Mission, Vision, Values and Planning Timeline:

Our mission is Education, Empowerment, Equity, and Service. We are committed to educating and empowering our students, providing equitable access to education, and serving our communities. In order to accomplish our mission, MVC follows its annual cycle of planning (Fall), assessing (Feb-March), analyzing (Apr-May), and improving (May).

Values:

• Learner-Centeredness: We provide a student-centered environment in order to foster academic and student success. We strive to create passion for lifelong learning and to remain flexible in designing a learning experience to meet the needs of each student.

• Inclusivity: We value diversity, inclusivity, transparency, and equitable treatment for all. We foster an inclusive environment that promotes progress toward achieving our college goals while helping students succeed.

• Openness and Equity: We support access and opportunity to high-quality educational pathways and equitable resources. We encourage personal and professional development of our students through the timely attainment of degrees, certificates, transfer, and employment opportunities.

• Neighborliness and Community Focus: We embrace our diverse communities and our responsibility as an integral part of the social and economic development of the region. Through collaborative partnerships, we are dedicated to the preparation of our students and providing service learning activities to enhance our communities while being mindful of the communities’ physical and emotional well-being.

• Sustainability: We commit to a sustainable and measurable integrated strategic planning process, through local and regional collaboration, that addresses the current economic, environmental, social and educational needs of our communities while considering the impact on future generations.

Our Integrated Strategic Plan (ISP) 2022-25 evaluates the fulfillment in meeting our mission. In this report, we will evaluate our ISP Goals and Objectives, while providing recommendations for improvement.

The 2022-25 Integrated Strategic Plan is a flexible and living document that has been revised and updated from the 2018-23 Integrated Strategic Plan, where input was gathered from the annual evaluation of the 2018-23 Integrated Strategic Plan. The next three years are focused on meeting a set of SMART goals focused on equity, guided pathways, community engagement and partnerships, professional development, and institutional effectiveness and resources. Accountability and flexibility of the 2022-25 Integrated Strategic Plan is possible due to an annual evaluation cycle that will assess goals and recommend changes through the College and district governance processes. The cycle of assessment, timeline, and process is included in the planning timeline.

Annual Planning Timeline:

Detailed timeline for the annual report:

1) November: Office of Institutional Effectiveness will produce a report analyzing progress toward Integrated Strategic Plan Objectives and any initiatives related to these objectives.

2) February: Integrated Strategic Plan Annual Report will be shared with the Strategic Planning Council during the Spring semester retreat.

3) February – March: Integrated Strategic Plan Annual Report will be shared with the Academic Senate at their first meeting during the spring semester, with the administration, and with additional governance and operational committees for feedback and recommendations for change. Finally, the ISP Annual Report will be shared with the College community via the website and through a campus forum.

4) April – May: Recommendations for change will be synthesized and circulated through the Strategic Planning Council and the Academic Senate with a recommendation for approval to the College president.

5) May: Final approval of changes, if any, made by college president and shared via the college website and email to all campus constituent groups.

The sections of this report are divided into 5 sections: (I) Equity with a Specific Focus on Social Justice and Racial Equity (II) Fully Implement a Guided Pathways framework (Access, Success, and Equity) (III) Community Engagement and Partnerships, (IV) Institutional Effectiveness and Resources, (V) analysis and recommendations.

Purpose and Long Term Goals/Objectives:

Purpose:

The 2022-25 Integrated Strategic Plan is to provide actionable goals and objectives to drive Moreno Valley College toward fulfilling long-term goals and objectives included in the College Comprehensive Primary Plan. This plan integrates the goals, objectives, and strategies included in the operational planning documents at Moreno Valley College. It includes both the Education and Facilities Plans for Moreno Valley College.

