STRATEGIC
LONG RANGE
PLAN
2014-2016
April 2015 Update
STRATEGIC LONG
RANGE PLAN
2014-2016
Board Approved: June 20, 2013
Updated April 2015
Office of Planning and Institutional Effectiveness
College of DuPage
425 Fawell Blvd.
Glen Ellyn, IL 60137
The mission of College of DuPage is to be a center for excellence in teaching, learning and
cultural experiences by providing accessible, affordable and comprehensive education.
iv
STRATEGIC LONG RANGE PLAN 2014-20016
TABLE OF CONTENTS
WELCOME TO THE COLLEGE OF DUPAGE STRATEGIC PLAN
Acting Interim President’s Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
LEADERSHIP
Board of Trustees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Senior Management Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
STRATEGIC PLANNING
Strategic Long Range Plan Advisory Committee . . . . . . . . . . . . . . . . . . . . . . . . . 5
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
The Planning Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
HIGHEST IMPACT ENVIRONMENTAL SCAN TRENDS
Competition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Demographic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Economic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Labor Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Politics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Social Values/Lifestyle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Emerging Issues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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STRENGTHS, WEAKNESSES, OPPORTUNITIES AND THREATS (SWOT)
Most Signification SWOT Analysis Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Strategic Advantages/Challenges (SWOT) Task Crosswalk. . . . . . . . . . . . . . . . . 11
CORE STATEMENTS
Philosophy, Mission, Vision and Values . . . . . . . . . . . . . . . . . . . . . . . . . . .16
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
1
GOALS AND TASKS
Strategic Long Range Plan Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 1: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 2: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 3: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 4: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 5: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 6: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 7: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 8: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 9: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Core Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Task Accountability Matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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APPENDIX
A.
B.
C.
D.
E
F.
G.
H.
I.
J.
2
Environmental Scan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Community Trend Implications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Community Nights Qualitative Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
2012 Illinois Performance Excellence (ILPEx) Feedback . . . . . . . . . . . . . . 87
SWOT Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Emerging Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Goal Development Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
2013 Community Survey (Comprehensive) . . . . . . . . . . . . . . . . . . . . . . . . 119
2014 Community Survey (Pulse). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Richard Goodman Strategic Planning Award . . . . . . . . . . . . . . . . . . . . . . . 122
STRATEGIC LONG RANGE PLAN 2014-20016
WELCOME TO THE
COLLEGE OF DUPAGE
STRATEGIC PLAN
As we approach our 50th anniversary two years
from now, we are reminded of all the students
who have studied in our classrooms, the faculty
who have delivered exceptional education, and
the staff who have supported our world-class
teaching and learning efforts for the past 48
years. The Strategic Long Range Plan contained
herein represents our attempt to honor our past
by fulfilling our continuing mission to be a center
of excellence in teaching, learning and cultural
experiences by providing accessible, affordable,
and comprehensive education for the benefit of the
students and communities we serve.
A strategic plan is important for a number of
reasons. First, it provides direction for everyone
at the institution and coordinates the efforts of
various divisions, departments, and employees.
Second, it is a public declaration of our mission,
vision and values and a listing of the explicit
strategies that we will use to realize our mission.
Finally, it provides goals and targets that will allow
us to determine if we have met our objectives for
the year.
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Last year our strategic planning process and the
resulting Strategic Long Range Plan received an
award of distinction: the 2014 Richard Goodman
Strategic Planning Award in the non-profit
category. This award was given by the Association
of Strategic Planning, an international professional
organization for strategic planners. You can read
more about this award in the appendix.
Through a comprehensive and collaborative
process that was led by a team comprised of
full-time faculty, student leaders, classified staff,
managers and administrators, we have once more
crafted an evidence-based, action-oriented plan
to meet the community’s current and anticipated
needs. We hope to live up to our new recognition
as a best-practice in strategic planning through the
implementation of this and future plans.
Joseph E. Collins, Ph.D.
Acting Interim President
3
LEADERSHIP
BOARD OF TRUSTEES
Kathy Hamilton, Board Chairman
Deanne M. Mazzochi, Vice Chairman
Dianne McGuire
Frank Napolitano, Secretary
Joseph C. Wozniak
Charles Bernstein
Gloria Roark, Student Trustee
Erin Birt
SENIOR MANAGEMENT TEAM
Dr. Joseph Collins, Acting Interim President
James R. Benté, Vice President,
Dr. Jean V. Kartje, Vice President,
Planning and Institutional Effectiveness
Academic Affairs
Catherine M. Brod, Vice President,
Mary Ann Millush, Director,
Resource Development/Executive Director
Legislative Relations and
of College of DuPage Foundation
Special Assistant to the President
Dr. Charles Currier, Vice President,
Joseph Moore, Vice President,
Information Technology
Marketing and Communications
John Dischner, Interim CFO,
Linda Sands-Vankerk, Vice President,
Administration and Treasurer
Human Resources
Earl E. Dowling, Vice President,
Student Affairs
4
STRATEGIC LONG RANGE PLAN 2014-20016
STRATEGIC PLANNING
STRATEGIC LONG RANGE PLAN
ADVISORY COMMITTEE
Jim Benté, Planning—Chairman
(Administrator)
Catherine Brod, Resource Development/
COD Foundation
(Administrator)
Tom Carter, Physics
(Faculty)
Ami Chambers, Marketing and
Communications
(Managerial)
Judith Coates, Human Resources
(Managerial)
Ann Cotton, Interior Design
(Faculty)*
Earl Dowling, Student Affairs
(Administrator)*
Jarret Dyer, Testing Center
(Managerial)
Dennis Emano, Counseling and Advising
Services (Faculty)
Glenda Gallisath, Academic Affairs
(Administrator)*
Hank Gordon, Student Leadership Council
(Student)*
Maria Islas, Student Services
(Classified)*
Saraliz Jimenez, Latino Center
(Classified)
Lewis Jones, Economics
(Faculty)
Christine Kickels, Library
(Faculty)
Olivia Martin, Board of Trustees
(Student)*
Shelly Mencacci, Veteran Services
(Managerial)*
5
Sam Ortega-Guerrero, Student Leadership
Council
(Student)*
Mark Pearson, Architecture
(Faculty)
Abdulaziz Syed, Student Records
(Classified)
Stephanie Torres, Board of Trustees
(Student)*
Eugene Ye, Research and Analytics
(Administrator)
Keith Zeitz, Information Technology
(Managerial)
* Members during the 2012-2014 Planning Cycle
INTRODUCTION
College of DuPage (COD) engages in planning
to assure that it is future oriented in serving our
students, community and other stakeholders.
COD’s strategic long range planning is a
continuous process that guides the future direction
of the institution. Specifically, the Strategic Long
Range Plan (SLRP) defines COD’s institutional
philosophy, mission, vision, core values, long-term
goals and associated tasks.
At COD, the SLRP is based on the concept of
planning “from the outside-in.” Therefore, the
SLRP is a map for the development and delivery
of programs and services that address community
challenges and needs.
With approval of the Board of Trustees, the SLRP
sets the College’s strategic direction over a threeyear period. Therefore, the purpose of this document
is to communicate to the COD staff, students,
community and other stakeholders a reference point
for comprehensive long range planning.
STRATEGIC LONG RANGE PLAN 2014-20016
THE PLANNING PROCESS
Strategy Development
The Strategic Planning Process at COD is an
ongoing, inclusive, closed-loop system. The
Strategic Long Range Plan Advisory Committee
(SLRPAC), comprised of faculty, administrators,
classified staff, managerial staff, student leaders
and the Vice President of Planning and Institutional
Effectiveness, annually evaluates and presents in
May of each year a revised plan to the College
President. The President presents the revised plan
to the Board of Trustees who, after reviewing and
providing input, opens the plan for public review
and comment for a period of 30 days.
The eight-phase planning process involving
interaction between several key stakeholder
groups. The College uses a variety of listening and
learning strategies such as surveys, focus groups,
Community Nights, etc., to develop input to the
process of creating a SLRP that balances the needs
of the students, institution and other stakeholders.
Phase I—Identification of Strengths, Weaknesses,
Opportunities and Threats (SWOT)
The work of the Strategic Long Lange Plan
Advisory Committee (SLRPAC) begins in the fall
with the updating of the SWOT analysis. Based
on a review of relevant internal and external data
and input from various constituency groups and
individuals (e.g., faculty, staff, students, Senior
Management Team, Board of Trustees, etc.)
the SLRPAC reviews, updates, adds, and when
appropriate removes items from the SWOT.
The results of the SWOT update provide the
foundation for the next phases of the strategic
planning process.
Phase II—Review and Revise Core Statements
Based on the revised SWOT analysis and
input from various constituency groups and
individuals (e.g., faculty, staff, students, Senior
Management Team, Board of Trustees, etc.)
the SLRPAC reviews and, when appropriate,
recommends changes to the institution’s core
statements (Philosophy, Mission, Vision and
Values). Typically core statements do not change
dramatically over the three-year planning horizon.
6
Phase III—Strategic Goals and Tasks
Goals are institutional in nature, while tasks serve
as the “bridge” between the SLRP and Annual
Plan (see Phase IV). Although goals and tasks
are reviewed annually, typically goals do not
change over the three-year planning horizon,
whereas tasks can and do change on an annual
basis. Tasks for the following academic year can
be recommended by any constituency groups
and individuals (e.g., faculty, staff, students,
Senior Management Team, Board of Trustees,
etc.) Using the revised SWOT analysis and input
from constituency groups and individuals, the
SLRPAC and Senior Management Team develops
recommended tasks for the following year. The
first three phases of the planning process (SWOT,
Core Statements, and Goals and Tasks) complete
the SLRP, which is approved annually by the
Board of Trustees.
Phase IV—Develop and Implement Annual Plan
Working in collaboration with their respective
administrators, the Senior Management Team
develops the Annual Plan, which contains one-year
objectives and strategies. These objectives and
strategies must be consistent with the institution’s
core statements, and each objective must be
aligned to a task in the SLRP. As was previously
noted, tasks serve as the bridge between the
SLRP and Annual Plan. By having this “bridge,”
essentially every area and employee is linked to
the College’s philosophy, mission, vision, values
and strategic goals.
Phase V—Monitoring Annual Plan Performance
Major initiatives are tracked against the
institutional goals and their budget impact is
reflected in the annual budget developed in the
spring. The College Annual Plan and Budget
include cross-referencing to the SLRP. This
represents the first step in tracking the alignment
of goals with specific allocations and expenditures.
Budget monitoring occurs monthly by every
budget manager, while the Annual Plan if formally
monitored three times a year through a “stop light”
report. Through the “stop light” report the Senior
Management Team monitors how far along the
institution is at any point in time and whether the
College is on track for achieving each objective in
the Annual Plan.
STRATEGIC LONG RANGE PLAN 2014-20016
Phase VI—Review Progress
Tasks that are tied to the Annual Plan give the
SLRP an annual perspective. Through tasks,
significant activities, processes and outcomes
can be measured and reported. In March of each
year, a Mid-year Outcomes Report is developed
and provided to the President.
Phase VII—Evaluate Progress
To promote accountability and transparency, in
August an Institutional Outcomes Report, which
details the significant activities, processes and
outcomes achieved during the entire years, is
developed and provided to the President. In turn,
this report is presented to the Board of Trustees
and subsequently posted to the internal employee
portal and external public website.
Phase VIII—Improve Planning Process
Since the SLRPAC is responsible for the planning
process, they conduct a process evaluation
annually. Among other things, this process
evaluation assesses issues such as process
effectiveness and efficiency, accuracy of data,
benchmarking and current trends in institutional
planning.
Strategy Implementation
As part of the systematic planning process, an
Annual Plan is developed and implemented on
an annual basis. Each Senior Management Team
member, working with their divisional leadership,
develops annual (short-term) objectives and
strategies that are designed to advance the longterm goals and tasks as outlined in the SLRP.
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
By collaborating with their direct reports, Senior
Management Team members ensure that the
institutional Annual Plan has the buy-in and
support of all key administrators. Furthermore,
all administrators are required to develop, in
collaboration with their staffs, an annual plan
that includes specific objectives and measurable
strategies. This “cascade” effect ensures that
there is alignment from the department to the
division to the institution level, focusing all
efforts on advancing the vision and meeting
the mission of COD. Sustainability is achieved
through constant review and monitoring of
performance at the Senior Management Team,
divisional and departmental levels.
Responsibility
Overall stewardship and coordination of the
COD Planning Process is the responsibility of
the Vice President for Planning and Institutional
Effectiveness.
Strategic planning at College of DuPage is a
continuous process that guides the direction of
the institution and provides quantitative evidence
of progress made towards advancing our Mission
and achieving our Vision. To ensure satisfactory
progress is being made toward institutional goals,
a biannual Institutional Outcomes Progress Report
is published. The report reflects key actions and
results that contribute to advancing our Mission
and achieving our Vision.
7
ENVIRONMENTAL SCAN
TRENDS
HIGHEST IMPACT ENVIRONMENTAL
SCAN TRENDS
Seventy-four total trends were identified in
eight taxonomies (Competition, Demographics,
Economic, Education, Labor Force, Politics,
Social Values/Lifestyle and Technology). The
following twenty trends were identified during
the Implications Workshop as having the highest
impact on the communities served by College of
DuPage.
COMPETITION
Investment in Online Education (Competition
Trend #3)
The higher education sector will continue to
invest in online education and distance learning
programs, especially as the Massive Open Online
Course (MOOC) structure evolves.
Workforce Partnerships (Competition Trend #6)
Business and education realize by collaborating
they are increasing the potential for a skilled and
thriving workforce.
Partnerships with Feeder Schools (Competition
Trend #7)
As higher education institutions recognize the
significant role they play in the quality of our
nation’s middle and secondary schools, efforts
are increasing to build sustaining and mutually
reinforcing partnerships with feeder schools.
DEMOGRAPHIC
Aging Population in DuPage County
(Demographic Trend #2)
From 2010 to 2020 DuPage County will see
an aging population, with generally modest (8
percent) growth in the population under 40, a 6
percent decline in the 40-59 age group, but an
increase of 46 percent for those 60 and over.
8
Poverty Level in DuPage County (Demographic
Trend #4)
Between 2007 and 2011 the estimated DuPage
County poverty level increased 3.0 percent to a
rate of 7.8 percent. Over the next two years this
rate dropped slight (0.8 percent) ending in a 2013
rate of 7.0 percent.
Ethnic Diversity in the Population
(Demographic Trend #7)
The minority population in Illinois and DuPage
County has steadily increased since at least 1990
and is projected to continue increasing through
2020 and beyond. The Hispanic population in
DuPage County is projected to show the greatest
increase (from 13.3 percent to 17.6 percent of the
total population), followed by the Asian population
(from 10.2 percent to 12.6 percent) and the Black
population (from 4.6 percent to 6.0 percent). The
proportion of the population that is White will
decrease from 71.8 percent to 63.7 percent.
ECONOMIC
Illinois Budget Deficit (Economic Trend #3)
There is a high probability state and local funding
of education will decrease in the
near future.
Competition from the Global Economy
(Economic Trend #5)
The global economy is growing more integrated,
with the fastest growing economies in China, India
and former Soviet Union states.
EDUCATION
State Funding—Alternate Means to Balance
Budget (Education Trend #1)
The trend of states under funding public higher
education institutions forces those institutions to
find alternate means to balance their budgets.
STRATEGIC LONG RANGE PLAN 2014-20016
Students Attending Multiple Colleges
(Education Trend #2)
The number of students attending more than one
college at a time is on the rise.
Underprepared Students (Education Trend #3)
As the number of underprepared students
continues to increase, community colleges will
continue to play a significant role in serving that
population.
Accountability—Retention, Graduation and
Transfer Rates (Education Trend #5)
An increased focus has been and will continue to
be placed on accountability emphasizing retention,
graduation and transfer rates for community
colleges.
LABOR FORCE
Multiple Generations in the Workforce (Labor
Force Trend #8)
Multiple generations continue to be represented
in the workforce, each with its own distinct set of
values and priorities.
Impact of Aging Population on Labor Force
(Labor Force Trend #9)
Slower population growth and a decreasing overall
labor force participation rate are expected to lead
to a slower civilian labor force growth from 2010
to 2020.
New Forms of Social Interaction (Social Values/
Lifestyle Trend #5)
New forms of social interaction (virtual or e-based
applications) will continue to expand over the next
3-5 years.
Longer Life Expectancy (Social Values/Lifestyle
Trend #8)
People in the United States are living longer,
retiring later and pursuing multiple careers,
therefore additional education or training will be
required.
TECHNOLOGY
Increased Attention to the “Digital Divide”
(Technology Trend #5)
A digital divide (both generational and
socioeconomic) exists in our society, indicating a
need for improved skills and technology training
throughout all population groups within our
society. Increased reliance on technology in nearly
every aspect of our daily lives will bring increased
attention to this gap.
Availability of Mobile Computing (Technology
Trend #6)
Decreases in costs and increases in connectivity
will push anytime/anyplace computing into the
mainstream. Increased mobility will affect both
students and professionals as a growing reliance
on mobile devices continues to impact all aspects
of life, including the way we work and learn.
POLITICS
Public Pensions Systems in Crisis (Politics
Trend #1)
Increasing pressure to pay for required public
pension systems has contributed toward the
financial crisis in Illinois.
SOCIAL VALUES/LIFESTYLE
DuPage County Poverty Issues (Social Values/
Lifestyle Trend #2)
The number of people living below the poverty
line in DuPage County is increasing.
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
EMERGING STRATEGIC ISSUES
The Strategic Long Range Plan Advisory
Committee is recommending that six emerging
issues (Free Community College Tuition, Illinois
Community Colleges Offering Bachelor Degrees,
State Leadership Change, COD Leadership
Change, Student Mental Health Issues and
Common Core Standards and Testing) be included
in the updated Strategic Long Range Plan.
9
STRENGTHS, WEAKNESSES,
OPPORTUNITIES AND
THREATS (SWOT)
MOST SIGNIFICANT SWOT
ANALYSIS FACTORS
SWOT analysis is a strategic planning method that
COD uses to evaluate the Strengths, Weaknesses,
Opportunities and Threats facing COD. The aim
of the analysis is to identify the most significant
internal and external factors that are important to
developing, implementing and achieving COD’s
strategic goals and tasks.
•
•
Weaknesses are internal characteristics that
may place COD at a competitive disadvantage.
•
Opportunities are external factors that COD
can leverage or exploit to create value for our
students and community, or to give COD a
better competitive advantage.
•
Threats are factors in the external
environment that could cause trouble for
COD, or hinder us in advancing our mission
and achieving our vision.
Strengths are internal characteristics that give
COD a competitive advantage.
ADVANTAGES
CHALLENGES
S
INTERNAL
STRENGTHS
1. Community Image
WEAKNESSES
W
2. Financial Position
1. Student Success in Mathematics and Online
Learning
3. Comprehensive Programs/Services
2. Systematic Use of Data
4. Expanding Modern Facilities
3. Effective Knowledge Management
5. Affordability and Value
4. Complex/Excessive Business Process Approvals
6. Partnerships
EXTERNAL
OPPORTUNITIES
10
O
1. Cost Effective Transfer Preparation,
Certificates and Degrees
2. Alternative Modes of Delivery (Online College,
MOOCS, etc.)
T
THREATS
1. Shrinking Public Funding
2. Imposed Measures of Accountability in Higher
Education
3. Underprepared Incoming Students
3. Changing District Profile
4. Misalignment with High School Curriculum
4. Rising Cost of Education (external to COD)
5. State Pension Reform
5. President Obama’s Emphasis on Community
Colleges
6. Cyber-attacks on College IT Systems
STRATEGIC LONG RANGE PLAN 2014-20016
STRATEGIC ADVANTAGES/CHALLENGES (SWOT) TASK CROSSWALK
Task
Strategic Advantage
Strategic Challenge
Strengths (S) and/or
Opportunities (O)
Leveraged by the Task
Weaknesses (W) and/or
Threats (T)
Addressed by the Task
1.1
Grow combined Fall and Spring (Academic Year
2015-2016) 10th day FTES enrollment.
S1: Image
S3: Programs and Services
S4: Facilities
S5: Affordability and Value
S6: Partnerships
O1: Cost Effectiveness
O2: Alternative Delivery
O4: Rising (External) Costs
O5. Emphasis on CC
W1: Student Success
T3: Underprepared Students
T4: Misalignment with HS
1.2
Ensure that our curricular offerings maintain high
quality and align with changing community needs
by modifying or discontinuing existing programs
and/or adding new degree and certificate
programs as appropriate.
S3: Programs and Services
S4: Facilities
S6: Partnerships
O3: Changing Profile
T1: Public Funding
T3: Underprepared Students
1.3
Add additional and strengthen current academic
transfer partnership agreements (e.g., 3+1, 2+2,
etc.) leading to a bachelor’s degree.
S1: Image
S3: Programs and Services
S4: Facilities
S5: Affordability and Value
S6: Partnerships
O1: Cost Effectiveness
O2: Alternative Delivery
O4: Rising (External) Costs
O5. Emphasis on CC
W1: Student Success
W2: Use of Data
T3: Underprepared Students
T4: Misalignment with HS
1.4
Enhance and expand opportunities to support
student learning needs.
S3: Programs and Services
S6: Partnerships
O2: Alternative Delivery
O3: Changing Profile
W1: Student Success
W2: Use of Data
W3: Knowledge Management
T3: Underprepared Students
1.5
Enhance workforce education and training
opportunities for District residents.
S1: Image
S3: Programs and Services
S4: Facilities
S5: Affordability and Value
S6: Partnerships
O3: Changing Profile
O5. Emphasis on CC
T1: Public Funding
T2: Accountability
T5: Pension Reform
1.6
Expand efforts to recruit and provide services
and resources for non-traditional students.
S3: Programs and Services
S5: Affordability and Value
S6: Partnerships
O2: Alternative Delivery
O3: Changing Profile
T1: Public Funding
T2: Imposed Measures
T5: Pension Reform
1.7
Continue to develop and enhance cultural and
community events and programs (e.g., MAC,
Waterleaf, PE Center, Continuing Education, etc.)
S1: Image
S3: Programs and Services
S4: Facilities
S6: Partnerships
W2: Use of Data
W3: Knowledge Management
1.8
Make the online enrollment system user-friendly,
interactive and simple.
S6: Partnerships
O3: Changing Profile
O5. Emphasis on CC
W2: Use of Data
W3: Knowledge Management
T6: Cyber-attacks
2.1
Grow financial resources to assist student
persistence.
S1: Image
S2: Financial Position
O3: Changing Profile
O5: Emphasis on CC
T1: Public Funding
T2: Imposed Measures
T5: Pension Reform
2.2
Develop and implement practices that improve
student success as measured by retention,
persistence and completion rates.
S3: Programs and Services
S4: Facilities
O2: Alternative Delivery
W1: Student Success
W2: Use of Data
W3: Knowledge Management
T2: Imposed Measures
T3: Underprepared Students
T4: Misalignment with HS
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
11
Task
Strategic Advantage
Strategic Challenge
Strengths (S) and/or
Opportunities (O)
Leveraged by the Task
Weaknesses (W) and/or
Threats (T)
Addressed by the Task
2.3
Pilot Early College Enrollment program, analyze
results and if appropriate plan for growth and
expansion.
S1: Image
S3: Programs and Services
S5: Affordability and Value
S6: Partnerships
O1: Cost Effectiveness
O2: Alternative Delivery
O3: Changing Profile
O4: Rising (External) Costs
O5: Emphasis on CC
W1: Student Success
W2: Use of Data
W3: Knowledge Management
T3: Underprepared Students
T4: Misalignment with HS
2.4
Enhance and expand academic counseling
resources and services for students in special
programs (e.g., 3+1, enhanced 2+2, Early
College Enrollment, etc.)
S3: Programs and Services
O3: Changing Profile
W1: Student Success
W2: Use of Data
W3: Knowledge Management
T3: Underprepared Students
T4: Misalignment with HS
2.5
Create awareness among staff and faculty
concerning student mental health and disability
issues, and adapt College policies and
procedures to ensure they meet the needs of this
population.
S3: Programs and Services
O3: Changing Profile
W1: Student Success
W2: Use of Data
W3: Knowledge Management
3.1
Ensure that the Foundation increases the
number of annual individual donors, grows
its assets and awards funds for student
scholarships, program development, instructional
equipment procurement and grants to the
College, with a special focus on cultural arts,
corporate/foundation giving programs and alumni
relationship building.
S1: Image
S2: Financial Position
S4: Facilities
O5: Emphasis on CC
T1: Public Funding
3.2
Strengthen and diversify partnerships with District
high schools.
S1: Image
S3: Programs and Services
S6: Partnerships
O3: Changing Profile
W2: Use of Data
W3: Knowledge Management
T3: Underprepared Students
T4: Misalignment with HS
3.3
Expand partnering opportunities with other
community colleges, state and national
organizations, and business and industry to
create and leverage best practices.
S1: Image
S2: Financial Position
S4: Facilities
O5: Emphasis on CC
W2: Use of Data
W3: Knowledge Management
W4: Business Process
T1: Public Funding
T2: Imposed Measures
3.4
Position the COD Foundation to be among the
top three charity choices for District community
members and alumni residing in the District.
S1: Image
O3: District Profile
O5: Emphasis on CC
T1: Public Funding
T5: Pension Reform
3.5
Develop and align program support and student
scholarships with the needs, interests and
priorities of the College and donors.
S1: Image
O3: District Profile
O5: Emphasis on CC
T1: Public Funding
T5: Pension Reform
3.6
Develop new and enhance existing partnerships
to implement outreach and targeted programs
focusing on the adult student population, middle
school students, underrepresented students, and
first generation low income students.
S1: Image
S3: Programs and Services
S6: Partnerships
O3: Changing Profile
O4: Rising (External) Costs
O5: Emphasis on CC
W1: Student Success
T3: Underprepared Students
T4: Misalignment with HS
3.7
Pursue a legislative agenda that will assist in
meeting the needs of students, community, and
the College.
S1: Image
S3: Programs and Services
S6: Partnerships
O3: Changing Profile
T1: Public Funding
T2: Accountability
T5: Pension Reform
4.1
Maintain Higher Learning Commission/AQIP
and other appropriate accreditations and
certifications.
S1: Image
S3: Programs and Services
S6: Partnerships
O1: Cost Effectiveness
W2: Use of Data
W3: Knowledge Management
T2: Accountability
12
STRATEGIC LONG RANGE PLAN 2014-20016
Task
Strategic Advantage
Strategic Challenge
Strengths (S) and/or
Opportunities (O)
Leveraged by the Task
Weaknesses (W) and/or
Threats (T)
Addressed by the Task
4.2
Influence community perception and differentiate
the College from competitors through branding.
S1: Image
S6: Partnerships
O5: Emphasis on CC
T1: Public Funding
T2: Imposed Measures
4.3
Enhance public’s awareness of significant
programs, services, facilities, capabilities and
institutional stewardship of taxpayer resources.
S1: Image
S2: Financial Position
S3: Programs and Services
S4: Facilities
S5: Affordability and Value
S6: Partnerships
O5: Emphasis on CC
W1: Student Success
W3: Knowledge Management
T2: Imposed Measures
4.4
Leverage Regional Centers to promote College
programs and services.
S1: Image
S2: Financial Position
S3: Programs and Services
S4: Facilities
S5: Affordability and Value
S6: Partnerships
O5: Emphasis on CC
W1: Student Success
W3: Knowledge Management
T2: Imposed Measures
4.5
Identify, promote and leverage alumni and other
significant stakeholders to enhance the academic
reputation of the College.
S1: Image
S6: Partnerships
O5: Emphasis on CC
W1: Student Success
W3: Knowledge Management
5.1
Expand and coordinate academic, social and
personal support systems for underrepresented
populations.
S3: Programs and Services
S6: Partnerships
O3: Changing Profile
T1: Public Funding
T2: Imposed Measures
T3: Underprepared Students
5.2
Through programs and activities continue to
foster a culture of inclusiveness for students and
employees.
S3: Programs and Services
S6: Partnerships
O3: Changing Profile
T2: Imposed Measures
5.3
Expand efforts to recruit, retain and graduate
underrepresented students.
S3: Programs and Services
S6: Partnerships
O3: Changing Profile
W1: Student Success
T3: Underprepared Students
T4: Misalignment with HS
5.4
Continue to provide English as a Second
Language (ESL), GED, etc., with a focus on
transitioning students from non-credit to college
degree and certificate programs of study.
S3: Programs and Services
S6: Partnerships
O3: Changing Profile
W1: Student Success
T3: Underprepared Students
5.5
Enhance recruitment of and support for
international students.
S3: Programs and Services
S6: Partnerships
O2: Alternative Delivery
W1: Student Success
W2: Use of Data
W3: Knowledge Management
5.6
Develop and implement programs and services
to enhance institutional diversity and global
engagement.
S3: Programs and Services
S6: Partnerships
O3: Changing Profile
W2: Use of Data
W3: Knowledge Management
6.1
Ensure the financial integrity and performance of
the College.
S1: Image
S2: Financial Position
S3: Programs and Services
S4: Facilities
S5: Affordability and Value
S6: Partnerships
T1: Public Funding
T2: Imposed Measures
T5: Pension Reform
6.2
Strengthen fiscal performance of all auxiliary
enterprises.
S3: Programs and Services
S4: Facilities
S5: Affordability and Value
S6: Partnerships
T1: Public Funding
T2: Imposed Measures
T5: Pension Reform
6.3
Strengthen and expand fund raising activities..
S1: Image
S2: Financial Position
O5: Emphasis on CC
T1: Public Funding
T2: Imposed Measures
T5: Pension Reform
6.4
Establish financial reserves to address
environmental challenges and strategic
initiatives.
S3: Financial Position
W4: Business Process
T1: Public Funding
T2: Imposed Measures
T5: Pension Reform
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
13
Task
Strategic Advantage
Strategic Challenge
Strengths (S) and/or
Opportunities (O)
Leveraged by the Task
Weaknesses (W) and/or
Threats (T)
Addressed by the Task
7.1
Enhance employees’ effectiveness and
capabilities in supporting the goals and
tasks of the College including building and
enhancing leadership skills through professional
development programs.
S3: Programs and Services
S6: Partnerships
W2: Use of Data
W3: Knowledge Management
W4: Business Process
T2: Imposed Measures
7.2
Improve College climate through enhanced
collaboration and encouragement of involvement
in service activities (e.g., COD Cares).
S1: Image
S6: Partnerships
O5: Emphasis on CC
W2: Use of Data
W3: Knowledge Management.
T2: Imposed Measures
7.3
Promote and utilize recognition programs (e.g., I
Am COD Individual Award!, etc.) to reinforce high
performance and workforce engagement.
S6: Partnerships
O5: Emphasis on CC
W3: Knowledge Management
7.4
Using the 2014 PACE survey results, work with
all constituency groups to positively impact the
climate and culture.
S6: Partnerships
W2: Use of Data
W3: Knowledge Management
W4: Business Processes
7.5
Implement the recommendations of the PACE
Task Force.
S6: Partnerships
W2: Use of Data
W3: Knowledge Management
W4: Business Processes
8.1
Finalize construction of the Homeland Security
Training Center on the Glen Ellyn campus.
S4: Facilities
T1: Public Funding
8.2
Continue updating the Facility Master Plan.
S4: Facilities
O5: Emphasis on CC
W3: Knowledge Management
8.3
Continue to enhance and maintain the aesthetics
of campus buildings and grounds.
S1: Image
S4: Facilities
W3: Knowledge Management
8.4
Continue to maintain the College’s buildings and
grounds to optimize the teaching and learning
environment, with a focus on environmental
sustainability.
S1: Image
S3: Programs and Services
S4: Facilities
O5: Emphasis on CC
W2: Use of Data
W3: Knowledge Management
T2: Imposed Measures
8.5
Conduct a study of current and future facility
needs.
S1: Image
S3: Programs and Services
S4: Facilities
S6: Partnerships
O5: Emphasis on CC
W2: Use of Data
W3: Knowledge Management
9.1
Revise and implement the Information
Technology Strategic Plan.
S3: Programs and Services
S6: Partnerships
O2: Alternative Delivery
W2: Use of Data
W3: Knowledge Management
T2: Imposed Measures
9.2
Continue to improve the information technology
infrastructure in order to enhance student
learning and provide necessary support
mechanisms.
S3: Programs and Services
S6: Partnerships
O2: Alternative Delivery
O3: Changing Profile
W2: Use of Data
W3: Knowledge Management
T2: Imposed Measures
9.3
Continue to improve the information technology
infrastructure in order to maximize institutional
effectiveness, and to ensure that hardware and
software are reliable, secure, and user friendly.
S3: Programs and Services
S6: Partnerships
O2: Alternative Delivery
W2: Use of Data
W3: Knowledge Management
T2: Imposed Measures
9.4
Continue to enhance and refine efforts to address
cybersecurity across the institution.
S1: Image
T2: Imposed Measures
T6: Cyber-attacks
14
STRATEGIC LONG RANGE PLAN 2014-20016
STRATEGIC ADVANTAGES/CHALLENGES TASK SUMMARY
Strategic Advantages
Percent of Tasks
Leveraging Strategic Advantages
Strengths
S1. Community Image
53%
S2. Financial Position
16%
S3. Comprehensive Programs and Services
65%
S4. Expanding Modern Facilities
36%
S5. Affordability and Value
20%
S5. Partnerships
71%
Opportunities
O1. Cost Effective Transfer Preparation, Certificates
and Degrees
10%
O2. Alternative Modes of Delivery
20%
O3. Changing District Profile
37%
O4. Rising Cost of Education (external to COD)
10%
O5. President Obama’s Emphasis on Community
Colleges
43%
Strategic Challenges
Percent of Tasks
Addressing Strategic Challenges
Weaknesses
W1.Student Success in Mathematics and Online
Learning
31%
W2. Systematic Use of Data
45%
W3. Effective Knowledge Management
53%
W4.Complex/Excessive Business Process Approvals
8%
Threats
T1. Shrinking Public Funding
33%
T2. Imposed Measures of Accountability in Higher
Education
47%
T3. Underprepared Incoming Students
22%
T4. Misalignment with High School Curriculum
12%
T5. Pension Reform
20%
T6. Cyber-attacks on College IT Systems.
4%
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
15
CORE STATEMENTS
INSTITUTIONAL PHILOSOPHY
VISION
College of DuPage believes in the power of
teaching and learning. We endorse the right of each
person to accessible and affordable opportunities
to learn and affirm the innate value of the pursuit
of knowledge and its application to life. Our
primary commitment is to facilitate and support
student success in learning.
College of DuPage will be the primary college
district residents choose for high quality education.
College of DuPage is committed to excellence.
We seek quality in all that we do. To ensure
quality, we are committed to continual
assessment and self-evaluation.
College of DuPage values diversity. We seek
to reflect and meet the educational needs of the
residents of our large, multicultural district.
We recognize the importance of embracing
individual differences and cultures and value the
contributions made to the College by people of
all ethnic and cultural backgrounds. We affirm
our role as a catalyst for promoting dialogue and
tolerance on issues supporting the common good.
College of DuPage promotes participation in
planning and decision making. We support
participatory governance and the involvement of
the College community in the development of a
shared vision. We believe that all students, staff
and residents can make meaningful contributions
within a respectful environment that encourages
meaningful discourse. We strive to build an
organizational climate in which freedom of
expression is defended and civility is affirmed.
MISSION
The mission of College of DuPage is to be a center
for excellence in teaching, learning and cultural
experiences by providing accessible, affordable
and comprehensive education.
VALUES:
INTEGRITY
We expect the highest standard of moral character
and ethical behavior.
HONESTY
We expect truthfulness and trustworthiness.
RESPECT
We expect courtesy and dignity in all interpersonal
interactions.
RESPONSIBILITY
We expect fulfillment of obligations and
accountability.
College of DuPage will be a benefit to students
and community. The needs of our students and
community are central to all we do.
16
STRATEGIC LONG RANGE PLAN 2014-20016
GOALS AND TASKS
FY 2014—2016 STRATEGIC LONG RANGE PLAN SUMMARY
Mission
Goals
Tasks
1.
1.1
1.2
Ensure a
comprehensive
offering of programs
and services that
anticipate and meet
the needs of our
community.
1.3
1.4
1.5
1.6
1.7
1.8
2.
Demonstrate student
success by
implementing
approaches resulting in
top quartile retention,
persistence and
graduation rates.
2.1
2.2
2.3
2.4
2.5
3.1
3.2
3.3
3.
The mission
of College of
DuPage is to
be a center
for excellence
in teaching,
learning
and cultural
experiences
by providing
accessible,
affordable and
comprehensive
education.
Strengthen local,
national and global
partnerships.
3.4
3.5
3.6
3.7
4.
5.
Promote the assets of
the College: people,
programs and facilities.
Address the impact of
changing
demographics in a
global society.
6.
Enhance COD’s strong
financial position.
7.
Build a culture
reflective of a
positively engaged
work force focused on
the College’s mission,
vision and values.
8.
Expand and enhance
state-of-the-art
facilities.
9.
Ensure a dynamic
technological
environment.
4.1
4.2
4.3
4.4
4.5
5.1
5.2
5.3
5.4
Grow combined Fall and Spring (Academic Year 2015-2016) 10th day FTES enrollment.
Ensure that our curricular offerings maintain high quality and align with changing community needs by modifying
or discontinuing existing programs and/or adding new degree and certificate programs as appropriate.
Add additional and strengthen current academic transfer partnership agreements (e.g., 3+1, 2+2, etc.) leading
to a bachelor’s degree.
Enhance and expand opportunities to support student learning needs.
Enhance workforce education and training opportunities for District residents.
Expand efforts to recruit and provide services and resources for non-traditional students.
Continue to develop and enhance cultural and community events and programs (e.g., MAC, Waterleaf, PE
Center, Continuing Education, etc.)
Make the online enrollment system user-friendly, interactive and simple.
Grow financial resources to assist student persistence.
Develop and implement practices that improve student success as measured by retention, persistence and
completion rates.
Pilot Early College Enrollment program, analyze results and if appropriate plan for growth and expansion.
Enhance and expand academic counseling resources and services for students in special programs (e.g., 3+1,
enhanced 2+2, Early College Enrollment, etc.)
Create awareness among staff and faculty concerning student mental health and disability issues, and adapt
College policies and procedures to ensure they meet the needs of this population.
Ensure that the Foundation increases the number of annual individual donors, grows its assets and awards funds
for student scholarships, program development, instructional equipment procurement and grants to the College,
with a special focus on cultural arts, corporate/foundation giving programs and alumni relationship building.
Strengthen and diversify partnerships with District high schools.
Expand partnering opportunities with other community colleges, state and national organizations, and business
and industry to create and leverage best practices.
Position the COD Foundation to be among the top three charity choices for District community members and
alumni residing in the District.
Develop and align program support and student scholarships with the needs, interests and priorities of the
College and donors.
Develop new and enhance existing partnerships to implement outreach and targeted programs focusing on the
adult student population, middle school students, underrepresented students, and first generation low income
students.
Pursue a legislative agenda that will assist in meeting the needs of students, community and the College.
Maintain Higher Learning Commission/AQIP and other appropriate accreditations and certifications.
Influence community perception and differentiate the College from competitors through branding.
Enhance public’s awareness of significant programs, services, facilities, capabilities and institutional
stewardship of taxpayer resources.
Leverage Regional Centers to promote College programs and services.
Identify, promote and leverage alumni and other significant stakeholders to enhance the academic reputation of
the College.
5.5
5.6
Expand and coordinate academic, social and personal support systems for underrepresented populations.
Through programs and activities continue to foster a culture of inclusiveness for students and employees.
Expand efforts to recruit, retain and graduate underrepresented students.
Continue to provide English as a Second Language (ESL), GED, etc., with a focus on transitioning students
from non-credit to college degree and certificate programs of study.
Enhance recruitment of and support for international students.
Develop and implement programs and services to enhance institutional diversity and global engagement.
6.1
6.2
6.3
6.4
Ensure the financial integrity and performance of the College.
Strengthen fiscal performance of all auxiliary enterprises.
Strengthen and expand fund raising activities.
Establish financial reserves to address potential operating environmental challenges and strategic initiatives.
7.1
7.5
Enhance employees’ effectiveness and capabilities in supporting the goals and tasks of the College including
building and enhancing leadership skills through professional development programs.
Improve College climate through enhanced collaboration and encouragement of involvement in service
activities (e.g., COD Cares).
Promote and utilize recognition programs (e.g., I Am COD Individual Award!, etc.) to reinforce high performance
and workforce engagement.
Using the 2014 PACE survey results, work with all constituency groups to positively impact the climate and
culture.
Implement the recommendations of the PACE Task Force.
8.1
8.2
8.3
8.4
8.5
Finalize construction of the Homeland Security Training Center on the Glen Ellyn campus.
Continue updating the Facility Master Plan (FMP).
Continue to enhance and maintain the aesthetics of campus buildings and grounds.
Continue to maintain the College’s buildings and grounds to optimize the teaching and learning environment.
Conduct a study of current and future facility needs.
9.1
9.2
Revise and implement the Information Technology Strategic Plan.
Continue to improve the information technology infrastructure in order to enhance student learning and provide
necessary support mechanisms.
Continue to improve the information technology infrastructure in order to maximize institutional effectiveness
and to ensure that hardware and software are reliable, secure and user friendly.
Continue to enhance and refine efforts to address cybersecurity across the institution
7.2
7.3
7.4
9.3
9.4
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
17
GOALS AND TASKS
GOAL 1
Goal Statement: Ensure a comprehensive
offering of programs and services that anticipate
and meet the needs of our community.
Tasks:
1.1 Grow combined Fall and Spring
(academic year 2015-2016) 10th day FTEs
enrollment.
1.2 Ensure that our curricular offerings
maintain high quality and align with
changing community needs by modifying
or discontinuing existing programs and/
or adding new degree and certificate
programs as appropriate.
1.3 Add additional and strengthen current
academic transfer partnership agreements
(e.g., 3+1, 2+2, etc.) leading to a
bachelor’s degree.
1.4 Enhance and expand opportunities to
support student learning needs.
1.5 Enhance work force education and training
opportunities for District residents.
1.6 Expand efforts to recruit and provide services
and resources for non-traditional students.
1.7 Continue to develop and enhance cultural
and community events and programs (e.g.,
MAC, Waterleaf, PE Center, Continuing
Education, etc.)
1.8 Make the online enrollment system userfriendly, interactive and simple.
GOAL 2
Goal Statement: Demonstrate student success by
implementing approaches resulting in top quartile
retention, persistence and graduation rates.
Tasks:
2.1 Grow financial resources to assist student
persistence.
2.2 Develop and implement practices that
improve student success as measured by
retention, persistence and completion rates
18
with an emphasis on mathematics and
online learning.
2.3 Pilot Early College Enrollment program,
analyze results and if appropriate plan for
growth and expansion.
2.4 Enhance and expand academic counseling
resources and services for students in
special programs (e.g., 3+1, enhanced 2+2,
Early College Enrollment, etc.)
