overview of the strategic planning process planning... · this strategic planning process began...

1Strategic Master Plan 2004-2007

Every three years the college develops a new strategicplan. This strategic planning process began with theaccreditation self-study that reviewed the college’sprograms and effectiveness relative to accreditationstandards. The self-study, completed in fall 2003, resultedin planning agendas that were grouped into seven themes:

1. Achieving student success and strengthening theassessment of learning outcomes

2. Addressing equity and diversity3. Pursuing appropriate staffing levels, maintaining

quality of staff, and expanding opportunities for staffand student involvement

4. Expanding research and evaluation to increasesystematic analysis of data and accountability

5. Improving process coordination and dissemination ofcollege procedures

6. Increasing student access by expanding the number ofstudents using new delivery systems and supportingstudents’ online experience

7. Improving the physical environment

The Planning Committee reviewed the seven themes listedabove and consolidated them into five themes. Thesethemes with their relevant planning agendas weredistributed to appropriate college standing committees forreview. In preparation for the strategic planning retreat,each committee then developed objectives and strategiesbased on the theme and planning agendas.

On April 22, 2004 college constituents attended apreplanning session to review internal and externalenvironmental scanning. From this information assumptionsand implications were developed.

The college held a strategic planning retreat at the LompocValley Center on April 29-30, 2004. More than 45 collegeconstituents, including representing of the student bodyand the board of trustees, participated in the retreat andcontributed to the new three-year strategic plan.

The college committees’ proposed objectives and strategieswere presented at the planning retreat held at theLompoc Valley Center. Participants also reviewed theaccreditation visiting team’s recommendations, demographicinformation, and a progress report on achievement ofobjectives in the previous strategic plan. At the retreat,

participants then revised and augmented the objectives andstrategies and developed action plans to achieve them.

The director, institutional research and planning, the dean,educational services, and the superintendent/presidentreviewed and formatted the draft plan and shared it withthe college community at the fall 2004 all-staff meeting.The Planning Committee reviewed and refined the strategicplan at meetings between May and October 2004.

The final draft of the strategic plan was presented to theboard of trustees for review at its October 19, 2004 meeting.

Strategic Planning Retreat ParticipantsRetreat participants included administrators,full-time faculty, part-time faculty, classified, confidential/supervisory staff, students, and a trustee. The followingindividuals participated in the two-day planning retreat.

OVERVIEW OF THE STRATEGIC PLANNING PROCESS

Rebecca AlarcioShelly AllenGary AstonGary BierlyAngela Caballero de CorderoScott CathcartDave EdwardsHerb ElliottTerry ExumTim FlemmingJanet FordAnn FoxworthyJudy FrostHenry GrennanGrace GonzalezMichael GrosFrank GrosbayneJames HarveyFelix HernandezRay HobsonDave HumphreysBetty InclanChris Jenkins

Wayne KingAleia KinkeadMark MalangkoSamuel MarinJudy MarklineNancy MeddingsBetty MillerPaul MurphyJulie NilesSteve O’NeillGlenn OwenRob ParisiDorothy PhillipsJan PieperNorma RazoGordon RiveraStephanie RobbVictor SalasPaula SouzaLouie ValenzuelaRoger WeltJim WestCraig Wilde

2 Strategic Master Plan 2004-2007

Allan Hancock College has developed broad scaledmeasures of institutional effectiveness. These keyperformance indicators are reviewed annually by thePlanning Committee to assess the overall strengths andweaknesses of the college in order to prioritize strategicinitiatives. Some of the performance indicators are similarto planning themes; the measures, however, tend tocontinue from one strategic plan to another while thespecific themes and objectives change to reflect currentcollege strategic directions. These key performanceindicators are evaluated along with performance towardseach objective in the strategic plan.

Measure: Student Success1. Success and retention

2. Persistence

3. VTEA core indicators

4. Progression from basic skills to transfer ready

5. Transfers to the UC and CSU

6. Demonstrated improvement in student learning

Measure: Student Access1. District enrollment

2. Enrollment by location

3. Enrollment by population group

4. College going rates of high school graduates

5. Numbers and characteristics of students in categoricalprograms

6. Participation rates

Measure: Student Satisfaction1. Campus climate survey responses

2. Student focus group feedback

3. Phone surveys of former students

Measure: Staff Composition and Climate1. Gender, age and ethnicity of college employees

2. Distribution of full-time to part-time faculty

3. Faculty and staff climate surveys

Measure: Fiscal Conditions1. Funded and actual FTES

2. WSCH to FTEF

3. Reserve level

MEASURES OF INSTITUTIONAL EFFECTIVENESS


CHARTING OUR COURSE

VISIONStudent success is the highest priority at Allan HancockCollege.

Working collaboratively with students and community, AllanHancock College will provide innovative and comprehensiveprograms and services to ensure student achievement andmeet community needs.

PHILOSOPHYThe philosophy of Allan Hancock College reflects theconviction that education is a lifelong quest. The collegeexists as a center of learning which guarantees access to allwho can benefit. It offers each individual the opportunity toidentify and realize educational objectives in pursuit of a full

and productive life, and to prepare for a future of changingpersonal, local, national, and global responsibilities.

The college is committed to excellence in learning, inteaching and in service. It fosters the development ofhuman potential through a comprehensive program ofcourses and services which promote educational, social andcultural enrichment in an environment of inquiry and civility.It takes pride in its diverse student body and staff andrecognizes in them an important educational resource.

Allan Hancock College believes in a close relationshipbetween students and staff, college and community.Its dedication to academic freedom encourages an openexchange and exploration of ideas. It understands educationto be a process of mutual responsibility in which studentsparticipate actively in meeting their educational goals.

MISSIONIn 2003-2004 the Planning Committee recommended tothe board of trustees revision of the mission statement.The board adopted the revised mission statement at itsMay 18, 2004 meeting.

The mission of Allan Hancock College is derived from themission statement of the California Community CollegeSystem.

Primary MissionRecognizing that individual, community, and global needs arediverse and changing, the college’s primary mission is to offera variety of programs and services to:

prepare students tprepare students tprepare students tprepare students tprepare students to transfo transfo transfo transfo transfer ter ter ter ter to a fo a fo a fo a fo a fourourourourour-y-y-y-y-year college orear college orear college orear college orear college orunivunivunivunivunivererererersitysitysitysitysity..... The college offers standard collegiatecourses at the lower division level for students whoplan to earn an associate degree and/or transfer.prepare students tprepare students tprepare students tprepare students tprepare students to ento ento ento ento enter the wer the wer the wer the wer the worororororkfkfkfkfkforororororce.ce.ce.ce.ce. The collegeoffers specialized occupational and technicaleducation and training in selected occupational fieldsleading to job entry, advancement, retraining,certification, and associate degrees.advadvadvadvadvance Califance Califance Califance Califance California’s economic grornia’s economic grornia’s economic grornia’s economic grornia’s economic grooooowth and globalwth and globalwth and globalwth and globalwth and globalcomcomcomcomcompepepepepetitivtitivtitivtitivtitiveness threness threness threness threness through education and training.ough education and training.ough education and training.ough education and training.ough education and training. Thecollege offers comprehensive services and workforcedevelopment training programs designed, in collaborationwith other regional educational and training institutionsand regional economic development entities, to enhanceCalifornia economic growth and competitiveness.

