1) When revising or developing policies/procedures/processes, ask team members leading efforts what adverse effects will result for various student populations.

2) Review recommendations for hires from the perspective of what diverse points of view and/or experience they will bring to the team.

1) Number of procedures/processes that are modified to reduce or eliminate barriers for diverse student populations. 

2) Number of employees from diverse experiences hired to fill vacancies. 

1) At least one procedure or process is modified each semester to reduce or eliminate barriers for diverse student populations. 

2) 30% of new hires will represent diverse experiences. 

1.  The BIT policy and procedure was completed and approved.  Institutional Aid (scholarship) levels were adjusted to increase the amount of financial support for under-resourced students.  A free breakfast pilot was instituted in the spring semester and will continue into next fall. 

2.  5 of 15 (30%) new hires represent diverse populations. 

As enrollment processes are improved through the Wolf Pack Experience Re-imagined, the effort to remove barriers for students is expected to accelerate in the upcoming year. 

Requesting $15,000 for a personalized NABITA training for the campus and district BIT teams. 

Re-engineer the student onboarding/experience process for new students entering MCC in fall 2022. 

1) The new processes will be mapped and documented.

2) A new student communications plan will be designed and ready for implementation.

3) A new advising model will be completed. 

1) 100% of processes in the enrollment funnel will be documented.

2) 100% of student pre-enrollment communications will be completed. 

3) 100% of impacted academic advisors will be trained on the new model. 

Timeline for this project was extended to allow for more inclusive participation and expansion of the Work Pack Experience Re-imagined.  To date, progress has been made on mapping the process from inquiry to registering for a new student advising and enrollment session, draft communication plans, and a model for academic advising.  The Steering Committee will be reviewing parts of this work by the end of May and making recommendations in June to the Presidents/Vice Chancellors/Executive Cabinet. 

As these groups worked this spring, it became clear that there were points of connection and overlap with other work happening at the college. Making systemic changes to processes and developing the culture required to implement them takes more time than was originally planned. Something to keep in mind when planning future large-scale projects. 

Create opportunities to celebrate accomplishments and improvements to work spaces during the year as Broadway Plaza teams return to the building. 

Find safe ways to bring staff together again for celebrations. 

Number of safe gatherings for staff held.

Hold at least two celebrations each semester for district student success and engagement team. 

Re-established the end-of-the-semester holiday cookie reception, in a modified format in December.

Re-established monthly birthday celebrations after spring break, covering March, April and May. 

A total of four scheduled opportunities for the staff to gather and celebrate, albeit not two or more each semester, due to the pandemic. 

Related to improvements to work spaces, Broadway Plaza is in the process of being renovated, which will provide improved break room and meeting room spaces for staff to gather informally. 

The  strategic planning process for area plans was designed to engage and be inclusive of all staff and across functional teams within Student Success and Engagement.  

Identifying ways to celebrate staff accomplishments, in addition to birthday or holiday gatherings is an on-going opportunity for improvement.   

1) Hold leadership team accountable for completing functional unit assessments. Lead discussions on improvements to be made based on assessment results.  

2) Ensure an assessment plan is developed for the re-engineered student on-boarding and new student experience. 

1) Assessment included on the agenda for monthly student success and engagement leadership meetings.

2) Assessment plan is documented. 

1) 100% of monthly meetings will include a discussion on assessment efforts or results.

2) Documented assessment plan.

1)  Student Success and Engagement Leadership Team meetings were not held every month.  Assessment was addressed as part of updates on assessment processes and as part of the area/unit strategic planning process, as it relates to associating goals with KPIs. 

2) With the delay in the Wolf Pack Experience Re-imagined work, the assessment plan is not yet completed. 

There was significant staff turnover in some of the units that were scheduled for assessment in the cycle this year.  Some are still on track for completion by the end of June, but not all.  The cycle will require catching up in the next academic year. 

Complete site map

Develop wireframes

Website Design

Implement new CMS

User Testing

Handoff and launch

Successful launch of new website, a new CMS system in place complete with trained CMS editors and a fully operational chatbot

Launch of new site in March of 2022.

There have been delays in delivery of the product from the external firms. As of 5/23/22 we are in the user testing phase of the completed website and are anticipating a July 5 go live date.

Since the design firm and the development firm came in with a joint bid and project description, we were under the assumption that there were strong lines of communications between the two, this has not been the case. In the future I would either recommend going with a vendor that can cover the entire project or if joint vendors are involved, insisting on both firms participating in all progress report meetings

Include questions in the post-in-service survey to measure if employees were provided with the opportunity and content needed to enhance their appreciation of and commitment to issues of diversity, equity and inclusion at MCC. 

