Changes From Strategic Plan to Strategic Plan From Growth Mode to Focus on Student Learning.
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Transcript of Changes From Strategic Plan to Strategic Plan From Growth Mode to Focus on Student Learning.
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Changes From Strategic Plan to Strategic Plan
From Growth Mode to
Focus on Student Learning
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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
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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
Central
Other
Levine
Virtual
North
Southwest
West
Northeast
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Campuses Add Great Value to Our Community
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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
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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
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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
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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
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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
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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
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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
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The Growth Has Occurred Internally
Student Behavior Has Changed
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Annual Curriculum Headcounts
21,632
22,394
22,076 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)
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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 >
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Changes in Load
8,4018,4758,8438,768
8,977
9,238
8,968
7,978
7,570
6,990
6,3686,0345,832
5,3385,000
5,500
6,000
6,500
7,000
7,500
8,000
8,500
9,000
9,500
Fall 97 Fall 98 Fall 99 Fall 00 Fall 01 Fall 02 Fall 03
8 hours or less9 hours and up
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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
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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
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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
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Curriculum FTE
7677
82318057
8522
9414
9775
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
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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
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This Was An Issue Because….
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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
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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
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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
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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%
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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%
W 1% 16.2% 29.9% 29.9%
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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).
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New Strategic Plan Values
Learning Inclusiveness Accountability Excellence Integrity Accessibility Innovation
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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
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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)
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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
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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?
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Take 20 minutes…….
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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.
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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.
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How it Works…
Mission
Goals Goals Goals
UnitObjectives
UnitObjectives
UnitObjectives
UnitObjectives
UnitObjectives
UnitObjectives
Values Philosophy
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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 Objectives
Unit Objectives
Department Action Items
Department Action Items
Department Action Items
PDPActivities
PDPActivities
PDPActivities
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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)
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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
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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.
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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.
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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.
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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?
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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.)
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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.)
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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
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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)
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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?
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Suggestions for Implementation