Strategic Plan + Final Report: February 2018

Transcription

1 Strategic Plan + Final Report: February 2018 OFFICE OF INSTITUTIONAL EFFECTIVENESS & ACCREDITATION FLORIDA STATE COLLEGE AT JACKSONVILLE The 2018 Strategic Plan Final Report summarizes progress toward FSCJ s five Strategic Goals articulated in the Strategic Plan This Executive Summary Dashboard provides a summary of progress toward achievement of year three targets, where: GREEN signifies FSCJ is on track YELLOW signifies FSCJ is on its way to being on track RED signifies that the target is not met EXECUTIVE SUMMARY DASHBOARD Indicator Operational Strategies Goal Increase college affordability support options Scholarships, paid internships and program grants Increase instructional and advising support for enrolled students On-campus and online tutoring and student services reorganization Monitor trends and develop interventions to support enrollment, retention and success of all students, with an emphasis on underserved populations Data dashboard pilot Continuously strengthen and deliver high-quality academic programs in strategically focused areas General education review and full curriculum review Embed measurable student learning opportunities throughout the collegiate experience High-impact practices and developing the whole student Increase completion and transfer rates Bachelor's completion counts Increase student engagement in advising, academic planning and career development as learning experiences New engagement strategies Increase internships with employers, business and industry partners to enhance career readiness skills of graduates paid and unpaid Enhance engagement of business and industry partners to promote FSCJ s assessment of, and strategic response to, workforce planning needs PACs Align budgeting, planning and resource allocation processes by developing an integrated, transparent process linking these functions SPOL Develop a data-rich environment that promotes informed decision-making and accountability Implement live dashboards and continued peer comparisons in state and national surveys and datasets Strategic Goal 1: Promote Access and Equity Strategic Goal 2: Enhance Rigorous and Relevant Learning Opportunities Strategic Goal 4: Contribute to Workforce and Economic Development Strategic Goal 5: Cultivate Institutional Efficiency and Effectiveness Measure student learning through the assessment process Implementation of e-portfolios to document and integrate curricular and co-curricular experiences and demonstrate learning Promote continuous enrollment through degree completion dual enrollment associate degree headcount and increase number of students using acceleration mechanisms Increase student engagement in advising, academic planning and career development as learning experiences Academic Degree Plan Align budgeting, planning and resource allocation processes by developing an integrated, transparent process linking these functions Budget dashboard Strategic Goal 2: Enhance Rigorous and Relevant Learning Opportunities Strategic Goal 5: Cultivate Institutional Efficiency and Effectiveness Increase pre-collegiate outreach and support mechanisms for potential students in underrepresented populations Enrollments Monitor trends and develop interventions to support enrollment, retention and success of all students, with an emphasis on underserved populations Increase FTE Increase completion and transfer rates W.C., A.A. and A.S. completion counts Strategic Goal 1: Promote Access and Equity 1

2 Strategic Goal 1: Promote Access and Equity Increase pre-collegiate outreach and support mechanisms for potential students in underrepresented populations Increase college affordability support options Increase instructional and advising support for enrolled students Monitor trends and develop interventions to support enrollment, retention and success of all students, with an emphasis on underserved populations Increase Voluntary Framework of Accountability (VFA) main cohort (Fall entering, first time at FSCJ) enrollments for student groups by 1% each year Increase of financial assistance 2% by December 2015 and by 2% annually thereafter Increase of on-campus and online tutoring by 1% and communicate using social media African American: 1,656 African American: 1,577 African American: 1,689 African American: 1,215 Hispanic: 488 Hispanic: 468 Hispanic: 498 Hispanic: 442 Males: 2,958 Males: 2,819 Males: 3,017 Males: 2,209 Full-time students: 2,749 $1,381,985 Foundation Scholarships 75 paid internships 8 program grants Full-time students: 2,597 Full-time students: 2,804 Full-time students: 2,041 $1,409,625 Foundation Scholarships $1,487,545 Foundation Scholarships $1,799,560 Foundation Scholarships $1,466,574 Foundation Scholarships $2,203,614 Foundation Scholarships 77 paid internships 128 paid internships 131 paid internships 80 paid internships 92 paid internships 9 program grants 10 program grants 12 program grants 11 program grants 13 program