Overview
Community Mapping
A framework for partner engagement and student resource mapping
This project was funded by the Illinois Community College Board through federal Perkins Leadership in support of a Department of Labor Strengthening Community College Training Grant, led by Parkland College.
Community Mapping Project
2025 Framework Report
The Illinois Center for Specialized Professional Support (ICSPS) at Illinois State University supported seven Illinois Community College Districts participating in the Access to Training Opportunities in Manufacturing and Technology (ATOMAT) initiative as they developed a community recruitment and engagement framework through a community partnership mapping process funded by the U.S. Department of Labor Strengthening Community College Training Grant Program. The goal of this mapping process was to identify effective recruitment methods and solutions to prevalent student barriers to participation in training programs. Specifically, the mapping process helps local community colleges identify external resources and community partners who can contribute to barrier reduction. Seven community colleges in the state of Illinois were contacted and used as a basis for the community mapping project: Parkland College, Illinois Valley Community College (IVCC), John A. Logan College, John Wood Community College, Lincoln Land Community College (LLCC), Rend Lake College, and Shawnee Community College.
Target Population
Target populations for this project include low-income students, students of color, and women. Within the community college population, the priority focus will be on unemployed and underemployed individuals, veterans, and individuals from a special population, such as those receiving benefits from Adult Education (ESL) or Disability Services. Emphasis will be placed on enhancing the implementation and understanding of ICAPS programs to increase enrollment.
Landscape Analysis
The following questions were the basis for landscape analysis: What are the primary barriers for students? Who are the current partners? Where are there gaps in service? Who can support the colleges in addressing their gaps? Are there opportunities to partner, braid funding, or align resources to support potential students?
Research & Findings
Survey Finding & Primary Barriers for Students
The following barriers were identified in survey findings from interviews and surveys conducted at the seven colleges.
Access, Marketing, & Lack of Awareness
Students' lack of awareness of the resources and services available to them is a common barrier mentioned by community colleges. Students' lack of understanding is compounded by institutional siloing and difficulties in communicating resources, opportunities, and initiatives that can support students across departments and to faculty who see students most often. Finally, insufficient and/or ineffective marketing campaigns leave students in the dark about the existing supports they can receive. They can cause support staff to feel lost on how to effectively accomplish their goals of helping students succeed.
Transportation
Transportation is a common barrier for students to persist through college. This barrier especially impacts commuter students who often drive far distances to attend classes on community college campuses. Bus routes can be limited in terms of their reach to students and have schedules that are not compatible with students' needs.
Childcare
Access to affordable childcare remains a significant challenge for student parents. Many community colleges lack on-campus childcare facilities, and external options can be prohibitively expensive or have limited availability that doesn't align with class schedules.
Solutions
Solutions being implemented to address access, marketing, and lack of awareness
Community college students often juggle various roles and responsibilities inside and outside of college. To address these barriers, community colleges in Illinois have implemented various initiatives to support their students in a variety of ways. Whether it's helping students realize the existing resources and services the college has for them, consider creating a media blitz. This initiative refers to a college-wide campaign of sending emails to students with a brief explanation and hyperlinks to relevant college webpages (e.g., counseling services, food pantry hours, and wrap-around services). Another facet of a media blitz would include speaking in high-volume classes (e.g., general education courses) for a few minutes, mentioning relevant initiatives and resources to which students need access. Make the process quick, visible, digestible and easy. Consider putting fliers briefly and positively of students using the services. Pass out a brochure or informational flier so that students can access the information outside of that brief presentation and seek support later.
Another method for increasing access to the vital student support services and resources is through the implementation of a quick and seamless intake form. Create an intake form that can be scanned using a QR code and completed in a brief period of time. Ensure that the form is easy to fill and includes relevant questions about housing, food, and mental health, and the level of urgency. Students will often be filling this form out on their phone and may be in distress, so concise and clear language; avoid complicated language and acronyms in the form. Students will often be filling this form out on their phone and may be cumbersome for the student. Include relevant questions about what their need is (e.g., housing, food, mental health), and level of urgency to the student, and acronyms in the form. Once the intake form is received, ensure that relevant professionals contact students in a timely manner. If a turnaround times are long due to limited resources, send an automated email response with resource information (e.g., food pantry hours or a crisis hotline number) and advise to call 911 in the event of an emergency.
