Language Updates and Rationale
Goal 1: Drive student success, experience, and completion
A. Scale effective practices that support college readiness, persistence, and completion
and eliminate equity gaps for our students from historically marginalized populations
B. Build upon the guided pathways framework
|Maximize college readiness by expanding engagement with high school students and adult
||Maximize college readiness for high school students through access to dual and concurrent
enrollment, academic readiness, the college application process, and FAFSA completion.
||There was lots of positive feedback about RI Promise and college readiness. Idea was
to incorporate success strategies learned from Promise.
|Assess college readiness in various ways through the use of multiple measures and
Prior Learning Assessment (PLA).
||Assess and support college readiness for adult and English language learners in various
ways including bootcamps, integration of adult education programs, and prior learning
||Feedback received wanted additional emphasis on the adult learner, also presented
an opportunity to incorporate our adult education work here.
|Deliver a holistic, student-centered system of onboarding, orientation and ongoing
||Continue to improve orientation and onboarding so students can successfully begin
||Feedback was that original language was too wordy, updates focus on intentionality.
|Continue to define and broaden efforts to improve and accelerate pathways through
||Build students’ momentum through advising, academic placement, multiple measures,
corequisite courses, and referral to workforce and adult education programs.
||Revised to reflect efforts to reduce time to completion.
||Increase proactive advising, coaching, and targeted interventions to meet academic,
personal, and financial student needs.
||We've designed programs to reduce equity gaps and want to build upon this work.
||Scale caseload advising to ensure that every student has an advocate at the college.
||There was a lot of positive feedback about the impact of advising, recommendation
is to highlight and scale it.
C. Enhance teaching and learning
|Implement guided pathways, including the establishment of meta majors.
||Ensure every student selects an Academic and Career Path.
||Lots of positive feedback about Academic and Career Paths, updated language to reflect
the focus on having every student select a path. Changed term 'meta majors’ because
we use Academic and Career Paths.
|Create pathways that include multiple on and off ramps.
||Expand participation in pathways with K-12 schools, noncredit programs, and postsecondary
partners that lead to graduation, transfer, and careers.
||Feedback received was that ‘multiple on and off ramps’ was vague and there needs to
be more faculty and student awareness, edited language to be more specific.
|Establish course schedules and course offerings that align with student demand and
support the guided pathways structure.
||Increase opportunities for student exploration of Academic and Career Paths in application
process, first-term courses, work-based learning experiences, and transfer and career
||Added language to be specific about student exploration, in original language it was
implied in 'on and off ramps' but wanted to highlight how students can explore paths.
|Establish seamless transfer pathways for our top five transfer majors to Rhode Island
College and University of Rhode Island.
||Drive redesigned General Education program to maximize transfer for (a minimum of)
our top five transfer majors to University of Rhode Island and Rhode Island College.
||There were questions about why only five transfer majors are listed, the reason is
because this is the Office of Postsecondary Commissioner (OPC) policy, added 'a minimum
of' to refect that we will work towards more. Language edited to reflect the emphasis
on aligning GenEd programs and OPC policy.
|Standardize the process of curriculum design and review to ensure quality, rigor and
continuous curricular improvement.
||Prioritize academic program review to ensure quality, rigor, parity of outcomes, and
continuous academic improvement.
||There were concerns about the term 'standardize' and the updated language reflects
the intent to ensure learning outcomes, not to imply that all teaching should be the
|Enhance the process for assessing student learning.
||Conduct annual assessment of student learning through technology-based systems.
||The college has made a lot of progress around enhancing the process for assessing
student learning through technology systems, this tactic combines actions from two
|Develop a technology-based system to capture and analyze assessment data to inform
continuous improvement of teaching practices.
||Provide faculty-supported professional development focused on closing equity gaps.
||There was feedback that faculty should be more involved with professional development,
and this is happening with the creation of the Center for Teaching Excellence (CTE),
a faculty-led PD resource among other initiatives, and wanted to highlight this here.
|Implement faculty professional development program that focuses on best practices
related to student engagement and active learning.
||Deliver high-impact teaching through various modalities that is responsive to the
needs of our students.
||The CTE focusses on high-impact teaching, also want to highlight how we've adjusted
to student need especially through the pandemic.
||Foster inclusive teaching and learning environments that contain culturally responsive
curriculum and pedagogy.
||There was feedback that we want to better incorporate work to support DEI work, included
tactic to address this in curriculum and pedagogy.
Goal 2: Expand partnerships and programs
A. Design academic and workforce programs that are responsive to the needs of our
students, employers, and the State of Rhode Island
B. Build partnerships that leverage internal and external resources to help students
attain personal, career, and economic successes
|Develop a systematic approach to understanding students' academic interests, career
goals, and other non-academic needs.
||Empower students to identify personal, career, and economic goals.
||Aligned language with guided pathways framework.
||Facilitate connection to employers and programs with emphasis on increased awareness
of educational and employment opportunities especially for students from historically
|Enhance institutional capacity to collect, analyze, and use labor market data to forecast
||Utilize labor market data to forecast demand, build relevant academic and workforce
programming, and communicate insight with students, faculty, staff, and external audiences.
||Feedback received that we need to better highlight labor market information to students,
faculty, and staff. Also important to highlight both academic and workforce programming
as this goal relates to both.
