HAZARD COMMUNITY AND TECHNICAL COLLEGE STRATEGIC ENROLLMENT MANAGEMENT PLAN Hazard Community and Technical College (HCTC) strives to be a world-class learning institution that inspires hope and transforms lives through progressive, learner-focused opportunities. FEBRUARY 1, 2018 HCTC
Table of Contents 1. Introduction 2. Making the case for revisions to the SEM Plan 3. Recruitment 4. Retention 5. Appendix 1, SEM Tactical Worksheets 1
Introduction Hazard Community and Technical College (HCTC) is a comprehensive, public, community and technical college that empowers diverse learners who are building self-confidence and leadership capacity for lifelong personal success and community enhancement. Based upon students' individual career goals, HCTC offers programming that leads to degrees, diplomas and/or certificates. HCTC Revised SEM Organization Framework President's Cabinet Recruitment Council Data Team Retention Council 2
President s Cabinet Membership: Delcie Combs, Assistant to the President Germaine Shaffer, Professor, Vice President Student Services, Interim Provost/Chief Academic Officer Donna Roark, Chief Information Technology Officer Vickie Combs, Director of Human Resources, Connie Watts, Chief Business Services Officer Stu Fugate, Dean of Operations Keila Miller, Director of Workforce Solutions Dr. Jennifer Lindon, President/CEO Recruitment Council Membership: Jama Griffie, Dual Credit Coordinator Bryan Combs, Staff Advisor Cortney Caudill, Recruiter Casey Brock, Technology Solutions Shannon Estes, Administrative Assistant, Academic Services Evelyn Wood, Public Relations Director Jacki Hall, Dean of Business Services Sandy Campbell, Workforce Solutions Liaison Shirley Engle, Executive Administrative Assistant, Academic Services Julie Caudill-Clark, Disability Service Coordinator Lucy Langdon, AOKY and P2P Coordinator Mavis Clemons, Faculty Scott Gross, ex officio, Director of Admissions Retention Council Membership: Libby Peters, Registrar Bobby Collins, Staff Advisor Danielle King, Director of Cultural Diversity Renee Fugate, Director of Student Support Services Dr. Randy Moon, Faculty Tim Smith, Technology Solutions Randy Bryant, Faculty Amy Wernette, Faculty Tiffany Combs, Business Services Mindy Collins, Human Resources Amanda Spencer-Barnes, QEP Director and Faculty Jenny Lutes, Faculty 3
Rachel Sexton, Faculty Phenisha Fields, Financial Aid Coordinator Penny Smith, Faculty Dr. Beth Pennington, ex officio, Associate Professor, Dean of Retention Services Making the case for revisions to the SEM plan Hazard Community and Technical College (HCTC) launched the Strategic Enrollment Management Plan on October 1, 2016. Based on unique challenges associated with a downturn in population due to the closure of several corporations and the decline in the coal industry in the service area, and following an exhausted review of enrollment data, enrollment trends, local high school population trends, and environmental scanning data, HCTC identified six goals as the focus for the SEM Plan. Each goal had its own committee structure and reported to the steering committee, which in turn, reported to the executive team. The six identified goals were broad, sweeping, and student-focused: Goal #1 HCTC will implement recruitment strategies that are specific to our geographical area and focus on all potential students. Goal #2 HCTC will implement retention strategies that begin with the application process, establish a sense of community that includes students, faculty, and staff, and end with the graduation and/or transfer of the student. 4
Goal #3 HCTC will implement workforce strategies that will provide technical students with transferable, portable skills, preparing them to be employment-ready, and that will provide the Kentucky River Region with premier training opportunities. Goal #4 HCTC will provide students with an advising experience that is empowering, personal, and specific to their career goals. Goal #5 HCTC will offer programmatic options and course schedules that meet the needs of the learners in our service area. Goal #6 HCTC will development and implement a support structure for our student learner population who are taking all online coursework. The undertaking was ambitious and the committee members worked diligently to implement strategies/action steps for each goal. At the one-year marker of the launching of the SEM plan, a review of data was completed to determine if the goals and corresponding strategies/actions steps were achieving the intended outcomes. Minimal success was noted and it was determined that the broad focused goals stretched human capital and institutional resources too thinly to effectively achieve the desired outcomes. A restructuring of the plan and committee structure was required. Using data to drive the decision-making, and in keeping the original intent of the SEM plan, the goals were condensed and placed under the