2.5 Create awareness among staff and faculty
concerning student mental health and
disability issues, and adapt College
policies and procedures to ensure they
meet the needs of this population.
GOAL 3
Goal Statement: Strengthen local, national and
global partnerships.
Tasks:
3.1 Ensure that the College of DuPage
Foundation increases the number of annual
individual donors, grows its assets and
awards funds for student scholarships,
program development, instructional
equipment procurement and grants to the
College, with a special focus on cultural
arts, corporate/foundation giving programs
and alumni relationship building.
3.2 Strengthen and diversify partnerships with
District high schools.
3.3 Expand partnering opportunities with other
community colleges, state and national
organizations, and business and industry to
create and leverage best practices.
3.4 Position the College of DuPage Foundation
to be among the top three charity choices
for District community members and
alumni residing in the District.
3.5 Develop and align program support and
student scholarships with the needs, interests
and priorities of the College and donors.
3.6 Develop new and enhance existing
STRATEGIC LONG RANGE PLAN 2014-20016
partnerships to implement outreach and
targeted programs focusing on the adult
student population, middle school students,
underrepresented students, and first
generation low income students.
3.7 Pursue a legislative agenda that will
assist in meeting the needs of students,
community and the College.
to college degree and certificate programs
of study.
5.5 Enhance recruitment of and support for
international students.
5.6 Develop and implement programs and
services to enhance institutional diversity
and global engagement.
GOAL 4
GOAL 6
Goal Statement: Promote the assets of the
College: people, programs and facilities.
Tasks:
4.1 Maintain Higher Learning Commission/
AQIP and other appropriate accreditations
and certifications.
4.2 Influence community perception and
differentiate the College from competitors
through branding.
4.3 Enhance the public’s awareness
of significant programs, services,
capabilities and institutional stewardship
of taxpayer resources.
4.4 Leverage Regional Centers to promote
College programs and services.
4.5 Identify, promote and leverage alumni and
other significant stakeholders to enhance
the academic reputation of the College.
GOAL 5
Goal Statement: Address the impact of changing
demographics in a global society.
Tasks:
5.1 Expand and coordinate academic,
social and personal support systems for
underrepresented populations.
5.2 Through programs and activities, continue
to foster a culture of inclusiveness for
students and employees.
5.3 Expand efforts to recruit, retain and
graduate underrepresented students.
5.4 Continue to provide English as a Second
Language (ESL), GED, etc., with a focus
on transitioning students from non-credit
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Goal Statement: Enhance College of DuPage’s
strong financial position.
Tasks:
6.1 Ensure the financial integrity and
performance of the College.
6.2 Strengthen fiscal performance of all
auxiliary enterprises.
6.3 Strengthen and expand fund raising
activities.
6.4 Establish reserves to address potential
operating environmental challenges and
strategic initiatives.
GOAL 7
Goal Statement: Build a culture reflective of a
positively engaged work force focused on the
College’s mission, vision and values.
Tasks:
7.1 Enhance employees’ effectiveness and
capabilities in supporting the goals and
tasks of the College including building
and enhancing leadership skills through
professional development programs.
7.2 Improve College climate through
enhanced collaboration and
encouragement of involvement in service
activities (e.g., COD Cares).
7.3 Promote and utilize recognition programs
(e.g., the I Am COD Individual Award!)
to reinforce high performance and work
force engagement.
7.4 Using the 2014 PACE survey results, work
with all constituency groups to positively
impact the climate and culture.
19
7.5 Implement the recommendations of the
PACE Task Force.
GOAL 8
Goal Statement: Expand and enhance state-ofthe-art facilities.
Tasks:
8.1 Finalize construction of the Homeland
Security Training Center on the Glen Ellyn
campus.
8.2 Continue updating the Facility Master Plan.
8.3 Continue to enhance and maintain the
aesthetics of campus buildings and grounds.
8.4 Continue to maintain the College’s
buildings and grounds to optimize the
teaching and learning environment, with a
focus on environmental sustainability.
8.5 Conduct a study of current and future
facility needs.
GOAL 9
Goal Statement: Ensure a dynamic technological
environment.
Tasks:
9.1 Revise and implement the Information
Technology Strategic Plan.
9.2 Continue to improve the information
technology infrastructure in order to
enhance student learning and provide
necessary support mechanisms.
9.3 Continue to improve the information
technology infrastructure in order to
maximize institutional effectiveness and
to ensure that hardware and software are
reliable, secure and user friendly.
9.4 Continue to enhance and refine efforts to
address cybersecurity across the institution.
20
CORE COMPETENCIES
Core competencies are an institution’s areas of
greatest expertise. Core competencies are those
strategically important capabilities that are central
to fulfilling an institution’s mission or that provide
a strategic advantage in the market place. Core
competencies frequently are challenging for
competitors to imitate, and they may provide
a sustainable competitive advantage. Core
competencies may involve technology expertise
or unique educational programs and services that
are responsive to the needs of students and other
community stakeholders.
To meet our mission of providing accessible,
affordable and comprehensive education and
to create a competitive advantage in the higher
education marketplace, COD has developed and
continues to refine a set of core competencies
that include:
• People: Rich talent pool of faculty, staff
and leaders.
• Price: Low-cost leader for post-secondary
education in District 502.
• Product: High-quality academic programs
and cultural events that meet the needs of
the community.
• Promotion: Positive community image.
• Place: Modern, state-of-the-art facilities
and equipment.
TASK ACCOUNTABILITY MATRIX
To ensure accountability and effective deployment
of the SLRP, each strategic task has one Senior
Management Team member designated as having
primary responsibility (P). Although secondary
responsibilities (S) have also been identified,
many Senior Management Team members not
specifically identified in the matrix will also be
involved with providing input and supporting
numerous strategic tasks.
STRATEGIC LONG RANGE PLAN 2014-20016
Director Legislative Relations
VP Student Affairs
VP Development
VP Marketing and
Communications
VP Academic Affairs
VP Information Technology
VP Planning
VP Human Resources
Senior VP Administration
Executive VP
Responsibility (P—Primary S—Secondary)
Goal #1: Ensure a comprehensive offering of programs and services that anticipate and meet the needs of our
community.
1.1
Grow combined Fall and Spring
(Academic Year 2015-2016) 10th day
FTES enrollment.
S
Ensure that our curricular offerings
maintain high quality and align with
changing community needs by modifying
or discontinuing existing programs and/
or adding new degree and certificate
programs as appropriate.
S
P
S
Add additional and strengthen
current academic transfer partnership
agreements (e.g., 3+1, 2+2, etc.) leading
to a bachelor’s degree.
S
P
S
1.4
Enhance and expand opportunities to
support student learning needs.
S
P
S
1.5
Enhance workforce education and
training opportunities for District residents.
S
1.6
Expand efforts to recruit and provide
services and resources for non-traditional
students.
S
Continue to develop and enhance cultural
and community events and programs
(e.g., MAC, Waterleaf, PE Center,
Continuing Education, etc.)
S
Make the online enrollment system userfriendly, interactive and simple.
S
1.2
1.3
1.7
1.8
S
S
S
S
S
S
S
S
S
P
P
S
P
S
S
S
S
P
P
S
S
S
Goal #2: Demonstrate student success by implementing approaches resulting in top quartile retention, persistence
and graduation rates.
2.1
Grow financial resources to assist student
persistence.
2.2
Develop and implement practices that
improve student success as measured
by retention, persistence and completion
rates.
P
S
S
S
S
Pilot Early College Enrollment program,
analyze results and if appropriate plan for
growth and expansion.
P
S
S
S
S
S
P
2.3
2.4
S
Enhance and expand academic
counseling resources and services for
students in special programs (e.g., 3+1,
enhanced 2+2, Early College Enrollment,
etc.)
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
P
21
2.5
Create awareness among staff and
faculty concerning student mental health
and disability issues, and adapt College
policies and procedures to ensure they
meet the needs of this population.
S
Director Legislative Relations
VP Student Affairs
VP Development
VP Marketing and
Communications
VP Academic Affairs
VP Information Technology
VP Planning
VP Human Resources
Senior VP Administration
Executive VP
Responsibility (P—Primary S—Secondary)
P
Goal #3: Strengthen local, national and global partnerships.
3.1
Ensure that the Foundation increases
the number of annual individual donors,
grows its assets and awards funds
for student scholarships, program
development, instructional equipment
procurement and grants to the College,
with a special focus on cultural arts,
corporate/foundation giving programs and
alumni relationship building.
P
3.2
Strengthen and diversify partnerships with
District high schools.
P
3.3
Expand partnering opportunities with
other community colleges, state and
national organizations, and business
and industry to create and leverage best
practices.
P
3.4
3.5
3.6
3.7
S
S
S
S
S
S
Position the COD Foundation to be
among the top three charity choices for
District community members and alumni
residing in the District.
Develop and align program support and
student scholarships with the needs,
interests and priorities of the College and
donors.
S
S
S
S
S
S
P
S
P
S
S
P
S
Develop new and enhance existing
partnerships to implement outreach
and targeted programs focusing on the
adult student population, middle school
students, underrepresented students, and
first generation low income students.
S
Pursue a legislative agenda that will
assist in meeting the needs of students,
community and the College.
S
S
S
S
P
Goal #4: Promote the assets of the College: people, programs and facilities.
4.1
22
Maintain Higher Learning Commission/
AQIP and other appropriate accreditations
and certifications.
S
P
S
STRATEGIC LONG RANGE PLAN 2014-20016
4.4
Leverage Regional Centers to promote
College programs and services.
S
S
4.5
Identify, promote and leverage alumni and
other significant stakeholders to enhance
the academic reputation of the College.
Director Legislative Relations
S
VP Student Affairs
S
VP Development
Enhance public’s awareness of significant
programs, services, capabilities and
institutional stewardship of taxpayer
resources.
4.3
VP Marketing and
Communications
S
VP Academic Affairs
VP Information Technology
S
VP Human Resources
S
4.2
Senior VP Administration
Influence community perception and
differentiate the College from competitors
through branding.
Executive VP
VP Planning
Responsibility (P—Primary S—Secondary)
P
S
S
P
S
S
P
S
S
S
P
S
Goal #5: Address the impact of changing demographics in a global society.
5.1
Expand and coordinate academic,
social and personal support systems for
underrepresented populations.
S
Through programs and activities continue
to foster a culture of inclusiveness for
students and employees.
S
5.3
Expand efforts to recruit, retain and
graduate underrepresented students.
S
5.4
Continue to provide English as a Second
Language (ESL), GED, etc., with a focus
on transitioning students from noncredit to college degree and certificate
programs of study.
5.2
5.5
Enhance recruitment of and support for
international students.
5.6
Develop and implement programs and
services to enhance institutional diversity
and global engagement.
S
P
S
P
S
S
S
P
P
S
S
S
S
P
P
S
Goal #6: Enhance COD’s strong financial position.
6.1
Ensure the financial integrity and
performance of the College.
S
P
S
6.2
Strengthen fiscal performance of all
auxiliary enterprises.
P
S
S
6.3
Strengthen and expand fund raising
activities.
6.4
Establish financial reserves to address
environmental challenges and strategic
initiatives.
S
S
S
S
S
S
S
S
P
S
S
S
S
S
P
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
23
Director Legislative Relations
VP Student Affairs
VP Development
VP Marketing and
Communications
VP Academic Affairs
VP Information Technology
VP Planning
VP Human Resources
Executive VP
Senior VP Administration
Responsibility (P—Primary S—Secondary)
Goal #7: Build a culture reflective of a positively engaged work force focused on the College’s mission, vision and
values.
7.1
7.2
7.3
7.4
7.5
Enhance employees’ effectiveness and
capabilities in supporting the goals and
tasks of the College including building
and enhancing leadership skills through
professional development programs.
P
S
Improve College climate through
enhanced collaboration and
encouragement of involvement in service
activities (e.g., COD Cares).
P
S
S
S
S
S
S
S
S
S
Promote and utilize recognition programs
(e.g., I Am COD Individual Award!, etc.) to
reinforce high performance and workforce
engagement.
S
S
P
S
S
S
S
S
S
S
Using the 2014 PACE survey results,
work with all constituency groups to
positively impact the climate and culture.
S
S
S
P
S
S
S
S
S
S
Implement the recommendations of the
PACE Task Force.
P
S
S
S
S
S
S
S
S
S
Goal #8: Expand and enhance state-of-the-art facilities.
8.1
Finalize construction of the Homeland
Security Training Center on the Glen Ellyn
campus.
S
P
8.2
Continue updating the Facility Master Plan.
S
P
8.3
Continue to enhance and maintain the
aesthetics of campus buildings and
grounds.
S
P
Continue to maintain the College’s
buildings and grounds to optimize the
teaching and learning environment, with a
focus on environmental sustainability.
S
P
Conduct a study of current and future
facility needs.
S
8.4
8.5
24
P
STRATEGIC LONG RANGE PLAN 2014-20016
VP Human Resources
VP Planning
VP Information Technology
VP Academic Affairs
VP Marketing and
Communications
VP Development
VP Student Affairs
Director Legislative Relations
9.1
Revise and implement the Information
Technology Strategic Plan.
S
S
S
S
P
S
S
S
S
S
9.2
Continue to improve the information
technology infrastructure in order to
enhance student learning and provide
necessary support mechanisms.
S
S
S
S
P
Continue to improve the information
technology infrastructure in order to
maximize institutional effectiveness, and
to ensure that hardware and software are
reliable, secure, and user friendly.
S
S
S
S
P
Continue to enhance and refine efforts
to address cybersecurity across the
institution.
S
Executive VP
Senior VP Administration
Responsibility (P—Primary S—Secondary)
Goal #9: Ensure a dynamic technological environment.
9.3
9.4
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
S
P
25
APPENDIX
APPENDIX A
ENVIRONMENTAL SCAN
MARCH 2013
by Strategic Long Range Plan Advisory
Committee and Planning and Institutional
Effectiveness
ENVIRONMENTAL SCANNING
Brown and Weiner (1985) define environmental
scanning as “a kind of radar to scan the
world systematically and signal the new, the
unexpected, the major and the minor.” Therefore,
the Environmental Scan (E-Scan) is intended to
identify current and emerging external trends
that impact our community, students and other
stakeholders of the College.
By identifying and understanding external trends,
the College can develop plans to proactively meet
and address changing needs of our community,
students and other stakeholders. To be as
comprehensive as possible, the College scans eight
areas or taxonomies which include:
• Competition
• Demographics
• Economy
• Education
• Labor Force
• Politics
• Social Values/Life Style
• Technology
In conducting the E-Scan, members of the
Strategic Long Range Plan Advisory Committee
(SLRPAC) were trained by Joel Lapin, Professor
of Sociology at the Community College of
Baltimore County (Maryland). Since 1988, Joel
a recognized expert in the field of environmental
scanning has provided consultation services to
hundreds of colleges and universities throughout
the United States.
26
Following the training session, SLRPAC members
were divided into taxonomy teams and spent four
months doing evidence-based research, conducting interviews of subject matter experts and
compiling seventy-four trend statements that were
presented to community leaders during the
Community Implications: Workshop. Each trend
statement identifies the probability of change over
the next three to five years, as well as the rationale
and source of the evidence that supports the trend.
COMPETITION
Trend #1: For-Profit Enrollment
Trend statement:
After years of fast paced growth, for-profit
institutions of higher education are seeing a
significant slowing or decline in enrollment.
Probability of change for the next 3-5 years: High
Supporting rationale:
Enrollment in for-profit colleges fell by about
seven percent from the fall of 2011 to the fall of
2012, according to December estimates from the
National Student Clearinghouse. That is a much
steeper decline than the drop of 1.8 percent for
higher education over all during the same period.
From 2001 to 2010, higher education for-profit
enrollment grew at a fast pace in Illinois.
Between 2010-2011 the rate of growth in
Illinois decreased significantly.
Career Education Corporation announced the
closing of a quarter of its 90 campuses and a
reduction of 900 positions; Corinthian Colleges
took steps to sell or close nine campuses; DeVry
announced plans to cut its employee count by 570;
and Capella Education planned a reduction of
185. In January 2013, the University of Phoenix
and its parent company, the Apollo Group, began
the elimination of 115 of its 227 campuses and
learning centers and 800 jobs, in addition to the
700 positions it cut in 2011.
STRATEGIC LONG RANGE PLAN 2014-20016
Moody’s outlook for the U.S. for-profit higher
education sector remains negative due to continued
pressure on revenue and earnings and selected
pressure on enrollment. For example, The
Washington Post Company (Baa1 negative) which
operates Kaplan Higher Education (“KHE”),
Education Management (B3 under review for
downgrade) and Laureate Education (B2 stable).
Sources:
Company data and financial reports.
Stifel Nicolaus estimates.
The Chronicle of Higher Education, February 2013.
Moody’s.
National Student Clearing House data.
Trend #2: Cost of For-Profit Education
Trend statement:
To remain competitive, many of the for-profitcollege companies are cutting their prices and/or
offering new kinds of scholarships and discounts.
Probability of change for the next 3-5 years: High
Support rationale:
These programs allow higher education institutions
to both grow enrollment and tuition revenue, as
well as increase the flexibility and productivity of
faculty. The 2012 Survey of Online Learning by
the Sloan Consortium shows that approximately
32 percent of all post-secondary students took
at least one online for-credit course in fall 2011.
The survey further shows that although leaders
in higher education remain skeptical about the
value of MOOCs and the overall legitimacy of
online learning platforms, 69 percent of them
acknowledge that online learning is a key longterm strategy.
Sources:
“Changing Course: Ten Years of Tracking Online
Education in the United States;” Babson Survey
Probability of change for the next 3-5 years: High
Support rationale:
Capella, Career Education, Corinthian, DeVry,
Phoenix and Strayer have instituted or are planning
downward tuition adjustments for at least some of
their programs.
In January 2013, ITT Educational Services
announced that an “Opportunity Scholarship”
program it had been testing at 24 of its campuses
would be extended to all 150 of them.
Sources:
Company data and financial reports.
Stifel Nicolaus estimates.
The Chronicle of Higher Education, February 2013.
Trend #3: Investment in Online Education
Trend statement:
The higher education sector will continue to
invest in online education and distance learning
programs, especially as the Massive Open Online
Course (MOOC) structure evolves.
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Research Group; Sloan Consortium.
The Chronicle of Higher Education, February 2013.
Trend #4: Massive Open Online Courses (MOOCs)
Trend statement:
The rapid evolution and adoption of Massive Open
Online Courses (MOOCs) signals a fundamental
shift in strategy by industry leaders to embrace
technological changes that have threatened to
destabilize the residential college and university’s
business model over the long run.
27
Probability of change for the next 3-5 years: High
Support rationale:
In February 2013, the American Council on
Education endorsed five MOOCs for credit. This
could make it much easier for students to obtain
college credit for certain classes.
Following is a summary of the six major credit
effects likely to emerge from the MOOC and
online course movement:
1. New revenue opportunities through fees for
certificates, courses, degrees, licensing or
advertisement.
2. Improved operating efficiencies due to the
lower cost of course delivery on a per student
basis.
3. Heightened global brand recognition,
removing geographic campus-based barriers
to attracting students and faculty.
4. Enhanced and protected core residential
campus experience for students at traditional
not-for-profit and public universities.
5. Longer term potential to create new networks
of much greater scale across the sector,
allowing more colleges and universities to
specialize while also reducing operating costs.
6. New competitive pressure on for-profit and
some not-for-profit, universities that fail to
align with emerging high-reputation networks
to find a viable independent niche.
Sources:
The Chronicle of Higher Education.
Trend #5: Online Competitive Advantages
Trend statement:
Institutions that have the capacity to offer online
courses will likely capture a larger share of the
enrollment market, particularly those that are
innovative at creating pedagogies and provide
evidence of environments that enhance learning
and successful course completion.
Probability of change for the next 3-5 years: High
28
Support rationale:
Academic administrators and instructors are giving
online learning higher ratings of quality. In 2003,
56 percent of academic provosts in Midwestern
colleges rated the learning outcomes of online
learning comparable or equal to in-class learning.
That percent grew to 62 percent by 2005.
Colleges and universities are becoming more
creative in offering online alternatives to in
classroom experiences. For instance, the Colorado
State University Small-Scale Chemistry Lab
allows students to perform experiments and other
hands-on activities that could historically only be
completed in a classroom.
Sources:
Allen, I. E., and Seaman, J. (2006). “Making
the Grade: Online Education in the United
States, 2006, Midwestern Edition.” The
Sloan Consortium Retrieved from http://
sloanconsortium.org/publications/survey/
making_the_grade_midwest06.
Blumenstyk, G. (2005, January 7). For-Profit
Education: Online Courses Fuel Growth.
Chronicle of Higher Education. Online: http://
chronicle.com/weekly/v51/i18/18a01101.htm.
Carnevale, D. (2005, July 8). “Online Courses
Continue to Grow, Report Says.” Chronicle of
Higher Education. Online: http://chronicle.com/
weekly/v51/i44/44a02902.htm.
Colorado State University. (2007). Small-Scale
Chemistry Lab. Online: http://www.csmate.
colostate.edu/about.html
Foster, A., and Carnevale, D. (2007, April 17).
“Distance Education Goes Public.” Chronicle of
Higher Education. Online: http://chronicle.com/
weekly/v53/i34/34a04901.htm.
Horn, L., Nevill, S., and Griffith, J. (2006, June).
Profile of Undergraduates in U.S. Postsecondary
Institutions, 2003-04: With a Special Analysis
on Community Colleges. U.S. Department
of Education, National Center for Education
Statistics. Online: http://nces.ed.gov/pubsearch/
pubsinfoasp?pubid=2006184.
Illinois Virtual Campus. (2007). Distance
Education Enrollments at Illinois Colleges and
Universities: Data for Fall 2006. Online: http://
www.ivc.illinois.edu/pubs/enrollpdf/fall06.pdf.
STRATEGIC LONG RANGE PLAN 2014-20016
Trend #6: Workforce Partnerships
Trend statement:
Business and education realize by collaborating
they are increasing the potential for a skilled and
thriving workforce.
Probability of change for the next 3-5 years: High
Support rationale:
According to the Executive Summary of the
article by the Corporation for a Skilled Workforce,
The Critical and Emerging Role of Workforce
Investment Boards: How Federal Policy Can Incite
Workforce Innovation, ”Today, there are few areas
of public policy more important to the nation’s
economic competitiveness than the skills, ingenuity
and health of its 139-million person workforce.
But workforce development is diffuse—resources,
expertise and experience are the domain of
colleges and universities, industry leaders, private
placement firms and public programs. Workforce
leaders in communities must collaborate across
multiple sectors, organizations and systems,
convening the right stakeholders for the right
reasons, at the right times around strategies that
help people and firms thrive—all guided by
thoughtful public policy.”
“Business Education Partnerships Benefit Companies
and Students. Business/Education Partnerships
have been a part of the educational system for
many years. Businesses recognize that contributing
to the development of a skilled population also
benefits their companies. A partnership between
schools and a business may provide direct support
to student activities, instruction enrichment or staff
support. Students gain valuable experience and a
true understanding of workplace skills.” The State of
Working DuPage County (2007).
Sources:
Bird, K. 2010. “Aligning Priorities and Strategies
to Increase Collaboration and Responsiveness:
Developing Programs and Support Services to
Enhance Student Access and Success.”
“Community Colleges and Workforce Boards
of Metropolitan Chicago: Transformation and
Alignment.” Corporation for a Skilled Workforce.
Conversations with Mary Beth Marshall, Director,
DuPage Workforce Board and Dr. Glenda
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Gallisath, Associate Vice President, Academic
Affairs, College of DuPage, February, 2010.
The Critical and Emerging Role of Workforce
Investment Boards: How Federal Policy Can
Incite Workforce Innovation. Corporation for a
Skilled Workforce. 2010.
Gross, K. 2009. The Benefits of Partnership
Possibilities in Higher Education. Bennington,
VT. President’s Blog—Higher Education
Matters. Southern Vermont College.
Kisker, C., and Carducci, R. 2003. “UCLA
Community College Review: Community
College Partnerships with the Private SectorOrganizational Contexts and Models for
Successful Collaboration.” Community College
Review, Vol. 31.
Wilen-Daugenti, T., and McKee, A. G. 2008. 21st
Century Trends for Higher Education—Top
Trends, 2008-2009. Cisco Internet Business
Solutions Group (IBSG).
Trend #7: Partnerships with Feeder Schools
Trend statement:
As higher education institutions recognize the
significant role they play in the quality of our
nation’s middle and secondary schools, efforts
are increasing to build sustaining and mutually
reinforcing partnerships with feeder schools.
Probability of change for the next 3-5 years: High
Support rationale:
The blame game runs throughout the educational
system and beyond. Employers blame colleges and
universities for inadequately preparing students
for the workforce; post-secondary schools blame
secondary schools for inadequate college prep;
secondary schools blame middle and elementary
schools for advancing under-prepared students;
and elementary schools blame parents for not
providing students with fundamental needs, basic
learning skills and self-discipline. Federal and
state administrators have attempted to address this
issue with programs such as No Child Left Behind,
P-16 legislation and assessment/accountability
requirements for schools. Educators at every level
are subject to increasing accountability for student
achievement and graduation rates and schools will
begin to address the need for better communication
and collaboration across educational levels.
29
Sources:
“High School Coursework: Policy Trends and
Implications for Higher Education.” American
Association of State Colleges and Universities:
Policy Matters. 3.7 (July 2006).
Zemsky, Bob. “Access to Success.” The Chronicle
of Higher Education (3 June 2008) http://
chronicle.com/review/brainstorm/index.
php?id=502.
Trend #8: International Students
Trend statement:
Four countries are expected to generate almost
two-thirds of the demand for higher education by
2025: China (21 percent), Malaysia (15 percent),
India (14 percent) and Indonesia (11 percent).
Probability of change for the next 3-5 years: High
Support rationale:
Population, economic growth and demographic
trends indicate that these four countries in Asia
as being the ones with the highest demand for
higher education. By 2025, 60 percent of global
demand for higher education will come from
Asia; half will come from China and India. It is
expected management/commerce, sciences and IT
will continue to be the leading fields of study for
international students.
Sources:
Atlas of Student Mobility.
DEMOGRAPHICS
Trend #1: Population Growth in DuPage County
Trend statement:
Population growth in DuPage County is projected
to increase by 47,195 (918,764 in 2010 to 965,959
in 2015), representing a 5.1 percent change which
is substantially more than Illinois’ projected
increase of 3.5 percent.
Probability of change for the next 3-5 years: High
Support rationale:
Although there will be growth in DuPage County
and District 502, it will be modest and will not
require substantial expansion of services. DuPage
County population change was only 1.4 percent
from 2000 to 2010. In terms of overall population
DuPage County will look very much like it does
now (U.S. Census Bureau, 2010; Woods & Poole
Economics, Inc. 2011).
The Chicago Metropolitan Agency for Planning
(CMAP) projects DuPage County population to
increase by 23 percent adding nearly 216,000 by
2040 (“CMAP Socioeconomic Inventory Validation
and Forecasting Method,” June 2011, p. 20).
Sources:
Northeastern Illinois Planning Commission. 2006
Revised 2030 Forecasts (Cited in Joliet Junior
College Environmental Scanning Trends, 2008).
U.S. Census Bureau, 2010. DuPage County
Quick Facts. Retrieved from http://quickfacts.
census.gov/qfd/states/17/17 043.html.
Woods & Poole Economics, Inc. (2011). 2011
Regional Projections and Database: 2010
County Data Pamphlet for DuPage, IL. Illinois
Department of Commerce and Economic
Opportunity: Population Projections Retrieved
from http://www.commerce.state.il.us/dceo/
Bureaus/Facts_Figures/Population_Projections.
Trend #2: Aging Population in DuPage County
Trend statement:
From 2010 to 2020 DuPage County will see
an aging population, with generally modest (8
percent) growth in the population under 40, a six
Projected Population Growth
2010
2015
DuPage County*
918,764
965,959
47,195
DuPage County**
916,924
13,748,695
469,604
Illinois***
13,279,091
Illinois**
12,830,632
Change % Change
2020
Change
% Change
5.14%
1,015,245
49,286
5.10%
3.54
14,316,487
567,792
4.13
Source: *Woods & Poole, 2011
**US Census of Population 2010,
***Illinois Department of Commerce and Economic Opportunity
30
STRATEGIC LONG RANGE PLAN 2014-20016
percent decline in the 40-59 age group, but an
increase of 46 percent for those 60 and over.
Probability of change for the next 3-5 years: High
Support rationale:
DuPage County has an aging population, with
modest to flat growth in the younger age group
categories and rapid growth in those 60+ years of
age (Woods & Poole, 2011). This really presents
a split picture for the County and the College. On
the one hand, persons in the 24-59 age group are
in the labor force and may require retraining if
their jobs change, or additional education to stay
current in their jobs. On the other hand, as people
age, they are beginning to think about leaving the
workforce and moving on to retirement activities.
Traditional educational content however, is
typically oriented toward strengthening peoples’
ability to be successful in the workforce.
Between 2010 and 2030, those 65 years of age
and older in Illinois are predicted to increase
from 12 percent of the state’s population to 19
percent in 2030 totaling 2.9 million IL Dept. of
Commerce and Economic Opportunity: Population
Projections. Retrieved from http://www.
commerce.state.il.us/dceo/Bureaus/Facts_Figures/
Population_Projections/.
Sources:
Woods & Poole Economics, Inc. 2011. 2011
County Data Pamphlet for DuPage County, IL.
Dramatic Changes in U.S. Aging Highlighted in
New Census, NIH Report Retrieved from http://
www.census.gov/Press-Release/www/releases/
archives/aging_population/006544.html.
Interim Projections: Change in Total Population
and Population 65 and Older, by State: 2000 to
2030. Retrieved from http://www.census.gov/
population/projections/PressTab4.xls.
Ranking of Census 2000 and Projected 2030
State Population and Change: 2000 to
2030. Retrieved from http://www.census.
gov/population/projections/PressTab1.xls
Demographics 100.
Joliet Junior College Office of Institutional
Research and Effectiveness. Demographics by
Zip Code Report (ESRI Sourcebook America):
Retrieved from http://www.jjc.edu/admin/ie/
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Information/District/JJC%20District%20525%20
Demographics%20by%20Zip%20Code.pdf.
Trend #3: Household Income in DuPage County
Trend statement:
DuPage County median household income
increased by 13.5 percent from 2000 ($67,887) to
2008 ($77,040), but had declined by four percent
to $74,072 in 2011. Mean household income
was projected to increase 18 percent from 2010
($146,038) to 2015 ($171,898).
Probability of change for the next 3-5 years:
Probability of projection is uncertain at this time
due to recession.
Support rationale:
The DuPage County median household income
has increased by 13.5 percent from 2000 The
DuPage County median household income
has increased by 13.5 percent from 2000
($67,887) to 2008 ($77,040), but had declined
by 4 percent to $74,072 in 2011. From 2010
($72,471) to 2011 ($74,072), median income
increased by 2.2 percent (U.S. Census Bureau,
American Fact Finder, 2011).
Predictions for household income remain strong.
Mean household income is projected to increase 18
percent from 2010 to 2015 or 3.5 percent per year.
(Note that the strength of the recovery from the
recession will affect this trend.) (Woods & Poole
Economics, 2011.)
Sources:
U.S. Census Bureau, American Fact Finder, 2011,
Retrieved from http://factfinder2.census.gov/.
Woods & Poole Economics, Inc., 2011. 2011
County Data Pamphlet for DuPage County, IL.
Trend #4: Poverty Level in DuPage County
Trend statement:
Between 2007 and 2011 the estimated DuPage
County poverty level increased 3.0 percent to a
rate of 7.8 percent. Over the next two years this
rate dropped slight (0.8 percent) ending in a 2013
rate of 7.0 percent.
Probability of change for the next 3-5 years: High
31
Support rationale:
For two decades, DuPage County has been
experiencing significant and ongoing demographic
change, marked by substantial increases in the
number of residents with incomes that place them
at or near the Federal Poverty Level.
These changes are due to the characteristics of new
county residents, as well as changes in the types of
jobs available. Further, the aging of the baby boom
generation is causing increases in the number of
seniors.
This shift in the population characteristics in
DuPage County is coupled with its status as the
county with highest cost of living in Illinois.
Together, these factors create an economically
volatile situation that results in high stress levels,
high levels of housing instability and other
negative effects.
Sources:
DuPage County Consolidated Plan 2010-2014
U.S. Census Bureau, Small Area Poverty Estimates
Trend #5: Education Level in the Population
Trend statement:
Based on US Census estimates, the education level
for ages 25 and older in DuPage County continues
to increase.
Probability of change for the next 3-5 years: High
Support rationale:
In 2010, 45.9 percent of DuPage County persons
age 25 and older held a bachelor’s degree or
higher. In 2010, 45.9 percent of DuPage County
persons age 25 and older were high school
graduates only. In 2010, 8.3 percent of DuPage
County persons age 25 and older were not high
school graduates. The above information shows a
4.2 percentage point increase for persons holding
bachelor’s degrees or higher, a 1.3 percentage
point decrease for high graduates only and a 1.7
percentage point decrease for non-high school
graduates (US Census Bureau, 2010 American
Community Survey, 1-Year Estimates).
Sources:
US Census Bureau, Selected Population Profile
2010, DuPage County, Illinois, Retrieved from
http://factfinder2.census.gov/.
Trend #6: Illinois High School Graduates
Trend statement:
Since 2008-09 (the most recent year for which
actual enrollment was tabulated), the number of
public high school graduates in Illinois is expected
to increase for the next three years then to fall back
to 2008-09 levels for the remainder of the decade.
Probability of change for the next 3-5 years: High
Projected Numbers of Public High School Graduates
2010-11
United States
2011-12
2012-13
2013-14
2014-15
2015-16
2016-17
2017-18
2018-19
3,103,540
3,100,510
3,092,290
3,037,040
3,043,290
3,066,000
3,096,730
3,148,670
3,155,320
Midwest
702,540
698,810
692,640
672,600
670,100
674,720
674,480
685,020
687,300
Illinois
132,670
136,650
135,750
130,340
129,730
130,450
129,400
132,620
133,660
32
STRATEGIC LONG RANGE PLAN 2014-20016
Support rationale:
In 2008-09 there were 131,670 Illinois public high
school graduates. By 2012-13 the total is expected
to reach 135,750, but thereafter to drop to levels
below 2008-09 before increasing again toward the
end of the decade.
1992-2022. Western Interstate Commission for
Higher Education, 2008.
Kinghorn, M. (2008). “Trends in Indiana’s schoolage population.” INcontext.
For the Midwest region as a whole, public high
school graduates have declined steadily since
2008-09 and will continue to for the next 2-3 years
before rising by the end of the decade. Numbers
are expected to remain well below those attained
in the previous decade, however.
National, state and local demographics examined
by various sources all indicate that Illinois has
been experiencing growth in the number of high
school graduates over the past several years, but
this rate is slowing considerably. Nationally there
is an indication we will see an overall decline in
high school graduates through 2015 and Illinois
will see declining high school graduates from now
until 2017. Beyond 2017, however, annual number
of Illinois high school graduates is expected to
begin growing again.
Support rationale:
Persons of Hispanic origin are projected to
increase from 14.1 percent in 2010 to 15.4 percent
in 2020 in the state of Illinois.
Trend #7: Ethnic Diversity in the Population
Trend statement:
Minority population in Illinois and DuPage County
has steadily increased since at least 1990 and is
projected to continue increasing through 2020
and beyond. The Hispanic population in DuPage
County is projected to show the greatest increase
(from 13.3 percent to 17.6 percent of the total
population), followed by Asian (from 10.2 percent
to 12.6 percent) and the Black population (from
4.6 percent to 6.0 percent). The proportion of the
population that is White will decrease from 71.8
percent to 63.7 percent.
Sources:
Ashburn, E., 2008. Student pool is expected to
dip and diversify. The Chronicle of Higher
Education, March 28.
Bailey, T., and W. J. Hussar, 2007. Projections of
educational statistics to 2016, thirty-fifth edition.
National Center for Educational Statistics, U.S.
Department of Education. NCES 2008-060.
Knocking at the college door: Projections of high
school graduates by state and race/ethnicity
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Probability of change for the next 3-5 years: High
Illinois has over two million Hispanic residents
(US Census of Population 2010).
DuPage County K-12 Hispanic population growth
exceeds state of Illinois growth. State of Illinois
K-12 Hispanic enrollment has increased from 16.2
percent in 2002 to 23.6 percent in 2012; DuPage
County K-12 Hispanic enrollment has increased
from 10.8 percent in 2002 to 19.2 percent in 2012
(Illinois State Board of Education, 2001-2002 and
2011-2012 Report Card Data files).
Diversity index for DuPage County has doubled
from 23 percent in 1987 to 50 percent in 2006. The
Diversity Index calculated by the New York Times
“is the percent chance that two students selected
at random would be members of a different ethnic
group” (The New York Times, April 22, 2009).
Ethnic Proportions in the Total Population—Projected
Ethnicity
Hispanic
Asian
Black
White
Year
2010
2015
2020
DuPage
13.3%
15.4%
17.6%
Illinois
14.1%
14.8%
15.4%
DuPage
10.2%
11.5%
12.6%
Illinois
4.7%
5.4%
6.1%
DuPage
4.6%
5.2%
6.0%
Illinois
14.9%
14.8%
14.6%
DuPage
71.8%
67.8%
63.7%
Illinois
70.1%
68.4%
66.7%
Sources: Woods & Poole, 2011 (DuPage County); Illinois
Department of Commerce and Economic Opportunity, 2012 (Illinois)
The Sudanese Community Center in Naperville
estimates “2/3 of the 800-1000 people who fled to
the Chicago area from the genocide in Darfur are
living in DuPage County” (Naperville Sun, 2008).
Nearly half (48 percent) of all foreign born in
Illinois were born in Latin America. The next
33
largest group is persons from Asia (26 percent),
(US Census Bureau, 2007-2011 American
Community Survey 5-Year Estimates). Half of
Mexican immigrants speak English either not well
or not at all (Lewis and Norkewicz, 2006).
DEMOGRAPHIC PERFORMANCE INDICATORS*
2007 through 2009
Performance
Indicators
2007
2008
2009
Low-Income Rate
40.9
41.1
42.9
7.2
7.5
8.0
Limited English
Proficient Rate
Dropout Rate
3.5
4.1
3.5
Attendance Rate
93.7
93.3
93.7
Student Mobility
Rate
15.2
14.9
13.5
Chronic Truancy
Rate
2.5
2.5
3.7
86.5
87.1
Graduation Rate
85.9
(Illinois State Board of Education, 2010, p. 7)
From Fall 2002 to Fall 2012, College of DuPage
has seen the following: 75 percent increase in
African American (Black) students (1278 to 2233),
39 percent increase in Hispanic students (3376 to
4698) and 24 percent decrease in Asian students
(3523 to 2688), (COD Enrollment Statistics, ICCB
E1 submissions, Fall 2002, Fall 2012, Office of
Research and Analytics, 2012).
Projections for 2010 to 2015 in DuPage County are
as follows: Hispanic, 22.0 percent increase; Asian,
17.6 percent increase and Black, 20.1 percent
increase (Woods & Poole Economics, Inc. 2011).
Sources:
U. S. Census Bureau, 2010 Census of Population.
Retrieved from http://factfinder2.census.gov/.
US Census Bureau, 2007-2011 American
Community Survey 5-Year Estimates. Retrieved
from http://factfinder2.census.gov/.
U. S. Census Bureau, 2008. State and County
QuickFacts. Retrieved from http://quickfacts.
census.gov/qfd/index.html.
College of DuPage Office of Research and
Analytics, Fall Enrollment Statistics.
“DuPage County - Diversity in the Classroom.”
The New York Times. Retrieved from Retrieved
from http://projects.nytimes.com/immigration/
enrollment/Illinois/dupage April 22, 2009.
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Hispanic Americans Census Facts, 2010.
Retrieved from http://www.infoplease.com/spot/
hhmcensus1.html.
Illinois Department of Commerce and Economic
Opportunity, 2009. Retrieved from http://www.
commerce.state.il.us/dceo/Bureaus/Facts_
Figures/Population_Projections/.
Illinois State Board of Education, 2001-2002 and
2011-2012 Report Card Data files. Retrieved
from http://www.isbe.state.il.us/assessment/
report_card.htm.
Illinois State Board of Education, DuPage County
District Summary School Enrollment, 2009.
Illinois State Board of Education, 2010, Illinois
Education QuickStats 2009: Illinois Elementary
and Secondary Education Statistics for School
Year 2008-09. Retrieved from http://www.isbe.
state.il.us/research/pdfs/quickstats_2009.pdf.
Joliet Junior College, 2008. Environmental
Scanning Trends.
Lewis, James H., and Norkewicz, Michael, 2006.
“Illinois Immigration Data Book.” Institute for
Metropolitan Affairs, Roosevelt University,
Chicago, Illinois.
Naperville Sun, 10, September 2008, “Signs that
DuPage County is Becoming More Diverse.”
Ortman, Jennifer and Christine Guarneri, 2009.
United States Population Projections: 2000 to
2050.
Woods & Poole Economics, Inc., 2011. County
Data Pamphlet for DuPage County, IL.
Trend #8: Ethnic Diversity of Illinois High
School Seniors
Trend statement:
The annual number of Hispanic high school
seniors in Illinois projected to grow from 18.6
percent in 2010 to nearly 23 percent 2015, a 25
percent increase and the overall Latino population
is projected to grow 18 percent through 2015.
Probability of change for the next 3-5 years: High
Support rationale:
“Northern Illinois” includes the counties of Boone,
Bureau, Carroll, Cook, DeKalb, DuPage, Grundy,
Henry, Jo Daviess, Kane, Kankakee, Kendall,
Lake, LaSalle, Lee, McHenry, Ogle, Putnam,
Rock Island, Stephenson, Whiteside, Will and
Winnebago (House and Xiao, 2005).
34
Ethnic Proportions among High School Seniors-Projected
Ethnicity
Hispanic
Asian
Black
White
Year
2010
2014
Northern Illinois
23.4%
27.8%
All Illinois
18.6%
22.6%
Northern Illinois
5.5%
6.4%
All Illinois
4.4%
5.3%
Northern Illinois
18.3%
16.9%
All Illinois
18.9%
17.2%
Northern Illinois
52.5%
48.6%
All Illinois
57.9%
54.6%
Sources:
House, J. Daniel and Beiling Xiao. 2005, Historical
Numbers and Projected Trends in High School
Seniors: Overall Enrollment and Racial/Ethnic
Projections for the State of Illinois and the NIU
Service Region. Office of Institutional Research,
Northern Illinois University.
ECONOMY
Trend #1: DuPage Economy
Trend statement:
The DuPage County economy, mirroring the
national economy, is characterized overall by weak
economic indicators. However, recent changes
indicate the local economy is trending upward.
Probability of change for the next 3-5 years: High
Support rationale:
The DuPage County economic recession has
mirrored the national recession. While economic
indicators have been considered weak, recent
changes indicate an upward trend is emerging.