grants 60,996 sessions 61,606 sessions 71,060 sessions Limited use of social media to communicate Begin staffing analysis for restructure of student services and reassign deans of student success to new Vice President of Student Services Monitoring is currently ad hoc Initiate use of social media to communicate Begin implementation of student services restructuring Using VFA, Integrated Post-Secondary Education Data (IPEDS) and state data, establish College baseline data, to design and implement mechanisms to measure and track enrollment, retention and success for strategic action LLCs effectively used Facebook and other social media sources to communicate Student services underwent significant restructuring by Summer 2015 (prior to reorganization: 226 staff). Following the reorganization: 201 staff of which 165 or 82% have direct contact with students). Institutional analytics and research is now able to provide VFA, IPEDS and state reporting data The Library and Learning Commons completed implementation of the new Accudemia student tracking in August The new data system provided 11 months of student login data: 185,184 student logins Collegewide 21,584 unique student users 56,103 Accudemia student tutoring services 6,491 Smarthinking online tutoring sessions Promoted and integrated online tutoring, Smarthinking, which increased by almost 10% (to 6,491 student sessions). 1,532 LLC-related posts to social media, resulting in 7,536 engaged users. LibGuide usage (online library resources) increased substantially: o From 3,704 sessions in to 26,879 sessions in an increase of 625.7% o From 12,407 page views in to 67,672 views in an increase of % Created organizational structure that considers the transactional and transformational nature of our work, overseen by AVP of Enrollment Management and AVP of Student Success and Development. Key new positions include the Director of Student Engagement, Director of Student Success and Director of Advising. Other critical positions developed are in areas of Title IX, support for PeopleSoft implementation in Financial Aid and Records and boosting support in our recruiting area. College has piloted Tableau to create internal dashboards; Data Governance Committee to determine ongoing dashboard usage. Integrate Accudemia with new PeopleSoft ERP to make the system easier for faculty to access student tutoring referrals. Collaboratively analyze Accudemia data and Student Success data to correlate and report tutoring visits to student success to demonstrate tutoring services effectiveness. New social media communication monthly. Attain Council of Reading & Learning Association (CRLA) certification for the tutoring program to enhance professionalism and program quality. Condense, refine and update social media and LLC webpage presence on all LLC sites to ensure uniformity, accuracy and timeliness of LLC services and resources. Finalize new student services infrastructure. Launch data dashboard Increase FTE 20,218 FTE 19,631 FTE 20,624 FTE 18,908 FTE Student Logins Demonstrating Use of Tutoring Services: Accudemia Data Report (July 2016 June 2017) 138,929 student logins Collegewide 17,926 unique student users 44,150 Accudemia student tutoring services 6,447 Smarthinking online tutoring sessions 50,597 total student tutoring logins to Accudemia and Smarthinking combined The LLC effectively increased access to tutoring services and resources by increasing social media and webbased promotions. Because of the site consolidations and changes, the data are not comparable to the previous year and represent only nine months of service (November 2016 July 2017). Facebook-promoted LLC services and resources including: 588 posts to Facebook 3,287 engaged users 78,376 Daily total reach, unique users 128,623 Lifetime Total Reach LibGuide sessions: 41,453 (54% increase over prior year) LibGuide page views: 85,615 (26% increase over prior year) Finalized the restructuring by creating three operational areas of Students Student Services Operations that houses the transactional items in Admissions/Records and in Financial Aid; Academic Advising that houses all the various areas of advising that supports the student's academic journey; and Student Success that houses the areas of Student Engagement, Dean of Students and Athletics. College is using Tableau dashboards for course-level success data as well as enrollment and completion data; more professional development will be provided for Collegewide implementation and usage in areas such as outcomes assessment and program review. 2

