2019-2021 strategic plan - amazon web services

Cerro Coso Community College

STRATEGICPLAN

2019-2021

2 | CERRO COSO COMMUNITY COLLEGE

The College Council of Cerro Coso Community College is responsible for setting the mission, vision, and long-term direction of the institution. A Strategic Planning Task Force took on the charge of reviewing and revising the College’s Strategic Plan in the fall of 2017.

A recommending body to the College Council, representatives from all employee groups, and all campuses throughout our service area served on the task force. The group was directed to evaluate every aspect of the current Strategic Plan, which resulted in a revised mission, vision, and values statement that reflects the transformation of our college over the past three years. The overarching strategic goals represent our college-wide commitment to: student success and completion, providing workforce training to meet the needs of our various communities, and being a conduit for students to transfer to four-year universities. It also strengthens our commitment to ensure safe learning environments and to be entrepreneurial in our efforts to secure external resources in support of our mission. Targets for each of the goals have been developed to assess progress annually.

The College Council accepted the Strategic Plan Task Force’s recommended Strategic Plan on March 1, 2018, and it was approved by the Kern Community College District Board of Trustees on April 12, 2018. The Strategic Plan will serve as the guiding document for the next three years. The Council will conduct an annual assessment of the goals and report at the end of each academic year. Our mission serves as the cornerstone of the institution and guides our decision making and actions. The goals provide direction to the various college departments as they develop plans to move the institution forward.

Ultimately, this Strategic Plan represents our College’s commitment to serving the students who reside in the many rural communities in our service area and being their first choice in meeting their educational and workforce training needs.

JILL BOARDPresident

PRESIDENT’S MESSAGE

STRATEGIC PLAN 2019-2021 | 3

COMMITTEESCollege Council Membership

Jill BoardPresident, Co-Chair

Jan MolineAcademic Senate President, Co-Chair

Corey MarvinVice President, Instruction

Heather OstashVice President, Student Services

Chad HouckMid-level Management, Representative

Frank TimponeFaculty Representative, Career Technical Education

Jon Heaton

Faculty Representative, Letters and Sciences

Penny Talley

Faculty Representative, Student Services

Kim Kelly

Member at Large Representative

Joe SlovacekCCA Representative

Paul Kuttig

Classified Senate Representative

Mike Barrett Cheryl Fitzsimmons

CSEA Chapter 617 Representatives

Samuel Kelley

Student Government Representative

Deanna Campbell

Director, Eastern Sierra College Center

Lisa StephensDirector, East Kern

Strategic Plan Task ForceA recommending body to the College Council

Jill Board

President

Lisa CouchVice President, Finance and Administrative Services

Heather OstashVice President, Student Services

Corey MarvinVice President, Instruction

Michael KaneDean, Career Technical Education

Deanna CampbellDirector, Eastern Sierra College Center

Rebecca PangDirector, Distance Education

Lisa StephensDirector, East Kern

Matthew CrowProfessor, English & English Department Chair

Peter FulksAssociate Professor, Administration of Justice

Melanie JeffreyProfessor, English

Ana MoraAssociate Professor, Counseling

Jessica KawelmacherAdmissions and Records Technician II

Paul KuttigSystem Support Technician II

Kellen NelepovitzDepartment Assistant II, Institutional Advancement

Rebecca ParkerLibrary Technician II


OUR COMMUNITY

Race and EthnicityThe 2015 Cerro Coso Community College service area population is based off the residents living within the boundaries of the college’s service area zip codes. The majority of residents living in the Cerro Coso service area are White/Caucasian (65.4%), with Hispanic/Latino being the second largest population (19.2%)*.

Unemployment RatesUnemployment is reported by the California Department of Finance by place and county. The unemployment rate is the number of people looking for a job divided by the number in the labor force. The bar chart shows the 2015 unemployment rate for the Cerro Coso Community College Service Area, as well as the three major counties within the college service area boundaries (Kern, Inyo, and Mono).

The 2015 unemployment rate for the CCCC Service Area is at 11.9%, which is 2% higher than the state unemployment rate (9.9%).

Both Kern County and Mono County have slightly higher rates of unemployment (1-2% higher), while Inyo County has a lower rate of unemployment (5% lower) compared to CCCC Service Areas*.

Educational AttainmentEducational attainment refers to the highest level of education that an individual has completed. Local, state, tribal, and federal agencies use education data to measure changes in education over time, evaluate the educational attainment of the workforce, and understand the continuing education needs of adults. The bar chart shows the 2015 educational attainment for adults ages 25 and older residing in the Cerro Coso Community College Service Area and also the statewide rate for California.

