1 STRENGTHENING THE LODGE AROUND EVERY LEARNER Strategic Enrollment Management Plan I 2026-2029
2 Purpose of the Plan Strategic Enrollment Management (SEM) at KBOCC is a comprehensive, institution-wide process that aligns recruitment, admissions, onboarding, advising, learning support, student engagement, retention, completion, and transition outcomes to fulfill the College's mission and support holistic student success. KBOCC’s inaugural Strategic Enrollment Management (SEM) Plan, Strengthening the Lodge Around Every Learner, establishes a shared framework for advancing enrollment and student success. It aligns outreach, recruitment, onboarding, advising, learning support, student engagement, completion, transfer, and workforce preparation into a coordinated student journey, and is intended to guide direction and decision-making. How to Use This Plan The governing narrative establishes direction, accountability, and measures. Annual operational plans translate the strategies into sequenced actions, assignments, resource requests, and milestones. Appendices preserve the evidence, crosswalks, definitions, and templates needed to sustain the work without overloading the governing narrative. Acknowledgements KBOCC’s Strategic Enrollment Management Plan reflects the collective knowledge, care, and commitment of the students, faculty, staff, and institutional partners who participated in Student Success Council meetings, workgroups, data reviews, joint discussions, and the SEM Planning Workshop. Their perspectives on enrollment, teaching and learning, student support, culture, institutional systems, and the lived experiences of KBOCC students shaped the Plan’s vision, goals, strategies, tactics, and measures. Special recognition is given to Jon Dowd, KBOCC Cultural Advisor, for sharing the cultural knowledge and guidance that grounded the Plan in the Teaching Lodge framework and strengthened its respectful connection to Anishinaabe teachings, relationships, protocols, and responsibilities. KBOCC also extends sincere appreciation to Faculty Council for its thoughtful dialogue, academic perspective, and review of the emerging Plan. Faculty Council’s participation strengthened the connections among strategic enrollment management, teaching and learning, advising, academic pathways, and the College’s shared responsibility for student success. The College further recognizes the Student Success Council and its three workgroups for sustained leadership throughout the planning process. Chi-Miigwech to everyone who helped envision the lodge, gather the materials, prepare the ground, and raise a Plan that can be tended collectively for the learners and generations who follow.
3 CONTENTS Envisioning the Lodge…………………………………….…………………….4 Choosing a Location……………………………………………..……………..7 Gathering Materials & Preparing the Ground…………………..……….9 Raising the Lodge: Goals, Strategies, Tactics.…………………….……11 Getting the Lodge Ready……………………………………….……………..19 Tending the Lodge & Keeping the Fire……………………………..………21 Keeping the Lodge Materials: Appendices……………………………….23
4 ENVISIONING THE LODGE Naming the future KBOCC is building with learners, families, communities, and partners KBOCC will create a clear, connected, and culturally grounded student journey that honors Anishinaabe values, strengthens community relationships, and supports learners from first interest through enrollment, completion, career advancement, continued learning, and giving back. Through coordinated pathways, proactive support, shared accountability, and responsible stewardship, KBOCC will be recognized as a first-choice college, trusted educational partner, and community hub where students are empowered to achieve their goals and positively impact future generations. - KBOCC SEM Vision Student Success Definition KBOCC students are successful when they embrace Anishinaabe values, feel a sense of belonging, and are empowered to grow and achieve their personal goals to benefit themselves, their community, and future generations. Along their journey to success, students develop holistically into resilient, balanced individuals prepared to pass along their knowledge and traditions.
5 Understanding the Anishinaabe Teaching Lodge For Anishinaabe people, lodges have long served as places of gathering, learning, reflection, relationship, and community. Although teachings and uses vary among communities and knowledge keepers, lodges are places where knowledge is shared, relationships are strengthened, and people are prepared to contribute to the wellbeing of future generations. KBOCC’s Teaching Lodge is both a physical gathering place and a symbol of the College’s mission. Built collectively in 2024 by students, faculty, staff, Elders, and community members in the likeness of traditional Anishinaabe teaching lodges, it reflects shared responsibility, intergenerational learning, and values including relationship, respect, reciprocity, humility, and lifelong learning. The Teaching Lodge therefore provides the organizing framework for this Plan. It reflects a holistic and relational understanding of student success: students do not navigate college alone, and their progress depends on students, faculty, staff, families, communities, and partners working together. For purposes of this Plan, the journey enters in the east and moves toward the west. The east represents beginning, intention, and invitation into relationship. Students arrive with gifts, goals, responsibilities, and relationships already present, sometimes not yet well known. KBOCC’s responsibility is to make the entrance visible and welcoming, prepare the ground, remove unnecessary barriers, and help learners discover their gifts and find their way within the lodge. At the center, the fire represents shared purpose, learning, culture, and belonging. The lodge remains strong when its people and supports work together, listening, coordinating services, communicating clearly, honoring each person’s role, and tending the relationships and learning environment that sustain students. The west represents completion and transition as students carry their learning into graduation, transfer, employment, continued learning, family, leadership, and community service. Leaving the lodge does not end the relationship; alumni remain relatives, mentors, partners, and contributors who strengthen the lodge for those who follow. The Lodge framework connects the student journey with the institution’s shared responsibility through four dimensions: Preparing for and Entering the Lodge Students learn about KBOCC, connect with opportunities, and begin their educational journey. Living and Learning Within the Lodge Students build relationships and belonging, engage in learning, and receive the support needed to progress. Leaving the Lodge Stronger Students complete credentials and prepare for transfer, employment, continued learning, leadership, and community contribution. Strengthening the Lodge KBOCC continually improves the systems, communication, stewardship, and partnerships that sustain student success. This framework is used respectfully as an institutional planning model grounded in KBOCC’s mission, values, and Teaching Lodge. It offers a culturally grounded way to understand and support the student experience.
6 Institutional Shifts The Plan calls for six connected shifts in institutional practice. They describe the systems needed to translate KBOCC’s relationship-centered culture into reliable student experiences and are not criticisms of existing commitment. 1. From Relationship-Centered Culture to Relationship-Centered Systems 2. From One Expected Pathway to Flexible Pathways 3. From Reactive Support to Proactive Support 4. From Office-Based Activity to Shared Responsibility 5. From Student Navigation to Student Readiness 6. From Enrollment Growth to Sustainable Mission-Aligned Growth Guiding Commitments • Anishinaabe values and cultural grounding shape how KBOCC welcomes, supports, teaches, and remains connected with learners. • Students experience one college; therefore, departments share responsibility for the quality and continuity of the journey. • Relationships remain central, while clear processes ensure those relationships are dependable and equitable. • Growth is pursued when it advances mission, strengthens community impact, and can be supported responsibly. • Evidence informs decisions, and local knowledge, student voice, and professional judgment inform how evidence is understood. • Plans remain living commitments: monitored, discussed, resourced, and improved.
