Focus Goals consist of several steps that are meant to help us implement the long-term Strategic Plan.
The Focus Goal Process
Strategic Plans can look overwhelming. Our Destination 2022, for instance, prescribes five over-arching goals, each supported by a host of tactics and action steps. In order to make progress, the leadership staff holds an annual retreat to identify the next year's areas of emphasis called focus goals.
2019/2020 Focus Goals
•Develop a national best-practice Military PLA website and service
•First-year Experience and Meta-Majors – Improved academic wayfinding for students, advising, and AAA101 implementation along with continued progress on Co-requisite Math and English
•Experiential Learning through work: Apprenticeships, Internships, Employment Assistance
•Closing the achievement gap for male students of color
2018/2019 Focus Goals PROGRESS REPORT
Diversity in Hiring:
· Creating the Faculty Fellows Program. This will include matching a fellow up with a mentor at PPCC. This also includes actively trying to assist the fellows in finding their community at PPCC and outside of PPCC.
· Improving the Adjunct Hiring Process. This will require PPCC to formalize the way that department chairs hire adjuncts at PPCC. It isn’t okay to just hire our friends and exclude or never consider other viable candidates.
· Thinking With An Eye of Hiring People We May Not Have Hired Before. This will require the search committees and HR to actively look for transferrable skills that may not be previous teaching experience, so non-traditional candidates. Additionally, we need to make sure the search committee gets at least one meeting together prior to any screening of candidates. We need a committee that is comfortable with one another and knows the clear mission.
· HR & Search Committees: We need to look at how much influence or sway we want to give the diversity representative on the search committees. Many times the Diversity Champion on the search committees has been over ruled by another member of the search committee. Then the rest of the committee sides with the member of the search that is not the diversity representative. There are faculty that believe that diversity means watering down the intellectual rigor. HR and the search committees need to make courageous decisions and not a decision based on fear. This will include identifying and training individuals who will serve as Diversity Champions. A minimum of one Diversity Champion will serve on every hiring committee, but two would be preferred so there are no "lone" voices advocating for equitable hiring.
· Multicultural Questions are standardized for all interviews. Faculty and staff interviews will have more multicultural questions.
· Paradigm Shift: We are asking some people to change their thinking at PPCC. This may mean an examination of one’s values. It is important for you to say this shift is about bringing into the classroom faculty that are more reflective of the demographic make-up of the students. This is highly correlated to student achievement, retention and completion. People aren’t being replaced but if people intend to sabotage or don’t want to get on board with this focus goal, then perhaps PPCC is no longer a good fit for them.
· Attend Job Fairs in Oakland & Los Angeles. Actively recruit candidates at graduate schools in CO, NM, AZ, UT, OK and TX and through other professional networks.
HIPS – High Impact Practices:
1. All faculty teach using High Impact Practices
2. HIPs are increasingly implemented with fidelity to best practices and the Eight Elements of HIPs.
3. High Impact Learning experiences are unavoidable for PPCC students.
4. Students demonstrate achievement in relevant Student Learning Outcomes, to include Career Readiness skills.
5. Students and faculty report transformative learning experiences.
Goal 1: Faculty and Instructors Using HIPs
Goal of 40% for Year Two is met.
· 75% = Fulltime Faculty
· 37.5% = Part-time Instructors
· 48.6% = Total
· 355 faculty/instructors utilize High Impact Practices in their courses
Goal 2: Student Learning and Experiences (Rubric and Survey)
21 hours average to plan and implement SL project (20 hrs Spring 2019)
79% enjoyed applying course knowledge to the real world (77% Spr 19)
80% likely to continue volunteering (69% Spr 19)
67% positively impacted sense of belonging at college (75% Spr 19)
· 71% built closer than normal relationships
· 82% met people different from them or experienced an uncommon circumstance
Diversity Global Learning
- Students participating in the DGL fall pilot averaged 23 hours of reported OUTSIDE OF CLASS experiences/projects.
- 70% of survey respondents reported that their course experience allowed them to meet people different from them or experience an uncommon circumstance during the semester.
- 80% of survey respondents reported that they used their course knowledge in DGL to engage in “real-world” issues
- Nearly 90% reported that they felt their knowledge and experience from the course was (or would be) applicable to learning in other courses.
