2014-2019 institutional strategic plan - napa valley college€¦ · structure of 2015-2016...

2014-2019

Institutional Strategic Plan

Progress Report

2015-2016

Compiled by the Office of Research, Planning and Institutional Effectiveness

October - December 2016

2015-2016 Progress Report of 33

Table of Contents

Purpose of Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Structure of 2015-2016 Progress Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Mission, Values and Institutional Learning Outcomes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 2014-2015 Institutional Strategic Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 2015-2016 Planning Priorities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Evaluation of 2015-2016 Planning Priorities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Highlights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Areas for Improvement and Additional Information for Future Reports . . . . . . . . . . . 10

Report Card: Institutional Performance Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Institutional Effectiveness, Completion, and Student Outcomes . . . . . . . . . . . . . . . . . 11 Student Progress and Momentum Points. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Serving Students and Community. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

2015-2016 Accomplishments Associated with Established Planning Priorities . . . . . . . . . . . . 15 Facilitate a seamless progression of students from the moment of first contact to goal achievement (Institutional Strategic Objective 1a). . . . . . . . . . . . . . . . . . . . . . . . .

15

Enhance availability and use of technology to support student learning and Achievement (Institutional Strategic Objective 1c). . . . . . . . . . . . . . . . . . . . . . . . . . . . .

19

Promote academic excellence and evaluate delivery of instruction and services to ensure that they address student needs (Institutional Strategic Objective 1e). . . . . .

22

Evaluate and increase the use of outcomes assessment results and data to improve student learning and achievement (Institutional Strategic Objective 1f). . . . . . . . . . .

26

Promote a culture of continuous improvement, review, and Accountability (Institutional Strategic Objective 3b). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

27

Develop and secure resources to support the mission of the college and its plans (Institutional Strategic Objective 3d). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

28

Promote initiatives that contribute to the long-term sustainability and vitality of the college (Institutional Strategic Objective 3e) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

30

Increase efficiency and linkage in the planning and budget allocation process (Institutional Strategic Objective 4a) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

30

Strengthen integrated planning (Institutional Strategic Objective 4b). . . . . . . . . . . . . 31 Increase the effectiveness of methods for communicating and documenting decisions (Institutional Strategic Objective 4c). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

32


Integrate data and SLO assessment results into planning and budget allocation process (Additional Planning Priority 1, 2015-2016). . . . . . . . . . . . . . . . . . . . . . . . . . . .

32

Implement improvements identified in Quality Focus Essay of accreditation self-evaluation report as well as recommendations identified by visiting team (Additional Planning Priority 2, 2015-2016). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

33


Purpose of Report

Each year, Napa Valley College (NVC) compiles a report summarizing the progress made toward

achieving the goals and objectives of the Institutional Strategic Plan. The resulting document

serves as an Annual Progress Report for the college. Information included in the report is

provided by instructional divisions, academic support programs, student services, and

administrative services. This document summarizes recent accomplishments that helped

promote the planning priorities established for 2015-2016.

Structure of 2015-2016 Progress Report NVC’s current mission, values, and Institutional Learning Outcomes statements are presented at the beginning of this report (page 6). The goals and objectives of the 2014-2019 Institutional Strategic Plan are then presented – to frame the Progress Report (page 7). Each year, the Planning Committee recommends planning priorities for the upcoming annual planning and budget cycle. The planning priorities tend to be drawn from the goals and objectives of the Strategic Plan. The planning priorities are submitted to the Board of Trustees for consideration and approval. When the planning and budget cycle begins, the priorities are shared with all areas of the college, and faculty and staff across the college develop their own unit-level plans that are directly linked to the established institutional planning priorities. Following each academic year, unit-level activities and accomplishments in support of the Institutional Strategic Plan are reported to the Office of Research, Planning and Institutional Effectiveness (RPIE) to be included in the Annual Progress Report. The planning priorities established for 2015-2016 appear on page 8. The 2015-2016 planning priorities were a combination of strategic planning objectives (ten priorities drawn directly from the 2014-2019 Institutional Strategic Plan) as well as institutional plans that emerged from the accreditation self-evaluation process in 2014-2015 (two additional priorities). For the 2015-2016 reporting cycle, the four Area Councils – spanning Instruction, Student Services, Administrative Services, and the President’s Area – submitted Area Council Summaries describing accomplishments associated with the twelve planning priorities established for 2015-2016. The Area Council Summaries were submitted to RPIE, so that they could be incorporated into the institutional Progress Report. This refinement was intended to improve communication within each Area, by engaging the Area Councils (led by the President and Vice Presidents) in dialogue about accomplishments, and to streamline and coordinate the reporting of accomplishments across the institution. The 2015-2016 Progress Report includes a summary evaluation of accomplishments at the institutional level. The evaluation is intended to serve as an executive summary of the information presented in the remainder of the report. The evaluation, which begins on page 9,


was conducted by the Planning Committee in December 2016. The evaluation was based on information submitted by the four Area Councils, as well as 2015-2016 institutional performance data conveyed in the “Report Card” (described below). The evaluation highlights recent accomplishments and identifies areas for improvement – in institutional performance as well as the content of future progress reports. The 2015-2016 Progress Report includes a Report Card summarizing performance on institution-level indicators, using 2013-2014 as the baseline for comparison. The Report Card section of the 2015-2016 Progress Report has been expanded to incorporate performance indicators that were reported in a separate document (Data Aligned with Institutional Mission) in 2015. The expanded Report Card is intended to facilitate the evaluation of progress – by presenting more comprehensive institutional performance data in one, more streamlined, report. A green – yellow – red rating system is applied to the institution-level indicators, to summarize the magnitude and direction of changes associated with each measure. Green indicates an improvement (over the 2013-2014 baseline) exceeding 1%, and red indicates a decline (from the 2013-2014 baseline) exceeding 1%. The green and red ratings incorporate two gradations to distinguish increases/decreases falling within 1%-5% of the 2013-2014 baseline from those exceeding 5%. Changes within 5% of the baseline are lightly shaded, and those exceeding 5% have darker shading. Yellow indicates a change within 1% (± 1%) of the 2013-2014 baseline. The Report Card summarizing progress in 2015-2016 is presented on pages 11-14. Summaries of accomplishments across the institution in 2015-2016 are reported beginning on page 15. The accomplishments are structured around the twelve planning priorities and are presented for each Area (Instructional & Academic Support Programs, Student Services, Administrative Services, and President’s Area). To the extent possible, the accomplishments included in this report incorporate indicators of success measuring the impact that each accomplishment had on student achievement, student learning, institutional effectiveness, or/and achievement of institutional mission.