7 CHOOSING A LOCATION Grounding the plan in KBOCC’s identity, mission, place, and strategic direction About KBOCC Keweenaw Bay Ojibwa Community College (KBOCC) is a Tribally chartered land grant college established by the Keweenaw Bay Indian Community (KBIC) of the Lake Superior Band of Chippewa Indians. This relationship grounds KBOCC’s identity, governance, and responsibility to advance educational opportunity, Anishinaabe culture, language, lifeways, and community wellbeing. KBOCC serves the Keweenaw Bay Indian Community, other Native communities, and learners throughout the surrounding rural region in the western Upper Peninsula of Michigan. The College welcomes all students while maintaining its distinctive responsibility as a Tribal College to center Native learners, knowledge, relationships, and community priorities. Strategic Alignment The Strategic Enrollment Management Plan is a supporting institutional plan through which KBOCC advances its broader strategic direction across the student journey. It translates the College’s affirmed Foundational Commitments and Strategic Priority Areas into coordinated work related to access, enrollment, belonging, persistence, completion, transition, and institutional readiness. The three Foundational Commitments – Cultural Vitality, Thriving People & Collective Wellbeing, Relational Community & Shared Understanding - shape how all SEM goals and strategies will be implemented and evaluated. The SEM Plan makes its strongest contribution to strategic plan Priority 1 — Holistic Learner Success. Its four goals span the student journey from initial awareness and entry through belonging, academic momentum, credential completion, transition, and continued connection with KBOCC. The Plan also advances Priority 2 – Relationship-Centered Engagement through sustained relationships; Priority 3 – Sustainable Systems and Stewardship by strengthening communication, data, policies, processes, technology, capacity, and resources to sustain enrollment and student success; and Priority 4 – Mission-Aligned Innovation and Responsiveness through flexible pathways, culturally grounded supports, work-based learning, and evidence- informed adjustments. Together, the SEM goals provide an operational bridge between KBOCC’s affirmed strategic direction and the coordinated institutional work required to support students as they prepare for, enter, live and learn within, and leave the KBOCC lodge stronger.
8 MISSION As a tribal land grant institution, KBOCC supports and uplifts all learners to achieve their goals through holistic education, while promoting Anishinaabe culture, language, and lifeways. VISION KBOCC aspires to be an intergenerational center of educational excellence and innovation grounded in Anishinaabe values for community advancement and well-being. VALUES We hold steadfast to the guiding values of our ancestors, the Seven Grandfather Teachings, to help us with the concerns of today as we look forward to preparing the following seven generations: Dabasendizowin. We embrace humility, fostering a culture of continuous learning and openness to new perspectives. Debwewin. We prioritize truth in our academic integrity and pursuit of knowledge, ensuring transparency and authenticity. Zoongide’iwin. With courage, we support bold innovation, critical thinking, and advocacy for social justice. Gwayakwaadiziwin. We uphold honesty, promoting integrity and trust in all interactions and scholarship. Manaaji’idiwin. We honor respect, valuing diverse cultures, perspectives, and fostering inclusive dialogue and collaboration. Zaagi’idiwin. We practice love, creating a compassionate and supportive community where everyone feels valued. Nibwaakaawin. We cultivate wisdom, integrating knowledge and experience for thoughtful and ethical decision-making. Through these values, KBOCC prepares students to be thoughtful, compassionate, responsible leaders and achieve Mino-Bimaadiziwin.
9 Bringing together evidence, experience, relationships, and capacity Planning Foundation and Process The plan builds on KBOCC’s participation in the American Indian College Fund's Cultivating Native Student Success (CNSS) initiative and the establishment of the Student Success Council in 2024. Through review of institutional data, student success initiatives, stakeholder discussions, and facilitated planning sessions and a workshop, the Council examined strengths, challenges, and opportunities across the student journey. The resulting plan reflects a shared commitment to strengthening pathways, support systems, communication, and institutional capacity while remaining grounded in Anishinaabe values and community relationships. It organizes the most important directions into an achievable three-year framework, with detailed implementation planning to follow phased according to student need, readiness, institutional capacity, and available evidence. Institutional Trends and Planning Implications The institutional data and trends summarized in Appendix B affirm the need for a coordinated SEM approach spanning access, persistence, completion, transition, and institutional capacity. Enrollment trends demonstrate the importance of sustaining KBOCC’s overall reach while examining the composition of enrollment, particularly Native participation, new student pipelines, and the balance of credential-seeking and non-credential learners. Retention patterns show both continuing vulnerability and encouraging progress. Fall- to-fall retention varied considerably across earlier cohorts before increasing strongly to 70% from Fall 2024 to Fall 2025. This improvement suggests that recent investments in student connection, advising, early intervention, and support may be strengthening persistence. Because KBOCC’s entering cohorts are small, the College will examine multiyear patterns and disaggregated results before determining whether the improvement is sustained. Continued attention to spring-to-fall outreach, advising, registration, financial aid, wraparound support, and relationship- building will be important for maintaining and extending this progress. Completion data reinforce the importance of clear program pathways, educational planning, academic support, and course scheduling that enables timely progress. Time-to-completion results point to a different challenge. Recent completers required more enrolled terms than the established baselines and targets, particularly when transfer-in students were excluded. Although part-time attendance, stop-outs, transfer credit, and students’ family, employment, and community responsibilities may appropriately extend the journey, the findings also warrant examination of advising, course sequencing and availability, unsuccessful or unnecessary credits, and other pathway barriers. GATHERING MATERIALS & PREPARING THE GROUND
10 Certificate findings should be interpreted cautiously because of the very small number of completers. Gateway course and transfer results also require further validation and consistent definitions before firm improvement targets can be established. Transfer should be interpreted in relation to students’ documented goals, while time to completion should account for part-time attendance and other circumstances rather than assuming a single pathway to success. The data also identify mission-centered opportunities. Increasing Native participation in dual enrollment will require intentional relationships with Tribal communities, schools, students, and families rather than reliance on overall dual-enrollment growth. Graduate employment, service, and community contribution outcomes are central to KBOCC’s understanding of success, but reliable baselines depend on completing the graduate outcomes collection process. Together, these findings support the Plan’s four goals and strengthen the case for shared definitions, improved data systems, disaggregated review, and continuous learning as implementation proceeds.
