1. Respiratory Therapy approved by MDHE and HLC?

2. Hospitality-Culinary curriculum in the development phase?

1. Yes

2. Yes

1.  On a bi-weekly/monthly basis the CAO and Campus President met with the MDHE. We are unable to apply for HLC until the self-study is completed for the program.

2. We partnered with WED to draft the initial culinary. The curriculum will be presented to DICC in the fall, of 2022. 

1. We will follow the timeline below to implement the program. 

Dec, 2021   Post the position for Respiratory Care instructor for fall, 2022 start

Jan-April, 2022  Work with consultant for Respiratory Care detailed curriculum and program implementation plan

April, May, 2022   Internal Curriculum approval process for MCC

June, 2022   MCC Board formal approval for program

July, 2022   MCC Submit Program and curriculum for state approval 

Fall, 2022   Secure equipment, supplies and proposed clinical locations for 2023 program students

October, 2022 HLC and CoARC process commences

October, 2022 - May 2023   Rennovation and remodel for 4th floor of HSI 

January, 2023 - Recruitment and marketing for August, 2023 cohort

August, 2023   First cohort begins

2. Continue to work with the advisory board to get supportive letters to use to support the culinary program. 

1. Complete RACI model for relocation of the BT programs moving to the ATSI

2, Meeting held with the Dean of CTE, Campus leaders, and faculty to move the programs

1. RACI model followed and revised accordingly?

2. Meeting held with the Dean and CTE, Campus leaders, and faculty to move the programs?

1. Yes

2. Yes

1. RACI model was revised as the needs of the programs that were moving to ATSI arose.

2. Weekly meetings were held with faculty, campus leaders, and District employees regarding the programs moving

Welding, HVAC, CIMM, INTE, and BLDM successfully moved to the ATSI. Fablab, 3D Printing, and Construction Management successfully moved to the new ETEC building. Ribbon-cutting ceremonies were held on October 2021 (ETEC) and April 8 (ATSI).

1. Faculty and staff participate in the District survey

2. Faculty and staff participate in the capital campaign

3. Meet with ATSI and ETEC faculty 

4. Host campus leadership retreat

1. % of faculty who participate in the District survey

2. % of faculty and staff who participate in the capital campaign

3. % of ATSI and ETEC faculty who meet with the President

4. Campus leadership retreat held?

1. 20% of faculty and staff participate in the survey

2. 50% of PV faculty and staff participate in the capital campaign

3. 100% of ATSI and ETEC faculty meet with the President

4. Yes, retreat held. 

 1. The data used came from employees listed for PV in fall of 2021 when both surveys were administered (N=274) to calculate the % who participated.

 DEI survey= 45% of PV employees (123 survey respondents)

CPI=24% of PV employees (65 survey respondents)

2.  The only employee at the campus that has contributed to the Captial Campaign to date is the President. 

3. During the month of May meetings were held with ATSI faculty. During the month of September 2021, the President met with all ETEC faculty and staff. 

4. A campus leadership retreat was not held due to a number of vacant leadership positions. 

1. Work with the Foundation to identify ways to engage more employees in the Pathforward Campaign. 

2. Host the campus leadership retreat when all of the vacant positions have been filled. 

1. Meet with Chairs & Directors to identify programs and courses that are to be assessed

2. Identify resources necessary for faculty to assess course outcomes

% of courses identified that complete one assessment

100% of courses identified will complete one assessment

1. The Vice President was charged with meeting the Chairs and Directors. The President while serving as the Dean of Health Sciences met with all of the program coordinators to ensure they completed their course assessments.

2. Faculty who were identified had mentors to assist with their course assessments. All courses identified to be assessed were completed. 

We will continue to meet with Chairs, Program Coordinators and Directors to ensure identified courses are assessed. 

1. Meet with staff and faculty during Chat and Chew with the VP to hear concerns and answer questions.

2. Identify and develop events that can be held.

1. Frequency of Chat and Chew participation

2. Number of events held

3. Percentage of event attendees who indicate a positive experience at the event via survey

1. Quarterly Chat and Chew events

2. 1 event that provides mechanisms for the local community to engage with the campus and 1 event that provides mechanisms for the campus community to engage with each other

3. 50% at each event indicate a positive experience at the event via survey

Held one chat and chew with the campus community. Faculty and staff participated, asked questions and expressed their concerns. Answers and resolutions were provided based on feedback. The Counseling Center was able to develop a magnet with resources on it that were placed around the campus for students and employees. This was a direct result of a conversation discussed during the chat and chew.

