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STRATEGIC ENROLLMENT MANAGEMENT PLAN

2017

MERRITT COLLEGE

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Table of Contents

Acknowledgements

Introduction

History and Background of Merritt College

Merritt College Mission Statement, Principles and Values

Philosophy and Purpose of Strategic Enrollment Management

The Merritt College SEM Plan Guiding Principles

2017 - 2018 MERRITT COLLEGE SEM PLAN GOALS

Relationship between District and College SEM plans

The Planning Process

Assumptions and Implications for SEM Planning

SEM Goals and Strategic Directions

Summary and Conclusion

Appendix

• Internal and External Environmental Scan Data

• Apportionment by the Numbers

• BAM Description

• Parameters for Creating a Class Schedule

• Glossary of Terms

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Acknowledgements

The following members of the Merritt College SEM Task Force led the development of the SEM

Plan 2017:

2016 - 2017 Joint Senate and Administrative Enrollment Management Committee:

Dan Lawson Marty Zielke Arnulfo Cedillo Todd Johnson

Nghiem Thai Angela Khoo Guy Forkner Doris Hankins

Christine Olsen Brian Rowning Hilary Altman Jason Holloway

Anita Black Jeff Lamb Isela Gonzalez-Santana Tom Renbarger

Courtney Brown Ann Elliott Laura Forlin Susana De La Torre

Grace Idowu Anthony Powell Susan May Mary Denise Jackson

Carl Ogden Lilia Chavez Mario Rivas Jennifer Yates

Rebecca Uhlman Arja McCray Samantha Kessler Tachetta Henry

Mary Ciddio Walter Johnson Heather Casale

2017 Enrollment Management Summer Task Force

Frances Moy Grace Idowu Samantha Kessler Jason Holloway

Mario Rivas Phasasha Phar Jeff Lamb Dan Lawson

2017 - 2018 Joint Senate and Administrative Enrollment Management Committee

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MERRITT COLLEGE MISSION STATEMENT

The mission of Merritt College is to enhance the quality of life in the communities we serve by helping

students to attain knowledge, master skills, and develop the appreciation, attitudes and values needed

to succeed and participate responsibly in a democratic society and a global economy. (Adopted by the

PCCD Board of Trustees Fall 2014).

MERRITT COLLEGE CORE VALUES

To achieve the mission, Merritt staff, faculty and administrators practice the following core values in

developing and implementing programs and services, as well as creating instructional opportunity

leading to quality and excellence.

• Student Success – Provide challenging and rigorous learning experiences that support the

academic and personal success of our students.

• Caring Spirit – We genuinely care about every member of our campus community.

• Teamwork and Inclusion – We encourage everyone to participate in college governance and

assume responsibility for acting on our shared commitment to provide exceptional learning

experiences.

• Campus Climate – We strive to create a student-centered learning environment that leads to

student retention, persistence and success.

• Diversity – We honor and respect the different backgrounds, experiences, languages, values and

cultures of everyone at the college.

PURPOSE OF STRATEGIC ENROLLMENT MANAGEMENT

The purpose of SEM planning at Merritt College is to align outreach and recruitment,

admissions, financial aid, class scheduling, instruction, student support services, and efficient

pathways to student success and completion that will help students “Move in, Move Through,

and Move On,” with respect to their academic pursuits as well ensure continued enrollment

growth and fiscal viability.

Enrollment management planning at Merritt College is under the direction of a joint Academic

Senate/Administration Enrollment Management Committee that was initiated by the Academic

Senate in the Spring of 2017. Subsequent to this, the Merritt College Enrollment Management

Committee, jointly chaired by a faculty member and an administrator, reviewed and accepted

the Merritt College Academic Senate’s “Philosophy Statement on Enrollment Management.”

This philosophy statement was formally approved by the Merritt College Academic Senate on

March 16, 2017 and adopted by the Merritt College Council in February, 2017. The philosophy

statement, as suggested by the California Academic Senate’s paper “Enrollment Management

Revisited,” is meant to infuse the faculty voice in the development of college enrollment

management planning, policies, and practices at Merritt College.

