2010-2011 PLANNING PROCESS
LEADERSHIP RETREAT
March 19, 2010
DATE:
March 15, 2010
TO:
Leadership Retreat Participants
FROM:
Ted Martinez, Jr.
SUBJECT:
The Planning Process – Leadership Retreat
Thank you for your hard work throughout this entire planning process – you are to be commended for your efforts.
This memo will provide you with more information about the retreat and the items included in this packet.
Please review the materials and come prepared to engage in robust dialogue. All materials will be copied and ready
for you at the retreat. You have been assigned to a table that represents a specific institutional goal. The materials
that you have been sent reflect only the information needed for your assigned institutional goal and corresponding
objectives. A facilitator from the Institutional Effectiveness Committee will also be positioned at your table to help
guide you through the analysis of the objectives and creation of new/updated measurable objectives.
This packet includes the following documents.
1. Retreat Agenda
2. Area Plan Strategic Directions 2010 - 2011
3. ARCC Data & RHC Key Indicators of Student Success
4. Institutional Goals & Objectives 2009-2010
5. Institutional Goal Analysis for your assigned goal
6. Area Plan Goals based on your assigned goal
7. Program Review Institutional Recommendations / Observations
8. Resource Allocation Committee Recommendations
I look forward to your participation at the retreat this Friday, March 19, 2010. The retreat will begin at 8:00 a.m. with
a continental breakfast at Swiss Park located at 1905 Workman Mill Road, Whittier.
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
LEADERSHIP RETREAT
MARCH 19, 2010
AGENDA
8:00
Continental Breakfast
8:30
Welcome – Leadership Perspective
8:45
Opening Activities
 Retreat Logistics
 Table Group Warm-up
9:15
Area Plan Reports – Accomplishments
Institutional Strategic Direction
9:35
Institutional Strategic Direction – Round
Table Groups
10:00
Roundtable Groups – Gallery Report
10:25
Break
10:35
ARCC / Student Success Indicators
 Analysis and Discussion
11:00
Institutional Goals and Objectives Roundtable Groups
 Update goals
 Update/Create measurable objectives
11:30
Roundtable Groups – Report out
12:00
Lunch
12:45
Resource Allocation Prioritization
 Fit to institutional priorities
1:00
Resource Allocation Prioritization – Round
Table Groups
1:30
Roundtable Groups – Report out
2:00
Retreat Evaluation
2:20
Refreshments
3:00
Adjournment
NOTES
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
LEADERSHIP RETREAT
March 19, 2010
AREA PLAN STRATEGIC DIRECTIONS 2010-2011
Academic Affairs
 Provide improved instructional program and services through new and updated facilities; Applied Technology, Public Safety, Physical Education, South Whittier Educational Center, El Monte Educational Center, the Fine Arts Complex, and secondary effects  Provide opportunities for students to have access to a wide array of certificate and associate degree programs for employment, graduation, and transfer  Strengthen and reinvigorate community services, virtual college, basic skills, and other core college instructional programs  Elevate instruction to increase student success  Increase opportunities for students in emerging occupational and transfer programs  Focus on streamlined curriculum development and implementation processes  Utilize technology to support faculty with grading, scheduling, curriculum, attendance, load factoring, and other instructional services Student Services
 Maximize new Student Services Complex to better serve students  Strengthen and implement programs that enhance student success and retention such as Early Alert Program, mandatory assessment, and SARS  Increase access and success for students through renewed and new programs, such as Talent Search, Upward Bound, GEAR UP, etc.  Identify and provide for student service needs at off‐site locations.  Increase the number of international students and improve the quality of services for them  Embrace available technologies to support student needs in programs such as Financial Aid, DSPS, Counseling, and Admissions  Establish and strengthen partnerships with service area school districts Area Plan Strategic Directions 2010-2011
Page 2
Finance & Business
 Maintain financial stability despite current and future economic crisis  Ensure that construction contracts, management, and budgets comply with established regulations  Prepare for new bookstore location, security services, information technology services, and food service opportunities  Monitor cash flow of general and bond funds  Collaborate with bargaining units to better serve the college and individual employee interests  Improve current and prepare for future district technology needs  Prepare for secondary effects of the construction program President
 Increase, manage, and retain student enrollment through effective planning and enrollment strategies  Provide for the safety and security of the college community through well‐
established emergency preparedness  Implement strategies to seek and secure external funds to enhance programs and services  Nurture better relationships with stakeholders including community, government officials, board of trustees, faculty, staff, and students.  Review and update Educational Master Plan, Technology Plan, District/Campus Facilities Master Plan, and Institutional Strategic Plan  Continuously assess and improve Institutional Effectiveness including meeting accreditation standards  Connect Rio Hondo College with area colleges and universities  Provide regional leadership for healthcare education services  Create leadership opportunities for employees and students  Increase regional community partnerships with schools, businesses, and organizations Office of Institutional
Research and Planning
Accountability Report for Community Colleges (ARCC) Indicators of Student & Institutional Success
Performance Indicators
 Student Profile
 ARCC Statewide Indicators
 ARCC College Level Indicators
 RHC Indicators of Student Success
Office of Institutional Research & Planning
Indicators of
Student Success
Student Profile
Student Profile
Office of Institutional Research & Planning
Student Profile
N u m b er o f Stu d en ts
RHC Student Headcount
Fall 2005 through Spring 2010
30,000
25,000
20,000
22,436
19,431
15,000
20,439
24,174
25,398
22,651
20,874
21,404
21,109
19,679
10,000
5,000
0
Fall 05 Spr
06
Fall 06 Spr
07
Fall 07 Spr
08
Fall 08 Spr
09
Fall 09 Spr
10*
*Current semester headcount may change.
Office of Institutional Research & Planning
Student Profile
RHC Reported Student Ethnicity
Annual Measure
80%
60%
40%
20%
0%
2005/2006
2006/2007
2007/2008
2008/2009
African-American
5%
4%
4%
4%
3%
Asian/Pacific Islander
12%
12%
11%
11%
9%
Hispanic
63%
66%
68%
68%
72%
Other Non-White
2%
2%
2%
2%
2%
White Non-Hispanic
18%
16%
15%
15%
14%
Office of Institutional Research & Planning
2009/2010
Student Profile
RHC Student Age
Annual Measure
2009/2010
21%
2008/2009
19%
2007/2008
18%
2006/2007
18%
2005/2006
19%
30%
15%
25%
14%
24%
15%
26%
20%
19 or Less
20 to 24
18%
15%
25%
0%
17%
16%
40%
13%
10%
13%
9%
20%
13%
9%
20%
30 to 39
7%
20%
60%
25 to 29
10%
12%
7%
80%
40 to 49
100%
50 +
Office of Institutional Research & Planning
Student Profile
Top Five Feeder High Schools to RHC
Number of
Students
500
450
400
350
300
250
200
150
100
50
0
Based on 5 Year Total of First Time Freshmen
1915
1797
1323
1290
1127
1. Whittier
2. El Rancho
2004
3. California
2005
2006
4. Montebello
2007
2008
Office of Institutional Research & Planning
5. Mountain
View
Indicators of
Student Success
ARCC Statewide Indicators
ARCC Statewide Indicators
Office of Institutional Research & Planning
Indicators of
Student Success
ARCC College Level Indicators
ARCC College Level Indicators
RHC Student Progress
71%
Cohort Cluster
03/04-08/09
48%
69%
02/03-07/08
43%
68%
01/02-06/07
42%
0%
10%
20%
30%
Student Progress and Achievement
40%
50%
60%
70%
Students Who Earned at Least 30 Units
Office of Institutional Research & Planning
80%
ARCC College Level Indicators
Successful Vocational Course
Completion
Success in Vocational Courses
2008-2009
85%
2007-2008
84%
2006-2007
60%
83%
65%
70%
75%
80%
85%
90%
Office of Institutional Research & Planning
ARCC College Level Indicators
Successful Basic Skills Course
Completion
Success in Basic Skills Courses
2008-2009
49%
2007-2008
49%
53%
2006-2007
30%
35%
40%
45%
50%
Office of Institutional Research & Planning
55%
60%
ARCC College Level Indicators
Improvement Rates for
ESL Courses
Basic Skills
Improvement
Rate
Improvement Rates for ESL and Basic Skills Courses
06/07-08/09
60%
05/06-07/08
56%
04/05-06/07
56%
06/07-08/09
59%
05/06-07/08
60%
04/05-06/07
45%
57%
50%
55%
60%
65%
Office of Institutional Research & Planning
ARCC College Level Indicators
Fall Semester to Fall Semester Persistence Rate
80%
70%
65.3%
66.9%
69.0%
56.3%
60%
50%
40%
30%
20%
10%
0%
2004/2005
2005/2006
2006/2007
Office of Institutional Research & Planning
2007/2008
Indicators of
Student Success
RHC Indicators of Student Success
RHC Success Indicators
Fall Semester to Fall Semester Persistence Rate
80%
70%
65.3%
66.9%
69.0%
56.3%
60%
50%
40%
30%
20%
10%
0%
2004/2005
2005/2006
2006/2007
2007/2008
Office of Institutional Research & Planning
RHC Success Indicators
Transfers to UCs, Cal States,
and Private Institutions
700
600
42
35
27
50
18
500
400
537
465
66
56
81
2006/07
2007/08
2008/09
484
450
466
75
82
2004/05
2005/06
300
200
100
0
UC Total
CSU Total
Private Institutions
Office of Institutional Research & Planning
RHC Success Indicators
RHC Degrees and Certificates Awarded
300
* 2008/2009
807
646
2007/2008
854
764
767
2006/2007
890
2005/2006
718
873
2004/2005
736
0
100
200
300
*Awarded as of 11-10-09
400
500
Degrees
600
700
800
Certificates
Office of Institutional Research & Planning
900
RHC Success Indicators
RHC Course Retention*
Fall Semesters: 2005 through 2009
100%
83.3%
79.8%
83.5%
84.4%
84.6%
80%
60%
40%
20%
Fall 05
Fall 06
Fall 07
Fall 08
Fall 09
*Proportion of enrollments in w hich the student completed the course w ith a valid grade other than "W".
Office of Institutional Research & Planning
RHC Success Indicators
Rio Hondo College
Spring
2007
Summer
2007
Fall 2007
Spring
2008
Summer
2008
Fall 2008
Spring
2009
Summer
2009
Fall 2009
Success
67.0%
75.3%
65.8%
68.2%
77.1%
66.3%
69.6%
71.2%
65.2%
Retention
83.8%
88.0%
83.5%
83.8%
90.0%
84.4%
85.9%
87.4%
84.6%
Office of Institutional Research & Planning
Office of Institutional
Research and Planning
Thank You!
Accountability Report for Community Colleges (ARCC) Indicators of Student & Institutional Success
Institutional Goals, Objectives &
Key Performance Indicators
2009-2010
Institutional Goals Created 4/17/09
DRAFT
GOAL 1:
General Education & Degrees
Rio Hondo College will provide excellent instruction in general
education and major requirement courses leading to increased
student AA/AS degree completion and successful university transfer.
Objective 1a.
The College will increase by 15 the number of A.A and A.S degrees
offered by 2015.
Objective 1b.
The College will increase the number of degrees awarded by 5% over the
previous five-year average (770) by 2015.
Objective 1c.
The College will develop General Education SLOs by Fall 2010.
Objective 1d.
The College will develop Degree SLOs by Fall 2010.
Objective 1e.
The College will establish a set of best practices for delivery of online
courses for general education and major requirements by Fall 2010.
Institutional Goals Created 4/17/09
DRAFT
GOAL 2:
Career Technical Education
Rio Hondo College will provide excellent instruction in career
technical education, leading to increased awarding of certificates and
degrees.
Objective 2a.
The College will develop 10 more certificate and degree programs to be
offered by 2015.
Objective 2b.
The College will increase by 5% over the previous five-year average the
number of certificates and degrees awarded by 2015.
Objective 2c.
The College will develop Certificate SLOs by Fall 2010.
Objective 2d.
The College will increase the alignment of curricula with middle, high,
and adult schools and ROPs by 2015.
Objective 2e.
The College will increase by 20% the number of CTE students
transferring by 2010.
Institutional Goals Created 4/17/09
DRAFT
GOAL 3:
Basic Skills
Rio Hondo College will provide excellent and innovative instruction in
basic skills.
Objective3a.
For placement purposes, the College will require assessment in reading,
math, and writing for all non-exempt matriculating students by Fall 2010.
Objective 3b.
The College will improve success in basic skills courses to match current
success rates in transfer level courses by 2015.
Objective 3c.
The College will develop SLOs specific to basic skills by Fall 2010.
Institutional Goals Created 4/17/09
DRAFT
GOAL 4:
Rio Hondo College will offer opportunities which foster life-long
learning and serve community interests.
Objective 4a.
The College will develop and implement an assessment tool to measure
community interests and needs by Spring 2011.
Objective 4b.
The College will establish a community advisory board by Spring 2011.
Objective 4c.
