic, less than 1% Asian, and less than 2% multiple ethnicities/races. The census data for Carteret

County is as follows: 87% white, 6% black, 4% Hispanic, 1% Asian, and 2% multiple ethnicities/races. As

this comparison shows, the College’s student body mirrors the demographics of the surrounding county,

with a slightly higher percentage of black students than is represented in the county population. While the

College has not experienced growth in this area, Figure 1 shows the College is maintaining a consistent mix

of students in proportion to the total headcount.

Note: American Indian/Alaskan and Hawaiian/Pacific Islander appear in the legend in Figure 1. The totals for

these ethnicities/races were too small to appear in the columns.

1/18/2016 Strategic Plan 2010-2015 9

FIGURE 1: SPECIAL POPULATIONS—ETHNICITY/RACE (BASED ON HEADCOUNT)

When looking at the special population of age, a similar scenario emerges. As with the special population

of ethnicity/race, the College’s student population maintained a consistent structure when examining the age

of students, even though the overall headcount decreased. Figure 2 reveals that the average age range for

the College is as follows: 1 % under age 18, 65% between ages 18-29, 17% between ages 30-39, and 17%

over the age of 40. Again, the proportion of ages has remained steady even with a decreasing headcount.

FIGURE 2: SPECIAL POPULATIONS—AGE (BASED ON HEADCOUNT)

Figure 3 demonstrates that 99% of the College’s student population is a resident of North Carolina,

regardless of total headcount. During the period under review, students listed the following states (other

than North Carolina) as their state of residency: Alaska, California, Colorado, Florida, Georgia, Illinois,

Indiana, Louisiana, Maryland, Michigan, Minnesota, North Dakota, New Jersey, New York, Oklahoma,

6 17 17 17200 228 200 199

87 92 93 95

1977 18851671 1617

27 43

31 46

6 17

18 14

40 24

30 28

0

500

1000

1500

2000

2500

AY 2011-2012 AY2012-2013 AY 2013-2014 AY 2014-2015

Unkown

NA

Multiple

White

Hispanic

Hawaiian/P Islander

Black

Asian

Am Ind/Alaskan

25 23 25 30

1465 1439 1347 1389

454 424327 302

411 422

366 301

0

500

1000

1500

2000

2500

AY 2011-2012 AY 2012-2013 AY 2013-2014 AY 2014-2015

40 and over

30-39

18-29

Under 18

1/18/2016 Strategic Plan 2010-2015 10

Pennsylvania, South Carolina, Tennessee, Texas, Virginia, Vermont, and Ohio. As with the other special

populations, the proportion of in-state and out-of-state residency is not affected by decreasing enrollment.

FIGURE 3: SPECIAL POPULATIONS— RESIDENCY (IN-STATE/OUT-OF-STATE) (BASED ON

HEADCOUNT)

As with state residency, a majority of the College’s students live in one county, which is Carteret. As

Figure 4 shows, the most popular counties for residency are as follows: Carteret (about 73%), Craven

(about 12%), and Onslow (about 9%). Students with residency in Pamlico and Jones Counties account for

less than 1% of the College’s headcount. All other North Carolina counties combined contribute about 4%

to the student total. The proportion of county residency remained steady and proportional during the period

under review.

FIGURE 4: SPECIAL POPULATIONS—RESIDENCY (NC COUNTY) (BASED ON HEADCOUNT)

The following paragraph addresses PM 2-2 Percent of students enrolling in college prep courses. Table 1

shows that the percentage of students enrolling in college preparatory classes fluctuated minimally between

AY 2011-2012 (28.7%), AY 2013-2013 (30.3%), and 2013-2014 (23.6%). However, AY 2014-2015 saw

the percentage drop to 15.5%. As discussed earlier, the reorganization of developmental courses

(particularly math and English) occurred during this timeframe, affecting the number of students enrolling

in these courses.

