MiraCosta Community College District Comprehensive Master Plan
Educational Plan, Chapter 4
Draft for Board Workshop January 18, 2011
Chapter 4 A Declaration of Institutional Excellence
Introduction
Institutional Goal I. MiraCosta Community College District will become a vanguard educational
institution.
Institutional Goal II. MiraCosta Community College District will become the college where students
have the highest likelihood of success.
Institutional Goal III. MiraCosta Community College District will institutionalize effective planning
processes through the systematic use of data to make decisions.
Institutional Goal IV. MiraCosta Community College District will demonstrate high standards of
stewardship and fiscal prudence.
Institutional Goal V. MiraCosta Community College District will be a conscientious community
partner.
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MiraCosta Community College District Comprehensive Master Plan
Educational Plan, Chapter 4
Draft for Board Workshop January 18, 2011
Introduction
This Educational Plan is grounded in an analysis of current programs and services, the District’s position
in the state, and campus and community members’ perceptions and vision for the future. Given the
current status, there is a rich array of both challenges and opportunities.
Drawing from its mission and guided by the Board of Trustees’ goals, this chapter presents the District’s
guiding principles and institutional strategic goals that will guide the District’s decision-making and use of
resources for the next ten years. The institution’s guiding principles are:
1.
2.
3.
4.
5.
Student Success
Teaching and Learning Effectiveness
Access, Growth and Opportunity
Community, Economic, and Workforce Development
Organizational Effectiveness and Agility
The five institutional strategic goals for the term of this Educational Plan are:
I.
MiraCosta Community College District will become a vanguard educational institution.
II.
MiraCosta Community College District will become the college where students have the
highest likelihood of success.
III.
MiraCosta Community College District will institutionalize effective planning processes
through the systematic use of data to make decisions.
IV.
MiraCosta Community College District will demonstrate high standards of stewardship and
fiscal prudence.
V.
MiraCosta Community College District will be a conscientious community partner.
The five institutional strategic goals were initially reviewed by the Board of Trustees and confirmed
through various District meetings in fall 2010. Although these goals are numbered, the numbers do not
convey a priority status; each is equally weighted in terms of priorities.
The institutional strategic goals are intentionally broad enough to cover the ten-year term of this
Educational Plan. Strategic objectives were then developed to articulate the methods to achieve each
institutional strategic goal. These strategic objectives were crafted through a series of District-wide open
forums and requests for feedback via an on-line blog in fall 2010.
The next step in the District’s integrated planning process will be to build the specific action steps to
achieve the strategic objective. These action steps will include timelines for task completion and the
identification of those responsible for completing or ensuring the completion of the action steps. The
integrated planning manual to be developed in the coming year will describe the ongoing and systematic
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MiraCosta Community College District Comprehensive Master Plan
Educational Plan, Chapter 4
Draft for Board Workshop January 18, 2011
cycle of evaluation, integrated planning, resource allocation, implementation, and re-evaluation including
methods for assessing progress on these action steps.
This chapter outlines an impressive agenda for institutional development. Given the strengths of the
faculty and staff, the supportive community, the collegial campus climate, and the visionary leadership at
all levels in the organization, the District is fully prepared to achieve this agenda. These institutional
strategic goals provide the guidance needed to keep the District’s energies focused on the realization of
measurable long-term goals to benefit its community and its students.
This chapter is formatted to display the links among the foundations for District planning: the District
mission  Board of Trustees Goals  guiding principles  institutional strategic goals  strategic
objectives  action steps. Each of these terms is defined below.
Mission
Statement of the institution’s broad educational purposes, its intended
student population, and its commitment to achieving student learning that
provides the impetus for achieving student learning and other goals that
the institution endeavors to accomplish
Board goals
Statements of the Board’s priorities developed annually
Guiding principles
The institution’s priorities
Institutional Strategic Goals
Statements of broad institutional intentions and ambitions
Strategic Objectives
Statements articulating the strategies to be used to achieve the
institutional goals
Action Steps
Statements that define the specific steps that will be taken to achieve the
strategic objectives and include both a timeline as well as the
identification of individuals or groups responsible to complete or ensure
completion of the action steps and to answer the question, “Who does
what by when?”
