S trategic P lan
for College of the Redwoods
2012-2017
Approved by the Board of Trustees April 3, 2012
Board of Trustees
2012-2017 Strategic Planning Committee
Dr. Colleen Mullery
Chair | Dr. Utpal K. Goswami
Lee Lindsey
Interim President/
Superintendent
Vice President,
Administrative Services
Dr. Rachel Anderson
Dr. Geisce Ly
Dean, Academic Affairs
Dean,
Mendocino Education Center
Board President
Thomas Ross
Board Vice-President
Sally Biggin
Board Clerk
Rick Bennett
Michael Butler
Instructor, Mathematics
Jeff Cummings
Tracy Coppini
Dean, Career & Technical
Education
Richard Dorn
Ahn Fielding
Bruce Emad
Interim Director,
Human Resources
Barbara Rice
Tim Flanagan
George Truett
Rebecca Ashbach
Student Trustee
Director, Facilities
Dr. Pat Girczyc
Dean, Health Occupations &
Public Services
Kathy Goodlive
Director,
Admissions & Records
Sheila Hall
Assistant Director, EOPS
Dr. Angelina Hill
Kerry Mayer
Instructor, Speech
MaryGrace McGovern
Director,
Learning Resource Center
Roxanne Metz
Director, Planning, Grants
& Institutional Effectiveness
Julia Morrison
Instructional Site Manager
Julia Peterson
Director,
Business Training Center
Dr. Keith Snow-Flamer
Vice President,
Student Development
Chuck Snowden
Maintenance Specialist
Director,
Institutional Research
Carla Spalding
Anita Janis
Steve Stratton
Dean, Del Norte Education
Center
Director,
Technical Support Services
Controller
Sydney Larson
Instructor,
Early Childhood Education
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
1
S t r at e g i c P l a n
2
College of the Redwoods 2012-2017
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
S t r at e g i c P l a n
COLLEGE
OF THE
REDWOODS
Our Vision
Our Mission
Statement
Goal 1
Objectives
Goal 2
Objectives
Goal 3
Objectives
Goal 4
Objectives
Goal 5
Objectives
2012-2017
College of the Redwoods is a learning community where lives are transformed.
College of the Redwoods puts student success first by providing outstanding
developmental, career technical, and transfer education.
The College partners with the community to contribute to the economic vitality
and lifelong learning needs of its service area.
We continually assess student learning and institutional performance and practices
to improve upon the programs and services we offer.
Focus on Learners: Developmental, Career Technical & Transfer Education | College of
the Redwoods will employ programs, services, and organizational structures to meet the
needs of learners and ensure student success.
1.1 Match student readiness with educational pathways.
1.2 Continuously assess and evaluate programs to provide effective educational programs
and services for all learners.
1.3 Students will be able to complete their desired educational goals.
1.4 Enhance student support and student engagement.
1.5 Improve basic skills success.
1.6 Support staff and faculty development and instructional innovation.
Focus on Learners: Community Partnerships | College of the Redwoods will provide,
in partnership with the community, training and education to contribute to the economic
vitality and lifelong learning needs of the community.
2.1 Provide workforce development training.
2.2 Respond to business and industry short-term training needs.
2.3 Develop non-credit programs.
Fiscal & Operational Sustainability | College of the Redwoods will pursue strategies
that lead to fiscal and operational sustainability.
3.1 Reduce reliance on apportionment-based funding.
3.2 Improve college operational efficiencies.
3.3 Increase funding available for strategic initiatives.
3.4 Increase community support for the college.
3.5 Practice continuous quality improvement.
3.6 Practice continuous adherence to accreditation standards.
Technological Relevance | College of the Redwoods will develop infrastructure, adopt
best practices, and conduct data analysis to utilize current and emerging technologies to
support the learning environment and enhance institutional effectiveness.
4.1 Improve technology infrastructure to support all college operations.
4.2 Improve instructional labs to support effective teaching and learning.
4.3 CTE programs will have technology relevant to their disciplines.
4.4 Improve efficiency through technology.
4.5 Improve data gathering and utilization to support instructional, student service, and
administrative decision making.
Enhance Institutional Profile | College of the Redwoods will engage in activities and
initiatives to elevate the college’s profile in the community.
5.1 Enhance support for the college community.
5.2 Support/increase cultural activities at the college.
5.3 Develop partnerships for utilization of the available buildings.
5.4.Reactivate the alumni association.
5.5 Increase communications and outreach to the community.
5.6 Develop a governmental relations function.
5.7 Increase public support for the college.
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
3
S t r at e g i c P l a n
4
College of the Redwoods 2012-2017
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
Introduction
Planning allows the college to efficiently distribute resources and coordinate action
plans that contribute to achieving the college’s mission. College of the Redwoods (CR) is
committed to comprehensive institutional planning that is strategically focused, ongoing,
and outcomes oriented. The planning process includes institutional review of the college’s
educational programs, student services, and administrative areas. Through planning, the
college ensures that its policies, budgets, and decisions are reflective of its mission.
Planning is a process of continuous quality improvement. Over time, as the needs of
the college change and gaps are identified, the college continually engages in planning
to refine key processes and improve student learning. Each year the college will identify
focused objectives and develop an annual plan that identifies action steps, timelines for
completion, a description of indicators of success, and the assignment of parties responsible for implementation.
The overarching goals of College of the Redwoods’ (CR) planning efforts are to ensure
the college meets the needs of students by establishing and measuring student learning,
that the college responds to the changing educational needs of the community, and that
resources are aligned so the College can achieve these goals.
college of the redwoods alignment of institutional plans
The diagram to the left
College Vision & Mission
Strategic Plan
Education Master Plan
Staffing/
Enrollment
Professional
Facilities
Budget
Management Plan
Development
Planning
Plan Plan
TechnologyStudent
Plan
Equity Plan
displays how institutional and
program plans are aligned. Using
the college’s mission, vision, and
value statements as a guide, the
Strategic Plan outlines broad
goals and specific objectives the
college intends to accomplish
over a five-year period. The
Strategic Plan informs the goals
and objectives in the Education
Master Plan, other functional
plans, and program planning.
Annual Institutional Plan
Program Plans
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
5
S t r at e g i c P l a n
Background
College of the Redwoods 2012-2017
College of the Redwoods (CR) is a public community college located on the north coast of
California. Serving Del Norte and Humboldt Counties, parts of western Trinity County, and
coastal Mendocino County, CR has one of the largest service areas in California. Home to
nearly 280,000 residents, the district covers almost 10,000 square miles.