|Develop our programs in collaboration with industry and business leaders to ensure
they meet current and future workforce needs.
||Review and strengthen curriculum by engaging college departments, advisory boards,
adult education, employer partners, economic development agencies, and community organizations.
||Feedback about academic departments wanting to use expert advisors more, also want
to include the cross-college engagement and other partners that can contribute to
|Design opportunities for more flexible programming and alternative credentials to
meet student and employer needs.
||Increase alignment between Divisions of Academic Affairs and Workforce Partnerships
to build stackable credentials that lead to program completion, advancement, and transfer.
||There was lots of positive feedback about coordination between academic affairs and
workforce, and the development of new programs.
||Align master schedules and curricular offerings with student and employment demands.
||Moved this strategy from Goal 1 in previous plan to streamline and reflect student
and employment demands.
|Build capacity to review and analyze curriculum that reflects labor market information
and information about our students' needs and goals.
||Deliver demand-informed programs that continue to position CCRI as the leading workforce
provider in the state.
||We have done a lot of work in this space and want to highlight our continued efforts
to be the leading workforce provider.
|Expand community partnerships to meet students' non-academic needs.
||Expand student services and community partnerships to remove barriers to student success
by supporting financial, housing, food, childcare, transportation, mental health,
and college access needs.
||Feedback received was to add specific language about wrap-around support.
||Engage families to support community connections and deliver programs and services
that champion all students’ educational and employment pursuits.
|Provide students with skills to secure employment now and continue their education
and growth into family-sustaining careers.
||Provide equitable opportunities for work-based learning, internships, and professional
||Incorporated focus on work-based learning and internships aligned with guided pathways
|Build academic, employer, and community partnerships with organizations that share
our vision and strengthen our capacity across our college.
||Strategically engage stakeholders to promote CCRI and its value through our external
||Revised to focus on external support and recognition.
||Grow philanthropic resources by advancing the Foundation’s fundraising and engagement
efforts to support students, alumni, faculty, staff, campuses, and college innovation.
Goal 3: Strengthen institutional effectiveness
A. Advance a culture that promotes our mission, guiding principles, and dedication
to diversity, equity, and inclusion (DEI)
B. Strengthen professional development at the individual and organizational levels
|Build an ongoing collegewide program devoted to enhancing collaboration and respect
||Provide a welcoming and inclusive environment where students, faculty, and staff can
be authentic and openly learn, work, and engage.
||Updated language to focus on aspects of an inclusive community and learning environment.
||Develop campus communities and physical spaces that enhance student experiences and
promote high-quality work and serve our students.
|Clarify and strengthen internal processes to ensure timely, clear communication among
faculty, administration, staff and students
||Provide robust channels of communication to share and receive information across the
||Feedback was that this was lengthy and lacked clarity. Updated language to focus on
communication instead of process.
||Advance communication, collaboration, and decision-making through shared governance.
||Strengthen strategies to increase the pipeline, recruitment, and retention of diverse
faculty and staff.
||Want to highlight efforts to have faculty and staff more representative of our student
C. Utilize technology to support our strategic plan and promote continuous improvement
|Build a robust onboarding process for new employees that focuses on college culture,
essential skills and ongoing professional development opportunities
||Build a comprehensive onboarding process that focuses on essential skills and college
culture so faculty and staff can successfully begin work and serve students.
||Updated language to mirror student onboarding in Goal 1.
||Provide education and training that promote shared language, behavioral norms, and
concepts centered on building an inclusive and equitable culture.
|Implement a comprehensive professional development program that includes institutional
and individual plans that contribute to improving the overall performance at our college
||Deliver professional development, trainings, and programs to meet the needs of faculty
||There was positive feedback about professional development already happening for faculty,
with added training for staff.
||Commit to providing and receiving feedback, professional development, and annual performance
||There were comments about having managers provide feedback to help employees develop
|From the institutional to the individual level, identify goals that are clear, measurable
and advance the mission of our college.
||Develop individual, division, and institutional goals that are aligned to the strategic
||There were comments around desire to track performance and metrics aligned with strategic
plan. In previous plan, this tactic was in strategy A, moved to B as it relates to
|Utilize predictive analytics to assist in understanding our student population, their
goals, and potential challenges.
||Use analytics to understand student needs and eliminate institutional barriers to
||Revised to incorporate eliminating institutional barriers.
|Develop a system for regularly reviewing technology and organizational operations
to improve institutional efficiency and effectiveness.
||Regularly review organizational operations and leverage technology to ensure institutional
efficiency and effectiveness.
||Removed language about systems to focus on task.
||Develop a technology foundation that is cost-effective, secure, scalable, and responsive
to the evolving needs of the organization.
|Develop an annual budget process and resource allocation plan that aligns with strategic
||Build an annual budget and sustainable financial model that supports students and
aligns with strategic goals.
||Removed resource allocation plan because that is part of the budget.
|Utilize technology for communicating organizational and individual key performance
||Apply data to performance metrics and regularly communicate progress towards goals.
||Revised to incorporate use of data and importance of regularly reporting out progress.
Do you have questions about the strategic plan or the process? Please submit questions
through this form and they will be answered through direct follow up, announcement
in CC Daily, or in a staff presentation.