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MISSION COLLEGE

MISSION COLLEGE. 2005-2006 EDUCATIONAL & FACILITIES MASTER PLAN UPDATE Flex Day ~ August 26, 2005. Why update the EFMP now?. Current EFMP is 4 years old and does not reflect changes in State, regional, district and college demographics Employment trends Enrollment trends Facilities

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MISSION COLLEGE

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  1. MISSION COLLEGE 2005-2006 EDUCATIONAL & FACILITIES MASTER PLAN UPDATE Flex Day ~ August 26, 2005

  2. Why update the EFMP now? • Current EFMP is 4 years old and does not reflect changes in • State, regional, district and college demographics • Employment trends • Enrollment trends • Facilities • Resources (state and bond facilities money, Title V) • Accountability (accreditation recommendations)

  3. What is the desired outcome? • A current plan that • Is educationally driven and supports student learning • Is meaningful, relevant and timely • Results from a transparent and inclusive process • Can be implemented within existing resources, both human and fiscal • Results in all programs and services having completed program review

  4. How will the results be used? • To guide improvement in student learning • To better respond to dynamic student and community needs • To provide the appropriate mix of instructional and support programs and services • To guide design of new facilities • To guide allocation of resources • To provide a foundation for ongoing planning and improvement

  5. Who will do it? • Everyone will get to participate!  • Office of Instruction will coordinate the activities and the creation of the plan • Governance & Planning Committee (GAP) will have oversight for the process • Subcommittee for merging values & goals statements • Subcommittee (CBAC) to develop process linking planning documents with resource allocation • Academic Senate will be responsible for student learning components

  6. By when? • The goal is to present a college approved plan to the Board of Trustees in June 2006. To get there… • By February 2006, information about programs and services will need to be • Generated • Collected • Disseminated • Evaluated • Recommendations for future directions will need to be developed • By May 2006, final draft will need to be approved by the college

  7. Time Line • 8/17 Planning agenda set with GAP • 8/26 College Forum • 9/30 Assignment #1 • 9/30 Assignment #2 • 10/21 College Forum • 11/10 Assignment #3 • 12/2 College Forum • 1/26 or 27 College Forum • 4/21 College Forum • 5/3 GAP approval of EFMP

  8. What is the process? • The process has two major components • Update of the college mission, values and goals • Update of concept papers from 2001 • Program review • Student learning outcomes

  9. Component 1 Mission, Values, Goals • The mission statement is in the final stages of revision and will go to GAP for final approval in September 2005. • A GAP subcommittee will review and merge the college’s multiple existing values, goals, and philosophy statements into a more focused document in time for EFMP college forums.

  10. Component 2 EFMP Update • Program Review • Assignment #1 • Update of program/service since 2001 • Assignment #2 • Student Learning Outcomes • Assignment #3 • Future directions • Goals

  11. Assignment #1 • 2001 Concept Paper Update • To be completed by every program, service and administrative office • To provide current information about • Number of students served • Student progress • Curriculum and/or services • Staffing • Equipment and supply needs • Space needs

  12. Your Tool Kit • Data • Mission College demographics • Department/Program/Service demographics • Student demographics • Productivity • Student achievement • Environmental scan • 2001 Concept Paper • 2001 EFMP Findings & Recommendations • 2005-06 Update Template & Sample • Time Line • Web Site

  13. Provided Data • Student Demographics • Gender • Age • Ethnicity • Units Enrolled (Part-Time/Full-Time)

  14. Provided Data • Productivity • Enrollment & Headcount • Full Time Equivalent Student-FTES • Class Meetings Offered • WSCH per FTEF

  15. Provided Data • Student Achievement • Student Success Rates • Defined as the percentage of A, B,C, & CR grades awarded to students • Rates shown by ethnicity, gender, and age • Number of Degrees Awarded • Number of Certificates Awarded

  16. Provided Data • Environmental Scan • A snapshot of demographics and trends in the surrounding community • Basic Demographics • Economic trends • Community College Projections

  17. Beyond the Data • Information does not have to be limited to what is provided • Each department/service is encouraged to identify and collect additional information • The best information will allow for measurement and comparison to 2001

  18. Template Sample 1. Since 2001, the number of students [Use headcount for student services. Use FTES for instructional programs] our department/program/service serves has  Remained relatively unchanged (between 5% growth and 5% decline).  Grown by more than 5%. £   Declined by more than 5% Comments:___________________________________________________________________________ 2.   Based on our student performance indicators and other data available to us, we have identified the following areas for further research or improvement: 1. Reason:________________________________________________________________________ 2. Reason:________________________________________________________________________ 3. Since 2001, our curriculum (courses, degrees, certificates) or services have £  Remained relatively unchanged. £  Changed moderately. We have revised our curriculum/services.  Changed significantly. We have created new curriculum/services and/or have adopted new teaching/learning methodologies. Comments:___________________________________________________________________________