direction of a two council structure. One council focuses on recruitment and the other on retention. Additionally, existing strategies, key enrollment indicators (KEI s), action steps and metrics were retained (as appropriate). Recruitment Responsibility of Council Members: The council will review current and historically relevant data to determine if the Recruitment component of the Strategic Enrollment Management (SEM) is achieving the intended outcomes of the goals and strategies to foster increased headcount and full time enrollment (FTE). Recommendation(s) for revision(s) will be submitted to President s Cabinet annually or on an as needed basis. Goals 1. HCTC will increase the number of first-time students from our target high schools with previous dual credit coursework through HCTC by one percentage point each year from 33% for 2015 high school graduates to 34% for 2016 high school graduates; to 35% for 2017 high school graduates; to 36% for 2018 high school graduates; to 37% for 2019 high graduates, to 38% for 2020 high school graduates, and to 39% for 2021 high school graduates. 5
2. HCTC will increase the number of first-time students from our target high schools with no previous dual credit coursework through HCTC by one percentage point each year from 55% for 2015 high school graduates to 56% for 2016 high school graduates; to 57% for 2017 high school graduates; to 58% for 2018 high school graduates; to 59% for 2019 high school graduates; to 60% for 2020 high school graduates; and to 61% for 2021 high school graduates. 3. HCTC will increase the applicant-to-enrolled conversion rate of non-traditional students (age 25 and older) from the applicant pool by one percentage point each year from 46% for 2015-2016 applicants to 47% for 2016-2017 applicants; to 48% for 2017-2018 applicants; to 49% for 2018-19 applicants; to 50% for 2019-2020 applicants; to 51% for 2020-2021 applicants; and to 52% for 2021-2022 applicants. Strategies 1. HCTC will develop an Associate in Arts (AA) program course sequence and an Associate in Science (AS) program course sequence in a semester-by-semester format. 2. HCTC will complete AA/AS or appropriate technical program checksheets for dual credit students to provide information on completing a degree/diploma with HCTC. 3. HCTC will market pathways to careers for non-traditional students. 4. HCTC will identify new opportunities for recruiting non-traditional students. Key Enrollment Indicators (KEIs) 1. The actual percentage of first-time students from HCTC target high schools with previous dual credit coursework through HCTC who enroll within the first year after high school graduation with HCTC in either the summer, fall, or spring terms. 2. The actual percentage of first-time students from HCTC target high schools with no previous dual credit coursework through HCTC who enroll within the first year after high school graduation with HCTC in either the summer, fall, or spring terms. 3. The actual applicant-to-enrolled conversion rate of non-traditional students from the applicant pool. Tactics 1. Provide HCTC academic program course sequences and information to guidance counselors, ATC faculty, and high school seniors. 2. Complete an AA/AS or appropriate technical program checksheets with dual credit students. 6
3. Provide career-specific presentations at community events serving non-traditional student populations. 4. Engage in recruitment activities at established community partners already providing services to other HCTC units to bolster the non-traditional student population. Retention Responsibility of Council Members: The council will review current and historically relevant data to determine if the Retention component of the Strategic Enrollment Management (SEM) plan is achieving the intended outcomes of the goals and strategies related to increasing retention of students, increasing the number of credentials awarded, and increasing transfer rates. Recommendation(s) for revision(s) will be submitted to President s Cabinet annually or on an as needed basis. Goals 1. HCTC will increase the fall-to-fall retention rate of first-time, credential-seeking students from 56% for Fall 2014 to Fall 2015 by one percentage point (57%) for Fall 2015 to Fall 2016; by two percentage points (58%) for Fall 2016 to Fall 2017; by three percentage points (59%) for Fall 2017 to Fall 2018; by four percentage points (60%) for Fall 2018 to Fall 2019; by five percentage points (61%) Fall 2019 to Fall 2020; and by six percentage points (62%) for Fall 2020 to Fall 2021. 2. HCTC will increase the graduation rate (within 150% of normal time/3 years) by one percentage point each year for full-time, first-time credential-seeking cohorts from 29% for the 2012 cohort which graduates by August 2015, to 30% for the 2013 cohort which graduates by August 2016; to 31% for the 2014 cohort which graduates by August 2017; to 32% for the 2015 cohort which graduates by August 2018; to 33% for the 2016 cohort which graduates by August 2019; to 34% for the 2017 cohort which graduates by August 2020; to 35% for the 2018 cohort which graduates by August 2021; and to 36% for the 2019 cohort which graduates by August 2022. 