The percentage of employees responding in the affirmative to the following questions:

Which of the following DEI sessions did you attend? Choose 1 or 2 sessions or did not attend

Did MCC provide a wide variety of DEI topics?

The focus of MCC I/S was to provide all MCC employees a variety of options to understand/engage in topics that are traditionally marginalized. Did we meet this goal? Please explain. 

80% responding that they did attend a DEI session and 80% responding in the affirmative to the other two questions.

While a majority of those attending in-service said we met our goal of providing quality DEI related content, we got the sense that day of the event that the number of people attending the breakout sessions was not what we had hoped for. 

The hybrid format of in-service proved problematic and provided little incentive for employees to attend the afternoon virtual break out sessions. The format for in-service this year will not include breakout sessions in the afternoon.

Delivering a in-service general session focused on issues of diversity, equity and inclusion (DEI) and securing 10 breakout sessions focusing on a wide variety of DEI issues.

Delivery of an in-service that meets the goal

Successful delivery of in-service

This goal was met.

No continuous improvement recommendations.

Develop an assessment tool that will allow clients of Marketing and Communications to provide feedback on the quality of the service provided and the product delivered.

Successful development and implementation of the client feedback tool.

Delivery of first post-project feedback form in February 2022

The development and deployment of the first feedback surveys was completed on time and continues successfully. 

At the beginning we sent feedback surveys to the project client at the conclusion of every project. This was a bit odd as we at times ended up sending surveys to ourselves. We tweaked the process so that surveys are only sent for projects that originate outside our department.

1) Incorporate session on diversity, equity and inclusion into the Student Services Professional Development Day.

2) Promote training opportunities across the division and encourage participation.  

Sessions incorporated at Student Services Professional Development Day.

Multiple sessions related to diversity, equity and inclusion are offered at the Student Services Professional Development Day.

There were four sessions offered as part of Student Services Professional Development Day, including: (1) Recognizing & Responding to Microaggressions, (2) Best Practices & Lessons Learned Working with Adult Students, (3) Introduction to the Office of Civil Rights, (4) Having an Impact: Serving the Underserved.  All sessions received favorable reviews on the evaluation. 

Recommend to continue to incorporate sessions like these in the Professional Development Day.

Lead steering committee to implement the new funnel process recommendations.

New processes implemented by April 2022.

Students beginning in fall 2022 will have gone through the new funnel processes.

Timeline for this project was extended to allow for more inclusive participation.  To day, process has been made on mapping the process from inquiry to registering for a new student advising and enrollment session. The work-groups were initially formed in late November and have been meeting since December.

Work with campus leadership to identify campus staff to participate on the workgroups.

Participation in workgroups includes staff from all campuses in a variety of roles.

25% of the student services team district-wide participates in a workgroup.

Participation on each of the initial workgroups, included participation from a variety of student services areas and all locations. There are currently 44 individuals representing student service participating in the workgroups, representing 24.3% of the currently filled positions in student services.

As these groups worked this spring, it became clear that there were points of connection and overlap with other work happening at the college. To more intentionally align the work of these workgroups with the FYE taskforce and Academic & Career Pathways, the initial workgroup structure has been expanded from four to eight teams.  An invitation to participate on these teams was extended to the entire campus community in April.

1) Provide support to the Testing and Financial Aid teams to get back on track with their functional unit assessments.

2) Provide training and support to the Admissions and Academic Advising to begin their CAS self-studies. 

1) Testing action plan is finalized and implemented. 

2) Financial Aid self-study is finalized and presented. 

2) Admissions and Academic Advising team is trained on and completes the CAS self-study process. 

1) Testing finalizes plan by Nov. 20, 2021 and is ready to begin implementing their action plan in the spring 2022 semester.

2) Financial Aid completes their self-study by Nov. 20, 2021 and present their self-study finding to the Student Services Deans and Directors by January 31, 2022.

3) Initial training on the CAS self-study process occurs with Admissions and Academic Advising by November 1, 2021.  Admission and Academic Advising complete their self-studies by May 31, 2022.

1) Testing has been making progress on their action plan and plans to have it completed in June. They are planning to administer a survey to students utilizing their services.  They will begin administering the survey in the 2022-23 academic year.

2) Financial aid has been making progress on their self-study plan and plans to have it completed in June. 

