1. Re-engineer process maps for cohort onboarding and retention

2. Development of a change management strategy

3. Development of a communications plan for inquiry to the first day of class

4. Roll out pathway advising

1. Y/N

2. Y/N

3. Y/N

4. Y/N

1. By end of summer '22

2. By end of summer '22

3. By end of summer '22

4. By end of summer '22

MCC-Blue River participated in the re-engineering mapping, change management strategy, and communications.  Updates were given in meeting with the Staff Association representatives and at the President's Advisory Council.  There are several BR employees participating on the committees.  

This effort is ongoing and is part of a larger College goal.  Continuous improvement is built in to the model.

Ensure that the Campus, Deans and VP collaborate to create meaningful activities for employee engagement.

Agendas, flyers, announcements.

Creation and implementation of activities and internal/external employee engagement activities and resources.  

There were several additional meaningful initiatives that took place to encourage employee engagement at the campus and College.  There was a holiday party with over 70 people in attendance, an Enrollment Appreciation lunch to recognize the staff and faculty's contributions to enrollment, there was an employee picnic, and employees are engaged in shared governance at the campus and at the College.  This year, we also held faculty/student lunches and solicited employee input in key decisions surrounding the campus plan, new hires, and awards and recognitions.

Some events went better than others and some were better received.  As an example, the first faculty/student lunch was poorly attended and there wasn't much interaction between faculty and students.  This led to discussions on how we might improve this at the next one and it was decided that we could have faculty join the student engagement "VIP Event" where students are recruited for Student Government and student clubs.  This one improvement made a significant improvement in the level of engagement that took place between faculty and students.  

Ensure campus participation and support of the equity strategy through the campus Diversity, Equity and Inclusion Council, common read, and the addition of intentional campus-based equity activities.

Agenda items, calendars, flyers, and meeting minutes.

Monthly meetings of the campus DEI council, monthly Affinity Group participation, campus attendance in equity trainings/meetings/discussions.

The BR campus's Diversity, Equity, and Inclusion Council was very actively engaged in helping to achieve this goal.  A survey was conducted by the members of the committee and a great deal of feedback was received and shared with the college-wide Office of Equity and Inclusion.  Faculty attended the Gardner Institute as part of the College group.  The campus's Men of Color group was restarted by a faculty member.  The common read took place with several faculty using the book Just Us.  And the DEI Council reports out to the President's Advisory Council.  

Much more work and discussion needs to take place surrounding the topics of diversity and equity.  Our employee demographics do not match those of the community we serve, student feedback points to the need for employees from backgrounds that are similar to those of the students.  The common read should have more faculty involvement.

Encourage and require the BR and BT teams to engage in and use assessment as defined by HLC.  

Include on agendas at campus EC meetings, President's Advisory Council, and Strategic Planning Committee.  Require VP and Deans to do the same. 

8 EC agenda items, 2 PAC agenda discussions, and 2 Strategic Planning committee discussions.  Full participation in college wide assessment activities.

Participation at the BR campus improved significantly.  Assessment was included on the agenda as detailed in the goal and the dean and division chairs reported out regularly.  As a result, we had full faculty involvement, and a significant increase in the number of faculty who participated and submitted responses.  

Faculty, division chairs, and deans are discussing the results to implement program improvements and curricular enhancements. 

1. Support Deans and other key stakeholders in meetings with Program Coordinators to better understand and align the resource needs and admission process within their areas.

2. Expand footprint for dual credit and Early College opportunities across the BR service area.   

1. Coordinate efforts to draft appropriately consistent process models for admission to Fire, Police, and Lineman programs.

2. Enhance communication with partner school districts to understand dual credit/Early College needs and plan accordingly.

1. Operationalize recommended processes for selective admission programs effective Summer 2022.

2. Meet with leaders and key stakeholders from all 5 service area school districts to de-brief on recent and current dual credit experiences and develop plans for future semesters.

1. A workgroup was convened in Fall 2021 to review and propose adjustments to current recruitment and enrollment processes within selective admissions programs at MCC-Blue River. From there, three subgroups were established to focus specifically on each selective admissions program: Line Worker, Police, and Fire. These subgroups met throughout the fall and spring semesters, reporting back to the larger team to share out status reports and allow broader coordination of efforts. Updates have been made to student on-boarding processes for all three programs, to be operationalized with recruiting and enrolling of students into the various programs' next available cohort.

