Enrollment Management 2011‐2014 Plan ‐ Draft

The Enrollment Management Committee is charged with understanding and applying information about students, college services, instruction, and internal and external factors that support student success from recruitment through becoming successful alumni (meeting specific student goals) through the use of data and data analysis. The Enrollment Management Committee will develop processes to assess the progression and attainment of individual student goals.

DRAFT ‐ November 16, 2010

Contents Background ...... 3 Guiding Principles for Enrollment Planning ...... 3 Philosophy Framework ...... 4 Planning Assumptions ...... 4 Service Area ...... 4 Demographic Focus ...... 5 Student Success ...... 6 Strategies ...... 6 I. Student Success Strategies ...... 6 II. Scheduling Strategies ...... 6 III. Support Services Strategies ...... 6 IV. Outreach Strategies ...... 7 Strategy Implementation ...... 9 Key Performance Indicators ...... 13

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Background At Orange Coast College we believe that although there are external factors beyond our control, enrollment can be strategically influenced by internal actions through strategic enrollment management planning. This enrollment management plan provides a framework for intentionally utilizing marketing, scheduling, staffing, and pedagogy in a strategic way in order to:

 Identify and Meet Enrollment Goals  Improve and Expand Student Support Programs  Increase Diversity  Ensure Access  Increase Retention, Success (Transfer), and Graduation Rates

Guiding Principles for Enrollment Planning The enrollment management plan will:

. Support OCC’s Mission & Values (Community, Learning, Access, Stewardship, and Sustainability). (once strategies are solidified link them to Values or add category to show where it maps to)

. Use data as supporting evidence.

. Be revised on an annual basis:

. Review progress towards goals.

. Analyze changes in base data and data trends.

. Review plan with the District Enrollment Management plans.

. Modify plan as needed.

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Philosophy Framework . National Goal‐ President Obama’s College Completion Goal (2/24/2009) is to increase college graduation to 60% for all adult citizens by 2025 (at least a two‐year degree).

. State Legislation (SB 1440 ‐ Student Transfer Achievement Reform [STAR] Act) ­ Commencing with the 2011‐2012 academic year, SB 1440 requires a community college district to grant an associate degree for transfer to a student in that student’s field of study once a student has met degree and transfer requirements for a particular major. Upon completion of the transfer associate degree, the student is eligible for transfer with junior standing into the California State University (CSU) system. Students will be given priority consideration when applying to a particular program that is similar to the student’s community college area of emphasis. The bill prohibits a community college district or campus from adding local course requirements in addition to requirements of the STAR Act, and prohibits the CSU from requiring a transferring student to repeat courses similar to those taken at the community college that counted toward their associate degree for transfer.

. State Chancellor’s priority‐ In communications from the State Chancellor’s Office (2009), California Community Colleges should prioritize their offerings based on:

. Transfer

. Career & Technical Education

. Basic Skills

 Community College League of California‐The League’s Commission on the Future is establishing the case for a significant increase in graduates by one million AA degrees by 2020. Based on the League’s goal, OCC projects it will have to confer an additional 16,000 degrees by 2010.

 Coast District – OCC’s plan will need to align with the District’s Vision 2020 and District Enrollment Management Committee goals.

Planning Assumptions

Service Area Orange Coast College’s official service area is within the Coast Community College District: Costa Mesa, Huntington Beach, Newport Beach, Seal Beach, Westminster as well as selected areas of Garden Grove and unincorporated portions of Orange County.

Based on data provided by the Cambridge West Group (2008), OCC’s effective service area is within a 7.5 mile radius from the campus. The cities within this effective service area having the highest projected population growth in Orange County through 2030 are Orange, Santa Ana, Irvine, Garden Grove and Anaheim.

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OCC’s non‐resident students are comprised of both out of state students and international students:

◦ Out of state students comprised 2% of the student population in fall 2008 (n = 483). Out of state students have doubled since the early 2000’s (Orange Coast College Atlas, 2008‐ 09).

◦ Enrollment of International/non‐immigrant visa students totaled 991 in fall 2000 and began to decline in fall 2001. Enrollment reached a low of 533 in fall 2005. As of fall 2009, OCC enrolled approximately 950 international/non‐immigrant students (fall 2009), a 78% increase over fall 2005 (Orange Coast College Atlas, 2008‐09).

