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Basis for Planning

ACC DISTRICT'S 3 STRATEGIC GOALS

ACC's Strategic Plan supports student success for all student groups and encompasses the needs of the entire institution with specific attention given to instructional programs, support services, capital equipment/technology, facilities, staffing, and financial planning that leads the College toward achievement of its mission/vision.
All units within the College are asked to align their planning goals and objectives to ACC's strategic goals and objectives, outlined in the College's Strategic Plan

Below is a listing of the District's 3 Strategic Goals, with their accompanying:

  • Objectives(to reach the goal)
  • Metrics (the standard by which we determine improvement)
  • Targets/Outcomes (the targets that show how much we are improving)

Goal 1 - ACCESS and ENROLLMENT

In order to increase student success, institutional improvements must be made to smooth and improve processes for student entry, progress, and completion. To increase student equity, ACC must close any achievement gaps among student groups.

Objectives

G1-Obj.1: Develop and implement a comprehensive enrollment management system.

G1-Obj.2: Ensure all ACC high school partnership programs (dual credit, ECHS, Career Academies, etc.) connect to ACC pathways.

G1-Obj.3: Strengthen college readiness initiatives for students to take college credit programs.

G1-Obj.4: Integrate adult education, developmental education, and continuing education as “on ramps” to ACC pathways.

G1-Obj.5: Create a collaborative partnership between academic and student services to enhance advising and student engagement (student life).

GI-Obj.6: Emphasize use of student support services (tutoring, supplemental instruction, etc.) to promote student completion of developmental education and gateway courses in college Areas of Study.

G1-Obj.7: Develop and provide professional development for faculty and staff that supports improved student connection/entry processes.

G1-Obj.8: Redesign the ACC website and marketing materials to support students’ connection/entry into Areas of Study and guided pathways at ACC (including the implementation of “myACC” web portal). Provide transfer and career information for all programs, identifying those leading to high-demand, high-paying jobs and careers.

GI-Obj.9: Plan for the alignment of institutional resources (facilities, technology, human resources, etc.) for improved connection/entry of new students. Metrics and targets for institutional effectiveness will be reported annually in the Institutional Effectiveness (IE) Report.

G1-Obj.10: Work with community, government, and industry partners (Campus Advisory Committees, industry councils, community-based organizations, workforce agencies, City of Austin, Travis County, etc.) for improved connection/entry of new students.

G1-Obj.11: Expand external resource development opportunities to support connection/entry of new students.

 Metrics:

Enrollment, participation rates, applications submitted, applications converted, financial aid applications, financial aid awards, student selection of programs. (For each metric, there will be totals as well as disaggregation by selected groups.)


Targets/Outcomes
  • 1. Increase overall college headcounts by 10 percent.
  • a. Increase headcounts by 10 percent within 5 years in Semester Credit Hour (SCH) courses.
  • b. Increase headcounts by 10 percent within 5 years in Continuing Education (CE)/Continuing Education Unit
  • (CEU) courses.
  • c. Increase headcounts by 10 percent within 5 years in Adult Education courses.
  • 2. Increase the total number of financial aid awards and the total dollars awarded each by 20 percent.
  • 3. Increase headcounts of Hispanic students by 25 percent, African-American students by 20 percent, and Asian-
  • American students by 10 percent.
  • 4. Increase headcounts by 20 percent in the following Areas of Study:
  • a. Business
  • b. Computer Science and Information Technology
  • c. Culinary, Hospitality, and Tourism
  • d. Design, Manufacturing, Construction, and Applied Technologies
  • e. Health Sciences
  • f. Public Services
  • g. Science, Engineering, and Mathematics

Goal 2 - PERSISTENCE and ENGAGEMENT 

 Increase students' rates of persistence on a guided pathway and their achievement of pathway milestones in a timely manner.

Objectives:

Design, implement, and continuously review program maps that clearly inform students of program pre-requisites, “stackable” certificates, degree requirements, and student learning outcomes that meet the expectations of employers for work and/or universities for transfer. Stackable certificates are those within a progression of certificates — entry-level, intermediate, and advanced — each targeted at students at a specific point along the education continuum and preparing them with knowledge, skills, and credits leading to a degree.