3 Strategic Goal 2: Enhance Rigorous and Relevant Learning Opportunities Comparing Fall 2013 prior to implementation to Fall 2017, the following percentages were noted for state core increases: Fall 2013 Fall 2017 Continuously strengthen and deliver high-quality academic programs in strategically focused areas General Education review and redesign initiated Spring 2014, per legislative mandate Implement new general education core, Fall 2015 New general education core implemented Comparing Fall 2013 prior to implementation to Fall 2016, the following percentages were noted for state core increases: Fall 2013 Fall 2016 Communications 47.3% 52.4% Humanities 34.5% 48.6% Mathematics 79.5% 80.1% Natural Sciences 63.5% 65.6% Social & Behavioral Sciences 55.9% 58.8% 100% of First Time in College (FTIC) students enrolled in new general education core Baseline established for revised general education assessment plan Communications 47.30% 50.6% Humanities 34.50% 51.3% Mathematics 79.50% 80.6% Natural Sciences 63.50% 65.7% Social & Behavioral 55.90% 58.5% Sciences Established a baseline of general education competency assessment with graduate survey ranking preparation in general knowledge areas from 1 (very underprepared) to 5 (very well prepared). Information literacy 4.16, Communication 4.16, Critical Thinking 4.14, Global Sociocultural Responsibility 3.95, Scientific and Quantitative Reasoning Improve Educational Testing Service (ETS) Proficiency Profile Assessment averages Critical Thinking: Full curriculum review (1,748 course outlines) commenced Fall 2014 Critical Thinking: Reading: FSCJ alternated administrations of the ETS Reading: Writing: Proficiency Profile to every other year; no Writing: Math: year 1 data Math: Natural Sciences: Natural Sciences Review and update 90% of all curriculum outlines by Summer 2015 Updated and reviewed 92% of general education and 83% of all curriculum outlines by summer of 2015 Throughout the academic year, Curriculum Services provided ongoing technical review support to faculty submitting a total of 49 proposals to the College s Curriculum Committee ETS scores (average) improve 1st to 2nd administration scores for all cohorts by a minimum 0.5 gain Curriculum update 100% complete Implement a curriculum review for identified courses in high enrollment programs; review and update 90% of identified courses by Summer 2017 FSCJ alternated administrations of the ETS proficiency profile to every other year; no year 3 data. Curriculum identified 509 College credit courses for review, completing and updating 469 courses. 92% of all identified courses (upper division, gen. ed. and liberal arts electives) were updated. Embed measurable student learning opportunities throughout the collegiate experience Implement A.A.C&U s 10 high-impact teaching and learning practices including undergraduate research, diversity/global learning, service learning and capstone experiences Co-curricular academic experiences utilizing several high-impact practices underway: undergraduate research (student papers conference); community-based learning (campus compact and service learning fellows); capstone courses and projects (A.S., B.S., B.A.S. capstone courses and projects; discussion of A.A. capstone courses); common intellectual experiences (Author Series, TEDxFSCJ and JaxbyJax Literary Arts Festival). Conduct 10 professional development sessions on the A.A.C&U high-impact practices Increase utilization of high-impact practices by 5% Throughout , 10 sessions were conducted with faculty via academic schools meetings, adjunct faculty meetings, semester kickoff meetings and department meetings to orient faculty to the high-impact practices, and to encourage increased use of those practices especially service learning and undergraduate research. Survey data from Fall 2017 indicate that 100% of the faculty who responded to a question about integrative learning currently use at least one high-impact practice. Additionally, approximately 40% of respondents would like to implement additional high-impact practices. Measure student learning through the assessment process and implementation of new assessment management system, Taskstream Taskstream implementation of Assessment Management System is complete; Delivered 13 trainings in Fall 2016 New assessment models / options presented to faculty in Fall 2016; new template for submission of outcomes assessment plans delivered to supervising administrators On target for assessment of academic programs in Spring 2017 Organization of non-academic assessment units and academic support units underway; anticipated implementation in Summer 2017 Implementation of e-portfolios to document and integrate curricular and co-curricular experiences and demonstrate learning assessment cycle completed with 86% of active programs participating. The College s e-portfolio product is fully functioning and is currently being used to document student learning and co-curricular experiences by several programs including the B.S. in Early Childhood Education. Professional development sessions for the e-portfolio were offered in Fall 2017, with additional sessions planned for Spring

