Academic and Student Support Services 3.3.1 outcome... · and to deliver support services to students and the college community that ensure the ultimate success of all ACC students

Academic and Student Support Services3.3.1.3ACC Tech Instructional Development ServicesAdmissions and Records Instructional Support ServicesAdult Basic Education International ProgramsAfrican Am Cultural Ctr LibraryArticulation and Transfer Men of DistinctionBridge - Supplimental Instruction Office for Students with Disabilities Special PopulationsBus Operations P-16CCPP School RelationsChild Care School Mgr Student Assistance - Financial AidCollege Access Programs Student Learning ServicesCollege Connection Student LifeCommunity Outreach Student Services Dean CYPCommunity Programs Student Services Dean EVCCustomized Training (Corp) Student Services Dean NRGDean Social and Behavioral Sciences Student Services Dean PINDean, Applied Tech, Multi-Media, Pub Svc Student Services Dean RGCDean, Arts, and Humanities Student Services Dean RRCDean, Business Studies Student Services Dean RVSDean, Communications Student Services Dean SACDean, Computer studies and Adv Tech Student Success Dean, Mathematics and Science Testing Center (CE)Distance Learning The Teaching and Learning CenterEarly College High School Veterans AffairsEarly College Start Virtual College of TexasEl Centro- Workforce Dev Ctr DirEnroll Mgt / Mobile GO/ Recruitment/ AdvisingExec Dean Health ScienceFaculty Development and EvaluationGrantsInstructional and Computing Technology

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e What are the primary services or outcomes provided by the support service area and what is the impact of those services and outcomes on students and other key stakeholders

Using the answers to the first two questions what improvements to primary services and or intended outcomes will occur during the next five years

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Our progress is right on target. We will resume holding articulation workshops in the fall. Our student numbers are remaining fairly constant and we offered our first cost-based professional development session this summer. Very happy with the support received from all departments on continuation of program.

MIP Transition department from grant funded program to on-going college program.

The program will resume all necessary services to support articulation agreements.

Baseline Data used for 2010-2011 School Year. Articulation Agreement Workshops held in 21 college program areas. 14,990 students were enrolled in the program. 4,161 students collected credit in escrow.

The program will resume annual articulation workshops to support articulation agreements in 2012-2013. The number of students enrolled in the program will remain constant or increase. The number of students collecting credit in escrow at ACC will remain constant or increase.

Two articulation workshops have been held in 2011-2012. 15,260 students enrolled in the program. 2,981 students collected credit in escrow to date (06/21/12) still two months to go.

2013 update

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What are the primary services or outcomes provided by the support service area and what is the impact of those services and outcomes on students and other key stakeholders

Using the answers to the first two questions what improvements to primary services and or intended outcomes will occur during the next five years In

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inititiave 1 Develop and deliver formalized staff training modulesImplement cross-training opportunities between Admissions and Records functional unitsAdmissions and Records process review

Number of training modules developed and delivered to staff; fewer complaints about inaccurate or incomplete information will be reported on the departmental POS surveys.Number of staff who become fully cross-trained in functions outside of their routine job dutiesNumber of top-rated processes that undergo full process review and possible improvements.

No baseline documented consistently, will use the 2012-2013 year’s activity to establish baselineFewer than 10% of the current staff have spent time learning about and understanding the processes of other units within Admissions and RecordsNo current baseline for formal process review. The 2012-2013 year will establish the baseline.

Training modules developed and delivered for a minimum of 10 foundation/ functional tasks50% of all Admissions and Records staff will have been assigned to train and learn a departmental job function outside of their assigned job duties20 broad and widely-used processes will be fully reviewed. Training on each will be developed and delivered to all A&R staff.

Ad hoc, sometimes informal, delivered by multiple supervisors across the department using locally developed training materialsInformal and on a need-to-know basis, usually to cover a staff shortage in one unit with staff from another unit.Processes are not routinely reviewed unless something is broken or a policy change fundamentally alters the procedures.

The primary mission of all of the admissions and records departments is to support the College, its students, faculty, and staff employees in achieving the overall mission of providing instructional programming that: leads to certificates and degrees; serves as the basis for the first two years of a transfer degree at a four-year institution; assists with meeting students’ otherwise stated goals.The impact of Admissions and Records services is to promote and provide the broadest access to higher education to all who are seeking educational opportunities and to deliver support services to students and the college community that ensure the ultimate success of all ACC students.Admissions and Records provides direct, timely and informative services to prospective, current and former students, teaching faculty, the ACC College Community, the citizens of the greater ACC district community at large. A&R departmental programming is designed to support the teaching and learning environment that results in optimum student success and goal achievement. A&R creates and delivers innovative and responsive admissions, registration, recordkeeping, TSI compliance, and graduation services that provide students, staff, and faculty with efficient, accurate

The improvements to primary services and or/intended outcomes that will occur in the next five years are listed below:Develop and deliver formalized staff training modulesTo meet the identified weaknesses in the SWOT analysis (i., iii) and threats (iv.)Students, staff and faculty depend on the accuracy and completeness of the direct and supportive services provided by all A&R staff. In order to maintain the integrity and usefulness of the information and services we provide, all staff must be trained on a complex and voluminous amount of policies, processes and procedures.Implement cross-training opportunities between A&R areas:To meet the identified weaknesses in the SWOT analysis (i.,vi.,vii) and threats (i., iii., vi.)Unfunded and un-staffed College and regulatory agency mandates are stretching current staff limits and resources beyond the department’s ability to effectively deliver its services. By providing cross-training, the Admissions and Records office may be able to better utilize current staff resources to meet needs across units when currently-assigned office staff are not equipped to handle the volume of new and changed policies and procedures. This will

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2013 updateinititiave 2 -Providing recruitment, admissions, and registration services to increase access and successful enrollment

Re-design web-based admissions application.Re-design all Admissions and Records web pages/presence

Admissions application will be re-designed to better provide current and relevant information to prospective and new students.Admissions web pages will be re-designed to better provide current and relevant information to prospective and new students.

Current web application; no real “baseline” measure for this item.Current web pages; no real “baseline” measure for this item.

Completely updated, accurate and functional web-based admissions application.Completely updated, accurate and functional Admissions and Records web pages.

Current web-based admissions application is dated (look and feel) and needs to be better organized and updated to better inform all prospective students.Current web pages are dated (look and feel) and needs to be better organized and updated to better inform all students, staff and faculty.

2013 update

and timely services.In order to meet this mission, campus and district Admissions and Records Office services include, but are not limited to:• Providing recruitment and admissions activities at all area College Connection Schools, and represent the college at community recruitment and informational events.• Processing and reviewing all college credit admissions applications (domestic and international students), including making state and district residency determination• Design and deliver timely and accurate registration process• Evaluating incoming transcripts and post applicable transfer credit• Auditing and maintaining student files and ensure accurate and complete student records in compliance with all ACC, state and federal recordkeeping requirements and laws• Ensuring compliance with the Texas Success Initiative (TSI), by reviewing student records for compliance with TSI

also further develop the cohesiveness of team members working together and responsiveness to short-notice changes.Increase use of available technology to streamline processes:To meet the identified weaknesses in the SWOT analysis (iv., vii.) and threats (i, iii.)Changes and advancements in technology are critical to the ongoing functionality of the department and the college as a whole; therefore all opportunities to increase the effectiveness of the functions need to be explored, evaluated and implemented wherever possible, given resources for doing so. In order to effectively deliver the volume of support services to staff, students and faculty (without any additional staff allotments) the “lower-touch/higher tech” solutions will need to be maximized.Re-design all A&R web pages/presence:To meet the identified weaknesses in the SWOT analysis (iv.) and threats (viii.)In the digital age, nearly all of the information that ACC provides to prospective, new and current students is done via the internet. It is critical to

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inititiave 3 -Promote and provide access to the college, to provide direct admissions and enrollment services, to provide the ongoing support services students need in order to successfully achieve their goals.

Increase use of available technology to streamline processes

Number of new processes or enhanced current processes that are programmed and implemented for students and/or staff use.

4-6 processes are implemented, enhanced or changed per academic year, on average.

Collaborate with Information technology staff to research new possibilities, and deliver an additional 4 technology improvements per year.

Currently approximately 4-6 major processes are developed and/or are enhanced every year to better deliver streamlined student and/or faculty services.

regulations.• Processing graduation applications, complete degree audits and ensure accuracy and completeness of all college credit degrees and certificates that are awarded.

maintain current and high functional web processes and pages to ensure the success of all students in navigating the student experience and ultimately meeting their goals. The ACC admissions application is in need of a complete review and re-design, including incorporating the past few years worth of ad-hoc change that have been ‘tacked on’ here and there to cover compliance changes. This will address the fundamental service and outcome, “Providing recruitment, admissions, and registration services to increase access and successful enrollment.”Admissions and Records process reviews:To meet the identified weaknesses in the SWOT analysis (i., ix.)Staff in each office/unit/campus will identify the top 5 processes for which they have the most questions or difficulty with. The list will be focused to the top 20 single processes that will undergo a full process review, and revision or streamlining wherever needed. The outcome of each review will result in a training activity for all A&R staff, to learn about, fully understand and incorporate the process into daily work. All changes will be incorporated into

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2013 update

g p existing procedures and training manuals. This will work to ensure that the department is providing the most current and timely support to students, staff and faculty, to reduce the issues that arise and allow for more successful student outcomes.

Providing accurate information, consistent and relevant services

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No MIP requested, origional determination was that ABE reports to State agency and was not required. David Borden opted to participate in SSR in 2013 with unit.

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Initiative 1 Provide more access to computers to students in order to prepare them to take the new GED 2014. We will explore new partnerships and leverage old ones to get computers in front of students preparing for the examination.

We will measure the number of students and sites with reliable access to computer before we implement the goal and compare the number after one year, two years, and three years.

Site with access to computers.

10 1The Adult Education and Family Literacy Act created a partnership among the Federal Government, States, and localities to provide, on a voluntary basis, adult education and literacy services in order to:

(1) Assist adults to become literate and obtain the knowledge and skills necessary for employment and self-sufficiency;

(2) Assist adults who are parents to obtain the educational skills necessary to become full partners in the educational development of their children; and

(3) Assist adults (beyond the age of compulsory school attendance who function at less than a secondary completion level) in the completion of a secondary school education.

1. Provide more access to computers to students in order to prepare them to take the new GED 2014. We will explore new partnerships and leverage old ones to get computers in front of students preparing for the examination. This goal addresses SWOT items: Strengths: Community partnerships Weaknesses: Technology implementation Opportunities: Expanding Technology, GED 2014 Threats: GED 2014

2. Provide more systematized, higher quality technology training to instructors. We will develop a plan to prepare instructors to best exploit the Emporium lab and prepare students for the GED 2014. The plan will be executed fall of 2013. This goal addresses SWOT items: Strengths: Program Design

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Initiative 2 Provide more systematized, higher quality technology training to instructors. We will develop a plan to prepare instructors to best exploit the Emporium lab and prepare students for the GED 2014. The plan will be executed fall of 2013.

We will be able to measure the effectiveness of the training by assessing student improvements in computer use on training software.

Number of ABE / GED instructors trained on how to do computer mediated instruction.

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Initiative 3 Communicate better with partners about program changes and progress. We will establish regular method of communication through an email newsletter and a deposit of information on a partner centered webpage.

We will measure the effectiveness of our new commutations strategy using a survey at each semi-annual advisory council meeting.

needs to be established at next advisory council meeting.

increase in satisfaction with communications over baseline.

TBD

ADED has added a fourth item to its mission:

4) Ensure that all adult education students have fair and equitable access to higher education through student-centered support services and innovative academic programming.

The impact of ADED’s services is that adults will be able to move toward self sufficiency, better employment, and or post secondary enrollment. These outcomes are measured by the Federal and State government in the form of 21 quantifiable performance measures.

Weaknesses: Technology training for staff and faculty Opportunities: GED 2014 Threats: GED 2014

3. Communicate better with partners about program changes and progress. We will establish regular method of communication through an email newsletter and a deposit of information on a partner centered webpage. This goal addresses SWOT items: Strengths: Strong Community Partnerships Weaknesses: Communication Opportunities: Relationship with ACC Threats: Infrastructure

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MIP Provide workshops of interest and concern to African American Students at the Eastview Campus

At least 6 one-hour workshops will be provided through the academic year at the AA Cultural Center on various topics.

Three workshops were offered last year, students have requested that more be offered and have suggested additional topics.

Offer at least 6 workshops with an average of 12 students minimum per workshop.

Three workshops were offered last year, attendance varied from 4 to 8 students.

2013 update

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Cultural Center is a place where students are welcomed to congregate. The opportunity to engage in and have access to workshops on timely topics will be helpful to students in terms of their perceptions of acceptance by the institution.

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inititiave 1 Raise awareness of articulation processCreate process for developing agreementsWebsite expansion and enhancement

Number of presentations madeNumber of requests to create articulation agreementNumber of articulation process web pages

1 presentation per year2 requests per year1 articulation process web page

2 presentations per year6 requests per year4 new web pages

1 presentation per year4 requests per yearNone

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s The primary services or outcomes of the Office of Articulation & Transfer Resources (ATR) are listed below.Develop and maintain articulation agreementsCollect and analyze transfer data and provide this information to key stakeholders to support data-informed decisionsContribute to an increase in the degree completion rate by developing a reverse transfer processPromote and conduct transfer events/activities to inform and support students in the transition from ACC to a universityThe impact of these services and outcomes on students and other key stakeholders are listed below.Support efforts to increase transfer and graduation/completion ratesContribute to student success by providing accurate and timely articulation and transfer information to key stakeholders (ACC and university partners)Create and/or coordinate development of transfer data reports for key stakeholdersProvide accurate and timely information to transfer students to enable them to move to a university seamlessly

The improvements to primary services and/or intended outcomes that will occur in the next five years are listed below.Articulation Agreement ProcessThe articulation agreement process is not well understood and it is not utilized effectively by ACC stakeholders. An articulation agreement is the formalization of the ACC and university partnership and it aligns the community college and university courses and degree programs. The purpose of this partnership is straightforward: provide a seamless transition from the community college to the university and enable the student to earn their degree in an efficient manner. We will implement three improvements to this primary service.

First, we will raise awareness of the articulation agreement process and educate the ACC stakeholders of the importance of this process by making informational presentations to a variety of ACC audiences (e.g. academic Deans’ Meetings, Advising Updates, Advising Forum Meetings, etc.).Second, ATR will create a

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inititiave 2 -Transfer Data

Increase collected transfer data

Number of data reports received

5 reports 10 reports 4 reports

2013 updateinititiave 3 -Degree Completion

Develop reverse transfer process

Number of schools for which a reverse transfer process is in place

2 schools increase over previous year

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complete and standard process for agreement development so that stakeholders better understand the process and how to use it. This improvement will include a revised articulation agreement request form and a timeline/due date for completion of the steps in the process.Third, the ATR website will be redesigned and expanded to include web pages that accurately and completely explain the articulation agreement process. The request form and timeline/due date information will appear on the web pages. This will educate internal and external users and clearly outline responsibilities and expectations of all parties in the process.Transfer DataATR will consistently request admissions and academic progress data from our largest transfer partners. We will develop a process for making the request, follow up when data has not been received and analyze and report on the transfer data. Data informed decisions require accurate and timely access to this information. This improvement will enable ACC to develop or revise services and resources to best serve transfer

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2013 updateinititiave 4 -Articulation and Transfer Support

Create college-wide Transfer Support Committee

1 committtee

1 committee 1 committee (to include academic, student services and transfer student representatives)

none

2013 update

students.Degree CompletionWe will participate in the development of a reverse transfer process which will contribute to an increase of the ACC graduation/completion rate. Often ACC students transfer to a university prior to completing on associate degree. Reverse transfer allows current and former students working toward a baccalaureate degree to earn their associate degree by transferring applicable university coursework back to ACC. ACC audits the university transcript to determine whether the

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inititiave 5 -Access and/or Awareness ofTransfer Events/Activities

Increase student participation in ATR-sponsored transfer events

Attendance at events

100 students per year

10% increase over previous year

100 students per year

credits completed meet the associate degree requirements.This improvement will bring ACC in compliance with House Bill 3025, which requires Texas universities and community colleges to develop a reverse transfer process so that more Texans can obtain a college credential while on the path to completing the bachelor degree.Articulation and Transfer SupportATR will create an ACC Articulation and Transfer Support Committee to guide and support all articulation and transfer-related initiatives. The committee will provide insight on needed articulation agreements, plan and participate in transfer fairs and

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2013 update

events and support or enhance current university relationships. This committee will include representation from all areas of the College: academic/instruction divisions, student services departments and the transfer student population. College-wide participation is essential to ACC’s shared governance principles, and all stakeholders will share the role of improving student success.Access and/or Awareness of Transfer Events/ActivitiesThe number of ACC students who participate in ATR-sponsored transfer events is low and inconsistent. We will improve the access and/or awareness of transfer events by expanding the publicity and marketing efforts that are directed to transfer students. We will consistently communicate to faculty and staff about transfer events so that they can inform students and publicize events at their campuses. Students attend these events to gather information about the general transfer process, and specific admissions and degree requirements for the university of their choice

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The effort to enhance and expand training programs within the Continuing Education Division is currently underway, with certain improved or new programs having already been launched and proving successful in FY 2012. These improved or new programs include Fast Track training courses in the construction trades, new healthcare industry certification programs in areas such as medical assisting and dialysis technology, as well as significant new, direct-funded, corporate training projects that are driving both profit and long-term training capacity for the Division.

MIP An effort to enhance and expand training programs is currently underway within the Continuing Education Division.

Student enrollments and corporate training contracts are the primary metrics that will be used to determine the success of our program enhancement and expansion efforts.

The Division monitors monthly revenue and expenses, as well as student enrollments, across all program areas. These data have shown flat, or in some cases decreasing, profit and student enrollment for program areas year over year.

The Division has established the following performance goals for each program area: • Business Assessment Center – achieve break-even status in FY 2012/13 with respect to profit • Corporate Training Solutions – increase direct-funded, versus grant-funded, training projects in FY 2012/13 • Teaching & Learning Center – return to profitability through new programming • Workforce Education Center – increase profitability 15% in FY 2012/13 through new and expanded programming • Community Programs – increase profitability 15% in FY 2012/13 through new and expanded programming

Profit and student enrollments are stable across the Workforce Education Center and Community Programs areas. Direct-funded training projects are increasing within the Corporate Training Solutions area. Both the Business Assessment Center and Teaching & Learning Center areas have not yet achieved break-even or better status.