Based on community interests and needs, the College will increase the
number of public “special topics” forums and panels by Spring 2015.
Objective 4d.
The College will increase the number of courses offered, based on
community interests and needs, specifically including special topics
courses, by Spring 2015.
Objective 4e.
The College will create an implementation plan by Fall 2010 for the
Whittier/Santa Fe Springs center (STAR Center).
Objective 4f.
The College will develop and implement a system for integrating
academic learning with community service programs by 2015.
Institutional Goals Created 4/17/09
DRAFT
GOAL 5:
Rio Hondo College will promote a student-centered climate that
ensures equal access to educational opportunities, increases retention,
and improves success through collaboration that values diversity.
Objective 5a.
The College will develop and implement a plan to ensure access to student
support services that promote student success by Fall 2010.
Objective 5b.
Before Fall 2010, the College will accurately evaluate the number of
students who participate in activities that promote student engagement
and, by 2015, increase that number by 20%.
Objective 5c.
The College will develop and implement a plan to increase participation
by 20% in Student Services by 2015.
Objective 5d.
The College will establish a First-Year Experience Program and a program
to identify and create a cohort for foster youth by Fall 2011.
Objective 5e.
The College will offer more opportunities, such as international education
and study abroad partnerships, that enhance the students’ notion of “global
citizenship” by 2015.
Objective 5f.
The College will initiate a second semester student intervention process by
Spring 2011 requiring all students to meet with a counselor to identify a
specific college goal and complete an education plan outlining classes
needed to achieve that goal.
Institutional Goals Created 4/17/09
DRAFT
GOAL 6:
Rio Hondo College will respond to the region’s educational needs and
contribute to its economic future through service to the community
and partnerships with public, private, and non-profit organizations.
Objective 6a.
The College will increase and strengthen participation with business,
industry, and government within our service area to meet training,
retraining, and educational needs by increasing the number of workforce
preparation and job placement programs by Spring 2015.
Objective 6b.
The College will strategically address the needs of underrepresented
populations within its service area by increasing the number of first
generation students, increasing the number of students receiving
scholarships and financial aid, increasing outreach efforts to nontraditional students and increasing the number of first-generation students
participating in the honors program by Spring 2015.
Objective 6c.
The College will offer occupational and continuing education programs
through diverse, innovative delivery systems by Spring 2015.
Objective 6d.
The College will develop a service learning component that will be
available across the curriculum by Spring 2015.
Institutional Goals Created 4/17/09
DRAFT
GOAL 7:
Rio Hondo College will act responsibly, ethically, efficiently, and in an
accountable manner, including actively seeking outside sources of
funding, to preserve fiscal solvency.
Objective 7a.
The College will increase public awareness of the financial state of the
College annually through means such as the Annual Report,
Superintendant’s Monthly Update, college website, Citizen’s Bond
Oversight Committee, and local press releases.
Objective 7b.
The College will maintain a minimum fund balance of 5% annually.
Objective 7c.
The College will maintain no more than 85% expenditures on salaries and
benefits in comparison to general fund operational budget annually.
Objective 7d.
The annual restricted general fund including categorical and grant funds
should be a balanced budget (i.e. revenues = expenses).
Objective 7e.
The Rio Hondo College Foundation will maintain a balanced, unrestricted
budget annually.
Objective 7f.
The Rio Hondo College Foundation will increase its restricted and
unrestricted contribution to Rio Hondo College.
Objective 7g.
The College will increase the number of new grant submissions, awards,
and total grant funding by 2015.
Institutional Goals Created 4/17/09
DRAFT
GOAL 8:
Rio Hondo College will recruit, hire, develop, retain, train, and
support highly qualified and diverse administrators, faculty, and
classified staff.
Objective 8a.
The College will examine and revise the recruitment process for
administrators, faculty, and classified staff by December 2011.
Objective 8b.
The College will examine and revise the hiring process for administrators,
faculty, and classified staff by December 2011.
Objective 8c.
The College will improve the evaluation process for administrators,
faculty, and classified staff to gauge the quality of candidates hired by the
District by December 2011.
Objective 8d.
The College will broaden Staff Development across all campus entities by
incorporating a professional development section in the institutional
planning process by the 2011-2012 process.
Objective 8e.
The College will increase the available funding to train and support
administrators, faculty, and classified staff by Fall 2011.
Institutional Goals Created 4/17/09
DRAFT
GOAL 9:
Rio Hondo College will meet the ever-changing technological needs
required to support the educational process and to enhance student
access and success.
Objective 9a.
Based on needs of the college community, the College will meet the
objectives of the current plan to upgrade and replace technology by Spring
2011.
Objective 9b.
The College will increase the number of opportunities for faculty to access
and incorporate innovative instructional technologies through staff
development, sabbaticals, conferences, and research by 2015.
Objective 9c.
The College will meet the Management Information System transition
requirements by 2011.
Objective 9d.
The College will ensure ongoing student access to online support services
(distance learning, student e-mail, Luminis, Blackboard, AccessRIO).
Institutional Goals Created 4/17/09
DRAFT
GOAL10:
Rio Hondo College will design, modernize, and maintain a physical
infrastructure, both on and off site, that meets the changing needs of
students, staff, and the college’s instructional and student support
programs while valuing and enhancing the aesthetic beauty of the
campus.
Objective 10a.
The College will expand and modernize facilities based on the five-year
construction plan updated annually.
Objective 10b.
The College will implement the 2010-2011 Campus Facilities Master Plan
by Spring 2012.
Objective 10c.
The College will continue to increase accessibility and safety through
improved pedestrian ways and lighting levels by Spring 2011.
Objective 10d.
The College will continue to identify community needs for offsite
facilities though input from board members, citizens, and government and
community organizations.
Objective 10e.
The College will acquire Leadership in Energy Efficiency Design (LEED)
certification for all new buildings that exceed construction costs of 14
million dollars.
Objective 10f.
The College will increase the level of campus aesthetics and cleanliness,
based on the campus climate survey and the Minimum Expectations of
Services Guidelines by Spring 2011.
Institutional Goals Created 4/17/09
DRAFT
GOAL 11:
Rio Hondo College will provide students and employees with an
engaging and rewarding campus life.
Objective 11a.
Based on the campus climate survey, the College will increase the number
and quality of student-oriented extracurricular and co-curricular activities
by 2015.
Objective 11b.
Based on the campus climate survey, the College will increase the number
and quality of district sponsored activities for employees in conjunction
with the Academic Senate, RHCFA, and CSEA, where appropriate, by
2015.
Objective 11c.
The College will evaluate the campus climate survey yearly at the end of
the Spring semester.
Institutional Goals Created 4/17/09
DRAFT
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
LEADERSHIP RETREAT
MARCH 19, 2010
GOAL 4:
Rio Hondo College will offer opportunities which foster life-long
learning and serve community interests.
Objective 4a.
The College will develop and implement an assessment tool to measure
community interests and needs by Spring 2011.
First community survey will go out spring 2010 to judge interest in the Star Center in S.Whittier.
This survey will be improved upon and implemented Fall 2010, and focus groups formed to
solicit feedback for CS classes in our district.
Objective 4b.
The College will establish a community advisory board by Spring 2011.
Our goal is to establish a Contract Ed advisory committee in by end of spring 2010 and form a
CS advisory board Fall 2010.
Objective 4c.
Based on community interests and needs, the College will increase
number of public “special topics” forums and panels by 2015.
Not in progress at this time – Fall 2010 survey will help us know the direction that project may
take.
Objective 4d.
The College will increase the number of courses offered based on
community interests and needs, specifically including special topics
courses, by 2015.
Ongoing – is assessed internally each year and will add an external assessment with the use of
surveys and focus groups
Objective 4e.
Create an implementation plan by Fall 2010 for the Whittier/Santa Fe
Springs center (STAR Center).
In progress – part of campus enrollment management implementation – courses for Fall 2010
will be chosen by March 2010
Objective 4f.
The College will develop and implement a system for integrating
academic learning with community service programs by 2015.
In progress – Star Center will be the first collaboration and we anticipate we will build from
there.
Institutional Goals Created 4/17/09
DRAFT
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
LEADERSHIP RETREAT
MARCH 19, 2010
Goal 4
Area
Inst Goal
Academic Affairs
Academic Affairs
Academic Affairs
4
4
4
Academic Affairs
1&4
Academic Affairs
4&6
Academic Affairs
President
4,5,6
All
President
All
President
President
President
President
All
All
All
All
Goal
provide additional support for faculty and students for all studio space, MAC labs, and cultural and community events
coordination
To expand awareness of the programs and courses in the community we serve.
Develop an advisory board of industry and community leaders for community services and contract education
Departments within the Division will develop new courses and expand course offerings to meet changing needs of
students, and to support the requirements of newly developed degrees. Supports Institutional Goals 1 and 4.
This goal includes the expansion of the community services recruitment for the English language Academy (ELA) in
partnership with the Student Services Division and the specialty fee based programs such as the phlebotomy
certificate
Initiate a marketing plan for Continuing Education in an effort to increase the visibility and awareness of the
department within Rio Hondo College. This will be the responsibility of the Scheduling Technician and Curriculum
coordinator to position the department as a valuable asset in the College's efforts of reaching out to the community.
The goal is to increase the overall Continuing Education marketing budget by the end of FY 2009.
Increase the effectiveness of campus and community surveys and analysis.
Increase the ability of IRP to meet the growing research demands of the planning process, online data requests,
Basic Skills, grant proposals and reporting, and college enrollment management.
Conduct institutional effectiveness and planning process that demonstrates full proficiency according to the WASC
rubric
Produce accurate research data that is trusted throughout the Rio Hondo community.
Implement planning software solution to meet the needs of the individual users and the planning process as a whole
Increase Marketing and Communications services to campus clients and to the public.
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
LEADERSHIP RETREAT
March 19, 2010
INSTITUTIONAL PROGRAM REVIEW RECOMMENDATIONS / OBSERVATIONS
NOTES FROM MARIE ECKSTROM
508 Compliance
When a course is approved by the Curriculum Committee for online delivery, Suzanne
Frederickson looks into the online course and approves it. However, after the initial approval of
the course, other instructors can teach a section for 508 compliance without a verification
process that ensures 508 compliance, for as each on ground course is delivered differently so is
each online course. Additionally, each semester an instructor may modify or change aspects of
the online course that may or may not result in a 508 compliance issue. In order to be 508
compliant, ideally, an online course should be verified as 508 compliant with each new instructor
teaching the course and at any time changes are made to the existing 508 compliant course
(possibly every semester).
1.
2.
One way to deal with this is to allow Suzanne Frederickson access to online
courses at the beginning of each semester to verify 508 compliance.
Another way would be to “certify” the online instructor as a (for lack of a
better term) 508 Compliance Officer. Suzanne Frederickson offers a 508
compliance workshop each semester, and faculty could attend this workshop
and receive the training. I understand the training can also be completed
online. The instructor could then be solely responsible for 508 compliance.
The instructor could verify this in writing, thereby releasing the college from
liability should complaints, grievances, or law suits ensue.
Over-enrollment in Course Sections: When instructors over-enroll students in their courses, it
creates a ripple-effect, so to speak. Even though most instructors over-enroll only a few
students, some instructors over-enroll up to 30%; in fact, some course enrollments exceed 100
students when the cap is set much lower. And even if every instructor over-enrolls by one or
two, the accumulation can become significant. Over enrollment can cause some of the following
situations: (1) the quality of instruction can (should?) be adversely affected; (2) students who are
enrolled beyond the class limit do not seek courses in other areas, thereby, possibly causing (2a)
under-enrollment in some classes, (2b) class cancellations, and/or (2c) denying adjunct faculty
employment; and (3) when the number of students exceed the stated capacity for the room size, it
creates a safety violation, which, in the case of an emergency such as a fire or an earthquake,
could result in injury or worse.
Equal Access to Labs on Campus: Several academic departments have noted that with the
increase in the number of available labs on campus, there should be a fair and equitable way to
ensure that these labs are offered and available to everyone on campus. It has been suggested
that a lab master schedule be designed as well as a fair way to assign lab time.
1
Computer Upgrades: The system for upgrading and replacing computers seems a bit untransparent (for lack of a better term). Example: For the past two computer
upgrade/replacement cycles, the Drafting/CAD/GIS/Technology has been excluded due to the
cost difference for a typical PC and a high-end CAD/GIS PC (custom configuration for
engineering—high resolution application computers start at 4K, with some as much as 5.5K due
to duel processors and high performance graphic cards).
Lab Technical Assistance: With the addition of many labs on campus and especially the highly
specialized labs, it has been suggested that each lab be assigned a technical/instructional
assistant, who will be able to maintain and repair the equipment. It is a burden on Information
Technology (IT) to serve in this capacity.
Interdepartmental Uniform Work- in-Progress Form: Various programs (CalWORKS,
EOPS, athletics, etc.) require a Works-in-Progress form to be signed by instructors, verifying the
academic status of students. It is strongly suggested that one form be designed to serve all
departments that need such verification. The form should explicitly state that instructors should
hold a conference with students about progress before signing the form. This points to another
issue—coordination of counseling services to avoid duplication.