3)  The implementation of the process reviews related to admissions and academic advising as part of the Wolf Pack Experience Reimagined, changed the timeline for beginning these reviews. 

The functional unit assessment part of the Student Success & Engagement Assessment Framework, needs to be re-evaluated and consider how it might better align with the IEP process.  The co-curricular assessment part of the framework has been going well.

1) Encourage and promote professional development opportunities for staff to pursue throughout the year to broaden their knowledge and experience with diversity, equity and inclusion.

2) Conduct team activity where staff have the opportunity to share what they have learned, discuss the topic and explore opportunities to contribute to an inclusive workplace and education institional. 

% of staff that participates and shares information on their completed activity and/or what they learned a from their PD event.

100% staff participation in PD activity and sharing of takeaways from PD activity. 

90% of the staff in the department participated in a professional development activity focused on Equity, Diversity and Inclusion and shared key take aways and participated in discussion during team meetings.  We have made conscience efforts to be more inclusive and intentional with communications and looking at set-up changes to implement soon such as adding preferred gender as an option on the application for admissions.

Recommend we continue to incorporate and focus on DEI efforts to be more inclusive and active at MCC and in our department's work with students and staff.

1) Work with the RFP committee that is evaluating the ERP system as a representative for our division.  

2) Seek feedback, share information and work with the SFS functional departments and key stakeholders throughout the process. 

1. Frequency of time dedicated to the project  

2. Frequency of updates provided on the process,

1. Time dedicated to the project on a weekly basis. 

2. Regular communications to key stakeholders will be conducted (weekly and/or monthly as determined by the process).

Our team is actively participating in the ERP process for a new ERP System.  This is an on-going process but completed components include providing feedback to the RFP before going out to vendors, reviewing the submitted proposals and evaluating them and participating in upcoming vendor interviews and sand box testing.

This process will continue into the next IEP cycle.  As we move into the sandbox phase, select and involve key stake holders for testing each of the vendors product, solicit feedback and help the committee make a decision that will be best for MCC.

Work with the DCOs, the Bookstore Task Force and Follett to improve the student's experience with using financial aid to purchase books through Follett, ensure seemless transition of charges and no disruption to refunds.  

Follett will meet agreed upon operational deadlines and timeline. MCC will ensure timely and accurate communication with Follett prior to each semester.

Process will be worked out with Follett to meet the needs of MCC and Follett collectively.

We have continued to work with Follett as well as the Bookstore Task Force to improve process and make a recommendation for the future of the MCC/Follett partnership.  While we have improved the financial aid experience and resolved several of the issues with students being able to obtain the materials and books needed for their courses using financial aid funds, the Task Force recommendation is to transition to a new digital bookstore option after this coming semester/year.

Work on this project is continuous and if the Task Force recommendation is approved, additional work will be required to ensure a seamless transition for students and MCC.

Get financial aid back on track to complete the year 1 and year 2 CAS Assessments components. 

Year 1 assessment portion will be completed and draft year 2 implementation plan developed.

All financial aid managers and key AC staff will participate and contribute to the CAS assessment process.

We are still working on this but will be completed by June 30th.

Finalize the assessment pieces by June 30th and present to Deans.

1. Offer Yearly Staff D.E.I training

2. Utilize monthly student-athlete newsletters to educate population on a diverse range of social identities 

1. Attendance/ Completion of trainings 

2. Click through rate of newsletters 

1. 100% attendance/completion of Head Coaches and Full-Time staff

2. 60% click through rate of newsletters

• Several D.E.I. training and education opportunities have been offered throughout the year, staff have participated in a variety of events.
• Monthly newsletter has been distributed to student-athletes, staff, and administrators

• In addition to offering various events throughout the year that staff/coaches can choose to attend, moving forward I am looking to develop a standardized DEI training that everyone participates in, participation in additional events will still be available. This way we can ensure a consistent understanding of specific topics relative to our student-athletes.
• Continue to look for ways to ensure student-athlete engagement with newsletter. (As the year went on, we began to embed the newsletter into the email so it automatically opened when the email was clicked on. Additionally we began to set up locations at each campus that feature athletics updates, these locations included the monthly newsletter on display.)

1. Develop an onboarding process for all PT employees.

2. Develop streamlined departmental policy's for NJCAA and MCC procedures consistent across all campuses. 

1. Document an onboarding process for all new Part-Time employees to access as reference when first starting at MCC.

2. Document departmental procedures electronically, so they may be updated yearly, and accessible to staff.

1. Onboarding process is created and placed into a single document to be distributed to Part-Time Staff during initial welcome/onboarding to MCC.