Essential and important functionsIn order to enable students to reach their educationalgoals, the college offers essential and important programsand services by providing

basic skills educationbasic skills educationbasic skills educationbasic skills educationbasic skills education in mathematics, reading, andwriting for underprepared students;instruction in English as a second languageinstruction in English as a second languageinstruction in English as a second languageinstruction in English as a second languageinstruction in English as a second language;instructional and student supporinstructional and student supporinstructional and student supporinstructional and student supporinstructional and student support sert sert sert sert servicesvicesvicesvicesvices forassessment of skills and abilities, counseling andadvisement, tutoring, financial aid, job placement,health services, and learning resources;adult noncredit educationadult noncredit educationadult noncredit educationadult noncredit educationadult noncredit education as authorized by EducationCode in the following categories: adult basic education,English as a second language, home economics,parenting, health and safety, short-term vocational,programs for the disabled, citizenship, and programsfor older adults.

Authorized FunctionThe college is authorized and welcomes the opportunity toprovide community services courses and programs so longas their provision is compatible with the college’s ability tomeet its obligations in its primary mission.


OBJECTIVE 1: By 2008, establishcollegewide learning outcome measuresand implement assessment of learning.

Strategy 1: Provide staff development for faculty andstaff in order to develop, implement, and assesslearning outcomes.Strategy 2: Develop a plan to implement learningoutcomes for programs and courses.Strategy 3: Develop measurable learning outcomes forall programs and courses and for student services.Strategy 4: Develop program outcomes for generaleducation.Strategy 5: Develop more rigorous means ofassessment for competence in computation.Strategy 6: Develop a process for evaluating onlinecourses and instruction.

Measures of Success:All faculty and staff trained to prepare andimplement learning outcomesSystematically defined outcomes at the course andprogram level, as well as identified outcomes forstudent service and administrative programs.

OBJECTIVE 2: Achieve student success asmeasured by data showing increasedcourse completions, an increased numberof students who complete degrees andcertificates and/or who transfer touniversities and four-year colleges, andjob placement rates.

Strategy 1: Increase the number of students withstudent educational plans and establish a systematicSEP follow-up process.Strategy 2: Increase the retention and success rates ofstudents in distance learning classes.Strategy 3: Expand outreach and articulation to thehigh schools to attract more transfer bound students.Strategy 4: Ensure adequate resources and staff tosupport student success.Strategy 5: Expand and strengthen partnerships withuniversities by offering upper-division courses anddegrees within the district.Strategy 6: Increase the number of degree andcertificate programs.Strategy 7: Increase the percent of first-time studentswho successfully complete courses.

Measures of Success:Demonstrate improvement greater than thesystemwide average in the following areas:a. growth in the number of transfer to UC and

CSU institutionsb. growth in the number of degrees and

certificates awardedc. success and retention ratesAnalysis of Student Equity Plan demonstratesadherence to EEOC guidelines in performance.Increased job placement rates as measured byVTEA Core Indicator Three.By 2006, success and retention rates of first-timestudents increase by a minimum of threepercentage points.

Theme ONE Achieving student success andstrengthening the assessment of learning outcomes


OBJECTIVE 3: Increase number of basicskills students who successfully completebasic skill courses and transition todegree-applicable courses.

Strategy 1: Examine the relationship between basicskills and transfer curriculum.Strategy 2: Identify strategies to increase effectivenessof reading, writing, and math centers to improvestudents’ performance in basic skills.Strategy 3: Conduct a retreat to develop action plans toimprove students’ performance in basic skills classes.Strategy 4: Promote development of reading skills.

Measures of Success:Increase by a minimum of 2% per year thepercentage of students who successfully completebasic skills math and English.By 2008 increase by a minimum of 3% thepercentage of students who start in a basic skillscourse and successfully complete a degreeapplicable course in the same discipline.

OBJECTIVE 4: Develop comprehensivesupportive process for immersing studentsinto the college environment.

Strategy 1: Increase the number of students whoparticipate in new student orientation and personaldevelopment courses.Strategy 2: Develop a process for designated faculty toserve as mentors for students majoring in theirdiscipline.Strategy 3: Increase number of students whoparticipate in student activities.Strategy 4: Encourage development of subject areaclubs and student participation.Strategy 5: Strengthen the honors programs andactivities.

Measures of Success:Student participation in personal developmentcourses, orientation, and other student activitieswill increase at a rate greater than enrollmentgrowth.

OBJECTIVE 5: Increase on-line servicesto support students’ needs.

Strategy 1: Implement 2003 Technology Plan project“eServices Work Program.”

Measures of Success:Completion of all phases of 2003 Technology Planproject “eServices Work Program.”By 2008 the majority of disciplines offeringdistance learning instruction will show increasedsuccess rates of students in distance learningcourses.


OBJECTIVE 1: Hire a diverse andwell-qualified staff.

Strategy 1: Improve the timeliness and efficiency ofhiring processes.Strategy 2: Increase employee participation in regularlyscheduled training related to diversity, culturalsensitivity, and equal employment opportunities.Strategy 3: Increase recruitment efforts.Strategy 4: Strengthen staffing with categorical andgrant-funded positions that assist the college to meetits goals.Strategy 5: Seek to maintain competitivecompensation.

Measures of Success:Demographic data of applicant pools and new hireswill show annual improvement in diversity amongfull-time faculty that more closely mirrors the profileof students.

OBJECTIVE 2: Retain a college staff thatis diverse and well qualified.

Strategy 1: Increase employee participation inprofessional development.Strategy 2: Secure alternative funding sources toincrease professional development opportunities underthe leadership of the Human Resource DevelopmentCommittee.Strategy 3: Support and promote staff involvement ingovernance and college activities.Strategy 4: Provide opportunities for peer mentoring forregular employees.Strategy 5: Increase employee participation in regularlyscheduled training related to cultural sensitivity,diversity, and prevention of sexual harassment.Strategy 6: Celebrate and foster staff appreciation.

Measures of Success:Demographic data of college employees will showannual improvement in diversity of full-time facultyas compared to the diversity of the credit studentpopulation.Participation in staff development activities willincrease annually at a rate greater than the offeringof scheduled activities.

OBJECTIVE 3: Enhance the value andmeaningfulness of evaluation foremployees through timely and effectivesystematic follow through and training.

Strategy 1: Provide to all staff groups annual trainingon evaluation processes and effective evaluationprocedures.Strategy 2: As a component of an administrator’sevaluation, assess his or her effectiveness as anevaluator of those who report to the administrator.Strategy 3: Link the evaluation processes of employeesto professional development.

Measures of Success:Feedback from staff surveys will show improvementacross all employment groups with regard to theeffectiveness of the evaluation process.