4 Designed and implemented software related to intervening and supporting the individual student and their needs. Embed measurable student learning opportunities throughout the collegiate experience Develop, implement and evaluate new strategies to develop the whole student and promote global learning, including development of co-curricular transcripts, honors program, learning communities and soft skills training Purchased software solution to assist in the tracking of cocurricular transcript data Implemented a new student-driven programming model for campus-based programming as well as Collegewide Developed a framework for students to be involved in the allocation of A&S fees to student organizations Creation of a student-development framework for student employment is underway Collaborating with Academic Engagement area to coordinate cocurricular efforts Strategies implemented and baseline data collected Implemented a new student-driven campusbased and Collegewide programming model. Developed a framework for students to be involved in the allocation of activity and service fees to student organizations. Created a student-development framework for student employment that will be fully implemented in Spring 2018, which will include a student orientation, supervisor training and a series of required soft skills workshops. Began working with Academic Affairs on more intentional collaboration with various engagement initiatives (such as Honors and Service Learning). Increase completion and transfer rates Increase the number of awards by 1% Increase transfer rates of associate degree completers Define continuous enrollment and develop a coordinated Collegewide plan for precision scheduling W.C.: 1,509 W.C.: 1,524 W.C.: 1,422 W.C.: 1,159 In looking at another measure W.C.: 1,586 W.C.: 1,148 A.A.: 3,593 A.A.: 3,629 A.A.: 3,470 A.A.: 3,142 of completion graduation A.A.: 3,776 A.A.: 3,011 A.S.: 1,113 A.S.: 1,124 A.S.: 1,063 A.S.: 1,033 rates at 150% time FSCJ has A.S.: 1,169 A.S.: 1,025 Bachelor's: 588 Bachelor's: 594 Bachelor's: 689 Bachelor's: 732 actually increased completion rates from 44% to 51% in three years. Bachelor's: 618 Bachelor's: 778 FCS institutions: 10.9% SUS institutions: 46.1% Currently scheduling is based upon prior term enrollment and not coordinated Collegewide FCS institutions: 12.2% SUS institutions: 46.6% Consultant hired Fall 2014 to begin data collection to support informed, Collegewide scheduling beginning Summer State no longer produces the report that generates these data; FCS institutions: 16.1% -- transfer measure included in performance funding model SUS institutions: 48.1% Based on data analysis from consultant, dean s council revised scheduling Summer 2015 for Fall 2015 Completed multiple semesters of coordination of schedules using weekly meetings of deans and other academic administrators to improve efficiency. Revisions of process in planning stage to account for transition to Schools model. Programs have submitted or are in planning stages for completion models at specific campus locations/online to facilitate annual schedule integration into PeopleSoft. Integrate annual schedule into PeopleSoft to enhance student planning. Complete an analysis of schedule to determine completability. State no longer produces the report that generates these data; transfer measure included in performance funding model. The College relies solely on PeopleSoft for its course scheduling. Additional progress to enhance course scheduling and student completability includes the following: Made significant progress pre-planning the College calendar, establishing all encoding dates and registration dates for all sessions for academic years and Completed the schedule analysis and established that analysis as an ongoing component of the Enrollment Management Report to help academic leaders recognize any gaps in completability (campus and time of day) for the A.A. Promote continuous enrollment through degree completion Dual enrollment associate degree unduplicated student headcount, 3,829 ( ) Increase continuous enrollment by +.5% as defined 74.5% 72.8% Increase continuous enrollment by 1% annually 74.0% Dual enrollment associate degree unduplicated student headcount, 3,558 Increase number of dual enrollment students by 1%, 3,906 Dual enrollment associate degree unduplicated student headcount = 3,785. While this does not meet the original 3 year target of 3,906, it represents a 9.8% increase from prior year. Increase number of students using acceleration mechanisms Strengthen policies around awarding credit for prior learning Discussions ongoing to identify tracking in PeopleSoft Efforts are underway to further strengthen prior learning assessment Establish a baseline of credit for prior learning and make information more readily available to students The College has taken the following steps to strengthen policies supporting credit for prior learning and increasing students awareness of credit for prior learning: Maintaining the Credit for Prior Learning, Credit by Exam (CBE) webpage to provide an up-to-date listing of assessments that the College awards credit for and the specific credit that will be awarded (upon successful completion) at FSCJ. This webpage covers CLEP, DANTES, and Excelsior examinations Began awarding foreign language credit for successful completion of American Council on the Teaching of Foreign Languages examinations Offering SLS 1371, the portfolio development course required to receive credit for previous experience or learning, at least once every term 4