3. HCTC will increase the transfer rate (one year after graduation) of Associate in Arts and Associate in Science graduates from 45% for 2014-2015 graduates by one percentage point (46%) for 2015-2016 graduates; by two percentage points (47%) for 2016-2017 graduates; by three percentage points (48%) for 2017-2018 graduates; by four percentage point (49%) for 2018-2019 graduates; by five percentage points (50%) for 2019-2020 graduates; by six percentage points (51%) for 2020-2021 graduates; and by seven percentage points (52%) for the 2021-2022 graduates. 7
4. HCTC will increase the fall-to-spring retention rate of the only online learning student population by one percentage point each year from 63% for Fall 2015 to Spring 2016 to 64% for Fall 2016 to Spring 2017; to 65% for Fall 2017 to Spring 2018; to 66% for Fall 2018 to Spring 2019; to 67% for Fall 2019 to Spring 2020; to 68% for Fall 2020 to Spring 2021; and to 69% for Fall 2021 to Spring 2022. Strategies 1. HCTC faculty will use a graduation plan (as appropriate) with advisees to increase the fallto-fall retention rate of first-time, credential-seeking students. 2. HCTC will increase the number of degrees awarded from 344 for the 2015-2016 graduates by 1 percent (347) for 2016-2017 graduates; by 2 percent (351) for 2017-2018 graduates, by 3 percent (354) for 2018-2019 graduates; by 4 percent (358) for 2019-2020 graduates, by 5 percent (361) for 2020-2021 graduates, and by 6 percent (365) for 2021-2022 graduates. 3. HCTC will increase the number of diplomas/certificates awarded from 1,000 for the 2015-2016 graduates by 1 percent (1,010) for 2016-2017 graduates; by 2 percent (1,020) for 2017-2018 graduates, by 3 percent (1,030) for 2018-2019 graduates; by 4 percent (1,040) for 2019-2020 graduates, by 5 percent (1,050) for 2020-2021 graduates, and by 6 percent (1,060) for 2021-2022 graduates. 4. HCTC will review and refresh marketing strategies related to the promotion of the University Center of the Mountains (UCM) and our partner institution degree options. 5. HCTC will increase the course success rate (ABC grade) of the only online learning student population by one percentage point each year from 73% in 2015-2016 to 74% in 2016-2017; to 75% in 2017-2018; to 76% in 2018-2019; to 77% in 2019-2020; to 78% in 2020-2021, and to 79% in 2021-2022. 6. HCTC advising faculty will use Starfish software as an early intervention tool to proactively engage students, including only online students Key Enrollment Indicators (KEIs) 1. The fall-to-fall retention rate of first-time, credential-seeking students. 2. The graduation rate (within 150% of normal time) for full-time, first-time credential-seeking students. 3. The transfer rate (one year after graduation) of Associate in Arts and Associate in Science graduates. 4. The fall-to-spring retention rate of only online learning students. 8
5. The number of HCTC faculty participating in the Starfish Progress Survey. Tactics 1. Utilize the advising note feature in PeopleSoft to foster communication/relationships with advisees. 2. Develop/Update (as appropriate) graduation plans for advisees. 3. Explain to advisees the value in taking at least 15 credit hours of coursework per semester according to their program course sequence to accelerate time to graduation. 4. Focus on the continued marketing of the University Center of the Mountains (UCM). 5. Schedule on-campus sessions where first-time/first-semester HCTC online students can interact with faculty/staff to obtain assistance with online classes. 6. Build online student support services for students taking only online classes. 7. Utilize the Starfish Progress Survey information to identify students struggling academically and connect them with available resources. 9
Appendix 1 SEM Tactical Worksheets for Recruitment Recruitment Council Members: Strategic Enrollment Management Plan Goal and Strategy Implementation and Accountability Map Jama Griffie, Dual Credit Coordinator Bryan Combs, Staff Advisor Cortney Caudill, Recruiter Casey Brock, Technology Solutions Shannon Estes, Administrative Assistant, Academic Services Evelyn Wood, Public Relations Director Jacki Hall, Dean of Business Services Sandy Campbell, Workforce Solutions Liaison Shirley Engle, Executive Administrative Assistant, Academic Services Julie Caudill-Clark, Disability Service Coordinator Lucy Langdon, AOKY and P2P Coordinator Mavis Clemons, Faculty Scott Gross, ex officio, Director of Admissions Goals: 1. HCTC will increase the number of first-time students from our target high schools with previous dual credit coursework through HCTC by one percentage point each year from 33% for 2015 high school graduates to 34% for 2016 high school graduates; to 35% for 2017 high school graduates; to 36% for 2018 high school graduates; to 37% for 2019 high graduates, to 38% for 2020 high school graduates, and to 39% for 2021 high school graduates. 