Campus Diversity Assessment Plan

Campus Diversity Assessment Plan 2015-16 Prepared for the Kentucky Council on Post-secondary Education By: Dr. Lewatis D. McNeal, Associate Dean of Student Affairs and The OCTC Campus Diversity Planning Team 07/06/2017 Lewatis.mcneal@kctcs.edu 1

Table of Contents Executive Summary... 4 Introduction... 5 About Owensboro Community and Technical College... 6 Diversity and Inclusion at Owensboro Community and Technical College... 8 Diversity Planning Process... 9 Student Body Diversity at OCTC... 10 Assessment of Progress for Student Body Diversity... 14 Military Veteran Student Enrollment at OCTC... 16 Students Receiving Disability Services at OCTC... 16 Assessment Model... 17 Strategies to Strengthen Student Diversity... 18 Student Success/Closing the Achievement Gap... 19 STEM-H Degrees and Credentials Awarded... 23 Workforce Diversity... 33 Strategies to Improve Workforce Diversity... 34 Demographics of Local College Board Members... 36 Campus Climate/ Campus Environment Diversity... 37 Diversity and Global Studies at OCTC... 38 Diversity and Global Studies Committee Members (2017-2019)... 38 Diversity and Global Studies Committee... 38 Cultivating Diversity and Multiculturalism and Inclusion at OCTC... 41 KCTCS Set the 2010-16 Outcome Measures.... 41 Response to Evaluation: 2011-12 Action Steps... 41 Evaluation of Results.... 42 Response to Evaluation: 2012-13 Action Steps... 43 Evaluation of results... 44 Response to Evaluation: 2014-15 Action Steps... 44 Evaluation of Results... 45 Summary... 46 2

TABLE OF FIGURES Figure 1: 2010 and 2016 (Estimate) Population Data of OCTC Service Counties... 7 Figure 2: OCTC Campus Inclusion Team... 9 Figure 3: Additional Contributors to OCTC Diversity Assessment Plan... 10 Figure 4: High School Students Transitioning to OCTC after Graduation by Year... 11 Figure 5: Minority Student Enrollment (Headcount) at OCTC... 12 Figure 6: Minority Student Enrollment by Academic Program Type 2015-16... 13 Figure 7: Minority Enrollment by Student Classification (2015-16)... 13 Figure 8: 2016 Enrollment by Age... 14 Figure 9: Low-Income Enrollment Percentage at OCTC... 14 Figure 10: Assessment Model... 17 Figure 11: Table Minority Student Graduation Completion by Year (Total Credentials)... 20 Figure 12: Graduation Percentages for by Race 2011-16... 21 Figure 13: Total Degrees and Credentials Awarded (2014-16)... 22 Figure 14: Total Credentials for Under-Represented Minorities at OCTC... 22 Figure 15: Total Credentials and Graduation Targets for Low Income Students... 22 Figure 16: Graduation Rates for Low-Income Students at OCTC... 23 Figure 17: STEM-H Degrees and Credentials Awarded (2014-2016)... 23 Figure 18: Student Retention Data (First to Second Year Retention)... 25 Figure 19 Retention for Low-Income Students... 26 Figure 20: OCTC Student Transfer Data 2011-2012... 27 Figure 21: Under Represented Minority Targets for OCTC... 31 Figure 22: Outcomes and Strategies to improve Recruitment, Retention and Graduation for Underrepresented Minorities and Low-Income Students... 32 Figure 23: Employment of Minority Executives, Administrators and Managers... 33 Figure 24: Employment of Minority Faculty... 34 Figure 25: Employment of Other Minority Professionals... 34 3

Executive Summary Owensboro Community and Technical College (OCTC) is a public, two year community and technical college accredited by the Southern Association of Colleges and Schools Commission of Colleges (SACSCOC), and one of sixteen colleges that make up the Kentucky Community and Technical College System (KCTCS). The Office of Diversity and International Student Services at OCTC supports the diversity mission of KCTCS to promote and sustain an all-inclusive campus environment. Through the implementation of a comprehensive diversity plan, we seek to provide a campus environment that promotes and celebrates multiculturalism and provides members of the campus community with the opportunity to contribute and participate in the enrichment of the multicultural experience on the OCTC campuses. OCTC s total student enrollment for 2016 was 4,001. An assessment of minority student enrollment at Owensboro Community and Technical College indicated that minority student enrollment numbers have experienced a decline years earlier but began to stabilize in recent years. The latest data indicates an increase in enrollment for African American students at OCTC. Although enrollment for African American students has grown, OCTC continues to work toward improving graduation, retention and transfer rates for African American students. OCTC is working to address the enrollment and retention issues for African American students through new retention strategies and best practices adopted by the college. Hispanic/Latino and American Indian/Alaskan saw increases in enrollment for 2016. Students who reported two or more races remained relatively unchanged. Minority retention increased between the 2014 and 2015 cohort with the college retaining 45.1% of minority students from the first to second year ( 2015-2016). Rates of minority students transferring from OCTC to other colleges or universities in the state has improved overall with many ethnic groups reporting higher percentages of student transfers from 2011 cohort to the 2012 cohort. OCTC has begun to implement policies and strategies that will positively affect retention and transfer rates for students on the campus. Overall, minority graduation rates are down for the college. Asian, African American, and Hispanic/Latino student graduation rates have seen slight decreases. American Indian/Alaskan graduation rates experienced a slight increase, and there was no change for native American/Pacific Islander graduation rates for the same year. 4

