#1. Provide forum for faculty feedback on template drafts at August Inservice

#2.  Utilize faculty feedback from Inservice to align and inform template adjustments

#3.  Host five work party meetings to complete each degree template

#4.  Provide final drafts for faculty/staff at the October Inservice

#5.  Incorporate all templates into catalog and website for fall enrollment cycle.

1.   Forum Completed and feedback collected 

2.  Organize template feedback by degree 

3.  Schedule and complete four meetings to provide final intensive review of pathways alignment and accuracy

4.  Provide final drafts of pathways during forum for faculty/staff at the October Inservice -- collect any final input from cross functional  teams

5.  Complete integration into website and catalog for 22-23

#1.   Receive over 80% of discipline feedback forms from August Inservice

#2.   100% of program templates, separated by degree type will be prepared for the degree work parties

#3.  Complete a comprehensive final review of 100% of program draft templates 

#4.  100% of Program Template final drafts will be completed prior to the  October Inservice review forum

#5.  100% of Program Templates will be finalized and ready for incorporation into catalog and website

1.  By May 1, we will have 100% of the templates submitted from every discipline.  By June 30, these will be finalized and ready for upload to the website.    

2.  Yes, this was done

3.  Will be done by June 30, 2022

4.  This was done, but we had to back up a little on our timeline and there have been multiple versions since then  -- final versions are now due May 1...

5.   We missed the deadline for incorporation into catalog; however, we will have templates ready for fall students. 

1.  We continually adapted our process to accommodate faculty input.  I feel that we reached a place of agreement to get the proposed versions done by the end of the spring semester.   

*This applies to all of the goals...

Compromise and adapt but still move forward....

#1. Complete all required state meetings for preparation of request

#2. Finalize proposal to include all feedback from independent review committee

#3.  Submit  grant proposals to state and federal agencies for equipment and other support

#4.  Provide implementation plan for fall, 2023 start.

#1. Attendance and participation at all state meetings

#2.   Final Proposal sent to state for December Board meeting

#3.  Complete grant proposals for program support

#4.  Complete Implementation plan developed by January 1, 2022

#1.  100% attendance and participation at all state monthly check in meetings

#2.  Complete proposal ready for December meeting by October 15, 2021

#3.  Complete three funding proposals by December 1, 2021 for program support

#4.   Implementation plan fully developed and approved by Cabinet by January 1, 2022

1.  Attended 100% of the meetings

2.  Proposal was completed

3.  We have identified potential funding for area remodel and equipment purchases

4. The proposal was approved by the state in December, 2021 and was then handed to the campus president for actual implementation.   That was the extent of my involvement.  We turned in timeline and goals to the state in January, but this is Dr. Lee's project moving forward.  

Generally the draft was revised several times.  Paperwork was submitted.   As far as continuous improvement, there wasn't a lot other than redrafting and editing the proposal to strengthen it. 

Since Dr. Lee is managing the program moving forward,  the budget for the program will come from her area.    

- Establish funding source through HEERF Funds:

- Establish grant application process for the funding

- Establish process for application review

- Establish reward allocation process

- Establish process for assessment/impact review

- Funds will be budgeted for 21-22

- Grant parameters will be established in fall 2021

- Process team established for application review, fall 2021

- Funds reward allocation process established for spring, 2022

- Assessment tool created spring, 2022 for post evaluation

- $100,000 fund established by December 2021

- Grant application process developed and advertised by December, 2021

- Application review process developed and implemented December 15-22, 2021

- Fiscal allocations disbursed to awardees, January, 2022

- Assessment of project completed summer, 2022 through spring, 2023 

1. All of these steps were completed except the assessment of the project funds part.  That will occur this summer.   All funds were awarded and disbursed and most of the projects are completed.    A true assessment of some of the purchases will not happen until Dec. 2022 due to the fall being used as the implementation time.   

This went well.  

The only area of development would be to create a stronger  fund distribution process.   I am thinking about a training for recipients to review how the money part works.   That will be in the plan for any future innovations grants we do.   

1. Attend/Co-Sponsor assessment training presentations.

2. Agenda item in all team meetings

3. Classroom support

1. Sessions attended

2. Percent of meetings where assessment was on the agenda and discussed

3. Attend a class where assessments are occurring. 

1. 2/semester

2. 100%

3. 1/semester

1.   Attended ALL assessment training workshops. Conducted several 

2.  Assessment was a topic of every faculty meeting agenda I coordinated.  I also put it on several Executive Cabinet Meetings and other leadership meetings across the district.  