2. HCTC will increase the number of first-time students from our target high schools with no previous dual credit coursework through HCTC by one percentage point each year from 55% for 2015 high school graduates to 56% for 2016 high school graduates; to 57% for 2017 high school graduates; to 58% for 2018 high school graduates; to 59% for 2019 high school graduates; to 60% for 2020 high school graduates; and to 61% for 2021 high school graduates. 3. HCTC will increase the applicant-to-enrolled conversion rate of non-traditional students (age 25 and older) from the applicant pool by one percentage point each year from 46% for 2015-2016 applicants to 47% for 2016-2017 applicants; to 48% for 2017-2018 10
applicants; to 49% for 2018-19 applicants; to 50% for 2019-2020 applicants; to 51% for 2020-2021 applicants; and to 52% for 2021-2022 applicants Strategies: 1. HCTC will develop an Associate in Arts (AA) program course sequence and an Associate in Science (AS) program course sequence in a semester-by-semester format. 2. HCTC will complete AA/AS or appropriate technical program checksheets for dual credit students to provide information on completing a degree/diploma with HCTC. 3. HCTC will market pathways to careers for non-traditional students. 4. HCTC will identify new opportunities for recruiting non-traditional students. Actions steps Step Action Step Description # 1. Academics will create the AA and AS program course sequence. 1a. Dual Credit Coordinator and the assigned high school recruiter will distribute HCTC marketing materials and program course sequence information to secondary school personnel for dissemination to high school seniors. 2. Dual Credit Coordinator will complete an AA/AS or appropriate technical program checksheet with dual credit students. 3. Recruiter assigned to nontraditional student recruitment will develop presentations on career pathways to present at partner Adult Basic Education Centers, Student Resource Centers in secondary schools, and other community partners (i.e. EKCEP). 4. Recruiter assigned to nontraditional student recruitment will collaborate with Accelerating Opportunity Kentucky (AOKY), Time line for implementation Spring 2018 August and January of each academic year September/October and February/March of each academic year Fall semester; Spring semester of each academic year Fall semester; Spring semester of each academic year Person responsible for outcomes Academic Deans Admissions and Dual Credit Coordinator Dual Credit Coordinator Admissions AOKY, P2P, Ready to Work/Work and Learn staff and Admissions 11
Measurement Paths 2 Promise (P2P), and Ready to Work/Work and Learn grant staff to create a schedule of presentations to be held at community partners providing services to these specific populations (i.e. community based services, local employers, and etc.). Metric Marketing materials and program course sequence information AA/AS or technical program checksheets for dual credit students Frequency of Measurement August and January of each academic year September/ October and February/ March of each academic year Reported to Whom Provost Vice President of Student Services Expected Outcome Marketing materials and program course sequence information provided to secondary school personnel will increase the number of first-time students enrolled from target high schools Completing AA/AS or technical program checksheets for dual credit students will increase the number of first-time students enrolled from Data used for measurement Spreadsheet listing school, type of materials distributed, date distributed Spreadsheet of dual credit high school students indicating type of checksheet completed, date completed, date checksheet provided to Location of data/system Academics in conjunction with Marketing Team and Admissions Dual Credit Coordinator 12
Careerspecific presentations for nontraditional students Presentations with AOKY, PSP, RTW staff at community partner locations Fall semester; Spring semester of each academic year Fall semester; Spring semester of each academic year Vice President of Student Services Vice President of Student Services target high schools. Making careerspecific presentations to nontraditional students at partner Adult Basic Education Centers, Student Resource Centers in high schools, and other community partners (i.e. EKCEP) will increase the non-traditional student enrollment. Making HCTC presentations at community partners will increase the non-traditional student enrollment. dual credit student Spreadsheet listing location of presentation, date of presentation, and number attending Spreadsheet listing date of presentation, community partner, and number attending Admissions Admissions and Retention Services 13