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Philosophy Statement on Enrollment Management

Merritt College Academic Senate

Accepted by Senate on Meeting of March 16, 2017

Enrollment management encompasses the policies and procedures related to recruiting,

enrolling, educating, retaining, and helping students be successful in achieving their academic

goals (Moving In, Moving Through and Moving On), whether these be pursuing a certificate, AA

degree, transfer or improvement of skills. The Academic Senate of Merritt College adheres to

the principle that all planning related to managing enrollment should at the center involve

faculty in decision-making and prioritize student success needs when making decisions about

what classes and programs to offer, and when, where, and how to offer classes, including class

size. Also, decisions about enrollment management should be informed by effective collection

and thorough analysis of data, especially information related to how to promote the equitable

success of our diverse student body. Finally, decisions about enrollment management should

consider the financial status of the institution and the wellbeing of faculty, staff, students, and

administration.

Guiding Principles for SEM

SEM planning at Merritt College as defined by the PCCD principles will be guided by the

following:

1. SEM goals and strategic initiatives will be aligned to the college & District mission and

strategic goals.

2. Student success will be at the core of all SEM practices.

3. Decisions regarding goals, strategic initiatives and practices will be data-informed

4. Equity will be characterized in all SEM strategies and practices.

5. Striving for excellence will be supported through innovation.

6. Ensure that methods of recruiting students is responding to the educational needs of

our diverse communities and provides procedures that support prospective students to

make connections with our college and make enrollment in our college an enjoyable and

gratifying process.

7. Ensure that all educational programs (e.g. DE, NC, Basic Skills, Dual enrollment, etc.) are

developed to take into account diverse student groups (age, ethnicity, SES, language

diverse, etc.) as well as how to support students’ learning and success.

8. Enrollment management must take into account factors that affect the ability to

physically accommodate students. There should be a regular assessment of limitation of

facilities on enrollment.

9. The effect of software applications (e.g. PeopleSoft) on EM must be considered.

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RELATIONSHIP BETWEEN DISTRICT AND COLLEGE SEM PLANS

Each of the colleges in the Peralta Community College District will have a strategic enrollment

management plan designed to meet specific college enrollment goals. The responsibility for

establishing and achieving specific enrollment objectives rests with each individual college.

The district level strategic enrollment management plan is designed to support the college

plans by marshalling resources, coordinating efforts, increasing communication, and sharing

data. The goal at the district level is to establish goals and strategies that support the

attainment of college goals.

The Merritt College SEM Plan 2017-2019

THE PLANNING PROCESS

The SEM is an on-going college process wherein an Enrollment Management Committee accomplishes

the following:

1. Collects and analyzes internal and external data (EMP. BSI, SSSP/Equity Integrated Plan, Student

Success Data, Class enrollment data, etc.), and identifies challenges and opportunities for

supporting enrollment growth, and develops a plan to improve enrollment numbers that

address the three aspects of the college’s work: Helping students “Move In, Through, and On

from the Institution;”

2. Continuously evaluates and updates #1 to ensure an effective enrollment management strategic

plan that responds to the needs of the institution to maintain and or grow its enrollment. Below

is a schematic that identifies some of the key components of enrollment management as it

relates to how student “Move Into, Move Through, and Move On” from the college.

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Background Preparation for Plan

The goals and objectives were derived from the following planning processes:

• Educational Master Plan data and Strategic Directions

• Student Success Continuum

• PCCD strategic goals and objectives

• Merritt College strategic goals and objectives

• 2016 - 2017 Merritt College Enrollment Management Committee working committee

• Merritt College Enrollment Management summer 2017 Task Force.

Data and Scan

External Data: Merritt College Service Area and Student Population

In 2016, as part of the work done to complete the 2015-2020 Educational Master Plan Update,

the College completed an analysis of the service area population. Demographic factors and

trends in age, race and ethnicity, income and educational level will inform Merritt’s enrollment

management objectives and activities.