Demographic Focus  High School Graduates in Orange County

◦ The number of high school graduates will begin to decline in 2011‐2012 with a overall projected decrease of 8% by 2015 (State of California Department of Finance projections, 2008).

 Age 25 ‐64 year olds in Orange County

◦ 20.5% have not obtained a HS diploma (US Census Bureau, 2000).

◦ 23.3% reported some college as their highest level (US Census Bureau, 2000).

◦ 43% have an associate’s degree or higher with OCC’s service area ranging from 29.6% (Westminster) to 70.6% (Newport Beach) (US Census Bureau, 2000).

 Ethnicity

◦ By 2020, Latinos are projected to be the largest ethnic group in OC; comprising 41% of the population. Seventy‐one percent of the current Latino population is under 34, and 50% is under 24 (Orange County Workforce Indicators 2010‐11).

◦ OCC’s official service area is projected to have a Latino population increasing to 48%, the Asian American / Pacific Islander population increasing to 18%, and the Caucasian population is decreasing to 30% by 2030 (State of California Department of Finance projections, 2008).

 The Lumina Foundation’s A Stronger Nation through Education (2010) report contends colleges must increase college success with the 21st Century Students to reach completion/attainment goals The 21st Century Student includes:

◦ Working adults.

◦ Low‐income.

◦ First generation.

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◦ Students of color.

Student Success The primary definition of student success for the purposes of enrollment management is the completion of a degree, certificate, or program of study that leads to transfer or career success.

As a comprehensive community college, we also value personal enrichment.

Strategies

I. Student Success Strategies 1. Study transfer velocity data to determine the length of time it takes to complete a degree, certificate, or program of study that leads to transfer or career success. Define the baseline then establish performance goals:

a. Define baseline data and establish goals for decreasing the length of time it takes to complete the primary definition of success (see above) for full‐time students.

b. Define baseline data and establish goals for decreasing the length of time it takes to complete the primary definition of success (see above) for part‐time students.

(Note: Need to consult with IR to see whether or not A&B can be determined)

2. Study course success and retention rates and persistence rates, define a baseline, and establish performance goals.

3. Schedule town halls/open forums to discuss student success.

4. Institutionalize Student Success Initiatives (tutoring, early alert, supplemental instruction, learning communities, etc.).

5. Support programs that enhance student success both inside and outside of the classroom (library, counseling, co‐curricular activities, health services, etc.).

II. Scheduling Strategies 1. Implement core curriculum plan through the departments and schedule course offerings accordingly.

2. Explore non‐credit and fee‐based options.

3. Schedule to meet State and District FTEs targets.

III. Support Services Strategies 1. Develop an online version of the Answer Center to expand on existing Answer/Welcome Center.

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2. Communication:

a. Survey students to determine the preferred method of communication (i.e. text messaging, email, phone, etc.).

b. Implement technology to provide relative communication delivered just‐in‐time according to students’ needs/interests.

3. Referrals

a. Create an ombudsman position.

b. Develop a campus‐wide referral plan/procedure.

4. Increase available data through technology:

a. Revise the admissions application to collect more information regarding students’ educational goals, major, etc.

b. Build external colleges’ catalogs in Banner so that students’ in‐coming transfer work can be entered in the database.

c. Implement an online degree audit system, which includes an online Student Education Plan (SEP).

d. Develop reports to identify courses students need to complete their degrees/certificates.

e. Sign on with the Clearinghouse to track students who transfer to other colleges/universities.

f. Enforce all prerequisites campus‐wide.

g. Update students’ program of study in Banner once they have met with a counselor and have an SEP.

h. Review the registration priority policy and adjust to align with Enrollment Management Plan priorities.

IV. Outreach Strategies 1. Coordinate all outreach activities through the Outreach Support Center (activities, outreach events, publications, etc.).

