Academic and Student Success Master Plan 2017-2021

The Academic and Student Success Master Plan was completed with broad participation across the College. A generous thank you goes to all faculty, staff and students who contributed their time, talents and efforts to the development of the Master Plan. Accomplishing the goals of this Master Plan – Increased student access opportunities, improved outcomes for students requiring developmental education, increased student enrollment, increased student persistence and completion rates, and emphasizing a student-ready culture – is likely to have long-lasting and far-reaching effects on our students, their families and communities, our transfer partners, and the Philadelphia workforce.

This Master Plan (below) is considered to be a 'living' document, and goals and objectives are expected to be adjusted as the environment changes. We continue to welcome suggestions and ideas, and by clicking here, you can provide feedback at any time.

Introduction

Community College of Philadelphia
2017-2021 Academic and Student Success Master Plan
Dr. Samuel Hirsch, Vice President of Academic and Student Success

The vision of Community College of Philadelphia is to serve Philadelphia as a premier learning institution where student success exemplifies the strength of a diverse, urban community college. While student success has long been a focus of the College, recent changes at the institution have intensified the spotlight on student success and the student experience.

Beginning in 2016, Community College of Philadelphia began the process of developing a new strategic plan. The College had already undergone a transformation leading up to this. In July 2014, Dr. Donald “Guy” Generals joined the College as its sixth president. Under his leadership, a major reorganization was undertaken. A central part of this was the combining of the Academic Affairs and Student Affairs divisions into one: the Division of Academic and Student Success. This shift follows recent best practices to address the whole student in a more holistic manner by recognizing and addressing both their academic and student support needs. By having units addressing academic and student success in one division, this increases collaboration across faculty, staff, and administration. By breaking down previously established silos, the College is able to operate more efficiently and effectively.

Community College of Philadelphia has a long history of making changes as part of continuous improvement. The College has belonged to Achieving the Dream since 2006 and has earned the “Leader College” designation. As espoused by Achieving the Dream, the College has undertaken numerous initiatives targeting specific groups within the student population to improve their rates of success (including course completion, retention, and degree completion). The College’s work in that area exemplifies leading best practices that support data-driven decision-making to improve student success.

Under the leadership of the new president, the College has continued to expand its efforts on student success. As part of Dr. Generals’ charge of an “uncompromising focus on student success,” the College has become a leader in the Guided Pathways movement. The College was chosen as one of 30 colleges nationwide to be part of the first cohort of the Pathways Project. The project, launched by the American Association of Community Colleges (AACC) in 2015 with funding from the Bill & Melinda Gates Foundation, focuses on “building capacity for community colleges to design and implement structured academic and career pathways at scale, for all of their students.” AACC had delineated four principles to Guided Pathways as part of increasing student success: clarify the paths; help students get on a path; help students stay on the path; and ensure students are learning. More information on the College’s work on Guided Pathways is available online: www.myccp.online/implementing-guided-pathways.

A major accomplishment under President Generals has been the finalization of the College’s strategic plan in 2017. Guided Pathways dovetails with the College’s underlying principle of the strategic plan – an uncompromising focus on student success. The strategic plan has five pillars which support student success:

  • The Student Experience
  • Workforce Development, Readiness and Economic Innovation
  • External and Internal Community Relations
  • World-Class Facilities
  • Fiscal Stability and Sustainability

The strategic plan provides a roadmap for the College from 2017-2025. The Division of Academic and Student Success (AASS) developed a master plan comprised of goals, objectives, and strategies to support implementation of the strategic plan.

Outline:

Process

Under the leadership of the Vice President of Academic and Student Success, Dr. Samuel Hirsch, the development of the AASS master plan is a continuation of the College’s strategic planning process. Dr. Pam Carter, Dean of the Division of Business and Technology, and Dr. Donna Richemond, Dean of the Division of Enrollment Management, were charged with overseeing the development of the AASS master plan. It was an iterative process that lasted for several months and included stakeholders across the College.

As a first step, six subcommittees were established to address the following topics: Academic Programming, Developmental Education, Enrollment Management, Regional Centers, Student-Ready Culture, and Student Persistence and Retention. These subcommittees were comprised of faculty, staff, administrators, and students. The subcommittees solicited input from not only faculty, staff, and administrators within the Academic and Student Success Division, but from other divisions at the College: Workforce and Economic Innovation, Strategic Initiatives, Marketing and Government Relations, and Business and Finance. Additional input was solicited from faculty and staff via department heads, directors, managers, and deans. A Steering Committee comprised of representatives from the six subcommittees, plus one representative each from Information Technology Services and Institutional Research, then compiled materials from the subcommittees and worked them into the larger frame of areas that support student success. Further input was solicited via a College Forum and college-wide presentations and communications.

The AASS Council then reviewed and refined the master plan. First, the Council determined that Guided Pathways needed to be more directly infused into and throughout the master plan. As such, the master plan is set within the framework of the recently established Academic Pathways. Seven Academic Pathways were developed as an early and major step in the College’s Guided Pathways work. Faculty worked together to group academic programs based on similarities across curricula, student learning outcomes, and career opportunities. Additionally, the Academic Pathways were grouped in a way that looked at programs via a student lens, with student expectations and needs as major considerations.

Another refinement was to set a four-year focus for the master plan. While the strategic plan spans eight years, the AASS master plan covers 2017-2021. This timeframe is beneficial in many ways. It allows for opportunities to make any necessary shifts partway through the strategic plan’s cycle. While the master plan is structured around a four-year timeframe, it will be regularly reviewed and updated as implementation of strategies moves forward. It is important that the master plan be seen as a “living” document that can evolve as needed. The four-year period also aligns with the regional accrediting agency’s timetable.

Lastly, the Council decided that the goals, objectives, and strategies included in the master plan would be set at the division level. Individual departments within the AASS division will decide on the particular means and actions they will undertake for each strategy to help the division achieve its objectives and goals. The work of these departments will then be compiled and viewed within the context of the division.

