Changes From Strategic Plan to Strategic Plan

From Growth Mode to Focus on Student Learning

Focus of Strategic Plan for 1995-2005

Building the Campuses Rapid Redistribution of College Personnel Rapid Redistribution of College Resources Growth/Redistribution of Numbers Experienced

at the Campuses We have done it! Campuses Make a Great Impact on Their

Areas of the County

Headcount At the End of Fall Term 2003

14,219

7,908

4,4893,222

3,163 2,8032,291

1,690

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

End of Fall Term

CentralOtherLevineVirtualNorthSouthwestWestNortheast

Campuses Add Great Value to Our Community

Economic Impact of Central – 02-03

Income Increase for Students $23,539,783 Business/County Savings per Students $64,869,076 Average Annual Bond Expenditure $10,456,086 Annual Salaries and Supply Dollars Spent $27,371,305 Plant Operations and Maintenance $5,860,780

Total Annual Economic Impact of Central $132,097,030

Economic Impact of Levine – 02-03

Income Increase for Students $4,592,467 Business/County Savings per Students

$3,102,073 Average Annual Bond Expenditure $4,093,763 Annual Salaries and Supply Dollars Spent $5,330,741 Plant Operations and Maintenance $1,687,028

Total Annual Economic Impact of Levine $17,119,044

Economic Impact of North – 02-03

Income Increase for Students $1,647,587 Business/County Savings per Students

$2,024,488 Average Annual Bond Expenditure $1,988,889 Annual Salaries and Supply Dollars Spent $1,896,514 Plant Operations and Maintenance $810,650

Total Annual Economic Impact of North$8,368,128

Economic Impact of Northeast – 02-03

Income Increase for Students $1,786,840 Business/County Savings per Students

$1,176,499 Average Annual Bond Expenditure $2,091,333 Annual Salaries and Supply Dollars Spent $2,101,542 Plant Operations and Maintenance $624,420

Total Annual Economic Impact of Northeast $7,780,634

Economic Impact of Southwest – 02-03 Income Increase for Students $2,487,035 Business/County Savings per Students

$2,105,713 Average Annual Bond Expenditure $1,447,444 Annual Salaries and Supply Dollars Spent $2,870,399 Plant Operations and Maintenance $1,161,201

Total Annual Economic Impact of Southwest$10,071,792

Economic Impact of West – 02-03 Income Increase for Students $1,893,212 Business/County Savings per Students

$1,783,340 Average Annual Bond Expenditure $2,640,446 Annual Salaries and Supply Dollars Spent $2,204,056 Plant Operations and Maintenance $810,650

Total Annual Economic Impact of West$9,331,704

Total Annual Economic Impact of CPCC to Our Region Total Annual Economic Impact of Central $132,097,030 Total Annual Economic Impact of Levine $17,119,044 Total Annual Economic Impact of North $8,368,128 Total Annual Economic Impact of Northeast $7,780,634 Total Annual Economic Impact of Southwest

$10,071,792 Total Annual Economic Impact of West $9,331,704

$184,768,332

The Growth Has Occurred Internally

Student Behavior Has Changed

Annual Curriculum Headcounts

21,632

22,39422,076 22,047

23,40323,222

20,000

20,500

21,000

21,500

22,000

22,500

23,000

23,500

24,000

1997-98 1998-99 1999-00 2000-01 2001-02 2002-03

curriculum headcount

7% increase in 5 years (1,590 student increase)