2343 2293

2051 2012

1215

1410

1800

1900

2000

2100

2200

2300

2400

AY 2011-2012 AY 2012-2013 AY 2013-2014 AY 2014-2015

Out- of- State

In-State

1769 1723

15011419

278 257 249 285216 216 182 208

6 10 14 610 13 12 1376 89 107 91

0

200

400

600

800

1000

1200

1400

1600

1800

2000

AY 2011-2012 AY 2012-2013 AY 2013-2014 AY 2014-2015

Carteret

Craven

Onslow

Pamlico

Jones

Other

1/18/2016 Strategic Plan 2010-2015 11

Conclusions:

Based on the analysis, Carteret Community College provides access to learning opportunities through

curriculum and CCED. Though Carteret’s enrollment has declined since academic year 2011-2012, our

measured demographics have remained in proportion in regards to ethnicity, age, and residency. One factor

which may have contributed to the decline in curriculum enrollment is the suspension of the federal student

loan program. Carteret’s significant change in enrollment reflects the students required to complete college

prep courses. All students continue to have access to college prep courses (DMA, DRE, and ACA) day,

afternoon, and evening. North Carolina state initiatives (beginning Fall 2012 for math and Fall 2014 for

reading and English) included a redesign in the college prep curriculum and delivery along with

restructuring college placement testing, Multiple Measures. These initiatives, as intended, have decreased

the student need for completion of developmental coursework.

Recommendations:

It is recommended that Carteret continues to analyze access of our services to the citizens of Carteret county

and surrounding areas. One area of consideration is to separate the 18-29 age range into two groups: 18-21

and 22-29. Separating the 18-29 year age group will provide information to help further analysis between

the traditional students soon after high school completion and the non-traditional students. The results

gathered from separating these age groups can influence student activities as well as communication

practices at the College. Another recommendation is to include gender as a special population within each

academic program. A ‘by program’ gender analysis will benefit Carteret especially those programs whose

accreditation requires the additional analysis. This type of analysis can answer the following questions:

How does Carteret’s gender enrollment compare to the community distribution? Does the College lose more

male students before completion than female students? Which programs display gender inequities? A final

recommendation is to eliminate residency as a special population. Since Carteret does not have an active

strategy to build enrollment from outside Carteret County, there does not seem to be an institutional purpose

to include residency in Carteret’s strategic plan.

1.2 Retention – The first step in achieving student success is keeping students enrolled either in a course

or group of courses.

Research has identified several ways for colleges with open-enrollments to improve retention and completion.

These solutions often come at a considerable cost to the institution and can challenge the tradition of open

doors. The College has engaged in several initiatives to improve student retention, specifically Fall – Spring

and Fall-Fall retention rates.

Goal 3: The College will increase retention rates for Curriculum and Basic Skills students.

Performance Measure 3.1

Analysis:

The data shows that we are losing students fall to fall (18%-26% more students in fall than in spring). Our fall

to spring numbers are better.

We increased intrusive advising during fall and spring but are losing students in the summer. This is likely due

to the reduced number of advisors on campus in the summer and reduced communication with our students

over the summer. We should continue the intrusive advising during the summer when we are losing more

1/18/2016 Strategic Plan 2010-2015 12

students. We have also begun to phone students on the purge list and have developed a vetting process to

reduce the number of students to call. A calling “committee” will become part of the late registration process.

A new Retention Committee is being formed to re-energize the efforts being made in the area of retention.

The committee will comprise representative faculty from all academic divisions as well as staff from student

services and college administrators.

FITW grant should also help with students exhibiting at risk behaviors and as faculty become accustomed to

using the Aviso software the students can be more easily identified and counseled prior to leaving in spring.

We could use Regroup to send communication about advising/registration periods as some students most

likely are not checking their college email when they are not in class.

Questions to answer:

What is the process we use for keeping student cell numbers in Regroup?

Do we need to collect that information to make that happen?


This local performance measure looks at retention, transfer success, and completion.

The NCCCS performance measure looks at 1st year progression (successful completion of 12 semester hours

within the first academic year) rather than retention. We should align the two and rewrite our goal so that we

are measuring the same thing for which we are held accountable at the state level.

As it is our retention rate has seesawed from 68.7% to 54.7% back to 65% from 2011-12 to 2013-2014. We

could attribute this to the strengthening economy which drives students back into the workforce.

Our transfer success rate is above community college system average, but is below the excellence level.