The unemployment rate has fallen to 6.9 percent,
below the National, State and MSA rate. Sales tax
receipts have risen more than three percent from
the previous year. The office vacancy rate is at 16.9
percent; higher than the Chicago (13.3 percent)
trend, but lower than the Kane (19.4 percent)
and McHenry (22.2 percent) trends. Chicago Fed
Midwest Manufacturing Index increased by 8
percent to 94.7 from the previous year. Residential
construction rose at a moderate pace while
nonresidential construction remained weak.
Sources:
Choose DuPage. (2012). DuPage County
Economic Indicators. DuPage Regional
Development Alliance. Retrieved from http://
choosedupage.com/wp-content/uploads/2013/02/
Economic-Indicators-4Q-2012.pdf.
Golle, V. (2013). Summary of Economic Reports
by Federal Reserve District Banks. Bloomberg.
Retrieved from http://www.bloomberg.com/
news/2013-01-16/summary-of-economicreports-by-federal-reserve-district-banks.html.
LaBarbera, L. (2013). Index Shows Midwest
Economic Growth Improved in December.
Federal Reserve Bank of Chicago. Retrieved
from http://www.chicagofed.org/webpages/
publications/mei/index.cfm.
Trend #2: Personal Wealth
Trend statement:
The recession has reduced the personal wealth of
many Americans, but it is predicted that indicators
of wealth (housing value, investments, etc.) have
begun to rise as the economy begins to recover.
Probability of change for the next 3-5 years: High
Support rationale:
Between 2007−10, median net worth fell 38.8
percent and the mean fell 14.7 percent for
most groups. However, in 2012, the value of
investments, particularly in the stock market,
were trending upwards, as were U.S. Treasury
yields. Growth in consumer spending increased
in 2012. In 2012, the average price of a home in
the Chicago metropolitan area increased by 2.2
percent; this is compared to 7.3 percent nationally.
The consumer price index rose 1.2 percent for
Chicago regional, compared with a 1.6 percent
increase nationally over the previous year.
Sources:
Bricker, J., et al. (2012). Changes in U.S. Family
Finances from 2007 to 2010: Evidence from the
Survey of Consumer Finances. Federal Reserve
Bulletin. Retrieved from http://www.federalreserve.
gov/pubs/bulletin/2012/pdf/scf12.pdf.
Golle, V. (2013). Summary of Economic Reports
by Federal Reserve District Banks. Bloomberg.
Retrieved from http://www.bloomberg.com/
news/2013-01-16/summary-of-economicreports-by-federal-reserve-district-banks.html.
Guarino, D., and Blitzer, D. (2013). Home Prices
Closed Out a Strong 2012 According to the S&P/
Case-Shiller Home Price Indices. S&P Indices.
Retrieved from http://www.standardandpoors.
com/indices/sp-case-shiller-home-price-indices/
en/us/?indexId=spusa-cashpidff--p-us----.
Guarino, D., and Blitzer, D. (2013). S&P/Case
Shiller Home Price Index Levels: December
2012. S&P Indices. Retrieved from http://www.
standardandpoors.com/indices/sp-case-shillerhome-price-indices/en/us/?indexId=spusacashpidff--p-us----.
Walker, S., and Kruger, D. (2013). Treasury
Yields Rise to 11-Month High as Job Gains
Top Forecasts. Bloomberg. Retrieved from
http://www.bloomberg.com/news/201303-08/treasuries-drop-as-payrolls-increaseunemployment-rate-falls.html.
U.S. Department of Labor (2013). Consumer Price
Index. Bureau of Labor Statistics. Retrieved from
http://www.bls.gov/news.release/cpi.t04.htm.
Trend #3: Illinois Budget Deficit
Trend statement:
There is a high probability state and local funding
of education will decrease in the near future.
Probability of change for the next 3-5 years: High
Support rationale:
The State of Illinois continues to experience a
record budget deficit which will require either
large reductions in state spending or large
increases in taxes or both to close a $76 billion
pension gap and offset $7.5 billion in unpaid bills.
The Governor’s FY 2014 Proposed Higher
Education budget cuts $79.8 million from FY
2013. Community college grants and initiatives are
cut $20.7 million.
The S&P downgraded Illinois’ bond rating to Athe lowest in the nation.
Sources:
Basu, K. (2012) Retirement Spike in Illinois.
Inside Higher Education. Retrieved from http://
www.insidehighered.com/news/2012/07/16/
36
retirements-spike-illinois-universities-duepension-changes.
Chappatta, B., and Kaske, M. (2013). Illinois
Settlement Shows Worst Pension’s True Cost:
Muni Credit. Bloomberg. Retrieved from http://
www.bloomberg.com/news/2013-03-12/illinoissettlement-shows-worst-pension-s-true-costmuni-credit.html.
Chicago Metropolitan Agency for Planning. (2009)
State and Local Taxation: CMAP Regional
Snapshot. Retrieved from http://www.cmap.
illinois.gov/cmap-regional-snapshots#Tax.
Illinois Board of Higher Education. (2013).
Summary of Governor Quinn’s Fiscal Year
2014 Budget Proposal. Illinois Board of
Higher Education. Retrieved from http://
www.ibhe.org/Fiscal%20Affairs/PDF/
FY2014GovBudgetSummary.pdf.
Keegan, B. (2012) The Widening Gap Update.
States are $1.38 Trillion Short in Funding
Retirement Systems. The PEW. Retrieved from
http://www.pewstates.org/research/reports/thewidening-gap-update-85899398241.
State of Illinois. (2013) Governor, DuPage
“County Chairman and GOP Leaders Continue
Pension Reform Push.” Illinois Government
News Network. Retrieved from http://www3.
illinois.gov/PressReleases/ShowPressRelease.
cfm?SubjectID=1&RecNum=10850.
Trend #4: Performance Based Funding
Trend statement:
There is a high probability that performance based
funding systems will be further implemented in
Illinois higher education in the near future.
Probability of change for the next 3-5 years: High
Support rationale:
The Performance Funding Steering Committee
was established to assist with linking the goals
of the Illinois Public Agenda for College and
Career Success to the state’s higher education
budgeting process. Performance funding is an
important component of the state’s plan to meet
the Complete College American (CCA) goal
that by 2025, 60 percent of Illinois adults will
have a college degree or credential. To that end,
the Committee is to assist the Illinois Board
of Higher Education in devising a system for
STRATEGIC LONG RANGE PLAN 2014-20016
allocating state resources to public institutions
of higher education based upon performance in
achieving state goals related to student success
and certification and degree completion.
The Performance Funding Steering Committee
met in January to propose a performance
funding model that will allocate funding based
on performance as a part of the FY 2014
IBHE Higher Education budget submission, in
accordance with the intent of Public Act 97-320
(HB 1503), the Performance Funding legislation
and that supports the goals of the Illinois Public
Agenda (Phillips, A.).
Sources:
Hauptman, A.M. (2005). Performance Based
Funding in Higher Education (PowerPoint
slides). Retrieved from http://74.125.95.132/
search?q=cache:CxZLkA-feNEJ:www.sheeo.org/
wellington/Other/%2520Papers/Performance-Bas
ed%2520in%2520Higher%2520Education.
Trend #5: Competition from the Global Economy
Trend statement:
The global economy is growing more integrated,
with the fastest growing economies in China, India
and former Soviet Union states.
Probability of change for the next 3-5 years: High
Support rationale:
The key to solving our country’s fiscal problems
is strong and durable economic growth. Scientific
research drives innovation, productivity, job
creation and growth. Today, however, a good part
of the world is catching up with our scientific
competence and in some areas has surpassed
it. Nations such as China and India are pouring
resources into developing their research capacities
and their human capital in STEM (science,
technology, engineering and mathematics) fields.
These investments will help them over the long
term to challenge our economic as well as our
military leadership (Task Force on American
Innovation, 2013).
Sources:
Chu, K. (2013) Western Firms Rethink Asia
Approach: Industrial Titans GE, Honeywell
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Boost Presence in Region to Prevent MarketShare Erosion. Retrieved from http://online.wsj.
com/article/SB100014241278873232937045783
31484097835860.html.
Task Force on American Innovation. (2013)
U.S. Leaders Reminded of Danger Posed by
Sequestration. Retrieved from http://www.
innovationtaskforce.org/docs/2013-02-11%20
Sequestration%20Letter.pdf.
Task Force on American Innovation. (2012)
American Exceptionalism, American Decline?
Retrieved from http://www.innovationtaskforce.
org/docs/Benchmarks%20-%202012.pdf.
Trend #6: Inadequate Healthcare Insurance
Trend statement:
As many as one out of six Americans under 65
were without health insurance at some point
during 2011.
Probability of change for the next 3-5 years: High
Support rationale:
Over the next five years, the Affordable Care Act
(ACA) of 2010 is expected to reduce the uninsured
rate by more than half.
In 2011, the percentage of people without health
insurance decreased to 15.7 percent from 16.3
percent in 2010. The number of uninsured people
decreased to 48.6 million, down from 50.0 million
in 2010.
The percentage and number of people with health
insurance increased in 2011, to 84.3 percent and
260.2 million, up from 83.7 percent and 256.6
million in 2010.
Sources:
The Kaiser Commission on Medicaid and the
Uninsured. (2012). The Uninsured, A Primer:
Key facts about Americans Without Health
Insurance. Retrieved from http://www.kff.org/
uninsured/upload/7451-08.pdf.
U.S. Census Bureau. (2012) Health Status, Health
Insurance and Medical Services Utilization:
2010. Retrieved from http://www.census.gov/
prod/2012pubs/p70-133.pdf.
U.S. Census Bureau. (2012) Income, Poverty and
Health Insurance Coverage in the United States:
2011. Retrieved from http://www.census.gov/
prod/2012pubs/p60-243.pdf.
37
Trend #7: Widening Income Gap
Trend statement:
The income gap in the United States is continuing
to widen.
Probability of change for the next 3-5 years: High
Support rationale:
The income gap between the wealthiest 20 percent
of American households and the rest of the country
grew sharply in 2011.
Income for the top 20 percent of American
households rose by 1.6 percent in 2011, while all
households in the middle of the scale saw declines,
while those at the very bottom stagnated. Median
household income after inflation fell to $50,054, a
level that was 8 percent lower than in 2007.
During the period from 2001-2010, mean family
net worth declined in all areas where the head of
household had less than a college degree. However,
mean family net worth increased in families where
the head of household had a college degree.
Sources:
Bricker, J., et al. (2012). Changes in U.S. Family
Finances from 2007 to 2010: Evidence from the
Survey of Consumer Finances. Federal Reserve
Bulletin. Retrieved from http://www.federalreserve.
gov/pubs/bulletin/2012/pdf/scf12.pdf.
Mishel, L., and Sabadish, N. (2012) CEO Pay
and the Top 1%: How Executive Compensation
and Fnancial-Sector Pay Have Fueled Income
Inequality. Economic Policy Institute. Retrieved
from http://www.epi.org/publication/ib331ceo-pay-top-1-percent/.
Tavernise, S. (2012) U.S. Income Gap Rose,
Sign of Uneven Recovery. The New York
Times. Retrieved from http://www.nytimes.
com/2012/09/13/us/us-incomes-dropped-lastyear-census-bureau-says.html.
Trend #8: Loss of Manufacturing Jobs
Trend statement:
Manufacturing output is trending upward with the
largest gains seen in the automotive sector.
Probability of change for the next 3-5 years: High
38
Support rationale:
The Chicago Fed Midwest Manufacturing Index
(CFMMI) is a monthly estimate by major industry
of manufacturing output in the Seventh Federal
Reserve District states of Illinois, Indiana, Iowa,
Michigan and Wisconsin. It is a composite index of
15 manufacturing industries that uses hours worked
data to measure monthly changes in regional activity.
From December of 2000 through December of 2009,
the index has fallen from 118.8 to 84.4, a 29 percent
decrease in manufacturing activity. However, the last
three years have shown increases with Dec. 2012
index being at 94.7 percent.
Sources:
Federal Reserve Bank of Chicago. (2013) CFMMI
Current Data. Retrieved from http://www.
chicagofed.org/webpages/research/data/cfmmi/
current_data.cfm.
Choose DuPage. (2012) DuPage County
Economic Indicators. DuPage Regional
Development Alliance. http://choosedupage.
com/wp-content/uploads/2013/02/EconomicIndicators-4Q-2012.pdf.
Trend #9: Skills Gap
The demand for skilled workers will exceed the
development of skilled workers resulting in a
skilled worker shortage.
Probability of change for the next 3-5 years:
Moderate
Support rationale:
Organizations in the United States and around
the world are finding themselves ill equipped to
compete in the 21st-century economy. The reason:
too many workers lack the right skills to help their
employers grow and succeed. There are many
reasons for the continuing skills gap issue, some of
which include:
• New jobs require higher skilled workers.
64 percent of jobs in Illinois will require
post-secondary training beyond high school.
However, two thirds of the future workforce
is already working thereby indicating that
continued focus needs to be on the continuing
education needs of adults.
STRATEGIC LONG RANGE PLAN 2014-20016
•
•
Educational attainment is lagging the need
for skills.
Job openings are on the rise, with 3.8 million
in June 2012 compared to 3.8 million in
June 2011.
Sources:
Chicago Jobs Council. (2011) Putting the
Workforce at the Center of Economic
Development: Leaders From Across Illinois
Call for Investment in Skills. Retrieved from
http://cjc.net/wp-content/uploads/2011/09/
IWFCommForumReport1.pdf.
American Society for Training and Development.
(2012) Bridging the Skills Gap: Help Wanted,
Skills Lacking. Retrieved from http://www.astd.
org/Publications/Blogs/Career-DevelopmentBlog/2012/10/~/media/Files/About%20ASTD/
Public%20Policy/2009-Bridging-SkillsGapcoverweb/Bridging%20the%20Skills%20
Gap_2012.pdf.
cut programs/classes and turn away prospective
students as has already happened at MiamiDade College (Kennamer, 2010, p. 22). As the
economy tightens further, the dollars available
for discretionary spending for potential students
decrease. Colleges that can offer the maximum
benefit to students for the minimum costs stand to
hold a competitive edge.
Sources:
Kennamer, M. A., Katsinas, S.G., Hardy, D.E.,
and Roessler, B. (2010). “Closing doors of
opportunity? Trends in enrollment, college costs
and direct grant aid at community colleges in
the United States, 2000-2001 to 2005-2006.”
Community College Journal of Research and
Practice, 34, 7-24.
Schrader, T.O. (2010). Comparison of tuition
costs of in-district colleges and universities.
Unpublished internal working document,
College of DuPage, Glen Ellyn, IL.
EDUCATION
Trend #1: State Funding—Alternative Means
To Balance Budget
Trend statement:
The trend of states under funding public higher
education institutions forces those institutions to
find alternate means to balance their budgets.
Trend #2: Students Attending Multiple Colleges
Trend statement:
The number of students attending more than one
college at a time is on the rise.
Probability of change for the next 3-5 years: High
Support rationale:
State-wide articulation agreements have also played a
key role in facilitating multiple-institution enrollment.
Observation: While the growth of this phenomenon
is frequently mentioned anecdotally, a critical
amount of published material on the subject was
not found. It is possible this particular trend may
not be sufficiently supported by research. We are
open to discussion on the subject.
Support rationale:
Tuition at colleges and universities across the
country has risen faster than the rate of inflation for
the last several years (Kennamer et al, 2010, p. 8).
College of DuPage has already raised tuition to
make up for the state’s delinquency in providing
funds due. This being said, COD continues to
offer the most affordable tuition of any college/
university located in District 502 by a wide margin.
The implications for the community are that
education has become more expensive in terms
of tuition for those students attending any college
within the district or state (Kennamer, 2010, p. 20).
Also, as state funding decreases and enrollment
demand increases, colleges may be forced to
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Probability of change for the next 3-5 years: High
“Among students who enrolled in postsecondary
education for the first time in 1995-96, 40 percent
had attended more than one institution, while
among 2001 college graduates, nearly 60 percent
had done so.” NCES, The Road Less Traveled?
Students Who Enroll in Multiple Institutions, 2005,
Executive Summary.
39
“More than 59 percent of undergraduates have
attended at least two institutions and more than 20
percent have attended three or more” (Thurmond,
Taylor, Foster, and Williams, 2008).
Sources:
Bennett, S. (2009). “A Practical Approach to
Advising ‘Swirlers’.” The Mentor: An Academic
Advising Journal. Pennsylvania State University,
Office of Undergraduate Studies.
Dillon, P. H. (2001). “Parameters of Multiple
College Attendance,” ERIC Full Text available.
Annual Meeting of the Research and Planning
Group for the California Community Colleges.
Lake Arrowhead, CA.
Peter, K., and Forrest Cataldi, E. (2005). The Road
Less Traveled? Students Who Enroll in Multiple
Institutions, Pages Cover through iv. Washington,
D.C.: U.S. Department of Education, National
Center for Education Statistics.
Trend #3: Underprepared Students
Trend statement:
As the number of underprepared students continues
to increase, community colleges will continue to
play a significant role in serving that population.
Probability of change for the next 3-5 years: High
Support rationale:
Enrollment patterns at area community colleges
support this trend—including COD. The
enrollment in developmental courses is far and
away the largest enrollment segment at the College
of DuPage (College of DuPage, 2010, p. 1).
Nationally this trend is also observed—and
is a topic of considerable concern for global
positioning (Collins, 2006, p. 1).
As specific additional examples, from (American
College Testing, 2004, p. 1). “Our nation is in a
college-readiness crisis. Too few of our students
are prepared to enter the workforce or post
secondary education without additional training or
remediation when they graduate from high school.
And far too many have to take remedial courses as
part of their post secondary education.”
“For example one study, sponsored by the Illinois
Community College Board (ICCB), at the College
of DuPage (COD) in Glen Ellyn, Illinois—a
40
middle-class suburb of Chicago, reported that
50 percent of the students new to the College
in fall 2005 placed into developmental courses
and, moreover, that this developmental education
population has grown steadily over time” (Illinois
Community College Board, 2006, p. 1).
Other community colleges and four year schools
throughout the country report similar, if not more
dramatic results (Krone, 2006, p. 1).
Moreover, the four year public institutions are not
embracing this population (Duranczyk and Higbee,
2006, p. 1) and the community colleges may not be
resourced for the job according to several sources
(Schuetz, and Barr, 2008, p. 1). Unfortunately for
the students, this is a significant barrier to student
success. Students are likely to drop out if they fail
developmental courses and the failure rates are far
too high (Lipka, 2010, p. 1).
At the state level there will be changes in standards
at the high school level of education. Community
colleges will serve those students and so will
proprietary institutions. Therefore there will be
a need to balance the equity considerations of
community colleges with the completion agenda
and developmental education needs to be paired
with General Education.
Sources:
American College Testing . Crisis at the core:
Preparing all students for college and work,
Retrieved from http://www.act.org/path/policy/
reports/crisis.html. American College Testing
Service, Information for policy makers 2004.
College of DuPage Enrollment Data 2010.
Collins, M. , Undergraduate science, math and
engineering, Congressional Testimony, House
Science Subcommittee on Research, March 15, 2006.
Duranczyk, I., and Higbee, J. Developmental
Mathematics in 4-Year Institutions: Denying
Access. Journal of Developmental Education,
30(1), 22-31, 2006.
Illinois Community College Board , Reading,
Writing and Mathematics College Readiness
Focus Groups Report, Retrieved from http://
www.cod.edu/techprep/iccbreport.htm, 2006.
Krone, E. Colleges: Students are not prepared. The
Daily Herald, p. 1, 12, December 6, 2006.
Lipka, Sarah, On a Mission to Help Students
STRATEGIC LONG RANGE PLAN 2014-20016
Pass Math, The Chronicle of Higher Education,
February 14, 2010.
Schuetz, P., and Barr, J., editors . Are Community
Colleges Underprepared for Underprepared
Students, New Directions for Community
Colleges, Number 144, Winter 2008.
Trend #4: Increase in Number of Older
(Nontraditional Aged) Students
Trend statement:
National research suggests enrollments of people
25 and older in higher education will increase
through 2017.
Probability of change for the next 3-5 years: High
Support rationale:
“The history of adult learning in the United States
is nearly as old as the nation itself, yet the adult
learner only recently has moved to the forefront of
research agendas in higher education. As scholars
and policymakers seek to make sense of changing
demographics, emerging labor force demands and
shifting patters of educational attainment, research
on adult learners will become increasingly vital.”
The Lumina Foundation, What We Know About
Adult Learners, 2009, p. 1-13.
“With the number of high-school-aged Americans
beginning to ebb, President Obama’s goal of
dramatically increasing the number of U.S. citizens
with postsecondary credentials is going to be
impossible to achieve without significantly more
adults returning to and graduating from college.”
Inside Higher Education, Doug Lederman, “The
‘Prior Learning’ Edge,” Mar. 1, 2010.
Community colleges will push for more adult
students in order to meet completion goals;
however, in order to do so, community colleges
will need to rethink policies and procedures which
currently have a negative direct or indirect impact
on adult students.
Sources:
Aslanian, C., Presenter. March 18, 2010. Major
Trends Shaping Adult Student Marketing.
Madison, WI: Recruitment and Retention in
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Higher Education Online Seminar.
Aslanian, C., and Green Giles, N. 2009. Hindsight,
Insight, Foresight: Understanding Adult
Learning Trends to Predict Future Opportunities.
Hoboken, NJ. EducationDynamics.
IES National Center for Education Statistics. 2009.
Fast Facts, p. 1.
Kirk, A. February 2010. “Leveraging Technology
to Increase Enrollment, Capacity and Revenues.”
University Business, 31. February 2010, p. 31.
Lederman, D. 2010. “The ‘Prior Learning’ Edge.”
Inside Higher Education online.
The Lumina Foundation. 2009. What We Know
About Adult Learners, p. 1-13. Indianapolis, IN
Ulmer, M. 2008. Academic Perspectives:
Economics, Cost and Flexibility Rank Among
Top Considerations for Adult Learners.
Hoboken, NJ. EducationDynamics, LLC.
Trend #5: Accountability—Retention,
Graduation and Transfer Rates
Trend statement:
An increased focus has been and will continue to
be placed on accountability emphasizing retention,
graduation and transfer rates for community
colleges.
Probability of change for the next 3-5 years: High
Support rationale:
As successful outcomes for students attending
community colleges is increasingly being defined
by legislators and regulating bodies as retention,
graduation and transfer rates, colleges will need
to accurately monitor retention, graduation and
transfer rates of its students.
Similarly, as accountability to government and
private funding bodies increases, colleges will also
need to continue to implement program review and
program evaluation plans in order to successfully
document student outcomes that go beyond
examining retention, graduation and transfer rates
to include other important outcomes of a college
education (Moltz, 2009).
While many state systems include persistence
(retention), graduation and transfer to a four-year
college as indicators of student success, these
measures alone are not sufficient in assessing
community college performance as they serve
41
students who have many different academic
intentions beyond graduation or transfer (Institute
for Higher Education Policy, 2006, p. 12).
While College of DuPage monitors retention,
graduation and transfer rates and does perform
outcome-based program review and program
evaluation, continued efforts and dedicated
resources will be required to provide the
information necessary to provide adequate levels
of accountability to both our funding bodies, our
students and the community at large. The College
would also be well-served to engage legislators
and regulators collaboratively to help define the
standard used in new accountability initiatives.
Colleges that can demonstrate accountability
through adequate retention, graduation and
transfer rates as well as on other important student
outcomes will have a competitive advantage over
those who cannot.
Sources:
Institute for Higher Education Policy (2006).
Making accountability work: Community colleges
and statewide higher education accountability
systems.
Jaschik, S. (2009). “Whose metrics?” Inside
Higher Education, Oct. 12, 2009.
Moltz, D. (2009). “Community college
accountability.” Inside Higher Education,
October 7, 2009.
Trend #6: Ethnic Diversity In Community Colleges
Trend statement:
While most community college students are white,
black and Hispanic students make up a larger
percentage of students in community colleges than
in public four-year colleges.
Probability of change for the next 3-5 years: High
Support rationale:
Of the 18 million undergraduate students at degree
granting institutions in the United States in fall
2010, some 76 percent attended public, 15 percent
attended private nonprofit and 10 percent attended
private for-profit institutions (see table A-36-1).
Enrollment patterns by institutional control varied
by race/ethnicity. For example, 18 percent of
Black undergraduates attended private for-profit
42
institutions in fall 2010, compared with 5 percent
of Asian students. Fifty-one percent of Hispanic
and 45 percent of both American Indian/Alaska
Native and Native Hawaiian/Pacific Islander
undergraduates attended public 2-year institutions,
compared with 38 percent of White, 40 percent of
Black and 41 percent of Asian students.
Twenty-six percent of community college students
were in the lowest level of poverty in 2003-2004
compared to 20 percent of students in 4-year
schools (NCES 2008 p. 2).
Sources:
National Center for Education statics for
community college. Retrieved from http://nces.
ed.gov/programs/coe/2008/anal ysis/sa03.asp.
Woods & Poole Economics, Inc 2009.
College of DuPage 10th Day reports found at: http://
www.cod.edu/dept/plan/10thday/10th061.htm.
Trend #7: College Workforce
Trend statement:
The future community college workforce will be
characterized by increasing retirements and more
minority and women members.
Probability of change for the next 3-5 years: High
Support rational:
About 75 percent of community college CEOs
participating in a new survey plan to retire within
the next 10 years, with another 15 percent eyeing
retirement in 11-15 years (2012).
In 2001, 75 percent of community college board
members were over the age of 50; only 5 percent
were less than 40 years old.
Seventy-two percent of community college CEO’s
are male (2012).
Finally, projections indicate the workforce of the
future will be older and more diverse:
Group
2012
2022 projected
Female
47%
47%
Male
53%
53%
White
70%
62%
African-American
5%
7%
Asian
11%
13%
Hispanic/Latino
14%
19%
STRATEGIC LONG RANGE PLAN 2014-20016
Sources:
American Association of Community Colleges.
(2012). “Most community college CEOs to retire
within a decade.” Retrieved from http://www.
communitycollegetimes.com/Pages/CampusIssues/Most-community-college-CEOs-to-retirewithin-a-decade.aspx.
College of DuPage Office of Research and Analytics.
Trend #8: Gap Between High School
Curriculum and College Expectations
Trend statement:
Evidence as to how prepared high school students
are for college is mixed. Two trends are evident in
this area: 1) There is evidence of an increasing gap
between high school and college expectations for
learning and curriculum. 2) Many students defined
as under-prepared have attended community
colleges and there is no evidence to suggest this
will not continue.
Probability of change for the next 3-5 years: High
Support rationale:
Between 2000 and 2003, high school graduation
rates in Illinois increased, but in recent years a
decline has been seen.
There is also evidence of different curricular
expectations and assessment of learning in high
school and colleges:
• Research shows little to no agreement or
consensus between high schools and colleges
in terms of what it means to be prepared for
college, topics that should be covered and what
students should learn.
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
•
•
Research shows that the highest predictors of
success in community college (as measured
by transfer or attainment of an occupational
degree) is the attainment of college-level math
credit, avoidance of no-penalty withdrawals
and continuous enrollment. Only 11 percent
of community college students completed a
math course beyond Algebra II in high school,
compared to 44 percent of students who
enroll in four-year colleges and universities.
In Illinois, as in many states, there is no
requirement for enrollment past Algebra II
in high school, meaning that many students
who lack preparation in math will probably
continue enrollment in community colleges.
Increasingly high grades resulting from grade
inflation are sending students and parents the
false impression that high grades are sufficient
in preparing them for college.
According to ACT, only 25 percent of the 2012
high school graduates met all college readiness
benchmarks.
Sources:
ACT. (2005). Courses Count: Preparing
Students for Postsecondary Success. Retrieved
from http://www.act.org/path/policy/pdf/
CoursesCount.pdf.
ACT. (2007). Rigor at Risk: Reaffirming Quality
in the High School Core Curriculum. Retrieved
43
from http://www.act.org/path/policy/reports/
rigor.html.
ACT. (2007). ACT National Curriculum Survey:
2005-2006. Retrieved from http://www.act.org/
research/curricsurvey.html.
ACT. (2007). Aligning Postsecondary
Expectations and High School Practice: The Gap
Defined. Retrieved from http://www.act.org/path/
policy/pdf/NCSPolicyBrief.pdf.
Adelman, C. (2005, February). Moving Into Town
and Moving On: The Community College in
the Lives of Traditional-Age Students. U.S.
Department of Education. Retrieved from http://
www.ed.gov/rschstat/research/pubs/comcollege/
index.html.
Business Ledger. (2007). Market Facts:
Demographic Information on the Suburban
Marketplace.
College of DuPage Office of Research and Analytics.
Trend #9: Initiative Fatigue
Trend statement:
The amount of time, energy, resources and
personnel has remained relatively fixed but
institutions of higher education have been
called upon to do more, leading to a decline in
organizational effectiveness.
Probability of change for the next 3-5 years: High
Support rationale:
Expectations for students and school systems
continue to rise while many states face the
toughest financial challenges of recent history.
These dual realities mean that policy makers and
practitioners must do more with the resources they
have during these difficult budget times.
The Lumina Foundation for Education, one of the
best-known higher-education philanthropies in
the country spends nearly $50-million annually
on projects to improve college completion. In
2010, the Foundation announced that it is worried
about “initiative fatigue,” and is shifting its focus
away from giving money to new projects to
develop policy ideas to enacting changes needed to
improve college graduation rates.
44
Sources:
Brian Durham, ICCB Senior Director for
Academic Affairs and Career and Technical
Education.
U.S. Department of Education.
The Chronicle of Higher Education.
LABOR FORCE
Trend #1: Job Gain in DuPage County
Trend statement:
Since 2010, DuPage County gained 13,000 jobs.
Job growth is expected to continue to increase
at the rate of 11,000 jobs per year through 2018.
DuPage County also has the lowest county-wide
unemployment rate in Northeastern Illinois.
Unemployment peaked at 8.8 percent in 2009 and
trended downward to 6.9 percent in 2012.
Probability of change for the next 3-5 years: High
Support rationale:
Woods & Poole uses well-designed models for
estimates and projections.
Sources:
Choose DuPage. (2012) Economic Trend Analysis
Report. Retrieved from http://choosedupage.
com/wp-content/uploads/2013/02/EconomicIndicators-4Q-2012.pdf.
Woods & Poole Economics, Inc. (2013) DuPage
County Estimates and Projections.
Trend #2: Top Five Job Categories in DuPage
County
Trend statement:
The top five job categories in DuPage County
(Retail Trade, Professional and Technical
Services, Health Care and Social Assistance,
Administrative and Waste Services and
Government) will continue to account for 46
percent of county employment, but will shift in
proportions in the next three to five years.
Probability of change for the next 3-5 years: High
STRATEGIC LONG RANGE PLAN 2014-20016
Support rationale:
Retail trade after a sharp drop during the past
few years will rebound and continue to grow.
Professional and technical services will continue
to expand. Health care and social assistance jobs
will grow at a faster pace for the next five years.
Administrative and waste services employment is
rebounding and recovering back to 2007 levels.
Government jobs will grow slower than the other
categories through 2018.
Source:
Woods & Poole Economics, Inc. 2010, DuPage
County Estimates and Projections.
Trend #3: Job Growth in DuPage County
by Sector
Trend statement:
Job growth in DuPage County is projected to increase.
Probability of change for the next 3-5 years: High
Support rationale:
The Manufacturing sector is growing in DuPage
County. DuPage County has seen increases in this
sector from 2010-2012. Industrial vacancy space is
also trending downward.
The Information Technology sector has seen a
reduction of approximately 10,000 jobs since
2001. DuPage County is still trending down
although the trend has flattened in the IT sector.
Professional, Scientific and Technical services has
seen growth in this sector of 5.9 percent. The trend
line is slightly positive for this sector.
The Finance and Insurance sector has seen little
change since 2001. However, the trend is positive
since 2010. DuPage is well positioned for growth
in this sector.
The Healthcare and Social Assistance sector has
seen dramatic increases. The trend line is positive
for DuPage County.
Sources:
Choose DuPage. (2013). Economic Trend
Analysis: DuPage County—January 2013.
Retrieved from http://choosedupage.com/wpcontent/uploads/2013/02/TrendAnalysisReportDuPage-2013-copy.pdf.
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Trend #4: Top 5 Industries for Job Growth in
North Eastern Illinois Region
Trend statement:
For the North Eastern Illinois region as a whole,
the top 5 areas for job growth through 2018 are
anticipated in the following industries:
Job Category
Percent of Projected
Employment
Educational-Health Services
20.7%
Professional Business
18.2%
Retail Trade
9.7%
Leisure Hospitality
9.2%
Manufacturing
8.3%
The largest expansion will be in EducationalHealth Services with projected employment
growth of almost 144,000.
Probability of change for the next 3-5 years: High
Support rationale:
IDES has access to the most complete set of
employment data and has a long tradition of
accurate employment projections.
Sources:
Illinois Department of Employment Security
(IDES) (2013). Industry Employment
Projections to 2018. Retrieved from http://
www.ides.illinois.gov/Custom/Library/Statistic/
EmploymentProjections/EDR/Northeast.pdf.
Trend #5: Labor Forecasts a Shortage of
Middle-Skill Workers
Trend statement:
In 2018, 47 percent of jobs will require MiddleSkills. Jobs that require Middle-Skills need more
than a high school credential but less than a
bachelor’s degree. This is down only slightly from
49 percent in 2008. Additionally, Bureau of Labor
Statistics indicates growth in 40 occupational areas
that need only an associate’s degree.
Probability of change for the next 3-5 years: High
Support rationale:
Baby boomer retirements, decline in on-the-job
45
training programs and shifts in required skills have
led to a labor shortage of Middle-Skill workers.
Sources:
Kochan, T., Finegold, D., Osterman, P. (Dec.
2012). “Who Can Fix the Middle-Skills Gap?”
Harvard Business Review.
National Skills Coalition. (2013). Middle-Skill
Jobs in America. Retrieved from http://www.
nationalskillscoalition.org/about/summit/2013summit/2013-materials/nsc_national-middle-skill.pdf.
U.S. Department of Labor, Bureau of Labor
Statistics. Career Guide to Industries.
Occupational Outlook Handbook, 2012-13
ed. Retrieved from http://www.bls.gov/ooh/
about/career-guide-to-industries.htm.
Trend #6: Postsecondary Degree Impact on
Hiring and Wages
Trend statement:
Occupations that usually require a postsecondary
degree for entry are projected to grow the fastest
during the decade 2010 to 2020. Research predicts
that 4.7 million new workers are needed with
postsecondary certificates by 2018 and those
with an associate’s degree and more have larger
lifetime earnings.
Probability of change for the next 3-5 years: High
Occupations that typically require on-the-job
training like apprenticeships are projected to grow
the fastest at 22.5 percent. Occupations with the
fastest projected growth include personal care
aides, home health aides, masons and carpenters.
Sources:
Carnevale, Anthony P., Smith, Nicole and Jeff
Strohl. (June 2010). Help Wanted: Projects of
Jobs and Education Requirement through 2018.
Georgetown University Center on Education
and the Workforce. Retrieved from http://
www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/
HelpWanted.ExecutiveSummary.pdf.
U.S. Dept. of Labor. Bureau of Labor Statistics.
(February 1, 2010). Employment Projections:
2010-2020 Summary. Retrieved from http://bls.
gov/news.release/ecopro.nr0.htm.
U.S. Census Bureau. (Oct. 2012). Work-Life
Earnings by Field of Degree and Occupation
for People With a Bachelor’s Degree: 2011.
Retrieved from http://www.census.gov/
prod/2012pubs/acsbr11-04.pdf.
Trend #7: Manufacturing is one of the Largest
Employing Industries in Illinois in 2020
Trend statement:
Manufacturing is one of the top 5 areas for growth
in Illinois in 2020. The list of top 5 includes:
Job Category
Support rationale:
Growth will be largest in those occupations
needing a master’s degree at 21.7 percent,
followed by doctoral or professional degree
occupations at 19.9 percent and associate’s degree
occupations at 18.0 percent. Overall, 22 million
new college degrees are needed by 2018 according
to the Georgetown University Center on Education
and the Workforce.
According to the U.S. Census Bureau, lifetime
earnings for full-time year round workers with an
associate’s degree are higher than those with a high
school diploma by more than half a million dollars.
Complicating this trend, the BLS shows that the
majority of new jobs are occurring in occupations
that require a high school diploma or less.
46
Percent of Projected
Employment
Educational-Health Services
23.8%
Professional Business
15.5%
Retail Trade
10.0%
Leisure Hospitality
9.6%
Manufacturing
8.7%
Probability of change for the next 3-5 years: High
Support rationale:
These five will support over 68 percent of
projected employment opportunities in the state of
Illinois. Overall, manufacturing jobs are projected
to retain 8.7 percent of total employment through
2014 and projected to grow through 2020.
IDES has access to the fullest employment
data set and has a long tradition of accurate
employment projections.
STRATEGIC LONG RANGE PLAN 2014-20016
Sources:
Illinois Department of Employment Security
(IDES) (2013). Industry Employment
Projections to 2020. Retrieved from http://
www.ides.illinois.gov/Custom/Library/Statistic/
projections/2020ILIndustryEmployment
Projections.pdf.
Trend #9: Impact of Aging Population on
Labor Force
Trend statement:
Slower population growth and a decreasing overall
labor force participation rate are expected to lead to a
slower civilian labor force growth from 2010 to 2020.
Probability of change for the next 3-5 years: High
Trend #8: Multiple Generations in Workforce
Trend statement:
Multiple generations continue to be represented
in the workforce, each with its own distinct set of
values and priorities.
Probability of change for the next 3-5 years: High
Support rationale:
For the first time in history, there are four
generations in the workplace: Traditionalists (over
age 60), Baby Boomers (42 to 60), Generation
Xers (26-41) and Millennials—Gen Y (25 and
under). According to Meister, Millennials will
account for nearly half the employees in the world
by 2014.
A multi-generational workforce has major
implications for organizations and, in particular, for
managers and leaders who must harness the diverse
talents of these groups to operate productively.
Support rationale:
According to BLS reports, the baby-boom
generation moves entirely into the 55 years and
older age group by 2020, increasing that age
group’s share of the labor force from 19.5 percent
in 2010 to 25.2 percent by 2020. The “prime-age”
working group (25-54) is projected to drop to 63.7
percent of the 2020 labor force.
Over the 2010-20 decade, 54.8 million total job
openings are expected. While growth will lead to
many openings, more than half--61.6 percent--will
come from the need to replace workers who retire
or otherwise permanently leave an occupation.
Sources:
U.S. Dept. of Labor. Bureau of Labor Statistics.
(February 1, 2010). Employment Projections:
2010-2020 Summary. Retrieved from http://bls.
gov/news.release/ecopro.nr0.htm.
A multi-generational workforce also impacts
learning. Workplaces will need to be prepared to
transition towards a new learning environment that
encourages all generations to participate in peer
mentoring and digital interactions.
Managers need to prepare for the unique
requirements of the Millennials and the inevitable
clash as they mix in the workplace.
POLITICS
Sources:
Meister, J., Willyerd, K. (May 2010). “Mentoring
Millennials.” Harvard Business Review.
Shah, R. (2011). “Working with Five Generations
in the Workplace.” Forbes. Retrieved from http://
www.forbes.com/sites/rawnshah/2011/04/20/
working-with-five-generations-in-the-workplace/.
Support rationale:
According to Pew Center on the States, Illinois is
worst in the nation when it comes to setting aside
enough monies for its pensions.
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Trend #1: Public Pensions Systems in Crisis
Trend statement:
Increasing pressure to pay for required public
pension systems has contributed toward the
financial crisis in Illinois.
Probability of change for the next 3-5 years: High
In 2008, Illinois had a funding level of 54 percent
of its pension obligation and an unfunded liability
of more than $54 billion. In Illinois, the unfunded
liability is more than three times annual payroll costs.
47
Since 1970, Illinois has never paid a pension
requirement in full, choosing to defer costs.
The Illinois legislature passed a bipartisan agreement
in March 2010 which will overhaul the state pension
system for new city and state employees.
Sources:
Associated Press (2010). Illinois Assembly
Overhauls State Pension System. Retrieved
from http://www.npr.org/templates/story/story.
php?storyId=125153246.
Shaper, D. (2010). Shortfall Threatens Illinois
Pension System. National Public Radio (NPR).
Retrieved from http://www.npr.org/templates/
story/story.php?storyId=125076655.
Erickson, K. (2007). Illinois Pension Systems
Severely Underfunded. Pantagraph.com. http://
www.pantagraph.com/news/articlebbbc12aa3e79-5f74-9a25-bd50d9f867a2.htm.
The PEW Center on the States (2010). The Trillion
Dollar Gap, Underfunded State Retirement
Systems and the Roads to Reform. Retrieved
from http://downloads.pewcenteronthestates.org/
The_Trillion_Dollar_Gap_final.pdf.
University of Illinois Institute of Government and
Public Affairs. (2007). The Illinois Report 2007.
Retrieved from http://igpa.uillinois.edu/lib/data/
pdf/TheIllinoisReport2007.pdf.
Trend #2: Accountability in Higher Education
Trend statement:
Increasing state and federal attention is being focused
on accountability in postsecondary education.
Probability of change for the next 3-5 years: High
Support rationale:
The Higher Education and Opportunity Act of
2008 gives every indication Federal regulation is
not expected to go away and more could
be forthcoming.
Federal regulation of Higher Education has been
increasing over time and is driven primarily by
rising tuition costs over the last 10 years.
Illinois has passed state legislation and the Illinois
Board of Higher Education has been awarded
48
federal funds to establish a P-20 longitudinal
data system for Illinois public school institutions.
Development plans for the comprehensive
statewide initiative began in 2009.
Sources:
Immerwahr, J., and Johnson, J. (2010). Squeeze
Play 2010: Continued Public Anxiety on Cost,
Harsher Judgments on How Colleges Are Run.
A Joint Project of the National Center for Public
Policy and Public Agenda.
The National Center for Public Policy and Higher
Education (2009). The Challenge to States:
Preserving College Access and Affordability in
Time of Crisis.
Illinois Board of Higher Education (2009).
The Illinois Public Agenda for College and
Career Success.
Trend #3: Affordability in Higher Education
Trend statement:
Tuition costs are outpacing government funding
for postsecondary student aid with the greatest
impact on low-income students who may be
unable to afford college.
Probability of change for the next 3-5 years: High
Support rationale:
The public is becoming more troubled about
access to higher education.
With rising unemployment, the need and demand
for higher education will only increase as
displaced workers seek new skills.
Across most the states in the nation, the post
secondary funding gap has been increasing and
is reaching crisis proportions with the economic
collapse of 2008-2009.
“Governments, especially state governments
are paying a declining share of increasing costs
at public colleges. When governments pay less,
students have to pay more through rising tuition
and fees” (Carnevale, 2009).
The Student Aid and Fiscal Responsibility Act,
included in the 2010 federal healthcare reconciliation
bill, has a goal to produce the most college graduates
STRATEGIC LONG RANGE PLAN 2014-20016
by 2020 by investing over $36 billion over 10 years
to increase the maximum annual Pell grant and make
federal loans more affordable.
