Strategic Plan + Progress Report: February 2017

Strategic Plan + Progress Report: February 2017 OFFICE OF INSTITUTIONAL EFFECTIVENESS & ACCREDITATION FLORIDA STATE COLLEGE AT JACKSONVILLE The 2017 Strategic Plan Progress Report summarizes progress toward FSCJ s five Strategic Goals articulated in the Strategic Plan 2014-17. As we begin the final year of implementation, this report 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 In these instances, this report identifies action steps to ensure eventual success. 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, full curriculum review and ETS Proficiency scores in critical thinking, reading and natural sciences Embed measurable student learning opportunities throughout the collegiate experience High impact practices, Assessment Management System and developing the whole student Strategic Goal 1: Promote Access and Equity Strategic Goal 2: Enhance Rigorous & Relevant Learning Opportunities Increase completion and transfer rates Bachelor completion counts Promote continuous enrollment through degree completion Schedule coordination and prior learning assessment evolution Strategic Goal 3: Increase Retention and Completion 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 internships Enhance engagement of business and industry partners to promote FSCJ s assessment of and strategic response to, workforce planning needs PAC s 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 Data Governance Committee Continuously strengthen and deliver high quality academic programs in strategically focused areas ETS Proficiency scores in writing and math Increase student engagement in advising, academic planning and career development as learning experiences Academic Degree Plan Increase internships with employers, business and industry partners to enhance career readiness skills of graduates Unpaid internships 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 FTE Strategic Goal 4: Contribute to Workforce and Economic Development Strategic Goal 5: Cultivate Institutional Efficiency and Effectiveness Strategic Goal 2: Enhance Rigorous & Relevant Learning Opportunities Strategic Goal 3: Increase Retention and Completion Strategic Goal 4: Contribute to Workforce and Economic Development Strategic Goal 1: Promote Access and Equity Increase completion and transfer rates W.C., A.A. and A.S. completion counts Promote continuous enrollment through degree completion Continuous enrollment Strategic Goal 3: Increase Retention and Completion Dual enrollment associate degree student headcount 1

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 Increase Voluntary Framework of Accountability (VFA) main cohort (fall entering, first time at FSCJ) enrollments for student groups by 1 percent each year Increase availability of financial assistance 2% by December 2015 and by 2% annually thereafter Increase availability 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 Hispanic: 488 Hispanic: 468 Hispanic: 498 Males: 2,958 Males: 2,819 Males: 3,017 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 $1,409,625 Foundation Scholarships $1,487,545 Foundation Scholarships $1,799,560 Foundation Scholarships $1,466,574 Foundation Scholarships 77 paid internships 128 paid internships 131 paid internships 80 paid internships 9 program grants 10 program grants 12 program grants 11 program grants 60,996 sessions 61,606 sessions 71,060 sessions Limited use of social media to communicate availability Begin staffing analysis for restructure of student services and reassign deans of student success to new Vice President of Student Services Initiate use of social media to communicate availability Begin implementation of student services restructuring LLC s effectively used Facebook and other social media sources to communicate availability 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). The Library and Learning Commons completed implementation of the new Accudemia student tracking in August 2015. 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 2014-15 to 26,879 sessions in 2015-16 an increase of 625.7% o From 12,407 page views in 2014-15 to 67,672 views in 2015-16 an increase of 445.43% 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. 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 web page presence on all LLC sites to ensure uniformity, accuracy and timeliness of LLC services and resources. Finalize new student services infrastructure 2

