Action Project

Institution: Moraine Valley Community College
Submitted: Feb. 26, 2005
Timeline:
Planned project kickoff date:
Target completion date:
Actual completion date:
A. Give this Action Project a short title in 10 words or fewer:

Student Learning, Student Development, Student Success

 
B. Describe this Action Project's goal in 100 words or fewer:

Moraine Valley has engaged in significant efforts and dedicated resources to support student success and learner-centeredness. The college’s common denominators are: 1) How does what we do affect student success, and 2) How do we know?  In Phase 1 of this project, the college will establish a common definition of student success and develop a plan that identifies tasks that will result in improved student success.  In Phase 2, the plan will be implemented and impact on student success will be measured.  The goal is for all departments and systems to work collaboratively, focused on student success.

C. Identify the single AQIP Category which the Action Project will most affect or impact:

Primary Category: Helping Students Learn

D. Describe briefly your institution's reasons for taking on this Action Project now -- why the project and its goals are high among your current priorities:

As a result of the college’s strategic planning process, undertaken three years ago, multiple Strategic Action Teams were charged with activities focused on enhancing student success.  In July 2004, a summary of these teams’ accomplishments and activities yet to be completed was presented college wide.  In addition, a strategic planning retreat was held in September 2004 to review and update the strategic plan.  The college will use input from the July 2004 summary, the September 2004 retreat, and other sources to identify and implement additional activities to enhance student success, including heightened college wide awareness of this focus.

E. List the organizational areas - -institutional departments, programs, divisions, or units -- most affected by or involved in this Action Project:

Student development division, Academic affairs division.

F. Name and describe briefly the key organizational process(es) that you expect this Action Project to change or improve:

Student services: recruitment, admissions, placement testing, advising, orientation, disability services, retention and others. Academic services/support:  developmental education, instructional design, assessment of student learning, alternative instructional delivery, and others. Professional development and staff recognition.

G. Explain the rationale for the length of time planned for this Action Project (from kickoff to target completion):

Reports on action team progress will be provided at least once each semester to the following campus groups:  Executive Leadership Team (president, vice presidents and CFO), Administrative Council, President’s Advisory Council.  In addition, college wide updates will be disseminated via Valley View staff newsletter and MV eNews electronic newsletter.

H. Describe how you plan to monitor how successfully your efforts on this Action Project are progressing:

Phase 1 includes:
•  Report on task force’s review processes and resulting recommendations is disseminated by October 2005.
•  Definition of student success is disseminated and understood college wide by November 2005.  
Phase 2 includes:
•  Implementation Plan - including task group charges, specific activities and tasks, timelines, short- and long-term outcomes and budget implications is initiated by February 2006.

I. Describe the overall "outcome" measures or indicators that will tell you whether this Action Project has been a success or failure in achieving its goals:

Outcome 1 – Phase 1 completed. Definition finalized and phase 2 plan developed.  
Outcome 2 – Phase 2 plan is implemented.
Outcome 3 – Student success outcome measures are reported.

J. Other information (e.g., publicity, sponsor or champion, etc.):

Organization and implementation plan for Phase 2 of Action Project is completed by February 2006. Implementation plan will provide timelines and outcomes. Phase 2 implementation is begun by March 2006.  Strategic Action Teams and college departments are charged with specific activities and tasks, including measuring effectiveness and ongoing communication.Reports of Phase 2 implementation outcomes are provided at least once each semester by responsible Strategic Action Teams and college departments.

Last Action Project Update: Sept. 13, 2007
A. Describe the past year's accomplishments and the current status of this Action Project.
In year one, we focused this Action Project on the following three specific initiatives. Year two activities included:

Online Learning – A task force recommended program improvements: 1) develop timeline for completion of online student development components (registration, advising, orientation, payment/financial aid, placement testing and transcripts), 2) adopt, implement and communicate definitions of online/distance learning, 3) assess students prior to registration to determine online learning readiness, 4) develop an online learning technology plan, 5) redesign online learning web page, and 6) increase faculty training in online course management.

Maximizing Access - The final plan, which was reviewed and approved by Executive Leadership Team, included one major recommendation to form a Strategic Committee focused on student access and scheduling (SAS).  This committee meets twice a year and is co-chaired by Academic Affairs and Student Development vice presidents.  The VP co-chairs: 1) met with original Maximizing Access co-chairs to review the team’s intended structure and activities, 2) developed the team’s charge, and 3) determined membership.