Theme TWO Pursuing appropriate staffing levels, addressing equity and diversity,maintaining quality of staff, and increasing employee involvlement


OBJECTIVE 4: Pursue appropriatestaffing levels.

Strategy 1: Report annually to the college communitythe ratio of full-time faculty to part-time faculty in orderto maintain the commitment to increase that ratio.Strategy 2: Conduct an assessment to determine theneed for Spanish-speaking employees throughout thedistrict and, if indicated, develop a proposal to addressthe need.Strategy 3: Restore staffing levels based on institutionalpriorities.

Measures of Success:Demonstrate annually that the number offull-time faculty increases, and the number of full-time faculty exceeds the obligation as stipulated inTitle 5 Regulation.Periodic review of the staff prioritization processdemonstrates that a clear and consistent processhas been followed.Appropriate numbers of administrators andclassified staff are employed as determined bycollege needs and fiscal conditions.


OBJECTIVE 1: Provide training on thekey processes and the systems used toimplement these processes.

Strategy 1: Implement the project InformationTechnology Services Support plan (2003 TechnologyPlan).Strategy 2: Provide training to improve employees’ability to use research data in decision-making andplanning.Strategy 3: Provide regularly scheduled trainingworkshops for departments to ensure that departmentmembers understand internal purchasing procedures.Strategy 4: Ensure timely training of new and existingemployees to learn internal procedures and theirrelevant technology.Strategy 5: Provide guidelines and training on theprocess and responsibilities of participants ongovernance committees.

Measures of Success:Training processes and schedules will be evaluatedto ensure that all staff has adequate opportunity tolearn college processes.Staff surveys indicate appropriate levels of trainingon process coordination and communication.

Usage of Intranet for various service requests (.e.g.,web services, customer support, research andplanning, campus graphics) will increase annually.Response times of service requests (e.g., customersupport, plant services), relative to departmentstaffing levels, will decrease.

OBJECTIVE 2: Create and maintaineffective procedures to ensure thatemployees and students know districtprocedures and their responsibilities.

Strategy 1: Review and update, where appropriate, allhandbooks and procedural manuals.Strategy 2: Develop standards and guidelines forpurchase, installation, maintenance, and surplus ofequipment to be followed by all employees.Strategy 3: Develop and distribute guidelines to allemployees regarding computer/print accessrequirements for students with disabilities.Strategy 4: Facilitate cost effective purchasing by hiringa purchasing agent.

Measures of Success:All college handbooks and procedure manuals areupdated regularly.The current district forms and procedures areaccessible on the Intranet.The Shared Governance process is effective andtimely in addressing procedural changes due tofactors such as new legislation, modifiededucation codes, and technology innovations.

OBJECTIVE 3: Improve and standardizecollege, staff, and student communication.

Strategy 1: Ensure timely and comprehensivedissemination of college budget information.Strategy 2: Standardize, where appropriate, all forms ofelectronic communication such as email and web sites.Strategy 3: Ensure adequate communication ofemergency procedures to all staff and students.Strategy 4: Ensure that the electronic communicationpolicies are communicated and acknowledged.Strategy 5: Expand the use of the Intranet todisseminate information regarding shared governanceopportunities and committee agendas and reports.

Theme THREE Improving process coordination and communicationto improve institutional effectiveness


Measures of Success:All AHC employees will use standardized means ofcommunication including college email.College responses to emergencies will be evaluatedto ensure that staff is aware of procedures.All AHC employees are accessible via email and theemail addresses are published and maintained.All AHC employees have access to the district’sIntranet web site.

OBJECTIVE 4: Create, upgrade, andmaintain essential infrastructure tosupport improvement of processcoordination.

Strategy 1: Develop and implement the projectDecision Support System (2003 Technology Plan) fornetwork administration and mainframe migration.Strategy 2: Increase the capacity, if needed, andmaintain the reliability of the Internet and Intranet websites.

Measures of Success:College data for decision making will increase incontent on the Intranet and Internet and the datawill be evaluated for usefulness.The mainframe migration plan will address thedecision making data requirements.

OBJECTIVE 5: Improve collegewidemeasures of institutional effectiveness anddevelop processes to ensure accountability.

Strategy 1: Implement a review cycle to assessprogress on program reviews.Strategy 2: Ensure awareness of information availableto college personnel, including data for programevaluation through such means as expanded use of thecollege Internet and Intranet.Strategy 3: Develop measures of effectiveness andproductivity.


OBJECTIVE 1: Ensure easy access toinformation, services, and processesfor students.

Strategy 1: Regularly assess web sites to ensureaccessibility, ease of navigation, and adequate andcurrent information.Strategy 2: Expand access to services for distanceeducation students to include financial aidapplications, learning assistance screening, and otheressential services.Strategy 3: Complete the Online eServices project inthe Technology plan.Strategy 4: Expand availability of information tostudents on campus.Strategy 5: Broaden off-campus programs and servicesto meet community needs.Strategy 6: Provide targeted outreach promotingaccess to financial aid.

Measures of Success:Increased student awareness of campus services andsatisfaction with accessibility of information asexemplified in student surveys such as Student ClimateSurvey, program reviews, and student focus groups.Participation and use of student services (e.g.,financial aid, EOPS) grows at a rate at or abovedistrict growth rate.Equal availability of services for remote students.

OBJECTIVE 2: Develop integrated andcomprehensive outreach services.

Strategy 1: Create a delivery system to shareinformation across all departments and units so thatthe district can provide efficient and effective outreachservices.Strategy 2: Maintain an active and coordinated college-wide outreach in the high schools and community andmeasure effectiveness.Strategy 3: Provide targeted outreach promotingaccess to financial aid.Strategy 4: Maintain strong public relations and mediasupport.

Measures of Success:College going rates of local feeder high schoolgraduates to AHC increases by at least twopercentage points per year.Enrollment from feeder high schools reflects thediversity of high school graduates.Increased participation rate within the district.

OBJECTIVE 3: Develop and implementan effective enrollment management plan.

Strategy 1: Review the effectiveness of the existingclass schedule with respect to optimal student accessand learning, revise where indicated, and implementchanges/revisions.Strategy 2: Expand outreach to high schools throughincreased contacts.Strategy 3: Increase availability of information forstudents and high school staff regarding articulationopportunities.Strategy 4: Expand delivery systems to provideappropriate and flexible scheduling.Strategy 5: Explore the need for student housing, and ifdeemed feasible, proceed with financing, construction,and all related organizational planning.

Measures of Success:Student Climate Survey indicates increasedsatisfaction with availability and schedule ofclasses.District enrollment growth above statewideenrollment growth rate.District course retention and persistence ratesabove statewide rates.

Theme FOUR Increasing Student Access


OBJECTIVE 1: Provide attractive andhighly functional learning and workenvironment.