3.  I did not attend a class where assessment was happening. 

This is ongoing... 

We now need to look at how we continue to create the culture of assessment.  We made great progress

100% FT faculty participated and 84% overall faculty participated. We will focus on continuing to include the adjunct faculty in assessment

84% of students who were supposed to assess did assess. That was great news and over 80% of students met the desired outcomes in their assessments. 

We need to look at how ILO data can be folded into more meaningful work..

Peer coaches are in the budget.

PT data input person is in the budget

eLumen is operationalized in budget

There should not be extra requests, just a continuance of the regular budget to support these activities 

1.  Emphasize the value of MCC's new assessment and curriculum platform, eLumen, to all MCC faculty
2.  Regularly provide eLumen configuration and implementation updates to faculty, leadership, and staff. 

1. Newsletters from the CAO and the Office of Academic Affairs will document updates on eLumen. 
2.  Number of new program opportunities created with local school districts

1. Monthly notices/reports during active semesters
2. 3 new opportunities with local school districts 
 

Updates around assessment were included in the CAO newsletter as well as all meetings facilitated by myself on behalf of the Academic Affairs office (examples:  Deans and Directors and  DACC). 

Updates from the CAO in the CAO newsletter  will continue along with dedicated time reporting out on assessment at meetings facilitated by myself.  

1.  Update the district-wide process for Articulation agreements with other Colleges and Universities.
2.  Publish the Articulation process internally and publicly.
3.  Organize and improve the collection of Articulation agreements.

1.  Consult with Campus Deans of Instruction, Vice Presidents, and the college Registrar to establish and document the Articulation process.
2.  Consult with MCC web team of publicizing the Articulation process on the Intranet (Info Exchange) and website for outside higher learning entities.
3. Develop an in-house documentation process to serve as a district repository for housing MCC's Articulation Agreements.

1.  By the end of April 2022
2.  By the end of April 2022
3.  By the end of March 2022

A district-wide process has been developed for publicizing articulation agreements. Consultation with campus leadership and the registrar  has occurred  and will continue. Publicizing of the Articulation Process on Info Ex as well as for outside learning entities has occurred. An in-house documentation process has been developed for housing MCC Articulation Agreements.  

Work will continue in fine-tuning the document repository for the Articulation Agreements. Conversations with four year partners are occurring around updating existing agreements to affirm currency or to create new agreements. 

1. Update and the recently developed strategic plan toward increasing enrollment and reducing barriers in processes.
2.  Continue efforts to create more program opportunities with local school districts.
3.Continue efforts in developing new partnerships among local school districts.

1. Refine the recently developed strategic plan toward increasing enrollment and reducing barriers in processes.
2.  Continue efforts to create more program opportunities with local school districts.
3. Continue developing new partnerships among local school districts

1.  January - February 2022
2. April 2022
3. By May 2022

Progress is being made with increasing enrollment and reducing barriers in processes associated to dual credit. New program opportunities have been emerging with local school districts, and the development of new partnerships with school districts is happening.

A restructuring of the district positions associated to the dual credit work is underway to ensure the best strategy and support for dual credit program. Continued progress will occur to increase enrollment and to reduce barriers in processes associated to dual credit. New program opportunities will continue to be identified with local school districts, and the development of new partnerships with school districts will continue to be a priority for the college.

1. Attend/Co-Sponsor assessment training presentations.

2. Agenda item in all team meetings

1. Sessions attended

2. Percent of meetings where assessment was on the agenda and discussed

1. 2/semester

2. 100%

Weekly co-sponsoring of training sessions occurred with faculty, and 100% of meetings I attended had assessment on the agenda and discussions occurred. 

Co-sponsorship of assessment trainings and information sessions will occur, and all meetings I attend will include assessment on the agenda.

1. Establish a system for the collection of performance data

2. Identify and implement recruitment and enrollment strategies

3.  Assess data gathered monthly

1. System establishment and use

2.  The number of signed Ambassador contracts and enrollments

3.  Participation of units in monthly data collections

1. System in place by May 1, 2022

2. 8 new Ambassador signed contracts and enrollment of 4,860

3. 100% of units participating monthly

WED Division Revenue increased by 27% - the goal was 25%

A system of collection was established before May 1, 2022 that 100% of WED units participate in. We did not complete contracts on 8 new Ambassador programs as the contact had to be updated through legal; however, we do have 8 that we are working to complete.

We are in the process of training additional WED staff to conduct informational trainings on the division and Ambassador program to increase the number of agreements and student referrals.

