August 2013 institutional effectiveness report COLLEGE OF THE REDWOODS 2012-2013 1 Institutional Effectiveness Report | 2012‐2013 Contents 2 Overview 2 2012‐2013 Annual Planning Actions Progress Summary of Planning Indicators & Progress 2 Student Success 6 Community Education 7 Fiscal & Operational Sustainability 9 Continuous Quality Improvement 10 Technology 12 Effectiveness of the Integrated Planning Process 14 Integrated Planning Summit 15 Committee Restructuring 16 Revised Integrating Planning Model 18 Assessment of Student Learning Outcomes 19 Emerging Themes: Data & Interpretation from Program Review 20 Effectiveness of Strategic & Education Master Planning 21 Institutional Effectiveness Scorecard 26 Integrated Planning Annual Timeline 27 2013‐2014 Annual Plan INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012‐2013 2 2012-2013 Annual Planning Actions Progress Overview The College of the Redwoods Strategic Plan and the Education Master Plan contain goals that drive the institution. Each year, an annual plan is created with action items that are driven by these goals. This report begins with a progress update on each action in the 2012-2013 plan, each prefaced by an overview of related institutional data indicators. Summary of college indicators related to Strategic and Education Master Plan Goal 1: Student Success Persistence Continued enrollment of students from one term to another has been an ongoing challenge for the college, especially for students who begin at remedial/basic skills levels. Student persistence from one term to another is an important indicator of achievement because persisting is necessary for students to eventually complete their desired educational goals. The rate with which students persist also has a large impact on enrollment decline or growth across the district. At CR, persistence rates are declining for new student cohorts. Approximately 47 percent of all new students (degree & non-degree seeking) who began CR in fall 2011 persisted to the next fall term. This rate has dropped by about five percentage points over the past five years. Several actions in this year’s 2012-2013 Annual Plan were taken to improve persistence of new and continuing students. A First Year Experience (FYE) program has been implemented for fall 2013, and additional counseling and advising support has been embedded into the experience as well as into college support courses. As part of all new student orientations, students are developing Student Education Plans (SEP) to help them get on track to achieve their educational objectives. The California Community College (CCC) System’s Student Success Scorecard provides data on persistence of a cohort of new CR students tracked for six years through 2011-2012. Of degreeand/or transfer- seeking students requiring remedial education at CR, just under 60 percent persisted their first three consecutive semesters, compared to a persistence rate of about 70 percent for those who were college-prepared. Initiatives in CR’s 2012-2013 Annual Plan to improve basic skills across the curriculum are expected to improve success and therefore the persistence of this group. Course Success and Basic Skills In order for students to persist in college they must be successful in most of their courses. Students who are unsuccessful, especially in their first term at college, are likely to leave and never return to college. The average success rate in all courses across the district is 68 percent. This is almost identical to the average success rate across all California Community Colleges. Approximately 89 percent of students are retained in CR courses, meaning they remained in the course through the end of the term without withdrawing. This is about 5 percentage points higher than the average retention rate across California Community Colleges. Success rates are fairly consistent across the Eureka and branch campuses. INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 3 Actions are being taken by the English and Mathematics Departments to improve basic skills across the curriculum (2012-2013 Annual Planning Action II.A). These actions have the potential to improve success and persistence rates across the district. Enrollments in basic skills courses account for almost ten percent of all enrollments at CR, and the proportion of new students placing into the basic skills sequence is consistently high. Actions to improve the progression of students through the basic skills sequence are central to having a large-scale impact on student achievement. Table 1. Math and English Placement, by Cohort New students Assessing into: Distance Education Developmental, Degree Applicable Basic Skills Cohort Year 2012 - 2013 2011 - 2012 2010 - 2011 Transfer-level English All transfer ENGL courses 26.92% 26.70% 25.53% ENGL-150 38.63% 38.28% 38.55% ENGL-350 26.39% 26.98% 27.93% Developmental, Degree Applicable Cohort Year 2012 - 2013 2011 - 2012 2010 - 2011 Transfer-level Math All transfer MATH courses 14.99% 14.39% 13.98% MATH-120 10.94% 10.23% 9.66% READ-360 8.06% 8.04% 7.99% Basic Skills MATHMATH372 376 4.65% 33.06% 4.90% 35.17% 5.59% 36.01% MATH380 36.36% 35.31% 34.76% Just over 2,000 students took online courses in 2011 – 2012, accounting for nearly ten percent of all of the college’s enrollments. Students living in Humboldt, Del Norte, and Mendocino Counties registered for online courses taught by faculty throughout the district. Table 2. Online Course Enrollments, by Academic Year 2011-2012 2010-2011 2009-2010 FTES from online courses 390 (9.2%) 355 (8.4%) 389 (7.8%) Headcount in online courses 2,186 1,936 1,425 INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 4 CR is similar to most community colleges in that success and retention rates are lower in online than face-to-face courses. Success rates are especially low in online vocational courses compared to face-to-face vocational courses. The difference in success rates for online vs. faceto-face vocational courses is significantly greater at CR than CCC’s as a whole. The pattern of lower success and retention in online courses has been fairly stable at CR for the past several years. Figure 1. Success Rates by Course Type, Fall 2012 90% 80% 70% 60% Credit 50% Degree Applicable 40% Basic Skills 30% Transferable 20% Vocational 10% 0% Online Not Online Total College of the Redwoods Online Not Online Total California Source: California Community Colleges Chancellor’s Office MIS Data Mart, Retention/Success Rate Query The 2012-2013 Annual Planning actions to improve achievement in online courses focused on orientation services. Progress has been made to revise the online orientation and to encourage more students to participate. A technology component has also been added to all orientation sessions. INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 5 Strategic Plan (SP) Goal 1: Student Success Education Master Plan (EP) SP.1. Focus on Learners: Developmental, Career Technical, EP.1. Ensure Student Success and Transfer Education Objectives SP.1.1. Match student readiness with educational pathways. SP.1.2. Continuously assess and evaluate programs to provide effective educational programs and services for all learners. SP.1.3. Students will be able to complete their desired educational goals. SP.1.4. Enhance student support and student engagement. SP.1.5. Improve basic skills success. SP.1.6. Support staff and faculty development and instructional innovation. EP.1.1. Provide structured academic pathways EP.1.2. Improve support for students. EP.1.3. Improve effectiveness of basic skills education. EP.1.4. Increase transfers and degree and certificate completions. EP.1.5. Professional development programs will improve educational effectiveness. EP.1.6. Improve success among underrepresented populations. Bolded items above are addressed in the Annual