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.