There are approximately 91 full-time and 250 part-time faculty, while the administrative,
managerial, and classified staff include roughly 230 employees. The college maintains 93
degree and certificate program and served 9,348 students in the 2010-11 academic year.
Description of the
Strategic Planning
Process & Timeline
In August 2011 Interim President/Superintendent Utpal Goswami’s Convocation keynote
address led the kick-off of the college’s strategic planning effort. In September 2011, a district
Strategic Planning Committee comprised of representatives from faculty, classified staff, and
administrative staff was formed to update the Strategic Plan for the college. In recognition
of the Institutional Effectiveness Committee’s (IEC) role in developing the Strategic Plan, as
recognized in Administrative Procedure 3250, Institutional Planning, many members of the
IEC agreed to serve on the Strategic Planning Committee.
Strategic Planning Committee Scope
In support of the college’s mission and vision, the Strategic Planning Committee will update
the college’s Strategic Plan every five years. The strategic planning process includes the
following components:
Conduct an environmental scan (external and internal) of conditions and trends
Review data regarding the college’s key performance indicators (KPIs)
Using the college’s mission, vision, and values statements as a guide, conduct a
gap analysis Identify broad, overarching goals (statements) of what the college desires to accomplish
over a 5-year period
Identify annual objectives (actionable, measureable statements about the end result that
a service or program is expected to accomplish)
6
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
The committee met seven times between September 8, 2011 and March 20, 2012 (not including
additional small group meetings). The Strategic Planning Committee reviewed and discussed
an environmental scanning summary provided by the Institutional Research Department and
developed initial strategic planning themes.
Beginning in November 2011 a series of conversations took place throughout the district to
discuss the themes identified by the committee during the environmental scanning process
and gather input and ideas from college constituents. A listing of these conversations follows:
Date | Time Location
Attendees
Thurs., Nov. 3rd Del Norte Center 10
Tues., Nov. 8th | 12:00–1:30 pm CA 107 13
Thurs., Nov. 10th | 9:00–10:30 am LS 113
7
Mon., Nov. 14th | 3:00–4:30 pm Board Room
20
Tues., Nov. 15th | 11:00–12:30 pm AT104
13
Wed., Nov. 16th | 11:00–12:30 pm Mendocino Coast Tues., Nov. 22nd | 2:00–3:30 pm AJ 101A Wed., Nov. 23rd | 9:00–10:30 am Eureka Downtown
Thurs., Dec. 8 Klamath-Trinity Fri., Feb. 10
ASCR Executive Board
7
14
9
10
4
The review process for the Strategic Plan was conducted according to the following timeline:
Environmental
Scan
Month of February 2012
Strategic Planning Committee drafted the Strategic Plan goals and objectives
February 24
Draft plan released to the college community for feedback
March 2
Academic Senate review and discussion, constituency feedback
March 6
Strategic Planning Committee reviewed community feedback
March 14
Board of Trustees review of initial draft Strategic Plan
March 20
Strategic Planning Committee revisions and agreement to forward
the revised plan, with a few minor adjustments, for approval
March 29
College Council ratified the Strategic Plan
April 3
The Board of Trustees adopted the Strategic Plan
Successful planning depends on the college’s ability to meet the needs of an ever changing
incoming student body in a dynamic environment. Global and national trends including
enrollment growth, college affordability, college preparedness, employer expectations,
institutional revenue, and accountability were identified as potentially significant factors
to be aware of while planning for the future. These factors indicate opportunities or
challenges and signify necessary changes.
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
7
S t r at e g i c P l a n
Enrollment
Growth
College of the Redwoods 2012-2017
Higher education enrollment is increasing dramatically across the world. Demand for
higher education is resulting in students willing to relocate in order to be educated. More
than 2.5 million students are studying outside of their home countries, and this trend is
expected to increase in the years to come. New communication and information
technology is leading to an increasingly integrated world economy.
higher education
enrollment ratio
by region
80%
70%
60%
2000
2007
50%
40%
30%
20%
North America and
Western Europe
Central and
Eastern Europe
Latin America
and the Caribbean
Central Asia
East Asia and the Pacific
Arab States
South and West Asia
0
Sub-Saharan Africa
10%
World
Source: Trends in global
higher education: Tracking
an academic revolution.
A Report Prepared to the UNESCO
2009 World Conference on
Higher Education.
In the United States, the National Center for Education Statistics projects a thirteen
percent growth in higher education enrollment from 2007 to 2015. Professional
and graduate education is projected to see the most growth, although growth in
undergraduate education is projected to increase by twelve percent.
enrollment
growth
2007–2015
First-time professional students
Graduate students
Undergraduate students
20%
18%
12%
0% 5% 10%15%20%25%
8
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
Enrollment Growth
in Online Courses
Annual % U.S. Enrollment
Growth Rate Comparison
Fall
Total
Online
2003
1.8
23.0
2004
2.1
18.2
2005
1.2
36.5
2006
1.6
9.7
2007
2.8
12.9
2008
4.7
16.9
2009
2.2
21.1
2010
0.6
10.1
Advances in information technology have led to significant
increases in online education. Online course delivery across
the globe is allowing for higher education programs to begin
crossing national and physical boundaries. In the United States,
the number of students taking at least one online course has
increased since 2003 at an annual rate much greater than that
of the overall higher education student body.
annual percentage u.s. enrollment
growth rate comparison in online courses
Source: Allen, I. E., & Seaman, J. (2010). Learning on demand: Online education in the United States, 2009. The Sloan Consortium. Babson
Survey Research Group.
College
Affordability
Family income in the United States continues to be a major factor in determining whether
or not someone goes to college. In 2009, the college-going rate of high school completers
from low income families was almost thirty percentage points below that of high income
families. A 2011 survey by the Pew Research Center found that the main reason for not
pursuing further education among ages 18-34, reported by almost two-thirds of respondents,
was the need to support a family.
percentage of high
school completers
who were enrolled in
2- or 4-year colleges the
October immediately
following high school
completion, by family
income
100%
80%
60%
40%
High Income
Middle Income
Low Income
20%
0
1975198019851990199520002005
2009
Source: The Condition of Education 2011 (NCES 2011-033). U.S. Dept. of Education, National Center for Education Statistics. Washington, DC:
U.S. Government Printing Office.
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
9
S t r at e g i c P l a n
College of the Redwoods 2012-2017
The cost of higher education is increasing across the United States, but the rate of increase is
lower for public two-year institutions than for private or public four-year institutions, causing
an even greater demand for community college education for those with financial challenges.
