MCCCD College/Unit 2013 2014 Year-End … 1 MCCCD College/Unit 2013 – 2014 Year-End Accomplishment and 2014 – 2015 Planning Report (PHOENIX COLLEGE) University Transfer Education

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MCCCD College/Unit 2013 – 2014 Year-End Accomplishment

and 2014 – 2015 Planning Report

(PHOENIX COLLEGE)

University Transfer Education and General Education Progress Report for July 1, 2013 – June 30, 2014:

What were the major accomplishments of your college or unit in 2013 – 2014 relative to the above Governing Board Outcome?

Provide evidence that your college or unit has contributed to the above Governing Board Outcome and any of the System-Level Strategies.

Key Metric analysis: Briefly discuss findings for your college (or District-level for VCs).

What were the major accomplishments of your college in 2013 – 2014 relative to the above Governing Board Outcome?

Increased the number of general education alternative delivery courses (e.g. short session or accelerated courses, flipped classrooms) available to students to stimulate success, completion, and subsequent persistence to goal attainment.

Developed an Enrollment Management Plan for 2014 - 2017. The intent of this plan is to strengthen existing positive trends and to address challenges within the constraints of a multiplicity of student goals, accessibility of resources and their effective and efficient use, and entree to programs and services responsive to the student and community.

Created the PC Mentoring Program, which is a volunteer mentoring model built on the philosophy that positive connections foster the creation of a holistic learning environment where academic, personal, and professional exploration and growth are encouraged.

Increased the usage and availability of OER materials to reduce cost for students who want to continue their education to completion.

Relocated the Learning Commons and provided students with an area that is more conducive to learning through increased technology, space, tutoring services and writing assistance.

Increased offerings in our Student Success Workshop Series, delivered by the Counseling department, which included workshops on Time Management, Talking with Your Instructors, Preparing for Finals, and Stress Management.

The Veterans Department worked with Counseling and Outreach and Recruitment to incorporate Veteran specific information to the BearTrax program and the Student Success Workshop offerings.

Increased the number of late start courses in support of On-Time registration.

Implemented an advising syllabus to support our Learning College principles. Provide evidence that that your college has contributed to the above.

Phoenix College’s Student Support Services Grant, aka REACH/TRiO, successfully graduated 65 students with an AA degree who transferred to a university.

Testing administered 19,261 placement/assessment tests.

The Admissions and Records department conferred and posted 2,867 degrees/certificates.

To support student success and retention, the Biosciences Department trained and employed students that have successfully completed Biosciences classes to serve as tutors, supplemental

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instructors, and lab aids.

The Library launched a formal "research coach" service to respond more efficiently and effectively to increased student demand for research consultations.

Education developed a partnership between Phoenix Elementary School District, NAU, and PC.

Developed and piloted EED 215, designed for students interested in working in the K-3 setting. Key Metric Analysis:

The percent of students with transfer intent who earned an AGEC or transfer degree (AA, AS, ABUS) within three years is 8%. This rate increases to 14% at the end of six years for Phoenix College. These percentages are based on preliminary data.

The six year graduation rate at Phoenix College increased from 19% to 22% as of Fall 2014. The Phoenix College fall-to-fall retention rate increased from 51% to 53% and the college-level course success rate was 65%.

Core Planning Areas Outcomes Metric MCCCD PC Goal

PC Status

Access to Learning

Students will have access to quality higher education programs and support services necessary to

increase retention and achieve their learning goals

College-Level Course Success Rate 72% 70% 65%

Fall-to Fall Retention Rate 54% 58% 53%

Six-year Graduation Rate 21% 23% 22%

Percent making satisfactory academic progress within two years - Full Time 38% 36% 34%

Percent making satisfactory academic progress within two years - Part Time 22% 24% 24%

Pathways to Success

Students will experience a seamless transfer to

baccalaureate-granting institutions

Number of transfer degrees and AGECS awarded NA 950 1,026

Percent of students with a transfer intent who earned an AGEC or transfer degree (AA, AS, ABUS) within three years 10% 14% 10%

Percent of students with a transfer intent who earned an AGEC or transfer degree (AA, AS, ABUS) within six years 16% 19% 17%

From 2011 to 2020 , the percent of students earning Certificates of Completion and Associate of Applied

Science degrees

Graduation rate of Occupational Student Cohort - Within three years 13% 19% 14%

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From 2011 to 2020 , the percent of students earning Certificates of Completion and Associate of Applied

Science degrees

Graduation rate of Occupational Student Cohort - Within six years 17% 22% 20%

Future Goals/Plans for July 1, 2014 – June 30, 2015:

What major goals will your college or unit focus on next year? How do they align with the above Governing Board Outcome and any of the Strategic Planning Core Planning Areas? What will you assess to demonstrate that you are meeting your goals?