MISSION Napa Valley College prepares students for evolving roles in a diverse, dynamic, and interdependent world. The college is an accredited open-access, degree- and certificate-granting institution that is committed to student achievement through high-quality programs and services that are continuously evaluated and improved. The college serves students and the community in the following areas: transfer courses, career-technical education and training, basic skills, and self-supporting contract education and community education classes. Approved by the Board of Trustees, November 15, 2012

VALUES Napa Valley College is a community of people excited about learning, where students are first and foremost in everything we do. We value, model, and encourage:

Student Success Honesty Creativity Integrity Adaptability Inclusivity Responsibility Openness to new ideas Respect for others Health and wellness

Approved by the Board of Trustees, November 13, 2008

INSTITUTIONAL LEARNING OUTCOMES Students who receive a degree from Napa Valley College will demonstrate the following: 1. Communication & Collaboration 2. Critical Thinking & Information Competency 3. Global Awareness & Civic Responsibility 4. Personal Responsibility

Approved by the Board of Trustees, September 12, 2013


2014-2019 Institutional Strategic Plan

Goal 1: Improve Student Success

Objectives:

a. Facilitate a seamless progression of students from the moment of first contact to goal

achievement

b. Provide a high-quality and safe environment that is conducive to learning

c. Enhance availability and use of technology to support student learning and achievement

d. Provide a variety of opportunities for students to gain knowledge and experience relevant to

current educational and industry needs

e. Promote academic excellence and evaluate delivery of instruction and services to ensure that

they address student needs

f. Evaluate and increase the use of outcomes assessment results and data to improve student

learning and achievement

Goal 2: Promote a Culture of Connectedness & Inclusivity

Objectives:

a. Enhance internal communication and collaboration throughout the campus community

b. Foster a culture of participatory governance

c. Create an immersive and engaging student experience

d. Ensure accurate and consistent information is communicated throughout the campus and the

college’s geographic service area

e. Strengthen external relationships and expand partnerships

f. Foster a culture of inclusivity that acknowledges and recognizes diversity in all its forms.

Goal 3: Strengthen Institutional Effectiveness

Objectives:

a. Increase capacity for and practice data-informed decision-making

b. Promote a culture of continuous improvement, review, and accountability

c. Provide professional development opportunities that support and enhance the effectiveness of

college employees

d. Develop and secure resources to support the mission of the college and its plans

e. Promote initiatives that contribute to the long-term sustainability and vitality of the college

f. Establish practices that enhance the college’s ability to adapt to future demands

g. Develop and use technology to increase efficiencies and institutional effectiveness

Goal 4: Integrate Planning, Budgeting, & Decision-Making

Objectives:

a. Increase efficiency and linkage in the planning and budget allocation process

b. Strengthen integrated planning

c. Increase the effectiveness of methods for communicating and documenting decisions

Approved by Planning Committee April 4, 2014 Approved by Board of Trustees May 8, 2014


Planning Priorities 2015-2016

Goal 1: Improve Student Success

o Facilitate a seamless progression of students from the moment of first contact to goal

achievement (Objective 1a)

o Enhance availability and use of technology to support student learning and achievement

(Objective 1c)

o Promote academic excellence and evaluate delivery of instruction and services to ensure

that they address student needs (Objective 1e)

o Evaluate and increase the use of outcomes assessment results and data to improve student

learning and achievement (Objective 1f)

Goal 2: Promote a Culture of Connectedness & Inclusivity

[No objectives identified as priorities for 2015-2016]

Goal 3: Strengthen Institutional Effectiveness

o Promote a culture of continuous improvement, review, and accountability (Objective 3b)

o Develop and secure resources to support the mission of the college and its plans

(Objective 3d)

o Promote initiatives that contribute to the long-term sustainability and vitality of the college

(Objective 3e)

Goal 4: Integrate Planning, Budgeting, & Decision Making

o Increase efficiency and linkage in the planning and budget allocation process (Objective 4a)

o Strengthen integrated planning (Objective 4b)

o Increase the effectiveness of methods for communicating and documenting decisions

(Objective 4c)

In addition, the Planning Committee recommends the following priorities:

o Integrate data and SLO assessment results into planning and budget allocation process

o Implement improvements identified in Quality Focus Essay of accreditation self-evaluation

report as well as recommendations identified by visiting team

Approved by the Planning Committee, January 30, 2015

Approved by the Board of Trustees, February 12, 2015


Evaluation of 2015-2016 Accomplishments

The Planning Committee reviewed the 2015-2016 Progress Report in December 2016 and evaluated the accomplishments described in the report. The following highlights, areas for improvement, and suggestions for future progress reports emerged from that discussion. Highlights of 2015-2016 Progress Report:

o Increase in student achievement outcomes (number of degrees (20%), Associate Degrees for Transfer (400+%), certificates (38%), and transfer (4%); page 11)

o Results of Career Technical Education Employment Outcomes Survey (9% increase in employment rate; page 12)

o Student learning outcomes attainment at course and program levels (first time reporting results based on attainment; page 12)

o Increase in remedial progress rate for English (16% increase; page 13) o Retention rate approaching 90% (page 13) o Increase in number of students residing in Napa County (and 2.7% increase in

proportion of students residing in Napa County; page 14) o Refinement of the annual planning process, including establishing two-year priorities, to

facilitate transition to year-round planning (number of priorities reduced from 12 to 5; page 31)

Areas for Improvement:

o Remedial progress rate for English as a Second Language (29%) and Mathematics (37%) (not keeping pace with improvement rate in English; page 13)

o Decrease in fall-to-spring persistence rate (-7.7%; page 13) o Decrease in non-credit enrollments (-15%) and headcount (21%) (page 14) o Few accomplishments related to distance education, including delivery of instruction

and services (general observation) o Participation in the 2015-2016 Progress Report (by programs and services across the

institution) continues to be an issue (the change in approach – engaging Area Councils more in reporting accomplishments – did not yield anticipated increases; general observation)

o Accomplishments continue to focus on the unit level, rather than the institutional level (residual effect of other planning practices; general observation)


Suggestions and Improvements for Future Reports: o Quality of Annual Progress Report: Anticipate a more focused report for 2016-2017, as

planning processes continue to be refined (reduced number of planning priorities, implementation of year-round planning)

o Engage in planning as an institution: Tendency to focus on resource needs (and resource requests that were addressed), rather than student success; shift focus to planning components and how supports/resources were used to promote plans for improvement (accomplishments not necessarily limited to intended/formalized plans)

o Communicate clearer expectations regarding Annual Progress Report: Implement a multi-pronged approach – not limited to budget centers (as in past) or Area Councils (this year); include campus community in announcements and reporting process, and provide examples

o Improve alignment between established priorities and accomplishments reported across the institution: Evaluate accomplishments for effectiveness (facilitate that evaluation)

Evaluation of 2015-2016 Accomplishments approved by Planning Committee, January 27, 2017

2015-2016 Progress Report accepted/approved by Planning Committee, January 27, 2017


Report Card: Institutional Performance Indicators

Institutional Effectiveness, Completion, and Student Outcomes

Educational Outcomes 2013-2014 Baseline

2014-2015 Performance


Evaluation of 2015-2016

Performance

Degree Completion

Degrees 600 580 722 20.3%

Associate Degree 571 505 573 0.4%

Associate Degree for Transfer 29 75 149 413.8%

Degree Recipients 496 484 587 18.3%

Certificate Completion

Certificates 212 293 292 37.7%

Certificate Recipients 209 280 273 30.6%

Transfer

Transfer to Four-Year Institutions (CSU & UC Only)*

327 315 340 4.0%

California State University (CSU) 218 225 243 11.5%

University of California (UC) 109 90 97 -11.0%

Completion Measures from Student Success Scorecard: Student Progress & Achievement – Degree/Certificate/Transfer-Related Outcome

Overall 51.0% 50.7% 53.2% 2.2%

Career Technical Education 63.3% 62.0% 63.9% 0.6%

Sources: California Community Colleges Chancellor’s Office (CCCCO) Data Mart for Degree and Certificate Conferral; Management Information Systems (MIS) Awards Files for Degree and Certificate Recipients; CSU Analytical Studies (for California Community College Transfers to the California State University), Enrollees at University of California in Full-Year Transfers by College Report (for UC); Student Success Scorecard Published in 2015-2016 for Completion Measures. *Transfer figures for In-State Private and Out-of-State four-year institutions were not available for 2015-2016 at the time this report is compiled.