Sources: The College Board, Annual
Survey of Colleges; NCES, Integrated
Post-secondary Education Data
System (IPEDS).
400
Public Four-Year 359
350
Inflation-Adjusted Published
Tuition and Fees Relative to 1980-1981
inflation-adjusted
published tuition
and fees, 1980-81
to 2010-11
[1980-81=100]
300
Private
Four-Year
286
250
263
Public Two-Year
200
150
100
50
0
80-8182-83 84-85 86-8788-89 90-9192-9394-95 96-9798-99 00-01 02-0304-0506-0708-09 10-11
Academic Year
The rising cost of tuition and fees, and the downturn in the economy is leading to significant
increases in student debt. Fifty-three percent of full-time undergraduates received a loan in
2007-2008, up from forty-five percent in 1999-2000. The 2008 National Postsecondary Student
Aid showed that the average debt of students earning an associate’s degree or certificate,
although less than the debt of bachelor’s degree earners, was over $10,000.
College
Affordability &
Graduation Rates
Increases in student debt have led to higher loan default rates. A report from the Institute for
Higher Education Policy tracked a cohort of 1.8 million borrowers who entered repayment in
2005 and showed that about one third of the borrowers used the federal loan repayment in the
intended way. The rest of the cohort postponed or became delinquent with payments, with the
delinquency rate of 2-year institutions (more than 50 percent) much higher than at four-year
institutions (less than one third). Students who graduated had a much lower default rate than
students who did not. Almost 60 percent of borrowers who left without graduating became
delinquent or defaulted compared to 37 percent of those who graduated. More students are
completing an associate’s degree, but with increasing enrollments, the percentage of students
completing an associate’s degree remains low. In 2009, the federal government reported close
to four hundred community colleges with a graduation rates less than 15 percent.
10
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
College
Preparation
Nearly half of all students at 2-year institutions report taking at least one remedial course in
college, resulting in increased degree costs for students and for colleges. Success and retention
in remedial courses are a cause for concern. Achieving the Dream: Community Colleges
Count data from 24 states (California included) shows that seven percent of students who
were referred to developmental English successfully completed gateway English within two
years of enrolling, and five percent of students referred to developmental math successfully
completed gateway math within two years of enrolling. Such low percentages are partially
driven by a high percentage of students who never begin their developmental sequence,
and the majority of these students will not enroll in future semesters.
Private Not-for-Profit Doctorate
College Type
percentAGE of
students reporting
having taken at
least one
remedial college
course in 2007-2008
Private Not-for-Profit Non-Doctorate
4-Year Doctorate
4-Year Non-Doctorate
2-Year Public
Age
Ages 30 and Older
Ages15 to 23
Race/
Ethnicity
Source: Data pulled from the Condition
of Education 2011 (NCES 2011-033). U.S.
Dept. of Education, National Center for
Education Statistics. Washington, DC: U.S.
Government Printing Office.
Ages 24 to 29
Hispanic Students
Black Students
Students Overall
0% 10% 20%30%40%50%
Value of Education
Current research from the College Board’s Education Pays 2010 shows that students who
attend institutions of higher education have lifelong personal and financial benefits. Those
with at least some college have lower rates of unemployment and higher salaries; those
with an associate degree fare even better. In 2007, the median hourly wage gain attributable
to the first year of college, adjusted for race, gender, and work experience was 11 percent.
The American Association of Community Colleges reported in 2009 that community
colleges are at the forefront of education in health care with 59 percent of new nurses
and the majority of other new health-care workers educated at community colleges, and
the demand for graduates will continue to grow in the next ten years.
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
11
S t r at e g i c P l a n
Education Pays
Level
Median Weekly Earnings in 2010 [$]
1.9%
Doctoral Degree
$1,550
2.4%
Professional Degree
$1,610
4.0%
Master’s Degree
$1,272
5.4%
Bachelor’s Degree
$1,038
Associate Degree
$767
Some College,
No Degree
$712
7.0%
10.3%
14.9%
Employer
Expectations
College of the Redwoods 2012-2017
Unemployment Rate in 2010 [%]
9.2%
Source: Bureau of
Labor Statistics,
Current Population Survey
Average: 8.2%
High School Diploma
$626
Less Than a
High School Diploma
$444
Average: $782
A 2010 report for the Association of American Colleges and Universities titled Raising
the Bar: Employer’s Views on College Learning in the Wake of the Economic Downturn
showed that the majority of employers who participated in a survey saw at least some
Employer
Perceptions
2-Year Colleges 4-Year Colleges
& Universities&Universities
room for both 2-year and 4-year colleges to improve.
Significant Improvement Needed
Some Improvement Needed
Doing Good Job
Some Improvement Needed
Significant Improvement Needed
Doing Good Job
0% 10% 20%30%40% 50%60%
Almost 60 percent of employers reported that both an in-depth set of skills and knowledge
and a broad range of skills and knowledge were important, compared to 20 percent who
chose only one or the other. Employers’ top priorities for student learning outcomes in both
two- and four-year colleges were led by outcomes typically associated with general education
such as effective oral and written communication and critical thinking skills.
12
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
percentAGE
OF employers
reporting
2- & 4-year
colleges should
place more
emphasis on:
Effective Oral/Written Communication
89%
Critical Thinking/Analytical Reasoning
81%
79%
Knowledge/Skills Applied to Real World Settings
Analyze/Solve Complex Problems
75%
Connect Choices and Actions to Ethical Decisions
75%
71%
Teamwork Skills/Ability to Collaborate
Ability to Innovate and Be Creative
70%
Concepts/Developments in Science/Technology
70%
Source: Raising the Bar: Employer’s Views on College Learning in the Wake of the Economic Downturn (2010). Prepared by Hart Research
Associates on behalf of the Association of American Colleges and Universities.
Changing
Student Body
The demographics of students in higher education are also projected to change in the
next decade. The National Center for Education Statistics projects growth to be very
unevenly distributed within gender and race/ethnic groups. Between 2007 and 2018,
females are expected to enroll in college at a much higher rate than males, and the rate
of Hispanic enrollment is expected to increase more than any other race/ethnic groups,
followed by American Indian or Alaska Native. Nontraditional students ages 25 and older
are also projected to enroll at higher rates than traditional students aged 18 to 24.
Race/Ethnicity
Gender
Source: Projections of
Education Statistics to 2018 (NCES
2009-062). National Center for
Education Statistics, Institute of
Education Sciences, U.S. Department of
Education. Washington, DC.
