2022 Outstanding Project Award - Moorpark College
Moorpark College
Project Title: “Institutional Effectiveness and Marketing Collaboration: Using Data-Driven Decision-Making to Measure and Improve College Marketing Strategies”
Projection Description: In light of declining enrollments, colleges are increasing their marketing efforts. How can Institutional Effectiveness support these marketing initiatives to help improve their chances of increasing enrollment?
Moorpark College (MC) shared how they used data-driven marketing to grow a program designed for adult students from 0 to 500 students, or about 4% of the college’s full-time equivalent students, in just two years. The project provided key evidence that utilizing data can improve marketing and lead to higher enrollments among historically marginalized student groups.
The college initially focused on students participating in the college’s Program for Accelerated College Education (PACE), whose average age was older than the general student population at MC, and whose ethnic background was more diverse. Given the structure of the program, where students take two courses every eight weeks, PACE students were shown to have better outcomes than non-PACE adult students. In a recent survey, 90% of PACE students agreed with the statement, "I am able to stay enrolled at Moorpark College because of the PACE program. If PACE did not exist, I would drop out or enroll at another college/university."
The types of marketing data analyses (surveys, A/B tests, control and treatment groups) that were conducted at MC are considered the norm for large and for-profit universities, but remain novel and innovative at community colleges, which typically have much smaller marketing budgets.
Given the success of the PACE program at MC, the other two colleges in its district have decided to start or reincarnate their own PACE program, and the MC project team will be helping their colleagues implement their programs, including establishing their own marketing research protocols.
The project team showed that these kinds of tools were easily adaptable and could be used to market other college programs immediately. These insights are helping to level the playing field to ensure more programs and departments can effectively recruit students with fewer resources.
2020 RP Group Institutional Effectiveness Project of the Year Award
Video presenting Coastline College’s Aeron Zentner with the RP Group’s 2020 Institutional Effectiveness Project of the Year Award.
2020 RP Group Research and Evaluation Project of the Year Award
Video presenting De Anza College’s Mallory Newell, Jerry Rosenberg, and Ola Sabawi with the RP Group’s 2020 Research and Evaluation Project of the Year Award.
2020 RP Group Institutional Effectiveness Project of the Year Award
Recipient: Coastline College: Aeron Zentner, Dean, Institutional Research, Planning, Effectiveness, and Grant Development
Title: Strengthening your Data Literacy Infrastructure
Description: Coastline Community College in Fountain Valley, California developed an open-access, 4-week instructor-led data coach training course shell in Canvas Commons. California community college professionals can also access a self-paced 3-week version of the course on the California Community Colleges Chancellor's Office Vision Resource Center. The course provides colleges the opportunity to train their own data coaches by teaching the fundamentals of data analytics, data collection, data analysis, data presentation, and facilitating conversations using data. Tools and activities included in the course can be adopted and adapted to help institutional researchers expand their efforts to strengthen data awareness, access, application, and confidence to utilize information to build and support planning, innovation, and change.
2020 RP Group Research and Evaluation Project of the Year Award
Recipient: De Anza College: Mallory Newell, Supervisor, Institutional Research and Planning; Jerry Rosenberg, Division Dean of Physical Sciences, Mathematics, and Engineering; and Ola Sabawi, Research Analyst
Project Title: Be Mindful of the Gap: Are Success Rate Gaps a Result of Student or Faculty Success?
Description: California Assembly Bill 705 provided De Anza College in Cupertino, California with an opportunity to mindfully scrutinize course success rates in order to maximize the probability that students entering university transfer-level coursework in English and math complete their coursework within one year. The College began to look at variability at the section level of the same course to begin to unpack how student, course, and instructor variables affect success rates. This new lens enabled the college to look deeper into student success rates and initiate conversations about faculty success as a factor in student success. Facilitating conversations about instructor-level success rates requires the college to collaborate with faculty to build an environment where faculty feel safe and supported and to help the college best understand the myriad of factors affecting course success rates.
This video describes some of the important elements and structure required to establish a shared vision for advancing student success and meeting state mandates associated with AB 705.
CCC Noncredit Offerings Project Summary
The CCC Noncredit Offerings Survey was conducted in partnership with California Community College Chancellor’s Office (CCCCO) Educational Services.
IEPI Noncredit Summit 2017 Program
The CCC Noncredit Offerings Survey was conducted in partnership with California Community College Chancellor’s Office (CCCCO) Educational Services.
Characteristics of Students in Special Programs, August 2016
Data on Chabot college students in special programs.
College of the Canyon’s Program Review Year 2 Update Technical Guide, May 2013
Technical Guide for College of the Canyon’s program review year 2 update.