11 RAISING THE LODGE The four SEM goals describe the conditions KBOCC intends to create across the student journey and within the institution. The six strategies identify the coordinated approaches through which those goals will be advanced. Tactics identify the principal bodies of work to be implemented. Key Enrollment and Progress Indicators, or KEIs, are institution-level measures used to determine whether KBOCC is making progress toward the goals. Each goal identifies its primary KEIs. Because student outcomes result from interconnected work across the College, a KEI may be influenced by more than one strategy. Strategy and tactic implementation will be monitored through deliverables, milestones, leading indicators, and other early success signals documented in the detailed operational plans. Unless otherwise specified, targets represent the desired level to be reached or sustained by the end of the three-year SEM planning period. Measures without sufficiently established baselines will be defined and validated during Priority 1, after which the Student Success Council will recommend appropriate targets for the remainder of the planning period. Tactic Priority Key Tactics are labeled according to the period in which concentrated planning and implementation will begin. P1 — Priority 1: Tactics launched during the initial 18 months because they address immediate needs, essential infrastructure, existing commitments, or work for which KBOCC has sufficient readiness to begin. Many P1 tactics may become continuing practices that are sustained, monitored, refined, or expanded during P2. P2 — Priority 2: These tactics receive concentrated planning and implementation attention during the subsequent 18 months. Preparation may begin during P1 when needed. Putting goals, strategies, pathways, measures, and shared responsibilities into place
12 Strengthen Student Belonging, Persistence, and Academic Momentum Expand Access and Sustain Mission- Aligned Enrollment Goal 1 Increase Credential Completion and Support Successful Transitions Goal 2 Advance KBOCC as a student-ready and student-centered institution Goal 3 Goal 4 Preparing for and Entering the Lodge Living and Learning Within the Lodge Leaving the Lodge Stronger Strengthening the Lodge Twelve-Month Unduplicated Headcount Native Student Participation New to Institution Student Enrollment Native Participation in Dual Enrollment Fall-to-Spring Persistence Fall-to-Fall Retention Credit Completion Rate Gateway Course Completion Terms to Completion 200% Graduation Rate Transfer-Out Rate Transfer to Four-Year Institution Rate Employment Employed in Native Communities Employed or Serving in Giving Back Roles All Goal 1-3 KEIs
13 Strategy 1. Develop clear and structured K-12 to College Pathways This strategy strengthens early awareness, preparation, dual enrollment, and transition into postsecondary education. KBOCC will work with schools, students, families, and communities to make the path to college more visible, coordinated, culturally grounded, and connected to learners’ goals. Strategy Steward: Marketing, Engagement & Outreach Workgroup 1.1 Build early and consistent high school outreach pipelines. P1 Establish coordinated and sustained relationships with area and Tribal schools through recurring outreach, communication, campus engagement, and relationship-building with students, families, counselors, teachers, and school leadership. 1.2 Provide academic preparedness and bridge support for incoming students. P1 Develop an appropriate set of readiness, transition, orientation, and bridge supports that help entering students understand college expectations, strengthen foundational skills, connect with resources, and begin with confidence. 1.3 Strengthen coordinated dual enrollment pathways. P2 Clarify the purpose, structure, communication, advising, and support associated with dual enrollment and strengthen the transition of dual-enrolled students into postsecondary enrollment and academic pathways aligned with their goals. 1.4 Connect prospective learners with educational and post-KBOCC pathways. P2 Help prospective students understand how KBOCC programs connect with careers, transfer opportunities, continued education, community leadership, and other meaningful outcomes. Goal 1
14 Strategy 2. Elevate Mission-Aligned External Communication, Community Engagement, and Storytelling This strategy strengthens how KBOCC communicates its identity, opportunities, pathways, and impact. External communication will reflect the College’s Anishinaabe mission, respond to the information needs of different audiences, and help prospective, current, and former students remain connected with KBOCC. Strategy Steward: Marketing, Engagement & Outreach Workgroup Goal 1 2.1 Develop and implement a coordinated recruitment plan. P1 Establish shared recruitment priorities, audiences, roles, messages, activities, timelines, and measures to support coordinated and mission-aligned enrollment development. 2.2 Establish a strategic marketing and communications plan. P1 Develop a mission-aligned plan for communicating with prospective, current, and former students and other College audiences. The plan will include refreshed branding, coordinated messaging, communication responsibilities, and a regular schedule for print, digital, social-media, and community-facing communication. 2.3 Complete a website audit and phased website enhancement. P1 Assess and improve the website so it aligns with KBOCC’s refreshed branding, promotes clear academic and post-KBOCC pathways, and meets applicable accessibility standards, including the new digital-accessibility requirements.
15 Strategy 3. Foster Early Connection, Cultural Belonging, and Sustained Engagement This strategy supports students in developing meaningful relationships with people, culture, place, and purpose. KBOCC will coordinate opportunities for connection and respond more effectively to the academic, personal, financial, and practical conditions that affect persistence. Strategy Steward: Retention & Completion Workgroup 3.1 Establish a coordinated student connection and community-building plan. P1 Develop a coordinated approach to welcoming, orientation, relationship-building, student engagement, communication, and connection throughout the first year and at other important points in the student journey. 3.2 Coordinate basic needs and wraparound supports. P1 Strengthen the identification of student needs, warm referrals, communication among service areas, and access to institutional and community resources so students can obtain assistance with fewer barriers. 3.3 Integrate Anishinaabe cultural and clan teachings into the student experience.P1 With appropriate cultural guidance, expand opportunities for students to engage with Anishinaabe language, culture, clan teachings, identity, responsibilities, and relationships through academic and cocurricular experiences. Goal 2
16 Strategy 4. Strengthen Culturally Grounded Pathways for Academic Momentum This strategy helps students understand their academic direction, participate effectively in learning, and receive consistent advising and early support. Academic pathways and practices will be culturally grounded, clearly communication, and responsive to the needs of KBOCC learners. Strategy Steward: Retention & Completion Workgroup 4.1 Establish Canvas utilization standards. P1 Define institution-wide expectations for the timely and consistent use of Canvas so students can reliably find course information, learning materials, assignments, grades, and communication. 4.2 Establish institution-wide advising policies and procedures. P1 Clarify advising roles, responsibilities, expectations, documentation, communication, referral practices, and accountability across Academic Affairs and Student Services. 4.3 Implement a digital literacy and technology-readiness assessment and support process.P1 Assess student readiness to use essential learning technologies and provide timely instruction, resources, or individualized support when needs are identified. 4.4 Strengthen proactive first-year advising and educational planning.P1 Ensure that entering students receive timely advising, understand program requirements, develop an educational plan, and receive proactive outreach at key points during the first year. 4.5 Establish consistent gradebook use and early-alert practices.P1 Clarify expecations for timely gradebook updates, early identification of academic concerns, communication with students, referral, intervention, documentation, and follow-up. 4.6 Establish peer academic support and mentoring. P2 Develop sustainable opportunities for students to receive academic assistance, encouragement, navigation support, and mentoring from peers and other appropriate members of the KBOCC community. 4.7 Make program pathways clear and accessible.P2 Present program requirements, course sequences, milestones, transfer considerations, and related career or community pathways in formats that students and advisors can readily understand and use. 4.8 Align course planning and scheduling with pathway and student needs.P2 Use program pathways, student demand, course-completion patterns, and anticipated enrollment to support scheduling that enables students to make timely progress. Goal 2