Strategy 1: Plan and complete a remodel of thelearning resources center; construction of the skillscenter, and construction of the science and healthoccupations facility, subject to funding availability.Strategy 2: Obtain state approved funding for the one-stop student services center.Strategy 3: Seek state and other funding sources toimplement five-year construction plan.Strategy 4: Update the educational and facilitiesmaster plan and facility site master plan to reflectproposed and future construction projects.Strategy 5: Provide a smoke free campus.

Measures of Success:Improvement in levels of satisfaction in areasrelated to the college physical environment asmeasured through program review, studentclimate, and employee surveys, as well as focusgroups and other qualitative measures ofsatisfaction.

OBJECTIVE 2: Maintain a safe andaccessible physical environment forstudents and employees.

Strategy 1: Conduct districtwide safety and crimeprevention training.Strategy 2: Identify and replace equipment that fails tomeet ergonomic and safety standards.Strategy 3: Ensure compliance with ADA AccessibilityPlan and other government mandated code.

Measures of Success:Reduction in injuries, accidents and crime.

OBJECTIVE 3: Improve plant servicesworkflow effectiveness and resourceallocation.

Strategy 1: Develop an online work order system.Strategy 2: Develop and implement a plant servicesstaffing plan to provide adequate staffing to maintainfacilities and meet the needs of new facilities.Strategy 3: Improve interdepartmental project coordination.

Measures of Success:Reduction in response time and time to completionon projects.

OBJECTIVE 4: Ensure appropriateequipment through systematic expansionand replacement.

Strategy 1: Develop and implement a comprehensivedistrictwide systematic vehicle and equipmentexpansion and replacement process.Strategy 2: Develop priorities for funding replacementequipment and vehicles.Strategy 3: Develop and implement a preventivemaintenance plan for vehicles and equipment.Strategy 4: Identify and replace equipment to maintaincurrency in programs and services.Strategy 5: Seek funding to implement a comprehensivesystematic vehicle and equipment replacement plan.

Measures of Success:Completion of a documented process with evidencethat replacement and purchases are consistentwith the process.

Theme FIVE Improving the physical environment


OBJECTIVE 1: Practice effective resourceallocation linked to college planning.

Strategy 1: Ensure district solvency and fiscal stability.Strategy 2: Link budget development with planning.

Measures of Success:Staff survey demonstrates agreement that resourceallocation is linked to college planning.District reserve at 5 percent or greater.

OBJECTIVE 2: Secure alternative revenuebeyond state funding.

Strategy 1: Obtain grants to meet priority needs.Strategy 2: Develop an effective process for approvaland tracking of positions supported by categorical andgrant funds.Strategy 3: Seek funds for equipment and technology.Strategy 4: Increase support from college foundations.Strategy 5: Integrate the development of grantproposals into institutional planning.Strategy 6: Achieve accountability standards andtargets tied to categorical funding.

Measures of Success:Funds from grants and college foundations grow ata rate in excess of funded growth.Demonstrate link between funded grants andinstitutional planning.Increase in proportion of technology funding fromoutside sources.Meet categorically funded accountability standards.

OBJECTIVE 3: Maximize apportionmentand other sources of state funding.

Strategy 1: Achieve enrollment growth targets.Strategy 2: Develop a mechanism for monitoring andprojecting positive attendance.Strategy 3: Obtain new state grants.Strategy 4: Optimize revenue from existing programs.Strategy 5: Expand state and federal advocacy effortslinked to college priorities.

Measures of Success:FTES growth at funded levels.

OBJECTIVE 4: Expand opportunitieswith collaborations and partnerships.

Strategy 1: Develop industry partnerships that reducedistrict costs.

Measures of Success:Increased enrollment of students through contracteducation.

OBJECTIVE 5: Become more costeffective in our operations.

Strategy 1: Incorporate technology into operationswhere the district can realize cost savings.Strategy 2: Systematically review processes andpractices to identify cost saving strategies.Strategy 3: Increase FTES cost efficiently.

Measures of Success:Targeted expenditure per FTES established andtracked by Enrollment Management Committee.District load efficiency (WSCH/FTEF) and averageclass size grow at a rate consistent with EnrollmentManagement Plan.

Theme SIX Providing adequate financial resources to supportquality programs while maintaining fiscal stability


Assumptions and ImplicationsDeveloped at the Pre-PlanningSession on April 22, 2004During the pre-retreat planning session all presentersidentified significant assumptions and implications derivedfrom the data that were presented. Also, participants at theplanning session added additional assumptions andimplications during discussion sessions following eachpresentation. This information was used as backgrounddata during the breakout sessions at the retreat where theobjectives and strategies of the strategic plan weredeveloped.

APPENDIX A


ENVIRONMENTAL SCANNING

ENVIRONMENTAL SCANNINGAn analysis of the internal and external environment inwhich we currently functionIt includes a projection of what the environment will belike in the near futureIs an analysis of the institution’s internal and externalenvironment (e.g., social, demographic, political, legal, etc.)

Background DataEXTERNAL SCANNINGFall 12th Grade Enrollment: The Near Future

Population and Population GrowthSanta Barbara County Population – 407,867SB County grew 8% 1990 to 2000City of Santa Maria largest growth – 26.3% andgreatest # of new residentsCity of SM – 80,511 / City of SB – 90,696Pop of SM will exceed SB by 2008Area population projected to grow 2 - 2.5% per yearK-12 Enrollments projected at less than 1% per year

Local CommunityAverage household income less than statewideLess likely to possess a BA or higher• More than 10% of SM adults have less than

a 9th grade education• 43% of Guadalupe’s adults have less than

a 9th grade educationEconomic conditions better than statewideLargest sectors: services, agriculture, retail

Projected Job GrowthTop 10 occupations with greatest growth require onlyOJT (sales, cashier, clerical)

Fastest percentage growth require a mix of highereducation and OJT

EXTERNAL SCANNINGASSUMPTIONS

Local housing alternatives for students will remainlimited.The community will continue to be comprised ofprimarily two ethnic groups, with the Hispaniccommunity growing the fastest.Recruiting local high school graduates will continue tobe a challenge.There will be an on-going concern from legislative andpolicy groups regarding the community college transferfunction.New funding will require increased accountabilityThere will be a continuing if not increased expectationregarding the function of community college vocationalprograms.Students from the CSU and UC systems will be redirectedto community colleges as a matter of policy and price.