Structure

Structure of AASS Master Plan

The resulting structure of the AASS Master Plan allows faculty, staff, and administrators in the division to scaffold their efforts into actions that will contribute to strategies that support objectives, which in turn lead to the achievement of observable and measurable goals. The master plan is organized around five overarching goals to support the College’s focus on student success:

  1. Increase student access opportunities.
  2. Improve outcomes for students requiring developmental education, such as Developmental English, Developmental Math, and English as a Second Language.
  3. Increase new student enrollment.
  4. Increase student persistence and completion rates by redesigning the student experience.
  5. Emphasize a student-ready culture.

Each goal has then been broken down into multiple detailed objectives. The number of objectives per goal ranges from three to nine. Each of the objectives is aligned with one or more of the five pillars from the College’s Strategic Plan. In order to achieve the objectives and ultimately the five divisional goals, the steering committee delineated focused strategies that if successfully implemented will contribute to the accomplishment of the objective and goal. Each strategy acts as an action item to be undertaken by departments within the division. The number of strategies under each objective range from three to twenty-seven. On an annual basis the departments within the division will develop action items to align with AASS master plan strategies. Common metrics for objectives and goals will be identified as well as the benchmark for each metric which will define outcomes for the coming four years.

The Guided Pathways reform is a thread that runs throughout the AASS Master Plan. The strategies, objectives, and goals align with the major efforts of the College’s Guided Pathways work:

  • Academic Pathways: groupings of programs that allow students to more easily make connections between careers and programs and to move more easily across programs
  • Program maps that provide a structured curriculum to guide students through their studies as efficiently and effectively as possible. In addition to clear sequencing of courses, program maps provide important information to students on milestones and advisory notes
  • Developmental education redesign
  • Intake/Onboarding redesign
  • Redesign of online interface for prospective and current students

Acknowledgements

Special thanks to the members of the Academic and Student Success, Business and Finance, Marketing and Government Relations, Strategic Initiatives, and Workforce and Economic Innovation divisions, who participated in this initiative including:

Steering Committee

Pam Carter, dean of Business & Technology (Co-Chair)
Donna Richemond, dean of Enrollment Management (Co-Chair)
Faye Allard, assistant professor of Sociology
Jody Bauer, chief information officer
Joan Bush, dean of Educational Support Services
Anthony Driggers, director of Northwest Regional Center
Ishmail Ebo, student representative
Kris Henk, director of Marketing
Donavan McCargo, dean of Students
Barbara McLaughlin, department head of Nursing
Courtney Raeford, Institutional Research analyst
Chris Theodoropulos, director of Assessment Center

Academic Programming Subcommittee

Pam Carter, dean of Business & Technology (Chair)
Mary Anne Celenza, dean of Math, Science and Health Careers
Waverly Coleman, associate vice president of Workforce and Economic Innovation
Susan Hauck, dean of Flexible Learning Options and Academic Technology
DeAndre Jones, assistant dean of the Division of Access and Community Engagement
Barbara McLaughlin, department Head of Nursing
Richard Saxton, department head of Business Administration
Chae Sweet, dean of Liberal Studies
David Thomas, dean of DACE and assistant vice president of Strategic Initiatives
Carol Whitney, manager of Academic and Student Success Operations

Developmental Education Subcommittee

Chris Theodoropulos, director of Assessment Center (chair)
Kristi Bergman, assistant dean of Liberal Studies
Kelly Connelly, Assistant Professor of English
Gayle Dixon, Department Head of Foundational Math
Sandy Harrill, director of Academic Connections
Lynette Luckers, Allied Health counselor/generalist
Myla Morris, assistant professor of English
Girija Nagaswami, department head of English
Cynthia Paul, assistant professor of Foundational Math
Erika Vega, advisor

Enrollment Management Subcommittee

Donna Richemond, dean of Enrollment Management (Chair)
Larry Arrington, assistant dean of Educational Support Services
Pam Carter, dean of Business and Technology
Jamie Fell, research assistant, Institutional Research
Jason Hand, director of Admissions and Enrollment Management
Kris Henk, director of Marketing
Gim Lim, director of Financial Aid

Regional Centers Subcommittee

Anthony Driggers, director of Northwest Regional Center (Chair)
Pamela Gallimore, director of West Regional Center
Chris Lewis, admissions recruiter
Eve Markman, director of Creative Services
Kathy Mulray, director of Northeast Regional Center
Donna Richemond, dean of Enrollment Management
Dustin Rodgers, admissions recruiter
Chae Sweet, dean of Liberal Studies
Tosch Taylor, admissions recruiter
David Watters, assistant dean of Students & Director of Student Life

Student-Ready Culture Subcommittee

Donavan McCargo, dean of Students (Chair)
Faye Allard, assistant professor of Sociology
Shawnya Bryant, counselor
Bonnie Harrington, director of Student Records and Registration
Kimberly Harris, advisor
Lisa Johnson, assistant professor of Nursing
Rachelle King, manager of Admissions Information Center
Derrick Perkins, project Director, Center for Male Engagement
Charlene Truex, assistant professor of Dental Studies
Jenavia Weaver, coordinator, Student Leadership and Involvement Center

Student Persistence and Retention Subcommittee

Joan Bush, dean of Educational Support Services (chair)
Dymere Carr, student representative
Sandy Harrill, director of Developmental Education
Peter O’Steen, coordinator of Records Imaging and Research
Debbie Polekoff, administrative support specialist
Charletha Porter, associate director of Academic Records
Jason Roscoe, department head of Advising
Anna Seixas, department head of Learning Lab/SACC
Lynn Sutherland, director of Student Success Initiatives
Jim Zelenak, manager of Enrollment Systems

The Academic and Student Success Master Plan was completed with broad participation across the College. A generous thank you goes to all faculty, staff and students who contributed their time, talents and efforts to the development of the Master Plan. Accomplishing the goals of this Master Plan – Increased student access opportunities, improved outcomes for students requiring developmental education, increased student enrollment, increased student persistence and completion rates, and emphasizing a student-ready culture – is likely to have long-lasting and far-reaching effects on our students, their families and communities, our transfer partners, and the Philadelphia workforce.