The 2022-25 Integrated Strategic Plan is a flexible and living document that has been revised and updated from the 2018-23 Integrated Strategic Plan, where input was gathered from the annual evaluation of the 2018-23 Integrated Strategic Plan. The next three years are focused on meeting a set of SMART goals focused on equity, guided pathways, community engagement and partnerships, professional development, and institutional effectiveness and resources. Accountability and flexibility of the 2022-25 Integrated Strategic Plan is possible due to an annual evaluation cycle that will assess goals and recommend changes through the College and district governance processes. The cycle of assessment, timeline, and process is included in the planning timeline.

Long-Term Goals and Objectives:

Goals:

• Creating a comprehensive campus environment
• Planning for Equitable Student Success and Guided Pathways
• Enhancing the economic and social opportunities for the community

Objectives:

• Establish a Comprehensive college in Moreno Valley
• Fully implement the Guided Pathways framework at the College
• Increase student equity, awards, and Weekly Student Contact (WSCH) hours in alignment with the statewide Vision for Success initiative
• Increase diversity of students, staff, and faculty at Moreno Valley College to reflect the demographic makeup of the surrounding communities

Analysis:

MORENO VALLEY COLLEGE is part of the Riverside Community College District (RCCD) and serves the cities of Moreno Valley and Perris.

COLLEGE AND COMMUNITY ANALYSIS

Moreno Valley College

• 15,492 students enrolled at Moreno Valley College in the 2022-23 academic year.
  • 65.3% Hispanic/Latinx, 11.8% White, 13.7% Black/African American, 5.2% Asian, .3% Native American/Alaska Native, and .4% Native Hawaiian/Pacific Islander.
  • 50.1% female and 49.9% male.
  • 36.8% 19 or younger, 29.3% 20-24 years old, 12.6% 25-29 years old, 8.2% 30-34 years old, 5.2% 35-39 years old and 7.9% 40 and older.

Community

• 287,334 people lived in the Moreno Valley College service area in 2021.
  • 65.3% Hispanic/Latinx, 11.8% White, 13.7% Black/African American, 5.2% Asian (includes Filipino),.4% Native Hawaiian/Pacific Islander, and .4% Two or More Races.
  • 50.6% female and 49.4% male.

DISPROPORTIONATE IMPACT ANALYSIS

• The Black/African American population are not enrolling at Moreno Valley College (11.3%) at the same rate as seen in the community (13.7%) and are disproportionately impacted on enrollment at MVC.
• The Male population are not enrolling at Moreno Valley College (42.4%) at the same rate as seen in the community (49.4%) and are disproportionately impacted on enrollment at MVC.
  • Note. Proportionality Index was used to calculate disproportionate impact comparing the 2021 service area population with 22-23 Moreno Valley College enrollment.

TREND ANALYSIS

• From 2013-14 to 2019-20 the number of students enrolled at Moreno Valley College (unduplicated headcount) gradually increased from 13,135 students to 16,935 students and decreased by 23.3% from 2019-2020 to 2021-22. Enrollment has rebounded with a 19.4% increase from 2021-22 to 2022-23.
• Moreno Valley College’s service area population has increased approximately 1% each year from 2015-2020.
• Each year there are approximately 4,255 high school seniors enrolled in the two districts within Moreno Valley College’s service area.

Note. Service area zip codes include: 92551, 92552, 92553, 92554, 92555, 92556, 92570, 92571, 92572, and 92599.

I. Equity with a Specific Focus on Social Justice and Racial Equity:

1. Increase training, professional learning, and dialogue amongst all constituents that includes both in-classroom and out-of-classroom experiences to holistically understand the student experience, with a specific focus on racial equity and social justice. [Train - Align Supports with Expectations]

2. Build capacity to guide, teach, and train campus constituents around how to engage in that explicitly address issues of equity, race, culture, identity, and other forms of social difference, where we can learn together. [Learn - Challenges with Campus Dialogue]

3. Evaluate, change, and implement necessary policies, practices, and procedures to close all equity gaps. [Act & Facilitate - Race and Racial Equity]