OCTC continues to work on improving its workplace diversity. OCTC has experienced increases in hiring of minority faculty and other minority professionals; however, more work is needed to improve minorities hired in executive and managerial positions. OCTC must work toward the 2015 target for employment of minority executives and faculty members at the college. Since the initial workforce diversity data was published, OCTC has hired two additional minority faculty members and one professional staff member. Overall, OCTC continues to work toward meeting the goals of the six objectives identified in the Council for Postsecondary Education (CPE) diversity plan. OCTC continues to develop strategies to improve in the areas of first to second year retention, associate degrees, and credentials conferred, and the employment of faculty and employment of other professionals. One of the stronger areas of diversity for the college is the opportunity for multicultural and diverse programs on the campus. Curriculum-based diversity is a strength. Assessment results also indicate slow progress in the area of minority student recruitment as well as recruitment of faculty and staff at the college. Although some numbers have shown slight improvement, the number of minorities employed by the college continues to fall below OCTC, KCTCS, and CPE expectations. Strategies and recruitment efforts were revised to attract and retain minority professionals at the college. OCTC continues its commitment to diversity. The college celebrates its achievements in campus climate diversity. The continuance of curriculum-embedded diversity, along with other cultural opportunities presented to students, will only enrich their academic experience as students at our college. The college recognizes minority student recruitment and retention along with faculty/staff recruitment as challenges, and the college will maintain its steadfast commitment to improvement. Introduction The Council for Postsecondary Education (CPE) commissioned its subcommittee, the Committee on Equal Opportunity (CEO), to develop statewide policies that cultivate diversity across the commonwealth. The CEO recommended a comprehensive plan, which provided policy and framework recommendations for institutional diversity plan development. This plan was approved by the CPE for years 2011-2015, providing guidance and support while setting benchmarks for institutions to meet regarding diversity for their respective institutions. Through 5

the new Diversity Plan, goals and objectives seek to address underrepresentation in the areas of undergraduate student admission, student recruitment, educational outreach and engagement and the recruitment and retention of faculty, staff and executives (CPE, 2010). The Kentucky Community and Technical College System (KCTCS) and Owensboro Community and Technical College (OCTC) aligned their respective diversity plans to be consistent with the requirements outlined by the Council for Postsecondary Education. The KCTCS report Beyond the Numbers, KCTCS 2010-16 Diversity Action Plan for Inclusion, Engagement and Equity note areas for opportunity as well as improvement for diversity initiatives within KCTCS. About Owensboro Community and Technical College Owensboro Community and Technical College (OCTC) is a public, two-year community and technical college accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), and one of sixteen colleges that make up the Kentucky Community and Technical College System (KCTCS). Owensboro Community and Technical College serves the four county areas of Daviess, Ohio, Hancock, and McLean and draws students from Perry and Spencer counties in Indiana as well. OCTC s enrollment reached 4,001 for 2016. The college values innovation focused on student learning and economic trends as evidence through its Advanced Technology Center and creation of new academic programs, such as Healthcare Facilities Leadership and Veterinary Technology. The college encourages its graduates to continue their academic studies through promotion of transferring to four-year institutions, with one of the highest transfer rates to baccalaureate institutions in the state. Figure 1 provides a description of the 2010 and 2016 (estimate) population by ethnicity from the US Census. 6

Figure 1: 2010 and 2016 (Estimate) Population Data of OCTC Service Counties Hancock County, Kentucky Ohio County, Kentucky McLean County, Kentucky Daviess County, Kentucky Owensboro city, Kentucky 8,810 24,378 9,475 99,674 59,273 Race and Hispanic Origin White alone, percent, July 1, 96.8% 96.5% 97.5% 91.4% X 2016, (V2016)(a) White alone, percent, April 1, 97.3% 96.2% 97.6% 91.2% 87.5% 2016 Black or African American 1.3% 1.9% 0.9% 4.9% X alone, percent, July 1, 2016, (V2016)(a) Black or African American 0.9% 0.8% 0.6% 4.8% 7.3% alone, percent, April 1, 2010(a) American Indian and Alaska 0.3% 0.3% 0.3% 0.1% X Native alone, percent, July 1, 2016, (V2016)(a) American Indian and Alaska 0.3% 0.2% 0.2% 0.1% 0.1% Native alone, percent, April 1, 2010(a) Asian alone, percent, July 1, 0.3% 0.3% 0.2% 1.4% X 2016, (V2016)(a) Asian alone, percent, April 1, 0.2% 0.2% 0.1% 0.7% 0.9% 2010(a) Native Hawaiian and Other Z Z 0.0% 0.1% X Pacific Islander alone, percent, July 1, 2016, (V2016)(a) Native Hawaiian and Other 0.0% Z 0.0% 0.1% 0.1% Pacific Islander alone, percent, April 1, 2010(a) Two or More Races, percent, 1.1% 0.9% 1.2% 2.0% X July 1, 2016, (V2016) Two or More Races, percent, 1.1% 1.0% 0.8% 1.8% 2.5% April 1, 2010 Hispanic or Latino, percent, 1.5% 3.9% 1.5% 2.9% X July 1, 2016, (V2016)(b) Hispanic or Latino, percent, 1.1% 3.5% 1.1% 2.6% 3.2% April 1, 2010(b) White alone, not Hispanic or 95.6% 93.9% 96.3% 88.9% X Latino, percent, July 1, 2016, (V2016) White alone, not Hispanic or Latino, percent, April 1, 2010 96.7% 94.5% 97.3% 90.0% 86.1% https://www.census.gov/quickfacts/fact/table/hancockcountykentucky,ohiocountykentucky,mcleancountykentucky,davi esscountykentucky,owensborocitykentucky/pst045216#qf-flag-x 7