2013 update

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inititiave 1 To determine if the improvements have resulted in the intended outcomes, thegrades of the students who attend SI will be compared to the students who have notattended SI. Similarly, the grades of the students who attend Bridge will be compared toother students placed into the developmental course sequence. The students in Bridgeor SI should receive higher grades and higher completion rates than the other students.Currently, the results of SI show higher completion rates or 69% for the students whoattend SI compared with 54% for the students in the same classes who did not attend SI.If we can maintain these high percentages, but help more students, this will support thegoals of the SSI.Additionally, for the goal of outreach and attendance, we will look at the increases inattendance in SI sessions and the increased numbers in Bridge class enrollment. If thenumbers have increased, then we

SUPPLEMENTAL INSTRUCTIONThere is a new five year plan for the SI program. The plan focuses SI on gatewaycourses that will support the goals of the SSI. The gateway courses supported by SI aredevelopmental Math, Math, English, History and Government. These are the courseswith the highest enrollments and the highest attrition rates. By supporting theseclasses, SI will help to increase the success rates of students, supporting the goals of theStudent Success Initiative.How will this plan affect the strengths, weaknesses, opportunities and threatsidentified in question 2? This new plan will help improve the strengths of SI by engagingmore students since there will be more sections. It will also help address the threat of alack of awareness, since SI will be in more and more classes each year.How will the other areas be improved? The SI staff will be inviting select facultymembers to attend the SI training sessions at the beginning of the

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Supplemental Instruction program is to provide anadditional support, in the form of peer‐led study groups, for students in traditionallydifficult courses with high non success rates. The impact of the SI program is thatstudents who attend SI succeed at higher rates than students who do not attend SIsessions. Students also receive course grades as much as one letter grade higher (half aletter grade higher on average). SI is offered at no charge to the student as are mostother student services. Other key stakeholders include the faculty supported by SI, sincetheir student retention rates are higher. What this means for the college? Whenstudents attend SI, they have a higher likelihood of succeeding in gateway courses.The primary service of the College Bridge program is to provide educationalassistance to the students who do not score high enough on the college

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will know that the outreach worked. Since Fall 2011will be the start of the new focus in SI, baseline data will be taken in FY12. Subsequentyears will be compared in order to determine success. For the Bridge program, recentgrowth rates have shown a 20% increase in the number of students enrolled in bridgeclasses. This number was obtained by increasing the number of sections of bridgeclasses offered. Without increasing the number of sections of bridge each year, theincreases in the number of students will be less. A goal of 15% more students this yearwill mean that the outreach and counseling enhancements will have been successful.When this goal is reached, we will need to reassess the Bridge program to find moreways to increase participation by students.

semester in order toimprove faculty‐student relationships. We will encourage the faculty to makeannouncements during class about the success of SI and how students will benefit fromparticipation. Once faculty participate in training, and see the results in their ownclassrooms, this will increase collaboration with the departments. Additionally, the SIstaff has already begun working with the counselors, advisors, college connection, aswell as various other programs to increase outreach to the students.COLLEGE BRIDGEFor the Bridge program, a steering committee comprised of faculty, advisors,counselors, and recruiters will help to improve our program. Working with thecounselors and advisors on the steering committee will help with outreach, lack ofawareness of the program and selection of students. Additionally, a counselor at thelarger campuses will become a specialist in the Bridge Program and

placementassessments to place into college level courses. For the students who score just belowthe cut off test scores for a particular developmental course, the bridge programprovides instruction to assist students in refreshing their knowledge to place into thenext higher course. For the students who are not close to the next higher level, thebridge class serves as a review to help the student to understand the material better,and earn a higher grade in the developmental course where he was placed on thecollege placement assessment. Students who register and complete bridge classes, arebetter prepared to be successful in the current or next level class. The Bridge Programsupports the goals of the Student Success Initiative to get students into college levelclasses sooner.

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2012 updateCompletion rates ofstudents whoattend SI comparedto students who didnot attend SI.

A focus onoffering SI inGatewaycourses.

Datatelreport

66% for SswhoattendedSI.51% for SsnotattendingSI.

Fall 2011 isthe baselinefor the newfocus.

2013 update

will provide campussupport for the other counselors and advisors to assist with both outreach and advisingof students into the bridge classes.Once the students are in the Bridge classes, the work with the faculty on thesteering committee will help with collaboration with and between the departments.Additionally, the Bridge faculty will attend a professional development training thatincludes how to increase the knowledge of study skills in the classroom while teachingthe content. The bridge tutors will also receive specialized training in the teaching ofstudy skills and cooperative learning to use while students are learning the content area.Finally, the opportunity of grant funding and the threat of the need for morefunds need to be addressed. With the current trends in the economy and the cuts instate funding, more economical ways of helping students need to be found. Currently,ACC has received a grant for 2011 which will include Supplemental I i i l

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inititiave 2Outreach andAttendance for SI

Instruction in severalfirst semester courses. Additionally, the Bridge program is in its third and final year of agrant from THECB. Grants will continue to be sought out to support both programs, andadditional college funds will be requested in the budget process. Both programssupport the goals of the Student Success Initiative in a cost effective fashion.

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2012 update SI leadersign insheets

523students3026contacthours

Fall 2011 isthe baselinefor the newfocus.

2013 update

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inititiave 3Outreach forBridge‐ number ofstudents registered

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2012 update Bridgeenrollment

301students(summer2010)

15%increase inenrollment

208students(summer2011)

2013 update

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Ass

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ente

r

3.3.

1.3

Mic

hiel

D. D

avis Our computer systems, downtime

of the network, and ability to communicate with test help desks have improved. We will be monitoring the system, tracking the occurrence of help desk contacts, as well as the Computer Technician’s ability to keep our system running, and planning for future developments in online testing. The Texas Education Agency just sent out an alert to let students know that all test scores on file and scores that will be filed between now and December 31, 2013 will no longer be valid after January 1, 2014. This allows us to take action to notify students of the pending change, and at least partial information on the anticipated change from paper-pencil to computerized GED Testing.

MIP The baseline data for evaluating the new computer technician will be the number of times the exams are affected and not fixed in time for the student to complete on the day they made their appointment. The baseline data for measuring the GED Computerized tests will be the pass rate this year as compared to earlier years.

Target goals for computerized testing will be the ability of the technician to keep the systems working and at a level of 80% or more. Target goal for the GED program will be a pass rate of 75% or better.

Since we had until recently been without a computer technician for over a year, we do not have data to determine an action rate. We have had a pass rate of 75% or better in the past and hope to maintain that level or better with the new exam.

The center has added a Computer Support person who is now installing all new computers in the Testing Lab. He is in addition, assigning tests to computers based on type of exam. For some time this Center did not have a Computer Support Technician. This in turn caused a number of problems with our Test clients in maintaining the Centers network and tests being administered. Changes in GED Testing from paper-pencil exams to computerized have been a problem because the Texas Education Agency has failed to provide a clear directive on processes that need to be put in place for the

Measures that will be taken when assessing the Computer Support staff member would be “down time” of computers which have had students assigned to them in advance of the exam, or if computers were to go down during the exam. Both will affect our ability to administer exams. We will be comparing pass rates of students taking the new GED to the pass rates of the old paper-pencil test version in order to determine how the new test will affect our students. We will also check to see if the new test is a good measure of students’ ability to enter college.

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2013 update

changeover in January 2014. We have had to put in place our own guidelines to set up the new test. The processes include but are not limited to placing flyers in locations in the area so that students will know that after January 1, 2014 the scores they have now will not be valid and they will have to start over with a new exam in January 2014. In addition, we will be telling students before each test that their scores will not be valid after December 2013 and they will need to complete all five GED Exams before that date.

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The effort to enhance and expand marketing communications strategies within the Continuing Education Division is currently underway, with certain improved or new initiatives having already been launched in FY 2012. These improved or new efforts include the development of a completely new website for the Continuing Education Division, new strategies for target-mailing Division course schedules and program announcements, as well as significant effort around reaching new corporate training clients, with over 75 prospective client meetings held in the past year.

MIP An effort to enhance and expand marketing communication strategies is currently underway within the Continuing Education Division.

Student enrollments and corporate training contracts are the primary metrics that will be used to determine the success of our marketing communication enhancement and expansion efforts.

The Division monitors monthly revenue and expenses, as well as student enrollments, across all program areas. These data have shown flat, or in some cases decreasing, profit and student enrollment for program areas year over year.

The Division has established the following performance goals for each program area: • Business Assessment Center – achieve break-even status in FY 2012/13 with respect to profit • Corporate Training Solutions – increase direct-funded, versus grant-funded, training projects in FY 2012/13 • Teaching & Learning Center – return to profitability through new programming • Workforce Education Center – increase profitability 15% in FY 2012/13 through new and expanded programming • Community Programs – increase profitability 15% in FY 2012/13 through new and expanded programming

Profit and student enrollments are stable across the Workforce Education Center and Community Programs areas. Direct-funded training projects are increasing within the Corporate Training Solutions area. Both the Business Assessment Center and Teaching & Learning Center areas have not yet achieved break-even or better status.

Busi

ness

Ope

ratio

ns

2015

3.3.

1.3

Don

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Trac

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MIP number of students attending event

continue with what we have done

more students that previous year

depends on event

a) increase student participation in eventsb) vary nature of events to draw different students to events.C) use consisten images for major events to created brandin for better marketing and promotionsd) better cost control of program

inititiave 1

It was determined that this unit did not need to continue with the SSR proces as it is accountable to an external board.

2013 update

Cen

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omm

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-bas

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on-P

rofit

2013

3.3.

1.3

Peck

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MIP number of students attending event

continue with what we have done

more students that previous year

depends on event

Increase student participation in events.Vary nature of events to draw different students to eventsuse consistent images for major events to create branding for better marketingbetter cost control of programs

inititiave 1

It was determined that this unit did not need to continue with the SSR proces as it is accountable to an external board.

2013 update

Cen

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or P

ublic

Pol

icy

2013

3.3.

1.3

Peck

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Teaching staff identified the need for a new assessment and worked collaboratively to choosean assessment that met the NAEYC Accreditation standards on child assessment. Staffparticipated in 16 hours of training to learn how to effectively use the assessment last year.The new assessment was implemented in Fall 2011. A presentation about the assessmentwas made to the parents in October 2011 by teaching staff. Information from the assessmentwas used to plan and conduct parent conferences in Spring 2012. Family input into their child'sassessment will be implemented in Fall 2012.

MIP The Children's Lab School serves as the field work site for the ACC Child DevelopmentDepartment. The program is NAEYC Accredited. Accreditation standards have specificrequirements for child developmental assessments. The program purchased, participated intraining and implemented a new, electronic version of Teaching Strategies Gold this year.

1) Completion and comprehensiveness of information in assessment2) Parent satisfaction with assessment

The prior child developmental assessment did not meet NAEYC Accreditation AssessmentStandard.

1) Completion of 44 child developmental assessments by teaching staff.2) At least 75% of families will be satisfied with program assessment in annual parent survey.3) At least 50% of families enrolled will partner with teaching staff to inputdevelopmental information into their child's to assessment

1) 44 child developmental assessments completed this year.2) 100% of parents were satisfied with program assessment (90% of enrolled familiescompleted the annual parent survey).3) Family input into child's assessment not yet implemented.

there were extenuating circumstances with this unit, and the requirements and follow up were pushed out to the 2014 SSR cycle.

inititiave 1

Chi

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are

Scho

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anag

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2013

3.3.

1.3

Daw

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inititiave 1 Transition the AVP position to a fully-staffed Office/Division of Academic Success and Equity

A fully staffed office/div

One administrativeassistant

Office/Division that encompasses the services and programs that create the entering student experience/ pathway, completion, andtransfer

One administrative assistant

2013 update

Col

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Acc

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Prog

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s

2012

3.3.

1.3

Step

hani

e H

awle

y The Associate Vice President (AVP) of College Access Programs (CAP) position provides leadership for the Student Success Initiative Steering Committee (SSISC), the Achieving the Dream Core Team and the Student Success Initiative (SSI) Goal Leaders Team. The SSI Goal Leaders Team consists of vice presidents in Instruction, Student Support and Success Systems, OIEA and the Executive Director of Adult Education. The AVP leads these and several other cross-functional teams to facilitate planning, process implementation and

Improvements to primary services will occur when the College Access

Programs position is transitioned to a fully staffed office that can authentically lead, coordinate and organize leaders to facilitate improvements and increases in

student success.

Ability to lead and serve multiple stakeholders to effect systemic change to support and sustain student success

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inititiave 2

2013 updateinititiave 32013 updateinititiave 42013 updateinititiave 52013 update

evaluation of SSI strategies/tactics and other academic and student services-related innovations.The indirect impact of this position’s service on students is evident in the new and enhanced student support services and programs that have been provided since the creation of the AVP, CAP position in Fall 2010. Mandatory orientation, enhanced Supplemental Instruction, MATD 0385, the faculty coach program and Developmental Math Advisors are support services and programs that were developed and supported by the Student Success Initiative Steering Committee and the Achieving the Dream Core Team, which are led by the AVP, CAP. Most importantly, leadership from the position has raised college-wide awareness about issues, programs and initiatives to support students, faculty and staff in Adult and Developmental Education, as well as gateway courses.

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Most of the major planning has occurred to make sure the new reporting structures can be in place for 2012-13. Stakeholders concur that this plan will make improvements in our knowledge of College Connection activities and provide baseline data that accurately reflects current efforts and allows us to make strategic improvements. Process changes need to be written and reviewed before the next school year begins.

MIP Revisions to College Connection data/participation reports, both in content and process *"Tagging" event information to College Connection program *Using the denominator of "need to test" versus "all seniors" to determine the participation rate of assessment activities *Reporting advising data based upon all high school seniors who have an online education plan (and therefore spoke with an advisor) versus reporting only those who have been "moved to student" *Creating reports for high school partners on a quarterly basis

*Qualitative review: (a) will ACC staff report that numbers accurately reflect their efforts? (b) will high school staff report that availability of numbers improve recognition of and support for their efforts? *Quantitative review: (a) will assessment numbers and advising numbers increase? (b) will labor requirements decrease when current "advising report" system is phased out?

*Qualitative review: (a) will ACC staff report that numbers accurately reflect their efforts? (b) will high school staff report that availability of numbers improve recognition of and support for their efforts? *Quantitative review: (a) will assessment numbers and advising numbers increase? (b) will labor requirements decrease when current "advising report" system is phased out?

*Increase in assessment numbers *Increase in advising numbers *Saved labor

*Meetings with advising staff at each campus to discuss current and future reporting for College Connection activities *Meetings with assessment staff to discuss tagging assessment activities at the high schools *Meetings with IT and OIEA to facilitate system development *Expect to implement in 2012-13

2013 update

Col

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Con

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ion

2014

3.3.

1.3

Mel

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R. C

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MIP Community Outreach is planning to implement a more strategic mentoring program for our Fall 2012 Foster Care Alumni (FCA) students who participate in our Jump Start Orientation (June 27-29, 2012). We plan to pair up students with faculty and staff during Jump Start in an effort to retain more students.

We will track the number of FCA students who participate in the ongoing Mentoring Meet-ups, held once a month in addition to tracking their enrollments by semester from Fall through Summer 2012-13.

The baseline data used is based on the attendance of the July 2010 and July 2011 Jump Start Orientations held at ACC. This data includes semester by semester tracking of the Orientation participants.

The goal is to have at least the same retention rate as the total credit student population from Fall to Fall which is about 44%, based on ACC College Wide 2011 Institutional Goals Snapshot prepared by the Office of Institutional Effectiveness and Accountability.

We are currently reaching our target from fall to spring consistently, but not Fall to Fall.

2013 update

Com

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utre

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2015

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1.3

Lore

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We were constantly having to take nearly three months to get the CE schedule back from instructors. Originally we had a form the instructors had to fill out and send into the coordinator, there was no process in place where all the information was in one place and the instructors only had to pick and choose the classes they wanted to teach and everything else would populate for them. The new system does just that. Once an instructors clicks on their name all the classes they teach populated in one place, they click on what class they want to teach the dates and location and click submit. That forms comes immediately to the coordinator . No need to print and mail or fax the form back. Once the form is received it is downloaded on the spread sheet that goes to the department that schedules all the classes. This process has taken about 60 days out of the original time needed to receive information.

MIP What improvements have been planned/implemented: the process by which instructors give the information is now automated. It is sent out electronically and received electronically

We will see if the number of classes not in the schedule but on line has changed. We can also count the number of submission to have classes posted to the web because they did not make the schedule.

the number of added sections that were received via email

90% of the classes in the schedule will also be online

75%

2013 update

Com

mun

ity P

rogr

ams

2015

3.3.

1.3

Shar

rion

Jenk

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inititiave 1 -Limited market penetration

Increased marketing efforts

Number of companies served

30 50 21

2013 updateinititiave 2 -Revenue

Increase revenue

dollars $1,000,000 15% $561,925

2013 updateinititiave 3 -Multiple college cooperation

Establish systems to encourage cooperation

Number of colleges cooperating

0 50% 2

2013 updateinititiave 42013 updateinititiave 52013 update

Cus

tom

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Tra

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2012

3.3.

1.3

Kath

y M

. Wal

ton, The Corporate Training Solutions

department is probably the most flexible department of the college. Our role is to

work with area employers to help identify their employee learning needs

and connect them to educational solutions on a contracted basis. We

also can pursue training grants to help pay the costs of some of the training. Courses are customized to the exact

needs of the company and offered at a location, date and time and in whatever method of delivery convenient for them. The primary impact is that companies

receive the training they need to improve their workforce productivity.

The secondary impact is that our department develops a broad range of

educational resources that can be accessed for other clients. In addition, our department generates revenue for Continuing Education and the college.

community events, increased e-marketing efforts, increased social media applications2) Work with Dean to reach out to other colleges to address cooperation across service area boundaries3) Build sufficient business requiring curriculum development to justify hiring a curriculum development specialist.

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MIP

2013 updateInitiative 1 Initiative 2Initiative 3

Dea

n, A

pplie

d Te

chno

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, Mul

timed

ia, a

nd P

ublic

Ser

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s

2014

3.3.

1.3

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inititiave 1 Define and strenghten Division office

customer statisfaction survey

TBA 50% improvement over 5 years

Dea

n, A

rts a

nd H

uman

ities

2011

3.3.