This Master Plan is considered to be a “living” document, and goals and objectives are expected to be adjusted as the environment changes. We continue to welcome suggestions and ideas, and by clicking here, you can provide feedback at any time.

Dr. Samuel Hirsch
Vice President for Academic and Student Success

GOAL 1. Increase student access opportunities.

To meet the educational and workforce needs of Philadelphia residents and employers, students must have access to academic programs that prepare them for Greater Philadelphia jobs. This access includes delivering programs that meet workforce needs; making courses available to a diverse range of constituents with varying time, location, and accommodation requirements; and effectively providing the information and resources that enable students to access academic program offerings and related support. Assessment activities will ensure appropriate gap analysis and data-driven improvement over time.

Objective 1: Increase student access to information and resources associated with Community College of Philadelphia academic programs.

Provide multiple options for potential and current students to access information and resources associated with academic programs. Options are to include varying times, locations, and modalities with information services that meet the needs of students throughout their College experience. Engage in assessment and evaluation activities to continually improve access to academic program information resources.
(Student Experience)

Strategies:

  1. Implement context-specific next steps for students, accessible online and based on their placement in English and Math courses, informing students of their options for choosing and attending a registration event.
  2. Offer call-in and chat-now sessions for students related to student services, such as admissions, placement testing, counseling, and advising.
  3. Create in-person information centers, available to students during day and evening hours, such that accurate information can be obtained.
  4. Create or expand venues for faculty and department heads to share information about their programs and course offerings to multiple audiences, internal and external to the College.
  5. Develop websites as effective information resources for each academic program and Academic Pathway that are easily accessible.
  6. In collaboration with the Workforce and Economic Innovation division and the Division of Access and Community Engagement, create clear, easily communicated information resources that outline non-credit to credit pathways, emphasizing program entrance and exit/transfer strategies.
  7. Evaluate ways to more effectively communicate college scholarship information and funds to identified student populations, so as to increase access to scholarship applications and related resources.
  8. Develop and implement effective communication strategies and information resources to educate internal and external stakeholders about prior learning assessment opportunities for academic credit.
  9. Create and implement a plan to assess current and potential student access to academic program information and associated resources.

Objective 2: Increase access to academic support and credit programming by expanding or refining course and program offerings, while enhancing quality, ensuring a focus on excellence, and aligning with local and regional workforce needs.

Increase College offerings that are consistent with the student and workforce needs of Greater Philadelphia, including new credentials, innovative support and credit programs focused on projected future demands, enhanced honors programming, and expanded offerings for non-program ready students. Engage in assessment and evaluation activities to ensure high quality academic support and credit programming.
(Student Experience; Workforce Development, Readiness and Economic Innovation)

Strategies:

  1. Increase the number and types of credentials offered at the College for credit.
  2. Develop innovative programs that meet the projected transfer and Greater Philadelphia workforce demands of the future.
  3. Promote scaffolded degree and certificate options to students.
  4. Review the general education program, make recommendations for improvement, and implement changes as appropriate.
  5. Redesign the current Honors program to envision a more cohesive and visible imprint.
  6. Identify, develop and implement additional (multi)discipline-specific Honors programs.
  7. Identify, develop, and implement math sequences by program or Academic Pathway, as appropriate, to support math learning contextualized for students’ academic and career goals.
  8. Increase ESL offerings at regional centers
  9. Expand the credit course options available to students who place into developmental or ESL courses.
  10. Refine entry program strategies in each Academic Pathway for undecided or non-program ready students, as appropriate.
  11. Review College policies and procedures to remove or mitigate unintended obstacles and promote maximized access to academic support and credit programming.
  12. Document and implement ongoing course, program, and unit assessment plans for all academic areas.
  13. Review course evaluations annually, in conjunction with course and program assessment results, to ensure continued course and program effectiveness, and determine threshold for which action steps are required to increase effectiveness.
  14. Review departmental faculty evaluation plans annually to ensure faculty effectiveness, and determine threshold for which action steps are required to increase effectiveness.
  15. In collaboration with the Workforce and Economic Innovation Division and the Division of Access and Community Engagement, identify, define, and implement or further enhance non-credit to credit pathways that directly support Philadelphia workforce needs.

Objective 3: Increase access to courses or programs by expanding or refining delivery times, modalities, locations, and prior learning assessment options.

Provide increased student access to academic programs and course credit by delivering courses using online and hybrid methods, granting academic credit for college-level prior learning experiences and offering courses at student preferred times and locations.
(Student Experience)

Strategies:

  1. In collaboration with the Flexible Learning Options and Academic Technology division, expand online course offerings, including the creation of new online or hybrid programs that reflect market demands.
  2. Prioritize hiring faculty with online experience.
  3. Ensure universal accessibility for all faculty-developed online learning materials and systems.
  4. Formalize a strategy, centralized management structure, and process for Prior Learning Assessment (i.e., determining and assigning credit for learning experiences and related outcomes, such as work experiences, standardized exams, and industry certifications), so they are clear, efficient, and coordinated for all stakeholders.
  5. Identify credit courses for which Prior Learning Assessment credit may be received and implement appropriate processes for receiving credit.
  6. Determine how students want courses delivered to them (campus/regional center, online, hybrid) and use as input when creating master schedules as appropriate.
  7. Develop and implement, or fully utilize, tools to determine optimal class times for students.
  8. Identify and implement processes to ensure required courses are offered when needed to keep students on track for graduation.
  9. Identify how courses can be offered in different parts of term.
  10. Develop alternative term structures to better accommodate the schedules of adult learners.
  11. Expand weekend class offerings, including in-person courses and accelerated hybrid classes that meet on Saturday with additional online work.
  12. Explore the feasibility of linking main campus and regional center classrooms via technology to enable greater access to classroom sections and minimize physical location barriers, and implement if appropriate.