The median age of the service area, 36.1, is slightly lower than the PCC District service area and

Alameda County. In addition, 25-34 year old residents is projected to increase by 2020.

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The majority ethnic group in the service area is Hispanic, larger than both the PCC District

service area and Alameda County. Merritt College also serves a higher proportion of black

residents and those that identify as some other race.

In the Merritt College service area, 15/1% of the population does not speak English well, the

largest concentration of these individuals are between 18 and 64 years of age and live in

households where Spanish or Asian and Pacific Island languages are spoken at home.

Merritt College Service Area - Percentage of Population Who Speak the Indicated Language at Home and do not Speak English Well

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Merritt College

Service Area

Peralta CCD

Alameda County

California

5 to 17 years

Speak Spanish 0.4% 0.2% 0.2% 0.4%

Speak other Indo-

European languages 0.0% 0.0% 0.0% 0.0%

Speak Asian and

Pacific Island languages 0.2% 0.1% 0.1% 0.1%

Speak other languages 0.0% 0.0% 0.0% 0.0%

18 to 64 years

Speak Spanish 8.8% 4.2% 3.8% 6.4%

Speak other Indo-

European languages 0.2% 0.2% 0.4% 0.4%

Speak Asian and Pacific Island languages

3.1% 2.9% 2.5% 1.5%

Speak other languages 0.2% 0.1% 0.1% 0.1%

65 years and over

Speak Spanish 0.8% 0.4% 0.4% 1.0%

Speak other Indo-

European languages 0.1% 0.1% 0.3% 0.3%

Speak Asian and

Pacific Island languages 1.3% 1.6% 1.3% 0.8%

Speak other languages 0.0% 0.0% 0.0% 0.0%

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Total 15.1% 9.8% 9.1% 11.0%

Median household income for the Merritt College and the PCC District service areas is below

median levels for Alameda County and the state of California. In the Merritt Services, there is a

large percentage of the population whose highest educational attainment are ‘some college’

and ‘HS diploma, GED or less.’ In the college service area, 62% of the population fall into these

two categories.

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Internal Scan

Student Demographics: 2016-2017 Student Profile

Merritt College has a majority of female students. The Hispanic and Latino population has been

growing, and in 2016-2017 was the largest racial ethnic group. Nearly 29% identify as

Hispanic/Latino, followed by 26% as Black/African American and 17% as Asian. The majority of

students are between the ages of 19-24, however, 35% of students are age 30 and above.

Commented [GC1]: Heading and sub headings should be

consistently formatted.

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FTES, FTEF, and Productivity Trends and Targets

Below is a 5 year trend of Academic Year Totals for course sections, census enrollment, Total

FTES, Total FTEF and productivity for Merritt College.

AY 2013 AY 2014 AY 2015 AY 2016 AY 2017 Sections 807 871 929 956 974

Census 32994 34286 33626 32166 33279

FTES Total 3964.72 3936.23 4186.34 4120.39 4150.04

FTEF Total 215.44 227.9 242.52 241.95 247.83

Productivity 18.4 17.27 17.26 17.03 16.75

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The 2017-2018 enrollment targets for the Peralta Community College District and all College

are below. *PCCD Data Alameda Berkeley Laney Merritt PCCD

RES FTES Target 3,623.50 4,139.30 7,536.70 4,200.70 19,500.00

Department FTES and Program Completion and Transfer Trends

Biology, Math, English, Landscape Horticulture, Administration of Justice, Child Development

and Community and Social Services (COSER) have seen a trend in high FTES and highest

percentage of total college FTES since 2014-2015.

