Shoreline Community College maximizes student access to all its transfer, professional/technical and developmental programs. SCC promotes a diverse student body and employees who reflect the local, state, regional and international communities that the college serves. WORK GROUP: Chris Linebarger (Lead), Rosemary Dunne, Stephen Smith, Chris Taylor, Kim Thompson, Thalia Saplad, Tonya Drake, Lynda Knight, Joanne Warner, Debbie Sherman (note taker), Ted Haase, and Mariko Kakiuchi
Wish were here: Yvonne Terrell-Powell
OBJECTIVES :
What are we trying to reach in that core theme? / INDICATORS:
How do we measure and assess if we achieved this objective? / RATIONALE:
Why did we choose these indicators?
How will they help us achieve the objective?
Objective 4.1:
[Increased Enrollment]
Ensure the increase in enrollment of underserved and underrepresented populations. / 4.1.a. Enrollment Trends
The portion of enrollments targets achieved on a quarterly and annual basis including demonstration of meeting or increasing enrollment by program intent and by underserved/underrepresented populations.
(Sources: Institutional Effectiveness – 10th Day and Final Quarterly Reports, Annual Reports, and Annual Trends Reports. Annual enrollment targets set by SBCTC).
Enrollment Targets
1. Annual Targets
2. Quarterly Targets
3. Academic Division Targets
Enrollment by Intent
1. Transfer program enrollments
2. Professional/technical program enrollments
3. Essential Skills (GED/ABE) program enrollments
4. High School Completion programs
Enrollment by underserved/underrepresented populations
1. Race/Ethnicity
2. Gender
3. Age
4. Disability
5. Veteran
6. Low Income
7. / 4.1.a Rationale: Enrollment trends provide tracking mechanisms and data indicating quarterly, annual, and trend data by student intent and number of underserved/underrepresented populations that help measure if the college is meeting the objective of increasing access and diversity through its enrollment.
4.1.a Benchmark:
- Meet or exceed state enrollment targets (both quarterly and annual target enrollments).
- Meet or exceed internal academic division targets (both quarterly and annual target enrollments).
- Meet or increase previous five year average enrollment by intent (transfer, professional/technical, essential skills (GED/ABE), and high school completion.
- Meet or increase previous five year average enrollment by underserved/underrepresented populations (race/ethnicity, gender, age, disability, veteran, low income)
4.1.b: Yield/Conversion Rates of Applicants
The portion of students that inquire, submit an application, and enroll in the colleges including general admission, special admission programs, and underserved/ underrepresented populations.
(Sources: Inquiry Management System, Admission and Registration Reports, Special Program Admission Reports)
General Admission
1. Number of students who make a formal inquiry
2. Number of students who apply for general admissions
3. Number of student who enroll at the college.
Special Admission Programs (i.e. Nursing, Dental Hygiene)
1. Number of students who apply for special admissions
2. Number of students accepted for special admissions
3. Number of student who enroll in the program.
Yield Rates by underserved/ underrepresented populations for general and special admission programs
1. Race/Ethnicity
2. Gender
3. Age
4. Disability
5. Veteran
6. Low Income / 4.1.b Rationale: Yield rates show the conversion of students that have expressed an interest in the college (inquiry), those that submit an admission application, those that have been admitted into special programs and ultimately those students that enroll at the college. Comparisons of general admission, special admission programs, and yield rates for underserved/ underrepresented populations help measure if the college is meeting the objective of access and diversity through monitoring yield rates of students that express interest to those that enroll.
4.1.b Benchmark:
- Meet or increase previous five year average of the number of students who make a formal inquiry, apply and enroll for general admissions to the college.
- Meet or increase previous five year average of the number of students who apply, are accepted and enroll in special admission programs.
- Meet or increase previous five year average yield rates for underserved/ underrepresented populations for general and special admission programs.
Objective 4.2:
[Access]
Ensure underserved populations have equal access in reaching their educational goals through creative support. / -
Objective 4.3:
[Tuition Free Program]
Continue advocating and working with public officials and the Shoreline Community College Foundation towards a tuition free program for underserved and underrepresented populations. / 4.3.a Financial Assistance
The portion of students and dollar amounts awarded from local, state, and federal sources to eligible financially needy students.
(Source: Financial Aid Office – quarterly and annual reports on financial assistance awarded to students including federal, state, and institutional aid. Worker Retraining – quarterly and annual reports on financial assistance awarded to students including Worker Retraining, BFET, Opportunity Grant and Work First. Annual FISAP report.) / 4.3.a Rationale: Shoreline Community College aims to meet unmet financial need for eligible students through awarding federal, state, and institutional aid. Financial assistance helps students overcome financial barriers to access and increases diversity by allowing students attend, persist, and succeed in accomplishing their educational goals.
4.3.a Benchmark:
- Meet or increase previous five year average of number of students who apply for Free Application for Federal Student Aid (FAFSA).
- Meet or increase previous five year average of number of students awarded financial assistance (federal, state, institutional, Worker Retraining, BFET, Opportunity Grant and Work First).
- Meet or increase previous five year average of dollar amounts awarded to financially needy students (federal, state, institutional, Worker Retraining, BFET, Opportunity Grant, and Work First).
- Meet or increase previous five year average for percentage of total eligible student population receiving financial aid as determined by annual FISAP report.
4.3.b Outreach Efforts/Advocacy
The amount of outreach and advocacy efforts to support financial assistance funding for financially needy students.