However, it is important to note that only four colleges in the system have attained the excellence level for

2012-13. We have designed and implemented a course, ACA 122, which prepares transfer students to navigate

the University environment. Successful completion of this course should continue to improve student success

percentages during the transition from the community college to the university.

In regard to completion the system measures students in a cohort over a six year period during which the

students either complete their POS, transfer before graduation or are retained by the college having taken at

least 36 semester hours. Our current measure does not match the state measure but has yielded similar results.

Again, we have seesawed in our completion measure from 40% to 38% back to 39.5% from 2011-12 to 2013 -

14. This may be true, in part, to a strengthening economy.

Actions Taken:

Working on a Completion by Design project that removes barriers for students to help them to complete

their degree in a more streamlined fashion. As a result we have taken a hard look at course prerequisites

and removed any that are not state mandated that do not have a direct tie to curriculum design. We now

use multiple measures to look at placement for first time students vs. just placement test scores.

Expanding our student orientation to an online format in addition to just face to face offerings.

Recently received a First in the World Grant that will help us focus on a pilot group of students where

we have the resources and training to more effectively implement an invasive advising model.

Reduced the number of semester hours required to complete most of our approved programs of study.

Reached out to students who had more than 40 hours toward an associate’s degree and encouraged them

to complete this semester or advised them on a path to completing their credential.

Expanded our CTE pathways for students at the high school level to help them easily transition into an

associate’s degree program with earned credit from the high school level. This is aimed at increasing

1/18/2016 Strategic Plan 2010-2015 13

completion in a shorter time frame for students. We need to increase the marketing at the high school

level to increase the number of students who take advantage of this opportunity

Recommendation:

The age of our overall student population has shifted to a higher percentage of our student population falling

in the 18-29 year old age group with a remarkable increase in the 18-20 year old subset. Due to a shift in this

overall student population and a more mature age range of faculty, we may want to look at more professional

development to aid faculty in effectively working with the younger population of students.

Goal 4: The College will provide effective advising about courses, programs, and careers.

We have not been evaluating students to measure their satisfaction with advising with the exception of

program reviews assessments which are only administered every three years in each program on a staggered

basis. We need to administer a student satisfaction survey or embed a question(s) about advising existing

course evaluations.

Goal 5: The College will provide opportunities early in student’s academic programs to enable them to

successfully navigate the college environment.


From academic years 2011-12 to 2014-15 many program of study did not require ACA 115/118. As part of the

massive program realignment which took effect in fall 2015 those course were added as a requirement in many

programs of study. Greater emphasis has been placed on the timely completion of these courses, therefore we

anticipate an increase in the number of students who enroll in ACA115/118 within the first 6 semester hours of

study. Currently, we need a more detailed description of the number of students who took these courses

during the time frame covered so that we can compare the results prior to fall 2015 and after fall 2015.

Recommendation:

We could flag students who have not taken ACA 115/118 when they attempt to register after 6 hours so that

advisors are prompted to make sure that they take ACA 115/118 before enrolling in other classes.


In fall an average of 76% of students who take ACA 115/118 successfully complete the course. That

percentage falls to 67% in spring and jumps dramatically to nearly 90% in the summer. Spring percentages

may be attributable to fewer numbers taking the courses or students starting a program of study off cycle. It is

important to note that, the summer students often only take this one course in order to get a jump on their fall

semester requirements and therefore, can dedicate all their energy on this particular course.

Recommendation:

We need to disaggregate data of those students who drop v. fail ACA to determine if there are any identifiable

patterns we can address to increase successful completion of these courses.

With Aviso (software coming in the First in the World grant), we could flag students who drop ACA so that an

advisor can follow up immediately. In addition, we should consider limiting the number of hours that student

can take in the next semester or not allow the student to enroll in any further courses until successful

completion of ACA 115/118.

1/18/2016 Strategic Plan 2010-2015 14

1.3 Success – Success is measured by goal attainment and program or degree completion. Success in

community colleges is a difficult factor to measure due to the diversity and complexity of student

goals.

Goal 6: The College will increase completion rates of credential seeking students.