SUBJECT/

DEPARTMENT YEAR 14-15 % OF FTES YEAR 15-16 % FTES YEAR 16-17 % FTES

BIOL 447.6043 11% 426.249 10% 393.572 9%

MATH 345.2343 8% 371.7508 9% 390.9218 9%

ENGL 311.1452 7% 305.591 7% 301.9468 7%

LANHT 218.2331 5% 203.1734 5% 172.2462 4%

ADJUS 215.6591 5% 305.911 7% 198.0737 5%

CHDEV 203.0326 5% 201.1422 5% 189.5308 5%

COSER 190.9332 5% 129.8667 3% 112.8002 3%

Over the past three years, the majority, 33% of all program completions have been in Child

Development (CHDEV). Other areas of high program completion since 2014-2015 are Health

Occupations (HLTOC), Transfer Studies (TRANS STDY), Social Sciences (SOCSC), and Landscape

Horticulture (LANTH).

AREA OF STUDY 2014-

2015 2015-

2016 2016-

2017 3 YEAR TOTAL –

AWARDS % OF TOTAL AWARDS – 3

YEARS

3 YEAR TOTAL –

AWARDS 767 943 982 2692

CHDEV 290 286 320 896 33%

HLTOC 62 80 82 224 8%

TRANS STDY 62 66 72 200 7%

SOCSC 38 87 68 193 7%

LANHT 50 43 50 143 5%

In 2016-2017, the top 5 areas of concentration for Merritt College transfers to University of

California colleges were:

• Psychology

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• Sociology

• Health Science

• Criminal Justice

• Human Development

To Add: Trends in DE offerings and enrollment.

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2017 - 2020 MERRITT COLLEGE SEM PLAN GOAL AND OBJECTIVES

Goal By the Academic Year 2019-2020, Merritt College will Increase FTES from the current,

4,100 (2016-2017 baseline) to 4,400 at a productivity of 17.5, and do so in line with the

vision, core values, mission and strategic planning of the college.

The Enrollment Management Committee decided to have one main goal for enrollment

management to reach the enrollment target asked of the college set by the district. To reach

this goal, the Enrollment Management Committee has developed a framework of one, two, and

three year objectives and related activities that fall within the areas of “Moving In,” “Moving

Through,” and “Moving On” as prescribed by the District’s Summer of 2016 Strategic Planning

Summit. Activities are organized across the following 5 objectives:

1. Establish Guided Pathways - provides students with clear, educationally coherent

program maps that include specific course sequences, progress milestones, and program

learning outcomes;

2. Engage in Effective Schedule Development - provides students with the class schedule

they need at the days/times they need to achieve their educational goals through the

use of college enrollment and related data;

3. Enhance Collaborative Instructional and Student Services Support - provides students

with a seamless learning experience through integrated instructional and student

services support.

4. Promote Non-Credit Offerings - provides students with non-credit courses that facilitate

skill-building experiences leading to entry into credit courses and job opportunities;

5. Enhance Distance Education - provides students with a flexible and quality learning

experience through student support, instructional programs, and technical support; and,

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Activities Measurable Outcomes Timeline

Month/Year

Responsible

Person(s)

Guided

Pathways

1. Submit CCC Chancellor Guided

Pathways Grant application

Obtain Grant

2017-18 VPI, Senate

Enrollment

Management

Committee

2. Survey departments for existing

guided pathways or interest to

develop a pathway.

Complete survey Spring

2018

VPI, SEM

Committee

3. Catalog existing and possible

guided pathways for the college.

Prioritize most impactful Guided

Pathway initiatives

Spring

2018

VPI, SEM

Committee

4. Identify strategies to improve

success of existing guided

Generate an inventory that support

best practices that support of guided

pathways

Spring

2018

Guided pathways

planning team

5. Identify and support the

development of new guided

pathways

Choose new Guided Pathways to

develop that support Equity/Student

Success

Spring

2018-2020

Guided pathways

planning

team/curriculum

committee

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6. Raise awareness of what Guided

Pathways are and how moving to

this framework will improve the

student experience

Distribute bi-annual Guided Pathways

newsletter.

Spring

2018

2020

Guided Pathways

project manager?

