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.