Sharing of Counseling Services: With categorical budgets cuts (EOPS, CalWorks, etc)
counseling services become limited. Suggestions to share or consolidate counseling services
have recurred in Program Review.
Campus Maintenance Paid from Program Budgets: Some programs have lamented that their
program budgets must be stretched to cover maintenance, replacement, upgrade services to
facilities that serve the entire campus (example: Wray Theater). Is this fair?
One Instructor Departments: Several academic departments have only one instructor, who
teaches all course offerings within that department. In the event that such instructor cannot meet
his/her classes for an extended period of time, there is no pool of adjuncts from which to staff the
program. In addition, with one instructor, students have no choice of instructor and instructors
have no on campus intradepartmental collegiality, discussion, etc. Over-enrollment may occur
frequently in one instructor departments.
Emergency Planning: Several programs have asked about a process for unplanned emergencies
built into the strategic planning for the college. This would include the process for allocation of
resources that must occur outside of the regular planning process due to timing and necessity.
What is the approval process and how do we make it transparent.
Pre Requisite/Advisory Problem: Transfer-level academic courses too often do not have
prerequisites (or even advisories in many cases) commensurate with the expectations of the
course. Transfer-level courses should carry English 101 and Reading 23 as pre or co-requisites.
Because such courses mostly do not have pre/co-requisites or even advisories (which, when
listed, are often ignored), underprepared students take 100 or higher level courses, and are
“expected” to perform at college level. The results of enrolling underprepared students in
transfer level course is often a high rate of Ds, Fs, and Ws and/or a course that may lack the
academic rigor of a college-level course.
2009-10 Unit Plan Goals - Status Change
Unit
Arts & Cultural Programs
Goal #
2
Arts & Cultural Programs
Arts & Cultural Programs
4
7
Communications & Languages
10
Communications & Languages
14
Communications & Languages
2
Communications & Languages
3
Communications & Languages
9
Counseling & Student Development
5
Government and Community Relations
1
Government and Community Relations
4
Goal
Annual budget required for software
updates and additions
upgrade theatre lobby
Increase the budget for hourly employees
(models and accompanists) to address the
recent salary increase/adjustment
Pack, move, and unpack from present
locations moving to the new LRC during
Summer 2009 without a loss in enrollment or
disruption of division operations.
To locate a room suitable to serve as a
squad room for students engaged in the cocurricular Rio Hondo Forensics and Debate
team, as well as forensics and debate lab
activities.
To finish writing all course SLO's for our
division and accelerate SLO data collection
and assessment.
To finalize paperwork for the AA Degree in
English and Literature.
To increase the amount of foreign language
software/DVDs in the ESL/Language Lab by
Fall 2009.
Secure a database that allows the CDC to
store student resumes and employer job and
internship notices.
GCR shall draft, create, and distribute a
legislative agenda, which will identify the top
4 or 5 legislative priorities for the 2009
calendar year. This agenda will be written in
broad, general language so that it will be
applicable to both the federal and state
levels of goverment. Note: GCR Goal 1 is
aligned with Institutional Goal 3 ('responding
to regional needs' and facilitating
'partnerships with public, private, and nonprofit organizations'). GCR Goal 1 is also
related to Value #1: Fiscal Responsibility (
'optimum use of resources.')
Status
complete
complete
complete
complete
complete
complete
complete
complete
complete
complete
GCR will help provide an explanation of
complete
activities related to federal, state, and local
government consultants. Note: GCR Goal 4
is aligned with Institutional Goal 4 ('acting
efficiently in an accountable manner in using
its fiscal resources'). GCR Goal 4 is aligned
with Value 4: Fiscal Responsibility ('optimum
use of resources')
Institutional Research & Planning
1
Integrate Planning, Research, and Grant
staff and programs to better serve the
college
Increase the ability to produce campus and
community surveys and analysis.
Better communicate data analysis findings
and report to the campus community
complete
Institutional Research & Planning
2
Institutional Research & Planning
3
Institutional Research & Planning
5
Conduct institutional effectiveness and
planning process that demonstrates full
proficency according to the WASC ruberict
Institutional Research & Planning
7
Institutional Research & Planning
8
Social Science, Humanities, & Philosophy
16
The Grant Development Office will increase complete
the # of grants it supports (i.e., coming
through our system).
The Grant Development Office will
complete
streamline & implement its management
process to better serve the college.
All ten academic/vocational Social Science complete
Humanities programs will increase scrutiny
of their SLO’s and assessments.
Social Science, Humanities, & Philosophy
7
Secure State approval of PHIL AA degree.
complete
Communications & Languages
1
To implement a campus writing center to
serve the needs of Rio Hondo students
completing writing assignments from across
the curriculum in any area of study.
on hold
Social Science, Humanities, & Philosophy
15
The CDC playground was approved for pour on hold
and play resurfacing using one time funding
for the amount of $106,000. This was
scheduled to be completed in December,
2008, then in March, 2009. Specifications
have not been completed. Goal: resurface
the CDC playground with pour and play.
Student Life
3
To work with the Director of Financial Aid to on hold
be able to maintain work study in the
CalWORKs program.
complete
complete
complete
INSTITUTIONAL PLANNING
PROCESS TRAINING
PLANNING SUPPLEMENTAL INFORMATION HOW TO DEVELOP STRATEGIC DIRECTIONS VI. 3­5 Year Strategic Directions Using the strengths, weaknesses, opportunities, threats, performances, goals, and objectives in your plan and any information you have, describe the strategic directions you foresee for the program, unit, and area and any changes you foresee over the next 3‐5 years. Consider the following questions: 1. How will the program, unit, or area change or evolve over the next 3‐5 years? 2. Will demand for the program, unit, or area’s services increase, remain stable, or decline in the future? 3. Are there functions the program, unit, or area will add, delete, or automate over time? 4. Will the skills required of the individuals working in the program, unit, or area change over time? If so, what will the program, unit, or area need to address those changes? How do we write a strategic direction? A strategic direction is a general statement that describes where the program, unit, or area wants to go or a desired aspiration. You need to start with a vision of where the program, unit, or area is heading. Visualize the direction where you see the program, unit, or area unit as a whole heading? Ask yourselves the following questions: 1. What do we want to be or where are we heading? A strategic direction is a well thought out and clear statement that describes where your program, unit, or area is heading. Think about the direction the program, unit, or area is going. What direction do you desire to move your program, unit, or area? Visualize your desired destination. What does it look like? Review the strengths, weaknesses, opportunities, threats, and performance in the plans submitted by the programs and identify commonalities among the plans. For instance, are most plans indicating that goals need the latest technology? Will technology change the way customers are served? If so, what implications will this have on the unit? 2. What is the focus of our strategic direction? The focus of your strategic direction will often be the individuals (e.g., students, committee members, staff, employees, etc.) affected by it. The focus may also be a place, a physical object, a situation, an event, or a condition, but making people the focus of your strategic direction is usually best. INSTITUTIONAL PLANNING
PROCESS TRAINING
3. How do strategic directions, goals, and objectives relate to each other? There are significant differences between strategic directions, goals, and objectives. This section explains how they differ. First, strategic directions are general, whereas goals and objectives are definite or specific. Strategic directions inform you where you want to go, whereas goals tell you what you will accomplish when you get there. Because strategic directions are very general, you do not need to give evidence showing what you will accomplish when you get there, whereas for goals, you will need to give evidence showing what you have accomplished. Objectives are even more specific than goals. Objectives are specific steps/tasks you will need to accomplish the goal. Here’s a personal example that might help you understand the differences. Mission = The purpose of my exercise program is to be healthy and fit. Strategic Direction = Be fit enough to run marathons. Goal 1= Increase the distance I run each week. Objective 1 = Increase the number of days I run a week by two. Objective 2 = Increase the number of days I do leg exercises a week by two. The diagram below illustrates how the mission, strategic direction, goals, and objectives relate to each other. Mission What is our purpose? Strategic Directions Where do we want to go? Actions to be Taken Goal 1 Objective 1 Objective 2 Goal 3 Objective 1 Objective 2 Objective 3 Goal 2 Objective 1 Objective 2 Examples of Strategic Directions Example 1: Strategic Direction 1: Over the next 3‐5 years, Media Services will provide a technological environment that is supportive of the efforts of the staff so they can assist students with the achievement of their educational goals. Note that the focus of the strategic direction is “staff” and where the program, unit, and area want to be is in a “technological environment that is supportive of the staff.” Example 2: Strategic Direction 2: Over the next 3‐5 years, Instruction will implement strategic efforts to ensure that its academic curricula address Student Learning Outcomes (SLO). Note that the focus of the strategic direction is “academic curricula ” and where the program, unit, and area wants to be is to “have curricula that address Student Learning Outcomes.” INSTITUTIONAL PLANNING
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PLANNING SUPPLEMENTAL INFORMATION HOW TO DEVELOP GOALS, EVALUATION, OBJECTIVES AND RESOURCES VIII. Goals, Evaluation, Objectives, and Resources Using the information from earlier sections or from plans submitted by the programs, discuss and create goals and objectives for the program, unit, or area. The following is a list of recommended steps:  Review the progress made on last year's plan and discuss which goals and objectives have been completed, which have made progress, which will be carried forward to the next year, and which are on hold.  If a Unit, review the goals and objectives submitted by the programs and discuss and decide which goals will be incorporated into your plan. Use the following evaluation criteria to decide whether or not to incorporate a program level goal into the unit’s plan:  How much does the goal relate to the mission, strategic directions, and goals of the college?  How much will the goal help the unit further its mission?  How much does the goal relate to the goals suggested by other plan‐level teams?  Is there a goal that a program submitted that the unit as a whole needs to work on to improve its performance or further its mission?  Strength of the rationale advocating adoption of the goal.  Once you review and discuss the evaluation criteria above, you need to:  Incorporate the goal and objective in your own plan without making any changes to it; Incorporate the goal and objective in your own plan with a few changes to it; or decide not to incorporate the goal in your plan because the program needs to address it at its level.  Based on the program, unit, or area’s strengths, weaknesses, threats, and challenges, discuss and determine what additional goals are needed to further the mission of the unit. Review the information stated in the Sections I through VI and any information you have, and discuss if there is anything the unit can do differently with its existing resources or new resources to further its mission and/or the mission of the college.  Existing resources include existing staff time, supplies, duplicating, consultants, software, computers, etc. INSTITUTIONAL PLANNING
PROCESS TRAINING
Remember, planning is not just an opportunity for you to ask for things that you want or do not have. Is the program, unit, and area using its existing resources the best possible way? What are the areas that need improvement? Are there services that need to be adjusted slightly or completely changed?  Create and list short‐term (1 year) and long‐term (2‐5 years) goals in priority order. Goals are statements describing a broad desired outcome. As you come up with goals, think about objectives that would be the steps that lead to the attainment of the goal. Consider the following questions as you develop your goals and objectives: 1. What changes must be made in order to accomplish the recommendations stated earlier? 2. What specific steps or tasks must be done in order to accomplish each goal? 3. What is the timeline for accomplishing the goals and objectives? 4. What will have changed in the program, unit, or area as a result of accomplishing the goal? Addressing this question may be the easiest way to develop the evaluation of the goal. 5. What resources will be needed for each objective? Can the objective be done with existing resources? 6. How will you evaluate the impact of the goals on the program, unit, or area?  After you decide on the goals and objectives that you will work on, consider the following: Whether pursuit of your recommended goals and objectives, even if such pursuit relies solely on resources which already exist within your program, unit, and area, is likely to have a significant impact on the goals, objectives, or resources of other programs, units, or areas of the college. If so, convey that information to the individuals in the team(s) likely to be affected and to their higher‐level team.  Coordinate with the applicable Institutional Planning Committees and/or appropriate staff supporting those committees if goals, objectives, or resource allocation recommendations of the plan have implications for Institutional Plans such as the Technology or Academic Plans. How do we write a goal? A goal is a general statement of something the program, unit, and area wants to accomplish that would improve the program, unit, and area. Before you begin, ask yourselves the following questions: INSTITUTIONAL PLANNING
PROCESS TRAINING
1. What do we want to accomplish? Think about the outcome you desire. Visualize your desired outcome. What does it look like? Your goal will be a general statement that describes the situation that will exist when the goal is accomplished. Your outcome needs to be realistic and achievable. Remember, at the end of your planning cycle you will need to evaluate your goal so make sure that it is realistic. Goals need to be clear, precise, and definite. If your goal is too broad, too general, or too fuzzy, it will be too difficult to determine if it has been met. 2. Who or what is the actor of the goal? The actor is the person, office, or program, unit, and area that will work to accomplish the goal. 3. What is the focus of our goal? The focus of your goal will often be the individuals (e.g., students, committee members, staff, employees, etc.) affected by it. The focus may also be a place, a physical object, a situation, an event, or a condition, but making people the focus of your goal is usually best. 4. What is the change? What is the outcome? Begin by using a verb, or action word, that describes the change or outcome. Most goals will be about changing something, increasing it, decreasing it, or improving it. After all, do we really need goals to keep things the same? Your action word needs to describe the change or outcome your goal intends to bring out. What will have changed when the goal is accomplished? What is the new condition, activity, or situation you will have when you meet your goal? Examples of good action words are: increase, decrease, improve, reduce, etc. 5. Does our goal have conditions? Conditions are circumstances that help you determine whether your goal has been accomplished. Ask yourselves, what is the time frame in which we want to accomplish our goal? By how much do we want to improve our goal? To what degree will our goal be carried out? While a goal is a general statement of something the program, unit, and area wants to accomplish, the more specifically the goal is written, the easier it will be to know when it has been accomplished. Consider the following conditions: ♦ Time Indicate the time frame in which your goal will be accomplished. When will you implement your goal? When will you see the results? What is a realistic time frame in which you will see results? Examples are: by Fall 2010, by the end of the Winter 2011 intersession, by the end of the 05/010 academic year, etc. INSTITUTIONAL PLANNING