Strategic Goal 1: Promote Access and Equity Monitor trends and develop interventions to support enrollment, retention and success of all students, with an emphasis on underserved populations Monitoring is currently ad hoc 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 Institutional analytics and research is now able to provide VFA, IPEDs and state reporting data College has piloted Tableau to create internal dashboards; Data Governance Committee to determine ongoing dashboard usage. Increase FTE 20,218 FTE 19,631 FTE 20,624 FTE Launch data dashboard 2016 ACTION STEPS TO IMPROVE ENROLLMENT AND FTE: Nationally and in Florida, community colleges continue to decline in overall enrollment as well as FTE. We have identified or are in the process of implementing several strategies designed to improve our performance in these areas. FSCJ employs a team of recruiters devoted to high school outreach and recruitment. These campus-based recruiters have developed strong relationships with high school guidance counselors and make routine visits to high schools, delivering presentations that include the following: creating a college-going culture; career path and academic path options; enrollment and academic support; financial literacy and college affordability; and 2+2 articulation. In the last year, FSCJ recruiters made nearly 200 school visits across both counties. FSCJ partners with Duval and Nassau counties on multiple precollege outreach efforts through FSCJ C.A.R.E.S., which stands for College Access and Readiness Endeavors and Services. With our collection of college readiness initiatives, some of which enroll students as early as 6th grade, FSCJ cares about the development of the youth in Northeast Florida. Examples include College Reach-Out Program, TRIO TalentSearch and Format for Affecting My Enrollment, among others. The College currently has 17 active grants that support the enrollment of underrepresented student groups. All grant opportunities are evaluated in context of the institution s mission and Strategic Goals. Knowing that FAFSA completion is integral to enrollment, FSCJ has streamlined the financial aid process for college entry that includes assistance with the FAFSA. We have implemented resources and sought out opportunities to encourage higher FAFSA completion and to assist high school students throughout the process. FSCJ coordinated events such as College Goal Sunday, the National College Fair FAFSA Completion Lab and a series of Open Houses where financial aid completion labs were made available, allowing students to physically complete their applications and request face-to-face professional support. In December 2016, we observed a 30% increase in the number of completed FAFSA applications, as compared to our numbers at the same point in last year s cycle. Because the average age of an FSCJ student is 27, we do not stop at high school outreach. FSCJ has developed an Enrollment Services Student Life Cycle designed to capture all prospective students through intentional communications. After the first contact with a student, FSCJ begins a 90-day communication plan timed with outbound calls and emails to guide students to the application. Upon completion of an application, recruiters contact the student within 24 hours to ensure they are registered for orientation. If the student does not register for orientation or fails to attend, they are contacted within 14-21 days. This term, FSCJ will deploy a new online application complete with both an in-person and online orientation to better onboard students and provide career assessment and academic degree planning prior to the start of classes. FSCJ is preparing to pilot and launch a One Stop Shop at the Urban Resource Center that will streamline the onboarding experience for new students by making all resources available in one place. Further, FSCJ is working to develop these services in a virtual environment, ensuring accessibility for all students. To increase overall enrollment as well as FTE, FSCJ has developed a strategic enrollment management strategy to strengthen areas such as recruitment, enrollment, retention and course scheduling. FSCJ developed and deployed the 12-12-6 advising model to encourage students to complete 30 credit hours per year (12 credits in the fall, 12 credits in the spring and 6 credits in the summer) in order to keep students on track toward completion within 2 years. FSCJ is also undergoing a Market Research and Brand Refresh process designed to move the needle on enrollment, including specific strategies to attract underrepresented populations and to drive full time enrollment. 3