Effective

Schedule

Development

1. Data driven Schedule

development* based on student

success, fiscal viability and

contractual requirements.

a. Improve awareness of

impact of schedule on

enrollment.

b. Improve

conversation/bridge

between educational

planning and schedule

development.

c. Review and revise data

available for schedule

development.

d. Build 1-year schedule

1-year Schedule built for fall, spring

and summer.

2018-

2019

VPI/ deans

2. Align our current schedule with

the principles of Guided Pathways

(a.k.a Clear Curricular Pathways)

Two-year cycle of course offerings to

meet student need for

degree/certificate attainment

AY 18-19 VPI, Deans, CDCPD

Collaborative

Instructional

1) Review and Identify gaps in

matriculation process

Report on gaps in matriculation

process

2017-2018 VPSS, SSSP

committee

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and Student

Services

Support

2) Create, implement and evaluate

solutions to address gaps in the

matriculation process.

TBD 2018-2019 VPI, VPSS

3) Establish Merritt Early Alert working

group

Working group membership

completed and confirmed.

Fall 2017 VPSS, VPI

4) Support the implementation of an

effective Early Alert Program at the

college

Implement Early Alert Pilot Program Fall 2017 VPI, VPSS,

Professional

Development

Committee

5) Provide faculty with professional

development related to Early Alert

Host 1 at least 1 professional learning

experience for faculty and staff

Fall 2018 Professional

Development

Committee

6) Evaluate the effectiveness of the Early

Alert Program

Develop evaluation instrument and

procedure.

AY 2018-

2019

AY 2019-

2020

College Researcher

7) Focus Career Technical Education

resources on student employment.

Develop a conceptual model for

resource allocation and possible plan

for application

Fall 2018 CTE Committee

8) Career/employment center Determine feasibility of CEC Fall 2018 CTE Committee

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Non-Credit

Development

1) Establish a non-credit working group Functioning working group with

clear by-laws/ scope/ responsibilities

and appropriate representation from

constituencies.

Spring

2018

Associate Dean,

faculty, Deans, VPI,

Academic Senate

2) Develop a college plan for development

of non-credit offerings relevant to

achieving enrollment management goal

and linked to Guided Pathways.

Non-Credit Plan completed Fall 2018 Associate Dean,

faculty, Deans, VPI,

Non-Credit Working

Group (NCrWG)

3) Develop curricular and co-curricular

non-credit course offerings/pathways in

preparation for credit course enrollment

or employment.

a) Math, English and ESL

b) Support modules/just in time

remediation

c) Personal and career development

d) Career-Technical Education (CTE)

transitions

e) Adult Education partners

Increase NCR courses in CTE and

Basic Skills

Fall 2018 Associate Dean,

Faculty, Deans

Distance

Education

1) Establish a college DE Committee. Creation of a DE Committee

Fall 2017 VPI, Academic

Senate

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2) Develop DE Plan for Merritt College,

including strategic plan goals for

online learning, policies, procedures,

access, and equity. (See appendix X)

Creation of a DE Plan Spring

2018

DE Committee, VPI

3) Maintain and update College Distance

Education Manual

Revised DE Manual Fall 2018 DE Coordinator

4) Promote best practices, training and

support to enhance Distance

Education pedagogy for faculty

Calendar of training

Increase in success, retention,

persistence in online courses

18-19 DE Committee,

Professional

Development

Committee

5) Present data on student success in DE

at DE summit. Identify and

recommend strategies to increase

retention and persistence.

Pilot Merritt College DE summit

Documentation of information

provided to faculty

Fall 2018 DE Committee, VPI,

DE Coordinator

6) Develop programs that provide

students with training and support for

successful online learning

Calendar of training

Increase in success, retention,

persistence in online courses

Fall

2018

DE Committee, VPI,

VPSS, DE

Coordinator

7) Consult with college Distance

Education Coordinator on local, state,

and national Distance Education issues

Develop a questionnaire related to

identifying important issues related

to local, etc., DE issues and schedule

discussion of item into DE

Committee meeting schedule

Spring 2018

and ongoing

DE Committee

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