2. Meetings and communication occurred with representatives of all 5 service area school districts during 2021-22 (Blue Springs, Fort Osage, Grain Valley, and Independence) to manage current partnerships and work toward future opportunities. Ideas that were generated from these conversations included a 1/2 day Early College program with Oak Grove and Grain Valley and the Police Academy's gap year program with Independence and Fort Osage. Structurally, these programs are designed and ready for student enrollment, in the hope of starting with an initial group of participants in 2022-23. 

1. As the work of streamlining our processes should be an ongoing effort, key stakeholders within the Line, Police, and Fire programs, as well as enrollment staff and department leaders, will re-group in the coming year to assess the impact of changes made and identify additional ways to improve efficiency.

2. During the 2022-23 academic year, it will be important to follow up on the structural work that has occurred and ensure full alignment between high school offerings and the college credits available through these programs, complementing rather than competing with existing dual credit opportunities for students whenever possible. Incorporating articulated or dual credit coursework into the gap year concept would also allow full buy-in from the high school partners.

.1. Ensure that the schedule-building process at the BR campus includes cross-collaboration between Division Chairs, Coordinators, and Enrollment/Advising staff.

2. Introduce and implement block scheduling strategies as best practices for schedule development.

1. Utilize block scheduling models to ensure that students can complete full-time programs of study at the BR campus.

2. Facilitate communication and feedback between stakeholders during the schedule-building and enrollment cycles.

1. Creation of schedule blocks for Spring 2022 demonstrating ability of students to acquire full-time schedules in pursuit of the A.A. degree at multiple key days/times on the BR campus.

2. Revision of schedule blocks for Fall 2022 demonstrating ability of students to progress into their second-year of study in pursuit of the A.A. at BR. 

1. During Fall 2021, the Blue River Division Chairs were asked to approach the development of the Spring 2022 course schedule through collaboration across their various disciplines and involvement of their Enrollment Center colleagues. The result was a far more robust slate of course offerings, well-coordinated to allow more students to build full-time schedules for themselves. We also made strategic use of virtual classes, building virtual blocks that increased enrollment in traditionally off-peak times, especially in the evening. These changes brought with them a strong positive impact on campus enrollment, as Blue River's year-to-year credit hour enrollment for Spring 2022 improved by just under 10%. Blue River was the only physical campus able to achieve an enrollment gain at this level for Spring 2022.

2. Building on the success of our Spring 2022 model, Blue River's strategic scheduling efforts have continued to evolve as the Summer 2022 and Fall 2022 schedules have been constructed. The Chairs have further aligned their course offerings through a Monday-Wednesday/Tuesday-Thursday twice a week default for most lecture courses, recognizing students' preference for two day versus three day a week courses. Currently, the campus's enrollment is well up for both the Summer and Fall 2022 semesters.

1. Having re-considered the stakeholders needing to be part of the schedule-building process, the factors to be considered in building the schedule, and importance of balancing access and efficiency, it will be important going forward to ensure that no one loses sight of the collaboration necessary to sustain this model.

2. As schedules are developed for future semesters, we should continue building out schedule blocks that will appeal to students throughout their programs of study, ensuring our ability to keep students at the Blue River campus until completion of their programs. 

1. Liaison with campus committee and council chairs to improve coordination and awareness of goals and efforts occurring within those groups.

1. Work with Executive Administrative Assistants and Committee/Council Chairs to develop a structure for housing relevant committee/council documents.

2. Work to operationalize and support recommendation from councils, committees, and other stakeholders to enhance the student and employee experience at BR and BT.

1. Ensure all committee/council agendas and minutes are made available to the campus community.

2. Ensure that a range of campus programming in support of DEI, FYE, and Engagement goals occurs in the coming year.

1. In accordance with District expectations, agendas and minutes for all shared governance councils and committees at Blue River have been provided for housing on InfoExchange. In addition, the Executive Administrative Assistant for the Vice President's Office has worked to develop a structure for housing important committee and council documents at the campus level.

