1. SFCC ENVIRONMENTAL SCAN Office of Planning and Institutional Effectiveness

2. Preface 2 This Environmental Scan has been completed in support of the Strategic Planning process for SFCC. The data used for our Environmental Scan came from a great deal of research from many sources, such as the U.S. Bureau of Labor Statistics, the Lumina Foundation, files prepared for the HED from SFCC data, the 2010 U.S. Census, the Public Education Department, CCSSE, SENSE, Noel-Levitz, the New Mexico Department of Workforce Solutions, the SFCC Sustainability Plan, and countless other sources. We hope that you find this Environmental Scan helpful and informative. As always with institutional research, we know that this will answer some questions and raise many others. Thank you from the Office of Planning and Institutional Effectiveness.

3. Table of Contents 3 Workforce/Economic Development  New Mexico and Santa Fe Demographics  Industry and Projected Growth  Need for Middle Skills in NM  Strategic Priorities for Our Community High School to College Pipeline  High School Graduation  Poverty  Santa Fe School District  Developmental Education Our Student Population  Continuing Education  Adult Basic Education  Credit Students Non-degree Seeking Dual Credit / High School Degree Seeking  Financial Aid  Retention  SFCC Students Transferring Out  Graduation  Student Experience SFCC Employees  Employee Demographics  Employee Engagement Institutional Effectiveness  SFCC Organizations  Previous Strategic Plan  Institutional Finance  Debt Management and Finance Plan  Tax Base Information  Historical Financials  Funding Formula  Bonds  Campus Security  Sustainability  Higher Education Trends

4. WORKFORCE / ECONOMIC DEVELOPMENT

5. Quick Facts: New Mexico & Santa Fe 5  Recession has impacted job creation over the past three years  Unemployment rate (Jan, 2013): US = 7.9% NM = 6.2% Santa Fe = 5.4%  Largest projected job growth in NM  Health Care  Educational Services  69.8% of existing jobs in NM only require high school diploma or short-term on-the- job training  88.7% of existing jobs in NM are in service-providing industries  The proportion of government jobs in NM is high Source: Census 2010

6. Santa Fe County Demographics Population = 144,170 6 Source: Census 2010

7. GenderEthnicity 7 Population = 144,170 Santa Fe County Demographics Source: Census 2010

8. Industry and Projected Growth 8

9. 2012 November Regional Nonfarm Employment Growth 9 Source: NMDWS LASER

10. New Mexico Department of Workforce Solutions (NMDWS): 1 st Quarter, 2011 10 7th Source: NMDWS LASER

11. NMDWS:1 st Quarter, 2011 11 3rd Source: NMDWS LASER

12. Quick Facts: cont’d from page 5 12  Education in Santa Fe  High school graduate or higher (age 25+) 86.8%  Bachelor’s degree or higher (age 25+) 39.6%  Language in Santa Fe  Percentage of other than English spoken at home 35.5%  Largest Industry in Santa Fe (GDP)  Real estate  Government  Retail  Health Care & Social Assistance Source: NMDWS LASER

13. Real Gross Domestic Product by Industry Santa Fe MSA 13 Source: NMDWS

14. Major Employers 14 Source: RBC Capital Market

15. Labor Force 15 Source: RBC Capital Market

16. 2012 Job Growth in Santa Fe 16 Source: NMDWS

17. NMDWS: 3 rd Quarter, 2011 17 Source: NMDWS

18. Industry for Santa Fe 18 1. Public Administration: 21% 2. Health Care and Social Assistance: 18% 3. Retail Trade: 16% 4. Accommodation and Food Services: 15% 5. Education Services: 9% 6. Construction: 5% 7. Professional, Scientific and Tech Svc.: 5% 8. Other: 5% 9. Arts, Entertainment, and Recreation: 4% Source: NMDWS LASER