Plan. Annual Planning Actions Annual Action Plan Progress Update Status I.A. Implement First Year Experience (FYE) FYE program development is complete and will be implemented in fall 2013. All first-time college students will be strongly encouraged to enroll in General Studies (GS) courses, either GS- 1 “College Success” or GS-6 “First Year Experience” to improve student support and engagement (linkage from SP.1.4; EP.1.2; EP.1.6). FYE development includes a detailed plan for assessing the experience. Assessment is ongoing. Some operational aspects of the program will transition to Counseling & Advising functions. Revisions to face-to-face and online orientations are complete and were implemented for new student registration beginning May 13, 2013. The target population includes students who identify an education goal of degree, certificate, or transfer. Implementation as “mandatory” has been delayed and will be moved to 2013-2014 to align with Student Success Act regulations and timeline. SEP development was included in all new student orientations for fall 2013. Advising staff are using the SEP and program evaluation functions within WebAdvisor. Orientations are being evaluated for effectiveness. Furthermore, electronic implementation of education plans has been added to the 2013-2014 annual plan. In progress Technology resources are now discussed during normal orientations sessions. Resources for online learning tools are in modules, allowing students and faculty to review what they need in a self-paced format. Resources are housed on the College of the Redwoods Distance Education website, which is easy to find under “Quick Links” on the CR Homepage. The Mathematics and English Departments are developing and revising existing basic skills curriculum, including development of an accelerated English 350 and expanding use of “Math Jam” math review courses to accelerate remediation for students whose initial placement and math history are not consistent. Placement processes and competency testing are being revised to improve success. Completed I.B. Develop mandatory student orientations for face-to-face and online students. I.C. Include Student Education Plan (SEP) development into all new student orientations. I.D. Add technology component to orientation sessions II.A. Improve basic skills across the curriculum II.B. Embed advisors into GS-1 and GS-6 See the** 2012-2013 Plan Appendix for more details on page 12. Counseling & Advising staff provide additional support to students in the GS-1 “College Success” and GS-6 “First Year Experience.” Continued collaboration with Advising staff and GS faculty is incorporated within FYE programming. In progress Completed In progress Completed INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 6 Summary of college indicators related to Strategic and Education Master Plan Goal 2: Community Education Non-credit course enrollments Noncredit instruction is offered by colleges to prepare students to be successful in college-level credit coursework and to prepare students for employment. Noncredit instruction is different from not-for-credit learning opportunities, which are fee-based community service offerings. Roughly ten percent of all enrollments across the California Community Colleges were in noncredit courses, and almost half of those are in basic skills courses. In contrast to the state, less than one percent of CR’s enrollments in recent years have been in non-credit courses because of a lack of non-credit course offerings. The college has been working to develop non-credit courses, especially to support basic skills students. Non-credit programs are also being developed to support the needs of the community. Strategic Plan (SP) Goal 2: Community Education Education Master Plan (EP) SP.2 Focus on Learners: Community Partnership EP.2 Develop Programs and Services to Meet Community Needs Objectives SP.2.1. Provide workforce development training. SP.2.2. Respond to business and industry short-term training needs. SP.2.3. Develop non-credit programs. EP.2.1. Enhance community education program. EP.2.2. Enhance incumbent worker and contract training. EP.2.3. Develop not-for-credit programs. EP.2.4. Career & Technical Education (CTE) Programs respond to community training needs. EP.2.5. Develop non-credit programs. Annual Planning Actions Annual Action Plan Progress Update Status VI.A. Coordinate a Business Leader’s Summit After gathering more information about the history of past Business Leader gatherings and involvement, it was decided that issuing a survey to gather qualitative information about their needs and effective partnerships would be more beneficial than a summit. A survey was developed this year in collaboration with the Office of Institutional Research. The survey will be implemented as part of the 2013-2014 Annual Plan. Two non-credit programs are currently under internal review and are expected to move through the curriculum approval process next year. Change in direction. New direction in progress VI.B. Develop one non-credit program In progress INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 7 Summary of college indicators related to Strategic Plan Goal 3: Fiscal & Operational Sustainability Fiscal Stability, Cost/FTES The cost of instruction per student in terms of teaching load units per full-time equivalent student has consistently risen in recent years. The district also is faced with salary and benefit cost increases that occur each year. Without increases in state appropriations, the college has started leasing available buildings to gain revenue, and reducing expenditures by putting in place more efficient processes using technology to replace some paper processes. Table 3. Cost of Instruction per Student, by Academic Year Year 2012 - 2013 2011 - 2012 2010 - 2011 2009 - 2010 Cost/FTES $2,271 $2,174 $2,097 $2,061 The District’s 2011-2012 ending fund balance was reduced by $790,000 for a write down adjustment of uncollectible bad debts in student accounts receivable. This issue was tackled in the 2012-2013 annual plan by sending delinquent accounts to outside collections, and consistently deregistering students who have not paid for their classes. Accreditation Progress Faculty and staff worked diligently to address the Show Cause status and eight recommendations from the Accrediting Commission for the Community and Junior Colleges (ACCJC). In February 2013, the Commission acted to remove Show Cause and impose Probation. Efforts to meet accreditation standards and resolve recommendations have focused on sustainability. Accreditation progress is now being monitored on a regular basis each month with the help of an Accreditation Liaison Officer (ALO) who is contracted to devote more time to overseeing accreditation compliance through regular reports to Executive and Expanded Cabinets. INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 8 Strategic Plan (SP) SP.3 Fiscal & Operational Sustainability Goal 3 Education Master Plan (EP) Objectives SP.3.1. Reduce reliance on apportionment-based funding. SP.3.2. Improve college operational efficiencies. SP.3.3. Increase funding available for strategic initiatives SP.3.4. Increase community support for the college. SP.3.5. Practice continuous quality improvement. SP.3.6. Practice continuous adherence to accreditation standards. Annual Planning Actions Annual Action Plan Progress Update Status IV.B. Complete implementation of electronic form (eform) The offices of Admissions & Records and Information Technology have collaborated to develop several e-forms as part of the Softdocs paperless transition. Students will be able to submit required forms to the Admissions & Records Office electronically. These forms are currently in the testing environment in preparation for live deployment. The majority of the former administration