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.