Objective 4: Increase access to courses and programs by creating or enhancing community partnerships.

Generate enhanced community interest and greater access to academic credit programming through collaborative community partnerships focused on curriculum alignment or joint development.
(Student Experience; Workforce Development, Readiness and Economic Innovation; External and Internal Community Relations)

Strategies:

  1. Work with external partners providing non-credit programs to better align programmatic competencies, skills and expectations to facilitate establishing articulations with the College’s transfer and career programs, such that academic credit can be earned.
  2. Form a collaboration between CCP and the Free Library of Philadelphia (FLP) to increase high school/college dual enrollment. The FLP afterschool LEAP program assists students K-12 with homework while utilizing library resources at over 50 city-wide library locations.
  3. Work with the Council for Adult and Experiential Learning (CAEL) and Philadelphia Works, Inc. (PWI) to establish crosswalks for Individual Training Account (ITA) funded programs to College credit.
  4. Offer innovative and unique programs, with community input or collaboration, to heighten the appeal and relevance to community constituents.
  5. Develop and/or enhance College Centers/Institutes that establish partnerships with area businesses, provide programming for the public, and also provide experiential learning opportunities for students.
  6. Partner with high school education providers to create solutions-oriented programming that facilitates greater high school graduation and college credit achievement (e.g., in collaboration with the School District or a charter partner, create a Community College of Philadelphia Cyber Middle College program).

GOAL 2. Improve outcomes for students requiring developmental education, such as Developmental English, Developmental Math, and English as a Second Language.

A substantial percentage of our students enter the College in need of foundational skills education. It often takes years for these students to become college-ready. The goal is to improve students’ success rates in foundational skills education, while decreasing their time to completion, and making their overall academic experience more meaningful. Assessment will promote continuous improvement in these areas.

Objective 1: Assess the specific focus and associated foundational skills education needs of each Academic Pathway to develop strategies, plans, and initiatives within each pathway.

Using a Guided Pathways approach, foundational skills education will move away from only implementing generalized College-wide strategies to customizing strategies as appropriate for each Academic Pathway. First steps include assessing what specific needs might be best addressed through contextualized strategies and creating structures to address those needs within each Academic Pathway.
(Student Experience)

Strategies:

  1. Outline goals of using Academic Pathway approach for foundational skills education.
  2. Create foundational skills education teams within each Academic Pathway to continuously assess and refine strategies and monitor student success.
  3. Develop foundational skills education plans within each Academic Pathway, to include goals, objectives, and timelines.
  4. Develop and implement foundational skills education performance metrics and associated assessment plans.

Objective 2: Design and implement a formative/diagnostic and multidimensional assessment approach that informs initial placement and future foundational skills curricular interventions for each Academic Pathway.

More holistic measures and placement rules contextualized for the curricular needs of each Academic Pathway will be examined and employed, as appropriate, to support and facilitate the most efficient and effective pathways to college-level coursework.
(Student Experience)

Strategies:

  1. Employ multiple measures such as test scores, high school transcripts, high school GPAs, or non-cognitive and meta-cognitive measures for placement decisions.
  2. Analyze needs of each Academic Pathway to design, implement, and maintain contextualized sets of placement rules that align with each pathway.
  3. Develop and implement early college-readiness assessment programs in partnership with local high schools and other local organizations.
  4. Use assessments designed to gather information and functional needs of foundational skills education students such that teaching and learning strategies can be effectively adapted to current student needs.

Objective 3: Integrate foundational skills education into each Academic Pathway, such that specialized needs are addressed, and contextualized education supports and enhances students’ career and education goal achievement.

Students choose programs within Academic Pathways based on their interests and future transfer or career goals. To the extent students’ foundational skills education experiences align with their interests and future goals, there may be greater likelihood of student success as they pursue completion of their foundational skills education requirements. Courses, including their course learning outcomes and sequencing, will be created or refined as appropriate based on assessment results to meet foundational skills education goals and objectives contextualized for each Academic Pathway.
(Student Experience)

Strategies:

  1. Offer foundational skills education programming with goals and objectives contextualized to meet the specific focus and needs of each Academic Pathway.
  2. Create, or refine based on assessment results, the appropriate courses, course learning outcomes, and sequencing for foundational skills education within each Academic Pathway to effectively move students through their foundational skills education requirements.
  3. Explore the feasibility of program or course offerings, within each Academic Pathway, for English as a Second Language students.

Objective 4: Offer innovative instruction for foundational skills education to accelerate the trajectory of student achievement at this level.

Foundational skills education instruction is a cornerstone of student achievement and success in foundational skills courses. To support significantly improved foundational skills course outcomes, innovative instructional approaches will be examined and implemented as appropriate. Ongoing assessment will support the attainment of improved student success outcomes.
(Student Experience)

Strategies:

  1. Identify and implement instructional techniques that instill in students a growth mindset, emphasizing student strengths and the value of persistence.
  2. Drawing from research and best practices, and using creative ways to present information (e.g., use of adaptive technology, lab sessions, use of interactive classrooms), develop contextualized Teaching and Learning approaches that relate to and align with each Academic Pathway (e.g., pairing foundational skills education courses with college-level courses within each Academic Pathway).
  3. Create a cohort-based summer program for students needing developmental courses and a first-year experience course.
  4. Develop and offer online, hybrid, and blended course options for students placed in foundational skills education courses.
  5. Develop, offer, and assess Accelerated Learning Program (ALP) options that meet the needs of students placed in foundational skills education courses.
  6. Develop, offer, and assess Intensive English Language (IELP) options to accelerate the progress of English language learners.

Objective 5: Reimagine, design, and implement a comprehensive support system for foundational skills education that is high-touch and customized as needed for each Academic Pathway.