building has been leased as of summer 2013. Space at the Garberville site and Mendocino branch campus is also being leased to charter schools. Leases for additional space at the Eureka campus and other locations are being pursued. Delinquent accounts have been sent to outside collections. Collection costs are being charged directly to delinquent accounts. A new process is in place so that all delinquent accounts will be written down to bad debts each year. The process of deregistering students who have failed to pay for their classes continues to take place and has reduced the amount of new debt compared with past year. Feedback regarding AP 4021, which was approved in 2011, led to the development of an Interim AP 4021. The Interim Procedure will expire in six months. Recommendations for the AP 4021 have been solicited, and a task force will be formed in fall to begin analysis towards the development of a permanent procedure. In progress A new Accreditation Liaison Officer (ALO) has been appointed. The new ALO is contracted to devote more time towards ALO responsibilities than ever before. The ALO works with members of Cabinet to track progress on a monthly basis. The ALO helps coordinate regular accreditation updates to Expanded Cabinet. Completed V.B. Lease available buildings V.C. Reduce accounts receivable Addition 1. Implement AP 4021 “Program Revitalization or Discontinuation Process” Addition 2. Structure to continuously monitor accreditation compliance Completed Completed In progress INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 9 Summary of college indicators related to Education Master Plan Goal 3: Practice Continuous Quality Improvement Student Learning Outcome Assessment Close to ninety percent of all courses taught were assessed in 2011-2012. The 2012-2013 year was the start of a new two-year assessment cycle. Assessment plans were created to assess all outcomes in all courses during this time, and assessment maps were developed to align course outcomes with program outcomes. Program assessments are taking place with dialogue based on the courses that map to the program. Questions related to assessment were added to program review, focusing on how course and program assessment led to improvements in student learning. A survey revealed that over three quarters of the 2012-2013 program review authors indicated that analysis of the data provided in program review was useful in assessing their program. Strategic Plan (SP) Goal 3 Education Master Plan (EP) EP.3 Practice Continuous Quality Improvement Objectives EP.3.1. Improve tools for assessment reporting. EP.3.2. Student learning will be a visible priority in all practices and structures. EP.3.3. Student learning outcomes and assessment are ongoing, systematic, and used for continuous quality improvement EP.3.4. Systematically use data to inform decision making. EP.3.5. Provide continual and inclusive training opportunities regarding assessment. EP.3.6. Increase number of institutional employees who have accreditation experience. Annual Planning Actions Annual Action Plan Progress Update Status VII.A. Improve learning outcome assessment (SLO/PLO) structure and process VII.B. Better incorporate assessment and planning into program review process A 2-year assessment process was adopted. New plans were developed to assess all courses in a program within two years. Assessment mapping was done by each program to align course and program outcomes. Program outcomes have started being assessed by holding dialogue sessions on all course level assessments that map to a program. The 2013-2014 Annual Plan includes using online tools to assist in tracking two-year plans. The program review template was revised. Several assessment questions were added so that programs could reflect on their assessment progress and the impact of their assessment efforts. Questions were designed so as not to duplicate any information that goes into the assessment reports to reduce faculty and staff time spent on completing these important reports. In progress Completed INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 10 Summary of college indicators related to Strategic and Education Master Plan Goal 4: Technology Improvements to Technology Infrastructure Several technology-related projects listed in the 2012-2013 annual plan are still in progress because they require an upgraded network infrastructure. Information Technology worked hard this year to substantially improve the speed of transmitting internal and external information. The internet speed at the Eureka campus was increased over 20-fold, from 45 Mbps to 1000 Mbps, and the Networking speed increased more than 100-fold, from 10 Mbps to over 1000. The new infrastructure is needed to deploy Voice over IP (VoIP), which will be finalized this year. VoIP is in turn needed to improve videoconferencing to satellite campuses. Strategic Plan (SP) SP.4 Technological Relevance Goal 4: Technology Education Master Plan (EP) EP.4 Maintain Technological Relevance Objectives SP.4.1. Improve technology infrastructure to support all college operations. SP.4.2. Improve instructional labs to support effective teaching and learning. SP.4.3. CTE programs will have technology relevant to their disciplines SP.4.4. Improve efficiency through technology. SP.4.5. Improve data gathering and utilization to support instructional, student service, & administrative decision making. EP.4.1. Lab equipment and technology effectively supports instructional needs. EP.4.2. Update the comprehensive technology replacement plan. EP.4.3. Enhance distance education or eLearning. EP.4.4. Effectively utilize technology in teaching. Annual Planning Actions Annual Action Plan Progress Update Status III.A. Automate Data Warehousing using Management Information System (MIS) data MIS referential files have been downloaded. These are the same files that are used in the Chancellor’s Office Data Mart. A data warehouse is being created from these files. Tableau has been implemented and is already being used to publish interactive data to CR’s Institution Research website. Tableau will connect to the data warehouse to provide queries that match the information in Data Mart, but unlike Data Mart, this information can be broken up by campus location. A gap analysis is being conducted to identify the next steps to improve videoconferencing in the board room, President’s conference room, and the distance education video conference room. The IT department is in communication with a consultant to modify existing systems once the analysis is complete. In progress The technology resource that was identified to automate software updates was evaluated and it was determined that the resource would not fit with CR’s current environment. No other reasonable resources have been identified at this time. Videoconferencing improvements to satellite campuses are awaiting Voice over IP (VoIP) implementation. Completion of VoIP has been added to the 2013-2014 Annual Plan. Determined not viable This item has been moved to the 2013-2014 Annual Plan. Moved to 20132014 Annual Plan III.B. Improve videoconferencing functionality in new buildings and centers IV.A. Automate software updates IV.C. Improve videoconferencing for conference calls to satellite campuses V.B. Develop capital equipment replacement budget In progress In progress INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 11 Strategic Plan (SP) SP.5 Enhance Institutional Profile Goal 5 Education Master Plan (EP) Objectives SP.5.1. Enhance support for the college community. SP.5.2. Support/increase cultural activities at the college. SP.5.3. Develop partnerships for utilization of the available buildings. SP.5.4. Reactivate the alumni association. SP.5.5. Increase communications and outreach to the community. SP.5.6. Develop a governmental relations function. SP.5.7. Increase public support for the college Annual Planning Actions Annual Action Plan Progress Update Status V.A. Lease available buildings The majority of the former administration building has been leased as of summer 2013. Space at the Garberville site and Mendocino branch campus is also being leased to charter schools. Leases for additional space at the Eureka campus and other locations are being pursued. The commencement ceremony information sheet now asks for an email addresses to obtain the most up-to-date contact information from graduates. A database has been created with contact information based on this sheet (as well as from Datatel) to reflect the most accurate contact information possible. Completed VIII.A. Develop alumni database Strategic Plan (SP) Completed Goal 5 Education Master Plan (EP) EP.5 Increase Student Participation in Campus Activities Objectives 1. Improve student engagement among all students. 