The SAS Team met to 1) lay a foundation for group’s work, 2) debrief about fall semester, and 3) hear reports from across the college on SAS issues. The team’s focus and co-chair’s ongoing commitment has become an impetus for numerous synergist collaborations between academic affairs and student development.

Developmental Education - Based on the plan completed in 2006, we 1) established a committee of stakeholders, 2) completed an in-depth internal analysis of the programs/services offered to limited English proficient students, 3) identified gaps, and 4) reviewed best practices at targeted community colleges and information about local high school programs.   This group reviewed advertising/marketing, admissions, assessment and placement, orientation, registration, and on-going advising processes.  The committee drafted a plan with recommended improvements and/or additions to current processes.
B. Describe how the institution involved people in work on this Action Project.
During Year One, teams developed plans with recommendations for improvements within the three specific initiatives.  Once these teams had completed their plans and recommendations, they were disbanded. In Year Two, new implementation teams were formed to implement the recommendations of the Year One planning teams. The implementation teams include representatives from across the college that have direct responsibility for the three initiatives.  All three implementation teams include leadership from both academic affairs and student development which serves to improve communication among stakeholders and focus college efforts on continuous improvement.
C. Describe your planned next steps for this Action Project.
Online Learning - The recommendations recently finalized by implementation team will be reviewed by deans and Executive Leadership Team.  Approved recommendations will be communicated with the internal groups that have responsibility for implementation.

Student Access - The Student Access and Scheduling (SAS) committee will: 1) refine the meeting format and mechanisms to gather and communicate critical data for effective decision-making, 2) research room scheduling software and review student computer systems to best meet college-wide needs, and 3) maintain an informal debriefing process between academic affairs and student development.

Developmental Education - The implementation team’s plan includes recommendations to revise the intake process for limited English proficient students.  These improvements will allow the college to better track this population and appropriately refer students to services that can assist them prior to registration. These recommendations include:  developing brochure that identifies programs and services for limited English proficient students, revising the college application to better identify these students, revising the admission process to include referral to an advisor earlier in the process, requiring advising for students, developing an orientation program and establishing an ongoing advising process.  These recommendations will be reviewed and approved by the team and the vice presidents of Academic Affairs and Student Development.
D. Describe any effective practice(s) that resulted from your work on this Action Project.
Online Learning - Cross-divisional teams consisting of faculty and administrators has proved helpful in developing recommendations. The team process has provided a vehicle to discuss issues related to online learning that may not have been widely communicated in the past.

Student Access - A number of interrelated college-wide initiatives are underway and have been woven into this initiative, including: 1) ability to Benefit Team, 2) scheduling Protocol Group, 3) revision of course for blended classes and review of class meeting time, and 4) three positions have been reconfigured to better meet changing needs – Director of Non-Traditional Studies, Instructional Technologist, and Manager of High School Career Transitions and Honors Program.

To increase efficiency and effectiveness, the co-chairs limit the number of team meetings, assign tasks throughout the year and request relevant data in a specific report format. A mini-SWOT analysis form analyzes strengths, weaknesses, opportunities and threats and our plans for the opening of our building expansion projects.  The meetings are held in the fall and spring, and serve as a forum to discuss what went well and what needs improvement for the next term.

Developmental Education - We are in the initial stages and no effective practices have resulted as yet.
E. What challenges, if any, are you still facing in regards to this Action Project?
Online Learning - The person leading this process resigned to take another position on campus. Therefore, the team’s recommendations will move forward under the dean’s leadership until the position is filled. Some recommendations cannot be implemented at this time because of technology limitations. Meetings with the Director of Network Applications will help determine the best solutions available.

Student Access – 1) no scheduling software currently in place, 2) due to printing deadlines, we must schedule classes two semesters in advance which keeps us from implementing change as quickly as desired, 3) changing master scheduling processes requires more flexibility in faculty scheduling and administrative processes than currently exists, 4) need to rely on our commitment to continuous quality improvement to modify scheduling practices to meet changing student needs and changing instructional modalities, 5) as a large organization, flexibility is a challenge, 6) one size does not fit all – we are trying to focus on various subgroups of our student population to best serve them and meet their particular needs through targeted programs and services.

Developmental Education - The recommendations of this group challenge our traditional open-door philosophy, and they require significant changes to our information systems and student record system.
F. If you would like to discuss the possibility of AQIP providing you help to stimulate progress on this action project, explain your need(s) here and tell us who to contact and when?