19. Projected Employment Change 19 Industry New Mexico 2009-2019 Santa Fe 2009-2019 Government7,0402,000 Health Care & Social Assistance27,0201,840 Educational Services10,1301,640 Accommodation & Food Services10,0401,180 Administrative & Support Services4,480930 Retail Trade9,000690 Professional, Scientific & Technical Services6,100660 Construction5,800390 Other Services1,480260 Arts, Entertainment & Recreation1,430190 Finance & Insurance1,750110 Transportation & Warehousing1,40090 Real Estate, Rental & Leasing1,23040 Source: NMDWS

20. Projected Industry Percent Change 20 Industry New Mexico 2009-2019 Santa Fe 2009-2019 Administrative & Support Services10.30%41.00% Educational Services12.50%32.70% Health Care & Social Assistance23.90%23.60% Professional, Scientific & Technical Services10.90%23.30% Transportation & Warehousing7.70%17.80% Accommodation & Food Services12.30%14.70% Government7.50%14.10% Other Services13.20%10.90% Arts, Entertainment & Recreation10.20%9.80% Construction11.10%8.90% Retail Trade10.40%7.50% Finance & Insurance7.90%6.10% Real Estate, Rental & Leasing12.40%4.30% Source: NMDWS

21. Estimated Annual Job Openings in Santa Fe County: 2008-2018 21 *Less than 40% of job openings require Community College level education or job openings require education beyond Community College Source: NMDWS LASER

22. Estimated Annual Job Openings in Santa Fe County: 2008-2018 22 * At least 40% of job openings require Community College level education Source: NMDWS LASER

23. Emerging Industries to Watch as Defined by NMDWS 23  Solar Panel Manufacturing  Wind Generation Plants  Uranium Mining  Film Source: NMDWS State of the Workforce 2012

24. A middle-skill job requires education or training past high school, but not a four-year degree. The Need for Middle-Skills in NM 24

25. New Mexico’s Forgotten Middle-Skill Jobs Report (April 2010) 25  Middle-skill jobs represent the largest share of jobs in New Mexico  48% – and the largest share of future job openings.  The demand for middle-skill workers in the state will remain high in the decade between 2006 and 2016  More than 133,000 middle-skill job openings in New Mexico  40% of all job openings in New Mexico  63% of the people who will be in New Mexico’s workforce in the year 2020 were already working adults in 2005 – long past the traditional high school-to-college pipeline. Source: Skills2Compete – New Mexico campaign

26. NM Jobs and Total Job Openings by Skill Level, 2006-2016 26 Source: Calculated by National Skill Coalition from NMDWS data

27. We need to prepare our students now for jobs that we do not know will exist in the future However, the biggest challenge is… 27

28. Future Skills Needed - Lumina 28 Higher learning has taken on new importance in today’s society. To succeed in the contemporary workplace, today’s students must prepare for jobs that are rapidly changing, use technologies that are still emerging, and work with colleagues from (and often in) all parts of the globe. The challenges that graduates face as citizens during their lives are similarly complex and also are affected by developments around the world. Source: Lumina Foundation – Qualification Profile: New Skills for the 21 st Century

29. Degree Qualifications Skills Profile 29  Specialized and Broad/Integrative Knowledge  Apply existing knowledge and techniques  Evidenced based decision making  Broad multidiscipline approach and importance of Liberal Arts education Ability to approach a challenge from a multifaceted perspective  Intellectual Skills/Analytical Inquiry  Analytic inquiry  Use of information resources  Engaging diverse perspectives information resources  Quantitative fluency  Civic Learning  Out-of-classroom experience  Capacity for analysis and reflection  Analytic inquiry  Engagement with diverse perspectives Source: Lumina Foundation – Qualification Profile: New Skills for the 21 st Century