2. Develop a vibrant student center. 3. Increase student engagement in the community. 4. Faculty and staff will model positive engagement in the college community Annual Planning Actions Annual Action Plan Progress Update Status Develop a vibrant student center Progress was made developing a new Multicultural Diversity Center and a new ASCR office. The completion and effective use of these facilities has been added to the 2013-2014 Annual Plan. In progress INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 12 **2012-2013 Annual Plan Appendix II.A. Improve basic skills across the curriculum There were two Assessment Friday sessions concerning Basic Skills and how to capture program-level dialogue of Basic Skills courses similar to program/certificate and GE courses. Draft outcomes were developed as a result of these meetings. In 2013-2014, dialogue sessions will deal with assessing basic skills students' attainment of learning outcomes. Progress in the Mathematics and English Departments: The mathematics department is exploring multiple pathways through developmental curriculum. "Math Jam" mathematics review courses are being expanded. Placement processes are being updated to accelerate remediation for students who place below the level indicated by their math history. A Technical Math course is planned for development in coordination with career and technical education (CTE) faculty. The mathematics department is investigating development of a "PathToStats"-type course which would merge algebra with statistics topics for students at the level of Math 380 Elementary Algebra. This could involve a modification of the existing Math 194 Intermediate Algebra for Social Sciences and Business. The English department has revised the Course Outline of Record for English 150 Precollegiate Reading and Writing, eliminating the Competency Exam and replacing it with a writing sample. A rubric for assessing these samples will be developed next semester, and an assessment session will be held late in the semester to establish norms. This revised course should help somewhat in improving success rates for English 150 alone. A core group of teachers of English 350 Reading and Writing Skills are starting to employ some strategies they were exposed to during fall 2012 professional development training. New approaches they learned should help somewhat in improving success rates for English 350. Effectiveness of the Integrated Planning Process 2012-2013 Integrated Planning Survey Summary Members from each integrated planning committee evaluated themselves using a survey that has been administered for the past three years. Committees perceived themselves as strong in terms of how meetings are managed (e.g., agendas available beforehand and discussions followed those agendas, chairs efficiently managed meetings), and how committee members carried themselves (with inclusive respect for others and with professional conduct). Areas that leave some room for improvement regard the information available and used for making decisions, and how those decisions are communicated in the planning and budgeting process. Attendance was also an issue, receiving the lowest overall ratings. This was more of an issue for some committees than for others. INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 13 Ratings varied widely by committee. Items with higher overall ratings varied considerably less across committees than did items of attendance and informed decision-making and communication with lower overall ratings. Ratings to all questions increased from 2010-2011 to 2012-2013, with the exception of attendance. Ratings to several questions approached ceiling in 2011-2012 meaning that most members gave very positive responses, which meant that only small improvements from 2011-2012 to 2012-2013 could be detected. The Institutional Effectiveness Committee will revise the survey for the upcoming year so that we can continue to gather meaningful information. Table 4. Integrated Planning Survey Results Average ratings The following statements were rated using the scale 5 = strongly agree, 4 = somewhat agree, 3 =neutral, 2 = somewhat disagree, 1 = strongly disagree Committee members were always respectful of all members. Agendas, minutes and ancillary materials were provided Professional Conduct & Respectful Dialogue: Different opinions and values were respected. Decisions were made by consensus. The discussions usually followed the agenda. Overall: Participation in the committee was important and valuable to the College. Committee chair or co-chairs were efficient in managing meetings. Participation: All constituent groups had an opportunity to participate on planning and governance committees. Meetings were positive and constructive. All members were encouraged to be actively involved. In general, the objectives of each committee meeting were clear and understood. The planning process supports an assessment of progress towards the college mission and strategic directions. I was an effective participant Action items and persons responsible were clearly articulated. The committee charge was understood and the members worked toward fulfilling the charge. Committees completed the agenda in an efficient and timely manner. Overall, I am satisfied with the committee's performance. Discussion and decisions were data driven and supported by sound evidence. The College has effectively communicated the outcomes of the planning and governance process. Information Adequacy: The committee members had appropriate information to make informed decisions. The Integrated Planning and Budgeting process is clear. All members attended regularly 20102011 4.09 4.45 20112012 4.68 4.30 20122013 4.50 4.50 4.42 4.27 4.06 4.46 4.18 4.28 4.47 4.40 4.37 4.09 4.00 4.40 4.00 4.36 4.36 3.94 4.12 4.09 4.00 4.40 3.75 4.33 4.30 4.28 3.73 4.33 4.23 3.58 3.85 3.94 4.38 4.55 4.44 4.22 4.18 4.14 3.66 4.50 4.13 3.52 3.82 4.13 4.25 4.10 4.07 3.39 3.98 4.00 3.09 4.27 3.98 3.39 3.15 3.58 3.73 3.85 3.92 3.95 3.88 3.57 INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 14 2012-2013 Integrated Planning Summit The third annual Integrated Planning Summit was held in April, 2013. The summit began with a review of planning goals from past years, and a review of results from the integrated planning survey. Committees that were central to the integrated planning process (program review and budget planning) held a discussion about strengths and weaknesses of the planning process over the course of the year. Members from other committees attended and added input to the discussion based on their knowledge of the flow of information to and from their committees. Members of the Budget Planning Committee (BPC) noted that poor survey results in terms of having the appropriate information to make decisions was especially an issue this year because of unpredictable and often untimely information