Vice President needs to develop more initiatives to engage campus community.

Work with deans of student development and instruction to develop a culture of assessment at the campus.

Develop and implement a process with the dean of instruction that will ensure that full-time and part-time faculty teaching for identified courses are included and provide required course assessment data for their discipline. Develop and implement a process with the dean of student development to conduct assessment of programs and services. 

Completion and implementation of processes.

Met with division chairs to devise a plan of action on ensuring assessment was completed as prescribed from district. There 100%  completion in the spring semester for the campus.

It is important that the dean of instruction continue to work with division chairs to keep 100% completion of assessment for next year.

Work with deans of student development and instruction to develop and implement tactics from the enrollment and persistence taskforce. 

% increase in enrollment and persistence of target populations. 

Increase enrollment and persistence of target populations by 1%.

Worked with dean of students to continue to develop initiatives that would improve enrollment and persistence. Enrollment did not increase was maintained with continuing students and persistence did increase by 2% as a result of the persistence challenge.

Transition committee to new dean of students and dean of instruction. Committee continue with subcommittees.

Identify and edit processes and/or forms related to the campus to align with new program, regulation or procedure.   

Develop process, if needed and quantify the number of policies, regulations and/or forms that are related or should be revised with recommended changes.

100% completion

Policies were identified but was not reviewed to edit to determine how the campus aligned.

Work to review identified policies.

Collaborate with division chairs, directors, managers, coordinators and administrative assistants to identify and catalog processes for the instruction department.

Percentage of documentation of processes and structures that have been identified, cataloged and/or revised completed. 

Full completion of project – 100% of processes documented.

Worked with administrative assistant to begin work on developing processes for instruction department. Developed process on faculty evaluation, signatures for documents. Began working with division chairs to develop process for course assessment to align with district deadlines and process.

Need to finalize assessment process with division chairs and identify additional processes that need to be completed.

Develop a process that will measure the effectiveness of assessment all courses identified and taught each semester is completed in accordance to our assessment guidelines established by the CAO.

Process developed to measure effectiveness of all assessments on courses taught. 

Y/N

Worked with division chairs to identify best way to work with faculty (full-time and part-time) on completing assessment for courses each semester. Fall semester completion rate was 100% for campus and spring semester had five courses that was not completed.

Need to review process to create timeline for division chair follow-up with faculty on completion of assessment to ensure 100% completion rate each semester. Also need to devise a process on when data should be collected on student learning outcomes for campus plan KPI.

1. Develop and operationalize plan that targets adult learners and students who stopped out after earning 45+ credit hours. 

2. Increase evening and weekend block enrollments

3. Work with division chairs to offer short-term classes in spring semester

4. Work with dean of students to develop plan for outreach of students who stopped out by Oct. 15 with Enrollment and Persistence Task Force

1. Number of students enrolled in block and short-term classes

2. Percentage of stopped out students reengaged 

1. Enrollment of 10 or more students in block and short-term classes

2. 10% reengagement of stopped out students 

Enrollment in block classes did not increase this academic year. Need to review current block course schedules to determine if still viable options for students or need to revise. There was not a significant increase in students that reenrolled from stopping. The enrollment and persistence committee initiatives for student with 45+ credits were successful. 

Need to review course enrollment trends to identify best programs and/or courses in which students would benefit and register for short-term, evening, and weekend courses.

Create an action plan in collaboration with division chairs and directors.

Completion and implementation of plan and utilization of enrollment and concurrent high school reports to track progress of action plan.

Develop one new partnership for ECA and increased dual credit and dual enrollment by 2%. 

Developed a new partnership with KCPS for ECA students to enroll into HVAC and ETEC certificates which will increase dual enrollment. Approved two new faculty to teach dual credit courses at the high school, which will enable us to increase dual credit enrollment. Based on enrollment reports, there was not a significant increase in dual credit enrollment for the academic year.

Need to continue to identify new opportunities to add new partnerships that will directly impact dual enrollment and early college academy enrollment.

Through the Enrollment and Persistence Task Force, develop and operationalize plan to target students who stopped out after earning (45+).

Identify target students and develop a plan for outreach by October 15 with the Enrollment and Persistence Task Force. Track monthly progress for completion of tactics. Review subsequent enrollment of identified students.

10% reengagement of target students.  