30. 21 st Century Skills Content 30  Collaboration  Working with others respectfully and effectively to create, use and share knowledge, solutions and innovations.  Information Management  Accessing, analyzing, synthesizing, creating and sharing information from multiple sources.  Effective Use of Technology  Creating the capacity to identify and use technology efficiently, effectively and ethically as a tool to access, organize, evaluate and share information  Career and Life Skills  Developing skills for becoming self-directed, independent learners and workers who can adapt to change, manage projects, take responsibility for their work, lead others and produce results.  Cultural Awareness  Developing cultural competence in working with others by recognizing and respecting cultural differences and working with others from a wide range of cultural and social backgrounds. Source: Lumina Foundation - Qualifications Profile: New Skills for the 21st Century

31. Strategic Priorities for Our Community 31

32. City of Santa Fe General Plan 32 COMMUNITY GOALS: The General Plan has 14 overall themes, or community goals, that reflect the results of the 1994 community survey. Each chapter contains at least one of these goals in the “Goals & Policies” section at the end of the chapter. The goals are not necessarily listed in order of priority. 1.AFFORDABLE HOUSING 2.QUALITY OF LIFE 3.TRANSPORTATION ALTERNATIVES 4.ECONOMIC DIVERSITY 5.SUSTAINABLE GROWTH 6.REGIONAL PERSPECTIVE 7.WATER 8.CHARACTER 9.URBAN FORM 10.COMMUNITY-ORIENTED DOWNTOWN 11.COMMUNITY-ORIENTED DEVELOPMENT 12.MIXED USE 13.REVIEW PROCESS 14.IMPLEMENTATION Source: City of Santa Fe - General Plan Update 2005-2025

33. Santa Fe County – Strategic Plan 33 STRATEGIC INITIATIVES Funding Santa Fe County Health Programs Senior Service Program Operation New Judicial Complex Sustaining Operations Funding for Correctional Facilities Centralized Purchasing and Warehouse Citizen Survey Boards and Committee Project Succession Planning Automate Human Resources County Sponsored Daycare Job Description Analysis College Intern Program PERA Corrections Plan Enhance Supervisory Training Opportunities Develop Human Resources Staff Process Manual Timekeeping Software System In-House Finance Statement Recession Planning (SAVE Initiative) Sustainable Land Development Plan (DLDP) Capital Improvements Plan (CIP) Affordable Housing Fire Funding County Re- Organization Conjunctive Water Plan Renewable Energy Financing Program County Building Permit Program Santa Fe Canyon Ranch Property Santa Fe Studios Public Information / Transparency Program County Code Rewrite Source: Santa Fe County – Strategic Plan Update (Jan 2010 – Jan 2012)

34. Santa Fe Public Schools 34 Source: SFPS Strategic Planning 2012 GOALS 1.Create an environment that raises expectations and promotes high academic performance of all students at 100% of Santa Fe Public Schools. 2.Recruit and support highly qualified and effective personnel at every level and every function throughout Santa Fe Public School District. 3.Develop a culture of shared responsibility for student success by engaging families and the community 4.Promote a safe, sustainable, healthy and respectful school community 5.Ensure efficient and effective systems, operations, state-of-the art technology and infrastructure to support instruction and student learning 6.Ensure efficient and effective systems, operations, state-of-the art technology and infrastructure to support instruction and student learning.

35. SFCC Adult Basic Education 35 Source: SFCC Adult Basic Education – Strategic Plan 2011-2014 KEY SYSTEMGOALS/OBJECTIVES 1.LeadershipA.Build an efficient, creative team by using collaborative management B.Empower staff and create an environment that recognizes contribution C.Encourage staff to participate in regular professional development D.Increase student leadership opportunities 2.Administration and Data A.Improve staff training on administrative activities B.Reduce data bottleneck C.Educate appropriate staff on record-keeping responsibilities 3.Effective Teaching and Learning A.Develop ABE/ASE assessment processes to align assessments with curriculum, better demonstrate student learning, and support level gains on NRS tests B.Increase intensity of instruction by offering a variety of instructional delivery options C.Complete curriculum guidelines and exit standards for all levels of ESL D.Increase supplemental instruction in both workplace and computer literacy to enhance student learning and persistence 4.IntakeA.Improve student persistence in literacy programs through a standardized orientation process B.Develop cohorts for students during ABE/ASE orientation to build community and encourage retention C.Improve individualized ABE/ASE student advising and placement process D.Improve and standardize the ESL orientation process