(Source: Evidence of regular and sustained efforts, including communication with elected officials, government policy makers and grant makers, and Foundation efforts to advocate for financial assistance programs to support tuition-free programs for underserved and underrepresented populations.) / 4.3.b Rationale: Financial assistants programs that support tuition-free programming is developed through advocacy efforts of those who make decisions about funding levels at the local, state, and federal levels including elected officials, government policy makers, grant makers, and the Shoreline Community College Foundation. Outreach efforts increase knowledge and understanding about the financial needs and impacts on students.
4.3.b Benchmark:
- Demonstrate outreach and advocacy efforts from Board of Trustees, President, employees and the Shoreline Community College Foundation to provide to support for financial assistance programs towards a tuition free program for underserved student populations. Areas of demonstration may include outreach and advocacy with the following constituents:
- local, state, and federal elected officials
- local, state, and federal policy makers
- grant making entities
- State Board for Community and Technical Colleges
- Shoreline Community College Foundation
Objective 4.4:
[Pre-College Programs]
Support high quality pre-college programs and comprehensive learning assistance. / 4.4.a Pre-college Programs
The portion of students that enroll and are retained in pre-college programs, and that successfully complete the program, gain a GED, gain a high school diploma, or transition to college level programs.
(Sources: Annual reports from Career Education Programs, Learning Center North, Running Start, GED, and High School Completion.) / 4.4.a Rationale: Pre-college programs provide students from diverse backgrounds with access and support in reaching educational opportunities through completing pre-college requirements such as high school completion, GED, and college preparatory courses. Support programs include Career Education Programs, Learning Center North, Running Start, GED, and High School Completion.
4.4a Benchmark:
- Meet or increase previous five year average of number of students enrolled in pre-college programs listed above.
- Meet or increase previous five year average of number of students retained in pre-college programs listed above.
- Meet or increase previous five year average of number of students that successfully complete the pre-college program, gain a GED, gain a high school diploma, or transition to college level programs.
Objective 4.5:
[Recruitment and Retention]
Ensure the continual recruiting, retaining and developing of a diverse community of learning.
Objective 4.6:
[International Students]
Create and implement a comprehensive program to recruit and retain international students. / 4.6.a International Program Recruitment
The portion of international students admitted and enrolled through a comprehensive recruitment and marketing effort.
(Source: International Programs annual report.) / 4.6.a Rationale: Developing, implementing and monitoring a comprehensive international recruitment program is important to the diversity of the campus and international students bring the value of sharing different cultural backgrounds with the campus community.
4.6.a Benchmarks:
- Meet or increase the previous five year average of number of international student applicants admitted to the college.
- Meet or increase the previous five year average of the number of international students that have been admitted and enroll at the college.
- Demonstrate (monitor admission from different countries.)
4.6.b. International Program Retention
The portion of international students retained from fall quarter to fall quarter and completion rates for certificates, degrees, or transferring to another college or university.
(Source: International Programs annual report.) / 4.6.b Rationale: Retaining international students is important to student educational success and is important to the diversity of the campus as international students bring the value of sharing different cultural backgrounds with the campus community.
4.6.b Benchmarks:
- Meet or increase the previous five year average of number/percentage of international students participating in International Student Orientation Program (ISOP).
- Meet or increase the previous five year average of number/percentage of international students receiving advising support.
- Meet or increase the previous five year average of number/percentage of international students retained from fall quarter to fall quarter.
- Meet or increase the previous five year average of number of international students completing a certificate, degree or transferring to another college or university.
Objective 4.7:
[College Workforce]
Ensure the continual recruiting, retaining, and developing of a diverse college workforce. / 4.7 Staffing Profiles
The portion of the college workforce that is recruited, retained, and that participate in development activities by employee group and underrepresented populations.
(Source: College workforce profiles using IPEDS reports, Human Resources Institutional Data)
Recruitment:
1. Advertising sources (including diversity outreach sources)
2. Number of applications (including breakdown by employee group, race/ethnicity, age, gender, disability)
3. Portion of selection processes that incorporate and use cognitive errors.
Retention:
1. IPEDS and HR staffing profiles (including breakdown by employee group, race/ethnicity, age, gender, disability)
2. Longevity of service years
3. Affirmative Action Reports
4. Turnover (retirements, resignations, RIF, layoffs by employee group, race/ethnicity, age, gender, disability)
5. Salary levels by employee group
Development:
1. Portion participating in formal and informal professional development activities by employee group.
2. Portion of employees receiving annual evaluations and feedback. / 4.7 Rationale: Monitoring the recruitment, retention and development of the diverse college workforce is imperative to access and diversity for the entire college campus. Annual reports such as IPEDS provides national information on college staffing profiles and allows trend analysis for comparison to other colleges. Annual IPEDS staffing reports include breakdown by employee groups and salary reports. Institutional data also provides information on local recruitment, retention and development efforts to support the diverse college workforce.
4.7 Benchmarks:
- Demonstrate outreach and advertising efforts to diverse populations in the recruitment of positions.
- Meet or increase the number of applications from the previous five years by employee groups, race/ethnicity, age, gender, and disability.
- Demonstrate use of cognitive errors in all selection processes.
- Meet or exceed the staffing levels of comparative colleges as measured by IPEDS and state employment data.
- Monitor and recognize longevity of service years by employee group.
- Monitor and disseminate Affirmative Action Reports.
- Monitor turnover by retirements, resignations, RIF, layoff by employee group, race/ethnicity, age, gender, and disability.
- Meet or exceed employee salaries to be comparable with collective bargaining agreements.
- Meet or increase participation in formal and informal professional development activities by employee group.
- All employees receive annual evaluations and feedback.
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