2. An electronic drive has been developed for Coaches and Staff to access for NJCAA and MCC process.

3. Procedures are documented electronically and available as an additional resource for coaches and staff. 

• Procedures have been documented throughout the year in various areas of the department to provide coaches/staff with access to as much information as possible.
• On boarding process has been developed and documented for new PT employees.

• Develop yearly trainings for staff/coaches on the information on the electronic drive so they are familiar with accessing the information.
• Moving forward, get feedback from new PT Faculty hires regarding their onboarding process to continue to improve the process so new employees are comfortable and have the tools/support they need to be successful. 

1. Develop Grade tracking/monitoring process

2. Implement Study Hall requirements based on G.P.A. standing

3. Work with local organizations to provide individual service opportunities for student-athletes to volunteer.

4. Work with teams to develop team community service opportunities of interest.

1. Student G.P.A., Team G.P.A. averages, Departmental G.P.A. average

2. Student-Athlete weekly study hall checks

3/4. Student community service hours, Team community service hours, Departmental community service hours.

1. Team G.P.A. of a 3.0. Department average G.P.A. of a 3.0

2. 90 completion of required study hall hours per team

3/4. Team average of 10 hours of community service per student-athlete. Department total of 1,500 hours of service (minimum).

• In the Fall semester 3 teams had a team GPA of 3.0 >
• For the Fall 2021 semester, the department GPA average was 2.58
• Study hall checks were completed to satisfaction
• Currently as a department we have completed 662 community service hours

• Student-athletes and coaches now have an understanding of departmental expectations when it comes to a commitment to academics, and community. Now that a program has been developed coaches have gradually become more comfortable with implementing these standards. We have re-evaluated ways to monitor academic progress to help increase student-athletes' academic performance. A Pathways progression plan for each individual team has been developed; this plan connects Career Services, Student Services, and athletics staff/coaches to help provide additional structure to benefit the student-athletes. Each pathways progression plan details out a number of academic, leadership and career building events throughout the year that will assist the student-athlete in being successful academically.
• We have also reviewed various repercussions for student-athletes who do not complete required weekly study hall hours as this tool will directly assist student-athletes in time management, homework completion and preparation for courses. Looking for ways to make this process digital to improve this process. The current process is not practical as it is a paper process. Student-athletes often have trouble keeping up with weekly documents, coaches can lose papers, etc.
• Each month the department offers community service opportunities where student-athletes can accumulate community service hours. Moving forward, in addition to the small scale monthly opportunities, each team will plan one large scale community service event per year to guarantee student-athletes accumulate their required hours. The addition of a large scale event (volunteering at a local Salvation Army to feed the homeless etc.) will all student-athletes to accumulate a large number of service hours at a time that is most convenient to their season. Athletes will still be offered smaller scale service opportunities on a monthly basis by the department to supplement additional hours. 

• $500 to maintain community service tracking app HelperHelper
• $1750 to get technology that will allow us to better monitor student-athlete study halls

1. Develop a process for tracking/reporting student-athlete placement after graduation from MCC

2. Develop EOY stay survey for all HC and full time staff 

1. Implement process to track and publish placement of student-athletes.

2. Develop a process to publicize where student-athletes are moving-on to post MCC 

1. Collect data on the 2022 gradating student-athletes as a baseline

2. 100% survey completion by all HC and fulltime staff

Collected data on all 2022 graduating student-athletes in addition to developing a database of former student-athletes (2012- current).

Created an end of the year stay survey for head coaches and FT staff via Qualtrics. Survey is being distributed to participants May 23rd and due back May 27th. Will completed by May 31st.

Now that a database has been developed, we can accurately maintain and track student-athlete placement. Examining other schools within the NJCAA, we will create paths on our Athletics Website to publicize this information.

EOY stay survey has been created for all Head Coaches and Full Time Staff. The data gathered from these surveys will be utilized to make improvements, adjustments and point of emphasis for the following year.

1. An AHEAD webinar on this topic that can be accessed anytime will also be made available to all MCC employees.

2. The ADA Compliance team will record a training session for faculty on inclusive course design. 

1. The AHEAD webinar will be purchased and the link provided to all MCC employees through Human Resources. 

2. The ADA Compliance team will develop a training session on inclusive course design.

1. Two training sessions on accessible courses/materials will be made available. These sessions will be recorded and thus readily available on demand when employees have time to view them. 