A new, comprehensive College-wide support system for students in foundational skills education courses is needed to facilitate better outcomes and enhance their student experience. The new support system will consist of multiple components, including some customized to address the specific focus and needs of each Academic Pathway. Plans to assess the new support system will be created and implemented to determine outcomes and promote continuous improvement.
(Student Experience)

Strategies:

  1. Continue to improve upon pre-enrollment intervention strategies (e.g., “Brush Up” workshops) to maximize student testing scores and placement outcomes.
  2. Assess foundational skills education past practices and student outcomes to identify the most impactful barriers, obstacles, and problems.
  3. Research, develop, and implement effective intervention strategies for students in foundational skills education for identified barriers, obstacles, and problems.
  4. Examine the feasibility of disrupting foundational skills education course fail-repeat cycles by creating “rest stops” for individualized diagnoses and prescription plans for moving each student forward successfully.
  5. Examine the feasibility of offering non-credit activities to address specific areas in which students taking foundational skills education courses are often in need of improvement.
  6. Develop a mentor program for students in their first year of foundational skills education courses.
  7. Design and implement registration support initiatives for students in need of foundational skills education courses.
  8. Ensure all students in foundational skills education courses, required to take a first-year experience (or similar introductory) course, complete the requirement within their first 12 credits.
  9. In alignment with Guided Pathways, mandate continuous enrollment in foundational skills education courses until all required foundational skills courses are completed.
  10. Explore what additional foundational skills need to be addressed to further support student success (e.g., basic computer skills, Canvas use, time management and study skills), identify potential solutions, and implement new foundational skill assessments, courses or workshops as appropriate.

GOAL 3. Increase new student enrollment.

Increase enrollment of first-time, transfer, international, high school, adult, guest, military and continuing students.

Objective 1: Use strategic marketing strategies to attract students for enrollment.

Utilize market research and data to gain deeper insight into target audiences and their perception of the College. Develop processes for better cross-institutional collaboration to support enrollment objectives. Enhance the image of the College and expand reach within population segments by engaging in targeted marketing campaigns that prompt individuals to take the first to next step in the enrollment process.
(External and Internal Community Relations; Fiscal Stability and Sustainability)

Strategies:

  1. Conduct market research to assess the perception and image of the College, identify opportunities and challenges, and support enrollment objectives.
  2. Implement an integrated marketing communications plan/team.
  3. Identify and evaluate the processes and sequences (timeline), including communications and business transactions that students experience.
  4. Develop a more inclusive and intensive communications campaign for all prospective students from acceptance to the first day of class.
  5. Promote noncredit offerings based on trends and needs revealed in market research as an entry to academic credit programs.
  6. Deploy annual process where the Dean of Enrollment and Admissions recruitment staff meet with all department heads for updates to academic programming and to collaborate to implement communications strategies.
  7. Develop process and marketing plan to re-recruit students who were accepted but enroll elsewhere, transfer out or stop out.
  8. Develop outreach and communications plan for international student services at the College, including new IELP program and proposed new multilingual center.
  9. Promote outcomes in communications, social media, and the web (profile of successes - faculty, student, and institutional successes).
  10. Design and plan program-specific marketing strategies.

Objective 2: Use strategic outreach to attract students for enrollment.

Enhance prospective student outreach in unique ways, including Increasing the number and effectiveness of high school outreach efforts, such as reaching students in high school career and technical education programs. Promote student access to the College, and reach out to and engage with multiple communities, organizations, and non-profits within the Philadelphia region.
(Student Experience; External and Internal Community Relations; Fiscal Stability and Sustainability)

Strategies:

  1. Create a welcoming campus climate by involving faculty more in recruitment.
  2. Expand collaboration between the College and high schools within the city of Philadelphia, as well as other organizations and non-profits, for example, the Free Library of Philadelphia, to increase dual enrollment opportunities for high school students and to cultivate strong community partnerships.
  3. Organize and schedule comprehensive enrollment events for individual high schools who are interested in enrolling students in college courses (invite high school groups where students can test and register on the same day).
  4. Develop and implement program-specific summer camp and workshop opportunities for high school and middle school students, coordinated across the College to gain efficiencies and synergies.
  5. Increase outreach to veterans and veteran serving organizations, including collaborating with branches of military to offer alternative assessment (testing) online.
  6. Design and plan program-specific marketing strategies.
  7. Implement high school outreach plans that include faculty interactions with potential students to include scheduling events, where students can meet faculty and learn about College programs and career pathways.
  8. Explore best practices to increase international student enrollment and expand outreach and recruitment efforts.
  9. Increase recruitment in immigrant communities via targeted marketing to English as a Second Language/English Language Learner populations and multilingual programs across the city.
  10. Explore and implement various outreach methods to attract and retain adult learners.
  11. Explore and implement various outreach methods to attract and retain part-time learners.
  12. Review potential for growth in all targeted student populations and create strategic outreach plans for areas with highest growth potential.

Objective 3: Revise and streamline the intake process to encourage student enrollment and registration.

Create multiple pathways for entering students and improve the enrollment process to make it user friendly and student centered. Revise and streamline the intake process for students, faculty and staff.
(Student Experience; External and Internal Community Relations; Fiscal Stability and Sustainability)

Strategies:

  1. Review College policies and procedures to create smooth transitions through the enrollment process.
  2. Communicate and support student enrollment responsibilities as an integral aspect of faculty roles in the management of their academic programs.
  3. Change course registration view to use one server/search function for easier student accessibility and a more streamlined registration process.
  4. Create a dynamic, interactive application to automatically guide different student groups to the appropriate application or appropriate next steps.
  5. Develop and communicate a common annual calendar of recruitment activities and events.
  6. Streamline the admissions process for select programs, as appropriate, and clarify the roles of admissions, counseling and program faculty for select program intake processes.
  7. Create a sustainable, centralized first-year communications plan for students as a continuation of onboarding communications that includes information about financial aid, support services, academics, registration, campus life, etc., in a way that communications can be segmented by student populations, i.e., developmental education students or by academic pathway.
  8. Create an assessment team and an assessment plan for enrollment services that is inclusive of departmental vision statements and mission statements, student learning outcomes, benchmarks and a plan for implementing and conducting assessments along with training for skill development.