PROCESS TRAINING
♦ Degree The goal needs to aim for a definite amount of change. What is a realistic amount of change? How much change is needed to further the mission? Examples are: increase by 2.5%, improve the quality by 5%, install 50 more computers, etc. Try to include the time and degree conditions in your goal. Including both conditions will make it easier for you to evaluate your goal at the end of your planning cycle. Examples of Goals In summary, good goals are clear, precise, and definite. Examples of goals are provided below along with an outline of the parts of a goal. Goal = Actor + Change or Outcome + Focus + Conditions Example 1: Goal 1: The Communications and Languages Division will increase success and retention rates among students in their courses. Note that the actor of the goal is the “Communications and Languages Division,” the focus is “students,” the change is “increase,” and the outcome is “increase success and retention rates.” The goal does not have to have conditions, but try to include conditions in your goal. If Goal 1 had conditions, then the example would be: Goal 1 with conditions: The Communications and Languages Division will increase success and retention rates by 5% among students by the end of the 2010 academic year. Note that the condition of time is “by the end of the 2010 academic year” and the condition of degree is “by 5%.” Example 2: Goal 2: Facilities will increase customer satisfaction among faculty and staff. Note that the actor of the goal is “Facilities,” the focus is “faculty and staff,” the change is “increase,” and the outcome is “increase customer satisfaction.” The goal does not have to have conditions, but try to include conditions in your goal. If Goal 2 had conditions, then the example would be: Goal 2 with conditions: Facilities will increase customer satisfaction by 5% among faculty and staff by the end of the 2010 academic year. Note that the condition of time is “by the end of the 2010 academic year” and the condition of degree is “by 5%.” INSTITUTIONAL PLANNING
PROCESS TRAINING
EVALUATION Following each goal is an evaluation section, where you need to write how you will know if or when the specified goal has been successfully attained. Ask yourselves, if the program, unit, and area achieves the goal, what will be different? Then ask yourselves, what evidence will show whether the goal has been accomplished? Examples of Evaluations Here’s a possible way of evaluating Goal 1: Goal 1: The Communications and Languages Division will increase success and retention rates by 5% among its students by the end of the 2010 academic year. Evaluation: The Communications and Languages Division will examine its success and retention rates for 00/01 academic year and compare these rates with its success and retention rates for the 05/06 academic year. The results will show that success and retention rates among students increased by 5%. Here’s a possible way of evaluating Goal 2: Goal 2: Facilities will increase customer satisfaction by 5% among faculty and staff by the end of the 04/05 academic year. Evaluation: Facilities will send out a survey to faculty and staff to rate their satisfaction with the program, unit, and area before they implement the changes and compare it to the results of the same survey, which will be distributed after the implementation of the changes. The results will show that satisfaction among faculty and staff has increased by 5%. OBJECTIVES Goals and objectives are closely related, but a little different. Think about a goal as a more general target or aim, while an objective is a component of the goal or a specific step/task necessary to accomplish the goal. Objectives also give you immediate feedback on the progress you are making on the goal throughout the process, not just at the end of the process. In other words, objectives are like mini milestones along the path toward your overall goal. Objectives also give you information on reasons why your goal might not have been accomplished. For instance, if your goal was not met, you could examine the outcome of each of your objectives. Here is an outline of the components of a goal: Goal = Objective 1 + Objective 2 + Objective 3 Note that most goals require more than one objective. Similar to goals, objectives need to be realistic and attainable (possible in the time frame set). Set modest objectives so you increase your chances of accomplishing them. INSTITUTIONAL PLANNING
PROCESS TRAINING
How do we write an objective? An objective is a specific step taken to accomplish the goal. Make sure that for each objective you can answer the following questions: 1. What specific steps/tasks or objectives are needed to accomplish our goal? Think about the steps that are needed to accomplish the goal you desire. What do the tasks/steps look like? With our normal workload can we maintain the tasks throughout the set time frame? Are our tasks realistic? Objectives are clear, precise, and definite. Similar to a goal, if your objective is too broad, too general, or too fuzzy, it will be too difficult to evaluate it. 2. Who or what is the actor of the objective? The actor is the person, office, or program, unit, and area that will work to accomplish the objective. 3. What is the focus of our objective? The focus of your objective will often be the individuals (e.g., students, committee members, staff, employees, etc.) affected by it. The focus may also be a place, a physical object, a situation, an event, or a condition, but making people the focus of your objective is usually best. 4. What is the change or outcome we will see as a result of our objective? Similar to a goal, begin by using a verb, or action word, that describes the change or outcome. Most objectives will be about changing something or improving it. What will have changed when the objective is accomplished? What is the new condition, activity, or situation you will see if your objective is accomplished? When each step/task is completed, what will you see as a result of your objective? 5. What are the conditions of our objective? Objectives need conditions, which are circumstances that help you determine whether your objectives have been accomplished. Ask yourselves, what is the time frame in which we want to accomplish our objective? By how much do we want to improve our objective? To what degree will the objective be carried out? Use the following conditions: ♦ Time Indicate the time frame in which your objective will be accomplished. When will you implement your objective? When will you see results? What is a realistic time frame? Examples are: by Fall 2010, by the end of the Winter 2006 intersession, by the end of the 2010 academic year, etc. INSTITUTIONAL PLANNING
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♦ Degree The objective needs to aim for a definite amount of change. What is a realistic amount of change you expect to see? How much change is needed to accomplish the goal? Examples are: increase by 1.5%, increase the quantity by 3.5%, install 5 more fixtures, etc. Make sure to include the time and degree conditions in your objective. Remember, your objective needs to be measurable. 6. Is our objective measurable? Your objective needs to be measurable. In other words, you need to explain the progress your objective has made by using words (qualitative data) and/or numbers (quantitative data). To determine if your objective is measurable, ask yourselves the following questions: ♦ How will we know if our outcome has been accomplished? ♦ Can we identify a measure of progress? ♦ Can we visualize the outcome of our objective? ♦ Do we see anything different as a result of our objective? ♦ Can we count, calculate, explain with text, etc., the change in our objective? Examples of Objectives Similar to goals, good objectives are clear, precise, and definite. Examples of objectives are provided below along with an outline of the parts of an objective. Objective = Actor + Change or Outcome + Focus + Conditions Example 1 with two possible objectives: Goal 1: The Communications and Languages Division will increase success and retention rates by 5% among students in their programs by the end of the 2010 academic year. Objective 1: By the end of the academic year, the Communications and Languages Division will design an extensive tutoring program for students in the Communications and Languages Learning Lab. Objective 2: By the end of the academic year, the Communications and Languages Division will increase the number of students who receive tutoring by 10%. Note that the actor of Objective 1 is the “Communications and Languages Division,” the focus is “students,” the change is “design,” and the outcome is “an extensive tutoring INSTITUTIONAL PLANNING
PROCESS TRAINING
program.” The actor of Objective 2 is the “Communications and Languages Division,” the focus is “students,” the change is “increase,” and the outcome is “more students receive tutoring.” Impact that the Objective May have on Other College Programs, Units, or Areas In the section following each objective, indicate if the planned objective may have an impact on another program, unit, or area. If so, describe the possible impact. Consider the following questions: 1. If the objective is implemented, will the result have any impact elsewhere in the college? 2. Are the services of any other, programs, units, or areas needed to carry out this objective? Indicate “N/A” if the planned objective will not have an impact on any other college program, unit, or area. Resources Using the information in the plans submitted by the programs, discuss and evaluate the relative merits of external resource allocation requests by your programs and determine which resource allocation requests merit further examination in the unit’s next planning cycle or by other entities (other units, programs, areas, etc.). Use the following evaluation criteria to decide whether or not to incorporate a lower‐level request for resources into your plan: ♦ Lack of resources at the programs to meet the need. ♦ Clear identification of the problem or enhancement to be addressed by the resource. ♦ Sound reasoning or evidence that allocation of the resource will in fact help solve the problem or implement the enhancement. Based on the goals and objectives, the Planning Team should discuss and identify the resources needed. Goals and objectives directly funded by the college and those funded by other sources must be included. Even though these objectives may have their own funding outside the college general fund, these unit improvement projects must be included in the plan to assure that they are coordinated with other college activities and integrated into the planning and budgeting processes. As you state your objective, identify and determine existing or additional resources in terms of personnel, technology, facilities, and/or budget that may be used to carry out the objectives. The resources section of the planning form is divided into six sections. The INSTITUTIONAL PLANNING
PROCESS TRAINING
sections are existing resources, resources requested from other sources, additional personnel, additional budget, additional technology, and additional space or changes to facilities. Make sure to state your objectives in priority order. The objectives that have resource needs, which will not be met within the unit’s existing budget, will be reviewed at the next level of the planning process. Existing Resources List and describe existing resources that will be used to carry out each objective. Consider the following questions: 1. Who will be carrying out the objective? 2. How much personnel time will be required? 3. What existing supplies will be used? 4. What existing software will be used? Resources Requested from Other Sources List and describe resources that will be provided by other sources or external sources such as grants, etc. If there are any differences between the amount needed to carry out the objective and the amount requested or received from another funding source, you will need to explain the differences. Consider the following questions: 1. What is the amount requested? 2. What is the amount received? 3. What is the object code? Resources Needed: Additional Personnel Give a description of the position required to carry out the objectives. Note: You need to explain the rationale behind this resource request. Individuals in the next planning level need to have enough information to decide whether or not to incorporate your request into their own plan. Consider the following questions: 1. Who will be carrying out the objective? 2. How much personnel time will be required? INSTITUTIONAL PLANNING
PROCESS TRAINING
3. Is the position part‐time or full‐time? 4. Is the position permanent or temporary? 5. What is the estimated cost? Note: Do not forget to include the cost of benefits. 6. What is the rationale? Give as much information as possible Resources Needed: Additional Budget Give a description of the additional budget required to carry out the objectives. Note: You need to explain in detail the rationale behind this resource request. Individuals in the next planning level need to have enough information to decide whether or not to incorporate your request into their own plan. Consider the following questions: 1. What is the additional money for? Why do we need it? 2. What is the object code? 3. What is the estimated cost? Note: Do not forget to include the cost of benefits. 4. What is the rationale? Give as much information as possible. Resources Needed: Additional Technology Give a description of the additional technology required to carry out the objectives. Note: You need to contact the appropriate technology provider (ITS, and/or Media Services) and get input prior to submitting your plan. This will enable you to tap into their expertise and get a cost estimate. It will also notify the service provider of your intended use of their services. You need to describe in detail the technology required to carry out your objectives. Individuals in the next planning level need to have enough information to decide whether or not to incorporate your request into their own plan. Consider the following questions: 1. What do you want to do or accomplish with this technology? 2. Where is the physical location that the technology will be installed (room number is preferred)? 3. Is this replacing an existing piece of equipment or is it a new installation? INSTITUTIONAL PLANNING
PROCESS TRAINING
4. If the request is approved, what (electricity, Internet access, software support, hardware support, and/or college network access) will be required? Resources Needed: Space or Changes to Facilities Give a description of the additional space or facilities modification required to carry out the objectives. Note: You need to contact Facilities Services and get input prior to submitting your plan. This will enable you to tap into their expertise and get a cost estimate. It will also notify the service provider of your intended use of their services. You need to describe in detail the space or changes to facilities required to carry out your objectives. Individuals in the next planning level need to have enough information to decide whether or not to incorporate your request into their own plan. Consider the following questions: 1. What do you want to accomplish with this space or modification? 2. Where is the physical location of the space (room number is preferred)? 3. If the request is approved, what (electricity, internet access, software support, hardware support, and/or college network access) will be required? INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
CLASSIFIED RESOURCE ALLOCATION REQUESTS
SUMMARY OF POSITIONS ­ RANKED Rank
Unit
Arts and Culture
Program
Theatre Arts
& Music
Position Title
Theatre
Technician
Rationale
Theatre technician to maintain the equipment, run the lights, sounds, and
all technical needs of the theatre and the events held there, and offer
support for the current technician who is required to support 65 events a
year for the entire college. Institutional Goal #1 and #3
2
Admissions and
Records
Admissions
and Records
Transfer
Credit
Evaluator
3
Facilities
Custodial
Custodian 3
Degree Works Transfer Credit Evaluator - this position will be utilized to
perform pre-admission transfer credit evaluations in support of counseling
staff in completing Ed plans. The Degree Works Transfer Credit Evaluator
is needed in order to implement Degree Works with the new MIS system
SCT Banner and to provide technological support in maintaining the
Degree Works Software.