from the state, which is endemic to all community colleges in the state right now. Internal information to the BPC, such as TLU projections from the Enrollment Management Committee, was very helpful. Members of the BPC and the Program Review Committee (PRC) noted that, although the use of assessment information to inform resource allocation has improved over the last year, there is still room for growth. This year’s Program Reviews included a discussion of assessment progress and discoveries from student learning outcome assessments. Resource requests were also tied to assessment results, but BPC and PRC members believed that this connection needs to be strengthened. The Institutional Effectiveness Committee will work with both BPC and PRC during the upcoming year to determine how to make improvements to the program review template, committee processes, and culture of assessment. The PRC called for more guidance from the Assessment Committee to improve the program review template in an effort to gather more meaningful assessment information, and to implement guidelines for the PRC to evaluate that information consistently across programs. The PRC also noted that program reviews would benefit from providing authors with effective examples of completed program review content to guide their work, as well as providing more detailed instructions about the type of information desired. An automated way of extracting resource requests from completed program reviews would also help to make the process more efficient. The planning summit concluded with a discussion about next steps to make the integrated planning process more effective. This discussion focused on the goal of improving communication within committees and to campus constituents. Several suggestions for using available technology and personnel resources to improve communication were offered. Consensus was that a central calendar should be created for all integrated planning committees. There was also much discussion about how to manage a central place to post and notify constituents of relevant committee progress and updates. The Institutional Effectiveness Committee will work with the planning committees, along with the Offices of Communications & Marketing and Information Technology to devise solutions over the upcoming year. INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 15 Committee The Institutional Effectiveness Committee formed a task force to review the college’s Restructuring committee structure. The task force included members from the Institutional Effectiveness Committee alongside representation from Academic Senate, CRFO, CSEA, and Managers Council. The task force was asked to evaluate whether all current non-senate committees need to remain the way they are or be consolidated or diminished. As the number of faculty and staff at the college has decreased in recent years, it is even more imperative for us to evaluate our processes and to streamline our efforts, focus on what is most important, and create a structure that is sustainable and efficient. The task force met with constituents from all of the committees under consideration and asked them to evaluate the pros and cons of keeping the current committee structure in light of possible alternatives. After a thorough review of pros, cons, committee facts, alternatives, and answers to questions that arose, the task force arrived at the following recommendations: Assessment Committee and Program Review Committee (PRC) o Assessment Committee continue to work with Program Review Committee; the two committees remain separate entities. Assessment Committee establishes assessment evaluation standards for PRC, to inform PRC on the quality of the PR templates, and to guide PRC on template revisions and on evaluation of learning outcomes. o PRC to work more collaboratively (esp. with administrative services), e.g., by asking others how to make program review a meaningful and useful process for everyone. Basic Skills Committee (BSC), Distance Education Committee (DEC), Enrollment Management Committee (EMC), and also First-Year Experience (FYE) o Basic Skills to be subsumed into EMC as a sub-committee, recognizing the mandated reporting for Basic Skills and funding allocations that may require task force work. o Distance Education Committee to be restructured as a sub-committee of EMC. DE sub-committee to coordinate course offerings and oversee long-range planning of DE offerings o FYE also subsumed under EMC after the FYE rolls in Fall 2013 and is at the level of "ongoing maintenance" attention, with sub-committee/task force work as needed. Expanded Cabinet, Institutional Effectiveness (IEC), College Council, Student Equity Committee (SEC) and Accreditation Oversight Committee (AOC) o College Council remains a separate entity for now (and probably at least another year) because of high level of policy review work that still needs to be accomplished. Re-evaluate after policies all updated; re-consider as subcommittee of IEC at that time. o Expanded Cabinet to merge with IEC, chaired by senior leadership. New IEC/EC oversees district-wide institutional planning, integration, evaluation. o AOC to exist as task force of IEC in order to have small group of specific people focus attention on oversight of work pertaining to accreditation concerns at least as long as we are on sanction. INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 16 o Revised Integrating Planning Model SEC, similarly, to become sub-committee of new IEC/EC, to oversee development of Student Equity Plan and to monitor the Plan. [Note: Suggestions to combine SEC with the Senate's Multicultural and Diversity Committee (MDC) were considered; the task force determined that MDC and SEC have different concerns and should remain separate.] Budget Planning (BPC), Facilities Planning (FPC), Technology Planning (TPC) o Combine all planning committees, restructuring into BPC. Revise BPC charge to include specific scopes of the committees (as they currently exist) and evaluate them. o Technology issues that are not part of annual planning process will need to be handled by a separate IT task force; new procedures needed for this. o Create task forces, at times, as needed (for example when revising Technology Plan and Facilities Plan). Flex Committee and Professional Development Committee o Recommend combining these two and restructuring, in order to become more efficient and also to promote more involvement within and among all constituent groups. Both of these committees fall under Human Resources and have many of the same people on them, and both work together at times, already. o Mandated Flex reporting to be handled by sub-committee, which meets only once or twice each term. Emergency Preparedness & Safety Committee (EPSCo) o Recommend EPSCo remains a stand-alone committee, with recommendation for assistance with coordination and communication. (Also recommend EPSCo work with Flex/ProfDev regarding training once or twice each year.) The task force shared their recommendations with the Institutional Effectiveness Committee. Most, but not all of these recommendations were implemented. The recommendations were refined and resulted in a new committee structure which is depicted in the revised integrated planning model. The integrated planning model was adopted following approval by Expanded Cabinet. INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 18 Continuous Improvement of the Assessment & Planning Process Assessment of Student Learning Outcomes CR’s process of assessing student learning outcomes continues to progress at all levels. At the course level, instructors continue to assess course learning outcomes according to the two-year assessment cycle established in fall 2012. The process was strengthened by developing assessment reporting deadlines for