Measure 3: Student Exposure to High Impact Practices
· 29,000 student experiences with a High Impact Practice in a class (est AY 18-19)
· Over 15,000 students took at least one course taught by HIPs faculty (est AY 18-19)
Measure 4: College wide and Culture Data
Community College Survey of Student Engagement CCSSE
Major gains in active and collaborative learning over the last three years based on student feedback from the CCSSE Survey
(Graphic shows answers to questions from students about active and collaborative learning all showed improvement from 2015 to 2018, 2-8% gains.)
DevEd and First Year Experience:
Here’s an update on developing and delivering co-requisite classes:
· The standalone developmental educations courses are CCR 092, MAT 050, and MAT 055.
· Based on PPCC graduation degrees we focused co-requisite efforts on MAT 103, MAT 107, MAT 120, and MAT 135.
· We reduced MAT 050 offerings by 46.5% from fall 2018 (43 sections) to fall 2019 (23 sections).
· We offered 14 co-requisite math courses (4 each of MAT 083/MAT 103, MAT 087/MAT107, MAT 080/MAT 120 and 3 each MAT 085/MAT135).
· We reduced CCR 092 offering by 68% from fall 2018 (28 sections) to fall 2019 (9 sections).
· We opened CCR 094/ENG 121 enrollment to all students and increased linked section offering by 15% from fall 2018 (20 sections) to fall 2019 (23 sections).
· Students are placing into ENG 121 at a significantly higher number using new NEXTGEN Accuplacer cutoff scores.
· For the first time we offered two linked sections of ENG 077/ENG 131 to support AAS students.
· We anticipated a requirement for more AAA 109 sections but in the end ran three less sections from fall 2018 (65 sections) to fall 2019 (62 sections).
PPCC Website Redesign
This goal has critical relevance because our webpage is where approximately 100% of prospective students go for information. Accuracy and utility are critical for those early visits to our website. An early lesson of this goal is that website redesign and updating will ALWAYS be happening. Our college is ever changing, technology is ever changing, user expectations are ever changing, and so the idea of completing the website and having it complete for some period of time is antiquated. Progress is happening on three fronts:
· Academic department representatives are being trained to edit their own web pages. This dispersed web management approach is critical to allowing each department to own their information, update as needed, and have control of their message. We are interested in standardizing information available and much as possible, but also allowing departments flexibility to manage their message. The quality of your department’s website is critical to reaching students and building interest in your program. Matt Radcliffe is the trainer and supporter for departments doing this work. If you need help with your department’s page, then contact Matt Radcliffe for assistance.
· We recently acquired a software system that combs our site for misspellings, broken links, and other problems. We are activating this capability now to continuously monitor and improve our site.
· We are on an old software foundation for our website that limits flexibility and design options. The IT and Marketing Teams are working now on a plan to update the underlying software for the website to greatly improve search functionality, appearance, and general navigation.
Focus Goal 1
We seek to improve the diversity of our candidate pools, increase valuation of diversity in the hiring process, and hire more diverse faculty who reflect the students we serve.
Focus Goal 2
High Impact Practices (HIPS)
This goal is focused on bringing High Impact Practices deeply into the culture of PPCC. Specifically, we want every PPCC student exposed to multiple high impact practices.
Focus Goal 3
DevEd and 1st Year Experience Redesign
This goal seeks to continue improvements in PPCC developmental education delivery including especially a proposal to implement a Co-Requisite model that fits PPCC.
Focus Goal 4
PPCC Website Redesign
This goal focuses on updating our website homepage, improving and standardizing academic program pages, improving intra-PPCC website search functions, and external (Google) search functions for bringing PPCC to the top of searches from potential students.
Focus Goal 1
Ensure every student has a clear semester-by-semester plan taking them from their first semester with us to attainment of their education goal.
Focus Goal 2
Use data to identify the most impactful practices all faculty and instructors can implement to retain students.
Focus Goal 3
Align PPCC Math Pathways with state requirements. This group will focus on ensuring that all degree majors offer advising consistent with required math courses for transfer or CTE degree completion.
Focus Goal 4
Create a sense of belonging with our stakeholders (staff and students) at Pikes Peak Community College. Use data that pertains directly to the goal from CCSSEE and SENSE.