Transcript Educational Master Plan & Strategic Planning Kurt Hueg Daniel Peck Katie Townsend-Merino April 15, 2009

Educational Master Plan &
Strategic Planning
Kurt Hueg
Daniel Peck
Katie Townsend-Merino
April 15, 2009
AGENDA
2
4.15.09
1. Introductions
Kurt Hueg
2. Welcome & Inspiration
Judy Miner
3. Big Picture!
Katie Townsend-Merino
4. Ground Rules
Kurt Hueg
---Break---
5. Planning Process
Katie Townsend-Merino
6. Our Environment
Daniel Peck
7. Visioning Presentation
Kurt Hueg
---Break---
8. Visioning Exercise
Kurt Hueg
9. Mission/Vision/Values
Katie Townsend-Merino & Daniel Peck
Educational Master & Strategic Planning
Welcome!
President Judy Miner
3
Educational Master & Strategic Planning
4
BUDGET
Educational Master & Strategic Planning
The Big Picture:
Why NOW?
 Accreditation Demands
 Short and Long Term
Planning is required
 Plans Developed by the
Foothill Community
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 Integrated Planning and
Budget
 Our budgets must support
improved student learning
and our strategic initiatives
 It’s the right thing to do . . .
 With accountability to
ourselves
Educational Master & Strategic Planning
Why a 10-year vision
with a 3-year plan?
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 We’ll imagine Foothill in
2020
 But, 10 years is SO far
away, it is easier to move
toward big goals in
smaller units of time.
 Educational Master Plan:
Foothill College 20/20
 CRITICAL QUESTIONS
 "What do we do?”
 "For whom do we do it?”
 "How do we excel?”
 How do we know if we
have achieved our goals?
 Educational Strategic Plan
 Ten-year Horizon
 Data Informed
 Internal/external scans
 Three-year Horizon:
What/How/Who/When
 Ongoing Process with
Cyclical Annual
Accountability to the
Campus for Results
Educational Master & Strategic Planning
Strategic Initiative and Vision Statement with
Commitments to Action—Evergreen Valley College
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Student Centered Transformation
Vision
A r ea of
Focus
A ccess
Provide acces s to quality
and efficien t programs
and s ervices to in creas e
reten tion an d meet
s tuden t goals .
Success M etr ics
Comm itm en
ts to Action
Gr ow enr ollment
Incr ease community
educa tion/distance education
offe rings
Incr ease the number of students fr om
immigr ant andunderr epresented
gr oups
Aggressive marketing and outreach to
pr ospective student populations.
Use data fr om the MAAS r epor t and
other institutional data to develop
a compr ehensive plan to outreach
to tar get student populations.
Cur r iculum
and
Pr og r ams
Ex pand occupational and vocational
pr ogr am offerings to meet and/or
ex ceed offerings at other local
community colleges in the ar ea
Incr ease the number of CSU/UC
ar ticulation agr eements to
facilitate student transfer to 4-year
institutions
Ser v ices
Incr ease cour se completion r ate
Incr ease degree completion r ate
Incr ease tr ansfer rates
Decr ease number of students on
pr obation
Incr ease r etention rates
Conduct compr ehensi ve pr ogram
r eview s in ever y academic
ar ea/discipline.
Pur sue the development of a
University Center on the EVC
campus.
Use data fr om the MAAS r epor t and
other institutional data to develop
a compr ehensive plan to expand
academic and vocational cou rse
offe rings.
Impr ove current and develop new
intervention pr ogr amsdesigned to
help students succeed.
Pr ovide students w ith oppor tunities
to engage in a vibrant and active
campus life. (Students who feel
connected to the campus ar e mor e
likely to stay and be r etained!)
Use data fr om the MAAS r epor t and
other institutional data to develop
a compr ehensive plan to expand
service offerings.
Educational Master & Strategic Planning
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1.
Be present. No cell phones, PDAs and or email.
2.
Listen actively -- respect others when they are talking.
3.
Speak from your own experience instead of generalizing ("I" instead of "they," "we," and
"you").
4.
Different opinions are welcome & appreciated. Do not be afraid to respectfully challenge
one another by asking questions, but refrain from personal attacks -- focus on ideas.
5.
We will "parking lot" issues that we can't deal with today.
6.
Participate to the fullest of your ability -- community growth depends on the inclusion of
every individual voice.