Owensboro is Kentucky s fourth largest city. Located on the Ohio River, Owensboro is the cultural, medical, retail and business hub for northwestern Kentucky. It is home to several unique attractions, such as the River Park Center, a performing arts and civic center that hosts events, including professional Broadway tour performances, the Owensboro Symphony Orchestra, the Owensboro Museum of Fine Art, the Owensboro Museum of Science and History, the International Bluegrass Music Museum, and the Western Kentucky Botanical Garden. In November of 2009, Owensboro was named by Business Week as an America s Best Place to Raise Your Kids city. The Business-Week rankings focused on education, atmosphere, crime rates, cultural opportunities, career access and housing. Owensboro has the distinction of being known as Kentucky s #1 Sports Town according to Sports Illustrated. It is also a Learning Community, a place that believes in lifelong education with two award winning public school districts and a highly successful parochial school system. In addition to being the home of OCTC, Owensboro is also home to Kentucky Wesleyan College, Brescia University and Western Kentucky University-Owensboro. Called Kentucky s Festival City, Owensboro holds over 20 annual festivals and events, most of which are unique to this western Kentucky city. From Barbeque to Bluegrass, from fine arts to fine dining, from festivals to Broadway shows, Owensboro offers something for everyone. Diversity and Inclusion at Owensboro Community and Technical College The Kentucky Community and Technical College System (KCTCS) is committed to creating and sustaining an environment of all-inclusive diversity where each individual is valued, respected and supported, and is recognized on the basis of personal achievement, and merit and contribution Adopted by the KCTCS President s Leadership Team, 2006. Through the implementation of a comprehensive diversity plan, we seek to provide a campus environment that promotes and celebrates multiculturalism and provides members of the campus community with the opportunity to contribute and participate in the enrichment of the multicultural experience on the OCTC campus. 8

Through its many programs, services and opportunities for professional development, the Office of Diversity and International Student Services supports the diversity mission of KCTCS to promote and sustain an environment that is all-inclusive. Diversity Planning Process The diversity planning process was steered by Dr. Lewatis McNeal, Associate Dean of Student Affairs, Director of the Office of Diversity and International Student Services, and Chair of the OCTC Campus Inclusion Team. The diversity planning process involved a number of members throughout the campus. Individuals and campus groups were encouraged to participate in discussions regarding the construction of the campuses diversity plan and submit suggestions, recommendations and information on programs, ideas and activities that focused on improving the diversity, equity and inclusion on the campus. The Owensboro Community and Technical College Campus Inclusion Team served as the work group for constructing the Campus Diversity Assessment Plan. Team members are listed below in Figure 2. Figure 2: OCTC Campus Inclusion Team Name Title Department Dr. Lewatis McNeal Associate Dean of Student Office of Diversity and (Chair) Affairs International Student Services Karri Calhoun Work and Learn Coordinator Workforce Solutions Chad Gesser Assistant Professor, Math, Sciences and Social Sociology Sciences Dr. Stacy Edds-Ellis Interim Dean of Academic Affairs Division of Professional and Technical Studies Lora Waters Library Specialist OCTC Library Susan Swanson Associate Professor, English Humanities and Fine Arts Barb Tipmore Director of Counseling Counseling Center Sheri Plain Director of Workforce Workforce Solutions Services Shannon Collins Professor, English Humanities and Fine Arts Dr. Court Lewis Instructor, Philosophy Humanities and Fine Arts Dr. Veena Sallan Associate Dean of Academic Affairs Mathematics, Sciences and Social Sciences Aliyah Burden Student President of Multicultural Student Association 9

In addition to the campus inclusion team, many other departments, administrative units, faculty, staff, and students contributed to the creation of the diversity assessment plan. The campus inclusion team worked with institutional research for student data, the Department of Human Resources for workforce data, the Owensboro Area World Affairs Council (OAWAC), the Common Reading Committee, Disability Services, the Counseling Center, the Coordinator of Veteran Services, and the academic and student affairs units. Figure 3 provides a list of faculty, staff, administrative units, and groups outside of the campus diversity assessment team who contributed meaningful dialogue, data, and input to this plan Figure 3: Additional Contributors to OCTC Diversity Assessment Plan Name Title Department Dr. Scott Williams President President s Office Kevin Beardmore Vice President of Student Affairs Student Affairs Joy Bowlds Institutional Effectiveness Institutional research Coordinator Kaye Brown Associate Professor of English/ Common Reading English Angela Ash Associate Professor of OAWAC History/History Coordinator Mike Rodgers Interim Vice President of Academic Affairs Academic Affairs Dr. Joe Yazvac Professional Counselor/ Counseling Center Professor Kay Whittington Advisor Veterans/START Center Student Body Diversity at OCTC The KCTCS Strategic Plan 2016-22 specifically identified goals and measures aimed at improving diversity and inclusion throughout the system. One goal in the KCTCS Strategic Plan is to increase access and success for all KCTCS students, particularly among traditionally underserved populations. The specific objective related to this goal is to increase underrepresented minorities (URMs) by one percentage point each year of the strategic plan. In addition to OCTC including diversity and inclusion in the institution s strategic plan, student body diversity is a primary focus of the institution s Strategic Enrollment Management (SEM) 10

Plan. For this report, Underrepresented Minorities, are defined as students, faculty and staff who categorized themselves as: 1) Asian; 2) Hispanic or Latino; 3) Black or African American; 4) American Indian or Alaska Native; 5) Native Hawaiian or Other Pacific Islander or 6) Two or More Races. As part of the institution s SEM Plan, OCTC has worked diligently to develop strong partnerships with the high schools within the service region. Through our admission navigators, recruiters, academic program coordinators, and other faculty and staff, we are committed to improving the relationship and increasing enrollment from local high schools in our service region. Figure 4 highlights the percentage of high school students who transition to OCTC following graduation. Figure 4: High School Students Transitioning to OCTC after Graduation by Year 2014 Grads At OCTC % 2015 Grads At OCTC % 2016 Grads At OCTC % Apollo 295 102 34.6% 270 79 29.3% 315 109 34.6% Daviess 302 86 28.5% 330 82 24.8% 369 103 27.9% County Hancock 90 29 32.2% 115 40 34.8% 112 36 32.1% County McLean 92 36 39.1% 98 37 37.8% 106 27 25.5% County Ohio County 259 60 23.2% 246 54 22.0% 253 65 25.7% Owensboro 262 62 23.7% 243 55 22.6% 257 45 17.5% Breckinridge 233 13 5.6% 198 6 3.0% 190 3 1.6% County Butler 130 3 2.3% 134 1 0.7% 125 0 0.0% County Frederick 33 6 18.2% 36 10 27.8% 26 10 38.5% Fraize Muhlenburg 355 7 2.0% 343 9 2.6% 315 11 3.5% County Owensboro 110 29 26.4% 112 27 24.1% 112 26 23.2% Catholic South 115 6 5.2% 102 3 2.9% 94 3 3.2% Spencer County Tell City 82 1 1.2% 100 0 0.0% Trinity 16 3 18.8% 23 9 39.1% 27 12 44.4% 11

