| Massasoit Community College will achieve sustainable, stable enrollment comprised of diverse pools of students that reflect the demographics and needs of the region by dismantling barriers to enrollment and student success. |
| Strategy 1 – Establish five-year enrollment/retention goals for each demographic group across both credit and continuing education offerings, based on analysis of data and predictive data analytics. |
| Responsibility | Enrollment Management |
| Baseline Expectation | Develop annual three-year trend analysis for new and retained students:- Early College
- Associate seeking (traditional age 18-24)
- Baccalaureate seeking (traditional age 18-24)
- Over 25
- English Language Learners (ELL)
- Pell-eligible
- Regional distribution
Develop annual three-year trend analysis for demographic groups participating in continuing education programs and courses. |
| Desired Outcome | - Assessment of placement practices and protocols for each group.
- Trends by demographic group of support, modality, and scheduling preferences.
- Assessment of customer service experiences and outcomes by all learner demographic groups.
- Establish course schedule and modalities that align with diverse student needs.
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| Strategy 2 – Reduce barriers to completion to enable students to achieve their educational goals by strengthening advising and academic support. |
| Responsibility | Advising and Career Readiness |
| Baseline Expectation | - Develop an audit of student advising, coaching, and mentoring services and needs by demographic group.
- Assess effectiveness of early alert system across demographic cohorts.
- Assess to what extent students, by demographic cohort, are adhering to academic plans, completing programs within 6 years, or stopping out of programs with excess credits.
- Assess administrative and instructional processes from a student-cohort design perspective to identify procedural barriers to success by demographic cohorts.
- Identify, by cohort, where students are going after graduating or leaving Massasoit.
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| Desired Outcome | - A comprehensive advising model that is understood by the community and delineates roles and responsibilities between professional staff and faculty advisors with clear methods of communication for transitions.
- Data to support curricula and process changes to improve retention.
- Develop an extended first semester/year orientation and engagement program specifically designed to address potential barriers for different learner cohorts.
- Establish and improve a degree audit system that supports student informed decision-making.
- Implement a digital catalog that is current and accurate.
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| Strategy 3 – Reduce barriers to completion to enable students to achieve their educational goals by strengthening customer service and whole student support networks. |
| Responsibility | Student Support/ Enrollment Management |
| Baseline Expectation | - Assess customer service, student use and effectiveness of support systems by demographic cohort, modality and time of day.
- Assess community mental health needs as part of the JED campus initiative to determine measurable improvements in student mental health and campus community support.
- Assess to what extent student basic needs (food, shelter, clothing, transportation) are being met.
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| Desired Outcome | - Strengthen whole student support networks and services and awareness of services that address issues related to mental health, addiction, home insecurity, childcare/eldercare, nutrition, and domestic violence.
- Student satisfaction with enrollment process and customer support.
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| Strategy 4 – Become a comprehensive community college for English Language Learners (ELL) education, student support and teacher training. |
| Responsibility | ELL Strategic Initiative Taskforce/ Continuing Education |
| Baseline Expectation | - Audit existing services and programs for potential barriers for ESL students.
- Determine regional need for ELL education, student support, teacher training, and community partnerships.
- Determine critical translation services needs on campus.
- Assess to what extent ELL is a barrier to academic success in gateway courses.
- Assess accessibility of online, print, and marketing resources for English Language Learners (ELL).
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| Desired Outcome | - Develop an ELL Instructor certificate.
- Embed translation services in critical student support and enrollment areas.
- Provide ELL supplementary instruction/tutor services for high-risk gateway courses.
- Expand currently available main Web page translations to all secondary Webpages.
- Intentionally make all online instruction and critical marketing materials accessible for ELL learners
- Create regional partnerships with support services in each language community to strengthen support network.
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| Strategy 5 – Implement sustainable, effective early college pathway models with appropriate on ramps, off ramps and student support that aligns with existing college systems. |
| Responsibility | Early College Access |
| Baseline Expectation | - Assess current practices for Early College programming based on best practices, high school partner expectations and program goals.
- Conduct impact assessment of Massasoit Early College programs.
- Determine sustainable size, administration, and student support services of the for Early College programs.
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| Desired Outcome | - Partnerships with schools across region
- Achieve sustainability.
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