Fully implement the Guided Pathways model to clarify effective paths from entry to credentials to include: increased job and transfer opportunities; improved developmental education outcomes, and a redesigned intake and on-boarding process.

Strategic Plan 2021-2022 Progress

• Revised criteria for 50th Anniversary Promise Scholarship to include support for part-time students. 
• Secured funding that provides resources to enhance and develop the student experience, including PA Department of Human Services funding for the KEYS program, and HEERF-SSARP funding to deliver emergency financial aid and support to students.
• Secured funding to increase academic success and student development opportunities, i.e., funding for I Am More, the Center for Male Engagement, study abroad programs, etc.
• Secured funding from the U.S. Department of Education to support student success and academic achievement, including funding for TRIO Upward Bound and the Center for Male Engagement.
• Secured funding to launch a new program to improve and enhance CCP students’ financial literacy.
• Provided more than $200,000 from the CCP Foundation in support of student emergency and basic needs.
• Received a grant from NBCUniversal’s NBCU Academy to support scholarships for technology students interested in journalism and promote DEI in journalism. This grant provides students with training, internships and career opportunities.
• Received the first major gift in support of the Center on Disability.
• Received funding to support diversity initiatives, including the Office of Collegiate Recovery, Veterans Resource Center, MarcDavid LGBTQ Center, Women’s Outreach and Advocacy Center, Center on Disability, etc.
• Secured funding to develop and implement DEI programming.
• The second cohort of Parkway Center City Middle College students graduated in May 2022; 107 of the 110 students (97% of the senior class) graduated with a diploma and at least 48 college credits.
• As of fall 2022, a total of 973 Catto Scholars are enrolled at CCP:
  • 853 first-time, full-time students; 85 transfer students; 35 readmit students
  • 80 students in cohort 1 (spring 2021), 231 students in cohort 2 (fall 2021), 58 students in cohort 3 (spring 2022) and 604 students in cohort 4 (fall 2022)
• The fall 2022 retention rate for the spring 2022 cohort of Catto scholars was 79%, exceeding the goal of 71%
• Revamped developmental English pathway to ensure greater success for students entering at Level 2 and those taking ALP courses.
• The English department completed a full revision of its Level 2 sequence. The new course sequence will allow students to complete a credit-level content course while concurrently enrolled in the corequisite seminar program, which is ENGL 097 + content course. The English department also updated the ENGL 098 course, which is now designated specifically for the ALP program. 
• Foundational Math 019/020 sequence and Foundational Math 101 courses were developed and approved this year. This new sequence will allow students to complete the developmental math sequence at a faster pace.
• The Pathfinders Project, originally initiated as part of the Education and Human Services Pathway, is a service that directly and holistically supports all Community College of Philadelphia students. Through an easy online format, all students have a place to ask their questions about the College in general, their discipline, specific support services and other aspects of their education. The answers to those questions are researched, answered within 24-36 hours, and referrals are made where necessary. To date, the Pathfinders Project has answered approximately 5,600 questions. 
• Classified staff were provided with customer service training as well as professional development resources available to them.
• Agreement was signed with Thomas Jefferson University for transfer of Biology students to the Pharm.D. program. 
• STEM Pathway held its first alumni and current students event on April 16, 2022. More than 60 students participated.
• The Math, Science and Health Careers division hired a student success coordinator within the division—a single point of contact for connecting students to college resources.
• The percentage of faculty using Starfish increased from 61% to 65%.
• The Pathways Student Success coordinator was hired in July 2021. He has met regularly with Pathway Facilitators and has helped support various events, including alumni panels, attending a writing conference, and department open houses.
• The Academic Advising department successfully executed the hiring of two additional full-time faculty academic advisors during the spring 2022 semester.
• Three new Dual Admissions agreements were established with Alvernia University, University of Maryland Global Campus and Wilmington University. 
• New program-to-program agreements were established with Berklee College of Music; Moore College of Art and Design; and York College of Pennsylvania.
• Beginning with the Summer Institute in June 2021, Title III has supported professional learning through the Faculty Center for Teaching and Learning. Forty faculty members took part in the Summer Institute; most implemented HIPs into their courses. In addition to the Summer Institute, Title III supported professional learning throughout the year at the Faculty Center for Teaching and Learning.
• The Title III funded Coordinator for Work-Based Learning Experiences was hired and joined the College in April.
• Received an $8,000 "Back to School" grant from the American Federation of Teachers.
• Several research studies demonstrated that the broadened placement system enacted in April 2020 has resulted in success rates statistically similar to traditional placement methods such as the Accuplacer and SAT scores.
• High school testing was implemented for students who need to take the Accuplacer test (HS GPA below 2.75). From September 1, 2021 to April 12, 2022, a total of 455 students have tested. 
• All enrolled new students for fall 2021 and spring 2022 were assigned to an academic advisor. Persistence of Fall 2021 new, first-time students, to Spring 2022 was 74%.
• A highlight of reentering the College in Fall 2021 and Spring 2022 has been the state-of-the-art Library and Learning Commons which offers students a beautiful place to meet and study, along with tutoring and library services. An example of the popularity of the space is the group study rooms. From February 15, 2022 to April 14, 2022, the group study rooms were occupied 87.3% of the time.
• The College earned recertification as an Achieving the Dream Leader College in recognition for improving student outcomes and narrowing equity gaps.