Using the KCTCS goal within the strategic plan to measure access and success for URMs as a guide, the institution set a goal of increasing enrollment for URMs with an objective of increasing enrollment by two percent. In the URM categories, Asian/Pacific Islander (-5.7%), Non-resident Aliens (-80.0%), and Two or More Races (unchanged) were the only categories that experienced no gain or decreased from 2015. American Indian/Alaskan Native (100%), African American/Black (15.5%), and Hispanic (8.6%) all reported increased percentage changes from 2015. Figure 5 provides snapshot of minority enrollment by headcount during the past four years. Figure 5: Minority Student Enrollment (Headcount) at OCTC 2011 2012 2013 2014 2015 2016 % %Change from 2015 13 10 4 7 4 8 100% 28 14 34 39 35 33-5.7% 2017 Targets 2018 Targets 282 163 168 148 110 127 3.2% 15.5% 3.3% 3.5% Hispanic 90 53 64 65 70 76 1.9% 8.6% 2.2% 2.5% American Indian or Alaskan Asian/Pacific Islander AA/Black Non- Hispanic Nonresidential 2 2 2 4 5 1-80.0% Alien Two or More Races 100 61 75 97 100 100 0.0% Not Reported 183 195 106 72 76 88 15.8% White Non- Hispanic Under Represented Minorities (URMs)* 6389 4270 3844 3730 3581 3568-0.4% 7.8% N/A 8.1% 8.3% * Definition: enrollment of Underrepresented Minorities students (American Indian or Alaska Native, Black or African American, Hispanic or Latino, Native Hawaiian or Other Pacific Islander, and Two or More Races) as a percent of total undergraduate enrollment. 12

Figures 6 and 7 provide additional analyses of minority student enrollment. Figure 6 focuses on minority student enrollment based on the academic program type. Based on data from the 2015-16 academic year, over 10 percent of minority students (10.3%) enrolled in a liberal arts academic program, with 7.1% enrolled in a technical academic program. Figure 6: Minority Student Enrollment by Academic Program Type 2015-16 Program Type Minority % Non-Minority % Total Liberal Arts 135 10.3 1,173 89.7 1,308 Non-Degree 79 5.9 1,271 94.1 1,350 Other 29 8.2 325 91.8 354 Technical 70 7.1 919 92.9 989 Total 313 3,688 4,001 Figure 7 breaks down minority student enrollment by student classification. Student classifications identified as freshman, sophomore, high school, non-degree, and auditor. Freshman enrolled for 2015-16 as underrepresented minorities accounted for twelve percent of the freshman class. Around seven percent of high school students taking courses were underrepresented minorities. URMs enrolled as sophomores accounted for a little over six percent of the sophomore class. Figure 7: Minority Enrollment by Student Classification (2015-16) Classification Minority % Non-Minority % Total % Auditor 1 16.7 5 83.3 6 100 Freshman 145 12.0 1,060 88.0 1205 100 High School 50 7.2 642 92.8 692 100 Non-Degree 28 4.3 624 95.7 652 100 Sophomore 89 6.2 1,357 93.8 1,446 100 Figure 8 provides a breakdown of 2016 student enrollment by age. Over half of the students enrolled at OCTC for 2016 were under the age of 25, with the largest enrollment being for students between ages 18-19, followed by 20-21 year olds (604), and students under the age of 18 (553) rounding out the top three age categories. Figure 9 takes a close look at low income enrollment over the last five years. 13

Figure 8: 2016 Enrollment by Age Students Enrollment by Age 1000 900 800 700 600 500 400 300 200 100 0 Under 18 18-19 20-21 22-24 25-29 30-34 35-39 40-49 50-64 65 and Above Not Reported Age Categories Figure 9: Low-Income Enrollment: Percent of full-time, first-time degree/certificateseeking undergraduate students who received grant or scholarship aid from the federal government (Source: IPEDS report) 2010 2011 2012 2013 2014 2015 66% 68% 68% 67% 66% TBA Assessment of Progress for Student Body Diversity Minority student enrollment at OCTC had decreased significantly from 2011 to 2012, but it has begun to stabilize. The changes in enrollment were in part attributed to an economic downturn and changes in the dual credit enrollment, resulting from a new statewide agreement. OCTC saw a sharp decline in student enrollment across all student populations, specifically in minority populations, with some minority student groups experiencing a significant drop in enrollment percentage. Minority student enrollment has remained steady with slight changes within certain ethnic groups. African American students continue to be the largest group of minority students at OCTC. Since 2002, African American student enrollment at OCTC has consistently 14

increased, with the exception of 2004 and 2011 when enrollment fell 10%. African American student enrollment peaked at 311 students in 2011. Enrollment data from 2016 shows an increase of 15.5% for African American students from 2015. Hispanic student enrollment at OCTC from 2002 to 2010 continued to increase. OCTC saw Hispanic student enrollment jump 58 percent in 2006 to 41 students, with enrollment peaking at 90 students in the 2011. However, 2012 revealed a significant drop in Hispanic student enrollment, down 41%. 2013, Hispanic student enrollment began to increase and has increased each fall semester. 2016 reported an 8.6 percent increase in Hispanic student enrollment, compared to 2015. The number of Asian/Pacific Islander students enrolled at OCTC has remained relatively low, averaging around 23 students per academic year since 2002. 2014 marked the highest number of Asian/Pacific Islander student enrollment with 39 students. Asian/Pacific Islander student enrollment for the 2016 decreased slightly, down 5.7 percent from 2015. With the emergence of the Burmese population in the local service area, OCTC expects this number to continue to increase in the coming years. The number of American Indian/ Alaskan students enrolled at OCTC has consistently remained low due to the low American Indian/Alaskan population in the area (0.1 % according to 2012 census). Since 2002, OCTC has averaged around 11 students per academic year. In 2009, OCTC saw its highest enrollment in American Indian/Alaskan students with, 18 students enrolled. Enrollment of American Indian/Alaskan students doubled experiencing a 100% increase for 2016 from 2015, from four total students to eight total students. OCTC began collecting data on students who reported two or more races in 2010. The initial enrollment for 2010 was 55 students who reported two or more races. In 2011, that number jumped to 100. 2012 enrollment showed a decrease of 39% in students enrolled reporting two or more races. The number of students enrolled reporting two or more races has increased each year since 2012, with an enrollment of 97 students enrolled for Semester 2014. Semester of 2016 reported no change in enrollment for students reporting two or more races from Semester 2015. Enrollment for this student population remained at 100 students. 15