G2-Obj.1 - Monitor student academic progress and provide an early alert system to trigger timely assistance to help students stay on track.

G2-Obj.2 - Direct students to appropriate resources to ensure wellness and study-work-life balance.

G2-Obj.3 - Explore and implement new initiatives and partnerships that incentivize and support student academic progress.

G2-Obj.4 - Revamp ACC program/class schedules to match student needs (block-scheduled programs, weekend programs, online programs, competency-based education, etc.)

G2-Obj.5 - Transition students from Area of Study advisors to faculty advisors at an appropriate point of progress.

G2-Obj.6 - Develop and implement high-impact educational practices and programs, as identified by research, that increase student engagement and success (e.g., active and collaborative learning, culturally responsive teaching, global education, internships, and other experiential learning activities such as study abroad, service learning, civic engagement, etc.)

G2-Obj.7 - Create high-level business and industry councils as well as government/community partnerships that reflect the ACC Areas of Study to advise the College and provide support for state-of-the-art pathways.

G2-Obj.8 - Develop and provide professional development that leads to faculty and staff certifications in best practices to support student persistence/progress initiatives.

G2-Obj.9 - Plan for the alignment of institutional resources (facilities, technology, human resources, etc.) to support student persistence/progress initiatives.

G2-Obj.10 - Expand outside resource development opportunities to support student persistence/progress initiatives.

Metrics:
Successful course completion (grades A–C); completion of developmental education; completion of credit gateway courses; persistence fall-to-spring; persistence fall-to-fall; accumulation of credit hours (15 SCH, 30 SCH, 45 SCH); Community College Survey of Student Engagement (CCSSE) measures; highly effective educational practices (e.g., internships, service learning, etc.)

Targets/Outcomes:

1. Increase the percentage of overall successful course completions by 3 percentage points.

2. Increase the number and percentage of first-time-in-college (FTIC) students who earn 6+ college credits in
first term.

3. Increase ACC scores on the Community College Survey of Student Engagement (CCSSE) to exceed national
benchmark scores (for active and collaborative learning, student effort, academic challenge, student-faculty
interaction, and support for learners) for similar-size community colleges across the nation.

4. Increase the percentage of students completing developmental education within 2 years by 10 percentage points.

  • a. Increase the percentage of students completing math developmental education within 2 years by 10 percentage points. 
  • b. Increase the percentage of students completing reading developmental education within 2 years by 10 percentage points.
  • c. Increase the percentage of students completing writing developmental education within 2 years by 10 percentage points.

5. Increase the percentage of students completing development education within 1 year by 20 percentage points.

  • a. Increase the percentage of students completing math developmental education within 1 year by 20percentage points.
  • b. Increase the percentage of students completing reading developmental education within 1 year by 20 percentage points.
  • c. Increase the percentage of students completing writing developmental education within 1 year by 20percentage points.

6. Increase the number of FTIC students who complete college gateway courses in their first year by 5 percent.

  • a. Increase the number of FTIC students who complete college gateway courses in math in their first year by 5 percent. 
  • b. Increase the number of FTIC students who complete college gateway courses in reading/writing in their first year by 5 percent.

7. Increase the percentage of FTIC students who persist from the first fall to the first spring semester by 5
percentage points.

8. Increase the percentage of FTIC students who persist from the first fall to the second fall semester by 10
percentage points.

9. Increase the number of FTIC students who complete 15 SCH of college credit within one year by 10 percent.

10. Increase the number of FTIC students who complete 30 SCH of college credit within two years by 10 percent.

11. Increase the number of FTIC students who complete 45 SCH or more of college credit within three years by 10 percent.

Goal 3: COMPLETION and TRANSITION to EMPLOYMENT/TRANSFER

Increase students' completion of a guided pathway and their attainment of a meaningful credential (certificate or degree) that enables their successful transfer, entry into a career, and/or increased value in the workforce.

Objectives

G3-Obj.1- Work closely with university transfer programs to ensure ACC pathways are aligned with baccalaureate options.

G3-Obj.2 - Provide career counseling and services to match students with local employers.

G3-Obj.3 - Collaborate with city and workforce agencies to meet the occupational needs of the region for a highly skilled and educated workforce.