| Solution | Description |
|---|---|
| Solutions | |
| Media Blitz | Media blitz campaigns can take different forms in various contexts. Consider putting fliers in highly trafficked areas, like bulletin boards near classes, and sending emails to students with a brief explanation and hyperlinks to relevant college webpages [e.g., counseling services, food pantry hours, and wrap-around services]. Another facet: speaking in high-volume classes (e.g., general education courses) for a few minutes, mentioning relevant initiatives and resources. Pass out a brochure or informational flier so students can access the information later. |
| Intake Form | Implement a quick and seamless intake form. Create an intake form that can be scanned using a QR code and completed quickly. Include questions about housing, food, or mental health, and the level of urgency. Use concise and clear language; avoid complicated language and acronyms. Ensure timely follow-up by relevant professionals. If delays occur, send an automated email response with resource information (e.g., food pantry hours, crisis hotline number) and advise to call 911 in an emergency. |
| Campus Tours | Include support services as part of on-campus tours. Offer tours of library services, homelessness support, food pantries, counseling services, and other campus resources. Provide paper resources with hours of operation and essential contact information. Share info about off-campus services if relevant. Offer virtual, pre-recorded tours as an additional marketing tool. |
| Centralized Resources | Create a centralized resource for faculty, staff, and students. Provide a folder with important contact information, service locations, and links/QR codes. Include academic, professional, and material support information. Position wrap-around support info near less stigmatized resources (e.g., library services) to reduce anxiety. |
Case studies
Contextualized Solutions
Implementation Framework
Organizing it based on student needs will enable students to quickly find relevant information tailored to their specific situation
One specific strategy to increase access and utilization of existing resources and services for students in need on campus is through a comprehensive resource guide. Creating a comprehensive resource guide for students in need requires a structured and collaborative implementation plan designed to ensure accuracy, accessibility, and visibility. The first phase focuses on planning and goal setting. The college should begin by forming a cross-departmental working group that includes representatives from student services, financial aid, counseling, advising, accessibility services, marketing, IT, and students themselves. This team should clarify the purpose and audience of the document and determine desired outcomes, such as increasing awareness and reducing access barriers. The group should also define the scope and establish inclusion criteria for the services featured. A clear project timeline should be developed that identifies key stages, including information collection, content creation, design, review, and dissemination.
The next phase includes gathering and developing the content of the guide. Each department and service area should be asked to provide standardized information about their offerings, including a brief description, eligibility requirements, location, hours of operation, contact details, and referral procedures. This outreach should include relevant community partners who provide resources and services to students. All information should be verified and presented in a standardized format for ease of reading and access for a broader audience.
Once the information has been received from relevant stakeholders, organizing it based on student needs will enable students to quickly find relevant information tailored to their specific situation. This step should also ensure that the document is accessible to all students. The work group should consult accessibility professionals on staff to ensure that the design can be read by screen readers and that other accessibility considerations are taken into account throughout the design process. The design should be visually engaging, incorporating icons, color coding, and QR codes that link to relevant web pages or intake forms throughout the document. Emergency and crisis resources should be featured prominently for quick access.
Before the document is published and disseminated, the draft should be piloted with a small group of students from diverse backgrounds to gather feedback on clarity, organization, and completeness. The feedback should be considered and implemented as is appropriate, and designs should be checked for consistency with college branding standards.
After approval and finalization, a robust dissemination and communication strategy is essential to ensure widespread awareness. The college should launch a media blitz campaign through email, website, social media, student portals, college displays, and brief in-class announcements. The guide can be incorporated into orientation programs, advising sessions, and tours of relevant campus spaces. This guide should be available both online and in print to be distributed to students during advising sessions and to staff during onboarding and training. By integrating this guide into various aspects of daily institutional operations, it can become a natural and common part of how students know about resources. Training should be conducted for staff, faculty, and student leaders on campus so that everyone has the necessary information to guide students to the services or to someone who knows how to support them.
Finally, maintain the document's accuracy and relevance. Include a link and QR code in the document for a suggestion and correction survey. This can be a way for the document to collect feedback for consideration, and corrections can be made annually or once a semester in order to maintain trust in the guide's relevance to students' real needs. In summary, this comprehensive resource guide can ensure that existing resources are utilized and accessed by students who need them. Through careful planning, design, and continuous improvement, the guide can become a cornerstone of student success and a practical tool for addressing equity and access on a community college campus.