Strategic Plan 2020-2021 Progress

• Secured funding to support students’ emergency and basic needs from foundations and private donors.
• Revised eligibility criteria for 50th Anniversary Promise Scholarship to include part-time students who were enrolling in Fall 2021 and met other eligibility requirements.
• Secured funding to provide financial resources to enhance and develop curriculum.
• Secured funding to increase academic and student development opportunities. Select examples include I Am More, Center for Male Engagement, study abroad programs, Center on Disability, etc.
• The College was awarded a Title III federally funded five-year grant designed to increase college success, retention and completion rates.
• The first cohort of Parkway Center City Middle College students graduated in May 2021; 89 out of 98 students (91% of the senior class) graduated with a diploma and at least 48 college credits
• Established reporting dashboards to measure progress against enrollment goals and instituted weekly reports to staff.
• Process finalized for seamless articulation of credits for students completing specific noncredit programs entering identified credit programs, including implementing a dynamic form to increase the ease with which students can have these credits added to their transcript.
• The noncredit Child Development Associate curriculum was aligned with the Education: Early Childhood (Birth to 4th Grade) AA program.
• New Dual Admissions agreements (including financial incentives for graduates) were established with Shippensburg University and Lincoln University of Pennsylvania.
• Two new program-to-program agreements were established. The Berklee Online provides opportunities for students in the Music Performance AA and Sound Recording and Music Technology AAS programs. The University of Cincinnati agreement is between the Respiratory Care Technology AAS program and the University of Cincinnati's online Respiratory Therapy BS program.
• The Canvas course for the Academic Pathway Facilitators was expanded to include sections for posting best practices, discussions and materials.
• The Academic Advising department successfully created registration videos for all CCP students. The videos are currently published on the Advising webpage. The videos provide students with step-by-step instructions on how students register for courses based on their placement level. The videos are also accessible on the CCP Advising YouTube channel.
• To ensure that faculty advisors are trained on the best practices in academic advising, all new full-time teaching faculty members are required to complete the Advising Training Academy (Tier 1) course.
• All contacts with students and academic advisors have been via Zoom, email or telephone.  The appointments for the academic year totaled 6,271 plus the triage performed by advisors totaled 624 for a total of 6,895. 
• The annual persistence rate of students returning from Fall 2019 to Fall 2020 continues to be higher for students who were in curricula assigned to advisors. The persistence rate of students in curricula assigned to advisors was 46.2% compared to 42.9% of students who were not in curricula assigned to advisors. Based on the fact that student persistence is higher in advisor-assigned programs, all new students entering in Fall 2021 will be assigned to an advisor. 
• The Academic Advising department successfully executed the hiring of three additional full-time faculty academic advisors during the Fall 2020 and Spring 2021 semesters.
• Under a revised process created in April 2020, the College is placing non-ESL students in English, Foundational Mathematics, and Mathematics courses based upon unweighted high school grade point average (GPA).
• Data on students who take an overload in the Spring and Fall semesters (more than 18 credits) indicates that students do well academically, with 92% of the students achieving at least a 2.0 GPA or higher. 
• Institutional Research performed an analysis of Learning Lab tutoring services based on historical data from 2016-2020 and found the probability of students passing a course is higher if they have been tutored. This is for the majority of courses. 
• Significant progress on the Library and Learning Commons continued this past year. The plan is for the Library and Learning Commons to be in operation for Fall 2021.
• The Black Scholar Mentorship Program (BSM) was started to help close achievement gaps. Faculty and staff from across the College volunteer to work directly with black, first-year students to support them through their first semester at the College. BSM's first cohort retained over 73% of its students into the Spring semester, a 32% higher rate than the College overall. The program provides a mentor to each student, hosts workshops and awards students with book scholarships.
• Significant progress was made on Starfish Degree Planner. Forty-eight (48) degree programs (20-21 catalog year) have degree plans built out for them.
• The English department continues to take a multi-pronged approach to ensuring correct placement. This year has been an extraordinary experiment in consolidating placement levels and evaluating student performance within those consolidated levels. This consolidation has allowed more students to place at the college level, and as of Spring 2021, a majority of those students were completing ENGL 101 at the same rate as students who placed directly into ENGL 101. At the current time, these data confirm that for most students this placement is correct and poses the fewest barriers to their completion of the college-level writing requirement in the shortest amount of time. 
• Restructured the Business Administration department splitting it into three separate departments: Business Administration, Business Leadership, Fashion and Hospitality, and Transportation Technologies. Smaller, more focused departments allow for greater faculty and department head attention to the needs of their students and programs.