Sources:
Marchand, A. (2010). Cost of College is a Big
Worry of Freshman in National Survey. The
Chronicle of Higher Education. Retrieved from
http://www.chronicle.com/article/Cost-ofCollege-Is-a-Big-Worry/63671/?sid+at&utm_
course-at&utm_medium.
Carnevale, A. (2009). College Affordability: The
Wolf in Sheep’s Clothing. Inside Higher
Education.
College Board (2008). Rethinking Student Aid
Study Group, “Fulfilling the Commitment
Recommendations for Reforming Federal
Student Aid.”
Immerwahr, J., and Johnson, J. (2010). Squeeze
Play 2010: Continued Public Anxiety on Cost,
Harsher Judgments on How Colleges Are Run.
A Joint Project of the National Center for Public
Policy and Public Agenda.
Immerwahr, J. (2004). Public Attitudes on Higher
Education: A Trend Analysis, 1993-2003. Prepared
for The National Center for Public Policy by
Public Agenda.
Student Aid and Fiscal Responsibility Act.
Retrieved from http://edlabor.house.gov/
blog/2009/07/student-aid-and-fiscal-respons.
shtml.
The National Center for Public Policy and Higher
Education (2009). The Challenge to States:
Preserving College Access and Affordability in
Time of Crisis.
The Delta Project on Postsecondary Education
Costs, Productivity and Accountability, The
National Center for Public Policy and Higher
Education and The National Center for Higher
Education Management Systems (NCHEMS)
(2009). Postsecondary Education Spending
Priorities for the American Recovery and
Reinvestment Act of 2009.
Trend #4: Affordability in Higher Education
Trend statement:
The public increasingly will view access to
education and its costs as out of reach.
Probability of change for the next 3-5 years: High
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Support rationale:
Americans, including some district residents, feel
strongly that there are alternative ways to succeed,
other than higher education (Squeeze Play, p. 2).
Recent statistics show more than two-thirds of
Americans cite college access as problematic;
“the highest documented level since” trends were
tracked (Squeeze Play, p. 3).
Sources:
Immerwahr, J., and Johnson, J. (2009). Squeeze
Play 2009: The Public’s Views on College Costs
Today, A Report Prepared by Public Agenda
for the National Center for Public Policy and
Higher Education.
Trend #5: Government Regulation in Early
Childhood
Trend statement:
Government regulation is increasing in both the
public and private sectors toward development
of minimum professional standards in early
childhood education.
Probability of change for the next 3-5 years: High
Support rationale:
Beginning in the early 1980s with the prominent
1983 report on American education from the
National Commission on Excellence in Education
and continuing with the passage of the No Child
Left Behind Act (NCLB) in 2002, there has been
a federal and state movement toward increasing
the accountability of school professionals and
minimum education requirements for educators
working in accredited early childhood development
centers through secondary level schools.
COD’s early childhood education curriculum
and center likely will be affected by increased
standards that may result in higher operating costs.
Increased standards may result in higher
enrollment for students returning for credit
toward required certification.
Pressure to upgrade or even expand early
childhood education teaching and lab facilities to
maintain certification may require funds for new
construction beyond normal operating funds.
49
According to NCLB, the minimum requirements
for paraprofessionals working in accredited
and public pre-K through secondary schools
must: Have an associate’s degree or equivalent,
completed two years of study at an institution of
higher education; or passed a formal state or local
academic assessment, demonstrating knowledge
of and the ability to assist in instructing reading,
writing and mathematics.
Standard 6: NAEYC Accreditation Criteria for
Teachers Standard. (n.d.). Retrieved on April
2, 2007, from: http://www.naeyc.org/academy/
standards/standard6/standard6A.asp.
“Stronger Accountability: Questions and Answers
on No Child Left Behind Accountability.” (n.d.).
Retrieved on April 2, 2007 from: http://
www.ed.gov/nclb/accountability/schools/
accountability.html.
In 1985, the National Association for the
Education of Young Children (NAEYC)
established a national, voluntary accreditation
system to set professional standards for early
childhood education programs and to help families
identify high-quality programs.
Trend #6: Higher Education Funding
Trend statement:
If funds available from taxes continue to diminish,
the general trend of the college district becoming
more dependent on its authority to levy property
taxes and to charge tuition and fees will continue.
If revenues increase, the college district will not
become more dependent on its authority to levy
property taxes and to charge tuition and fees.
All early childhood educators in pre-school
and child development centers accredited by
NAEYC must hold at least an Associate of Arts in
Teaching (AAT) or Child Development Associate
(CDA) degree. NAEYC is developing a system
to accredit associate degree early childhood
education programs. According to NAEYC,
high-quality early education programs give
young children an early foundation for success
in school and beyond, but unfortunately there are
not enough high-quality programs available. A
crucial step in raising the quality of programs for
all young children is improving the preparation of
early childhood teachers.
NAEYC accreditation is a voluntary system by
which programs measure themselves against
a national set of standards. The number of
programs pursuing NAEYC accreditation has
grown rapidly through the years. There are now
nearly 11,000 programs that have achieved
NAEYC accreditation.
Sources:
A Nation at Risk: The Imperative for Educational
Reform. (1999, Oct. 7). On-line April 2, 2007
from www.ed.gov/pubs/NatAtRisk/index.html.
NCLB Paraprofessional requirements. (2007,
March 6). On-line April 2, 2007 from On-line
NAEYC Nine Policies. (n.d.) Oct. 25, 2006 from
http://www.naeyc.org/academy/web_ready/
extras/nine_policies.asp.
50
Probability of change for the next 3-5 years: High
Support rationale:
The College district’s revenue sources are changing,
with the College district budget increasingly relying
on local sources as the state’s financial ability to
pay its share continues to diminish.
Local communities are playing an increasingly
visible role in district leadership and bond
elections. Constituent voters are showing an
increasing interest in the tax burden, questioning
the direction of the College and affecting the
outcome of elections.
College of DuPage is limited to the lesser of 5
percent or the increase in the national Consumer
Price Index (CPI) for the year preceding the levy
year. The limit can be increased only with College
District 502 voter approval.
If revenues continue to diminish this is correct. If
revenues go back up funding will go back up.
Sources:
Clifton, D., and Karasmeighan, E. (2006, August
14). State Tax Policy Research: State Tax Trends
over Twenty-five Years—Tax Increases Down,
Revenue Sources Shifting.
Clifton, V. (2006, Oct. 18). “CFISD tax rate
increased despite community protests.” 1960
STRATEGIC LONG RANGE PLAN 2014-20016
Sun Newspaper, p. 1. Retrieved on February 14,
2007 from: www.hcaonline.com.
Tax Extension Limitation Law by Referendum, an
Overview—April 2002 (PIO-62). Retrieved from
http://www.revenue.state.il.us/LocalGovernment/
PropertyTax/pio62.htm.
in the past. The revenue picture is difficult to
predict, particularly in Illinois. Still community
college funding structures are built upon historical
assumptions about revenue generation.
Trend #7: Government Regulation in
Environmental Conservation
Trend statement:
Increasing public awareness and urgency around
environmental conservation and stewardship will
have an impact on government regulation, business
decisions and consumer choices, especially
choices in energy, fuel and organic foods.
Support rationale:
Projections indicate a radical shift in how
states and localities fund higher education and
community in the future.
Probability of change for the next 3-5 years: High
Support rationale:
As the College continues its facilities master plan
to build more buildings, pressure will increase to
maintain its forested and prairie areas for open
space, water detention and outdoor laboratories for
the sciences.
Higher costs for heating and air conditioning will
push the College to seek more efficiencies and
alternative fuel sources, while observing stricter
laws on air quality.
Sources:
Environment Illinois. Retrieved from http://www.
environmentillinois.org/.
Environmental Regulation and the
Competitiveness of U.S. Manufacturing: What
Does the Evidence Tell us? Retrieved from
http://economia.unife.it/materia/29/jaffe.pdf.
Overview of COD’s Facilities Master Plan.
Retrieved from http://www.cod.edu/facilities_
plan/over/view.htm.
Page, L. (2000) “Endangered Species and Habitat
Protection.” Illinois Environmental Policy
Review. Retrieved from http://insectweb.inhs.
uiuc.edu/iepr/text11.html.
Trend #8: Higher Education Funding in Illinois
Trend statement:
State commitments to fund higher education in
the near future will be much less reliable than
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Probability of change for the next 3-5 years: High
A shift in public attitudes about who the main
beneficiary of higher education is, away from
society toward individuals. As a result, tax payer
sentiment is directed toward putting the costs of
higher education (and other public services) on
users as opposed to society.
The change in public tax effort towards higher
education in Illinois per $1,000 decreased by $0.80
in Illinois between 2000 and 2007 compared to
$0.61 for the U.S.
Illinois ranks 38th in the nation in appropriations
for higher education.
Starting in the early 1980s, student and parent
share of higher education costs increased, state
share decreased and federal share stabilized with
little or no growth.
Public policies that fund dollars through students
(direct student aid) as opposed to direct subsidies to
institutions, leading to increased reliance on market
mechanisms for access and choice. Since 1970,
Illinois has never paid a pension requirement in
full, choosing to defer costs.
Increasing competition from other public sectors
of the state economy, particularly for health care,
prisons and K-12 education.
Sources:
Boyd, D. (2005) State Fiscal Outlooks from
2005-2013: Implications for Higher Education.
National Center for Higher Education
Management Systems. Retrieved from http://
www.higheredinfo.org/analyses/Boyd%20
Article/20June2005.pdf.
51
Hovey, H. (1999) State Spending for Higher
Education in the Next Decade: The Battle to
Sustain Current Support. National Center for
Public Policy and Higher Education. Retrieved
from http://www.highereducation.org/reports/
hovey/hovey.shtml.
Jones, D. (2003) “State Shortfalls Projected
Throughout the Decade: Higher Education
Budgets Likely to Feel Continued Squeeze.”
National Center for Public Policy and Higher
Education. Retrieved from http://www.
highereducation.org/pa_0203/pa_0203.pdf.
Jones, D. (2007) “State Shortfalls Projected to
Continue Despite Economic Gains: Long Term
Prospects for Higher Education No Brighter.”
Issue Paper for the U.S. Department of
Education, Secretary of Education’s Commission
on the Future of Higher Education. Retrieved
from http://www.ed.gov/about/bdscomm/list/
hiedfuture/reports/jones.pdf.
Kastinas, S.G. (2005) Increased Competition for
Scarce State Resources Sustaining Financial
Support for Community Colleges (p. 19-31). San
Francisco: Jossey Bass.
issue in 2009 and the number two issue in 2008.
Previously, education topped the list since 1995 for
all but two years (2002, 2003).
Despite the economic concerns, when asked if they
would support increases in Illinois State spending
(2009,2008), the majority support increases for
public schools (64 percent,73 percent), medical
care (56 percent,58 percent), job training for the
unemployed (59 percent, 57 percent), assistance for
low income families (54 percent, 55 percent) and
aid for college students (56 percent, 59 percent).
Survey results showed a negative change in
satisfaction with the ways things are going in
Illinois. In 2006 39 percent of the respondents were
satisfied at some level with the way things were
going in Illinois dropping to 21 percent in 2007
(all-time 15-year low) and dropped even further to
16 percent in 2008 and 13 percent in 2009. Seventyfour percent of 2009 respondents believe that the
people of Illinois are worse off financially than they
were last year, up from 29 percent in 2006.
Voters are concerned with funding education. Still
believe education is a primary concern.
Over 60 percent of the respondents described
the Illinois economy as poor or very for the past
two years compared to 24 percent in 2007 and 23
percent in 2006.
Trend #9: Illinois Economic Concerns/
Perceptions
Trend statement:
Economic concerns replace education as the
primary issue and the most important problem
facing Illinois in the past couple years.
Sources:
Center for Governmental Studies Northern Illinois
University (2010) The 2010 Report on the
Illinois Policy Survey. Retrieved from http://
www.rdiniu.org/publications/survey.htm.
Giegerich, S. (2010) Unemployment in Illinois
shot above 11 percent in December. St.
Louis Post-Dispatch. Retrieved from http://
Probability of change for the next 3-5 years: High
Support rationale:
According to the Illinois Policy Survey, Illinois
residents have listed the State Budget as the
number one issue for the past two years. Jobs/
Unemployment is listed as the number three
The Top Issues This Year vs. The Past Seven Years
2011
2010
2009
2008
2007
2006
2005
State Budget
34%
45%
32%
22%
17%
13%
10%
Corruption
19
10
19
5
3
13
4
Jobs/Unemployment
26
29
18
21
3
10
13
Taxes
13
7
13
12
15
10
9
Education
10
17
11
20
20
30
32
Health Care
4
2
11
9
14
17
11
Economy
5
8
8
19
2
3
4
Pension
6
n/a
n/a
n/a
n/a
n/a
Source: The 2012 Report on the Illinois Policy Survey, CGS - Northern Illinois University
52
n/a
STRATEGIC LONG RANGE PLAN 2014-20016
State officials say 355 out of 869 (41 percent) school
districts in Illinois were spending into a deficit in
2009. Expectations are for this number to increase in
2010 to 44 percent (Ahmed-Ullah, 2010).
interact.stltoday.com/blogzone/stl-jobwatch/
recession/2010/01/unemployment-in-illinoisshoots-above-11-percent/.
Trend #10: Illinois School Quality Perceptions
Trend statement:
The overall public perception of school quality
at excellent/good levels remains consistent
statewide with funding and resources being the
most important issue for local schools. However
the discrepancy gap in perception of local school
quality versus state school quality continues to
exist and remains stable.
Survey results showed a majority (52 percent) of
respondents indicating they would support increasing
income tax and reducing property tax as a means
of financing education. From that group 49 percent
stated they would favor that change even if it meant
that their local schools would get less money because
of the change.
Probability of change for the next 3-5 years: High
Support rationale:
58 percent of respondents rated their local schools
as excellent or good, comparable to past years
rates 56-58 percent while 32 percent rated the
quality of Illinois public schools as excellent or
good comparable to 34-44 percent in past years.
Positive ratings of public schools in Chicago (25
percent) lag behind other regions and state wide
average (58 percent).
Collar counties (DuPage, Kane, Lake McHenry
and Will) rates in 2009 (69 percent) fell from their
past higher ratings (75-78 percent). 37 percent
survey respondents in 2009 and 40 percent in
2007 listed funding and lack of resources as their
number one issue facing their local schools.
State officials say 355 out of 869 (41 percent) school
districts in Illinois were spending into a deficit in
2009. Expectations are for this number to increase in
2010 to 44 percent (Ahmed-Ullah, 2010).
State officials say 355 out of 869 (41 percent) school
districts in Illinois were spending into a deficit in
2009. Expectations are for this number to increase in
2010 to 44 percent (Ahmed-Ullah, 2010).
“The public’s me-first focus on schools is perhaps
a central reason Illinois lags among states in it
spending on schools. It is also why Illinois relies
on local property tax revenues to fund education
than just about any other state” (Secter, 2010).
State share of school funds has dropped to 27.5
percent increasing the funding disparity between
school districts (Secter, 2010).
Sources:
Ahmed-Ullah, N. (2010). Illinois School
Budgets at the Breaking Point: Many Like
Wheaton Warrenville School District 200,
Have Been Spending More Than They Take
In. Chicago Tribune. Retrieved from www.
chicagotribune.com/news/ct-met-school-budgetwheaton-20100324,0,4451961.story.
Evaluation of Local Public Schools, Percent Rating Excellent/Good
Statewide
2011
2010
2009
2008
2007
2006
2005
2004
58%
53%
58%
56%
57%
58%
60%
49%
Chicago
27
27
25
33
28
30
23
24
Suburban Cook
76
59
79
48
71
58
60
59
Collar Counties
76
70
69
75
78
76
75
60
Northern Illinois
55
55
51
59
50
61
60
61
Central Illinois
60
62
73
71
45
66
69
54
Southern Illinois
Statewide
62
56
64
63
50
66
69
63
33%
30%
32%
34%
36%
36%
44%
34%
Source: The 2012 Report on the Illinois Policy survey, CGS - Northern Illinois University
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
53
Center for Governmental Studies Northern Illinois
University (2010) .The 2010 Report on the
Illinois Policy Survey. Retrieved from http://
www.rdiniu.org/publications/survey.htm.
Secter, B. (2010). Reliance on Local Money
Drive School Funding Imbalances. Chicago
Tribune. Retrieved from http://www.
chicagotribune.com/news/local/ct-met-schoolfunding-20100330,0,5052098.story.
Emerging Issue #1: Increased Federal Funding
for Community Colleges
Emerging Issue Statement:
The Obama administration has proposed increased
Federal support for community colleges and this
likely will focus colleges on improving graduation
rates though the next decade.
This issue should be closely monitored.
Support rationale:
In July 2009, President Obama announced the
American Graduation Initiative (AGI), which
provides funding to improve efforts to increase the
number of students graduating from community
colleges (McClure, 2009).
One of President Obama’s goals is to increase
the number of Americans with higher education
degrees by 2020. That translates to 5 million people
with community college degrees and certificates.
The Federal government has proposed a twelve
billion dollar initiative for Community Colleges to
improve facilities, job training, completion rates
and online courses (Jaschik, 2009; Shear, 2009,
Yudof, 2008).
However the Federal government is also facing
record budget deficits and the likelihood that all the
promised funding will be approved is questionable
(Trumbull, 2010).
Sources:
Jaschik, S. (2009) The Obama Plan. Inside
Higher Education Retrieved from http://
www.insidehighered.com/layout/set/print/
news/2009/07/15/obama.
Shear, D., and de Vise, D. (2009) Obama Announces
Community College Plan. The Washington Post.
Retrieved from http://wwww.washingtonpost.com/
54
wp-dyn/content/article/017/14/AR009071400819.
HTML?SID=ST2009071502758.
Yudof, S., Ruberg C. (2009) Secretary
Spellings Delivers Keynote Address at the
National Community College Legislative
Summit. US Department of Education.
Retrieved from http://www2.ed.gov/news/
pressreleases/2008/02/02122008.html.
Trumbull, M. (2010). Obama budget: White House
defends $1.267 Trillion federal deficit. Christian
Science Monitor. Retrieved from http://www.
csmonitor.com/USA/Politics/2010/0201/Obamabudget-White-House-defends-1.267-trillionfederal-deficit.
McClure, A. (2009) Funding for Community
Colleges Speculating on the American Graduation
Initiative. University Business. Retrieved from
http://www.universitybusiness.com/viewarticle.
aspx?articleid=1384.
SOCIAL VALUES AND LIFESTYLES
Trend #1: People Without Health Insurance
Trend statement:
The number of people with health insurance in
the United States and in DuPage County may
increase due to healthcare reform as portions of the
legislation are implemented.
Probability of change for the next 3-5 years: High
Support rationale:
Nationally, in 2008 about 50 million people were
uninsured. This number decreased to 48.6 million
uninsured in 2011.
In 2013, the healthcare bill states there will be an
increase in access to affordable care. Increasing
Medicaid payments for primary care doctors and
providing additional funding for the Children’s
Health insurance program.
In 2014, the healthcare bill states there will be an
improvement in care quality and lowering costs
with the establishment of the Health Insurance
Marketplace- increasing access to Medicaid and
promoting individual responsibility.
In 2015, the healthcare bill states there will be an
improvement in quality by lowering costs of care
and paying physicians based on value, not volume.
STRATEGIC LONG RANGE PLAN 2014-20016
Sources:
Social Impact Research Center. (2009). Poverty,
Income and Health Insurance in DuPage
County, Illinois.
U.S. Census Bureau, Illinois Department of Health
and Human Service. Income, Poverty and Health
Insurance Coverage in the United States: 2011.
Retrieved February 2nd, 2011.
“The Health Care Law.” What’s Changing and
When. U.S. Department of Health and Human
Services, n.d. Web. 02 February 2013. Retrieved
from http://www.healthcare.gov/law/timeline.
Trend #2: DuPage County Poverty Issues
Trend statement:
The number of people living below the poverty
line in DuPage County is increasing.
Probability of change for the next 3-5 years: High
Support rationale:
The DuPage county poverty growth rate has
increased 63.3 percent between 1980 and 2006.
The median income in DuPage County fell by 7
percent since 2007 and 16 percent since 2000.
In fiscal year 2008, 5,928 households received rent
or utility financial assistance in order to prevent
them from becoming homeless.
In fiscal year 2008, 18,672 households received
emergency assistance in the form of food vouchers,
clothing, prescriptions, furnishing or transportation.
The extreme poverty rate in DuPage County as
of 2011 is 3.1 percent (an increase of 0.7 percent
since 2008).
The poverty rate in DuPage County is 13.7 percent
(an 8 percent increase since 2010).
In FY 2012, a total of 2041 households received
homeless-prevention services from agencies in
DuPage County. (This number no longer reflects the
households that received assistance via LIHEAP.)
Sources:
“Child Poverty Rates Rising in DuPage County.”
(2010). The WheatonSun.com.
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Poverty, Income and Health Insurance in DuPage
County, Illinois. (2009). Social Impact Research
Center.
“DuPage Homeless Continuum of Care.”
Prevention Providers Survey. 2009. http://www.
dupagehomeless.org.
Report on Chicago Area Snapshot on Poverty;
Mid America Institute on Poverty of
Heartland Alliance for Human Needs and
Human Rights (2008).
Money Smart Week DuPage (April 17-24, 2010).
Retrieved from www.moneysmartweekdupage.
com/statistics.html.
Illinois’s 33 percent: Report on Illinois Poverty.
(2013). Social Impact Research Center, A
Heartland Alliance Program, retrieved from
www.ilpovertyreport.org.
DuPage Homeless Continuum of Care. Prevention
Reporting Template. 2012. www.dupagehomeless.org.
Trend #3: Diversity and Religious Affiliation
Trend statement:
While religious affiliation with certain religious
organizations are increasing and others are
decreasing, the dynamics appear to be influenced
by increasing diversity.
Probability of change for the next 3-5 years:
Moderate
Support rationale:
Evangelical churches in the nation (Van Biema,
2010) and specifically in DuPage County
(Ramirez, 2009) have increasing numbers of
Hispanic congregants and have developed a
stronger focus on immigration issues.
The Naperville Islamic Center reports an increase
in membership from 1000 families in 2007 to
1,600 families in 2013.
Most Mainline Protestant churches show a
decrease in adherents, while Evangelical Protestant
and Orthodox churches show both an increase and
a decrease in adherents between 2000 to 2010.
The estimated Muslim adherent show an increase
of 299 percent between 2000 to 2010.
55
Sources:
Ramirez, M. 11 November 2009, “DuPage County
evangelical churches struggle with immigration
debate.” Chicago Tribune. http://archives.
chicagotribune.com/2009/nov/11/local/chiimmigration-pastors-w-zone-11n.
Van Biema, D. 11 Jan. 2010 “Can megachurches
bridge the racial divide?” Time http://www.time.
com.
Association of Religion Data Archives (2013).
http://www.thearda.com/rcms2010/r/c/17/
rcms2010_17043_county_name_2000_ON.asp.
Islamic Center of Naperville—2013 data. www.
islamiccenterofnaperville.org.
Trend #4: Pollution in DuPage County
Trend statement:
DuPage County’s problems with pollution may
decrease as sustainability and the green movement
gain more attention.
Probability of change for the next 3-5 years: Low
Support rationale:
The Robert Wood Johnson and the University of
Wisconsin Population Institute study of overall
health for counties in each state released in 2010
reports that DuPage County ranks 83rd out of
100 Illinois counties in environmental quality.
Factors cited include air pollution related to
traffic and industry.
The County Health Rankings and RoadmapsHealthier Nation County by County released in
2012 states that DuPage ranks 51st out of 102
Illinois counties in physical environmental quality.
The number of American businesses with
formal green programs in place increased 54
percent from 2011, typically created to show
community goodwill.
Through a program with the Sierra Club,
DuPage became the first county in Illinois to join
national efforts to improve regional air quality by
committing to reduce greenhouse gas emissions by
20 percent by 2030.
DuPage County has reduced energy consumption
by nearly 2 million kwh/year, saving taxpayers
more than $142,000 annually; and saved
commuters nearly 460,000 gallons of fuel and
56
approximately $1.7 million by implementing a
traffic signal coordination program.
Sources:
“Green, greener, greenest.” (July 27, 2008) The
New York Times.
McCoppin, R. (17 February. 2010). “DuPage,
Kendall residents area’s healthiest.” Daily
Herald. Retrieved from http://www.dailyherald.
com/story/print/?id=359722.
“More people are thinking green.” (April 20,
2008) South Bend Tribune.
A new science breaks down boundaries. (October
20, 2006). The Chronicle of Higher Education.
“Saving the planet, by degrees.” (October 20,
2006).
“Scorecard. 2010. Pollution locater.” www.
scorecard.org.
“A social critic warns of upheavals to come.”
(October 20, 2006). The Chronicle of Higher
Education,
“Sustainability: The ultimate liberal art.” (October.
20, 2006) The Chronicle of Higher Education.
“What is a sustainable university?” (October 20,
2006) The Chronicle of Higher Education.
“County Health Rankings and Roadmaps.”
University of Wisconsin Population Health
Institute, 2012. Web. 06 February 2013. www.
countyhealthrankings.org.
Kolodny, Lara. “Number of U.S. Companies With
Green Programs.” Weblog post. Tech Crunch.
N.p., 04 November 2010. Web. 2 February 2013.
www.techcrunch.com.
Johnna, Kelly. “DuPage Becomes First County
in Illinois to Join National Effort to Improve
Regional Air Quality.” Weblog post. Press
Release. DuPage County, 14 Sept. 2012. Web.
06 February 2013. Retrieved from http://www.
dupageco.org.
Cronin, Daniel J., and Jeff Redick. “DuPage
County Environmental Progress Report.” Report
post. N.p., 2011. Retrieved 06 February 2013.
Trend #5: New Forms of Social Interaction
Trend statement:
New forms of social interaction (virtual or e-based
applications) will continue to expand over the next
3-5 years.
Probability of change for the next 3-5 years: High
STRATEGIC LONG RANGE PLAN 2014-20016
Support rationale:
Traditional college-aged students utilize social
networks, such as Facebook, on a daily basis.
Smart phones with apps for social networking
are becoming cheaper and more prevalent, thus
reinforcing this continued means of social interaction.
Technology continues to become more
miniaturized and powerful, again reinforcing this
mode of social interaction.
Instagram, Pinterest and Google+ have all been
developed within the last 2-4 years.
College of DuPage has had an increase in
enrollment in online classes (see Tenth Day
Semester Statistics, Fall 2005—Spring 2013).
Sources:
“Networking IQ” (Knowledge Works Foundation,
http://www.kwfdn.org/map/node/Networking_
IQ.aspx ), March 8, 2010.
“Smart Mobbing” (Knowledge Works Foundation,
http://www.kwfdn.org/map/node/smart_
mobbing.aspx ), March 8, 2010.
“Distributed Innovation” (Knowledge Works
Foundation, http://www.kwfdn.org/map/node/
distributed_innovation.aspx ), March 8, 2010.
“Collective Assessment” (Knowledge Works
Foundation, http://www.kwfdn.org/map/node/
collective_assessment.aspx ), March 8, 2010.
“I Saw the Future of Social Networking the
Other Day” (http://techcrunch.com/2008/04/09/
i-saw-the-future-of-social-networking-theother-day/ ), March 8, 2010.
“Virtual World Population: 50 Million by
2011,” James Au Wagner, (http://gigaom.
com/2007/05/24/virtual-world-population-50million-by-2011-2/ ), March 8, 2010.
“Matching Borrower with Lender, SocialNetworking Style,” Andy Guess, Inside Higher
Education, 8/12/08 (http://www.insidehighered.
com/news/2008/08/12/lending ), March 8, 2010.
“In Facebook, Investing in a Theory.” The New
York Times, 1/4/07.
“Blogs and Wikis and 3D, Oh My!” Andy Guess,
Inside Higher Ed, 5/9/08. Retrieved from http://
www.insidehighered.com/news/2008/05/09/
blogs, March 8, 2010.
“48 Significant Social Media Facts, Figures
and Statistics Plus 7 Infographics,” Jeff
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Bullas. Retreived from http://www.jeffbullas.
com/2012/04/23/48-significant-social-mediafacts-figures-and-statistics-plus-7-infographics/#
gU4IaKvBY1qUXuxc.99, February 14, 2013.
Haythornthwaite, Caroline; Kendall, Lori.
“Internet and Community.” American
Behavioral Scientist, 2010. Retrieved
from http://www.sciencedaily.com/
releases/2010/04/100405131730.htm.
College of DuPage Online (INET) Tenth Day Semester
Statistics, Fall 2005 to Present (Spring 2013).
Coursera (2013). www.coursera.org/universities.
DeSilets, L. D. (2013). “Revolutionary Journey
Into Learning/Education,” The Journal of
Continuing Education in Nursing, 44(1),
8-9. DOI: 10.3928/00220124-2012122769. http://www.healio.com/nursing/journals/
JCEN/%7B95366BAF-8BE9-4584-8FC1BC66B27F5D06%7D/A-Revolutionary-JourneyInto-LearningEducation.
Trend #6: Digital Technologies Affect Learning
and Careers
Trend statement:
The use of existing digital technology for
engagement and enhancement of learning will
continue to expand as well as impact future careers.
Probability of change for the next 3-5 years: High
Support rationale:
Students are increasingly tech-savvy and demand
relevant modes of instructional delivery.
While some writers indicate that some students do
not have “digital dexterity,” the majority of studies
and research point to the need for all students to
become digitally literate.
Students need to be met where they are—and
education needs to relate to their lives.
Students need to gain technological skills and
confidence for future employment.
Students are increasingly tech-savvy and demand
relevant and engaging modes of instructional delivery.
57
Sources:
“Researchers Call for National Strategy to Adapt
Social Networks to Public Good,” Jeffrey Young,
Chronicle Review, 5/4/09.
“Debating Online Social Networks,” Michael
Bugeja, Chronicle Review, 1/16/08.
“Get out of MySpace!” Norah Jones, Haydn
Blackey, Karen Fitzgibbon, Esvin Chew,
Computers and Education, April 2010, Vol. 54,
Issue 3, p. 776-782.
“Teaching with Twitter,” Jeffrey Young, Education
Digest, Mar 2010, Vol. 75, Issue 7, p. 9-12.
“Higher Education Migrates to YouTube and
Social Networks”, Marilyn Gilroy, Education
Digest, Mar 2010, Vol. 75, Issue 7, p. 18-22.
“Technology: Get with the Program,” Stephanie
Dickison, Writer, March 2010, Vol. 123, Issue 3, p. 10.
“Paradox and Promise: MySpace, Facebook and
the Sociopolitics of Social Networking in the
Writing Classroom.” Gina Maranto, Matt Barton,
Computers and Composition, March 2010, Vol.
27, Issue 1, p. 36-47.
“Internet-savvy Nation Taps Tweets,” Victor
Herrero, USA Today, March 2 2010.
“Survey: Techie Gen Y is also Library Savvy,”
Erika Morphy, TechNewsWorld, 12/30/07.
“Generational Myth: Not all Young People are
Tech-savvy,” Siva Vaidhyanathan, Chronicle
Review, September 19, 2008.
Teenage Life Online: The Rise of the InstantMessage Generation and the Internet’s Impact on
Friendships and Family Relationships. Amanda
Lenhar, Lee Rainie and Oliver Lewis. Pew Internet
and American Life Project, June 21, 2001.
Life Online: Teens, Technology and the World to
Come. Lee Rainie. Speech to annual conference
of Public Library Association. March 23, 2006.
How the Internet is Changing Consumer Behavior
and Expectations. Lee Rainie. Speech to SOCAP
Symposium (Society of Consumer Affairs
Professionals in Business), May 6-9, 2006.
“FETC Theme: Schools Must Change,” ESchool
News, 31 March 2006.
Higgins, S., Xiao, Z, and Katsipataki, M.
(2012). The Impact of Digital Technology
on Learning: A Summary for the
Education Endowment Foundation. http://
educationendowmentfoundation.org.uk/uploads/
pdf/The_Impact_of_Digital_Technologies_on_
Learning_%282012%29.pdf.
58
Trend #7: Work Patterns are Changing
Trend statement:
Employees are requiring more flexibility with
work schedules and locations (home, office, or
offsite) to establish work-life balance.
Probability of change for the next 3-5 years: High
Support rationale:
The growth in the service sector economy (e.g.,
banking, pharmacies, etc.) has created more 24/7 jobs.
Most shift work occurs among service occupations
such as protective services (50.6 percent), food
preparation and serving (40.4 percent) and those
employed in production, transportation and
material moving occupations (26.2 percent).
A higher percentage of males report working
an alternative shift (16.7 percent for men and
12.4 percent for women).
A higher percentage of non-whites report working
an alternative shift—19 percent of non-Hispanic
Whites, 24.8 percent of non-Hispanic Blacks and
21.1 percent of Hispanics work alternative shifts.
Families which include an alternative shift worker
report lower levels of satisfaction.
In many surveys, flexibility is defined as allowing
employees to change arrival and departure
times on a periodic basis. The National Study
of Employers shows that organizations allow 77
percent of the employees to change work hours.
Flexibility also includes deciding when/if to take
breaks and how time at work is spent. The National
Study of Employers indicates that organizations
allow 93 percent of employees to have control of
break time.
A Stanford University study showed an increase in
productivity when some employees were allowed
to work from home.
Sources:
Coles, C. (2004). Odd working hours cause family
stress. The Futurist, 38, 9. Retrieved December
10, 2006 from Proquest Research Library.
Gerson, K., and Jacobs, J. (2004). The work-home
crunch. Retrieved December 10, 2006 from
STRATEGIC LONG RANGE PLAN 2014-20016
http://www.contextsmagazine.org/content_
sample_v3-4.php.
Potier, B. (2004) Families pay the price for
24/7 convenience. Retrieved December 10,
2006 from http://www.hno.harvard.edu/
gazette/2004/05.27/15-24_7.html.
Presser, H. (2003). Working in a 24/7 Economy:
Challenges for American Families. New York:
Russell Sage Foundation.
Presser, H. (2004). “The economy that never
sleeps.” Retrieved December 10, 2006 from
http://www.contextsmagazine.org/content_
sample_v3-2.php.
“Questions and answers about shift work.”
(2006). Retrieved February 12, 2010 from http://
wfnetwork.bc.edu/pdfs/shiftwork.pdf
Tausig, M., and Fenwick, R. (2001). Unbinding
time: Alternate work schedules and work-life
balance.
Journal of Family and Economic Issues, 22,
101—119. Retrieved December 10, 2006 from
Proquest Research Library.
“Work-Family information for state legislators.”
(2006). Retrieved February 12, 2010 from http://
wfnetwork.bc.edu/pdfs/policy_makers6.pdf.
Matos, Kenneth and Ellen Galinsky. 2012 National
Study of Employers. N.p.: 2012. Print.
Beers, Thomas M. “Flexible Schedule and Shift
Work: Replacing the ‘9-to-5’ Workday?” Rev. of
University of South Florida.
Bureau of Labor Statistics’ Monthly Labor Review
June 2000: n. p. “Telework and Alternative Work
Schedules.” Web. 06 February 2013.
Fisman, Ray. “A New Study Finds That Working
from Home Makes Sense. Sometimes.” Slate
Magazine. N.p., 9 Nov. 2011. Web. 06 February
2013. Retrieved from http://www.slate.com/
articles/business/the_dismal_science/2011/11/
is_working_from_home_a_good_idea_.html.
Trend #8: Longer Life Expectancy
Trend statement:
People in the United States are living longer,
retiring later and pursuing multiple careers,
therefore additional education or training.
Probability of change for the next 3-5 years: High
Support rationale:
Eighty-four percent of Boomers surveyed express
a desire to continue working in their later years
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
past retirement with more than half of them
looking for a new profession.
Fifty-six percent of Boomers would like to change
careers (Dychtwald) and over half have already
made at least one career change.
Seventy-seven percent of today’s working
Boomers expect to work for pay even after they
retire and most say it is because they want to.
The United States ranks 40th out of 198 countries
rated in the United Nations Department of Social
and Economic Affairs (UN DESA), Population
Division’s 2010 World Population Prospects report
with men living until an average age of 75.35 and
women to 80.51 (median- 77.97 years old).
Present evidence suggests that people are not only
living longer than they did previously, but with
less disability and fewer functional limitations.
While no consensus has emerged on what
constitutes a career change, researchers believe
that seven is the average number of careers in a
lifetime for US workers.
The number of workers age 50 and over is soaringfrom 20 percent of the workforce in 1996 to 31
percent in 2011.
Regression analysis reveals that recessionary
impacts only partially explain the change in
attitudes toward delaying retirement. Other
factors, such as historically low interest rates,
changes in social security benefits and longer life
expectancies, are long-term contributors to this
persisting trend and are likely to continue to be so.
Sources:
Boomers embrace fantasy careers. (2006,
October 18). Retrieved October 19, 2006 from
http://www.msnbc.com/id/15320607/print/1/
displaymode/1098/.
Dychtwald, Ken (2005, July-August). Ageless
Aging: The Next Era of Retirement. The
Futurist, p. 16-21.
Frauenheim, Ed (2006, October). “They’ll Just
Keep Going and Going and Going…” Workforce
Management, p. 26.
59
Gray Matters…a Lot. (2006, October 14)
Retrieved November 30, 2006 from http://www.
workforce.com/archive/article/24/54/82.
Hermen, Larry (2006, February). Top 10 Boomer
Interests and Recommendations. Report to the
Community, Section II, page 5.
Working After Retirement: The Gap Between
Expectations and Reality. (2006, September
21) Retrieved October 19, 2006 from http://
pewresearch.org/social/pack.php?PackID=20.
“World Populations Prospects, the 2010
Revision.” United Nations, Department of
Economic and Social Affairs; Population.
Division, Population Estimates and Projections
Section. 2010. Retrieved February 14, 2013.
http://esa.un.org/wpp/Sorting-Tables/tab-sorting_
mortality.htm.
Brunner, Stephanie (2009, October 2). “Current
Life Expectancy Trends and Challenges: Will We
Live To Be 100 Years?” Retrieved February14,
2013 from www.medicalnewstoday.com.
Bialik, Carl (2010, September 4). “Seven Careers
in a Lifetime? Think Twice Researchers Say.”
The Wall Street Journal Retrieved February 14,
2013 from www.wsj.com.
Towner, Betsy (2011, June 22). “50 Jobs for a
Second Career.” Retrieved February14, 2013
from www.aarp.org.
“A Huge Increase in the Percent of Workers
Planning to Delay Retirement.” (2013 February
1). Retrieved February 14, 2013 from www.
conference-board.org/blog.
Trend #9: Healthy Lifestyles
Trend statement:
More emphasis is being placed on healthy
lifestyles, including physical activity and balanced
diets. However, DuPage County is still subject to
the growing national issue of obesity.
Probability of change for the next 3-5 years: High
Support rationale:
According to a DuPage County Health Department
survey in 2010, based on Body Mass Index, 24.3
percent of adults were obese and 35.8 percent were
considered overweight, both comparable to survey
results in 2005.
60
Obesity prevention and access to health services
are two priority areas being addressed in the
health department’s 2015 Community Health
Improvement Plan.
According to a DuPage County Health Department
survey in 2010, three out of five residents
reported excellent or very good health and more
than 96 percent were very satisfied or satisfied
with their lives.
For nearly two decades, the U.S. government
distilled its nutrition advice into pyramids. These
efforts didn’t accurately show people what makes
up a healthy diet because their recommendations
were based on out-of-date science and influenced
by people with business interests in the messages
the icons sent. In 2011, the U.S. government
scrapped its MyPyramid icon in favor of the fruitand-vegetable rich MyPlate diagram.
In 2010, the US government initiated the “Let’s
Move!” program to teach children and parents
proper nutrition and physical activity.
Sources:
“Let’s Move!” website. www.letsmove.gov.
Healthy Eating Plate and Healthy Eating Pyramid,
The Nutrition Source. Retrieved on February 14,
2013 from www.harvard.edu.
Health Survey of DuPage Adults Finds Positive
Trends and Challenges, DuPage County Health
Department Press Release on Jan. 30, 2012
retrieved from www.dupagehealth.org.
Trend #10: Volunteerism
Trend statement:
Volunteerism is on the rise among the Millennial
generation.
Probability of change for the next 3-5 years: High
Support rationale:
After a decline from 25 percent in 2002 to
20 percent in 2007, volunteerism among the
Millennial generation has increased to 23 percent
in 2011.
The top three areas for volunteerism to take place
are in educational settings, religious institutions
and social service activities.
STRATEGIC LONG RANGE PLAN 2014-20016
Sources:
Volunteering and Civic Life in AmericaIllinois Profile. Corporation for National and
Community Service. 2011. Retrieved February
12, 2013 from www.volunteeringinamerica.gov.il.
“Volunteering Up Amid Tough Economic Times.”
(2010 January 26). Retrieved February 2013
from www.nationalservice.gov.
Boomers embrace fantasy careers. (2006,
October 18). Retrieved October 19, 2006 from
http://www.msnbc.com/id/15320607/print/1/
displaymode/1098/.
Dychtwald, Ken (2005, July-August). “Ageless
Aging: The Next Era of Retirement.” The
Futurist, 16-21.
Frauenheim, Ed (2006, October). “They’ll Just
Keep Going and Going and Going…” Workforce
Management, p. 26.
Gray Matters…a Lot. (2006, October 14)
Retrieved November 30, 2006 from http://www.
workforce.com/archive/article/24/54/82.
Hermen, Larry (2006, February). Top 10 Boomer
Interests and Recommendations. Report to the
Community, Section II, page 5.
Working After Retirement: The Gap Between
Expectations and Reality. (2006, September
21) Retrieved October 19, 2006 from http://
pewresearch.org/social/pack.php?PackID=20.
TECHNOLOGY
Trend #1: Increased Focus on Green
Technology
Trend statement:
Growth continues and is expected to accelerate
in the future, in the adoption of energy efficient
strategies within all technology sectors of
businesses, corporations and educational
institutions. This includes all facets of technology
including building systems, manufacturing,
computing, etc.
Probability of change for the next 3-5 years: High
Support rationale:
Despite the economic slowdown, many companies
are accelerating their green IT initiatives as a
way to save money, mostly by reducing energy
bills. DiRamio suggests 10 ways IT departments
can reduce save money by going green. These
tips include replacing old hardware, cutting
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
the clutter, virtualization, power management,
decommissioning unused equipment, intelligent
cooling, enabling remote workers, using video,
using managed services and measuring energy
usage (DiRamio, 2009, “10 tips to green IT”).
Growth in green IT initiatives is fueled by the
economic potential of energy saving strategies
as well as by the desire to reduce the IT carbon
footprint of the organization. Many organizations
are realizing that sustainable practices are also
good business practices.