Military Veteran Student Enrollment at OCTC OCTC continues to see an increase in the number of veteran students enrolled. The number listed below represents the number of students at OCTC who received military benefits for their education. Military Veteran Student Enrollment at OCTC Since 2004 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 100 101 85 96 88 112 125 112 86 132 131 132 118 Students Receiving Disability Services at OCTC An estimated 2% of students at OCTC utilize disability services available to them on campus. These services are coordinated through the OCTC Counseling Center. Although OCTC has continued to offer disability services since 2001, the collection of data goes back to only 2008. OCTC continues to promote the availability of disability student services to the student body. Students Receiving Disability Services at OCTC Since 2008 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 85 78 71 88 108 83 78 84 112 16

Assessment Model To assess the effectiveness of the college diversity plan, the assessment model will track multiple metrics to determine the plan s effectiveness. Metrics in Figure 10 will serve as the assessments of student access and success for the campus diversity plan. These metrics include recruitment, retention, transfer, and graduation rates for URM students at the college. Assessments of workforce diversity metrics will track hiring, retention and attrition of minority employees at the college. Figure 10: Assessment Model Enrollment data for URMs Community Outreach Activities Dual Credit and Early College Opportunities for URMs (Tracked Year to Year) 1 st -2 nd Year Retention for URMs 3yr Graduation rates for URMs Degrees conferred for URMs URMs(Tracked Year to Year) Student Access Student Success Workforce Diversity Campus Climate Tracking Metrics on Recruitment, Retention and Attrition of Minoirty Faculty and Staff (Tracked Year to Year) Cultural Enrichment Activities Results of Campus Climate Survey on Diversity for First Year Experience students (Tracked Year to Year) 17

Strategies to Strengthen Student Diversity Through continuous assessment of the college s progress with student body diversity, OCTC remains committed to identifying strategies and best practices that promote student access and success for diverse populations in OCTC s service region. OCTC will continue to seek out opportunities to improve diversity within the student body. Listed below are specific strategies identified to improve the student diversity at OCTC. TRIO: OCTC received the TRIO Student Support Services grant. The program focuses on offering academic and personal support for students with disabilities, first-generation college students (meaning neither parent graduated from college with a bachelor s degree), and low-income students. o Active tactics include student workshops, tutoring, peer coach support, and intrusive academic advising. Hispanic Outreach Initiative: Foster and develop relationships with Hispanic members of the service community to increase awareness of educational opportunities at OCTC. o Active tactics include partnering with local Latino groups and high schools to promote educational opportunities for Hispanic/Latino students Super Someday Initiative: Continue to promote opportunities at OCTC to minority populations through the Super Sunday program. o Active tactics include the Super Someday program aimed at pre-collegiate academic preparation, minority student recruitment, and the promotion of early college opportunities High School and Community Partnerships: OCTC continues to partner with area high schools and community organizations serving minority students to promote and provide higher education opportunities students and community members. o Active tactics include scheduled high school visits, frequent college tours for area high schools, and promotion of early college and dual credit opportunities. o OCTC has developed partnerships with the local high schools to promote the early college model where students have the opportunity to graduate from high school with their high school diploma and an associate s degree concurrently. 18

Support for LGBTQA Student Population: The Student Group Students Aligned for Equality (S.A.F.E.) promotes education and awareness of LBGTQA students at OCTC. The Office of Diversity and International Student Services is partnering with S.A.F.E. to develop Safe Spaces for students on campus. The Safe Spaces on campus will be offices and areas of faculty and staff who are advocates and supporters of LBGTQA students. o Active tactics include professional development workshops to increase the number of Safe Spaces for the LGBTQA campus community. The Recruitment Sub-committee of the Strategic Enrollment Management Team (SEM), OCTC Admissions Navigators along with the Office of Diversity and International Student Services, will lead efforts to improve access to educational opportunities at Owensboro Community and Technical College. Student Success/Closing the Achievement Gap Kentucky CPE charged all post-secondary institutions in Kentucky to improve their graduation and retention rates for under-represented minorities and low-income students enrolled throughout the commonwealth. Overall, OCTC has seen a slight decrease in student graduation rates. From the academic school year 2011-12 to 2012-13, graduation rates for American Indian/Alaskan natives, students reporting two or more races, and Asian and White/Caucasian students decreased. During 2012-2013, OCTC did not have any Asian student graduates. African American, Hispanic, Non specified and Native Hawaiian/Pacific Islander students all showed slight increases in graduation rates. Figure 11 below breaks down minority graduation completion rates by year at OCTC. 19

Figure 11: Table Minority Student Graduation Completion by Year (Total 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 American Indian/Alaska Native 9 3 3 0 1 F 1 2 1 0 1 M 8 1 2 0 0 Asian 3 22 5 17 3 F 2 17 5 5 2 M 1 5 0 12 1 Black/African American 76 65 35 40 41 F 42 32 30 36 28 M 34 33 5 4 13 Hispanic/Latino 7 17 16 12 7 F 3 13 13 9 4 M 4 4 3 3 3 Native Hawaiian/Pacific Islander 6 7 0 0 1 F 0 1 0 0 1 M 6 6 0 0 0 Non Specified** 3 10 19 9 18 F 3 9 10 0 1 M 1 9 9 17 Two or More Races* 31 14 17 29 21 F 11 8 9 8 9 M 20 6 8 21 12 White 1732 1653 1540 1456 1444 F 853 968 837 716 624 M 879 685 703 740 820 Grand Total 1867 1773 1632 1563 1536 Credentials) ** Non-specified = Unknown and non-resident categories combined. * Two or more races was not reported in 2010-11. https://kctcsdss.kct.mycmsc.com/analytics/saw.dll?dashboard 20