Strategic Plan 2019-2020 Progress

• As part of Guided Pathways, the College continued to refine its intake processes. The new Customer Relation Management (CRM) system (Recruit) was implemented in September 2019, making the admissions process easier to navigate for students
• Live Chat was introduced in the Admissions unit as a platform for immediately addressing prospective students’ questions and concerns. Live Chat is also operational in Financial Aid, Records and Registration and units outside of Enrollment Management (e.g., Single Stop).
• The Assessment Center expanded use of high school transcripts to identify GPAs to place students into English and math. Students placed with these alternative methods were more likely to receive a passing grade in ENGL 101 and as likely in FNMT 118 than students placed with the standardized exam in the past academic year. 
• The Accelerated Learning Program (ALP) for English was in its second year at full-scale for ENGL 098 in 2019-20. In Fall 2019, with a total of 318 students.
  • For ALP students in ENGL 101 in Fall 2019, their pass rate was 71% compared to 69% for non ALP students.
  • In Fall 2019, pass rates for the subsequent course (ENGL 102) ALP students had a pass rate of 69% compared to 68% for non ALP students.
  • With ALP’s model of concurrent enrollment in a developmental and a college-level English course, students are able to enter into college-level English courses immediately, thereby accelerating the accumulation of college-level credits.
  • The College further refined its New Student Online Orientation (NSOO). For Fall 2019, students who completed the NSOO were retained for the following semester at 79% compared to the 70% for the College overall.
  • New Student Registration Events were restructured for the COVID-19 context. 
• The Starfish Degree Planner provides students with individualized degree plans. This tool was implemented for the College’s largest programs: Business-General, Liberal Arts, Liberal Arts-Social/Behavioral Science, Health Care Studies, Psychology, and Computer Information Systems-Information Technology.
• The fall-to-fall persistence rate for Fall 2018 to Fall 2019 for students assigned to advisors was 51% compared to 49% for students who were in programs not assigned to advisors.  
• Faculty refined course assignments and activities for the first-year experience course for Allied Health and Nursing students (AH 101). AH 101 pass rates for the Fall 2019 semester (83%) compare to Spring 2019 (73%) and Fall 2018 (77%).
  • Internal articulation agreements between non-credit and credit programs were formalized. These articulations allow students who complete select non-credit programs  to earn college credits upon enrolment in select credit programs.

Strategic Plan 2018-2019 Progress

• The College implemented a multi-year evaluation plan of Guided Pathways. In addition to regular College analyses, the College also uses metrics identified by the Community College Research Center (CCRC).
• The College’s implementation of Guided Pathways was highlighted in a publication by (CCRC).
• The College implemented a new streamlined Health Care admissions process.
• All Academic Pathway Communities are fully established.
•  The Assessment Center in coordination with the Admissions Office started using student applicants’ unweighted high school GPAs and transcript information to determine readiness for college level English and Math. Use of this information increased English placements by 9% and Math placements by 13%.The College added “brush-up” summer sessions for high school students to help them improve to the highest placement possible.
• A new online student orientation was created and implemented and positively evaluated by students.
• The Academic Advising Department has received national recognition. The faculty established a Training and Continued Education program for all faculty serving as advisors.

Strategic Plan 2017-2018 Progress

• Pathways Structure: Programs organized into 7 Academic Pathways; structured curricula with program maps with advising notes; and extensive webpages developed with transfer and career information.
• Revamped intake/onboarding processes: Beginning for students entering in Spring 2019, new online orientation platform providing information to students in easy-to-digest format to prepare for registration, orientation, first day of classes, and beyond. New student registration events to take less time and be more focused, with students more informed from online platform. Full-time assigned advisors lead new student registration events, with counselors focusing on career assessments and college resources. Acquired new customer relationship management (CRM) software, including new admissions application, to be implemented June 2019.
• Wrap-Around Services: New advising model with 10 full-time academic advisors assigned to largest programs; expanded early alert and student monitoring system; and educational plan development.
• Accelerated Learning Program (ALP): From Fall 2017 through Fall 2018, 410 students enrolled in ALP sections of ENGL 098 and 101.
  • Higher pass rates for ALP sections (61% to 81%) than non-ALP (57% to 68%).
  • Fall 2017 ALP students had higher pass rate for ENGL 102 in Spring 2018 (77% compared to 70% for non-ALP students).
• Intensive English Language Program (IELP): From Fall 2017 through Fall 2018, approx. 120 students enrolled in IELP sections of ESL courses.
  • Higher pass rates for IELP sections (+9 percentage points).
  • Fall 2017 IELP students were more likely (+21 percentage points) to enroll in ENGL 101 in the following semester than non-IELP ESL students.
• First-Year Experience Courses: From Fall 2016 through Fall 2018, 5,893 students enrolled in a first-year experience course.
  • Fall-to-Spring retention: Students in first-year experience courses had higher retention rates than all first-time students. For 2016-17, 88% of first-year experience students were retained compared to 74% for all first-time in College students; for 2017-18, the retention rates were 83% compared to 73%.
  • Fall-to-Fall retention: Students in first-year experience courses were retained at a higher rate (66%) than all first-time in College students (49%).
• Placement Testing: Since Fall 2015, new placement test and recalibrated cut-scores resulted in higher pass rates in English and math courses, indicating new placement testing is more accurate than previous. Additional measures will be used for students entering Spring 2019: high school GPA of 3.5+ for English, and high school GPA of 3.0+ and successful completion of at least Algebra II for math.