DiRamio discusses the emergence of green
information technology (IT) business as economy
slows in the U.S. in 2009. An analyst said that
three-quarters of chief information officers
asserted that eco-friendly computing is an
important part of their IT strategy. It expected that
the trend will accelerate because it can deliver
immediate or near-term cost savings (DiRamio,
2009, Green IT Grows as Economy Slows).
Sullivan explores the environmental impact of
the IT industry, noting that ICT (Information and
Communications Technology) accounts for 20-70
percent of energy used in offices. Sullivan also
explores the negative impact of GHG emissions by
the IT industry (Sullivan, 2009).
Bradley discusses the Green Information
Technology movement among community colleges
in the U.S. Calculation of the bottom line is said
to have spurred the movement. About 16 percent
savings in energy costs can be realized by higher
education institutions if they use available energysaving opportunities, according to a survey by
technology consultant CDW-G (Bradley, 2009).
Metropolitan Community College of Omaha
(partnering with IBM) will begin offering a degree
in Green IT, focus on running an energy efficient
data center (Bradley, 2009).
Server virtualization can reduce energy costs.
Some institutions are looking at virtual desktops
(Bradley, 2009).
Lonestar College in Texas is using advanced
desktop power management to shut down
computers at night and will create a savings of
61
$750,000 over the next three years (Bradley, 2009).
Futurists predict the possibility of a “Global
Mega Crisis” if the current industrialization and
consumption rates continue without a significant
adoption of more eco-friendly technologies (Halal,
2013). Because of the long lead time involved in
implementing resource efficient technologies deserves
high priority on any institutions planning activities.
Sources:
DiRamio, D. (2009). “10 tips to green IT.”
Communications News, 46(1), 32. Retrieved
from Academic Search Premier database.
DiRamio, D. (2009). “Green IT grows as economy
slows.” Communications News, 46(3), 32. Retrieved
from Academic Search Premier database.
Freich, Lisa. (January 29, 2013) Phone interview.
Halal, William E. (February 1, 2013) Phone interview.
Sullivan, R. (2009). “Greening IT.” Ecos, (150), 24-27.
Retrieved from Academic Search Premier database.
Bradley, P. (2009). “Saving Green by going green”.
Community College Week, 22(4), 6-8. Retrieved
from Academic Search Premier database.
Trend #2: Increased Demand for Technology
Skills/Training
Trend statement:
Given the current rate of rapid technological
change, there is a growing need for increased base
level technology skills, as well as for continued
technology training.
Probability of change for the next 3-5 years: High
Support rationale:
Instructors and students alike will need to stay
current with technology trends for future success.
Households will need a growing base level
of technology access and support. Concerns
continue to arise about the growth of knowledge
obsolescence as technological change outpaces
people’s ability to stay current with emerging
technologies.
With changes in technology, state and federal
standards/guidelines as to what students are
62
required to know will gradually change. Faculty
will need constant updating to make sure that they
understand the technology enough to use it and to
teach students how to use it. The technology gap
among individuals and institutions will continue
(Hightower, 2009).
Greer and Mott discuss the inevitability of growing
knowledge obsolescence and an increasing
demand for instructors and students alike to stay
current with technology trends. Also explored is
the growing technological competencies required
for career success. Students will need to have
expanded technology skills for success. Instructors
and students will need continued training and retraining (Greer and Mott, 2010).
K-12 teachers and higher education faculty will need
to obtain or enhance technology skills (Davis, 2009).
Households will need a base level of technology
(PC, broadband access) and support (Davis, 2009).
Sources:
Davis, M. (2009). Breaking Away From Tradition.
Education Week, 28(26), 8-9. Retrieved from
Academic Search Premier database.
Freich, Lisa. (January 29, 2013) Phone interview.
Greer, Annette and Vivian W. Mott. “Learnercentered teaching and the use of technology.”
International Journal of Web-Based Learning
and Teaching Technologies 4.4 (2009): 1+.
Academic OneFile. Web. 25 February 2010.
Halal, William E. (February 1, 2013) Phone
interview.
Hightower, A. (2009). Tracking U.S. Trends.
Education Week, 28(26), 30-31. Retrieved from
Academic Search Premier database.
Trend #3: Changes in Communication Methods
Trend statement:
In the future, more and more people will demand
constant connectivity and any time any place
accessibility within all facets of their lives, as
mobile technology continues to become more
powerful and more connected.
Probability of change for the next 3-5 years: High
STRATEGIC LONG RANGE PLAN 2014-20016
Support rationale:
Trends such as social networking, micro blogging,
voice-over IP (VoIP) and other interactive social
communication tools are changing the way people
communicate and interact with each other. These
changes are enabled by the growth in mobile devices
such as smart phones and Web PC’s/netbooks.
According to many studies and despite much
effort to change this, “higher than average
attrition rates remain an issue for online learning”
(Slagter van Tryon and Bishop, 2009, 1). While
online students face many challenges, one of
the primary reasons for high online drop-out
rates is a sense of isolation that students can feel
while struggling to learn in the comparatively
disconnected environment of an online or distance
education course. Slagter van Tryon and Bishop
explain that “successful learning takes place in
an environment where individuals can construct
ideas, culture, histories and meaning as the result
of ongoing social interactions and collaborative
functioning” (1). The incorporation of social media
into online or web-enhanced courses fosters the
communication and connectivity necessary to
support this environment.
As Lindsay (2010) cites, students “are already
heavily using . . . [connecting and communicating]
technologies for private and sometimes academic
reasons” just as many educators are frequent users
of asynchronous means of communicating—email,
discussion boards, etc. Synchronous social media
takes the level of communication one step further,
ensuring expanded connectivity amongst users.
Additionally, social media tools such as Facebook,
LinkedIn, Twitter and Skype continue to gain
greater purchase on our lives as more and more of
our daily interactions occur asynchronously and
outside of the traditional face-to-face encounter.
As trends for distance learning, telecommuting and
other non-traditional educational and occupational
modes expand our need to remain connected and
to be able to collaborate in real-time with peers,
students and faculty grows.
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Sources:
Dunlap, J., and Lowenthal, P. (2009). “Tweeting
the night away: Using Twitter to enhance social
presence.” Journal Of Information Systems
Education, 20(2), 129-135. Retrieved from
http://www.jise.appstate.edu/.
Greer, A., and Mott, V.W. (2009). Learner centered
teaching and the use of technology. International
journal of web-based learning and teaching
technologies, 4 (4), 1 (16). Retrieved from http://
www.igi-pub.com/journals/details.asp?id=4286.
Freich, Lisa. (January 29, 2013) Phone interview.
Halal, William E. (February 1, 2013) Phone interview.
Lindsay, J. (2008) “Using VoIP to foster
connectivity and communication.” Learning and
leading with technology 35 (5), 32. Retrieved
from http://www.iste.org/LL/.
Mansfield, H. (2009, May). “10 Twitter tips
for higher education.” University Business,
12(5), 27-28. Retrieved from http://www.
universitybusiness.com/.
McDonald, F. (2009, May). “Five steps to
developing a powerful social networking strategy.”
University Business 12(5), 43-46. Retrieved from
http://www.universitybusiness.com/.
Niemuth, T. (2010). “New tools for student
engagement.” Leadership, 39(3), 24-27.
Retrieved from http://lea.sagepub.com/.
Slagter van Tryon, P., and Bishop, M. (2009).
“Theoretical foundations for enhancing social
connectedness in online learning environments.”
Distance education, 30(3), 291-315. Retrieved from
http://www.odlaa.org/DistanceEducation.aspx.
Trend #4: Increased use of Virtual Assistants
and Computer Simulations
Trend statement:
Virtual worlds, virtual assistants, intelligent systems,
digital games and computer simulations will
increasingly offer learning and service opportunities
for members of the College community.
Probability of change for the next 3-5 years:
Moderate
Support rationale:
Studies have shown (Antonacci and et al, 2008)
that virtual worlds, computer simulations and
digital games offer numerous benefits in an
educational environment, both in addition to and
63
in replacement for traditional classroom exercises.
Falloon (2010, 2) summarizes the benefits of
virtual world, in particular, as follows:
• Virtual worlds give users the ability to carry
out tasks that could be difficult for them in the
‘real world’ due to constraints, including cost,
scheduling or location.
• Virtual worlds’ persistence allows for
continuing and growing social interactions,
which can serve as a basis for collaborative
education.
• Virtual worlds can adapt and grow to meet
user needs.
Similar benefits can be attributed to computer
simulations, used frequently in vocational and
technical training. Additionally such simulations
have the added advantage in an educational
setting of providing safe experiential learning
of potentially high-risk skills or activities. In
health care studies, for example, Calinger and
Chen (2009, 2) write that studies have shown
that “simulation provides a safe and controlled
environment for students to practice critical patient
care situations.”
The trend is increasingly spreading beyond the
traditional realm of higher education and into
K-12, where young students are beginning to
have immersive educational experiences in
virtual worlds at an earlier age (Dysart, 2009 and
Czarnecki, 2008).
Salmon (2009, 5) notes the following trends in
regard to virtual worlds and education:
• Awareness from teachers of the potential of
virtual worlds, especially in the teaching of
history and science.
• Transfer of pedagogical concepts from other
e-environments to frame group development
and group working.
• Creation of artefacts (sic) for educational
purposes, sometimes by the learners
themselves.
• ‘Immersion’ in cultures otherwise inaccessible.
• Creation of realistic environments for practice.
• Awareness of virtual worlds and interest from
Internet users.
64
•
•
Integration with other learning technologies
with a view to creating 3-D virtual classrooms.
Predictions of interest from commerce and
industry for skills development.
Additionally, professional development
opportunities have increasingly moved toward the
virtual, with web conferences, teleconferences and
un-conferences providing lower opportunities for
financially strapped individuals and institutions
(Sawchuck, 2009).
Intelligent Learning Systems offer great
potential for reshaping online education through
individualized instruction over the coming years
(Halal, 2013).
Computer interactions are likely to become more
intelligent and human like making information
more accessible and increasing demand for user
interface design professionals (Freich, 2013).
Sources:
Calinger, M., and Ching-Huei, C. (2009). “Live
simulation for clinical education.” Tech trends:
Linking research and practice to improve learning,
53(5), 23-27. doi:10.1007/s11528-009-0319-1.
Czarnecki, K. (2008). “Virtual environments and
K-12 education.” Multimedia and Internet@
schools, 15(4), 14-17. Retrieved from http://
www.mmischools.com/.
Dysart, J. (2009). “Learning: The next generation.”
American School Board Journal, 196(11), 30-31.
Retrieved from http://www.asbj.com/.
Falloon, G. (2010). “Using avatars and virtual
environments in learning: What do they have
to offer?” British Journal of Educational
Technology, 41(1), 108-122. doi:10.1111/j.14678535.2009.00991.x.
Freich, Lisa. (January 29, 2013) Phone interview.
Halal, William E. (February 1, 2013) Phone interview.
Salmon, G. (2009). The future for (second) life
and learning. British Journal of Educational
Technology, 40(3), 526-538. doi:10.1111/j.14678535.2009.00967.x.
Sawchuk, S. (2009). “Teacher training goes in
virtual directions.” Education Week, 28(26), 2224. Retrieved from http://www.edweek.org/.
STRATEGIC LONG RANGE PLAN 2014-20016
Trend #5: Increased Attention to the
“Digital Divide”
Trend statement:
A digital divide (both generational and
socioeconomic) exists in our society, indicating a
need for improved skills and technology training
throughout all population groups within our
society. Increased reliance on technology in nearly
every aspect of our daily lives will bring increased
attention to this gap.
Probability of change for the next 3-5 years: High
Support rationale:
It is well-documented and widely accepted that both
current and future workers in all industries require a
base-level of technology skills for success.
Although a generational gap still exists in terms
of technological skills, a significant contributor
to the digital divide is socioeconomic factors.
Vaidhyanathan (2008) cites studies which show
that “women, students of Hispanic origin,
African-American students and students whose
parents have lower levels of education tend to
have less mastery of the inner workings of digital
technology than other groups do” and posits that
the idea of a generation of “digital natives” is a
myth. Indeed, in her own studies, Hargitttai (2010,
109) did not find data to support the “widespread
assumptions about the inherent digital savvy of. . .
‘digital natives’.” Rather, “the particular societal
positions that people inhabit” have more influence
over technological skills than the generational
group to which the individuals belong.
The municipalities served by the College
of DuPage include both affluent and underserved communities and the students coming
to us from those municipalities are a diverse
socioeconomic group. Factors cited by both
Hargittai and Vaidhyanathan are present in
the students attending the College. According
to the 2009-2010 College of DuPage Fact
Book (http://www.cod.edu/dept/plan/
Factbook_2009_2010.pdf ) women make up
over 54 percent of credit students; 6 percent
credit students are African American; 15
percent are Hispanic; 28 percent of adults 20
years or older in District 502 have a high school
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
diploma or less education—the parents of the
students attending COD. Yet, according to the
Institutional Profile 2008-2009 (http://www.cod.
edu/dept/plan/Instport/Instport20082009.pdf),
the College offers “Technology Integration in
75 percent of courses” and “250 Online Courses
and web enhanced courses.” Additionally, given
the current rate of rapid technological change, the
need for constant and consistent training seems
evident. Concerns continue to arise about the growth
of knowledge obsolescence as technological change
outpaces people’s ability to stay current with
emerging technologies.
Rapid proliferation of inexpensive devices and
high bandwidth communications has already been
shown to have dramatic impact in the social and
political realms (e.g., Arab Spring), (Halal 2013).
Sources:
Freich, Lisa. (January 29, 2013) Phone interview.
Halal, William E. (February 1, 2013) Phone interview.
Hargittai, E. (2010). “Digital Na(t)ives? Variation
in Internet Skills and Uses among Members of
the ‘Net Generation’.” Sociological Inquiry,
80(1), 92-113.
Vaidhyanathan, S. (2008, September 19).
“Generational myth.” The Chronicle of Higher
Education. Retrieved from http://chronicle.com/.
Trend #6: Assumption of the Availability of
Mobile Computing
Trend statement:
Decreases in costs and increases in connectivity
will push anytime/anyplace computing into the
mainstream. Increased mobility will affect both
students and professionals as a growing reliance
on mobile devices continues to impact all aspects
of life, including the way we work and learn.
Probability of change for the next 3-5 years: High
Support rationale:
By the end of 2010, 1.2 Billion people will carry
a mobile device capable of mobile commerce, etc.
(Anderson, 2009, 51). Online shared documents
and mobile devices enable virtual collaboration
from anywhere.
Constant connectivity to social networks strengths
and speeds up a participatory culture.
65
“The abundance of resources and relationships
made easily accessible via the Internet is
increasingly challenging us to revisit our roles
as educators in sense-making, coaching and
credentialing” (Johnson D, 2010, 3).
People expect to be able to work, learn and study
whenever and wherever they want to (Johnson D,
2010, 4).
Social networks help students interpret and
maximize the value of the information they receive
(Johnson D, 2010, 4).
Informal learning takes places through just in time
and found information (Johnson D, 2010, 4).
Privacy and classroom management issues will
need to be addressed. iPhones, Smart Phones,
eBook readers, etc and their ability to connect to
the Internet almost anywhere makes them ideal
as a store of reference materials and learning
experiences, as well as general-use tools for
fieldwork, where they can be used to record
observations via voice, text, or multimedia and
access reference sources in real time (Johnson D,
2010, 9).
Cloud computing is a major trend that will continue
to grow in scope and adoption (Halal, 2013).
The widespread availability of mobile computing
has reversed the process of software design
such that mobile versions are the first to be
implemented for most computer systems (Halal,
2013), (Freich, 2013).
Sources:
Anderson, L (2009). “Top 10 IT Strategies for
2010.” Industry Week/IW, 258(12), 51. Retrieved
from Academic Search Premier database.
Freich, Lisa. (January 29, 2013) Phone interview.
Halal, William E. (February 1, 2013) Phone interview.
Hesseldahl, A. (2009). “Forecast for 2010: The
Coming Cloud ‘Catastrophe’.” BusinessWeek
Online, 9. Retrieved from Academic Search
Premier database.
Johnson, Doug. “Computing in the clouds: is there
a storm looming on your school’s budgetary
horizon? Cloud computing may offer a silver
66
lining.” Learning and Leading with Technology
37.4 (2009): 16+. Academic OneFile. Web. 22
February 2010.
Johnson, L., Levine, A., Smith, R., and Stone, S.
(2010). The 2010 Horizon Report. Austin, Texas:
The New Media Consortium.
McDonald, F. (2009). “Five Steps to Developing
a Powerful Social Networking Strategy.” (Cover
story). University Business, 12(5), 43-46. Retrieved
from Academic Search Premier database.
Nevin, R. (2009). “Supporting 21st Century
Learning Through Google Apps.” Teacher
Librarian. 37.2(35), 4. Retrieved from Academic
One File database.
Rapoza, J. (2009). “2010 Fortune Telling.” eWeek,
26(21), 33. Retrieved from Academic Search
Premier database.
Young, Jeffrey R. “3 Ways That Web-Based
Computing Will Change Colleges -- and
Challenge Them.” The Chronicle of Higher
Education 55.10 (2008). Academic OneFile.
Web. 22 February 2010.
Trend #7: Increased Exposure to Cyber Crime
And Cyber Attacks
Trend statement:
The increased reliance on IT systems and networks
in our everyday lives will continue to make those
same systems a desirable target for attack by
hackers, cyber criminals and cyber terrorists.
Probability of change for the next 3-5 years: High
Support rationale:
Internet security threats increased 400 percent in
recent years (O’Rourke).
Policy alone is insufficient to stop security breaches.
The disruption of IT systems is a key component of
military strategy for over 120 countries (Cetron).
“Hackers in Europe and China successfully broke
into computers at nearly 2,500 companies and
government agencies over the last 18 months
in a coordinated global attack that exposed vast
amounts of personal and corporate secrets to theft,
according to a computer-security company that
discovered the breach” (Siobhan).
STRATEGIC LONG RANGE PLAN 2014-20016
Sources:
Cetron, Marvin J., and Owen Davies. World
war 3.0: ten critical trends for cybersecurity:
technological advances and greater connectivity
may be making our systems less rather than
more secure. A special panel of military,
intelligence and forecasting experts analyzes
the trends that may be leading the world to
cyberwar. The Futurist Sept.-Oct. 2009: 40+.
Academic OneFile. Web. 22 February 2010.
Doherty, Neil F., and Heather Fulford. Do
information security policies reduce the
incidence of security breaches: an exploratory
analysis. Information Resources Management
Journal 18.4 (2005): 21+. Academic OneFile.
Web. 22 February 2010.
Filipek, R. Online security nightmares for CIOs.
Internal Auditor 63.3 (2006): 19+. Academic
OneFile. Web. 22 February 2010.
Freich, Lisa. (January 29, 2013) Phone interview.
Halal, William E. (February 1, 2013) Phone interview.
O’Rourke, Morgan. “Buy one, get one free.”
Risk Management 55.6 (2008): 17. Academic
OneFile. Web. 22 February 2010.
Ozkan, Betul C., and Vedat Gunay. “Minimizing
security vulnerabilities in high-tech classrooms.”
T H E Journal [Technological Horizons In
Education] 32.1 (2004): 32+. Academic OneFile.
Web. 22 February 2010.
Riva Richmond. (2010, February 8). “Running
the Show --- Wanted: Defense Against Online
Bank Fraud --- Small businesses have been hit
by a wave of cybercrimes; Here’s how to protect
your accounts.” The Wall Street Journal (Eastern
Edition), p. R.4. Retrieved February 25, 2010,
from The Wall Street Journal (Document ID:
1956972791).
Siobhan Gorman. (2010, February 18). “Broad
New Hacking Attack Detected; Global
Offensive Snagged Corporate, Personal Data
at nearly 2,500 Companies; Operation Is Still
Running:[1].” The Wall Street Journal (Online)
Retrieved February 25, 2010, from The Wall
Street Journal (Document ID: 1965102101).
Trend #8: Increased focus on Big Data, Business
Intelligence and Analytics
Trend statement:
Lower cost storage, network connectivity and
computational power, coupled with the ability to
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
derive more and more actionable insight, will drive
increased demand for the collection and analysis
of high volume, rapidly changing and highly
unstructured data sets known as big data analytics.
Probability of change for the next 3-5 years: High
Support rationale:
Big data analytics describes data and analysis
techniques that are so large (up to billions of
gigabytes) and so complex that they require
advanced data storage, management, analysis
and visualization techniques. Advances in these
areas are expected to have significant impact on
scientific research, health care, e-commerce, market
intelligence and security/public safety (Chen 2012).
Analysis of the transactional data collected by a
higher education institution’s computer systems
(LMS, SIS, etc) could lead to better insight into
personal learning and motivation patterns and
with the proper institutional support for change
management lead to improved learning outcomes
(Wagner 2012).
The Obama Administration in March 2012 launched
the Big Data Research and Development Initiative
with the aim of improving the technologies
involved in big data analytics to accelerate the pace
of discovery in science and engineering, national
security and teaching and learning.
Experts predict 20 to 30 times more digital data to be
managed by the year 2020 and “big data” expertise
will be a key differentiator between “leader”
organizations and “followers” (Perfect 2012).
Calls for increased transparency and accountability
in higher education lead naturally to the type of
data and insight provided by big data analytics and
will drive growth in this area (Wagner 2012).
Sources:
Freich, Lisa. (January 29, 2013) Phone interview.
Halal, William E. (February 1, 2013) Phone interview.
Howard, C. E. (2012). “Dealing with Big Data.”
Military and Aerospace Electronics, 23(12), 18-23.
Hsinchun, C., Chiang, R. L., and Storey, V. C.
(2012). “Business Intelligence and Analytics:
From Big Data to Big Impact.” MIS Quarterly,
36(4), 1165-1188.
67
Macfadyen, L. P., and Dawson, S. (2012).
“Numbers Are Not Enough. Why e-Learning
Analytics Failed to Inform an Institutional
Strategic Plan.” Journal Of Educational
Technology and Society, 15(3), 149-163.
‘Perfect Storm’ of IT Trends Is Brewing. (2012).
Information Management Journal, 46(4), 17.
Trish, B. (2012). “The Year of Big Data.”
Campaigns and Elections (2010), 33(314), 10-13.
Wagner, E., and Ice, P. (2012). “Data Changes
Everything: Delivering on the Promise of
Learning Analytics in Higher Education.”
Educause Review, 47(4), 32-42.
APPENDIX B
COMMUNITY TREND IMPLICATIONS
MARCH 2013
by Planning and Institutional Effectiveness
IMPLICATIONS WORKSHOP
On March 29, 2013, members from the community
convened at College of DuPage, Glenn Ellyn campus
for a half day Community Implications Workshop.
Prior to the workshop, participants were asked
what two areas or taxonomies interested them
and were then provided the trends for those
taxonomies. The community members were
then asked to study the trends and be prepared to
discuss what implications or consequences the
trends might have on the community served by
College of DuPage at the workshop.
During the workshop, the community members
were divided into four teams with each team
discussing and refining implications related to their
respective set of trends. Once the implications
were identified, the community members
participated in a nominal group exercise that
identified those twenty trends that would have the
greatest impact on the community and ultimately
on the College.
COMPETITION
Trend #1: For-Profit Enrollment
After years of fast paced growth, for-profit
institutions of higher education are seeing a
significant slowing or decline in enrollment.
Community Implications:
• Students will look for state institutions
• Industry shakeout—consolidation, partnerships
between for profits and not-for-profits
• Revamping of financial targets and limits
• Need for new learning resources
Trend #2: Cost of For-Profit Education
To remain competitive, many of the for-profitcollege companies are cutting their prices and/or
offering new kinds of scholarships and discounts.
68
STRATEGIC LONG RANGE PLAN 2014-20016
Community Implications:
• Public institutions will need to meet
competition
• More specialized institutions of higher education
• Federal government will turn to watching
public institutions of higher education
• Continuing/growing need to synchronize
college with jobs and college with knowledge
• Heightened measurement (did you help the
student get a job)
• Recruiting less right out of high school—
change in target students
• More need to retrain due to more variety of careers
Trend #3: Investment in Online Education
The higher education sector will continue to
invest in online education and distance learning
programs, especially as the Massive Open Online
Course (MOOC) structure evolves.
Community Implications:
• Need for professional development for faulty
• Virtual K12
• Learning gaps would be filled
• Differing options of value
• Different investment—cloud technology versus
brick and mortar
• Increased investment in academic quality
• Increased bandwidth/infrastructure capabilities
• Develop new student skills—how to participate
on-line
• Filtering of students
• Student accessibility challenges
• Need to understand complexity
Trend #4: Massive Open Online Courses (MOOCs)
The rapid evolution and adoption of Massive Open
Online Courses (MOOCs) signals a fundamental
shift in strategy by industry leaders to embrace
technological changes that have threatened to
destabilize the residential college and university’s
business model over the long run.
Community Implications:
• Opportunity for higher education to pull
together and provide service to community
• Monetary implication to develop and deliver
• Business models may need to change
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
•
•
•
•
More accessibility to more students
Increase in students attending multiple colleges
Degree will not be the ultimate goal or value
Shift in emphasis of course offerings—more
general education, more career and life
applications
• Increase/change in counseling and tutoring
Trend #5: Online Competitive Advantages
Institutions that have the capacity to offer online
courses will likely capture a larger share of the
enrollment market, particularly those that are
innovative at creating pedagogies and provide
evidence of environments that enhance learning
and successful course completion.
Community Implications:
• Educational research will demonstrate
effectiveness
• Shift of resources—production and postproduction skills
• Learning management System platform
Trend #6: Workforce Partnerships
Business and education realize by collaborating
they are increasing the potential for a skilled and
thriving workforce.
Community Implications:
• Internships
• Apprenticeships built into programs
• Degree work and job work done at same time
• Investment of resources
• Hard to measure success
• Creating valuable employees because of
experience
Trend #7: Partnerships with Feeder Schools
As higher education institutions recognize the
significant role they play in the quality of our
nation’s middle and secondary schools, efforts
are increasing to build sustaining and mutually
reinforcing partnerships with feeder schools.
Community Implications:
• More duel credit/duel enrollment
• Information exchange
• Professional development for K12 teachers
69
• ROI as measure of effectiveness
• Institutions behaving like businesses—need to
show measures
• Increase in multi-generation homes
• Less opportunity for younger generation to find
employment
Trend #8: International Students
Four countries are expected to generate almost
two/thirds of the demand for higher education by
2025: China (21 percent), Malaysia (15 percent),
India (14 percent) and Indonesia (11 percent).
Trend #3: Household Income in DuPage County
DuPage County median household income
increased by 13.5 percent from 2000 ($67,887)
to 2008 ($77,040), but had declined by 4 percent
to $74,072 in 2011. Mean household income
was projected to increase 18 percent from 2010
($146,038) to 2015 ($171,898).
Community Implications:
• Competition of where they attend
• VISA implications
• Well versed and prepared students
• Questions about direction of institution
• Increased diversity levels
DEMOGRAPHICS
Trend #1: Population Growth in DuPage County
Population growth in DuPage County is projected
to increase by 47,195 (918,764 in 2010 to 965,959
in 2015), representing a 5.1 percent change which
is substantially more than Illinois’ projected
increase of 3.5 percent.
Community Implications:
• Increased demand for all services
• Potential for more tax revenue
• Increase in housing needed
• Increased migration of current residents to
collar counties
• Potential migration to lower growth areas
• Increased traffic
• Increased road repair
Trend #2: Aging Population in DuPage County
From 2010 to 2020 DuPage County will see
an aging population, with generally modest (8
percent) growth in the population under 40, a 6
percent decline in the 40-59 age group, but an
increase of 46 percent for those 60 and over.
Community Implications:
• Increase in all services for 60+ (public
transportation, lifelong learning, etc.)
• Potential decrease in tax revenue
• Increase in pool of volunteers
• Population retiring later
70
Community Implications:
• Increase income tax revenue/sales/property
• Increased demand for services with higher
perceived value (private vs. public)
Trend #4: Poverty Level in DuPage County
While the family poverty level in DuPage County
increased 3.4 percentage points from 2000-2008 to
a rate of 5.8 percent; it was expected that the level
will increase in the next 3-5 years. Instead, the
poverty rate in DuPage County dropped slightly to
4.5 percent in 2010.
Community Implications:
• Increased demand for social services (private
and public)
• Increased crime
• Increased demand for public safety officers,
school security
• Demand for basic job skills and computer literacy
Trend #5: Education Level in the Population
Based on US Census estimates, the education level
for ages 25 and older in DuPage County continues
to increase.
Community Implications:
• Lower crime
• Increase in volunteerism
• Increased demand for sophisticated/
intellectual pursuits
• Support for education and demand for those
older than 25
• Increase in higher ed enrollment
STRATEGIC LONG RANGE PLAN 2014-20016
Trend #6: Illinois High School Graduates
Since 2008-09 (the most recent year for which
actual enrollment was tabulated), the number of
public high school graduates in Illinois is expected
to increase for the next three years then to fall back
to 2008-09 levels for the remainder of the decade.
ECONOMY
Community Implication:
• Decreased employment for high school staff
• Decrease in workforce potential
• Decrease in higher ed applicants
• Possible increase in demand for GED and
ABE services
Community Implications:
• Some sectors now looking to expand
workforce—looking at moving forward on
expansion or new initiatives
• More disposable income
• Leads to improved real estate market
Trend #7: Ethnic Diversity in the Population
Minority population in Illinois and DuPage County
has steadily increased since at least 1990 and is
projected to continue increasing through 2020
and beyond. The Hispanic population in DuPage
County is projected to show the greatest increase
(from 13.3 percent to 17.6 percent of the total
population), followed by Asian (from 10.2 percent
to 12.6 percent) and the Black population (from
4.6 percent to 6.0 percent). The proportion of the
population that is White will decrease from 71.8
percent to 63.7 percent.
Trend #2: Personal Wealth
The recession has reduced the personal wealth of
many Americans, but it is predicted that indicators
of wealth (housing value, investments, etc.) have
begun to rise as the economy begins to recover.
Community Implications:
• Increase in households that speak English as a
second language
• Increase demand for diversity in social/
religious services
• Increase in cultural conflict and culture stress
• Decrease in registered voters and more
undocumented residents
Trend #8: Ethnic Diversity of Illinois High
School Seniors
The annual number of Hispanic high school
seniors in Illinois projected to grow from 18.6
percent in 2010 to nearly 23 percent in 2015, a 25
percent increase and the overall Latino population
is projected to grow 18 percent through 2015.
Community Implication:
• Increased numbers of members per household
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Trend #1: DuPage Economy
The DuPage County economy, mirroring the
national economy, is characterized overall by weak
economic indicators. However, recent changes
indicate the local economy is trending upward.
Community Implications:
• Increased spending may lead to higher sales tax
revenue
• Delayed retirement
• Greater disparity between needs and wants
• Older retirees retuning to workforce resulting
in need for additional services for older
population
Trend #3: Illinois Budget Deficit
There is a high probability state and local funding
of education will decrease in the near future.
Community Implications:
• Unfunded state mandates require reallocation
of local funding
• Higher interest rates for local governments
• Need to raise more local revenue
• Less national interest in state of Illinois
• More focus on other positives of state and
DuPage county (education, quality of life)
Trend #4: Performance Based Funding
There is a high probability that performance based
funding systems will be further implemented in
Illinois higher education in the near future.
Community Implications:
• Even more highly educated workforce
• Widening socioeconomic gap
71
Trend #5: Competition from the Global
Economy
The global economy is growing more integrated,
with the fastest growing economies in China, India
and former Soviet Union states.
Community Implications:
• More opportunities for our leading sectors
(e.g., Fermi, Argonne, Energy, Manufacturing,
other top companies
• Need for increased focus on STEM at early
education
Trend #6: Inadequate Healthcare Insurance
As many as one out of six Americans under 65
were without health insurance at some point
during 2011.
Community Implications:
• Uncertainty about costs of healthcare and
implications of reform
• Impact on social services
Trend #7: Widening Income Gap
The income gap in the United States is
continuing to widen.
Community Implications:
• Higher mean family income in DuPage and
increase poverty level in county
• More broad base social services needed
• Gap more extreme in DuPage
• People leave county seeking lower cost of
living
Trend #8: Increase in Manufacturing Output
Manufacturing output is trending upward with the
largest gains seen in the automotive sector.
Community Implications:
• Increase in number of manufacturing
businesses
• More investment in technology
• Employees more part-time, less benefits
Trend #9: Skills Gap
The demand for skilled workers will exceed the
development of skilled workers resulting in a
skilled worker shortage.
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Community Implications:
• Increased demand for workforce development
• Need to align workforce skills/education with
needs of manufacturing industry
EDUCATION
Trend #1: State Funding—Alternate Means To
Balance Budget
The trend of states under funding public higher
education institutions forces those institutions to
find alternate means to balance their budgets.
Community Implications:
• Brings a business perspective to academics
• Make business-like decisions
• More financial burden will fall on the family
instead of the state
• Fewer students attending college and it will
take longer
• Money will follow to successful institutions
• Partial privatization of public institutions
Trend #2: Students attending multiple colleges
The number of students attending more than one
college at a time is on the rise.
Community Implications:
• Difficult to measure what is being learned
• Multiple schools looking at same student
• Articulation on a larger scale
• Electronic portfolios
• Undefined measure of success
• Unsure what college awards the degree
• Degree needed
Trend #3: Underprepared students
As the number of underprepared students continues
to increase, community colleges will continue to
play a significant role in serving that population.
Community Implications:
• Lower Standards
• Flipped classroom—more students, quick
time—additional learning
• First generation/poverty families
• Common core standards, teacher preparedness,
understanding new dynamics—teaching and
learning outcomes
STRATEGIC LONG RANGE PLAN 2014-20016
• Teacher professional development
• Community and parental awareness
• Student needs to achieve the grade
Trend #4: Increase in Number Of Older
(Nontraditional Aged) Students
National research suggests enrollments of people
25 and older in higher education will increase
through 2017.
Community Implications:
• Older person who did not finish will return to
finish or for continuing education
• Job recovery; military—need tools and skills,
e.g., PhD attending community college
• Lifelong learning
Trend #5: Accountability—Retention,
Graduation and Transfer Rates
An increased focus has been and will continue to
be placed on accountability emphasizing retention,
graduation and transfer rates for community
colleges.
Community Implications:
• Impact on government accountability measures
(persistence, graduation, etc.) and loans
Trend #6: Ethnic Diversity in Education
While most community college students are white,
black and Hispanic students make up a larger
percentage of students in community colleges
than in public four-year colleges. Between 2005
and 2014, the largest projected percent change in
Illinois K-12 enrollment by ethnicity will be among
Latinos (127 percent) and Asians (38 percent).
Community Implications:
• Growing population and growing desire for
higher education—need support to get them
into higher education
• Cultural sensitivities
• Focus on certificates for job placement
• High school connection—timeframe lowered to
obtain job
• Ethnic communities in suburbs, not cities
• Education to families, why attend college;
available resources (e.g., grants, etc.)
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Trend #7: College Workforce
The future community college workforce will be
characterized by increasing retirements and more
minority and women members.
Community Implications:
• Difficult to manage diversity if the community
does not support
• Need to work with community and feeder schools
• Provision of “grass roots” mentoring
• Recruiting becomes an issue—may need to go
outside the community
• Need professional development for new educators
Trend #8: Gap Between High School
Curriculum and College Expectations
Evidence as to how prepared high school students
are for college is mixed. Two trends are evident in
this area: 1) There is evidence of an increasing gap
between high school and college expectations for
learning and curriculum. 2) Many students defined
as under-prepared have attended community
colleges and there is no evidence to suggest this
will not continue.
Community Implications:
• High school curriculum in flux
• Need to look 3-5 years out
• We track and watch the changes
• More understanding between higher education
and K-12
• Interdisciplinary practices
• Teacher preparation; 3+1 make gen ed a part of
agreements; incorporate requirements
• Demographic shift
• Increased need for counseling and articulation
agreements
• Need to manage different learning experiences
• Need to support families
Trend #9: Initiative Fatigue
The amount of time, energy, resources and
personnel have remained relatively fixed but
institutions of higher education have been
called upon to do more, leading to a decline in
organizational effectiveness.
73
Community Implications:
• Maintaining what higher education is good at
• Automated processes
• Could provide more time and resources
• Increased accountability
LABOR FORCE
Trend #1: Job Gain in DuPage County
Since 2010, DuPage County gained 13,000 jobs.
Job growth is expected to continue to increase
at the rate of 11,000 jobs per year through 2018.
DuPage County also has the lowest county-wide
unemployment rate in Northeastern Illinois.
Unemployment peaked at 8.8 percent in 2009 and
trended downward to 6.9 percent in 2012.
Community Implications:
• More spending, more saving, improved economy
Trend #2: Top Five Job Categories in DuPage
County
The top 5 job categories in DuPage County (Retail
Trade, Professional and Technical Services, Health
Care and Social Assistance, Administrative and
Waste Services and Government) will continue to
account for 46 percent of county employment, but
will shift in proportions in the next three to five years.
Community Implications:
• Decrease in government employment more
outsourcing of government services
• More outsourcing of jobs
• Impact of online retailing lower sales tax
Trend #3: Job Growth in DuPage County by
Sector
Job growth in DuPage County is projected to increase.
Trend #4: Top Five Industries for Job Growth
in NE Illinois Region
For the NE Illinois region as a whole, the top 5
areas for job growth through 2018 are anticipated
in the following industries: Educational-Health
Services, Professional Business, Retail Trade,
Leisure Hospitality and Manufacturing.
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Community Implications:
• Increasing number of people returning
for additional credentials (education) for
unemployed, under employed
Trend #5: Labor Forecasts a Shortage of
Middle-Skill Workers
In 2018, 47 percent of jobs will require MiddleSkills. Jobs that require Middle-Skills need more
than a high school credential but less than a
bachelor’s degree. This is down only slightly from
49 percent in 2008. Additionally, Bureau of Labor
Statistics indicates growth in 40 occupational areas
that need only an associate’s degree.
Community Implications:
• Increasing number of people returning
for additional credentials (education) for
unemployed, under employed
• Those without high school of GED will need
additional support to enter the workforce
• Focus on high school completion and
postsecondary education
Trend #6: Postsecondary Degree Impact on
Hiring and Wages
Occupations that usually require a postsecondary
degree for entry are projected to grow the fastest
during the decade 2010 to 2020. Research predicts
that 4.7 million new workers are needed with
postsecondary certificates by 2018 and those
with an associate’s degree and more have larger
lifetime earnings.
Community Implications:
• Increased in enrollment in higher education
• Increase need for transportation
• Need for flexible education options more
diverse educational programming
• Better opportunities, job benefits, quality of life
Trend #7: Manufacturing is one of the Largest
Employing Industries in Illinois in 2020
Manufacturing is one of the top 5 areas for growth
in Illinois in 2020.
Community Implications:
• Demand for support of sustainable systems
• Demand in growth areas for additional training,
certificates
STRATEGIC LONG RANGE PLAN 2014-20016
Trend #8: Multiple Generations in the
Workforce
Multiple generations continue to be represented
in the workforce, each with its own distinct set of
values and priorities.
Community Implications:
• Need for multiple customized services to
markets/workforce to meet needs of multiple
generations (Work force training, communication,
transportation, technology, life style
• Implications of social media impact
Trend #9: Impact of Aging Population on Labor
Force
Slower population growth and a decreasing
overall labor force participation rate are expected
to lead to a slower civilian labor force growth
from 2010 to 2020.
Community Implications:
• Increased demand for home healthcare, senior
services, employees from outside country
(impact on transportation)
• Seniors competing for more types of jobs vs.
younger generations
POLITICS
Trend #1: Public Pensions Systems in Crisis
Increasing pressure to pay for required public
pension systems has contributed toward the
financial crisis in Illinois.
Community Implications:
• People will work longer
• Pressure on budgets in other services
• Increase taxes/ decrease of benefits
• Public sector not a good career path
• We’re all going to pay more in the end
• Better product
• People will know more about their schools
• Pull back on innovation and new ideas,
products, service (not take risks)
• Less choice
• Teach to the test
Trend #3: Affordability in Higher Education
Tuition costs are out pacing government funding
for postsecondary student aid with the greatest
impact on low-income students who may be
unable to afford college.
Community Implications:
• Decrease access for students
• Increase of unskilled workforce
• Force more interruption of college career
• Delay, more part-time students
• Students will search for other source of revenue
• Higher stress factor on students
• Decrease of employer funding of higher ed
• Families will have to make difficult choice
• Higher student loan level
• Greater dependence of family
Trend #4: Affordability in Higher Education
The public increasingly will view access to
education and its costs as out of reach.
Community Implications:
• More settling for career that doesn’t require
a degree
• Less educated work force (less money of county)
• More students going overseas because schools
are cheaper there
• Students feel then have less options (e.g., in
global ed or STEM)
Trend #2: Accountability in Higher Education
Increasing state and federal attention is being
focused on accountability in postsecondary
education.
Trend #5: Government Regulation in Early
Childhood
Government regulation is increasing in both the
public and private sectors toward development
of minimum professional standards in early
childhood education.
Community Implications:
• More regulation
• More competition among schools
Community Implications:
• Children better cared for
• Need to train more people to meet standards
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
75
• People providing educational need to be
more education
• Increase cost of early childhood education
• View of early childhood education will improve
• Decrease in funding in other areas to pay for
childhood education regulation
• Childhood education professionals ask for
more money
• More chances for positive intervention (more
problems caught early) decrease in resources
needed later
Trend #6: Higher Education Funding
Funds available from taxes will continue to
diminish, continuing the general trend of the
college district becoming more dependent on its
authority to levy property taxes and to charge
tuition and fees.
Community Implications:
• Need to address how higher ed is funded
• Concern over higher ed investment portfolios
• Impact on other taxing districts because of
higher education taxes
• Effect on new growth in county
Trend #7: Government Regulation in
Environmental Conservation
Increasing public awareness and urgency around
environmental conservation and stewardship will
have an impact on government regulation, business
decisions and consumer choices, especially
choices in energy, fuel and organic foods.
Community Implications:
• Higher cost of new buildings
• Less and less open land
• Less money for other projects
• Better and healthier environment
• May be a push back because of too many
regulations
• More tension over more or less regulations
• Loss of choice
• DuPage will be more proactive since we are so
healthy to begin with
• Greater support for sustainability and
infrastructure to support it
76
• Modification of behavior associated with this
trend will be for the better
Trend #8: Higher Education Funding in Illinois
State commitments to fund higher education in
the near future will be much less reliable than
in the past. The revenue picture is difficult to
predict, particularly in Illinois. Still community
college funding structures are built upon historical
assumptions about revenue generation.
Community Implications:
• Less funding for underserved populations
• Schools must explore other options for funding
• Communities will not have reliable education
options
• More promises and over extended
commitments
• Population will pay more for education
• Will affect not-for-profit community budgets
who will cut more
Trend #9: Illinois Economic Concerns
Perceptions
Economic concerns replace education as the
primary issue and the most important problem
facing Illinois in the past couple years.