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MiraCosta Community College District Comprehensive Master Plan
Educational Plan, Chapter 4
Draft for Board Review January 18, 2011
Mission:
MiraCosta College provides quality instruction and support services that allow students to pursue and achieve their goals. The college
responds to the needs of its students and community by creating new programs, expanding existing programs, and implementing innovative
approaches to teaching and learning that prepare students to be productive citizens in a diverse and dynamic world.
Planning Principles:
Student Success
Teaching and Learning Effectiveness
Access, Growth and Opportunity
Community, Economic and Workforce Development
Board of Trustees Values, Goals, and Priorities 2010-2011:

 Sustaining the College’s Academic Excellence
Improving Student Success and Access to the College
 Engaging in Community Outreach
Institutional Strategic Goal 2010-2020:
I.
MiraCosta Community College District will become a vanguard educational institution.
Strategic Objectives
Create an educational environment that promotes dialogue, learning,
student engagement and innovation
Accreditation Standard and/or Recommendation
Standard I.B.1: The institution maintains an ongoing, collegial, selfreflective dialogue about the continuous improvement of student
learning and institutional processes.
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Standard III.B.1: The institution provides safe and sufficient physical
resources that support and assure the integrity and quality of its
programs and services, regardless of location or means of delivery.
Standard IV.A.3: Through established governance structures,
processes, and practices, the governing board, administrators, faculty,
staff, and students work together for the good of the institution. These
processes facilitate discussion of ideas and effective communication
among the institution’s constituencies.
Recommendation 1, first bullet: Implement, align, and integrate various
college plans into a fully integrated institutional plan that advances a
defined mission statement.
Develop exceptional facilities and infrastructure to anticipate changing
needs and priorities
Standard III.B.2: To assure the feasibility and effectiveness of physical
resources in supporting institutional programs and services, the
institution plans and evaluates its facilities and equipment on a regular
basis, taking utilization and other relevant data into account.
Create a teaching academy to support faculty interested in learning onsite and online pedagogy with a focus on strategies to improve student
retention
Standard II.A.2: The institution assures the quality and improvement of
all instructional courses and programs offered in the name of the
institution, including collegiate, developmental, and pre-collegiate
courses and programs, continuing and community education, study
abroad, short-term training courses and programs, programs for
international students, and contract or other special programs,
regardless of type of credit awarded, delivery mode, or location.
Standard III.A.5: The institution provides all personnel with appropriate
opportunities for continued professional development, consistent with
the institutional mission and based on identified teaching and learning
needs.
Implement STEM best practices to strengthen teaching and learning in
science and mathematics courses and develop strategies to share
those teaching practices with K-12 partners
Standard II.A.2: The institution assures the quality and improvement of
all instructional courses and programs offered in the name of the
institution, including collegiate, developmental, and pre-collegiate
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courses and programs, continuing and community education, study
abroad, short-term training courses and programs, programs for
international students, and contract or other special programs,
regardless of type of credit awarded, delivery mode, or location.
Partner with local industry to develop and maintain educational
programs that meet community needs with a focus on anticipating and
responding to emerging and developing technologies
Become a model for environmental education and sustainability
Standard III.A.5: The institution provides all personnel with appropriate
opportunities for continued professional development, consistent with
the institutional mission and based on identified teaching and learning
needs.
Standard II.A.2b: The institution relies on faculty expertise and the
assistance of advisory committees when appropriate to identify
competency levels and measurable student learning outcomes for
courses, certificates, programs including general and vocational
education, and degrees. The institution regularly assesses student
progress towards achieving those outcomes.
Standard II.A.5: Students completing vocational and occupational
certificates and degrees demonstrate technical and professional
competencies that meet employment and other applicable standards
and are prepared for external licensure and certification.