each semester. Semester deadlines were created to help keep everyone on track, given that Instructors plan their assessments according to their twoyear plan on a semester basis. The deadline was also created so that sufficient assessment progress could be documented and reflected upon in program review. A variety of assessment-related professional development activities were provided to faculty and staff during 2012-2013. Assessment training sessions occurred at the fall 2012 convocation and at spring 2013 flex sessions. Assessment training was also part of the associate faculty orientation at the main and branch campuses. In addition, the fall 2013 convocation had sessions related to the improved assessment process, the new assessment planning tool, and the development and assessment of Institutional Learning Outcomes. The assessment reporting tool continues to be used for tracking course-level assessment activity. Minor adjustments have been made to the course level reporting form based on feedback solicited from instructors. A new planning feature has been added to the assessment software to make it easier for instructors to plan future assessments, and to track progress towards their plans. The assessment software was also adjusted to report assessment activity in more detail, by course outcome rather than by course. Separate reports are now listed for each outcome within a course so that progress towards assessing all outcomes in a two-year period can be easily tracked. General education outcome assessment continued by collecting assessments from a randomlyselected pool of instructors, followed by a dialogue session to learn from the assessment data and impact on student learning. This process has been carried out each semester since fall 2011. The college now has baseline assessment data for each general education outcome in terms of the extent to which students meet expectations. Discussions have taken place comparing levels of attainment across the outcomes, and instructors have shared strategies for improving learning outcomes attainment. Student service programs continue to assess all of their programs each year. The Student Development Assessment Group (SDAG) has held regular assessment dialogue sessions to discuss assessment results. Several student service programs have worked together at SDAG to develop shared outcomes to evaluate their areas more effectively. A group of student service leaders worked to redesign the assessment reporting form so that the questions are better suited for service areas as opposed to class instruction. The content of the form has been developed and is currently being implemented. INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 19 Emerging Themes: Data & Interpretation from Program Review The Program Review Executive Summary provides numerous examples of assessment activities that have led to improved student learning in areas of Instruction and Student Services. Assessment is having a documented impact on student achievement. A revised student achievement data set was interpreted this year by all instructional programs. Student equity data was added to the template, and analysis of this data led to useful discoveries for many programs. Authors were asked to evaluate the utility of the data sets after their analysis was complete. Over three-fourths of those who responded indicated that the analysis of program review data was useful in assessing their program. The PRC detailed a set of improvements to the data sets for the 2013-2014 year based on feedback from the committee and the authors. Changes included looking at persistence based on cohorts with a concentration of units instead of using declared major, as well as adding a stand-alone dataset specific to online courses for the PRC to review. The program review committee documented a set of general themes that were included in the Program Review Executive Summary based on analysis of student achievement data that resulted in consistent interpretations across programs. These themes will be reviewed by the Institutional Effectiveness Committee and the Program Review Committee to inform institutional planning for the upcoming year. General themes: Establishing an integrated approach to addressing low success in low-level basic skills courses. Addressing online course performance as an area of concern in a number of CTE programs. Addressing difficulty of certain equity groups in math and the sciences. Identifying issues related to new repeatability rules in music, art, and PE courses. The college should be prepared for the negative impact this could have on enrollments. Supporting programs without full-time faculty. Some programs could be in jeopardy although labor data supports a growth market. Sensitivity about loss of associate faculty in branch campuses. Managing the number of course offerings given the number of full-time faculty in the discipline. Where/how to categorize staff requests, when positions are funded then cut, whether recurring or new. Handling unconventional programs in the program review process (e.g., a program that is self-sustaining). Coordinating and collaborating across campus to combine resources rather than purchasing more high tech and specialty equipment (e.g. the art program requested 3D printer that already exists in one of the CTE programs). INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 20 Effectiveness of Strategic & Education Master Planning The impact of the annual planning actions was assessed by developing indicators for each objective in the Strategic Plan and the Education Master plan. Baseline data has been collected for each indicator. An interactive webpage was developed to display indicators over several years based on the planning objective or keyword of interest. This database, depicted below, can be viewed at: http://inside.redwoods.edu/irapps/strategicplanningIndicator/indicators.aspx Figure 3. Institutional Planning Database Institutional Effectiveness Scorecard CR continues to use the Institutional Effectiveness Scorecard to evaluate institutional effectiveness. The Institutional Effectiveness Committee worked with Institutional Research to improve the Scorecard for 2012-2013. In addition to revising some of the indicators, the Scorecard now clearly distinguishes benchmarks that are internal to the college from those that are external. The Institutional Effectiveness Scorecard, as well as the California Community College’s Student Success Scorecard are both discussed by the Board of Trustees every year. INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 21 INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 22 INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 23 INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 24 INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 25 Integrated Planning Annual Timeline The College continues to strengthen the Integrated Planning Process by creating an improved version of the Integrated Planning Timeline seen below. The Institutional Effectiveness Committee revised the timeline and distributed it to campus at convocation. The timeline was created to help faculty and staff keep track of important dates in the planning cycle. It also familiarizes new employees with important aspects of the planning process. The Institutional Effectiveness Committee also revised the College’s Planning, Budgeting, and Program Review Manual. The title was changed to reflect that the document depicts the integrated planning process, and content changes were made to reflect the structural reorganization of the college and processes that changed as a result. 