Community Implications:
• People’s behavior will reflect their beliefs
• Perceptions can change over time
• More opportunities for educated people
• Education is less valued
Trend #10: Illinois School Quality Perceptions
The overall public perception of school quality
at excellent/good levels remains consistent
statewide with funding and resources being the
most important issue for local schools. However
the discrepancy gap in perception of local school
quality versus state school quality continues to
exist and remains stable.
Community Implications:
• Popular counties may have an increase in their
population as people move to good schools
• The pressure for change is present, but not
“in my own back yard”
• People are willing to pay for what will
affect them
STRATEGIC LONG RANGE PLAN 2014-20016
Emerging Issue: #1: Increased Federal Funding
for Community Colleges
The Obama administration has proposed increased
Federal support for community colleges and this
likely will focus colleges on improving graduation
rates though the next decade.
Community Implications:
• Increasing Latino and Asian population
• Less mixing of populations (stay in their own
communities)
• Increased or decreased opportunities for support
• Increased diversity brings increased awareness
SOCIAL VALUES AND LIFESTYLES
Trend #4: Pollution in DuPage County
DuPage County’s problems with pollution may
decrease as sustainability and the green movement
gain more attention.
Trend #1: People Without Health Insurance
The number of people with health insurance in
the United States and in DuPage County may
increase due to healthcare reform as portions of the
legislation are implemented.
Community Implications:
• Better access to healthcare
• Changes to healthcare costs (up or down)
• Less choices for people
• More red tape
• MD job looks less desirable
• More PAs and nurses/changes in levels of
medical staff
• More demand for preventative care
• Peoples choices will change (more Walgreens
and urgent care; less primary care MD)
• More need to education people on their health care
Trend #2: DuPage County Poverty Issues
The number of people living below the poverty
line in DuPage County is increasing.
Community Implications:
• Increased demand for social services
• More demand for support at schools (e.g.,
school lunch)
• More foreclosures on homes
• More demand on budgets
• Increase in number of people per home
• Impact on schools
• More transient population
• Increase in job training and search opportunities
Trend #3: Diversity and Religious Affiliation
While religious affiliation with certain religious
organizations are increasing and others are
decreasing, the dynamics appear to be influenced
by increasing diversity.
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Community Implications:
• Make DuPage more desirable place to live
• Regulations won’t be scaled back
• Healthier place to live
• People live longer
Trend #5: New Forms of Social Interaction
New forms of social interaction (virtual or e-based
applications) will continue to expand over the next
three to five years.
Community Implications:
• Face to face interaction change
• Greater chance for education
• More need to protect youth
• Privacy and security issues
• Increased communication between government
and population
• Help people find credible information
• Must always be aware of people recording you
Trend #6: Digital Technologies Affect Learning
and Careers
The use of existing digital technology for
engagement and enhancement of learning will
continue to expand as well as impact future careers.
Community Implications:
• Increased access to global education
• Need to figure out balance of modes
• People that are less self-disciplined may do
poorly in online education
• Digital technology has limits
77
Trend #7: Work Patterns are Changing
Employees are requiring more flexibility with
work schedules and locations (home, office, or
offsite) to establish work-life balance.
Community Implications:
• More shift work
• People can be at home so no day care
• Increased quality of life
• Increased demand for multi-tasking
• Problems with sleeping disorders/health issues
• Never disconnected from job
• Issues about responsibility and accountability
when people are working from home
Trend #8: Longer Life Expectancy
People in the United States are living longer,
retiring later and pursuing multiple careers,
therefore additional education or training.
Community Implications:
• Less open slots for employment
• People can’t retire for financial reasons so
people must work longer
• Will impact on services for people caring for
the aged
• Need for government services for people caring
for the aged
• Need for government services to support the
aged (e.g., better mass transit)
• More shared housing
Trend #9: Healthy Lifestyles
More emphasis is being placed on healthy
lifestyles, including physical activity and balanced
diets. However, DuPage County is still subject to
the growing national issue of obesity.
Community Implications:
• Students want healthier food in school
• More sidewalks and bike paths
• More healthy food stores
• Raising awareness my lead to more
collaboration in projects
Trend #10 Volunteerism
Volunteerism is on the rise among the
Millennial generation.
78
Community Implications:
• More companies are giving back to the
community (e.g., volunteers on company time)
• Younger people want one-time, quick fix options
• May not be universal as some cultural groups
volunteer more (consistent with the value they
place on the family)
• Will increase volunteerism if you reach youth
in the right way ( e.g., volunteerism is good for
their career)
• Volunteerism won’t take place unless the
person finds it in their self-interest to do
• Need help to match volunteers with
organizations needing them
TECHNOLOGY
Trend #1: Increased Focus on Green
Technology
Growth continues and is expected to accelerate
in the future, in the adoption of energy efficient
strategies within all technology sectors of
businesses, corporations and educational
institutions. This includes all facets of technology
including building systems, manufacturing,
computing, etc.
Community Implications:
• Increased demand for green technology
• Decreased cost for green technology
• Increased awareness of green technology priorities
• Increased demand for green technology education
Trend #2: Increased Demand for Technology
Skills / Training
Given the current rate of rapid technological
change, there is a growing need for increased base
level technology skills, as well as for continued
technology training.
Community Implications:
• Integrate technology across the board
• Technological flexibility
• Increased budgets for technology
Trend #3: Changes in Communication Methods
In the future, more and more people will demand
constant connectivity and any time any place
accessibility within all facets of their lives, as
STRATEGIC LONG RANGE PLAN 2014-20016
mobile technology continues to become more
powerful and more connected.
Community Implications:
• People will be more distracted
• People will be consistently pulled in multiple
directions
• Cost for connectivity infrastructure will increase
• Decreased ability to communicate and present
oneself in person
• Increased in anonymity
Trend #4: Increased use of Virtual Assistants
and Computer Simulations
Virtual worlds, virtual assistants, intelligent systems,
digital games and computer simulations will
increasingly offer learning and service opportunities
for members of the College community.
Community Implications:
• More virtual education
• Less human interaction
• Flexibility in teaching methods
• Flexibility in scheduling virtual education
• Decreased reliance on brick and mortar facilities
Trend #5: Increased Attention to the
“Digital Divide”
A digital divide (both generational and
socioeconomic) exists in our society, indicating a
need for improved skills and technology training
throughout all population groups within our
society. Increased reliance on technology in nearly
every aspect of our daily lives will bring increased
attention to this gap.
Community Implications:
• Increase in the gap in the digital divide
• Increase percent of immigrant and refugee
population that require tech training
• Less access to technology for lower
socioeconomic status individuals
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Trend #6: Assumption of the Availability of
Mobile Computing—Confirmed
Decreases in costs and increases in connectivity
will push anytime/anyplace computing into the
mainstream. Increased mobility will affect both
students and professionals as a growing reliance
on mobile devices continues to impact all aspects
of life, including the way we work and learn.
Community Implications:
• Potential 24 hour demand for information and
work education
• Interpersonal relationships will decrease in
person, but increase digitally
• Increase reliance on technology
Trend #7: Increased Exposure to Cyber Crime
and Cyber Attacks—Confirmed by Halal and
Frerich
The increased reliance on IT systems and networks
in our everyday lives will continue to make those
same systems a desirable target for attack by
hackers, cyber criminals and cyber terrorists.
Community Implications:
• Cost to secure the infrastructure will increase
• The potential for massive digital disruption
will increase
Trend #8: Increased Focus on Big Data,
Business Intelligence and Analytics
Lower cost storage, network connectivity and
computational power, coupled with the ability to
derive more and more actionable insight, will drive
increased demand for the collection and analysis
of high volume, rapidly changing and highly
unstructured data sets known as big data analytics.
Community Implications:
• Increased reliance to use data analytics
• Increased allocation of resources to data analytics
• Decreased privacy
• Increase in social understanding
• Allocate resources better due to more data
• Possible migration to privatization of public
functions
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APPENDIX C
COMMUNITY NIGHT QUALITATIVE
ANALYSIS
by Planning and Institutional Effectiveness
Wheaton—November 2009
Glen Ellyn—December 2009
Naperville—March 2010
Lisle—November 2010
Addison/Bensenville— November 2011
Lombard/Villa Park— March 2012
Downers Grove/Westmont— December 2012
Aurora— February 2013
West Chicago/Winfield—December 2013
Lyons Township— May 2014
Wheaton Community Night at College of DuPage
November 3, 2009
Qualitative Analysis—Key Actionable Items
Educational/ Training Opportunities
• Provide necessary skill sets that can be applied
immediately upon hire
• Move faster in providing training in nontraditional ways and times, e.g., Saturday and
Sunday format, online, etc.
• Continue promoting Business Solutions as
place municipalities can turn to for training
• Providing training for emergency management
and emergency preparedness
• Create innovative training in the areas of
green technology, forestry and recreation
management
Partnering Opportunities
• Partner with more hospitals for clinical
experiences, sending students to facilities who
have “centers of excellence” in certain areas—
as opposed to having most or all clinical done
in one place
• Partner with other local community colleges,
etc. to provide the didactic portion of the
nursing program to larger numbers of students
at one time, therefore, reducing the need
for didactic faculty and shifting them to the
clinical aspect of the program
• Make a more robust effort to place good
interns in the community in a variety
of disciplines
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•
•
•
Make it much easier for the public (particularly
small businesses) to find out about interns or to
post an internship position at the College
Get involved in the local organizations
(Chamber’s, etc.) within municipalities
Partner with Advocacy Center to help in the
next census count
Awareness/Marketing Opportunities
• Use current and former students as
ambassadors to promote the College to
prospective students and their parents. It is
important to “get inside” the heads of the
parents as well as the kids
• Begin mailings to local high school juniors
earlier as information from other colleges
arrives sooner than it does from COD
• Better target students by highlighting the
Honors program or other programs if the
student indicates areas of interest when they
take the ACT and/or PSAT tests
• Conduct job and partnership fair
• Better promotion of Athletic programs
• Provide and improve communications
(including web presence) and guidance to the
community on who to contact at the College
for help, resources, etc.
Glen Ellyn Community Night at College of DuPage
December 8, 2009
Qualitative Analysis—Key Actionable Items
Educational/ Training Opportunities
• Create mentoring opportunities and programs
focused on underrepresented students
• Offer more scholarships to underrepresented
students
• Make going to school at COD “cool”
• Partner with key community organizations
(e.g., Tellabs, Navistar, Lucent, etc.) to create
training and employment opportunities
• Continue to enhance high-tech and science
related courses
• Be more enticing to higher performing
student by offering more advanced general
education courses
STRATEGIC LONG RANGE PLAN 2014-20016
•
•
•
Evaluate adjuncts and provide them with
development opportunities on professional
responsibility and teaching standards
Have probationary period for faculty
Provide necessary skill sets that employers
want and be flexible and changing what is
offered when indicated by job market
Partnering Opportunities
• Open a satellite campus in the Glen Ellyn
downtown area
• Investigate leveraging economies of scale
between the College and Village (e.g.,
purchasing suppliers, etc.)
• Ensure coordination and possibly partnering
with Glen Ellyn police on emergency
preparedness
• Engage more with community activities and
utilize community leaders (e.g., lawyers,
architects, etc.) as faculty
• COD could help in recruiting larger (chain)
retailers to the area
• Sell COD related items, (e.g., plants from
horticulture, etc.) in the community at places
like Pennsylvania Place
• Consider partnering with K-12 school district
in piloting a cohort scholarship program
similar to Wisconsin’s People Program
Awareness/Marketing Opportunities
• Improve marketing efforts so that residents
know what the College has to offer to the
community and the quality of its faculty
• Work with high schools to better communicate
to students about what COD has to offer
• Partner with community leaders to promote
COD and its offerings
• Make course catalogue user friendly
• Continue to improve the “curb-appeal” of the
College
• For recruiting, use testimonials from students
who have achieved 4-year degrees from top
school, but started at COD
• Use innovating marketing methods when
visiting high schools—highlight social
activities, hands on learning, etc.
• Work with hospitals to highlight COD students
and their performance
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Naperville Community Night at College of DuPage
March 24, 2010
Qualitative Analysis—Key Actionable Items
Educational/ Training Opportunities
• Providing training for homeland security and
emergency management
• Provide people with the specialties that are in
high demand It is important that a graduate
have a niche, not just be a generalist
• Prepare students with both the technical skills
and the ability to communicate well
• Take ESL to the next step by addressing career
training with the students
Partnering Opportunities
• Partner with high school to increase
transferability of classes/credits or all clinical
done in one place
• Partner with Naperville for Clean Energy
+ Conservation on a sustainable energy
curriculum
• Continue and expand the duel credit and duel
enrollment model with high schools
• Partner with businesses to offer more
internships
• Build relationships with high schools around
athletics Partner with external organizations to
do more summer camps
• Partner with high schools around underrepresented groups
• Provide services to not-for-profits, e.g., video
conferencing
• Partner with community organizations around
specific needs
• Partner with Naperville around public safety—
police and fire
Awareness/Marketing Opportunities
• Focus more outreach and marketing to the
adult learner and veterans
• Need to make high school students more aware
of COD’s academic programs
• Have COD student ambassadors visit all high
schools to tell COD story
• Dispel the idea that COD is “ramshackle” by
engaging in high school productions, battle of
bands, etc.
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•
•
•
•
•
Have high school open house for juniors and
seniors during regular school day and provide
the transportation
Provide focused materials to point out cost
differentiation between COD and a 4-year school
Increase social networking, e.g., Facebook site
Do comprehensive career nights at high
schools to show what is available at COD
Need to create an “identity” for COD with the kids
Lisle Community Night at College of DuPage
November 23, 2010
Qualitative Analysis—Key Actionable Items
Educational/ Training Opportunities
• Continue offering and expanding Dual Credit
at high schools
• Lower class size requirements for GED classes
• Continue to have an ESL presence in the
community
• Make people aware of the exceptional library
resource that is available to the community
• Continue to develop experiential learning like
the new Homeland Security Education Center
and the Culinary Hospitality Center
•
•
•
•
•
Continue to connect with local Chambers in
the District
Conduct a family night or family weekend—
involve families
Market and invite community to sporting events
Invite Chambers to support events such as a
COD Homecoming
Develop a broader presence in the local high
schools
Partnering Opportunities
• Conduct monthly business roundtables with
business leaders and COD staff
• Conduct “community night” events for high
school counselors
• Help place students in local businesses for
internships and employment
• Go beyond clinical experiences with local
health organizations
Addison-Bensenville Community Night at
College of DuPage
November 11, 2011
Qualitative Analysis—Key Actionable Items
Educational/ Training Opportunities
• Summer enrichment programs at regional
centers
• More fire protection training in HEC
• More career re-training
• More counseling and advising to help direct
students
• Maintain and/or expand ESL training
• Recognition of how technology changes how
the younger generation approaches the world
• Do more to train people with disabilities
• Training for employment in public works jobs
• Recognize the need to focus on people who are
changing careers due to the economy
• Develop more cohort programs to bridge the
gap from community college to baccalaureate
and master’s programs
• Expanded nursing and physical therapy slots
• More online learning opportunities
Awareness/Marketing Opportunities
• Let people know that COD is not a
“secondary” school
• Use current and former students as
ambassadors to promote the College to
prospective students and their parents
• Use different COD attributes, e.g., the arts, to
draw people to COD
• Market the value proposition of attending
COD for the first two years
• Market COD’s fiscal responsibility
• Let people know that COD is a primary college
not a last resort
Partnering Opportunities
• Closer cooperation in joint credit courses,
especially remedial courses
• Articulation agreements with out-of-state
institutions
• More job placement assistance (do outreach to
the different industries)
• Help the ESL population enter the workforce
and make classes available to meet job
requirements
• Work with manufacturers for training their
employees
• Identify roadblocks to dual credit courses
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STRATEGIC LONG RANGE PLAN 2014-20016
•
•
•
•
Partner with Addison and Bensenville to hold
municipal meetings on campus
Partner with Chicago-based fine arts
establishments for current and future COD
students
COD actively participates on Bensenville
Chamber of Commerce
COD actively participates in the Addison InterGovernmental meetings
Awareness/Marketing Opportunities
• Promotional piece for COD that municipality
can advertise on their websites
• Emphasize affordability and opportunities for
adult learners
• More marketing and outreach to Bensenville
and other smaller villages that don’t have
regional centers
• Bring high school freshmen and sophomores to
campus in order to expose them to the different
programs before they select a 4-year college
• Give high school students hands-on
experiences in criminal justice, culinary,
nursing, etc.
• Dispel stigma of “community college” as
much as possible by collaborating more with
universities
• Create virtual tours for high school students
• Allow high school students to sit in on classes
• Reach out to affluent communities
Lombard-Villa Park Community Night at
College of DuPage
March 8, 2012
Qualitative Analysis—Key Actionable Items
Educational/ Training Opportunities
• Offer courses specifically for 40- to 50-year
olds who are looking for a second career
• Provide more programs for adults with disabilities
• Provide more special education offerings
• Expand education to help people start small
businesses
• Provide more options for older adults
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
•
•
Focus on young people earlier; help develop
interests in majors and careers
Offer a Parks and Recreation degree
Partnering Opportunities
• Spend time with local boards (education,
Village, non-profits) and analyze their needs
to see if COD has any opportunities
• Partner with restaurants in Lombard for
job training
• Enhance high school language offerings
• Provide housing for COD students
• Staff should volunteer more in the community
• Expand 3+1 agreements to out-of-state institutions
• Help high school students transition to college
more (align curriculum, particularly in math)
• Continue ESL offerings and expand dual
credit offerings
• Create an opportunity for high school students
to attend/audit summer classes at COD,
specifically ones that are relevant to their career
• Open a center in Villa park
• Have a volunteer service for students and staff
• Partner with YWCA to help women enter the
workforce
Awareness/Marketing Opportunities
• Provide greater awareness of services to the
community
• Promote area services more
• Ensure that faculty/speakers from COD have a
strong presence in high schools
• Offer more financial aid and scholarship
awareness sessions
• Have a greater presence in Lombard
• Have speakers come to service organizations
• Offer more events like Community Nights
to make people more aware of the College
in general
• Market to parents earlier so they are less stressed
out when the time comes to choose a college
• Promote the COD Speakers Bureau
• Provide links on COD’s home page with to
community-based organizations and vice versa
• Publicize and conduct more tours of the College
83
Downers Grove Community Night at College of
DuPage
December 5, 2012
Qualitative Analysis—Key Actionable Items
Educational/ Training Opportunities
• Work with local businesses to learn about their
training needs
• Develop hands-on courses
• Help with workforce development by
addressing local workforce needs
• Train businesses to be better prepared for
technology and staffing concerns
• Provide professional development opportunities
• Give students job-readiness and appropriate
workplace behavior training
• Offer more affordable CE courses for elderly
(per-referendum prices)
• More direct, face to face communication with
businesses on training needs
•
Partnering Opportunities
• Develop a community forum
• Engage students in grades 9-11 regarding
education and career options through
mentoring, after school programing, job
training activities and focus on jobs in demand
• Adjust dual credit courses to be more similar
to actual college experience rather than a class
in high school
• Rent out main campus and regional center
space for events
• Create a business coalition
• Partner with economic development corporations
• Provide businesses with access to skilled/trained
students nearing end of program or alums
• Help students with disabilities to find jobs
• Grow relationship with trade unions
• Hold events for hiring businesses
• Collaboration with businesses for recruitment
needs; have a point person for careers
•
Awareness/Marketing Opportunities
• Publicize that the College is a reason to move
to DuPage County
• Market the tremendous transformation from
earlier days and the affordability
84
•
•
•
•
•
•
•
•
•
•
•
•
•
Brand the College experience at COD to
change parent and student’s perceptions of a
community college
Reach out to elementary and middle school
age students
Reach out to adults seeking a degree or
additional education
Market the many services COD offers to the
local community
Promote the Speakers Bureau
Promote programs to high school
students, particularly honors students and
presidential scholars
Erase the stigma of a community college
being “less than”
Market the 3+1 and 2+2 programs
Advertise the Regional Centers
Educating parents of college-age students
about the variety of career possibilities
Targeted advertising to specific
industries/businesses
Provide literature to parents of high school
students like 4 year colleges (especially
gifted students)
Communicate staff training opportunities
Use existing students to broadcast the
College’s message
Brand the College as a whole to sell all aspects
of the institution
Aurora Community Night at College of DuPage
February 27, 2013
Qualitative Analysis—Key Actionable Items
Educational/ Training Opportunities
• Offer 3+1 and expanded courses at Regional
Centers, specifically Naperville
• Offer a college readiness courses with topics
such as student loans, choosing courses, etc.
• Offer daily living courses with topics such as
obtaining a driver’s license, voting registration,
accessing community services, etc.
• Offer more job-readiness skills, e.g.,
professionalism/soft skills, using technology
more effectively, etc.
• Create a scholarship for individuals
struggling with particular disadvantages, e.g.,
homelessness, criminal backgrounds, refugee
status, etc.
STRATEGIC LONG RANGE PLAN 2014-20016
Partnering Opportunities
• Expand relationships with: Aurora Regional
and Quad County American Chambers of
Commerce, people with disabilities, people in
career transition, ex-offenders, first generation
students and veterans
• Offer services to area non-profits, e.g.,
providing meeting space, identifying
volunteers, etc.
• Expand dual credit opportunities at local high
schools
• COD leaders should spend more time with city
officials to better understand Aurora initiatives
and needs
• Work to develop initiatives to better serve
and impact the African American and Latino
populations within Aurora
• Include Aurora in more initiatives focused on
student job opportunities, e.g., job fairs, etc.
• In addition to high school outreach, start
working with middle schools on college
readiness activities
Awareness/Marketing Opportunities
• Promote how education is funded, with
specific focus on how the community
subsidizes a student’s COD education
• Promote and continue the African American
and Latino Parent Summit
• Educate high school freshmen on the College’s
3+1, 2+2 and STEM opportunities
• Education high school freshmen on stackable
credentials and how COD fits
• Promote COD’s facilitates and peripheral
activities (the McAninch Arts Center, continuing
education, etc) to the residents of Aurora
• Promote how COD is nibble in meeting the
needs of the community
• More promotion of: Business Solutions,
Teacher prep 2+2 program, Pathways to
Engineering and internship programs
West Chicago-Winfield Community Night at
College of DuPage
December 4, 2013
Qualitative Analysis—Key Actionable Items
Educational/ Training Opportunities
• Expand the 3+1 programs
• Bring back the OT program
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
•
•
•
•
•
•
•
•
•
•
•
•
•
Provide education that will produce higher
skilled manufacturing employees for
leadership roles
Create drug awareness programs to address the
growing heroin problem
Provide programs to help students deal with stress
Provide more ESL and GED programs in the area
Offer programs on topics such as how to get a
job, communication skills, etc.
Provide workshop for parents who have never
attended college to help them prepare their
children for higher education
More computer courses taught in the area
Offer college class at area high schools
Provide more targeted education to
community residents
Provide more technical and vocational
education in the area
Host summer programs for disadvantaged youth
Develop a program to help communities
prepare for launching a referendum
Provide program that helps students
concerning career opportunities
Partnering Opportunities
• Partner with the community to bring career
fairs, etc., to area
• Develop an aviation program in partnership
with DuPage County Airport
• Partner with WC downtown area to help utilize
and showcase downtown buildings
• Provide school backpacks for kids who are less
fortunate
• Hold junior high school career fairs
• Offer credit courses that include internships
with local townships and municipalities
• Partner with first responders to provide more
training and in-service opportunities
• Engage local libraries in more community
activities
• Wok together with communities to identify
economic opportunities
• Partner with local businesses to create more
internships and opportunities for students
• Partner with financial institutions to raise
financial awareness
• Partner with communities to create volunteer
opportunities for students within the community
85
Awareness/Marketing Opportunities
• Create smart app so students can seek and
share info
• Run special promotions for students, e.g.,
theater/concert ticket giveaways
• Use social media to promote the College
• Lower “fear factor” of going to college by
getting more pre-college students on campus
• Design a program to introduce middle school
students to college
• Provide more information on financial
assistance
• Harness the power of people who love COD to
help spread the word (Costco model)
• Leverage the high school’s communication
routes to get more information to parents of
high school freshmen and sophomores
• Publicize the COD speaker’s bureau
• Highlight the benefits of an associate degree
and certificates
• Get COD video (shown at Community Night)
to more people and produce one in Spanish
• Make the web site easier to navigate
• Seek out and market special programs to low
achieves
• Provide community awareness for COD
Autismerica, a social organization for
individuals with special needs such as autism
Lyons Township Community Night
May 21, 2014
Qualitative Analysis—Key Actionable Items
Educational/Training Opportunities
• Offer courses at different times, such as more
night classes in manufacturing
• Offer exploratory courses in new careers.
• Create a presence in Lyons Township to offer
adult education courses that are stimulating
and close to home
• Offer ESL and GED classes in Lyons
Township
• Offer classes in water management
and treatment, soil management, waste
management and alternative energy
• Offer training in communication and marketing
using social media to grow business
• Offer continuing education and advanced
training for local library staff
86
Partnering Opportunities
• Hold more Community Nights
• Partner with K-12 to align curriculum from
kindergarten through college
• Partner in the LaGrange West End Arts
Festival
• Have culinary students shadow chefs in the
LaGrange restaurant district
• Build partnerships with the local theater groups
(e.g., Theater of Western Springs)
• Host an evening of three one-act performances
at the Belushi Performance Hall
• Provide internships at local libraries for
students in COD’s Library Technology
program
• Provide opportunities for students from
different disciplines to volunteer at local
libraries
• Help prepare children for the future so they
will not be living in poverty
• Utilize COD Cares volunteer at the local
library to scan old photograph.
Awareness/Marketing Opportunities
• Educate parents and students concerning
alternative career paths (e.g., two-year versus
four-year degree opportunities)
• Promote the 3+1 programs, especially to
current high school students
• Market field studies/experiential learning
opportunities to township residents, including
positing them on the library calendar
• Add library Board of Trustees to College
distribution lists
STRATEGIC LONG RANGE PLAN 2014-20016
APPENDIX D
2012 ILLINOIS PERFORMANCE
EXCELLENCE
(ILPEX) FEEDBACK
OCTOBER 2012
by Planning and Institutional Effectiveness
2012 ILLINOIS PERFORMANCE
EXCELLENCE (ILPEX) FEEDBACK
EXECUTIVE SUMMARY
Most Significant Strengths (Categories 1-6)
The College of DuPage appointed a new President
in 2009. Since that time, all key work systems and
key work processes have been re-designed in the
organization. This re-design has led to substantial
change throughout the organization over the past
four years. The key steps in the re-design process
were: 1. Hire the absolute best leader in that
respective work system; 2. In combination with
leadership experience and expertise, research best
practice on a national level; 3. Review current
results, input from stakeholders (through various
listening mechanisms) and current practices; 4. Redesign work processes and set measurable targets
for monitoring performance; 5. Partner with other
work systems to determine alignment and support;
and 6. Get approval from senior management
team before implementation. This re-design in key
work systems has jump-started COD in its journey
for performance excellence. As a result of step
number 1 in the re-design, the organization has
implemented many systematic approaches in the
area of leadership.
Sustainability at COD comes from the use of a
comprehensive strategic planning cycle. COD is
just completing the first three-year planning cycle
and will be implementing a new cycle in a few
months. The strategic plan calls for annual plans
in each area and at each level of the organization.
In addition to the required plans, the system of
communication and approval of plans allows
for vertical alignment within departments and
horizontal alignment across departments. The
approach for required annual plans has also started
to focus the entire organization on results.
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
One of COD’s five core competencies is called
“Place,” which is defined as “modern, state
of the art facilities and equipment.” Facilities
improvement has been an integral part of the
strategic planning cycle. COD has received
substantial financial support from the community
and will have built new facilities or renovated
all current facilities within a five-year period.
This large scale facility project was integrated
very closely with the annual planning cycle and
was done to directly support COD educational
programs and services.
Two examples of innovations that came from
systematic planning are the state-of-the-art
homeland security educational programs and
facility, which was recently used as a back-up
facility for the NATO event in Chicago and the
3+1 partnerships with four-year colleges and
universities. These 3+1 programs are a unique and
innovative approach that allows COD students to
gain a four-year degree from a university at less
than half the cost, while allowing the students to
take all classes on the COD campus.
Most Significant Opportunities for
Improvement (Categories 1-6)
There is a key misalignment in the performance
review process and the data used to manage and
improve the organization. COD’s mission is to be
a “center of excellence” but measures of central
tendency (means/medians) are used to compare
its performance to like organizations. Failure
to define excellence as greater than average or
median performance may cause COD to fail to
recognize when improvements are needed, thereby
potentially causing a loss of competitive ground
over time, undermining the ability to achieve the
mission.
As a result of the relatively new journey for
continuous improvement, COD is early to midcycle on implementing redesigns that were a result
of fact-based evaluations. For the changes that
have been implemented, it is too early to determine
whether or not the changes will lead to sustained
improved results.
87
Although COD is transforming its culture to
one of management by fact, the opportunity for
improvement comes in the area of ease and access
to needed data and information, as was consistently
heard from senior leadership and the workforce.
Another opportunity for improvement comes in the
area knowledge management. With such a focus
on strong leadership at the top and the explosion
of new key work systems and processes, the lack
of a systematic approach to managing organization
knowledge may threaten the sustainability of the
organization. Since strong leadership at the top
is such a priority for COD, a more systematic
approach to succession planning for management
and leadership is a key business factor.
COD lacks measurable strategic objectives and
related goals. Without measurable goals, it may
not be able to determine when plans are off course
or failing to achieve the desired objectives.
Most Significant Strengths and Opportunities
for Improvement (Category 7- Results)
Nearly all expected results are reported.
Financial results indicate the highest number
of beneficial trends, which is important to note
considering the current financial situation facing
community colleges today.
Although COD is beginning to see a few
positive trends in key work process results and
financial results, overall it is not seeing desired
improvements in most of the result areas.
Adverse or flat trends are evident for most results
reported.
Poor performance levels and comparisons are
reported for most results areas.
SPECIFIC CATEGORY
STRENGTHS AND
OPPORTUNITIES FOR
IMPROVEMENTS
CATEGORY 1—LEADERSHIP
STRENGTHS
1.1a(1) The College of DuPage (COD) reviews
the mission, vision and values of the organization
in step two of the Strategic Planning Process.
The Strategic Long Range Planning Advisory
Committee reviews data gathered from students,
the workforce and other stakeholders to determine
if changes to the mission, vision and values are
appropriate.
Recommended modifications are presented to
the President and Senior Management Team
for evaluation. The recommendations are then
presented to the Board of Trustees by the President
and publicly posted for 30 days to enable internal
and external questions, comments and input.
The final recommendations are reviewed and if
acceptable, adopted by the Board of Trustees.
1.1a(2) COD’s senior leaders demonstrate their
commitment to and promote an organizational
environment for legal and ethical behavior in
a variety of ways including participating in the
development and review of the organizations
Ethics Policy, setting ethics expectations
during the New Employee Orientation and
requiring transparency in all external contractual
relationships.
1.1a(3) COD’s senior leaders create a sustainable
organization through several organizational
activities including the development of
departmental plans aligned with the Strategic
Long Range Plan, annual reviews of the SLRP and
associated annual plans. They have also adopted
the Academic Quality Improvement Program
(AQIP) as a means for creating and maintaining
a sustainable organization through accreditation,
process improvement and performance excellence.
1.1.b(1) COD’s senior leaders communicate
key decisions with the workforce using multiple
88
STRATEGIC LONG RANGE PLAN 2014-20016
approaches including biannual convocations,
college forums, departmental and one-on-one
meetings. In addition, the Shared Governance
System, which was a result of a fact-based
evaluation and improvement, is applied to ensure
that the appropriate people with the necessary skill
sets and knowledge are engaged on issues requiring
feedback and rationale related to committee
recommendations or decisions. This system has
also been improved by streamlining the structure of
the team.
1.1b(2) COD’s senior leaders create a focus on
action to accomplish objectives, identify needed
actions, improve performance and attain its
vision through the development and alignment
of departmental annual action plans with the
Strategic Long Range Plan, periodic review and
update of annual plans and biannual review of
the Annual Performance Scorecard.
1.2a(1) The Board of Trustees holds the Senior
Management Team accountable through a variety
of systems, including President’s’ Annual Review,
appointment/reappointment determination,
transparent budget process, annual independent
third party audits, fiscal plan requirements, website
availability of all policies, meetings and planning
outcomes documents, ICCB regulation compliance
and the Academic Advisory Council. Based on
an evaluation of the financial and facility work
system, key work processes were redesigned to
improve financial controls. In addition, many
improvements to the Board of Trustees operations
have been implemented.
1.2b(1) COD anticipates and addresses public
concerns with current and future education
programs, services and operations through its
community and stakeholder listening processes,
including Community Nights, community surveys
to gather feedback and advisory committee
meetings.
1.2b(2) COD applies a set of Employee and
Student Ethics Policies including, EEO/AA,
HIPAA, Confidential Reporting of Wrongdoing,
Student Rights and Responsibilities and Student
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Conduct and Discipline. These practices are
deployed and managed in a variety of ways,
including the Student Handbook and Course
Catalog, ethical handling of public funds,
intercultural competence and the use of
technology. The organization adopted an Ethics
Ordinance to respond to intentional breaches
through investigations from Affirmative Action
Officers, Employment ADA Coordinators and
Ethics Officers and the imposition of significant
penalties. These practices are monitored through
standards/risk management, conflict of interest
statements, prevention and reporting, and
copyright compliance. Key measurements applied
to monitoring include reports to ethics officer,
statistics from the anonymous hotline, and number
of investigations held.
1.2c(1) The applicant addresses societal wellbeing and considers environmental impact through
several mechanisms, including stakeholder and
community listening posts to gather input to the
Strategic Planning Process, energy conservation,
paperless office and recycling programs, support
of the local PACE bus service to minimize driving,
offering free education classes and building
LEED certified structures and implementation of
an Energy Master Plan to address environment
stewardship and energy efficiency.
1.2c(2) COD identifies its key communities
as the sixteen municipalities that exist within
COD’s District 502. The applicant supports
its communities through various listening
posts, such as Community Nights and Student
Parent Information Nights (SPIN). The Senior
Management Team actively participates in a
variety of community organizations including local
Chambers of Commerce, County governmental
agencies addressing economic development
and groups promoting diversity and student
achievement such as NAACP’s ACTSO.
OPPORTUNITIES FOR
IMPROVEMENTS
1.1a(3) Although senior leaders are encouraged to
identify successors for key positions, there is no
defined, repeatable process to develop succession
plans. Identifying strong senior leaders has
89
been identified as a key part of their approach to
creating a successful sustainable organization, so
without a systematic approach to develop future
leaders and succession planning, the organization
may lack the “People” (a core competency) needed
to continue making refinements to work systems
and driving changes to support sustainability in the
long term.
1.1.b(1) COD does not have a systematic process
in place for senior leaders to take an active role
in reward and recognition to encourage high
performance. Without direct involvement of
senior leaders, the methods used for reward
and recognition may not directly influence
high performance, which may threaten the core
competency of “People.”
1.1a(3) While COD uses data and action plans
to improve performance, senior leaders and
others use results compared to means or medians
to determine how “good” that performance is.
This is a key misalignment with their mission to
be a center of excellence. Failure to define for
themselves and compare their performance to
that which is deemed “excellent” may cause the
organization to miss significant opportunities for
improvement and thereby weaken sustainability.
1.1 While COD has conducted fact-based
evaluations and implemented improvements in
some key approaches such as communication and
sustainability, the improvements have not been
the result of any innovation. This may impede the
organization’s efforts to accomplish breakthrough
improvement in results, services or processes.
1.2 COD does not conduct fact-based evaluation
and improvement of the approaches related to
legal and ethical behavior, societal well-being and
supporting key communities.
Failure to evaluate existing approaches may result
in negative impacts on the applicant’s capacity to
be the low-cost leader in providing high quality
academic programs and events resulting in the
applicant being ineffective in meeting the needs of
the community, maintaining a positive community
90
image and sustaining its competitive advantage.
1.2a(2) Although COD evaluates its Senior
Leadership based on the completion of annual plans,
the organization does not have a systematic approach
to leadership improvement. Failure to apply a
systematic process to leadership development
and improvement may result in a breakdown in
the organization’s ability to leverage its Strategic
Societal Advantages of Increased Partnership and
a Positive Community Image through a lack of
ability to ensure the highest quality performance at
appropriate compensation levels and the continuing
development of existing personnel.
1.2c(2) While COD uses a variety of methods
to support its key communities, it does not
consistently deploy these methodologies to all
key communities. Failure to establish systematic,
well deployed processes to establish areas for
organizational involvement in those communities
may negatively affect the organization’s ability
to consistently meet the needs of the community,
create a positive community image and maintain
its competitive advantage.
CATEGORY 2—STRATEGIC
PLANNING
STRENGTHS
2a(1) COD begins its Strategic Planning Process
in November and deploys the approved plan in
July of the following year. The Strategic Long
Range Plan (SLRP) is a three year plan supported
by annual action plans. Support for the plan comes
from the Board of Trustees (BOT), the President,
Senior Management Team, Shared Governance
Council, Strategic Long Range Plan Advisory
Committee (SLRPAC) and the managers/directors.
The process is an eight phase process, involving
interaction between numerous key stakeholder
groups including representations from the
business communities, government, tax payers
and students. The development and review of the
organization’s philosophy, mission, vision and core
competencies, strategic advantages/ challenges
are the responsibility of the Strategic Long Range
Planning Advisory Committee (SLRPAC).
This committee, which is comprised of various
individuals from across the organization, completes
a SWOT analysis in the annual review of the core
STRATEGIC LONG RANGE PLAN 2014-20016
competencies and strategic advantages/challenges.
During this analysis, the organization uses a
variety of internal assessments (the Fact Book)
as well as external influences (E-Scan) to identify
potential blind spots.
The process to prioritize the strategic advantages/
challenges during the SWOT analysis has been
revised to improve this review. Changes have
also been made to the E-Scan process. These
changes will make the E-Scan easier to use and
include the expertise of Subject Matter Experts.
The systematic approach to setting planning
time horizons for the Strategic Long Range Plan
considers three year goals for the long range
goals with longer (five year) plans such as for the
Financial Plan woven into the three year horizon.
The plan has been reviewed and revised to
accommodate shorter time horizons to adjust for
rapid change. Annual action plans are built based
on the long term goals and deployed through the
organization on a top down process through the
Senior Management Team to all managers/directors/
departments. The strategic planning process has
been evaluated with planned changes going to be
implemented in the next planning cycle.
2.1a(2) COD collects and analyzes data through
several mechanisms including internal surveys, a
Fact Book to determine the internal environment,
environmental scan (E-Scan), community,
stakeholder, partner inputs as well as research
based scientific surveys to determine key
emerging trends. Data collected to support the
plan are obtained through the completion of the
annual action plans. The ability to execute the
plan is evidenced by progress as reported on the
Stop Light and Annual Plan reports. The Senior
Management Team members are held accountable
as the primary persons responsible for specific
strategic tasks. These assignments are outlined
in the Accountability Matrix. This accountability
includes the successful deployment, completion
and review of priorities.
2.1b(2) COD aligns its strategic themes, tasks
and annual goals/strategies to address the
strategic challenges, leverage strategic advantages
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
and core competencies. Information from the
strategy forums, E-Scans and surveys are used
to drive innovation and determine the need for
future competencies. COD uses input from all
stakeholders (including students, tax payers,
regional employers) in strategy development to
balance the needs of all students and stakeholders
and uses a strong financial plan to balance
requirements to ensure it has the ability to adapt to
sudden shifts in market conditions.
2.2a(1) All senior leaders are responsible for
developing an annual plan, which includes
objectives, activities and in a few cases measurable
goals/targets, for their department that aligns
with the three-year strategy themes. The Strategic
Long Range Plan and the Annual Plan information
are posted on the employee portal to help
understanding of and successful completion of the
plans. Key changes being implemented include
the development of new 3+1 programs, increasing
enrollment, piloting free courses for GED
graduates, alignment of curriculums with local
high schools and the creation of a new Veteran’s
Service Center.
2.2.a(2) All Senior Management Team members
work with directors, managers, Deans and
Associate Deans (as appropriate) to develop
an annual plan with objectives and actions that
align to the overall department plans. This allows
deployment all the way to the division and
department level.
2.2a(3) The organization develops a five-year
financial plan that is reviewed on an annual basis.
Annual budgets are developed to identify revenue
stream and expenses for focusing on the priorities
and attaining the action plans. Financial viability
is enhanced through strict controls on appropriated
amounts and flexibility to redirect amounts to
priority areas.
2.2a(4) The Human Resource department helps
division and department managers evaluate and/
or design workforce capacity and capability
for needs addressed through action plans. The
evaluation process includes budget review, action
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plan priorities, current resource utilization, work
re-design and training needs.
2.2a(5) Key performance measures include student
retention/success, recruitment, student experience,
workforce, cost and finance. Scorecards are used
to monitor progress towards goals. Biannually
organizational performance on the Annual Plan
Scorecard is reviewed and adjustments are made as
necessary. Annually the BOT reviews the Annual
Outcome Report and uses the annual results to
evaluate the President.
2.2a(6) Based on quarterly stoplight reviews and
other listening mechanisms, annual plans and
priorities can be added, modified or eliminated
throughout the year. One example of a rapid
execution of a plan was the adjustment of the
facility improvement plan to include the Homeland
Security Training Institute that came from a
program advisory group.
2.2b COD has key performance measures of
student, operational, financial and human resources
performance. They benchmark student and school
performance against past progress and other
required reporting for community colleges. Longterm projections of performance include long-term
enrollment for traditional students and five year
financial projections.
OPPORTUNITIES FOR
IMPROVEMENTS
2.1a(1) COD has conducted a fact-based
evaluation of the strategic planning process but
has not implemented improvements to the strategic
planning process. Nor have they conducted a
fact-based evaluation and improvement to ensure
the strategic themes address strategic challenges
and leverage advantages. Without evaluating and
improving these key approaches, the organization
may be sure it is effectively and efficiently using
resources to address those most important factors
influencing organizational outcomes.
2.1a(2) COD does not have a systematic approach
for determining projection of future performance
and the projections of its competitors’ or
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comparable organizations’ future performance.
Failure to set projected performance against
competitors could threaten the ability to achieve
the Mission to be a center of excellence or reach
the Vision, which is to be the primary district
residents choose for high quality education.
2.1b(1) While COD has defined three-year
strategic themes, six of the seven strategic
themes do not include the most important
measurable goals/targets for these strategic themes
(objectives). Examples include develop and sustain
a workforce committed to COD’s mission, and
strengthen community partnerships. Three-year
goals and tasks have been identified, but 22 of
the 31 three-year tasks do not include measurable
targets, and examples include enhance awareness
and promote diversity. Without The College
of DuPage measurable goals/targets to drive
improvement efforts, shorter term goals and plans
may not drive focused improvements designed to
maintain or improve its competitive position.
2.2a(1) COD does not have a systematic process to
evaluate and improve the action plan development
process. Without a process to evaluate the methods
used to develop and deploy annual plans, COD
may be less effective and/or efficient and may miss
opportunities to better align the organization for
future goal attainment.
