Educational & Facilities Master Plan Update
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Transcript of Educational & Facilities Master Plan Update
Educational & Facilities Master Plan Update
College ForumOctober 21, 2005
Assignments 1 & 2Updates and Student Learner Outcomes
What is the desired outcome for the EFMP process? A current plan that
Is educationally driven and supports student learning
Is meaningful, relevant and timely Results from a transparent and inclusive
process Can be implemented within existing resources,
both human and fiscal Results in all programs and services having
completed program review
How will the results be used?
To guide improvement in student learning To better respond to dynamic student and
community needs To provide the appropriate mix of instructional
and support programs and services To guide design of new facilities To guide allocation of resources To provide a foundation for ongoing planning
and improvement
Process & Time Line 8/17 Planning agenda set with GAP 8/26 College Forum 9/30 Assignment #1 – Update from 2001 10/14 Assignment #2 – Student Learner Outcomes 10/21 College Forum 11/10 Assignment #3 – Future Directions 12/2 College Forum 1/26 College Forum 4/21 College Forum 5/3 GAP approval of EFMP
Agenda 9:00 - 9:30 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 Obtain feedback on proposed revisions to mission
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
Option A
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
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 C1
At Mission College, student success drives our teaching and learning and enhances our community vitality and individual achievement.
Option C1.1 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 C1.2 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
Ready, Set…..Go! Thanks for a great start! What we are reviewing today in many ways is
only the beginning We will continue to update information and
post it to the E&FMP website As you prepare Assignment #3, we should
work together to place information in context Unique departmental and program factors Larger and interconnected college, regional,
and economic factors
Brief Review of Enrollment Trends
Total enrollment by headcount has steadily decreased since the high of 10,594 in Fall 2002
The largest increase in students by age has been in the group of students under 21, followed by those students over 40
Mission College students are increasingly taking full-time loads (12+ units)
Total Enrollment by Headcount
Source: WVMCC PARIS System
Mission College Enrollment by Headcount Fall 1992-Fall 2005
7,000
7,500
8,000
8,500
9,000
9,500
10,000
10,500
11,000
11,500
12,000
Hea
dcou
nt
10,329 9,394 9,538 8,534 8,532 8,594 9,172 9,880 9,549 10,494 10,594 9,643 9,042 8,700
Fall 1992
Fall 1993
Fall 1994
Fall 1995
Fall 1996
Fall 1997
Fall 1998
Fall 1999
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
Fall 2005
External Events & Enrollment Trends
Mission College Enrollment by Headcount Fall 1992 - Fall 2005
7,000
7,500
8,000
8,500
9,000
9,500
10,000
10,500
11,000
11,500
12,000
Hea
dcou
nt
10,329 9,394 9,538 8,534 8,532 8,594 9,172 9,880 9,549 10,494 10,594 9,643 9,042 8,700
Fall 1992
Fall 1993
Fall 1994
Fall 1995
Fall 1996
Fall 1997
Fall 1998
Fall 1999
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
Fall 2005
90-93 Recession 2000-2003 Recession
BA Differential Fee
$10-$13/unit $18/unit $26/unit$12/unit $11/unit
Reductions in budgets & No. of Sections
Day & Evening EnrollmentSpring
01Fall
05
Day Classes Only 15.4% 35.7%
Evening Classes Only 53.6% 31.8%
Day and Evening Classes 29.6% 28.8%
Online and No Start Time Classes 1.5% 3.7%
Source: WVMCC Datatel Systems