Necessary to support campus
4
Social Science,
Humanities &
Philosophy
All
Clerk III
5
Facilities
Custodial
Custodian 2
We have so many logistical responsibilities, along with "walk in” student
requests, questions, etc., that our current staff (1 person) is overwhelmed
and less able to assist faculty with their program needs. For all the
sections our Division offers, we have only one secretary to assist with
record keeping, logistical tasks, faculty support, as well as student needs.
That one secretary carries other responsibilities as well (e.g., Banner
training), and is already over-taxed. For example, she assisted 102
students in the first 5 days of the semester (Sat - Thur). Those are just
the students that actually signed their names to a "sign-in" sheet in the
office, so the actual numbers are likely higher. It should be obvious that
when one person has to assist no fewer than 105 students in just 5 days,
that is time and energy taken away from other tasks (e.g., scheduling,
logistics, assisting faculty, etc.). To maintain efficiency and to continue to
provide excellent service to students, we do not merely desire more
support staff, we need it.
Necessary to support campus
6
Information
Technology
Computer
Repair
Audio Visual
Repair
Technician
Currently we only have one position in this category. The demand is so
great that additional hourly personnel to assist this position therefore a
permanent full time position is needed for the workload demand.
7
Information
Technology
Software
Support
Data Base
Administrator
This position is required for newly implemented Access Rio Software.
8
Institutional
Research and
Planning
Research and
Planning
Research
Analyst
Research is severely understaffed and needs to be built up if it is to
continue to support planning and institutional effectiveness in a timely
manner. The number of research and survey requests has increased
more than 200% over the past year. Additionally, the implementation of
Banner has placed new reporting responsibilities on the IRP Unit.
9
Facilities
General
Maintenance
HVAC /
Mechanic
Necessary to support campus
10
Facilities
Custodial
Custodian 1
Necessary to support campus
11
Library
Library
Library Media
Technician
The library has lost several classified position over the years. The use of
the library has increased in the new building. An additional library media
technician will enable the library to staff the circulation desk, complete
paraprofessional library tasks, and insure that there are sufficient staff
present in the library at any given time to increase safety in the library.
1
1
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
CLASSIFIED RESOURCE ALLOCATION REQUESTS
Rank
12
Unit
Information
Technology
Program
Technology
Support
Position Title
Computer
Equipment
Repair
Technician
(Senior)
Rationale
Currently we only have one position in this category. The demand is so
great that additional hourly personnel to assist this position therefore a
permanent full time position is needed for the workload demand.
13
Financial Aid
Financial Aid
Financial Aid
System
Programmer
Due to the lack of staffing with our current IT department the financial aid
office must continue to manually input thousands of cal grant students
annually. This is very time consuming and students experience a delay in
funding. With the right programming an interface can be written to
automate this process. There is no time and funding for this project
currently. If financial aid had the resources the programming can be
written and the process automated. It is not un-common for financial aid
offices to house their own System programmers within their offices.
14
Facilities
General
Maintenance
Necessary to support campus
15
Staff Development
Staff
Development
General
Maintenance
Worker
Technology
Trainer
16
Admissions and
Records
Admissions
and Records
Clerk III Document
Image
Specialist
The Clerk III-Document Image Specialist will catalog and document all
official student documents including: official transcripts, SAT and ACT test
scores, Advanced Placement scores, CLEP scores, FERPA and other
documents to complete a students' file record. Having complete student
records will allow different departments to meet the needs of students, i.e.
pre-requisite clearance, ed plans, and degree or certificate certification.
17
Library
Library
Library Media
Clerk
The library has lost several classified position over the years, yet patron
traffic has increased in the new building. An additional library media clerk
will enable the library to better staff the circulation desk, complete library
tasks, and insure that there are sufficient staff present in the library at any
given time to increase safety in the library.
18
Marketing and
Marketing and
Senior
Secretary
Senior Secretary - Provide secretarial and accounting support for
Department, fields media relations calls and community requests, assists
campus clients with requests for promotional supplies and other
materials. Take meeting minutes and assist with the development of
manuals and publications, proofreading. The Department of Marketing
and Communications was designated a discrete campus operational unit
in 2008. However, it has been functioning as such without secretarial
support otherwise provided for director-level departments. A full-time
Senior Secretary would provide support for the entire Department,
thereby permitting the Publications Assistant to commit 100 percent of her
available time to providing production services and event support to the
campus community, new marketing initiatives, and thereby reduce the
annual accrual of CTO.
Communications
Communications
2
The former Technology Trainer position has been transferred to
Technology support and this position was never replaced. In order to
keep pace with the ever accelerating changes in technology, this position
is crucial if we are to meet College Goal #“Rio Hondo College will meet
the changing technological needs required to support the educational
process and to enhance student access and success.”
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
CLASSIFIED RESOURCE ALLOCATION REQUESTS
Rank
19
Unit
Government and
Community
Relations
Program
Government
and
Community
Relations
Position Title
Clerk Typist II
Rationale
The demands of the GO RIO program have surpassed the available
hours of the director, the clerk typist III, and the work study student who
currently work in the Office of GCR. The director worked 14-15 evenings
per month during the 2008-09 year and so far has worked 16 - 17
evenings per month during the 2009-10 year. As student usage of the
program increases -as it has each of the first four years of GO RIO
operation - it is estimated that the GCR staff will be less likely to keep up
with the workload demands for this popular, award-winning, nationally
known program. Although the Office of GCR is cognizant that this
$33,000 per year request made in a very tight budget year, it should be
noted that the Director has helped to provide two relatively stable sources
of funding to help offset this expense 1) a $3.00 per student GO RIO fee
which raised over $85,000 during the 2008-09 year alone, and may raise
even more revenue in the 2009-10 year; and 2) an AQIP grant from
AQMD that has been obtained ($6,500 awarded in CY 2008; $13,000
awarded in CY 2009; $15,000 requested for CY 2010). Furthermore, a
proposal was submitted to the federal government for over $2.5 million,
which means that even a fraction of this funding would help offset
expenses over a period of three to four years.
20
Arts and Culture
Visual and
Technical Arts
Lab
Technician
The position would service all the MAC labs and to assist with kiln firing,
the photo wet lab and place supply orders for all programs. This position
is standard at most community colleges as the studio labs requires an
specific knowledge base and expertise and are labor intensive to properly
maintain the equipment. Supports goals #1 and #3 in the RHC
institutional goals. As technology becomes more specialized, and
because our IT department does not support MAC computers, we have
become increasingly dependent on our faculty to handle all maintenance
of the specialized equipment. This has become a challenge for our faculty
and IT department. In the labs we have relied on student workers for
some tasks but with the cutbacks in FA we are only allowed 2 workers per
department and this has proved a hardship
3
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
FACULTY RESOURCE ALLOCATION REQUESTS
SUMMARY OF POSITIONS ­ RANKED Rank
1
Unit
Business
Program
Accounting
2
Arts and Culture
Theatre Arts
3
Business
CIT
CIT Instructor
4
Communications
and Languages
Languages
Spanish
Instructor
5
Communications
and Languages
English and
ESL
ESL Instructor
6
CTE
Automotive
Automotive
Instructor
Currently there is no theatre technology program which is sorely needed
to provide viable industry and community jobs. In addition, the Wray
Theatre is supported on skilled student labor, which we cannot generate
or use as a teaching facility without a FT faculty member leading this
program
Several CIT instructors retired or left in the past several years but were
never replaced. All full-time faculty are on release time,
A full-time position in Spanish was vacated in January 2009 by Claudia
Guerrero when she passed away. During the 2008-2009 academic year,
enrollment in Languages courses increased by 9.68%.
Full-time position in ESL who may also be qualified to teach courses in
English, literature, linguistics, or creative writing. A full-time position in
ESL was vacated in June 2009 by Robert Holcomb when he became
Assistant Dean for Student Success and Retention (Basic Skills). With the
retirement of ESL instructor Rod Sciborski just six months later, this left
only one full-time instructor who is assigned only one-third of her time to
ESL. Despite declining ESL enrollment, maintaining this full-time position
in ESL is essential in saving the ESL Program at Rio Hondo (see Goal 3).
Replace unfilled positions in location 1110, 2 unfilled auto instructors and
1 welding instructor positions as outlined in the CTE budget 2008-2009
7
Math and
Science
Basic Skills
Math
Math
Instructor
At least 17.4 FTE in part-time and overload in math. Additional math
course required for graduation for students starting Fall, 2009.
8
Communications
and Languages
English and
Literature
English
Instructor
Full-time instructor of English, who is qualified to teach courses in
composition, literature, linguistics, and creative writing. A full-time position
in English was vacated in July 2008 by Kenn Pierson when he became
division dean. Since that time, enrollment in English & Literature courses
has increased by 4.97% (2008-2009).
9
Math and
Science
Physical
Education
Basic Skills
Math
Physical
Education
and Athletics
Math
Instructor
Physical
Education
Instructor Coach
At least 17.4 FTE part-time and overload in math. Additional math course
required for graduation for students starting in Fall, 2009.
Full-time faculty in Physical Education with an emphasis in coaching. A
retirement is happening in our division of a long time faculty member. This
position can be an asset to our division as well as our coaching / athletic
programs.
11
CTE
Welding
Welding
Instructor
Replace unfilled positions in location 1110, 2 unfilled auto instructors and
1 welding instructor positions as outlined in the CTE budget 2008-2009
12
CTE
Heavy
Equipment
Replace unfilled positions in location 1110, 2 unfilled auto instructors and
1 welding instructor positions as outlined in the CTE budget 2008-2009
13
Counseling and
Student
Development
General
Counseling
Heavy
Equipment
Instructor
Articulation
Officer
10
Title
Accounting
Instructor
Theatre
Technology
Faculty
Rationale
Three more Business instructors will be retiring at the end of fall.
Full-time Articulation Officer: a counselor assigned the task of assisting
with course and degree development and articulation with four-year
transfer institutions. As the college seeks to move forward with creating a
transfer culture at RHC it will become necessary to have a full-time
professional working on articulation agreements, course development and
transferable degree programs.
1
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
FACULTY RESOURCE ALLOCATION REQUESTS
Rank
14
Communications
and Languages
Unit
Program
English and
ESL
Title
ESL Instructor
Rationale
Full-time position in ESL who may also be qualified to teach courses in
English, literature, linguistics, or creative writing. A full-time position in
ESL was vacated in December 2009 by Rod Sciborski when he retired.
With the full-time position vacated by Robert Holcomb just six months
earlier, this left only one full-time instructor who is assigned only one-third
of her time to ESL. Despite declining ESL enrollment, maintaining this fulltime position in ESL is essential in saving the ESL Program at Rio Hondo
(see Goal # 3).
Full-time instructor of English, who is qualified to teach courses in
composition, literature, linguistics, and creative writing. A full-time position
in English was vacated in June 2009 by Voiza Arnold when she retired.
During the 2008-2009 academic year, enrollment in English & Literature
courses increased by 4.97%.
15
Communications
and Languages
English and
Literature
English
Instructor
16
Communications
and Languages
Speech
Speech /
Forensics
Instructor
17
Physical
Education
Physical
Education
Dance /
Physical
Education
Instructor
18
Library
Library
Library
Faculty
(Librarian)
The number of projects to be initiated and completed and the increase in
technology will be addressed by the addition of one library faculty. An
additional library faculty will address the reduced work load of one of the
library faculty and also allow the library faculty to complete the projects
listed at the beginning of the unit plan.
19
Communications
and Languages
Mass
Communications
Radio/Online
Journalism
Instructor
A full-time position is needed in Mass Communications to allow the
department to expand beyond its current steady enrollment while
addressing student demand for training in new media technologies.
Students in existing mass media courses frequently express interest in
learning broadcasting skills for future careers in news casting, online
journalism, the music world, etc. A full-time instructor in Radio/Online
Journalism who is experienced with new technologies in these fields will
be able to address student demand for technological training in these
growing industries. The estimated salary is based on a starting salary for
a Step 1, Column 2 (M.A.) instructor in Communications Services and
Related Technologies.
20
Communications
and Languages
Reading
Instructor
A full-time position in Reading is needed to meet the demands of
enrollment in Speech courses, which increased 13.83% in 2008-09
compared to 2007-08.
21
Library
Reading and
Effective
Study
Methods
Library
Library
Faculty
(Librarian)
The number of projects to be initiated and completed and the increase in
technology will be addressed by the addition of one library faculty. An
additional library faculty will address the reduced work load of one of the
library faculty and also allow the library faculty to complete the projects
listed at the beginning of the unit plan.