1.3

Lym

an G

rant The primary services that the Office of

the Division of Arts and Humanities provides, within theguidelines of the college academic rules, are• To approve faculty teaching loads,• To initiate and approve faculty hiring and compensation,• To supervise the compliance with safety regulations in classrooms and labs,• To supervise curriculum development,• To supervise and coordinate student adds and drops in the division,• To approve and supervise course offerings,• To coordinate faculty evaluation,• To coordinate election of department chairs,• To coordinate and approve faculty travel,• To coordinate the process of handling faculty difficulties and complaints, and• To coordinate student grade appeals.The secondary services of the Division of Arts and Humanities are• To initiate partnerships between departments, the division, and civic organizations;• To initiate, coordinate, and supervise grants that further the mission of departments and the

Based on our SWOT analysis, the following improvements are planned for the next five years:1. Define and strengthen the Division Office Team (CAs, webmaster, graphic designer,administrative assistants)a. Clarify roles and responsibilities of each team memberb. Create a master plan for division projects that tracks tasks and responsibilitiesi. Will facilitate more proactive and strategic workflowc. Coordinate efforts between administrative assistantsi. Improve adherence to operational and administrative standardsii. Increase communication and cross-trainingiii. Facilitate staff developmentiv. Provide consistent support for departments2. Support for new facultya. Create orientation handbooks that are division and department specificb. Utilize mentor program to provide ongoing guidance3. Promote Arts and Humanities courses, events, performances and exhibitionsa. Within ACC

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2012 update2013 updateinititiave 2 support new

facultycustomer statisfaction survey

TBA 50% improvement over 5 years

division;• To organize and support the college Arts and Humanities Festival, Carnival ah!; and• To organize publicity and marketing for programming in the division.The impact of the office of the Division of Arts and Humanities upon students, faculty, and other keystake holders is• Timely and accurate payment of faculty;• Timely and accurate resolution of student and faculty difficulty and complaints;• Timely and accurate coordination of meeting deadlines for scheduling, hiring, curriculumchanges, technology purchases, and other related college functions;• Timely and accurate distribution and collection of faculty evaluation forms; and• Timely and accurate dissemination of information about department and division programs.

a. Personalized invitations with free tickets mailed to ACC board membersb. Monthly schedule of events (in addition to annual calendar) that will beprinted and posted at every campus as well as posted on the website anddistributed via emailc. Utilization of social mediad. Upgrade and maintain division and departmental websitese. Create videos that promote departments and specific course offerings1. Use the videos to promote arts and humanities classes2. Videos will be posted on the website and can be used for a varietyof recruiting purposes3. Special emphasis on hard-to-fill classesf. Carnival ah!1. Showcase each departmentb. In the communitya. Strengthen and expand community partnerships to increase opportunitiesfor student performance and exhibition of work1. AMOA / Laguna Gloria2. ProArts3. Downtown Arts Alliance4. VSA5. Pumphouse6. E.A.S.T.7. State Theatre8 L C t

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2012 update2013 updateinititiave 3 Promoate A&H

courses, events, performances, and exhibitions

1. # items of advertising2. partnership/ collaboration3. open house/HS students

1. 202. 23. 0

1. 100%2. over 5 years add 1 per year3. add 1 school/year

2012 update2013 update

8. Long Center9. Zach Scott10. Salvage Vanguard11. Resistencia12. Domy Books13. Monkeywrench Books14. Daugherty Artsb. Produce and sell book of faculty artwork1. Use proceeds for scholarship awardsc. Create and periodically update the Austin Poets Directoryc. For prospective studentsa. Create open-house events for local high school and home school students1. Use promotional videos created in the division2. Showcase examples of student work

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MIP I plan to meet in-person with each department chair in the division at least once each semester. When possible, I will also meet with other faculty and staff that are available before or after a meeting with a department chair.

Track which campuses are visited each semester. Priority will be given to campuses at which department chairs have offices: Northridge, Cypress Creek, Rio Grande, and Eastview.

During the spring 2012 semester I did not visit division employees at Northridge, Cypress Creek, or Riverside, or Round Rock.

Visit with all Business Studies department chairs in-person at least once each long semester. When possible, visit with division faculty and staff in-person.

During the spring 2012 semester I visited department chairs, faculty, and staff at Eastview and Rio Grande.

2013 update

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n, B

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Stud

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2014

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1.3

Cha

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Using the answers to the first two questions what improvements to primary services and or intended outcomes

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The Dean’s office, Communications, is a conduit for helping the disciplines within the area insure the success of ACC students. This means advocating for budgetary resources, requesting full time faculty for the areas that have the greatest need, obtaining administrative help, developing cooperative teamwork among the departments and ultimately helping each to maintain the policies and procedures that govern the college. The collaboration that took place between English and Developmental Writing is just one example of how two departments can work together for student success.

MIP We will obtain data from the first cohort of students who were required to have an essay score of 6 in order to enroll in E1301. We will obtain success data for those students enrolled in Comp 4.0 who then enroll in E1302. We will analyze attrition and retention in both these courses to determine if both these measures have had an impact on student success.

(Please see information contained in the section on improvements planned and implemented)

Lower the percentage of students withdrawing from E1301 by 5% minimum and then gradually increase the percentage Increase the success rate of E1301 students by 5% minimum and then gradually increase the percentage Increase sections of Comp 4.0 to “fast track” students through remediation and allow them to complete a college credit course

First full implementation of the essay 6 score began a little over a year ago. Data is not yet available Comp 4.0 sections have increased by 50% and will continue to increase

Dea

n, C

omm

unic

atio

ns

2015

3.3.

1.3

Haz

el W

ard The discipline in my area that

enrolls the largest number of students is English, especially the two Freshman Composition Courses, E1301 and E1302. By the same token, both have a high attrition/low success rate, especially E1301. Let’s look at the data for a moment. From Fall of 2007 to the Fall of 2011, ACC enrollment has increased from 33,058 to 45,100, an increase of 34.59%. From Fall 2007 to Fall 2010 (the most recent Fall semester for which data is available) enrollment in English courses increased from 9,521 to 11,802, an increase of 24%. In Fall, 2008, the completion rate in E1301 was 58.5%; in Spring 2009 the completion rate was 51.3%. While there was an increase in the completion rate for Summer of 2009 (70.9%) and Fall of

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Using the answers to the first two questions what improvements to primary services and or intended outcomes

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2013 update

2009 (60.3%) ensuing years showed either a drop in completion or fluctuating rates. To increase retention and reduce attrition a team was formed by the departments of English and Developmental Writing to study the essay scores of entering freshman students and offer a recommendation. Through fall ’10 research was conducted and a proposal was submitted through the shared governance channels that the essay score of entering freshman be moved

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MIP Success will be determined by measuring the baseline data provided above on a semester-by-semester basis along with the rates of persistence from course to course.

In the CSAT division the main reasons for attrition, according to volunteer responses when a student drops a course, are as follows: 1) course takes up too much time was rated at 7.40% compared to the college as a whole at 6.60%; 2) conflict between class and job was rated at 20% compared to the college as a whole at 18.20%; and 3) missed tests or assignments was rated at 10.30% compared to 5.60% with the college as a whole.

A goal of the itunes u pilot is to first lower attrition but to also be at par or below the college average for the above reasons cited when dropping a class.

We are still building the itunes u site and in the process of procuring server space.

Dea

n, C

ompu

ter S

tudi

es a

nd A

dvan

ced

Tech

nolo

gy

2014

3.3.

1.3

Lind

a Sm

arzi

k During the 2011 division wide meeting, Cindy Franco from Vanderbilt University, an Apple itunes u representative presented the pros and cons of hosting an itunes u site. Regardless of the perceived issues, faculty appeared to be genuinely excited about the prospect of uploading digital media to a site that would support their curriculum. As a result, the division applied to become a private itunes site and was accepted during the fall semester of 2011. A contractor was hired to build the site and information presented to the Department Chairs at the end of the fall semester. During the spring of 2012 an issue about procuring server space was ongoing: will Apple host or will CSAT have to purchase a server? After months of negotiation, the Blackboard administrator will apply for an itunes u public

During the fall of 2011, 76.51% of Austin Community College District’s student population attended college on a part time basis as compared to 72.45% in the Fall of 2007. Further, students from ages 19 to 30 have increased approximately 30% since 2007. The aspect of time for this student—who often works to support themselves and a family—is a commodity. Further, while it is of little secret that this younger generation is technical and media savvy—the generation gap to remain connected is disappearing. In fact, according to a survey in 2009 from Media’ZBiz, a social and digital media company, “Seven in ten Americans (70%) feel it’s “important for me to always be accessible” and nearly eight in ten (78%) feel they are constantly connected with family, friends, and colleagues, regardless of physical location”. Finally, “66% of Americans expect to be able to access the same content no matter where

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site that will be hosted by Apple. It is expected that by the end of spring 2013 we will be begin piloting a new means of offering digital media on mobile devices.

they are”. Based on the above research and observation, it is imperative that educational concerns provide ongoing connectivity to classroom content via mobile devices through open source learning. While accessing Blackboard with a mobile device is fairly simple, the ability to view an instructional video or listen to a podcast is cumbersome. For the past year, the division of Computer Studies and Advanced Technology (CSAT) has pursued setting up an itunes u site to assist students with “anytime instruction”. An itunes u site integrated with Blackboard will allow students to access content, including video and podcasting on a 24/7 basis—provided the student has internet access.

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Focus groups with Health Sciences Department Chairs identified the need for a more flexible/accessible way to provide program information in addition to/or replacement of the onsite information sessions. Program specific national accreditation standards require integrity and consistency of program information used to inform the public. The online information sessions were developed; those were updated in fall 2011. The Health Sciences Explorer was added to provide more direction for students who were not certain if and what Health Sciences programs they might be interested in. Use of Google Analytics will now allow Health Sciences to monitor usage of the website and this information will provide direction for future developments. The development of a point of usage survey will allow us to gather student satisfaction

MIP • Point of contact survey when a student accesses the websites to measure level of satisfaction with accuracy, currency, and accessibility of information. • Department Chair/faculty satisfaction survey of integrity and consistency of information to be conducted annually in spring.

Focus groups with all Department Chairs demonstrated the need for more consistent approach/es to provide information to inform the public, that also provided for more flexibility and access for the user.

80% of student respondents will indicate “satisfied” or “very satisfied” to survey questions on accessibility, accuracy, and currency of information and format of webpage. 80% of DC/faculty respondents will indicate “satisfied” or “very satisfied” to survey questions on accessibility, integrity, consistency, currency, and accuracy of information and format of webpage.

Exec

utiv

e D

ean,

Hea

lth S

cien

ces

2015

3.3.

1.3

Eile

en K

lein Implemented:

• Spring 2007 through 2009- Development of “standardized” online Information Sessions for each program in Health Sciences. • Use of Standardized template for all Health Sciences webpages • 2007-2008-Development of Health Sciences Explorer • 2009- Online “Admission Checklist” for each program to provide for consistent advisement of students and to provide students a clear step by step process to follow for application to a program. Planned

Online Information Sessions: All programs have online information sessions. All offered onsite sessions prior to the implementation of the online sessions. Spring 2012- Three of fourteen (21%) continue to offer onsite information sessions. For the three offering onsite sessions, the number of sessions has not been significantly reduced (1 per semester reduction). The number of students attending has decreased since the implementation of the online sessions. Department Chair satisfaction survey: 100% of department chairs indicate satisfied or very satisfied to the following survey questions: • Integrity and consistency exists for all information published on the Health Sciences website that is intended

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2013 update

(Implementation Summer 2012) 1. Using Google Analytics Health Sciences will: - Monitor “usage” of website to determine: o Location of student o Frequency of “hits” for each area - Conduct division and program specific site audits- programs will be able to analyze data and develop more direct pathways to specific sites (links) as indicated based on data. 2. Develop user satisfaction survey at point of contact during access to webpage.

to inform the public • Availability of program information online increases the accessibility and efficiency of providing information to all students. One comment on the survey stated: The availability of the online sessions seems to have made the information more accessible for students. Our enrollment has increased since we eliminated the onsite sessions.

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inititiave 1 -Accurate first pay check for full time faculty each semester

Fewer supplemental pay chacks needed to correct errors

Percent of faculty for which a supplemental pay check is required to correct an error.

N/A Less than 5% each semester in 95% of all semesters

N/A

2013 updateinititiave 22013 updateinititiave 32013 updateinititiave 42013 updateinititiave 52013 update

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n, M

athe

mat

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2012

3.3.

1.3

Dav

id F

onke

n The Office of the Dean of Mathematics and Sciences provides campus-based support for students, faculty and staff at the Northridge campus and college-wide support for mathematics and science students, faculty and staff at all other ACCD locations

One of the ways we support full-time mathematics and science faculty is by tracking workload and doing data entry at the start of each semester to be sure they are paid appropriately and on the correct dates for their teaching, release time and overloads. We do a pretty good job of this, but there are occasional errors in communication or data entry. Sometimes these result in a delay of correct overload pay until after the first pay check of the semester and then a supplemental check is needed to fix things. Starting with the Fall 2012 semester, we propose to audit this pay process 30 days after the start of each semester and document cases that required supplemental pay checks. We expect analysis of these exceptional cases will lead to improvements in our process that will reduce the number of pay errors and the number of supplemental checks needed to correct them.

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MIP As a result of the SWOT, and to complement my ongoing efforts at improvement, both as dean and as an academic support office, my improvement plan will include the following: 1) Regular communication 1. The dean’s office will institute a monthly “from the Dean’s desk” electronic newsletter for all faculty and staff in Social & Behavioral Sciences. 2. The SBS Faculty Handbook will be revised and updated and loaded into the SBS Blackboard page where it will be available to all SBS faculty. 3. Over the course of the next two academic years (AY 2013 and AY 2014) the dean will host one scheduled, publicized “coffee with the dean” session at each of ACC’s eight campuses in order to build better and more direct relationships with adjunct faculty, full-time faculty, and SBS staff. A schedule will be developed and distributed to all SBS faculty and staff

i. Newsletter: there is no current monthly electronic newsletter ii. Faculty Handbook: the handbook was created in AY 2007 and last updated in AY 2009 iii. Coffee with the Dean: there are no current regularly scheduled campus visits

i. Newsletter: monthly newsletter distribution will begin in September 2012 ii. Faculty Handbook: updated handbook will be loaded into Bb by January 2013 at the start of the Spring 2013 semester iii. Coffee with the Dean: a schedule will be developed and campus visits will begin in AY 2013 (four in AY 2013, the rest in AY 2014)

i. SBS Web page redesigned, Fall 2011 ii. Web page template developed for departmental use, Spring 2012 iii. SBS Facebook page launched, Fall 2011 iv. SBS Blackboard page content – ongoing updates

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3.3.

1.3

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You're kidding, right? 2013 update Communications improvements were planned in the June 2012 mini-SSR. 1) A monthly dean's newsletter ("from the Dean's Desk") has been implemented. It is distributed via email and archived on the SBS web site. 2) Regular campus visits have begun, although more slowly than planned. One campus visit (NRG) occurred in the Fall 2012 semester. Visits to department meetings (History Department; Behavioral Sciences Department) occurred in Spring 2013 semester. 3) updates to SBS faculty handbook are on hold. Planning improvements were addressed via the development of both department-level and division-wide SBS academic master plan. What is yet to be finished is the dean's individualized response to each discipline's AMP. That will be concluded in Summer 2013.

Newsletter implemented - positive response. Campus visits implemented - positive response. AMP developed - ongoing discussions and response, both to division-wide process and to college-wide process.

Baseline data was zero - no newsletter, no scheduled campus visits, no existing AMP.

Newsletter implemented. Campus visits implemented. First iteration of AMP developed.

Did I mention that the newsletter is now a monthly communication? And that a campus visit has occurred, as well as departmental visits? And that an SBS AMP was developed?

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What are the primary services or outcomes provided by the support service area and what is the impact of those services and outcomes on students


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inititiave 1 Track the number of new and existing DL courses offered in specific needed disciplines as well as new courses. This also includes tracking the number of degrees and certificates that are offered 100% via Distance Learning. Document work with Student Services to get Distance Learning information out to the students and as well as work done on the DL website. Work with ACC administrative, academic and support service areas to ensure that ACC meets SACS requirements for Distance Education. This will be documented in the SACS Report that is scheduled for the 2013 site visit.

2012 updateDon’t have student info about their DL experience at ACC

Get student feedback on their DL experience at ACC

DL Student Support and Technology Survey

N/A DL students to be conduted this spring

2013 update

Dis

tanc

e Le

arni

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2011

3.3.

1.3

Rob

ert B

erm

ea Primary Services of Distance Learning: Work with academic departments on schedule development for both existing and new DL courses. Work with College support service areas to provide services and support for DL faculty and students. Design, develop and maintain Distance Learning website to provide information for both faculty and students about Distance Learning as well as college resources at ACC. Support Distance Testing and Early Intervention for ACC DL faculty and students. Report to governmental agencies and SACS requested information about Distance Learning.

Work with the academic departments to increase the number of specific (needed) DL courses and develop new (requested) DL courses to meet student and community needs. This would also result in increasing the number of degrees and certificates offered 100% via Distance Learning Work with Student Services to ensure that correct, current, and appropriate information and services for taking and succeeding in DL courses are conveyed to the student. Ensure that the College and DL sites have information for DL students to succeed. Work with College departments to ensure that SACS requirements for Distance Education are met. This includes working with the academic departments on training issues for DL faculty. Work with the College administration and faculty in ensuring that all DL students can partake in proctored Distance Testing if the student is outside the Austin/Central Texas area.

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Early

Col

lege

Sta

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3.3.

1.3 By providing an onsite registration

assistance to participating high schools, ECS will be able totroubleshoot registration related issues on site in real time, resulting in higher enrollments ofadvised students and an overall decrease of the difference

MIP In FY13, ECS will add the additional service of “Registration Assistance” for service area high.

Over FY13 (summer 12, fall 12, and spring 13) we will compare the number of submitted ECSforms with actual enrollments for each semester.Success will be measured by a decrease in the percentage of students who submit all requiredpaperwork but do not enroll

In FY12 (summer 11, fall 11, and spring 12), Early College Start received 14,526 ECS formsand 13,097 of these students actually enrolled. Approximately 10% of students who submittedan ECS form did not enroll for a class.

Reduce the percentage of advised and actual registered students by 3% from FY12.

Registration for Fall 12 is currently underway and not complete until mid August, therefore,current data is not available

2013 update

Early

Col

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H

ighS

choo

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3.3.

1.3 Initiative 1

Mis

on Z

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2014

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As evident by the above, presently we do not have any programs initiated or established to reach out to Middle School students. Therefore, there is no narrative that we can give to describe any “progress of [our] . . .improvement.”

MIP Reaching out to Middle School Latino students

Simply count the number of Middle School students that we will serve. Presently we are not serving any.

Our base line data at the moment is “zero."

Our target goal is to double the number of the Middle School students that we serve.

We are now at the beginning stage of implementing the program.

2013 update

El C

entro

2014

3.3.

1.3

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We have included the College Connection Speciality Tour information on our current tour websites and have identified specific times and dates for these tours.

MIP College Connection Campus Speciality Tours

There will be a reduction of request and complaints. Increase in specialty tours for CollegeConnection High schools.

In 2012 only five such tours were provided

Provide at least one dozen specialty tours to College Connection schools.

Five Specialty tours provided thus far.

Initiative 1 Maintain HSI status and meet closing the gap goal.