G3-Obj.4 - Develop and provide professional development that leads to faculty and staff certifications in completion, transfer, and career services.

G3-Obj.5 - Plan for the alignment of institutional resources (facilities, technology, human resources, etc.) to support student completion, transfer, and career-entry initiatives.

G3-Obj.6 - Expand programs that foster a culture of service and philanthropy.

G3-Obj.7 - Work with community, government, and industry partners (community-based organizations, Campus Advisory Committees, industry councils, workforce agencies, City of Austin, Travis County, etc.) to support student completion, transfer, and career-entry initiatives.

G3-Obj.8 - Expand outside resource development opportunities to support completion, transfer, and career entry initiatives. 

Metrics:

Average time to associate degree in years; average SCH to associate degree; students’ completion of marketable skills achiever (MSA) awards; core curriculum; certificates; fields of study; associate degrees; transfer to a four-year university; employment.

Targets/Outcomes

1. Improve the average time to associate degree by one year (using the Texas Higher Education Coordinating Board’s 2016 Almanac as a baseline — ACC is at 5.7 years; state average for two-year colleges is 4.4 years).

2. Improve average SCH to associate degree by 10 SCH (using THECB 2016 Almanac as a baseline — ACC is at 102 SCH for degree completion; state average for two-year colleges is 90 SCH).

3. Increase the number of students who complete an MSA award by 15 percent.

  • a. Increase the number of African-American students who complete an MSA award by 20 percent.
  • b. Increase the number of Hispanic students who complete an MSA award by 20 percent.
  • c. Increase the number of Asian-American students who complete an MSA award by 20 percent.

4. Increase the number of students who complete a certificate by 15 percent.

  • a. Increase the number of African-American students who complete a certificate by 20 percent.
  • b. Increase the number of Hispanic students who complete a certificate by 20 percent.
  • c. Increase the number of Asian-American students who complete a certificate by 20 percent.

5. Increase the number of students who complete the core curriculum by 15 percent.

  • a. Increase the number of African-American students who complete the core curriculum by 20 percent.
  • b. Increase the number of Hispanic students who complete the core curriculum by 20 percent.
  • c. Increase the number of Asian-American students who complete the core curriculum by 20 percent.

6. Increase the number of students who complete an associate degree by 15 percent.

  • a. Increase the number of African-American students who complete an associate degree by 20 percent.
  • b. Increase the number of Hispanic students who complete an associate degree by 20 percent.
  • c. Increase the number of Asian-American students who complete an associate degree by 20 percent.

7. Increase the ACC graduation rate as defined by IPEDS by 100 percent.

8. Increase the ACC transfer rate as defined by IPEDS by 10 percent.

9. Increase the overall number of student transfers to four-year universities by 15 percent.

  • a. Increase the number of African-American students who transfer to four-year universities by 20 percent.
  • b. Increase the number of Hispanic students who transfer to four-year universities by 20 percent.
  • c. Increase the number of Asian-American students who transfer to four-year universities by 20 percent.

10. Increase the number of students with 15+ SCH who transfer to four-year universities by 15 percent.

  • a. Increase the number of African-American students with 15+ SCH who transfer to four-year universities by 20 percent. 
  • b. Increase the number of Hispanic students with 15+ SCH who transfer to four-year universities by 20 percent. 
  • c. Increase the number of Asian-American students with 15+ SCH who transfer to four-year universities by 20 percent.

11. Increase the number of students with 30+ SCH who transfer to four-year universities by 15 percent.

  • a. Increase the number of African-American students with 30+ SCH who transfer to four-year universities by 20 percent. 
  • b. Increase the number of Hispanic students with 30+ SCH who transfer to four-year universities by 20 percent.
  • c. Increase the number of Asian-American students with 30+ SCH who transfer to four-year universities by 20 percent.

12. Increase the number of students with an associate degree who transfer to four-year universities by 15 percent.

  • a. Increase the number of African-American students with an associate degree who transfer to four-year universities by 20 percent. 
  • b. Increase the number of Hispanic students with an associate degree who transfer to four-year universities by 20 percent. 
  • c. Increase the number of Asian-American students with an associate degree who transfer to four-year universities by 20 percent.

 

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