7.
We will start on time and end on time.
Educational Master & Strategic Planning
Strategic Planning Process 2009
April
Faculty and Staff Develop
“Future Vision”
Constituent-Based Task
Force Convenes to Develop
1st Draft of 4 Strategic
Initiatives & Vision
Statements
May
9
June
2nd Draft Proposed Strategic
Initiatives /Vision Statements
Discussed at Shared
Governance & Stakeholder
Meetings on June 1,8,18
1st Draft of Proposed
Strategic Initiatives/Vision
Statements Discussed at
Shared Governance &
Stakeholder Meetings on:
May 4, 11
Task Force
Refines & Revises
Task Force
Refines & Revises
June 24th Roundtable
approves our Strategic
Initiatives/Vision Statements!
Develop 4 Strategic Initiatives
Educational Master & Strategic Planning
Strategic Planning Process 2009
September
Opening Day
Workshop
All Staff input into
Commitments to
Action Plans for
Initiatives
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October
November
December
Initiative Teams Convene
& Develop Draft
Commitments to Action
for Each Initiative
Initiative Teams Revise
& Draft Commitments to
Action Plans
New College Shared
Governance Planning
Council Approves
Proposed Commitments
to Action Discussed by
Governance Groups &
NEW Planning Councils
Proposed Commitments
to Action Discussed by
Governance Groups &
NEW Planning Councils
Commitments to
Action !
Campus-wide Planning
Commitment to Action
Recommendations
Begin
Implementing
Calendar Year
2010!
Educational Master & Strategic Planning
Educational Master
Plan and Strategic
Planning Task Force
11
Lucy Rodriguez
Judi McAlpin
Dan Peck
Daphne Small
Rosemary Arca
Dolores Davison
Jay Patyk
I-Chen Wen
Katie Townsend-Merino
Educational Master & Strategic Planning
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Our Environment
What’s happening around us?
13
Data, Data, Data
 District Master Plan Data (Bob Barr)
 Environmental Scan Data
 Demographics, Industry and Economic Data, Education
Data, Joint Venture Silicon Valley 2009 Index
 Environmental and Societal Forecasts
 Predictions on social and cultural trends
 See the full resources at
 http://research.fhda.edu/Planning/PlanningDocuments.htm
 http://research.fhda.edu/factbook/factbook.htm
 http://research.fhda.edu/programreview/programreview.htm
Educational Master & Strategic Planning
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Population Projections
 Population in the region will continue to grow,
but at a slower pace
 --less than 1.5% annually over the next 15 years
Educational Master & Strategic Planning
Forecast Adult Population, Santa Clara and San Mateo Counties
2000 to 2050
Increase: 250,093
0.95% Annually
2,200,000
Total 2005 to 2050
Increase: 734,747
1.29% Annually
2,000,000
Increase: 254,751
1.13% Annually
Santa Clara
County
1,800,000
Increase: 229,303
1.20% Annually
1,600,000
1,400,000
Total 2005 to 2050
Increase: 98,776
0.40% Annually
1,200,000
1,000,000
Increase: 16,636
0.18% Annually
Increase: 38,227
0.43% Annually
Increase: 43,913
0.54% Annually
800,000
San Mateo
County
600,000
400,000
200,000
0
2000
2005
2010
2015
2020
2025
2030
2035
2040
2045
2050
SOURCE: State of California, Department of Finance, Race/Ethnic Population with Age and Sex Detail, 2000–2050. Sacramento, CA, July 2007.
Note: Adult is age 20 and up.
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Population Projections
 Population in the region will continue to grow, but at a
slower pace
 Baby Boomers (born 1946-1964) represent close
to 1/3 of the workforce—there aren’t enough
younger workers to replace them
Educational Master & Strategic Planning
Santa Clara County Forecast Population by Age Group
2000 to 2050
900,000
Age 35 to 60
Increase: 151,076
0.49% Annually
Total Increase from 2005:
863,293
1.09% Annually
800,000
700,000
Age 61 & up
Increase: 394,011
3.54% Annually
600,000
Age 0 to 14
Increase: 85,929
0.50% Annually
500,000
Age 25 to 34
Increase: 122,612
1.15% Annually
400,000
300,000
Age 15 to 24
Increase: 109,960
1.19% Annually
200,000
All Increases
From 2005
100,000
0
2000
2005
2010
2015
2020
2025
2030
2035
2040
2045
2050
SOURCE: State of California, Department of Finance, Race/Ethnic Population with Age and Sex Detail, 2000–2050. Sacramento, CA, July 2007.