Assumptions and Implications for Strategic Planning 2004

No meaningful increase in grade 12 enrollment until 2005,which impacts fall 2006 AHC enrollment

High SchoolsAverage college going rate:• Students in district at statewide level but below

county.• Students in district less likely to attend UC and

CSU than statewide

Preparation• Variation by school in API scores & exit exams• Less likely to take college prep• Less likely to attend UC or CSU• Except for SY, district SAT’s below state average

3100 —

3000 —

2900 —

2800 —

2700 —

2600 —

2500 —

2400 —

2300 —

22001999 2000 2001 2002 2003 2004 2005 2006

— 10.0%

— 8.0%

— 6.0%

— 4.0%

— 2.0%

— 0.0%

-2.0%

Actual Projected

12th Grade Enrollment Percent Change


Increased community college fees will lower communitycollege enrollment.State funded programs such as matriculation willcontinue to come under increased scrutiny.There will be an increased concern for student equityand the need to monitor and analyze college practicesfocused on underserved populations.New accreditation standards require a deliberatestrategy for measuring learning outcomes.New legislation on concurrent enrollment may curtailthe number of high school students who access AHC.K-12 will continue to be the focus of reform andfunding.UC’s and CSU’s will claim resources are better used infour-year systems.CC may lose “one voice”State funding will remain inadequate to meet collegeneeds.FTES growth will be a challenge for AHC.Community Colleges will be seen as important foreconomic recovery.Categorical funding may become part of district bases.Certain types of courses may be “black listed”.Performance based funding may come to California.New homes will continue to be built near the LVC.VAFB will increase the number of military and civiliansworking on the base.The state budget challenge may impact categoricalprograms (EOPS, LAP, etc.).There will continue to be a limited number ofcontractors bidding on district projects.Construction costs will continue to increase.Un-funded mandates will continue.Rate increases (cost of business) will continue.Interest rates will remain low.State budget will be adopted after statutory deadline.

EXTERNAL SCANNINGIMPLICATIONS AND ACTIONS

I: Enrollment in certain programs (PCPA, athletics,academy) may be jeopardized.A: Student housing may be necessary.

I: The Hispanic population in the college’s district willincrease.A: There will be a need for more materials in Spanish

I: Enrollment management efforts will need to focus onmarketing the messages of financial aid and therelative value of community college.A: Promote affordability of AHCA: Promote availability of financial aidA: Expand media access

I: The college will need to balance course offerings forvocational and transfer students.A: Strengthen partnerships with four-year univ. toincrease transfers.A: Promote activities to increase progression from basicskills to transfer ready

I: There will be an increased need to meet newaccountability standardsA: Staff need to work harder to provide accurate dataand documentation

I: All college departments will need to become involvedin learning outcomes assessment.A: Training and expanded research into best practicesis necessary.A: Departments will need to reach consensus on howto evaluation learning outcomes at the course level.

I: The number of HS specials will be limited.A: Market programs to non-college bound grads.

I: The college will continue to need alternative sourcesof funding.A: Seek federal and foundation support for programs.A: Planning needs to establish priorities for funding.A: Process improvement to offset cost increases.

I: The college will need to pursue FTES growth andcompete effectively with neighboring colleges.A: Increase outreach and enrollment management,including scheduling to fit students’ schedules.

I: The LVC may need to expand to accommodate growthin service area.A: Conduct a needs assessment

I: VAFB scheduling will need to be adjusted.A: Conduct needs assessment to review courseofferings.



I: Limited availability of specialty contractors will extendconstruction schedules.A: Publicize bidding construction work outside of SantaMaria area.

I: Construction costs will increase forcing bids toincrease.A: The district will need to seek budget augmentationsfrom the state or downsize projects

I: Cost of issuing debt will remain relatively low.A: Manage cash to maximize interest income.

I: Potential delay in receiving apportionment funding.A: Develop a plan to ensure ability to meet cash flowdemands.

Background dataINTERNAL ENVIRONMENTALSCANNING

Enrollment TrendsWhen growth occurs, its not “across the board”.For example, Fall 2003

SM Day: 1%.............................. 5,839SM Eve: 0 ................................. 3,750LVC: 2.1% ................................. 1,846VAFB: -6.5% ............................. 768SY:-4% ...................................... 240Dist. Learning: 8.9%................ 1,792Noncredit (only): 10% ............. 3,988Noncredit (all):4% ................... 9,031

Enrollment varies by where they live . . .1-Year Since F00

SMV ............. -3.46% ..................... 2%LV ................. -.97% ..................... 11%SYV .............. -0.21% ..................... 3%S SLO ............ 5.31%..................... 16%

Enrollment: Top Feeder High SchoolsGoing rate change

Santa Maria high ........... 38.1% .................... slightRighetti high ..................36.4% .................... slightArroyo Grande high ....... 19.7%....................... upCabrillo high ................... 31.2% ....................... upLompoc high .................. 33.1%....................... upSt. Joseph ...................... 33.1%.................... way upSanta Ynez ..................... 6.4% ................ down again

Note: data represent going rates for summer and fall 2003 compared tosummer and fall 2002.

Enrollment of Top Feeder High Schools

32%31%30%29%28%27%26%

20001999 2001 2002 2003

31%

28.9%27.9% 28.2%

29.4%

High School Students: Who Are They?% of Grads

SM ................ Hispanic ................................... 38.3White ........................................ 24.2

Righetti ....... Hispanic .................................... 39.7White ........................................ 22.8

SY ................. Hispanic .................................... 9.1White ......................................... 5.1

Lompoc ....... Hispanic ................................... 33.3White ........................................ 27.3

Cabrillo ........ Hispanic ................................... 43.3White ........................................ 29.1

AG ................ Hispanic ................................... 25.2White ........................................ 13.6


Incoming High School Grads Fall 200242% Hispanic; 18% first language not English46% first generation college studentsAverage # of units 10.9; 68% full-timeFirst semester GPA 2.2; 34% below 2.0Historically retention 85% to 89% and success 67% to72%Variability in performance:• Example GPA: Cabrillo, 2.5 –2.6, SM, 1.9-2.2• Example Success rates: Lompoc 64-78%, SM 59-63%Variability in placement• Example college writing: Lompoc 40%, Cabrillo 67%,

Righetti 55%, Santa Maria 34%, Santa Ynez 52%.

Ethnicity Fall 2002 Credit

Staff 2001-2002Full-time faculty ............................................................. 173Part-time faculty ..........................................................444Noncredit .......................................................................... 81Classified ........................................................................ 181Managerial ................................................................... 37Supervisor/Confidential ................................................ 16

TOTAL 932

* Data as of October 2003

AGE ALL AHC STAFF

Decline to State

Unknown

White

Pacific Islander

Other Non-White

Nat. American

Hispanic

Filipino

Black

Asian

+6.5%

+48.6%

+1.2%

+38.5%

-3.2%

+17.6%

+8.8%

+13.5%

-8.5%

+9.2%

0% 10% 20% 30% 40% 50% 60%

6.7%

1.5%

49.4%

0.5%

1.4%

1.4%

31.2%

2.7%

3.3%

2.1%

Why Students Leave? (Drop Survey Results)Most important reasons:• Change in work schedule• Unsatisfied with progress• Family responsibilities• Enrolled in too many coursesLeast important reasons:• Financial aid inadequate• Racial, ethnic or gender tension• Inappropriate placement/assessment

40%

30%

20%

10%

0%< 30 30-44 45-54 55-64 65+

1.8%

29.6%33.7%

26.9%

7.9%


INTERNAL SCANNINGASSUMPTIONS

Students will continue to be more selective andsophisticated consumers who value personal andfamily time.Distance learning will continue to grow.The college web site will become a more integral partof outreach effort.There will be an increase in courses using technology.Growth of technology mediated education will requirenew approaches to assessing course and programeffectiveness.Students will continue to enroll with variedbackgrounds, learning experiences, abilities and goals.Students will continue to expect a multitude ofcoordinated services.Students who place below transfer level math andEnglish will continue to struggle to become transferready.There will be a growing ESL population in the district.The number of Hispanic students in the college willcontinue to grow.Success of police and fire academies requiresimproved and expanded facilities.A large number of administrative retirements areoccurring when there is a shortage of well-qualifiedapplicants.Current and future retirement of full-time faculty willmake it challenging to maintain quality programs.State funding will remain inadequate to meet collegeneeds.District facilities are aging and inadequate to meet theneeds of students.State funding to upgrade and expand facilities will beinsufficient.IT infrastructure equipment will need to be replaced(switches, routers, etc.).Plant services equipment is aging.Enrollment growth will continue to be limited by facilitycapacity.FTES funding will remain a challenge for the college.