Headcount Enrollment by Age
Source: WVMCC PARIS System
Mission College Enrollment by Age
10.0%
15.0%
20.0%
25.0%
30.0%
Per
cent
ot T
otal
<21 14.1 15.2 14.6 15.1 13.7 14.1 15.6 15.9 18.1 18.0 17.2 19.3 21.1 20.9
21-25 22.8 25.2 25.8 25.6 25.3 24.5 23.6 23.1 22.9 22.2 22.1 23.8 23.3 23.0
26-30 21.7 20.1 20.0 19.9 21.1 20.1 20.9 20.7 19.7 19.2 19.3 18.3 16.7 16.6
31-40 27.3 25.9 25.5 25.4 25.6 26.7 25.3 25.2 23.7 24.0 24.9 21.7 21.2 21.2
>40 14.1 13.5 14.2 14.0 14.3 14.7 14.6 15.1 15.6 16.7 16.6 16.9 17.7 18.3
Fall 92
Fall 93
Fall 94
Fall 95
Fall 96
Fall 97
Fall 98
Fall 99
Fall 00
Fall 01
Fall 02
Fall 03
Fall 04
Fall 05
Number of Units Enrolled
Source: WVMCC PARIS System
Mission College Number of Units Enrolled Per Student
15.0%
20.0%
25.0%
30.0%
35.0%
Per
cent
of T
otal
3 or fewer 32.2 29.4 26.9 27.2 28.3 29.9 29.6 29.7 29.2 30.9 31.2 32.5 29.3 29.7
3.5-6.0 28.0 27.4 27.4 27.2 27.3 27.2 26.2 26.7 26.9 25.4 25.8 26.4 24.6 24.5
6.5-11.5 21.9 23.2 25.0 24.7 24.9 25.3 25.2 25.0 23.9 25.2 24.6 24.9 25.1 24.3
12 or more 17.9 20.0 20.7 20.9 19.4 17.7 18.9 18.6 17.9 18.5 18.4 16.2 21.0 21.5
Fall 92
Fall 93
Fall 94
Fall 95
Fall 96
Fall 97
Fall 98
Fall 99
Fall 00
Fall 01
Fall 02
Fall 03
Fall 04
Fall 05
E&FMP Assignment #1
Special thanks to Curtis Pembrook and Jennifer Ludwick
Participation of 95% Many similarities across instructional
programs, student services, and administration
Your thoughts on the process?
Instructional Programs Question #1: Number of Students Served Since 2001
Question 1: Change in Number of Students
0
2
4
6
8
10
12
14
16
18
20
Declined by more than 5% Remained unchanged Grown by more than 5%
Freq
uenc
y of
Res
pons
e
Considerations
Every program is unique Different internal and external factors may
impact enrollment numbers Changes in FTEF or # of sections offered Short-term and late-start classes
Enrollment can be looked at in multiple ways FTES, WSCH, Enrollment, Headcount
Each approach captures a different element Efficiency, Interest per student, overall interest
Snapshots of Enrollment Patterns
FTES—Number of Full-Time Equivalent Students. 1 FTES = 525 class (contact) hours of student instruction/activity in credit and non-credit courses.
Enrollment—“Seat Count” showing the number of “warm bodies” filling classrooms. One student may account for multiple enrollments.
Headcount—Unduplicated count of students. Does not consider number of faculty contact hours.
Snapshots of Enrollment Patterns
Change in FTES Fall 01 to Fall 04
0
2
4
6
8
10
12
14
16
18
20
Num
ber
of P
rogr
ams
FTES 11 3 7 8 19
Decrease Over 30%
Decrease Over 10%
Change Within + or - 10%
Increase Over 10%
Increase Over 30%
Source: WVMCC PARIS System
Snapshots of Enrollment Patterns
Source: WVMCC PARIS System
Change in Enrollment Fall 01 to Fall 05
0
2
4
6
8
10
12
14
16
18
Num
ber
of P
rogr
ams
Enrollment 17 8 9 6 8
Decrease Over 30%
Decrease Over 10%
Change Within + or - 10%
Increase Over 10%
Increase Over 30%
Snapshots of Enrollment Patterns
Source: WVMCC PARIS System
Change in Headcount Fall 01 to Fall 05
0
2
4
6
8
10
12
14
16
18
Num
ber
of P
rogr
ams
Headcount 17 8 11 1 11
Decrease Over 30%
Decrease Over 10%
Change Within + or - 10%
Increase Over 10%
Increase Over 30%
Snapshots of Enrollment Patterns
Source: WVMCC PARIS System
One Illustration: Fire Protection Technology
-15
-10
-5
0
5
10
15
20
25
30
35
Type of Enrollment Pattern
Per
cent
age
Cha
nge
in E
nrol
lmen
t
Series1 30 0 -10
FTES Enrollment Headcount
One Illustration
Enrollment patterns may not always match up Fire Protection Technology
FTES: Increase Over 30% Enrollment: Change Within + or – 10% Headcount: Decrease Over 10%
Discussion: What might contribute to these differences?