Café con Leche events, information sessions and other events that target the Hispanic population. Phone calls to this population via the recruiters aiming for a personal touch.

Improvement on information and mentoring sessions through surveys and focus groups.

0.2534 28.03% with in 5 years

0.264

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llmen

t Man

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O/ R

ecru

itmen

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isin

g/ M

OD

2013

3.3.

1.3

Patri

cia

Sala

zar

Enrollment Management Programs

• All of Enrollment Managements programs are designed to reach all of ACC serving area to provide access to higher education.

ACC Student Recruitment Office missions is to initiate, extend and support recruitment efforts that facilitate increased access to higher education for prospective students in the ACC service area: to provide widespread, comprehensive outreach to prospective students from historically underserved and underrepresented populations; and to actively assist students in the transition to the community college.

ACC Youth Programs provide under-served

Continue to provide services to students at the current or higher level when possible.

Before implementing a new task, research within the organization to ensure we are not duplicating services.

Increase awareness of events to ensure a higher turn out. Ramp up marketing of event.

We have developed and will continue to expand the Latino mentoring group. In addition we already

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Initiative 2 Improve the success of African American Males and focus on retention.

Partner with tutoring labs. Increase the number of campuses that the MOD Program will provide tutoring services for. Will also use prospect cards and enrollment reports.

1441 students

2000 students within 5 years

1381 students

g p youth challenging and engaging educational activities that increases their academic achievement and develops a college-going culture. o ACC Youth Programs will promote and prepare students for postsecondary opportunities with focus on fostering three core values, character, performance and achievement.o Students will take more interest in math, science and technology by developing digital

developed an African American male mentoring group, which meets at various campuses providing workshops (time management, study and life skills), gatherings, tutoring, leadership, etc.

We currently hold annual receptions that are geared

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Initiative 3 ACC Youth Programs will promote and prepare students for post secondary opportunities with focus on fostering three core values, character, performance and achievement. Students will be encouraged to take more interest in math, science and technology by developing digital age literacy, inventive thinking and interactive communication.

Pre/Post surveys of all camps and workshops.

provided camps at 2 campuses

to provide camps at 4 campuses

providing camps at 3 campuses

age literacy, inventive thinking, and interactive communication. o All ACC Youth Programs will link 21st century skills such as problem-solving, critical thinking, adaptability, managing complexity and teamwork in all its activities.o Saturday workshops will provide participants tools and information to create success in postsecondary education. Programming will equip parents with techniques on how they can enhance the academic potential of their child.o ACC Youth Programs will collaborate with local community organizations, business professionals and school districts to help students and parents become better prepared for postsecondary education.

The Men of Distinction (MOD) program is designed to support African American males attending Austin Community College (ACC) and of the Closing the Gap Initiative, the Men of Distinction program will provide a variety of opportunities for participants to connect with ACC staff and resources. The overall purpose of the program is to improve African American

to Latino and African American students.

Youth Programs and the Mobile Go units provide various presentations at Elementary and Middle Schools to develop and facilitate a college going culture.

Continue with professional development to enhance current skill levels.

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Initiative 4 To promote the idea of attending ACC or other higher education institutions. Provide college going resources to individuals and their families.

Prospect cards and use of enrollment reports.

1 unit 3 units 2 units

of the program is to improve African American male retention, graduation, and transfer rates which currently lag behind other ethnic groups.o Enrollment into a unique section of HUDE 0111 Transition to College courseo Assistance with applying for Financial Aid and Scholarshipso Enhancement of critical thinking and decision-making skillso Increasing levels of comfort in challenging environmentso Peer-to-Peer support from experienced African American male studentso Strong network support from ACC and the Austin communityo Build a competitive co-curriculum for future educational and employment endeavorso Participate in statewide conferences and leadership trainingso Enjoy social networking, event planning opportunities, and more with the MOD Squad, the Men of Distinction student clubThe ACC Mobile Go Center stops at schools, shopping malls, community center, and other locations to bring college-related information, motivation, and assistance directly to students and their families. Mobile Go Centers are part of the College for Texans Campaign to support state Closing the Gaps efforts to draw an additional 630,000 Texans into colleges and universities by 2015.

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Men

of D

istin

ctio

n We have already identified a recruiter that will be assigned to the MOD program and are currently training her on the MOD program

MIP Assign a full-time recruiter/advisor to monitor and follow–up with Student Service retention and success efforts.

Additional activities will be initiated including call-outs to more students and extended contact to 3 campuses.

600 call outs made and 4 assigned campuses.

At least 1600 call-outs – contacts 8 campuses covered.

50% of call-outs/contacts 50% of campuses covered

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What are the primary services or outcomes provided by the support service area and what is the impact of those services and outcomes

Using the answers to the first two questions what improvements to primary services and or intended outcomes will occur during the next five

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This is a brand new unit created in 2013. this unit was a split from the Prof Dev department.

This unit will be integrated into the SSR process in 2014

MIP

2013 update

Facu

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2015

3.3.

1.3

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inititiave 1 How will the unit measure the extent to which planned improvements have resulted in better service or intended outcomes for students or other key stakeholders?• The Financial Aid Office will continue reviewing and analyzing current measurement indicators:Point of service surveys, student walk in traffic data reports, and level II phone queue reports.• The Financial Aid team will meet once a semester to review progress on recommendations and changes needed.

Stud

ent A

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tanc

e - F

inan

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Aid

2012

3.3.

1.3

Terr

y Ba

zan

Fina

ncia

l Aid

Pro

gram

sQuality Improvement Plan for Financial Aid Office:The Financial Aid Office reviewed the SWOT analysis and developed the following plan for quality improvement over the next five years.• To Address Weaknesses and Opportunities:o Continue to address the staffing challenges of both the campus operations and HBC. The Financial Aid Office needs an extra team of staff members that can both serve as “floaters” to cover campuses when staff is sick and/or on vacation. This extra team can then serve as the extra staff needed during peak periods.o Continue to work with IT to improve workflow processes. Review the workflow processes in Ellucian (Datatel) to see how they can work in the financial aid office.o Continue training workshops to deal with staff having inconsistent interpretation of procedures and guidelines.o Continue to work with webmaster to develop a better financial aid website that is easy to navigate and understand.o Continue to work/train the Help Line staff so that department can provide better phone support for students needing financial assistance. Consider developing a phone bank that is housed in the financial aid office and reports to the financial aid

Financial Aid Office Mission StatementThe Financial Aid Office is committed to helping students achieve their academic goals by providing them with financial resources to gain access to higher education. All staff is dedicated to maintaining fiscal and regulatory integrity, providing timely and accurate information, offering advice about comprehensive financial aid programs, and educating students about financial literacy. Our goal is to provide quality service to our students and staff.The Financial Aid Office provides grants, loans, and work-study opportunities to students who may otherwise be unable to attend college. The amount and type of aid awarded depends on the availability of funds and the student’s established financial need.Approximately 46% of the ACC student body is receiving some type of assistance. In 2011-12 $103,496,575 was disbursed to 20,299 students. The Financial Aid Office works closely with the

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2013 update

office instead of IT.o Continue to work with campus managers at each campus site to address office space challenges. Incorporate extra space when building new campuses to allow for growth in our area.o Review the hours of operation at each campus for both weekdays and weekends for efficiency in regards to the number of students served, staff/costs involved with hours of operation.o Work with IT to develop the eIntake system at each campus to assist with student traffic.• To Address Threats:o Continue to work with ACC Administration in regards to staffing challenges and budget priorities.o Continue to attend training workshops and conferences to make sure staff are up to date with new legislation for federal/state funding and regulations.o Provide workshops to educate students about financial aid programs and stress importance of student accountability in regards to receiving federal aid and paying back student loans.o Continue to request additional IT Support to assist with ongoing needs in the financial aid office and scholarship department.

Business Office, Admissions and Information Technology departments to ensure that all our systems and processes are working smoothly for the student. Counseling and Advising Offices are also key offices in ensuring student success and assisting students complete their program of studies

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der What are the primary

services or outcomes provided by the support service area and what is the impact of those services and outcomes on students and other key stakeholders

Using the answers to the first two questions what improvements to primary services and or intended

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Currently the Grants Development department is researching off-the-shelf system to track resource development. To date one system is being seriously considered but additional research on the capabilities of the system in comparison to ACC's needs still needs to be conducted. The department goal for implementation is to select a system, request funding,

MIP Develop an automated system for establishing grant priorities, setting annual goals, tracking annual and new grant opportunities, managing pre-award activities/deadline, customizing reports, and managing post-award activities.

1. System is in place and being used by all grant department personnel. 2. Decreased errors on grant activity reports. 3. Decreased time to generate reports. 4. Grant Development department is able to generate customized reports upon request. 5. Grant Development department is able to anticipate upcoming grant opportunities based on system output. 6. Post-award procedures are put in place, disseminated to grant managers/PI's 7. System for tracking post-award deadlines is established. 8. Post-award reports are submitted on time.

Currently the grants department is using excel spreadsheets to track grant activities. Activities tracked include: in process, submitted, awarded, not funded, No longer being pursued, in concept, search request, and non-monetary awards. The grant writers and the Executive Director notifies the Administrative Assistant through email when the status of a project has changed (i.e. from in process to submitted) The AA then updates the excel spreadsheet. The current system is labor intensive and prone to multiple errors. Also, the department currently does not have a system to notify grant managers/PI's of post-award deadlines (quarterly, annual, end of grant

Currently, the grant development department is unable to establish quantifiable goals. Anticipated goals are: 1. Quicker response by the department in accessing data. 2. Less errors on generated reports 3. Real time update of the status of projects by all members of the department. 4. Increased post-award communication between grant development and grant managers/PI's.

Currently researching off-the-shelf grant management systems.

Gra

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2014

3.3.

1.3

Mar

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2013 update 1. System is in place and being used by all grant department personnel. 2. Decreased errors on grant activity reports. 3. Decreased time to generate reports. 4. Customized reports are generated upon request. 5. A proactive approach for anticipating upcoming grant opportunities is available through system output/ 6. Post-award procedures are put in place, disseminated to grant managers/PI's 7. System for tracking post-award deadlines is established. 8. Post-award reports are submitted on time.

Anticipated goals are: 1. Quicker response by the department in accessing data. 2. Less errors on generated reports. 3. On-time submission of reports by grant project managers 4. Increased post-award communication between grant development and grant managers/PI's. 5. Increased willingness by staff and faculty to apply for external funding.

Grants Development department is still researching off-the-shelf system to track resource development. To date one system is being seriously considered but additional research on the capabilities of the system in comparison to ACC's needs further investigation. Funding for the system will need to be requested through the appropriate channels at ACC. The department goal for implementation

Improvements planned are to develop an automated system for establishing grant priorities, setting annual goals, tracking annual and new grant opportunities, managing pre-award activities/deadlines, customizing reports, and managing post-award activities. Post-award support would be initiated in order to assist ACC grant managers/PI's in establishing their grant project, monitoring progress as it relates to

Currently the grants department is using excel spreadsheets to track grant activities. Activities tracked include: in process, submitted, awarded, not funded, No longer being pursued, in concept, search request, and non-monetary awards. The grant writers and the Executive Director notifies the Administrative Assistant through email when the status of a project has changed (i.e. from in process to submitted) The AA then updates the excel spreadsheet. The current system is labor intensive and prone to multiple errors. Also, the department currently does not have an automated system to notify grant managers/PI's of post-award deadlines (quarterly, annual, end of grant reports). With the addition of a Grants Compliance Officer the department was able to develop a system for tracking post-award activities

1. Continuing to research off-the-shelf grant management systems. 2. Addition of a Grants Compliance Offer to the department. 3. A tracking tool has been developed on Excel to track compliance of 3 large DOL TAACCCT grants. 4. 1st quarter reports for DOL TAACCCT grants were submitted on time. 5. Communication between Grants Development, Restricted Accounting and grant project managers as increased since addition of a Grants Compliance Officer.

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was to select a system, request funding, purchase the system license, attend training, and have the a desire to research additional system, goal to implement by the end of FY2013 will not be met. However, the hiring of a Grant Compliance Office has give the department the opportunity to proceeded with post-award activities without a fully automated system.

established timeline, goals and objectives, monitoring use of funds, insuring report compliance, and assisting with close-out of completed grant projects.

(in process reviews, quarterly/annual reports, compliance with established timeline, end of project reports). The current system is dependent on the use of excel spreadsheets and excessive data input. Through investigation of processes used in grant development departments at other colleges, it was determined that a more automated, streamlined process would benefit ACC. Through conversations with potential grant project managers at the college, some are reluctant to apply for external funding because of the added responsibility of report compliance.

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inititiave 1 Awareness of Services by faculty

High Tech Happy Hours

Survey of awarness; follow up on service use; contacts

To be recorded at Convocation

15% improvement annually

22,000 contacts annually

2013 update

Inst

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2012

3.3.

1.3

Her

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an, Instructional Computing and

Technology (ICT) supports teaching, learning and administrative functions of ACC through technology via Computer Services, Media Services and Multimedia Support Services.ICT provides computing resources for ACC students through open access computer centers, computer classrooms, and public access computers in the ACC libraries. This provides students with access to the tchnology they need to complete assignments and conduct rsearch. Computer Services provides support for faculty through computers located in the Faculty Resource Centers (FRC) and instructor computers installed in classrooms. These resources provide fauclty with uptodate technology for course development and course deleivry.The Media Center on each campus provides equipment for faculty use to support classroom instruction. Assistance with learning and using technology is also available through the Media Centers.Multimedia Support Services provides support for instruction through Interactive Video Classrooms (IVC), Multi-Purpose and Lecture Halls (MPH), and installation of instructional

In looking at the threats and weaknesses, it is apparent that tech staff are unaware of the budget and the general planning that goes on. Currently, they are informed indirectly through bi-weekly managers meetings. It was assumed that the managers would then filter down the information to the the staff. This is apparently not happening and in some cases, information is getting distorted.Frontline staff are also informed directly of general and master plan initiatives through the semi-annual All ICT meetings where the entire department is brought together. There seems to be a need for greater and more direct communication. Several years ago I experimented with an "Executive Podcast" directed at the employees. It only went as far as one episode due to the time it took to produce and edit. Since then, technology has vastly imporved and ACC has obtained desktop meeting tchnology, We will plan for a least 3 Executive Podcasts entiteled "The Director's Notes" to provide a direct communication between the ICT director and the ICT techs. These will take place mid semester in the Fall, Spring and Summer. They will be webcast live and recorded for later streaming. Technical staff will be able to ask questions through the live chat or previously submitted questions. Departmental and college issues will also be addressed. The presentations will be 30 minutes to an hour long. This will help address the planning,

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inititiave 2 -Staff Professional Development

Send more staff to conferences

Percent of tech staff attending professional training or conferences and reporting back.

22-25% 33-50% 22-25%

2013 update

equipment in classrooms and labs. The Multimedia Support Services staff also provides consultation to departments interested in purchasing multimedia technology.

budgetary and staff issues.To address professional development over the past two years, I made it possible for 25% of the tech staff to attend national or regional conferences that have been held here in Austin. Those who have been able to attend have greatly appreciated the opportunity and have come back with new information and new approaches to their jobs. With this in mind, I'd like to to push to send at least one third (preferably one half) of the Tech staff to professional conferences and training each year. The low cost of TCEA, and the SXSW-EDU confrences makes this more viable. In addition, we can take advantage of free conferences and training such as InnoTech when they occur.In addition to the plan mentioned above, tech staff will have the opportunity to host and participate in the High Tech Happy Hours being instituted to address the outreach and awareness issues. These will take place one Friday a month during the Fall and Spring Semester's. They will be hosted in the Media Center/FRC's. They will consist of short 15 minute trainings on software or hardware coupled with social mixing with faculty to discuss the presented and other technology offered or supported by the ICT and the Instructional Design (IDS) staff. These events will also be webcast and recorded for future streaming.

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inititiave 3 -Staff awareness of budget, planning, and goals

Director's Notes Podcast

Survey of staff awareness of budget, planning and goals

To be taken at next all ICT.

50% or better imporvement

N/A

2013 update

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To date we have met with approximately 80% of department chairs and have completedsurveys from 30% of department chairs. We have a total of 32 facutly surveys completed. Wehope to get additional responses at the ACC General Assembly on August 24th. Once wehave finalized the data-gathering process, we will develop preliminary instructional developmentplans for departments and verify with department chairs to begin implementation.

MIP Modify service offerings to align with the needs identified by department chairs and faculty.Examples would be:*Additional targeted training that is department-specific*Increase support for review and development of student competencies

100 % of department chairs and faculty will report instructional needs identified in 2012survey and listed in their instructional development plans were successfully met or are beingaddressed.

By January 1, 2013, 100% of academic departments responding to the 2012 survey will havean instructional development plan from IDS that shows how we plan to meet their requestsand needs as identified in the 2012 survey for (1) training (2) instructional design (3) projectdevelopment.

We are still gathering data from faculty and department chairs. However, based on someprliminary needs identified, we are already working with two departments on Hybrid Coursedevelopment, two departments on Departmental Website redesigns, additional training in theareas of Instructional Website Design and Development of Student Learning Outcomes.

Inst

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2013

3.3.

1.3

Susa

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on We will use final figures from the 2012 Department Chair and Faculty surveys to determine thebaseline. The number of requests and percentage of requests will be analyzied to determinethe services we will need to offer in the 2012-13 academic year.Current survey figures, for example, show that 40% of faculty respondents would like to knowmore about effective communication and interaction with students. The IDS approach wouldinclude some training sessions, plans for implementing new strategies, with follow-up onoutcomes in the classroom.

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Currently survey figures show that 30% of faculty would like help with development or review ofstudent competencies. The IDS approach would include meeting with faculty reporting theseneeds to determine if needs are course-based or program-based. Recommendations andservices offered would depend on the scope. Follow-up would focus on completion of clear,well-written, measurable student learning outcomes.

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1. Faculty and staff will be able to identify the services provided by IDS.

Outcome: Given improved web and print informational materials about IDS services and staff,

80% of faculty and staff will be able to identify IDS services.

2. Faculty that use IDS services will report project results.

Outcome: Given evaluation plans prepared during project development, faculty and staff will report outcomes of projects.

Initiative 1 Faculty and staff will be able to identify the services provided by IDS. Services provided by IDS will be clearly described and explained in both web and print formats accessible to faculty and staff.

Outcome: Given improved web and print informational materials about IDS services and staff,

80% of faculty and staff surveyed will be able to identify IDS services.

none 0.8 none

We support faculty and staff by providing a variety of services, consultation, and training to improve the learning environment for students and maximize student success. Faculty and staff can focus on content expertise while we provide expertise in teaching and learning strategies that meet the intended outcomes.