Objective 4: Establish, monitor, and maintain strategic partnerships to increase and enhance new student enrollment.

Expand partnerships with all Philadelphia high schools, as well as organizations and non-profits with common interests. Develop industry and public partnerships to inform academic programs, provide internship and research opportunities, and promote associate to career opportunities.
(Student Experience; External and Internal Community Relations; Fiscal Stability and Sustainability)

Strategies:

  1. Develop parent’s advisory council to involve parents more deliberately in all aspects of the enrollment continuum for dependent students.
  2. Expand partnerships with the School District of Philadelphia and all Philadelphia high schools.
  3. Attend Advisory Committee Meetings at high school career and technical education programs, as appropriate, at least once per year, scheduling additional meetings to meet with seniors.
  4. Develop reverse transfer and denied student agreements with top transfer schools.
  5. Enhance collaboration with areas of the College that work with high school students to implement a coordinated effort to expand high school outreach strategies and increase entry into degree and certificate programs.
  6. In collaboration with the Workforce and Economic Innovation division, expand partnerships with area businesses and non-profit organizations (e.g., Graduate! Philadelphia).

Objective 5: Enhance financial supports for students.

Increase staff awareness of information currently available to support student success. Increase fiscal support for students. Ensure the financial stability of and increase fiscal support for students.
(Student Experience; External and Internal Community Relations; Fiscal Stability and Sustainability)

Strategies:

  1. Develop a comprehensive strategic plan for College scholarships that includes leveraging scholarship opportunities to recruit new students
  2. Consider discounts and financial incentives for military students (for example, allowing all active military students to pay in-county tuition rate regardless of address).
  3. Improve student awareness of aid packages and provide early access to information and tools for students to finance education.
  4. Expand student aid outreach for prospective students and develop packaging strategies that provide prospective and continuing students an attractive mix of institutional and federal aid.
  5. Ensure financial aid packages support enrollment goals and increase return on investment of institutional aid.

Objective 6: Develop, implement and monitor effective enrollment data analysis and response systems in all academic and enrollment units.

Use data and research to inform strategies to increase headcount and credit hour production for all student populations. Increase the fall-to-spring and fall-to-fall retention cohort.
(Student Experience; Fiscal Stability and Sustainability)

Strategies:

  1. Centralize collection of data for increased access and improve data collection processes to enable more informed decisions.
  2. Conduct annual data retreats with the department heads and program heads of each division.
  3. Implement an Enrollment Management Data Review Group.
  4. Identify gaps in our enrollment management data.
  5. Identify early departure students and address the causes; conduct data mining of transcript requests and graduation applications; evaluate data to identify students sending transcripts to other institutions who have not applied for graduation.
  6. Prioritize and submit to ITS all data/reporting needs on an annual basis.

Objective 7: Develop strategic and sustainable enrollment strategies for the Regional Centers.

Create data driven Regional Center recruitment and retention strategies for sustainable growth and develop a strategic marketing plan that highlights the strengths and uniqueness of each Regional Center.
(Student Experience; External and Internal Community Relations; Fiscal Stability and Sustainability)

Strategies:

  1. Develop long-term missions for each of the Regional Centers.
  2. Promote Regional Centers consistent with the mission and purpose, to include the creation of strategic marketing, communications, and outreach plans.
  3. Increase academic program and support service offerings, as well as opportunities for start-to-finish completion at each Regional Center.
  4. Establish Advisory Committees for each of the Regional Centers to be comprised of community, educational, and business leaders in the communities.
  5. Create operational plans for each Regional Center, to include staffing and resource allocations.

Objective 8: Ensure technology and associated resources are in place to support high tech, high touch outreach and new student enrollment.

Continue to implement technologies, and create associated resources, that support the growth of the institution and the success of its students.
(Student Experience; Fiscal Stability and Sustainability)

Strategies:

  1. Prioritize and submit to Information Technology Services enrollment management and outreach technology needs on an annual basis.
  2. Implement technology to streamline how students conduct business with the College during the intake process.
  3. Investigate and implement an enrollment management analytics tool to support the capabilities of Argos.
  4. Create a “toolbox” for Department Heads, Curriculum Coordinators, and other program leads to explain what enrollment management technology and tools are available, how to access them, what outcomes are possible through their use, and what processes or procedures are needed to achieve those outcomes.
  5. Increase opportunities, and implement or further enhance tools, for regional center faculty, staff, and students to participate virtually with main campus services and community events.

Objective 9: Promote student engagement opportunities to prospective students.

Increase the image and attractiveness of the College to new students by promoting a vibrant student/campus life program that focuses on student engagement, student development, leadership development, and community engagement.
(Student Experience; External and Internal Community Relations)

Strategies:

  1. Involve prospects via social media through increased targeted promotion of on-campus events using social media.
  2. Invite prospects to participate in inclusive, responsive, and student-led co-curricular club activities and student government activities.
  3. Investigate and offer opportunities to engage high school student leaders in collaborative efforts and create a mechanism to recognize that leadership as a path into leadership positions at the College.
  4. Review communications to prospects and applicants to ensure the College is targeting their interests and communicating available student organizations, activities, and facilities that match those interests.
  5. Investigate and offer a calendar of year-long events (even if previous year) to prospects to give an example of breadth of programming available to students.

GOAL 4. Increase student persistence and completion rates by redesigning the student experience.

The College currently experiences low student persistence and completion rates, as well as equity achievement gaps. Through targeted strategies involving faculty, staff, and students, persistence and completion rates of CCP students will increase and achievement gaps will close. The result will be more equitable student outcomes in terms of race/ethnicity, gender, financial need, and full/part-time status. Assessment activities will promote the creation of data-driven interventions to achieve persistence, completion, and equity goals.

