Strategy 1 – Establish five-year enrollment/retention goals for each demographic group across both credit and continuing education offerings, based on analysis of data and
predictive data analytics. |
Responsibility |
Enrollment Management |
Baseline Expectation |
Develop annual three-year trend analysis for new and retained students:
- Early College
- Associate seeking (traditional age 18-24)
- Baccalaureate seeking (traditional age 18-24)
- Over 25
- English Language Learners (ELL)
- Pell-eligible
- Regional distribution
- Develop annual three-year trend analysis for demographic groups participating in continuing
education programs and courses.
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Desired Outcome |
- Assessment of placement practices and protocols for each group.
- Trends by demographic group of support, modality, and scheduling preferences.
- Assessment of customer service experiences and outcomes by all learner demographic
groups.
- Establish course schedule and modalities that align with diverse student needs.
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Strategy 2 – Reduce barriers to completion to enable students to achieve their educational goals by strengthening advising and academic support. |
Responsibility |
Advising and Career Readiness |
Baseline Expectation |
- Develop an audit of student advising, coaching, and mentoring services and needs by
demographic group.
- Assess effectiveness of early alert system across demographic cohorts.
- Assess to what extent students, by demographic cohort, are adhering to academic plans,
completing programs within 6 years, or stopping out of programs with excess credits.
- Assess administrative and instructional processes from a student-cohort design perspective
to identify procedural barriers to success by demographic cohorts.
- Identify, by cohort, where students are going after graduating or leaving Massasoit.
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Desired Outcome |
- A comprehensive advising model that is understood by the community and delineates
roles and responsibilities between professional staff and faculty advisors with clear
methods of communication for transitions.
- Data to support curricula and process changes to improve retention.
- Develop an extended first semester/year orientation and engagement program specifically
designed to address potential barriers for different learner cohorts.
- Establish and improve a degree audit system that supports student informed decision-making.
- Implement a digital catalog that is current and accurate.
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Strategy 3 – Reduce barriers to completion to enable students to achieve their educational goals by strengthening customer service and whole student support networks. |
Responsibility |
Student Support/ Enrollment Management |
Baseline Expectation |
- Assess customer service, student use and effectiveness of support systems by demographic
cohort, modality and time of day.
- Assess community mental health needs as part of the JED campus initiative to determine
measurable improvements in student mental health and campus community support.
- Assess to what extent student basic needs (food, shelter, clothing, transportation)
are being met.
|
Desired Outcome |
- Strengthen whole student support networks and services and awareness of services that
address issues related to mental health, addiction, home insecurity, childcare/eldercare,
nutrition, and domestic violence.
- Student satisfaction with enrollment process and customer support.
|
Strategy 4 – Become a comprehensive community college for English Language Learners (ELL) education, student support and teacher training. |
Responsibility |
ELL Strategic Initiative Taskforce/ Continuing Education |
Baseline Expectation |
- Audit existing services and programs for potential barriers for ESL students.
- Determine regional need for ELL education, student support, teacher training, and
community partnerships.
- Determine critical translation services needs on campus.
- Assess to what extent ELL is a barrier to academic success in gateway courses.
- Assess accessibility of online, print, and marketing resources for English Language
Learners (ELL).
|
Desired Outcome |
- Develop an ELL Instructor certificate.
- Embed translation services in critical student support and enrollment areas.
- Provide ELL supplementary instruction/tutor services for high-risk gateway courses.
- Expand currently available main Web page translations to all secondary Webpages.
- Intentionally make all online instruction and critical marketing materials accessible
for ELL learners
- Create regional partnerships with support services in each language community to strengthen
support network.
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Strategy 5 – Implement sustainable, effective early college pathway models with appropriate on ramps, off ramps and student support that aligns with existing
college systems. |
Responsibility |
Early College Access |
Baseline Expectation |
- Assess current practices for Early College programming based on best practices, high
school partner expectations and program goals.
- Conduct impact assessment of Massasoit Early College programs.
- Determine sustainable size, administration, and student support services of the for
Early College programs.
|
Desired Outcome |
- Partnerships with schools across region
- Achieve sustainability.
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