2.2a(5) While COD has identified 49 of the one
year action plan goals, 37 of the 49 goals do
not have performance measures or indicators of
successful completion. Without clearly articulated
measures or indicators, it may be difficult to align
performance measures for annual plans at all levels
to drive the desired organizational performance.
2.2b(2) COD does not project future performance
relative to key competitors or comparable
organizations. Without projecting performance
against competitive or comparable organizations,
COD’s strategic considerations may be narrow
in scope or miss potential challenges and/or
opportunities for high performance/innovation
and may fall behind others in the industry thereby
undermining the mission of excellence and vision
to be the provider of choice.
STRATEGIC LONG RANGE PLAN 2014-20016
CATEGORY 3—CUSTOMER
FOCUS
STRENGTHS
3a(1) COD uses a variety of listening mechanisms
for student and stakeholders, including Students:
Course evaluations, Focus groups, presidential
meetings with student leadership council, Pizza
with the Pres. meetings, inclusion on the SLRPAC,
SGC and the BOT, and through the monitoring
and disseminating of information by Marketing
and Communications via all social media forums
including Facebook, Twitter, LinkedIn, You Tube,
Flickr and Google+. Community events, career
expos and local chamber of commerce meetings
introduce dialogue with adult students populations
by providing interaction with the business sector;
Community/Community Leaders and Taxpayers:
BOT Meetings, Community Nights, SLRP Scientific
Survey and SLRP Focus Groups; Regional
Employers: Advisory board meetings and
Chamber of Commerce meetings. There has been
one review of the community survey.
3.1a(2) The Office of Research and Analytics
conducts the Graduate Follow-Up Survey (GFU)
with all graduates in occupational degree or
certificate programs within one year of graduation
to gather employment trends and gather feedback
on how well the programs prepare the student
for life after graduation. The organization listens
to potential students by hosting Student Parent
Information Nights, Large Scale Campus Visit Days,
Scholarship Receptions and Sampler Days that
provide an opportunity to obtain feedback directly
from these groups regarding the types of educational
programs and services the applicant offers. Through
identifying these needs, the organization added 30
new educational programs in 2011.
3.1b(1 and 3) COD uses two primary methods to
determine student satisfaction and engagement
including the Community College Survey of
Student Engagement and the Noel-Levitz Student
Satisfaction Inventory that are administered on a
three-year staggered cycle. Both surveys provide
comparative information and are used as a proxy
for competitors. In addition, the organization data
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
mines course evaluation information through the
Office of Academic Affairs to identify drop-off,
absenteeism rate, student conflict and complaint
data in order to plan for and develop programs and
services to improve student outcomes.
3.1b(2) The organization uses the Noel-Levitz
Survey to collect data relative to competitors/
comparable organizations in the Midwest peer
group. COD also uses competitor data from the
National Community College Benchmarking
Project (NCCBP) to ascertain benchmark
information from similar institutions.
3.2a(1) As part of the SPP, an environmental
scan and analysis of emerging workforce trends
is completed. This, along with information
from collaboration with regional workforce
development/economic groups and educational
partners, helps the organization identify the needs
of stakeholder groups and programs on which to
focus and develop. Employer advisory group data
are used that focus on adults who work in district
but live elsewhere. COD systematically develops
relationships with area high schools by hosting
large campus visit days, administrative staff focus
groups and SPIN to gather information regarding
current and future student needs. It has partnered
with five different competitor four-year colleges
to identify and offer specific programs as 3+ 1,
an initiative that allows the student to achieve as
many of the credits at this college and then move
to the four year college and achieve the final
degree from the four year school. This approach
is innovative at the community college level. This
reduces the cost of obtaining the degree and allows
a partnership with a competitor.
3.2a(2) COD uses a variety of approaches to
seek information and communicate with students
and stakeholders. These approaches include
email, newsletters, President’s messages, the use
of an internal website, Blackboard, myAccess,
campus panel displays, mailings, inquiry cards,
information flyers and brochures, impact, the Fact
Book, Program Informational Nights, Student/
Parent Information Nights (SPIN), financial aid
and counseling. In 2011, based on feedback from
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the students and stakeholders, the organization
improved the organization’s website, which is
considered the primary method of communication.
COD provides a variety of support mechanisms for
students and stakeholders including advising and
counseling, registration, IT support, an academic
support center, financial aid, testing, student life,
office of access and accommodation and career
services. The organization uses feedback from
formal student surveys and student comments to
make work process improvements. Based upon
voice of the student data and analysis of work
process data, the ReSET Team was developed.
Improvements to student support mechanisms
have been developed and implemented.
3.2a(4) COD uses the environmental scan and
information from students, stakeholders and
markets to improve marketing opportunities.
It also uses data reviews at the department and
division level along with student and stakeholder
surveys, focus groups and outreach, Presidential
Commissions and committees to build a more
student and stakeholder focused culture. The
organization uses information from all these
gathering techniques in combination with analyzing
program and service usage data and the Academic
Program Review Process to meet requirements.
3.2b(1) COD works to acquire new students,
increase market share and retain current students
through Enrollment Management and the
Marketing Department. Additional programs to
address market segments include the development
of a Latino Center, Veterans Lounge and the Adult
Fast Track Program. The result of a QIP, the ReSet
team is the creation of the ESEIP which focuses
on recruitment and retention of current students. It
also focuses on improving the customer experience
for first-time, full-time students. Another program
implemented in 2012 is the Retention Alert
System that identifies academically at risk students
and directs interventions to assist the student.
To enhance the engagement of the students and
stakeholders, the organization provides a variety
of programs and activities. Examples of programs
are Student Orientation and First Year Experience,
Living Leadership, over 60 clubs and associations,
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Student Leadership Council, men’s and women’s
sports teams, student newspaper and magazine and
performing arts.
3.2b(2) COD receives complaints at multiple
locations in the organization including Student
Affairs, Risk Management, Academic Affairs,
Office of the President and from regional sites.
The President sends complaints to specific
areas of responsibility for timely response and
resolution. A “Service Issues Complaint” form or
a “Supervisory Incident Report” is used in some
areas and at regional locations. First line staff
members are asked to resolve the problem in a
timely manner, personally resolve or handoff to
the responsible department and report back to the
complainant if able.
OPPORTUNITIES FOR
IMPROVEMENTS
3.1a(1) COD does not have in place an approach
to systematically evaluate and improve key
listening methods for former and current students
or stakeholders. Additionally, the applicant does
not employ a systematic method to evaluate and
improve its process for gathering student satisfaction
information. Without evaluating and improving the
listening methods the organization may become
stale in a changing environment and opportunities
to meet and exceed student needs may threaten the
organization’s competitive position.
3.1b(1) COD has a gap in deployment/lack of a
systematic approach for obtaining satisfaction
and dissatisfaction data from all stakeholder
groups, such as the community and employers.
The organization executed a community survey,
however those surveyed were not representative of
all key community stakeholder groups identified as
important to them. Furthermore, the organization
does not determine satisfaction, dissatisfaction
and engagement data for different student market
segments such as Traditional, Online, Hybrid
Independent Learning or Adult Fast Track. In
addition, the student surveys are administered
every three years and for students who only spend
two years at COD, the organization misses entire
populations of students’ satisfaction. Without
STRATEGIC LONG RANGE PLAN 2014-20016
systematically listening to all stakeholder groups
and student market segments, the organization
may have difficulty sustaining its operations.
Successfully sustaining an organization requires
continuous improvement and innovation in a
competitive market.
3.2a(1) While COD has evaluated approaches,
improvements have not yet been implemented to
the approaches for determining and improving
stakeholder engagement, programs and services,
serving their needs, or building relationships for
all stakeholders. Implementing such improvements
may allow the organization to keep methodologies
current and support the organization in meeting
future requirements of employers, taxpayers and
the market.
3.2b(1) COD has a gap in its approach to
developing relationships with students outside
the traditional, first-time, full-time student and
continuing education credit students working on
two year degrees. This constitutes 50 percent of the
student population and is identified as a customer
important to the organization. Without consistently
developing and building relationships with all
student groups, COD could lose students and this
may threaten the strategy to grow enrollment,
which is critical to long term sustainability.
3.2b(2) COD does not have a systematic, fully
deployed complaint management process that
enables effective resolution of student and
stakeholder complaints across all areas of the
organization. Without this process in place, COD
may not be able to make necessary changes to
services and processes that meet or exceed student
and stakeholder expectations. Lack of a process
may also affect the confidence level that student and
stakeholders have in the organization’s ability to
provide excellent service levels on an ongoing basis.
CATEGORY 4—MEASUREMENT,
ANALYSIS, AND KNOWLEDGE
MANAGEMENT
STRENGTHS
4.1a(1) COD has selected six key areas of focus
established by the President and SMT, which
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
allows performance to be compared to others in
the following areas: student retention/success,
recruitment, student experience, work force, cost
and finance. Measures are selected that represent key
work processes, align with the strategic direction of
the organization and are reviewed and monitored
through the annual planning process. Annual plans
are reviewed quarterly for progress made toward
goals. The applicant has multiple mechanisms
for accessing operational data for performance
and operational measures including reports from
Datatel Colleague using SAP Business Objects Web
Intelligence, Crystal Reports, Accutrack, FootPrint
and various other systems used to track and manage
processes within departments.
4.1a(2) COD has a systematic approach for how
key comparative data and information are selected
to support strategic decision making. COD
selects evidence-based data from authoritative
sources (Community College Survey of Student
Engagement, external audits and bond ratings,
Illinois Community College Board, Integrated
Postsecondary Education Data System, National
Community College Benchmarking Project, NoelLevitz Student Survey and the Personal Assessment
of the College Environment) and seeks availability
of best-practice and/or benchmark data from
organizations that are comparative to the applicant
in size and academic offerings.
4.1a(3) There is the beginning of a process to
ensure the effective use of voice-of-the-customer
data. Survey results are compiled by the Office
of Research and Analytics, with reports provided
directly to parties through the Employee Portal,
made available to the BOT and are incorporated
into the SPP.
4.1b A variety of ad-hoc performance analyses
and reviews are conducted including a review of
performance measures from every six months to a
few years. Organizational performance is reviewed
on an annual basis as part of the strategic planning
cycle which includes organizational measures on
the strategic action plans. At an operational level,
there are some measures which are continually
monitored and action taken if adverse results are
noted. For some measures the Office of Research
and Analytics compiles data and provides the
summary to the appropriate department. The SMT
analyzes the results of the annual plans quarterly to
determine if progress has been made relative to the
strategic plan.
4.1c(1) COD uses the findings from the Academic
Program Review and the Center of Excellence
(COE) to showcase programs as best practices.
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The COE recognition takes many measures of
performance into consideration.
4.2a(1) COD utilizes a host of technology systems
such as Datatel Colleague, Accutrack, Amplifund,
Blackboard Learn and Business Objects, among
others, to manage institutional data. Data accuracy
is the responsibility of the department who is
responsible for the management of process.
Many of the data management systems use data
checks and edits to ensure the accuracy of data
upon entry. Further, the departments actively
edit and correct data to ensure accuracy. Data
timeliness is addressed through the use of portals
which allow for timely access to internal data
systems for employees and students. Security
and confidentiality are managed in accordance
with the laws that govern their data types at
the highest level of security. Active directory
is used for identity management and allows for
employees and students to have one sign-on for
multiple systems. IT monitors changes in the laws
to stay current and in compliance and undergoes
an annual external data security audit to make
improvements. Employees, consultants and
vendors that are granted access to data are made
aware of their responsibilities to adhere to data
security laws.
4.2a(2) Various methods are used to make
information available to the workforce and
students: (a) all registered students acquire a
Microsoft live@edu email account accessed
through Microsoft Outlook or the internet; (b)
all employees have access to email and shared
network drives residing on internal servers;
(c) Rave Alerts notifications are utilized for
emergency notification, which broadcasts through
email, SMS, voice, RSS and social networks;
and (d) operation of a public radio station and
a TV station throughout the county area. The
organization makes data available to decision
makers through the Office of Research and
Analytics, Crystal Reports and Business Object
Web Intelligence queries.
4.2b(1) A Technology Replacement plan is used
to ensure computing hardware is reliable and up
to date. Computers are replaced on a four year
schedule tiered by how the computer is used
so that all computers are replaced in the four
year time period. Servers, storage and network
components are evaluated individually to ensure
reliability. Software security is maintained through
the use of Patch Management to ensure software
96
is up to date and to distribute anti-virus, malware
and spyware software. An IT strategic plan is
developed, reviewed and updated annually to keep
approaches to hardware and software current with
technology needs and trends.
4.2b(2) The Information Technology Department
uses various approaches to ensure the continued
availability of hardware and software systems
including uninterruptible power supply (UPS) and
building generators, internet connections through
two ISPs, Patch Management to ensure software
updates on desktops and servers, campus-wide
distribution of anti-virus, malware and spyware
software; (e) daily offsite backups, firewall with
Intrusion Prevention System and External Storage
Area Network (SAN) running parallel servers.
4.2b(1) COD has a systematic process to ensure
software is reliable and user-friendly. It employs
project management methodologies to partner and
work with internal stakeholders to ensure software
systems are user-friendly and meet requirements.
OPPORTUNITIES FOR
IMPROVEMENTS
4.1a(1) COD does not have in place a systematic
evaluation method of the performance measurement
system. Without the continual evaluation and
improvement of the measurement system the
applicant may not be able to adequately respond to
and analyze the “right” data. Further, not reviewing
systems may lead to the review and analysis of
incomplete data leading to incorrect conclusions.
4.1a(2) While the organization has identified
criteria for choosing comparative data and
comparative data are used, this is most often done
by comparing COD’s performance to measures
of central tendency (means/medians), which
is misaligned to the mission to be a center of
excellence and the vision to be the education
provider of choice. Failure to use comparisons
aligned to the mission and vision may cause
the organization to underperform and fail to
take action when needed, thereby undermining
organizational success and sustainability.
4.1b COD does not have a systematic approach
for conducting an analysis of all organizational
performance data. Without the systematic
evaluation of organizational performance results
the organization may miss crucial correlations
STRATEGIC LONG RANGE PLAN 2014-20016
between performance result measures and may
make decisions that could adversely impact a
seemingly unrelated measure. For example, a
decision made based primarily on financial results
may inadvertently impact the organization’s ability
to attain the strategic goals.
4.1a(3) While a review of voice-of-the student
and stakeholder data may spur the creation of a
team to address unfavorable results, this action
is reactionary. There is not a systematic process
to ensure the effective use of findings to identify
priorities for continuous improvement. Without
a process to ensure the effective use of these data
and the translation of the results into priorities for
performance improvement strategies, the applicant
may risk overlooking valuable input from students
and stakeholders.
4.2a(2) Although data are made available for some
division leaders, department managers, Deans
and Associate Deans through Business Objects
Web Intelligence, Crystal Reports and custom
reports from various applications, there is a gap
in deployment in what is available for decision
making and some access is limited, as reported by
all levels of members of the workforce , including
senior leaders. Without access to timely and
complete data for analysis to support decision
making, the organization may hinder its ability to
quickly and thoroughly analyze results which may
lead to break through improvements.
4.2a(3) COD does not have a systematic
well-deployed process used through all areas
of the organization to collect and manage
organizational knowledge. Knowledge that is
not collected, maintained and shared may be lost
to the institution and could undermine the core
competency related to “People.”
4.2a There is not the beginning of a systematic
or fact-based approach to evaluation and
improvement of basic approaches for ensuring the
quality and availability of needed data. Without
improving these systems the organization may not
be adjusting methods to ensure the quality of data
that are being used for decision making throughout
the organization.
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
CATEGORY 5—WORKFORCE
FOCUS
STRENGTHS
5.1a(1) Individual departments assess staffing
capacity during the annual action plan stage of the
strategic planning process based on current and
future enrollment trends, projections and targets.
The appropriate administrator reviews workforce
capability to determine the necessity of position(s).
Each division and department depending on
program, industry and regulatory requirements,
assesses skills and competencies of faculty and
staff. Job descriptions are created to support the
skills and competencies needed for each position as
well as the minimum and preferred requirements.
Each academic division monitors course enrollment
requirements every semester and the number
of faculty is adjusted accordingly to meet the
changing capacity requirements. Non-faculty
staffing occurs at the appropriate levels using a
complement of full- and part-time employees and is
assessed by department administrators.
5.1a(2) Recruiting begins with HR gathering
information regarding skills and requirements
for the position from the appropriate department
administrator, from which, a job description
and qualifications are created and the position
is posted. Internal staff is given preferential
consideration for all open and new positions,
particularly in the first week of posting. COD
has an overall goal to promote diversity for all
posted positions. Target advertising in minority job
websites and publications is utilized to achieve this
goal. To further ensure that search committees give
appropriate consideration to diversity candidates,
all members of the committees are required
to have completed formal diversity training.
Search committees for full-time employment
are established by the appropriate administrator
responsible for the department or area where
the hiring will occur. Search committees are
usually comprised of a diverse selection of
employees from both in and outside the hiring
department. The committee reviews each qualified
application and determines which candidates will
be recommended for an interview and ultimately
which candidates will be recommended to the
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hiring administrator. All applications are be
submitted through Novus HR. COD provides
salaries and benefits on the basis of overall
compensation philosophy, internal equity and
external competitiveness, within the parameters of
fiscal responsibility.
5.1a(3) COD is organized into divisions, subdivisions and departments. Divisions are led by
an academic Dean and subdivisions are led by
an Associate Dean. Organizational objectives
and strategies (action plans) are developed by
the administrators of the respective division or
department, i.e. Deans and Associate Deans,
in accordance with the mission, vision, values
and longer term goals of the institution. Work
is accomplished through collaboration at the
department or division level. Competencies are
identified and action plans accomplished by
allowing departments and divisions to do what
they do best. Administrators work with their
employees to align individual work with the action
plans. Service Excellence, a fairly new program,
is being implemented to give employees the
necessary tools to do their jobs and translate into
better service for students. Strategic challenges
such as workforce turnover, enrollment trends and
funding are identified and addressed by strategic
themes and action plans.
5.1a(4) COD uses the environmental scan, along
with the planning and reviews of performance
at the program and department level to address
changing capacity needs. In addition, the
organization uses its workforce development
approaches to prepare the workforce for changing
capability needs.
5.1b(1) COD uses several departments and
the approaches listed below to maintain a safe
and secure environment. These include the
Environmental Health and Safety Department
(EHSD) that monitors various safety measures
and conducts monthly training for each agency
under its direction, Sworn Police Department
that provides 24 hour police presence along
with maintaining close collaboration with local
law enforcement departments, disseminating
98
updates on campus safety, providing ongoing safety training, annual updates to the
Emergency Response Guide and Plans and Crisis
Communication Plan, an ADA Compliance
Manager that ensures compliance with all ADA
requirements, and the Emergency Response
Volunteer Program (ERVP), whose members are
trained to assist in the event of an emergency.
In addition, the organization uses closed circuit
cameras, emergency phones, locking systems, alert
systems and results from annual safety audits from
OSHA and the Claims Administrator to improve
safety and security.
5.1b(2) The workforce is supported through
the Board of Trustees Policy Manual which
contains a total of 90 Human Resource policies
segmented by General (44 policies) that support
all employees, Administrative (18 policies) that
support administrators and the Senior Management
Team, Full-Time Faculty (15 policies), Part-Time
Faculty (seven policies), Classified Staff (11
policies) and Other Employees (six policies). These
policies are aligned with the overall organizational
needs identified by senior management. COD also
supports its workforce through benefits including
health insurance programs, life insurance plans,
educational development programs, sick leave,
vacation, holiday, bereavement, wellness incentives
and intervention services through employee
assistance programs. Other services and benefits
include free parking in staff lots, discounted tuition
for employees and their dependents, discounts
at local vendors, free check cashing up to $50,
internal vendor discounts, facility usage and vehicle
usage for college related business.
5.2a(2) COD uses a variety of approaches to create
a culture of open communication. These include
divisional and department meetings, leadership
teams and councils, and President publications and
monthly representative meetings with different
workforce groups. The weekly President’s message
provides information on internal and external issues
that are important to staff and stakeholders. The
President hosts a monthly breakfast with members
of the full and part-time faculty and classified staff.
The representatives are able to bring questions
STRATEGIC LONG RANGE PLAN 2014-20016
and issues to the table. At the conclusion of
Administrator Development sessions, the President
provides updates on related topics and allots time
for discussion. The Shared Governance Council
(SGC) was chartered by the President in 2010 to
provide an additional forum for communication
and collaboration on important topics. The SPP and
the performance improvement processes are used
to drive high performance work.
5.2a(3) The performance management system is
implemented through the annual review process
and includes key criteria centered around high
level job classification and function and may
be enhanced with use of the Employee SelfEvaluation tool to provide their supervisor with:
• How actions or activities have demonstrated
the institution’s core values,
• Actions or accomplishments that demonstrate a
positive student/customer service focus,
• Most significant accomplishments,
• Job responsibility that requires improvement, and
• Obstacles or challenges that prevented the
employee from high performance.
5.2b(1) COD utilizes the Personal Assessment
of the College Environment, a nationally normed
survey, to assess workforce satisfaction. The
survey is administered every three years. The
survey is sent to all employees and allows for
the disaggregation of the workforce constituency
groups. The analysis of survey results are used
to make improvements to address adverse trends
or undesirable results. The survey administration
methodology has been evaluated through the
response rates and undergone a cycle of improvement.
Informal methods such as staff meetings, presidential
forums and department meetings are used to assess
satisfaction and engagement.
5.2c(1) A variety of learning and development
approaches are used to accomplish a variety
of factors matched to annual action plans for
workforce members and leaders. Organizational
objectives and strategies (action plans) are
developed by the administrators of the respective
division or department, i.e., Deans and Associate
Deans, in accordance with the mission, vision,
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
values and longer term goals of the institution.
Work is accomplished through collaboration at the
department or division level. Administrators work
with their employees to align individual work with
the action plans. Service Excellence, a fairly new
program, is being implemented to give employees
tools to do their jobs and translate into better
service for students. Strategic challenges such as
workforce turnover, enrollment trends and funding
are identified and addressed by strategic goals
and action plans. The organization complies with
state and local laws to ensure ethical standards
are maintained. A mechanism for confidential
reporting is provided via telephone and internet.
Individual departments or divisions tailor learning
and development programs to their specific needs
using a variety of techniques including seminars,
continuing education, webinars, in-service
presentations and brown bag lunches.
OPPORTUNITIES FOR
IMPROVEMENTS
5.1a(1) The organization does not have a
systematic method to evaluate its workforce
capability and capacity processes. Without
systematic evaluation and improvement, COD may
have difficulty maintaining its core competency of
“People” and this could negatively impact services
to students and stakeholders as well as compliance
with regulatory and other organizational needs.
5.1a(2) While the beginnings of a systematic
process exists including targeted advertising on
minority websites, COD does not have a defined,
repeatable approach and those ad hoc approaches
used are not fully deployed to ensure that the
methods to recruit, hire, place and retain new
members of the workforce represent the diverse
ideas and thinking of its student and stakeholder
community. Without a fully deployed process, the
applicant’s workforce may not reflect the diverse
needs of its stakeholders and community.
5.1a(4) COD does not have a systematic process
to proactively prepare the entire workforce
for changing capability and capacity needs.
Proactively addressing future capability and
capacity needs is important to prevent negative
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impacts to service excellence and to maintain the
core competency of “People.”
5.2a(1) While the organization administers the
PACE survey, there is not a systematic approach
to determine the key drivers for employee
engagement. Without determination of the key
factors that drive engagement specifically for the
employees of the organization, the organization
may not accomplish its mission to be a center
for excellence, maintain a rich talent pool of
faculty, staff and administrators, and overcome the
strategic challenges related to institutional climate
and shrinking public funding.
5.2a(3) Most employees are evaluated annually
however there are gaps in deployment for the
approaches to compensate and reward high
performance behaviors. The absence of consistent
rewards and recognition may not be adequately
motivating staff to achieve the organization’s
strategic objectives.
5.2b(2) While the PACE is regularly administered,
it is not evident that COD is able to use the data for
evaluation and improvement including correlation
to retention, absenteeism, grievances, safety and
productivity. Without measuring and correlating those
factors that drive the highest level of commitment
from the workforce to achieving the organization’s
strategic objectives, COD may be missing substantial
opportunities to drive improvements.
5.2c (1 and 3) COD lacks a systematic process
deployed to the full workforce to transfer
knowledge from departing or retiring members
nor does it have a systematic, deployed approach
for succession planning. Failure to plan for the
exit of key staff and leaders to transfer their
knowledge to those remaining at COD could cause
crucial information to be lost which could lessen
effectiveness, reduce sustainability and failure to
achieve the mission and vision.
5.2c(2) While the effectiveness and efficiency
of individual courses are regularly evaluated
and there are many options for professional
development available to all segments of the
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workforce, there is not a systematic approach to
evaluate the effectiveness and efficiency of the
learning development system. This may limit
the effectiveness of the learning development
system and could lessen the effectiveness of the
organization’s core competency of “People.”
CATEGORY 6—OPERATIONS
FOCUS
STRENGTHS
6.1a(1) COD uses the following systematic
approach to design its work systems:
• employ the best leader for each key work system,
• determine key requirements through a variety
of listening mechanisms,
• research best practice in industry,
• collaboratively re-design key work processes
within the system,
• partner with the human resources department
to develop job descriptions for the workforce
in that system,
• develop key measures to monitor progress, and
get approval from senior management team.
Using the core competencies, strategic direction,
expertise or strategic advantage, COD determines
which processes will be internal to the institution
and those that will be outsourced.
6.1a(2) Key work system requirements are
determined through using the expertise of key
leadership in the department, researching best
practice in the industry, and from a variety of
student and stakeholder listening mechanisms
including surveys, advisory groups, and
community meetings.
6.1b(1) The organization has identified key work
systems and supporting work systems. Through
alignment of the Work Systems to the strategic
themes and one year tasks, the organization manages
and improves the Work Systems through senior
management’s annual plans, stop-light reviews and
on-going review of progress measures. One example
of an improvement made in the academic work
system was the development and implementation
of an annual academic review process where
all academic programs are reviewed based on a
STRATEGIC LONG RANGE PLAN 2014-20016
set of measures. The process recently led to the
discontinuation of an existing academic program.
6.1b(2) Cost Controls are included as part of
the strategic planning process. Finance has
implemented other procedures to control costs
such as strict budget controls for each sub fund
level budget that is not allowed to exceed budget
expenditure, the e-procurement system called
Mercury Commerce, bidding process and the
Business Enterprise System. This system also
controls cost through better utilization of staff’s
time, compliance with existing contracts and
vendor relationships, and improved oversight
and accountability. Preventing errors, rework
and associated cost are accomplished through
identifying options, consulting experts,
acquiring input, and the development of
“educational specifications.”
6.1c The organization has a Campus Emergency
Operations Plan (CEOP), which is responsible
for ensuring work systems and workplace
preparedness for disasters or emergencies. The
Plan was developed by staff and community
partners including the police and the fire
departments of the communities served. In
addition, the Incident Management Team and
the Risk Management Environmental Health
and Safety Committee meet at least three times
a year to conduct hazard analysis, and the results
are input in the CEOP. COD also adopts the U.S.
Department of Homeland Security (DHS) National
Incident Management Systems (NIMS), which
establishes standardized incident management
processes, protocols and procedures that all
responders, federal, state and local will use to
coordinate and conduct response actions. The
plan is distributed to staff at all locations, as
well as community stakeholders. The oversight
committees meet at least three times per year
to analyze and mediate general conditions and/
or incidents. Based on this analysis the plan is
updated and redistributed. Further, the Chief
of Police incorporates any change in industry
standards into the plan on an annual basis.
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
6.2a(1) Leadership and workforce members in
each work system design key work processes
by using leadership expertise, researching
best practice in the industry, using input from
students through surveys or focus groups, and by
establishing key measures for the work process.
6.2a(2) The key requirements are determined
based on student input (surveys and focus
groups), ICCB and DE regulatory standards and
institutional goals related to enrollment growth
and student success. The organization has defined
five key work processes including, 1) recruiting
and admitting student, 2) providing financial aid
counseling and support, 3) providing academic
advising and counseling, 4) developing and
revising curriculum and 5) delivering instruction.
For the five key work processes, the key
requirements have been identified.
6.2b(1) Key work processes are implemented and
improved through the annual planning process.
Annual plans are created by directors and manager
in non-academic work systems and by Deans
and Associate Deans in academic work systems.
Their annual plans align to the work system plans
that were designed by senior management. Key
work processes are improved through on-going
review of measures identified in these plans.
The annual plans include these key measures:
Number of student applications segmented by
HS and demographics, enrollment numbers at the
subject level, receiving and processes financial aid
forms, awarding student aid and scholarships and
academic program schedule.
6.2b(2) COD has a systematic approach to handle
supply chain management. The organization has
a Purchasing Department, which the BOT has
given the authority to manage the supply chain.
There are specific criteria based on administrative
policies and governmental regulations. Depending
on the size of the contract or project, it may
be handled by other functional areas of the
organization. COD evaluates supplier performance
through student satisfaction surveys as well as the
suppliers are contractually required to conduct
their own surveys which are reviewed by the
101
organization. Suppliers who do not meet the
expectations or performance requirements in their
contracts are notified of such deficiencies and are
expected to remedy the situation. If performance
does not improve, based on contract language, exit
clauses are invoked and the supplier is not invited
as a partner for future opportunities.
6.2b(3) COD improves its work processes to
increase student learning, reduce variability
and enhance educational programs by using the
Academic Program Review Process, which is
a cycle containing three steps including Plan,
Review and Improve. By using this method over
a five year cycle, all programs/disciplines are
reviewed, updated and improved, with data sharing
across institutional disciplines. Additionally,
opportunities for improvement are identified,
prioritized and when appropriate, teams are
chartered for the purpose of analyses, improvement
and innovation. Ad-hoc teams, committees and
Presidential Commissions may also be formed to
address opportunities as they arise.
OPPORTUNITIES FOR
IMPROVEMENTS
6.1a and b COD has not begun to systematically
evaluate, using a fact based method, the
approaches for designing, managing and
improving work systems. Failure to apply learning
and innovation can result in ineffective work
system development and improvement, and in
failure to produce desired results.
6.1a(2) The organization lacks a systematic
method to incorporate input from suppliers,
partners and collaborators in the design,
management and improvement of work systems.
This could result in work systems that have
unintended negative consequences to these key
stakeholders which could reduce their satisfaction
and engagement with the organization.
6.1b(2) While COD has a variety of approaches to
overall cost control and error reduction, it does not
have a systematic approach to minimize the cost
of inspections, tests and audits. Failure to evaluate
and the approaches to audits/tests/inspections
102
can inflate the cost of services and decrease cost
competitiveness or financial performance, a goal
that is important to the organization.
6.2a(1) COD has not begun to systematically
evaluate how the organization designs, monitors
and improves key work processes to deliver
student and stakeholder value. Without conducting
these cycles of evaluation, the organization
may not be sure its key work processes are
meeting student and stakeholder requirements
to achieve desired results, and may fail to make
improvements to achieve organizational success
and sustainability.
6.2a(2) There is no systemic process to utilize
inputs from stakeholders, suppliers, partners and
collaborators when determining work process
requirements. Failure to consider all of these
inputs may prevent the work processes from
enabling the organization to be the primary college
district residents choose for high quality education.
6.2b(3) Although COD improves key work
processes through the annual planning process, the
use of key measures, access to these measures and
use of the results to drive improvements in work
processes are not consistently deployed. Failure
to consistently deploy the use of measures, review
of progress and improvement may fail to yield the
improvement in results desired by the organization
CATEGORY 7.1—STUDENT
LEARNING AND PROCESS
OUTCOMES
STRENGTHS
Results are reported for nearly all areas of
importance related to student learning and process
outcomes. Some of the results reported showed
beneficial trends, including:
• Student learning outcomes and process
performance results:
◦ Student learning outcomes and process
performance results- remedial math and
reading retention and completer success rates;
institution-wide retention rates; advising/
STRATEGIC LONG RANGE PLAN 2014-20016
counseling; admission/financial aid; average
credit section size; student to faculty ratio
◦ Operational effectiveness and emergency
preparedness results—awarding student
financial aid, receiving and processing
financial aid applications, advising and
counseling survey results, admission/financial
aid survey results and safety and security
survey results
Good performance results are reported for few
areas of importance related to student learning
outcomes including:
• First time full time percent transfer in three
years, composition I completer rate and
remedial writing retention and completer
success rate.
OPPORTUNITIES FOR
IMPROVEMENTS
Poor performance levels relative to comparisons
are evident for nearly all of the results reported
for key student learning and process outcomes
including:
• Student learning outcomes: Developmental
course completion rates, three year completer
and transfer rates, completer success rates,
student persistence rates, average credit section
size and student to faculty ratio
• Process learning outcomes: Noel-Levitz Results:
academic services, advising and counseling,
instructional effectiveness; registration
effectiveness, admission/financial aid
No comparison results are reported for some of the
key student learning and process outcomes including:
• All process related results
Adverse/flat trends are evident for most of the
results reported for key student learning and process
outcomes including:
• Student learning outcomes: first-time, fulltime complete in three years, first-time, fulltime transfer percent in three years, on-line
attrition, career program employed and further
education, student persistence rates (fall term)
and student persistence rates (fall to fall)
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
CATEGORY 7.2—CUSTOMERFOCUSED OUTCOMES
STRENGTHS
Good performance results are reported for few
areas of importance related to student learning
outcomes including:
• First time full time percent transfer in three
years, composition I completer rate and remedial
writing retention and completer success
rate. COD reports results for most areas of
importance related customer-focused outcomes.
Some of the results reported show beneficial
trends, including:
• Student and stakeholder satisfaction and
engagement—Community College of
Student Engagement survey results: active
and collaborative learning, concern for
individual, academic challenge, student/faculty
interaction, support for student learning; ACT
Opinion Survey for Student Satisfaction for
seven of the 16 segmented service trends.
Comparison results are reported for nearly all of
the results reported.
OPPORTUNITIES FOR
IMPROVEMENTS
•
Process performance results: Noel-Levitz
survey results for academic services,
instructional effectiveness and registration
effectiveness; Number of applications
segmented by high school demographics
Adverse/flat trends are evident for most of
the results reported for key customer-focused
outcomes including:
• Student and stakeholder satisfaction and
engagement—Noel-Levitz Survey—would
enroll here again and overall satisfaction; ACT
Opinion Survey for Student Satisfaction—nine
out of the 16 segmented services, all measures
on satisfaction with academics, satisfaction
with admissions, satisfaction with rules and
policies and satisfaction with facilities (six
out of eight).
103
•
Process performance results: Noel-Levitz
survey results for academic services,
instructional effectiveness and registration
effectiveness; Number of applications
segmented by high school demographics
While comparisons are reported for nearly all
results, early good performance levels are not
evident for most of the results reported for key
customer-focused outcomes for student and
stakeholder satisfaction and engagement including:
• Student and stakeholder satisfaction and
engagement—Noel-Levitz Survey—would
enroll here again and overall satisfaction; ACT
Opinion Survey for Student Satisfaction—13
of the 16 segmented services, all measures
on satisfaction with academics, all measures
on satisfaction with admissions, all measures
of satisfaction with rules and policies and
satisfaction with facilities (five of eight); and
the Community College Survey of Student
Engagement—concern for individual, student
effort and support for student learners.
No results and/or trends are reported for a few of
the key customer-focused outcomes including:
• Student and stakeholder satisfaction/
dissatisfaction—Complaint data, regional
employers and SLRP scientific community
survey for taxpayers.
CATEGORY 7.3—WORKFORCEFOCUSED OUTCOMES
STRENGTHS
COD reports results for nearly all areas of
importance related to workforce-focused
outcomes. Some of the results reported show
beneficial trends, including:
• Workforce capability and capacity—ratio of
students to staff in career services, testing and
assessment, counseling and advising, financial
aid and student activities; credit hours taught
by part-time faculty.
• Workforce climate—reportable injuries, crime
statistics and OSHA reportable injuries.
Comparison results are reported for most of
the results reported. Positive comparisons are
indicated for some results including:
• Workforce capability and capacity – credit
hours taught by full-time faculty, ratio of
student to staff for testing and assessment and
financial aid.
• Workforce engagement and satisfaction –
department rate.
• Workforce development – training hours per
employee.
OPPORTUNITIES FOR
IMPROVEMENTS
Poor performance levels and adverse or flat trends
are evident for a most of the results reported for
key workforce-focused outcomes including:
• Workforce Engagement and Satisfaction—
PACE survey results segmented by academic
affairs, student affairs and administrative
affairs for formal influence, collaboration and
student focus; and for six of the seven other
questions regarding satisfaction.
Poor performance levels relative to comparison
are evident for most of the results reported for key
workforce-related outcomes including:
• Workforce capability and capacity – ratio of
student to staff for career services, counseling
and advising, and student activities
• Workforce Engagement and Satisfaction –
PACE survey results segmented by academic
affairs, student affairs and administrative
affairs for formal influence, collaboration , and
student focus; and for six of the seven other
questions regarding satisfaction.
Neither trend data nor comparisons are reported
for many of the results reported including:
• Workforce climate results and all segmented
workforce satisfaction survey results.
CATEGORY 7.4—LEADERSHIP
AND GOVERNANCE OUTCOMES
STRENGTHS
COD reports results for nearly all areas of
importance related to key leadership and
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STRATEGIC LONG RANGE PLAN 2014-20016
governance outcomes. Some of the results reported
showed good relative performance levels to
comparisons including:
• Governance—Community opinion survey
results
• Ethics—Institution wide policies on PACE
Survey and harassment rate.
Beneficial trends are evident for some of the
results reported for key leadership and governance
outcomes, including:
• Leadership – Unacceptable behaviors are
communicated from administration on PACE
survey.
• Governance –External financial audit.
• Accreditation – Higher learning commission
• Ethics – Incidents of wrong doing and
Administrator’s rating of institution wide
policies.
• Society – Energy consumption, water
consumption, annual recycling (for metal,
glass, plastic and paper products and
continuing education for ABE and GED.
OPPORTUNITIES FOR
IMPROVEMENTS
Adverse/flat trends are evident for most of the
results reported and poor performance levels
relative to comparisons and/or benchmarks are
evident for most of the results reported for key
leadership and governance outcomes including:
• Leadership—PACE Survey Results for actions
of institution reflect mission (Administration,
Classified and Faculty); extent to which job
is relevant (Administration, Classified and
Faculty); institution positively motivates
performance (Administration, Classified
and Faculty); positive work expectations are
communicated (Administration and Classified);
work outcomes are clarified (Administration,
Classified and Faculty); and receives important
information (Administration and Faculty).
Ethics – Grievance rates, PACE survey
results for open and ethical communication
(Administrators, Classified and Faculty),
unacceptable behaviors communicated
(Administrators and Classified), and Institution
Wide Policies (Classified and Faculty).
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
•
Society – Continuing education for ASE and
ESL.
No comparison results are reported for some
of key leadership and governance outcomes
including:
• Accreditation – Higher Learning Commission.
• Society – Energy consumption, water
consumption, annual recycling (for metal,
glass, plastic and paper products and
continuing education for ABE and GED.
CATEGORY 7.5—FINANCIAL AND
MARKET OUTCOMES
STRENGTHS
The organization reports results for nearly all areas
of importance related to key budgetary, financial
and market outcomes.
Many of the results reported showed beneficial
trends, including:
• Budgetary and Financial performance—
Business performance solutions, credit hour
user per year, unrestricted access, operating
funds revenue and fund balances.
•
Market performance—Students by educational
need (for transfer, career and technical and
adult students) and enrollment and head count
by delivery method (for on-line, hybrid and
adult fast track).
Good performance levels relative to comparisons
and/or benchmarks are evident for many of the
results reported for key budgetary, financial and
market outcomes, including:
• Market performance—Enrollment student
penetration rates for credit students.
OPPORTUNITIES FOR
IMPROVEMENTS
Adverse trends are evident for many of the results
reported for key budgetary, financial and market
outcomes including:
• Budgetary and Financial performance—Cost
per credit hour.
• Market performance—Enrollment FTEs by
market segment (new grades, young adults,
105
adults and older adults), enrollment head count by
delivery method for Traditional and Independent
Learning Systems and enrollment credit per
student penetration for non-credit student.
Poor performance levels relative to comparisons
and/or benchmarks are evident for most of the
results reported for key budgetary, financial and
market outcomes including:
• Budgetary and Financial performance—
Cost per credit hour and enrollment student
penetration rates for non-credit students.
No comparison results are reported for nearly
all of the key budgetary, financial and market
outcomes including:
• Budgetary and Financial performance—User
credit hours per year, unrestricted access and
operating funds revenue.
• Market performance—Enrollment FTEs
by market share, enrollment head count by
delivery mode, business solutions performance
and student by educational need.
APPENDIX E
SWOT RATIONALE
MARCH 2013
by Strategic Long Range Plan Advisory Committee
and Planning and Institutional Effectiveness
STRENGTHS
Strength 1: Community Image
Overview:
Residents and students of District 502 have a
positive impression of College of DuPage (COD)
with respect to the quality of academic offerings,
supporting the community during difficult
economic times and how well the College has used
their tax dollars.
Specific (select) evidence:
Based on a 2010 community opinion survey (error
rate - 4.4 percent):
• Seventy-six percent of the residents of District
502 indicated that COD provides excellent
value for the tax dollars paid.
• Eighty-two percent of the residents of District
502 indicated that COD provides high quality
classes and programs.
• Eighty-three percent of the residents of District
502 see COD as a source of pride for the
community.
• Seventy-nine percent of the residents of
District 502 see COD as a safety net for local
residents during an economic downturn.
Strength 2: Financial Position
Overview:
The College has been conservatively managed
throughout its history and this philosophy continues
today. COD’s financial position is sound and steps
are taken to ensure continued financial stability.
Specific (select) evidence:
Aaa bond rating from both Moody’s and Standard
& Poor’s.
The College has an unallocated fund balance of
greater than 50 percent.
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STRATEGIC LONG RANGE PLAN 2014-20016
Among community colleges in Illinois, District
502 has one of the highest equalized assessed
valuations per community college student
(although the tax cap imposes limits on the amount
of tax revenue the College can collect).
District 502 residents passed a bond issue in
November 2010 that raised $168 million to be
used for the building and construction priorities
outlined in the Facilities Master Plan.
The College conducts financial and operational
efficiency and effectiveness reviews as part of a
systematic process to identify potential cost saving
opportunities and identify additional revenue sources.
Strength 3: Comprehensive Programs and
Services
Overview:
Annually College of DuPage offers a broad
scope of educational and cultural programming
to approximately 60,000 credit and non-credit
students of all ages, as well as to 100,000 patrons
of the visual and performing arts.