Full-time position in Speech who will serve as Director of Forensics in
addition to being qualified to teach courses Interpersonal
Communications and Public Speaking. A full-time position in Speech was
vacated in June 2006 by Tom Huffman when he retired. Since that time,
enrollment in Speech courses has increased by 13.83% (2008-09
compared to 2007-08).
Addition of a second full time faculty member in Physical Education with
emphasis in Dance Our dance program is currently growing and an
additional full time faculty member was identified in the recent program
review. This position was identified in the program plan as well as in a
recent program review.
2
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
FACULTY RESOURCE ALLOCATION REQUESTS
Rank
22
Unit
Public Safety
Program
Fire
Technology &
Administration
of Justice
Title
Homeland
Security
Coordinator
Rationale
The Homeland Security Center is a new program in partnership with the
Santa Fe Springs Fire Department. As a Certified Department of
Homeland Security UASI training site with state-of-the-art props and
facilities coordination will be beyond the capabilities of collateral duties for
present managers or faculty coordinators.
23
Public Safety
Fire
Technology
Emergency Medical Technician (EMT) and paramedic Coordinator:
Manage the operation of the EMT program EMT program was
experiencing 100% growth before economic crises and as a result of
surrounding colleges cancelling EMT courses the demand for EMT
courses had grown exponentially.
24
Public Safety
Fire
Technology &
Administration
of Justice
Emergency
Medical
Technician
and
Paramedic
Coordinator
Instructional
Service
Agreement
Coordinator
25
Public Safety
Fire
Technology &
Administration
of Justice
Internship
Coordinator
The Internship program is expected to grow to have over 100 students
with up to 300 hours of internship with the Wildland Fire Program. It is
planned for a similar program to start with the police academy.
26
Public Safety
Administration
of Justice
Basic
Correctional
Officer
Academy
Coordinator
27
Public Safety
Administration
of Justice
Simulator
Training
Coordinator
Basic Correctional Officer Academy (BCOA) Coordinator: Manage the
operation of the BCOA and act as liaison with the Department of
Corrections and Rehabilitation Permanent when program is in place. If a
BCOA is established at Rio Hondo it is estimated for the program to
administer 4 or more academies a year; a volume that could be larger
than the police academy program.
The simulator training program is currently the largest contractor to
POST in the state. POST will soon be providing Rio Hondo 6 more driving
simulators; 2 of which will be located in a trailer to provide mobile training
to remote locations throughout the state.
28
Public Safety
Administration
of Justice
29
Public Safety
Administration
of Justice
Police
Advanced
Officer
Training
Coordinator
Security
Guard
Training
Coordinator
The Instructional Service Agreement program grew to generate over $1
million at its peak. When the state of the economy allows this ISA
program will again generate a significant portion of FTES.
The AOT program trains over 10,000 per year. It is planned for this
program to increase by at least 25% once the economy recovers due to
state mandated training requirements.
The state mandates bi-annual training for all security guards. Once this
program begins it is estimated for the program to have a steady flow of
students taking initial and requalification classes in baton, firearms, law
and arrest and control techniques.
3
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
ADMINISTRATOR RESOURCE ALLOCATION REQUESTS
SUMMARY OF POSITIONS Unit
Accounting
Program
Accounting
Position Title
Manage Accounts Payable,
Accounts Receivable and
Cashier's Office.
Amount
130,000
Rationale
This position is needed to manage and support the various
functions in the Accounting Department.
Admissions
and Records
Admissions
and Records
This position would assist
the Admissions administrator
in the daily functional
activities in Admissions &
Records
90,000
With the growth of the college in student enrollment and the
introduction of AccessRio, CCCApply, National Student
Clearinghouse and a changing state 320 report, this position
will assist with the day-to-day functions while the
administrator can focus on the bigger issues and tasks at
hand.
Human
Resources
Human
Resources
Human Resources
Administrator
150,000
Responsible for compliance, training, policy development
and implementation, etc..
Institutional
Research and
Planning
Grant
Development
and
Management
Director of Grant
Development and
Management
150,000
The position was hired in Summer of 2008 but was recently
vacated when the grant director was hired as the Dean of
Institutional Research and Planning. This replacement
position is vital to support current college grant funding and
management as well as propel the college forward with Title
III / V grants and other new endeavors
Institutional
Research and
Planning
Research and
Planning
Associate Dean of
Research. This position will
oversee all aspects of the
Research Office and will
report to the Dean of
Institutional Research and
Planning
150,000
With greater emphasis on research, the office will need a
dedicated manager to prioritize the needs of the college and
coordinate the efforts of the research staff.
Institutional
Research and
Planning
Research and
Planning
Director of Planning
150,000
The focus on institutional effectiveness necessitates
increased staffing and leadership to focus on improving
planning to the proficiency level
Public Safety
Fire Sciences
Director Fire Sciences
Academic Management:
Administer Fire Technology,
EMT, Wildland Fire, AOT
and Fire Academies
150,000
Public Safety has generated FTES approximately $8 million
and $10.5 million annually over the last 5 years depending on
the FTES generated as part of the college’s enrollment
strategy. The current departmental structure and planned
expansion will require managers to administer programs that
operate on a state-wide scale. Current managers and faculty
coordinators routinely work over 60 hours a week in the
office, in addition to working from home and on weekends
from home computers or PDAs. Programs are currently being
restricted because of economic situation, and inability to
deliver FTES generating courses. Client agencies and
organizations continually request delivery of more training to
meet federal and state training regulations.
1
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
ADMINISTRATOR RESOURCE ALLOCATION REQUESTS
Unit
Public Safety
Program
Police
Sciences
Position Title
Director Police Sciences
(Academic Manager):
Administer AJ, Corrections,
Forensic ID, AOT and Police
Academy
Amount
150,000
Rationale
Public Safety has generated FTES approximately $8 million
and $10.5 million annually over the last 5 years depending on
the FTES generated as part of the college’s enrollment
strategy. The current departmental structure and planned
expansion will require managers to administer programs that
operate on a state-wide scale. Current managers and faculty
coordinators routinely work over 60 hours a week in the
office, in addition to working from home and on weekends
from home computers or PDAs. Programs are currently being
restricted because of economic situation, and inability to
deliver FTES generating courses. Client agencies and
organizations continually request delivery of more
Public Safety
Public Safety
Associate Dean (Academic
Manager): Primary assistant
to the Dean
150,000
Public Safety has generated FTES approximately $8 million
and $10.5 million annually over the last 5 years depending on
the FTES generated as part of the college’s enrollment
strategy. The current departmental structure and planned
expansion will require managers to administer programs that
operate on a state-wide scale. Current managers and faculty
coordinators routinely work over 60 hours a week in the
office, in addition to working from home and on weekends
from home computers or PDAs. Programs are currently being
restricted because of economic situation, and inability to
deliver FTES generating courses. Client agencies and
organizations continually request delivery of more training to
meet federal and state training regulations.
2
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
TECHNOLOGY RESOURCE ALLOCATION REQUESTS
SUMMARY OF REQUESTS Rec.
Yes
Area
Academic
Affairs
Yes
Academic
Affairs
Unit
Communication
s & Languages
Library
Classification
Technology
Related to
Facilities (e.g.,
Smart
Classrooms, etc.)
Amount
3000
4554 Other
Supplies/Software
700
Description
A data projector, DVD player, and
speakers are required to equip A210 to the
same degree as other Communications &
Languages "smart classrooms."
Reason
Our division requests the same level
of Internet access/data
projection/computer technology in this
classroom as other Communications &
Languages classrooms, with a special
emphasis as a space to schedule oncampus sessions of hybrid courses.
Software: LibraryH3lp “is an integrated web
chat/IM platform written specifically for
libraries. It allows multiple librarians to
receive chats from its native chat widget or
Meebo Me widgets as well as IMs from
patrons on other IM networks such as AIM,
Yahoo!, MSN, Google Talk, ICQ. While it
routes messages to multiple librarians, only
the first one to respond "wins" the chat and
becomes connected with the patron. It is
designed to be very mobile-device friendly.
It provides two different SMS gateways.
Both allow patrons to text their library using
a phone number, which is easily stored on
the patron's phone, rather than a short
code/library ID combination. Librarians in
the same administrative domain can
transfer any chats, IMs, or text messages to
each other as needed. The system provides
an administrative backend for service
creation, management, and centralized
transcript storage, download, and deletion.”
Provide virtual (chat) reference
service. Currently the library faculty are
using a free product that is not suited
to the library setting and does not
provide statistics or chat transcripts
1
Location
A210
Services Required
Electricity, Internet
Access, College
Network Access,
Software Support,
Hardware Support
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
TECHNOLOGY RESOURCE ALLOCATION REQUESTS
Rec.
Yes
Area
Academic
Affairs
Unit
Library
Classification
4554 Other
Supplies/Software
Amount
1300
Description
Three NetBooks
Yes
Academic
Affairs
Library
6500 Equipment
Replacement
600
Amount
Changed
Television that is digital ready
Yes
Academic
Affairs
Library
4554 Other
Supplies/Software
4800
NetSupport School used to control
computers during library instruction and in
open computer labs in the library.
Yes
Academic
Affairs
Social
Science,
Humanities,
and
Philosophy
6411 Non-Inst.
Equipment
$5,000
2400
This is a projector for the computer which
displays our power-point presentations,
videos and internet displays.
Yes
Student
Services
Career Center
4554 Other
Supplies/Software
3,000
Amount
Changed
new database software. Employer job
notices are posted in binders by CDC staff.
Students have to sift through the notices to
find "fit." An employer/student resume
database system would facilitate an
employer's ability to post job notices and a
student's ability to locate jobs and connect
with employers
2
Reason
Replace the Sirsi Pocket Circ readers.
The netbooks are less expensive and
will allow the staff to conduct “use
counts” in the book stacks, conduct an
inventory of the library collection, and
allow the library faculty to conduct
reference service in the book stacks or
anywhere in the library. Library – they
will serve as mobile units
Replace the aging analog television
Library circulation desk (AV storage
LR217) it will be a television to check
out to faculty.
Be able to maintain class direction
and focus by having the instructor
control the student computers and
facilitate learning by projecting
selected student screens on the
classroom screen. In the library
LR224, LR230, and LR223-Student
Computer Commons
The mounted ceiling projector in room
A-0228 overheats on a regular basis,
and has at times, shut down. This will
happen to others. The estimate is for 3
projectors.
Secure a database that allows the
CDC to store student resumes and
employer job and internship notices
Location
Services Required
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
TECHNOLOGY RESOURCE ALLOCATION REQUESTS
Rec.
Yes –
with
campus
replacem
ent
program
Area
Academic
Affairs
Unit
Career
Technical
Education
Classification
5650
Maintenance &
Leases
Amount
100000
Description
Needed software & maintenance for
computer labs and programs
Reason
Currently we have 125 instructional
computers. With the technology remodel we will be adding 120 more
units totaling 245. These units will all
have/need specific training software
and ongoing maintenance
agreements.
Yes
Academic
Affairs
Public Safety
6412 Inst
Equipment
$4,999
Due to high-use laptops and desk tops
need to be replaced every three years as
well as projectors, laser pointers, etc.
Technology is required to teach and
give presentations. Laptop with
Projector and cart.
Unknown
Program
Academic
Affairs
$4,100
changed
from
4,999
4000
Purchase of necessary audio/visual
equipment including TV / DVD
combinations units for instructional use.
Current equipment does not support
this format and is extremely aged.
Hold
Academic
Affairs
Communication
s & Languages
Computer
Software
3000
Academic
Affairs
Communication
s & Languages
Computer
Software
4450
To facilitate the effective training of
students in radio podcasting, online
newspaper production, and online
magazine production.
After relocation of our 4 labs to the
LRC, student usage has increased by
50-100% in every lab. With this
increased usage, printing costs (paper,
ink, toner, etc.) has skyrocketed. Print
management software will allow lab
staff to more effectively monitor and
limit printing by students using the labs
and will save thousands of dollars in
the first academic year.
B112 (El
Paisano
Office)
No
1 Prstoole LE program for radio podcasting
($495) and upgrades for existing software
used in newspaper and magazine
production for online production.
EnvisonWare LPT-ENT Building Bundle
($995.00) and LPT-ENT Client License
($3060.00).
LR124
(Writing
Center)
Electricity, Internet
Access, College
Network Access,
Software Support
Electricity, Software
Support, Hardware
Support
No
Student
Services
Health Center
Computer
Software
10000
Enhancements and updates to the
implemented digital medical scheduling
program and database currently being used
in the Student Health Office
On-line scheduling of appointments by
students and greater utilization of our
existing limited resources would further
our services to students and the Rio
Hondo College community
A-115
Software Support
6500 Equipment
Replacement
3
Location
Services Required
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
TECHNOLOGY RESOURCE ALLOCATION REQUESTS
Rec.