Standard II.A.1a: The institution identifies and seeks to meet the varied
educational needs of its students through programs consistent with their
educational preparation and the diversity, demographics, and economy
of its communities. The institution relies upon research and analysis to
identify student learning needs and to assess progress toward
achieving stated learning outcomes.
Standard III.B.1: The institution provides safe and sufficient physical
resources that support and assure the integrity and quality of its
programs and services, regardless of location or means of delivery.
Implement a pre-eminent online education program that effectively
supports student success
Standard II.A.2: The institution assures the quality and improvement of
all instructional courses and programs offered in the name of the
institution, including collegiate, developmental, and pre-collegiate
courses and programs, continuing and community education, study
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abroad, short-term training courses and programs, programs for
international students, and contract or other special programs,
regardless of type of credit awarded, delivery mode, or location.
Standard II.B.1: The institution assures the quality of student support
services and demonstrates that these services, regardless of location or
means of delivery, support student learning and enhance achievement
of the mission of the institution.
Standard II.B.3a: The institution assures equitable access to all of its
students by providing appropriate, comprehensive, and reliable services
to students regardless of service location or delivery method.
Standard II.C.1: The institution supports the quality of its instructional
programs by providing library and other learning support services that
are sufficient in quantity, currency, depth, and variety to facilitate
educational offerings, regardless of location or means of delivery.
Develop a model foundation and development office to support the
educational mission of the District
Standard III.D.1b: Institutional planning reflects realistic assessment of
financial resource availability, development of financial resources,
partnerships, and expenditure requirements.
Become a model for cultural diversity education and student support
that spans the District’s curriculum, operations and institutional planning
Standard II.A.3c: {General education includes} a recognition of what it
means to be an ethical human being and effective citizen: qualities
include an appreciation of ethical principles; civility and interpersonal
skills; respect for cultural diversity; historical and aesthetic sensitivity;
and the willingness to assume civic, political, and social responsibilities
locally, nationally, and globally.
Standard II.B.3d: The institution designs and maintains appropriate
programs, practices, and services that support and enhance student
understanding and appreciation of diversity.
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MiraCosta Community College District Comprehensive Master Plan
Educational Plan, Chapter 4
Draft for Board Review January 18, 2011
Mission:
MiraCosta College provides quality instruction and support services that allow students to pursue and achieve their goals. The college
responds to the needs of its students and community by creating new programs, expanding existing programs, and implementing innovative
approaches to teaching and learning that prepare students to be productive citizens in a diverse and dynamic world.
Planning Principles:
Student Success
Teaching and Learning Effectiveness
Access, Growth and Opportunity
Community, Economic and Workforce Development
Board of Trustees Values, Goals, and Priorities 2010-2011:

 Sustaining the College’s Academic Excellence
Improving Student Success and Access to the College
 Engaging in Community Outreach
Institutional Strategic Goal 2010-2020:
II. MiraCosta Community College District will become the college where students have the highest likelihood of success.
Strategic Objectives
Expand the academic experiences and civic engagement activities of
the Honors Scholars Program and increase students’ participation in
and successful completion of the program
Accreditation Standard and/or Recommendation
Standard II.A.1a: The institution identifies and seeks to meet the varied
educational needs of its students through programs consistent with their
educational preparation and the diversity, demographics, and economy
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of its communities. The institution relies upon research and analysis to
identify student learning needs and to assess progress toward
achieving stated learning outcomes.
Standard II.A.3c: {General education includes} a recognition of what it
means to be an ethical human being and effective citizen: qualities
include an appreciation of ethical principles; civility and interpersonal
skills; respect for cultural diversity; historical and aesthetic sensitivity;
and the willingness to assume civic, political, and social responsibilities
locally, nationally, and globally.
Standard II.B.3b: The institution provides an environment that
encourages personal and civic responsibility, as well as intellectual,
aesthetic, and personal development for all of its students.