• Developed a plan of action to recruit and retain stop-out students to include the following:  
  • Outreach to students through phone calls or email who have stopped out of MCC. 
  • Targeted admissions visits for returning students 
  • Increase engagement opportunities inside the classroom.
  • Develop program marketing materials that highlight career advancement, salary outcomes, and job placement. 
• The plan resulted in the following: 
  • Student Services Specialist called students who stopped out over the last two years within 15 hours of degree completion twice in the fall and spring. 
  • Adult learner admissions visits are conducted throughout the year with a section to cover how existing credits will shorten completion. 
  • Intentional promotion of the KC Scholars program to provide financial assistance to adults who are no longer aid eligible. 
  • The SD Newsletter increased student development services, programs, and initiatives awareness among faculty. 
  • Ongoing development of marketing materials with information that attracts returning students like job placement, average salary, and flexible course schedules. 

Outreach lists must be done manually which limits the information available about stop-out students. The personal phone calls yielded enrollment and led to conversations that removed barriers for students. Also tracking the percentage of students that enroll (long and short-term from those phone calls would provide better insight into their effectiveness. 

Create a satisfaction survey for PV-Staff that focus on on-campus culture and policies, decision making, and work environment.  

Use results of the survey to guide decision-making for approaches to leadership, meeting structures, onboarding and off-boarding for employees, professional development, and campus culture.  

The initial survey in the first week of November 2021 and the follow-up survey in July 2022.  

Noticeable improvement in student development staff satisfaction in July 2022 survey. Target will be determined by the results of the initial survey

The survey was not created and dispersed. 

During the summer, I recommend that the Dean develop the survey with IR and provide this during the SD Retreat. The advantage of doing so is that it can be dispersed during the summer SD retreat, and employees are not in the thick of the semester and can put more thought into the survey versus targeting November for initial feedback. Additionally, the initial results can be used for changes over the year that will impact the post-survey. 

Operationalize summer bridge program with a goal of increasing the persistence of students who test into developmental course work or enroll late at MCC-Penn Valley  

• Develop Bridge Committee with stakeholders from instruction and student development.  
•  summer bridge in SU22.  

• Develop curriculum in conjunction with stakeholders to address that can increase academic success and social and cultural capital at MCC-Penn Valley 

Programs developed and implemented in spring 2022 and summer 2022.  

The Summer Bridge committee was established and included the following members: 

• Instructional Coordinator
• Dean of Students
• Student Success Manager
• Enrollment Manager
• Project Success Director 

The Spring Forward program was developed to provide support for 20 students who enrolled in late-start developmental coursework. There were no enrollments in the program.

The committee reconvened to establish the summer program for high school students who tested in developmental studies. The program marketing material was developed, and radius application and course seats were held for enrollment. We established one track for math and one track for reading. The program also had TRIO SSS support, individual and group tutoring, and a healthy relationships course. Book costs were included. 

Students' feedback on the Spring Forward program was as follows: 

• Cohort classes did not work for their schedule. 
• GUID 109 was not appealing to students who knew their career paths.
• Did not want to take short-term classes and opted for 16-week courses. 

We learned from the spring program that rising high school students are the ideal target and prefer full-semester courses.  

The summer program was a challenge because of course availability. We could not launch the math track due to class modality (online) and course conflicts. We moved forward with READ 11 only for 12 students. As of 5/1/22, no students have enrolled. Chairs were concerned that holding seats would lead to low enrollment. 

To have a successful program, it will be essential to identify faculty and specific courses for the bridge. Utilizing current courses takes away seats from other students and takes away from the program's cohort model. In the future, I recommend fall planning for summer 23 to include faculty recruitment and identification of class times. A budget must also be requested. 

Work within Campus Life and Leadership and facilities to build a rock garden where graduating students from MCC Penn Valley can leave a rock as a memory of the success they have had here.

Campus Life and Leadership can have activities around the rock garden towards graduation.

Rock garden will be produced and graduating class of 2022 will leave memories.

Garden produced in time for utilization by the class of 2022.

Campus Life and Leadership had discussions on how to go about this IEP.  After discussions with the Dean of Students this was moved to a low priority.  Other strategic items were submitted through the retention group which were placed as higher importance.  

It is important for Penn Valley students to establish a ownership of PV and a tradition.  This is probably not the right one at this time for Campus Life and Leadership or for PV at this time.

Yes I will need dollars to lay down initial layer of rock.  $9,000 dollars for some nice size white rock.