17 Strategy 5. Clarify and Support Post-KBOCC Pathways for Transfer, Continuing Education, Career, and Advancement This strategy helps students connect their academic programs with purposeful next steps and strengthens the relationships needed to support those transitions. It also strengthens KBOCC’s ability to remain in relationship with alumni and learn from graduate outcomes. Strategy Steward: Retention & Completion Workgroup 5.1 Strengthen articulation and affiliation agreements.P1 Review, develop, communicate, and maintain articulation and affiliation agreements that support clear and smooth transitions into bachelor's degree, continued-education, and career pathways. 5.2 Engage alumni in career and community-role preparation. P1 Create opportunities for alumni to support current students through mentoring, storytelling, networking, career preparation, transfer guidance, and discussion of leadership and community roles. 5.3 Build employer partnerships that expand work-based learning.P2 Strengthen relationships with employers, Tribal programs, community organizations, and workforce partners to expand internships, job shadowing, applied learning, and other opportunities that help students gain experience and make connections. 5.4 Connect academic pathways with transfer, careers, leadership, and continued learning.P2 Integrate program, transfer, workforce, labor market, and community information so students understand how their academic choices relate to their goals and make informed decisions. Goal 3
18 Strategy 6. Build Shared SEM Infrastructure for Student-Ready Systems This strategy strengthens the coordinated systems, communication practices, data capacity, stewardship, and shared accountability needed to support students throughout their journeys and sustain effective enrollment management. Strategy Steward: Data Team 6.1 Maintain accurate student contact information. P1 Establish a consistent, student-friendly process for collecting, verifying, updating, and appropriately sharing the contact information needed for communication, advising, support, reporting, and graduate follow-up. 6.2 Develop and maintain a data definitions and governance handbook. P1 Document shared definitions, reporting periods, sources, ownership, validation expectations, privacy requirements, and decision processes for key enrollment and student success indicators. 6.3 Review, align, and map student data across institutional systems. P1 Review high-priority database fields, definitions, sources of record, and data flows across institutional systems. Identify inconsist, duplicated, or missing information, integration gaps, and reporting barriers, and establish priorities for alignment and improvement. 6.4 Develop reporting for new student and gateway course progress. P1 Create repeatable reporting that helps appropriate faculty and staff identify patterns, monitor early progress, and respond to student needs. 6.5 Formalize gradute outcomes tracking and an annual alumni/graduate survey. P1 Establish a sustainable process for maintaining alumni contact, gathering transfer and employment outcomes, understanding graduate satisfaction and community contribution, and using the findings to improve pathways and decision-making. 6.6 Establish first year momentum benchmarks and monitoring. P2 Define a limited set of meaningful first-year progress measures, establish baselines, and incorporate them into advising, student support, and institutional review practices. 6.7 Produce an annual disaggregated outcomes report. P2 Bring together access, persistence, momentum, completion, transfer, employment, and other available outcomes to identify patterns, equity gaps, strengths, and priorities for improvement. 6.8 Develop an accessible KEI dashboard or comparable reporting tool. P2 As definitions and reporting capacity mature, develop a practical tool that supports routine review of the principal SEM indicators by the Student Success Council, leadership, workgroups, and other appropriate institutional bodies. Goal 4
19 Coordinating people, processes, technology, resources, and communication Implementation Infrastructure The Student Success Council (SSC) is the primary coordinating body for implementation and maintains a college- wide view of the student experience, institutional dependencies, evidence, resource needs, and progress across the Plan. The SSC coordinates the work but does not replace established authority. Academic, policy, budget, personnel, and governance decisions continue through the appropriate institutional processes. Three SSC workgroups provide focused stewardship of the strategies: Marketing, Engagement, and Outreach — Strategies 1–2: Coordinates recruitment, educational pathways, external communication, community engagement, and storytelling. Retention and Completion — Strategies 3– 5: Coordinates belonging, student support, advising, academic momentum, completion, and post-KBOCC transitions. Data Team — Strategy 6: Strengthens shared definitions, data quality and integration, reporting, graduate-outcomes collection, and decision support. Workgroups maintain detailed operational plans, coordinate participating offices and partners, monitor progress, and bring cross- institutional decisions, barriers, dependencies, and resource needs to the SSC. Tactics affecting curriculum, instruction, faculty responsibilities, policies, advising, or course scheduling will be developed with faculty participation and advanced through Faculty Council and other established governance processes. Expectation will be aligned with available capacity, workload, training, and resources. GETTING THE LODGE READY
20 Implementation Principles Implementation will: • keep student success at the center; • honor KBOCC’s relational and cultural strengths while improving institutional consistency and coordination; • incorporate Anishinaabe teachings, knowledge, and practices intentionally and with appropriate cultural guidance; • prioritize work according to student impact, readiness, capacity, resources, and dependencies; • strengthen communication, referrals, and coordinated support throughout the student journey; • use data alongside student experiences, context, and stories; and • treat reflection and continuous improvement as ongoing responsibilities. Priority Periods and Operational Planning Implementation is organized into two 18- month priority periods. P1 identifies tactics receiving concentrated planning and implementation attention during the initial 18 months. P2 identifies tactics receiving concentrated attention during the subsequent 18 months. These designations sequence the work; they do not establish end dates. Many P1 tactics will continue as established practices during P2 and beyond, while preparation for P2 work may begin earlier when dependencies require it. Before each academic year, the SSC will identify a manageable set of deliverables within the applicable priority period based on student need, strategic importance, readiness, dependencies, and available capacity. This annual planning will: • confirm deliverables, milestones, and baseline measures; • assign accountable owners and participating partners; • identify policy, technology, data, staffing, training, and budget needs; • sequence work across academic terms and governance calendars; • establish implementation measures, evidence, and reporting dates; and • document risks, mitigation steps, and decisions needed. Detailed operational plans will identify responsibilities, timelines, milestones, resource needs, implementation measures, and evidence of progress. These plans will be maintained separately so they can be adjusted as conditions change without requiring revision of the full SEM Plan. The SSC may refine implementation sequencing, milestones, assignments, and progress measures within its coordinating authority. Changes involving academics, policy, budget, personnel, technology, or governance will proceed through the responsible institutional decision-making processes. Significant changes to the Plan’s goals, strategies, priority structure, or overall direction require formal review and approval through KBOCC’s established governance processes.