1. All WED staff included in DEI training topics

2. Track WED vendor usage as it pertains to DEI

3. Plan for promotional and services offerings for inclusivity

1. The percentage of staff participating in 4 hours or more of DEI training

2. The percentage of vendors this FY that are minority owned

3. The percentage of trainings held in high poverty areas

1.  75% of staff 

2. 16% of vendors

3. At least 25% of trainings

MCC's DEI efforts were supported

100% of staff completed 4 hours or more of DEI training

Our top paid vendors increased from 100% Non-minority vendors to 40% minority vendors

25% of trainings were held in high poverty areas

Identify high poverty areas within the community to take portable trainings to. Map locations of ongoing in-community trainings to assess areas with equity gaps. Also track enrollment in programs to identify gaps in high demand high wage program enrollment and intentionally recruit to reduce gaps.

1. WED staff from all units of WED involved in the identification and development of document

2. Track for completion and alignment 

3. Implement and track outcomes

1. Number of staff involved from each unit

2. Plan development completion

3. Monthly unit reporting outcomes associated with the new plan

1. At least 1 staff member involved from each WED unit

2. Plan development complete by December 12, 2021

3. 100% of units reporting based on newly developed plan

We worked with the leadership of Institutional Effectiveness to create a 3 year plan as opposed to a 5 year plan.

This was support through the volunteer efforts representing 7 different units of the WED Division

The plan was completed on time and presented at the January Quarterly Division meeting.

 The plan has been placed in a shared file and the results tracked through an excel spreadsheet in a shared file. 100% of WED staff has aligned their goals with the division plan for cascading.

We will use this to identify Taleo goals for all staff to track for overall division performance and measurement.

1. Attend/Co-Sponsor assessment training presentations.

2. Agenda item in quarterly division meetings

3. Data measuring/data aggregation process

1. Sessions attended

2. Percent of quarterly meetings where assessment was on the agenda and discussed

3. Creation of digital platform/process for aggregation of mixed methods data collected

1. 4 per fiscal year

2. 100%

3. Platform/process complete for use and accessible online by June 30, 2022

I have participated in excess of 4 assessment presentations

We discuss the importance of this in each quarterly division meeting and the purpose and outcomes of our measurements

The Sharepoint website has been published and ongoing improvement will continue to be made as needed.

We will assess our current measure and seek for improvement. Identify additional areas for focus and also align our new system (Modern Campus - Destiny One) with this process for tracking as well.

1.  Bring courses developed prior to 2013 up to current standards using the quality assurance model for Online.
2. Develop update training, professional development, and support structures for faculty who teach online, particularly our adjunct faculty.

1. Number of courses reviewed; Number of reviewed courses brought up to standards or archived
2. Number of sessions offered; satisfaction of participants

1. 5 courses reviewed; 5 courses improved or archived
2. 16 sessions offered; 80% satisfaction level on survey

1. More than 5 courses were reviewed and brought up to standards.

2. More than 16 sessions were offered. Satisfaction was greater than 80%.

Continue building on faculty development in Canvas.

1. Complete Quality Reviews for Online courses.

2. Assess Online course development processes.

1. Number of courses reviewed and brought up to standard.

2. Completion of recommendations for changes to processes.

1. 6 courses completed

2. Approval of changes by DEC

1. 10 individual shells were reviewed. 7 have a plan made to bring them up to standards. 3 have been archived.

2. Course development process redefined and put through Shared Governance. It is now part of the Distance Learning Guidelines.

Continue with other courses.

1. Have three packaged programs ready for enrollment
2. Determine and market online certificate to degree completion paths
3. Create articulation/transfer agreements with 4-year online programs

1. Completion of marketing strategy for Fall 22 enrollment push
2. Number of paths determined and posted
3. Number of agreements entered into

1. Marketing push underway by end of May
2. 3 new paths
3. 2 new articulation agreements

1. Packaged programs are ready to launch. Need Board approval.

2. 3 paths determined--Accounting, Logistics, Business Management

3. Agreements with SIU and UMUC.

Plan is ready to go. Need to have board approval to launch.

1. Develop a co-curricular program for the virtual campus
2. Assess student engagement of our Online students with MCC

1. Number of new programs and events suited for online students
2. Completion of the SOSE or other tool
3. Level of student satisfaction on SEQs

1. At least one new co-curricular program; at least 1 engagement opportunity per month
2. Completion of the SOSE/survey
3. Increase of 5% in student satisfaction within targeted courses

1. Monthly Calendar completed

2. CCCSE is being deployed now.

1. Increase reach of MCC Online to new markets. 
2. Increase the number of degrees, certificates and programs offered online.