36. SFCC Adult Basic Education (cont.) 36 Source: SFCC Adult Basic Education – Strategic Plan 2011-2014 KEY SYSTEMGOALS/OBJECTIVES 5.Integration and Transitions A.Develop a continuous cycle of student goal setting and reporting B.More accurately survey entering students from all parts of ABE to gain a fuller understanding of their specific career interests (for Career Pathways planning) C.Develop a comprehensive framework for class, college, career advising among ABE staff directly involved in these tasks D.Develop a continuous cycle of advising/career counseling to increase students’ awareness of their own educational and career possibilities E.Expand contextualized learning experiences F.Expand use of Work keys testing G.Develop relationship with One-Stops to gain a more comprehensive understanding of their operations and to increase collaboration 6.OutreachA.Conduct environmental scan of stakeholders: current and potential students, instructors, tutors, businesses, and community partners B.Convene ABE Advisory Board C.Develop at least one new funding source D.Create a waitlist system for students who cannot receive immediate services

37. HIGH SCHOOL TO COLLEGE PIPELINE

38. High School Graduation 2012 38 Source: NM Public Education Department – 4-Year Graduation Rates, Cohort of 2012

39. 2010-2011 School Year 12 th Grade Enrollment and Fall 2012 SFCC Enrollment 39 *Private Schools and Santa Fe Indian School 12 th Grade Data Unavailable Source: SFPS and HED DEAR data

40. Poverty and Education at a Glance  18.4 percent of New Mexicans and 15.6 percent of Santa Feans live below the poverty level.  Twenty-two percent of children who have lived in poverty do not graduate from high school, compared to 6 percent of those who have never been poor.  The gap in standardized test scores between affluent and low-income students has grown by about 40 percent since the 1960s  Between the late 1970s and mid-1990s, the college graduation rate of American youth  from families in the top quarter of the income distribution increased by 21 percentage points: 33 percent to 54 percent  from families in the bottom quarter of the income distribution increased by just 4 percent 5 percent to 9 percent  New Mexico ranked 46th in the nation in terms of child well-being in an overall ranking of the 2011 Kids Count report 40 Source: http://www.s4.brown.edu/us2010/News/inthenews.PDFs/AprToJuly2012/us2010.news.2012.05.26.thenewmexican.pdf

41. Poverty in SFPS High Schools 41 Source: SFPS 2011-2012 and 2012-2013 School Report Cards

42. Santa Fe School District -2010 42 Source: Ready for College 2010

43. Statewide Developmental Education Rates Source: Ready for College 2010 43

44. Developmental Education Rate 44 Source:

45. OUR STUDENT POPULATION

46. About SFCC  Established in 1983, SFCC has been providing education to the community for 30 years.  More than 15,000 students are served each year in its credit, non-credit, and adult basic education programs.  7,400 individual students in credit classes every year  5,828 students are degree seeking students  2,805 degree-seeking students receive financial aid  More than 200 high school students in dual credit programs each term  part-time students: 78%  Over 100 degree and certificate programs offered.  Approximately 258 full-time and 51 part-time staff.  Approximately 69 regular faculty and 270 adjunct faculty.  The SFCC District is identical to the Santa Fe Public School District and includes the outlying areas of Glorieta, Madrid, Cerrillos, Lamy, La Cienega, Galisteo and Tesuque. It covers most of Santa Fe County which has a population of more than 145,000 residents.  SFCC is one of eighteen community colleges in NM. 46 Source: Banner, IPEDS, HED DEAR data, Census 2010