2. Blue River committees were provided with updated charges and encouraged to approach their work with a sense of purpose during 2021-22, providing actionable recommendations to impact the campus wherever possible. A number of activities came out of these committees, some of which will continue into the coming year. Overall, this represented an important first-step in re-engaging our faculty and staff and improving the campus experience for students who went more than a year without having a true "on campus" experience.

1. By continuing to build out a structure for capturing committee agendas and minutes, and making these accessible to the campus community, we can continue to work toward better transparency and connectedness for faculty and staff at Blue River.

2. Encouraging committee and councils to develop clear annuals goals for their work can serve an important purpose in providing those groups with an action-driven perspective and a connection back to the campus experience. This should be a part of our committee/council formation and initial fall semester meetings in future years.

1. Support efforts to secure maximum buy-in and completion and reporting of assessment activities within BR and BT classes.

2. Work with fellow campus vice Presidents to develop an assessment model for First-Year Experience Programming.

3. Support Student Engagement Managers and other key stakeholders in further operationalizing co-curricular assessment.

1. Data on % of students/courses completing assessment outcomes.

2. Draft FYE assessment model in collaboration with Vice Presidents and FYE Taskforce.

3. Schedule regular meetings with Student Engagement Managers to check-in and support co-curricular assessment.

1. Affect a 20% increase in assessment completion compared to baseline data.

2. Draft completed by end of Spring 2022.

3. Hold two meetings each semester.

1. During Fall 2021, heavy emphasis was placed on the importance of achieving full buy-in from instructors in regard to course-level assessment. At the Blue River and Business/Technology campuses, the Vice President worked with the respective instructional Dean to ensure that expectations for assessment were clearly communicated to all faculty and that completion of the course-level assessment were tracked and reported. These efforts resulted in completion of assessment activities far exceeding the stated goal. College-wide, 80% of MCC's faculty whose classes were scheduled for assessment in Fall 2021 completed and reported their outcomes. Overall, 76% of eligible students completed learning outcome assessment (compared to our goal of 56%), with 82% of those students achieving the level of "met expectations" (compared to our goal of 70%).

2. Throughout 2021-22, efforts have been undertaken to establish a baseline of assessment metrics related to first-year experience activities. As the actual structure of the program itself is still in the process of being developed, a fully-fledged assessment model will continue to develop alongside it during the coming year. The baseline metrics gathered during 2021-22 will feed into these efforts going forward.

3. At Blue River, the Vice President met regularly with the Student Engagement Manager during 2021-22 and supported them in the development of various co-curricular activities. Collectively, the SEMs across the college have developed a framework for assessing these activities. 

1. Having achieved our goals for course-level assessment in 2021-22, the next step in our efforts should be working toward full completion of assessment in our classes and internalizing assessment processes so that they are seamlessly embedded in the work that we do.

2. As Blue River deploys a new framework for First-Year Experience activities during 2021-22, branding and packaging these activities to incoming students, the appropriate means of assessment for this model will continue to adapt to that framework. 

3. The Student Engagement Managers will be involved with a number of initiatives in the coming year, from First-Year Experience and Civic Action Plan programming, to larger conversations involving potential Community and Civic Engagement and Social Justice Institutes. It will be important to provide leadership and guidance on these efforts in the coming year, both specific to assessment and more broadly, to reduce duplication of efforts and streamline our programming wherever possible.

Work with the Faculty to find a central location where they can share activities and ideas that have been successful in their classrooms.  

1. Have the Division Chairs explore the feasibility of creating a Teach/Learning Center. 

2. Encourage Faculty to explore the uses of Virtual Reality to enhance the learning environment.

1. Plan to develop a Teaching Learning Center and implement by Fall 2022.

2. 20% of faculty will schedule and/or investigate the possibilities of using the Virtual Reality room.

1.  Short survey to indicate interest in a Teaching Learning Center.  Survey results were non conclusive.

2.  FY 22 is a transition year.  Just a few faculty were able to attend the demo/training for VR.  Over all only 10% of faculty attended a session.