Strategic Goal 2: Enhance Rigorous & Relevant Learning Opportunities Continuously strengthen and deliver high quality academic programs in strategically focused areas General Education review and redesign initiated spring 2014, per legislative mandate Improve Educational Testing Service (ETS) Proficiency Profile Assessment averages Full curriculum review (1,748 course outlines) commenced fall 2014 Implement new General Education core, fall 2015 New general education core implemented Critical Thinking: 107.86 Critical Thinking: 108.94 Reading: 113.29 Writing: 111.88 Math: 110.75 FSCJ alternated administrations of the ETS proficiency profile to every other year; no year 1 data Reading: 114.03 Writing: 111.68 Math: 110.78 Natural Sciences: 111.51 Natural Sciences 112.59 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 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% Throughout the 2015-16 academic year, Curriculum Services provided ongoing technical review support to faculty submitting a total of 49 proposals to the College s Curriculum Committee 100% of First Time in College (FTIC) students enrolled in new General Education core Baseline established for revised General Education assessment plan 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 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., BS, BA.S. capstone courses and projects; discussion of A.A. capstone courses); common intellectual experiences (Author Series, TedX- FSCJ and Jax by Jax literary festival). Conduct 10 professional development sessions on the A.A.C&U high-impact practices Increase utilization of high-impact practices by 5% 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 Embed measurable student learning opportunities throughout the collegiate experience Measure student learning through the assessment process and implementation of new assessment management system, Taskstream Implementation of e-portfolios to document and integrate curricular and cocurricular experiences and demonstrate learning 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 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 Strategies implemented and baseline data collected 4

Strategic Goal 3: Increase Retention and Completion Increase completion and transfer rates Promote continuous enrollment through degree completion 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 Increase number of students using acceleration mechanisms 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 A.A.: 3,593 A.A.: 3,629 A.A.: 3,470 A.A.: 3,142 of completion graduation A.A.: 3,776 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 Bachelor: 588 Bachelor: 594 Bachelor: 689 Bachelor: 732 actually increased completion rates from 44% to 51% in three years. Bachelor: 618 FCS institutions: 10.9% SUS institutions: 46.1% Currently scheduling is based upon prior term enrollment and not coordinated Collegewide Dual enrollment associate degree unduplicated student headcount, 3,829 (2014-15) Strengthen policies around awarding credit for prior learning FCS institutions: 12.2% SUS institutions: 46.6% Consultant hired fall 2014 to begin data collection to support informed, Collegewide scheduling beginning summer 2015 Increase continuous enrollment by +.5% as defined -- 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 74.5% 72.8% Increase continuous enrollment by 1% annually Dual enrollment associate degree unduplicated student headcount, 3,558 Discussions ongoing to identify tracking in PeopleSoft Efforts are underway to further strengthen prior learning assessment Increase number of dual enrollment students by 1%, 3,906 Establish a baseline of credit for prior learning and make information more readily available to students Improve in Florida College System Performance Funding Model on retention by 1 percentage point 67.9% (baseline: fall 12-14 to fall 13-14) State changed performance funding model methodology; no yearover-year comparison FSCJ formed internal Performance Metrics Subcommittee to identify recommendations for improvement in job placement 69.9% Assess and continue implementing strategies to improve performance in the 2017 and 2018 models Improve in Florida College System Performance Funding Model on completion by 1 percentage point 42.0% (baseline: fall 2010 cohort) State changed performance funding model methodology; no yearover-year comparison 44.0% Assess and continue implementing strategies to improve performance in the 2017 and 2018 models 5