Students by Credit Hours

800

1,300

1,800

2,300

2,800

3,300

3,800

4,300

4,800

Fall 97 Fall 98 Fall 99 Fall 00 Fall 01 Fall 02 Fall 03

<3 hrs3 to 56 to 89 to 1112 to 1415 >

Changes in Load

8,4018,4758,8438,768

8,977

9,238

8,968

7,9787,570

6,990

6,3686,0345,832

5,3385,0005,5006,0006,5007,0007,5008,0008,5009,0009,500

Fall 97 Fall 98 Fall 99 Fall 00 Fall 01 Fall 02 Fall 03

8 hours or less9 hours and up

Average Student Load

7.47.6 7.7

7.98.2

8.6 8.6

6

6.5

7

7.5

8

8.5

9

Fall 97 Fall 98 Fall 99 Fall 00 Fall 01 Fall 02 Fall 03

Average Load

16% increase in 6 years

Percent Attending Full-time

24.6%

27.3% 28.0%

29.9%

31.9%

34.6%35.3%

20.00%

25.00%

30.00%

35.00%

40.00%

Fall 97 Fall 98 Fall 99 Fall 00 Fall 01 Fall 02 Fall 03

% Full-time

10.7% increase in 6 years

Curriculum Assigned Seats

73,73176,202

79,01481,946

88,97192,032

70,000

75,000

80,000

85,000

90,000

95,000

1997-98 1998-99 1999-00 2000-01 2001-02 2002-03

assigned seats

24.8% increase in 5 years

Curriculum FTE

7677

82318057

8522

94149775

7000

7500

8000

8500

9000

9500

10000

1997-98 1998-99 1999-00 2000-01 2001-02 2002-03

Fall/Spring Total

27.3% increase in 5 years

We Have Become More Efficient Curriculum Sections Offered

Fall 03 2,311 (-30) Fall 02 2,341 (-42) Fall 01 2,399

Curriculum Sections Offered Spring 04 2,191 (-19) Spring 03 2,210 (-18) Spring 02 2,228

This Was An Issue Because….

Fall Curriculum Headcount10 Year History - CPCC Data

14,700 14,530

14,248

14,234

13,665

14,851

15,539

16,96616,686

15,941

16,616

12,000

13,000

14,000

15,000

16,000

17,000

18,000

1990-1991

1991-1992

1992-1993

1993-1994

1994-1995

1995-1996

1996-1997

1997-1998

1998-1999

1999-2000

2000-2001

Curriculum Sections Offered10 Year History - CPCC Data

2,266

2,128

2,095

1,889

1,970

1,8741,929

1,9641,894

1,747

1,907

1,500

1,600

1,700

1,800

1,900

2,000

2,100

2,200

2,300

2,400

1990-1991

1991-1992

1992-1993

1993-1994

1994-1995

1995-1996

1996-1997

1997-1998

1998-1999

1999-2000

2000-2001

Number ofSectionsOffered

We Have Issues with Student Success We participated in the National Community

College Benchmarking Project Participants were other League schools We collected and benchmarked data on

multiple student outcomes

Student Success in Core Academic Areas (A-C Grades from Exit Codes)English Comp I

Min. Med. Max. CPCC54.2% 72.4% 86.0% 58.0%

English Comp IIMin. Med. Max. CPCC50.5% 66.4% 84.5% 50.5%

College AlgebraMin. Med. Max. CPCC37.7% 58.1% 76.9% 37.7%

SpeechMin. Med. Max. CPCC60.2% 76.0% 89.0% 60.2%

Grade Distribution for College Level Courses

Min. Med. Max. CPCC

A 26% 33.4% 45% 26.1%B 18% 23.3% 27% 21.1%C 6% 13.9% 17% 12.7%D 1% 4% 8% 3.5%F 2% 4.9% 15% 6.7%

W1% 16.2% 29.9% 29.9%

Graduation Rates Still only 8% of our first-time, full-time

credential-seeking students receive a degree, certificate or diploma within 150% of the allotted time (3 yrs).

New Strategic Plan Values

Learning Inclusiveness Accountability Excellence Integrity Accessibility Innovation

We Seek to….. Put learning first in/through:

Policy, programs and practice Experiences offered to students Engaging learners Collaborative learning activities Documenting learning Improving learning Continuous commitment over the long term

The World of Higher Education Is an evolving world Change has become the norm so we must be

able to respond fast Daily dealing with ambiguity Heading into an unknown future (a path

where we can’t see the end)

New Strategic Plan

The Focus is Learning Taking a collective responsibility for learning Collaboration and integration of programs,

processes and services Emphasis will be on cross-unit planning

In Order to Focus on Learning How can we help each other build

connections and collaborations to facilitate learning?