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Population Projections
 Population in the region will continue to grow, but at a
slower pace
 Baby Boomers (born 1946-1964) represent close to 1/3
of the workforce—there aren’t enough younger
workers to replace them
 Hispanic populations will increase at the highest
rate, followed by Asian and Pacific Islander
populations
Educational Master & Strategic Planning
Santa Clara County Forecast Adult Population by Ethnicity
2000 to 2050
800,000
White
Increase: 17,188
0.06% Annually
700,000
Total Adult Increase from 2005:
734,747
1.29% Annually
600,000
Asian/PI
Increase: 234,871
1.49% Annually
500,000
Hispanic
Increase: 399,598
3.28% Annually
400,000
All Increases
From 2005
300,000
200,000
African-Am
Increase: 1,904
0.12% Annually
100,000
0
2000
2005
2010
2015
2020
2025
2030
2035
2040
2045
2050
SOURCE: State of California, Department of Finance, Race/Ethnic Population with Age and Sex Detail, 2000–2050. Sacramento, CA, July 2007.
Note: Native American and Multirace groups not displayed.
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Many backgrounds
 44% of youth aged 5 to 17 speak a language
other than English at home
 The percentage is higher for older age groups
Educational Master & Strategic Planning
Primary Language Spoken At Home,
Fraction of Population in Age Group
Santa Clara County, 2000
Speaks English Very Well
Speaks English Less
Than Very Well
Age Group
5 to 17
56%
English Only
5%
Asian or Pacific
Islander
Other Language
18%
10%
8%
8%
17%
1%
65%
53%
21%
Spanish
Other Indo-European
65 or older
18 to 64
16%
21%
1%
SOURCE: U.S. Census 2000 Summary File 3 (Table P19) through American FactFinder
1%
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Population Notes
 The population north of El Camino will grow at a
rate around 30% faster than the rest of Santa
Clara County
 Still only about 1.3% per year
 Jobs expected to increase faster than the
population, at nearly 1.9% per year
 The El Camino-101 area could potentially provide
about 5,000 FTES if participation rate increased to
3.75%, the overall within-district participation rate
Educational Master & Strategic Planning
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Population
and Foothill-De Anza
 Although not part of the district, nearly one-third
of enrollments come from the city of San Jose
Educational Master & Strategic Planning
Enrollment and Participation Rate, by City
Fall 2008
FHDA Headcount as a Percent of
Total City Population
6%
5%
4%
3%
2%
1%
Share of Total FHDA Headcount
0%
0%
10%
5.2%
3.9%
Cupertino
7%
Mountain View
7%
5%
Santa Clara
1.9%
Palo Alto
3.2%
5%
2%
Milpitas
1.4%
Campbell
2.0%
1.7%
1.6%
0.9%
1%
Los Gatos
1%
Menlo Park
1.8%
0.4%
1.0%
2%
Saratoga
Redwood City
2%
1%
San Mateo
1%
East Palo Alto
1%
San Carlos
0%
Portola Valley
0%
0.3%
Gilroy
0%
0.4%
Millbrae
0%
0.6%
3.9%
Cities in Foothill-De Anza
Community College District
3%
Los Altos
3.8%
40%
10%
Sunnyvale
3.1%
30%
33%
San Jose
1.4%
20%
NOTE: Approximately 16% of total enrollment is in cities not listed above, Fremont and San Francisco constituting the largest share of enrollment..
SOURCE: Enrollment data from FHDA Institutional Research & Planning. Population data from State of California, Department of Finance, E-4 Population
Estimates for Cities, Counties and the State, 2001-2008, with 2000 DRU Benchmark. Sacramento, California, May 2008.
