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Educational & Facilities Master Plan Update College Forum October 21, 2005 Assignments 1 & Educational & Facilities Master Plan Update College Forum October 21, 2005 Assignments 1 & 2 Updates and Student Learner Outcomes

What is the desired outcome for the EFMP process? n A current plan that What is the desired outcome for the EFMP process? n A current plan that n Is educationally driven and supports student learning n Is meaningful, relevant and timely n Results from a transparent and inclusive process n Can be implemented within existing resources, both human and fiscal n Results in all programs and services having completed program review

How will the results be used? n To guide improvement in student learning n How will the results be used? n To guide improvement in student learning n To better respond to dynamic student and community needs n To provide the appropriate mix of instructional and support programs and services n To guide design of new facilities n To guide allocation of resources n To provide a foundation for ongoing planning and improvement

Process & Time Line ü 8/17 ü 8/26 ü 9/30 ü 10/14 n 10/21 Process & Time Line ü 8/17 ü 8/26 ü 9/30 ü 10/14 n 10/21 n 11/10 n 12/2 n 1/26 n 4/21 n 5/3 Planning agenda set with GAP College Forum Assignment #1 – Update from 2001 Assignment #2 – Student Learner Outcomes College Forum Assignment #3 – Future Directions College Forum GAP approval of EFMP

Agenda n 9: 00 - 9: 30 n n n Continental breakfast 9: 30 Agenda n 9: 00 - 9: 30 n n n Continental breakfast 9: 30 - 9: 45 Welcome and opening remarks: Frank Chong 9: 45 - 10: 15 Mission Statement: Alex Braun 10: 15 -12: 00 Update of Programs & Services (Assignment #1) From the Present to the Future (Assignment #3) Daniel Peck, Harriett Robles 12: 00 - 1: 00 Lunch 1: 00 - 1: 45 Student Learning Outcomes (Assignment #2) Stephanie Kashima 1: 45 - 2: 00 Wrap-up: Frank Chong

Goals for Today n Obtain feedback on proposed revisions to mission n n statement Goals for Today n Obtain feedback on proposed revisions to mission n n statement Become informed about college wide changes since 2001 Identify areas for further research Update progress on student learner outcomes Prepare for Assignment #3 Create a culture of evidence and develop an etiquette of inquiry that supports respectful, honest, critical and productive dialogue about the future directions of the college

Mission Statement Drafts as of May 12, 2005 Mission Statement Drafts as of May 12, 2005

Option A n Mission College advances lifelong learning through personalized, student-centered teaching. As an Option A n Mission College advances lifelong learning through personalized, student-centered teaching. As an educational leader in the heart of Silicon Valley, we develop students’ basic and vocational skills, promote transfer to 4 -year institutions, and award certificates and associate degrees. We prepare individuals to be change agents in our global community.

Option B n Mission College, an educational leader in the Santa Clara Valley, is Option B n Mission College, an educational leader in the Santa Clara Valley, is committed to excellence in student-centered teaching and learning. Through personalized service to our diverse and multicultural community, we provide the knowledge, information, skills, and aesthetic appreciation necessary to be responsible, effective, and creative leaders in an interdependent and ever-changing world.

Option C 1 n At Mission College, student success drives our teaching and learning Option C 1 n At Mission College, student success drives our teaching and learning and enhances our community vitality and individual achievement.

Option C 1. 1 n At Mission College, student success drives our teaching and Option C 1. 1 n At Mission College, student success drives our teaching and learning and enhances our community vitality and individual achievement. As an educational leader in the heart of Silicon Valley, we develop students’ basic and vocational skills, promote transfer to 4 -year institutions, and award certificates and associate degrees. We prepare individuals to live responsibly, creatively, and effectively in in an interdependent and ever-changing world.

Option C 1. 2 n At Mission College, student success drives our teaching and Option C 1. 2 n At Mission College, student success drives our teaching and learning and enhances our community vitality and individual achievement. As an educational leader in the heart of Silicon Valley, we develop students’ basic and vocational skills, promote transfer to 4 -year institutions, and award certificates and associate degrees. We prepare individuals to become agents for change in our global economy.

