Strategic Management Action Plan
Goal: To achieve the Maine Community College goal of increasing enrollment from 17,779 to 25,000 students by 2018. To achieve this goal, Kennebec Valley Community College’s enrollment will increase in total headcount from 2,529 (Fall 2011) to 4,000 (Fall of 2018).
Section 1: Enrollment Trends and Challenges
Following is an overview of trends and challenges in a review of enrollment data from 2003 to 2011.
I. Total Headcount
· An increase in total headcount of seven hundred and sixty-two (762) students represents a thirty percent (30%) increase over seven (7) years with continued growth occurring between 2006 and 2011.
o Increases in total headcount have been impacted by several years of growth in degree seeking enrollment and an increasing number of non-degree students; specifically Dual Enrollment.
Year / Total / Degree / +/- / Non-Degree / +/-2003 / 1767 / 1288 / 479
2004 / 1772 / 5 / 1354 / +66 / 418 / -61
2005 / 1782 / 10 / 1316 / -38 / 466 / +48
2006 / 1926 / 144 / 1382 / +66 / 544 / +78
2007 / 2064 / 138 / 1396 / +14 / 668 / +124
2008 / 2204 / 140 / 1495 / +99 / 709 / +41
2009 / 2298 / 94 / 1654 / +159 / 644 / -65
2010 / 2446 / 148 / 1833 / +179 / 613 / -31
2011 / 2529 / 83 / 1742 / -91 / 787 / +174
762 / 30% / 454 / 26% / 308 / 39%
· Demographics
o Enrollment status continues to indicate the part-time nature of enrollment. In the fall of 2011, seven hundred and ninety-four (794) students were attending on a full-time basis, while one thousand seven hundred and thirty five (1,735) were enrolled as part-time. This trend has been consistent since 2003.
o The age range for students has been shifting. The Fall Annual Data Profile in 2011, reporting on six hundred and nine (609) newly admitted students, reported an average age of twenty-nine (29). Further, seventy-one percent (71%) of this group, or four hundred and forty-three (443) students, are between the between the ages of eighteen (18) and thirty (30).
o Kennebec and Somerset continue to be our largest service areas.
II. Continued Growth
· Associate in Arts in Liberal Studies
Enrollment in the AALS program increased from two hundred and fifty-nine (259) students to four hundred and three (403) (2003 to 2006):
o 259 in 2003
o 309 in 2004
o 362 in 2005
o 403 in 2006
The introduction the Health Science Certificate in 2007 changed the enrollment figures for the AALS program:
o In 2007, 290 students were enrolled in AALS; 170 in Health Science
o In 2008, 270 students were enrolled in AALS; 218 in Health Science
o In 2009, 351 students were enrolled in AALS; 231 in Health Science
o In 2010, 454 students were enrolled in AALS; 202 in Health Science
During the four (4) years when the Health Science Certificate HSC was offered, a clearer picture of students tracking health related fields was possible demonstrating the popularity of both programs.
· Mental Health Program
o In 2004, the Mental Health Program offering began with fifteen (15) students. Since this time, the program has experienced growth each year bringing the total enrollment to one hundred and eighteen (118) students in the fall of 2011. The complexion of this group indicates full-time status with an FTE of 82.5
· Allied Health & Nursing
o Allied Health options and Nursing continue to meet enrollment caps with ease. The College maintains waitlists in each program; in some instances, the number of waitlisted students is enough to complete enrollment for the next academic year, particularly for Radiology and Nursing. The average wait for entrance to these two (2) programs is approximately one (1) to three (3) years.
· Business Program
o The Business Program has experienced steady enrollment increases.
The Business Program has experienced growth in the Marketing option; a forty-one percent (41%) increase in enrollment from 2003 to 2011 (78 students in 2003 to 133 in 2011). Enrollment during the span of 2008 to 2011 has seen the strongest growth with an FTE of 85.8
· Trades
o This category of programs includes the Electrical Program, Electrical Lineworker, Applied Electronics & Computer Technology and Precision Machine Tooling. The interest in Trades and Technology Programs is evident in the number of applications received, the steady enrollment in each program, and the waitlists maintained each year.
III. Enrollment Challenges
· The AALS program continues to be a popular program for students who are undecided or have transfer as a part of their educational plan. The challenges are two-fold. First, lack of a definitive cohort and the tendency for students to progress at an individual pace make it difficult to engage students and track academic progress. Second, the need for professional advising and career counseling are essential. Focused services for these students will increase good program selection and steady progression to graduation.
· Outside agencies, such as the Department of Human Services (TANF, ASPIRE, Parents as Scholars) are not always supportive of students enrolled in the AALS program. These agencies prefer students to enroll in occupational programs only. The College will need to continue conversations to support student choice of the AALS program as a means for a 4-year degree.