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Population
and Foothill-De Anza
 Although not part of the district, nearly one-third of
enrollments come from the city of San Jose
 Hispanic students are under-represented relative
to Santa Clara County as a whole
 White students are under-represented relative to
cities within the Foothill boundary, however these
cities only account for 15% of enrollment at FHDA
Educational Master & Strategic Planning
Racial Composition of Foothill Students and Neighboring Cities
All Ages, 2000 for Cities, Fall 2008 for Foothill College
100%
2%
3%
4%
90%
16%
18%
21%
27%
80%
0%
2%
Black
Non-Hispanic
3%
34%
5%
70%
Asian &
Pacific Islander
19%
60%
25%
14%
50%
40%
80%
75%
30%
Hispanic
Ethnicity
57%
47%
20%
46%
White
Non-Hispanic
10%
os
Alt
Los
Mo
u
nt a
in V
iew
lto
Pa
lo A
ty
un
Co
ta
Cla
ra
San
Fo
oth
ill C
olle
ge
0%
Notes: Individuals with unknown, other, or two or more races are not included
SOURCE: FHDA Institutional Research & Planning Office; U.S. Census 2000 Summary File 1 through American FactFinder
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Trends at Foothill
 Total headcount is increasing steadily,
after dipping in 2004
Educational Master & Strategic Planning
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Foothill College
Fall Headcount Enrollment
1994 to 2008
22,500
20,000
17,500
15,000
12,500
10,000
7,500
5,000
2,500
0
1995
Fall
Headcount
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2000
2001
2002
2003
2004
2005
2006
2007
2008
17,883
18,804
19,365
18,326
17,406
17,677
18,342
18,522
19,102
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Trends at Foothill
 Total headcount is increasing steadily, after
dipping in 2004
 Distance Education enrollment also
continues to climb at Foothill
Educational Master & Strategic Planning
Distance Learning Enrollments at Foothill-De Anza CCD
20,000
18,000
16,000
14,000
12,000
10,000
8,000
6,000
4,000
2,000
0
96-97
97-98
98-99
99-00
00-01
01-02
De Anza
02-03
03-04
04-05
05-06
Foothill
SOURCE: FHDA Institutional Research & Planning Access Database, Enrollment Table, sections ending in D, W or Z
06-07
07-08
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Trends at Foothill
 Total headcount is increasing steadily, after
dipping in 2004
 Distance Education enrollment also continues to
climb at Foothill
 While the number of unduplicated
students has begun to decrease at the
Middlefield Campus, the units taken
have stayed relatively stable
Educational Master & Strategic Planning
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Foothill College Middlefield Campus
Annualized Fall FTES & Fall Unduplicated Headcount
2000-01 to 2008-09
4,000
3,500
3,000
2,500
2,000
1,500
1,000
500
0
00-01
01-02
02-03
03-04
04-05
05-06
06-07
Undup Fall Headcnt
Annualized Fall FTES
07-08
08-09
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Trends at Foothill
 Both Success and Retention are
significantly higher than the state level
 However, both have begun to decrease since 2005
Educational Master & Strategic Planning
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Foothill College
Course Success and Retention Rates Compared to Statewide Average
Fall 1994 to Fall 2008
100%
95%
90%
85%
Foothill Retention
80%
State Retention
75%
Foothill Success
State Success
70%
65%
60%
55%
50%
1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Outcome
Foothill Retention
State Retention
Foothill Success
State Success
Fall
2000
88.9%
81.6%
80.5%
65.9%
Fall
2001
90.1%
82.3%
81.9%
66.6%
Fall
2002
91.1%
82.6%
82.7%
67.4%
Fall
2003
91.7%
83.0%
83.3%
67.2%
Fall
2004
91.6%
83.8%
82.9%
66.8%
Fall
2005
91.9%
83.4%
85.5%
65.9%
Fall
2006
90.9%
83.8%
84.0%
66.1%
Fall
2007
88.3%
82.4%
81.0%
65.6%
Fall
2008
87.2%
82.4%
77.3%
65.6%
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Trends at Foothill
 Transfers to both UC and CSU have
increased since 2000
 But, both are beginning to slip after highs between
2003 and 2005
Educational Master & Strategic Planning
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Foothill College
Full-Year Transfer Students to UC and CSU
1995-96 to 2006-07
450
400
350
300
250
200
150
100
50
0
95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08
UC
UC
CSU
CSU
00-01
01-02
02-03