The CCCC Service Area has a lower percentage (-10.4%) of residents that have attained a Bachelors degree or higher compared to the state of CA. However, there are more CCCC Service Area residents with at least some college or Associates Degree (+7%) compared to the state overall.

In general, the CCCC Service Area has a higher percentage of residents that have completed high school compared to the state.

*Source: US Census, American Community Survey 2015, 5-Year Estimates (All CCCC Service Area Zip Codes)

21.0%

36.6%

27.9%

14.5%

31.4%

29.6%

20.7%

18.2%

Bachelors Degree or Higher

Some College or Associates Degree

High School Graduate (or equivalency)

Less than High School Graduate

� CCCC� CA Statewide

0

2.5

5

7.5

10

12.5

15

� CCCC Service Areas: 11.9%� Kern County: 12.7%� Inyo County: 6.8%� Mono County: 13.4%

� White/Caucasian: 65.4%� Hispanic or Latino: 19.2%� Unknown/Other: 4.5%� Black/African American: 4.3%� Two or more Races: 2.7%� Asian or Pacific Islander: 2.3%� Native American: 1.6%


Headcount

The bar chart shows the headcount (unduplicated) for Cerro Coso and KCCD for Fall 2014 and Fall 2017. Both Cerro Coso and KCCD experienced a student enrollment increase of approximately 20-21% within that 3-year time period.

Race and EthnicityThe pie chart shows the race and ethnicity breakdown of our students enrolled in AY 2017. The majority of students at Cerro Coso are White/Caucasian, with Hispanic/Latino being the second largest population. However, over the past 5 years the College has experienced an increase in Hispanic/ Latino students (+5%) and Multi-Racial students (+2%), with a corresponding decrease in White students (-6%).

Enrollments—First-Time Students

The bar chart shows incoming first-time students as a percentage of the total student population for Cerro Coso and KCCD enrolled in Fall 2014 and Fall 2017. A student is considered incoming if their first term enrolled is that fall term or the previous summer term. In general, both Cerro Coso and KCCD experienced a lower percentage (3-4% decrease) of the first-time students enrolling in AY 2017, compared to AY 2014.

Placements—First-Time Students

This section details placement information for incoming first-time students to Cerro Coso who completed assessment testing within that year before initial enrollment for Fall 2014 and Fall 2017. The bar chart displays the number of areas in which a student needed remediation of basic skills in English and Math. Within this 3 year time period, Cerro Coso has seen a significant increase in students placing at no-remediation college level courses in both English (+10%) and Math (+4%), with a corresponding decrease placements into 2-3 Areas of Remediation.

OUR STUDENTS

5,141

4,252

29,692

24,668

Fall2017

Fall2014

0 2.5k 5k 7.5k 10k 12.5k 15k 17.5k 20k 22.5k 25k 27.5k 30k 32.5k

� CCCC� KCCD

161616

191919

121212

161616

Fall2017

Fall2014

0 2 4 6 8 10 12 14 16 18 20

� CCCC� KCCD

� White/Caucasian: 43.1%� Hispanic or Latino: 39.9%� Black/African American: 5.2%� Two or more Races: 5.2%� Asian or Pacific Islander: 4.0%� Native American: 1.4%� Unknown/Other: 1.3%

Fall 2014English

Fall 2014Math

Fall 2017English

Fall 2017Math

0

20

40

60

80

100

� 3 Areas Remedial (or more) � 2 Areas Remedial � 1 Area Remedial � No Remediation


OUR FOCUS IS STUDENT SUCCESSAwards

The area chart illustrated here shows the number of awards earned at Cerro Coso Community College over five years. In AY 2015-16 Cerro Coso increased the number of awards in AA/AS degrees (from 261 to 364) and AA-T/AS-T (from 3 to 58). Overall, the percentage of all awards earned by Cerro Coso Students have remained constant.

2012-13 2013-14 2014-15 2015-16 2016-170

100

200

300

400

500

600

700

� Job Skills Ce�ificate � Ce�ificate of Achievement � AA-T/AS-T � AA/AS

TransfersThe area chart illustrated here shows the number of Cerro Coso Community College Students transferring to 4-year universities over five years. Cerro Coso has experienced a decline in transfers. Overall the percentage of Cerro Coso students transferring to a 4-year university of any type has decreased by 31%. The rate of students transferring to a CSU has decreased by 33.3%, while the rate of students transferring to a UC has remained constant.