47. Continuing Education (CE) Students 47

48. CE Students by Age Unduplicated Students = 1,495 48 Source: Banner

49. CE Enrollment by Subject Total Registration = 2,197 49 Source: Banner

50. CE Number of Courses by Length 50 Total Courses = 216 Source: Banner

51. Adult Basic Education 51

52. SFCC Adult Basic Education Key Data And Information 52 Source: SFCC Adult Basic Education – Strategic Plan 2011-2014 Student DataStudents with 12 hours or More Total count of students with 12 hours or more:1,929 Total contact hours for students with 12 hours or more: 112,162 Average contact hours for students with 12 hours or more: 58.15 Average contact hours for students experiencing level gains: 83.84 Count of all GED graduates with 12 hours or more:117 Count of GED en Español graduates with 12 hours or more: 26

53. SFCC Adult Basic Education (cont.) Key Data And Information 53 Source: SFCC Adult Basic Education – Strategic Plan 2011-2014 Student DataStudents with less than 12 hours Total count of students with less than 12 hours:112 Total contact hours for students with less than 12 hours: 505 Count of all GED graduates with less than 12 hours:2 Count of GED en Español graduates with less than 12 hours: 0 Student DataAll Students (regardless of hours) Total student count:2,041 Number of total instructional hours:112,667

54. SFCC Adult Basic Education (cont.) Administrative and Fiscal 54 Source: SFCC Adult Basic Education – Strategic Plan 2011-2014 CostPer Student (State dollars spent + Federal dollars spent)  (number of students with 12 hours or more) State: $510,357.81 Federal: $222,887.00 EL/Civics: $ 38,428.00 Total: $771,672.81 = $400.04 $771,672.81 ÷ 1,929 fundable students = $400.04/student $771,672.81 ÷ 112,162 = $6.88 Cost Per Contact Hour

55. SFCC Adult Basic Education (cont.) 55 Source: SFCC Adult Basic Education – Strategic Plan 2011-2014 Activities 2011-2012 Twelve students took the Work Keys exam, earning Career Readiness Certificates. Twelve ABE students participated in an Integrated Basic Education and Skills Training (I-BEST) program in the building trades area, working on college certificates in plumbing. The EL/Civics Coordinator advised, during the academic year, a total of 88 students on career/college choices and class placement within the ABE program, and provided an atmosphere of support with wrap-around services to assist students in their learning endeavors Seventy three ABE students participated in a series of digital literacy workshops in collaboration with Fast Forward New Mexico to prepare them for technological aspects of career readiness. Several of these workshops were bilingual presentations.

56. SFCC Adult Basic Education (cont.) ESL Activities 2011-2012 56 Source: SFCC Adult Basic Education – Strategic Plan 2011-2014 GOAL ATTAINMENT AY 2011-2012 OUTCOME AY 2011-2012 Enroll at least 500 students per semester (at least 1000 students per year) in integrated ESL/Civics classes.* Enrolled 896 total students for the entire year (842 fundable 100% Pre-test rate 75% Post-test rate Students will achieve the following level gains: ESL 1 Literacy: 40% ESL 2 Low Beginning: 48% ESL 3 High Beginning: 48% ESL 4 Low Intermediate: 36% ESL 5 High Intermediate: 36% ESL 6 Advanced: 14% 100% Pre-test rate 73% Post-test rate Level Gains: Overall: 37.89% ESL 1 Literacy: 60.00% ESL 2 Low Beginning: 68.29% ESL 3 High Beginning: 55.24% ESL 4 Low Intermediate: 39.83% ESL 5 High Intermediate: 34.39% ESL 6 Advanced: 16.48% *Note that the figure for 1000 students enrolled was based on our original application for full funding of this grant. Our actual allocation was 66% of what was requested, and we served 90% of that original objective

57. SFCC Adult Basic Education (cont.) 57 Source: SFCC Adult Basic Education – Strategic Plan 2011-2014 Success 2011-2012 Program Improvements Based on HED Self Study: SFCC ABE was highly engaged throughout this year in the HED Self Study process. All of the department’s administrative staff took on significant leadership activities as we worked through the requirements and goals of the Self Study. Continued High Levels of Student Performance: Despite reduced funding, the ESL Program has continued to significantly exceed state averages for level gains. Our students’ level gains at all NRS levels are higher than 2010-11 state averages, ranging from 3 percentage points higher at ESL Low Intermediate to 18 percentage points higher at ESL Low Beginning. Community Support of the ESL Program: This past year, two of our community partners, Santa Fe Civic Housing Authority and United Way, stepped in to provide financial support for classes at their sites.