What can we do (as major contributing units) to help the entire college take a collective responsibility for learning?

Take 20 minutes…….

Another Difference - Only Six Goals

1. Ensure Student Success by all employees assuming collective responsibility for placing the needs of learners first.

2. Foster an organizational culture that makes learning the primary value in every action of the College.

3. Promote the health and economic vitality of the community through partnerships, coalitions, and collaborations.

Only Six Goals:4. Plan and coordinate student enrollment, programs,

services, and facilities to meet community needs.5. Increase available public and private funds for

educational programs, capital projects and, general operations.

6. Improve learning outcomes and College programs, processes, and services through a systematic and continuous process of planning, assessment, and improvement.

How it Works…

Mission

Goals Goals Goals

UnitObjectives

UnitObjectives

UnitObjectives

UnitObjectives

UnitObjectives

UnitObjectives

Values Philosophy

Our New Annual Process The strategic goals are

set. The major units set unit objectives. Individual departments in that unit create action items. Individuals within departments will have projects on their PDP that align with the department’s action items.

Mission

College Goal College Goal College Goal

Unit Objectives Unit

ObjectivesUnit

Objectives

Department Action Items

Department Action Items

Department Action Items

PDPActivities

PDPActivities

PDPActivities

What is a Goal A statement of a quantifiable desired future state or

condition It is driven by the mission A goal:

lacks deadlines is usually long-range is relatively broad in scope provides guidance for the establishment of objectives (the specifics)

What is a Goal It is reported on anecdotally It is accomplished by activities It takes several goals to accomplish a mission

statement It takes several objectives to accomplish a

goal

Due to the nature of goals, the College may never fully accomplish a goal……but the College will makes progress toward the fulfillment of a goal through meeting multiple objectives.

What is an Objective?

A short-term, measurable, specific activity having a time limit or timeline for completion

They are used to reach goals They specify who, will do what, under what

condition, by what standard and within what time period

They state what you will do in a form that can be measured after the appropriate amount of time.

Example Piece of Mission …. To advance the lifelong educational

development of students…. Goal … engage students as responsible partners in the

lifelong learning process. Objective …. To develop a service learning program at

CPCC by June 30, 2004. Action Items …. To recruit 30 students to participate during

2003-04. To involve and train 20 faculty and staff and 10 businesses during 2003-04.

PDP Project … To organize and offer one workshop on service learning for the college during the 2003-04 year.

How to Set Objectives There’s no magic number

e.g. 80% vs. 90% - 20 people vs. 100 What is reasonable? What can you afford? What realistically can your staff accomplish? May need to benchmark (e.g. enrollment growth) What percent shows you’re not committed and

what percent shows you’re naïve?

How to Set Objectives Examples:

Fifty percent of students will be able to communicate effectively in writing (complete the writing exam with a grade of 60 [D] or better)

By the end of the spring term, 95% of faculty and staff will have completed 20 contact hours of professional development (workshops, college courses, conferences, onsite trainings, etc.)

More Realistic Seventy percent of students will be able to

communicate effectively in writing (complete the writing exam with a grade of 75 [C+] or better)

By the end of the spring term, the professional development office will increase their offerings for faculty and staff by 10% over what was offered last year (workshops, college courses, conferences, onsite trainings, etc.)

How to Set Objectives The first time you set objectives, be

conservative Don’t pull a rabbit out of your hat (e.g. let’s

grow enrollment by 10%) Don’t set a goal for your area when another

area has to perform to meet it (you don’t have control over the outcome)

It will take a few years to get it right

Implementation in 2004-2005 Set only a few objectives and action plans Make them measurable (under old process,

we set goals and didn’t measure them) Only create objectives and action plans for

those areas over which you have control Make them reasonable (with budget and

staffing constraints)

Questions How hard will this be to implement? What is the easiest way to train people? You are the College’s administrators…. Can

you do this? How hard will it be for all departments to fit

under the goals?

Suggestions for Implementation