Performance

Measure Description Methodology Data Source Benchmark Results Analysis

PM 6:

Completion

Rates

(200%)

The

percentage

of first-time

fall students

who

complete

degree,

diploma, or

certificate

programs

within

200% of

normal time

to

completion.

Denominator:

The number of

students entering

the institution as

full-time, first-

time,

degree/certificate

- seeking

undergraduate

students in a

particular year

(cohort)

Numerator: The

number

completing their

program within

200 percent of

normal time to

completion; the

number that

transfer to other

institutions

IPEDS

(Integrated

Postsecondary

Education

Data System)

NCCCS

Performance

Measures

Baseline:

28.6%

(Excellence:

45.6%) of first-

time, full-time

credential-

seeking

students will

graduate in

200% of

normal time to

completion.

*Note:

Performance

measures

include transfer

and retention

data as well as

graduate data.

2011-12 (2008 cohort): 26%

2012-13 (2009 cohort): 27%

2013-14 (2010 cohort): 20%

*Note: Results identify graduates only.

Program completion rates were below the benchmark for the reporting period.

Actions Taken:

Utilize Title III Grant to provide professional development and technology resources in the areas of

advising, assessment, and distance learning

Establish advising committee to develop comprehensive advising process to include resources for

advisors

Add designated nursing student counselor

Make new student orientation mandatory and delivered on-campus and online

SACS QEP – Redesign of Student Skills Courses (ACA-115 / ACA-118)

Add requirements for ACA-115/ACA-118 Study Skills Courses within first 6 semester hours

Establish Minority Male Mentoring Program

Establish Behavior Intervention Team (BIT) to assist students with academic and conduct issues

Proposed Actions to be Taken:

Provide tutoring for select courses with low “success” rates

Contact Non-Completers to offer assistance to return

Analyze results from the annual Enrolled Student, Completer, and Non-Completer surveys, for recurring

themes, identify impediments to success, and incorporate suggestions for improvement

Increase participation in Student Support Services, - TRiO program

Continue recruiting for Carolina Student Transfer Excellence Program (C-Step)

1/18/2016 Strategic Plan 2010-2015 15

Goal 7: The College will prepare students for employment or transfer.

Performance


PM 7-1:

Performance

on State

Licensure

Exams

The

percentage

of first time

test takers

passing an

examinatio

n required

for North

Carolina

licensure or

certification

prior to

practicing in

the

profession

Denominator: All licensure and certification exams taken for the first time during the licensure agency’s most recent reporting year.

Numerator:

Licensure and

certification

exams passed

on the first

attempt during

the licensure

agency’s most

recent reporting

year.

Annual NCCCS

Critical Success

Factor Report. Full

results available

at:

http://www.nccomu

nitycolleges.edu/Pu

blications/archived

CsfReports.htm

NCCCS accesses data from agencies

issuing the license or certification and validated by the colleges

NCCCS

Baseline: 71%

(Excellence:

91.7%) of first

time test takers

will pass

examinations

required for

North Carolina

licensure or

certification.

Exceptional

Institutional

Performance

Standard: The

college will have

no exam with a

passing rate

less than 70%

2011-12 (2008 cohort): 78%

2012-13 (2009 cohort): 84%

2013-14 (2010 cohort): 80%

Program completion rates were below the benchmark for the reporting period.

Action Plan:

EMT/EMT-I

Review and revise curriculum to match NCOEMS exam competencies

Discontinue use of adjunct faculty who consistently demonstrated low exam pass rates

Program chairperson will have active participation in the NCCCS EMS Accreditation Alignment Project

Performance


PM 7-2:

Employer

Satisfaction

The percent

of returned

employer

surveys

rating

overall

satisfaction

(3 or higher

on a 5-point

Likert scale

Denominator: The number of returned employer surveys.

Numerator: The number of returned surveys indicating overall satisfaction

Employer Surveys 80% of returned surveys will indicate overall satisfaction.

Aggregate Data

2013-14: 97%

2012-13: 97%

20111-12: 97%

The benchmark was met for aggregate and individual program data. The lowest scoring program was:

Radiography:

2013-14: 84%

2012-13: 80%

1/18/2016 Strategic Plan 2010-2015 16

Actions Taken:

All programs:

Promote employer participation on program Lay Advisory Committees

Implement strategies to address identified areas of weakness


Radiography:

Revise Operating Room (OR) rotation to provide students with increased opportunity to develop

competence in this area of noted weakness.