II. Fully Implement a Guided Pathways framework:

1. Clarify the Path: Increase the number of students that apply and enroll to Moreno Valley College. [Access & Equity]

2. Enter the Path: Increase the number of students that attempt and successfully complete transfer level English and math in their first year and at least 9 units in their course of study. [Access & Equity]

3. Stay on the Path: Increase the number of students that persist from fall-to-spring and fall- to-fall semesters, while successfully completing 24 units in their first year. [Success & Equity]

4. Ensure Learning: Increase the number of students receiving their educational goal (certificate, degree, or transferring) in 2, 4, and 6 years, with a job in a closely related field. [Success & Equity]

Analysis

2022-23 ANALYSIS

• 61% of applicants do not enroll
• 18% of students attempt English and math in their first year
• Course success rates for all students is 69.0%, but goes down to 57.6% for first time students
• 9% of students succeed in English and math their first year
• 53% of first-time students persist from Fall to Spring
• 6% of students starting in Fall 2021 earned an award or transferred to a 4-year university within 2 years

2021-22 DISPROPORTIONATE IMPACT ANALYSIS

• Black/African American students are disproportionately impacted on access, transfer English & math completion and earning an award.
• Native American/Alaskan students are disproportionately impacted on fall to spring persistence, transfer English and math completion and earning an award.
• Native Hawaiian/Pacific Islander students are disproportionately impacted on transfer English and math completion and earning an award.

TREND ANALYSIS

• The number of applications and those who enrolled steadily rose from 15-16 to 19-20, decreased in 20-21 and 21-22, and increased in 22-23 to levels higher than all previous years.
• The percent of students attempting and completing transfer English and math in their first year steadily rose from 15-16 to 19-20 and has remained stable through 21-22 and decreased in 22-23. (DI analysis for 22-23 pending data for winter and spring cohorts).
• Overall, course success rates have declined from 71.6% in 15-16 to 69.0% in 22-23.
• Overall, fall to spring persistence has declined from 56.6% in 15-16 to 48.6% in 22-23.
• For most years, approximately 6% of students earn an award or transfer within 2 years of first enrolling at MVC, this percent triples within 4 years of first enrollment.

Equity Heatmap

Coming Soon

III. Community Engagement and Partnerships:

1. Expand partnerships with educational partners, K-12 and higher education, to increase access, pathways, and success for students.

2. Expand partnerships with community partners, including municipalities and businesses, to increase access, pathways, and success for students.

3. Provide programs that contribute to the regional economy and meet industry, community, and workforce development needs.

Analysis:

• Middle Skill Jobs with the most projected job openings
  • Heavy and Tractor-Trailer Truck Drivers (49,580 job openings)
  • Teaching Assistants, Except Postsecondary (17,920 job openings)
  • Bookkeeping, Accounting, and Auditing Clerks ((16,180 job openings))
• Middle Skill Jobs with the highest median annual wages
  • First-Line Supervisors of Fire Fighting and Prevention Workers ($109,399)
  • Electrical and Electronics Repairers, Powerhouse, Substation, and Relay ($105,920)
  • Nuclear Medicine Technologists ($103,806)
• Bachelor Degree Jobs with the most projected openings
  • Registered Nurses (35,720 job openings)
  • General and Operations Managers (26,450 job openings)
  • Elementary School Teachers, Except Special Education (22,550 job openings)
• Bachelor Degree Jobs with the highest median annual wages
  • Chief Executives ($173,562)
  • Architectural and Engineering Managers ($156,251)
  • Natural Sciences Managers ($154,9330)

Note. Job projections are based on annual average employment levels by industry for the base and target years.

IV. Institutional Effectiveness and Resources:

1. Maintain sustainable budget practices that result in a balanced annual budget and a reserve that is at least 1% of the Moreno Valley College overall fund budget.

2. Increase external revenue sources to 30% of overall budget ensuring funding available to support student access, success, and equity.