Career Technical Preparation 2013-2014 Baseline




Performance

Licensure Examination Pass Rates

Among Completers of Health Occupations Programs

89.4% 90.2% 84.8% -4.6%

Job Placement Rates: Perkins IV Employment Rate

Within Career Technical Education Programs

79.1% 80.4% 83.2% 4.1%

Career & Technical Education (CTE) Employment Outcomes Survey Results

Overall Satisfaction Rate 87.8% 85.3% 88.9% 1.1%

Working in Field of Study 51.0% 56.1% 54.0% 3.0%

Employed 78.9% 83.3% 87.2% 9.3%

Sources: Licensure Examination Pass Rates in Health Occupations Programs for 2013, 2014, & 2015 (calendar years), as reported by Board of Vocational Nursing and Psychiatric Technicians, California Board of Registered Nursing, California Emergency Medical Services Authority, National Registry for Emergency Medical Technicians, and Respiratory Care Board of California; Perkins IV Performance Data on Core Indicator Four – Employment for Reporting Year 2016-2017; Career & Technical Education (CTE) Employment Outcomes Survey, 2014, 2015, and 2016.

Student Learning Outcomes Attainment

2013-2014 Baseline




Performance

CLO Attainment among Courses (N)

41.7% (720)

44.0% (759)

52.8% (763)

11.1%

PLO Attainment among 47 Instructional Programs

34.0% 46.8% 59.6% 25.6%

Sources: Catalog for Course Listings; Program Evaluation & Planning Programs for Instructional Programs; Outcomes Assessment Results Indicating Criterion Met in TracDat Note: This table includes all courses listed in the respective Catalog for each reporting year. The CLO attainment figures reported above reflect the proportion of courses with evidence (in TracDat) that the established criteria for success were met. These figures have not been adjusted to account for actual course offerings or the final Schedule each semester/academic year; courses that were cancelled are included in the denominator for the figures reported above.


Student Progress and Momentum Points

Student Progress Rates 2013-2014 Baseline




Performance

Continued Pursuit of Educational Goals

Retention Rate 89.0% 88.7% 89.9% 0.9%

Successful Course Completion Rate 72.9% 72.6% 74.1% 1.2%

Persistence Rates

Fall-to-Spring 77.6% 77.0% 69.9% -7.7%

Fall-to-Fall 55.2% 55.7% 54.5% -0.7%

Momentum Points from Student Success Scorecard

Persistence Rate (First 3 Terms) 69.3% 67.7% 75.6% 6.3%

30 Units Rate 66.7% 69.9% 70.8% 4.1%

Remedial Progress Measures from Student Success Scorecard

English 42.7% 52.5% 58.7% 16.0%

Mathematics 36.1% 36.6% 37.3% 1.2%

English as a Second Language 22.6% 17.7% 29.3% 6.7%

Source: Retention & Successful Course Completion Rates among Credit Courses from California Community College Data Mart (download October 10, 2016); Persistence generated from Management Information Systems (MIS) Enrollment (SX) Files; Student Success Scorecard Published in 2015-2016 for Momentum Points and Remedial Progress Measures


Serving Students and Community

Students Served 2013-2014 Baseline




Performance

Headcount & Enrollments

Headcount 9,076 9,256 8,839 -2.6%

Credit 8,255 8,559 8,209 -0.6%

Non-Credit 965 843 764 -20.8%

Enrollments 37,563 36,628 34,824 -7.3%

Credit 35,769 35,353 33,307 -6.9%

Non-Credit 1,794 1,275 1,517 -15.4%

County of Residence among Fall Credit Students

Napa County 56.3% 58.0% 59.0% 2.7%

Solano County 36.0% 34.7% 34.4% -1.6%

Other within Bay Area 5.3% 4.7% 4.6% -0.7%

Other within California 2.1% 2.4% 1.7% -0.4%

Outside of California/Unknown 0.3% 0.2% 0.3% --

City of Residence among Fall Credit Students Residing within Napa County

Napa 2,781 2,887 2,894 4.1%

American Canyon 675 660 691 2.4%

Saint Helena 108 105 117 8.3%

Calistoga 45 36 53 17.8%

Yountville 33 40 44 33.3%

Other within Napa County 39 42 46 17.9%

Sources: Napa Valley College Management Information Systems Files (Student Enrollment (SX) and Student Characteristics (SB))


2015-2016 Accomplishments Associated with Established Planning Priorities

Facilitate a seamless progression of students from the moment of first contact to goal achievement (Institutional Strategic Plan Objective 1a)

INSTRUCTIONAL & ACADEMIC SUPPORT PROGRAMS

Language and Developmental Studies LRNS: Learning Services communicates with the counseling department in regard to the LRNS classes. We have sent a written description of the classes to the counseling department numerous times and before registration begins. Attended a counseling staff meeting. To discuss and answer any questions about the LRNS classes. Written description of classes was distributed to counseling staff. Modern Languages: In collaboration with the Counseling division, Modern Languages held workshops during the 2015-2016 AY to inform students about current and relevant information regarding careers in languages and current degrees offered by the College. These were successful workshops that were well attended.

Science, Mathematics and Engineering (SME)

Provide sufficient number of course offerings for transfer and pre health occupations students to ensure their timely progression through the required prerequisite and transfer courses. Chemistry, Math and Biology have increased their offerings and varied the times to accommodate as many students as possible. Math has then arranged its classes to not conflict with Chemistry and Biology.

Hire more full-time faculty. Instructors have been hired in Biology (1), Chemistry (1), and Math (2).

Integrate Ongoing SLO Assessment and Reflection – The Chemistry department evaluates every class every semester and has department meetings to discuss the results. Both Math and Biology also take the time every semester to assess and reflect on assessment results.

Develop a Student Centered Master Schedule – SME has spent a great deal of effort creating a schedule that will allow students to progress through our program

Promote academic excellence and evaluate delivery of instruction and services to ensure that they address student needs – Math, Biology and Chemistry all have department meetings to specifically address pedagogy and student services. In addition, we closely monitor instruction given by adjuncts to make sure that they are following the COR and that the students in their classes are receiving the same instruction as that given by full time faculty.

Evaluate and increase use of outcomes assessment results to improve student learning – Math has been a model for the use of assessment driven changes to improve student learning. Biology is close behind and Chemistry is working feverishly to catch up but the good news is that we all have a plan in place to streamline the gathering of data and assessment. This process is ongoing.

Social Sciences

o Fast-path classes were introduced in several Social Sciences departments during AY15-16, including ADMJ, ANTH, ECON, HIST, and PSYC.

o All SOCS department offered summer classes.


o SOCS expanded off-campus offerings to both UVC and ACHS.