Services include:Curriculum DevelopmentInstructional DesignCourse RedesignCompetency-Based InstructionTraining and workshops on instructional practicesInstructional Technology Support and TrainingVideo and Multimedia Design and ProductionAssessment and Student Learning OutcomesDistance Learning Course Design and Development

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Examples include:

The online student orientation improves the persistence rates of students who participate by 40%.

Instructional Designers provide point-of-service consultations to help faculty with instructional issues and needs. This enables faculty to improve the design and delivery of course content.

Multimedia and Video Production staff support the d i d l t d

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MIP Will increase the number of credit and Continuing Education sections offered to accommodate new campuses in Elgin (ELG) and Hays (HYS).

Document increased number of sections processed with existing staff resources.

See 3c below.

No additional staff will be required to meet this goal.

Credit (XOSE count), as of 6/1/12: • Sections offered = 14,126 • Sections cancelled = 1,368 • Sections made = 12,758 • From FY11 to FY12 decreased 119 sections offered. CE (Datatel count), as of 5/30/12: • Sections offered = 4,035 • Sections pending/cancelled = 1,370 • Sections made = 2,665 From FY11 to FY12, CE decreased sections offered by 307.

2013 update

Inst

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Serv

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2014

3.3.

1.3

Dia

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Olla

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This is the first program cycle to utilize an evaluation survey. It is too soon to comment on theprogress and how the evaluation tool will serve as a component of planning, development, andoperations.

MIP Quantitative and qualitative evidence from the surveys will be used to identify areas that requireimprovement and feed into program planning and development for the next program cycle.This will be the first cycle in which the evaluation survey is utilized and improvement will bemeasured by comparing survey data from the next program cycle against the baseline surveydata.

Data is still being collected, so it is too early to determine what improvements will be needed.

As with 3a above, it is too soon to have set goals based on identified areas requiringimprovement.

See answers 3a and b.

Inte

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2013

3.3.

1.3

Willi

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n Development and implementation of study abroad post-program survey for participants. Thesurvey is designed to capture baseline demographic data as well as student responses on:- Reasons for participation- International Programs support and student preparation- Program logistics and in-country support- Study abroad experience as part of student academic and personal development- Health, safety, and security issues- Challenges to participationThe survey is being implemented at this time, following the

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return of study abroad programs thefirst week of July. The objective is to use this pilot to further refine the survey, in consultationwith relevant College units, so that it will become an annual standard procedure for evaluationand assessment of study abroad programs.

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Initiative 1 Increase workforce education study abroad programs with relevant professional experiential components, including service learning.

IP will be directly engaged in design and development of programs and will measure planned improvement through program management cycle, including quality of program design, student interest and engagement, student success through program completion and GPA, faculty leader reports, and student surveys.

0 5 2

I. Study Abroad as a Vehicle for Student Success

• Strengthen Faculty-led Study Abroad Programs, including expanding Faculty-led Study Abroad Programs in Workforce Disciplines (e.g., Health Sciences, RTF, Music, Music Business) and STEM disciplines.• Develop international service-learning opportunities for students and faculty to engage in during study abroad programs that foster student academic success, citizenship, and community involvement.• Institutionalize the three-year study abroad program development cycle with college-wide RFPs, to contribute to programmatic maturity and continuity of core offerings.• Institutionalize annual study abroad program design and development cycle to explore new programs, particularly in non-traditional disciplines.• Increase the Board of Trustees’ Study Abroad Scholarship fund from $50,000 to $75,000 to expand scholarships to 75 from the current 50.• Establish new merit-based $2,500 study abroad scholarships through the ACC Foundation.• Develop Texas Community College

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2013 update

Consortium for International Education

II. The Global Community at ACC

• Institutionalize annual ACC international visiting scholar program in partnership with the Institute of International Education’s Scholar Rescue Fund, with rotation among academic and workforce divisions and departments.• Institutionalize International Visiting Scholar Speaker Series, in collaboration with academic and workforce departments, to promote international issues, research, and education.• Promote and support ACC faculty and staff participation in Fulbright Scholars Programs.• Expand ACC participation in International Exchange Programs (e.g., CBYX)• Develop and support International Student Recruitment• Develop and support International Alumni Relations• Develop and implement International Training Solutions partnership with Continuing Education• Expand collaboration with Austin-area public and private entities in support of International Program mission and

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goals.

III. Internationalizing Curriculum and Courses

• Institutionalize annual ACC international visiting scholar program in partnership with the Institute of International Education’s Scholar Rescue Fund, with rotation among academic and workforce divisions and departments, as a means to internationalize curriculum and courses.• Continued support of Conflict Transformation and Peace Studies Advisory Committee and program development.• Institutionalize the pilot Internationalizing Curriculum, Courses, and Instruction Grant for fulltime and adjunct faculty projects directly related to internationalizing curriculum and courses.• Develop international internship opportunities for established ACC internship courses (e.g, Music Business, Health Sciences).• Support divisions and departments with internationalization projects and initiatives.

IV. Partnerships with Foreign Institutions

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Institutions.

• Develop sustainable, bi-lateral partnerships with foreign peer institutions.• Continue partnership development with Aarhus Business College and Business Academy Aarhus, Aarhus, Demark.• Explore and develop higher education and workforce training and partnership opportunities in support of the City of Austin-London Borough of Hackney economic development project (e.g., June visit to Hackney Community College). • Explore and develop higher education and workforce training and partnership opportunities in Latin America, with a focus on peer institutions in Mexico.

International Programs utilizes an annual workplan and internal implementation and evaluation tools to consistently monitor, review, and evaluate services in order to improve. The International Programs Director is primarily responsible with each IP staff member actively engaged in the process.

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inititiave 1 How will the unit measure the extent to which planned improvements have resulted in better service or intended outcomes for students or other key stakeholders?•Student Learning Services will continue reviewing and analyzing current measurement indicators: student visit reports, point of service surveys for students, point of service surveys for faculty, attendee evaluations of workshops, conferences and other training, student evaluations of workshops, employee evaluations, college-wide employee surveys, and college-wide student surveys.•The Self-Study Panel will meet once a semester to review progress on improvement recommendations and to refine/add new recommendations.•

Lear

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2011

3.3.

1.3

Jim

Nel

son I. Summary of Student Learning

Services ReviewFunction of Student Learning Services (SLS) Program:The Learning Labs serve all ACC students, placing emphasis on developmental and at-risk students. The Learning Labs provide tutorial services and tailored individual instruction to a diverse student population in an open-access lab setting available seven days a week. Modes of delivery include traditional and/or computerized one-on-one and small group instruction, skills review workshops, guided study groups, self-paced independent study, and online tutoring. The Learning Lab staff includes highly educated, highly experienced, well trained and certified professional tutors, peer tutors, faculty, computer technicians, managers and support staff. All are dedicated to providing quality services in a welcoming learning environment in support of ACC's mission and our students'

The Self-Study Panel reviewed the SLS program and developed the following plan for qualityimprovement over the next five years.•To Address Weaknesses:~ Staffing Challenges:1.Continue to expand on diversity of LELA staff;2.Hold a SWOT and an analysis session to review LELA staff concerns and solutions; invite tutors, technicians and support staff;3.Expand on faculty collaboration of providing in-service training to tutors to be a regular training process; and4.Continue to engage in professional development and training to provide CRLA certification of all tutors.5. Develop our own training

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Student Learning Services will continue to develop metrics for better understanding the effectiveness of the services provided by the Learning Labs. Through analysis of the metrics and the mission of the Learning Labs, resources will be focused on the services that provide the greatest student success.•The portal project will provide a means to better evaluate effectiveness of services based upon time in the Learning Labs to student grades and progress in programs; it is anticipated to have this operational in FY2012.

academic success.The Learning Labs collaborate with all areas of the college to create opportunities for student success.How the SLS program review was conducted:A SWOT was conducted on February 8,2011. Key stakeholders in and outside of Student Learning Services identified and prioritized the strengths, weaknesses, opportunities and threats to the program. Participants included faculty, advisors, counselors, students, and lab managers.In attendance were Ignacio Parra, Terrence H. Wharton, Laura Ore, Kim Martinez, Michelle Marler, Bill Cheek, Jim Nelson, Susan Jones,

curriculum and have it certified by CRLA. ~ Space Challenges:1.Work with Campus Managers to create tutoring space in hallways and alcoves, if possible;2.Diversify tutoring formats to serve larger numbers of stUdents; promote group tutoring and tutor-led study groups;3.Continue involvement in the Campus Advisory Committee; investigate alternative space options for use by study groups, review sessions, and seminars; recommend more computer classrooms be created to

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2012 update -Collaborationwith facultyand staff

Increase in thenumber andfrequency ofclassroomvisitations

To increasecommunicationand thenumber ofstudents andfaculty who canimprove theiracademic livesby use of theLearning Labs

Originally thiswas done byinvitation andthen awaitingresponses fromfaculty. Theapproximateclasses visited,which classestaught subjectstutored by thelearning labswasapproximately30% of thoseclasses.

To move to aproactivemeans ofcommunicationby organizedassignment totutor to makefaculty contact.Goal was toincrease thesevisits by 100%.

The increase inclassroom visitshas been morethan 100%.

Terri Kelly, Kathy Dowdy, Theresa Mooney, Marie-Line McGhee, Allen Mueller, Myra Bradley and several others.Over the month of May 2011, a self-study review was conducted by the Interim Director of Student Learning Services and the Learning Lab Managers through regular meetings and emails. Using the results of the SWOT and a review of the program, the self-study panel developed a quality improvement plan for Student Learning Services.Findings for Student Learning Services (SLS) Review:SLS program strengths:• Our dedicated and professional staff that continually collaborates with faculty, staff, administration, and students to develop and deliver effective and high quality student success services. SLS key improvement and planning issues:•Developing valid measurement tools to use in our decisions to

support faculty needs and to free up tutoring space;6.Engage in discussions and work as a team with faculty and student services to develop plans to best use limited resources to meet the increasing demands for services;7.Work through appropriate channels/committees to recommend the creation of more computer classrooms so tutoring areas can expand;8.Recommend tutoring hours expand to 8:00am -9:00pm Monday-Thursday and expand Friday hours to 8:00am -3:00pm;9.Work with OSD to transition from Learning Labs providing reading and writing services for students to OSD providing readers, note takers and books on tape, thus freeing tutors to

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2013 update -The Learning Labs are key elements in reducing attrition, increasing persistence, theachieving of degrees and certificates, and in the completion of developmental courses. Thelabs and the leadership of each lab is committed to all the initiatives. We take seriously thechallenges and our strengths in order to improve the success of all students.

inititiave 2

provide effective services and to use limited resources more efficiently;•Developing a scalable organizational structure that provides consistency across Learning Labs, but allows for individual campus needs; and•Distributing our resources to reflect the increase in demand for student success services.Major Conclusions for Student Learning Services:The Learning Labs are one of the most used and most effective success and retention programoutside of the classroom.In the next five years our challenge will be to address growth while maintaining our effective and high quality success services for students.Recommendations for Student Learning Services:•Increase collaboration efforts with existing and new partners;•Implement and fund a staffing model that is consistent and scalable across all labs; and

provide higher skilled services to stUdents; and10.Through appropriate committees, recommend that the ACC Foundation support additional funding for OSD to provide reading and writing services.•To Address Opportunities: ~ Collaboration Efforts1.Work with ACC Marketing to help labs develop overall strategy for better visibility of LELAs within ACC and the community;2.Redo/Update the Learning Lab brochure; create more marketing materials;3.Create an electronic news letter about LELA services, retention efforts and new initiatives; include retention data, employee profiles, and collaboration efforts;4.Form academic advisory board for the Learning Labs;Update website; make forms,

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2012 update -Collaborationwith staff andstudent studygroups withexisting andnew partners

To increasethe use andavailability ofthe LearningLabs for studygroups as wellas individualtutoring use

Increase thenumber ofworking studygroupsorganized bythe LearningLabs.

This waspreviously doneon a requestbasis; allLearning Labwhich havespace did offerrooms for studygroups, but notall labs organizedand/or led thesegroups.

Have the labsdevise, develop,and publicizestudy groupswith tutoringoffered for thesegroups.

75% of the labssuccessfullyestablished andmarketed thesegroups,including Dev.Writing,MOD program,VeteransGroups, Dev.Math “Camps”,Statistics andassessment testprep.

2013 updateinititiave 3

•Use data driven decisions to allocate limited resources and increase efficiency and effectiveness of student success services.

applications, schedules, and other documents more uniform across all Learning Labs;6.Collaborate with departments on department specific referral forms, as requested;7.Develop process holder approach to streamline communication between departments and LELAs; assign either a Lab Manager, IA or TS to attend/report on departmental meetings for all disciplines tutored;8.Collaborate with academic departments to develop improvement plans to tailor LELA initiatives for support of each department's students;9

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2012 update -Improvementsand expansionof assessmentand placement testing review and preperation

Achieve amore up‐todateandeffective set reviewandpreparation.of onlineofferings forstudent useand success.

Examinationof onlineofferings andupdate of programs andapproachesforassessment

Communicationwith the officesworking withadvising, counseling andplacement wasbeneficial butwarranteddiscussions at agreater depth.

Review theexistingprograms;research other opportunities;share these intandem with theoffices dealingwith preparationfor Assessmenttesting forDevelopmental.

Review of theexistingprograms andthe current license contractsare complete;research intoavailablesoftware iscomplete, butthis is neverendingdue totechnologicalinnovation in thisarea. Thisimportant part ofthe journeycontinues.


9.Coordinate with faculty to offer Friday/Weekend tutor-led workshops targeting difficult topics and/or study skills applied to specific disciplines;10.Continue involvement in the Student Success Initiative Committees; all Lab Managers will participate on SSI committees;11. Schedule cross-walk activities with counseling and advising;12.Continue tutor conference to include faculty and staff collaborators as presenters;13.Expand tutor conference to invite select non-tutors to attend as part of increased

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Increaseservices andassistivetechnology inorder formorestudents tohave accessto academicsupport.

Increase in staffand LearningLabmanagementand staff toaccommodationneeds.

Only oneAccommodationsAssistant wasattempting toserve the needsand addressissues for all ofthe LearningLabs. Equipmentwas insufficientto meet thestudent needs.

Have in placeanotherAccommodationsAssistant inorder for theeight labs to beserved. Examinethe servicesprovided‐‐especially atthe labs whichdid not have theaccommodationsassistant;conduct a reviewof thetechnologyavailable andsupplementexistingtechnology.

The secondAccommodationsassistant is inplace, and alleight Labs nowhave access tothis expertise. Areview of theservices hasbeen conducted,with informationfrom variousOSD offices;equipment hasbeen identifiedand will be in theupcoming reviewof equipment;also there hasbeen anexpansion of theBraille programand availabilityto students whoneed this.


collaboration efforts; develop guidelines for invitation to conference;14.Offer a professional development session on what Learning Labs do at Faculty Development Day;15.Collaborate with Adult Basic Ed Department to establish procedures for providing services in the Learning Labs and develop services to support ABE students;16.Provide tutoring appointments on Fridays based upon recommendations by faculty and/or counselors as an intervention for at risk students;17.Collaborate with faculty and departments to enhance offerings on skill specific workshops;18.Provide seminars on college study skills the week before each semester begins and the first week of each semester; and19.C ll b t ith f lt t

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To achieve amore effectiveand efficientdecisionmakingprocess by theuse of datameasuring our owneffectivenessand impactupon studentsuccess.

The measureand goal is tobe able toidentifyperformance ofstudents usingLearning Labservices

Althoughcollection ofcertain datahas beenconducted, themeasurementand the use ofthe results has not beenutilized fullyfor planningand executionpurposes.

Establishmentof criteria toshow not onlystudentperformancebut also thetype of helpreceived by the student whichwas the mosteffective forincreasingpersistenceand decreasingattrition. Thisis especiallyimportant inthe arena ofDevelopmentalcourseworkand tutoring.

An increase intheinformationcollected bythe LearningLabs as to time,subjects,frequency of both tutoringand computervisits hasoccurred. Thekey to effectiveuse of thesedata is theHaving and theanalysis ofstatistical datato identifywhat actuallyyields results.Discussionswith OIEA havecontinued inorder to focusandconcentrate onthe mosteffectivemeasures.While suchefforts have

Collaborate with faculty to develop and market course-specific study groupswith dedicated tutor.~ Effectiveness Metrics1.Request/develop data on effectiveness of services;2.Hold meeting once a semester to evaluate data and set directions for LELAs; and3.Review resources of each LELA and continue to standardize core policies/guidelines and processes/procedures.• To Address Threats: ~ Funding Options1. Develop priorities for services, staff, and space supported by effectiveness metrics and needs analysis.)0> Staffing Model1.Address staffing inequities across the Learning Labs; create metric for general staffing requirements for each LELA, but allow for individual campus focus and needs;2.Rewrite/update job descriptions

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2013 update

Rewrite/update job descriptions for all positions in LELAs to better reflect actual work efforts and duties needed to be done by a position and determine if any new positions are required; and3.Develop organizational structure that has opportunities for career growth within the LELA service area.

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We have completed our data gathering on constituent awareness and familiarity levels of technology. We have completed our general ed/workforce outcomes comparison and our ACAP assessment of outcomes expectations by outside experts. We are 50% - 60% with revising our Information Literacy program to incorporate needed outcomes.

MIP Information Literacy Program revised: --IL outcomes compared against college gen ed and workforce outcomes DONE --external to department ACAP assessment of IL program DONE --internal review/revision of program to insure outcomes meet general ed and workforce needs COMPLETED SPRING 2013

Pre and post information literacy teaching session survey data compiled/compared (Fall 2012 and Spring 2013) Blackboard embedded "graded" information literacy student surveys to determine "b or better" and customer satisfaction. Post survey of faculty to be compared against pre survey delivered and completed in Fall 2011 and Spring 2012.

Technology survey data results (documentation attached to Todaro emails) Faculty survey data results # of outcomes and discipline-specific outcomes found in gen ed and workforce in assessment completed in Fall 2011

Increased awareness of library resources and services Increased awareness of role and use of technology in learning Greater number of outcomes (goal of 80% which is a 30 to 45% increase) in disciplines and a greater number of disciplines with information literacy outcomes (gen ed, workforce and ACAP results)

Pre test information gathered in: -awareness of library resources and services -awareness of role and use of technology in learning -number of outcomes in disciplines and a greater number of disciplines with information literacy outcomes (gen ed, workforce and ACAP results)

2013 update

Libr

ary

2014

3.3.

1.3

Julie

Tod

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inititiave 1 POS Survey of students and faculty5• Survey interpreters• Measure the interpreter requests made v. requests filled• Focus groups

Offi

ce w

ith S

tude

nts

with

Dis

abilit

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- Spe

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Pop

ulat

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2011

3.3.