Performance


PM 7-3:

Graduate

Employment

(1 Year)

The

percentage

of

graduates

who are

employed

within one

year

Denominator: The number of graduates in the cohort.

Numerator: The number of graduates employed at 1 year post-graduation.

Graduate Surveys

Program Data

70% of graduates will be employed in their field of study within one year.

Aggregate Data

2013-14: 89%

2012-13: 82%

2011-12: 77%

The benchmark was met for aggregate data. The lowest job placement occurred for Practical Nursing:

2013-14: 80%

2012-13: 83%

2011-12: 66%


Practical Nursing:

Evaluate employment trends for practical nurses in NC

Survey area medical facilities to determine future employment trends for all nursing students

Engage program Lay Advisory Committee in discussion regarding employment opportunities

Performance


PM 7-4:

Performance

of College

Transfer

Students

Among community college associate degree completers and those who have completed 30 or more credit hours who transfer to a four-year university or college, the percentage who earn a GPA of

Denominator:

Students with

an associate

degree or at

least 30

articulated

transfer

credits

enrolled

during the fall

and spring

semesters at

a four-year

institution

who were

Annual

NCCCS

Critical

Success

Factor Report.

Full results

available

at:

http://www.ncc

ommunitycolle

ges.edu/Public

ations/archive

dCsfReports.h

tm

NCCCS

Standard:

83% of students transferring to a university with an associate degree or 24 articulated college transfer credit hours will have a GPA equal to or greater than

CCC State Avg.

2013: 87% 87%

2012: 87% 85%

2011: 87% 88%

CCC has

exceeded

the state

standard

for this

measure.

For 2011,

CCC fell

below the

state

average

for this

measure.

1/18/2016 Strategic Plan 2010-2015 17

2.00 or better after two consecutive semesters within the academic year at the transfer institution.

enrolled at a

community

college

during the

previous

academic

year.

Numerator:

Students

included in

the

denominator

who have

earned a

GPA of 2.00

or better

aggregated

over the fall

and spring

semesters at

the transfer

institution.

NCCCS accesses data from the National Student Clearinghouse, University of North Carolina (multi- campus system) Institutional Research

& Analysis office, and data from individual private and out-of- state institutions.

2.00 after two semesters at the university.

Actions Taken:

Heavily promoted C-Step

Established Minority Male Mentoring Program

Provided additional training and resources for transfer advisors

Beginning in Fall 2014, all AA/AS transfer students will be required to take ACA 122, College

Transfer Success course

Revised curriculum plans for alignment with AA/AS CAA UGETC courses

1.4 Technology – Access to and integration of technology is essential to support learning, administration

processes, and institutional effectiveness.

Goal 8: The College will enhance access and use of technology throughout the institution.

1.5 Integration – We will create a culture where all institutional actions are focused on improving student

learning and success and leading to student goal completion.

Goal 9: The College will improve the quality of learning.

Analysis:

The College measures Institutional Learning Level outcomes (ILLO) as a means to improve the quality of

learning in curriculum instruction. The chart below outlines the ILLO schedule:

Date Competency

Area

Level of Competency Courses for Assessment Methods of Assessment

2011-

2012

Information

Literacy

Students demonstrate proficiency

in locating, evaluating and using

information effectively

A course from all

Diploma and Degree

programs

Assignments will vary

depending on the program

1/18/2016 Strategic Plan 2010-2015 18

Overall results of each ILLO is identified in the chart below:

Performance

Measure

AY 2011-

2012

AY 2012-2013 AY 2013-2014 AY 2014-2015

PM 9 Percent of

Institutional Level

Learning

Outcomes

that achieve

benchmark or

target

169 of 275

students or

61.5% met

the

benchmark

for

Information

Literacy

63 of 107 students or 61% met the

benchmark of 80% or higher for Oral

Communication

160 of 202 students or 79.2% met the

benchmark of 80% or higher for

Critical Thinking

116 of 291 students

or 40% met the

benchmark of 80%

or higher for Written

Communication


97% met the

benchmark of 80

points or higher for

Computer Literacy

Results for each ILLO follow:

Information Literacy: 2011-2012 Outcome: Students will be able to demonstrate proficiency in locating, evaluating and using information

effectively.

