DEVELOPMENT OF STRATEGIC PLAN through 2010:

Identifying Strategies & Tasks for the Next 5 Years

Senior Administrators

8:30-10:30 AM Friday, June 4, 2010

AGENDA

Danita McAnally

  • Opening Remarks
  • Timeline for Strategic Plan

Mark Hanna

  • Overview of AC’s Strategic Planning Model
  • Environmental Scan
  • Proposed Values-Goals
  • Review Constraints plus Concerns and Issues
  • Functions of Strategies and Tasks

Danita McAnally

  • Today’s Assignments – Propose Strategies and Tasks
  • Assignment #1: Brainstorm strategies or tasks per goal
  • Assignment #2: Prioritize strategies or tasks per goal
  • Assignment #3: Propose measures for each strategy
  • Forms for Submitting Strategies and Tasks – last hand-out in package
  • Report Out(10:00- 10:30 a.m.)

Based on Peter Drucker’s strategic planning model
Environmental Scan

Development of STRATEGIC PLAN through 2015

Topics approved by President’s Cabinet – November 17, 2009

  • Funding sources for community colleges continue to diversify. More reliance on competitive grants and less formula-based funding from the state will occur. Federal stimulus funds offer community colleges new dollars, but competition for those dollars will be intense during upcoming years. A one in five chance for successful awards has now become only a one in thirty chance. New funders have additional expectations (pilot programs, implementation of literature-based methodologies, limited student populations) of community colleges beyond the core purpose. (The State of Texas has announced cuts for every state budget including all community colleges by 5% a year for the next 3 years.)
  • Various stakeholders, including new funders,will be competing to change the College’s purpose and expand the mission. The State still expects “Closing the Gaps” to impact our direction, but proof of student benefit dominates.
  • Assessment and accountability, as a unitary concept, will drive higher education decision-making. Community colleges will be expected to increase the number of completers (graduates and transfers). In addition, colleges will be asked to ensure value is added to students who complete courses and programs and prove that they can demonstrate knowledge, skills, and attitudes which the State identifies in advance.
  • Job training and retraining will continue to grow in importance especially during the on-going economic downturn. The business/industry community wants colleges to aid students in completing training faster. More students will work at least 20 hours a week and thus business/industry will want these students to be stair-stepped through the educational process with credentials awarded throughout (career clusters). Industry-recognized certificates and new certificates for continuing education programs offer many students a head-start. Employers also expect proof of student learning outcomes.
  • The student populationcontinues to shift towards those students who have life-issues such as poor language skills, lack of academic preparation, family obligations, and limited financial resources. These studentswill need more funds for tuition and fees, but also extensiveacademic and support services delivered in new ways.
  • Technology is a primary consideration for students when selecting a college. Colleges with a proven track record for engaging students through the use of technology have a distinct advantage. Arbitrary boundaries like service areas will be ignored because technology transcends spatial boundaries.

Proposed

Strategic Plan through 2015

VALUES

At Amarillo College, we value:

  • Student Success
  • Quality Education
  • Opportunity for All
  • Collaboration
  • Community Responsiveness
  • Responsible Stewardship

VISION

At Amarillo College, we aspire for every student to have a success story.

CORE PURPOSE

At Amarillo College, we help each student to succeed.

MISSION

Amarillo College – enriching the lives of our students and our community.

Definition:A sentence stating the complementary purposes and characteristics that distinguishes the college from others. It gives specific direction and priorities for goal formation.

SACS-COC Core Requirement2.4: The institution has a clearly defined, comprehensive, and publishedmission statement that is specific to the institution and appropriatefor higher education. The mission addresses teaching and learningand, where applicable, research and public service.(Institutional

Mission)

SACSCOC Comprehensive Standard 3.1: The mission statement is current and comprehensive, accurately guides the institution’s operations, is periodically reviewed and updated, is approved the governing board, and is communicated to the institution’s constituencies. (Institutional Mission)

Ensuring Fulfillment of SACS-COC Requirements:

  • Must include EVERYTHING (e.g. instruction and public service) Amarillo College is doing to serve all of its stakeholders (i.e. students, community, employees, Board of Regents, etc.)
  • When revising AC’s mission, be sure it reflects the current economic downturn and budget limitations.
  • Results from effectiveness indicators for the mission must be produced regularly, reported publicly, and used systematically in decision-making

Development of STRATEGIC PLAN through 2010

CONSTRAINTS

(Policies & Resources)

The following lists (Executive Summary and Additional Details) indicate many constraints but it is not an exhaustive list.