2. Develop relationships/partnerships with UCI, CSUF, and CSULB to ensure transferability of OCC courses.

3. Collect recruitment data and develop a plan to utilize the Banner recruitment module for tracking recruitment.

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4. Develop a plan for stronger partnerships with high schools in official service area:

a. SOAR (High school senior program).

b. Assessment Testing (juniors/seniors) in the high school and analyze results to determine college readiness.

c. Develop summer boot camp programs for students who test at remedial level math/English.

5. Develop an international recruitment plan.

6. Develop an outreach plan to target the 21st century student as define by the Lumina Foundation and OCC’s defined service area (see above).

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Strategy Implementation I. Student Success Strategies Responsible Party Timeline Key Performance Measure # Study transfer velocity data to determine the Institutional Research Baseline for initial I.1 length of time it takes to complete a degree, goals established I.1a certificate, or program of study that leads to by end of spring I.1b transfer or career success. Define the baseline Divisions/Programs 2011 and then establish performance goals. measured each year at end of fall to reflect prior spring Study course success and retention rates and Departments, disciplines, Program Review 3 I.2 persistence rates, define a baseline, and and divisions year timeline (PR establish performance goals. would be enhanced to add performance goals and then measure them) Schedule town halls/open forums to discuss Staff Development Every semester student success. beginning spring 2011 for 3 consecutive semesters (to see how it is working) Institutionalize Student Success Initiatives Office of the President, Developed and I.4 (tutoring, early alert, supplemental instruction, College Council, College implemented by learning communities, etc.). Budget Committee, end of May 2012 Student Success Center because grant runs out October 1, 2012 Support programs that enhance student Office of Instruction, Based on setting TBD success both inside and outside of the Offices of Student performance goals classroom (library, counseling, co­curricular Services with delegation in baseline in activities, health services, etc.). out to the divisions and Program Review departments What would be the baseline for a student in a (may be part of re‐org Should be reported given population to assure that they have w/creation of new back to EMC for sufficient services to succeed? division structures to integration into Establish the baseline. help support this [ie‐ enrollment planning Dean of Student Success] – discussion should continue throughout spring semester)

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II. Scheduling Strategies Responsible Party Timeline Key Performance Measure # Implement core curriculum plan through the Divisions Work through the II.1 departments and schedule course offerings plan in Spring 2011, accordingly. start using plan in Fall 2011 when scheduling for Spring 2012 Explore non­credit and fee­based options ­ Divisions, Community II.2 Increase/decrease on community needs to Education generate revenue. Schedule to meet State and District FTES Office of Instruction, Each semester targets. Divisions

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III. Support Services Strategies Responsible Party Timeline Key Performance Measure # Development an online version of the Answer Outreach Support Center, Dec. 2011 – draft III.1 Center to expand on existing Answer/Welcome Director of Enrollment Spring 2012 Center. Services

Survey students to determine the preferred Vice President of Student December 2010 method of communication (i.e. text messaging, Services, Institutional (in‐progress) email, phone, etc.). Effectiveness Implement technology to provide relative Tech Committee, Vice Fall 2012 communication delivered just­in­time President of Instruction, according to students’ needs/interests. Vice President of Student Services, Vice President of Administrative Services Create an ombudsman position. President Identify by Spring 2011 Develop a campus­wide referral Ombudsman December 2011 III.3b plan/procedure and survey students to establish baseline and subsequent surveys to assess effectiveness.

Revise the admissions application to collect Institutional Effectiveness, December 2011 more information regarding students’ Director of Enrollment educational goals, major, etc. Services, District Information Technology Build external colleges’ catalogs in Banner so Enrollment Services, December 2011 that students’ in­coming transfer work can be District Information entered in the database. (Step 1) Technology, Vice President of Instruction Implement an online degree audit system, Vice President of December 2012 which includes an online Student Education Instruction, Vice President Plan (SEP). (Step 2 ­ dependency on Step 1) of Student Services, Dean of Counseling, District Information Technology Develop reports to identify courses students Institutional Effectiveness, Spring 2013 need to complete their degrees/certificates. Vice President of (Step 3) Instruction

Sign on with the Clearinghouse to track Institutional Effectiveness Spring 2011 students who transfer to other colleges/universities.