1.3

John

Ain

tabl

ian The purpose of Interpreter Services is

to provide reasonable accommodations, specifically signlanguage interpreting and speech to text services, i.e. CART, for ACC students, faculty, staff,and visitors who are deaf or hard of hearing (stakeholders).The impact and outcome of our services is to bridge the communication gap between deaf andhearing people, thus allowing stakeholders access to ACC programs, classes and activities.

Contacting instructors via email re: Interpreters needing access to Blackboard thus giving moreinterpreters access to Blackboard to help them prepare for their classes.• Improvement step: at this time no notices are sent out to instructors re: interpretersneeding access to Blackboard. IS will send out notices to all instructors who haveinterpreters scheduled in their sections.Will start using the scheduling database this summer and provide feedback to IT re: its use andneeded revisions. The goal is to make scheduling more efficient and less labor intensive.• Improvement step: complete the needed revisions by Aug 31, 2011. Start Phase II bySept 1, 20114Expand the Staff Interpreter office; eliminate overcrowding and in addition place 2 additionalcomputer stations in the Staff Interpreter office. Explore finding space at other campuses forstaff and hourly interpreters. Provide interpreters space to prepare for classes; meet to discuss

Dis

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2012 update -Instructorsneeding to giveintepretersaccess toBlackboard

Provideinstructions re:how to get terpsonto Blackboard

Number ofinterpretersneedingaccess toBlackboard

25 at thestart ofspringsemester

100% ofinterpretersgetting accessto Blackboardeach semester

20


their work, exchange ideas.• Improvement step: this is put on hold until the college provides the fundsLook at how to schedule interpreters so they can be available for the tutoring lab and lastminute requests• Improvement step: at this time no formal notification is given to deaf students

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2012 update -Lack ofinterpretersfollowingpolicies andprocedures

Need moreoversight ofinterpreters inthe classroom

Number ofclasses theInterpreterSupervisorvisits

200classes atthe startof springsemester

Visit at least10 classesw/differentinterpreterseach semester

3


regarding the availability of deaf/signing tutors in the lab at RVS. An email will be sentto students informing them of the deaf/signing tutors schedule each semester.Before any action is taken re: last minute requests, a baseline count will be taken todetermine when and from which area or department the requests come.Need a student orientation re: interpreter policies and procedures. The goal is to make studentsaware of their rights and responsibilities when using services and give them the tools they needto access services• Improvement step: at this time approximately 10% of the deaf students attend the OSDInfo Sessions. Emails will be sent out to all new students to encourage them to attendthese sessions. The goal is to get at least 20% to attendIS Supervisor visits the classroom to observe interpreters to provide feedback and to createrelationships with instructors.

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2012 update -Bettercoordination ofservices fordeaf students

IS needs a closerworkingrelationshipw/OSD

Number oftimes ISSupervisorattends OSDmonthlymeetings

1 meetingsa year

During theyear attend50% of OSDmonthlymeetings

1

2013 updateinititiave 42012 update -Deaf studentsnot followingInterpreterServicespolicies andprocedures

Educating newdeaf studentsre: interpreterpolicies andprocedures

Number ofnew studentsattending OSDInfo Sessions

25 newstudentsat start ofspringsemester

50% increaseby spring 2013

16 attendedOSD InfoSession

2013 updateinititiave 52012 update -IS schedulingsystem notuseable fornon‐classevents

Develop PhaseII of theschedulingsystem for nonclassevents

Be able toschedule nonclassevents

Phase IInotstarted

Have Phase IIworking by1/2013

Havemeeting w/Manager,ApplicationsDevelopment todiscuss Phase II

2013 update

p

• Improvement step: The IS Supervisor will visit 10 sections each semesterHaving a closer working relationship with OSD would improve the coordination of services• Improvement step: The IS Supervisor will meet with the staff interpreters to identifyspecifics re: the coordination of services. Once identified corrective steps can be taken.Educating hourly interpreters via workshops, meetings, etc. re: professional behavior to givethem the skills needed to expand and enhance their skills• Improvement step: identify with the staff specific behaviors that need to be addressedand then determine the best way to provide the needed training i.e. workshop, onlinetraining, etc.

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To date 3 school districts within the ACC service area have participated in the curriculum alignment process. Their student scores indicate more students are achieving College and Career Readiness but not at the expected rate as defined in our target goal.

MIP Continued implementation of and expansion of secondary/post secondary curriculum alignment teams designed to increase the number of high school students who graduate College and Career Ready.

Data from "End of Course Assessments" taken by students from school districts involved in the curriculum alignment process will be used to determine success.

Student "End of Course" assessment scores provided by the Texas Education Agency

Target is 100% involvement in curriculum alignment from school districts in the ACC service area with 100% of their high school graduates obtaining assessment scores in the core academic areas that meet or exceed established State standards for College and Career Readiness.

Current data indicates only 24% of high school students from high schools in the ACC service area meet score requirements indicating they are College and Career Ready.

2013 update

P-16

2014

3.3.

1.3

Gar

y M

adse

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MIP Require all First Time at ACC students to complete online ACC 103(prior to 1st class) Implement First Year Experience 8 week (1credit hour) Seminar for First Time at ACC students

What measures are going to be used to determine if the improvements were successful? Retention, Persistence and Success rates

Persistence rates: Semester 1 to Semester 2 and Persistence Rates Year 1 to Year 2 and Graduation rates, Transfer rates, GPA, Seminar, & Course Completion rates

10% increase over baseline

Data provided by OIEA

Stud

ent L

ife

2015

3.3.

1.3

Che

ryl R

icha

rds The Office of Student Life is the process

holder for the First Year Experience at Austin Community College. A key component of the First Year Experience is orientation. The required new student orientation otherwise known as TOP or ACC 103(online) has successfully offered information to a restricted number of students. New students that have participated in orientation have persisted at a higher rate than those who do not. Currently students that are Early College Start, Transfer, Degreed, Attempted credit hours but did not complete, 2nd 8 week classes or 12 week classes do not attend TOP live or online. Because the data shows that persistence rates have increased significantly as a result of completing TOP, it seems appropriate that all First Time at ACC students be required to complete the online orientation thereby offering consistent messaging and resources. Next, the First Year Experience will be expanded beyond a 2-3 hour presentation to an 8 week seminar that provides students with an early, authentic seminar experience in which they will encounter the essential processes of academic discourse. Complementing the seminar experience, a variety of co-curricular events, lectures and additional experiences will serve to engage FTACC students. First Time at ACC students will develop and

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2013 update

demonstrate the communicative skills of speaking, listening, writing, reading, and critical reasoning and judgment in a class small enough to allow the full expression of these capabilities as well as to allow ample individualized attention. Additionally, The First Year Experience Seminar will serve to bring diverse students together in a common experience focused on intellectual and social communities. Academia and Student Affairs will come together to enhance the FTACC student experience by interlocking engaging events and programs designed to span the spectrum of academic, and co-curricular aspects of the educational experience. Goals and objectives of FYE 8 week Seminar: By the end of the first year at ACC, FTACC students that attend the required FYE Seminar will achieve the following skills and experiences: Recognize the level of academic expectations in college courses Complete ACC 103 Maintain a minimum 2.000 GPA (First Semester, Second Semester ) Develop intellectual curiosity and enthusiasm for learning Explore and engage in campus life outside the classroom (campus events, traditions, organizations, service, shared governance, etc.) Begin a Co-Curricular transcript R d i d b k

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Read unassigned books Develop effective academic skills Identify their academic strengths and weaknesses, i.e., in writing, critical thinking, quantitative reasoning, information literacy, oral communication, learning styles, study habits, etc. Explore career goals Begin to develop an academic and personal plan that focuses on success in the job market and participation in future community involvement Expand career plan by research experiential opportunities Establish a base of social contacts and engage support services when needed Interact with new/different/diverse types of students (other cultures or ethnic groups, religions, sexual orientations, etc.) Interact with faculty outside the classroom, assistance with class material, informal discussions, etc. Use campus resources as appropriate (Counseling, Advising, Learning Lab, Tutoring, Career Services, Financial Aid, Library, Student Life,Campus Police etc. Embrace values of civic engagement, personal development and academic integrity Identify their strengths and weaknesses in personal/social behaviors, i.e., ability to work in groups, time management, leadership skills, i k id t

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Using the answers to the first two questions what improvements to primary services and or intended outcomes will occur during the

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Progress has been good but has taken longer than anticipated (primarily due to unexpectedFMLA of the Review Leader (who is also the primary designer implementor of the project atACC). Students and employees have provided favorable feedback. Due to this being a pilot toadapt an existing technology for the higher education industry, alterations & improvements arebeing made weekly. The vendor (QLess has hired a former college IT Administrator to helpfacilitate this effort. Request for funding to continue the pilot & expansion was submitted forTech Committee funding for AY 13

MIP Pillot adaptation of remote queuing system for Student Services areas that experience longerwaits

1. No suitable remote queing system currently exists in the higher education arena. Ability topartner with a vendor willin to adapt existing technology geared for a different industry.2. Implementation of the system successfully on 1 campus for specific departments (Couns &Adv).3. Expansion of the system successfully on 1 campus to additional departments.4. Expansion of the system to a 2nd campus.

Oral complaints from students to campus service providers regarding wait time, having to leavefor class & lose place in line, noise level in waiting area disruptive to nearby testing & servicesat peak times, POS feedback regarding waiting too meet with service providers.

1. ACC will partner with a vendor to pilot adaptation of existing technology designed for otherindustries.2. Students will utilize a remote queing system for counseling & advising @ CYP3. Students will utilize a remote queing system for additional departments @ CYP4. Students will utilize a remote queing system for counseling & advising @ an additionalcampus besides CYP.

1. ACC has an agreement with QLess to adapt a remote queing system designed for the foodindustry and currently in use with high traffic governmental offices. (negotiation 2010-2011,funding secured Aug 2011)2. CYP Counseling & Advising remote queing was implemented Jan 20123. CYP Intake, Support Center, Welcome Center, & Registration Assistance queues arecurrently active; may also add Disability Services & Financial Aid4. EVC has agreed to become the 2nd campus in the pilot but implementation is postponed dueto recent construction and moving of Student Services employee officesInitiative 1

Stud

ent S

ervi

ces

Dea

n C

YP

2013

3.3.

1.3

Ambe

r Kel

ley

Acad

emic

Adv

isin

g Pr

ogra

msC

aree

r Ser

vice

s*C

ouns

elin

g Se

rvic

es*

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Sign-in/screening process to seeadvisors & counselors

inititiave 1 The current configuration of the advising &counseling area presents challenges in regardsto the screening process. Once the overridingspace issues are addressed, the sign-inprocess should no longer present an issue.

Redesign, Point of Service (POS) survey

2012 update Redesign of student intake area as well as implementation of QLess software

POS Student feedback

85% satisfaction via the POS survey

80%

2013 update

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ey Mission of Student Success & Support Systems:Provide exemplary programs that support the teaching/learning process and increase opportunities for students to defineand reach their educational and career goals.Primary services:● Counseling● Advising● Testing● Assessment● Office of Students with Disabilities● Student ConductImpact of the primary servicesThe primary services list above have a direct impact on student success.

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Accuracy in regards to OSDadvising

inititiave 2 Several measures have been put in place toinsure that the needs of students withdisabilities are being met. These measuresinclude:-Tracking of student progress-Weekly updates & meetings with the Dean ofStudent Services-Additional hourly/part-time support for OSD

POS


Assessment hours do not servicestudents who work full-time

inititiave 3 Assessment at EVC has evening hours onTuesday. There are also evening hoursavailable on Monday & Tuesday at RGC.

POS


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Increase/redesign space for studentservices areas

inititiave 4 Eastview Student Services was to receive aremodel starting spring 2011. Unfortunately,budget constraints prevented the designedremodel from moving forward. Currently, theVP of SS & SS is working with the Dean ofStudent Services in regards to accomplishingsome of the items submitted in the previousredesign.

Redesign, Point of Service (POS) survey.

2012 update Redesign of student intake area

POSCompletion of redesignPOS

Student/staff feedback

Construction complete by July 2012

2013 update

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Registration assistants are currently scheduled weekly and wait times continue to be reducedeven though student traffric volume remains high. Student satisfaction unaffected or improved

MIP Reduction of student intake wait time and improvement in student registrtion efficacy.

1. POS survey results: pre and post intervention2. Traffic volume reports

Items 1 and 2 above pre-2011. (Section 3)

Item 1 and 2 above (Section 3) showing reduced wait time and similar or increased studenttraffic volume.

Implemented solution and gather ongoing data

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Initiative 1 Student’s wait time for advising and registration time.

Addition of Registration Assistants which changed the student assistant ratio. This moved registration out of the counselor/advisor offices resulting in shorter student wait times. This provides counselor/advisors more time to accurately advise students. The Advising Supervisor is responsible for monitoring this. This improvement directly affects distance learning students in that counselor/advisors will have more time when advising students, including distance learning students.

Northridge Student Services Point of Service Survey Results

Baseline: Fiscal 2011 Data*

Item 6 <15 min 55%, 15-30 min. 31%, over 30 min. 19%

See * in Question 3

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Mission of Student Services:Provide exemplary programs that support the teaching/learning process and increase opportunities for students to define and reach their educational and career goals.

Primary Services:• Counseling• Advising• Testing• Assessment• Office of Students with Disabilities• Student Conduct

Impact of the primary services:The primary services listed above have a direct impact on student success and faculty’s classroom environment.

Primary Service Issue Improvement Assessment/MeasurementStudent’s wait time for advising and registration time. 1. Addition of Registration Assistants which changed the student assistant ratio. This moved registration out of the counselor/advisor offices resulting in shorter student wait times. This provides counselor/advisors more time to accurately advise students. The Advising Supervisor is responsible for monitoring this. This improvement directly affects distance learning students in that counselor/advisors will have more time when advising students, including distance learning students. Point of Service (POS) Survey Results – Pre and Post InterventionBaseline: Fiscal 2011 Data*Post Evaluation: Annually beginning 2014 spring POS data by Dean of Student ServicesAdvising services consistency and accuracy 1. Advising/Counseling liaisons established for each Northridge academic department and advising information is communicated via liaisons to advisors and counselors. This provides more accurate and up to date advising information to counselor/advisors from departments. The Dean of Student Services and the Advising Supervisor are responsible for this process. This improvement will directly affect the accuracy of advising for students, including distance learning students.2. Peer Quality Control program established under the supervision of the Advising Supervisor to

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Initiative 2 Advising services consistency and accuracy 1. Advising/Counseling liaisons established for each Northridge academic department and advising information is communicated via liaisons to advisors and counselors. This provides more accurate and up to date advising information to counselor/advisors from departments. The Dean of Student Services and the Advising Supervisor are responsible for this process. This improvement will directly affect the accuracy of advising for students, including distance learning students.2. Peer Quality Control program established under the

Student Services Point of Service Results

Baseline: Fall 2012**

96% Agree or Strongly Agree

8. Please rate your experience in the following areas according to the scale: Front office reception was friendly and helpful: 1.9% strongly disagree, 0.4% disagree, 3.0% somewhat agree, 24.5% agree, 70.1% strongly agree; Staff person was professional and helpful: 1.5% strongly disagree, 0.4% disagree, 1.5% somewhat agree, 16.7% agree, 79.9% strongly agree; Service I received met my needs: 1.1% strongly disagree, 0.4% disagree, 3.4% somewhat agree, 15.3% agree, 79.8% strongly

improve advising consistency and accuracy. Each advisor/counselor is partnered with another and each spot checks the other’s Education Plans for consistency and accuracy on a weekly basis. This process is intended to eliminate most advising errors. This improvement will directly affect the accuracy of advising for students, including distance learning students.3. A weekly counseling meeting was established to enhance consistency in advising. This improvement will directly affect the consistency of advising for students, including distance learning students. Advising and Counseling POS Survey Results – Pre and Post InterventionBaseline: Fall 2012** Post Evaluation: Annually beginning 2014 spring POS data by Dean of Student ServicesOffice of Students with Disabilities (OSD) Efficiency 1. OSD office had been understaffed from August 2012 until March 2013. March 2013 a full time Student Services Assistant was added and April 2013 an OSD Specialist was hired. The OSD Coordinator is responsible for monitoring work load and staffing for this department. This improvement will directly affect the efficiency of OSD services for students, including distance learning students. POS Survey Results – Pre and Post InterventionBaseline: Fall 2012**Post Evaluation: Annually beginning 2014 spring POS data by Dean of Student Services

*Fiscal 2011 POS results: 2 Wh t t f i t did k f

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Initiative 3 Office of Students with Disabilities (OSD) Efficiency: This office has been understaffed and staffing increases will improve efficiency

Northridge Point of Service Survey Results

Baseline: Fall 2012**

96% Agree or Strongly Agree

• 2. What type of assistance did you seek from Student Services? 34.9% Academic Concerns, 11.5% Career Concerns, 1.0% Community Referral, 34.7% Course selection, 40.9% Educational/Degree Planning, 6.0% Financial Aid Appeal, 6% Personal Concerns, 2.2% Early Alert/Warning/Suspension/Probation Issues, 13.5% Transfer Information, 12% Other• 3. Did you schedule an appointment or drop in? Appointment 9.9%, 90.1% Drop-in• 4. Staff or Office Visited: Advising 59.0%, Assessment 14.1%, Career/Transfer 0.2%, Counseling 27.6%, OSD 2.4%• 5. Who did you meet with today: info in hard copy• 6. Approximately how long did you wait? <15 minutes 53.3%, 15-30 minutes 29.0%, Over 30 minutes 17.7%• 7. Approximately how long did you spend with the staff person? <15 minutes 38.8%, 15-30 minutes 49.7%, Over 30 minutes 11.4%• 8. Please rate your experience in the following areas according to the scale: Front office reception was friendly and helpful: 1.6% strongly disagree, 0.8% disagree, 5.4% somewhat agree, 23.2% agree, 68.9% strongly agree; Staff person was professional and helpful: 1.2% strongly disagree, 0.3% disagree, 1.0% somewhat agree, 18.8% agree, 78.8% strongly agree; Service I received met my needs: 1.5% strongly disagree, 0.5% disagree, 1.3% somewhat agree, 17.9% agree, 78.8% strongly agree; I would visit the office again: 1.3% strongly disagree, 0.3% disagree, 2.0% somewhat agree, 17 0% agree 79 4% strongly agree; I am satisfied

8. Please rate your experience in the following areas according to the scale: Front office reception was friendly and helpful: 1.9% strongly disagree, 0.4% disagree, 3.0% somewhat agree, 24.5% agree, 70.1% strongly agree; Staff person was professional and helpful: 1.5% strongly disagree, 0.4% disagree, 1.5% somewhat agree, 16.7% agree, 79.9% strongly agree; Service I received met my needs: 1.1% strongly disagree, 0.4% disagree, 3.4% somewhat agree, 15.3% agree, 79.8% strongly