Objective 1: Expand, develop, and implement student-centered initiatives that support students within their Academic Pathways and enhance student success.

Improve student completion by creating initiatives across the College and within Academic Pathways that focus on students’ needs and enable their success.
(Student Experience)

Strategies:

  1. Provide new students with a career assessment tool at time of application so that students can better connect with the Academic Pathway best aligned with their interests.
  2. Encourage faculty involvement, by Academic Pathway, in new student registration and orientation events to foster closer student-faculty relations outside of the classroom.
  3. Administer Twenty-First-Century Workforce Skills online assessment on MyCCP to gauge what students will need as they transition to workforce.
  4. Determine which students, within each Academic Pathway, will take first-year experience courses.
  5. Create and implement a comprehensive student “registration tool kit” including an educational plan (including transfer plan), an up-to-date list of courses offered by semester, dates when students can register for courses and other registration information.
  6. Assign Academic Advisors to specific Academic Pathways to enhance their specialized knowledge of program requirements and student issues within their assigned pathway(s), with a goal of increasing the number of students supported by a dedicated advisor within each pathway.
  7. Require students to meet with an academic advisor during their first semester to develop an educational plan.
  8. Increase student knowledge base and use of Starfish and educational plans.
  9. Ensure that students are engaged through program-level management and advisement of returning students.
  10. Identify leakage points for students within each program, and ensure the appropriate faculty, office, or support service addresses those issues within their purview.
  11. Increase the effective use of Canvas among faculty.
  12. Increase faculty use of Starfish, which is critical to the success of the Academic Pathways.
  13. Increase the engagement and interaction of division faculty and students, outside of instructional time, through dedicated workspaces.
  14. Increase tutoring services and programs aligned with academic pathways.
  15. Define “high-risk” student cohorts and regularly monitor their academic progress.
  16. Identify “high-risk” courses with low pass rates, regularly monitor semester course completion data, and include in assessment processes.
  17. Address high cost of program textbooks, including through faculty evaluation, use, and creation of Open Educational Resources.
  18. Increase quality, engaging co-curricular event opportunities sponsored by divisions, departments, and programs.
  19. Develop and deploy online co-curricular transcripts.
  20. Expand regional centers to include more available courses and administrative services through the branding of Regional Centers.
  21. Develop unique agreements, such as 2+2, 3+1, and other transfer programs, with key institutional partners.
  22. Review articulation agreements for continuous improvement.
  23. Implement targeted communications campaigns to current students based on number of credits, for example, “Countdown to Commencement” communications, as well as personal information, programs and other criteria.
  24. Provide enrollment incentives for continuing students.
  25. Investigate an emergency grant and loan program that will provide assistance to students in crisis and for emergency living expenses.
  26. Enhance communications with students using technology resources.
  27. Assess key intervention strategies to determine impacts on persistence and retention rates and continuously improve strategies to achieve persistence and retention goals.

Objective 2: Expand experiential learning opportunities for students within each Academic Pathway to include, but not be limited to, service learning, internships, study abroad, research and other on-the-job experiences.

Students’ educational experiences can be enriched and outcomes improved when students engage in one or more forms of active learning. Sustainable experiential learning programs will be established as appropriate within Academic Pathways, and assessed to determine outcomes and promote continuous improvement.
(Student Experience; Workforce Development, Readiness and Economic Innovation; External and Internal Community Relations)

Strategies:

  1. Increase number of students graduating with at least one high impact practice, including: undergraduate research; study abroad; service learning; capstone, and internships.
  2. Provide career information, by Academic Pathway, to students through technology.
  3. Align work-study jobs, to the extent possible, with post-graduation career objectives.
  4. Promote credit-bearing study abroad experiences for students in their Academic Pathways.
  5. Partner with Institute for Community Engagement and Civic Leadership to develop and implement service learning opportunities for students.
  6. Employ individuals within Academic Pathways dedicated to creating and managing internships and research opportunities tailored to career and transfer interests.
  7. Collaborate with Career Connections to identify internship opportunities and connect with the local community and businesses.
  8. Create a web page of links for paid and unpaid internships related to the academic pathways.
  9. Establish or enhance, as appropriate, assessment plans for experiential learning programs to better enable systematic evaluation of experiential learning across the College and promote the identification and communication of best practices.

Objective 3: Engage in ongoing activities within each Academic Pathway, including assessment, that support innovative teaching, learning, and academic support, and foster student success.

Current teaching, learning, and academic support strategies for programs within each Academic Pathway will be assessed. New strategies will be explored and strategies most likely to increase student retention, increase completion rates, and close equity achievement gaps will be implemented or further enhanced.
(Student Experience; Workforce Development, Readiness and Economic Innovation; External and Internal Community Relations)

Strategies:

  1. Continually improve teaching, learning, and academic support through ongoing assessment of student learning and support outcomes, including regular review of program learning outcomes to ensure they support student career or transfer success, as well as close equity achievement gaps.
  2. Explore emerging teaching, learning, and academic support practices for the programs within each Academic Pathway.
  3. Require ongoing development of current teaching practices and discipline knowledge, skills, and abilities, focusing on the needs of CCP students.
  4. Encourage discussion among faculty to make links between courses so the curriculum becomes more interdisciplinary.
  5. Encourage discussion among faculty and staff to make links between courses and support services to better support student success.
  6. Create new and strengthen existing advisory committees, such that they are active, strong and work proactively to create or maintain up-to-date programs meeting local and regional workforce needs.
  7. Promote the benefits of student utilization of faculty office hours.

GOAL 5. Emphasize a student-ready culture.

A welcoming College environment that fosters a caring learning community, as well as operational efficiency and effectiveness, is an important aspect of achieving a student-ready culture. Improving our customer services, engaging in targeted student support initiatives, and assessing administrative and educational support units for continuous improvement are means to attain these outcomes.

Objective 1: Provide excellent customer service throughout the College.