Enforce all prerequisites campus­wide. Vice President of Spring 2013 Instruction, Vice President of Student Services, Associate Dean of Student Services Update students’ program of study in Banner Dean of Counseling, Vice Spring 2011 once they have met with a counselor and have President of Student an SEP. Services

Review the registration priority policy and Enrollment Management Fall 2011 adjust to align Enrollment Management Plan Committee priorities.

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IV. Outreach Strategies Responsible Party Timeline Key Performance Measure # Coordinate all outreach activities through the Outreach Support Center On‐going Outreach Support Center (activities, outreach events, publications, etc.).

Develop relationships/partnerships with UCI, Transfer Center, President On‐going CSUF, and CSULB to ensure transferability of OCC courses.

Collect recruitment data and develop a plan to Outreach Support Center On‐going IV.1 utilize the Banner recruitment module for tracking recruitment.

Develop a plan for stronger partnerships with President On‐going IV.4a high schools in official service area for Senior IV.4c Orientation Assessment Registration (SOAR) program.

Test (juniors/seniors) in the high school and Associate Dean of Student Summer 2011 IV.4b analyze results to determine college readiness. Services. Matriculation Office, Institutional Establish baseline for future assessment. Effectiveness, Vice 2010 (Baseline) President of Instruction, Vice President of Student Services Develop summer boot camp programs for Vice President of Summer 2011 IV.4c students who test at remedial level Instruction, Curriculum, math/English/Reading. Counseling

Establish baseline for future assessment.

Develop an international recruitment plan. Associate Dean of Student Summer 2011 Services Develop an outreach plan to target the 21st Outreach Support Center Summer 2011 century student as define by the Lumina Foundation and OCC’s defined service area.

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Key Performance Indicators KPI # Student Success Baseline Goal Performance Performance Performance Strategies Spring 2011 Summer Fall 2011 Spring 2012 2011 I.1 Study transfer velocity Determined Not able to data to determine the by measure much length of time it takes individual but will programs probably be to complete a degree, √ by end of primary certificate, or program Spring semester of study that leads to 2011 measurements transfer or career and need to success. Define the measure every semester baseline then establish performance goals.

I.2 Study course success Established in Element of and retention rates and Program Review Program Review persistence rates in Program Review, define a baseline, and establish performance goals.

I.Ia Define baseline data and establish goals for decreasing the length of time it takes to complete the primary definition of success (see above) for full‐ time students.

I.1b Define baseline data and establish goals for decreasing the length of time it takes to complete the primary definition of success (see above) for part‐ time students.

I.4 Institutionalize Student Already defined in Institutionalization Success Initiatives Student Success plan needs to be Grant and tracked “flushed out” by (tutoring, early alert, yearly through the end of Spring 2011 supplemental grant. and fully instruction, learning Need to define the implemented by communities, etc.) Institutionalization end of Spring 2012 Define baseline data plan and how we and track performance would, from a staffing view point, of Title III goals. organize it &

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assure the financing II.1 Schedule course Measured every offerings according to fall & spring (after determining how the core curriculum. to measure it) Establish baseline once core is defined, track and align course offerings to students’ needs.

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KPI # Student Success Baseline Goal Performance Performance Performance Strategies Spring Summer Fall 2011 Spring 2012 2011 2011

II.2 Identify non‐credit and fee‐ based options. Increase fee‐ based options according to community education business plan.

III.1 Develop and track usage of an TBD once available online version of the Answer Center to expand on existing Answer/Welcome Center.

III.3b Develop and track TBD once available usage/efficiency of a campus‐ wide student referral plan/procedure and documents.

IV.4b Test (juniors/seniors) in the high school and analyze results to determine college readiness.

Establish baseline for future assessment.

IV.4c Develop summer boot camp programs for students who test at remedial level math/English/Reading.

Establish baseline for future assessment.

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Support of Part Time Faculty Resolution Nov 30, 2010

Moved by Senator Rick Boone Seconded by Senator Tom Dowling

Whereas, Part time faculty are not systematically trained on common practice or processes at our college.

Whereas, Newly hired part time faculty are not commonly given a professional mentor for guidance and department integration.

Whereas, Division offices usually close after “normal” hours, restricting part time faculty access.

Whereas, The College has no consistent, cross-divisional process for scheduling part time faculty or meeting contract obligations.