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17.0% agree, 79.4% strongly agree; I am satisfied with the services: 1.2% strongly disagree, 0.2% disagree, 1.9% somewhat agree, 16.3% agree, 80.5% strongly agree.• 9. Did the services you received help you to be a more successful student? 96.3% Yes, 3.8% No**Fall 2012 POS results:• 2. What type of assistance did you seek from Student Services? Academic Concerns, 44.0% Career Concerns, 8.4% Community Referral, 2.8% Course selection, 32.8% Educational/Degree Planning, 41.2% Financial Aid Appeal, 8.8% Personal Concerns, 3.6% Early Alert/Warning/Suspension/Probation Issues, 1.2% Transfer Information, 10.8% Other• 3. Did you schedule an appointment or drop in? Appointment 7.7%, 92.3% Drop-in• 4 Staff or Office Visited: Advising 43 9%

agree; I would visit the office again: 0.8% strongly disagree, 0.8% disagree, 2.3% somewhat agree, 17.6% agree, 78.6% strongly agree; I am satisfied with the services: 1.1% strongly disagree, 0.0% disagree, 2.3% somewhat agree, 19.1% agree, 77.5% strongly

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• 4. Staff or Office Visited: Advising 43.9%, Assessment 31.8%, Career/Transfer 0.8%, Support Center 1.6%, Counseling 39.6%, OSD 0.8%• 5. Who did you meet with today: info in hard copy• 6. Approximately how long did you wait? <15 minutes 74.8%, 15-30 minutes 22.0%, Over 30 minutes 3.3%• 7. Approximately how long did you spend with the staff person? <15 minutes 53.1%, 15-30 minutes 37.4%, Over 30 minutes 9.5%• 8. Please rate your experience in the following areas according to the scale: Front office reception was friendly and helpful: 1.9% strongly disagree, 0.4% disagree, 3.0% somewhat agree, 24.5% agree, 70.1% strongly agree; Staff person was professional and helpful: 1.5% strongly disagree, 0.4% disagree, 1.5% somewhat agree, 16.7% agree, 79.9% strongly agree; Service I received met my needs: 1.1% strongly disagree, 0.4% disagree, 3.4% somewhat agree, 15.3% agree, 79.8% strongly agree; I would visit the office again: 0.8% strongly disagree, 0.8% disagree, 2.3% somewhat agree, 17.6% agree, 78.6% strongly agree; I am satisfied with the services: 1.1% strongly disagree, 0.0% disagree, 2.3% somewhat agree, 19.1% agree, 77.5% strongly agree.• 9. Did the services you received help you to be a more successful student? 96.0% Yes, 4.0% No

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Advising of New Students, Academic, Career and Crisis Counseling, Disablility Services, Academic Assessment of College Readiness (Texas Success Initiative),Distance Learning Counseling, Testing Center , Student Support Services, Identified Foster Care Alumni advising.

inititiave 1 Increase the number of studentadvised during peak registration

e-intake record of allstudents advised duringthe peak registration period.

The 5 weeks identified as Fall 2011 peak registration e-intake report

5% increase in the number of students served each year

1638 students

2013 update

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es*Given the identified weakness of

student retention and academic success (sytematic intervention for stuggling students), the lack of resources (need more staff during peak times) and the opportunity of steamlining processes (simplify ACC enrollment steps), the Pinnacle Student Services unit will improve the advising process by utilizing a comprehensive group advising process. This process will focus on students who assess in two or more academic areas(Reading, Writing , and Math) demonstating a lack of college readiness. Students will be identified through the college assessment process and will have group advising session including a semester registration at the completion of the session.

Ability to serve students duringa peak registration period withadequate staff.

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Simplify ACC enrollment steps inititiave 2 Provide a consistentmessage for new studententering ACC and streamlineadvising process for underprepared student.

Students assessment scores that indicatelack of collegereadiness intwo or more academic areas (Reading,Writing, andMath) identfiedby PinnacleAssessment staff.

Number of students advised through group advising process for Fall 2012 peak registration.

120 students group advised each peak registration period

0

2013 update

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MIP To develop and implement campus based tracking and analyses of the purposeful interventionswith ASP student and CounselorTo compare academic success (defined by being returnable) between students who had oneinitial intervention with those who had more than one contact with their counselor.To examine tracking data to better understand factors impacting student academic success andpersistence

The number of students completing PIA’s for the Fall 2012 semesterThe number of interventions/counseling sessionThe number of students that achieved their academic goal/registered for Spring 2013 semester.

As a result of outreach efforts increase student/counselor intervention/sessions by 60%

Project implementation date fall 2013

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Initiative 1 Implement yearly cross training for Student Services Assistants across departments

Number of staff cross-trained in other functions outside of their routine job duties

Fewer than 25% of current Student Services Assistants have knowledge and understanding of the processes of other departments

Year 1: 50% of clerical staff will be trained in one job function outside of their assigned duties. Year 2: 70% of clerical staff will be trained.Year 3: 90% of clerical staff will be trained.

Informal training as needed when there is shortage of coverage

Acad

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The Rio Grande Campus Student Services department embraces a supportive, personalized approach to education. We consider student success as the foundation of our department and our staff strives to deliver services that promote the academic, personal, and social growth of each student. In collaboration with Rio Grande faculty and staff, Student Services creates an environment that stimulates learning while respecting and celebrating student diversity. The department recognizes and appreciates the student’s contribution to Austin Community College and encourages their positive impact on society.

Improvements to primary services and/or intended outcomes that will occur during the next five years:

•Implement cross-training opportunities for Student Services Assistants across departmentsAddressing Weaknesses i. and Opportunities i.Student services must continue to provide high quality efficient services to students, staff and faculty, while facing budget cuts, a hiring freeze and enrollment changes. Cross training of student services assistants will enable the department to efficiently allocate limited staff resources to critical areas, especially during peak periods. It will also promote shared responsibility among team members; increase the knowledge base and job skills

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Initiative 2 Staff representatives will attend district-wide advising updates and departmental meetings

Number of staff members who attend district-wide advising updates and departmental meetings

40% of current staff attend district-wide meetings and updates

Year 1: 60% of staff will attend district-wide advising updates and departmental meetings.Year 2: 70% of staff will attend. Year 3: 80% of staff will attend.

Staff attend meetings when scheduling and coverage allows

Initiative 3 Staff will meet each semester to evaluate procedures and receive updates before each registration period

Number of staff members who attend and participate in internal meetings

No baseline documented, the 2013-2014 year will establish the baseline

Year 1: 80% of staff will attend and participate in internal meetings each semester before the registration period. Year 2: 90% of staff will attend.

Departments meet separately

The RGC Student Services department consists of: Assessment Center Academic Testing CenterCounseling DepartmentAcademic Advising Center andOffice for Students with Disabilities.

Student Services staff provides direct and informative services to students, faculty and staff; as well as, the Austin Community College community and the community at large. Our services include, but are not limited to:

• Advising prospective, current and former students on various aspects of the college such as majors, course selection, transferability and degree plans

• Assist with assessment, recruitment and advising activities at area College Connection Schools

• Review transcripts, interpret test scores and other information for the Texas Success Initiative

of staff; and have a positive impact on all stake-holders. The Dean of Students will be responsible for implementing and monitoring the yearly cross training process. The five year goal is to train 90% of the staff to cover more than one position in counseling, advising, OSD, assessment and the testing center.

•Provide opportunities for continued training for staffAddressing Weaknesses ii. and Opportunities ii. & iii.ACC students, staff and faculty depend on the accuracy of information provided by student services personnel. Staff will be trained consistently on the numerous complex policies that affect students, and be able to communicate them effectively. Staff members will be required to attend college-wide advising updates and district-wide departmental meetings, and update campus student services staff. Student Services staff will meet before the beginning of each registration period to reevaluate existing procedures and for updates on new policies. Attendance will be monitored and discussed during each employee’s annual performance review by the appropriate departmental supervisor.

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Initiative 4 A website will be developed for staff to receive policies and procedures updates

A functional, informative website will be developed

No baseline documented, the 2013-2014 year will establish the baseline.

A central website with regularly updated information will be developed and maintained for all staff. Frequency of usage by staff will increase by 25% by year 2 as determined by website views.

Staff learn of updates through departmental emails or by word of mouth

• Document advising and counseling sessions in college computer systems

• Disseminate information on the enrollment process including admissions, financial aid, assessment, advising and transfer

• Facilitate workshops in support of recruitment and retention

• Provide educational counseling services for current and prospective students to help them achieve their educational goals (graduation, workforce, transfer)

•Provide comprehensive educational counseling services and specialized strategies for at-risk students including students who do not meet Academic Standards of Progress, students mandated to take developmental education courses, students from underrepresented populations.

•Provide career counseling services to help students select a major/career

•Provide team building and professional development training for staffAddressing Weaknesses iii. & iv. and Opportunities iv.Communication skills, mutual respect and understanding are essential for a cohesive staff to provide consistent quality service to students. An annual student services retreat, staff meetings, and professional development activities will foster team building, and allow staff to grow both professionally and personally. The Dean of Student Services will appoint a planning committee annually to implement and monitor team-building activities. Attendance will be required and noted on each employee’s annual performance review by the appropriate departmental supervisor.

•Use technology to create central location for information sharingAddressing Weaknesses iii. and Opportunities iii.With many policy and procedural changes from both administration and academic departments, student services staff will benefit from a central location for updated information and to maintain communication. This centralized location will have a positive impact on all stakeholders and will ensure the

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Initiative 5 Rio Grande student services will host two “Meet and Greet” sessions for faculty each academic year

Two “Meet and Greet” sessions for faculty and student services will be held each academic year

No baseline documented

Two “Meet and Greet” sessions will be held each academic year and evaluated for effectiveness by the planning committee and through attendee satisfaction surveys.

Pilot “Meet and Greet” session was held April 2013

•Provide short-term counseling services for students in crisis and make community referrals as needed

•Provide consultation with faculty and staff regarding college policies and programs including classroom management, student discipline, adult development theory

•Manage operation of the Assessment Center for test scheduling and administration

•Provide testing instruction and monitor students as they test, following established Testing Center security guidelines

•Conduct intake interviews, gather disability documentation and determine program eligibility and accommodation needs for students with disabilities

•Coordinate with faculty and staff to ensure equal access to educational programs and the effectiveness of accommodations in the educational process

dissemination of current relevant information. A designated staff member will be responsible for creating and updating the website. The Dean of Student Services will review annually the effectiveness of the system.

•Increase communication with academic departments and faculty membersAddressing Weaknesses v. and Opportunities v. & vi.Student Services staff will work closely with faculty to share information and departmental changes to increase student retention and achievement. Rio Grande student services will host “Meet and Greet” sessions with faculty members twice a year to share new department developments and changes; establish connections; and increase other collaborative efforts for student success. Counselors and advisors will serve as liaisons to departments and programs to disseminate information, and refer students as needed. Student services, faculty, staff and students will benefit from the combined efforts. The Dean of Student Services will appoint a committee to plan and host the “Meet and Greet” sessions each year.

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MIP The RRISD College Connections 2011-2012 report measures the percentage of students whocompleted the admissions process, those who took the assessment test, and total number ofstudents advised for each of the RRISD high schools served.College Connections comparison data shows marked increase in percentage of studentsadvised from 2010-2011 to 2011-2012 for five out of the six high schools served

The Round Rock Campus (RRC) implemented a One Stop approach to working withCollege Connections Round Rock ISD high schools. One Stop services began in 2010-2011, continued for 2011-2012 and are scheduled for the 2012-2013 academic year. StudentServices departments participating in this program are Admissions, Assessment, Advising andCounseling, the Office for Students with Disabilities, and Financial Aid. During this period,students are able to complete the admissions application, financial aid application, take therequired assessment as indicated, obtain important information related to college resources,and get advised for the summer or fall semesters.

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College Connections team members, campus dean, and key personnel fromRRISD. General feedback and concerns from ACC student services staff who have participatedin the College Connections process.Quantitative: RRISD rosters listing number of high school seniors to determine total percentageof seniors advised for 2010-2011 and 2011-2012.College Connections reports indicating number of students completing all

A five percent year to year increase in the number of high school seniors completingadmissions, assessment and advising process at their high school campus beginning with the2012-2013 academic year.Any increase in number of RRISD College Connections students enrolling at ACC for the 2013-2014 academic year.Implementation of One Stop process at newly assigned Cedar Ridge High School for 2012-2013academic year.Positive feedback from RRISD

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The goal of the One Stop approach isto provide streamlined services, increase the number of high school seniors served duringdesignated College Connections days, and minimize disruptions by decreasing the number ofdays students are called out of class to participate in these activities.

three services toinclude the admissions process, assessment and advising at RRISD campuses for 2011-2012.2011-2012 data showing number of RRISD College Connections students enrolling at ACC.

personnel, RRC staff, and College Connections studentsindicating One Stop approach is effective and efficient.

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Initiative 1 2012 2014 2013I. SummaryThe mission of Student Success to provide exemplary programs that support the teaching/learning process and increase opportunities for students to define and reach their educational and career goals. Campus-wide emphasis is placed on providing quality services in a welcoming learning environment in support of the college’s Student Success Initiative (SSI) goals and strategies: Goal 1: Increase Persistence (Term to Term & Fall to Fall)Goal 2: Complete Developmental and Adult Education course progression to credit courses Goal 3: Increase completion of All Attempted Courses with a “C” or Better Goal 4: Increase Degree/Certificate Graduates and Transfer Rates Goal 5: Increase success equity across all racial/ethnic/gender/income

As a result of the SWOT analysis, Student Services staff identified key areas that needed addressing. The question posed was what should be implemented to address these concerns and what type of training would be most effective? The items were prioritized and the following quality improvement plan was created for implementation over the next five years:

A. Implement College Connections One Stop Shop program at Round Rock ISD high schools (Initiative I):Addresses identified SWOT weaknesses #2 & 4, opportunities #1 & 4, and threat #1

Student Services implementation of the One Stop Shop at Round Rock ISD high schools will address several concerns that appeared in the RRC SWOT analysis. The first and largest concern is enrollment. Taking

Note: Chart to be provided under separate cover.Primary Service Issue Improvement Measure Baseline Target CurrentNeed to streamline the College Connections Process for admissions & registration, assessment, financial aid applications and counseling & advising to Round Rock ISD high schools to increase access & successful enrollment Implement College Connections One Stop Shop Program to streamline and minimize student classroom pull-outs on multiple occasions resulting in greater participation and buy-in from high school faculty and staff Qualitative:Information gathered from College Connections team meetings that include RRISD personnel, campus dean, ACC Student Services staff (i.e., Admissions, Financial Aid,

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groupsStudent Services collaborates with all areas of the college to create opportunities for students’ success.II. Program Review - Five Fundamental Questions1. What are the primary services or outcomes provided by the support service area and what is the impact of those services and outcomes on students and other key stakeholders?Students are the central focus of the Round Rock Campus (RRC) and we are responsive to their individual needs by providing a wide range of services, including the following key items:a) Providing exemplary programs that support the teaching/learning process.b) To increase opportunities for students to define and reach their educational and career goals.c) Providing excellent customer service and ultimately student satisfaction.d) Assisting students to gain

t hi h d ti

ACC to potential students is the best way to recruit individuals. Meeting with them in their environment and allowing them to present questions, complete the application and assessment process, and determine what courses they will take increases the chances that they will register and attend courses at ACC. Meeting off campus with these students also decreases the length of lines as well as space and flow concerns. Working in conjunction with the offices of Admissions and Financial Aid fosters collaboration with other campus departments.

This concept is a change from the current process of introducing higher education to graduating seniors by admitting, assessing, and advising at multiple times throughout the school year. Hosting activities all at once minimizes the number of times a high school student is pulled from class to prepare f ll

Assessment, Advising/Counseling); general feedback & concerns from staff participating in College Connections process; student inputQuantitative:Measure # of high school seniors with completed applications, assessed, & advised compared to total # high school seniors to determine % completion; reports generated indicating completion with College Connection process and follow-through to enrollment by high school 2010-11 reportindicating % of student completion for five out of the six high schools served; increase in student follow-through enrollment into ACC – RRISD Success West High School will not be considered due to the inconsistency in their enrollment numbers Targeted Goal for 2013-14:A i i % f hi h

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access to higher education.e) Delivering up to date and consistent information campus wide.

RRC Student Services provides campus services for academic advising and counseling services; assessment and academic testing; services for students with disabilities; career development and services; student support services for Distance Learning students; support center academic and personal support; veteran’s services; transfer services; student success services and activities; and outreach services to designated high schools and community-based organizations. Team members are committed to the following core values:

a) Integrityb) Competencyc) Mutual respect and trustd) Collaboratione) Cooperation and teamworkf) Diversity

for college.

B. Implement cross-training opportunities between Student Services areas (Initiative II):Addresses identified SWOT weaknesses #4 & 5, opportunities #1 & 4, and threats #2Unfunded and un-staffed positions due to budget restraints are stretching the limits of our current staffing resources. In order to minimize the negative impact on our department to deliver effective services, cross-training – interdepartmental and across campus for employees in the other designated areas – will need to be provided. This will be essential for the College Connections One Stop Shop program to better utilize existing staff resources since this viable and highly visible partnership is dependent upon the joint collaboration of multiple departments within ACC, further developing cohesiveness among team members working together

An increase in % of high school seniors completing the admissions & registration process, assessment, and advising steps by 5% year to year; an increase in the # of RRISD College Connection students enrolling in ACC. The plan includes a 65% cap on admissions, assessment & advising per school. Retention at the 65% will continue once this goal is met. Standardized College Connection delivery administered throughout the semester over multiple days.Comparison data between 2010-11 and 2011-12 showed marked increase in % of student completions in new One Stop Shop College Connection process. Implementation of the One Stop Shop process at newly assigned Cedar Ridge High School for 2012-13 academic year – data in review.