Develop and implement strategies to improve student retention
Standard II.B.3: The institution researches and identifies the learning
support needs of its student population and provides appropriate
services and programs to address those needs.
Standard II.B.4: The institution evaluates student support services to
assure their adequacy in meeting identified student needs. Evaluation
of these services provides evidence that they contribute to the
achievement of student learning outcomes. The institution uses the
results of these evaluations as the basis for improvement.
Institutionalize the best practices identified through the Basic Skills
Initiative Pilot Projects
Standard II.A.2: The institution assures the quality and improvement of
all instructional courses and programs offered in the name of the
institution, including collegiate, developmental, and pre-collegiate
courses and programs, continuing and community education, study
abroad, short-term training courses and programs, programs for
international students, and contract or other special programs,
regardless of type of credit awarded, delivery mode, or location.
Standard II.B.4: The institution evaluates student support services to
assure their adequacy in meeting identified student needs. Evaluation
of these services provides evidence that they contribute to the
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achievement of student learning outcomes. The institution uses the
results of these evaluations as the basis for improvement.
Design a program to increase the number of students who progress
from success in noncredit courses to success in credit courses
Standard II.A.2: The institution assures the quality and improvement of
all instructional courses and programs offered in the name of the
institution, including collegiate, developmental, and pre-collegiate
courses and programs, continuing and community education, study
abroad, short-term training courses and programs, programs for
international students, and contract or other special programs,
regardless of type of credit awarded, delivery mode, or location.
Standard II.B.4: The institution evaluates student support services to
assure their adequacy in meeting identified student needs. Evaluation
of these services provides evidence that they contribute to the
achievement of student learning outcomes. The institution uses the
results of these evaluations as the basis for improvement.
Develop a multi-faceted outreach program to student-veterans to
encourage and support their transition into the District and the
achievement of their educational goals
Standard II.B.3: The institution researches and identifies the learning
support needs of its student population and provides appropriate
services and programs to address those needs.
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MiraCosta Community College District Comprehensive Master Plan
Educational Plan, Chapter 4
Draft for Board Review January 18, 2011
Mission:
MiraCosta College provides quality instruction and support services that allow students to pursue and achieve their goals. The college
responds to the needs of its students and community by creating new programs, expanding existing programs, and implementing innovative
approaches to teaching and learning that prepare students to be productive citizens in a diverse and dynamic world.
Planning Principle: Organizational Effectiveness and Agility
Board of Trustees Values, Goals, and Priorities 2010-2011:



Completing the Comprehensive Master Plan
Engaging in Strategic Planning for the District
 Engaging in Community Outreach
 Improving Student Success and Access to the College
Continuing Professional Growth through Board Development
 Promoting and Nurturing Collegiality
 Maintaining Fiscal Prudence and Stability
 Engaging in Strategic Planning for the District
Institutional Strategic Goal 2010-2020:
III. MiraCosta Community College District will institutionalize effective planning processes through the routine use of data to make decisions.
Strategic Objectives
Establish an Office of Institutional Effectiveness & Grants to provide
leadership for research, planning, grants, and accreditation
Accreditation Standard and/or Recommendation
Standard I.B.3: The institution assesses progress toward achieving its
stated goals and makes decisions regarding the improvement of
institutional effectiveness in an ongoing and systematic cycle of
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evaluation, integrated planning, resource allocation, implementation,
and re-evaluation. Evaluation is based on analyses of both quantitative
and qualitative data.
Standard I.B.5: The institution uses documented assessment results to
communicate matters of quality assurance to appropriate
constituencies.
Standard I.B.6: The institution assures the effectiveness of its ongoing
planning and resource allocation processes by systematically reviewing
and modifying, as appropriate, all parts of the cycle, including
institutional and other research efforts.
Standard I.B.7: The institution assesses its evaluation mechanisms
through a systematic review of their effectiveness in improving
instructional programs, student support services, and library and other
learning support services.