Assignment #1 From 2001 to 2005 Assignment #1 From 2001 to 2005

Ready, Set…. . Go! n Thanks for a great start! n What we are Ready, Set…. . Go! n Thanks for a great start! n What we are reviewing today in many ways is only the beginning n We will continue to update information and post it to the E&FMP website n As you prepare Assignment #3, we should work together to place information in context Unique departmental and program factors n Larger and interconnected college, regional, and economic factors n

Brief Review of Enrollment Trends n Total enrollment by headcount has steadily decreased since Brief Review of Enrollment Trends n Total enrollment by headcount has steadily decreased since the high of 10, 594 in Fall 2002 n The largest increase in students by age has been in the group of students under 21, followed by those students over 40 n Mission College students are increasingly taking full-time loads (12+ units)

Total Enrollment by Headcount Source: WVMCC PARIS System Total Enrollment by Headcount Source: WVMCC PARIS System

External Events & Enrollment Trends External Events & Enrollment Trends

Day & Evening Enrollment Spring 01 Fall 05 Day Classes Only 15. 4% 35. Day & Evening Enrollment Spring 01 Fall 05 Day Classes Only 15. 4% 35. 7% Evening Classes Only 53. 6% 31. 8% Day and Evening Classes 29. 6% 28. 8% 1. 5% 3. 7% Online and No Start Time Classes Source: WVMCC Datatel Systems

Headcount Enrollment by Age Source: WVMCC PARIS System Headcount Enrollment by Age Source: WVMCC PARIS System

Number of Units Enrolled Source: WVMCC PARIS System Number of Units Enrolled Source: WVMCC PARIS System

E&FMP Assignment #1 n Special thanks to Curtis Pembrook and Jennifer Ludwick n Participation E&FMP Assignment #1 n Special thanks to Curtis Pembrook and Jennifer Ludwick n Participation of 95% n Many similarities across instructional programs, student services, and administration n Your thoughts on the process?

Instructional Programs Question #1: Number of Students Served Since 2001 Instructional Programs Question #1: Number of Students Served Since 2001

Considerations n Every program is unique n Different internal and external factors may impact Considerations n Every program is unique n Different internal and external factors may impact enrollment numbers Changes in FTEF or # of sections offered n Short-term and late-start classes n n Enrollment can be looked at in multiple ways n FTES, WSCH, Enrollment, Headcount n Each approach captures a different element n Efficiency, Interest per student, overall interest

Snapshots of Enrollment Patterns n FTES—Number of Full-Time Equivalent Students. 1 FTES = 525 Snapshots of Enrollment Patterns n FTES—Number of Full-Time Equivalent Students. 1 FTES = 525 class (contact) hours of student instruction/activity in credit and non-credit courses. n Enrollment—“Seat Count” showing the number of “warm bodies” filling classrooms. One student may account for multiple enrollments. n Headcount—Unduplicated count of students. Does not consider number of faculty contact hours.

Snapshots of Enrollment Patterns Source: WVMCC PARIS System Snapshots of Enrollment Patterns Source: WVMCC PARIS System

Snapshots of Enrollment Patterns Source: WVMCC PARIS System Snapshots of Enrollment Patterns Source: WVMCC PARIS System

Snapshots of Enrollment Patterns Source: WVMCC PARIS System Snapshots of Enrollment Patterns Source: WVMCC PARIS System

Snapshots of Enrollment Patterns Source: WVMCC PARIS System Snapshots of Enrollment Patterns Source: WVMCC PARIS System

One Illustration n Enrollment patterns may not always match up n Fire Protection Technology One Illustration n Enrollment patterns may not always match up n Fire Protection Technology n FTES: Increase Over 30% n Enrollment: Change Within + or – 10% n Headcount: Decrease Over 10% n Discussion: What might contribute to these differences? n These are the discussions we hope every program will hold

Non-Instructional Services Question #1: Number of Students Served Since 2001 Non-Instructional Services Question #1: Number of Students Served Since 2001