21 Like a lodge that requires ongoing care and stewardship, strategic enrollment management requires continual reflection, assessment, and renewal. KBOCC will use evidence, student experiences, and shared reflection to understand progress and strengthen the conditions that support student success. Measuring the Strength of the Lodge KBOCC will monitor a focused set of Key Enrollment Indicators aligned with the four SEM goals and dimensions of the Lodge framework. Together, the KEIs provide a holistic view of student access, persistence, progress, completion, transition, and the institutional capacity that supports the full student journey. The Student Success Council, with support from responsible offices and workgroups, will review KEIs according to the established monitoring schedule and synthesize progress annually. Review will consider: • progress toward established goals and targets; • trends over time; • student feedback, experiences, and stories; TENDING THE LODGE & KEEPING THE FIRE
22 • disaggregated outcomes when meaningful and appropriate; • institutional and community context; and • connections between implementation efforts and student outcomes. Goal-level KEIs are presented within the Plan. Supporting baselines, targets, trends, and context are provided in Appendix B. Detailed definitions, data sources, responsibilities, disaggregation expectations, and reporting procedures will be maintained in a separate OIE monitoring guide. Continuous Improvement Assessment is intended to support institutional learning and improvement rather than compliance alone. Findings from ongoing review will be used to: • refine implementation priorities and operational plans; • strengthen programs, services, systems, and practices; • inform planning and resource allocation; • identify opportunities for collaboration; and • improve the student experience across the College. Through shared responsibility, ongoing reflection, and evidence-informed action, KBOCC will continue tending the Lodge around every learner and advancing its mission in service to students, communities, and future generations.
23 Appendices Appendix A. Glossary & Terms Appendix B. Institutional Data & Trends Appendix C. Student Success Council Structure & Membership Appendix D. Detailed Operational Plan Template KEEPING LODGE MATERIALS
24 Appendix A. Glossary & Terms Definitions are provided to promote shared understanding and consistency in the implementation and assessment of KBOCC's SEM Plan. Academic Momentum - A student's continued progress toward educational goals as demonstrated through successful course completion, accumulation of credits, completion of key milestones, and persistence from term to term. Early academic momentum is strongly associated with credential completion and transfer success. Accessibility - The intentional design of products, environments, digital technologies, and academic policies that ensures individuals with diverse physical, cognitive, neurological, and socioeconomic backgrounds can independently acquire the same information, engage in the same interactions, and enjoy the same services as those without disabilities. In a TCU context, this concept expands beyond standard legal compliance to drive the institution's Access Agenda, systematically dismantling cultural, linguistic, geographical, and digital barriers so that rural, multi-generational, and post-traditional learners can seamlessly engage with education through flexible scheduling, community-centered technology, and materials that honor local traditions. Admissions - The processes through which prospective students apply to the College and are evaluated for eligibility for enrollment. Admissions represents an important transition point between initial interest and enrollment. Adult Learner - A student who enters or returns to college after an extended period of time following high school, often while balancing employment, family, community, and other responsibilities. AIMS Key Indicator System – A comprehensive, Indigenous-led data collection framework and tool developed by AIHEC that establishes culturally relevant quantitative and qualitative indicators to define, measure, and report student and institutional success across Tribal Colleges and Universities (TCUs). Alumni - Individuals who have earned a credential from KBOCC or who maintain an ongoing relationship with the College as former students, community members, supporters, or advocates. American Indian College Fund (AICF) – The nation's largest Native-led non-profit provider of higher education scholarships and institutional support, established in 1989 to transform Indian Country by funding undergraduate and graduate education for Native students. AICF operates as the philanthropic and fundraising arm of the American Indian Higher Education Consortium (AIHEC), serving as a primary financial pillar that bridges the gap left by chronic federal underfunding by funding direct student scholarships and investing heavily in TCU-based community programs. American Indian Higher Education Consortium (AIHEC) – The national community, advocacy, and data organization established in 1973 by the presidents of the nation’s first Tribal Colleges and Universities (TCUs) to provide a unified voice for indigenous higher education, promote tribal sovereignty, and secure federal and private support for its member institutions. Articulation Agreement - A formal agreement between educational institutions that identifies how courses, credentials, or programs transfer and apply toward academic requirements at another institution. Closing the Loop - The final and critical stage of an institutional assessment or Strategic Enrollment Management (SEM) cycle where gathered data and stakeholder feedback are systematically evaluated and used to implement tangible program, curricular, or operational improvements. In a TCU context, this process shifts from a standard administrative or compliance-driven metric to a relational, community-driven accountability model, ensuring that institutional adaptations directly respond to student feedback, elder guidance, and tribal community needs while transparently communicating those changes back to the community. Cohort - A group of students who share a common characteristic or experience and are tracked over time for analysis and reporting purposes. Completion - Successful attainment of an educational goal, including completion of a certificate, degree, workforce credential, or other recognized program outcome.
25 Concurrent Enrollment - A form of dual enrollment in which high school students enroll directly in college courses while simultaneously meeting high school requirements. Corequisite Support - An instructional approach in which students enroll directly in college-level coursework while receiving additional academic support through linked courses, labs, tutoring, mentoring, or supplemental instruction. Credit Completion Rate - The percentage of attempted credits successfully completed with a passing grade during a specified academic period. Credit Momentum - A measure of academic progress based on the accumulation of credits over time. Credit momentum is often used as an early indicator of persistence and completion. Cultural Belonging - A student's sense of connection, affirmation, identity, and inclusion through experiences that honor culture, community, language, traditions, values, and lived experiences. Data Capacity - The institution's ability to collect, manage, analyze, interpret, communicate, and utilize data effectively to support planning, decision-making, and continuous improvement. Data Governance - The policies, structures, responsibilities, and processes that guide how institutional data are defined, maintained, accessed, shared, protected, and used. Data Literacy - The ability to understand, interpret, question, communicate, and appropriately use data in planning, decision- making, and assessment. Data Stewardship - Shared responsibility for maintaining the quality, consistency, accuracy, security, and ethical use of institutional information. Degree Audit - A process used to compare completed coursework against academic program requirements to determine progress toward graduation or credential completion. Developmental Education - Courses, support services, and learning experiences designed to strengthen foundational skills needed for success in college-level coursework. Direct-from-High-School Student - A student who enrolls in college immediately or shortly after completing high school. Dual Enrollment - Enrollment in college-level coursework by high school students for both high school and college credit. Dual enrollment supports college readiness, access, and early academic momentum. Early Alert - A process for identifying and responding to academic, attendance, engagement, or other concerns that may place a student at risk of not successfully completing a course or continuing enrollment. Enrollment - The point at which a student officially registers for classes and begins participation in an academic term. Enrollment Funnel - The progression of prospective students from inquiry through application, admission, enrollment, and continued attendance. Enrollment Mix - The composition of the student population across characteristics such as enrollment status, age, modality, program of study, student type, and demographic groups. Equity - The practice of recognizing that students begin with different experiences, opportunities, and barriers and ensuring that policies, practices, and resources are designed to support fair and successful outcomes. Fall-to-Fall Retention - The percentage of students who enroll in one fall term and return the following fall term. Fall-to-Spring Persistence - The percentage of students enrolled in a fall term who continue enrollment in the following spring term. First-Year Experience (FYE) - Programs, practices, and support structures designed to help students successfully transition into college and build early academic and social momentum. Gateway Course - A foundational course required for progress in a program of study, typically completed early in a student's academic pathway. Gateway English and gateway mathematics are common examples.