1. Enrollment numbers in targeted markets (out of District)
2. Number of new programs available Online

1. 2% increase in enrollment from targeted counties
2. 2 new programs completed for online delivery

1. Overall out of district not significantly impacted. Targeted counties do show a slight increase.

2. Completed Accounting degree, AAS in CSIS, and Business Management

Continue MCC's rebranding campaign around student learning and assessment and building an authentic culture of assessment.

Assessment webpages updated to reflect a student learning focus.

Webpages updated by May 2022.

The assessment webpages have been updated to reflect a focus around student learning. 

Work will continue on the assessment webpages as continued rebranding around assessment occurs. 

Finalize the Assessment plan around student learning.

Number of courses assessed per program and/or discipline using one or more student learning outcome mapped to the institutional learning outcome of Critical Thinking.

One course. 

The Assessment Plan for MCC has been finalized and a minimum of ne course with at least one SLO mapped to critical thinking was assessed by each discipline and program during the Fall 2021 and Spring 2022 semester. 

Assessment will continue with a focus on a minimum of one course and one SLO mapped to information literacy for each discipline or program.

Continue the development of a meaningful communication plan around the MCC Assessment  and Program Review.

Communications sent to faculty, staff, and leadership.

Regular, Bi-weekly communications.

Regular communications around assessment and program review occurred and a communication plan was built that is part of the MCC Assessment Plan. 

Work to improve the communication around assessment and program review at MCC will continue. Improvements for communication will continue to be a focus.

1. Attend/Co-Sponsor assessment training presentations.

2. Agenda item in all team meetings

1. Sessions attended

2. Percent of meetings where assessment was on the agenda and discussed

1. 2/semester

2. 100%

Weekly co-sponsoring of training sessions occurred with faculty, and 100% of meetings I attended had assessment on the agenda and discussions occurred. 

Co-sponsorship of assessment  training and information sessions will occur, and all meetings I attend will continue to include assessment on the agenda. 

1. add new high school partners

2. add new course options

3. add new dual credit instructors

4. promotional communication through: 

a. flyers and emails to schools

b. participation in info sessions and recruitment events

c. troubleshoot enrollment form issues / facilitate enrollment process

1. # of new partners added

2. # of new courses added

3. # of new DC instructors hired

4. documentation of all recruitment, admissions, marketing, and enrollment activities

3% growth in CAP enrollment

There was a decline of 7.3% in Dual Credit during 21-22.

The College has made the decision to return the dual credit coordinators to the campus level.  It is believed that local relationships and communication suffered when they moved to district operations.   The move back to the campus will improve collaboration with campus events and the communication stream for dual credit partnerships.  The district is reorganizing and eliminating the Director position at the district level that was responsible for dual credit and replacing it with a coordinator due to the elimination of supervision.  The new coordinator will liaison with the campus coordinators.    This is believed to be a better model to serve high school students and can address the decline in enrollment. 

1. Create framework and get institutional approval- policy, procedure, stakeholders, purpose, responsibilities

2. Renew pertinent agreements between CTC's and MCC campus and maintain current agreements

3. Coordinate and manage student sign-ups

4. Coordinate with student services to create student accounts and for recruitment to incorporate these students into recruitment activities and strategies

5. produce and document completion certificates

1. Framework, policy, procedure approved by MCC leadership

2. Active agreements are  up to date

3. Students are signed up for various agreements from CTC's

4. Student services creates a strategy for outreach

5. Students receive certificates and certificates are scanned into student accounts

1. A framework and support structure exists to serve this population. 

2. & 3. All agreements that students sign up for are valid/renewed

4. Outreach strategy completed. 

5. All completers receive certificates

This project was primarily halted due to the vacancy created when the Director left the district and the position wasn't replaced. 

This goal will be moved to the 22-23 year under the new Associate Vice Chancellor position.   It is a needed project, but there was no one to do the work this year.     

1. improve communication and training for faculty coordinators

2. improve enrollment form for students

3. improve required HR hiring process for DC instructors

1. DC coordinators meet with faculty coordinators 1x per semester. An inservice session is held for faculty to attend and receive training.

2. Work with IT and systems to determine a secure, easy, method to receive student enrollments

3. Reduce application steps/paperwork for DC instructors

1. faculty coordinators complete all items on the coordinator checklist when supervising DC instructors

2. A new enrollment method is tested and adopted

3. DC instructors have a different process and requirements for applying to teach that is not the same as a regular adjunct hire. 