3. Practice sustainable fiscal health and strategic enrollment management by reaching 595 (WSCH/FTEF).

4. Improve Institutional Effectiveness by conducting annual assessments and to set meaningful measures for a)planning, b)resource allocation, c) governance processes, d) campus climate (including student and employee surveys), and e) data access and usage.

5. Recruit and hire an excellent classified professionals, faculty, and management in support of the College mission, while reflecting the community we serve.

Action Plan

Objective

Increase awareness, improve, and memorialize planning, data, and accreditation standards into daily operations of the college.

Assessment Method

Service Area Outcome: In order to support student success, the Office of Institutional Effectiveness will evaluate and sustain a robust integrated planning model that aligns institutional planning and priorities with the mission of college.

• Measurement(s):
  • Number of plans in program reviews aligned to strategic initiatives
  • Develop a rubric for scoring resource requests to use during prioritization
  • Number of program reviews (instructional and non-instructional) completed (100%)
  • Employee survey question ’The college budget reflects college priorities and planning goals.
  • Progress in achieving Strategic Goals
  • Percent completion of milestones for Follow-up report, Midterm report, and Institutional Self-Evaluation Report
  • Support Scaling of Teaching Matters Workshop Series (Communities of Practice) in collaboration with Instructional Deans
  • Completion of training needs and resources for program review

Performance Target

Number of program reviews (instructional and non-instructional) completed (100%)

Notes: 1) Implement Accreditation Action Improvement Plans from Institutional Self-Evaluation Report (ISER) [Fall 2020 to Spring 2027] 2) Program Reviews submitted [October 2022] 3) Complete scorecard and Annual Report for scoring of resource requests, non-budget plans, and program reviews aligned to strategic goals [Spring 2023] 4) Report [Spring 2023]

Frequency: Annually

WSCH/FTEF

-Source: EMD 2.3B

-Last Update: November 1, 2023

-Next Update: November 1, 2024

Recommendations:

1. Continue implementation in becoming an Anti-Racist organization.
2. Scale Guided Pathways.
3. Review and develop plans for strategic goals without an action plan. (i.e. maintain sustainable, increase external revenue sources, employee recruitment and retention plan, and community/partnerships plans)

The above recommendations will improve our outcomes in enrollment (access), persistence (success), and equity.

Data Definitions:

• Application Conversion Rate is the total number of students who applied and enrolled divided by the total number of applications.
• Award is any degree or certificate.
• Attempt Transfer Level English and Math rate is the total number of first-time students who attempt transfer level English and math in their first year divided by the total number of first time students.
  • Note. Includes discipline specific statistics courses (PSY-48/SOC-48). Special Admit, Police Academy and Fire Technology students are excluded.
• Capture Rate is the total number of first time students under age 20 in a fall semester divided by the total of the high school graduates from high schools in our feeder districts at the end of the previous academic year.
• Complete Transfer Level English and Math rate is the total number of first-time students who earned an A,B, or C in both English and math in their first year divided by the total number of first-time students.
  • Note. First-time students are given one full year from the first semester enrolled to complete English and math. Special Admit, Police Academy and Fire Technology students are excluded.
• Complete 9+ Units in Field of Study is the total number of students who earn an A, B, C, or Pass in 9 or more units in their field of study in their first year.
• Course Success rate is the number of students receiving an A, B, C, or Pass divided by the total number of enrollments.
• Fall to Fall Persistence is the number of students enrolled in fall and enrolled the following fall semester divided by the total number of students enrolled in the initial fall semester.
• Fall to Spring Persistence is the number of students enrolled in both fall and spring semesters divided by the total number of students enrolled in the fall semester.
• Headcount is the total (unduplicated) number of students enrolled in an academic year.
• Successfully Complete Units in the first semester/year is the number of first-time students who earn an A, B, C, or Pass in 12+/24+ units across the district in their first semester/year.
  • Note. Special Admit, Police Academy and Fire Technology students are excluded.
• WSCH/FTEF is the weekly scheduled contact hours divided by full time equivalent faculty.

-Updated: November 2, 2022