If your college is interested in engaging in community mapping, the Community Mapping Organizational Framework can provide guidance to the process.
Conclusion
The community mapping process conducted through the ATOMAT initiative has illuminated both the persistent barriers and promising opportunities that exist within Illinois community colleges as they strive to better serve underrepresented and underserved student populations.
Through collaborative engagement with seven community colleges, this report has identified critical challenges—such as limited awareness of resources, transportation difficulties, access to childcare, and the need for comprehensive wraparound services—that hinder student success and equitable access to education.
The solutions outlined in this report demonstrate that community colleges are not only aware of these barriers but are actively implementing innovative, student-centered strategies to address them. From media blitz campaigns and centralized intake forms to carpooling programs and family-friendly campus spaces, these initiatives demonstrate a profound commitment to inclusivity, accessibility, and student well-being.
Moving forward, the implementation of a comprehensive resource guide and the strengthening of community partnerships will be essential in sustaining and scaling these efforts. By continuing to listen to students, leveraging local assets, and fostering cross-sector collaboration, Illinois community colleges can build more resilient support ecosystems that empower all students—especially those from marginalized backgrounds—to thrive academically and personally.
This report serves as both a reflection of current efforts and a roadmap for continued progress. It underscores the importance of intentional, equity-driven strategies in transforming community colleges into hubs of opportunity, support, and success for every learner.
Resources
Appendix A
Proposed Success Metrics
- Awareness and Access to Resources
- Increase in student awareness of available support services (measured via pre/post surveys or intake form data).
- Utilization rates of student support services (e.g., counseling, food pantry, financial aid).
- Engagement with marketing materials, such as: Number of QR code scans.
- Click-through rates on emails or digital flyers.
- Attendance at resource tours or info sessions.
- Transportation Support
- Participation in carpooling or shuttle programs (number of users, frequency of use).
- Student-reported satisfaction with transportation options (survey-based).
- Reduction in absenteeism due to transportation issues.
- Childcare Access
- Number of students utilizing on-campus or partner childcare services.
- Waitlist reduction for childcare services.
- Retention and persistence rates among student-parents.
- Wraparound Services
- Number of students receiving emergency aid, food, or housing support.
- Referrals to community partners and follow-through rates.
- Student-reported impact of wraparound services on academic success.
- Implementation of the Resource Guide
- Distribution metrics (number of guides distributed/downloaded).
- Feedback collected via the suggestion/correction survey.
- Staff and faculty training completion rates on using the guide.
- Student satisfaction with the guide’s usability and helpfulness.
- Enrollment, Retention, and Completion
- Enrollment increases among target populations (low-income, students of color, women, veterans, etc.).
- Retention and persistence rates semester over semester.
- Program completion rates for ICAPS and other targeted programs.
- Partnership Development
- Number of new community partnerships formed.
- Joint initiatives or funding proposals developed with partners.
- Partner satisfaction and engagement (via interviews or surveys).
Appendix B
Sample community mapping success metrics
| Metric Category | Metric | Suggested Data Source(s) | Frequency |
|---|---|---|---|
Transportation |
# of students using carpool/ shuttle programs |
Transportation program sign-up sheets, app data |
Monthly |
Transportation |
% decrease in absenteeism due to transportation |
Attendance records, student surveys |
Semesterly |
Childcare |
# of students using on-campus/ partner childcare |
Childcare center enrollment data |
Monthly |
Childcare |
% of student-parents retained semester-to-semester |
Institutional research office, SIS data |
Semesterly |
Wraparound Services |
# of students receiving emergency aid or food/housing support |
Financial aid office, student affairs reports |
Monthly |
Wraparound Services |
# of referrals to community partners |
Case management systems, referral logs |
Monthly |
Wraparound Services |
Student satisfaction with wraparound services |
Post-service surveys, focus groups |
Semesterly |
Resource Guide Implementation |
# of guides distributed/ downloaded |
Website analytics, print distribution logs |
Monthly |
Resource Guide Implementation |
# of staff/faculty trained on guide usage |
Training attendance records |
Quarterly |
Resource Guide Implementation |
# of feedback submissions via suggestion form |
Online form submissions |
Ongoing |
Enrollment & Completion |
Enrollment growth in target populations |
Institutional research data, demographic reports |
Annually |
Enrollment & Completion |
Retention and completion rates |
SIS data, IPEDS reports |
Annually |
Partnerships |
# of new community partnerships formed |
MOU records, partnership logs |
Annually |
Partnerships |
# of joint initiatives or grants submitted |
Grants office, partnership reports |
Annually |
Appendix C
Sample Community Mapping Success Framework
-
Planning & Goal Setting
-
Forming a cross-departmental planning group
- Student Services (HOUSE Liaison, Tutoring/Academic Support Services, Mentor program personnel, etc.)