The next figures in the diversity assessment plan will provide insight to graduation percentages and completed credentials for under-represented minorities and low-income students. Figure 12 provides a five-year breakdown of graduation percentages by race and ethnicity. Figure 12: Graduation Percentages for by Race 2011-16 2011-12 2012-13 2013-14 2014-15 2015-16 American Indian/Alaska Native 0.3% 0.2% 0 0 0.1% Asian 0.3% 0 0.3% 1.1% 0.2% Black/African American 3.2% 3.7% 2.1% 2.6% 2.7% Hispanic/Latino 0.6% 1.6% 1% 0.8% 0.5% Native Hawaiian/Pacific 0.1% 0.3% 0 0 0.1% Islander Non-Resident 0.6% 1.0% 0.4% 0.1% Two or More Races 1.1% 1.0% 1% 1.9% 1.4% Unknown 0.8% 0.5% 1.2% White 93.9% 92.2% 94.4% 93.2% 94.0% ** No Asian student Graduates for 2012-13 academic year. Figures 13, 14, and 15 will address total credentials awarded by race and low income. Figure 13 provides a breakdown of actual credentials awarded by race and ethnicity from 2014 through 2016. This figure breaks down credential completion by associate degrees, certificates and diplomas. Figure 14 focuses on total credentials awarded to URMs over the last six years and addresses credential targets for the next three years. See Figures 13, 14, and 15 below. 21

Figure 13: Total Degrees and Credentials Awarded (2014-16) Race Description Associate Degree Cert Diploma 2014-15 Total Associate Degree Cert Diploma 2015-16 total Black 13 27 0 40 8 33 0 41 White 521 865 70 1456 515 839 90 1444 American Indian 0 0 0 0 1 0 0 1 Asian 2 14 1 17 2 1 0 3 Hispanic 3 9 0 12 4 3 0 7 N. Hawaiian 0 0 0 0 1 0 1 P. Islander Unknown 2 5 1 8 2 15 1 18 2 or more Races 9 17 3 29 10 10 0 20 Total 550 937 75 1563 543 901 91 1535 Figure 14: Total Credentials for Under-Represented Minorities at OCTC 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 Target 2017-18 Target 2018-19 Target 72 129 106 68 81 71 73 75 77 Source KCTCS ORPA. Definition: Combined number of associate degrees, diplomas, and certificates awarded to URM students during an academic year (July 1 through June 30). Figure 15: Total Credentials and Graduation Targets for Low Income Students 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 1,175 1,260 1,225 1,114 1,039 974 22

Figure 16 looks at the graduation rates for low-income students at OCTC. After seeing a slight dip in the graduation percentages for the 2010-13 cohorts, OCTC has set a target of 28.3% for the 2016-17 academic year. Figure 16: Graduation Rates for Low-Income Students at OCTC 2010 2011 2012 2013 Cohort Grads % Cohort Grads % Cohort Grads % Cohort Grads % 400 110 27.5% 388 104 26.8% 411 115 28.0% 395 97 24.6% STEM-H Degrees and Credentials Awarded During 2015-16, OCTC awarded 471 STEM-H degrees and credentials. This number of degrees and credentials awarded is down from 2014-15. OCTC is promoting opportunities for STEM-H programs by working with area high schools to promote the First Lego League and First Tech Challenge robotics programs. These science-based technology programs help promote STEM opportunities to minority and other underserved populations. OCTC also received a grant for STEM scholarships. This grant will provide scholarships for students pursuing STEM degrees and will specifically assist target students from underserved populations. Below is a detailed chart of STEM-H degrees and credentials awarded at OCTC. Figure 17: STEM-H Degrees and Credentials Awarded (2014-2016) Race Associate Cert Diploma 2014-15 Associate Cert Diploma 2015-16 Description Degree Total Degree Total Black 2 21 23 1 19 20 White 98 448 6 552 105 328 1 434 American 0 0 0 0 0 0 0 0 Indian Asian 0 9 0 9 1 1 0 2 Hispanic 0 9 0 9 1 3 4 Unknown** 0 1 0 1 0 0 0 0 23

Two/ more Races 1 4 0 5 1 10 0 11 Total 101 492 6 599 109 361 1 471 **Unknown and non-resident categories combined Source: Official data as reported to CPE. CIP Codes used for STEM-H are those that begin with 11, 14, 15, 26, 27, 40, 41, 51, 0305, 5212, 5213, 190502. 24

Figure 18: Student Retention Data (First to Second Year Retention) 2011 2012 2013 Cohort Retained % Cohort Retained % Cohort Retained % Cohort Retained % Cohort Retained % URM 64 30 46.9% 59 28 47.5% 68 20 29.4% 68 23 33.8% 51 23 45.1% AMERICAN 1 1 100.0% 1 0 0.0% 2 0.0% INDIAN AFRICAN 39 15 38.5% 28 13 46.4% 39 5 12.8% 33 12 36.4% 15 10 66.7% AMERICAN HISPANIC 13 6 46.2% 19 11 57.9% 9 5 55.6% 13 3 23.1% 13 5 38.5% NATIVE 2 1 50.0% 2 1 50.0% 1 1 100.0% HAWAIIAN TWO OR 10 8 80.0% 12 4 33.3% 17 8 47.1% 20 7 35.0% 23 8 34.8% MORE RACES Non-URM ASIAN 1 0 0.0% 8 2 25.0% 11 4 36.4% 3 3 100.0% NON- 1 0 0.0% 1 1 100.0% 1 1 100.0% 2 0.0% RESIDENT ALIEN UNKNOWN 5 3 60.0% 3 2 66.7% 8 5 62.5% 3 1 33.3% 3 2 66.7% WHITE 655 370 56.5% 698 406 58.2% 688 352 51.2% 587 296 50.4% 556 318 57.2% TOTAL 1319 704 53.4% 1315 749 57.0% 1209 605 50.0% 1208 597 49.4% 1024 516 50.4% 2014 2015 25