58. SFCC Adult Basic Education (cont.) 58 Source: SFCC Adult Basic Education – Strategic Plan 2011-2014 Successes 2011-2012 Program Improvements Based on HED Self Study Continued High Levels of Student Performance Community Support of the ESL Program 424 students were served in the Literacy program by 143 volunteer tutors who provided 11,495 hours of instruction. Instructional Staff Implementing as new curriculum Expansion of an Independent Study Option for Students Continued offering student orientations and one on one advising Successfully utilized linked science and social studies classes for transition program Increased the Intensity of Study through managed enrollment I-BEST During the spring semester of FY 2011-12, SFCC ABE partnered with New Mexico Skill Up Network to offer an I-BEST project in SFCC’s School of Trades and Technology. Distance Education -During the 2011-12 Fiscal Year, SFCC ABE continued to provide Distance Learning in the ABE/ASE program. In 2011-2012, students were referred for potential Power Path screening and intervention if they scored a 12 or higher on their Learning Needs Assessments and also scored a 6.0 or below in at least one of the TABE areas. Increase from 65% in 2009-10 to 68% in 2010-11 to 77% of students gaining levels in 2011-12

59. SFCC Adult Basic Education (cont.) 59 Source: SFCC Adult Basic Education – Strategic Plan 2011-2014 Challenges 2011-2012 Continue refining integrated ESL/Civics model across NRS levels Continue to increase integration between ESL program and EL/Civics program, Continue to revise and improve EL/Civics writing curriculum across NRS levels continue to improve assessment scoring guides to promote fairness in assessing both language skills and knowledge of content Increase activities and advisement of ABE students who want to transition to college and careers Support students on paths to U.S. Citizenship budget allocations for 2011-12 were again significantly reduced. As we face these continuing reductions, we are working creatively with our partners to continue services through cost-sharing and when we must make service cuts, we look for ways that will have the least impact on students.

60. Non-degree Seeking Dual Credit / High School Degree Seeking Looking at Credit Students 60

61. By GenderBy Race/Ethnicity Demographics of Credit Students 61 Source: HED DEAR data Fall 2011 Total Enrollment: 6,523 Students

62. Degree Seeking Status by Age Group 62 Source: HED DEAR data Fall 2011 Total Enrollment: 6,523 Students

63. Student LevelCredit Load Student Characteristics 63 Source: HED DEAR data Fall 2011 Total Enrollment: 6,523 Students

64. Student Experience 64 Source: HED DEAR data What are the courses like in a given academic year? Summer 2011Fall 2011Spring 2012 # of Courses327949965 Average Class Size1618 % Taught by Adjunct71.1%61.7%62.4% Online Courses49 = 15%97 = 10%102 = 11% Student to Faculty ratio = 17:1

65. Student Credit Hours by College Source: HED DEAR data 65

66. Credit Students: Non-degree Seeking 66

67. Gender Breakdown by SemesterFT/PT Breakdown by Semester Non-degree Seeking Students 67 Source: HED DEAR data

68. Non-degree Seeking Students: Race/Ethnicity 68 Source: HED DEAR data

69. Non-degree Seeking Students: Credit Load 69 Source: HED DEAR data

70. Non-degree Seeking Students: Top 10 Subjects by Enrollment and Age Group Fall 2011 70 Source: HED DEAR data Courses students enroll in are different between those that are 55 years or older and younger

