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

He

ad

co

un

t

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

He

ad

co

un

t

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


Mission College Enrollment by Age

10.0%

15.0%

20.0%

25.0%

30.0%

Per

cen

t o

t T

ota

l

<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


Mission College Number of Units Enrolled Per Student

15.0%

20.0%

25.0%

30.0%

35.0%

Per

cen

t o

f T

ota

l

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%

Fre

qu

ency

of

Res

po

nse

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.


Change in FTES Fall 01 to Fall 04

0

2

4

6

8

10

12

14

16

18

20

Nu

mb

er o

f P

rog

ram

s

FTES 11 3 7 8 19

Decrease Over 30%

Decrease Over 10%

Change Within + or - 10%

Increase Over 10%

Increase Over 30%




Change in Enrollment Fall 01 to Fall 05

0

2

4

6

8

10

12

14

16

18

Nu

mb

er o

f P

rog

ram

s

Enrollment 17 8 9 6 8

Decrease Over 30%

Decrease Over 10%


Increase Over 10%

Increase Over 30%



Change in Headcount Fall 01 to Fall 05

0

2

4

6

8

10

12

14

16

18

Nu

mb

er o

f P

rog

ram

s

Headcount 17 8 11 1 11

Decrease Over 30%

Decrease Over 10%


Increase Over 10%

Increase Over 30%



One Illustration: Fire Protection Technology

-15

-10

-5

0

5

10

15

20

25

30

35

Type of Enrollment Pattern

Per

cen

tag

e C

han

ge

in E

nro

llm

ent

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%

Fre

qu

ency

of

Res

po

nse

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

Fre

qu

ency

of

Res

po

nse

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

Fre

qu

ency

of

Res

po

nse

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

Fre

qu

ency

of

Res

po

nse

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)

Fre

qu

ency

of

Res

po

nse

Funding in Staffing, 2005-2006

Staffing Budget Allocation 03/04-05/06

0%

10%

20%

30%

40%

50%

60%

Pe

rce

nt

of

Sta

ffin

g B

ud

ge

t

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

0

10

20

30

40

50

60

70

80

90

100

Decreased Remained suf f icient Increased

Fre

qu

ency

of

Res

po

nse

Technology & Other Equipment Funding Since 2001

Budget--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

ou

nt

in D

oll

ars

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

Fre

qu

ency

of

Res

po

nse

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

Documents

Educational & Facilities Master Plan Update