This was completed and all dual credit processes were improved to streamline with the regular adjunct hiring processes. The trainings were completed and all Dual Credit instructors were provided the new handbook.   

This goal will continue in 22-23 under the new AVC of Instruction as there is still a lot of improvement needed in our processes.

1. Attend/Co-Sponsor assessment training presentations.

2. Agenda item in relevant team meetings

3. Gather assessment examples for all DC courses and deliver them to faculty coordinators for review - assessment measures specific course outcomes, is college level work. 

1. Sessions attended

2. Percent of meetings where assessment was on the agenda and discussed

3. Assessments gathers, sent to coordinators and held on file for accreditation

1. one

2. 1/semester

3. 100%

This was not completed by the Director; however, when the coordinators transferred under the supervision of the Vice Chancellor of Instruction, they participated in all instructional meetings where assessment was discusses 100% of the time.   

The new structure will allow the Dual Credit coordinators to participate in campus level leadership meetings and assessment will be a common topic for them.     The 22-23 goal for these individuals is to increase participation of dual credit instructors in assessment processes.  

1) Conduct Occupational Outlook for the geographic area of each campus

2) Complete Needs Analysis for each campus based on CTE programs, signature programs and resources and campus initiatives

3) Collaborate with faculty and campus leadership to confirm needs analysis data

4) Define stackable credentials to create pipelines for CTE programs on each campus

5) Select programs to develop and implement for each campus

1) Occupational Outlook completed for each campus service area (9 county area covered)

2) Needs Analysis completed for each campus CTE programs, signature programs and resources and campus initiatives

3a) Stackable credential programs identified for each CTE program

3b) Confirmed direction for CE programming for each campus

3c) Programs identified to support campus initiatives

4a) Identified entry-level, credential courses aligned with each CTE program

4b) Identified continuing education/professional development training or event for each CTE program

5a) Programs taken through the formal CE Program Development Process

5b) Programs Implemented before the end of the FY22 academic year

1) Four (4) reports

2) Four (4) analyses

3a) One (1) for each CTE program

3b) Yes/No

3c) Two (2) classes

4a) One (1) for each CTE program

4b) One (1) for each CTE program

5a) One (1) for each CTE program

5b) Three (3) programs per campus

1) Needs assessments completed by geographic and programmatic needs

2) Ongoing meetings established and will continue through AY23 to review needs assessments with campus leadership

3a) Programs identified to create pipelines and/or credit for prior learning opportunities for students to seamlessly transition from non-credit to credit programs

3b) Ongoing meetings established and will continue through AY23 to confirm direction of non-credit programming that supports CTE programs, campus initiative and identified community needs

3c) RACI(S) will be completed by AY22 for each campus that develop processes to support campus efforts to serve the communities in which they work

4a) Worked with district instructional and student services departments to Identify CE programs that align with CTE programs as defined by the Guided Pathways Meta Majors

4b) Meeting with campus leadership bi-weekly to identify, plan and implement campus events and training to support professional development opportunities for industry and instructional partners

5a) All CE programs are created through the new, formal Program Development process that aligns with MCC Curriculum Development process to facilitate stackable credentials and credit for prior learning

5b) Programs are under development for each CTE program that will create pipelines of prepared students and/or allow for credit for prior learning to support students advancing through pathway and completing credit CTE programs

WED is conducting standing bi-weekly meetings with each campus to plan and implement summer programming, entry-level workforce development aligned with CTE programs and CEU/professional development opportunities. RACI(S) will be completed by end of AY22 and development and implementation began. The RACI(S) define WED and campus roles and responsibilities and ensure that expectations are clear. There will be many lessons learned through this process that will be incorporated in future program development.

New portable equipment will allow WED to conduct training within the communities each campus serves. This will increase instructional capacity and allow us to meet students where they are with relevant training for high-demand fields.

1) Implement new matrix CE organizational structure
2) Finalize CE RACI(S)
3) Conduct quarterly enrollment/revenue reviews by program to track progress 
4) Monitor program development to existing program ratio to align with CE benchmark
5) Identify & implement alternative methods to class cancellation for low enrollment 
6) Establish an advisory board to assist with and support increased and consistent enrollment

7) Review CE Net Revenue (Measured YTD 2/28/21-2/28/22)

1) Fully implemented matrix CE organizational structure

2a) Finalized CE RACI(S)

2b) Processes defined by Responsibility and Accountability established in approved RACI(S)

3) Completed Quarterly revenue/enrollment reviews by program

4) Program Development to Existing Program ratio based on national benchmarks

5) Alternative recruitment/collaboration activities to meet minimum enrollment

6a) Established program advisory boards to support program disciplines

6b) Established CE advisory board to ensure relevant, in-demand programming and processes

1) Yes/No

2a) Yes/No

2b) Yes/No

3) Yes/No

4) 25% new programming/75% existing programming

5) Three (3) new partners or collaborations

6a) Five (5) programmatic advisory boards

6b) Yes/No

7) 25% increase

1) WED has implemented a fully matrixed organization including instruction, operations and recruiting, outreach and business development. Within CE, program support has transitioned from a siloed, program specific model to a functional matrix model to increase capacity and improve efficiencies.