No
Area
Academic
Affairs
Communication
s & Languages
Classification
Computer
Hardware
Hold
Academic
Affairs
Communication
s & Languages
Computer
Hardware
Complet
e
Academic
Affairs
Contracts
4554 Other
Supplies/Software
Unit
Amount
1000
Description
A laptop computer installed with software
used by students, instructional assistants,
and lab instructors in the Writing Center.
Reason
Due to the L-shaped configuration of
the new Writing Center space (LR124),
instructional assistants cannot
supervise students in both areas of the
room from their office. A centralized
table in the Writing Center will facilitate
closer supervision by instructional
assistants. The laptop will be placed
on this centrally located table, allowing
Writing Center staff, and on occasion
lab instructors, to complete work that
needs to be accomplished on a
computer while monitoring the Center.
Location
LR124
(Writing
Center)
Services Required
Electricity, Internet
Access, College
Network Access,
Software Support,
Hardware Support
12000
Six additional Macintosh computers
compatible with Macintosh computers
already installed in B112. Auxiliary
hardware for podcasting: 2 Headphones @
$139 each; 2 Microphones @ $100 each; 1
Mixing board @ $159 ; 2 Pop filters for mics
@ $40 each; 2 Field recorders @ $40ea
These Macintosh computers will be
used to teach courses in radio
production, online newspaper
production, and online magazine
production.
B112 (El
Paisano
Office)
Electricity, Internet
Access, College
Network Access,
Hardware Support
12000
annual licensing budget with software
budgets for annual software upgrades
Annual software maintenance fees are
required by vendors to provide free
upgrades. Currently we purchase
software and when the vendors
upgrade the software this results in
outdated software for instruction. An
annual maintenance contract provides
minimal expense and maximum
upgrade capability
4
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
TECHNOLOGY RESOURCE ALLOCATION REQUESTS
Rec.
No
Area
Academic
Affairs
Unit
Library
Classification
6411 Non-Inst.
Equipment
$5,000
No
Finance
&
Business
Accounting
4554 Other
Supplies/Software
No
President
Government &
Community
Relations
Computer
Hardware
Amount
2000
50000
2000
Description
Security cameras (if not included in the
new building equipment) to insure student
safety and prevent loss of materials and
equipment. (This item was approved in 0910 but has not been implemented). Silent
alarms to summon security to the
Circulation and Reference Desks. Silent
communication between Circulation and
Reference Desks and staff working areas
for safety and efficient service to students.
Reason
Safety and security has become an
issue in the library that must be
addressed. Keeping the new building
clean requires additional custodial
staff.
Wide Area Network Software for
requisitions, purchase orders, and fixed
asset management.
Current software is old and
antiquated. Current software is not
GASB compliant for fixed asset
management. Current software does
not allow users to initiate purchase
requests online. Current software does
not allow account managers to
approve requests online. Current
software does not allow budgeting to
approve accounts and budgets online.
Current software does not allow
requestor/end user to track their orders
online. New software will resolve all
the shortcomings of the current
software application.
Hardware needs include: desktop
computer tower, desktop monitor, mouse,
and keyboard
To enable the GO RIO clerk to use a
computer to correspond with students,
answer inquiries, keep ridership
records, prepare correspondence,
create distribution lists, send survey
links and provide general support for
the GO RIO program.
5
Location
L400Coffice
space
available
with
renov.
Services Required
Electricity, Internet
Access, College
Network Access,
Software Support,
Hardware Support
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
TECHNOLOGY RESOURCE ALLOCATION REQUESTS
Rec.
No
Area
President
Unit
Human
Resources
Classification
Computer
Hardware
No
President
Institutional
Research &
Planning
Computer
Hardware
No
President
Institutional
Research &
Planning
No
President
No
No
Amount
5000
Description
New computer, software, copier, screen,
etc...
Reason
Alow the employee to conduct their
job.
Location
A 108
for now
Services Required
Electricity, Internet
Access, College
Network Access,
Software Support
1000
Computer and monitor
The director will need the equipment
and software to effectively perform.
L400
Electricity, Internet
Access, College
Network Access,
Software Support,
Hardware Support
Computer
Software
2000
Additional license for SPSS
Allow for analysis of data
L400
College Network
Access, Software
Support
Institutional
Research &
Planning
Computer
Hardware
1000
Computer and monitor
The research analyst needs the
computer and software to fulfill duties.
L400
Electricity, Internet
Access, College
Network Access,
Software Support,
Hardware Support
President
Institutional
Research &
Planning
Computer
Software
2000
SPSS license
The Research Analyst needs to be
able to interact with the data
L400
President
Institutional
Research &
Planning
Computer
Hardware
1000
Computer and monitor
computer for new director
L400
College Network
Access, Software
Support
Electricity, Internet
Access, College
Network Access,
Hardware Support
6
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
FACILITIES RESOURCE ALLOCATION REQUESTS
SUMMARY OF REQUESTS Rec.
Yes
Area
Academic Affairs
Unit
Arts & Culture
Location
A230 and B12
Amount
9,000
changed
from 18K
Yes
Academic Affairs
Arts & Culture
Wray Theatre
Yes
Academic Affairs
Arts & Culture
M112-M115
4,000
changed
from 5K
45000
Yes
Academic Affairs
Library
6413 Non-Inst.
Equipment $4,999
Yes
Academic Affairs
Physical
Education
6120 Site
Improvement
Yes Bond
Academic Affairs
Arts & Culture
LR 140
No
Academic Affairs
Arts & Culture
B12
No
Academic Affairs
Health Sciences
Off Campus
No
Academic Affairs
Physical
Education
Physical
Education
2100
8,000
Changed
from 17K
30000
5000
250000
2000000
Description
In A230 dimmers are required when students view art history
slides and when they take tests; in B12, we are requesting to
augment the classroom by removing old shelving and using
the additional space for students. But there is no lighting in
that corner and so additional track lighting is required. the
quote above is an estimate. Still waiting for facilities to
provide a more accurate estimate
Reason
add to class size in B12; in A230 we are
trying to add to student success
new carpet in auditorium aisles, and new LED lighting for
aisles – Only fund LED lighting
better lighting, facility improvement
Current practice rooms are crumbling and probably
dangerous. The carpets are stained, the baffled walls are
crumbling and the ceiling is leaking and chipping.
Door locks on the seven group study rooms. Note: cost
could be zero is the College locksmith has surplus of door
locks
Yearly crowning, grading, over seeding of the soccer
surface.
re-carpet, tear out the wall coverings and
repaint, shore up the leaks in the ceilings
soundproof the walls and ceilings, construct curtains and
lighting grid, create better overhead lighting
Currently the room is unfinished and
unusable as an instruction or production
space. It needs to be completed for a
video production studio which will be used
in all the digital arts and for campus films
and videos
remove back shelving, and one cupboard in B12, paint walls
add additional storage and room
augmentation
Expansion of the Health Science Division
20 - Simulators
Facility is below average in terms of access and overall
structure. No bleachers, no restrooms and below average
lighting create a facility in need.
1
Will allow library faculty to properly
manage these rooms. LR221A, LR 223B223G
Current facility is in need of upkeep. this
will improve our drainage, access, and
facility safety.
Access, rental possibility, graduation area
space, recruitment
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
FACILITIES RESOURCE ALLOCATION REQUESTS
Rec.
No
Area
Academic Affairs
Unit
Physical
Education
Location
Soccer field
No
Academic Affairs
Physical
Education
Track / Baseball
No
Academic Affairs
Physical
Education
Softball / Multiuse
field.
No
Academic Affairs
Physical
Education
No
Academic Affairs
No
Amount
2000000
Power for the scoreboard. Already available on soccer but
not baseball
Reason
Provide restrooms, storage, and team
areas for use. This will greatly address the
need for restrooms at our athletic events.
Improved recruitment, improved rental
opportunities
1000000
Extensive renovation of the multipurpose / softball field to
accommodate a growing instructional and athletic program.
Improved success, recruitment and
community access.
Softball field
1000000
NCAA compliant field which included power, water, fencing,
dugouts, hitting cage, accessible spectator area among other
things. Synthetic turf should be a consideration to the district
for improved accessibility, maintenance and water.
A regulation and competition acceptable
athletic field.
Physical
Education
Softball Field
25000
Athletic Scoreboard
Appropriate to new field
Academic Affairs
Physical
Education
Softball
800000
A sideway access route for community and spectators to
access the facility. A spectator viewing area with ADA
compliant seating. Overall area should be for approximately
150.
Access and compliance
No
Academic Affairs
Physical
Education
6120 Site
Improvement
300000
Painting, new integrated sound system, lighting, bleachers
as well as removal of ceiling banners.
Facility is very old and in need of a facelift
for the improved access and image to the
students.
No
Academic Affairs
Physical
Education
6120 Site
Improvement
2000000
Bleachers and lighting for the soccer stadium / track stadium
Area is currently void of any spectator
area or lighting. This facility can be a key
community access area for various
activities.
No –
Build
Prog.
Academic Affairs
Physical
Education
Baseball field
15000
Electrical access at the instructional area.
Improved instructional opportunities.
Improved longevity of equipment that is
currently run on a generator.
No –
Build
Prog.
Academic Affairs
Physical
Education
Fitness Center
200000
Addition of a separation wall and general renovation after the
fitness center moves into new facility.
Additional instruction area. Further access
for our students.
10000
Description
A field house are for use by all athletic and instructional
courses.
2
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
FACILITIES RESOURCE ALLOCATION REQUESTS
Rec.
No –
build
Prog.
Area
Academic Affairs
Unit
Physical
Education
Location
6120 Site
Improvement
Amount
200000
Description
Upon the move of the fitness center into the new facility, this
facility will become a needed instructional / athletic area. This
will include painting, new sub floor, additions to lighting. The
main addition would be a separating wall creating two
instructional areas out of the large space.
Reason
Excellent space for the addition of
instructional space and athletic space.
No –
Build
Prog.
Academic Affairs
Physical
Education
6120 Site
Improvement
50000
Purchase and placement of scoreboards on the track/soccer
field and baseball field. Other facilities (pool, softball) are
being addressed in the bond.
Scoreboards are an essential component
to a comprehensive athletic program.
They provide an opportunity for
advertising and help increase community
involvement. Hosting of rental events and
statewide events can not happen without
a scoreboard. They also improve the
recruitment of district students. Currently
Rio Hondo might be the only college in
Southern California without scoreboards
for their instructional venues.
No –
done
Academic Affairs
Physical
Education
6120 Site
Improvement
75000
Previous damage has made the full refurbish of the gym
floor needed. The current flooring is pealing and beyond
repair. A potential bond measure expense.
There is existing damage as well as age
of the facility. This will support student
recruitment and safety.
No –
In
works
Academic Affairs
Library
Library
Cost is unknown at this current time. Successful offering of
courses in the temporary facility as well as off campus will
require: community contracts, interior construction changes
to existing library facility, rental of mobile temporary trailers,
and potential storage trailers.
Success management of our current
courses to maximize our strengths during
this relocation. All attempts will be made to
continue a strong offering of courses as
well as a high fill rate for courses offered.
No –
Sec.
Effects
No –
Sec.
Effects
Finance &
Business
Accounting
Room A121 Accounting Office
50000
To add more office space and another window to serve
student quicker.
To shorten the line at the cashier office
and provide faster service to students.
President
Human Resources
A 108- But we
need additional
space now
15000
Additional space to locate the new employee and file cabinet.
Store files which are required by the
Industrial Commission (labor board),etc.
President
Human Resources
Need additional
space.
15000
Unable to determine at this time due to limited space
available in the campus.
Conference Room
No –
Sec.
Effects
0
3
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
FACILITIES RESOURCE ALLOCATION REQUESTS
Rec.
No –
Sec.
Effects
Area
President
Unit
Human Resources
Location
A 108. New
location is needed.
Amount
10000
Description
Allow candidates to use power point during their interviews.
Allow trainers to use technology to train personnel.
Reason
Allow candidates to use power point
during their interviews. Allow trainers to
use technology to train personnel.
No –
Sec.
Effects
Finance &
Business
Mailroom
a105
50000
The Mailroom and Switchboard need more space to operate
effectively and efficiently as the current space is cramped
and tight for both mailroom and switchboard operations.
Make the workspace more user friendly
and easier to navigate
No –
Sec.
Effects
Academic Affairs
Social Science,
Humanities &
Philosophy
Science Building
10000
We need properly equipped classroom and office space to
meet the goal. This is true not only for the Anthropology
Program, but for all of our programs within Social
Science/Humanities that desire to expand to meet student
needs.
The anthropology program is poised to
offer new classes and additional sections.
A medical anthropology class has been
developed and is scheduled to be offered
next year. One challenge associated with
this goal is the lack of classroom space.
Also, given the current state of affairs with
the college budget, the ability to add new
sections is limited. Finally, since the
administration has yet to solidify a longterm policy for online education, divisions
are not allowed to add new online
courses. This hampers the ability of the
anthropology program to expand in this
important educational arena.
No –
Sec.