INTERNAL SCANNINGIMPLICATIONS AND ACTIONS

I: The college needs to maintain high quality andcurrent programs.I: The college must maintain currency in technology toprovide students with a quality learning environment.A: Develop a process for evaluating online courses andinstruction.A: Based on a gap analysis expand the number ofcourses offered via distance learningA: Resources must be made available for faculty forconversion of distance learning courses.

I: English 579 may become a model for transition ofstudents from basic skills to transfer ready.



Planning summary from theAccreditation Self Study 2003The accreditation self study identified various planningagendas and helps set direction for the college for thenext six years. From the planning agendas, the followingthemes emerged:

APPENDIX B

THEME ONE: Achieving student successand strengthening the assessment oflearning outcomes.Allan Hancock College’s vision statement clearly statesthat student success is the highest priority. Academicprograms and services at the college are designed toensure student success. New instructional strategies areroutinely implemented in order to promote studentachievement. More importantly, the college routinelytracks student success data by providing departments withretention, persistence, and transfer data. In this contextand consistent with Allan Hancock College’s Strategic Plan2001-2004, several planning agendas in the self studyrefer to the need to “develop and implement strategiesthat increase student success” (strategic plan A.1.7).

Another theme related to student success is the need todocument expected student outcomes for all programsacross the curriculum. Although the college has begun todefine learning outcomes at the course level, the self-studyplanning agendas identify the need to develop measurablelearning outcomes for all programs. Self-study planningagendas are consistent with Allan Hancock College’sStrategic Plan 2001-2004 in the area of student learning.The action plan calls for “a method to measure anddocument learning outcomes” (strategic plan 1.4).

The following planning agendas reinforce theme one. Theplanning agendas are listed by standard:

4.B.3. Develop measurable learning outcomes for allprograms and courses. (associate superintendent/vice president, academic affairs and academicdeans)

4.B.5. Develop more rigorous means of assessment ofcompetence in computation. (mathematicalscience department and dean of academicaffairs)

4.C.2. Reestablish the current list of approved generaleducation courses according to the newdefinitions. (Academic Policy and PlanningCommittee)

4.C.2. Finalize and approve the statement of intendedstudent outcomes and the category definitions forgeneral education. (Academic Policy andPlanning Committee)

4.D.3. Develop a plan to implement learning outcomesstandards, practices, and assessments across thecurriculum. (associate superintendent/vicepresident, academic affairs)

4.D.5. Monitor courses offered in a compressed formatto determine if these courses meet therequirements specified in the course outlines.(academic deans)

5.2. Increase the number of students who participatein a student orientation process. (dean,counseling and matriculation)

5.6. Implement Project Access. (director, admissionsand records)

6.1. Improve the currency of the Santa Maria campuslibrary materials collection. (associate dean,learning resources and faculty librarians)

6.2. Pursue grants and other avenues of funding toupdate and expand library collections at theSanta Maria Campus. (associate dean, learningresources and faculty librarians)

6.3. Explore funding sources to expand Santa MariaLRC hours. (associate dean, learning resourcesand learning resource center faculty)

6.3. Expand tutorial services to promote studentsuccess when funding improves. (associate dean,learning resources and LRC faculty responsiblefor tutorial/computer-assisted instruction)

6.5. Improve funding for library materials. (see 6.1)


PLANNING SUMMARY

2.6. Increase faculty and staff participation indiversity-focused staff development activities.(Professional Development Committee andMulticultural Committee)

7.A.3. Improve coordination between human resourcesand faculty liaisons in broadening advertising forfaculty recruitments to attract members of allethnic groups and expand recruitment throughpersonal outreach by faculty members. (director,human resources/affirmative action, AcademicSenate, and ad hoc committee on faculty hiring)

7.A.3. Provide recent diversity training for allparticipants in faculty and administrative hiringand include a trained diversity representative oneach selection committee in addition to the equalemployment opportunity monitor. (director,human resources/affirmative action - ongoing)

7.A.3. Devise more meaningful interview questionsrelated to diversity in order to better weigh eachcandidate’s sensitivity and potential contributionsin this area as important qualifications foremployment (trained diversity member and equalemployment opportunity monitor should assist inthis task). (selection committees and ad hoccommittee on faculty hiring for guidance)

7.A.3. Develop a system for tracking patterns in thediversity of applicant pools throughout the hiringprocess, including patterns of committeerecommendations and final offers of employment.(director, human resources/affirmative action anddirector, institutional research and planning)

THEME THREE: Pursuing appropriatestaffing levels, maintaining quality of staff,and expanding opportunities for staff andstudent involvement.Moderate enrollment growth and grant funding accountedfor improvements in the number of full-time facultypositions since the last accreditation self study. However,the self study demonstrates that limited funding compelledthe district to establish prioritization processes to hire

THEME TWO: Addressing equity anddiversityThe focus on equity and diversity at Allan Hancock College iswidespread, encompassing board policies, hiring practices,curriculum, staff development, Title V multicultural activities,and educational programs and services. More importantly,efforts to highlight equity and diversity issues were steppedup following a 1997 recommendation by the accreditationevaluation team. For example, since 1993 the college hashad a three-unit graduation requirement in multicultural/gender studies. In addition, in order to better accommodatestudents who communicate best in Spanish, registrationdocuments are available in both Spanish and English. Thecollege has received major grants aimed at increasing theacademic success of underrepresented student populations(Title V Hispanic serving institution grant in 1999 and a TitleV Hispanic serving institution cooperative grant).

In the area of services, the college offers the following specialservices targeting underrepresented students: ExtendedOpportunity Programs and Services (EOPS), CooperativeAgencies Resources for Education (CARE), the CaliforniaStudent Opportunity Access Program (Cal-SOAP), and theMathematics, Engineering, Science Achievement (MESA)program. Although Allan Hancock College has had a traditionof embracing and celebrating diversity, the self studyillustrated that while progress has been made in the numberof underrepresented faculty that the district has hired, thecurrent ethnic composition of faculty does not mimic theethnic population of the community. Another self studyfinding indicated that while the district’s staff developmentprogram emphasized diversity, the college plans to intensifythe current process for training hiring committees on issues ofdiversity. Self-study planning agendas addressing diversityare consistent with Allan Hancock College’s Strategic Plan2001-2004, which calls for the recruitment and retention ofstaff reflective of the community (strategic plan 3.2).