2a) Continuing Education Program Implementation and Program Development created and implemented RACI(S) to specify accountability, responsibility and communications plans for all major program tasks

2b) Continuing Education processes have been defined and documented in RACI(S)

3) Quarterly revenue/enrollment reviews are in progress and will continue through FY23. Workforce Coordinators will have direct access to  their budgets in PeopleSoft and will be responsible for monitoring and tracking revenue and expense goals.

4) Program Development is developing programs to meet the 80% to 20% existing to new program ratio. Given a push to reestablish and grow a community education program, this ratio will be exceeded.

5) All WED departments are pushing to increase relationships, partnerships and collaborations to increase enrollment and expand programming. Continuing Education is establishing programs with the Mid-Continent Public Library to increase community outreach.

6a) Program Implementation and Program Development are establishing advisory boards to support growth and expansion. Individual programs will establish boards as needed as well as participate in CTE program boards as appropriate.

6b) Program Implementation and Program Development are establishing advisory boards to support growth and expansion. Individual programs will establish boards as needed as well as participate in CTE program boards as appropriate.

Matrix organization implemented and job responsibilities fully documented in RACI(S) and organizational chart. Advisory boards need to be developed to guide future programming. Will obtain a 80% ongoing programming and 20% new programming to meet recommended benchmark for CE classes.

WED is now organized as three functional areas - Instruction (Continuing Education and Corporate College), Operations (Enrollment, Marketing and Recruitment, Fiscal) and Corporate College. Within CE, we removed programmatic silos at the workforce specialist level so each specialist is responsible for functional activities that support all CE and CC classes.

1) Establish process to determine average per student cost

2) Conduct instructional cost-saving review with each program to identify ways to leverage resources and reduce expenses without impacting the quality of  instruction

3) Create reporting structure in Monday.com to track and calculate average student cost

4) Conduct quarterly financial reviews to monitor average enrollment and cost per student

5) Train staff in curriculum development and program alignment to increase relevant programming to increase enrollment numbers to low the average cost per student

6) Conduct year-end financial review to determine average FY22 instructional cost per student

1) Established process to calculate and track average instructional cost per student

2a) Template to track enrollment, instructional expenses and the per student cost of instruction for each program

2b) Cost-savings identified in budget review with workforce coordinators

3) Updated boards and reports in Monday.com for each program

4) Quarterly meetings conducted to review financials and monitor per student costs

5) Program development training to identify relevant, in-demand programming to increase enrollment

6a) Calculate FY22 average instructional cost per student

1) Yes/No

2a) Yes/No

2b) 10% decrease in expenses

3) Yes/No

4) Yes/No

5) 25% increase in enrollment

6a) 10% decrease in average per student instructional cost

1) Instructional expenses are tracked per program by breaking down department codes into program codes. Then the enrollment per program is used to calculate per student costs.

2a) All CE classes are listed in Monday.com along with the per student price per program and enrollment numbers. This allows us to track enrollment and revenue by class in addition to by program.

2b) Cost saving reviews were conducted during budget preparation to identify ways to increase enrollment and lower expenses to decrease the per student cost of instruction.

3) All CE classes are listed in Monday.com along with the per student price per program and enrollment numbers. This allows us to track enrollment and revenue by class in addition to by program.

4) Budget meetings were completed during the budget development process and will take place quarterly to review, track and monitor revenue and expenses. These quarterly meets will be coordinate with quarterly performance evaluation reviews to strategically connect performance and budget goals where appropriate.

5) CE achieved a 25% increase in enrollment over FY21 numbers through February 28, 2022

6a) CE decreased per student instructional costs by 10% from FY21 to FY22 through a combination of increased enrollment and decreased expenses

Will continue to look at alternative sources of instructional resources including locations, instructors, material and equipment to reduce per student expense. New portable equipment purchased through grant dollars will allow us to conduct training onsite to expand training capacity. Increased training activities will increase tuition revenue and lower the total per student cost of instruction.