Nonresident Aliens
Age
Enrollment
growth
2007 to 2018
American Indian or Alaska Native
Asian or Pacific Islander
Hispanic
14%
32%
29%
38%
Black
26%
White
4%
Male
Female
35 an Older
9%
16%
12%
25 to 34
18 to 24
9%
25%
0% 10% 20%30%40%50%
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
13
S t r at e g i c P l a n
College of the Redwoods 2012-2017
Most first-year students who will enter college just out of high school were born in 1993.
Beloit College publishes an annual Mindset List to reflect the world view of these entering
students. A few noteworthy items on the 2015 list are as follows, and point to potential
uniqueness in the perspective of entering students, especially in terms of technology:
There has always been an Internet ramp onto the information highway
Adult experts have fretted about their alleged deficits of empathy and concentration
Their school’s blackboards have always been getting smarter
American tax forms have always been available in Spanish
They’ve broken up with their significant others via texting, Facebook, or MySpace
There has always been at least two women on the Supreme Court
Public schools have always made space available for advertising
Charter schools have always been an alternative
Current students also differ in terms of their expectations and commitments outside of
college. In 2009, Social Science Research Council reported findings from the SSRC-CLA
longitudinal project that the average undergraduate student spends between 12 and 14
hours per week studying; about 50 percent less than the average student spent studying
a few decades ago.
Institutional
Revenue
Public institutions of higher education in the United States are facing substantial budget challenges, and colleges in California are no exception. In 2010, the College Board reported that
after adjusting for inflation, state appropriations per full-time equivalent student declined by
nine percent in 2008-2009 and by another five percent in 2009-2010. Federal stimulus funds
have provided some relief, but enrollments have been growing substantially, while state ap-
Total appropiations in constant 2009
dollars [in billions] , appropriations
per public FTE student in constant
2009 dollars [in thousands],
and public FTE enrollment
[in millions],1979-80 to 2009-10.
KEY
14
120
100
[$]12
Public FTE Enrollment [Millions]
Appropriations per FTE [Thousands]
[$]10
80
[$] 8
60
Excluding Federal Stimulus Funds
Total Appropriations [Billions]
[$] 6
40
[$] 4
20
[$] 2
0
[$] 0
79-80 82-8385-8688-8991-92 94-9597-9800-0103-04 06-0709-10
Academic Year
Appropriations per FTE [Thousands]
Public FTE Enrollment [Millions]
Total Appropriations [Billions]
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
Excluding Federal Stimulus Funds
Public FTE Enrollment [in Millions] and
Appropriations per FTE [in Thousands of Constant 2009 Dollars]
state
appropriations
for higher
education
Total Appropriations [in Billions of Constant 2009 Dollars]
propriations have been on the decline, causing institutions to look for other funding.
Accountability
Accountability continues to escalate in importance for a number of nations, including
the United States. The Bologne Process, under which 46 European nations have agreed
on common education standards, is a large-scale example of accountability in action. This
voluntary process was driven to be an outcome-based system that addresses employers’
concerns in a globally-changing labor market.
The importance of accountability in the United States is evidenced by regulations from the
Department of Education, such as Gainful Employment regulations on student debt and
employability. Expectations of accreditation agencies are gaining more of a college’s focus,
such as the expectation by the Accrediting Commission for Community and Junior Colleges
(ACCJC) that by 2012 all colleges be at the Proficiency level for student learning outcomes
according to the ACCJC Rubric for Evaluating Institutional Effectiveness. At a more local level,
the California Community Colleges Task Force on Student Success has recommended that
system-wide accountability efforts be updated to include the collecting and reporting of both
the outcomes and progression measures for each college.
Summary of
Environmental
Scan Findings
A discussion of the environmental scan led to the development of the following key
findings that impact the Strategic Plan:
Unsustainable Financial Model | State appropriations per FTE student have dropped
in recent years. The unpredictability of state funding is a risk to financial stability for
California community colleges.
Low Completion Rates | While College of the Redwoods’ college completion rates are
comparable with peer colleges, they are generally low. A nationwide agenda to improve
college completion, for example President Obama’s “American Graduation Initiative,”
which calls for an additional five million community college degree and certificate
completions by 2020, will place additional pressure on the college to perform.
Student Characteristics | An increasing percentage of non-traditional students are
attending community college. Educational models and methods must be modified to be
effective with adult learners, displaced workers or homemakers, disabled individuals,
those who are the first in family to attend college, etc.
External Threats | For-profit institutions operate at a lower cost than traditional colleges
and have an increasing market share. Accountability mandates are increasing and may
result in performance-based funding and additional regulations.
Employment and Workforce | Employers expect both in-depth knowledge and a broad
range of competencies and skill sets among employees. Students who receive postsecondary education and training have lifelong personal and financial benefits.
Technology | Technology will influence both the functioning of the college organization
and how education is delivered. Enrollment in online courses continues to grow, and the
online environment will continue to impact the delivery of educaiton.
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
15
S t r at e g i c P l a n
Strategic
Planning
Themes
College of the Redwoods 2012-2017
As noted previously, a series of conversations took place throughout the district
in November 2011 to discuss these key findings. As these conversations took place,
several themes arose that were integrated into the goals, objectives, action plans, and
indicators as presented in the tables beginning on page 19.
Student Accomplishment | College completion is high on the national agenda in order
to improve American competitiveness, and the role of community colleges is significant.
In order to increase the number of college completions, community colleges need to be
able to serve the wide-ranging needs of the diverse population of students in the community. Various initiatives such as the Basic Skills Initiative and the Student Success Task
Force have been put forth from the California Community College Chancellor’s Office.
The Report of the Commission on the Future, prepared by the Community College
League of California, identified a series of recommendations to improve community
college student success. College of the Redwoods (CR) will embrace those best practices
and service model recommendations that best fit CR’s community. The college must be
able to respond to the needs of a diverse student body by understanding their expectations, providing guidance to assist them to identify appropriate educational goals, and
providing effective programs and services. Steps towards this may include initiatives
related to programs and curriculum, college processes, and pedagogical innovations.
This theme is reflected in Goal 1.
Non-Credit , Community Education, and Contract Training | In the last few years the
college has served over 1,400 participants in not-for-credit, community education, and
business training activities. Increasingly, external agencies, the college community, and
grant funders expect the college to provide short turnaround industry-specific training
and workforce preparation to meet economic and workforce development needs. The
college has experienced recent enrollment growth in its programs that do not lead to
college degrees or certificates, indicating a potential growing need. In keeping with
this trend, College of the Redwoods will encourage further community education and
workforce development training. The college has not taken advantage of the opportunity
to build college curriculum for work readiness, English as a Second Language, and basic
skills education. Through the development of non-credit programs such as these, the
college may receive state apportionment (funding) while meeting a community need.