STUDENT SERVICES o The College Police continues to improve the website (www.nvcpd.org) to make it easier for

students to access information, order parking permits, and interact with the College Police. o In fall 2015, the Admissions and Records Office rolled out a new instructional drop feature in

WebAdvisor. This new custom process allows instructional faculty to drop students and certify that their roster is cleared of students who have not attended. This new functionality improved the drop process significantly by making it easier for rosters to be cleared by faculty and eliminating the extra step of Admissions and Records dropping the students after being notified by faculty. Now, in one step, the faculty can drop students in WebAdvisor.

o In Spring 2016, the Admissions and Records Office rolled out a new Add Code process in WebAdvisor. This new custom process and functionality allows instructional faculty to assign add codes to students so students can add courses on WebAdvisor, rather than come to the Admissions and Records Office in person to be added during the add period. This efficiency allows faculty to distribute add codes, instead of paper add cards, and students the freedom to register online, rather than stand in line and have to register in person. These implementations have reduced the number of students who must come in person to register or drop by 48%. Reducing the percentage of students who have to come in person greatly improves the enrollment process for students.

o The Financial Aid/EOPS Office hired temporary Financial Aid Technician to assist with application processing and help coordinate the Cal Grant program, which is a completely manual process requiring regular communication with the California Student Aid Commission (CSAC) and eligibility verifications separate from those used by the federal programs. The Cal Grant program promotes student success and retention by providing grant assist to low- and middle-income California residents and Dreamers to help pay for the cost of education. For the 15-16 award year, NVC paid $498,089 to 394 students, 37 of whom were Dreamers.

o The Financial Aid/EOPS Office hired the Financial Aid Advisor position to assist with federal and state compliance requirements. During 2015-16 academic year, the new Financial Aid Advisor has increased the import process from one, to two days per week, has reduced the financial aid appeal processing time from an average of 20 days to just 6 days, and is assisting in the automation of the Cal Grant program. These improvements reduce the amount of time a student must wait to receive the Board of Governors Enrollment Fee Waiver (BOGFW) to help pay for classes and grants and work study to help pay for books, transportation and other educational costs, which in turn improves enrollment and retention.

o The Financial Aid/EOPS Office provided opportunities for training and professional development to all department personnel. These trainings and conferences provide information and professional enrichment opportunities that enhance employee performance, confidence, and expertise. These trainings ensure that students receive accurate and timely information to support retention and academic success.

o Through the Napa Valley College TRIO Educational Talent Search Program, students in grades 6th–

12th from the Napa Valley Unified School District are introduced to Napa Valley College and its

array of services. Partnering with NVC’s Career Technical Education and MESA/STEM Programs,

students are brought to campus for events such as the Middle School Career Exploration Day and

STEM Fair. During their senior year of high school, Educational Talent Search students who are

planning on attending Napa Valley College are provided with critical information and assistance to

ensure a successful and smooth transition.

http://www.nvcpd.org/


o In-Person Orientation was provided by General Counseling over Summer 16 and below is a chart with # of students attended in-person and completed online orientation.

o Partnered with Testing, Admissions to pilot NVC Prep in the high schools. NVC Prep includes pre-application assistance, NVC information, assessment testing, and interpretation of assessment results.

o In 15-16, one of our greatest accomplishment is the number of graduation petitions and certificates of achievements completed by counseling faculty and student services specialist were exceedingly high for 2015-2016. Many students receiving more than one degree and/or certificate.

Graduation Petitions / Certificates of Achievements

Fall ‘15 125

Spring ‘ 16 534

Summer ‘16 210

Total Petitions/Certifications: 869

o The Counseling Department counselors have done a fantastic job of providing students with

education plans for 2015-2016 year with 8,906 abbreviated education plans and 3,610 comprehensive education plans.

Education Plans

Abbreviated

(1-2 semester plan)

Comprehensive

(3-4 semester plan)

Fall’15 4,284 1,734

Spring ‘16 4,622 1,876

Total (duplicated student count) 8,906 3,610

Counseling:

Orientations

2015-2016 2014‐2015

Fall 15* 988 1,072

Spring 16 893 611

Summer 16 1,015 395

Total Students: 2,842 2,078

*Includes 253 Orientation Students

9846 9864

410 975

7442 8564

547 1518

0

5000

10000

15000

Appointments Drop-Ins Presentations "Other" Contacts

Counseling Appointments and Drop-Ins

15-16 14-15


Counseling Department served 21,095 students (duplicated) in 2015-2016. Includes General Counseling, Career Center, Transfer Center, and HSI STEM Locations.

o The Student Support Services (SSS) TRIO program graduated 54 students in the 2015-2016

academic year. See chart below.

SSS TRIO Graduates and Transfers

# % End Status of Student

32 59% Degree and Certificate and Transfer to 4-year 9 17% Degree and Transfer to 4-year 5 9% Certificate and Transfer to 4-year 6 11% Degree only 2 4% Transfer only

54 Total Graduates & Transfers

SSS TRIO Annual Performance Report

Performance Criteria Objective Description 2014-2015 Outcomes

Persistence 65% of all participants served by the

SSS project will persist from one

academic year to the beginning of the

next academic year or graduate and/or

transfer from a 2-year to a 4-year

institution during the academic year.

91% (156) Persistence Rate

Good Academic

Standing

80% of all enrolled participants served by

the SSS project will meet the

performance level required to stay in

good academic standing at the grantee

institution and achieve a 2.6 GPA or

higher.

87% (158/180) achieved a 2.6 GPA (or

higher) for 2014-2015.

97% (175/180) are in good academic

standing as defined by Napa Valley

College.

Graduation /

Transfer

30% of 2011-2012 new participants

served will graduate with an associate’s

degree or certificate within four (4) years.

AND

20% of 2011-2012 new participants

served will transfer from a 2-year to a 4-

year institution with an associate’s

degree or certificate within four (4) years.

68 Students in 2011-2012 Cohort

Associate’s Degree or Certificate 41/68 60%

Transfer 2yr-4yr with Degree or

Certificate 37/68 54%


Administration Each year, 100% (180) students of the

eligible participants will be identified and

selected for the program.

2/3 (67%) will be first-generation and low

income or be disabled;

1/3 (33%) will be either LI or FG.

81% (146) Low Income, First-Generation

16% (28) First-Generation only

3% (6) Low income only

100% (180) students served and

reported for 2014-2015

ADMINISTRATIVE SERVICES

o Priority 1 – Evaluate and implement improvements for a more streamlined online registration process and online payment plan application.

o Accomplishments – New servers were installed in March 2016 resulting in a significant improvement in system performance and reduced delays and down-time in the online registration process. This installation will allow for continued improvements scheduled for 2016-2017. While an online payment plan application was not implemented in 2015-2016, we are exploring the use of the Ellucian/Colleague payment plan process in 2016-2017.

o Priority 2 – Establish short-term parking adjacent to the Welcome Center for potential students.

o Accomplishment – Short-term parking spaces were added near the LLRC. o Priority 3 – Evaluate and modify directional signage for roadways for ease of potential

students. o Accomplishment – An evaluation was conducted and determined that existing

signage was adequate. No modifications were made.

Enhance availability and use of technology to support student learning and achievement (Institutional Strategic Plan Objective 1c)


Arts and Humanities (ARAH) Division Goal 1: Improve outcomes assessment data collection processes by installing clicker technology in all ARAH specific classrooms. Status at End of Year: Project dismissed because clicker technology is being surpassed by smartphone

technology. Description: Installation of clickers and all faculty trained by November of 2015. Measure of Success: number of classrooms equipped with clicker technology.

