MCCCD College/Unit 2014 2015 Year-End … 1 MCCCD College/Unit 2014 – 2015 Year-End Accomplishment and 2015 – 2016 Planning Report (PHOENIX COLLEGE) University Transfer Education

Page 1

MCCCD College/Unit 2014 – 2015 Year-End Accomplishment and 2015 – 2016 Planning Report

(PHOENIX COLLEGE)

University Transfer Education and General Education Progress Report for July 1, 2014 – June 30, 2015:

What were the major accomplishments of your college or unit 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).


Developed a mobile application that gives students the ability to access their class schedules, required books, grades, ID card printing balances from any device, anywhere, anytime. It also helps students easily find their classes on a map using a GPS-capable phone. The mobile application was named the winner of the 2014-2015 Dr. Paul M. Pair Innovation of the Year from Maricopa Community Colleges and the League for Innovation in the Community College.

Continued to increase the usage and availability of OER materials to reduce cost for students who want to continue their education to completion including a faculty member developing more than 1,850 free mini-lesson math tutorials and being named the 2014 Arizona Professor of the Year.

Increased the number of hybrid/online courses available to stimulate access. As of January 2015, there are 10 degrees/certificates available online.

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

Developed a new project called Discover STEM, which was supported by a grant with the goal to increase student interest in STEM degrees and careers.

Continued focus on increasing SSI compliance, in particular, to increase participation in Bear Trax orientation sessions and college success courses through staff professional development and marketing.

Updated PC Retention Plan and implemented new retention strategies: Mentoring Program, Student Success Fair, Academic Advising Outreach Specialist, “I Will Graduate” campaign, Updated format for New Student Orientation.

Implemented college recommendations related to the Maricopa Priorities initiative. Provide evidence that your college or unit has contributed to the above Governing Board Outcome and any of the System-Level Strategies.

Increased Quality Matters reviews from 7 to 12.

Collaborated with District SSI and developed a High School Recruitment brochure for Phoenix Union High Schools District (PUHSD), outlining the recruitment process for primary and secondary feeder schools. Met with PUHSD leadership to share new recruitment practices, get feedback and strengthen relationships.

Page 2

Assisted 40,804 students at the Welcome Desk with Enrollment Services related functions with decrease in average student wait times. Ongoing monitoring of Queless line management system for improved business process and efficiency in scheduling according to enrollment services traffic patterns.

Provided ongoing professional development and cross training for Enrollment Services staff to increase efficiency and ensure accuracy including hands on cross training between Welcome Center and Admissions staff.

Created Steps to Success checklist to guide students through enrollment and registration processes.

Created the first annual “My Success Fair” that is a component of the “I Will Graduate” campaign, created by the Maricopa Community College District with the goal to help students visualize a finish line for their academic goals. The Student Success Fair had more than 250 students participate.

Increased attendance at Fall 2014 My College Orientation by 49% over previous year. Orientation focused on student success and completion through sessions designed to educate students about campus resources, connect them to faculty and staff and provide pathway for success.

Key Metric Analysis:

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

75% 70% 75%

Fall-to Fall Retention Rate 55% 55% 47%

Six-year Graduation Rate 20% 20% 22%

Percent making satisfactory academic progress within two years - Full Time

41% 36% 33%

Percent making satisfactory academic progress within two years - Part Time

26% 24% 23%

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

appropriate

Unduplicated annual non-credit headcount (Vocational)

NA XXX NA

Unduplicated annual non-credit headcount (Avocational)

NA XXX NA

Unduplicated annual headcount in non-credit courses (combined)

NA XXX NA

Pathways to Success

Students will experience a seamless transfer to

baccalaureate-granting institutions

Number of transfer degrees and AGECS awarded

NA 1053 NA

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

11% 14% 8%

Page 3

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

17% 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 three years

9% 19% 13%

Graduation rate of Occupational Student Cohort - Within six years

14% 22% 19%

Number of Occupational Degrees and Certificates awarded

10,658 1,243 1,057

Future Goals/Plans for July 1, 2015 – June 30, 2016:

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 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?

Continue increasing the percent of course completing quality matters.

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

Continue adhering 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 and implement an academic early alert software.

Page 4

Workforce and Economic Development Progress Report for July 1, 2014 – June 30, 2015:





The Culinary Program revamped its café operation, which serves as the practicum

learning site for program students, to ensure practice in a contemporary

kitchen/restaurant environment. A refreshed menu includes farm to table produce and

gluten-free options. In addition, the Health Department inspections of the culinary

kitchen were graded “A” throughout the year.