Ensure students are challenged by intellectually rigorous teaching and learning techniques inside and outside the classroom leading to high academic standards through a culture focused on assessment of student learning outcomes and continuous professional development of faculty.

Strategic Plan 2021-2022 Progress

• An AAS in Medium and Heavy Truck Technology, AAS Toyota T-TEN work-based program, and Alternative Fuels proficiency certificates have been designed and approved along with associated coursework. Programs to be offered at the new Career and Advanced Technology Center.
• Two stand-alone up-skilling proficiency certificates were designed and approved, along with associated coursework, in Alternative Fuels. These certificates focus on electric and hybrid vehicles and are being offered at the CATC beginning fall 2022.
• A revised Entrepreneurship proficiency certificate program was approved along with the development of five new courses in entrepreneurial thinking (ENTR 101), diversity in ENTR (ENTR 170), ENTR & Human Resources (ENTR 180), ENTR Failures & Risk (ENTR 210), and Launch a Business (ENTR 250). The program name was also changed to Entrepreneurship and Innovation with a focus on students interested in launching or working in a start-up entrepreneurship venture. This program is being offered beginning fall 2022.
• An AAS in Web and Mobile App Development was designed and approved along with minor revisions made to CIS 130 and CIS 288. This program is being offered beginning fall 2022.
• A total of eight Culinary Arts courses were revised and approved during the 2021-2022 curriculum development cycle. Courses are being offered beginning fall 2022.
• Additional revisions were made to the Fashion Merchandising and Marketing (FMM) curriculum in response to assessment results and feedback. The FMM degree program sequence was updated and revisions were made to seven courses.
• The Business Leadership (BUSL) degree program sequence and curriculum were revised adding two new courses including BUSL 180: Building Teams and Managing People, and BUSL 240: Ethics and Diversity, Equity, and Inclusion in Business.
• An Insurance proficiency certificate was designed and approved along with the development of three courses. To support multiple career-focused options, the PC includes an insurance pathway where students are required to choose one—accounting or economics/real estate.
• New courses: ENGL 119: Rhetoric & The Public Sphere; ENGL 219: Black Rhetoric; Global Studies 102: Political and Economic Foundations; and BHHS: Social Determinants of Health.
• The Behavioral Health and Human Services (BHHS) program was revised along with related courses. Associated certificates were revised: Addiction Studies and Recovery academic certificate; and Human Services Leadership proficiency certificate.
• The Liberal Arts Honors program was revised, effective Fall 2022. The program continues to innovate with new interdisciplinary collaborations introduced this year.
• Increased faculty collaboration and advising within Liberal Arts Honors, which produced several presentations of student research at academic conferences.
• Foundational Math 101: Quantitative Reasoning course was completed and added to 10 Liberal Studies programs.
• Paralegal Studies revised the curriculum to allow for taking concurrent courses to speed up time to graduation and quell attrition.
• A new Liberal Arts Honors (LAHO) proficiency certificate was developed as a stackable credential and motivator for students working toward the LAHO degree and especially other degrees not Honors.
• Photographic Imaging redesigned the curriculum in part to address student drop-out rates in year two of the program. The new curriculum is much more flexible and caters to student needs and interests.
• Revised the Black Studies course, BLAS 290, to allow more students to participate in this capstone/internship course.
• Assessment plans and assessment summary reports, along with DCAF accomplishment reports have been completed.
• The College has successfully shifted in the culture of assessment and has received faculty buy-in with assessment processes and using AEFIS for data collection. This shift has enabled faculty to look beyond numbers and focus on continuous improvement, as well as closing the loop.
• The assessment plan for essential skills was finalized. A schedule for the essentials skills to be assessed was completed. Faculty underwent training to assess Writing, Research, and Information Literacy; training has been developed for Technical Competency. Writing, Research, and Information Literacy is being assessed in Spring 2022.
• Perkins funding was used for upgraded technology when possible. Computers, laptops, tablets, and/or printers were purchased for ASL/INT; Architecture, Design, and Construction programs; Auto Technology; and Diagnostic Medical Imaging.
• In preparation for an expanded offering of various types of online learning courses, a broader range of teaching technologies with different expectations and wider experience from students and faculty, the College implemented expanded Canvas system applications, exam proctoring system, expanded use of Zoom, video management system, and syllabus management system.
• All faculty members who are developing courses have been offered direction and assistance in using Open Educational Resources (OER) materials in their courses. Forty-eight faculty members have built courses using OER, and 138 additional faculty members have expressed interest in OER.
• The classroom technology project was completed to include 180 classrooms that have technologies to both support in-person and online learning. All classrooms have the capability to support video conferencing, lecture capture, wireless mirroring, and other teaching strategies. In addition, virtual and augmented hardware and software was successfully integrated in several of the Allied Health programs and Architecture, design and construction courses.