This theme is reflected in Goal 2.
16
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
Community Partnerships | In recent years, College of the Redwoods has strengthened partnerships with the community to accomplish common goals. Some examples
include collaborations with the Workforce Investment Board, Del Norte County Rural
Human Services, the Job Market, Eureka Adult School, regional Native American tribes,
Humboldt State University, and the K-12 school systems in our district. Collaborations
with industry include the Humboldt Bay Regional Simulation Center, participation on
the Redwood Technology Consortium, the Workforce Investment Board, and the Job
Market Operators. In recognition of the recently revised mission statement that identifies
the need to partner with the community to address service area needs, this theme is
reflected in Goal 2.
Fiscal Sustainability | According to the Community College Research Center,
“Community colleges will not be able to count on increased funding to help them meet
ambitious national college attainment goals. Recent state budget cuts and skyrocketing
enrollments have reduced per-student funding for colleges across the country. Instead,
community colleges will have to improve productivity—that is, they will need to
graduate more students with the same or even less funding.” College of the Redwoods
recognizes that in the current environment the college cannot continue to rely on state
funding for instruction. In response to this, the college intends to reduce dependence on
apportionment-based funding through partnerships, grants, a stronger Foundation, or
other efforts. This theme is reflected in Goal 3.
Technology | Technology is everywhere. As the “railroad of the 21st century,”
technology is essential for many industries and provides the means for organizational
management and communications. College of the Redwoods must be able to use technology to improve the functioning of the organization, to improve teaching and learning, and to reach the communities in the district’s service area. The college will adopt
technology best practices that provide the flexibility and adaptability to serve future
college needs. In order to enhance student success, the college will need to develop the
ability to conduct sophisticated data mining and analytics. For example, analytics can be
programmed into the enrollment application in order to assist the college in determining what programs students are most interested in and where they get stuck, or in a distance education course, analytics can be used to determine what teaching modules and
techniques are found by students to be most helpful. This theme is reflected in Goal 4.
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
17
S t r at e g i c P l a n
College of the Redwoods 2012-2017
Available Buildings | As the college moves programs and services into new buildings
being built with state bond funds, the college will seek to raise its profile in the community
through the leveraged use of the buildings that will be vacated. Over 50,000 sq. feet of
space will become available over the next few years. The college will enhance existing
partnerships and seek new partnerships to fully utilize the available space. This theme is
reflected in Goal 5.
Advocacy | College of the Redwoods is greatly impacted by decisions made at a
national, statewide, and regional level. However, the college has not actively participated
in policy and decision making in these arenas. The college must strengthen the ability
to advocate for regulatory relief and the flexibility to accomplish college goals without
undue impediment. This may include developing a governmental relations role for the
college, increasing participation on statewide committees and decision-making bodies
such as the Accrediting Commission for Community and Junior Colleges, the California
Community Colleges Collegial Consultation Council, and statewide faculty and student
senates. In addition, the Board of Trustees may take an active role in working with key
governmental officials and policymakers to address college needs. This theme is reflected
in Goal 5.
18
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
Strategic Plan
Goals & Objectives
with Action Plans
& Indicators
Goal 1 Focus on Learners: Developmental, Career Technical, and Transfer Education
College of the Redwoods will employ programs, services, and organizational structures to
meet the needs of learners and ensure student success.
Objectives
Desired Outcomes
Potential Action Plans
Indicators (and Targets)
1.1
Students will be
effectively evaluated and placed
in appropriate
programs of study.
Develop processes and
policies to increase participation in math and
English placement.
Number of students
participating in math and
English placement
Assess online readiness
for students who intend to take a distance
education course for
the first time.
Number of first-time
distance education students completing online
readiness assessment
Provide career exploration activities to educate
students about possible
careers and related
training and education
opportunities.
Increase by 5% per year
the number of students
completing career
exploration activities.
Enable students to
develop student
education plans.
By 2017 all full-time students will have a student
education plan in place.
The college will
facilitate successful
achievement of
intended learning
outcomes.
Develop structures and
assign responsibility to
ensure assessment of
course, program and
institutional outcomes.
All programs will
participate in assessment
annually.
Programs and
services will be
evaluated to ensure
currency and
effectiveness.
Develop structures and
assign responsibility to
ensure evaluation of
program and service
effectiveness.
All programs will
participate in assessment
and program review
annually.
The college will
increase the number
of degree and
certificate
completions.
Align course offerings
with aggregate data
from student
educational plans.
By 2017 the number of
degrees, certificates, and
transfers will increase by
30%.
Match student
readiness with
educational
pathways.
1.2
Continuously
assess and
evaluate programs
to provide effective educational
programs and
services for all
learners.
1.3
Students will be
able to complete
their desired
educational goals.
The college will
increase the number of transfers to
four-year colleges.
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
19
S t r at e g i c P l a n
Strategic Plan
Goals & Objectives
with Action Plans
& Indicators
Goal 1
College of the Redwoods 2012-2017
Focus on Learners: Developmental, Career Technical, and Transfer Education (-cont.)
College of the Redwoods will employ programs, services, and organizational structures to
meet the needs of learners and ensure student success.
Objectives
Desired Outcomes
Potential Action Plans
Indicators (and Targets)
Students will be
actively engaged
Enhance student
and institutionally
support and student
supported.
engagement.
Improve First Year
Experience Program.
Perceived student
engagement (NSSE or SSI
baseline to be established
2012-13)
Strengthen and
augment services to
enhance access and
success for underrepresented populations.
Student Equity Plan
measures
Update Board Policies
(Chapter 5, Students
and Chapter 7, Human
Resources).
Number of BPs and APs
updated to incorporate
equity and diversity
principles
1.4
The college
embraces equity
and diversity with
effective policies
and practices.
1.5
Improve basic
skills success.
1.6
Support staff and
faculty development and instructional innovation.
20
Participation of underrepresented groups will
increase by 2% per year.
The college will im- Ensure all students go
prove persistence
through matriculation
and retention rates. process.
Maintain course retention
rates ≥ 85%.
More students will
complete any necessary remediation
within one year of
admission.
Number of students
completing math and
English remediation
within one year (determine baseline, set targets)
Develop summer
bridge and other
shortened “classes” to
provide assistance in
targeted content areas
in math and English.