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f) Diversityg) Excellence and innovationh) Shared Governance

We play an integral role in the collaborative efforts of faculty and staff, other college-wide departments, and key stakeholders to provide an integrated, holistic, and effective delivery service system. In addition, the Dean of Student Services administers college policies regarding student rights and responsibilities, student standards of conduct and discipline, and makes recommendations and revisions of college policies in support of student success.Through the Community College Survey of Student Engagement (CCSSE), the Student Services Point of Services (POS) survey, and other indicators, students consistently affirm their use of and the positive impact of the various student-centered services designed to help them succeed in college and deal with obstacles that arise

members working together towards a common goal. Learning about and understanding the processes of the other joint units will not only assist with covering a staff shortage but ensure a smooth transition of service delivery. In addition, the scheduling of internal briefing meetings that are well-planned, focused, and designed to improve outcomes will eliminate inconsistencies and misinformation. C. Create campus-wide meetings for consistent and accurate information sharing (Initiative III):Addresses identified SWOT weaknesses #4 & 5, opportunities #1, and threats #2It is critical that students are provided the tools and resources to successfully navigate the student experience and ultimately meeting their goals. Campus-wide meetings to share new information and updates, address questions and clarify

Interdepartmental cross-training needed for increased efficiency & effectiveness Implement cross-training opportunities between Student Services functional units Qualitative:General feedback and concerns from staff participating in cross-training experience. POS survey results indicating increased efficiency & effectiveness within Student Services.Quantitative:Number of staff who become fully cross-trained in functions outside of their routine job duties Fewer than 10% of the current staff have spent time learning about and understanding the processes of other units within Student Services 15% of staff will have been assigned to train and learn a departmental function outside of their assigned job duties Informal and on a

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deal with obstacles that arise. Partnerships with veteran’s organizations have been strengthened, as well as with the Round Rock Chamber of Commerce, resulting in expanded support services for students with unique needs.

address questions and clarify gray areas, and ensure consistency and standardized procedures are in place will minimize – if not eliminate – the all too familiar scenario of students getting different answers at different locations across campus. Students should receive more accurate information and in a timely manner. This will create a more conducive and shared environment for faculty, students, and staff. Students will be more informed regarding campus activities and events, as well as what resources are available, where they are available, and how to access. Staff will be more informed and feel more confident in themselves, higher moral and offer better customer service. Meetings could be held monthly or quarterly, supplemented by electronic communication and/or smaller internal departmental briefings.

duties Informal and on a need-to-know basis, usually cover a staff shortage in one unit with staff from another unitInconsistent, inaccurate information and services causes confusion among students In collaboration with RRC Campus Manager, facilitate campus-wide “beginning of the semester” meetings to inform staff of new policy/program implementation, share departmental information, address concerns & discuss solutions to ensure consistent information/policies & procedures are delivered. Additional meetings will be hosted based upon need. Qualitative:Feedback from representatives from the various campus departments indicating whether they feel better informed, stronger connection/cohesiveness/collaboration/communication

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llaboration/communication . POS survey results indicating increased efficiency & effectiveness within Student Services.Quantitative:POS survey decrease # of student complaints No current baseline for formal review process. First year of implementation will establish the baseline. Service deliveryDecrease in # of student complaints by 10% each subsequent year. Overall employee job satisfactionIncrease by 10% each subsequent year. Current campus-wide communication via: email on need-to-know basis;Intradepartmental; selective between department s; mailbox handouts; internal

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inititiave 1 Counseling Implement Early Alert System

Measure the number of class visits and interactions with faculty

4 Class visits: Each counselor will visit each assigned class at least once per semester, and interact through ACChieve with the assigned faculty member at least two times during the semester to provide them with resource/registration/consultation or receive referrals for students needing additional counseling support. In total each counselor (7) will be assigned to two sections each semester (fall & spring). Each counselor will document

4

2013 updateinititiave 2 Advising

Document advising session using Education Plan

Measure the number of advising sessions documented on the Education Plan

Fall 2011 -6991 (EI visits) and 1769 (Education Plans),Spring 2012 9727 (EI visits) and 3151 (Education Plans)

Increase documentation using the Education Plant by 50-55% (note: not all EI visits require an Education Plan).

25% Fall; Spring 30%

2013 update

Stud

ent S

ervi

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- RVS

2012

3.3.

1.3

Virg

inia

M. F

raire

Acad

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Adv

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aree

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ouns

elin

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rvic

es*Retention was identified as a

weakness, opportunity, and a threat. There seems to be a specific desire to not only have coordinated retention efforts but to also have an effort that may be monitored electronically.Beginning in the Fall of 2012, RVS will implement an early alert system that will involve counselors. Counselors will be paired with at least four course sections per academic year. They will be expected to collaborate with faculty regarding students who are not performing well academically. The counselor/faculty member will train and use the ACChieve system. Counselors will be assessed based on their efforts to stay connected to students and communicate with faculty members throughout the semester. This effort will address the need to have coordinated retention efforts and collaboration with

Primary services:The Dean of Student Services provides leadership in organizing, administering, and supervising campus services for assessment, academic testing, academic advising, counseling, services for students with disabilities, student success services and activities, career development, transfer services, and community outreach to designated high schools and selected community organizations. The Dean collaborates with faculty and staff outside of student services to provide an integrated, effective delivery service system; participates in college-wide shared governance committees; serves as college-wide process-owner for coordination of transfer services for students; administers college policies regarding students rights and responsibilities and

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inititiave 3 Advising/Counseling

Improve documentation

Meaure the number of documented sessions

Fall 2011 -6991 (EI visits) 1769 -Education Plans and 1639 XADSSpring 2012 9727 (EI visits) 3151 Education Plans and 2159 XADS screen

Increase documentation in Education Plan and XADS by 75%

49% Fall; Spring 55%

2013 update

instruction in a more intentional manner.All advising sessions conducted either by advisors or counselors will be documented using the Education Plan. At this point, there are more sessions being documented on the Education Plan than on Datatel XADS.

recommends and revises college policies as needed; administers the student standards of conduct and discipline; and serves as consultant for faculty and staff regarding student conduct matters.Impact on students and other key stakeholders:

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inititiave 4 Student Intake

Improve student screening

Increase (intake ratings) on POS survey

Staff person was friendly and helpful, rating 4.26 (4.31 in FY11); Staff person was professional and helpful, rating 4.54 (4.54 in FY 11); Service I received met my needs, rating 4.53 (4.53 in FY 11); I would visit the office again, rating 4.53 (4.55 in FY11); I am satisfied with the services, rating 4.50 (4.54 in FY11).

Staff person was friendly and helpful rating, 4.65; Staff person was professional and helpful, rating 4.65; Service I received met my needs, rating 4.65; I would visit the office again, rating 4.65; I am satisfied with the services, rating 4.65

4.26-4.50 on a scale of 1-5.

2013 update

However, given the high number of visits to campus, the documentation of most visits is not being recorded either on the Education Plan or on Datatel XADS. Documentation is fundamental to retention efforts.The intake process will be assessed and evaluated to enhance the intake services that are being provided. Special attention will be give to how students are screened and communication between intake staff and advising/counseling staff when communicating regarding students' needs.

The following are general trends from 2007-2011 regarding enrollment and demographic data that have a significant impact on the community we serve. The Riverside Campus (RVS) has experienced significant changes in enrollment over the last five years. There has been a 13.86 percent enrollment increase from 2007 to 2011. In Fall 2011, the student headcount included 7,337 compared to 6,444 in Fall 2007. There are more students attending part-time today. In Fall 2011, 67.51 percent of students attended part-time compared to 64.39 percent who attended part-time in 2007. In Fall 2007, 35.61 percent attended full-time (12 hours or more) compared to 32.49 percent in 2011. The campus has experienced higher enrollments in the Hispanic population. In Fall 2011 the

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inititiave 5

population. In Fall 2011 the race/ethnic composition included 40.43 percent White; 9.30 percent Black; 37.93 percent Hispanic; and 3.19 percent Asian. In Fall 2007 the totals were: 48.0 percent White; 9.89 percent Black; 33.29 percent Hispanic; and 4.29 percent Asian.The impact of our services is evident by various reports that are collected, maintained, and analyzed to evaluate our services, including: Electronic Intake; Education Plan and Datatel XADS; academic testing; accommodations (Office of Students with Dissabilities); COMPASS, and student disciplinary cases.Electronic Intake report: Is gathered from the sign-in process where students sign in electronically. Reports are generated to track trends regarding the recorded visits to RVS.•2009-2010: 30,798 • 2010-2011: 33,108•2011 Fall (8,703); 2012 Spring (10,481); Summer (still outstanding)

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2013 update

g) Education Plan and Datatel-XADS reports: Are gathered from the documentation an advisor/counselor notates on the student record during their session with the student. The Education Plan replaced the paper/pencil advising form to ensure that not only staff but students would be able to view and track their recorded advising sessions through Online Services. This is the preferred method of documentation as it allows the student to view at any point what the advisor/counselor advised.Another method advisors and counselors use to record the advising/counseling session is through notes on the Datatel XADS screen. Only the advisor/counselor may view what he/she advised the student using this method. If the student does not recall what they were advised to take, they must return to the office.Tracking recorded advising/counseling visits

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through the Education Plan or XADS also allows the supervisor to generally assess the level of documentation that is occurring on all students who are seeking services.•2011 Fall there were 6991 EI visits recorded. Of this amount 1639 visits were recorded using XADS and 1769 were recorded using the Education Plan.•2012 Spring there were 9721 EI visits recorded. Of this amount 3151 visits were recorded using the the Education Plan.Academic testing report: This report provides the number of students who used the academic testing services at RVS.•2011 Fall – 9505 students tested •2012 Spring - 9402 students tested•Approximately 500 faculty members (Fall 2011) and 450 faculty members (Spring 2012) used the testing center at RVS. These amounts include lecture-based and

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Funding needed for morefull-time staff and hourlysupport

inititiave 1 Data is being collected todetermine college widestaffing needs and fundingrequested during the budgetcycle.

Continue to collect data.

2012 update yes no decrease in budget

2011 budget Fall 2011

2013 updateInconsistency across thecollege causes confusionamong students

inititiave 2 Continue to offer training andupdates via using severalmodes of delivery.

POS

2012 update Yes # of complaints

number of complaints for 2011

Decrease number of complaints by 5% by Fall 2012

2013 updateNeed more informationabout Adult Education

inititiave 3 Create processes to obtainAdult Education information.

Staff Survey


Dea

n, S

tude

nt S

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- SAC

2011

3.3.

1.3

Yola

nda

Cha

pa Mission of Student Success & Support Systems:Provide exemplary programs that support the teaching/learning process and increaseopportunities for students to define and reach their educational and career goals.Primary services:● Counseling● Advising● Testing● Assessment● Office of Students with Disabilities● Student ConductImpact of the primary servicesThe primary services list above have a direct impact on student success.

Acad

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Increase/redesign spacefor student servicesareas; area poorlydesigned and no room forgrowth

inititiave 4 Pending future facilitiesenhancement.

POS and Staff survey

2012 update Facility Request to Increase space for student traffic areas

Project completed

C urrent space

Complete by Summer 2012

2013 updateOther departments lackinformation about studentservices functions

inititiave 5 Develop a college wideprocess for improvingcommunication and trainingfor all college staff.

Survey


Need moredevelopmental classes

inititiave 6 Continue to work withacademic departments andadministration to increase thenumber of classes offered.

Monitor enrollment through wait lists.

2012 update yes # students not able to enroll in classes

# students on waitlist

Fall 2012

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2013 updateAdministrative changes inititiave 7 .Keep open

communicationchannels betweenadministration and facultyand staff.

Staff Survey


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Once we realized that syllabi were not being monitored for quality, we put in place a way to keep track of syllabi online, a template to send to instructors, and the need for coordinator and director check. We are finding that potential instructors appreciate the template and want to have the best possible class.

MIP Updating and assuring that syllabi used in classes meets high standards.

1. Syllabi template with WECM suggestions for active verbs; 2. Using a syllabi template to send to each potential instructor; 3. Coordinator and Director check for syllabi elements and robust activities.

1. 90% more syllabi meeting all requirements.

Checking syllabi as it comes in after sending template to instructor.

75% of syllabi meet target

2013 update

Test

ing

Cen

ter (

CE)

2014

3.3.

1.3

Shar

on D

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MIP • Regular meetings have been held to improve customer service and efficiency. • Updating and assuring that syllabi used in classes (face to face and online) meets high standards.

• Student frustration would decrease due to improved customer service (anecdotal and TC evaluations. • Improved syllabi would lead to higher evaluations (5’s)

• Evaluations for TC and Childcare classes

• Student comments on evaluations would not show frustration with customer service and lack of rigor in class training.

• Collecting all evaluations and discussing any improvement/changes in comments.

The

Teac

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and

Lea

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2014

3.3.

1.3

Shar

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unca

n Changing the scope from Teacher Certification Department to the Teaching & Learning Center meant that we began offering at least twice as many courses, to include College and Career Readiness, Parenting, SAT Prep, Tutors with Vision Certification, and Alcohol & Drug court-ordered courses. Teacher Certification student registrations were lower due to the economy and schools not hiring as many new, uncertified teachers. Although students were frustrated with the hiring freeze, evaluations did not show too many frustrations with staff and instructors. Adding more courses did not produce the desired results since many of the new courses did not make and had to be cancelled, and many of the always-running childcare courses were cancelled due to low student enrollment. We are in discussions now to market to different entities and take our classes to other campuses or childcare centers. However, this development does not provide the data that we anticipated, at this point. Teacher Certification evaluations were changed, to align with the new SBEC/TEA principal and intern evaluations, mandated by the Legislature. Therefore, our evaluations were different, but we still looked for the grade and comments by students to ensure that we were teaching higher level critical thinking standards. Students then submitted evaluations about the program to TEA; no evaluation results have been shared,

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2013 update

but we have not received any complaints from SBEC/TEA during the 9 years of Teacher Certification. Although we are updating and improving syllabi and do not have direct data to support that the improved syllabi makes a difference in student achievement, we will continue to improve and make syllabi more rigorous anyway. Perhaps the data will be available soon as classes return to running rather than cancelled. All curriculum for online classes is currently being updated, with student comments on effectiveness in mind. Currently, Continuing Education Administration changed the CE evaluations, mainly to include Instructor contact to students the first week of class. Since we run more one-day classes now and online classes, the “instructor contact” characteristic is not applicable or with online classes, instructor contact with students is always achieved. Teacher Certification students have always had direct relationships with Coordinator, Assistant, and Director since they apply, are interviewed, and enter a 16-month program. Evaluation results and student comments from all classes are now being shared with departments, so we will look at how our intentions have/have not changed regarding student comments about department customer service and course rigor.

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In the past, training is conducted informally during the certification process and often after thefact. Formalized instruction prior to the certification event will provide an immediate benefit andtangible outcome relative to the error rate.

MIP Conduct refresher VA Once certification training two weeks prior to term certification.

Errors are identified during certification itself, by the student, by the Regional Processing Officein Oklahoma and internally during random file sampling. Reduction in student queries, RPOcalls and reduced error discoveries during other processes (withdrawal processing) will be usedto catalog success.

Prior to the advent of the Post 9-11 GI Bill, historical error rate per 100 files estimated at lessthan 5% per 100 files, based on file correction. Examples of errors include miscalculationof tuition and fees; incorrectly loading distance vs. lecture hours; mistakenly certifyingdevelopmental hours as lecture hours; incorrect teaching terms, etc. The past two semesterserror rate has approximated upward toward 9%; errors are more difficult to reconcile.

After training, each file identified as in error will be cataloged and compared to the totalnumber of files processed. The nature of the error will be recorded, to include errors specificto individual specialists in order to use the information for future evaluation and to tailor futuretraining.

Current data indicates that we are at a less than 10% error ratio but over 5%. While the ultimateintent is zero error rate, outcomes of less than 4% after training is the target.

Vete

rans

Affa

irs

2013

3.3.

1.3

Mar

k H

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CoThe primary service of the Austin Community College Office of Veterans Affairs is to facilitate the timely and accurate disbursement of educational funds to the veteran or eligible dependent of a veteran. Our objective is to ensure that students utilizing federal and state veteran educational assistance fully and completely understand ACC, state and federal policies and procedures that govern veteran educational entitlement. It is our goal to provide all the tools and information available to our

Continue to enhance/steamline the certification process via internal training and evaluation processes. Work with IT technologies to broadcast information concerning enrollment issues to stakeholders quickly and efficiently. Continue to use existing assets (financial aid personnel) to fill gaps in campus without veteran services. Review target goals and outcomes prior to certification; conduct after

Initiative 1 Improve Veteran Affairs specialists training environments.

Training effectiveness is measured by incidence of certification error.

4% per 2200 2% per 2200 5% per 2200

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Initiative 2 Coordinated communication processes with IT and stakeholder.

Stakeholders will know immediately when there is an issue with their enrollment. The target is to remedy the enrollment situation before it becomes a financial problem. Currently approximately 200 student per certification period encounter financial difficulty due to lack of awareness of enrollment problems.

200 0 200

Initiative 3 Provide baseline instruction on VA procedures to financial aid staff.

Because of a lack of Veteran Affairs specialist on each campus, trained financial aid staff can provide basic information to stakeholders.

60% trained 100% trained 60% trained

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inititiave 1 New course evaluations developed and implemented

measure and improve student satisfaction

2013 updateinititiave 2 Marketing plan

developed and implemented.

Results measured in part by increase in enrollments

2013 updateinititiave 3 New courses,

programs and training developed and implemented

2013 updateinititiave 4 Improved procedures

and processes documented

measured through more efficient operations and feedback.

2013 updateinititiave 5 Data acquired and

used for decision making.Results of partnerships and collaborations documented.Document efficiencies accomplished

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r Our Workforce Development (WFD) area provides accessible and customer-driven training programs that connect learners to job training and/or professional development by upgrading and expanding their skills. Due to the schedules and other obligations of our adult learners, courses and programs are shorter, often vocational, and with more immediate practical applications.Three primary areas exist in Workforce Development.1. High Tech IT2. Business & Industry3. Health Professions InstituteImpact and OutcomesHundreds of courses and programs are offered and approximately 14,000 students per year are served through the workforce development area. In many cases, either state or national certifications/licensure/or required CEUs are earned and many have also been identified by the Dept. of Labor and the Texas Workforce Commission as job demand occupations.Meeting the local employer’s need for skilled workers resulting in business community more supportive of ACC.Forming partnerships with employers to work with us to keep curriculum updated with current workforce needs, provide externships, and employment opportunities.Greater accessibility, adult friendly and

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At a department wide CE conference held November 11, 2011, committees were formed to identify strategies to attain the

seven major goals of CE and which unequivocally affect the entire WFD area. These goals have a direct correlation to the results of the SWOT analysis.Each of the seven committees

are working on submitting a minimum of 3 recommendations

to be implemented that will improve primary services and outcomes to students and key

stakeholders.Improvement areas in WFD

include:•Data to improve student

success•Increase the number of

programs, courses and training opportunities to meet the

workforce needs of Austin area•Continuously improve the level of customer service provided to

both external and internal customers

•Create and implement effective marketing campaign to increase

enrollments•Improve efficiency in WFD

•Continue to develop and foster partnerships and cooperation b th i t l d t l t

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2013 update

more accelerated learning options including applied learning models and practical curricula that tap into adult experiences in work and life.Shortening and modularizing of curricula and the offering of interim credentials link to career advancement.Upgrading and expanding the learner’s skills in an effort to improve or protect their economic position and make a more positive contribution to society.Adult learners getting maximum labor market benefit from quality courses

both internal and external to

ACC to increase resources and services provided by WFD

Documents

Academic and Student Support Services 3.3.1 outcome... · and to deliver support services to students and the college community that ensure the ultimate success of all ACC students