26 Giving-Back Roles - Employment, leadership, service, cultural, or community-based roles through which graduates contribute to the wellbeing, development, and sustainability of their families, communities, tribes, or professions. Guided Pathways - An institution-wide framework that organizes programs, advising, scheduling, and support around clear educational pathways that help students enter, progress, and complete their goals efficiently. Holistic Advising -An advising approach that considers academic, personal, cultural, financial, and social factors affecting student success and helps students navigate available resources and opportunities. Holistic Student Success -A view of student success that includes academic achievement, personal wellbeing, cultural identity, belonging, community engagement, and achievement of individual educational goals. Inquiry -An expression of interest in attending KBOCC, typically occurring before a prospective student submits an application. IPEDS (Integrated Postsecondary Education Data System) – A system of interrelated surveys conducted annually by the U.S. Department of Education’s National Center for Education Statistics that gathers institutional-level data from every college, university, and school participating in federal student financial aid programs. While IPEDS compliance is legally mandated to maintain Title IV financial aid eligibility, it standardizes Western metrics that frequently fail to capture the success, stop-out patterns, and enrollment realities of rural, post-traditional, and culturally unique Native student populations. Key Enrollment Indicators (KEIs) -A defined set of institution-level measures used to monitor progress toward enrollment, persistence, completion, transfer, and student-success objectives. Native Student (see also Tribal Affiliated Student) -A student who identifies as American Indian, Alaska Native, First Nations, or Indigenous according to institutional and reporting definitions. New-to-Institution Student -A student enrolling at KBOCC for the first time, regardless of previous dual enrollment participation or prior attendance at another institution. Onboarding -The coordinated process through which students complete admissions, financial aid, orientation, registration, advising, technology setup, and other steps needed to begin college successfully. Pathway -A structured sequence of courses, experiences, milestones, and supports that guides students from entry through completion and transition to future goals. Persistence -Continued enrollment from one academic term to the next. Post-KBOCC Pathway -A student's transition following attendance at KBOCC, including employment, transfer, continued education, community leadership, military service, entrepreneurship, or other life and career goals. Post-Traditional Learner – A term used to describe college students who do not fit the historical archetype of a 18-to-22-year-old, full- time student living on campus, instead balancing their education with adult responsibilities such as full-time employment, parenting, or family caregiving. Prior Learning Assessment – A structured process in higher education where students earn official college credit for college-level knowledge, skills, and competencies acquired outside the classroom through employment, military service, corporate training, or independent study. Proactive Advising -An advising model in which outreach, communication, intervention, and follow-up are initiated by advisors or the institution rather than relying solely on student requests for assistance. Registration -The process by which students select and enroll in courses for an upcoming academic term. Re-Enrollment -The return of a student who previously attended KBOCC and subsequently stopped attending without completing a credential.
27 Retention -The continuation of enrollment from one academic year to the next. Stop-Out -A student who temporarily leaves the College without completing a credential but may return at a later date. Strategic Enrollment Management (SEM) - A comprehensive, institution-wide approach to advancing access, enrollment, persistence, completion, transfer, workforce outcomes, and student success through coordinated planning, shared responsibility, and alignment with institutional mission and community needs. Student Journey -The full sequence of experiences a learner has, beginning with awareness and interest and continuing through enrollment, persistence, completion, transition, continued learning, and giving back. Student-Centered Learning and Support - An institutional philosophy and operational framework that prioritizes the diverse needs, voices, and lived experiences of learners by shifting the educational focus from rigid, instructor-led structures to active, flexible, and holistic student engagement. In a TCU context, this model weaves indigenous knowledge systems, place-based pedagogy, and tribal values into the curriculum while dismantling barriers through wraparound, trauma-informed safety nets, such as childcare, transportation, and spiritual wellness. Student-Ready Institution - An institution that accepts responsibility for reducing barriers, simplifying processes, creating clear pathways, and designing systems that support student success rather than expecting students to navigate complexity on their own. Student Success Council (SSC) -The cross- functional leadership and advisory body responsible for overseeing Strategic Enrollment Management implementation, reviewing evidence, monitoring progress, and recommending improvements related to student success and enrollment. Supplemental Instruction - Academic support provided alongside a course through peer facilitation, structured study sessions, tutoring, or other learning supports designed to increase student success. Tactic- a specific initiative, action, process, or intervention used to implement a strategic objective or strategy. Transfer Student-A student who enrolls after earning college credit at another postsecondary institution. Trauma-Informed - An institutional paradigm in that recognizes the pervasive organizational and psychological impact of trauma on student learning, behavior, and engagement, intentionally designing policies and environments that promote physical, psychological, and emotional safety. In a TCU context, this framework expands past Western psychological definitions to actively address historical, intergenerational, and systemic colonization trauma, integrating cultural healing practices, indigenous community support systems, and relational care into the student journey. Tribal Affiliated Student – A designation to a student who has formal, legally-documented verification of their connection to a specific federally recognized, state-recognized, or historically acknowledged Native nation, typically established through a Certificate of Degree of Indian Blood (CDIB), official tribal enrollment card, or formal letter of kinship from a tribal government. Workforce Learner-A student pursuing education, training, certificates, credentials, or skill development for employment, career advancement, licensure, or workforce transition. Wraparound Services – A comprehensive support model that coordinates non-academic interventions to address the holistic basic needs of students, ensuring that personal, financial, and logistical barriers do not disrupt their education. Yield Rate-The percentage of admitted students who subsequently enroll in classes at the College.
