Presentation on theme: "Educational Master Plan Review – 2014-15 10-2015.pdf."— Presentation transcript:
Educational Master Plan Review – pdf
“Our challenge is this: How do we engage these incredibly diverse and talented students, meet their many and different needs, offer a curriculum of unparalleled breadth, organize the services they need, support their autonomous governance of a robust campus student life — and also have the time and energy and capacity to stop every once in a while to reflect on what we’re doing, challenge ourselves, interrogate the evidence, and change? And how do we do this while also managing budget cuts, staff reductions, program elimination, and the onslaught of legislative imperatives?” -President Murphy, Spring 2010 Who We Are
– Mission review -Fall 2004 – President Murphy appointed -Spring 2005 – Master Plan update -Fall 2004-Spring 2005 – Accreditation Self-Study compiled -Spring 2005 – Strategic Planning process begun -Fall 2005 – Accreditation Team Visit -Winter 2006 – Accreditation Reaffirmed -Fall 2006 – Departmental Commitments to Action created -Fall 2006-Spring 2008 – Institutional Initiatives funded -Spring 2009 – Institutional Core Competencies approved – Student Learning Outcomes and Assessment process developed -Fall 2009 – New decision-making/resource allocation process proposed -Fall 2009-Spring 2010 – Educational Master Plan Committee meets -Spring 2010 – New mission statement proposed and Educational Master Plan created Process
– Self-Study -Development of planning cycle and Planning Committee – Year 1 – Site Visit and Ongoing Planning -Creation of the Planning Committee – Charged with Master Plan Updates and Review -Master Plan Update completed and Program Review completed – Year 2 – Planning Quilt Approved and Ongoing Planning -Values Statement Review and Approval -Master Plan Update completed and Program Review completed -Review of Critical Thinking ICC Year 3 – Comprehensive Program Review - Mission Statement Review and Approval - Departmental Equity Plans begin - Master Plan Update completed and Comprehensive Program Review completed - Review of GCS&E ICC Year 4 – Educational Master Plan Review and Approval - Mid-Term Report - Year of Reflection - Review ICC – Physical/Mental Wellness and Personal Responsibility Process
Vision - Updated spring 2013
-De Anza College provides an academically rich, multicultural learning environment that challenges students of every background to develop their intellect, character and abilities; to realize their goals; and to be socially responsible leaders in their communities, the nation and the world. The college engages students in creative work that demonstrates the knowledge, skills and attitudes contained within the college’s Institutional Core Competencies: Communication and expression Information literacy Physical/mental wellness and personal responsibility Civic capacity for global, cultural, social and environmental justice Critical thinkingInstitutional Core Competencies -updated Spring 2014 Mission
-Funding -The Economy and Labor Market -Enrollment and Demography Planning Framework
Government funding has decreased for community colleges across the country. California’s community colleges have dropped to a 20-year low in the wake of unprecedented cuts in state funding by $1.5 billion since In the past five years, statewide course offerings have declined by up to 21 percent for spring/fall courses and 60 percent for summer courses. California ranks last among states in funding per college student from state appropriations and tuition and fees. Unduplicated headcount at De Anza College has decreased 3% from fall 2010 to fall Hanover Research – Environmental Scan, March 2014 Funding – Current Situation
Health care is the fastest-growing industry at the national level, and many of the most in-demand associate-degree level occupations are in the health care industry. Occupations requiring AA degrees that project strong growth within Santa Clara County include registered nurses, nursing assistants, and paralegals. However, the most commonly pursued associate’s degrees at De Anza are in liberal arts and related fields, followed by biological/physical sciences, social sciences, the humanities, then registered nursing. - Hanover Research – Environmental Scan, March 2014 The Economy and Labor Market
California K-12 enrollment is projected to decrease in the short term through followed by almost no change for two years, with moderate increases by California high school enrollments and graduations are projected to hold steady or slightly decline over the next decade, with particularly low graduation rates for Latino students. High school graduates to De Anza has increased from 9.4% to 11% from fall 2010 to fall In addition, Latino graduates are being underserved in their transition to community colleges, both in Silicon Valley and across the state. - Hanover Research – Enrollment Projections, August 2014 Enrollment and Demography