These are the discussions we hope every program will hold
Non-Instructional Services Question #1: Number of Students Served Since 2001
Question 1: Change in Number of Students
0
2
4
6
8
10
12
14
16
18
Declined by more than 5% Remained unchanged Grown by more than 5%
Freq
uenc
y of
Res
pons
e
Considerations
Data for Non-Instructional programs is more difficult to capture outside of self-reports
Most programs capture headcount or number of services provided
However, there is no centralized data source Different measures are more appropriate for
different services As program review continues to evolve, so
will the collection and analysis of data
Considerations
Different measures are more appropriate for different services LATC versus Admissions
Patterns of student service use may not match patterns of enrollment
As program review continues to evolve and grow, so will the collection and analysis of data
Reactions?
Instructional Programs Question #2 Changes in Curriculum Since 2001
Question 2: Change in Curriculum
0
2
4
6
8
10
12
14
16
18
Remained unchanged Changed moderately Changed signf icantly
Freq
uenc
y of
Res
pons
e
Changes in Curriculum Defined As…
Revisions to courses Development of new courses Creation of distance learning options Creation of new
Degrees Certificates Graduation competencies Programs
Programs Reporting Changes and Changes Approved by the BOT Since 2001
New Degrees/Certificates/Graduation Requirements Accounting Anthropology Art Athletics Biology Business CA Child Development CIS CIT CNET Communication Studies Community Education Counseling DISC English ESL
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?
Non-Instructional Services Question #2 Changes in Services Since 2001
Question 2: Change in Services
0
2
4
6
8
10
12
14
Remained unchanged Changed moderately Changed signficantly
Reactions?
Administrative Office Question #1: Nature of Services Since 2001
Question 1: Change in Nature of Services
0
2
4
6
8
10
12
14
16
Decreasedsignificantly
Decreasedmoderately
Remainedrelatively
unchanged
Increasedmoderately
Increasedsignficantly
Freq
uenc
y of
Res
pons
e
Considerations
Data for Administration and Governance is more difficult to capture outside of self-reports
Additional review materials, such as surveys and focus groups can provide additional information
As program review continues to evolve, so will the collection and analysis of data
Administrative Office Question #2: Scope of Services Since 2001
Question 2: Change in Scope of Services
0
2
4
6
8
10
12
14
16
Decreasedsignificantly
Decreasedmoderately
Remainedrelatively
unchanged
Increasedmoderately
Increasedsignficantly
Freq
uenc
y of
Res
pons
e
Reactions?
Combined Response Question #3 Staffing Changes Since 2001
Question 3: Change in Staffing
0
5
10
15
20
25
30
35
40
Decreased - Wehave few erstaf f (FTE)
Decreased - Wehave few erfaculty (FTE)
Stayed thesame
Increased - Wehave more
faculty (FTE)
Increased - Wehave more staf f
(FTE)
Freq
uenc
y of
Res
pons
e
Funding in Staffing, 2005-2006
Staffing Budget Allocation 03/04-05/06
0%
10%
20%
30%
40%
50%
60%
Per
cent
of S
taff
ing
Bud
get
03-04 5% 18% 54% 16% 1% 6%
04-05 5% 17% 54% 17% 1% 6%
05-06 5% 17% 51% 19% 1% 7%
Adm inis trator Class ified Faculty PT FacultyClass ified
HourlyNon-Personnel
Budget
Types of Staffing Needs Fulltime Faculty (not included in most recent prioritization)
Retail Floristry Work Experience
Classified Office Support
Division Offices Part time Faculty Center Student Services
Career Transfer Center DISC Assessment Health Services (Physician, RN)
Instructional Support Nursing Foreign Language LATC Science
Students AV/TV Instructional Support Labs
Reactions?