Program Goal 1: MUSI will obtain new keyboards for the music lab in Room 145 Status at end of year: Completed Description: The piano keyboard lab was outfitted with new electronic keyboards in Summer

2015 to provide an interface with the computer hard drives at each work station. Measures of success: New keyboards support skills classes (Musicianship, Piano Proficiency,

Composing with the Computer) that are required in the transfer degree and local degrees. Comparing AY14 to AY 15, the number of sections using the new equipment increased from


26 to 29; enrollment increased from 197 to 225 and FTES generated increased from 19 to 22. Program Goal 1: Continue development of Cultural Center to include technology needed to support students Status at End of Year: Funding for SMART classroom set-up (as well as DVD/Blu-Ray player, speakers,

etc.) has been secured through Student Equity Funding and will be released upon Cultural Center being moved to permanent location.

The $10,000 request for purchasing computers is no long needed through Office of Instruction.

Description: Provide access to resources that will promote student success in programs such as Humanities, Ethnic Studies, Women's Studies, and others

Measure of Success: Increase in number of students visiting the Cultural Center. Program Goal 2: Purchase of computers to support student learning Status at end of year: In progress Description: Three computers for student-use and printer/copier will be installed by IT Fall 2016 (no

additional funding required). These will be available for students to watch audio-visual resources from the Cultural Center’s collection as well as access databases relevant to degree programs in areas featured in the Cultural Center’s mission statement.

Measure of success: Increased student success as indicated by SLO assessment Program Goal 3: Increase funding for guest speakers in PHIL and HUMA Status at end of year: Completed Description: Yes, $1000 for guest speakers has been and continues to be an important aspect of enhancing and supplementing the instruction in the courses within HUMA. The specific expertise on a particular research theme or in a particular community program Measure of success: Students have deeper understanding of the course content

Language and Developmental Studies

LRNS: LRNS classroom computers will be upgraded and will have current software with the assistance of the IT department. Linked to SLOs for LRNS 12, LRNS 16, LRNS 17, LRNS 18, LRNS 50-55. LRNS classes use the following programs: Kurzweil, Inspiration, Pearson (My Writing Lab and My Math Lab), Microsoft Word, and Scanners. With such software programs the students’ skills improve in reading, writing, and math.

Modern Languages: Modern Languages increased the use of technology in the delivery of instruction by training PT instructors and by increasing online resources used by the students. The results of student surveys as part of ML’s PEP report, indicated the following:


Social Sciences

o SOCS (HIST and SOCI) including LMS-shells (Blackboard and Canvas) in face-to-face classes to enhance instruction.

o Applia, the online platform used in ECON, now allows for students to complete work on mobile devices.

o SOCI is using Revel, an interactive e-textbook, in SOCI courses. o HIST and ANTH use “Remind,” a sms-based communication system. o ANTH is integrating Artstor, an online database.

Upper Valley Campus

Fall 2015 working with Napa Learns, we had plans to apply for a grant to restore the small distance education room in the UVC Library, currently occupied by Barbara Alexander, to a hub for distance education to serve Calistoga and St. Helena HS. The new Dean of Instruction chose to go in a different direction and this was not accomplished.

STUDENT SERVICES o The Financial Aid/EOPS Office purchased the Financial Aid TV “GetSAP” interactive satisfactory

academic progress (SAP) orientation module. This product will provide a medium to improve student understanding of the mandatory Financial Aid SAP requirement through an interactive, online orientation that tracks student participation and results. This product meets accreditation requirements to provide the same services to online and campus-based students and provides SSO data that tracks student participation and content understanding. This product will also support student retention and success by providing students with the information necessary to remain in good financial aid academic standing for continued eligibility.

o Implementing the electronic add and instructional drop processes allowed the Admissions and Records Office to leverage the college’s technology to improve part of the enrollment process for students and reduced the percentage of students who have to come in person, improving institutional effectiveness.

o In the spring of 2016, the Student Health Center (SHC) contracted with a vendor to implement an electronic health records (EHR) system. We are currently customizing the system to our needs.


Once we have transferred over to the EHR system, we will be able to better assess our services, for example trends in student health needs, by querying our database of health records. This data source should help us to improve our quality of care, better serving our students’ health needs.

o Self-service kiosks are installed in SSS TRIO and in General Counseling. A kiosk is planned for the Transfer and Career Center. Data in the kiosk is used for reporting.

o Through SSSP funding, computers were upgraded in General Counseling, Transfer Center, Career Center, SSS TRIO, UMOJA, Student Services, and Financial Aid/EOPS.

o In 14-15, we implemented a general counseling email address and have had great success with students emailing us their inquiries. Last year, 15-16 the email contacts were averaging 375+ emails a month. This year we had over 1,000+ email responses to General Counseling.

Student Contact via Front Desk

Phone Messages Replied To 1,292

Emails Responded To 1,421

Total Phone/Email Contacts: 2,713


o Priority 4 – In response to the Educational Master Plan, implement a comprehensive technology plan that is supported through Measure E funding. While Measure E was not successful, the Technology Committee did start the development of a comprehensive Technology Plan in 2016. A draft of the plan will be finalized by December 2016, and funding needs (and identification of potential resources) will be incorporated in the three-year fiscal plan under development by the Budget Committee.

Promote academic excellence and evaluate delivery of instruction and services to ensure that they address student needs (Institutional Strategic Plan Objective 1e)


Arts and Humanities (ARAH)

Program Goal 1: ARTS/ARTH/DART will determine and implement appropriate solution for student storage problems in Visual Arts Status at end of year: In progress Description: Fabrication and installation of appropriate storage spaces for student work (flat work,

works on paper/canvas) in 3700 is under way. Secure storage for student mark making materials and tools has not been addressed. As a result of the decision to fabricate art-work storage modules, the project was no longer eligible for $10,000 requested in instructional equipment funding.

Measure of success: Once each student has a storage space for in-progress work (hopefully spring 2017) we will be able to compare retention, persistence and over all course completion rates with previous semesters.

Program Goal 2: ARTS/DART will continue to revitalize ARTS 100 Foundations of Studio Arts to address student preparedness. Status at end of year: In progress


Description: Assessment data in ARTS 100 has been collected. Measure of success: Compilation of this data and tracking the success of ARTS 100 participants in

ARTH, ARTS, DART and PHOT will give us useful feedback on level of student achievement and inform course content.

Program Goal 3: ARTH will increase Image-based lecturing, demonstrating and delivery of course material. Status at End of year: The approval of our latest technology request will now allow all 6 instructional

spaces in 3700 and 3500 to have projection capabilities. Description: Campus Wi-Fi, ArtStor subscription and a general push by faculty to address visual

literacy has improved student achievement. Art history instruction is utilizing high resolution images that allow detailed examination of images to improve student ability to recognize media, specific artists and styles.

Measure of success: We will continue to measure the improvement across CLO and PLO.

Health Occupations (HEOC) Goal #1: Initiate success plans for all HEOC programs with faculty/staff nearing potential retirement age.