Considerations n Data for Non-Instructional programs is more difficult to capture outside of self-reports Considerations n Data for Non-Instructional programs is more difficult to capture outside of self-reports n Most programs capture headcount or number of services provided n However, there is no centralized data source n Different measures are more appropriate for different services n As program review continues to evolve, so will the collection and analysis of data

Considerations n Different measures are more appropriate for different services n LATC versus Admissions Considerations n Different measures are more appropriate for different services n LATC versus Admissions n Patterns of student service use may not match patterns of enrollment n As program review continues to evolve and grow, so will the collection and analysis of data

Reactions? Reactions?

Instructional Programs Question #2 Changes in Curriculum Since 2001 Instructional Programs Question #2 Changes in Curriculum Since 2001

Changes in Curriculum Defined As… n Revisions to courses n Development of new courses Changes in Curriculum Defined As… n Revisions to courses n Development of new courses n Creation of distance learning options n Creation of new n Degrees n Certificates n Graduation competencies n Programs

Programs Reporting Changes and Changes Approved by the BOT Since 2001 New Degrees/Certificates/Graduation Requirements Programs Reporting Changes and Changes Approved by the BOT Since 2001 New Degrees/Certificates/Graduation Requirements n n n n n Accounting Anthropology Art Athletics Biology Business CA Child Development CIS CIT CNET Communication Studies Community Education Counseling DISC English ESL n n n n n Foreign Language Global Studies Graphic Arts Graphic Design Hospitality Management Humanities Library Manufacturing Mathematics Music Pharmacy Technician Physical Education Political Science Psychology Reading Sociology Workforce Development

Reactions? Reactions?

Non-Instructional Services Question #2 Changes in Services Since 2001 Non-Instructional Services Question #2 Changes in Services Since 2001

Reactions? Reactions?

Administrative Office Question #1: Nature of Services Since 2001 Administrative Office Question #1: Nature of Services Since 2001

Considerations n Data for Administration and Governance is more difficult to capture outside of Considerations n Data for Administration and Governance is more difficult to capture outside of self-reports n Additional review materials, such as surveys and focus groups can provide additional information n As program review continues to evolve, so will the collection and analysis of data

Administrative Office Question #2: Scope of Services Since 2001 Administrative Office Question #2: Scope of Services Since 2001

Reactions? Reactions?

Combined Response Question #3 Staffing Changes Since 2001 Combined Response Question #3 Staffing Changes Since 2001

Funding in Staffing, 2005 -2006 Funding in Staffing, 2005 -2006

Types of Staffing Needs n Fulltime Faculty (not included in most recent prioritization) n Types of Staffing Needs n Fulltime Faculty (not included in most recent prioritization) n Retail Floristry n Work Experience n Classified n Office Support n Division Offices n Part time Faculty Center n Student Services § Career Transfer Center § DISC § Assessment § Health Services (Physician, RN) n Instructional Support n Nursing n Foreign Language n LATC n Science n Students n AV/TV n Instructional Support Labs

Reactions? Reactions?

Combined Response Question #4 Technology & Other Equipment Needs Since 2001 Combined Response Question #4 Technology & Other Equipment Needs Since 2001

Technology & Other Equipment Funding Since 2001 Technology & Other Equipment Funding Since 2001

Types of Technology & Other Equipment Needs n Smart Classrooms n Instructional Equipment n Types of Technology & Other Equipment Needs n Smart Classrooms n Instructional Equipment n Computer Upgrades n Instructional n Administrative n Servers n Office Equipment n ADA Equipment: TTYs

Programs Reporting Substantial Instructional Equipment Needs n Art n TV: Broadcasting n Fire Protection Programs Reporting Substantial Instructional Equipment Needs n Art n TV: Broadcasting n Fire Protection Technology n Hospitality Management n Music n Nursing n Pharmacology n Retail Floristry

Programs Reporting Need for Regular Computer/Software/License Upgrades n n n n n Art: Digital Programs Reporting Need for Regular Computer/Software/License Upgrades n n n n n Art: Digital Media Chemistry CNET Computer Applications ESL Fire Protection Technology Graphic Arts Library Workforce: New Media