Workforce Coordinators will receive monthly PeopleSoft budget reports to support comprehensive budget reviews each quarter. Program enrollment and expenses will be used to monitor revenue to expense performance to ensure that we are leveraging resources in every possible way to serve students as efficiently as possible.

1.  Review WED Course Information Forms to ensure that Expected Learning Outcomes are well-defined and measurable

2. Conduct instructor professional development to ensure alignment of Expected Learning Outcomes and assessment measures

1. Percentage of WED Course Information Forms reviewed and updated in AY21 (Remainder to be reviewed in AY22)

2. Percentage of WED instructors trained in aligning Expected Learning Outcomes and assessment measures (Remainder to be trained in AY22)

1. 50%

2. 75%

1) All CE programs are undergoing complete program analyses including reviewing learning outcomes and aligning assessments which include both classroom assessments as well as Industry Recognized Credentials where possible.

2) All CE instructors will participate in the new adjunct faculty professional development training with a focus on assessing student learning, and classroom management.

The Director of Program Development has been charged with reviewing all existing program documentation and ensuring that new programming is developed using the standard Course Information Form and program Syllabus.

WED is working with the Interim Dean of CTE to develop an adjunct faculty professional development program to be delivered in a hybrid format. The program includes modules in assessment, classroom management, curriculum and instruction and MCC procedures. This program will be fully implemented in WED for all adjunct faculty and instructional contractors.

1.  Update outdated processes to reflect WED's new structure.

2.  Identify responsible parties for Operations functions.

3.  Update approval chains to reflect new organizational structure.

1.  Process manual for WED Operations unit.

2.  RACI documents for all Operations teams.

3a.  WED employee list with supervisor identified.

3b.  Update E-req system for new approval levels due to restructure.

1.  Yes/No

2.  (5) RACI documents

3a.  Yes/No

3b.  Yes/No

1.  Process manual for WED Operations 90% complete, with a target 100% completion date of July 31, 2022.  

2.  RACI documents completed for all Operations teams.  

3a.  Employee list with supervisor completed.

3b.  E-Req system update in process with a target completion date of June 30, 2022.   Purchasing requested this project be put on hold as they were extremely short-staffed and unable to complete it at the time.  We have recently revived it and will have it completed by the end of the current fiscal year.  

The Operations team continually looks for ways to improve efficiency.  We have created centralized departmental email accounts for each team - Fiscal, Enrollment, Recruitment, and Corporate College.  This has helped speed up response time to inquiries and requests for assistance, as nothing sits in a single person's inbox while that person is potentially unavailable.  

1.  Utilize QuickBooks to track financial data by funding source within WED.

2.  Utilize QuickBooks to track revenue/expenses by course area, client, and/or sector.

3.  Increase transparency for WED financial information.

1.  Financials reported monthly by WED Overhead, Corporate College, Economic Development and Continuing Education as a whole, providing a high-level view of revenue and expenses.

2a. Track revenue/expense by Continuing Ed course.

2b.  Track revenue/expense by Corporate College client.

3.  Generate new financial reports based on the new detail being tracked.

1.  (12) monthly reports

2a.  (13) current courses identified to be tracked

2b.  (5) current clients, new clients to be added as identified

3.  (13) CE course reports and (5) client reports at minimum

1.  Monthly financial reports generated for each high-level unit, but not through QuickBooks.  

2a.  Revenue/Expense tracked separately for each CE program, but not through QuickBooks.

2b.  Revenue for each CC client tracked separately in QuickBooks.  Expenses have proven to be more challenging to track, as there are multiple purchase points for CC and not all information flows to the fiscal team.

3.  CE program reports being generated monthly.  Individual CC reports still being identified and created.  

This project has proven more challenging than I expected it to be.  QuickBooks is a powerful financial program, but my team has struggled in implementing it the way we want to use it.  We have also discovered gaps in processes that need to be addressed, especially when it comes to tying expenses directly to the revenue source.  Fiscal does not do all purchasing for the unit, so when someone else purchases materials, Fiscal is not always notified and therefore unable to track the expense to the revenue.  We are looking at ways to address this gap in process.  

I have charged the Fiscal Manager to communicate with the QuickBooks team to determine if they can set up our system for us for a fee, and what that fee will be.  This will allow us to make progress on this project in a much faster way than trying to stumble through it ourselves.  It may very well be worth the investment.

We have discovered that much of the tracking we need to do related to vendor and client contracts can be completed through another platform that WED uses, monday.com .  The Fiscal team has been expanding the use of monday.com so that more information is being shared with others in the unit.

