Changes From Strategic
Plan to Strategic Plan
From Growth Mode to
Focus on Student Learning
Focus of Strategic Plan for 1995-2005

Building the Campuses





Rapid Redistribution of College Personnel
Rapid Redistribution of College Resources
Growth/Redistribution of Numbers Experienced
at the Campuses
We have done it!
Campuses Make a Great Impact on Their
Areas of the County
Headcount At the End of
Fall Term 2003
16,000
14,219
14,000
12,000
10,000
7,908
8,000
6,000
4,489
3,222
4,000
3,163
2,000
0
End of Fall Term
2,803
2,291
1,690
Central
Other
Levine
Virtual
North
Southwest
West
Northeast
Campuses Add Great Value
to Our Community
Economic Impact of Central – 02-03

Income Increase for Students
Business/County Savings per Students
Average Annual Bond Expenditure
Annual Salaries and Supply Dollars Spent
Plant Operations and Maintenance
$23,539,783
$64,869,076
$10,456,086
$27,371,305
$5,860,780

Total Annual Economic Impact of Central
$132,097,030




Economic Impact of Levine – 02-03

Income Increase for Students
Business/County Savings per Students
Average Annual Bond Expenditure
Annual Salaries and Supply Dollars Spent
Plant Operations and Maintenance
$4,592,467
$3,102,073
$4,093,763
$5,330,741
$1,687,028

Total Annual Economic Impact of Levine
$17,119,044




Economic Impact of North – 02-03

Income Increase for Students
Business/County Savings per Students
Average Annual Bond Expenditure
Annual Salaries and Supply Dollars Spent
Plant Operations and Maintenance
$1,647,587
$2,024,488
$1,988,889
$1,896,514
$810,650

Total Annual Economic Impact of North
$8,368,128




Economic Impact of Northeast – 02-03

Income Increase for Students
Business/County Savings per Students
Average Annual Bond Expenditure
Annual Salaries and Supply Dollars Spent
Plant Operations and Maintenance
$1,786,840
$1,176,499
$2,091,333
$2,101,542
$624,420

Total Annual Economic Impact of Northeast
$7,780,634




Economic Impact of Southwest –
02-03

Income Increase for Students
Business/County Savings per Students
Average Annual Bond Expenditure
Annual Salaries and Supply Dollars Spent
Plant Operations and Maintenance
$2,487,035
$2,105,713
$1,447,444
$2,870,399
$1,161,201

Total Annual Economic Impact of Southwest
$10,071,792




Economic Impact of West – 02-03

Income Increase for Students
Business/County Savings per Students
Average Annual Bond Expenditure
Annual Salaries and Supply Dollars Spent
Plant Operations and Maintenance
$1,893,212
$1,783,340
$2,640,446
$2,204,056
$810,650

Total Annual Economic Impact of West
$9,331,704




Total Annual Economic Impact
of CPCC to Our Region






Total Annual Economic Impact of Central
$132,097,030
Total Annual Economic Impact of Levine
$17,119,044
Total Annual Economic Impact of North
$8,368,128
Total Annual Economic Impact of Northeast
$7,780,634
Total Annual Economic Impact of Southwest $10,071,792
Total Annual Economic Impact of West
$9,331,704
$184,768,332
The Growth Has Occurred
Internally
Student Behavior Has Changed
Annual Curriculum Headcounts
24,000
curriculum headcount
23,403
23,500
23,222
23,000
22,394
22,500
22,000
22,076
22,047
21,632
21,500
21,000
20,500
20,000
1997-98
1998-99
1999-00
2000-01
7% increase in 5 years (1,590 student increase)
2001-02
2002-03
Students by Credit Hours
4,800
4,300
3,800
<3 hrs
3 to 5
6 to 8
9 to 11
12 to 14
15 >
3,300
2,800
2,300
1,800
1,300
800
Fall 97 Fall 98 Fall 99 Fall 00 Fall 01 Fall 02 Fall 03
Changes in Load
9,500
9,000
8,500
9,238
8,843
8,768
8,475
8,977
8,968
8 hours or less
9 hours and up
8,000
8,401
7,978
7,500
7,570
7,000
6,990
6,500
6,368
6,000
5,832
5,500
5,000
6,034
5,338
Fall 97
Fall 98
Fall 99
Fall 00
Fall 01
Fall 02
Fall 03
Average Student Load
9
8.6
Average Load
8.5
8.6
8.2
7.9
8
7.6
7.7
7.4
7.5
7
6.5
6
Fall 97 Fall 98 Fall 99 Fall 00 Fall 01 Fall 02 Fall 03
16% increase in 6 years
Percent Attending Full-time
40.00%
% Full-time
35.3%
34.6%
35.00%
31.9%
29.9%
30.00%
27.3%
28.0%
24.6%
25.00%
20.00%
Fall 97
Fall 98
10.7% increase in 6 years
Fall 99
Fall 00
Fall 01
Fall 02
Fall 03
Curriculum Assigned Seats
95,000
92,032
assigned seats
88,971
90,000
85,000
81,946
79,014
80,000
73,731
76,202
75,000
70,000
1997-98
1998-99
24.8% increase in 5 years
1999-00
2000-01
2001-02
2002-03
Curriculum FTE
10000
9775
Fall/Spring Total
9414
9500
9000
8522
8500
8000
8231
8057
7677
7500
7000
1997-98
1998-99
27.3% increase in 5 years
1999-00
2000-01
2001-02
2002-03
We Have Become More Efficient