Based on your Key Metric analysis, what action is your college or unit taking to improve this Governing Board outcome?

What major goals will your college focus on next year? How do they align with the Governing Board Outcome and any of the Strategic Planning Core Planning Areas? What will you assess to demonstrate that you are meeting your goals?

Implement Maricopa Priorities recommendations.

Expand the college’s Engineering deliveries by developing a more comprehensive Engineering program in support of STEM.

Adhere to the college’s 2014-17 Enrollment Management Plan with a focus on the following four areas: College Strategic Plan, Governing Board Metrics, SSI and SSE Initiatives, and Focus on Learning.

Develop effective program assessments through the Assessment Academy as a component of the Higher Learning Commission (HLC) Open Pathway for Reaffirmation of Accreditation. The Assessment Academy is a four-year program designed to assist the college in developing Action Portfolios. These portfolios consist of projects, strategies, initiatives and/or processes that demonstrate results in the assessment and improvement of student learning.

Develop strategies for the expansion of the Degree Phoenix program. Continue to seek additional grant opportunities, such as the Valley of the Sun or United Way.

Increase the number of hybrid courses available to stimulate access.

Increase promotion of Quality Matters to ensure rigor and effective teaching and learning processes.

Develop and implement course sequencing as programs are revised or new programs are identified.

Increase professional development opportunities for faculty utilizing the Center for Teaching and Learning department; implement a pilot program for new Peer Assistance and Review process for probationary faculty.

Implement the newly formed Education partnership, create a 2+2 degree opportunity with students completing student teaching and internships within Phoenix Elementary School District.

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Workforce and Economic Development

Progress Report for July 1, 2013 – June 30, 2014:





Increased the usage of alternative delivery strategies, such as online, hybrid and video-conferencing options.

Transitioned the Nursing program to a state of the art Center for Nursing Excellence facility, which is located on 3rd Avenue; expanded the square footage to over 30,000 and added a simulation lab.

Increased participation in teaching and learning professional development activities for both residential and adjunct faculty in order to increase use of best practices that support retention, persistence, and completion. Assessments included tracking the numbers of professional development activities, the category of activities (e.g. active learning, classroom assessment), and the numbers of participants. Quantitative and qualitative feedback was obtained.

Increased the number of occupational alternative delivery courses/programs available to students to stimulate access.

Implemented mechanisms within the Health Information Management department to identify students who have completed 75% or more of their program in increase completion rates.

Supported MCOR (Maricopa Corporate College) to devise the strategies necessary to support centralization of non-credit professional/workforce education.

Piloted a project to expand and/or build new mentoring strategies to connect and engage students in order to improve success. Assessment will include numbers of faculty/staff who receive mentor training, numbers of mentor and mentee participants, and qualitative feedback from both mentors and mentees.

Received re-approval of the Paralegal Studies program from the American Bar Association (ABA).

Added four residential faculty employees to the Nursing department to maintain compliance with Accreditation Commission for Education in Nursing (ACEN) faculty to student ratios.

Established entrance requirements for the Medical Assisting program to ensure students are equipped for success in this rigorous program. As a result, completion rates have increased.

Received final approval of the revamped Dental Assisting curriculum from the Commission on Dental Accreditation (CODA).

Provide evidence that your college has contributed to the above.

All workforce programs participated in On Time Registration to ensure students are in class the first day prepared to learn.

Increased student success and retention through shared resources between programs such as Nursing, Allied Health, and EMT programs. Increased simulation experiences for program students provides a more stimulating learning experience to better prepare students for success when they enter their selected professional field.

In collaboration with PVCC, continued our partnership in a joint Fire Training Academy in partnership with the City of Phoenix.

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Paralegal Studies faculty incorporated increased amounts of self-assessment activities using CANVAS and increased access to course materials through that platform. The intent is to increase retention, persistence, and completion.

The Dental Department continues to partner with Central Arizona Shelter Service, Boys’ and Girls’ Club Dental Clinic, Maricopa County Public Health Services, St. Vincent de Paul Free Dental Clinic, and Desert Mission Children’s Clinic.

Allied Health programs strengthened management of enrolled students to challenge them to remain engaged, persist and grow, while promoting personal responsibility.