2013-2014 Annual Plan The Annual Plan for 2013-2014 was developed with a substantial amount of feedback. Initial sessions to develop the 2013-2014 Annual Plan led to a draft plan that was presented to Expanded Cabinet. Expanded Cabinet provided feedback, and then members of the Institutional Effectiveness Committee contacted each person responsible for the actions that appeared. Responsible persons and Executive Cabinet met to refine the plan, and the plan was taken back to the Institutional Effectiveness Committee and the Expanded Cabinet for final review. The 2013-2014 Annual Plan has been presented to campus to guide program and committee planning throughout the year. INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 Integrated Planning Annual Timeline Entity 1 2 IEC Instruction Instruction, Admin 3 Services, Student Services 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 IPFC = Integrated Planning Functional Committees IR = Institutional Research PRC = Program Review Committee TPC = Technology Planning Committee Activity Post Institutional Effectiveness Report Revise assessment plans and outcome mappings Conduct interdisciplinary & institutional assessment dialogue at Convocation Submit spring assessment reports, Due September 15 IR, IEC Update Institutional Effectiveness Scorecard IEC Prepare first draft of subsequent year annual plan Board Adopt the final budget President, Board Discuss the Institutional Effectiveness Scorecard Provide datasets for program review, IR available October 4 Administration Hold employee workshops on budget and planning Instruction, Admin Complete and submit Program Reviews, Services, Student Due October 31st Services Submit faculty requests to the Faculty Prioritization PRC Committee Faculty Rank faculty requests Prioritization Evaluate Student Development and Administrative PRC Program Reviews Distribute resource and planning requests to IPFC's for PRC prioritizing PRC Evaluate Instructional Program Reviews Submit fall assessment reports, Instruction Due February 15 Prioritize resource requests using rubric, based on FPC, TPC, BPC assessment and data links Finalize ranking of resource requests, forward to President BPC & Cabinet BPC Post final rankings to the web All Planning Conduct self-evaluations and submit to IR Committees Review budget assumptions BPC Instruction IEC Expanded Cabinet All Planning Committees IEC IEC, Expanded Cabinet Administrative Services IR Administration July Aug u Sep s t tem b Oct er obe r Nov em ber Dec em b Jan e r uar Feb y rua ry Ma rch Apr il Ma y Jun e Expanded Cabinet Legend: BPC = Budget Planning Committee FPC = Facilities Planning Committee IEC = Institutional Effectiveness Committee 7/24/13 Hold integrated planning summit Review/approve ranked priorities for funding; Report out to constituencies Draft annual planning schedule for upcoming year Determine if/what members are needed Collect updates for Institutional Effectiveness Report Review draft annual institutional plan Build preliminary budget to include funded initiatives Assess Institutional Planning Indicators Finalize annual institutional plan Submit tentative budget to the Board of Trustees for 31 President adoption Present the Program Review Committee Executive 32 VPISD,President Summary to the Board √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 27 Annual Plan 2013-2014 Theme: Increasing Persistence Employing strategies to keep students continually enrolled from one semester to the next. Strategic Plan (SP) Goal 1: Student Success Education Master Plan (EP) SP.1. Focus on Learners: Developmental, Career Technical, EP.1 Ensure Student Success and Transfer Education Objectives SP.1.1. Match student readiness with educational pathways. SP.1.2. Continuously assess and evaluate programs to provide effective educational programs and services for all learners. SP.1.3. Students will be able to complete their desired educational goals. SP.1.4. Enhance student support and student engagement. SP.1.5. Improve basic skills success. SP.1.6. Support staff and faculty development and instructional innovation. EP.1.1. Provide structured academic pathways EP.1.2. Improve support for students. EP.1.3. Improve effectiveness of basic skills education. EP.1.4. Increase transfers and degree and certificate completions. EP.1.5. Professional development programs will improve educational effectiveness. EP.1.6. Improve success among underrepresented populations. Annual Planning Actions Plan. Goal. Objective. Action Actions to be taken Responsible Persons Semester Evaluation Plan VP of Instruction and Student Development (VPISD) with faculty and counselors VPISD in collaboration w/ Enrollment Management Committee VPISD, EOPS Counselors Spring 2014 Do degree plans exist for each basic skills level? Fall 2013 Do FYE students persist longer than non-FYE students? Fall 2013 Do mentees indicate the mentorship was beneficial? Do faculty and staff indicate that training was effective? Do students in the alternative curriculum progress to transfer level courses at a higher rate? Is the gap in success and retention rates decreasing? SP.1.1.1 Develop degree plans with course pathways based upon students entering at various math and English placement levels. EP.1.2.1 SP.1.4.1 Implement the First Year Experience (FYE) program. EP.1.2.2 Offer peer mentoring/supplemental instruction for students. EP.1.5.1 EP.1.6.1 Provide comprehensive ongoing faculty and staff training that includes diversity training. HR Director Fall 2013 SP.1.5.1 Implement alternative basic skills curriculum (e.g., acceleration, non-credit). Spring 2014 EP.1.6.2 Based on priorities identified in the Student Equity Plan, develop a plan for narrowing the achievement gap for underrepresented student populations. VPISD, Deans, Math & English Departments, Director of Business Training VPISD Spring 2014 INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 28 Strategic Plan (SP) Goal 2: Community Education Education Master Plan (EP) SP.2 Focus on Learners: Community Partnership EP.2 Develop Programs and Services to Meet Community Needs Objectives SP.2.1. Provide workforce development training. SP.2.2. Respond to business and industry short-term training needs. SP.2.3. Develop non-credit programs. EP.2.1. Enhance community education program. EP.2.2. Enhance incumbent worker and contract training. EP.2.3. Develop not-for-credit programs. EP.2.4. CTE Programs respond to community training needs. EP.2.5. Develop non-credit programs. Annual Planning Actions Plan. Goal. Objective. Action SP.2.1.1 EP.2.2.1 EP.2.2.3 EP.2.2.4 SP.2.2.1 EP.2.4.1 SP.2.3.1 EP.2.5.1 Actions to be taken Develop a new not-for-credit training in an area where employees are needed by local employers. Review business and industry and economic development survey data to inform program alignment and identify potential partnering opportunities. Hold conversations with High Schools to align program offerings and career pathways for students. Develop job readiness non-credit classes. Responsible Persons Director of Business Training Center Semester Spring 2014 Evaluation Plan Has training been developed in high need areas? CTE Associate Dean, Director of Business Training Center VPISD, Associate Deans Fall 2013 Have alignment opportunities been identified? Fall 2013 Director of Business Training Center, VPISD Fall 2013 Is there documentation of meeting progress? Has curriculum been developed? INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 29 Strategic Plan (SP) SP.3 Fiscal & Operational Sustainability Goal 3 Education Master Plan (EP) Objectives SP.3.1. Reduce reliance on apportionment-based funding. SP.3.2. Improve college operational efficiencies. SP.3.3. Increase funding available for strategic initiatives SP.3.4. Increase community support for the college. SP.3.5. Practice continuous quality improvement. SP.3.6. Practice continuous adherence to accreditation standards. Annual Planning Actions Plan. Goal. Objective. Action SP.3.2.1 SP.3.2.2 SP.3.2.3 Actions to be taken Implement