SEM Tactical Worksheet for Retention Retention Council Members: Strategic Enrollment Management Plan Goal and Strategy Implementation and Accountability Map Libby Peters, Registrar Bobby Collins, Staff Advisor Danielle King, Director of Cultural Diversity Renee Fugate, Director of Student Support Services Dr. Randy Moon, Faculty Tim Smith, Technology Solutions Randy Bryant, Faculty Amy Wernette, Faculty Tiffany Combs, Business Services Mindy Collins, Human Resources Amanda Spencer-Barnes, QEP Director and Faculty Jenny Lutes, Faculty Rachel Sexton, Faculty Phenisha Fields, Financial Aid Coordinator Penny Smith, Faculty Dr. Beth Pennington, ex officio, Associate Professor, Dean of Retention Services Goals: 1. HCTC will increase the fall-to-fall retention rate of first-time, credential-seeking students from 56% for Fall 2014 to Fall 2015 by one percentage point (57%) for Fall 2015 to Fall 2016; by two percentage points (58%) for Fall 2016 to Fall 2017; by three percentage points (59%) for Fall 2017 to Fall 2018; by four percentage points (60%) for Fall 2018 to Fall 2019; by five percentage points (61%) Fall 2019 to Fall 2020; and by six percentage points (62%) for Fall 2020 to Fall 2021. 2. HCTC will increase the graduation rate (within 150% of normal time/3 years) by one percentage point each year for full-time, first-time credential-seeking cohorts from 29% for the 2012 cohort which graduates by August 2015, to 30% for the 2013 cohort which graduates by August 2016; to 31% for the 2014 cohort which graduates by August 2017; to 32% for the 2015 cohort which graduates by August 2018; to 33% for the 2016 cohort which graduates by August 2019; to 34% for the 2017 cohort which graduates by August 14
2020; to 35% for the 2018 cohort which graduates by August 2021; and to 36% for the 2019 cohort which graduates by August 2022. 3. HCTC will increase the transfer rate (one year after graduation) of Associate in Arts and Associate in Science graduates from 45% for 2014-2015 graduates by one percentage point (46%) for 2015-2016 graduates; by two percentage points (47%) for 2016-2017 graduates; by three percentage points (48%) for 2017-2018 graduates; by four percentage point (49%) for 2018-2019 graduates; by five percentage points (50%) for 2019-2020 graduates; by six percentage points (51%) for 2020-2021 graduates; and by seven percentage points (52%) for the 2021-2022 graduates. 4. HCTC will increase the fall-to-spring retention rate of the only online learning student population by one percentage point each year from 63% for Fall 2015 to Spring 2016 to 64% for Fall 2016 to Spring 2017; to 65% for Fall 2017 to Spring 2018; to 66% for Fall 2018 to Spring 2019; to 67% for Fall 2019 to Spring 2020; to 68% for Fall 2020 to Spring 2021; and to 69% for Fall 2021 to Spring 2022. Strategies: 1. HCTC faculty will use a graduation plan (as appropriate) with advisees to increase the fall-to-fall retention rate of first-time, credential-seeking students. 2. HCTC will increase the number of degrees awarded from 344 for the 2015-2016 graduates by 1 percent (347) for 2016-2017 graduates; by 2 percent (351) for 2017-2018 graduates, by 3 percent (354) for 2018-2019 graduates; by 4 percent (358) for 2019-2020 graduates, by 5 percent (361) for 2020-2021 graduates, and by 6 percent (365) for 2021-2022 graduates. 3. HCTC will increase the number of diplomas/certificates awarded from 1,000 for the 2015-2016 graduates by 1 percent (1,010) for 2016-2017 graduates; by 2 percent (1,020) for 2017-2018 graduates, by 3 percent (1,030) for 2018-2019 graduates; by 4 percent (1,040) for 2019-2020 graduates, by 5 percent (1,050) for 2020-2021 graduates, and by 6 percent (1,060) for 2021-2022 graduates. 4. HCTC will review and refresh marketing strategies related to the promotion of the University Center of the Mountains (UCM) and our partner institution degree options. 5. HCTC will increase the course success rate (ABC grade) of the only online learning student population by one percentage point each year from 73% in 2015-2016 to 74% in 2016-2017; to 75% in 2017-2018; to 76% in 2018-2019; to 77% in 2019-2020; to 78% in 2020-2021, and to 79% in 2021-2022. 15