Standard III.A.2: The institution maintains a sufficient number of
qualified faculty with full-time responsibility to the institution. The
institution has a sufficient number of staff and administrators with
appropriate preparation and experience to provide the administrative
services necessary to support the institution’s mission and purposes.
Standard IV.B.2a: The president plans, oversees, and evaluates an
administrative structure organized and staffed to reflect the institution's
purposes, size, and complexity. He/she delegates authority to
administrators and others consistent with their responsibilities, as
appropriate.
Recommendation 1, third bullet: Conduct consistent, systematic, and
timely evaluations of the integrated institutional plan and its related
components based on analysis of both quantitative and qualitative data
and ensure the results are communicated and understood by college
constituents. Further, in order to promote and sustain a culture of
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evidence and improve institutional effectiveness, the college should
implement an ongoing method of measuring and evaluating its
effectiveness in achieving stated institutional performance objectives
and student learning outcomes.
Develop a data warehouse to ensure a single consistent source of
information for reports and inquiries
Integrate the routine use of data in the District’s strategic planning
processes, including the systematic review of standardized data reports
and the assessment of measureable objectives derived from the
institutional strategic goals.
Standard I.B.5: The institution uses documented assessment results to
communicate matters of quality assurance to appropriate
constituencies.
Standard I.B.3: The institution assesses progress toward achieving its
stated goals and makes decisions regarding the improvement of
institutional effectiveness in an ongoing and systematic cycle of
evaluation, integrated planning, resource allocation, implementation,
and re-evaluation. Evaluation is based on analyses of both quantitative
and qualitative data.
Standard I.B.7: The institution assesses its evaluation mechanisms
through a systematic review of their effectiveness in improving
instructional programs, student support services, and library and other
learning support services.
Recommendation 1, second bullet: Develop specific, measureable,
realistic and time-bound objectives in relation to clearly stated
institution-wide goals that are understood college-wide and represent
the foundation of the integrated institutional plan.
Develop an integrated planning manual that describes the connections
among the components of District planning and that defines the
purpose, timelines, and products of each planning component.
Standard I.A.4: The institution’s mission is central to institutional
planning and decision-making.
Standard I.B.3: The institution assesses progress toward achieving its
stated goals and makes decisions regarding the improvement of
institutional effectiveness in an ongoing and systematic cycle of
evaluation, integrated planning, resource allocation, implementation,
and re-evaluation. Evaluation is based on analyses of both quantitative
and qualitative data.
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Draft for Board Review January 18, 2011
Standard IV.A.2: The institution establishes and implements a written
policy providing for faculty, staff, administrator, and student participation
in decision-making processes. The policy specifies the manner in which
individuals bring forward ideas from their constituencies and work
together on appropriate policy, planning, and special-purpose bodies.
Develop processes to align the master plan with program review for all
departments and programs that links to the allocation of resources
Recommendation 1, first bullet: Implement, align, and integrate various
college plans into a fully integrated institutional plan that advances a
defined mission statement.
Standard I.B.6: The institution assures the effectiveness of its ongoing
planning and resource allocation processes by systematically reviewing
and modifying, as appropriate, all parts of the cycle, including
institutional and other research efforts.
Standard III.D.1: The institution relies upon its mission and goals as the
foundation for financial planning.
Recommendation 1, first bullet: Implement, align, and integrate various
college plans into a fully integrated institutional plan that advances a
defined mission statement.
Recommendation 1, fourth bullet: Complete the Educational Master
Plan and begin implementation. In addition, the college must
demonstrate that decisions regarding priorities result from stated
institutional goals and are linked to an integrated institutional plan and
its related planning components.
Revise the mission statement so that it is a more effective basis for
planning
Standard I.A.3: Using the institution’s governance and decision-making
processes, the institution reviews its mission statement on a regular
basis and revises it as necessary.
Recommendation 1, first bullet: Implement, align, and integrate various
college plans into a fully integrated institutional plan that advances a
defined mission statement.