2011-12 2012-13 2013-14 2014-15 2015-160

25

50

75

100

125

150

175

200

225

250

� Out of State � In-State Private � CSU � UC


Cerro Coso Community College TrendsResults within the five-year trend at Cerro Coso seen here are at a slight decline. The results are based on student cohorts, rather than all students attending the college. Those cohorts are comprised of students who share certain characteristics, such as first-time attending college and educational goals. This explains why Cerro Coso has cohorts ranging from 456 to 893 students. Although each cohort of students are tracked for five years to give those in the pipeline a chance to complete the metric, studies have shown non-traditional students in rural areas are likely to require additional time to reach success due to their unique circumstances (i.e. barriers to full-time enrollment, distance to college, etc.).

The measures with a downward trend were

Completion, Persistence, 30 Units Attained (both Overall and Unprepared Students), and Remedial Math. Measures with the highest increases include 30 Units – Prepared, Remedial English, and also Career Technical Education Completion—which increased by 2.8 percentage points during the time period.

When compared to statewide rates, Cerro Coso results tend to be lower. The metrics with the lowest results compared to state-wide were Persistence and 30 Unit Attainment. The newly added Skills-Builder Wage Metric is 1.7% higher than the state-wide rates. When compared to the highest score in the Peer Group (which is only reported for the Overall Completion rate), Cerro Coso’s results were lower—38.9% compared to 47.0%.

Cerro Coso Community CollegeStudent Sucess Scorecard Metrics

Trend for the Most Recent Five Cohorts2010-11

Comparisons2006-07

thru2011-12

2007-08thru

2012-14

2008-09thru

2013-14

2009-10thru

2014-15

2010-11thru

2015-16Trendlines

HighestPeer Grp

Rate1

State-wideRate

Com

plet

ion Cohort Size

Overall Outcome Success Rate Prepared (avg 24% of cohort) Unprepared (avg 76% of cohort)

48548.7%69.7%40.8%

46149.9%83.1%37.7%

55850.0%77.9%

40.2%

48839.5%69.2%32.7%

54738.9%64.8%32.6%

47.0% 48.0%70.6%40.8%

Pers

iste

nce Cohort Size

Overall Outcome Success Rate Prepared (avg 24% of cohort) Unprepared (avg 76% of cohort)

48563.5%66.7%62.3%

46164.0%67.7%

62.6%

55867.0%71.0%65.6%

48859.6%57.1%

60.2%

54758.5%62.0%57.6%

75.9%78.0%75.2%

30 U

nits

Cohort SizeOverall Outcome Success Rate Prepared (avg 25% of cohort) Unprepared (avg 75% of cohort)

48555.3%42.4%60.1%

46158.6%49.2%62.0%

55860.0%53.8%62.2%

48858.0%64.8%56.4%

54754.3%49.1%

55.6%

68.8%75.1%

66.8%

Remedial English

Cohort SizeOutcome Success Rate

49924.2%

43724.7%

50325.4%

54727.2%

57725.6% 46.9%

RemedialMath


45628.5%

51626.7%

57525.6%

63727.6%

66225.5% 34.2%

RemedialESL


N/AN/A

N/AN/A

140.0%

130.0%

200.0% 30.5%

CTECompletion


54038.7%

60536.2%

72437.3%

78140.3%

89341.5% 53.9%

Skills BuilderWage Change

Cohort SizeMedian % Wage Change N/A N/A N/A

59512.2%

68023.3% 22.6%

1 A Peer Group Comparison is only available for the Overall Completion metric. This peer group is comprised of 21 colleges (avg score = 41.9%).


MISSION

The mission of Cerro Coso Community College is to improve the life of every student it serves. Through traditional and distance delivery, Cerro Coso Community College brings transfer preparation, workforce

education, remedial instruction, and learning opportunities that develop ethical and effective citizenry to the rural communities and unincorporated areas of the Eastern Sierra. In doing so, we promise clarity of

educational pathways, comprehensive and equitable support services, and a commitment to equity.

VISION

Cerro Coso Community College will be the first choice in higher education for the Eastern Sierra region, a source of programs and services for tomorrow’s workforce, a model for student learning, and a valued

partner with education and business in its communities.

