1 Context Established in 1955 as a comprehensive community college in Southeast Washington and is part of Washington’s 34-member Community and Technical College System. Enrolled 13,509 students in 2007; 5012 state supported FTES with 20.9% Basic Skills, 31.9% Workforce, and 46.7% Transfer students Serves Benton County, which has among the state’s highest per-capita income and education level Also serves Franklin County, which has among the state’s lowest per-capita income and education level Has a rapidly changing community demographic and is a Hispanic-Serving Institution (HSI) Is undergoing state budget cuts and is planning for more to come

2 Columbia Basin College Mission Statement CBC exists in an environment of diversity, fairness, equity, and sustainability to ensure that the people of Benton and Franklin counties have access to educational programs providing sufficient knowledge for higher educational achievement, meaningful employment, basic skills development, cultural enrichment, physical and emotional well-being.

3 Governance at CBC: the Carver Model Main features of the Carver Model: Ends determination is the pivotal duty of governance The Board determines the “Ends”– which customer results are to be achieved, for whom, and at what cost The Board of Trustees represents the ownership of the organization and governs on behalf of these owners Board decisions are primarily policy ones Executive limitations: the Board sets boundaries of acceptability within which methods and activities can be left up to staff The Board grants the CEO authority to make all decisions as long as they are within the Board’s Ends and limitations policies The Board defines and delegates, rather than reacting and ratifying

4 CBC End States (Themes) In addition to a mission statement, CBC, following the Carver Model of Board Governance, has also developed a series of End States, which are derived directly from the College Mission. Access CBC exists to provide people of the service district with access to educational programs. Academic CBC exists to enable students to complete requirements that would allow them to obtain academic degrees, transfer to upper division colleges and universities, and pursue life-long learning and enrichment. Workforce Development CBC exists to enable students to complete requirements that would allow them to earn degrees/certificates to assist them to gain employment and pursue life-long learning opportunities.

5 CBC End States (continued) Basic Skills CBC exists to enable students to prepare for success in college level skills courses. Cultural Enrichment CBC will provide the college and the community with diverse and multiculturally rich programs designed to improve our quality of life, life-long learning opportunities and enhance educational programs. Physical and Emotional Well-Being CBC will contribute to the physical and emotional well-being of its students and the community.

66 Indicators for the Access End State ObjectivesIndicatorsPerformance: Use of Results: A. will achieve high rates of new and ongoing enrollment from the community A1. trendsStrong A2. Enrollment vs allocationStrong A3. Enrollment from high schoolsModerate/low A4. Running Start enrollmentStrong B. Students will display high rates of retention, progress and completion B1. Fall to fall retentionStrong B2. 3-yr completion ratesModerate B3. Substantial ProgressStrong B4. SAI points achievedModerate C. The college will provide effective student support services C1. Amount of financial aidLow C2. # students with disabilitiesModerate receiving services C3. Student perceptions of counseling, student servicesModerate C4. Perceptions of ed. barriersVery positive (few barriers) D. Minority students will display rates of enrollment, retention and completion similar to those of Whites D1.% HispanicsModerate D2. % Hispanics in Transfer, WorkforceModerate D3. Hispanic graduation ratesVery low D4. Hispanic enrollment by High schoolModerate/low

77 Indicators for the Academic End State Academic End State Objectives and Measures ObjectivesIndicatorsResultsUse of results A. Students accomplish SLOs1. % SLOs with rubrics100% 2. Domain coverage of SLOsB 3. Critical Thinking performanceI Implement data collection plan 4. Survey results for studentsB+T &LC actions 5. Survey results for facultyB+T &LC actions B. Students demonstrate learning1. Success/withdrawal rates (Descriptive data)Create Withdrawal Task Force 2. Hispanic Gateway performance (Descriptive data) 3. Content knowledge dataCAPP testing planned C. Students succeed at1. % Transfer students who transferB 4-yr institutions2. Performance at WSU Tri-CitiesA 3. Performance at CWUA 4. Graduation rates from 4-yrResearch collaboration w/WSU D. Highly qualified faculty1. Full-time/part time faculty ratioBEnrollment Mgt. Committee 2. Faculty salariesA 3. Faculty diversityAOngoing recruiting activities E. Student satisfaction1. Student satisfaction ratingsB+WSU TC Collaboration Task Force 2. Distance Learning EnrollmentBExpand courses, train faculty 3. Distance learning completionsA 4. Distance Learning surveyA Conduct research on learning