By 2017, ARCC persistence
rates will rise to 60%.
Faculty will employ Faculty Development
Number of faculty funded
innovative teaching Committee will allocate for instructional improvepractices.
funds for pedagogical
ment initiatives
improvements.
Sabbaticals will be
awarded for plans to
improve pedagogy.
Number of sabbaticals
funded for instructional
improvement
The college will provide
training and support for
instructional improvement and innovation.
Number of faculty
participating in college
training in instructional
improvement
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
Strategic Plan
Goals & Objectives
with Action Plans
& Indicators
Goal 2 Focus on Learners: Community Partnerships
College of the Redwoods will provide, in partnership with the community, training
and education to contribut to the economic vitality and lifelong learning needs of the
community.
Objectives
Desired Outcomes
Potential Action Plans
2.1
The Business
Training Center will
provide industryrecognized certifications in strong
and emerging
industries.
Program revenue will
Evaluate certifications
needed to support local grow by 10% per year.
incumbent workers and
industries.
The Business
Training Center
will collaborate
with business and
industry partners
to offer contract
training and scheduled workshops
for incumbent
workers.
Develop a training
calendar of workshops
that meet the training
needs of business and
industry.
Number of contract training clients and incumbent
workers trained will grow
by 10% per year.
The college will
create non-credit
programs to meet
the lifelong learning needs of the
community.
Evaluate priorities for
ESL, GED, short-term
vocational training,
and job readiness.
Collaborate with
faculty to develop
needed curriculum.
Non-credit courses
established
Provide workforce
development
training.
2.2
Respond to
business and
industry shortterm training
needs.
2.3
Develop
non-credit
programs.
Indicators (and Targets)
Develop trainings in
areas where certified
employees are needed
by local employers.
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
21
S t r at e g i c P l a n
Strategic Plan
Goals & Objectives
with Action Plans
& Indicators
College of the Redwoods 2012-2017
Goal 3 Fiscal & Operational Sustainability
College of the Redwoods will pursue strategies that lead to fiscal and operational sustainability.
Objectives
Desired Outcomes
Potential Action Plans
Indicators (and Targets)
3.1
Increased funding
through a revived
foundation, grants
and contracts, and
entrepreneurial
ventures
Streamline grant
development processes.
By 2017, 15% of the budget will be non-apportionment based revenue.
Improved operational efficiencies
through effective
management of
human, physical,
technical, and
financial resources.
Establish benchmark
for effective measures.
Maintain cost/FTES at
the statewide average
Practice data-driven
process reengineering
to increase efficiencies.
Maintenance-related
tickets
The Budget Planning
Committee will consider alignment with
strategic initiatives in
the development of
funding priorities.
Dollars allocated in support of institutional plans
and in response to assessment and program review
The college will save
excess reserves for use
in strategic initiatives.
Fund balance percentage
will be at the statewide
average.
Hire a development
director.
Foundation assets will
grow by $250,000 per year.
Services and related processes are
Practice continuous
continuously evaluquality improveated for improved
ment.
effectiveness and
efficiencies.
Programs and departments will participate
in all assessment and
program review related
activities.
Quality improvement
plans and reports
3.6
Number of outstanding
Responsibility for
adherence to accredita- recommendations from
the ACCJC
tion standards will be
assigned to appropriate
units and individuals.
Reduce reliance on
apportionmentbased funding.
3.2
Improve college
operational
efficiencies.
3.3
The college will tie
resource allocation
Increase funding
to outcomes and
available for strateplanning.
gic initiatives.
3.4
Increase community support for
the college.
The College of
the Redwoods
Foundation will
raise money for
college use.
3.5
Practice continuous adherence to
accreditation
standards.
22
The college will
create structures
and processes to
ensure ACCJC
accreditation
standards are
maintained.
Develop partnerships
to support programs.
The college will evaluate adherence to the
standards at least once
per year.
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
Perceived processing
bottlenecks
100% compliance with
program review and
assessment
Strategic Plan
Goals & Objectives
with Action Plans
& Indicators
Goal 4 Technological Relevance
College of the Redwoods will develop infrastructure, adopt best practices, and conduct
data analysis to utilize current and emerging technologies to support the learning environment and enhance institutional effectiveness.
Objectives
Desired Outcomes
Potential Action Plans
Indicators (and Targets)
4.1
Day-to-day
operations will
be supported
effectively.
The college will update
aging information technology infrastructure.
Average internet speed
available on CR computers
Improve technology infrastructure
to support all
college operations.
4.2
Improve instructional labs to
support effective
teaching and
learning.
4.3
CTE programs will
have technology
relevant to their
disciplines.
Current technology
will be available
to support new
initiatives.
The college will deploy
ubiquitous and secure
wireless through the
district.
Average networking
speed
Upgrade video conferencing capabilities.
Participation of
employees at all sites
and centers in college
dialogue
The college will develop an instructional lab
improvement plan to
include replacement at
appropriate intervals.
Student and faculty
satisfaction
Faculty and staff
will effectively
utilize technology
in teaching.
Provide training
throughout the year
on the appropriate use
of technology and to
review emerging
technologies.
Number of employees
participating in training
on utilization of technology in the ‘classroom’
Students will have
access to current
and emerging
technology in the
classroom
environment.
The college will
develop replacement
and upgrade plans for
relevant technologies
in CTE areas and
incorporate it into the
budget cycle.
Student satisfaction with
technology
Faculty will have
appropriate tools
available.
Students will have
access to tools they
need.
Assessment results
related to improvements
Current versions of ADA
The Technology Plan
software
will included a software
replacement component.
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
Budget plans related to
technology replacement
and upgrade cycle
23
S t r at e g i c P l a n
Strategic Plan
Goals & Objectives
with Action Plans
& Indicators
Goal 4
College of the Redwoods 2012-2017
Technological Relevance (-cont.)
College of the Redwoods will develop infrastructure, adopt best practices, and conduct
data analysis to utilize current and emerging technologies to support the learning environment and enhance institutional effectiveness.
Objectives
Desired Outcomes
Potential Action Plans
Indicators (and Targets)
4.4
Faculty, staff, and
students will experience improved
effectiveness and
efficiency when
using college
technology.
Employ a process and
structure to increase
the efficiency and
reliability of technology
systems.
System outages
Improve
efficiency through
technology.
Number of servers with
disaster recovery system
in place
Average age of
computers and servers
Unresolved technology
tickets/number of work
orders/response time
4.5
Improve data
gathering and utilization to support
instructional,
student service, &
administrative
decision making.