Faculty were not interested in starting and maintaining a Teaching Learning Center, but were interested in other professional Development opportunities.  i.e.  brown bag lunch, group discussions on current topics in education

Virtual Reality training will start up again this summer and into FY 23.  More faculty have expressed an interest than in Fall 21.  Interest to start a student VR club will hopefully build interest in the students as well.

1.  Assist Division Chairs in creating a semester schedule that will assist students in enrolling in a full slate of classes as they work on their Associates in Arts degree. 

2.  Work with Division Chairs to create a schedule that  incorporates Pathways beginning Fall 2022 to 

1.   Use Dean and Chairs meeting to assist Division Chairs in developing the schedule showing possible student blocks for first semester and second semester students.

2.  Have Division Chairs create an evening virtual schedule to allow students to enroll in a full-time virtual schedule.

3.  Work with Division Chairs and Student Development to create and implement a Fall 2022 schedule and beyond with an emphasis in Pathways.

1.  Hold scheduling meetings twice a month.

2.  10% Increase in the number of students enrolled full-time in Spring 2022.

3.  Create block schedules with Pathways in mind for Fall 2022

1. Meetings with Division Chairs and Student Services occurred twice each semester

2.  Data indicates that there was no increase in the number of students who enrolled full-time.

3. Block schedules were created for day, afternoon, and evening times.  Advising was please with the blocks and felt that it was easier for students to get their schedules.

1.  Meetings will continue between Dean, Division Chairs, and Student Services to continue to refine enrollment process.

2.  With the increase in enrollment, we are still working towards more students enrolling at full-time at BR.

3.  Starting Fall 22, Dean and Division Chairs have created a MW and TR schedule with three classes offered on Friday only.  We are encouraged that this will help the enrollment as well as the percent of students enrolling full-time.

1.  Collaborate with Student Engagement to identify ways to get faculty interested in Co-curricular activities.

1. Determine faculty interest in Co-curricular Activities.

2.  Meet with interested faculty to Identify specific activities that are outside of but complement their course.

1.  Create and administer a survey to identify faculty interest in Co-Curricular Activities Fall 2021.

2.  Partner with Student Engagement to offer 2 Co-curricular activities this fiscal year.

1.  The survey to determine interest was not completed.  Faculty were approached to determine interest and if interested were told to notify Student Engagement.

2.  Two Co-curricular activities were identified this FY - Social Science, and Science Fridays

Student Engagement along with the Dean's office will continue to encourage faculty to implement Co-curricular activities around their classes.

1. Support Division Chairs in implementing Fall 2021 and Spring 2022 Assessments

2. Work with Discipline Coordinators to understand the importance of assessment

3. Provide resources to help in the reporting process.

1. Assessment with be a standing item during the Dean and Chairs meeting each week.

2. Invite Discipline Coordinators to the Dean and Chairs meeting to discuss strategies to help Adjuncts.

3. Provide resources to help with implementing and reporting results.

. 

1. Dean and Chairs agendas will have Assessment as a standing item.

2. 100% Coordinators attend one Dean and Chairs meeting.

3. Determine a point person for each discipline as a resource for reporting.

1.  Dean and Chairs met weekly to discuss assessment.

2.  Coordinators met on a regular basis with the Chairs.

3.  Each Discipline was notified of the point person for their discipline.

We will continue to discuss assessment and to encourage ALL faculty full-time and part-time to participate.  FY 22 Blue River had 99% participation of full-time and 80% of part-time faculty.

Review and revise selective admissions processes in the Line, Police and Fire programs

Recommend revisions to the processes by January, 2022

Recommendation is made by January 2022

Recommended revisions accepted in January 2022.  Processes in place for Fall 2022 cohorts

Additional improvements to the Line admissions process are needed.  Better coordination of information, admissions contacts, financial aid, enrollment and advising are needed.

Support the development of specific student organizations for women (Sister Circle), and for minority men (Men of Color) at Blue River

Sister Circle and Men of Color groups launch in fall semester, 2021.  The number of students impacted by Sister Circle and Men of Color.

Sister Circle and Men of Color each impact 20 students by March 2022

Both groups were launched.  MOC participation was 27 students in 2021-2022.  Sister Circle was less than 10.

We need to continue to grow participation in these groups.  We have students interested in a Women of Color group.  We will be discussing this summer.