Measurement of Success: 80% of students will score an overall total of 12 points on the rubric, which is equal

to 80%.

Results: 61 % of students (169 out of 275 students) scored an overall total of 12 points or 80% on the rubric.

Target not met.

Critical Thinking: 2012-2013 Outcome: Students will be able to demonstrate the ability to apply a problem-solving process including

analysis, synthesis, evaluation, and decision-making.

Measurement of Success: 80% of students will score an overall total of 8 points or 80% on the rubric, which

is equal to 80%.

Results: 80 % of students (161out of 202 students) scored an overall total of 8 points or 80% on the rubric.

Target met.

2012-

2013

Oral

Communication


in speaking effectively

A course from all

Diploma and Degree

programs

Assignment to develop and

deliver a speech or

presentation

2012-

2013

Critical

Thinking

Students demonstrate the ability

to apply a problem-solving

process including analysis,

synthesis, evaluation, and

decision-making

A course from all

Diploma and Degree

programs



2013-

2014

Written

Communication


in reading and interpreting

written material and writing

effectively

A course from all

Diploma and Degree

programs



2014-

2015

Computer

Literacy


in the use of computer

technology including application

software, email, and internet.

CIS 110 – Introduction

to Computers

CIS 111 – Basic PC

Literacy

1/18/2016 Strategic Plan 2010-2015 19

Oral Communication: 2012-2013

Outcome: Students will be able to demonstrate proficiency in speaking effectively.

SPEAKER - Measurement of Success: 80% of students will score an overall total of 80 points on the rubric,

which is equal to 80%. (50% from Instructor graded rubric and 50% from student graded rubric)

SPEAKER - Results: 61 % of students (63 out of 107 students) scored an overall total of 80 points on the

rubric, which equaled 80%. Target not met.

VISUAL AID - Measurement of Success: 80% of students will score an overall total of 80 points or 80% on

the rubric. (50% from Instructor graded rubric and 50% from student graded rubric)

VISUAL AID - Results: 48 % of students (45 out of 92 students) scored an overall total of 80 points or 80%

on the rubric. Target not met.

Written Communication: 2013-2014

Outcome: Students demonstrate proficiency in reading and interpreting written material and writing

effectively.

Measurement of Success: 80% of students will score an overall total of 22.50 points on the rubric, which is

equal to 80%.

Results: 40% of students (116 out of 291 students) scored an overall total of 22.50 points or 80% on the

rubric. Target not met.

Computer Literacy: 2014-2015

Outcome: Students demonstrate proficiency in the use of computer technology including application software,

email, and internet.

Measurement of Success: 80% of students will score an overall total of 80 points on email assignment.

Results: Aggregate Results: 97% of students (72 out of 74 students) scored an overall total of 80 points on the

rubric. 100% of the online students scored 80 points or higher on the rubric. 95% of the web-enhanced

students scored 80 points of higher on the rubric. Seven CIS 110 sections with a total of 74 students were

assessed: five web-enhanced and two online sections. Twenty-two programs were assessed. Target met.

Action Plan: Since the students met the goal, a new assignment will be used to measure the ILLO.

Conclusions:

Action plans are not clearly developed and communicated to the institution.

ILLOs are measured once in a four year cycle. This scheduling does not allow a detailed analysis of

the impact of action plans immediately after implementation.

Recommendations:

Increase communication institutionally to explain action plans and assist chairs in implementing action

plans.

Measure each ILLO for at least two years (more depending on the results) to have a greater impact on

student learning.

Measure the ILLOs in general education classes with the highest student enrollment and that are

required for the majority of programs.

Goal 10: The College will ensure the efficient, appropriate, and effective use of all available resources

through a high level of fiscal and administrative accountability.

1/18/2016 Strategic Plan 2010-2015 20

Goal 11: The College will assure continued progress and effectiveness by means of strategic planning,

recurring assessment and use of results.

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