Be it resolved that the Academic Senate of Orange Coast College supports the training of part time faculty to become more knowledgable of college culture and processes and to support them in the pursuit of full time teaching positions.

Be it resolved that the Academic Senate of Orange Coast College supports a part time faculty office that allows for “after hours” use and universal access for all part time faculty.

Be it resolved that the Academic Senate of Orange Coast College supports the creation of a best practice for scheduling part time faculty that meets or exceeds contractual obligations and allows for a transparent scheduling process. 42nd FALL SESSION RESOLUTIONS 2010 Fall Plenary Session Final Resolutions

1.05 F10 Creation of a Part-Time Faculty Member of the Year Award Denise Cabanel-Bleuer, Orange Coast College

Whereas, California community college part-time faculty are invaluable partners in ensuring student success by providing high quality instruction and dedication to their profession;

Whereas, California community college part-time faculty contribute significantly to campus enrichment through activities such as serving on committees and as faculty advisors and participating in departmental, divisional, and campus-wide activities such as curriculum development, assessment, and program review; and

Whereas, There are various awards that recognize faculty excellence that, although open to all faculty, historically advantage full-time faculty;

Resolved, That the Academic Senate for California Community Colleges create a yearly award for a part-time faculty member that recognizes excellence in teaching and outstanding contributions to the campus environment and to student success and that the award amount and presentation be consistent with other comparable faculty awards given by the Academic Senate for California Community Colleges.

MSC Disposition: Local Senates Assigned: Standards and Practices Committee

13.05 F10 Providing Part-time Faculty with Adequate Resources and Support Jon Drinnon, Merritt College, Area B

Whereas, Community college budgets have been cut and resources and support limited for all faculty;

Whereas, Part-time faculty are particularly vulnerable to resource and support cuts since they have limited presence on campuses and often limited political power to protect and maintain an adequate level of resources and support; and

Whereas, Colleges and districts have a duty to protect academic integrity by maintaining the resources and support that all faculty, both full- and part-time, need to be effective educators;

Resolved, That the Academic Senate for California Community Colleges work with its educational partners to advocate for a level of resources and support for part-time faculty that can maintain an adequate teaching environment for them and learning environment for our community college students.

MSC Disposition: Local Senates, CoFO Assigned: President 13.09 F10 Best Practices: Integrating Part-time Faculty into Shared-Governance Brian Sos, San Diego City College

Whereas, The Academic Senate for California Community Colleges is committed to professionalism for all faculty as an essential element in providing students with excellent educational opportunities, services, and instruction as recommended in Part-Time Faculty: A Principled Perspective (adopted Spring 2002); and

Whereas, The Academic Senate is committed to integrating part-time faculty into senate activities at the local and state level as stated in Part-Time Faculty: A Principled Perspective (2002); and

Whereas, The 2008 Educational Policy Committee found that most academic senates across the state appear to provide dedicated representation for part-time faculty (72.7%), but “Part-time Faculty: Where Are We Now?” (Rostrum, December 2008) noted that the presence of one or two part-time faculty serving on a local senate is a far cry from meaningful involvement of part-time faculty in the intellectual life of the institution; and

Whereas, No guidelines have been provided by the Academic Senate to aid local senates in developing bylaws that encourages recruitment, retention, and mentoring for integrating part- time faculty into senate activities;

Resolved, That the Academic Senate for California Community Colleges administer a comprehensive survey soliciting quantitative and qualitative information about local senates’ bylaws and best practices regarding the recruitment, encouragement, and inclusion of part-time faculty in the voice of the academic senate through such means as local senate executive committee participation, department representation, compensation, voting or non-voting status, and inclusion on senate and local committees; and

Resolved, That the Academic Senate for California Community Colleges compile and disseminate information regarding participation of part-time faculty via a paper, Rostrum articles, or other appropriate venues, and report on the progress of the resolution at the Fall 2011 Plenary Session.