EXECUTIVE SUMMARY

EXTERNAL

  • Assessment & Accountability

THECB

Six general education core curriculum competencies with mapping assigned to foundational component areas of the core – starting Fall 2011

each program will have designated student learning outcomes – anticipated start Fall 2012

each course, whether ACGM or WECM courses, will have designated student learning outcomes – Mechanical Engineering courses already designated – all courses designated by Fall 2012

SACSCOC

Proof of student learning outcomes and student service outcomes throughout the College– reaffirmation compliance certification documents submitted in March 2012 with writing beginning January 2011

Assessment vs. Accountability

These two words have different intents and results but have become synonymous

American Association of Colleges and Universities (AACU) Liberal Education and America’s Promise Values, Essential Learning Outcomes and Principles of Excellence are leading the nation and state in directions for all higher education regarding these two terms

Hart Research Associates has annually surveyed employers and published what percentage of employers indicate colleges & universities need to increase the focus on which particular skills

  • Funding

State Formula - strong likelihood that this will shift from only enrollment driven to 10-20% of the formula resulting based on performance (momentum points)

Perkins Basic Grant – this federal to state pass-through grant has already shifted from a formula to a performance driven grant based on 9 indicators; AC is below standard on 4 of the 9 indicators – two of those indicators have to do with non-traditional gender CTE programs which is based on the Bureau of Labor Statistics; the indicator for minimum number of graduates has 3 CTE programs below standard and the indicator for employment has 6 below standard

25 of 39 CTE programs at ACmust improve non-traditional gender enrollment;

20 of 39 CTE programs atACmust improve non-traditional gendergraduates; and

Institutionally AC is 4% below statewideaverage for non-traditional gender participation (enrollments) of 22.39% and 1.6% below statewide average for non-traditional gender success (graduates) of 17.03%

Private Funding – less funds available primarily due to low-interest revenue and lack of proof that the funds are making a difference in the operation of colleges and in the lives of students

Partnerships– all funding (public and private) entities expect partnerships with area organizations and business/industry

  • Closing the Gaps Targets (set by THECB)

Participation

Amarillo College’s Targets by Headcount Enrollment(Note: Data as of 04/16/2009)

Target 1: Fall Enrollment – 20002008 201020152020

Over-allActualActualTarget TargetTarget

8,181 10,391 11,500 12,500 13,000

Target 2: Fall Enrollment –20002008 201020152020

African-American286 416 500600 600

Target 3: Fall Enrollment – 20002008 201020152020

Hispanic 1,518 2,445 3,000 4,2505,000

Target 4: Fall Enrollment -–20002008 201020152020

Actual5,819 6,918 7,350 6,900

Success

Amarillo College’s Targets by Graduates(Note: Data as 0f 4/16//2009)

Target 1: Bachelor's, Associate's 20002008 201020152020

Certificates – Over-allActualActualTarget TargetTarget

946 1,174 1,200 1,3501,500

Target 5: Bachelor's, Associate's 20002008 201020152020

Certificates – African-American62 49 75 100100

Target 6: Bachelor's, Associate's 20002008 201020152020

Certificates – Hispanic126 221 300 400

INTERNAL

  • Board Requests
  • Keep student costs and local taxes low or close to the status quo, but
  • be innovative and progressive to assure the College thrives
  • Maintain efficiencies
  • Student Preferences
  • Convenience

Online whenever possible

Near home or work

  • Low-Cost
  • Culture of the College
  • Legacy vs. innovation
  • Turf protection vs. collaboration
  • Leadership

Present – development

Future – secession planning

  • Personnel

Fewer new or replacement positions

Concerns & Issues

GOALSwith identified concerns and issues

Identified by Front Line Managers on 4/23/10

Goal 1: Expand Student Success

Concerns & Issues:

  • Need to require the use data to make better decisions regarding student success (i.e. retention, graduation, course planning for future semesters)
  • Increasing demand for accelerated learning or time-to-degree
  • Need to mentor students regarding how to search for jobs
  • Many students have poor linguistic skills and/or lack a clear sense of responsibility or expectations regarding college level work
  • Need to require all students to prove competency in study skills, computer skills (including online tools at AC), and financial literacy
  • Need to assess whether AC students’ have 21st century skills
  • Disconnect between guidance from advisors and the faculty’s expectations and recommendations for students which is caused or exacerbated by AC’s de-centralized advising model
  • Comparatively few completers at AC vs. peer community colleges
  • Need to transition AC from a “teaching-centered” institution to a “learner-centered institution” by focusing on students obtaining 21st century skills
  • Lack of cross-disciplinary collaboration and experiential learning opportunities
  • Uncoordinated and thus ineffective results among various departments (i.e. online learning, developmental education, First Year Experience, etc.)
  • Potential for inconsistency in AC’s quality of education based on delivery approach or status of faculty load (e.g. full-time vs. part-time vs. dual credit vs. branch campuses vs. online)
  • Academic courses need to ensure that THECB required student learning outcomes are met
  • Career & Technical Education (CTE) courses need to be matched to requirements of business and industry
  • Competencies taught via continuing education courses and certificates need to be mapped and recognized as a path to academic and CTE programs

Goal 2: Ensure Student Access

Concerns & Issues:

  • Current student admission application (common application used across the state) doesn’t require each student to identify the primary intent for attending AC
  • Need to use data to make better decision regarding student enrollment and testing
  • Need new approaches to engage honors-level students
  • Not preparing students for self-sufficiency at a university or employment
  • Need to establish assistance for special populations including limited literacy, academically disadvantaged, single parents, refugees and those with a different cultural background, and those who begin via continuing education courses
  • Confusion over whether certain students must enroll full-time in order to meet financial aid obligations when a part-time load would further the student’s success in graduating
  • Low commitment on the part of AC to non-traditional gender enrollment and graduation
  • Limited access to TSI (Accuplacer and THEA) and GED testing due to limited space and time slots
  • Leverage all of AC’s resources to provide access to potential students (e.g. Community Link and branch campuses)

Goal 3: Promote Academic and Economic Viability for our Community

Concerns & Issues:

  • Need to remain competitive with other colleges and fulfill AC students’ expectations for technology (e.g. mobile device access and applications)
  • Low awareness of state mandates and accreditation requirements among AC employees
  • Process for faculty evaluation lacks alignment with new requirements for AC (i.e. assessment, state mandates, and accreditation expectations)
  • Need to match professional development to requirements placed on AC
  • Evening students lack a sense of belonging and importance due to limited services
  • Gaps and silos within the College create problems with students unaware of available financial aid, being advised correctly, registering, and completing courses and degrees/certificates
  • Questions regarding whether most CTE programs can be transferred and where
  • Associate degrees have low value among the College’s stakeholders
  • Lack of public awareness of the broad range of programs offered at AC
  • Web site is difficult to search and navigate
  • Conflict between web site’s purposes (public relations vs. educational uses)

Goal 4: Ensure the College’s Future

Concerns & Issues:

  • No clear delineation of AC’s priorities
  • Lack long-range plans throughout the College (e.g. tactical plans for specific divisions)
  • Need clear connection between planning and budgeting
  • Need regularly scheduled planning sessions throughout the College to ensure buy-in of AC’s directions
  • Place a priority on remaining competitive in attracting external funding by meeting required resources
  • Need to identify efficiencies throughout the College and make adjustments accordingly
  • Need to discover approaches for expanding partnerships, both internal and external, which benefit all partners
  • Need to expand funding or make a priority for IT resources especially as demand for the College’s physical and virtual asset continue to grow
  • Lack one common tool for communicating with all students, faculty, staff and other key stakeholders (e.g. AC Online)

APPENDIX

CONSTRAINTS:

ADDITIONAL DETAILS BY CATEGORY

  • Assessment vs. Accountability
  • Six general education core curriculum competencies with mapping assigned to foundational component areas of the core – starting Fall 2011
  • Critical thinking skills

to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information

  • Communication skills

to include effective written, oral, and visual communication

  • Empirical and quantitative skills

to include applications of scientific and mathematical concepts

  • Teamwork

to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal

  • Social responsibility

to include intercultural competency, civic knowledge, and the ability to engage effectively in regional, national and global communities

  • Personal responsibility

to include the ability to connect choices, actions and consequences to ethical decision-making