Strategic Goal 3: Increase Retention and Completion 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 2015-16* *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) 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 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 ACTION STEPS TO IMPROVE CONTINUOUS ENROLLMENT AND COMPLETION: While bachelor degree completions continue to rise, FSCJ has seen decreases in the number of students completing Associate in Arts, Associate in Science and Workforce Certificate programs. Possible explanations for declines include but are not limited to: program inactivations; course scheduling/availability; grant funding; changes in curriculum frameworks and program lengths; faculty turnover; and long-term effects of declining enrollments. Relatedly, FSCJ has also seen a decline in continuous enrollment. We have identified or are in the process of implementing several strategies designed to improve our performance in continuous enrollment and completion. We know that students benefit from structured pathways and intrusive advising. As a result, FSCJ: Reaches out to all Associate in Arts students at the 25% completion point to schedule advising sessions to identify intended bachelor s majors and institution of interest. This strategy informs student course-taking choices and reduces excess credit hours. Encourages completion of Academic Degree Plans for certificate, Associate in Science and Bachelor s students. Collectively, these roadmaps outline curriculum and scheduling designed to enhance student success, retention and timely graduation. In the last two years, more than 4,500 road maps have been created. Graduation rates continue to be a top priority for FSCJ, especially as we look to building a skilled workforce and preparing students for transfer. The College has taken the following steps to move the needle on completion: All Bachelors and A.S. programs have gathered course scheduling information and submitted completion plans. Scheduling for Summer 2017 is now based upon these plans and will ensure completability of programs. The A.A. program has created and implemented a college-wide completability schedule. The AVP of Liberal Arts and Sciences and A.A. discipline deans are working to establish campus-based completability schedules. Building on roadmaps, FSCJ has implemented a formal structure of advising touch points: Advisors meet with their advisees at the 25%, 33%, 50%, 75% and 90% completion points in their program of study. The College instituted a 12-12-6 credit for fall-spring-summer A.A. degree model to encourage full-time attendance toward completion and summer enrollment. FSCJ also increased summer offerings to become a year-round college. FSCJ continues to refine its scheduling process to ensure access for all students through a variety of course modalities while emphasizing availability of courses needed for completion of degree or program. In looking at another measure of completion graduation rates at 150% time FSCJ has actually increased completion rates from 44% to 51% in three years. ACTION STEPS TO IMPROVE DUAL ENROLLMENT: The reduction in dual enrollment numbers reflects changes in tuition payment policy to include private schools as well as public school districts. FSCJ remains committed to providing access to local high school students, as evidenced through the following strategies. Students at our local high schools earn their associate in arts degrees concurrently with their high school diplomas through the Early College High School program. In the last six years, more than 400 students have earned their A.A. from FSCJ at the same time as their high school diploma, with 142 in the 2015-2016 academic year alone. With the support of regional partners in high-demand industries, FSCJ has created Collegiate Career High School programs that allow high school students to work towards both industry certifications and associate in science degrees with local industry partnerships for internships and potential of future employment. FSCJ currently has two active programs with Johnson and Johnson Vision Care (formerly Vistakon) for advanced manufacturing and Florida Blue/Citi Group/ Jacksonville Electric Authority (JEA)/ Deutsche Bank for IT Security. 6

FSCJ has implemented a middle school pre-early college program. In 7th grade, promising students are identified and enrolled in an intensive reading program. The PERT reading test is administered to them and if their score makes them eligible, they are enrolled in 3 high school courses while in 8th grade. If they gain high school credit, they are enrolled in a college success course (SLS) to earn college credit in the spring term of 8th grade. This program has resulted in 500 middle school students enrolling in SLS this spring. The SLS course is intended to prepare them for early college and move them into one of 11 early college programs (expanded to include Tech focused early college programs like the Cyber Security program offered at Sandalwood). In partnership with and using existing FSCJ outreach programs at several Duval County public high schools, FSCJ s new Pathways to Work program (i) identifies juniors and seniors with high-economic need who are also at high risk of academic failure, (ii) provides a structured program of innovative, accelerated workforce training (including embedded soft skills training and a seamless system of stacked credentials) and (iii) prepares and places high school graduates in entry-level highdemand occupations in Construction/Trades, Culinary Arts and Global Logistics industries. 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 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 Increase number of paid and unpaid internships by 1% annually thereafter 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 Increase employment rate by 1 percentage point 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% (2014-15 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 percentage point Improve in Florida College System Performance Funding Model for entry-level wages by 1 percentage point 86.1% (baseline fall 12-14 to fall 13-14) 90.3% (baseline fall 12-14 to fall 13-14) State changed performance funding model methodology; no year-over-year comparison State changed performance funding model methodology; no year-over-year comparison 88.1% Assess and continue implementing strategies to improve performance in the 2017 and 2018 models 92.3% Assess and continue implementing strategies to improve performance in the 2017 and 2018 models 7

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 Develop a data-rich environment that promotes informed decision-making and accountability Currently most reports are ad hoc and distributed via email 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 Fact book developed in 2013 and updated in 2014 Continue annual fact book update and availability 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 8