· Supporting enrollment growth and program development will increase the need for faculty and staff. An increase of fourteen hundred (1,400) students will require additional staff in several departments:
§ Additional staff will be needed in Admission, Financial Aid, Student Accounts, Academic Affairs, Technology, Advising and Plant.
§ Financial resources and business partnerships will be needed to start new programs or expand existing programs.
§ Additional full-time faculty/program coordinators will be needed to address instructional needs.
· Stable population growth, declining high school enrollment, and increased competition
for first year students place a high priority on effective enrollment development and marketing.
· The continued popularity in our Allied Health and Nursing programs create both an opportunity and a challenge. These strong programs continue to be at capacity; with additional resources, the College is poised to consider how best to serve students in these fields.
· The funnel that is created by programs with caps creates challenges. Upon completion of general education courses, students begin to seek out options at other institutions. The challenge of sitting out for a period of time (waiting for space availability) is not always an option for students who are in need of stable employment. To assist these students, the need for Career Counseling and Academic Advising are essential.
· The continuing shift in the age of our student presents several challenges: planning for new academic programs, housing, and expanded opportunities in student activities and sports.
· Anecdotal reports from students suggest that the economy may have adversely impacted enrollment. While slow economic times tend to increase interest in pursuing an education, we wonder if the economic devastation that we have been witnessing has tipped the scales. Students report the need to work and the need to keep an existing job as major reasons for not staying with their education or waiting to begin a program.
· The future initiative in Nursing for a Bachelor’s degree will challenge the College to consider the future of our ADN program and how to best serve students as they move towards a BSN degree.
· Increased enrollment coupled with quality instruction and an increase in adjunct faculty will challenge the College to determine a means to provide professional development for adjunct faculty. On-going development is many times difficult given the availability of adjunct outside their teaching schedule. In addition, this increase in General Education courses will challenge the College to address an evening presence of services traditionally offered during normal business hours; a new set of priorities for course offerings that meet student needs.
Part 1:
A. Actions to Increase Total Credit Headcount Enrollment
B. Timeline for Anticipated Growth
A. Our efforts towards reaching this enrollment goal will include both the recruitment of new students and the persistence of continuing students. The following initiatives will be implemented to increase persistence for the College’s continuing students:
o Title III Grant
The Title III grant will provide a means for targeting part-time, Associate in Arts in Liberal Studies students between the ages of eighteen (18) and twenty-three (23). The grant provides for a Science Faculty, a Math/Science Learning Specialist, a Transfer Counselor, a Retention Coordinator and an Institutional Researcher. Services and initiatives will focus on:
§ Increasing Fall to Fall persistence
§ Decreasing non-completion in gateway courses; these courses provide a path to several programs. For example, Anatomy & Physiology and College Algebra are essential to Allied Health and Nursing Programs. In some programs, they are a part of admission requirements.
§ Increasing graduation and transfer rates
o Continuing Unregistered Students
A second area related to persistence is a focused initiative to target continuing students who are not registered for their next semester. The Admission Department has created a Student Ambassador program. One of the key tasks for our Student Ambassadors will be timely contact with students who have not registered for the next semester. These contacts will provide a clearer picture regarding the reasons why a student may have “stopped out”, and will also connect students to professional advising staff for assistance with the creation of a plan for continuing and/or completion of their degree.
o Students of Concern
Early identification of “students of concern “will provide for early intervention by staff and faculty. Indicators such as class attendance, probationary status and patterns of withdrawing or failing courses create a profile for action. The Title III grant will focus on the use of these indicators, expanding our attendance reporting system and implementing a plan for intervention.
o Satellite Opportunities
The College will continue to explore opportunities to expand course offerings in outlying communities. We will explore continuing opportunities in the Augusta and Skowhegan areas. We will also explore the need for courses and program development in the Madison area.
o Expand night time and weekend offering
Expanding course offerings during these time frames will appeal to students who have work requirements during the traditional business week.
o Dual Enrollment
Continued work with local high schools provides a tremendous marketing advantage for the College and a means for assisting high school students with college transition. The number of students participating as dual enrolled students who then attend KVCC has increased over the past year. The addition of five (5) new high schools will offer another avenue for continued growth in dual enrollment.
o Enhancements in online course delivery
Steady enrollment in online courses continues. In Fall of 2003, Nine hundred and two (902) students were enrolled in on-line courses; one thousand five hundred and sixteen (1,516) students were enrolled in Fall of 2011.
Expanding on-line course offerings coupled with the College’s movement to an enhanced delivery format through Blackboard will provide continued growth in the number of students enrolled and provide a means for reaching students in other localities.
o PLATO – Web- based
The College is implementing a web-based PLATO feature which will allow students a convenient manner to remediate for placement in College level courses providing for a sense of academic momentum (starting college credit courses sooner and moving through these requirements at a quicker pace). PLATO will also assist those students who need to meet Admission requirements for specific testing or course preparation such as high school physics (Allied Health Programs).
o KV Academy
The College will continue the relationship with KV Academy and the local Adult Education Programs. KV Academy provides the needed remedial courses for students with a direct connection to the College through specialized advising.