Strategic Plan 2020-2021 Progress

• An advisory group of industry professionals met with faculty to develop a plan for an AAS Medium Heavy Truck Technology program.
• AAS Alternative Fuels program and course development has commenced. 
• All academic programs have been integrated into the AEFIS assessment system. All programs will be collecting assessment data through AEFIS in the next academic year; programs just onboarding with AEFIS have documented program and course assessment on file.
• Continued to engage faculty in implementing assessment data/information in AEFIS.
• Multiple faculty training sessions conducted by Division Curriculum Assessment Facilitators (DCAFs).
• General AEFIS assessment platform training open to faculty.
• AEFIS assessment platform Assignment Linking Training open to faculty.
• AEFIS Reporting Training conducted for department heads and coordinators.
• BUSL 195 Experience Learning in Business (3 credits) was completed and approved to be offered as of Fall 2021.
• An extensive review of curricula and courses was completed to determine alignment with the new General Education Essential Skills. Cross-divisional teams collaborated on the inclusive process. A total of 168 general education courses have been designated as meeting an essential skill. Of these courses, 94 currently satisfy a general education requirement for a degree or certificate program. Program curricula were updated or revised for the new essential skills requirements. As assessment plan has been drafted for implementation in 2021-22.
• The Online Instruction Facilitation Team provided discipline-focused training to faculty across the College to prepare them for remote teaching to supplement available training.
• In the summer of 2020, members of the Online Instruction Facilitation Team developed in Canvas training courses for each of the three academic divisions with modules addressing effective use of Canvas. Faculty participation in the Canvas training courses was tracked and provided to deans. The Canvas courses were expanded in Spring 2021 to include additional modules related to student engagement activities.
• The list of Canvas functions needed for course management was updated to address required uses of Canvas.
• Twenty-two classrooms received upgraded smart technology with Perkins funding.
• Classroom technology is in the process of major technology renovations to improve technology-enabled spaces in 180 classrooms.
• In the Liberal Studies division, course learning outcomes, course titles and course descriptions in the Catalog were updated for more than 44 courses.
• New Secondary Education – Middle Level program.
• Construction Management program and ADC 226: Introduction to Building Structures were revised. ADC 133: Project Management in Construction was developed as a new course.
• New academic certificate in Religious Studies.
• New courses include: JUS 191: Victimology and Trauma; JUS 122: Race and Justice; Religious Studies course, RS 160: Death and Dying; and HUM 101H: Cultural Traditions: Ancient to the 13th Century.
• Piano Technician proficiency certificate (PIPC) had a limited launch in Spring 2021 due to pandemic restrictions.
• The Applied Science and Engineering Technology program has been revised for fall 2021 and will now go by the name of Applied Engineering Technology (AET) to better identify the new programmatic direction.
• An AA degree program in Public Health was created and approved for implementation for Fall 2021.
• An AAS degree program in Biomedical Equipment Technician was created and approved for Fall 2021.
• As part of the revision of the General Education program, the Liberal Studies division revised over 120 courses and more than a dozen programs. The courses were revised to meet the new essential skills. This included over 30 English courses, 44 Humanities courses, and 16 Social Science courses.
• Revised all degree programs and general education courses to align with new General Education Essential Skills.
• Due to the pandemic, the College went from 20-25% online courses to 100% online by Fall 2020. Departments converted more than 2,000 course sections to online synchronous or asynchronous, trained faculty in best practices for online teaching, and developed support programs for development and teaching of online courses.
• The Education: Birth – 4th Grade program received NAECY (National Association for the Education of Young Children) accreditation in March 2021. This national recognition is significant achievement for the program and creates additional opportunities for both students and the program, in terms of opportunities for grants and scholarships.
• As part of the Title III Strengthening Institutions grant and in collaboration with the Faculty Center for Teaching and Learning, developed a Summer Institute for faculty professional development centered on high-impact practices to focus on the needs of the College’s students.

Strategic Plan 2019-2020 Progress

• The College approved a revision to its general education program to more closely mirror the Essential Skills from the Middle States Commission on Higher Education. As part of this, the College created a process for course review and the alignments of the essential skills to Academic Pathway outcomes to program- and course-level outcomes. A detailed timeline has been developed for Fall 2021 implementation.
• To begin in Fall 2020, one new associate degree (Biological Sciences AA) and three proficiency certificates (Data Science, Mobile App Development, and Piano Technician) were approved. Additional curriculum projects included two program revisions, 26 program addenda, seven Proficiency Certificate/Academic Certificate revisions, 25 new courses, 30 course revisions, and 23 course addenda.
• Two new math courses were approved for Fall 2020. FNMT 019: Introductory Mathematics is an accelerated developmental math course that combines FNMT 016 and 017, thereby eliminating the need for students to take two courses. FNMT 121: Retail Mathematics and Merchandising was finalized. This is a contextualized college-level math course developed for the Fashion Merchandising and Marketing program. 
• Faculty developed Academic Pathway Learning Outcomes for the Health Care and the Liberal Arts and Communications Pathways. These outcomes have been aligned with program-level learning outcomes and the general education essential skills.
• Programs implemented various means to reduce textbook costs for students Open Education Resources (OER) have been adopted for select art, history, and humanities courses. A Faculty Center for Teaching and Learning Fellow led a learning community devoted to OER.
• The new Post Baccalaureate Accelerated Associate Degree Option for the Nursing program was offered. This option allows students with a bachelor’s degree to achieve the RN associate degree within fourteen months.
• The College developed new transfer agreements with Holy Family University, Arcadia University, Eastern University, and East Stroudsburg University.
• The Assessment & Evaluation (A&E) staff created a one-page document for the SOC to identify and explain the key areas of the Academic Performance Reviews.
• To better understand student outcomes and support student success, IR disaggregated the CCRC Pathway KPIs by race; gender; FT/PT status; age; Pell status.
• The Assessment & Evaluation staff completed 13 APRs, six for degree programs and seven certificate reviews. The review process includes a presentation to the SOC.
• Institutional Research completed an analysis for the Biology department to look at the performance of students who have completed Biology 123 based upon which chemistry pre-requisite (110 vs. 121) they have taken.
  • CCPTV created a series of 10 programs as orientations for Adjunct Faculty.
  • More than 100 online courses were assessed using the Quality Matters approach.