28 Appendix B. Institutional Data & Trends (Draft)
KEIs & Goal Capacity Indicator Definitions SEM Plan Goal KEI or Progress Indicator Definition Connection to Student Success G1: Expand Access & Sustain Mission-Aligned Enrollment 12-month Unduplicated Count The number of individual postsecondary students enrolled in credit-bearing coursework during the academic year. Each student is counted once, regardless of the number of terms attended. Shows KBOCC’s overall reach and ability to provide sustained educational opportunity to learners and communities. New-to-Institution Enrollment The number and percentage of fall enrollment consisting of students attending KBOCC for the first time. Shows whether KBOCC is reaching new learners and creating visible, welcoming pathways into the College. Native Student Participation The percentage of enrolled postsecondary students with verified Tribal affiliation. Reflects KBOCC’s responsibility as a Tribal College to provide access and opportunity for Native learners while remaining open to all students. Native Participation in Dual Enrollment The percentage of high school students enrolled in KBOCC dual-credit courses who have verified Tribal affiliation. Indicates whether Native youth have early access to college learning and opportunities to see themselves as future KBOCC students. G2: Strengthen Student Belonging, Persistence, and Academic Momentum Fall-to-Fall Retention The percentage of first-time, credential-seeking students who begin in the fall and return to KBOCC the following fall. Indicates whether students experience the belonging, advising, academic support, and stability needed to persist beyond their first year. Fall-to-Spring Persistence The percentage of credential-seeking students enrolled in the fall who continue their enrollment in the following spring term. Provides an early indication that students remain connected, supported, and able to continue toward their goals. Credit Completion Rate (CCR) The percentage of attempted credits that students successfully earn during the reporting period. Shows whether students are making academic progress and successfully completing the coursework in which they enroll. Gateway Course Completion The percentage of first-time, degree-seeking students who complete designated college-level English, mathematics, or both within their first academic year. Early success in foundational courses builds academic momentum and prepares students to progress through their programs.
SEM Plan Goal KEI or Capacity Indicator Definition Connection to Student Success G3: Increase Meaningful Completion & Support Successful Transitions Average Terms to Completion The average number of academic terms in which students are enrolled before completing an associate degree or one- year certificate. Associate degrees and certificates are reported separately. Helps KBOCC identify whether advising, course availability, scheduling, or other pathway conditions may be extending students’ time and cost to completion. 200% Normal Time Graduation Rate The percentage of first-time, full-time students in a fall entering cohort who complete a credential within twice the program’s normal length, such as four years for a two-year degree. Recognizes meaningful completion while allowing additional time for students balancing academic, family, employment, and community responsibilities. Transfer-Out Rate The percentage of students in the established entering cohort who subsequently enroll at another postsecondary institution. Shows whether students continue their education beyond KBOCC, including students for whom transfer is the intended next step. Transfer to 4-year Institution The percentage of identified transfer students who enroll at a four-year college or university. Indicates whether students are progressing into bachelor’s-degree pathways and additional educational opportunities. Employment Rate The percentage of employed graduates who report full- time employment within the established graduate follow- up period. Provides evidence that graduates are using their education to support personal, family, and economic wellbeing. Employed in Native Communities The percentage of employed graduates who report working within or primarily serving Tribal Nations, Native communities, or Native-serving organizations. Shows how KBOCC graduates contribute their knowledge and skills to Native communities and strengthen Tribal capacity and wellbeing. Employed or Serving in Giving Back Roles The percentage of graduates who report working or serving in roles through which they serve, support, lead, teach, or otherwise contribute to the wellbeing of others and their communities. Reflects KBOCC’s mission of preparing learners to carry knowledge forward and contribute to families, communities, and future generations. G4: Advance KBOCC as a Student-Ready and Student- Centered Institution All G1-G3 KEIs Supports all KEIs by strengthening institutional capacity, coordination, communication, and evidence-informed practices needed to improve access, persistence, completion, and successful transitions. Student-Ready Systems Progress on a set of capacity indicators addressing data, communication, reporting, and coordinated systems Reliable, coordinated systems reduce barriers, support timely assistance, and help KBOCC use evidence to improve student experiences and outcomes.
Goal 1: Access and Mission- Aligned Enrollment Access indicators measure KBOCC’s overall reach, fulfillment of its Tribal College mission, and ability to build pathways for new and dual-enrolled students. Enrollment volume and composition also influence program viability, funding, resource planning, and the College’s capacity to sustain the services and opportunities students need. 301 290 323 305 375 200 300 AY2022-23 AY2023-24 AY2024-25 Baseline Avg. AY2025-26 12-month Unduplicated Total Headcount Key Enrollment Indicator (KEI) Baseline Description Baseline Target 12-month Unduplicated Headcount 3-year Average 305 300 New to Institution Enrollment Fall 2025 17% (54) 20% of total Fall enrollment 0% Fall 2025 New to Institution Students
Goal 1: Access and Mission- Aligned Enrollment 54% 52% 53% 53% 0% 55% AY2022-23 AY2023-24 AY2024-25 Baseline Avg. % Native Students Key Enrollment Indicator (KEI) Baseline Description Baseline Target Native Student Participation 3-year Average 53% 55% Native Participation in Dual Enrollment 3-year Average 14% 30% 17% 12% 13% 14% 0% 30% Baseline Year 1 Baseline Year 2 Baseline Year 3 Baseline Avg. % Native Dual Credit Students Early access to higher education for Native high school students builds a bridge to college success, reinforces belonging, and connects youth to values and traditional knowledge. Total enrollment must be interpreted alongside who is being served and whether learners are entering pathways leading toward their goals.