1.  Develop a recruitment strategy for noncredit, credential training.

2.  Market WED programs to non-traditional, underserved populations.

3.  Leverage community partnerships to recruit students to WED programs.

4.  Increase the number of Corporate College clients by 25%.

1.  Market stackable training to current and former students.

2. Host recruiting sessions at non-traditional locations, such as the KCATA Transit center.

3a.  Increase the number of organizations who participate in the WED Ambassador Program.  

3b.  Facilitate outreach sessions at current Ambassador partner organizations.

4a.  Contact former clients.

4b.  Attend networking events to connect with local business and industry.

1.  (6) outreach efforts.

2.  Host (6) sessions at the KCATA Transit Center.

3a.  Establish MOU's with (6) new Ambassador partners.

3b.  Host sessions at (3) Ambassador partner locations.

4a.  Contact (10) former clients.

4b.  Attend (5) networking events.

1.  Still in development.  Staffing has just recently been settled in the recruitment team.

2.  KCATA sessions have now begun.  At the request of KCATA, these were postponed due to COVID.  We were originally scheduled to begin them in January 2022, but the spread of the Omicron variant prompted KCATA to close the Transit Center to outside organizations.  They just reopened the Center in April.  MCC began hosting sessions in May.  

3a.  WED paused the Ambassador Program when the staff assigned to it left the college.  Now that staffing has been restored, the Outreach team has refocused.

3b.  WED is currently hosting a Community Health Worker program in partnership with Community Services League at their location.

4a.  Business Developers have contacted a minimum of 10 former clients to reengage on behalf of MCC Corporate College.  

4b.  The Outreach, Business Development team, and Recruitment team has attended more than 5 networking events in the period.  

This area has been slow to develop.  There has been a high amount of turnover and staffing movement within the Corporate College and Recruitment teams since these IEP's were created.  We have only recently settled in with a complete team, so they are just really gaining some traction.  They have drafted a recruitment plan that is currently being reviewed and edited before presentation to Leadership for approval and adoption.  

The Director of Business Development, Enrollment and Recruitment is continually looking for new opportunities to expand our outreach efforts, both for business clients and individual students.  The Business Developers are being charged with serving more sectors than just manufacturing.  I envision these efforts to produce tangible results during the next cycle.  

1. Evaluate the effectiveness of implementing a centralized system of communication and information tracking within the WED Fiscal department.  

1. KPI's identified and tracked

1.  50% usage of centralized email.

2.  50% of service agreements stored in a centralized platform.

3.  50% reduction in inquiries to the Fiscal team related to service agreements.

4.  80% usage of Adobe Sign for all signature processing within WED.  

1.  90% of fiscal operations emails are sent to/from the central email, removing silos and reducing wait time for assistance.

2.  70% of service agreements are now uploaded on monday.com, increasing visibility for the entire team.  

3.  60% reduction in inquiries related to service agreements due to the increased visibility.

4.  100% utilization of the centralized Adobe Sign signature process.

The Fiscal team spent a significant amount of time gathering feedback and identifying the information that would be most useful to members of the WED team and administration.  They continue to identify additional information to be tracked centrally to make everyone's jobs easier.  They have made great strides in increasing efficiency and removing silos related to items that have always been held solely within the Fiscal department.

Develop updated training, professional development, and support structures for faculty who teach online, particularly our adjunct faculty

Feedback from participants will inform our programming

75% indicate satisfaction with the programming.

Programming included pilot adjunct faculty mentors, division meetings with relevant guest speakers, and Circle-In training. More than 75% of participant feedback is positive.

Next year will be focused development of adjunct faculty mentor and support system.

Develop structure for mentoring program for new online faculty, starting with adjunct faculty

Participation and feedback from participants

80% of new adjunct online faculty participate with a 75% satisfaction rating

Piloted adjunct faculty mentor program in Fall 2021; 100% of new adjunct faculty participated. More than 75% of feedback was positive.

Continued development of the adjunct mentor program. 

Use SmarterMeasure Readiness quiz to  target  incoming online students.

Student contacted through Radius after starting SmarterMeasures

90% of students in target audience contacted through radius.

Radius campaign designed and deployed to students in SmarterMeasure pool. 100% contacted after starting SmarterMeasures.

Classroom support-facilitate placement of evaluation tool in all online assessed courses blackboard shells.

% of courses with evaluation tool added

85% of assessed courses have evaluation tool in place by end of 1st week of courses.

Discipline specific assessment/evaluation tools placed in Blackboard shells. 100% placement in shells.