Develop model of student services and student engagement that balances virtual and face-to-face options.

Develop balanced model for implementation beginning Summer 2022

Recommend new model that achieves balance between virtual and in-person service models by March 2022

We have participated in the development of a model for the Virtual Enrollment Center.

We should consider the appropriate balance of services (face-to-face vs virtual) for all student services across MCC.

Support Assessment projects in Student Services.  Cohort 1 (in year 3) = Disability Support Services and Testing; Cohort 2 (in year 2) = Financial Aid and Campus Life and Leadership; Cohort 3 (starting year 1) = Admissions and Academic Advising.  Assure that our departments participate in the assessment plan, including self-studies, action plans, projects and assessment.

Each department participate in the assessment plan.  Each Supervisor report to the Supervisors group mid-year and at end-of-year.

Mid-Year report by each department in December, 2021.  Year End report by each department in May 2022.

Each department has participated in the MCC Student Services Assessment projects.  Cohort 1 (in year 3) = Disability Support Services and Testing; Cohort 2 (in year 2) = Financial Aid and Campus Life and Leadership; Cohort 3 (starting year 1) = Admissions and Academic Advising.  Some areas are nearing completion of their projects, others are just starting.

Continue to participate in Student Services Assessment projects.

Create a positive employee experience by creating a culture of shared information and employee contribution through shared governance in the budget and facilities committee meetings. 1. Employees are informed of budgets, grants and projects and engage in the decision making of allocations and priorities. 2. Employees participate in creating and implementing campus standards. 

1. When surveyed, campus stakeholders indicate they are knowledgeable of the budget decisions and facilities projects and that they feel they have participated and have provided input into the decision making. 2. Campus standards document created and shared with campus community.

1. Of the stakeholders surveyed, 80% or more indicate they have a clear understanding of the budget and facilities decisions and have contributed to the decision making processes. 2. Campus standards are well maintained and people are held accountable to those standards. The campus is kept at a higher standard than previous years, employees have an "ownership" and pride for the campus.

1. A survey was not administered but the information was shared with committees. Committees are asked for input on spending. Example: HEERF request as well as Facility Use Agreement Revenue spending. The Facilities Committee is asked for input on project asks or any issues on campus that need to be resolved.  Input from those meetings is gathered and presented to the President’s Advisory Council.  Employees have shared they like this structure and feel well informed.  

2. Multiples revisions of the BR Campus Standards document have been reviewed and shared with campus employee groups Final edits and changes were made and was shared at the President’s Advisory Council and sent electronically. The BR Campus Standards Document was shared with the DCO group for potential implementation at other campuses with adaptations for their own campuses.  Employees from other campuses continue to comment on how beautiful the campus is and how well maintained.

We will continue to share information and ask for input from employee groups.  

Provide leadership, guidance and support for campus activities like Wolfstock, BR East Ribbon Cutting, All for the Children, and Trap Shoot Event using the RACI model.

Attend all event planning meetings, lead or run meetings when needed.  Develop or share RACI models with co-chairs and team leadership.

Campus and community events are run smoothly and looked to as a standard for MCC.

I ran all Move Meetings using a RACI for the BT Move (ATSI, East).  I did not lead all event meetings but provided leadership and guidance in the planning of all large events for Blue River. All events were a success and ran smoothly.

I will continue to use the RACI model for event and project planning.  There will always be continuous improvement in all events and project planning. I have received positive feedback from using the RACI model from employee groups and departments have asked for my template to use in their work.

Lead the program moves from BT to create a smooth and favorable student experience to the two new locations at ATSI and BR East.

Using the RACI model, lead teams through the two move projects.  Make sure all tasks are accounted for and hold people accountable in completion and meeting deadlines to ensure a smooth transition of all programs for our students.

Successful move of all programs to BR East and ATSI, on time and ready for the spring 2022 semester.  Students have a positive experience at new, improved locations.

I led all BT Move meetings for East and ATSI.  We successfully opened East on time, spring 2022.  Students and employees are very happy with the new building.

Continue to use the RACI model which clearly states who is responsible.  This aids in holding people accountable and clear lines of responsibility especially with projects that include many departments.