B. Timeline for Anticipated Growth
Thirty-eight percent (38%) or five hundred and ninety (590) students will be achieved through college-driven enrollment growth thought the creation and/or expansion of seven (7) programs:
· Mental Health (E)
· Phlebotomy (E)
· Liberal Studies (E)
· Massage Therapy (E)
· General Science (E)
· Emergency Medical Services (E)
· Computer Information Systems (E)
The chart below illustrates the projected natural growth of three percent (3%):
Anticipated Growth (3% natural growth)FY 2011
Fall 2010 / FY 2012
Fall 2011 / FY 2013
Fall 2012 / FY 2014
Fall 2013 / FY 2015
Fall 2014 / FY 2016
Fall 2015 / FY 2017
Fall 2016 / FY 2018
Fall 2017 / FY 2019
Fall 2018
Enrollment / 2446 / 2529 / 2612 / 2690 / 2770 / 2931 / 2855 / 2946 / 3039
Enrollment Needed for 3% Growth / 83
Actual / 78 / 80 / 83 / 85 / 88 / 91 / 85
The chart above indicates the number of students necessary for an assumed 3% growth.
This growth will be accomplished through continued initiatives to increase persistence, dual enrollment,
on-line course delivery, and partnerships with local Ault Education Programs, in conjunction
with expanded offerings at specific satellite locations.
Strategic Enrollment Action PlanPage 2
Part 2
A. Specific Actions to Increase Matriculated Growth through New or Expanded Programs
B. Timeline for Matriculated Growth
C. Timeline for Funding Need
A. Actions to Increase Matriculated Enrollment (New Programs)
**Note: Estimated faculty costs do not include anticipated adjustments for salary & benefits.
Program / Notes / Need & Costs / Target Date / Anticipated EnrollmentCivil Engineering
Technology / · Transfer option to UMA Architect or UMO Engineering
· Certificate with specific skill set –expand College’s CADD option / One(1)Full-time Faculty $80,000
One (1) Adjunct $2,350
Computers/laptops $20,000
Software (SolidWorks, etc.) $30,000 / Fall 2014 / 20 students
Faculty/materials:
40x $5,300 = $212,000
Equipment:
$50,000
TOTAL: $262,000
Social Science / Transfer Program to 4-year programs in Psychology & Sociology / One (1) Full-Time Faculty $80,000
One (1) Adjunct $2,350
Psych Lab Equipment $10,000
Statistical Software $5,000
Computers, printers (12) $12,000 / Fall 2013 / 30 Students
Faculty/materials:
60x $5,300 = $318,000
Equipment:
$27,000
TOTAL: $345,000
Electronic Medical Records / One (1) Full-Time Faculty $80,000
One (1) Adjunct $2,350
Laptops $10,000 / Fall 2014 / 20 Students
Faculty/materials:
40x $5,300 = $212,000
Equipment:
$10,000
TOTAL: $222,000
Food Science & Nutrition / Continued expansion of program in 2015 and 2017 / One (1) Full-Time Faculty $80,000
Two (2) Adjunct Faculty $4,700 / Fall 2014 / 20 Students
Faculty/materials:
40x $5,300 = $212,000
Equipment:
0
TOTAL: $212,000
Agricultural Science / One (1) Full-Time Faculty $80,000
Lab Assistant $35,000
Farm Manager
Modular Housing $175,000
Equipment $350,000
Complete listing of equipment needs is
noted in Addendum A
/ Fall 2013 / 20 Students
Faculty/materials:
40x $5,300 = $212,000
Equipment:
$350,000
Facilities/Renovations:
$175,000
TOTAL: $737,000
Energy Services & Technology / Advanced Certificates (Later Growth)
· Solar Heating
· Geo Thermal
· Small Wind
· Photovoltaic
Licensing Opportunities:
· Plumbing
· Propane
· Biomass / One (1) Full-Time Faculty $80,000 One (1) Adjunct $2,350
Equipment
Supplies / Fall 2013 / 20 students
Faculty/materials:
40x $5,300 = $212,000
TOTAL: $222,000
Building Construction / · Certificate and AS Options
· Ties to feeder high school vocational programs
· Partner with Sheridan Corporation / One (1) Full-Time Faculty $80,000
One (1) Adjunct $2,350
Equipment $150,000
Garage $300,000 / Fall 2017 / 20 students
Faculty/materials:
40x $5,300 = $212,000
Equipment:
$150,000
Facilities/Renovations:
$300,000
TOTAL: $662,000
Expanded Programs