Curriculum Sections Offered




Fall 03
Fall 02
Fall 01
2,311
2,341
2,399
(-30)
(-42)
Curriculum Sections Offered



Spring 04
Spring 03
Spring 02
2,191
2,210
2,228
(-19)
(-18)
This Was An Issue Because….
Fall Curriculum Headcount
10 Year History - CPCC Data
18,000
17,000
16,686
16,616
16,000
15,941
15,000
16,966
15,539
14,851
14,700
14,000
14,234
14,530
14,248
13,665
13,000
12,000
1990- 1991- 1992- 1993- 1994- 1995- 1996- 1997- 1998- 1999- 20001991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001
Curriculum Sections Offered
10 Year History - CPCC Data
2,400
2,266
2,300
2,200
2,095
2,100
2,000
1,907
1,894
1,900
1,929
1,874
1,800
1,700
1,600
2,128
1,970
1,964
1,747
1,889
Number of
Sections
Offered
1,500
1990- 1991- 1992- 1993- 1994- 1995- 1996- 1997- 1998- 1999- 20001991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001
We Have Issues with Student Success



We participated in the National Community
College Benchmarking Project
Participants were other League schools
We collected and benchmarked data on
multiple student outcomes
Student Success in Core Academic
Areas (A-C Grades from Exit Codes)
English Comp I
Min.
54.2%
English Comp II
Min.
50.5%
College Algebra
Min.
37.7%
Speech
Min.
60.2%
Med.
72.4%
Max.
86.0%
CPCC
58.0%
Med.
66.4%
Max.
84.5%
CPCC
50.5%
Med.
58.1%
Max.
76.9%
CPCC
37.7%
Med.
76.0%
Max.
89.0%
CPCC
60.2%
Grade Distribution for College Level
Courses
Min.
Med.
Max.
CPCC
A
B
C
D
F
26%
18%
6%
1%
2%
33.4%
23.3%
13.9%
4%
4.9%
45%
27%
17%
8%
15%
26.1%
21.1%
12.7%
3.5%
6.7%
W
1%
16.2%
29.9%
29.9%
Graduation Rates

Still only 8% of our first-time, full-time
credential-seeking students receive a degree,
certificate or diploma within 150% of the
allotted time (3 yrs).
New Strategic Plan

Values







Learning
Inclusiveness
Accountability
Excellence
Integrity
Accessibility
Innovation
We Seek to…..