Combined Response Question #5 Supply Needs Since 2001 Combined Response Question #5 Supply Needs Since 2001

Supply Funding Since 2001 Supply Funding Since 2001

Reasons Cited for Increased Supply Needs n Budget cuts n Inflation n Increased Number Reasons Cited for Increased Supply Needs n Budget cuts n Inflation n Increased Number of FT faculty n Technology/software changes

Sources to Meet Supply Costs n College budget n Grants n Categorical program funds Sources to Meet Supply Costs n College budget n Grants n Categorical program funds n Fee-based courses n Instructional fees n Donations

Types of Supply Needs n Instructional Duplicating n Videos, DVDs n Models (Art) n Types of Supply Needs n Instructional Duplicating n Videos, DVDs n Models (Art) n Officials (Athletics) n Perishables (HM, RF) n Medical (Nursing) n Travel (Athletics) n Software n Office n Printer supplies n Paper n General office supplies n Software upgrades n Maintenance, repairs n

Combined Response Question #6 Space Needs Since 2001 Combined Response Question #6 Space Needs Since 2001

Types of Spaces n Instructional n Smart classrooms n Dedicated wet & dry Labs Types of Spaces n Instructional n Smart classrooms n Dedicated wet & dry Labs n Dedicated computer labs n Larger classrooms n More flexible classrooms n Study rooms n Storage n Office space n Private n Reception space n Storage space

Question #7 Areas for Further Research or Improvement n n n Outreach Marketing Program Question #7 Areas for Further Research or Improvement n n n Outreach Marketing Program Imbalance: Gender, Ethnicity Student Success n Assessment n Retention n Course/degree/certificate completion n Transfer Distance Learning Options Research & Development of New Curriculum Partnerships Internships/Work Experience Community Education/Noncredit Courses Grants and Other Alternative Funding Sources Staffing Scheduling

Other Comments n Need to n Increase marketing efforts n Adjust to changing labor Other Comments n Need to n Increase marketing efforts n Adjust to changing labor market n Change delivery modes n Attract best qualified PT faculty n Advise students of prerequisites, advisories n Improve accessibility for disabled students n Provide adequate staffing for high-use offices n Improve student success n Revisit organization of some departments n Improve student success rate n Increase noncredit offerings

Assignment #2 Student Learner Outcomes Assignment #2 Student Learner Outcomes

Submission Report n Currently 82% of Academic Programs have submitted their Program Level SLOs Submission Report n Currently 82% of Academic Programs have submitted their Program Level SLOs n 73% of Student Services have submitted their Program SLOs

Next Steps: Guiding Principles n Most colleges have taken the step of asking the Next Steps: Guiding Principles n Most colleges have taken the step of asking the Academic Senate to write and approve a set of guiding principles to outline the parameters and intent of the Outcome Assessment Cycle. n On October 6, the Mission College Academic Senate approved a set of Guiding Principles and recommended Institutional Practices (see handout)

Faculty Concerns about SLOs n Will SLOs be used to evaluate faculty performance in Faculty Concerns about SLOs n Will SLOs be used to evaluate faculty performance in any way? n Will SLOs be used to determine pay rates for faculty? n Will SLOs be used to diminish academic freedom? n Will the SLO process be determined by administrators or outside sources?

Next Steps n Recommended process from other California Community Colleges: Write a set of Next Steps n Recommended process from other California Community Colleges: Write a set of Guiding Principles n Form a college-wide Outcomes and Assessment Committee n Outline a process for implementing the SLOAC process n Review Program SLO statements and ask for revisions where needed n

Thank You!! n Your Participation and Feedback Make Things Happen! Thank You!! n Your Participation and Feedback Make Things Happen!