The following agendas focus on theme two. The planningagendas are organized and listed by standard.

2.6. Complete the review of the faculty hiring process bythe ad hoc committee and take the committee’srecommendations through the shared governanceprocess prior to implementation. (academic senateand director, human resources/affirmative action)


personnel. Self-study planning agendas identified theneed to continue to seek funding to maintain appropriatestaffing levels. A related theme was the need to nurtureand support staff through a meaningful evaluation system.Although the college has a rigorous evaluation process andthe college reviews and updates the evaluation processesfor all employees, self study planning agendas focused onways (1) to improve the training of staff conductingevaluations and (2) to explore peer mentoring for allemployee groups. These planning agendas reflect theneed to retain quality staff and to provide funding tomaintain adequate staffing levels and are consistent withthe Strategic Plan 2001-2004, which identifies theimperative “to seek and obtain alternative revenue tosupport college priorities” (strategic plans 6.1 and 6.3).Moreover, the Strategic Plan 2001-2002 addresses theneed to foster professional growth and increase ongoingparticipation in professional growth activities includingevaluation (strategic plan 3.3). In the area of staffparticipation and involvement, the self study clearlydocuments that Allan Hancock College has a long traditionof participation by campus groups and a climate thatembraces shared governance. However, some self- studyplanning agendas revolve around the need to increase thelevel of participation among classified staff and students.These planning agendas are consistent with the StrategicPlan 2001-2004 especially in terms of the goal of“increasing ongoing participation in professional growthactivities” (strategic plan 3.3).

The following planning agendas address theme three andare listed by standard.

4.A.4. Maintain commitment towards increasing the ratioof full-time to part-time faculty. (academic affairs)

4.A.5. Improve the ratio of counselors to students.(dean, counseling and matriculation)

5.6. Pursue the hiring of full-time counselors and abilingual student services worker for the LompocValley Center. (vice president, student services;dean, counseling and matriculation; andcounseling department chair)

5.8. Increase student involvement in student governanceand activities. (vice president, student services)

6.2. Explore options for increasing the library’scapability to expand services. (associate dean,learning resources and faculty librarians)

6.4. Identify funding mechanisms to support thetraining of faculty and staff responsible forLearning Resources and Information TechnologyServices. (associate dean, learning resourcesand director, information technology services)

6.5. Support staffing needs for library services in viewof the relocation of the open access computer laband recommend changes necessary to continueexisting levels of support for library services.(associate dean, learning resources)

6.5. Implement recommendations of ITS programreview in the area of staffing. (director,information technology services, TechnologyAdvisory Committee)

7.B.1. Review efficiency of classified and part-timefaculty evaluation procedures and follow up.(superintendent/president and dean, educationalservices)

7.B.1. Include information on evaluation as acomponent of part-time faculty orientation.(director, human resources/affirmative action andassociate superintendent/vice president,academic affairs)

7.B.2. Review the evaluation processes to identifyopportunities to enhance the value andmeaningfulness of evaluation for each employeegroup and propose appropriate modifications.(director, human resources/affirmative action andacademic affairs)

7.B.2. Explore opportunities for peer mentoring for allemployee groups as a method of encouragingimprovement. (director, human resources/affirmative action, academic affairs, and HumanResources Development Committee)

7.B.2. Provide training for managers, supervisors, anddepartment chairs/coordinators in effectiveevaluation of classified staff and include


PLANNING SUMMARY

is submitted to the Planning Committee. More importantly,the college’s program review processes have been revised forall areas: academic, student services, and administrativeservices. In this context, several planning agendas refer tothe need to develop additional evaluation processes forprogram review, general education, distance learning, andcompressed format courses. These self-study planningagendas are consistent with the Strategic Plan 2001-2004,which identifies the need to demonstrate increased studentsuccess and “measures of effectiveness” (strategic plan 1.6).

The following planning agendas are listed by standard.

3.A.2. Use a variety of methods to advertise and clarifythe data and research available to collegepersonnel, including data for program evaluationthrough such means as expanded use of thecollege Internet and intranet. (director,institutional research and planning)

3.A.2. Pursue additional resources to support researchand planning through efforts such as grantfunding sources. (director institutional researchand planning and director, institutional grants)

3.A.4. Have program review teams meet periodically fora progress update with appropriateadministrators. (academic deans)

3.C.1. Offer workshops to train college staff in areas ofdata interpretation. (director, institutionalresearch and planning)

4.C.3. Create a systematic process for the regular reviewof general education curriculum and the review ofindividual courses satisfying this curriculum toassure the periodic review of general education.(Academic Policy and Planning Committee)

4.D.1. Review the effectiveness of the revised programreview process. (associate superintendent/vicepresident, academic affairs)

9.B.6. Develop a plan for implementation if any changesare needed based on business services programreview. (vice president, administrative services)

assessment of effectiveness in classifiedevaluation and follow up as a component ofmanagement evaluation. (superintendent/president, director, human resources/affirmativeaction, and Human Resources DevelopmentCommittee)

7.B.2. Provide training for administrators, departmentchairs, and full-time faculty in effective evaluationof both full-time and part-time faculty. (director,human resources/affirmative action, andsuperintendent/president, Human ResourcesDevelopment Committee)

7.C.1. Seek alternative funding sources to increaseprofessional development under the leadership ofthe Human Resource Development Committee.(director, institutional grants and HumanResources Development Committee)

10.B.9. Better inform classified employees of theopportunities to participate in shared governanceactivities by distributing more copies of theShared Governance Manual. (administrators andCSEA leaders)

10.B.10. Better inform students of opportunities toparticipate. (vice president, student services andASBG president)

THEME FOUR: Expanding research andevaluation to increase systematic analysisof data and accountability.Even though the director of institutional planning andresearch position has enhanced the college’s capability toanalyze data and track student success data (for example,retention, course completion, persistence, and transfer data),the self study planning agendas reinforce the need to expandresearch and evaluation. Currently, the college has acomprehensive program review process that requires datagathering, appointment of a self study team to analyze thedata and recommend findings, appointment of a validationteam of external experts to review the data findings and makerecommendations, and a carefully crafted plan of action that


THEME FIVE: Improving processcoordination and dissemination of collegeproceduresAlthough the college has well publicized processes andprocedures, several of the self-study planning agendasfocused on the need for coordinating processes to reduceduplication of effort. Some planning agendas also referredto the need to enhance channels of communication anddissemination of college procedures. These themes areconsistent with the Strategic Plan 2001-2004, which callsfor improved process coordination and communication(strategic plan 3.4. and A.3.3.).