71. Credit Students: Dual Credit / High School Students 71

72. By GenderBy Race/Ethnicity Dual Credit / High School Students 72 Source: HED DEAR data Fall 2011 – 342 students

73. Dual Credit / High School Students: School of Origin 73 Source: HED DEAR data Fall 2011 – 342 students

74. Dual Credit / High School Students: Major Declaration Status 74 Source: HED DEAR data Fall 2011 – 342 students

75. Top 10 Subjects by EnrollmentSuccess Rates Dual Credit / High School Students 75 Source: HED DEAR data Grade Definitions: Success (A, B, C, P, IP) Non-Success (D, F, I, PR) Other (AU, W, NR)

76. Credit Students: Degree Seeking Students 76

77. Fall 2011: Gender by AgeFall 2011: Ethnicity Degree Seeking Students: Demographics 77 Source: HED DEAR data Fall 2011 – 3,977 students

78. Degree Seeking Students: Credit Load 78 Source: HED DEAR data Fall 2011 – 3,977 students

79. Degree Seeking Students: Credit Load for 18 to 24 year olds Full Time (12+ credit hours) 79 Source: HED DEAR data

80. Degree Seeking Students: Top 20 Declared Majors 80 Source: HED DEAR data

81. Degree Seeking Students: Top 20 Enrollments by Subject 81 Source: HED DEAR data

82. First-time Degree Seeking Students: School of Origin 82 Source: HED DEAR data

83. 83 First-time Degree Seeking Students: Math Enrollment 2012 Local High School Graduates and Fall 2012 SFCC Enrollment Source: HED DEAR data

84. 84 First-time Degree Seeking Students: English Enrollment 60% (138) 2012 Local High School Graduates and Fall 2012 SFCC Enrollment Source: HED DEAR data

85. First-time Degree Seeking Students: Top 10 Courses by Student Enrollment 85 Source: HED DEAR data

86. Financial Aid 86

87. Financial Aid Programs: Enrollments Halftime = 2,082Fulltime = 3,268Total = 5,350 (Includes duplicates as students may receive more than one type of aid) 87 Source: Banner

88. Financial Aid Programs: Awards 88 Source: Banner

89. Financial Aid Programs: Funding Source(s) 89  99.6% of loans are federally funded  The remainder are state (0.3%) and private (0.1%)  100% of Lottery scholarships are state funded  100% of PELL grants are federally funded  Other scholarships and work-study: (Below) Source: Banner

90. Financial Aid Programs: Is everyone receiving aid? Fulltime StudentsHalftime Students 90 Source: Banner

91. Retention 91

92. Retention: Fall 2009 First-Time-Freshmen Full-Time Degree Seeking Students (323) 92 Source: HED DEAR data

93. Retention: Fall to Fall Retention Rate: 2007-2011 AY 93 Source: HED DEAR data

94. Retention Cohort Tracking Study 94  Cohort = 552 students  First Time Freshman (FTF)  Degree Seeking (DS)  Full-time and Part-time  Track  3 academic years (Fall 2010 – Spring 2013)  Graduation numbers for Spring and Summer 2013 not included in this report Source: HED DEAR data

95. Retention Cohort Tracking Study: Academic Year 2010-11 Semester 1Semester 2 95 Fall 2010 Spring 2011 Start Source: HED DEAR data

96. Retention Cohort Tracking Study: Academic Year 2011-12 Semester 3Semester 4 96 Fall 2011 Spring 2012 Source: HED DEAR data

97. Retention Cohort Tracking Study: Academic Year 2012-13 Semester 5Semester 6 97 Fall 2012 Spring 2013 *Graduation numbers for Spring and Summer 2013 not included in this report Source: HED DEAR data

98. Retention Cohort Tracking Study: Status Change by Semester 98 Source: HED DEAR data

99. Retention Cohort Tracking Study: Students Who Left and Returned Spring 2012Fall 2012Fall 2011Spring 2013 99 Source: HED DEAR data

100. Retention Cohort Tracking Study: Enrollment: SCH grouping by semester 100 Source: HED DEAR data

101. SFCC Students Transferring Out 101

102. Do Students Who Transfer From SFCC Stay at Their New 2-Year Institutions? Source: HED DEAR data, National Student Clearinghouse 102