Interior Design students partnered with members of ASID and Southwest Behavioral

Health to renovate Toby House, which is a home in downtown Phoenix for the mentally

ill. This experience provided new perspective in working with diverse populations.

As a result of program review over a period of time which consistently highlighted a

changing career field in construction and building technology and an over-saturation of

competing programs, the Applied Technology programs were closed. This change was

supported later in recommendations included in the College’s Maricopa Priorities

process.

Child Development courses in the Family and Consumer Sciences area added simulation

components to afford students the opportunity to practice parenting in different

scenarios with children birth to age 18.

To keep pace with changes occurring in the marketing field, the Business Department

added a Social Media certificate program (pending DOE approval) and included more

emphasis on public relations in marketing.

The Education Program coordinated with the West Valley Think Tank to receive the

Improving Teacher Quality Grant from the Arizona Board of Regents. This supports

teachers in obtaining the K-12 Reading Endorsement.

The Paralegal Studies Program developed and implemented a comprehensive program

assessment process. Results are used to guide changes and future directions to better

support student learning and success in the career field.

With the addition of residential faculty in the Communication Program, Phoenix College

now offers Intercultural Communication. Developing cultural competence is an

important element for students as they enter their career fields and work within their

communities.

Nursing completed its national accreditation process through ACEN. In addition,

Nursing relocated to a state-of-the art facility located on 3rd Avenue and Clarendon,

approximately 1 mile from the PC main campus location. This site was approved by the

Higher Learning Commission in fall of 2014. Approval denotes that the nursing program

may deliver all of its program components at the 3rd Avenue venue.

Page 5

The Center for Excellence in Health Care Education completed renovation and now

offers programs in Dental Assisting, Dental Hygiene, and Allied Health. Programs include

Phlebotomy, Medical Laboratory Sciences, Medical Assisting, and Histology. This state-

of-the art space provides for additional practice laboratories and increased use of

simulation exercises. For dental, a simulation clinic has been designed separate from the

dental clinic and is expected to enhance pre-clinical and clinical learning opportunities.

The Dental Assisting Program and Dental Hygiene Program submitted their accreditation

self-studies to the Commission on Dental Accreditation and completed a site visit.

Recommendations for Dental Assisting included restructuring of tools for lab and clinical

assessment, adding more specificity to syllabi, and creating rubrics for classroom

activities and assignments. These recommended changes have been completed.

Dental Hygiene students in their fourth semester of the curriculum participated in a

pilot study with Dignity/St. Joseph’s Hospital in providing oral health care assessment

and education to patients in a hospital setting. The experience was to promote

interdisciplinary teaching and learning among healthcare providers. Outcomes were

extremely positive and the experience will be incorporated into future clinics for

students.

Transitioned the Health Information Management Programs to cohort models to

promote completion. Program models are offered part-time, full-time and credit for

prior learning. Research indicates cohorts enhance student learning by fostering a

community of learners, which then leads to increased retention and student success.

As a result of lack of adequate clinical sites for students in HIM, the programs

supplement the required 75 hours of clinical/professional practice experience with

virtual lab simulations.

The Medical Lab Sciences program entered into partnership with LSA/SQL to support a

cohort of MLT students. LSA/SQL has also partnered with the Histology and Phlebotomy

programs as the preferred educational training programs. In addition, the Histology

program partnered with the City of Phoenix Community and Economic Development

Departments to bring together employers, educators, and recruiters to discuss

employment shortages in the field.

Provide evidence that your college has contributed to the above.

The Early Childhood Education Program partnered with United Way to support 35 First

Things First TEACH students in completing their degrees. The scholarships paid 90% of

students’ tuition and book costs.

Glendale Community College transferred its upholstery classes to Phoenix College. The

courses are an excellent addition for students enrolled in the interior design program.

Southwest Human Development has assumed operation of the Family Care Center and

continues collaboration with the Early Childhood Education program to provide

observation of best practices and internship opportunities for students.

The Applied Technology, Family and Consumer Sciences Department awarded 81

degrees and certificates in 2014-15.

The Business Department has entered into an articulation agreement with Grand

Canyon University which allows students to transfer in 72 community college credits in

the business field.

Page 6

During Fall and Spring semesters, 2014-15, students enrolled in Reading 071, 081, and

091 (Developmental Reading) completed the Gates MacGinitie reading test as a part of

their course work. During the year 569 student completed both the pre and post-tests.

Results indicate significant improvement in student skill. In addition, students have

access to My Reading Lab, which is an online tutorial. Multiple sections were offered as

a “flipped classroom” where students spent in-class time on practical application

activities.

Dental Hygiene Program admission criteria have been successful in identifying students

with potential for completing curriculum and competently performing dental hygiene

services. The general education GPA minimum is 3.25 and the basic science GPA is 3.5.

These GPA averages assist in selecting individual capable of meeting the rigor and

demands that the program require.

Dental Assisting students supported the Healthy Little Smiles Program. Thirty-two

students (13 fall, 19 spring) provided age-appropriate oral health interactive education

to clients of preschool age children at the PC Family Care Center.

Faculty in Dental Hygiene have incorporated the “flipped classroom” into lessons for

teaching fundamental concepts in dental hygiene theory courses. Faculty have also

implemented use of corroborative error in grading student clinical competency to help

prevent bias and to identify early alerts for clinical skills.

The Health Information Management Program completed the annual program

assessment report required by its accrediting organization – the Commission on

Accreditation of Health Informatics and Information Management. Accreditation

ensures currency with industry standards related to quality and ethics in the Health

Information professional field.

Banner Hospital indicates it will hire PC Medical Assisting graduates directly from their

externship with no additional experience necessary. The Medical Assisting program

awarded 22 AAS degrees and 30 certificates during 2014-15. Of this number, 77%

obtained employment immediately upon completion of their externships.

The Medical Laboratory Sciences and Histology programs completed a self-study and

site visit for accreditation by NAACLS. Accreditation promotes academic rigor and

ensures graduates meet established occupational standards.


Core Planning Areas


Status

Pathways to Success

Students will experience a seamless transfer to

baccalaureate-granting institutions

Number of transfer degrees and AGECS awarded

NA 1053 NA

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

11% 14% 8%

Page 7

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

17% 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 three years

9% 19% 13%

Graduation rate of Occupational Student Cohort - Within six years

14% 22% 19%

Number of Occupational Degrees and Certificates awarded

10,658 1,243 1,057





Promote development of Entrepreneurship Certificates of Completion, such as Fashion

Design, to keep pace with industry trends.

Continue with implementation of Maricopa Priorities recommendations made at both

the college and district levels to support more effective, efficient and equitable

utilization of resources.

Promote increased consideration of Credit for Prior Learning, as appropriate, to provide

a broader scope of access to career pathways and to recognize learning that occurs

outside the traditional classroom setting.

Examine opportunities to bridge non-credit to credit programming to build student

career pathways.

Support the implementation of department specific workshops and retreats to examine

“best practices” such as accelerated learning, simulation, learning communities to

promote engaged learning and student success.

Increase access to teaching aids, such as My Accounting Lab, for students. These online

tools provide videos, homework, problems and study modules which can enhance

student comprehension of course competencies.

Consider adoption and/or integration of best practices in program assessment to

optimize results of program examination and decision-making.

Encourage participation in professional development activities that address cultural

diversity and the multi-generational classroom.

Page 8

Devise and implement systems to improve monitoring of the purchase and use of food

products to maximize efficient utilization of resources.

Enrich data analysis processes to promote deeper exploration of qualitative and

quantitative information and communication of outcomes.

Continue to pursue appropriate donations to supplement resources in occupational

programs.

Explore competency-based education and its potential application to occupational

programs.

Continue to examine emerging technologies and their application to teaching and

learning in workforce education, to include those technologies that are utilized within

the professional fields.

Support increased opportunities for students to learn via simulation and practical

application activities.

Page 9

Developmental Education

Progress Report for July 1, 2014 – June 30, 2015:





Provided multiple professional development experiences in Universal Design for Learning curriculum strategies in conjunction with the Phoenix Union High School District.

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 area for accreditation was assessment in math, reading, and English courses.

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

Trained and provided student mentors for developmental classes.

Developing alternative models of delivery based on research-based best practices including stretch models and embedded study skills.

Constructing test preparation program.

Implemented returning adult summer bridge program.

Implemented common assessment in highest levels of English, reading, and mathematics developmental sequence courses.

Increased offerings of workshops on formative classroom assessment techniques by conducting four workshops, which tangentially included formative/summative assessment.

Incorporated 100-level courses for Reading to improve retention and success rates of developmental education students.

Hosted the Maricopa Community Colleges’ Women Rising Conference, which was designed to create opportunities and connect diverse female students through leadership, empowerment and sisterhood.

Increased the number of MOOC and Flipped Classroom offerings in Math, Health Care Delivery and Administration of Justice Studies.


The success rate in developmental education courses at Phoenix College increased from 65% to 67%.

The success rate in the subsequent English course after developmental English continued at 79%, meeting the District goal of 79%.

In the highest levels of the developmental sequence, Reading 091 and English 091 success rates rose from 74% to 75%, while Math 091 success rates rose from 41% to 59%.

Page 10


Core Planning Areas


Status

Effective Teaching and

Learning

Students will develop the competencies necessary to be successful in college-level work

Success rate in developmental education courses

70% 65% 67%

Subsequent success rate in college-level math

63% 65% 56%

Subsequent success rate in college-level English

79% 71% 79%





Applying data that was collected in Spring 2015 from National Association of Developmental Education (NADE) study to implement assess and adjust new initiatives for the development of student success. Certification data that was collected in Spring 2015.

Continue analysis of exit exams in the developmental sequence to ensure success in subsequent college level coursework through professional development.

Participate with Phoenix Union High School District in aligning professional development and curriculum through professional development worklabs.

Complete and implement pre-placement testing student preparation program.

Offer summer bridge programs to high school students to remediate any deficiencies before they enter college.

Offer summer bridge programs for returning adults to refresh skills and rebuild confidence in college abilities.

Apply for National Association for Developmental Education Accreditation.

Page 11

Community Development and Civic and Global Engagement Progress Report for July 1, 2014 – June 30, 2015:





Hosted a Model UN Global Forum with a topic of Issues and Challenges to Global Peace in the 21st Century. The event included presentations on challenges to peace, the global challenges of U.S. foreign policy, as well as conflict and transformation in the post-Soviet world.

Hosted a Dare 2 Dream Youth Conference that was designed to motivate middle school students to pursue their educational goals through college and to prepare them to assume leadership roles in their schools, families and communities.

Hosted a Community Networking Breakfast to share PC program updates with community organizations and agencies.

Implemented Maricopa Priorities recommendations for the college.


Hosted the Water Investigations STEM symposium, which had over 650 middle school students, along with teachers and parents attended and presented their science findings to their peers and adult guests. The presentations are the culmination of yearlong projects the students work on under the guidance of their teachers and water researchers.


Core Planning Areas


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

75% 70% 75%

Fall-to Fall Retention Rate 55% 55% 47%

Six-year Graduation Rate 20% 20% 22%

Percent making satisfactory academic progress within two years - Full Time

41% 36% 33%

Percent making satisfactory academic progress within two years - Part Time

26% 24% 23%

Maricopa County Residents will have access to college

Unduplicated annual non-credit headcount (Vocational)

NA XXX NA

Page 12

programs, activities and events, and facilities as

appropriate

Unduplicated annual non-credit headcount (Avocational)

NA XXX NA

Unduplicated annual headcount in non-credit courses (combined)

NA XXX NA





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.

Page 13

Strategic Innovations Report 2014 - 2015 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: The Allied

Health Programs, Dental Clinic,

Dental Assisting and Dental Hygiene

programs have relocated to a newly

remodeled building. The new facility

will ensure state-of-the art practice

facilities for students in these

programs and the opportunity for

enhanced collaboration among

programs. Classes will be held in the

new facility starting in Fall 2015.

Workforce &

Economic

Development

2. Pathways to Success

MCCCD builds educational

and career pathways and

supports student goal

attainment.

Strategic Planning Online:

PC is in the process of procuring

software that has several modules

that will tie budget, faculty credentials

and the college strategic plan

together. The software will help the

college in addressing each faucet of

institutional effectiveness by

integrating the key elements of

strategic planning, budgeting,

assessment, faculty credentialing and

accreditation management.

Univ Transfer

Ed & Gen Ed

Workforce &

Econ

Development

Dev Ed

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

OER’s, MOOC’s and Flipped

Classrooms: Increase the usage and

availability of OER materials as well

as, increase the number of MOOC

and Flipped Classroom offerings in

multiple areas.

Assessment Database: Enhance

use of existing assessment database

and ease annual reporting with the

use of online Google forms.

Univ Transfer

Ed & Gen Ed

Workforce &

Econ

Development

Dev Ed

Page 14

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.

Univ Transfer

Ed & Gen Ed

Workforce &

Econ

Development

Dev Ed

Community

Dev & Civic

and Global

Engagement

Documents

MCCCD College/Unit 2014 2015 Year-End … 1 MCCCD College/Unit 2014 – 2015 Year-End Accomplishment and 2015 – 2016 Planning Report (PHOENIX COLLEGE) University Transfer Education