Strategic Plan 2018-2019 Progress

• Students had study abroad experiences in London and South Africa
• The College has new transfer agreements with the University of the Sciences and Drexel Online.
• Under the Purposeful Pathways grant from Teagle/AACU, the College is reviewing its general education curriculum.
• Faculty within each Academic Pathway are developing learning outcomes for their pathway.
• Four new degrees are being offered effective Fall 2019: Tourism and Hospitality Management; Fashion Merchandising and Marketing; Black Studies; Business Leadership. Seven new proficiency certificates were created. Five post baccalaureate programs were developed. Three degree programs were revised. Seven proficiency certificates were revised. Forty four new courses were created. Thirty one courses were revised.
• The Nursing Program accreditation self-study was completed and the site visit took place. The site visitors recommended full accreditation.

Strategic Plan 2017-2018 Progress

• Contextualized Sections of Developmental English courses: From Spring 2017 through Fall 2018, 1,612 students enrolled in contextualized sections of ENGL 073, ENGL 098, and ENGL 099.
  • ENGL 073: contextualized sections had higher average pass rate than non-contextualized sections (93% compared to 90%). ENGL 098: traditional sections had slightly higher pass rate than contextualized sections. ENGL 099: contextualized and traditional sections had same pass rate.
• Accelerated Sections of Foundational Math Courses: From Fall 2015 through Fall 2018, 768 students enrolled in accelerated sections of FNMT 016, 017, and 118.
  • FNMT 017 and 118: accelerated sections had pass rates equal to or higher than non-accelerated. FNMT 016: accelerated sections had higher pass rate for 3 of the 6 semesters offered.
• Contextualized Sections of Foundational Math Courses: From Fall 2016 through Fall 2018, 1,692 students enrolled in contextualized sections of FNMT 016, 017, and 118.
  • FNMT 118: contextualized sections had higher pass rates than non-contextualized sections each semester. FNMT 017: contextualized sections had higher pass rates in 3 of the 4 semesters. FNMT 016: contextualized sections had higher pass rate for 1 of the 4 semesters.

Increase academic and student development opportunities by integrating student life, community service, co-curricular activities, internships, experiential learning opportunities, civic engagement and service learning into programs of study.