  19. Assignment #2 Student Learning Outcomes • Learning outcomes will identify the knowledge and skills that students who enroll/participate in your program should be able to demonstrate upon successful completion of your courses/services. • If you updated your program’s learning outcomes in spring of 2005, you may use them for this update. • If you did not update your learning outcomes, contact • Stephanie Kashima X5319 or • Rick Hobbs X5325 for assistance. • Stephanie and Rick will be holding SLO writing workshops on • Mon., 9/12, 1:00-3:00 • Tue., 9/13, 1:00-3:00

  20. Your Toolkit • Checklist form • Verb lists • Template • Model SLO Statements

  21. Student Learning Outcomes Model Upon completion of the reading course of study, students will have achieved proficiency in reading by being able to demonstrate the following learning outcomes: Students will apply vocabulary-building strategies to improve their comprehension of college level readings. Students will demonstrate a literal comprehension of college level readings, through identification and analysis of main ideas, supporting details and rhetorical patterns of organization and development. Students will be able to critically analyze and evaluate college-level reading material; make inferences; determine a writer’s purpose and tone; and apply rhetorical reading strategies. Students will be able to monitor positive and negative comprehension signals and apply appropriate strategies to correct incomplete comprehension. Students will be able to demonstrate a range of reading rates according to reading purpose: prose at 500 wpm or above, with 70% comprehension; study reading at 250 wpm with 90%-100% comprehension. Students will perceive themselves as competent college level readers. Students will demonstrate their progress and mastery through oral and written tests, quizzes and projects.

  22. Checklist SLO Statement Checklist Program Department • Student Learning Outcomes (SLO) – The set of skills containing critical knowledge, abilities and attitudes that students will attain by the end of any set of college experiences gained from participating in classes, programs, degrees, certificates or encounters with college services. SLO should articulate the major focus or purpose for each experience using descriptive/observable verbs and requires higher-level thinking skills rather than small discreet or basic thinking skills. In addition, SLO should be written with the end in mind so that the end product is measurable. Check One: • Program SLO statement • Course SLO statement • Please write your SLO statement here: Criteria Checklist • Reflects an overarching goal rather than discreet skills or objectives. • Represents fundamental result of course or program. • Describes a major skill set that includes knowledge (cognitive), ability (psychomotor) and/or attitude (affective) to be gained by the end of the course or program. • Uses higher-level thinking skills (synthesizes many discrete skills) requiring students to apply what they’ve learned. • Tells what the student will be able to do vs. teaching or learning content and activities. • Uses an observable action verb. • Is culturally responsive. • Results in a product that is evaluated or assessed by faculty.

  23. Template • For example:

  24. Verb Lists (Bloom’s Taxonomy)

  25. Sample Resources Current Statement • Successful students will be able to communicate in English effectively Model Statement • Upon completion of the ESL program at Mission College, students will be able to communicate successfully both orally and in writing, as well as comprehend written and spoken language at the college level. Students will also become increasingly acculturated to American culture and gain confidence in communicating in English. The students will demonstrate their abilities in English as follows: • Identify and use the grammatical elements of college level standard English to write a 5 paragraph essay; • Read a novel at the adult level and respond orally and in writing to fictional elements such as character, plot and theme; • Write an outline for and answer detailed questions about academic lectures and news broadcasts; • Summarize lectures, literary and non-literary works orally and in writing; • Participate in group discussions that lead to consensus using appropriate social and linguistic forms to interrupt, add information, disagree and summarize in both academic and professional settings on a variety of concrete and abstract topics; • Produce speech which is intelligible and accurately articulated; and, • Begin to identify with the American culture by demonstrating sensitivity to cultural differences. • Students will be assessed through written and oral quizzes and exams that are based on criterion-referenced rubrics, as well as various other authentic assessments.

  26. Assignment #3 Future Directions 1. Based on the available internal and external data, we estimate the number of students [Use headcount for student services. Use FTES for instructional programs] our department/program/service will serve in the next two years will  Remain relatively unchanged (between 5% growth and 5% decline).  Grow by more than 5%.  Decline by more than 5%. Comments:______________________________________________________________________________ 2.    Based on our identified student learning outcomes, our student performance indicators, and other data available to us, we have identified the following priorities (#1 being the top priority) for improving access and/or success for students in our department/program/service. 1. 2. 3. Comments:______________________________________________________________________________ 3. In the next two years, we have identified the following changes that need to be made in our curriculum or services: 1. 2. 3.  We do not anticipate any changes. Comments:______________________________________________________________________________

  27. Goal Activity Due Date Responsible 1 2 3 4 5 Goals Identify up to five goals that your department/program/service has established based on the information you have. Goals should be specific, measurable, include a deadline, and indicate the person or position responsible for overseeing the activity to accomplish the goal. At least one goal should address student success. Goals will be evaluated and updated annually.

  28. We can do this in the time we have IF… • Everyone participates. • We communicate. • Regular updates from representatives to constituents • Steady flow of information • Everyone has a voice. • We avoid analysis paralysis. • We respect deadlines.

  29. In the end… • We will be better prepared to respond to the educational needs of the diverse communities it is our mission to serve.

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