5 Promote continuous enrollment through degree completion Improve in Florida College System Performance Funding Model on retention by 1 Improve in Florida College System Performance Funding Model on completion by % (baseline: Fall to Fall 13 14) 42.0% (baseline: Fall 2010 cohort) methodology; no yearover-year comparison FSCJ formed internal Performance Metrics Subcommittee to identify recommendations for improvement in job placement methodology; no yearover-year comparison 69.9% improve performance in the 2017 and 2018 models 44.0% improve performance in the 2017 and 2018 models Increase Academic Degree Plan (ADP) for advising/career planning purposes by 50% 1,000 ADPs created 1,500 ADPs created 3,572 ADPs created 986 ADPs completed * *FSCJ instituted new policy based on students identification of their educational goal: 1) students with a firm decision about program of study completed ADPs; 2) students who had an idea of an area of interest created Early Degree Plans; 3) students with no clear decision completed assessment in Career Coach 2,940 ADPs created by June 2017 (40% increase annually) 2,897 students with academic degree plan for This number reflects a change in the students degree planning process. Students who have identified their major area of study are directed to complete an academic degree plan, but many of our students have not decided upon their specific transfer major. These students are directed to complete an Early Degree Plan (EDP) that outlines the courses they will take to pursue their area of interest. Students who are fully undecided are directed to use My Career Coach to assist them in identifying their major. The software solution Career Services Manager has been customized and will go live in the Spring It will provide students with a digital solution for their career development including a resume builder, comprehensive job search, student employment search and application and mock interview features. Increase student engagement in advising, academic planning and career development as learning experiences Develop and implement new strategies to engage students such as new student orientation, early degree plans, milestone celebrations and faculty-centered career development for students with disabilities Currently customizing a career development software solution, Career Service Manager, that will provide students with additional career development tools Developed new on-ground and online student orientation for new students enrolling in for-credit courses In the early development phases of online Bachelor's program orientation Developed advising checkpoints (program start, 25%, 50%, 75% and 90%) for all degree types to be programmed into Campus Solutions Received a train the trainer grant to train faculty in the STEM fields on how to better prepare and place deaf students into employment in the STEM fields Strategies implemented and baseline data collected The on-ground orientation was centralized and completely redesigned to be consistent with best practices. Approximately 2,300 First Time in College (FTIC) students have completed it since June The online orientation has been revised to provide a more engaging module. The online Bachelor's orientation is being reviewed to mimic the online for FTIC students, with relevant additional information, and is in the final stages of development. Both revised online modules will be offered in the Spring As we continue to learn more about how our Campus Solutions system supports our operation and our students in new ways, we have moved away from programmatic advising milestones that would represent barriers to student enrollment. Instead, we plan to configure operational student group assignments through delivered functionality within our system to appropriately track and communicate with students at key touchpoints in the lifecycle. Through this grant, called DeafTEC, three of our STEM faculty have become trainers in three topics and have offered workshops to our faculty throughout They will add a fourth topic in the summer of 2018 and begin offering workshops on that additional topic. 5