As noted in the 2010 Accreditation Evaluation Report, page 20: “The
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college needs to further develop the mission statement to define the
student population and to state a commitment to student learning.”
Develop and implement strategies to track student learning outcome
assessment and to communicate the results of student outcome
assessment
Standard I.B.1: The institution maintains an ongoing, collegial, selfreflective dialogue about the continuous improvement of student
learning and institutional processes.
Standard II.A.1c: The institution identifies student learning outcomes
for courses, programs, certificates, and degrees; assesses student
achievement of those outcomes; and uses assessment results to make
improvements.
Standard II.A.2f: The institution engages in ongoing, systematic
evaluation and integrated planning to assure currency and measure
achievement of its stated student learning outcomes for courses,
certificates, programs including general and vocational education, and
degrees. The institution systematically strives to improve those
outcomes and makes the results available to appropriate
constituencies.
Standard II.B.4: The institution evaluates student support services to
assure their adequacy in meeting identified student needs. Evaluation
of these services provides evidence that they contribute to the
achievement of student learning outcomes. The institution uses the
results of these evaluations as the basis for improvement.
Standard II.C.2: The institution evaluates library and other learning
support services to assure their adequacy in meeting identified student
needs. Evaluation of these services provides evidence that they
contribute to the achievement of student learning outcomes. The
institution uses the results of these evaluations as the basis for
improvement.
Recommendation 1, third bullet: Conduct consistent, systematic, and
timely evaluations of the integrated institutional plan and its related
components based on analysis of both quantitative and qualitative data
and ensure the results are communicated and understood by college
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constituents. Further, in order to promote and sustain a culture of
evidence and improve institutional effectiveness, the college should
implement an ongoing method of measuring and evaluating its
effectiveness in achieving stated institutional performance objectives
and student learning outcomes.
Recommendation 2: In order to meet the standard and achieve
proficiency level by 2012, the Team recommends that the college
develop comprehensive reports to clearly demonstrate the ongoing,
systematic review of student learning outcomes.
Integrate participation in the development and assessment of student
learning outcomes into faculty evaluations
Standard III.A.1c: Faculty and others directly responsible for student
progress toward achieving stated student learning outcomes have, as a
component of their evaluation, effectiveness in producing those learning
outcomes.
Recommendation 3: In order to meet the standard, the Team
recommends that the college formalize in writing participation in student
learning outcomes and assessment as a stated component of the
evaluation process for faculty and other directly responsible for student
progress for achieving stated student learning outcomes.
Develop a comprehensive, District Technology Plan 2011-2015
Standard III.C.2: Technology planning is integrated with institutional
planning. The institution systematically assesses the effective use of
technology resources and uses the results of evaluation as the basis for
improvement.
Assess the planning process and the governance structure
Standard I.B.6: The institution assures the effectiveness of its ongoing
planning and resource allocation processes by systematically reviewing
and modifying, as appropriate, all parts of the cycle, including
institutional and other research efforts.
Standard I.B.7: The institution assesses its evaluation mechanisms
through a systematic review of their effectiveness in improving
instructional programs, student support services, and library and other
learning support services.
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Standard IV.A.5: The role of leadership and the institution’s governance
and decision-making structures and processes are regularly evaluated
to assure their integrity and effectiveness. The institution widely
communicates the results of these evaluations and uses them as the
basis for improvement.
Recommendation 4: In order to meet the standard, the Team
recommends that the college develop a process to evaluate the integrity
and effectiveness of its new governance structure and use the
evaluation results as the basis for improvement.
Review planning processes to ensure broad participation in District
planning
Standard I.B.4: The institution provides evidence that the planning
process is broad-based, offers opportunities for input by appropriate
constituencies, allocates necessary resources, and leads to
improvement of institutional effectiveness.