MET: the general campus plan to review and replace those faculty members who retire based upon the specific program and the needs of the program (external accrediting agency requirements, number of faculty required to continue program, etc.) has assisted the HEOC programs to set processes in place to hire positions that are vacated via retirement. The HEOC programs are now in a general maintenance phase moving into AY 2016-17 by planning to hire to the level to maintain the current level of personnel required by the external accrediting agencies.

Goal #2: Initiate review and replacement of medical equipment in HEOC programs that are nearing end of useful life.

PARTIALLY MET: the programs in HEOC began to inventory medical training equipment required to properly educate the students in the programs. Some equipment was procured at the end of the 2015-16 year with plans to leverage VTEA (Perkins) Funds and Instructional Equipment Funds to repair replace specific equipment.

GOAL #3: Enhance instructional skills of full- and part-time faculty in all HEOC programs.

NOT MET: Division funds not adequate to provide appropriate professional development for all full- and part-time faculty. Some faculty are able to utilize VTEA (Perkins) funds but this is limited. Most faculty in the HEOC programs must maintain licensure with their specific organization (BRN, BVNPT, CoARC, COAEMSP) in order to be a recognized educator and therefore be hirable as an instructor by the campus. These funds are not available at the level required for all instructors on a campus level so they must maintain appropriate licensure via their own funds. This is typically not the case in the private sector or at medical campuses (Kaiser, Sutter, universities).

Science, Mathematics and Engineering (SME)

Support students in both basic skills and transfer level math classes so they will be successful – The Math Center and now the Math Success Center was put together specifically for this purpose. Tutors


are available in MESA also and the division has made excellent use of SI’s in all of their classes.

Develop departmental standards of excellence in teaching – Math, Biology and Chemistry have created internal standards that we use to ensure that all students are receiving the same excellent education. In each case there are established norms of pacing and achievement that are regularly evaluated for each class to ensure that standards of excellence are being maintained. If these standards are not achieved then a discussion to discover the problem area and mitigation occurs.

Social Sciences

Three SOCS departments recently completed PEP (ECON and HIST in 2014 and PSYC in 2015).

Upper Valley Campus

The DSPS contracts with NVSS and PSI were increased to serve student need. The result was a greater number of FTES in positive attendance placing UVC above the historical average for a total of 599 FTES to claim apportionment for the academic year.

STUDENT SERVICES o The Financial Aid/EOPS Office hired a Student Service Specialist to support the EOPS, CARE, and

CalWORKs programs. With the Student Service Specialist in place, the EOPS/CARE/CalWORks programs were able to improve their tutoring program, provided additional student workshops on topics such as financial literacy and how to become a teacher, offer field trips to universities and for a ropes team building course, continue collaboration with Vintage High School’s Legacy program, CLARA (Challenging Latinas Through Awareness, Resources and Action) and CLARO (Challenging Latinos to Access Resources and Opportunities) Youth Mentoring Programs, expand the advisory committee function, and offer a summer bridge for incoming freshmen. The program collaborates with faculty to gather early alert and mid-term student evaluations to identify program participants who need additional academic support to be successful in their classes. The EOPS/CARE program served 270 students, with 53 graduates in 2015-16, and plans to expand the number of participants it serves next year.

o In 2015-2016 the Student Health Center hosted a local non-profit, Community Health Initiative (CHI), for a health insurance counseling and enrollment event. Sixteen students were enrolled in health insurance at the events. In addition, we publicize CHI’s services at the Health Center, and CHI staff has informed us that several students have contacted them for insurance counseling/enrollment as a result of that outreach.

o The Student Health Center also enrolled in FamilyPACT, which provides family planning services to the uninsured. We did not start serving students through this program until this term. Our measure of success will be the number of students whom we provide services for under FamilyPACT (see below for financial aspects of FamilyPACT). The measure of success regarding sustainability/vitality will be the amount of money which is reimbursed to the Health Services through the FamilyPACT program. These funds will supplement the funds generated by the Student Health fee, which can be used to improve our services.

o This year we have implemented workshops covering Education Planning and our continued effort with our Probation Workshops with 129 students attending. We will be looking at marketing these efforts for the next academic year and improving our workshop efforts to meet students’ needs.

Workshops

Probation Workshops SP’16 129 students


Counseling 100 courses were taught in the high schools, Valley Oak, Vintage, and Napa delivery of instruction in the High Schools. This increased relationships with service area schools and provided local area access to High School and NVC students living in area.

o General Counseling and Human Services Courses exceeded the minimum fill rate.

Course Offerings General Counseling & Human Services

Fall 2015 13 sections 30 students each section

Spring 2016 14 sections 30 students each section

Summer 2016 9 sections 30 students each section

Total*: 36 90 Students

*Includes courses offered at local high schools.

o Increased expansion of the Transfer Opportunity Program (TOP) services with UC Davis including

increased workshops and increased appointments with UC Davis representative via MOU. o Increase number of transfer workshops, classroom presentations and in-reach programs to

address the students’ needs for transfer information to a 4-year university.

2015-2016 Transfer Center Data June 2, 2015 to June 1, 2016

-Workshops: Type # Presented Student attendees Transfer Admission Guarantee 7 55 UC Personal Statement Presentation 5 46 UC Application 2 20 Athlete Ed Planning 3 24 CSU Application ____ 4 52 Total # of Labs: 21 Total Attendees: 197 -Classroom Presentations: Total Classroom Visits: 8….Total # of Students: 116 -In-reach Programs: Name Attendees Student Contacts Transfer Day…… 550 (Approx.)…….. …NA Transfer Celeb. 55 attendees 31 Total Attendees: 1,050 Total Contacts: 31

Career Center:


Student Support Services TRIO

SSS TRIO “Attended” Student Appointments

2015-2016 2014-2015 2013-2014 2012-2013

August 1, 2015-July 22, 2016

August 1, 2014- July 12, 2015

August 1, 2013- June 16, 2013

August 1, 2012-July 31, 2013

Total Appointments:

Scheduled & Attended 1,710 student appointments

1,560 student appointments



o With the assistance of part-time counselors, adjuncts, the program had 1,710 student appointment attended in 2015-2016.

Students Served Career Center

2015-2016

Received Services (duplicated count) 418 students

Career Counselor 266 students

Career Center Intern 61 students

Total Students (duplicated count): 745 students

Career Center: Job Recruiters

Fall 2015 18 employers

Spring 2016 15 employers

Total 33 Employer Recruiters


o Priority 5 - Leverage and expand faculty usage of the Learning Management System (Blackboard) to promote effective, low cost educational materials for all students. Accomplishment – In 2015-2016 NVC decided to move away from Blackboard and implement Canvas as the college’s Learning Management System. Canvas implementation began in Spring 2016, and the IT department provided (and continues to provide) necessary support to complete this transition by the end of the Spring 2017 semester.

Evaluate and increase the use of outcomes assessment results and data to improve student learning and achievement (Institutional Strategic Plan Objective 1f)


Health Occupations (HEOC) GOAL #1: Support student success in HEOC disciplines by engaging in routine assessment calendar for all classes.


PARTIALLY MET: HEOC programs are required to provide a variety of assessments to their accrediting agencies. Therefore, the programs are continually assessing student success, teaching effectiveness, and curricular review. As such, much of the assessment requirements by the accrediting agencies meet the NVC requirements. Data input is the primary point of failure in this goal area. The HEOC (non-program specific) classes are deficient in this area as well with work being initiated to ensure proper assessment is completed for these classes.