Community college enrollment in the United States is increasing, while enrollment in California and Silicon Valley is decreasing. The population of California will increase by 10.6 million between 2010 and 2040, growing at an average rate of 0.65 percent per year. Silicon Valley’s population will increase consistently over the next three decades, albeit at a somewhat slower pace (0.4 percent annually) than California and the U.S. as a whole. - Hanover Research – Enrollment Projections, August 2014 Enrollment and Demography
California’s population has a similar male-to-female ratio in relation to the United States as a whole, with women slightly outnumbering men; this ratio will hold steady through Within Silicon Valley, the male-to-female ratio will increase slightly for San Mateo County and decrease slightly for Santa Clara County. Within De Anza College, the male-to-female ratio is about 50%. - Hanover Research – Enrollment Projections, August 2014 Enrollment and Demography
Silicon Valley is predominantly Latino by a small margin, with this margin projected to increase by Latino population growth will make up roughly two- thirds of total population growth in both California and Silicon Valley in the next fifty years. The Latino population at De Anza College has increased from 12.5% in fall 2010 to 26.2% in fall 2014 (methodology changed in fall 2012 which moves Latino students from Multiple Ethnicities into Latino). - Hanover Research – Enrollment Projections, August 2014 Enrollment and Demography
Total enrollment of Full Time Equivalent students at De Anza is estimated to increase by 556 (9.0%) from 6,212 in 2015 to 6,768 in Enrollment headcount is estimated to increase by 2,131 (9.0%) from 23,795 in 2015 to 25,926 in Central San Jose Core is estimated to have the highest enrollment FTE growth by 162 (9.5%) and Los Altos/Los Altos Hills Zone is estimated to have the lowest enrollment FTE growth among all included zones for by 1 (3.6%). - Hanover Research – Enrollment Projections, August 2014 Enrollment and Demography
Central San Jose Core is estimated to have the highest enrollment headcount growth by 595 (9.6%) and Los Altos/Los Altos Hills Zone is estimated to have the lowest enrollment headcount growth among all included zones for by 6 (3.9%). Central San Jose Core, South San Jose Zone, and Santa Clara Zone are the top three zones that are estimated to have both the highest enrollment headcount and the highest enrollment FTE growth among all included zones for Currently, 16% of students reside within our district, 31% in the San Jose-Evergreen district, 27% in the West Valley-Mission district and 3% in the Foothill district. - Hanover Research – Enrollment Projections, August 2014 Enrollment and Demography
-Student Learning -Diversity and Equity -Community and Civic Engagement -Sustainability Previous Commitments
Outreach Increased participation of historically underrepresented students Individualize Attention to Student Retention and Success Enhanced and personalized attention to the needs of each student Cultural Competence Enhanced cultural competence and capacity among all campus personnel to meet the needs of an ever more diverse student body Community Collaborations Expanded engagement with the communities around De Anza Institutional Initiatives
Institutional Metrics 1. On-campus FTES enrollment will increase 5 percentage points. 2. The percentage of June Santa Clara County High School graduates attending De Anza will increase from 16% to 20%. 3. The fall-to-fall persistence of full-time students (an ARCC indicator) will increase from 71% to 75%. 4. Underserved groups will persist from fall to fall at a rate at least as high as all other groups (ARCC Cohort). 5. The basic skills course success rate will achieve 85% or the highest score within the peer group.
Institutional Metrics 6. Ten percent of students with a goal of transfer or degree will have enrolled in at least one course having a community/civic engagement component. 7. The college will achieve a rate of 75% or the highest score within the peer group on the ARCC Achievement Rate, which measures attainment of any of six different outcomes such as transfer. 8. De Anza will have a 90% course success rate or the highest score within the peer group, for the Vocational Courses (ARCC). 9. There will be a less than 5 percentage point difference between the annual Course Success Rate for historically under- served groups and all other groups.
Lastly….. Update of the Planning Process Model Key Student Characteristics Key Indicators – Trends in Access and Success
Where do we go from here? What has remained the same? What has changed? Who should we involve in the process? How should the work be completed?
Timeline -Taskforce meets every two-three weeks from Dec-April -Draft document ready by mid-April -Draft shared with governance groups – May 1 to June 1 -Adopted by College Council – June -Shared with College on Opening Day 2015