Standard IV.A.1: Institutional leaders create an environment for
empowerment, innovation, and institutional excellence. They encourage
staff, faculty, administrators, and students, no matter what their official
titles, to take initiative in improving the practices, programs, and
services in which they are involved. When ideas for improvement have
policy or significant institution-wide implications, systematic participative
processes are used to assure effective discussion, planning, and
implementation.
Develop a process for establishing and distributing an annual research
agenda and reports
Standard I.B.5: The institution uses documented assessment results to
communicate matters of quality assurance to appropriate
constituencies.
Standard IV.A.3: Through established governance structures,
processes, and practices, the governing board, administrators, faculty,
staff, and students work together for the good of the institution. These
processes facilitate discussion of ideas and effective communication
among the institution’s constituencies.
Standard IV.B.2e: The president works and communicates effectively
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with the communities served by the institution.
Recommendation 1, third bullet: Conduct consistent, systematic, and
timely evaluations of the integrated institutional plan and its related
components based on analysis of both quantitative and qualitative data
and ensure the results are communicated and understood by college
constituents. Further, in order to promote and sustain a culture of
evidence and improve institutional effectiveness, the college should
implement an ongoing method of measuring and evaluating its
effectiveness in achieving stated institutional performance objectives
and student learning outcomes.
Build the capacity of the Office of Institutional Research & Grants to
fulfill the College’s goals of becoming a data-driven institution
Standard III.A.2: The institution maintains a sufficient number of
qualified faculty with full-time responsibility to the institution. The
institution has a sufficient number of staff and administrators with
appropriate preparation and experience to provide the administrative
services necessary to support the institution’s mission and purposes.
Recommendation 1, third bullet: Conduct consistent, systematic, and
timely evaluations of the integrated institutional plan and its related
components based on analysis of both quantitative and qualitative data
and ensure the results are communicated and understood by college
constituents. Further, in order to promote and sustain a culture of
evidence and improve institutional effectiveness, the college should
implement an ongoing method of measuring and evaluating its
effectiveness in achieving stated institutional performance objectives
and student learning outcomes.
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Mission:
MiraCosta College provides quality instruction and support services that allow students to pursue and achieve their goals. The college
responds to the needs of its students and community by creating new programs, expanding existing programs, and implementing innovative
approaches to teaching and learning that prepare students to be productive citizens in a diverse and dynamic world.
Planning Principles:
Community, Economic and Workforce Development
Organizational Effectiveness and Agility
Board of Trustees Values, Goals, and Priorities 2010-2011:

 Completing the Comprehensive Master Plan
 Engaging in Strategic Planning for the District
Continuing Professional Growth through Board Development
 Promoting and Nurturing Collegiality
 Maintaining Fiscal Prudence and Stability
Institutional Strategic Goal 2010-2020:
IV. MiraCosta Community College District will demonstrate high standards of stewardship and fiscal prudence.
Strategic Objectives
To facilitate student access; develop and implement strategies to
increase the college-going participation rate to the state average
Accreditation Standard and/or Recommendation
Standard II.B.3: The institution researches and identifies the learning
support needs of its student population and provides appropriate
services and programs to address those needs.
Standard IV.B.2b: The president guides institutional improvement of
the teaching and learning environment by establishing a collegial
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process that sets values, goals, and priorities.
Implement budget processes to ensure that annually the unrestricted
general fund ending balance is at least 10% of expenditures at the
close of each fiscal year
Standard III.D.2: To assure the financial integrity of the institution and
responsible use of financial resources, the financial management
system has appropriate control mechanisms and widely disseminates
dependable and timely information for sound financial decision making.
Standard IV.B.2d: The president effectively controls budget and
expenditures.
Develop strategies to improve the ratio of Weekly Student Contact
Hours to Full-time Equivalent Faculty (WSCH/FTEF) as a way to
demonstrate accountability and efficient use of resources
Standard III.D.1b: Institutional planning reflects realistic assessment of
financial resource availability, development of financial resources,
partnerships, and expenditure requirements.