VALUES

The values at Cerro Coso Community College provide the foundation for all academic, student support, and administrative services:

Educate

We are committed to student learning and achievement

We pledge to safeguard equal educational opportunities and promote student success for all students

We provide students with a clear set of course-taking patterns and provide integrated and equitable support services to help students choose a path and stay on the path

Innovate

We encourage individual and collective creativity in a rapidly changing world

We implement best practices that facilitate and encourage innovation and success

Inspire

We celebrate the diversity of each individual student, staff, and faculty

We foster community partnerships and the relationships we build with them

Serve

We model a culture of lifelong learning

We support local economic and workforce development in our communities


STRATEGIC GOAL 1

MAXIMIZE STUDENT SUCCESS

Objective 1: Improve Onboarding2014 2017 2020 Target

Decrease the percentage of enrollments dropped before the first day of class 22% 20% 18%

Decrease the percentage of students dropped from all CC courses before the first day of class 19.1% 16.7% 13%

Decrease the percentage of enrollments dropped between first day and census day 24% 18% 15%

Decrease the percentage of students dropped from all CC courses between first day and census 14.0% 10.1% 9%

Increase the percentage of students completing assessment testing as part of onboarding 50.5% 66.8% 70%

Increase the percentage of students completing advisement/counseling as part of onboarding 55.6% 56.6% 65%

Increase the percentage of students completing abbreviated educational plans as part of onboarding

30.5% 40.9% 50%

Increase the percentage of students completing orientation as part of onboarding 52.3% 59.9% 65%

Objective 2: Improve Momentum Toward Students’ End Goals2015 2017 2020 Target

Increase the percentage of students completing comprehensive educational plans in first term 8.5% 10.3% 15%

2014 2017 2020 Target

Increase the average number of credits per semester attempted by degree-seeking students 8.76 8.81 10.0

Increase the average number of credits per semester earned by degree-seeking students 5.59 6.06 7.0

2013 2016 2019 Target

Increase the percentage of first-time degree seeking students completing 6 to 11.9 credits in first semester

31.8% 40.2% 42%

Increase the percentage of first-time degree seeking students completing 12 to 14.9 credits in first semester

8.8% 14.7% 17%

Increase the percentage of first-time degree seeking students completing 15 to 23.9 credits in first year

18.0% 28.1% 32%

Increase the percentage of first-time degree seeking students completing 24 to 29.9 credits in first year

7.0% 11.6% 14%

Increase the percentage of first-time degree seeking students completing 30 or more credits in one year

1.5% 2.8% 5%

Increase the percentage of first-time degree seeking students persisting from term 1 to term 2 1.9% 61.0% 66%

2012 2015 2018 Target

Increase the percentage of first-time degree seeking students persisting from term 1 to term 3 41.2% 36.4% 45%


STRATEGIC GOAL 2

NARROW EQUITY GAPS

Goal #2 is directly related to Goal #1. Since it is important and necessary for the college to improve onboarding and momentum toward students’ end goals, it is important and necessary that it does so for all students. Goal #2 therefore sets the same targets as Goal #1 but does so from the standpoint of monitoring performance and progress made by all student groups, including traditionally underrepresented groups. For some of these metrics, traditionally underrepresented groups have not historically performed as well, and this is called the equity gap. Goal #2 ensures the college is monitoring these gaps, designing improvements, implementing concrete action plans, and making progress on narrowing them with the ultimate goal of closing them altogether.

To this end, all metrics in Goal #1 are being disaggregated by ethnicity, gender, age, socioeconomic status, veteran status, foster youth status, and first-generation status. During the three-year period of this plan, as the college annually reviews its performance on improving onboarding and momentum towards students’ end goals in the aggregate, it will also review the equity gaps. The college is aligned with the California Community College system’s Vision for Success and committed to reducing equity gaps by 40% within 5 years and eliminate such gaps altogether with 10 years.

For the college’s current performance on equity gaps, visit the Strategic Planning page of the college website


STRATEGIC GOAL 3

ENSURE STUDENT ACCESS

Objective #1: Optimize Student Enrollment2014 2017 2020 Target

Increase Full-Time Equivalent Students 2,912 2,845 3,100

Increase the number of students taking at least one class at the Main Campus in Ridgecrest 1,784 1,458 1,600

Increase the number of students taking at least one class at East Kern 146 1,037 1,200

Increase the number of students taking at least one class at Eastern Sierra College Center Bishop

354 298 325

Increase the number of students taking at least one class at Eastern Sierra College Center Mammoth Lakes

291 224 250

Stabilize the number of students taking at least one class at the Kern River Valley Extension in Lake Isabella

370 304 300

Stabilize the number of students taking at least one class with CC-Online 6,156 6,020 6,000

2013 2016 2019 Target

Increase the number of first-time degree seeking students taking 12-14.9 units in their first term 252 227 265

Increase the number of first-time degree seeking students taking 15 or more units in their first term

39 44 57

2014 2017 2020 Target

Increase the number of high school students taking college classes at CC (concurrent enrollment)

304 871 1,000

2013 2017 2020 Target

Increase the number of high school students taking college classes with CC on their high school campuses (dual enrollment)