6. HCTC advising faculty will use Starfish software as an early intervention tool to proactively engage students, including only online students. Actions steps Step # Action Step Description 1. Initial PeopleSoft Advising Note training for advising faculty will be held during the Fall 2018 startup activities. 1a. PeopleSoft Advising Note refresher trainings will be offered at both Fall and Spring start-up meetings. 1b. New faculty will be required to attend a PeopleSoft Advising Note training session. 2. As part of the annual PPE planning process, Academic Deans will develop a plan with advising faculty to address the development/update of advisee graduation plans. The plan will be inclusive of both Fall and Spring advisees for the academic year. 3. Advising faculty will use the advising report (created each semester by Institutional Research (IR) that identifies their advisees) as a mechanism for creating/updating graduation plans according to the student s program course sequence, and as a demonstrator of the value in taking 15 credit hours each semester. 4. HCTC Marketing Team will work collaboratively with the UCM Director to review/revise/ refresh the UCM marketing campaign that is inclusive of print/audio/video Time line for implementation Presentation development during the Spring 2018 Fall 2018 start-up meeting date for initial training Fall and Spring start-up meeting dates of each academic year During the semester of hire August of each academic year Advising report provided to faculty before midterm of each semester An annual targeted marketing campaign will be outlined and implemented each semester Person responsible for outcomes Professional Development Committee Academic Deans Academic Deans Academic Deans Advising Faculty supervised by Academic Deans HCTC Marketing Team Lead and UCM Director 16
materials, and is broad-reaching throughout the service area. 5. The Online unit will provide on-campus sessions where online students can interact with faculty/staff to obtain assistance with online classes. 6. The Distance Specialists (DLS) will work with faculty members on the welcome video for their online courses according to a prescribed schedule. 7. Academic Deans will identify 4 online classes each semester to include the use of the Brainfuse tutoring service, and will work with the Online unit to implement the service in those classes. 8. Starfish Coordinator will contact students identified on the Starfish Progress Survey who are struggling academically and connect them with available resources. Measurement August, October, January, and March of the academic year Prior to the start of each summer, fall, and spring semester Beginning with the Spring 2018 semester; continue each summer, fall, and spring semester Continuous Online unit supervised by Dean of Online DLS supervised by Dean of Online Academic Deans Dean of Online Metric PeopleSoft report of enrolled students with Advising Notes Frequency of Measureme nt End of each fall and spring semester Reported to Whom Academic Deans Expected Outcome Use of advising notes will foster relationships with advisees that increases the fall-tofall retention rate of firsttimecredential- Data used for measurement Enrollment report showing students with advising notes Location of data/system Institutional Research 17
Faculty PPEs describing the plan of how faculty will develop/ update advisee graduation plans 15 credit hours enrollment report UCM Marketing Campaign document Fall and Spring schedules of four oncampus sessions for online students Welcome video for each online course Annual PPE After the Census Date each semester Beginning of each academic year Prior to each summer, fall, and spring semester Prior to each summer, fall, and spring semester Academic Deans Academic Deans Provost Dean of Online Dean of Online seeking students All full-time faculty will include a plan in their annual PPE that describes how they intend to develop/ update advisee graduation plan Enrolling students in 15 credit hours will increase the graduation rate UCM marketing campaign will be carried out in print/audio/vi deo materials Online instructors will provide schedule of on-campus sessions to their online students Each online course will have a welcome video Spreadsheet listing each faculty member with an x indicating they have a plan for developing/upd ating advisee graduation plans Enrollment report of credentialseeking students with credit hours enrolled Annual list explaining types of marketing conducted with dates of when marketed was conducted Spreadsheet with student name and student ID of online students attending sessions Spreadsheet of online classes taught each summer, fall, and spring semester with Academic Deans Institutional Research Marketing Team, UCM Director Online unit Online unit 18
Brainfuse tutoring service offered for select online classes Number of students identified on the Starfish Progress Survey Beginning of each fall, spring and summer semester End of each fall and spring semester Dean of Online Dean of Online Online students will use the Brainfuse tutoring service to improve their in-class performance Use of Starfish Progress Survey features will increase the fall-to-spring retention rate of the only online learning student population. an x indicating whether the welcome video posted Spreadsheet of online classes selected and how many students utilized the Brainfuse tutoring service Starfish Progress Survey data Final grades for students receiving flags for academic difficulties Online unit Dean of Online Institutional Research 19