2.7. Regularly update the Student Athlete Handbookand Coaches Handbook. (associate dean,athletics, health and physical education)

3.A.4. Provide research workshops as part of theprogram review process. (director, institutionalresearch and planning)

3.C.1. Increase the level of technology training foradministration, staff and faculty to ensure thatroutine tasks such as Web navigation and thesharing of documents can be facilitated. (HumanResource Development Committee)

5.2. Revise, update, and disseminate the student codeof conduct. (vice president, student services)

6.1. Establish coordination among computer labs sostudent access guidelines are consistent, whereappropriate. (academic administrators andcomputer lab managers)

6.2. Ensure that all technology purchases(instructional equipment and computers) arereviewed and approved by Multimedia Servicesand Information Technology Services. (associatedean, learning resources and director, informationtechnology services)

7.D.1. Improve timeliness of communication withcandidates at each stage of the selection process,especially those who are deselected at some

point. (director, human resources/affirmativeaction with input from ad hoc committee onfaculty hiring)

7.D.1. Provide full-time faculty candidates with a moredetailed and timely explanation of the completehiring process, including all relevant timelines.(director, human resources/affirmative action withinput from ad hoc committee on faculty hiring)

7.D.3. Develop process for updating the ManagementHandbook annually. (dean, educational services)

8.2. Improve and automate the plant services work ordersystem in 2003-2004. (director, plant services)

8.4. Implement recommendation to hire a purchasingagent to ensure purchases are cost effective.(vice president, administrative services)

8.4. Develop a process to keep the equipment inventorycurrent in order to track location of equipment.(executive director, facilities and operations)

8.4. Develop an effective vehicle scheduling process.(executive director, facilities and operations)

9.A.5. Promote the dissemination of financial andbudget information to increase the understandingof employee participation in the process. (vicepresident, administrative services)

9.B.1. Move the BiTech financial accounting applicationfrom its present operating system to a UNIX-basedsystem. (vice president, administrative services)

9.B.4. Ensure that all audit reports for independentnonprofits are performed and received by thedistrict according to agreements. (vice president,administrative services)

9.B.5. Provide regularly scheduled purchasingworkshops for departments to assure that allpurchasing procedures are understood. (vicepresident, administrative services)


PLANNING SUMMARY

4.D.7. Add to the college website an interactivecomponent whereby students can assess theirreadiness for the distance learning experience.(associate dean, learning resources and dean,counseling and matriculation)

4.D.7. Expand access to services for distance educationstudents to include financial aid applications,learning assistance screening, and otheressential services. (vice president, studentservices)

6.5. Evaluate the impact of distance learning supportrequirements and recommend appropriate librarystaffing required to serve remote students.(associate dean, learning resources and facultylibrarians)

6.5. Seek alternate funding sources, including grants,to expand and improve tutorial services to onsiteand remote students. (associate dean, learningresources and tutorial/computer-assisted facultyand Project Access Committee)

THEME SEVEN: Improving the physicalenvironmentThe Educational and Facilities Master Plan (2001-2006)includes a thorough review of each of the college’sbuildings and all of the leased space. The review makesit clear that the college faces significant challengesproviding up-to-date facilities on the Santa Maria campus.While the college continues to make improvements andaggressively pursues new facilities and scheduledmaintenance, several planning agendas refer to the needto improve the college’s aging facilities. These planningagendas are consistent with the Strategic Plan 2001-2004 which delineates the need “to expand and improvefacilities” (strategic plan 5.6). In terms of equipment,district funds, categorical funding, and fundraising effortshave aided the district in obtaining technology, equippingclassrooms and laboratories, and improving facilities.Self-study planning agendas identified the need tocontinue to seek funding to support facility improvementsand to acquire new equipment and technology. Theseplanning agendas are consistent with the Strategic Plan2001-2004 which identifies the need “to promote the

9.B.5. Distribute current purchasing guidelines todepartments on a regular basis. (vice president,administrative services)

10.B.9. Examine the use of the intranet to disseminateinformation regarding shared governancecommittees. (cabinet officers)

THEME SIX: Increasing student access byexpanding the number of students usingnew delivery systems and supportingstudents’ on-line experience.While the college continues to experience growth in thenumber of students enrolled in distance learning courses,it is imperative for the college to provide coordinatedprograms and services for students using alternativedelivery systems. Moreover, it is essential for the college tofocus on the assessment and evaluation of distancelearning courses. Planning agendas which cover suchtopics as the expansion and evaluation of distancelearning courses are consistent with the Strategic Plan2001-2004 that clearly focuses on “increasing the numberof students using new delivery systems in accessingprograms and services, including: (a) distance learningand web based instruction, (b) on-line career assessment,(c) on-line registration and STAR, (d) on-line scheduling,and (e) on-line advising” (strategic plan 1.3.2.).


4.A.5. Complete implementation of an on-line academicadvising system. (dean, counseling andmatriculation)

4.D.2. Develop a process for evaluating online coursesand instruction, in particular for students enrolledonly in distance learning modalities. (associatedean, learning resources)

4.D.7. Assure adequate resources and staff, consistentwith the Educational and Facilities Master Plan, tocoordinate distance education support andservices and provide staff training andassistance. (associate superintendent/vicepresident, academic affairs and associate dean,learning resources)


efficient allocation and use of college resources”(strategic plan 6.1) and “to seek external funding toimprove facilities and maintain up-to-date equipment”(strategic plan 5.7).

4.A.4. Seek funds for instructional equipment and utilizea prioritization process for allocation of thosefunds. (academic affairs)

5.6. Pursue and plan for a new student services “One-Stop” center. (vice president, student services;dean, counseling and matriculation; and studentservices directors)

6.1. Address issues related to long-term maintenanceand upgrades for equipment. (director,information technology services, TechnologyAdvisory Committee, and academic deans)

6.1. Develop a network administration plan to addressissues related to long-term maintenance andupgrades for equipment. (director, informationtechnology services and Technology AdvisoryCommittee)

6.1. Develop a funding mechanism for periodicreplacement of computers in student accesscomputer labs. (Technology Advisory Committee)

6.3. Complete a review of accessibility issues for studentaccess computer labs and recommend appropriateequipment, software, and furniture to meet theneeds of disabled students. (director, learningassistance program and academic administrators)

6.3. Evaluate student needs for access to somediscipline-based labs in summer and intersessionsand develop recommendations for improvementsin access. (academic administrators)

6.5. Institutionalize funding mechanisms to meet theneeds of technology demands in ITS. (directorinformation technology services, TechnologyAdvisory Committee)

8.1. Seek replacement and upgrading of olderfacilities on the Santa Maria Campus. (executivedirector, facilities and operations)

8.3. Improve compliance with ADA code requirements.(executive director, facilities and operations)

8.4. Seek alternative sources of funding forreplacement of equipment and vehicles.(executive director, facilities and operations)

8.4. Increase routine preventive maintenance.(executive director, facilities and operations)

8.5. Update the facility site master plan to reflectproposed and future construction. (executivedirector, facilities and operations)

9.A.3. Update the Santa Maria campus site plan toreflect growth and changes of the last few years.(executive director, facilities and operations)


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overview of the strategic planning process planning... · this strategic planning process began...

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