Softdocs e-forms for business and student services processes. Establish process for submitting delinquent accounts to collection agency on a regular basis. Implement a budget cycle for equipment replacement (e.g., computers, vehicles, lab equipment). SP.3.2.4 Implement a budget cycle for capital repairs and maintenance (e.g., roofs, HVAC, painting). SP.3.3.1 Increase resident and non-resident FTES. SP.3.4.1 Recruit additional foundation Board members. Responsible Persons IT Manager, Director of Institutional Research (IR) Vice President of Administrative Services (VPAS) VPAS in collaboration with the Budget Planning Committee VPAS in collaboration with the Budget Planning Committee All District employees Foundation Executive Director Semester Spring 2014 Evaluation Plan Are e-forms in use for business and student services processes? Fall 2013 Are all accounts submitted and revenue monitored? Is an annual budget and replacement plan carried out? Fall 2013 Fall 2013 Do capital repairs and maintenance projects adhere to a budget cycle? Spring 2014 Fall 2013 Have we met CR’s enrollment target? Have Board members been recruited? INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 30 Strategic Plan (SP) Goal 3 Education Master Plan (EP) EP.3 Practice Continuous Quality Improvement Objectives EP.3.1. Improve tools for assessment reporting. EP.3.2. Student learning will be a visible priority in all practices and structures. EP.3.3. Student learning outcomes and assessment are ongoing, systematic, and used for continuous quality improvement EP.3.4. Systematically use data to inform decision making. EP.3.5. Provide continual and inclusive training opportunities regarding assessment. EP.3.6. Increase number of institutional employees who have accreditation experience. Annual Planning Actions Plan. Goal. Objective. Action EP.3.1.1 Actions to be taken Integrate assessment planning with assessment reporting for easier tracking. Responsible Persons Director of IR, Assessment Committee Director of IR, Program Review & Assessment Committees VPAS in collaboration w/ Assessment Committee VPAS in collaboration w/ Assessment Committee EP.3.2.1 EP.3.3.1 Refine the role of assessment in program review and decision-making. EP.3.2.2 EP.3.3.2 Develop Institutional Learning Outcomes and a plan for how they will be assessed. EP.3.3.3 Refine the assessment process with an emphasis on sustainability. EP.3.4.1 Enhance institutional data reports. Director of IR EP.3.6.1 Identify candidates to serve on ACCJC visiting teams. President Semester Fall 2013 Spring 2014 Fall 2013 Spring 2014 Spring 2014 Fall 2013 Evaluation Plan Are plans and report progress available together? Can committee and institutional planning decisions be tied to assessments? Has an assessment plan been published? Is there evidence of Sustainable Continuous Quality Improvement level on ACCJC SLO rubric? Can employees better interpret reports? Have candidates been identified? INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 31 Strategic Plan (SP) SP.4 Technological Relevance Goal 4: Technology Education Master Plan (EP) EP.4 Maintain Technological Relevance Objectives SP.4.1. Improve technology infrastructure to support all college operations. SP.4.2. Improve instructional labs to support effective teaching and learning. SP.4.3. CTE programs will have technology relevant to their disciplines SP.4.4. Improve efficiency through technology. SP.4.5. Improve data gathering and utilization to support instructional, student service, & administrative decision making. EP.4.1. Lab equipment and technology effectively supports instructional needs. EP.4.2. Update the comprehensive technology replacement plan. EP.4.3. Enhance distance education or eLearning. EP.4.4. Effectively utilize technology in teaching. Annual Planning Actions Plan. Goal. Objective. Action SP.4.1.1 SP.4.1.2 SP.4.1.3 SP.4.4.1 SP.4.5.1 SP.4.4.2 EP.4.1.1 EP.4.4.1 EP.4.3.1 Actions to be taken Expand wireless and cell phone network capabilities. Responsible Persons IT Manager Semester Fall 2013 Provide backup and disaster recovery capability with storage-area-network (SAN). Update the college website. IT Manager Implement Student Ed Plan queries in Colleague (formerly Datatel) to inform scheduling. Finalize VOIP implementation. Implement minimum technology specs for all new or retrofitted classrooms. VPISD, Director of IR Fall 2013 IT Manager IT Manager Fall 2013 Spring 2014 Submit a revised DE substantive change proposal. Director of the LRC and Distance Education in collaboration w/ the Distance Ed Committee. Fall 2013 Director of IR, IT Manager Spring 2014 Spring 2014 Evaluation Plan Is there an increase in wireless and cell phone availability? Is SAN used to back up critical systems? Are faculty and staff more satisfied with the website? Can courses in SEPs be queried from Colleague? Is VOIP implemented? Are instructors able to use the technology seamlessly? Has the ACCJC approved the change? INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 32 Strategic Plan (SP) SP.5 Enhance Institutional Profile Goal 5 Education Master Plan (EP) Objectives SP.5.1. Enhance support for the college community. SP.5.2. Support/increase cultural activities at the college. SP.5.3. Develop partnerships for utilization of the available buildings. SP.5.4. Reactivate the alumni association. SP.5.5. Increase communications and outreach to the community. SP.5.6. Develop a governmental relations function. SP.5.7. Increase public support for the college Annual Planning Actions Plan. Goal. Objective. Action SP.5.3.1 SP.5.4.1 Actions to be taken Lease available buildings. Reestablish an Alumni Association. SP.5.1.1 SP.5.7.1 Expand publicity and marketing. SP.5.5.1 Increase district involvement in outreach initiatives with local high schools. SP.5.7.2 Plan activities for the 50th anniversary of CR. SP.5.7.3 Reinstate CR’s Science Night. Responsible Persons VPAS Foundation Executive Director Director of Communications and Marketing Director of Communications and Marketing, Assistant Director Student Success, ASCR Director of Communications and Marketing Faculty and Deans Semester Fall 2013 Spring 2014 Spring 2014 Evaluation Plan Has revenue increased? Has the alumni association development progressed? Have donations to the college and FTES increased? Has high school capture rate increased? Fall 2013 Are activities in place? Fall 2013 Was the Science Night held? Spring 2014 INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013 33 Strategic Plan (SP) Goal 5 Education Master Plan (EP) EP.5 Increase Student Participation in Campus Activities Objectives EP.5.1. Improve student engagement among all students. EP.5.2. Develop a vibrant student center. EP.5.3. Increase student engagement in the community EP.5.4. Faculty and staff will model positive engagement in the college community Annual Planning Actions Plan. Goal. Objective. Action EP.5.1.1 EP.5.2.1 Actions to be taken Develop a plan to increase student participation in campus activities across the district. Develop a new Multicultural Diversity Center. EP.5.2.1 Develop a new ASCR office. EP.5.2.2 Enhance wireless and computer access in the student centers. EP.5.3.1 Include students in community outreach activities. Responsible Persons Academic Senate, CSEA, ASCR Semester Spring 2014 VPISD, ASCR Fall 2013 VPISD, ASCR Advisor IT Manager Fall 2013 President, Director of Communications & Marketing, Faculty, ASCR Spring 2014 Spring 2014 Evaluation Plan Has the number of event requests increased? Are students congregating and holding activities in the center? Does ASCR leadership find the space useful? Is there wireless access or computers available at all student centers? Have students attended outreach events with faculty and staff? INSTITUTIONAL EFFECTIVENESS REPORT | COLLEGE OF THE REDWOODS | 2012-2013