MSC Disposition: Local Senates Assigned: Relations with Local Senates Committees

12/1/10 (Pilot Run) Student Success CORE Scheduling Process and Definitions

Step 1: Identify by marking with a “X” otherwise, leave blank for not applicable

GE1: AA General Education – Option 1 pages 44-45 catalog GE2: AA General Education - Option 2 page 43 catalog GE3: AA General Education – Option 3 pages 46-47 catalog ASGE: Associate of Science Graduation Requirement pages 48-49 catalog Golden Four: (Option -2 Area A1, A2, A3 and B4) page 44 catalog AAGR: AA Graduation Requirements page 42 Catalog

GE = General education courses that fulfill general education requirements (AS, Option 1, Option 2, Option 3 or any future general education pattern), but are not specially required to complete the general education. These courses are NOT required by any certificate or transfer major. Additional priority should be given to courses on multiple general education patterns and multiple areas on those patterns.

Examples: Biol 101, Music 105 & Chemistry 100 are NOT required by any transfer major but are general education classes.

Golden Four: are courses in areas A1, A2, A3, and B4 of the CSU GE Breadth. In the IGETC GE Breadth, courses are in 1A, 1B, 1C and area 2.

Step 2: Recording instructions specified below

Which Major? 1. Identify the courses – abbreviate each course name 2. If a course qualifies across all disciplines record as “Multiple” Major/ Certificate Requirement Career and certificate programs (pages 68-150 catalog) Number of Students in Major No data available - Estimate SB 1440 Leave blank- will be identified in spring 2011

Example -Drawing: Photography (PHOT), Fashion (FASH), and Architecture (ARCH).

Example – Math and English courses that qualify as a requirement for a majority of courses offered (Other departments that use the course as a prerequisite for their program): Record “multiple” - if the list of majors/courses is longer than (5) five.

Step 3: Identify by marking with a “X” otherwise, leave blank for not applicable

EX = Exploration Courses that help student decide on their major. Each department should designate a course that will help students explore a major in that field of study EE = Early Enrollment Foundation courses that begin and/ or continue a sequential group of required courses. The higher the sequence of courses that the course fulfills, the higher the priority the course should be. Not taking this course during a student’s first semester at OCC will likely delay goal attainment (AA, AS, Certificate, Transfer) Major Prerequisite (Articulated Major Requirements) These courses should be articulated to the local feeder universities. They will be listed on Assist.org. ASSIST is an online student-transfer information system that shows how course credits earned at one public California college or university can be applied when transferred to another. ASSIST is the official repository of articulation for California’s public colleges and universities and provides the most accurate and up-to-date information about student transfer in California.

EX Examples: Counseling 120, Allied Health 010, FN 100, Fash 115, Marsc 100, Intro to many subjects. EE Examples: Basic skills, ESL, Transfer major or certificate prerequisites.

Step 4: Identify by marking the appropriate column with a “X” otherwise, leave blank as not applicable

Tier I Values major preparation and exploration (determining a major). Courses that should be offered every semester; often with multiple sections Tier II Values General Education and CTE courses that must be offered in sequence or program integrity and/ or student completion, but not necessarily every semester Tier III Values personal development, personal (non major) development & community access

Additional Definitions:

Actual Waitlist Number of students’ waitlisted on the 1st day of class Cumulative Waitlist Number of students’ who added themselves to the waitlist at any time during the registration cycle

Orange Coast College Department Priority Table Pilot Run 12-1-10 through 12-10-10 Department: XXXXX

Actual waitlistCumulative numbers

Course Prefix and NumberEX-ExplorationEE-Early EnrollmentMajor PrerequisiteSB1440 MajorMajor/Certificate RequirementWhich Major?Requirement Number of GEStudents #1 inGE Major* #2 GE #3 ASGE Golden FourAA GraduationWait Requirement List -- Wait List -- Number of NumberSections of TierSeats I offered/SemesterTier II Tier III Course Name 77 535 3 730 Course Name 8 57 1 165 Course Name 46 149 3 75 Course Name 4 22 1 24 Course Name 19 75 1 54 Course Name 9 41 1 24 Course Name 6 41 1 22 Course Name 10 56 1 24 Course Name 9 41 1 24 Course Name 0 4 1 22 Course Name 2 18 1 20 Course Name 4 16 1 10 Course Name 1 9 1 22 Course Name 4 25 1 24