- Financial Aid
- Counseling
- Advising
- Accessibility Services
- Marketing
- IT
- Students
-
Goal Setting
- Establish clear expectations for all members of the work group.
- What is your goal for the comprehensive resource guide?
- Who is your target audience (e.g., freshman, transfer students, prospective students, existing students).
-
Establish a Timeline
- How long will the work group meet and how often?
-
What milestones for the project are due when?
-
Milestones can include:
- Goal statement.
- Establish meeting schedule and timeline.
- Contact list for relevant stakeholders.
- Determine the uniform information for each office and community organization that the guide will include.
- Send out requests for the information.
- Deadline for receiving information from stakeholders.
- Send compiled information to reviewers and verify all information received.
- Compile information in a uniform format.
- Check accessibility and engagement of format and design.
- Test efficacy with focus groups.
- Receive and implement feedback for final dissemination.
- Set annual or semi-annual review of the comprehensive guide for updates and revisions as needed.
-
Milestones can include:
-
Forming a cross-departmental planning group
-
Gather and Develop Content
-
Establish the kind of information you want to include in the guide before reaching out to stakeholders to ensure uniform information is collected from all departments and community partners. Information may include:
- Offerings
- Brief description
- Eligibility requirements
- Location and hours of operation
- Contact information
- Referral procedures
-
Determine what departments and community partners need to be included in the comprehensive guide. Potential partners may include:
- Illinois Department of Transportation (IDOT)
- Local food pantries
- Local faith-based organizations and churches
- Community Action agencies
- Childcare providers
- Mental health services
- Local One-Stop
- Department of Human Services
- Relevant on-campus departments and resources
- Verify the information received from the partners.
-
Establish the kind of information you want to include in the guide before reaching out to stakeholders to ensure uniform information is collected from all departments and community partners. Information may include:
-
Establish Organization, Design, and Accessibility of the Comprehensive Guide
- Standardize the format of the information collected.
-
Organize based on student needs.
- Include a statement directing individuals to call 911 in case of immediate emergencies.
- Group related resources together and then separate between what the college and the community partners offer based on service/need.
-
Work with media design or marketing professional on campus to establish a cohesive and engaging design for the resource guide.
- Color coding, QR codes, relevant webpages, and appropriate intake forms should all be present and accessible for each resource.
- Ensure that the online version of the resource guide meets website accessibility guidelines (including mobile friendly viewing).
- Partner with your accessibility services or professional on campus to review the guide to ensure all information and formatting is accessible for screen readers and other necessary considerations.
-
Pilot Phase
- Recruit a small group of students from diverse backgrounds. Consider reaching out to instructors, academic advisors, and student organizations to recruit students to be a part of the pilot program.
- Request feedback from students regarding clarity, organization, and completeness.
-
Receive and Implement Feedback
- Collect feedback from students and implement the feedback.
- Confirm with marketing department that the guide aligns with college branding standards.
- Train Faculty, Staff, and Student Leaders on the Comprehensive Resource Guide
-
Disseminate the Comprehensive Resource Guide
- Launch a large-scale media blitz through email, website, social media, student portals, and brief in-class announcements of the newly completed resource guide.
- Publish the resource guide online and have print copies of the guide available in relevant offices on campus.
-
Maintain Accuracy and Relevance
- Include a link to a suggestion and feedback survey in the guide to allow faculty, staff, and students to provide continual feedback and suggestions to maintain trust in the guide’s relevance to students’ real needs.
If your college is interested in engaging in community mapping, the Community Mapping Organizational Framework can provide guidance to the process.
Appendix D
Examples of effective comprehensive resource guides