03-04
04-05
05-06
06-07
07-08
246
210
254
285
267
264
268
261
354
364
391
421
426
420
420
393
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Trends at Foothill
 Transfers to both UC and CSU have increased since
2000
 But, both are beginning to slip after highs between
2003 and 2005
 Degrees and certificates are lower than
in 2000
 Again, peaking between 2003 and 2005
Educational Master & Strategic Planning
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Foothill College
Degrees and Certificates Awarded
Fiscal Years 1995-96 to 2006-07
1,000
900
800
700
600
500
400
300
200
100
0
96-97
97-98
98-99
99-00
00-01
01-02
Associate Degree
Degrees
Certificates
00-01
609
749
01-02
593
803
02-03
655
726
03-04
700
723
02-03
03-04
04-05
05-06
06-07
Certificate
04-05
660
934
05-06
591
788
06-07
523
729
07-08
507
618
06-07
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Readiness to Learn
 While the high school graduation rate has
dipped the last few years, the percentage
meeting UC/CSU requirements has increased
Educational Master & Strategic Planning
Graduation Rates and UC/CSU Preparedness of Santa Clara County
High School Students
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
94-95
95-96
96-97
97-98
98-99
99-00
Graduation Rate
00-01
01-02
02-03
03-04
04-05
05-06
06-07
Met UC/CSU Requirements
SOURCE: CA Dept of Education, DataQuest Database, accessed 5/3/04; 2003-04 accessed 5/9/05; 04-05 to 06-07 on 1/20/09
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Readiness to Learn
 While the high school graduation rate has dipped the
last few years, the percentage meeting UC/CSU
requirements has increased
 At the same time, nearly half of Bay Area CSU
Freshmen need remediation in Math or English
 The rate has decreased slightly for English and
moderately for Math
Educational Master & Strategic Planning
Remediation Needed by Bay Area CSU Freshmen
100%
90%
80%
70%
60%
55%
52%
50%
50%
42%
40%
30%
20%
10%
0%
Math
English
Fall 1998
Fall 2007
SOURCE: CSU Freshman Remediation Reports. See web site http://www.asd.calstate.edu/performance/proficiency.html
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Readiness to Learn
 While the high school graduation rate has dipped the
last few years, the percentage meeting UC/CSU
requirements has increased
 At the same time, nearly half of Bay Area CSU
Freshmen need remediation in Math or English
 The rate has decreased slightly for English and
moderately for Math
 Preparedness for UC/CSU schools, although
increasing as a whole, varies widely by ethnic
background
Educational Master & Strategic Planning
UC/CSU Preparedness of Silicon Valley High School Students, by Ethnicity,
2006-2007
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Asian/PI
African
American
Filipino
Santa Clara
SOURCE: CA Dept of Education, DataQuest Database, accessed 1/9/09
Hispanic
State
Native Am
White
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The Grades Are In
Key Findings from the Institute for Higher Education Leadership 7 Policy
2008
 Preparation—Not enough high school students
are ready for college success
 Completion—Enrollment too often fails to lead to
degree completion
 Benefits of Education—May be at risk
 CA ranks in top third among states in share of adult
population with BA or higher, but it’s relative rank is
falling with each successively younger age group in
the working age population
 Affordability—Higher education is becoming less
affordable
Educational Master & Strategic Planning
46
Jobs and Educational
Needs
 Post-secondary achievements are
increasingly becoming required for jobs
in Santa Clara County
Educational Master & Strategic Planning
Degree and Training Requirements
Santa Clara County
Projected Annual
% Change, 2001 to 2008
Fraction of Jobs that
Require Credential, 2001
Graduate or professional degree
1.9%
3%
Bachelor’s degree
Associates degree
Postsecondary vocational training
Work experience (no degree)
On-the-job training (12 months)
On-the-job training (1- 12 months)
On-the-job training (30 days)
1.5%
29%
1.8%
6%
1.1%
4%
0.6%
5%
0.9%
6%
0.2%
17%
31%
Notes: Projections are for the years 2001 to 2008 and were released in December 2003.
SOURCE: California Employment Development Department, Labor Market Information Division.