Retention, persistence, and completion data were reviewed with many programs implementing practices geared at assisting students in making satisfactory academic progress. Several programs, such as those in the Business and Applied Technology, Family and Consumer Sciences Departments, utilized tutors in the classroom to promote student success. Other programs, such as Dental Assisting, revamped curriculum to highlight practical application in conjunction with theoretical foundations. And, programs in Nursing, EMT, and Health Professions, enhanced simulation experiences aimed at improving professional practice outcomes.

The graduation rate of students earning Certificates of Completion and Associate of Applied Science degrees within three years was 14%, which was higher than the District goal of 13%.

The graduation rate of students earning Certificates of Completion and Associate of Applied Science degrees within six years was 20%, which was higher than the District goal of 17%.

Key Metric Analysis:

Core Planning Areas Outcomes Metric MCCCD

PC Goal

PC Status

Pathways to Success

Students will complete Certificates of Completion and Associate of Applied Science\degrees that prepare them for success in high demand or emerging careers

Number of Occupational Degrees and Certificates awarded NA NA 1,055

From 2011 to 2020 , the percent of students earning Certificates of Completion and Associate of Applied Science degrees

Graduation rate of Occupational Student Cohort - Within three years 13% 19% 14%

From 2011 to 2020 , the percent of students earning Certificates of Completion and Associate of Applied Science degrees

Graduation rate of Occupational Student Cohort - Within six years 17% 22% 20%




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What major goals will your college focus on next year? How do they align with the Governing Board Outcome and any of the Strategic Planning Core Planning Areas? What will you assess to demonstrate that you are meeting your goals?

Complete the accreditation process for EMT and FSC programs.


Utilize data analysis to craft the support services necessary to promote student success in alternative courses/programs. Numbers of sections, enrollments, and success rates will provide assessment data.

Contribute to the district-wide effort to evaluate the role of credit for prior learning. Focus on the numbers of identified non-completers who complete.

Develop the predictive analytic work to better identify at-risk students in order to provide the wrap-around services necessary to promote success. Assessments will focus on the numbers of programs that utilize predictive analytics, the results of interventions, and the changes in retention, persistence, and completion rates.

Receive ACEN and HLC approval for the Nursing program.

Improve alignment between workforce development and PRIE centered around new program development.

Complete the remodel project on the 7th Ave site to house Allied Health and Dental programs.

Restructure IPP recruitment efforts to become more visible and collaborate more closely with Mesa Community College to ensure students are prepared to transfer to our IPP program.

Expand the use of OER materials and other educational tools in the Medical Assisting (MA) program to enhance the quality of the learning experience for students.

Develop a partnership with the MA and Nursing programs to participate in a community health fair in early 2015.

Identify clinical placement sites for students to gain practical experience.

Develop new programs in the workforce development arena.

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Developmental Education

Progress Report for July 1, 2013 – June 30, 2014:





Increased the use of learning communities to build engagement among students and strengthen success.

Used data gathered from National Association of Developmental Education (NADE) study to implement, assess, and adjust new initiatives for the development of student success. Focused areas for excellence in developmental education programs included teaching roles and responsibilities and learning processes; program design, assessment, and evaluation; tutoring structure, organization, and practices; and course-based learning assistance that incorporates learning and student development.

Increased OER and MOOC offerings in hybrid and online courses; increased Accelerated Learning Projects and Project DEgree model programs available to students to stimulate access.

Trained Math faculty in developmental education.

Provide evidence that your college contributed to the above metrics and provide key metric analysis.

The success rate in developmental education courses at Phoenix College increased from 64% to 65%, meeting the District goal of 65%.

The success rate in the subsequent English course after developmental English increased from 73% to 79%, surpassing the District goal of 77% and the PC goal of 76%. The success rate in the subsequent math course after developmental math increased to 55% from 61%.

Core Planning

Areas Outcomes Metric MCCCD PC Goal PC Status

Effective Teaching and

Learning

Students will develop the competencies necessary

to be successful in college-level

work

Success rate in developmental education courses 65% 66% 65%

Subsequent success rate in college-level math 63% 67% 61%

Subsequent success rate in college-level English 77% 76% 79%

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What major goals will Phoenix College focus on next year? How do these align with Governing Board Outcomes and any of the Core Planning Areas? What will be assessed to demonstrate we are meeting our goals? What actions is Phoenix College taking to improve the GB Outcome?