Strategic Plan 2021-2022 Progress

• An academic affiliation agreement was established to develop three credentialing pathway options for Student CEOs in Saxbys experiential learning platform and student-run café, Saxbys. 
• Experiential learning opportunities were made with PSECU and SOLEcial through guest speakers and the development of a workshop series. Work-based learning opportunities were established with Saxbys, Aon, Allied World, ChatterBlast, and Toyota.
• The Business Accelerated Program (BUSX) Program was revised to have more of an “accelerate your career” focus. Students in the BUSX program are required to engage in workshops, and attend guest speaker and community events that allow them to develop professionally within their career path.
• A total of six students were hired as apprentices for Aon’s Philadelphia office. The first cohort started Fall 2022. Monthly check-in meetings take place with Aon and other Philadelphia apprentice providers (MontCo).
• Aon is currently recruiting a new cohort of apprentices to start in the fall of 2023 in their Philadelphia office. The new cohort will also consist of six CCP students enrolled in the Business Leadership AAS degree program. The plan of study will be revised for the Fall 2023 cohort to include the updated BUSL curriculum and Insurance PC coursework.  
• As a part of the Aon apprenticeship program, Montgomery County Community College apprentices are planning to enroll in CCP’s Insurance (and Risk Management) courses as guest students. CCP Aon apprentices are also scheduled to complete the Insurance coursework as a part of their plans of study in the AAS Business Leadership degree program.
• The one Allied World student apprentice is successfully progressing through the AAS Business Leadership program, fully supported by College staff, including Academic Advising.
• Assignments have been added to courses such as BUSL 101, encouraging students to create accounts in Handshake and submit their résumé for review by Career Connections staff. Career Connections has also been requested to set up in-class career readiness workshops and speak directly to students. 
• The Paralegal program’s PLS 295: Legal Internship and JUS 291: Criminal Justice Internship courses were approved, and PLS 295 ran for the first time in Spring 2022.
• Photo 297: Community Photography Projects was developed in lieu of a traditional internship. The course is designed to give students practical professional experience under the direction of faculty.
• The Fox Rothschild Center for Law and Society held 11 programs live and virtually, including Law and Society Week. Fall programs included Constitution Day and Latine Heritage Month programs.
• The Criminal Justice Philadelphia Police Department program was formed as a collaborative effort with Philadelphia Police Department Command Staff to aide CCP applicants with preparation for the hiring process to identify and secure quality candidates. Additionally, participants have reviewed testing materials, received support through skills and resources, and mentor style partnerships with career professionals.
• The Center for International Understanding offered ten events for the 37th Annual International Festival in April 2022 and several programs in Fall 2021.
• International Education Week was held in Fall and featured several presentations.
• Black Studies faculty led a session on Black Music during the College’s Black History Month programming.
• To serve our students who may be food insecure, the Snack Rack Food Pantry and Grady’s Garden reopened in November 2021 using a contactless pick-up service. The following was safely distributed: 889 snack packs, 638 family foodie bags, 23 holiday turkeys, 163 De-Stress Fest snack and hygiene packs, and 209 fresh produce and fruit giveaway bags.
• The Counseling department hosted 167 programs and workshops to provide students with educational, career, and personal counseling services, and support focused on health, wellness and self-care initiatives.
• The Athletics department offered 1-on-1 fitness and nutrition advice and resources on how to stay fit while being remote; successfully serviced the Fitness Center equipment and reopened the facilities in Spring 2022 to the general CCP community.
• The Office of Student Engagement/Center for Leadership Development (OSE/CSLD) hosted a 360-degree Holistic Leadership Summer Series (“Mind, Body, and Spirit ... and don't forget the Fun!”) and 16 students received certificates. OSE/CSLD also held programs in October 2022 for National Disabilities Awareness Month.
• Provided 177 student programs throughout the academic year—Sun-sational Summer 2021 (75), Funtastic Fall 2021 (55), and Spectacular Spring 2022 (47)—a vast majority of which were held online or hybrid due to the ongoing pandemic, and offered through a variety of one-time, weekly, biweekly, and monthly formats based on student feedback.
• Engaged students through a “Click and Connect” campaign via live chat and virtual xoffeehouse; the Center for Male Engagement also maintained live chat services.
• All service departments offered online services and programs made available via the Virtual Student Resource Center webpage and updated every semester.

Strategic Plan 2020-2021 Progress

• The Study Abroad program will obtain an extension on the Monell grant and garner new funding to offer study abroad experiences for students over the next three academic years. If conditions permit, three study abroad experiences will run in summer 2021.
• The Study Abroad program had to re-shift its thinking regarding programming. Over the past year, the Study Abroad coordinator worked with a team of faculty from various disciplines to design a multidisciplinary virtual Global Studies Summit on social justice from June 7-29, 2021. Cambodia, Costa Rica, South Africa, and local change makers community building and fostering connections across the African Diaspora are to be highlighted.
• A Student Global Ambassadors Program was designed that introduces 15 students to current topics, theories, and approaches to social justice leadership. At the end of the program students receive course credit, a Global Ambassador Leadership certificate, and a $500 stipend. 
• The Fox Rothschild Center for Law and Society held more than 15 programs virtually during the 20-21 academic year.
• The Center for International Understanding held several programs virtually during the 20-21 academic year.
• The food pantry was open only for a brief period this year due to the change in COVID status of the city. In the 15 days the Snack Rack Curbside pickup service was available: 80 students picked up bags and snack packs; 786 Snack packs were given out to 80 students; and 567 Family Foodie bags were given out to students.

Nearly all programs and services offered online were ADA-accessible (use of closed captioning services, PDF screen-reader accessible, etc.). Large campus programs, such as Commencement, Orientation, and the Academic Awards Ceremony, offered closed captioning services, ASL interpreters, and ADA-ramps for mobility-challenged students.

Strategic Plan 2020-2021 Progress

• The Study Abroad program will obtain an extension on the Monell grant and garner new funding to offer study abroad experiences for students over the next three academic years. If conditions permit, three study abroad experiences will run in summer 2021.
• The Study Abroad program had to re-shift its thinking regarding programming. Over the past year, the Study Abroad coordinator worked with a team of faculty from various disciplines to design a multidisciplinary virtual Global Studies Summit on social justice from June 7-29, 2021. Cambodia, Costa Rica, South Africa, and local changemakers community building and fostering connections across the African Diaspora are to be highlighted.
• A Student Global Ambassadors program was designed that introduces 15 students to current topics, theories and approaches to social justice leadership. At the end of the program students receive course credit, a Global Ambassador Leadership certificate and a $500 stipend. 
• The Fox Rothschild Center for Law and Society held more than 15 programs virtually during the 20-21 academic year.
• The Center for International Understanding held several programs virtually during the 20-21 academic year.
• The food pantry was open only for a brief period this year due to the change in the city's COVID status. In the 15 days the Snack Rack curbside pickup service was available:
  • Eightynstudents picked up bags and snack packs; 786 snack packs were given out to 80 students; and 567 Family Foodie bags were given out to students.