0.9%
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Jobs and Educational
Needs
 Post-secondary achievements are increasingly
becoming required for jobs in Santa Clara
County
 Job growth in Santa Clara County is
highest among jobs with the highest level
of “Basic Skills” proficiency
 Basic Skills proficiency, transferable skills, and the
ability to learn new jobs quickly will be required for
almost all workers
Educational Master & Strategic Planning
Projected Annual Job Growth by Basic Skill Category
Santa Clara County
Math
Critical Thinking
Reading
Speaking
Writing
Projected Annual Job Growth
2001 to 2008
4%
3%
Overall: 1.1%
2%
1%
-1%
-2%
0 to 9
10 to 19
20 to 29
30 to 39
40 to 49
50 to 59
Level of Basic Skill Needed For Job
(0 = Lowest, 100 = Highest)
SOURCE: California Employment Development Department; O*NET Online
60 to 69
70 to 79
80 and
higher
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Jobs and Educational
Needs
 Workers are increasingly requiring training and
retraining to remain current and prepare for new jobs
or careers
 Silicon valley is not prepared to fill the tidal wave of
replacement job openings in community infrastructure
and high tech as baby boomers retire
 For every new job there will be two replacement jobs
 CSU and UC will not be able to accommodate all
appropriate high school grads and other students over
the next 5 to 10 years
 The Silicon Valley economy has strengths in sectors
 Clean/ green/sustainable, nano tech products and services
Educational Master & Strategic Planning
Bay Area Strengths and Weaknesses and Implications for Occupational Growth
Bay Area Strengths
• Entrepreneurship, New Business Creation
• Research in Advanced Technologies
• Cross-Disciplinary Research
• Concept and Market Development
• Global Integrated Management
Bay Area Weaknesses
• Mass Production
• Back Office Operations
• Product and Process Enhancement
Occupations Aligned with Strengths
Vulnerable Occupations
• Venture capitalists, lawyers and other occupations
in the entrepreneurial infrastructure
• High tech manufacturing and assembly
• Office support (e.g., data entry clerks, etc.)
• IT, biotech and nanotech R&D professionals
• Select computer and software engineers for
research and advanced development
• Business and financial support (e.g., processing
staff)
• IT support specialists and administrators
• Select engineering including electrical, mechanical
and electronics
• Legal assistants
•Strategic managers in sales and marketing
• Statistical analysts
• Product marketing managers
• Entry-level computer and software engineers
• Managers of global teams and assets
• Quality assurance and test, product and process
engineers
SOURCE: AT Kearney “The Future of Bay Area Jobs: The Impact of Offshoring and Other Key Trends,” sponsored by the Bay Area Economic Forum,
Joint Venture: Silicon Valley Network, and SPRIE.
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In the end….
 Rapid changes in the job market will require job
education for almost every worker (The Futurist)
 Silicon Valley needs a robust system of workforce
development and safety net programs
 Demand for online and alternative learning
opportunities will expand
 The high number of area colleges and training
providers both represent opportunities for
collaboration, as well as competition
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Vision Foothill Now.
And Later.
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Cross-functional
Groups
It is the year 2020. You are the President of Foothill
College.
What Yelp review do you WANT to read? What do
we want Foothill students to SAY about their journey
at our college?
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Mission/Vision/Values
Review/Reaffirm/Revise
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Adopted by the College Roundtable, February. 24,
1999; Revised by the College Roundtable, April 6,
2005
 Our Vision
 Students who attend our college achieve their goals because relevant instruction occurs in
an engaging, stimulating, inclusive manner, and appropriate support services are provided.
Students feel accepted as part of the Foothill family and realize they made the right choice
by choosing Foothill to further their education and personal development.
 Our Values
 Honesty – Integrity – Trust – Openness – Forgiveness
 Our Purpose
 to provide educational opportunity for all with innovation and distinction
 Our Mission
 to promote student learning through lower-division academic instruction, career
preparation, and continuous workforce improvement to advance California’s economic
growth and global competitiveness.
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Recommendation from
Accreditation Visit 2005
 “In order to fully meet the standard, the team
recommends that the institution revise its mission
statement to include its intended student
population.”
 What do we think might be missing?
Educational Master & Strategic Planning
What are the ACCJC
Mission Statement
Standards?
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
Standard 1A. Mission

The institution has a statement of mission that defines the institution’s
broad educational purposes, its intended student population, and its
commitment to achieving student learning.
1.
The institution establishes student learning programs and services
aligned with its purposes, its character, and its student population.
2.
The mission statement is approved by the governing board and
published.
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.
4.
The institution’s mission is central to institutional planning and
decision making.
Educational Master & Strategic Planning
Thank you!!
From Kurt, Dan, Katie and Judy.
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Educational Master & Strategic Planning