Figure 19 Retention for Low-Income Students Cohort Retained in % Cohort Retained in % Cohort Retained in % Cohort Retained in % Cohort Retained in % Cohort Retained in % 2010 2011 2011 2012 2012 2013 2013 2014 2014 2015 2015 2016 492 261 53.0% 471 250 53.1% 522 287 55.0% 513 241 47.0% 449 187 41.6% 395 200 50.6% 26

Figure 20: OCTC Student Transfer Data 2011-2012 Race/Ethnicity 2011 2011 Transfer % 2012 2012 Transfer % Cohort Transfers Cohort Transfers Nonresident Alien 2 0 0 2 0 0 Black, Non-Hispanic Only 282 33 11.7% 163 19 11.6% American Indian or 13 0 0 10 1 10% Alaskan Native, Non- Hispanic Only Asian, Non-Hispanic Only 28 3 10.7% 11 4 36% Hispanic or Latino, 90 9 10% 53 9 16.9% regardless of race Native Hawaiian 8 1 12.5% 3 1 33.3% White, Non-Hispanic Only 6,389 775 12.1% 4,270 506 11.8% Race and Ethnicity 183 6 3.3% 198 5 2.5% Unknown Two or More Races 100 8 8% 61 12 19.6% College total 7,095 835 11.7% 4,771 557 11.6% Addressing Retention, Transfer, and Graduation for Low-Income and Minority Students Student retention and transfer numbers are down for all students at the college. OCTC has adopted a number of strategies and best practices to address minority student retention. The college worked with John Gardner of the Gardner Institute to develop and implement the Foundations of Excellence (FOE) plan for the first year student experience and for transfer students. Each FOE self-study included a diversity dimensions committee that developed a priority action plan to address issues minority student transfers and minority student retention. Because of the self-study, OCTC has implemented a first year experience course along with several other programs as part of its QEP plan for SACSCOC, strategies and best practices to address minority student retention and transfer. For 2015, the following strategies were implemented to focus on minority student retention, minority student transfer and minority student success. 27

I. Minority Male Community College Collaborative: a. OCTC joined the Minority Male Community College Collaborative (http://interwork.sdsu.edu/sp/m2c3/), a nationwide consortium focused on student success for men of color. Through this initiative OCTC has: i. Provided webinar trainings for faculty and staff on working with male students of color. ii. Provided strategies and best practices to faculty and staff for working with male students of color. II. First Year Experience a. The goal is to provide students with a well-structured, mandatory first year experience program to engage students both academically and socially and improve student learning and persistence. i. All new/transfer/readmit students with less than 30 college credit hours completed (which includes minority students) are required to participate in the first year experience course. ii. This course is part of the college's Quality Enhancement Program that focuses on student retention and success. III. Building Opportunities for Student Success (BOSS) a. Minority student initiative aimed at providing intrusive student support to minority students. i. Provide information and encourage student participation in the following student services. - Financial Aid - Career Services and Transfer - Academic Enrichment - Online Student Support Services - Tutoring Services 28

IV. Starfish and Other Retention Strategies a. Using Starfish for early detection of minority students who may experience academic distress. i. Faculty and staff use Starfish to communicate with students. Students who do well are congratulated and encouraged, students who show signs of academic distress are contacted through early intervention to direct or guide them to support services or additional resources. ii. All ethnic minority students are connected to the Office of Diversity and International Student Services, students receive feedback for their good work or additional early intervention support if they are in academic distress. V. Transfer and Career Placement a. Minority and under-represented students are encouraged to connect with career services and transfer services. The Office of Diversity and International Student Services work with faculty, staff, and other campus departments to engage minority students in career and transfer programs and events. VI. TRIO Student Support Services a. TRIO students participate in a number of support services to assist with their academic success. Those services include tutoring, access to peer coach, academic support workshops, transfer visits and cultural enrichment opportunities. The TRIO program currently serves 140 students. Thirty students currently in the TRIO program are ethnic minorities, with the remaining 110 classified as either low-income, first generation or students with disabilities. Graduation, transfer, academic GPA and student academic progress (SAP) will serve as indicators to the effectiveness of the TRIO program for URM students. Strategies to Improve Student Transfer at OCTC Improve Transfer Opportunities: Results from the FOE Transfer Focus indicated a need to focus on strengthening existing partnerships with four year institutions in the area and building new relationships for more transfer opportunities for OCTC students. The 29

Transfer, Retention and Advising Center (TRAC Central) has been established to promote transfer opportunities to OCTC students. Improve Joint Admission Process with WKU: Joint Admissions is an agreement between WKU and Owensboro Community and Technical College that promotes a seamless transfer from OCTC to WKU. This agreement allows students to apply to both institutions simultaneously with the intent to transfer to WKU once the associate degree is complete. This process allows students to connect with WKU early and helps ease the transition of going from the two-year to the four-year institution. This process will be reviewed and revised to alleviate barriers that may hinder students following through with plans to transfer. Change the Advising Process to Better Serve Students at the Point of Intake: Creating the opportunity for faculty to become more familiar with four-year transfer opportunities will benefit OCTC students. Students will also be assigned an advisor earlier and a checklist will be developed to help with the transfer process. Advisor trainings were developed to assist faculty advisors with new academic advising plans. These steps will help improve student retention and promote transfer opportunities at the college. Kentucky CPE charged all post-secondary institutions in Kentucky to improve their graduation and retention rates for under-represented minorities and low-income students enrolled throughout the commonwealth. OCTC recently developed a strategic enrollment management (SEM) plan outlining enrollment, retention, and graduation goals for the institution. A key component of the SEM plan focused on addressing student access and success for URMs and low-income students. The goals, objectives, and strategies outlined in the SEM plan will serve as a blueprint to closing the student achievement gap and improving student success for underrepresented minorities and low-income students at OCTC. The college continues to look for efforts to help improve student retention and student transfer opportunities. The Office of Diversity and International Student Services (ODISS) collaborates with the Transfer, Retention, Advising and Career Center (TRAC Central), the OCTC Counseling Center, and other student affairs units to work with minority students who are in academic distress or at risk of not finishing the semester. ODISS tracks all minority students 30