Support a full time Faculty Director of Developmental Education with faculty reassigned time; support the Developmental Educations liaisons in Reading, Mathematics and English.

Provide a degree, or degree options, that exclusively use OER materials. Using quality OER materials will promote access to learning and allow students who might be deterred from pursuing their goals due to cost more affordable opportunities. Assessment of the OER materials will be completed by comparing the success and completion of students with interventions with a control group who are using current materials.

Utilize success mentors to support student success.

Create a viable, accessible first year experience for entering students.

Redefine Developmental Education delivery to improve student persistence and shorten the amount of time spent on Developmental Education course work.

Increase the use of BrushUp/StepUp programs to refresh English, Reading and Math skills before placement testing.

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Community Development and Civic and Global Engagement Progress Report for July 1, 2013 – June 30, 2014:





Committed to economic vitality through entrepreneurship utilizing five steps: 1) Create or expand internal and external teams dedicated to entrepreneurship; 2) Increase entrepreneurs' engagement in community colleges; 3) engage in industry cluster development; 4) Leverage both community college and community assets to spur innovation and job creation; and 5) Create buzz and broad exposure of PC's commitment to entrepreneurship.

Increased student participation in service-learning. Service-learning is a vehicle that assists students in honing their civic skills. Through the work of a service-project, including guided reflection, students develop tolerance for difference and respect for multiple viewpoints. Most importantly, they gain insight into their obligations and responsibilities as engaged citizens. Service-learning creates and expands dynamic learning environments that support student success through effective teaching and active engagement.

Collaborated with Valley of the Sun United Way, as part of Thriving Together, to support the mission of a new grant received through the Lumina Foundation. The mission is to ensure all children, youth, and young adults realize their full potential in school, career, and life. The degree, certificate and credential completion collaborative is dedicated to collaboration, leveraging resources and using data to inform and identify the best services and support for students to complete post-secondary education.

Engaged students in events and activities that promoted development in civic learning and democratic practice. Such events or activities included, but were not limited to:

o Model United Nation Team o Lecture Series o Latino Film Festival o Voter Registration Drives o Constitution Day o World Languages Competition for High School Students

These events addressed issues of difference and focused on gaining appreciation for the social, political, and/or global talents, perspectives, and uniqueness found within diverse cultures and communities.

Utilized OER (instructional videos) developed by the Mathematics department for pre-algebra, introductory algebra, intermediate algebra, and trigonometry.

Hosted a Model UN Conference in collaboration with the United Nations Association. Topics explored included preventing crime against women and pursuing justice with regard to violence against women and international cooperation on humanitarian assistance in natural disasters.

Provide evidence that Phoenix College has contributed to this Governing Board Outcome.

In collaboration with the Phoenix College Environmental and Natural Resources program, six Department of Interior Bureaus (including the Bureau of Land Management), the YOU CAN AZ program was designed and received grant funding. The program aims to educate the public on

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environmental and resource issues while developing talented professionals who will assume leadership positions in the future.

Phoenix College hosted a model United Nations Conference open to all college and high school students to debate sustainable agricultural practices and empowering women in newly democratic countries. The Model UN is a simulation of the United Nations General Assembly and is an outstanding leadership experience for MCCCD students.

As a part of World Food Day, recognized throughout the district via the Empty Bowls Event, students, faculty and staff received a simple lunch as a reminder that empty bowls are a common occurrence for too many people worldwide. English students contributed to this event through their work in the Phoenix College garden while Art students provided a diverse group of ceramic bowls to hold the meal. Culinary students prepared and helped serve the lunch.

Key Metric Analysis: Briefly discuss findings for Phoenix College.

Approximately 450 Phoenix College students participated in service-learning activities this past year. In addition, the College held a number of campus events to address political or global subjects. The goal of both service learning and political/global activities is to assist students, as well as community members, in developing the competencies to analyze and participate in democratic processes through community, civic, and global learning activities.

Demographic information for non-credit students is similar to the demographic portrait for credit students at Phoenix College. This past year, we supported the MCOR by providing 1,436 non-credit students engaged in training and education courses and/or programs. Thus, Maricopa County residents have access to college programs that meet their vocational and avocational needs. Success in these courses and programs indicates that these students are motivated and ready to pursue additional education appropriate to their goals. To ensure that the non-credit students see themselves as successful at the post-secondary level, it is recommended that the possibility of pathways that incorporate non-credit learning into credit-based programs be examined and developed.