Component Areas with Core Objectives Mapped

Foundational Component Areas / Critical Thinking / Communication Skills / Empirical & Quant Skills / Teamwork / Social Responsibility / Personal Responsibility
Communication / REQUIRED / REQUIRED / OPTIONAL / REQUIRED / OPTIONAL / REQUIRED
Mathematics / REQUIRED / REQUIRED / REQUIRED / OPTIONAL / OPTIONAL / OPTIONAL
Life & Physical Sciences / REQUIRED / REQUIRED / REQUIRED / REQUIRED / OPTIONAL / OPTIONAL
Humanities / REQUIRED / REQUIRED / OPTIONAL / OPTIONAL / REQUIRED / OPTIONAL
Visual/Performing Arts / REQUIRED / REQUIRED / OPTIONAL / OPTIONAL / REQUIRED / OPTIONAL
U.S. History / REQUIRED / REQUIRED / OPTIONAL / OPTIONAL / REQUIRED / REQUIRED
Government/Political Science / REQUIRED / REQUIRED / OPTIONAL / REQUIRED / REQUIRED / OPTIONAL
Social/Behavioral Science / REQUIRED / REQUIRED / REQUIRED / OPTIONAL / REQUIRED / REQUIRED

(Approved by THECB Undergraduate Education Advisory Committee 4/16/10; Report to THECB Commission 10/10; Approval by THECB Commission scheduled for 1/11; implementation at colleges scheduled for 8/11)

Assessment vs. Accountability

Paradigm:

  • improvement vs. judgment
  • internal vs. external
  • engagement vs. compliance

Application Choices:

  • multiple methodologies vs. standardized methodology
  • quantitative & qualitative vs. quantitative
  • over-time, comparative, established goal vs. compared or fixed standard
  • multiple internal channels vs. public communication (mass media)
  • multiple feedback loops vs. reporting
  • Funding

State Formula

Proposal Under-Consideration by THECB Commissioner & Commission:

Enrollment Driven – 90% proposed by THECB Commission

Performance Driven – 10% proposed by THECB Commission based on Momentum Points

The current Momentum Points funding proposal has added dual credit students moving through these points and Marketable Skills Awards.

Note: Marketable Skill Awards include:

  • Credit certificate from 9-14 hours
  • Continuing education certificate from 144-359 contact hours

Marketable Skills Awards meet minimum standard for program length specified in the federal Workforce Investment Act (WIA), but are too short to qualify as certificate programs on the Coordinating Board program inventory (e.g. less than a Level I certificate). Certified by the institution and submitted on CTC CBM00M report.

Proposal by Legislative Budget Board (LBB):

Not announced yet but historically has proposed less funding for community colleges than the THECB proposal

Perkins Basic Grant

CTE programs in the following areas must improve non-traditional gender enrollment and/or graduates:

College-wide Enrollment in CTE Programs with Non-Traditional Gender Requirements:

  • Institutional Total: Amarillo College Non-Traditional Gender Enrollment

801 of 4364 = 18.35% (4% below statewide 22.39%)

  • Institutional Total: Amarillo College Non-Traditional Gender Graduates

85 of 551 = 15.43% (1.6% below statewide 17.039%)

CTE programs in the highlighted disciplines must improve non-traditional gender enrollment and/or graduates:

5P1: Nontraditional Participation

Student participation in CTE programs in nontraditional fields.

Numerator: Number of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year.

Denominator: Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year.

State Standard: 22.52%

District Standard: State standard unless otherwise negotiated.

10020000-Audiovisual Communications Technologies/Technicians Female

AC 81 of 122 66.39%

Statewide 403 of 1502 26.83%

11020000-Computer Programming Female

AC 42 of 178 23.60%

Statewide 945 of 3697 25.56%

11030000-Data Processing Female

AC 0 of 1 0.00%

Statewide 587 of 1,150 51.04%

12030000-Funeral Service and Mortuary Science Female

AC 120 of 210 57.14%

Statewide 287 of 455 63.08%

15030000-Electrical and Electronic Engineering Technologies/Technicians Female

AC 9 of 76 11.84%

Statewide 354 of 2550 13.88%

15040000-Electromechanical and Instrumentation and Maintenance Technology Female

AC 7 of 121 5.79%

Statewide 138 of 1,494 9.24%

15070000-Quality Control and Safety Technologies/Technicians N/A

15130000-Drafting/Design Engineering Technologies/Technicians Female

AC 12 of 71 16.90%

Statewide 1,245 of 5747 21.66%

19070000-Human Development, Family Studies, and Related Services Male

AC 0 of 18 0.00%

Statewide 87 of 2,074 4.19%

22030000-Legal Support Services Male

AC 5 of 82 6.10%

Statewide 480 of 3,761 12.76%

43010000-Criminal Justice & Corrections Female

AC 3 of 4 75.00%

Statewide 4,971 of 10,774 46.14%