24
The Institutional
Research Department will have an
increased capacity to support the
institution’s data
needs.
The college will
effectively use data
and analysis to
improve teaching
and institutional
outcomes.
Improve the utility of
MIS data for reporting
purposes.
The college will implement a data warehouse
and reporting system.
Adopt a set of clearly
defined data elements
that are consistently
reported.
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
Assessment results
Use of Institutional
Research reporting tools
Strategic Plan
Goals & Objectives
with Action Plans
& Indicators
Goal 5 Enhance Institutional Profile
College of the Redwoods will engage in activities and initiatives to elevate the college’s
profile in the community.
Objectives
Desired Outcomes
Potential Action Plans
Indicators (and Targets)
5.1
Provide services
and support for
students and the
community.
Support community
activities consistent
with the college
mission.
Community survey
The college will
support cultural
activities on
campus.
Support cultural
activities consistent
with the college
mission.
Events held at the college
Enhance support
for the college
community.
5.2
Support/increase
cultural activities
at the college.
Students and community
members who participate
in events at the college
Revenue generated by
cultural events
5.3
Develop
partnerships for
utilization of the
available buildings.
5.4
Reactivate
the alumni
association.
Business, industry,
governmental, or
non-profit entities
partner with the
college to use available buildings.
Investigate publicprivate ventures.
The college will
have an active
alumni association.
Create a website for
alumni.
Investigate opportunities for a business incubator in partnership
with Humboldt State
University.
Partnerships established
Revenue generated from
partnerships
Alumni engagement
Conduct graduation
survey.
Create a database of
alumni residing within
the college’s service
area.
5.5
Increase communications and
outreach to the
community.
Residents in the
community will
understand the
college’s mission
and challenges.
Senior administrators
and trustees will
participate in
community activities.
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
Targeted media coverage
to the community
Community perceptions
of the college
Outreach event
participation
25
S t r at e g i c P l a n
Strategic Plan Goals
& Objectives with
Action Plans &
Indicators
Goal 5
College of the Redwoods 2012-2017
Enhance Institutional Profile (-cont.)
College of the Redwoods will engage in activities and initiatives to elevate the college’s
profile in the community.
Objectives
Desired Outcomes
Potential Action Plans
Indicators (and Targets)
5.6
Federal, state, and
local officials will
understand how
regulatory issues
affect the college.
Present regular reports
to the Board of Trustees
on government relations matters.
Meetings with, and literature provided to elected
and appointed officials
Trustee advocacy as
appropriate.
Staff, faculty, students, and
trustees participating on
publicly-appointed bodies
The public will
vote for state and
local measures that
support the college
mission.
Produce a yearly update to the community.
State and local bond dollars
available to the college
Conduct an economic
impact study.
Statewide and federal
education initiatives
supported by voters in
the college’s district
Develop a governmental relations
function.
5.7
Increase public
support for the
college.
26
Create an institutional
fact book.
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
Plan
Implementation
The Strategic Plan is a five-year plan. As such, implementation will be staged through an annual plan to be developed by the President/Superintendent with input from faculty and staff
and in consultation with the Institutional Effectiveness Committee.
Many of the initiatives suggested in this Strategic Plan can and will be addressed through
the current institutional structure or by individual work units. Those initiatives that require
special organizational support or structure will be supported through the creation of ad hoc
task forces or permanent structures as needed. It is envisioned that while the initiation phase
of some activities may require the formation of ad hoc task forces, for long term sustainability,
ongoing work will be carried forward by appropriate departments or units. For example, the
CR Foundation may require a special group to move an initiative forward. Once the initiative
is underway, the existing structure of the Foundation will continue that work.
Measuring
Institutional
Performance &
Strategic Plan
Effectiveness
The Institutional Effectiveness Committee will annually review the college’s Institutional
Effectiveness Scorecard (see appendix) and other data and information related to the Strategic
Plan. The data to be monitored will include the nine college-level key performance indicators:
student enrollment, course retention, student persistence, degrees and certificates awarded,
successful transfers and budget as well as satisfaction among students, employees, and the
community. Specific data will be analyzed in order to establish baselines and track the specific
indicators related to the objectives in the Strategic Plan. Relevant data and information will
be reported to relevant committees. The Board of Trustees will also be provided with regular
updates for monitoring purposes.
Planning is a process of continuous quality improvement. Over time, as the needs of the
college change and gaps are identified, the college continually engages in planning in its
drive to continuously improve learning outcomes and institutional effectiveness. Thus, the
college’s Strategic Plan will be reviewed annually and objectives and measures may be
adjusted to ensure ongoing progress in achieving the college’s mission.
Next Steps
Each year the college will develop an annual institutional plan that selects several goals and
objectives for implementation that year, identifies specific action plans, and includes timelines
and areas of responsibility.
The college will compile baseline data and develop benchmarks for all items in the
Institutional Effectiveness Scorecard.
The college will compile baseline data and clarify targets for all objectives prioritized as part
of the college’s annual institutional plan.
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
27
S t r at e g i c P l a n
Appendix
Institutional
Effectiveness
Scorecard
College of the Redwoods 2012-2017
Student Success
We put students first, ensuring that student learning and advancement are pivotal
to all we do.
2008–09
Fall-to-Fall Persistence
2009–210
2010–11 Benchmark
Full-time
57%
53%
55%
Part-time
46%
43%
42%
ARCC Cohort
60%
56%
56%
Retention
89%
89%
Basic Skills Course Success
58%
57%
55%
57%
Basic Skills Improvement
52%
48%
53%
55%
Course Success
69%
68%
69%
69%
Degree Completions
374
418
482
Certificate Completions
182
182
170
8.9%
12.6%
12.0%
553
612
842
Graduation Rate [FTFT in 150%]
Transfer to 4-year
89%
61%
85%
18%
Access
We value all members of our community and strive to create a diverse, nurturing,
honest, and open environment.
2008–09
2009–10
Headcount
10,195
10,762
2010–11 Benchmark
9,600
FTES
5,592
5,967
5,386
Basic Skills Students Served
1,806
1,907
1,774
High School Yield
28%
31%
27%
23%
CR Experience
We strive to create a supportive, problem-solving culture, and we recognize the
proven usefulness of an interest-based approach (IBA) for achieving trust, cooperation
and effective problem solving.