Core Planning Areas Outcomes Metric MCCCD PC Goal

PC Status

Access to Learning

Maricopa County Residents will have access to college programs, activities and events, and facilities as

appropriate

Unduplicated annual non-credit headcount (Vocational) 734 643

Unduplicated annual non-credit headcount (Avocational) 927 793

Unduplicated annual headcount in non-credit courses (combined) NA 1,661

1,436




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What major goals will Phoenix College focus on next year? How do these align with Governing Board Outcomes and any of the Core Planning Areas? What will be assessed to demonstrate we are meeting our goals? What actions is Phoenix College taking to improve the GB Outcome?

Implement Maricopa Priority recommendations.

Utilize the Lumina grant to improve the success of Latino students in earning a post-secondary credential/degree. To accomplish this, a strong partnership was developed with Phoenix Union High School District, Gateway Community College, South Mountain Community College, the City of Phoenix, and various community-based organizations. The overarching goal is to create a college-going culture, create a seamless student experience, and create and sustain a partnership that will continue to positively impact Latino Student Success.

Cultivate entrepreneurial practice through our commitment to the following five action steps: 1) Create or expand internal and external teams dedicated to entrepreneurship; 2) Increase entrepreneurs' engagement in community colleges; 3) engage in industry cluster development; 4) Leverage both community college and community assets to spur innovation and job creation; and 5) Create buzz and broad exposure of PC's commitment to entrepreneurship.

Formulate new strategies to connect to business, industry, and community agencies. This decentralization will expand our capacity to link more effectively and efficiently to our community so we can develop and strengthen practices that guide use of existing resources while continuing to pursue new opportunities to support learning. Quantitative and qualitative measures will assess the outcomes of this outreach.

Increase student participation in service-learning. Assessment measures will include the number of students participating in service activities, the numbers of civic/political/global opportunities available to students and the community, and qualitative evidence gleaned from student reflections.

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Strategic Innovations Report 2013-2014

Please respond directly on this form and limit your submission to two pages maximum.

Form for Strategic Innovations Report

College/District Unit: Strategic innovations should be linked to the most recent

College Strategic Plan or MCCCD Unit Plan.

Core Planning Areas Identify no more than one or two

innovative initiatives per Core Planning

area that the College or Unit is planning

or implementing. These initiatives should

be strategic in nature and change-based.

Which Governing

Board Outcome is

the innovation

designed to

improve?

1. Access to Learning

MCCCD provides access

to learning opportunities for

students and the

community.

Dental/Allied Health: Planning is underway to relocate the Allied Health Programs, the Dental Assisting and Dental Hygiene programs, and the Dental Clinic to a newly remodeled building. A new facility will ensure state-of-the art practice facilities for students in these programs and the opportunity for enhanced collaboration among programs

Workforce & Econ Development

2. Pathways to Success

MCCCD builds educational

and career pathways and

supports student goal

attainment.

Retention Plan: A retention plan is unique among higher education institutions and includes the analysis of qualitative and quantitative data in its development. The PC retention plan identifies goals, strategies, and action plans that address student success and retention through coordinated, structured, integrated, and intentional services and support. The overarching intent of the plan is to assure a quality learning experience for all students. Focus areas include academic readiness, financial literacy, and early interventions.

Univ Transfer Ed & Gen Ed


Dev Ed

3. Effective Teaching & Learning MCCCD researches, assesses, and improves student learning and invests in strategies to improve organizational learning & effectiveness.

Learning Commons: Renamed the Success Center to the Learning Commons and relocated this area to the lower level of the Library. This newly renovated space provides students with an area that is more conducive to learning through increased technology, space, tutoring services and writing assistance.

OER Materials: Increased the usage and availability of OER materials to reduce costs for students who want to continue their education to completion.



Dev Ed

Community Dev & Civic and Global Engagement

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4. Organizational Integrity

Policies and practices

necessary to support the

accomplishment of the

above through effective

use of public resources.

This includes financial,

human, and technological

resources.

HLC Visit: PC is participating in the Open Pathway Model for reaffirmation of accreditation by the Higher Learning Commission (HLC). The evaluation visit is scheduled for April 2016. In addition, PC is a member of the HLC Assessment Academy, which also constitutes the college’s Quality Initiative.



Dev Ed

Community Dev & Civic and Global Engagement

Documents

MCCCD College/Unit 2013 2014 Year-End … 1 MCCCD College/Unit 2013 – 2014 Year-End Accomplishment and 2014 – 2015 Planning Report (PHOENIX COLLEGE) University Transfer Education