Work with campus Leadership, budget managers, and District to provide variety of programming and communication with Budget managers for them to have work knowledge of budget.

Increase knowledge from and understanding of departmental budgets from 80% to 90% 

Increase from 80% to 90%.

Increased number of sessions to attend for understanding budget.  This year worked with Budget office to establish online trainings that could be viewed through out the year.

Increased individual appointments as needed to discuss budget items.

Need to send out survey to see about increased understanding.

Should continue to work with district on online options for budget trainings.  Especially those that can be completed as new people take positions throughout the year and not wait till one time.

Work  and survey  faculty, students and administration on needs of furniture.  Work with facilities to get proper furniture using the new standards in ETEC and ATSI

Replace furniture in ST, HU, and Campus Center common areas

Furniture replaced by June 2022

Completed and worked with faculty and staff on furniture at ETEC and ATSI.  Went through second round of items to be furniture to be finished by July 1.

HERF allowed us to order furniture based upon the ETEC and ASTI standards. 

Currently we are still waiting for a few pieces to be placed.  

HERF dollars required a short turn around time for the furniture.  Furniture had to be picked and ordered within a two week period.  This did not allow for a lot of feed back from faculty and staff, but we did best we could.

Survey faculty for needs every semester.

Frequency of survey for needs. 

Survey Faculty for needs every semester for improvements needed for the following semester.

Survey will go out this week for needs of the campus for FY 23 Fall.

Dates should be set around budget deadlines in the Spring for the fall.  Fall deadline should be in Nov to start for the spring

Replace red brick with new tile in the campus Center main floor

Flooring updated

Flooring updated by June 1, 2022

This year the floor for the campus center was still not completed.  The cost of the floor is expensive.  HERF money did not cover the cost of the floor due to requirement for use.

I have submitted a request for dollars for the FY 23 year.  This is a priority for this campus.

Yes cost of the floor and installation is about124,000

Build an INTE Advisory Board.

An INTE advisory board will be created and have met prior to January 31, 2022.

The newly formed INTE Advisory Board will allow the INTE program to request Enhancement Grant funding.

The INTE advisory board was formed and met March 31 and May 6 to begin reviewing the INTE curriculum.

The consists of the following

Adam Jelenic - LMV Automotive

Jake Schealler - The Baker Group

Berrie Maas - Mars Petcare

Quincy Kinney - Hallmark

Matt Kiser - Church & Dwight

Bradley Teeter - Honeywell

Scott Rempfer - Honeywell

Clarence Scott - Smithfield

Tatia Shelton - MCC Career Services Coordinator

Eric Wehmueller - faculty

Jim Frevert - faculty

Roger Claypool - faculty

Matt  Wooten - RS Electric

Nick Blaylock - Church & Dwight

The initial meetings went very well.  Good, robust conversations are happening about the INTE programs.  Next steps will be for the the faculty to take recommendations from these conversations and draft a program outline to bring back to the advisory board in fall 2022.  

Create a draft process for identifying, organizing, and prioritizing funding sources and CTE equipment needs.

Draft process will be created by December 31, 2021.

This process will help project leads and other relevant stakeholders determine best use of funds for projects and assist MCC in prioritizing CTE equipment purchases.

A draft was created in Excel, but it is a VERY manual, laborious tracking system.  Presented to Dr. Alicia Dickens and she asked Dr. Barcus Jackson if we have a way to automate this process.  At this time, there is not.  The Excel document is attached.

Need to work with IT and Administrative Services to see if there is a more automated way to capture and track this information.

Create a Program Coordinator Manual template.

Draft template created by February 28, 2022.

To prevent burnout and frustration, the manual will provide guidance on the responsibilities and operational tasks of the Program Coordinator role.

I started this task and then due to discussion among the negotiation committees was asked to hold off on this work by the CAO.  I have attached the information I gathered from a former and new CTE program coordinator.

This should be revisited by the CAO's office.  Happy to help if needed.

Analyze enrollment and completion data to determine if there are degrees and certificates that need to be streamlined and or eliminated within the Industrial Technology programs.

Data report will be available to review with INTE faculty by March 1, 2022.

INTE streamlined degrees/certificates would increase fill rates in program courses and eliminate chronic low enrollment classes.

We have reviewed the data and began discussions with the INTE advisory board to determine the steps to streamline the certificates and degrees.

We have an INTE instructor that is willing to work on this over the summer and then we will present to the advisory board in fall 2022.