6 Strategic Goal 4: Contribute to Workforce and Economic Development Increase internships with employers, business and industry partners to enhance career readiness skills of graduates Increase number of paid and unpaid internships by 2% Paid: 75 Paid: 77 Paid: 128 Paid: 131 Paid: paid internships Unpaid: not tracked Unpaid: Develop Collegewide tracking and evaluation system Unpaid: 458 (internship tracking process is in initial testing) Unpaid: 409; Unpaid including clinicals, practicums and externships: 1,113 Tracking underway; evaluation system under development Increase number of paid and unpaid internships by 1% annually thereafter Increased unpaid internships to 1,152 (including clinical, practicum and externships) Enhance engagement of business and industry partners to promote FSCJ s assessment of and strategic response to workforce planning needs Increase efficacy of Program Advisory Committees (PAC) Limited communication channels currently exist Develop tracking system of PAC activities curriculum review, internship development, job search coaching and fundraising Improve communication between and among PAC members by creating improved vehicles for interaction 26 PAC meetings resulted in 35 programs modifying or inactivating with 65 curriculum changes 42 PACs; 34 met more than once 937 PAC members with 422 attending at least one PAC meeting PAC Chairs have been established Program Curriculum changes must be documented in program meeting minutes that are sent to the AVP of Workforce Education and Economic Development Establish Collegewide advisory council of PAC chairs A Collegewide advisory council comprised of PAC committee chairs has been established. There are now 39 PACs; 26 of these groups met more than once. 571 members attended at least one PAC meeting Increase employment rate by 1 66% graduates found employed in Florida 67% graduates found employed in Florida 72% graduates found employed in Florida Job placement measure included in performance funding model 69% ( graduates tracked for 2 years by FETPIP) Expand job placement services and relationships with business and industry recruiters to promote gainful employment opportunities in a student s field of study Improve in Florida College System Performance Funding Model for job placement or transfer by 1 Improve in Florida College System Performance Funding Model for entry-level wages by % (baseline Fall to Fall 13 14) 90.3% (baseline Fall to Fall 13 14) methodology; no year-over-year comparison methodology; no year-over-year comparison 88.1% improve performance in the 2017 and 2018 models 92.3% improve performance in the 2017 and 2018 models Strategic Goal 5: Cultivate Institutional Efficiency and Effectiveness Align budgeting, planning and resource allocation processes by developing an integrated, transparent process linking these functions Budget planning and strategic planning processes initiated per College President Implement Strategic Planning Online (SPOL) system to collect and document fiscal year 2016 budget requests based on strategic plan goals and operational strategies SPOL has been implemented to collect Enhanced Budget Requests aligned to Strategic Planning FSCJ will continue to use SPOL for budget and planning Create a budget dashboard for all employees Fully implement process of resource allocation based on strategic plan goals and operational strategies and previous year goal completion The budget dashboard is one of the business intelligence tools tied to PeopleSoft and is still in the development stage. Resource allocation process is tied to the strategic plan through SPOL. As FSCJ implements the Strategic Plan, SPOL will be updated to reflect the new strategic priorities and objectives. Develop a data-rich environment that promotes informed decision-making and accountability Currently most reports are ad hoc and distributed via Using VFA, IPEDS, State Performance Funding and Accountability measures, identify decision-support information needs of key stakeholder groups; including trustees, campus leadership, faculty, staff and employers Began planning for a Data Governance Committee to guide decisions - support information and identify key stakeholder groups. The Data Governance Committee was created in June 2016 and meets monthly. Its responsibilities are to: Develop a candid analysis of the College s performance with respect to student outcomes Examine quantitative and qualitative data and present findings Seek involvement of students and faculty to identify strengths and weaknesses of current College policies, structures and services Assist with ATD efforts and support subcommittees Implement decision support system (DSS) with live dashboards in 2016 College is using Tableau dashboards for course-level success data as well as enrollment and completion data; more professional development will be provided for Collegewide implementation and usage in areas such as outcomes assessment and program review. Fact Book developed in 2013 and updated in 2014 Continue annual Fact Book update and 2015 Fact Book updated Data Governance Committee reviewed the 2015 Fact Book and made suggestions resulting in new contents and formatting for the 2016 Fact Book FSCJ participation in VFA, IPEDS and national surveys such as CCSSE FSCJ launched ATD efforts and continued participation in VFA and IPEDS Continued peer comparisons in state and national surveys and datasets to identify opportunities for improvement College continued participation in ATD, VFA, IPEDS and CCSSE (planned Spring 2018 administration). 6