Standard III.D.2: To assure the financial integrity of the institution and
responsible use of financial resources, the financial management
system has appropriate control mechanisms and widely disseminates
dependable and timely information for sound financial decision making.
Standard IV.B.2d: The president effectively controls budget and
expenditures.
Disseminate an annual report to the community outlining the District's
progress on its institutional strategic goals and objectives, fiscal health
and stewardship, and educational leadership.
Standard IV.B.2e: The president works and communicates effectively
with the communities served by the institution.
Recommendation 1, third bullet: Conduct consistent, systematic, and
timely evaluations of the integrated institutional plan and its related
components based on analysis of both quantitative and qualitative data
and ensure the results are communicated and understood by college
constituents. Further, in order to promote and sustain a culture of
evidence and improve institutional effectiveness, the college should
implement an ongoing method of measuring and evaluating its
effectiveness in achieving stated institutional performance objectives
and student learning outcomes.
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MiraCosta Community College District Comprehensive Master Plan
Educational Plan, Chapter 4
Draft for Board Review January 18, 2011
Mission:
MiraCosta College provides quality instruction and support services that allow students to pursue and achieve their goals. The college
responds to the needs of its students and community by creating new programs, expanding existing programs, and implementing innovative
approaches to teaching and learning that prepare students to be productive citizens in a diverse and dynamic world.
Planning Principles:
Access, Growth and Opportunity
Community, Economic and Workforce Development
Organizational Effectiveness and Agility
Board of Trustees Values, Goals, and Priorities 2010-2011:

Continuing Professional Growth through Board Development
 Promoting and Nurturing Collegiality
 Completing the Comprehensive Master Plan
 Maintaining Fiscal Prudence and Stability
 Engaging in Strategic Planning for the District
Institutional Strategic Goal 2010-2020:
V. MiraCosta Community College District will be a conscientious community partner.
Strategic Objectives
Expand collaborative and innovative programs to provide venues for
student success as well as venues for community engagement
Accreditation Standard and/or Recommendation
Standard I.A.1: The institution establishes student learning programs
and services aligned with its purposes, its character, and its student
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MiraCosta Community College District Comprehensive Master Plan
Educational Plan, Chapter 4
Draft for Board Review January 18, 2011
population.
Standard II.A.2d: The institution uses delivery modes and teaching
methodologies that reflect the diverse needs and learning styles of its
students.
Develop a cohesive concurrent enrollment program for high school
students
Standard I.A.1: The institution establishes student learning programs
and services aligned with its purposes, its character, and its student
population.
Standard II.A.2d: The institution uses delivery modes and teaching
methodologies that reflect the diverse needs and learning styles of its
students.
Develop a MiraCosta Promise program to link at-risk, middle school
students with the District through activities, success contracts, and
scholarships upon high school graduation
Standard I.A.1: The institution establishes student learning programs
and services aligned with its purposes, its character, and its student
population.
Standard II.A.2d: The institution uses delivery modes and teaching
methodologies that reflect the diverse needs and learning styles of its
students.
Combine and expand the District’s existing strengths in community
services and small business development
Standard I.A.1: The institution establishes student learning programs
and services aligned with its purposes, its character, and its student
population.
Standard IV.B.2e: The president works and communicates effectively
with the communities served by the institution.
Develop a model program for District service area senior citizens
Optimize and affirm the mutual benefit of the District’s communitybased advisory committees for improving educational programs
Standard I.A.1: The institution establishes student learning programs
and services aligned with its purposes, its character, and its student
population.
Standard IV.B.2e: The president works and communicates effectively
with the communities served by the institution.
Standard II.A.2b: The institution relies on faculty expertise and the
assistance of advisory committees when appropriate to identify
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MiraCosta Community College District Comprehensive Master Plan
Educational Plan, Chapter 4
Draft for Board Review January 18, 2011
competency levels and measurable student learning outcomes for
courses, certificates, programs including general and vocational
education, and degrees. The institution regularly assesses student
progress towards achieving those outcomes.
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