Put learning first in/through:







Policy, programs and practice
Experiences offered to students
Engaging learners
Collaborative learning activities
Documenting learning
Improving learning
Continuous commitment over the long term
The World of Higher Education




Is an evolving world
Change has become the norm so we must be
able to respond fast
Daily dealing with ambiguity
Heading into an unknown future (a path
where we can’t see the end)
New Strategic Plan

The Focus is Learning



Taking a collective responsibility for learning
Collaboration and integration of programs,
processes and services
Emphasis will be on cross-unit planning
In Order to Focus on Learning


How can we help each other build
connections and collaborations to facilitate
learning?
What can we do (as major contributing units)
to help the entire college take a collective
responsibility for learning?
Take 20 minutes…….
Another Difference - Only Six Goals
1.
2.
3.
Ensure Student Success by all employees assuming
collective responsibility for placing the needs of
learners first.
Foster an organizational culture that makes learning
the primary value in every action of the College.
Promote the health and economic vitality of the
community through partnerships, coalitions, and
collaborations.
Only Six Goals:
4.
5.
6.
Plan and coordinate student enrollment, programs,
services, and facilities to meet community needs.
Increase available public and private funds for
educational programs, capital projects and, general
operations.
Improve learning outcomes and College programs,
processes, and services through a systematic and
continuous process of planning, assessment, and
improvement.
How it Works…
Mission
Values
Goals
Unit
Objectives
Unit
Objectives
Philosophy
Goals
Unit
Objectives
Unit
Objectives
Goals
Unit
Objectives
Unit
Objectives
Our New Annual Process

The strategic goals are
set. The major units
set unit objectives.
Individual departments
in that unit create
action items.
Individuals within
departments will have
projects on their PDP
that align with the
department’s action
items.
Mission
College Goal
College Goal
Unit
Objectives
College Goal
Unit
Objectives
Department
Action Items
PDP
Activities
Unit
Objectives
Department
Action Items
PDP
Activities
Department
Action Items
PDP
Activities
What is a Goal



A statement of a quantifiable desired future state or
condition
It is driven by the mission
A goal:
 lacks deadlines
 is usually long-range
 is relatively broad in scope
 provides guidance for the establishment of
objectives (the specifics)
What is a Goal

It is reported on anecdotally

It is accomplished by activities

It takes several goals to accomplish a mission
statement

It takes several objectives to accomplish a
goal
Due to the nature of goals, the
College may never fully accomplish
a goal…
…but the College will makes progress toward
the fulfillment of a goal through meeting
multiple objectives.
What is an Objective?

A short-term, measurable, specific activity having
a time limit or timeline for completion

They are used to reach goals

They specify who, will do what, under what
condition, by what standard and within what time
period

They state what you will do in a form that can be
measured after the appropriate amount of time.
Example





Piece of Mission …. To advance the lifelong educational
development of students….
Goal … engage students as responsible partners in the
lifelong learning process.
Objective …. To develop a service learning program at CPCC
by June 30, 2004.
Action Items …. To recruit 30 students to participate during
2003-04. To involve and train 20 faculty and staff and 10
businesses during 2003-04.
PDP Project … To organize and offer one workshop on
service learning for the college during the 2003-04 year.
How to Set Objectives

There’s no magic number






e.g. 80% vs. 90% - 20 people vs. 100
What is reasonable?
What can you afford?
What realistically can your staff accomplish?
May need to benchmark (e.g. enrollment growth)
What percent shows you’re not committed and
what percent shows you’re naïve?
How to Set Objectives

Examples:

Fifty percent of students will be able to
communicate effectively in writing (complete the
writing exam with a grade of 60 [D] or better)

By the end of the spring term, 95% of faculty and
staff will have completed 20 contact hours of
professional development (workshops, college
courses, conferences, onsite trainings, etc.)
More Realistic

Seventy percent of students will be able to
communicate effectively in writing (complete the
writing exam with a grade of 75 [C+] or better)

By the end of the spring term, the professional
development office will increase their offerings
for faculty and staff by 10% over what was
offered last year (workshops, college courses,
conferences, onsite trainings, etc.)
How to Set Objectives




The first time you set objectives, be
conservative
Don’t pull a rabbit out of your hat (e.g. let’s
grow enrollment by 10%)
Don’t set a goal for your area when another
area has to perform to meet it (you don’t have
control over the outcome)
It will take a few years to get it right
Implementation in 2004-2005




Set only a few objectives and action plans
Make them measurable (under old process,
we set goals and didn’t measure them)
Only create objectives and action plans for
those areas over which you have control
Make them reasonable (with budget and
staffing constraints)
Questions




How hard will this be to implement?
What is the easiest way to train people?
You are the College’s administrators…. Can
you do this?
How hard will it be for all departments to fit
under the goals?
Suggestions for Implementation