on academic probation or who may experience financial satisfactory appeals process issues (SAP process). Students who choose to meet with the ODISS office are academically assessed and provided additional mentoring, advising and reminders of their access to resources available to them. Figure 21 provides the target goals for enrollment, 3-year graduation rates, 1 st to 2 nd year retention and total credentials awarded for low-income and URM students at OCTC. Figure 22 provides details to outcome and strategies identified for attaining the specified targets in Figure 21. Figure 21: Under Represented Minority Targets for OCTC Enrollment Targets Baseline 2015-16 Actual 2016 Target 2017 Target 2018 Target 2019 Target 2020 African American 2.76% 3.17% 3.3% 3.5% 3.6% 3.7% Hispanic 1.76% 1.90% 2.2% 2.5% 2.8% 3.0% URMs 7.23% 7.82% 8.1% 8.3% 8.5% 8.8% 3yr Graduation Rates Low-Income 24.6% 28.3% 29.3% 30.3% 31.3% 32.3% URMs 19.2% 32.0% 33.0% 34.0% 35.0% 36.0% 1 st to 2 nd year Retention Low-Income 50.6% 43.6% 45.6% 47.7% 49.7% 51.7% URMs 45.1% 35.8% 37.7% 39.6% 41.5% 43.5% Credentials Awarded Low-Income 974 1,006 1,018 1,031 1,033 1,055 URMs 71 73 75 77 79 81 31

Figure 22: Outcomes and Strategies to improve Recruitment, Retention and Graduation for Underrepresented Minorities and Low-Income Students Measureable Outcome Specific Action Steps Times Measured Areas Impacted/ responsible for outcomes Reduce the number of underrepresented Minority students who experience Financial Aid Suspension Increase student engagement in campus support programs (TRIO, Office of Diversity and TRAC Central). Attainment of Key Enrollment Indicator (KEI) targets for retention and persistence Use Starfish and additional early warning detection to provide additional support and resources to students. Monitor progress of URM students in academic distress (below 2.0 GPA) to detect if early intervention is needed Increase student participation in campus programs that provide academic resources and support to students Increase Enrollment data for URM s Increase 1 st -2 nd Year Retention for URM s Improve 3yr graduation rates for URM s Semester to Semester Semester to Semester Year to Year SEM Retention Sub- Committee Financial Aid, Counseling, Diversity, the Transfer Retention Advising and Career Center (TRAC) Diversity Office, TRAC Central and TRIO Office and Counseling Center Institutional research, Diversity, Academic Affairs, Student Affairs, Financial Aid Improve academic advising process by creating advisor training Improve academic success for lowincome and underrepresented minority students who participate in TRIO Increase degrees conferred for URM s Implement a Master Trainer program for all advisors. Have 85% of faculty and staff certified as a Master Advisor Trainer by Spring 2021 Track number of support workshops, tutoring hours logged, student GPA, graduation and transfer rates and the number of financial aid suspensions for TRIO students. year to year Semester to Semester SEM Retention and Completion Subcommittee TRIO, Office of Diversity and International Student Services, SEM Retention Subcommittee 32

Workforce Diversity OCTC employs 204 full-time employees (both faculty and staff). OCTC continues to work on diversifying the campus through employment. Kentucky CPE defines workforce diversity by categories of employment and racial/ethnic backgrounds. The categories of the workforce diversity plan consist of Employment of Minority Faculty, Executive, Administrative and Managerial Staff, and employment of other professionals. The race and ethnicity categories are similar to the requirements of student enrollment. They are African Americans/Black, American Indian/Alaskan Native, Hispanic/Latino, and Native Hawaiian/Pacific Islander. The charts below provide a diversity snapshot of the OCTC workforce. ** OCTC no longer hires new faculty members under tenure contracts. Figure 23: Employment of Minority Executives, Administrators and Managers 2010 2011 2012 2013 2014 2015 2016 African 1 1 1 1 1 1 1 American/Black American 0 0 0 0 0 0 0 Indian/Alaskan Native Hispanic/Latino 0 0 0 0 0 0 0 Native N/A 0 0 0 0 0 0 Hawaiian/Pacific Islander Asian 0 0 0 0 0 0 0 Total 1 1 1 1 1 1 1 33

Figure 24: Employment of Minority Faculty 2010 2011 2012 2013 2014 2015 2016 African 3 4 4 4 4 3 3 American/Black American 1 1 1 2 2 2 2 Indian/Alaskan Native Hispanic/Latino 0 0 1 2 2 2 0 Native N/A 0 0 0 0 0 0 Hawaiian/Pacific Islander Asian 0 0 1 1 1 1 0 Two or More Races 0 0 0 0 0 0 2 Unknown 0 0 0 0 0 0 3 Total 4 5 7 9 9 8 10 Figure 25: Employment of Other Minority Professionals Category: 2010 2011 2012 2013 2014 2015 2016 African 5 6 5 5 5 5 5 American/Black American 0 0 0 0 0 0 0 Indian/Alaskan Native Hispanic/Latino 0 0 0 1 0 0 1 Native N/A 0 0 0 0 0 0 Hawaiian/Pacific Islander Total 5 6 5 6 5 5 6. Strategies to Improve Workforce Diversity African Americans represent the highest number of minorities employed at OCTC. More work is needed to improve the diversity of the faculty and staff hired at OCTC. The Office of Diversity and International Student Services has developed a comprehensive recruitment plan aimed at diversifying the OCTC workforce. With a revised marketing plan for new positions, OCTC strategically markets all full-time faculty and staff positions to Historically Black Colleges and Universities (HBCUs) and professional organizations that service and support 34