Assignment #3 Future Directions 1. Based on the available internal and external data, we Assignment #3 Future Directions 1. Based on the available internal and external data, we estimate the number of students [Use headcount for student services. Use FTES for instructional programs] our department/program/service will serve in the next 2 -3 years will Remain relatively unchanged (between 10% growth and 10% decline). Grow by more than 10%. Decline by more than 10%. Comments: _______________________________________ 2. In the next 2 -3 years, we have identified the following changes that need to be made in our curriculum or services: 1. 2. 3. We do not anticipate any changes. Comments: _______________________________________ 3. In the next 2 -3 years, we estimate our staffing needs will Increase faculty FTE staff FTE (including filling any unfilled positions) Decrease faculty FTE staff FTE (including leaving unfilled positions vacant) We will not need to change our staffing. Comments: _______________________________________

4. In the next 2 -3 years, we estimate a need for the following 4. In the next 2 -3 years, we estimate a need for the following additional equipment: 1. 2. 3. We do not need any additional equipment. Comments: _______________________________________ 5. In the next 2 -3 years, we estimate a need for the following additional supplies (instructional and/or other): 1. 2. 3. We do not need any additional supplies. Comments: _______________________________________ 6. Over the next seven years, we estimate a need for the following additional space: Lecture Number of [email protected] XX students/classroom _____ Laboratory – dry Number of labs @ XX students/lab _____ Laboratory – wet Number of labs @ XX students/lab _____ Office-personnel Number of offices for faculty & staff _____ Office-storage Number of offices for storage/other _____ Comments: _______________________________________ 7. Based on our identified student learning outcomes, our student performance indicators, and other data available to us, we have identified the following priorities (#1 being the top priority) for improving access and/or success for students in our department/program/service. 1. 2. 3. Comments: _______________________________________

 Goals Identify up to five goals that your department/program/service has established based on Goals Identify up to five goals that your department/program/service has established based on the information you have. Goals should be specific, measurable, include a deadline, and indicate the person or position responsible for overseeing the activity to accomplish the goal. At least one goal should address student success. Goals will be evaluated and updated annually. Goal Activity 1 2 3 4 5 Due Date Responsible

We don’t have to wait for the EFMP… We don’t have to wait for the EFMP…

Some actions we could take now to improve enrollment… Publish schedule on time n Some actions we could take now to improve enrollment… Publish schedule on time n Complete PT hiring pools for spring to avoid canceling classes for lack of instructors n Increase marketing efforts n Coordinate outreach to High Schools n Research causes of enrollment trends n Use new enrollment management tools for summer/fall scheduling n Expand web access for registration n

Some actions we could take now in respect to curriculum… Learn to use new Some actions we could take now in respect to curriculum… Learn to use new online course management system and other distance learning technology n Increase distance learning options n Purchase and implement new curriculum development software n Update programs and course outlines, especially vocational programs n Review and update GE program n Continue to develop, implement, assess student learning outcomes n

Some actions we could take now in respect to staffing… n Identify and prioritize Some actions we could take now in respect to staffing… n Identify and prioritize staffing needs n n FT Faculty (FT list prioritized 10/05) PT Faculty (Pools identified) Administration (realignment implemented 7/05) Classified § Additional district funding for 2 FTE received (10/05) § Instruction, St. Services & Administration asked to identify needs (10/05) § Prioritization process to begin (10/05) n Meet hiring deadlines n FT faculty § 4 mid-year replacements underway § 2 new FT positions for F 06 underway n PT faculty § Pools for S 06 identified and underway n Administrative § All hiring processes underway and on schedule for Spring 06

Some actions we could take now in respect to technology and equipment… n Disseminate Some actions we could take now in respect to technology and equipment… n Disseminate Technology Plan n Consider ways to provide multimedia capability to more classrooms, even temporarily

Some actions we could take now in respect to supplies… n Increase and/or reallocate Some actions we could take now in respect to supplies… n Increase and/or reallocate supply budgets n CBAC has initiated process to allocate additional $200, 000 for 05 -06 plus funds for duplicating

Some actions we could take now in respect to space… n Clean house! Arrange Some actions we could take now in respect to space… n Clean house! Arrange for dumpsters and n Clean out files, cabinets n Discard broken furniture and equipment n Auction remaining items