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