2008–09
Student Satisfaction
2009–10
Instruction
5.83
Support Services
5.38
Graduate Satisfaction
Employee Satisfaction
28
2010–11 Benchmark
5.59
5.26
4.32
3.27
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
Appendix
Institutional
Effectiveness
Scorecard
Learning Enhancement
We are continuously engaged in assessment efforts across academic and student services
in an effort to improve student learning.
2010–2011 2011–2012
At least 1 SLO assessed in new tool
Courses
11%
61% overall (90% of Courses Spring 2012)
Degrees/Certifications
10%
66%
Student Services
100%
100%
1%
10%
100%
100%
33.33%
66.7%
All SLOs assessed in new tool
Courses
Degrees/Certifications
Student Services
General Ed. Outcomes Assessed
Institutional Productivity
The college persues strategies that lead to fiscal and operational sustainability.
% Full (class sections)
2008–2009
2009–2010
2010–11
66%
72%
79%
Reserves as % of unrestricted fund
12.6%
5.4%
8.3%
Student-Faculty Ratio
28.15
28.56
30.39
Cost/FTES
$2123
$2061
$2097
FTES: Resident
5419
5799
5202
Non-resident
173
168
183
Target
5% minimum
4972
Community Outreach
The college partners with the community to contribute to the economic vitality and
lifelong learning needs of its service area.
2008–2009
2009–2010 2010–11
Community Satisfaction
Data Forthcoming
Contract Training Clients
Data Forthcoming
Community Events Supported 84
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
29
S t r at e g i c P l a n
Appendix
Institutional
Effectiveness
Scorecard
Definitions
College of the Redwoods 2012-2017
Student Success
Fall to Fall Persistence | Percentage of first-time students who enroll in the fall term and
who returned and enrolled in the subsequent fall term. Full-Time – enrolled at first
term census in 12 or more units. Part-Time­—enrolled at first term census in fewer than
twelve units. ARCC Cohort—enrolled at first term census in 6 or more units. Includes
CR students who enroll in any community college in the CCC District, resulting in
higher percentages.
Retention | The percentage of student enrolled on Census Day who remained enrolled
in that course through the last day and received any grade other than a W. Benchmark
provides the Statewide 2010 – 2011 retention rate for the California Community Colleges.
Basic Skills Success | Students to complete a credit Basic Skills course with a passing
final grade of A, B, C or P. Benchmark provides the 2010-2011 ARCC Basic Skills Course
Completion Indicators.
Basic Skills Improvement | Students who successfully completed the initial basic skills
course (were followed across three academic years (including the year and term of the
initial course). The outcome of interest was that group of students who successfully
completed a higher level course in the same discipline within three academic years
of completing the first basic skills course. Benchmark provides the 2010-2011 ARCC
Basic Skills Improvement Indicator.
Course Success | The percentage of students enrolled in a course on Census Day who
complete the course with a successful grade (A, B, C, P, CR). Benchmark provides the
Statewide 2010 – 2011 success rate for the California Community Colleges.
Degree & Certificate Completion | The number of students receiving a degree or
certificate in the specified year.
Graduation Rate (FTFT in 150%) | The percent of first-time, full-time degree-seeking
students, tracked as a freshmen cohort, who graduate in 150 percent of the normal
program completion time. Benchmark provides CR’s peer group median comparison
identified by IPEDS: Percent of first-time, full-time degree-seeking students who
receive a degree or certificate in 150 percent of the normal completion time.
Transfer to 4-year | The number of students who transfer to a 4-year institution in
the specified year.
Access
Headcount | The number of unique (unduplicated) students who are enrolled at
Census. A single student who enrolls in several courses is counted only once.
Full-time Equivalent Students | One FTES represents the number of class (contact)
hours participated by a full -time student over the course of a year. One FTES
represents 525 contact hours.
Basic Skills Students Served | The number of unique (unduplicated) students who are
enrolled in Basic Skills English, Math, or ESL courses.
High School Yield | Percentage of graduates from a representative set of high schools in
CR’s service areas who enrolled at CR in the subsequent fall term. Benchmark provides
the percentage of all high school graduates in California who enrolled at a California
Community College. Data is from 2009, which is the most recent year available.
30
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
Appendix
Institutional
Effectiveness
Scorecard
Definitions
CR Experience
Student Satisfaction | The following questions from the 2009 administration of
the Student Satisfaction Inventory (SSI) were used. Ratings were given using a scale
where 1 = not at all satisfied, 4 = neutral, 7 = very satisfied. Instruction question:
The quality of instruction I receive in most of my classes is excellent. Student Services
question: Academic support services adequately meet the needs of students. Benchmark provides the 2009 average satisfaction ratings from a National comparison
group of community colleges provided by Noel -Levitz.
Graduate Satisfaction | The following question from the 2010-2011 Graduate Survey
was used. Ratings were given using a scale where 1 = very dissatisfied, 3 = neutral,
5 = very satisfied. “How satisfied are you that your education experience at CR
measured up to your expectations?”
Employee Satisfaction | The following question from the 2010 Employee Satisfaction
Survey. Ratings were given using a scale where 1 = not at all satisfied, 3 = neutral,
5 = very satisfied. “Rate your overall satisfaction with your employment here so far.”
Learning Enhancement
SLO Assessment | A student learning outcome (SLO) for a course, degree/certificate,
or student service area is considered to have been assessed if an assessment report has
been submitted into the new online assessment tool for that SLO during the assessment
cycle. Percent of courses assessed only takes into consideration courses that were
offered during the academic year.
General education outcomes are systematically evaluated within GE courses, but
evidence is also gathered in relevant degree/certificate programs.
Community Outreach
Community Satisfaction | To be measured by surveying members of the community.
Contract Training Clients | Community Events supported. The number of community events offered on the campus, tracked through process of acquiring a permit.
Institutional Productiviity
% Full (class sections) | Class enrollment divided by class capacity. Commonly referred
to as fill rate.
Reserves as % of unrestricted fund | Ending Fund Balance as a percentage of Total
Unrestricted General Fund Expenditures reported annually to the Chancellor’s Office
on the CCFS 311 Report.
Student-Faculty Ratio | Full-time equivalent students divided by full-time equivalent
faculty (FTES/FTEF).
Cost/FTES | Instructional cost per full-time equivalent student. Based on cost per TLU.
Resident and Non-Resident FTES | California residency status is used to categorize
full-time equivalent resident and non-resident students.
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
31
S t r at e g i c P l a n
32
College of the Redwoods 2012-2017
STRATEGIC PLAN | COLLEGE OF THE REDWOODS | 2012-2017
CM/llhAC/StrategicPlan_2012-17.indd 08.18.12