Combined Response Question #4 Technology & Other Equipment Needs
Since 2001
Question 4: Change in Equipm ent Needs
0102030405060708090
100
Decreased Remained suf f icient Increased
Freq
uenc
y of
Res
pons
e
Technology & Other Equipment Funding Since 2001Budget--State Instructional Equipment & Library
0
50000
100000
150000
200000
250000
State Instructional Equipment
Library
State InstructionalEquipment
82442 96446 138728 211282
Library 20231 24482 69245
2001-2002 2002-2003 2003-2004 2004-2005
Types of Technology & Other Equipment Needs
Smart Classrooms Instructional Equipment Computer Upgrades
Instructional Administrative
Servers Office Equipment ADA Equipment: TTYs
Programs Reporting Substantial Instructional Equipment Needs
Art TV: Broadcasting Fire Protection Technology Hospitality Management Music Nursing Pharmacology Retail Floristry
Programs Reporting Need for Regular Computer/Software/License Upgrades 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
Question 5: Change in Supply Needs
0
10
20
30
40
50
60
70
80
Decreased Remained suffi cient Increased
Supply Funding Since 2001
Mission College Supplies Budget Vs. Actual Spending 2001-2006
$-
$50,000
$100,000
$150,000
$200,000
$250,000
$300,000
$350,000
$400,000
$450,000
Year
Am
ount
in D
olla
rs
Budget
Actual Spending
Budget $415,384 $359,616 $186,214 $142,283 $173,421 $143,264
Actual Spending $251,677 $298,057 $13,879 $109,174 $141,068
2001 2002 2003 2004 2005 2006
Reasons Cited for Increased Supply Needs
Budget cuts Inflation Increased Number of FT faculty Technology/software changes
Sources to Meet Supply Costs
College budget Grants Categorical program funds Fee-based courses Instructional fees Donations
Types of Supply Needs Instructional
Duplicating Videos, DVDs Models (Art) Officials (Athletics) Perishables (HM, RF) Medical (Nursing) Travel (Athletics) Software
Office Printer supplies Paper General office supplies Software upgrades
Maintenance, repairs
Combined Response Question #6 Space Needs Since 2001
Question 6: Change in Space Needs
0
10
20
30
40
50
60
70
80
Decreased Remained Suf f icient Increased
Freq
uenc
y of
Res
pons
e
Types of Spaces Instructional
Smart classrooms Dedicated wet & dry Labs Dedicated computer labs Larger classrooms More flexible classrooms Study rooms Storage
Office space Private
Reception space Storage space
Question #7Areas for Further Research or Improvement
Outreach Marketing Program Imbalance: Gender, Ethnicity Student Success
Assessment Retention Course/degree/certificate completion 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 Need to
Increase marketing efforts Adjust to changing labor market Change delivery modes Attract best qualified PT faculty Advise students of prerequisites, advisories Improve accessibility for disabled students Provide adequate staffing for high-use offices Improve student success Revisit organization of some departments Improve student success rate Increase noncredit offerings
Assignment #2
Student Learner Outcomes
Submission Report
Currently 82% of Academic Programs have submitted their Program Level SLOs
73% of Student Services have submitted their Program SLOs
Next Steps: Guiding Principles
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.
On October 6, the Mission College Academic Senate approved a set of Guiding Principles and recommended Institutional Practices (see handout)
Faculty Concerns about SLOs
Will SLOs be used to evaluate faculty performance in any way?
Will SLOs be used to determine pay rates for faculty?
Will SLOs be used to diminish academic freedom?
Will the SLO process be determined by administrators or outside sources?
Next Steps
Recommended process from other California Community Colleges: Write a set of Guiding Principles Form a college-wide Outcomes and
Assessment Committee Outline a process for implementing the
SLOAC process Review Program SLO statements and ask for
revisions where needed
Thank You!!
Your Participation and Feedback Make Things Happen!
Assignment #3Future 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 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 classrooms@ 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:______________________________________________________________________________
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 Due Date Responsible
1
2
3
4
5
Goals
We don’t have to wait for the EFMP…
Some actions we could take now to improve enrollment…
Publish schedule on time Complete PT hiring pools for spring to avoid
canceling classes for lack of instructors Increase marketing efforts Coordinate outreach to High Schools Research causes of enrollment trends Use new enrollment management tools for
summer/fall scheduling Expand web access for registration
Some actions we could take now in respect to curriculum…
Learn to use new online course management system and other distance learning technology
Increase distance learning options Purchase and implement new curriculum
development software Update programs and course outlines,
especially vocational programs Review and update GE program Continue to develop, implement, assess
student learning outcomes
Some actions we could take now in respect to staffing…
Identify and prioritize staffing needs 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)
Meet hiring deadlines FT faculty
4 mid-year replacements underway 2 new FT positions for F06 underway
PT faculty Pools for S06 identified and underway
Administrative All hiring processes underway and on schedule for Spring 06
Some actions we could take now in respect to technology and equipment… Disseminate Technology Plan Consider ways to provide multimedia
capability to more classrooms, even temporarily
Some actions we could take now in respect to supplies… Increase and/or reallocate supply budgets
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… Clean house! Arrange for dumpsters and
Clean out files, cabinets Discard broken furniture and equipment Auction remaining items