Social Sciences

As a direct result of SLO assessment results, HIST added additional writing assignments, and is working with the Writing Center to develop a regular workshop schedule for HIST students.

STUDENT SERVICES o Counselors and staff participated in mutual group activities to work on assessments and to input

into TracDat. This included instructional courses and program services. This created the ongoing dialogue for continuous improvement and submission into TracDat.

PRESIDENT’S AREA

o Research, Planning, and Institutional Effectiveness created data dashboards, enabling the campus community to conduct program-specific queries of data through the Program Evaluation and Planning (PEP) Data Portal. Databases tracking Student Learning Outcomes (SLO) assessment activities and enrollment-related figures (fill rates and productivity among instructional programs) were posted via Tableau, to facilitate review of data at the program level – to inform the development of annual improvement plans as well as the Educational Master Plan Update.

Promote a culture of continuous improvement, review, and accountability (Objective 3b)


Social Sciences

In consultation with the LOAC coordinators, the SOCS Division Chair has developed an assessment cycle for all SOCS departments.

STUDENT SERVICES o Equity and Inclusivity: Initial meetings with faculty, staff, and community members. Throughout

these meetings, the director has shared with almost all of the folks he’s met that his work will be measured in actions, not words. He has invited feedback to be accountable to the community in which he is serving. Indicator of success: building relationships across campus and in the greater Napa community.


o Priority 12 – Revisit and revise IT service level agreements and ensure communication of expectation of service for all open tickets. Accomplishment – Revised drafts of the service level agreements were created in 2016, but are not yet approved by the Technology Committee. Communication of expectations


on open tickets still needs improvement, and will be a continued focus in 2016-2017.

PRESIDENT’S AREA

o The college completed the self-evaluation report and accompanying site visit for comprehensive accreditation review according to schedule, piloting the 2014 Accreditation Standards in the process.

o As part of a regular evaluation and review cycle, the Planning Committee conducted a survey regarding institutional mission among the campus community. The survey included evaluation of the current mission against accreditation requirements. The results of the survey will be used to guide subsequent revision (if needed).

o The annual Program Evaluation and Planning (PEP) Forum was restructured to focus presentations on plans for improvement emerging from PEP, the identification of resources needed to implement those plans, and sharing of effective practices across programs and services.

o The Data Aligned with Institutional Mission report (fall 2015) was expanded to include student learning outcomes (SLO) assessment data as well as employment/job placement rates, licensure examination pass rates, and an analysis of degree/certificate completions vis-à-vis service area needs. The Planning Committee used the data in the report to conduct an evaluation of performance and identify areas for improvement in achieving the institutional mission.

Develop and secure resources to support the mission of the college and its plans (Institutional Strategic Plan Objective 3d)


Arts and Humanities (ARAH)

Division Goal 1: Equip division office to meet the demand for copies and supplies. Status at End of Year: Completed Description: Increase Office Supply funds to cover increases in toner and supply costs for the division office Measure of Success: Sufficient toner and supplies to last through the year

Language and Developmental Studies

LRNS: Replace Learning Disability Specialist to increase student contact time, follow up with students after assessment, and outreach to increase enrollment .

The one full time Learning Disability Specialist has been carrying an overload to complete assessments and teach 3 classes. Part time faculty teaching 7 classes and assessing students. This program is required by the California Community College Chancellor's Office for LD assessment. PEP reports for 2008 and 2014. Both requesting hiring of an LD Specialist. LS has gone from 3 full time LD Specialist in 2008 to 1 full time LD Specialist in 2013.


STUDENT SERVICES o The College Police introduced a smartphone based safety application named NVC Safe that allows

direct emergency contact with the College Police, as well as providing important contact and service information to users.

o The Vice President of Student Services was instrumental in working with a grant writer and other key NVC departments to secure three (3) Federal Grants: 1) Hispanic Serving Institutions (HSI)-Strengthening Institutions grant; 2) Student Support Services (TRIO); and 3) Educational Talent Search (Pre-College TRIO). All three grants are awarded for a 5-year term and will generate for/bring to NVC over 5.8 million dollars.

o In 2015-2016, the Student Support Services (SSS) TRIO grant was renewed for 2015-2020 by the U.S. Department of Education and is awarded $1.4M over the 5-year grant cycle. Based on MIS Data required for funding formula for SSSP (Orientation, Assessment, Education Plans (abbreviated), Education Plans (comprehensive), Follow-up services), Napa Valley College was awarded $1.6M for 2015-2016. Funds were utilized to assist the mission of the college.

PRESIDENT’S AREA

o In order to better support student achievement and learning, the President’s Office continued Opportunities and Constraints analysis related to maximizing use of District resources (Mt. Veeder Farm/Bumpy Camp, Main Campus, UVC). Preliminary rare plant and animal special surveys were contracted as was an update to the main campus Wetland Delineation Map filed with the Army Corps of Engineers. Campus Master Plan Initial Report elements were finalized and authorization to proceed was granted by the Board of Trustees. Management of the District Auxiliary Services Foundation and District Auxiliary Services was restructured to better manage District assets. Coordination with local agencies and organizations on potential partnerships continued as did education/information presentations to the Board of Trustees. The sale of the Menlo Avenue property to Napa Valley Unified School District was initiated, published, posted, and awarded.

o The Office of Institutional Advancement expanded and refined advertising and promotion activities to increase enrollment, unduplicated headcount, and other FTE related measures. Initiatives included publication, distribution/mailing, and posting of a printed version of class schedules. Additionally, advertising was expanded in local publications in English, Spanish, and Tagalog (Marketplace magazine, Napa Valley Register, Napa Valley Life, FilAm Star (Pilipino newspaper), Napa Valley Bargain Finder, American Canyon Eagle, Weekly Calistogan, St Helena Star, La Vos, Press Democrat). Advertising was also initiated in local high school newpapers/magazines and regional four-year college publications (Sonoma State, Sacramento State, CSU East Bay, etc.). Other activities to elevate the visibility of the college in the community, and thereby increase enrollment and community support for the college, included new flags/signage, bus ads, movie theater ads, radio ads, participation in the Napa July 4th Parade, and electronic bulletins (PeachJar) through Napa Valley school districts. Lastly, the college’s social media presence (Facebook, Twitter) was reorganized and was expanded to include Instagram. Facebook advertising was “boosted” as part of a developing regular and systematic social media program.


Promote initiatives that contribute to the long-term sustainability and vitality of the college (Institutional Strategic Plan Objective 3e)


Social Sciences

SOCS has hired more adjunct faculty to teach in ANTH, HIST, SOCI and PSYC, including in more

online sections.

STUDENT SERVICES o The College Police is moving toward using virtual parking permits for both semester and daily

parking. Doing so will allow the college to offer more parking options without the need to replace expensive parking permit machines.

o In February 2016, the President’s Cabinet approved a reorganization in Counseling and Student Support Services (SSS). The reorganization information and rationale was provided by the Dean of Counseling Services and Students Success. The reorganization provides the Dean to have administrative oversight and attend to the multiple needs of Counseling Services which now includes Counseling, Human Services, Transfer Center, Articulation, Career Center, Student Support Services TRIO and the administration and oversight of the Credit Student Success and Support Program (SSSP).

o In 15-16, we identified the need for two tenure track Counselors for SSSP to meet the mandates. These positions are anticipated hiring in 2016-2017. These counselors will provide a variety of services to students including outreach to local high schools to provide the SSSP core services of Orientation, Education Plan (abbreviated), Education plan (comprehensive), and at risk follow up services.