74 482 600

2016 2017 2020 Target

Increase the number of incarcerated students taking at least one class with CC 84 376 1,000


STRATEGIC GOAL 4

ENHANCE COMMUNITY CONNECTIONS

Objective #1: Improve Workforce Programs that Respond to Local Industry

2014 2017 2020 Target

Increase the number of Career Technical Education degrees and certificates awarded 236 327 400

Increase the number of individual students who complete a CTE degree or certificate 123 208 250

Increase the number of annual enrollments in CTE courses 9,327 10,416 11,000

Increase the number of students completing 12 or more CTE units in their first year 351 367 375

Objective #2: Reflect the Communities We Serve2016 2017 2020 Target

Increase the proportion of males applying for college employment to the same proportion in the general population

0.58 0.76 1.00


STRATEGIC GOAL 5

STRENGTHEN ORGANIZATIONALEFFECTIVENESS

Objective #1: Improve Effective Professional DevelopmentIncrease the percentage of “Agree” and “Strongly Agree” responses to the following questions:

Question 2013 2016 2020

I have been provided adequate training to do my work 80% 77% 82%

There are opportunities at the college to learn and grow 68% 68% 74%

The college provides encouragement and support for professional growth and development 68% 75% 80%

My immediate supervisor encourages my professional growth and development 78% 80% 81%

Objective #2: Reflect the Communities We ServeIncrease the percentage of “Agree” and “Strongly Agree” responses to the following questions:

Question 2013 2016 2020

My immediate supervisor keeps me informed of issues relevant to my job 72% 76% 80%

My immediate supervisor asks for my input before making decisions that affect my work 72% 71% 80%

I feel valued as an employee of the college 69% 75% 80%

I feel consulted and listened to regarding decisions in the workplace 64% 70% 80%

I feel interactions with my immediate supervisor are positive or very positive 76% 77% 80%

Objective #3: Improve Participatory GovernanceIncrease the percentage of “Agree” and “Strongly Agree” responses to the following questions:

Question 2013 2016 2020

Relevant information affecting the college is communicated throughout the organization 67% 66% 75%

My representatives in governance committees adequately inform me about important college issues

73% 78% 80%

My representatives on governance committees ask for my input on important issues 65% 69% 75%

Information flows well upward through the organizational structure 51% 68% 75%

Information flows well downward through the organizational structure 48% 56% 65%

I understand the decision-making process at the college 55% 75% 80%

The decision-making process at the college is effective 52% 67% 75%


Objective #4: Improve Facilities and MaintenanceIncrease the percentage of “Agree” and “Strongly Agree” responses to the following questions:

Question 2013 2016 2020 Target

The college where I work is adequately maintained 72% 70% 75%

The environment in which I work is conducive to productivity 55% 70% 75%

The college or location where I work is attractive 88% 69% 80%

The college or location where I work is kept clean 91% 84% 90%

2014 2017 2020 Target

Improve the percentage of work orders completed 88% 76% 95%

Objective #5: Improve Safety and Emergency PreparednessIncrease the percentage of “Agree” and “Strongly Agree” responses to the following questions:

Question 2013 2016 2020 Target

I feel safe at my work location 85% 86% 90%

www.cerrocoso.edu

INDIAN WELLS VALLEY3000 College Heights Blvd., Ridgecrest, CA 93555-9571

Phone: 760-384-6100 Fax: 760-384-6270 TDD Only: 760-384-6110

KERN RIVER VALLEY5520 Lake Isabella Blvd., Lake Isabella, CA 93240-3204

Phone: 760-379-5501 Fax: 760-379-5547

EAST KERN CENTER - EDWARDS AFB140 Methusa Ave., Edwards AFB, CA 93524-1400

Phone: 661-258-8644 Fax: 661-258-0651

EAST KERN CENTER - TEHACHAPITehachapi Education Center, 126 S. Snyder Ave., Tehachapi, CA 93561-1513

Phone: 661-823-4986 Fax: 661-823-4987

EASTERN SIERRA COLLEGE CENTER - BISHOP4090 W. Line St., Bishop, CA 93514-7306

Phone: 760-872-1565 Fax: 760-872-5328

EASTERN SIERRA COLLEGE CENTER - MAMMOTH LAKES101 College Parkway, Mammoth Lakes, CA 93546-1865

Phone: 760-934-2875 Fax: 760-924-1627

CC ONLINEPhone: 760-384-6175 Fax: 760-384-6186 Toll Free: 888-537-6932

2019-2021 strategic plan - amazon web services

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