Effects
Academic Affairs
Social Science,
Humanities &
Philosophy
NA
The only place for faculty members in the Social
Science/Humanities Division to meet with each other, or with
students, is at a conference table in the main office. (The
Dean bought the conference table.) Offices are very small,
shared, crowded, and dispersed in three buildings. There
needs to be a comprehensive plan for offices and conference
room space for this Division.
We want to be able to meet with each
other, and with students.
200000
4
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
BUDGET REQUEST RESOURCE ALLOCATION REQUESTS
SUMMARY OF REQUESTS Unit
Social Sciences
Program
Social Sciences
Object Code
6411 Non-Inst.
Equipment $5,000
Amount
3000
Description
Individual student desks with a holder under the
seat for books and backpacks.
Rationale
Currently, our classroom has very unsafe, unstable,
long tables. In order to seat 45 students in this
classroom, chairs must be squeezed along each table
which provides a very uncomfortable seating
arrangement for students which interferes with
learning.
Student Services
Student Services
4554 Other
Supplies/Software
500
Publish brochures to promote the new AA degree
programs
??
??
6410 Inst. Equipment
$5,000
50000
??
??
6412 Inst Equipment
$4,999
20000
Additional monies available for the replacement
or purchase of key instructional equipment to aid
in the success of our students and the programs
we offer.
Replacement equipment and materials.
Brochures will help promote the new AA degrees by
providing information about them to students. They will
also promote the overall image of the college in the
community.
Many of our programs are equipment driven. These
equipment needs can go to assist in the recruitment
and retention of students through our programs.
??
??
5220 Travel &
Conference
15000
Travel fees for recruitment overseas and within
California for high end short term vocational
programs and ELA (English Learning Academy).
??
??
5220 Travel &
Conference
5000
advisory board meeting budget; organization fees
??
??
4550 Other Supplies
99999
Need to design, produce and distribute
informational media.
Need to design, produce and distribute informational
media.
???
???
6413 Non-Inst.
Equipment $4,999
5000
Reasons and materials needed are addressed
above.
Stated above.
Accounting
Accounting
4550 Other Supplies
40000
Add filing cabinets and to remodel Accounting,
Cashiering and Payroll offices
More storage and office spaces for Accounting,
Cashiering and Payroll personnel.
1
Improved retention by improved equipment.
This supports Goal # 2 of RHC institutional goals
which states that RHC will provide excellent instruction
in academic, basic skills and career/tech ed that serve
the needs of the community
Supported by goal #3 of RHC institutional goals -- to
respond to the regional needs and economic future of
the area
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
BUDGET REQUEST RESOURCE ALLOCATION REQUESTS
Unit
Arts and Culture
Program
Arts and Culture
Object Code
Cultural Events and
Contract Education
Coordinator - Contract
Ed
Amount
60000
Description
increase out current Clerk III position from PT to
FT (or 75%) with benefits this position would serve
in both the arts division and contract education
division, functioning as a community liaison to
build outreach programs in the area, recruit
international students for the new ELA program,
and offering staff support for the coordination of
the cultural events programs and contract ed
contracts
upgrade of all the manual photo equipment in the
wet lab
Arts and Culture
Photography
6500 Equipment
Replacement
18000
Business
Continuing
Education
5890 Other Services
12000
these funds will be used to create a website,
advertise the department in local city newspapers,
create marketing materials, and for other
marketing activities
Career Technical
Education
Automotive
Technology
4320 Instructional
Supplies
25000
$5K for Automotive $10K for Heavy Equipment
$10K for Electronics
Communications
and Languages
Mass
Communications
Technology Assistant
in Journalism/Radio Mass Communications
38366
Technology Assistant in Journalism/Radio will
help train students on software needed to
complete the writing, layout, and printing of the
campus newspaper, campus magazine, campus
online newspaper, and campus online magazine,
as well as photography software and software
related to podcasting and other radio applications.
2
Rationale
This position could potentially become self sustaining
through revenue generated from ELA and contract ed.
But in order to recruit industry and students, we need
an outreach coordinator. Currently the arts and cultural
events coordinator is working PT and we request that
this position be augmented to a FT position who would
serve both areas.
This equipment gets heavy use and has not been
replaced for over 20 years. This is a popular program
and we cannot continue to offer aging, sub par
equipment to our students
This goal is supported by Goal # 3 in RHC institutional
plan. The department has increased revenue over the
last 2 semester with virtually no marketing budget.
With the allocation of funds for marketing, the
department will be able to strengthen the brand of
Continuing Education, position it correctly within the
community, and advertise the classes that we offer.
Currently Heavy Equipment and Electronics has no
supply budget and Automotive was decreased by
$4500.00.
The estimated salary is based on a Range 27 starting
salary for an Instructional Assistant in
Communications. Similar duties to those described
above are currently performed by an individual
precariously funded with ASO funds designated for El
Paisano. It is imperative to stabilize this position as a
full-time Technology Assistant to maintain, update, and
expand the computer hardware and software
designated for the Mass Communications/
Journalism/Radio programs. Students must be trained
in this technology to remain competitive in the field.
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
BUDGET REQUEST RESOURCE ALLOCATION REQUESTS
Unit
Facilities
Program
Grounds
Object Code
5890 Other Services
Amount
30000
Facilities
Security
5110 Consultant
45000
Facilities
Security
5110 Consultant
60000
Additional security man power required to monitor
parking booth and provide additional security
personnel from three guards to five guards per
school operating hours.
Public Safety
Public Safety
5650 Maintenance &
Leases
99999
Health Services
Health Services
Simulators require maintenance contracts and
other services that have averaged over $10,000
per year.
This is a request to change the existing Student
Health Services Assistant from a 11.5 month
person to a 12 month person
Human Resources
Human Resources
6411 Non-Inst.
Equipment $5,000
5000
Computer, desk, chair, etc. for new Human
Resources Administrator
To allow the employee to conduct their job.
Institutional
Research and
Planning
Research and
Planning
5110 Consultant
10000
Outside companies like MAAS or Noel-Levitz will
be hired to produce scans
Periodic Environmental scans to support college key
performance indicators will need to be conducted
Institutional
Research and
Planning
Research and
Planning
5220 Travel &
Conference
4000
Increased budget is needed for attendance at
conferences, local workshops, and monthly CAMP
Research meetings to keep up to date and share
information with other colleges.
The current travel budget was based on the needs of
an office of one. There are now 3 workers and interest
in growing the office. The travel budget should reflect
this.
Library
Library
6413 Non-Inst.
Equipment $4,999
2500
Purchase additional chairs and stools, additional
furniture for e-café, and if possible, reupholster
some furniture from the old library to serve in the
new library.
Provide additional seating for students. Often there is
a shortage of chairs in various areas throughout the
library – student areas
2000
Description
Obtain funding to increase Grounds person from
50% to 100%
additional contract security staff
3
Rationale
Necessary to support college
man 24/7 central security command post and
effectively deliver security services to the college.
With the additional funding it will fund the additional
security staff required to improve the safety of the
campus and provide more security patrol of parking
lots and buildings as well as addressing the increased
demand of security services with more campus events
and increase student conflicts on campus
Technological equipment forming backbone of
simulator training systems need to be maintained for
instructional purposes.
Due to the college utilizing a compressed calendar,
the addition of the intersession and the continued
growth of the student & staff use in the Health Center,
we are requesting the elimination of the 2 weeks of "A"
days from the Student Health Services Assistant
position
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
BUDGET REQUEST RESOURCE ALLOCATION REQUESTS
Unit
Library
Program
Library
Object Code
6415 Non-Inst
Equipment-NonInventory $1,000
Amount
1000
Description
Archive Shelving: Record Storage Carton
Shelving
Marketing and
Communications
Marketing and
Communications
5110 Consultant
25000
Community Perception Survey throughout Rio
Hondo Community College District.
Marketing and
Communications
Marketing and
Communications
5220 Travel &
Conference
3000
Travel and conference fee for two staff to attend
workshops and conferences to develop and
update skills and strategies for social network
marketing and to take advantage of evolving
technologies.
Marketing and
Communications
Marketing and
Communications
5890 Other Services
7000
Hourly Student Workers
Marketing and
Communications
Marketing and
Communications
Graphic Design Staff
Assistant - Marketing
and Communications
25000
Hourly (20 hours/week) graphics design staff
assistant to provide design and layout services for
projects which are now being out-sourced due to
lack of internal resources.
Physical Education
PE & Athletics
Athletic Trainer - PE &
Athletics
25000
The hiring of an hourly assistant certified athletic
trainer to meet the needs of the athletic programs
and student-athletes due to the multiple venues of
our competitions and courses.
4
Rationale
To maintain archival record storage Cartons in
archival-compliant manner for proper Preservation and
Access. To correct shelving originally installed in the
College Archive room.
Large educational institutions routinely perform
periodic assessment of community perceptions. Such
a community survey is overdue and will serve as a
baseline to use in measuring changes in community
perceptions and college communications strategies. It
will also be an invaluable tool in strategic enrollment
management decision making.
Workshops examine current and emerging trends in
social network marketing and provide tips on how
community college marketing and PR practitioners can
use social networking tools like Facebook, Myspace,
Second Life, Twitter, real-time chat and blogs to
promote their institutions, improve student retention
and target special audiences.
Two hourly or student workers @20 hours week for 50
weeks to update and maintain social networking sites
for Rio Hondo College, working under the direction of
the Director of Marketing and Communications.
The hours available (half-time) graphics designer are
not adequate to meet campus demand for design and
layout services. As a result, many projects are outsourced at considerable extra expense with longer
turn-around time.
The hiring of this individual can assist the college in
meeting the needs of the programs during the
renovation. The athletic programs will be conducted on
and off campus and a certified athletic trainer is
needed for the athletic competition coverage and care.
The CCCAA/COA has established a minimum level of
medical care which states appropriate coverage of all
competitions by a certified athletic trainer. This will be
unattainable without additional personnel.
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
BUDGET REQUEST RESOURCE ALLOCATION REQUESTS
Unit
Physical Education
Program
PE & Dance
Object Code
Equipment Attendance
- PE & Dance
Amount
20000
Description
The hiring of an hourly equipment attendant to
meet the needs of the physical education unit
during the relocation
Rationale
An additional equipment attendant will assist in the
successful relocation due to the multiple venues and
locations that our courses and programs will be
conducted at.
Physical Education Completed
Physcial Education
6411 Non-Inst.
Equipment $5,000
30000
New energy efficient Washers / Dryers for use in
our Physical Education facilities
Physical Education
Physcial Education
6410 Inst. Equipment
$5,000
30000
Physical Education
Physical Education
50000
Treadmills, exercise bikes, Stairmasters and
other key cardiovascular equipment is in need of
replacement.
Assistant coaches salaries / stipend.
These new machines could assist or replace our older
machines. They could have on water and maintenance
costs over time.
Age and overall high use over the years. For
placement in our new facility upon completion. Many of
our costs go to repair of aging machines.
Assistant coaches are currently paid $10.00 per hour.
An increase in this area would assist in the success of
our students by offering greater instruction, tutoring
and guidance throughout the programs. The current
wage makes it difficult to aquire qualified future
professionals as well as making it difficult to keep
them. Our current stipend is well below area colleges
for the same services.
Physical Education
Physical Education
35000
Part-time Sports Information Director
The accurate and timely reporting of athletic program
successes is key to furthering our relationship with our
community. This individual can be key addition to
increase transfer rate, recruitment and relationships of
our student-athletes.
Social Sciences,
Humanities, and
Philosophy
Child Development
2000
The Child Development/Education department
requests the following supplies; butcher paper; art
materials including but not limited to paint,
brushes, clay, glue, markers, scissors; musical
instruments including but not limited to bells,
triangles, tambourines, recorders, autoharps,
rhythm sticks; math manipulatives including but
not limited to unifix cubes, geoboards, sorting and
patterning cubes, rulers; science materials
including but not limited to microscopes and
experimental kits.
These supplies will help to augment the curriculum
taught to students in Child Development 115 Creative
Expression through Arts, CD 119 Music Experiences
for the Young Child, 118 Math and Science Exploration
for Early Childhood Education. Students need to be
familiar with materials that they will use to teach in the
field. These supplies will be used by both full-time and
part time Child Development/Education instructors.
4320 Instructional
Supplies
5
INSTITUTIONAL RESEARCH AND PLANNING
2010-2011 PLANNING PROCESS
BUDGET REQUEST RESOURCE ALLOCATION REQUESTS
Unit
Staff Development /
Flex
Program
Staff Development /
Flex
Object Code
Clerk Typist II - Staff
Development
Amount
35148.7
8
Description
Upgrade FLEX Clerk Typist II at 19 hours a week
to a full time FLEX/Staff Development/Study
Abroad Clerk Typist III, 11 months
6
Rationale
Currently there is no designated Staff Development or
Study Abroad clerical support. With over 40 grants and
numerous other activities that need processing and
clerical support, and with a bi-monthly meeting
requiring someone to take minutes, the current FLEX
Clerk Typist III position is inadequate in both
classification and hours to take on these additional
responsibilities.