Strategic Plan 2019-2020 Progress

• Several programs enhanced their offerings by incorporating experiential learning opportunities, hands-on learning experiences, and internships. 
  • The Medical Assistant PC saw two additions: an externship course (AH 118) was added and a new internship site (Cooper Hospital) was added. 
  • The Criminal Justice program developed an internship course for Fall 2020. 
  • Several History and Honors course sections worked directly with archivists at the Presbyterian Historical Society to incorporate first-hand encounters with primary source materials and an introduction to archival research.
• The Black Scholars Mentoring program was launched. For retention, 73% of Mentees who were registered for classes in the Fall 2019 returned in the Spring 2020; this is about 32% higher than the College’s Fall 2019 cohort. 87% of the mentees successfully completed all their courses in the semester. 
• The College held two Citizenship Days in fall and spring. Social Science programs co-sponsored the events with Immigration Legal Services of the Archdiocese of Philadelphia and the Hebrew Immigration Aid Society.  
• The Center for Law and Society held two High School Days 
• The Automotive Technology program established manufacturing partnerships in the Transportation Technology area with Nissan North America and Subaru of America.
• The Nursing program developed new relationships with community-based organizations with a targeted interest in addressing mental health needs. The department continued to address the mental health needs of the community through depression and cognitive screenings and health promotion teaching via the 19130 Zip Code Project. A new relationship was established with the Nurse Family Partnership, serving a population of young mothers and children.  
• In response to COVID-19, the Nursing program secured a grant to screen vulnerable populations. With this, the College collaborated with Broad Street Ministry and Project HOME, the Seamaac Center, and Prevention Point in Kensington.
• The Northeast Regional Center established a partnership with the 8th Police District, while the Northwest Regional Center forged a relationship with the 35th Police District.
• Institutional Research staff supported the Social Science department by creating an IRB experience for students enrolled in the research program at CCP.
• The Institute for Community Engagement and Civic Leadership worked with the English Department to implement a new service learning course through an ESL advanced listening and speaking class, partnering with the Watermark, a senior living facility in Center City to provide health workshops that were of interest to residents. 

Strategic Plan 2018-2019 Progress

• The ASL/English Interpreting program in partnership with the Camden County Library allows internship students to practice interpreting for children’s story times.
• ESL students engaged in service activities such as assisting teachers in helping students learn to read. Student feedback was that this experience helped improve their self-sufficiency and motivation.
• The College launched Spring Garden Records
• The Center for Law and Society had a notable year of events, workshops, presentations and other activities for students, faculty, community partners and the professional community including Law and Society Week, off-campus high school career/college fairs, Human Trafficking Conference, and co-sponsored the Opioid Awareness Conference.
• The Center for International Understanding hosted, promoted, and developed lectures and events which were open to students, faculty, staff, and the Philadelphia community.
• Faculty in the Nursing, Dental Hygiene and Biology departments continued to work on involving students in various co-curricular activities such as Community Health Fairs and Volunteer Community Interns; a student volunteer on the Ronald McDonald Van; and Biology students were provided opportunities to conduct research at CHOP.
• The newly-formed National Association of Black Accountants student chapter was further established, focusing on student participation and growth opportunities.
• Criminal Justice faculty offered a number of opportunities to engage students outside the classroom, including a field trip to the Criminal Justice Center where students met with court staff and observed court proceedings; hosting guest speakers from PA State Police and Philadelphia Probation/Parole; and the Law and Society Week: Criminal Justice Career Fair where 18 agencies participated and students had opportunities to meet with law and law enforcement professionals to learn more about career choices. More than 250 students attended the career fair.
• Liberal Arts Honors hosted a successful alumni event for students in the program, to help more firmly establish connections between graduates and current students in the program facilitating the possibility of professional mentorship and internships. The gathering also served to prepare the way for additional activities planned for the upcoming fall to celebrate the 40th Anniversary of the Honors program.
• Paralegal Studies faculty offered several opportunities for students, including a field trip to PA Superior Court where students met with judges; a service learning opportunity for the name change process working with local law firms; and special Law week program dedicated to navigating workplace issues.
• The MarcDavid LGBTQ Center was established and focused on developing multiple trainings to make the campus a more welcoming and accepting place for our transgender population and entire LGBTQ community. In total, the Center held 12 training sessions for over 200 faculty, staff, and student workers.

Strategic Plan 2017-2018 Progress

• Experiential Learning: Current and future development of programs will integrate experiential learning opportunities within the curriculum (such as work-based learning within the Ophthalmic Technician and Fashion Merchandising programs).
• Integrating Academic and Student Development Opportunities: A framework of 7 Academic Pathway Communities has been implemented to ensure the strategic integration of activities related to student development, community service, co-curricular activities, and experiential learning within programs of study. Program faculty work with faculty and staff across multiple departments (including Enrollment Management, Advising, Library, Learning Lab, and Career Connections).