Create a welcoming, service-oriented physical environment in College buildings. Enhance and increase opportunities for professional development for faculty, staff and administration with an emphasis on creating a student-ready culture. Ensure all College employees engage in high customer service practices through effective assessment practices and appropriate “close the loop” activities.
(Student Experience; External and Internal Community Relations)

Strategies:

  1. Increase “way finding” tools for assisting the college community and guests in navigating campus spaces.
  2. Post and make available clear and coherent information about hours of operation for all service departments (e.g., financial aid, bursar, registrar, etc.) at the main campus and regional centers.
  3. Develop and implement centrally located, student operated customer service kiosk.
  4. Provide customer service training sessions for all employees during Professional Development weeks requiring, at a minimum, that all administrative staff attend and complete once per year.
  5. Employ “secret shopper” initiative once per semester, reporting findings back to the Vice President for Academic & Student Success.
  6. Develop and implement annual satisfaction survey to be distributed to a random sample of students at main campus and regional centers.
  7. Develop college-wide complaint and feedback form that will be easily accessible and consistent with our regional accreditor’s expectations.
  8. Develop and provide a mechanism for tracking college-wide complaints.
  9. In collaboration with Human Resources, infuse customer service training into the on-boarding process of new employees to the College.

Objective 2: Initiate and sustain student support initiatives resulting in a culture of holistic support, customized to the needs of students within each Academic Pathway.

Implement initiatives focused on supporting students by employing a culture of holistic support for students within each Academic Pathway. Update and improve support services, focusing on the targeted needs of students within each Academic Pathway. Improve dissemination of information pertaining to student support services to both students and employees. Assessment and evaluation activities will inform and support ongoing continuous improvement efforts.
(Student Experience; External and Internal Community Relations)

Strategies:

  1. Intentionally infuse information about campus support services into on-boarding and in-take processes within each Academic Pathway, and employ direct assessment methods to determine the extent to which information was obtained.
  2. Seek funding opportunities for financial support to assist student-parents with childcare expenses and assist all students with a demonstrated need for transportation support with Septa tokens.
  3. Develop and implement a sustainability plan for the food pantry/snack rack.
  4. Develop and implement robust Welcome Week experiences, customized as appropriate by Academic Pathway, that involve faculty, staff, and administration.
  5. Create health, wellness and self-care initiatives, customized as appropriate by Academic Pathway, revamping workshops, programs, and fitness classes to better engage students and staff in utilizing the Athletic Center, foster engagement in the counseling center, and provide training for supporting students with mental health challenges, disabilities, and other unique needs.
  6. Build a Behavioral Intervention Team (BIT) to assist in managing student crisis and trauma through a non-punitive process and identifying additional resources for students who are food or home insecure.
  7. Build robust relationships with external constituent groups, facilities, organizations that offer psychological support services, housing, and wellness support for students and their families.
  8. Develop and implement administrative and educational support unit plans to assess key programs and initiatives contributing to the creation and maintenance of a culture of holistic student support.

Objective 3: Build an infrastructure to support a student-ready culture.

Infrastructure consists of the shared foundational systems and facilities that can serve to support and enhance the student experience. Areas of focus include ensuring equity and diversity, reviewing and improving College policies and procedures, increasing student participation in shared governance, enhancing shared spaces, and building an increased sense of school pride. Assessment activities, to include administrative and educational support units, will promote long-term efficiency, effectiveness, and continuous improvement.
(Student Experience; External and Internal Community Relations; World-Class Facilities)

Strategies:

  1. Review the system of College policies and procedures to ensure they appropriately support student wellness and student achievement of academic, co-curricular, extra-curricular, and career goals, implementing policy and procedure changes as needed.
  2. Expand the shared governance model to include students not serving as Student Government Association representatives.
  3. Systematically strengthen the technology implementation process, including the establishment of iterative feedback loops involving appropriate stakeholders.
  4. Provide classrooms with desks and layouts that facilitate the type of learning required for academic success.
  5. Continue to incorporate smart technology into classrooms and labs, with the goal of a critical mass of classrooms being technology enabled while developing more active learning classrooms and adhering to the technology upgrade and maintenance schedule.
  6. Increase the number of technology enabled collaborative spaces at the College to support student project-based work.
  7. Create and support ideas to build a stronger sense of school pride among students, faculty, and staff.
  8. Expand the hours of service areas to include weekends and evenings.
  9. Recruit and retain faculty that reflect the racial and ethnic make-up of the student body.
  10. In collaboration with the Flexible Options and Academic Technology division, strengthen online education policies and procedures to ensure sustainable, high quality online courses and teaching.
  11. Bolster effectiveness and sustainability of online education infrastructure (e.g. online student orientation, adequate numbers of faculty prepared to teach each online course, streamline process for converting traditional courses).
  12. Expand or create robust, quality online access for all student services, for both the student population at large, as well as growing online-only students that closely replicates the face-to-face experience.
  13. Develop and implement programs and activities that support students with disabilities and better enable them to achieve success.
  14. In collaboration with marketing, ensure the usability of College websites meet stakeholder needs.

Conclusion

It is an exciting time in the life of the College, and especially the Academic and Student Success Division. A focus on student success and the student experience has served as a springboard for change. Accomplishing the goals of this Master Plan – Increased student access opportunities, Improved outcomes for students requiring developmental education, Increased student enrollment, Increased student persistence and completion rates, and Emphasizing a student-ready culture – is likely to have long-lasting and far-reaching effects on our students, their families and communities, our transfer partners, and the Philadelphia workforce.

No matter how successful the planning process, though, no guarantee can be made regarding what the future will bring. Therefore, the Master Plan is considered a “living” document. It is expected adjustments to strategies may be made to accomplish the stated goals under changing environmental conditions.

A generous thank you goes to all who contributed their time, talents, and efforts to create this Master Plan…and to those who will implement its strategies. What we do is important work, and everyone in the Academic and Student Success Division has a role in the success of the plan.