Increase efficiency and linkage in the planning and budget allocation process (Institutional Strategic Plan Objective 4a)


o Priority 15 – Complete evaluation and implement online budget development and monitoring system. Accomplishment – While no online budget development tool was discovered or implemented, testing and training of the Ellucian/Colleague budget monitoring system was completed by June 2016. The monitoring system will be in place in November 2016.

PRESIDENT’S AREA

o NVC requested a Partnership Resource Team from the Institutional Effectiveness Partnership Initiative (made possible by the California Community Colleges Chancellor’s Office) to identify effective practices and help develop a plan for strengthening the integration of planning and resource allocation processes. NVC’s request was approved in spring 2016, and the first visit by the Partnership Resource Team has been scheduled for fall 2016.


Strengthen integrated planning (Institutional Strategic Plan Objective 4b)

STUDENT SERVICES o The reorg of the counseling division has enhanced integrated planning amongst program and

services. o Business and Training meetings with programs and services within and outside the department

are held monthly that focus on resources needed for student achievement learning and operational effectiveness. The division compromises over 40 faculty, classified, temporary, and student employees, including federal, categorical programs.

Orientation Each year before the fall semester begins, the SSS staff plans a SSS TRIO Orientation for new students entering the SSS TRIO program. Due to insufficient staffing and low recruitment numbers in fall we offered a seminar titled “Bridging the Gap” to our new students on January 13, 2016 before the spring semester began. It included topics: “What is TRIO? You are TRIO!”, “Preparing to be Successful College Student at NVC and Beyond by NVC TRIO Alumni”, “The Brain & Learning Styles by Denise Roselli”, and “Networking with Faculty”. The orientation was mandatory for all new SSS students who have completed the intake process.

PRESIDENT’S AREA

o The Planning Committee recommended two-year planning priorities to structure both the 2016-2017 and the 2017-2018 planning and budget cycles. This adjustment to practice for the upcoming two years was based on the need to focus college activities for 2016-2017 on the accreditation Follow-Up Report (due March 2017) – rather than developing new priorities in fall 2016/spring 2017 (based on comprehensive review conducted in fall 2016). The two-year planning priorities were approved by the Board of Trustees.

o Planning practices were refined – to increase the engagement of Area Councils in the annual planning process. As part of the 2016-2017 planning cycle, the four Area Councils – Instruction, Student Services, Administrative Services, and President’s Area – developed Area-level plans associated with the five planning priorities established for 2016-2017. This refinement was intended to address gaps in existing planning structures and provide an opportunity for increasing coordination within the four areas. The Area Council plans included measureable outcomes to facilitate the subsequent evaluation of progress.

o The Educational Master Plan (EMP) Update was completed. The timeline was extended to include opportunities for discussion among campus community stakeholders, including the Council of Presidents, the Planning Committee, the Academic Senate, Area Councils, constituent groups, and the Board of Trustees. The EMP Update yielded a set of challenges anticipated for the college in the coming years, along with the identification of possible strategies to pursue to address those challenges.

o The Planning Committee researched planning practices among California community colleges to identify typical responsibilities assigned to planning committees. The review yielded two sets of responsibilities – those reflecting the responsibilities assigned to NVC’s Planning Committee; and those that are not currently assigned to NVC’s Planning Committee. The Planning Committee will continue its analysis of roles and responsibilities to address gaps in existing institutional structures.

o The Planning Committee reviewed the Program Evaluation and Planning (PEP) process to


identify areas for improvement, to be incorporated into a future iteration of PEP. Areas for improvement include: simplifying the process, eliminating redundancy, strengthening integration with other planning processes (annual unit planning, institutional resource planning), incorporating evaluation of existing resources, and evaluating programs, services, and practices for effectiveness.

Increase the effectiveness of methods for communicating and documenting decisions (Institutional Strategic Plan Objective 4c)

PRESIDENT’S AREA

o Two new forums were introduced in 2015-2016, to communicate planning-related information to the campus community. Prior to approval by the Board of Trustees, the planning priorities recommended by the Planning Committee for 2016-2017 and 2017-2018 were shared with the campus community. In May, the campus-wide plans collected from programs and services through the annual planning process (for 2016-2017) were shared with the campus community.

Integrate data and SLO assessment results into planning and budget allocation process (Additional Planning Priority 1, 2015-2016)

STUDENT SERVICES EOPS 1. Success Criteria: 80% of EOPS students are achieving their goals as a result of EOPS services. Survey Results: 100% of the respondents stated that they “strongly agreed” (75%) or “agreed” (25%) that EOPS helped them achieve their goals. EOPS 2. Success Criteria: 95% of EOPS students will complete a FAFSA (or Dream Application) each year Data Results: Total 272 EOPS Students. 250 completed FAFSAs 21 completed CA Dream App 1 Did not apply Application rate= 99.63% EOPS 3. Success Criteria: 80% of students will be satisified with the EOPS program. Survey Results: 100% of respondents stated that they were “extremely satisfied” (84.09%) or “satisfied” (15.91%) with the EOPS services at NVC. Financial Aid 1. Success Criteria: Students will successfully complete the financial aid process; Maximize # of eligible enrolled students who receive aid Data Results:


85.46% of enrolled applicants received assistance

5696 Enrolled students submitted a FAFSA, CA Dream App, or BOGFW application.

4868 of enrolled students who submitted a financial aid application were awarded some type of financial assistance.

49.1 % of all credit students received some form of financial aid assistance. Emergency Book vouchers reduced by 11%.

2015-16 = 89

2014-15 = 100 Data were used to gage program success and identify areas for improvement.

Implement improvements identified in Quality Focus Essay of accreditation self-evaluation report as well as recommendations identified by visiting team (Additional Planning Priority 2, 2015-2016)

PRESIDENT’S AREA

o Following receipt of the Action Letter from the Accrediting Commission for Community and Junior Colleges (ACCJC) in February, NVC outlined a series of steps to address the three priority recommendations identified in the letter. Evidence targets associated with the recommendations were also identified (in June 2016), to help communicate a vision for the evidence to support the Follow-Up Report (due in March 2017) and guide plans to address the three recommendations.

o To help track Student Learning Outcomes activities and monitor ongoing assessment at the course and program levels, a master data set was created. The master data set was used to create summaries of outcomes assessment evidence in TracDat. The summaries were distributed among instructional programs to inform the development of annual plans.

o A retreat on Student Learning Outcomes (SLO) Assessment was held in April. The retreat was structured as a joint meeting of the Learning Outcomes Assessment Committee (LOAC) and the Instruction Council, and included representatives from the Academic Senate Executive Committee. The retreat focused on SLO assessment requirements conveyed through the Accreditation Standards; NVC’s SLO assessment status (as reported in the Annual Report to the Accrediting Commission for Community and Junior Colleges (ACCJC)); the identification of issues, barriers and challenges impeding ongoing assessment and continuous quality improvement; and clarifying roles, responsibilities, and expectations of individuals, committees, and groups across campus.

2014-2019 institutional strategic plan - napa valley college€¦ · structure of 2015-2016...

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