188 222 247 307 234 136 263 277 301 290 323 375 0 50 100 150 200 250 300 350 400 2022-23 2023-24 2024-25 2025-26 Term Enrollment & Annual Unduplicated Headcount Fall Spring Annual Headcount 75 44 32 48 38 10 88 103 137 0 50 100 150 2022-23 2023-24 2024-25 Enrollment by Entry Status First Time at Institution Transfer-In Continuing or Returning 33 45 73 269 222 240 94 115 145 0 50 100 150 200 250 300 2022-23 2023-24 2024-25 Enrollment by Attendance Intensity Full-time Part-time Full-time Equivalent (FTE)
Retention reflects the college’s ability to keep students engaged, supported, and connected, fostering the confidence, belonging, and persistence needed to achieve personal and community goals. 41% 48% 52% 70% 0% 55% Fall 2021 - Fall 2022 Fall 2022 - Fall 2023 Fall 2023 - Fall 2024 Fall 2024 - Fall 2025 First-to-Second Year, Fall-to- Fall Retention 81% 77% 79% 87% 0% 80% AY2022-23 AY2023-24 Baseline Avg. AY2024-25 Fall-to-Spring Persistence 76% 88% 82% 82% 87% 60% 70% 80% 90% 100% AY2021-22 AY2022-23 AY2023-24 Baseline Avg. AY2024-25 Credit Completion Rate (CCR) Key Enrollment Indicator (KEI) Baseline Description Baseline Target First Year Fall-to-Fall Retention Fall 2023 – Fall 2024 52% 55% Fall-to-Spring Persistence 3-year Average 79% 80% Credit Completion Ratio 3-year Average 82% 85% Gateway Course Completion Pending validation; preliminary results available for English and Math Pending Not yet established Goal 2: Strengthen Student Belonging, Persistence, & Academic Momentum
Graduating on time or with minimal delay means students have achieved a major personal milestone and are prepared to contribute their skills, knowledge, and traditions to their communities. 18% 18% 21% 18% 0% 25% 2017 Cohort 2018 Cohort 2019 Cohort 2020 Cohort 200% Normal Time (4-year) Graduation Rate 5.5 7.1 7.6 7.03 8.6 2.75 3.5 4.2 3.5 7.5 0 3.5 7 AY2022-23 AY2023-24 AY2024-25 Baseline Avg. AY2025-26 Avg. Terms to Completion Key Enrollment Indicator (KEI) Baseline Description Baseline Target 200% Normal Time Graduation Rate (4-year) 2019 Cohort 21% 25% Terms to Completion 3-year Average Degree: 7.03 Certificate: 3.4 Degree: 7 Certificate: 3 Goal 3(A): Increase Credential Completion & Support Successful Transitions
Successful transfer reflects student readiness for continued growth, the pursuit of higher degrees, and expanded opportunities to bring benefits back to the community. 21% 19.00% 4% 10% 0% 20% Baseline Year 1 Baseline Year 2 Baseline Year 3 Baseline Avg. Transfer-Out Rate 29% 43% 40% 37% 0% 50% Baseline Year 1Baseline Year 2Baseline Year 3 Baseline Avg. Transfer to 4-Year Institutions Key Enrollment Indicator (KEI) Baseline Description Baseline Target Transfer-Out Rate 3-year Average 10% 20% Transfer to 4-Year Institutions 3-year Average 37% 50% Goal 3(B): Increase Credential Completion & Support Successful Transitions
Post-completion outcomes reveal how graduates are applying their education to benefit themselves, their families, and the wider community, while carrying forward Anishinaabe traditions and values. Key Enrollment Indicator (KEI) Baseline Description Baseline Target Employment Rate – 12 months Pending redesigned graduate outcomes survey Not yet established Not yet established Employed in Native Communities Pending redesigned graduate outcomes survey Not yet established Not yet established Employed or Serving in Giving Back Roles Pending redesigned graduate outcomes survey Not yet established Not yet established Goal 3(C): Increase Credential Completion & Support Successful Transitions
30 Appendix C. Student Success Council Structure, Membership, & Planning Participants The Student Success Council (SSC) provides cross-institutional leadership and coordination for strategic enrollment management and student success at KBOCC. Consistent with the College’s mission and strategic direction, the SSC develops and regularly reviews the SEM Plan, examines institutional evidence, recommends priorities and measurable targets, and coordinates implementation across divisions, offices, and programs. The SSC serves as the primary coordinating body for this Plan but does not replace established institutional authority. Recommendations involving academics, policy, budget, personnel, or governance move through the appropriate College processes. Core Responsibilities In relation to the SEM Plan, the SSC: • coordinates implementation across the student journey; • reviews enrollment, persistence, progression, completion, transfer, and post-KBOCC outcomes; • establishes and reviews Key Enrollment Indicators, targets, and related measures; • identifies priorities, dependencies, barriers, and resource needs; • coordinates the work of its three workgroups; • recommends adjustments based on evidence and changing conditions; and • reports progress to Faculty Council and other appropriate institutional bodies. Membership The SSC is designed to bring together the people and perspectives needed to understand and support the full student journey. Membership includes: • Dean of Student Services; • Dean of Academic Affairs; • Executive Director of Campus Operations; • Director of Enrollment Management and Institutional Effectiveness, Chair; • Student Success Coordinator • Admissions • Registrar/Bursar • Financial Aid • representatives from cocurricular and community-facing programs, including the Cultural and Wellness Center and Land Grant/Arts and Agriculture Center; • Cultural Advisor; • representative from the Office of Sponsored Programs; • two faculty representatives appointed through Faculty Council and Academic Affairs; • Marketing and Communications Coordinator; • Student Government representative; and • additional faculty, staff, or students approved by the SSC when their perspectives or responsibilities strengthen the Council’s work.
31 Structure Three workgroups coordinate focused areas of implementation and bring progress, barriers, dependencies, and resource needs to the full SSC. Workgroup participation may extend beyond formal SSC membership when additional expertise, partnerships, or institutional representation is needed. Each workgroup maintains detailed operational plans for its assigned strategies and coordinates with the offices responsible for implementation. Student Success Council Members Participating in SEM Planning, 2025 – 2026 The following individuals participated in one or more documented Student Success Council meetings, workgroups, data-review activities, joint discussions, or the June 2026 SEM Planning Workshop that contributed to development of the Strategic Enrollment Management Plan: Kendall Belopavlovich Samuel Carter Jon Dowd Ryland Edwards Megan Haataja Kalyn Isaacson Karina Jousma Melissa Kiesewetter Andrew Kozich Joan Kruzich Kristy Laramore Kit Laux Alex Mayo Jen Powell Amanda Nordstrom Paula Roth Courtney VanderZanden Char Weingarten Bryan Welsh Michelle Moulden Violet Musiel Faculty Council is recognized collectively for its contribution through joint discussion and formal institutional review. Student Success Council Marketing, Engagement, & Outreach (MEO) Recruitment, educational pathways, external communication, community engagement storytelling Retention & Completion (R&C) Belonging, student support, advising, academic momentum, completion, and post- KBOCC transitions Data Team Shared definitions, data quality & integration, KEI reporting, graduate- outcomes collection, decision support
Appendix D. SEM Operational Planning Template Tactic (Number & Title): Action or Deliverable Owners & Partners Timeline Progress & Evidence Budget, Resources, Dependencies Status 1 Planned/Not Started In progress Complete 2 Planned/Not Started In progress Complete 3 Planned/Not Started In progress Complete 4 Planned/Not Started In progress Complete 5 Planned/Not Started In progress Complete Workgroup: SEM Goal: G1.Access & Mission-Aligned Enrollment G2.Student Belonging, Persistence, & Momentum G3.Completion & Successful Transitions G4.Student-Ready & Student-Centered Capacity Priority Period: P1 P2 Strategy: