Strategic Plan Progress

2020-2025 Strategic Plan

Updated Summer 2024

Overview

Key Performance Indicators (KPIs) are the critical (key) quantifiable indicators of progress toward an intended result. KPIs provide a focus for strategic and operational improvement, create an analytical basis for decision making and help focus attention on what matters most (Harlow, 2022).

To learn more about the KPI dashboards below, please click on the information (i) page in the top right corner of the dashboard. If you have questions or feedback about the dashboards, please submit this form or reach out to the IR office at (734) 384-4237 or qwygonik@wuweicw.com.

Goal 1: Student Access and Success

OBJECTIVE 1.1: IMPROVE ACADEMIC ADVISING

1.1.a) Implement a 30-hour degree audit communication system.

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- Key Performance Indicators (KPIs)

Student Progress KPIs

SPr.1 Fall-to-Winter Retention, SPr.2 Fall-to-Fall Retention Rate, SPr.8 Graduated within Time Span, , SPr.9 Transferred within Time Span, SPr.11 Graduation after Transfer

2020-2025 Strategic Plan

Updated Summer 2024

Overview

Goal 1: Student Access and Success

OBJECTIVE 1.1: IMPROVE ACADEMIC ADVISING

1.1.a) Implement a 30-hour degree audit communication system.

1.1.b) Create a task force to analyze the current advising process and make recommendations for improvement.

OBJECTIVE 1.2: STUDENT-DRIVEN SCHEDULING

1.2.a) Conduct class schedule efficiency reporting to determine the best class scheduling times by division, program, etc.

1.2.b) Expand class delivery options by promoting the blended class modality to current faculty.

1.2.c) Develop a new class option entitled “student choice.”

1.2.d) Create a task force to explore offering more “late start” courses.

1.2.e) Develop structured online program pathways.

OBJECTIVE 1.3: IMPROVE ACADEMIC AND NON-ACADEMIC SUPPORT SERVICES

1.3.a) Explore offering mental health crisis counseling services

1.3.b)Streamline and expand academic boot camp offerings, including the development of a reading and writing boot camp.

1.3.c1) Develop and implement required orientation and Brightspace training for all faculty

1.3.c2) Develop standardized, minimum elements to be included in Brightspace.

Goal 2 Relevant and Innovative Education

OBJECTIVE 2.1 RELEVANT PROGRAMMING

2.1.a1) Conduct a comprehensive assessment of regional, industrial, and business partner needs.

2.1.a2) Create and conduct a student survey about programming preferences.

2.1.b) Based on assessment analysis, identify relevant programming that is in line with industry, employer, and student preferences, including recommendations for new programming not currently offered by MCCC and programs that should be deactivated based on this analysis by Winter 2022.

OBJECTIVE 2.2 EXPERIENTIAL LEARNING

2.2a) Formalize an “experiential learning coordinator” position aimed at creating, organizing, and managing experiential learning opportunities

2.2.b1) Conduct a comprehensive needs assessment of experiential learning to establish employer, industry, transfer-partner institution, and student needs for planning future strategic instructional endeavors by Fall 2021.

2.2.b2) Expand on, and develop new experiential learning programming including but not limited to internships, apprenticeships, clinicals, practicums, field placement experiences and Study Abroad. This shall include virtual, time-based, hybrid, or competency-based programs by the end of Fall 2022.

OBJECTIVE 2.3 COLLABORATION AND CIVILITY

2.3.a1) Develop a Campus Collaboration Committee to organize and schedule events/activities each semester beginning in Fall 2020.

2.3.a2) The new Employee Engagement Committee will plan events to improve collaboration and civility among employees each semester beginning in Winter 2021.

2.3.b1) Explore a consultant to assess climate by the end of Winter 2021.

2.3.c1) Review college policies that specifically guide employee behavior regarding civility and write a new policy regarding employee conduct and civility by the end of Fall 2020.

2.3.c2) Complete a comprehensive review of college policies that guide employee interactions and update relevant policies to reflect ethics, expected conduct, and harassment, etc. by the end of Fall 2021.

2.3.d) Engage campus in civility and team-building training each semester beginning in Fall 2020.

OBJECTIVE 2.4 SHARED GOVERNANCE

2.4a.1) The Governance Evaluation Committee will delineate targeted strategies for improvement of the shared governance model based on the primary themes from the 2019 Council Model of Shared Governance EvaluatSurvey Report by the beginning of Winter 2021.ion

2.4.a2.a) The Governance Evaluation Committee (GEC) will have a plan for the implementation of the targeted strategies for improvement of the shared governance model based on the primary themes from the 2019 CMSG Evaluation Survey Report by the beginning of Winter 2021.

2.4.a2.b) The Governance Evaluation Committee (GEC) will have a plan for the implementation of the targeted strategies for improvement of the shared governance model based on the primary themes from the 2019 CMSG Evaluation Survey Report by the beginning of Winter 2021.

2.4.b1) The GEC will administer a 2022 Council Model of Shared Governance Evaluation Survey Report to measure employee satisfaction with the college’s shared governance by the beginning of Winter 2023.

2.4.b2) The GEC 2022 CMSG Evaluation Survey report will demonstrate an improvement of employee satisfaction* by the end of Winter 2023.

OBJECTIVE 2.5 PORTABILITY OF COURSES

2.5.a1) Inventory existing formal and meaningful articulation/transfer agreements with four-year institutions by the end of Winter 2021

2.5a2) Analyze existing course transfer inventory for our top four-transfer partners by the beginning of Fall 2021.

2.5.a3) Conduct a gap analysis to identify areas of opportunity to increase both academic program articulation/transfer agreements and individual course transferability by the end of Fall 2021.

2.5.b1) Establish standardized academic program transfer/articulation guidelines and protocols, including centralization of recordkeeping, evaluation and renewal by the end of Winter 2022.

2.5.b2) Establish individual course transfer guidelines and protocols including centralization of recordkeeping by the end of Winter 2022.

2.5.b3) Identify and act on opportunities for increasing and/or expanding meaningful program-based transfer/articulation agreements with university partners by the end of Winter 2023.

2.5.b4) Identify and act on opportunities for increasing individual course transferability (as appropriate given that acceptance of transfer credit is at the discretion of the university partner) by the end of Winter 2023.

2.5.b5) Review and align General Education Requirements to the Michigan Transfer Agreement (MTA) where possible. Increase MTA achievement by students by the end of Fall 2021.

OBJECTIVE 2.6 COORDINATED PARTNERSHIPS

2.6a) Formalize and hire/restructure existing position(s) as a coordinator to oversee articulations, direct college and dual enrollment opportunities by the end of Fall 2021.

2.6.b1) Generate a list of current and potential partnerships/relationships related to articulation, direct college and dual enrollment opportunities by the end of Winter 2022.

2.6.b2) Create a plan for building/retaining relationships with the partnerships listed in 2.6b1 (e.g., high school articulation coordinators, principals, counselors, superintendents, industry, secondary CTE) by the end of Fall 2022.

2.6.c1) Conduct a comprehensive assessment of current courses and curricula that support coordinated partnerships, looking for opportunities to expand programming and create new opportunities by the beginning of Summer 2023.

2.6.c2) Explore workflow software to streamline and market high school articulation agreements by the end of Fall 2022.Progress

2.6.c3) Develop comprehensive procedures for requesting direct college course and dual enrollment registration to be shared with partners by the beginning of Summer 2023.

Goal 3: Create a Student-focused Environment

OBJECTIVE 3.1 COMPREHENSIVELY ASSESS THE CAMPUS FROM A STUDENT-FOCUSED PERSPECTIVE

3.1a) Select the method for process mapping the student experience through multiple and diverse lenses to identify key services, processes and physical environments to ensure that they are student focused by the beginning of Winter 2021.

3.1b) Complete the process mapping process by the beginning of Winter 2022.

3.1c) Develop an intervention plan that supports a more student-focused environment. This plan would include spaces to optimize human resources capital and processes to better support student needs and preferences by the end of Winter 2022.

OBJECTIVE 3.2 ALIGN ORGANIZATIONAL STRUCTURE

3.2a.1a) Select a tool for an employee skills inventory by the end of Summer 2020.

3.2a.1b) Skills assessment is incorporated in performance evaluation process along with job description review by the end of Fall 2020.

3.2a.1c) Prepare and train employees and supervisors for the evaluation process that includes the skills inventory by the beginning of Summer 2021.

3.2a.2) Determine the organizational needs based on findings from the skills assessment and check-in conversations with supervisors by the end of Winter 2022.

3.2b) Build a plan to align human resources with the college’s strategic direction, according to the results from process mapping the student experience and the results from employee evaluations by the end of Fall 2022. 3.2c Transition people to meet the current and future needs of MCCC students.

3.2c) Based on the recommendations from Human Resources in the plan (Tactic 3.2b), Cabinet will transition people to meet the current and future needs of MCCC students by the beginning of Summer 2023.

OBJECTIVE 3.3 DEVELOP NEW TRAINING AND PROFESSIONAL DEVELOPMENT PRACTICES

3.3a1) Incorporate a development plan section into the performance review by the end of Fall 2021.

3.3a2) Incorporate a review of skills and abilities into evaluation process as part of the individual development plan (IDP) by the end of Fall 2020.

3.3b1) Supervisors create a plan to develop employee skills as recommended by the IDP by the end of Fall 2021.

3.3b2) Create a process for cross-training and mentoring by the end of Winter 2022.

3.3c) Schedule regular, mandatory and engaging training opportunities for all employees to promote a more inclusive culture each semester beginning in Fall 2020.

OBJECTIVE 3.4 ADAPT THE PHYSICAL ENVIRONMENT

3.4a) Incorporate recommendations from the intervention plan (Tactic 3.1c) to alter the campus’s physical environment to support student-focused learning by the end of Fall 2022.

3.4b) Make recommendations on spaces, items and/or virtual experiences throughout campus to be developed to foster inclusion, equity and celebrate cultural diversity.

OBJECTIVE 3.5 Diversity, Equity, and Inclusion: Create a culture of Diversity, Equity, and Inclusion to assure that everyone (students, employees, visitors) who comes on campus feels a sense of belonging.

3.5a) Review past efforts and take inventory of diversity initiatives (i.e., previous institutional surveys) to establish a baseline by the beginning of Winter 2021.