Specific (select) evidence:
COD offers 37 transfer disciplines and 41 Career
and Technical Education programs taught on
the Glen Ellyn campus and at four Regional
Centers and numerous non-credit classes focused
on adult enrichment and professional/career
development. For the business community, COD
provides a customized curriculum to succeed in
the competitive business environment. COD offers
a wide variety of services, including tutoring,
career advising, computer labs, counseling/
advising, special services for eligible students
with disabilities and a testing center. As a
comprehensive community college, COD meets
five key community educational needs through a
wide range of programs, degrees and services:
1. Business Training—Providing specialized
or customized training/education to local
companies for their employees.
2. Continuing Education—Providing noncredit courses to the community for personal
development and interest.
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
3. Developmental Education—Providing
remedial education for students who are
not academically ready to enroll in collegelevel courses.
4. Careers and Technical Education—
Preparing students who will graduate with
an Associate in Applied Sciences degree or
certificate and directly enter the workforce.
5. Transfer Education—Preparing students for
transfer to a four-year institution to pursue a
bachelor’s degree.
In response to different learning styles and student
needs, COD delivers its programs and services in
several different formats:
• Adult Fast Track—accelerated program
for adults.
• Hybrid—traditional combined with
online/distance.
• Independent Learning—flexible self-directed
courses.
• Online/Distance—Internet-based courses.
• Traditional—face-to-face/in-person classroom
instruction.
Strength 4: Expanding Modern Facilities
Overview:
COD provides students and community members
with up-to-date, well maintained facilities.
Specific (select) evidence:
One of COD’s five core competencies is called
“Place,” which is defined as “modern, state
of the art facilities and equipment.” Facilities
improvement has been an integral part of the
strategic planning cycle. COD has received
substantial financial support from the community
and will have built new facilities or renovated
all current facilities within a five-year period.
This large scale facility project was integrated
very closely with the annual planning cycle and
was done to directly support COD educational
programs and services.
Strength 5: Affordability and Value
Overview:
COD is one of the most affordable colleges in
the Midwest.
107
Specific (select) evidence:
At $4,200 per year for tuition and fees, COD
is significantly less than regional competitors
such as Northern Illinois University at $10,968,
Benedictine at $16,600, North Central College at
$34,280, and DePaul University at $35,071.
With the 3+1 degree program, students can earn
a Bachelor’s degree from six different partner
universities for around $35,000, without ever
leaving the COD Glen Ellyn Campus.
In a 2015 community survey (error margin five
percent) 82 percent of the respondents strongly
agreed that COD’s tuition is a good value, two
percent of the respondents strongly disagreed,
and 16 percent of the respondents did not have a
strong opinion.
Strength 6: Partnerships
Overview:
There is an increasing nationwide focus on
developing partnerships between community
colleges, high schools, universities, and
business and industry entities.
Specific (select) evidence:
Dual credit is defined as a college course taken
by a high school student for which the student
is granted both college and high school credit.
Recognizing the importance of dual credit courses
to district high school students, from AY 20132014 to AY 2014-2015 the College increased dual
credit Full Time Equivalent Student enrollment
form 1,004 to 1,396 or by 39 percent.
Affordability is a significant factor in student
persistence and completion rates. In order to make
higher education more accessible as well as more
affordable the College has continued to expand
the number of 3+1 university partners and areas of
study. Currently, students can obtain a bachelor’s
degree from one of six partner universities at a cost
of under $35,000.
Research shows that student retention, persistence
and completion are improved if students complete
certain gateway courses (e.g., English, math, etc.)
early in their higher education academic career. In
order to enhance student success the College has
108
partnered with two district high schools to pilot
an “Early College” initiative that will afford high
school students the opportunity to acquire fifteen
plus college credits in gateway courses.
Nearly three out of four students graduating high
school in Illinois are not prepared for collegelevel mathematics. In response to this issue, a
Math Curriculum Alignment Committee has been
developed. This committee is comprised of district
high school superintendents, principals, math
department heads, math instructors, the College’s
Associate Dean of Mathematics, and members
of the college math faculty and Learning Support
Services staff.
The College has partnered with the Illinois
Department of Employment Securities office in
Lombard to provide information on training and
education offered through the College, as well as
hosting twice a month information forums on a
variety of pertinent topics.
WEAKNESSES
Weakness 1: Student Success in Mathematics
and Online Learning
Overview:
Although efforts in recent years have resulted in a
significant improvement in student success, when
compared to National Community Benchmarking
Project (NCCBP) comparisons the College’s student
retention and enrollee success rates in mathematics
and online learning are in the lower percentile.
Specific (select) evidence:
22014 National Community College Benchmark
Project Report
Area
Rate
Percentile
Developmental Math Retention
84%
38th
Developmental Math Enrollee
Success
56%
39th
Algebra Retention
69%
2nd
Algebra Enrollee Success
45%
6th
Online Retention
76%
6th
Online Enrollee Success
57%
9th
STRATEGIC LONG RANGE PLAN 2014-20016
Weakness 2: Systematic Use of Data
Overview:
The College does not systematically collect
and use data to identify root causes, prioritize
issues, allocate resources, identify targets for
improvement and assess the effectiveness of
processes and programs.
Specific (select) evidence:
2013 ILPEx Feedback report:
• Although data are made available for some
division leaders, department managers, Deans
and Associate Deans through Business Objects
Web Intelligence, Crystal Reports and custom
reports from various applications, there is
a gap in deployment in what is available
for decision making and some access is
limited, as reported by all levels of members
of the workforce , including senior leaders.
Without access to timely and complete data
for analysis to support decision making, the
organization may hinder its ability to quickly
and thoroughly analyze results which may lead
to break through improvements.
• There is not the beginning of a systematic
or fact-based approach to evaluation and
improvement of basic approaches for
ensuring the quality and availability of needed
data. Without improving these systems the
organization may not be adjusting methods to
ensure the quality of data that are being used for
decision making throughout the organization.
Weakness 3: Effective Knowledge Management
Overview:
COD has identified “People” as a core
competency, however there is not a systematic
method to collect and share staff knowledge.
Specific (select) evidence:
2013 ILPEx Feedback report:
• COD does not have a systematic welldeployed process used through all areas
of the organization to collect and manage
organizational knowledge. Knowledge that is
not collected, maintained and shared may be
lost to the institution and could undermine the
core competency related to “People.”
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Weakness 4: Complex/Excessive Business
Process Approvals
Overview:
There is a perception by some Administrators
that there is too much administrative bureaucracy
concerning certain business processes.
Specific (select) evidence:
• Based on Administrator survey input, some
believe that the complexity of financial
approvals, invoice authorizations, purchase
orders, etc. is excessive and too time
consuming.
• The 2013 ILPEx feedback report noted that not all
key work processes are systematically evaluated.
OPPORTUNITIES
Opportunity 1: Cost Effective Transfer
Preparation, Certificates and Degrees
Overview:
Area baccalaureate-granting institutions have
higher tuition rates than COD. There is a financial
benefit for students to complete their general
education requirements at COD. There also is an
opportunity for the College to develop and expand
its 3+1 and 2+2 partnerships with area universities.
In addition, there is an opportunity for COD to
offer baccalaureate degrees in selected applied
technologies if the public universities within the
region have no interest in offering these degrees.
If granted the authority to offer these degrees, the
College has the capability to offer them at costeffective rates.
Specific (select) evidence:
Increased costs of tuition at many institutions of
higher education provide an opportunity for the
College to attract students who planned to start at a
four-year school. They can complete their general
education courses at COD and save money in
doing so.
Annual tuition (without fees) for a full-time
student taking 15 credit hours at COD will be
a half to a quarter of annual full-time tuition
(without fees) at area colleges and universities
Since the recession of 2008, more students are
accessing community colleges for their higher
education needs.
109
Opportunity 2: Alternative Modes of Delivery
(Online College, MOOCS, etc.)
Overview:
COD will attract learners from a larger
geographical area as well as those who do not or
cannot attend classes on campus by increasing the
College’s online learning program. Increasingly,
learners seek to complete degrees and certificates
at a distance.
Specific (select) evidence:
Statewide, enrollment in online courses has grown
rapidly and steadily for the past eight years.
Between 2008 and 2012, Fall on-line headcount
at COD has increased by 92 percent (from 2,077
to 5,312).
In February, 2013, the American Council on
Education endorsed five MOOCs for credit:
• Introduction to Genetics and Evolution from
Duke University.
• Bioelectricity: A Quantitative Approach from
Duke University.
• Pre-Calculus from the University of California
at Irvine.
• Algebra from the University of California
at Irvine.
• Calculus: Single-Variable from the University
of Pennsylvania.
Opportunity 3: Changing District Profile
Overview:
District 502 has seen and expects to continue to
see increases in the numbers of minorities and
increased cultural diversity. In addition, the age of
district residents is increasing. Low income and
poverty affects a significant portion of DuPage
County. The College has an opportunity to serve
growing populations of non-English speakers,
older learners and low income students.
Specific (select) evidence:
As is noted in the following chart, from 2000
to 2010, the white population decreased by 6.2
percent while the Hispanic population increased by
49.33 percent. The district is also getting older as
reflected by a 19.83 percent increase in individuals
over the age of 65.
110
Opportunity 4: Rising cost of Education
(external to COD)
Overview:
The price of college tuition has increased at a pace
much faster than that of inflation in recent years.
Through the 3+1 COD partnership, students can
obtain a bachelor’s degree from one of five partner
universities at a cost of under $34,000.
Specific (select) evidence:
According to the U.S. Department of Education
For the 2010–11 academic year, annual current
dollar prices for undergraduate tuition, room and
board were estimated to be $13,600 at public
institutions, $36,300 at private not-for-profit
institutions and $23,500 at private for-profit
institutions. Between 2000–01 and 2010–11, prices
for undergraduate tuition, room and board at public
institutions rose 42 percent and prices at private
not-for-profit institutions rose 31 percent, after
adjustment for inflation. The inflation-adjusted
price for undergraduate tuition, room and board at
private for-profit institutions was 5 percent higher
in 2010–11 than in 2000–01.
Opportunity 5: President Obama’s Emphasis
on Community Colleges
Overview:
Since taking office, President Obama has promoted
community colleges as an accessible, affordable
means of acquiring needed skills for today’s career
and technical occupations
Specific (select) evidence:
In July 2014, President Obama proposed the
American Graduation Initiative to invest in
community colleges and help American workers
get the skills and credentials they need to succeed.
The Health Care and Education Reconciliation Act
includes $2 billion over four years for community
college and career training. As part of this proposal
President Obama stated, “In the coming years, jobs
requiring at least an associate degree are projected
to grow twice as fast as jobs requiring no college
experience. We will not fill those jobs – or keep
those jobs on our shores – without the training
offered by community colleges.”
STRATEGIC LONG RANGE PLAN 2014-20016
In his 2015 State of the Union speech, President
Obama outlined his proposal to offer two years of
free community college tuition for students.
THREATS
Threat 1: Shrinking Public Funding
Overview:
Given the present state of Illinois finances, state
funding is likely to decrease for the foreseeable future.
Specific (select) evidence:
The following was taken from a report generated
in 2012 by the (Illinois) State Budget Crisis
Taskforce. Illinois’ budget is not fiscally
sustainable. Despite recent progress and difficult
choices, it is still in a deep hole. It cannot
simultaneously continue current services, keep
taxes at current levels, provide all promised
benefits and make needed investments in education
and infrastructure.
Illinois has the worst unfunded pension liability
of any state, an estimated $85 billion. It has
underfunded its pension systems since the early
1980s. Contributions now must escalate rapidly if
Illinois is to honor promised benefits; by fiscal year
2015, pension costs (and related debt service) could
take up one-fourth of the state’s resources.
Medicaid enrollment and expenditures in Illinois
doubled between 2000 and 2011, growing far more
rapidly than tax revenue.
In 2003 Illinois sold a record-breaking $10 billion
in pension obligation bonds and again in fiscal
years 2010 and 2011, the state sold bonds to cover
its required contributions. The result of pension
borrowing is that Illinois’ debt per capita is one of
the highest of any state. Over 60 percent of Illinois’
total outstanding debt is due to pension bonds.
Illinois has compounded its challenges with poor
fiscal management and opaque budgeting. At the
onset of the 2008 financial crisis, Illinois was
essentially insolvent. In the years leading up to the
crisis, Illinois borrowed and shifted money across
years and funds to “balance” the budget, without
providing sustainable resources to pay
for ongoing commitments.
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Budget gimmicks became a standard practice.
The state has perennially pushed its bills off to
the future; at the start of fiscal year 2013, unpaid
obligations from prior years were approximately
$8 billion. Illinois did all this without any sort of
long-term financial plan to restore balance and
without reserves. Illinois has been doing backflips
on a high wire, without a net.
Education is threatened. Public safety, public
health and care for the needy all are at risk.
Taxpayers and the state’s competitiveness are
also at risk. Illinois’ past fiscal choices and future
threats challenge the state’s ability to meet its
population’s basic needs, let alone accommodate
future growth. Infrastructure is deteriorating.
Threat 2: Imposed Measures of Accountability
in Higher Education
Overview:
Accountability in higher education has been an
increasingly significant national issue, spurred by
rising college costs, disappointing retention and
graduation rates, employer concerns that graduates
do not have the knowledge and skills expected in
the workplace and questions about the learning and
value that higher education provides to students.
Specific (select) evidence:
In December 2012, the National Conference
of State Legislatures made the following
observations: College-educated citizens are
essential to a thriving state economy in today’s
high-tech, globalized workforce. But as demand
for higher education continues to grow, funding
for high education continues to be a challenge in
these difficult fiscal times. As a result, states are
looking at ways to increase the efficiency and
productivity of their postsecondary institutions
while maintaining academic rigor and quality.
States are setting goals for higher education,
creating metrics to measure performance and
holding colleges and universities accountable
for meeting state goals. Some states are taking
their accountability system a step further and are
awarding state higher education funding based on
institutional performance.
111
Threat 3: Underprepared Incoming Students
Overview:
A large number of students entering COD are not
prepared to enter college-level coursework.
Specific (select) evidence:
Nearly 1.7 million high school graduates took the
ACT college entrance exam in 2012, testing their
knowledge of four core subjects—English, math,
science and reading. But most of those students are
not prepped for success in college or the workforce.
More than a quarter of 2012 graduates fell short
of college readiness benchmarks that ACT sets
for all four subjects and 60 percent of students
tested missed the mark in at least two of the four
subjects, the report states.
Illinois doesn’t track its remedial students as
closely as other states—the state currently cannot
provide a look at how many incoming freshmen,
straight out of high school, need developmental
classes, for instance. The Illinois Community
College board does say nearly 116,000 students
—21 percent of all community college students
signed up for at least one remedial class in the
2010 fiscal year.
Threat 4: Misalignment with High School
Curriculum
Overview:
Students benefit when high school exit
expectations are aligned with college entry
requirements. Even non-college-bound students
benefit from more rigorous (and consistent)
curricula aligned with college or workforce
expectations. Having common admissions
requirements among four-year public
postsecondary institutions in a state sends a clear
message to students and their parents on what
courses students should take in high school.
Specific (select) evidence:
A recent ACT study found that high school
teachers believe state standards are preparing
students well for college-level work; however,
roughly 65 percent of postsecondary instructors
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responded that their state’s standards prepared
students poorly or very poorly for college-level
work in English/writing, reading and science. This
finding strongly suggests that a gap still exists
between what colleges believe is important for
college readiness and what state standards are
requiring teachers to teach.
The ACT study also found that Survey results
suggest that high school and postsecondary
teachers differ in the relative importance they
ascribe to the basic mechanics of writing (Sentence
Structure and Formation, Usage and Punctuation)
as compared to more global skills that deal with
rhetoric or the development of arguments (Topic
and Idea Development). Postsecondary instructors
ranked mechanics more frequently among the most
important groups of skills for success in an entry
level, credit-bearing postsecondary English/writing
course, while high school teachers’ rankings of
these strands were generally lower. In contrast,
high school teachers ranked Topic and Idea
Development (e.g., considering the appropriateness
of expression in relation to purpose, audience,
unity, or focus; or determining the effect of adding,
revising, or deleting supporting material) higher
than did postsecondary instructors.
Threat 5: Pension Reform
Overview:
The Illinois pension problem is the worst in the
nation. Proposed solutions include shifting the
states’ pension liability to local entities. This
would result in an annual outlay of over $20
million to COD.
Specific (select) evidence:
Illinois’ funded ratio for pensions, already the
lowest among states, fell to 39 percent when fiscal
2012 ended on June 30 from 43.3 percent, the
commission reported. A funded level of 80 percent
is considered healthy.
The biggest factor contributing to unfunded
liabilities from fiscal 1996 to 2012 has been
employer contributions, followed by investment
returns, while benefit increases had a smaller
impact, according to the report.
STRATEGIC LONG RANGE PLAN 2014-20016
The state has skipped or skimped on pension
payments over the years, while also turning
to the sale of pension bonds to raise money
for the payments.
Threat 6: Cyber-attacks on College IT Systems
Overview:
Higher education institutions with their rapid
turnover of students’ devices each year present
particular problems when it comes to protecting data.
Specific (select) evidence:
A new infographic from enterprise security and
backup specialist SysCloud looks at the risks higher
education bodies face and how they can improve
their levels of protection. Amongst the findings:
• There have been over 500 security breaches at
more than 320 higher education institutions since
2005, or about one security breach a week.
• Thirty-five percent of all breaches take place in
higher education.
• The most common cause is hacking or
malware on 36 percent, followed by
unintended disclosure of 30 percent.
• Portable devices are more likely to be the
source of a breach than fixed workstations.
APPENDIX F
EMERGING STRATEGIC ISSUES
MARCH 2015
by Strategic Long Range Planning Advisory
Committee
The Strategic Long Range Plan Advisory Committee
identified six emerging strategic issues. Emerging
strategic issues are issues that have not yet surfaced
as critical, but would have significant impact if they
were to occur, and for which there is some evidence
today that they might occur in the future.
ESI 1: Free Community College Tuition
President Obama in January 2015, unveiled a plan
to offer free community college tuition to students
who meet specific criteria. Subsequently, the
Washington Post wrote that this was “one of his
most ambitious, expensive and likely controversial
initiatives for the coming year.” The cost estimate,
the White House said, would be around $60
billion over 10 years, most of it paid by the federal
government but some by states.
The Association of Community College Trustees has
prepared the following comments for distribution at
National Legislative Summit in Washington, D.C.
during the week of February 9, 2015.
Community colleges support the core principles
of President Obama’s America’s College Promise
proposal because it stands to increase community
college student access and success, which would
have substantial economic and social benefits
for our nation. Despite relatively low tuitions,
financial obstacles continue to present significant
barriers to degree attainment. Approximately onethird of all community college students work fulltime in order to generate the financial recourses
necessary to attend school, as well as support
themselves and often their families.
Enactment of a proposal to dramatically lower
or eliminate community college tuition will also
encourage students who otherwise would not enroll
in community college, or any college, to aspire to
do so. Establishing this program could ultimately
make college as accessible as high school.
The resources proposed for the program are
proportionate to its potential impact and current
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
113
federal education expenditures. On average, the
program would represent less than 10% of the
annual budget of the Department of Education
(ED), which comprises less than 3% of all annual
federal expenditures. Making community college
education significantly more affordable is an
appropriate federal priority, and consistent with the
existing federal student aid programs.
Congress should constructively engage in a
conversation regarding the President’s proposal,
and the role of community colleges in supporting
educational attainment. Community college
students need and deserve further support. The
President’s proposal is complex and far-reaching,
and many of its details have not been released, but
there are many avenues to achieving its goals.
In order for any program of this nature to be
effective, legislation should have the following
characteristics:
• Financing must be realistic and reliable.
The program cannot succeed if its resources
are subject to significant fluctuation. Stable
federal financing also will be necessary to
draw state partners.
• Program eligibility/participation must also be
stable. In the absence of this predictability,
students and institutions will not be able to
adequately plan for their education.
• As proposed by the President, the program
must be “first dollar,” reducing tuition and
allowing students to use federal student
financial aid and other student aid to cover
the costs of books, supplies, equipment and
transportation.
• Clear standards for program eligibility are
essential. The legislation should include
accurate measurements of community college
performance, which currently are lacking in
federal law, and ensure that these are also
incorporated into the Higher Education Act.
• Some portion of program funds must be made
available to colleges to provide services to
help students succeed. This includes academic
counseling and support.
• States must be required to maintain current
levels of funding support for higher education
and student financial aid programs.
• Current standards of satisfactory academic
progress should be applied to the program
114
to establish consistency for students and
program administrators.
ESI 2: Illinois Community Colleges Offering
Bachelor Degrees
Currently 21 states (excluding Illinois) permit
their community colleges the ability to offer fouryear degrees. Illinois officials have discussed the
concept and experiences for families in other states
for several years.
On May 22, 2014, the COD Board of Trustees
passed a Resolution in support of legislation “that
would allow Illinois Community Colleges to
award Bachelor of Applied Technology (BAT) and/
or Bachelor of Applied Science (BAS) degrees to
address an unmet need within the district served by
the community college and for which no Illinois
public university, after given the opportunity, has
committed to meeting the demonstrated need by
providing the relevant baccalaureate degree within
the district.”
At their January 30, 2015 meeting the Illinois
Council of Community College Presidents
approved a recommendation urging the community
college system be allowed to grant four-year
baccalaureate degrees for nursing and other
applied career areas.
The Illinois Community College Trustee
Association (ICCTA) Baccalaureate Degree Study
Committee appointed by ICCTA president William
Kelley has started meeting to discuss the rules and
procedures that will be used as community college
trustees review recommendations from the Illinois
Council of Community College Presidents.
ESI 3: State Leadership Change
In his first State of the State address on February 4,
2015, the State Journal Register newspaper report
the following key points for Governor Rauner’s
“Turnaround Agenda.”
• Freeze property taxes for two years.
• “Modernize” the sales tax, which he has
previously said means taxing some services.
• Maintain the state’s flat income tax.
• Move all current state workers into the Tier 2
pension plan, which has reduced benefits, or
into a 401(k)-style retirement program.
STRATEGIC LONG RANGE PLAN 2014-20016
•
•
•
•
•
•
•
•
•
•
•
•
Change the pension protection clause of the
Illinois Constitution.
Let government employees decide whether or
not they want to join a union.
Base state worker pay on performance and
reward them for money-saving ideas.
Ban campaign contributions from unions with
government contracts and from hospitals that
receive Medicaid money.
Allow local right-to-work areas where people
are not required to join labor unions.
Limit statewide officials and lawmakers to
eight years in office.
Combine the offices of state treasurer and
comptroller.
Hire more prison guards and increase funding
for education.
Increase the minimum wage to $10 an hour
over seven years.
Change workers’ compensation to require
payment only for on-the-job injuries.
Allow school districts to modify unfunded
mandates.
Allow municipalities to file for bankruptcy.
On February 7, 2015, Governor Bruce Rauner
was in Moline, Illinois. In his remarks he stated
the state is in a financial crisis, and that includes
funding education. Specifically, Governor Rauner
said, “Yes, unfortunately Illinois is 50th. We’re
dead last among the states for state support for
education. That’s wrong. We should increase
state support even though we have a financial
crisis.” However, Governor Rauner did not lay
out specifics.
ESI 4: College of DuPage Leadership Change
At the January 2015 Board of Trustees meeting it
was noted that after seven years as president, Dr.
Robert Breuder would be retiring in March 2016.
This will facilitate a presidential search that is
likely to start after Board election in April 2015.
In its almost fifty year history, the next president
will be the College’s sixth:
1967 – Dr. Rodney K. Berg
1979 – Dr. Harold D. McAninch
1994 – Dr. Michael T. Murphy
2003 – Dr. Sunil Chand,
2009 – Dr. Robert L. Breuder
2016 – ______________
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
ESI 5: Student Mental Health Issues
A study “The American Freshman: National
Norms of Fall 2014” by the Higher Education
Research Institute at UCLA found the following:
• Students’ self-rated emotional health dropped
to 50.7 percent — the lowest level ever and
2.3 percentage points lower than the entering
cohort of 2013.
• The proportion of students who “frequently”
felt depressed increased to 9.5 percent, a
significant rise over the 6.1 percent reported
five years ago.
• Those who “felt overwhelmed” by schoolwork
and other commitments rose to 34.6 percent
from 27.1 percent.
The Freshman Survey is the largest and longestrunning survey of American college students, and
the 2015 administration will mark its 50th year.
The rise in student mental health issues was also
supported by a recent Association for University
and College Counseling Center Directors survey of
counseling center directors.
In the survey ninety-five percent of college
counseling center directors said the number of
students with significant psychological problems
is a growing concern in their center or on campus.
Seventy percent of directors believe that the number
of students with severe psychological problems on
their campus has increased in the past year.
The survey also found that:
• Anxiety is the top presenting concern among
college students (41.6 percent), followed by
depression (36.4 percent) and relationship
problems (35.8 percent).
• On average, 24.5 percent of clients were taking
psychotropic medications.
• Directors report that 21 percent of counseling
center students present with severe mental
health concerns, while another 40 percent
present with mild mental health concerns.
ESI 6: Common Core Standards and Testing
In a 2013 Higher Education article the following
was noted concerning the Common Core
Standards.
• The Common Core initiative was announced
in 2009, at the same time as Obama
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•
•
116
administration announced boosting the nation’s
college graduation rates. Common Core isn’t
explicitly linked to that goal, but the two are
nonetheless intertwined.
Higher education attainment is an ultimate goal
of the Common Core standards, which aims
to make sure students are “college and careerready” by the end of high school.
The standards establish benchmarks for what
students should have learned in math and
language arts (and, in a separate effort b 36
states, science) by the 11th grade in order to
be ready for college
The new standards remain largely unknown
among college and university faculty
members and all but a few top administrators
on college campuses.
Common Core could transform dual
enrollment programs, placement tests, and
remediation.
Common Core could force colleges within
state systems, and even across states, to agree
on what it means to be “college ready,” and to
work alongside K-12 to help students who are
•
•
•
•
unprepared for college before they graduate
from high school.
Common Core could force changes in creditbearing courses so they better align with what
students are supposed to have mastered by
high school graduation.
Proponents believe better preparation in K-12
will cut remediation rates, increase college
retention rates, and shorten the path to a
college degree for high school graduates.
The first effects of Common Core will
be on how colleges place students in
remedial education.
One of the biggest hurdles is setting the “cut
score” -- how well a student must do on the
state assessments to be considered ready for
college and careers.
In 2014, a paper released by the New American
Foundation (a nonprofit, nonpartisan public policy
institute) noted that college and university faculty
members and administrators remain largely
removed from planning and rolling out these new
assessments and standards.
STRATEGIC LONG RANGE PLAN 2014-20016
APPENDIX G
GOAL DEVELOPMENT PROCESS,
STRATEGIC GOAL DEVELOPMENT
WORKSHOP, AND STRATEGIC
GOAL SYNTHESIS
MARCH AND APRIL 2013
by Planning and Institutional Effectiveness
STRATEGIC GOAL DEVELOPMENT
WORKSHOP
APRIL 2, 2013
Individuals representing the Strategic Long Range
Plan Advisory Committee (SLRPAC), Institutional
Effectiveness Council (IEC), Shared Governance
Council (SGC) and Senior Management Team
(SMT) were arranged in four teams to identify
potential strategic goals for the 2014-2016
planning horizon. Using the SWOT (strength,
weakness, opportunity and threat) Analysis,
Highest Impact Environmental Scan Trends and
draft 2014 Institutional Priorities the four teams
developed the following goal statements. Each of
the proposed goal statements were then aligned
with one of the Colleges Core Competencies
(People, Place, Product, Price and Promotion).
Team 1
Core
Competencies
Proposed Goals
Product
Strengthen and deliver programs
and services to support the changing
demographics of District 502.
Product
Improve student success as it relates to
individual goals.
Product
Foster a diverse and viable academic
portfolio that anticipates community
needs.
Team 2
Core
Competencies
Proposed Goals
Product
Ensure programs and services support
the changing demographics of District
502.
Product
Develop new model of student success
and completion.
Product
Ensure a viable academic portfolio that
anticipates community and workforce
needs.
Price
Enhance COD’s strong financial
position.
Product
Strengthen community partnerships to
support changing demographics.
Place
Provide a state-of-the-art physical and
technological setting.
People
Develop and sustain a sense of
community among the employees
committed to the mission.
People
Enhance communications and
knowledge among the COD community.
Team 3
Core
Competencies
Proposed Goals
Product
Strengthen programs and services to
support the changing demographics of
District 502.
Product
Improve student success.
Product
Ensure a viable academic portfolio that
anticipates student and community
needs.
Price
Maintain COD’s strong financial
position.
Product
Strengthen local, national and global
partnerships.
Place
Build a state-of-the-art physical and
technological setting
People
Develop and sustain a workforce
committed to the COD mission.
Price
Enhance COD’s strong financial
position.
People
Build a culture reflective of a positively
engaged work force.
Product
Strengthen and develop community
partnerships.
Place
Improve the digital and virtual
environment.
Place
Expand and enhance state-of-the-art
facilities.
People
Develop and sustain a workforce
committed to the COD mission, vision
and values.
Place
Ensure a dynamic technological
environment.
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Team 4
Core
Competencies
Proposed Goals
Product
Ensure a comprehensive offering of
programs and services that meet the
needs of our community.
117
Team 4
Core
Competencies
Proposed Goals
Product
Demonstrate student success by
implementing strategies resulting in
top quartile retention, persistence and
graduation rates.
Promotion
Promote the assets of the College,
people, programs and facilities.
Product
Address the impact of changing
demographics in a global society.
STRATEGIC GOAL SYNTHESIS
Based on the proposed team goals developed
during the Strategic Goal Development Workshop, the following set of goals has been synthesized and recommended to the Senior Management Team (SMT) for further refinement. Each of
the goal statements has been aligned with one of
the Colleges Core Competencies (People, Place,
Product, Price and Promotion), associated Trends
and SWOT Factor(s).
Core Competency
Goal Statement
Associate Trend(s)
SWOT Factor
Product
Ensure a comprehensive offering
of programs and services that
anticipate and meet the needs of
our community.
Competition 3, & 6
Economic 5
Labor Force 8 & 9
Strengths 1 & 6
Opportunities 2, 3 & 9
Threat 4
Product
Demonstrate student success
by implementing approaches
resulting in top quartile retention,
persistence and graduation rates.
Competition 3 & 7
Education 2, 3 & 5
Strength 6
Weaknesses 1 & 8 Threat 4
Promotion
Strengthen local, national and
global partnerships.
Competition 6 & 7
Demographic 2, 4, & 7
Economic 5
Education 2 & 3
Strength 1
Opportunity 7
Promotion
Promote the assets of the College:
people, programs and facilities.
Social Values 5
Economics 5
Strengths 1, 3, 6, 7 & 11
Product
Address the impact of changing
demographics in a global society.
Demographic 2, 4, & 7 Social
Values 2 & 8
Opportunities 2, 3, 7 & 9
Price
Enhance COD’s strong financial
position.
Economic 3
Education 1
Politics 1
Strength 11
Opportunities 2 & 9 Threats
1&7
People
Build a culture reflective of a
positively engaged work force
focused on the College’s mission,
vision and values.
Labor Force 8
Weakness 2 & 5
Place
Expand and enhance state-of-theart facilities.
Labor Force 8
Technology 5 & 6
Strength 7
Opportunity 7
Place
Ensure a dynamic technological
environment.
Social Values 5
Technology 5 & 6
Strength 7
Opportunity 7
Weaknesses 3 & 5
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STRATEGIC LONG RANGE PLAN 2014-20016
APPENDIX H
2013 COMMUNITY SURVEY
ANALYSIS
by Planning and Institutional Effectiveness
RESEARCH METHODOLOGY
In March 2013, Scientific Verdicts and Comiskey
Research were engaged to conduct a telephone
survey of registered voter households in College of
DuPage (District 502) service area. Four Hundred
(400) interviews were completed, yielding an
overall error margin of ±5.0 percent. The number
of calls to individuals in any specific community
(e.g., Naperville, Carol Stream, West Chicago,
etc.) approximated the proportion of residents that
community has in District 502.
Following is a SWOT (strengths, weaknesses,
opportunities and threats) analysis related to the
survey findings. The aim of the analysis was to
identify the most significant factors that are important
to implementing and achieving COD’s strategic goals
and tasks. For the purpose of this analysis:
• Strengths are characteristics that give COD a
competitive advantage.
• Weaknesses are characteristics that may place
COD at a competitive disadvantage.
• Opportunities are factors that COD can
leverage or exploit to create value, or to give
COD a competitive advantage.
• Threats are factors that could cause trouble for
COD, or hinder us in advancing our mission
and achieving our vision.
SURVEY PURPOSE
The purpose of the survey was to determine;
• Current awareness of COD offerings and services;
• Attitudes and perceptions about the College; and,
• Perceived needs as it relates to higher education.
STRENGTHS
DEMOGRAPHICS
Survey
Respondent
Statistics
U.S. Census
Bureau
Statistics
for DuPage
County
86%
3%
82%
5%
1%
<1%
10%
14%
<1%
--
<1%
65%
32%
2%
24%
58%
12%
--
Gender
• Male
• Female
40%
60%
49%
51%
Education
• Bachelor’s or Higher
63%
46%
Ethnicity
• White/Caucasian
• Black or African
American
• Hispanic or Latino
• Native American
• Refused
•
•
•
•
•
•
•
•
•
Age
Less than 18
19 to 64
65 or older
Refused
Household Income
Under $50,000
$50,000 to $99,000
$100,000 to $149,000
$150,000 or more
Refused
The analysis of the Community Survey produced
eleven Strengths, eight Opportunities, two
Weaknesses and one Threat follows.
11%
21%
13%
9%
47%
Median
DuPage
Household
Income =
$77,598
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
1. Thirty percent of the respondents identified
COD as the first college/university that
comes to mind. The next closest mention was
University of Illinois at 9.5 percent. There
appears to be no key competitor with top-ofmind awareness equivalent to that of COD.
2. Thirty percent of the respondents identified
COD as their first choice if they were to
return to college for credit or non-credit
courses. The next closest mention was
Northwestern at ten percent.
3. Ninety percent of the respondents identified
COD as the community college that serves
their area.
4. Greater than 31 percent of the respondents
stated that COD was best known for
transferability of credits to 4-year institutions,
academic quality and academic programs.
5. Fifty two point five percent of the respondents
would support a no tax rate increase
referendum (in 2016) to strengthen science
education, promote emerging technologies and
expand First Responder training.
6. The attributes that respondents said were
the most important to them included a safe
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environment, transferability of credits,
affordability/good value, good reputation
and accessibility. These same attributes of
safe environment, transferability of credits,
affordability/good value, good reputation
and accessibility received the highest
“performance” ratings by respondents.
7. Greater than 80 percent of respondents would
recommend for-credit, non-credit and cultural
events at COD to a friend or family member.
8. When visiting a COD campus, over 92
percent of the respondents found the grounds
to be clean and attractive.
9. When visiting a COD campus, over 90
percent of the respondents found the staff to
be polite and helpful.
10. Thirty four percent of the respondents
indicated they had seen or received
advertising from COD in the past six
months. The next closest mention was North
Central College at 10.5 percent.
11. Less than 24 percent of respondents were
aware of any conflicts or disagreements
between COD and the Village of Glen Ellyn.
OPPORTUNITIES
1. Fifty three percent of the respondents are
interested in returning to school in the next five
years for either credit or non-credit courses.
2. Over 40 percent of the respondents
indicated that location, continuing
education and cost/value would be their
primary reasons for attending COD.
3. Two out of three respondents did not have
sufficient awareness or information to
rate COD’s performance in many areas
(e.g., Center for Entrepreneurship, Youth
Academy, etc.)
120
4. Less than 35 percent of the respondents
were aware of the Waterleaf and Wheat Café
restaurants and the Inn at Water’s Edge.
5. Only two percent of the respondents have
considered making an estate gift provision to
the benefit of COD.
6. Twenty five percent of the respondents
would participate in an alumni association
if one were available.
7. Almost 75 percent of the respondents receive
their information about COD from word of
mouth (35 percent), direct mail (19 percent),
or local newspapers (18 percent). However,
more than twice as many respondents (29
percent) indicated they would prefer to get
information by direct mail than by word of
mouth (13 percent).
8. Although 30 percent of the respondents
identified COD as the first college/university
that comes to mind, that number drops to 20
percent for parents of high school students
(n=65).
WEAKNESSES
1. Less than seven percent of the respondents
were aware of COD’s 3+1 degree programs.
2. Less than 17 percent of the respondents were
aware of COD’s IMPACT magazine.
THREATS
1. Less than 20 percent of the respondents
would support a local tax increase to offset
State of Illinois’ failure to meet its financial
obligations to the College.
STRATEGIC LONG RANGE PLAN 2014-20016
APPENDIX I
2014 COMMUNITY “PULSE”
SURVEY
by Planning and Institutional Effectiveness
In November 2014, Comiskey Research was
engaged by College of DuPage to conduct a
short telephone survey of individuals residing in
Community College District 502. Four hundred
interviews were completed, yielding an overall
error margin of plus or minus five percent.
Respondents were asked a series of questions to
assess their attitudes and perceptions about COD’s:
• Tuition and Value;
• Image;
• Academic Reputation;
• Offering Bachelor Degrees; and,
• Financial Reserves and Property Taxes
Findings
For the first two questions, respondents did not
know the survey was being conducted on behalf of
College of DuPage.
Q1. When you think of colleges and universities in
Illinois, which ones come to mind?
• COD was fourth after University of IllinoisChicago, University of Illinois-Champaign and
Northern Illinois University.
Q2. If you were to select one Illinois college or
university to attend, which would you select?
• COD tied for third with Northern Illinois
University. The top two institutions mentioned
were the University of Illinois-Chicago and the
University of Illinois-Champaign.
Q3. College of DuPage’s cost for tuition is a good
value.
• Eighty-two percent of the respondents strongly
agreed that COD’s tuition is a good value, two
percent of the respondents strongly disagreed,
and 16 percent of the respondents did not have
a strong opinion.
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
Q4. How do you perceive College of DuPage’s
image?
• Seventy-three percent of the respondents
indicated COD’s image was very good, two
percent of the respondents indicated it was
very bad, and 25 percent of the respondents did
not have a strong opinion.
Q5. How do you perceive College of DuPage’s
academic reputation?
• Seventy percent of the respondents indicated
that COD’s academic reputation was excellent,
two percent of the respondents indicated
that it was very poor, and 28 percent of the
respondents did not have a strong opinion.
Q6. How important is it for College of DuPage to
offer bachelor degrees in select fields where job
opportunities exist?
• Seventy- six percent of the respondents
indicated that it is very important for COD
to offer bachelor degrees in select fields
where job opportunities exist, eight percent
of the respondents indicated that it is very
unimportant, and 16 percent of the respondents
did not have a strong opinion.
Q7. In order to ensure the College meets its
financial obligations, a portion of its anticipated
revenue is set aside in reserve. If there were an
interruption in expected revenue which could result
in cancelling classes, how long should the College
of DuPage be able to operate using these reserves?
• Sixty-four percent of the respondents indicated
that COD should have at least 9 to 18 months
of reserves, and 36 percent of the respondents
indicated three to nine months.
Q8. To what degree does College of DuPage
project the appearance of a major college?
• Fifty-eight percent of the respondents
indicated that COD looks very much like a
major college, four percent of the respondents
indicated hardly at all, and 38 percent of the
respondents did not have a strong opinion.
121
Q9. The College of DuPage represents less than
4% of a property tax bill throughout DuPage
County. That is, if an individual’s tax bill was
$5,000, the portion going to College of DuPage
would be less than $200 dollars. Do you believe
that this is a reasonable expenditure given the
programs and services offered by the College?
• Sixty-six percent of the respondents indicated
that the portion of property taxes going
to COD was very appropriate, 9 percent
of the respondents indicated that it was
very inappropriate, and 25 percent of the
respondents did not have a strong opinion.
APPENDIX J
RICHARD GOODMAN STRATEGIC
PLANNING AWARD
About the Award
This prestigious international award is named after
Dr. Richard Alan Goodman who was an expert in
organization strategy and innovation and professor
of management at UCLA Anderson School of
Management for 37 years. In addition to his
faculty role at UCLA, Dr. Goodman also served
as an advisor to many U.S. and international
industries, focusing on strategic effectiveness
through appropriate organizational design,
decision processes and implementation programs.
The Richard Goodman Strategic Planning Award
recognizes distinction in the practice of strategy.
The award is intended to build on the broader
purpose of the Association of Strategic Planning
(ASP) to enable individuals and organizations to
succeed through strategic thinking, planning and
action. The purpose of the award is:
• To foster continuing excellence in strategic
planning
• To stimulate innovation in the strategic
planning process
• To identify and honor organizations at the
leading edge of exemplar strategic practice
The Richard Goodman Strategic Planning Award
is unique in several ways. First, it recognizes
innovation, not simply doing something well.
Second, there is no requirement that the award be
given every year. That means the judges decide
not only how well an organization is doing,
but whether it truly has the kind of strategic
planning process that should be held up to others
as an example of a best practice. Third, it takes
into account the need for an organization to
demonstrate results, not just have an interesting
process. And fourth, it addresses the “nuts and
bolts” of the strategic planning process by looking
at how an organization collects and uses data to
enhance its competitive position in the market
place.
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STRATEGIC LONG RANGE PLAN 2014-20016
Award Categories
The Richard Goodman Award seeks to identify and
recognize winners in the following categories:
1. Large for-profit enterprise or division of a
large for-profit enterprise
2. Small and Mid-sized for profit enterprise
3. Governmental organization (National)
4. Governmental organization (non-National,
e.g., State, County, Local)
5. Not-for-profit or Academic organization
•
Award Application Evaluation and Judging
Each year a diverse committee of specialists in
strategy and management are assembled as judges
to review organizations based on specific criteria
set by the late Dr. Richard Goodman. As such,
the criteria for this award are rigorous and set an
extremely high bar for any organization to achieve
this honor. The criteria for which organizations are
judged include:
• Process: The degree to which the organization
demonstrates competency in the strategy
formulation process itself.
• Industry Analysis: The degree to which
industry members and industry trends are
factored into the process.
• Customer Analysis: The degree to which the
applicant demonstrates the knowledge and use
of customer data.
•
OFFICE OF PLANNING AND INSTITUTIONAL EFFECTIVENESS
•
•
Implementation: The success of the strategic
plan implementation process including the
degree of alignment around the plan and the
extent to which strategic goals are realized.
Process Improvement: The degree to which
the organization applies a structured learning
process to apply earlier lessons learned to the
present strategic plan.
Innovation: The degree to which the
organization uses innovative elements in the
strategic planning process.
Performance Management: The degree to
which performance measures are used to
determine the success of the strategic plan.
2014 Richard Goodman Awards - College of
DuPage
The efficient approach to customer (and
ecosystem) analysis to glean the most pressing
areas of strategic focus was particularly exemplar
about the strategic efforts of the College of
DuPage. Their efforts showed clear evidence of
(outcomes) where the strategic execution was
moving the needle in a measurable fashion where
it seemed to matter the most.
Sunny Kapoor: Chairman, Richard Goodman
Awards Committee – 2014
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