2. The link to the ADA Compliance-developed session can also be sent to faculty with other training materials.

The AHEAD webinar has been posted for all employees to review on their own time. The ADA Compliance team also developed a training session on inclusive course design which has been submitted for posting under DSS faculty resources on InfoEx.

In addition to being posted, the ADA Compliance video can be emailed to faculty and other employees with interest in this topic.

DSS Coordinators will talk with students about accessible course materials readily available through the bookstore. The accessible technology coordinator will provide direct links for students to access these materials.

Increase the number of students accessing digital course materials directly from the bookstore.

75% of students needing alternate formats are able to access the materials directly from the bookstore.

During the Spring 2022 semester, 95% of students with alternate format accommodations had the option to purchase one or more of their required textbooks directly from the bookstore. All required textbooks were analyzed, and 84.25% were available directly through the bookstore in digital format while 15.75% of digital copies had to be found through another source.

Digital textbooks through the bookstore are a great option for students who need their textbooks in alternate format. DSS Coordinators and the Accessible Technology Coordinator will continue to communicate this option to students.

ADA Compliance staff will document departmental processes and procedures in a shared drive.

An onboarding plan will be developed with links to process documentation.

Onboarding plan is developed by June 2022.

Departmental processes and procedures for the ADA Compliance Accessible Technology Coordinator, Interpreter Coordinator, and Linguistic Learning Specialist have been created and are stored in a shared drive.

Documenting processes for the department will allow for more streamlined onboarding of new employees as well as cross training for office coverage.

The DSS offices will administer a pre-test starting in November 2021 to all new students receiving disability support services. A post-test will be administered to the same students in May 2022.

The number of surveys distributed and completed will be tracked. Assessment data will be collected and recorded.

The goal is to receive pre- and post-test results for 50% of new students receiving Disability Support Services in Spring 2022.

The timeline for this goal has changed. The post-test for the first cohort will be administered starting July 1. The survey link has been created. Institutional Research will collect the data and response percentages will be calculated at that time. The pre-test for the second cohort will also start on July 1.

Survey results will help DSS determine what might be done to improve processes. The results of this assessment project will assist DSS in planning for the next assessment cycle.

This will be achieved by working with enrollment managers & student success managers from each campus

This will be measured complete when the training has been conducted. 

Increase awareness based on training feedback. 

The credit for prior learning policy and procedure has been updated and submitted to CPRC and is still in the process of being approved. Initially, we anticipated approval in the fall to begin training in the spring.  Since the policy and procedure are still in the CPRC review process, training has been delayed until they are approved.

The backend processing of the articulated credit process has been documented. There has been a staffing transition on the district instructional team responsible for coordinating the front end of this process, delaying the documentation work on the full process. The district instructional team will be hiring a dual credit coordinator to coordinate this work moving forward.

Staffing transitions in the area responsible for coordinating articulated credit highlights the need do have clearly documented processes, to not lose momentum on this work. 

1) Work with the testing center coordinators to asses what is reasonable to expand.

2) Document the route to expansion.

Document route of expansion.

Additional options for our students are in place. 

The process for adding additional testing options in our testing centers has been documented.

Initial discussions have taken place with engineering, fire science, public safety, automotive and graphic design faculty on adding credit for prior learning options.

Increasing the number of credit for prior learning opportunities is a long term process and needs the an approved credit for prior learning policy and procedure to support expansion. 

1) add the topic as a standing agenda item to the meeting. 

2) with the appropriate AVC to implement the suggestions.

The document with the recommended suggestions.

I hope that this will be 100% completed.

This was a standing agenda item at our team meetings. Many of the item suggested where outside the control of the department, this included remote work and information about facilities & moving. The following items were suggested: providing updated equipment to the information center staff and doing some more social activities within the student data center. 

Transitions in the team, meant that the group discussion was not very big and lacked continuity.  The primary items that came up, remote work & facilities changes, are being worked on by a district taskforce or facilities. The department did ordered some equipment, namely silicon hand/wrist rest for members of the info center to make their computer work more comfortable. The student data center resumed a pre-covid pot luck tradition that they had stopped.

A document presented to the AVC outlining assessment direction. 

If the Testing Center are able to assess their standards. 

The plan is in place. 

The testing centers have developed a survey that they want to administer to measure satisfaction with their services.  They are in the process of determining how to best administer the survey and plan to begin administering it in the next academic year.

Some members of the group had tired to implement a similar survey in the past and did not feel supported in that endeavor.  It took more time to work through this process as a result.