103. Are SFCC Students Who Transfer to a 2-Year Institution Full- or Part-Time? Source: HED DEAR data, National Student Clearinghouse 103

104. What Happens to SFCC Students Who Transfer to 4-Year Institutions? Source: HED DEAR data, National Student Clearinghouse 104

105. Are SFCC Students Who Transfer to a 4-Year Institution Full-or Part-Time? Source: HED DEAR data, National Student Clearinghouse 105

106. Future for the Transfer Students: Higher Education Center (HEC)  HEC – a model higher education consortium focused on bringing affordable, accessible bachelor’s completion and graduate degrees to Santa Fe and surrounding communities  Founding four-year partner institutions:  University of New Mexico  NM Highlands University  Institute of American Indian Arts  NM State University will become the fourth partner in Fall 2013  On-campus pilot program started in Fall 2011  Currently, bachelor’s and master’s degree programs in: business, communications, criminal justice, dental hygiene, education, medical laboratory sciences, nursing, radiologic sciences, social work, technology and training, university studies  Facility to house the HEC at the former College of Santa Fe Campus is scheduled to open in Fall 2014 106

107. Graduation 107

108. Graduation: What is Our Graduation Rate? 108 Source: HED DEAR data

109. Graduation: How do we compare statewide? 109 16 th out of 19 th Source: IPEDS data

110. Graduation: Number of Certificates and Associate Degrees Awarded 110 Source: HED DEAR data

111. Graduation: Origin of Completers 111 Source: HED DEAR data

112. Graduation: Median Number of Semesters Enrolled Prior to Completion 112 Source: HED DEAR data

113. Graduation: Awards by College and Fiscal Year Arts and Design Business, Education, and Professional Studies Health and Sciences Liberal Arts and Core Studies Trades and Technology Source: HED DEAR data 113

114. Why Graduation Matters  61% of our credit students say they want to earn a degree  58% of jobs in New Mexico will require some form of postsecondary education or training by 2018  87% of our students who fill out the FAFSA are Pell eligible  Our average annual student loan amount is $6,500  Only 6% graduate within 3 years 114

115. What do the students have to say? Survey of Entering Student Engagement -SENSE Community College Survey of Student Engagement – CCSSE Student Satisfaction Inventory - Noel-Levitz Student Experience 115

116. SENSE and CCSSE 116 The more actively engaged students are early in their college experience, the more likely they are to learn and to achieve their academic goals. 1. Early Connections 2. High Expectations and aspirations 3. Clear academic plan and pathway 4. Effective track to college readiness 5. Engaged learning 6. Academic and social support network

117. SENSE Overview  Look at experiences reported by nearly 75,000 entering students  Community colleges  172 institutions  35 states  When is the survey administered?  The survey is administered during the fourth and fifth class weeks of the fall academic term.  How is the survey administered?  SENSE is administered as a pencil-and-paper survey in randomly selected classes drawn from a specific group of courses provided in the course schedule file (CSF).  Could you give an example of what is meant by first college-level English and Math courses?  First college-level English and Math courses are generally those offered to first- time college-ready students that did not place into developmental courses. Examples include Comp I and Algebra I. 117 Source: SENSE

118. SENSE: Benchmarks Source: SENSE 118

119. SENSE: Part time and full time students Source: SENSE 119

120. SENSE: Developmental and Non-Developmental Source: SENSE 120

121. SENSE: Male and Female Students Source: SENSE 121

122. SENSE: White and Hispanic Students Source: SENSE 122

123. Community College Survey of Student Engagement (CCSSE) 123 Source: SENSE CCSSE asks questions that assess institutional practices and student behaviors that are correlated highly with student learning and student retention.

124. CCSSE: Benchmarks 124 Source: SENSE

125. CCSSE: Aspects of Highest Student Engagement 125 Source: SENSE

126. CCSSE: Aspects of Lowest Student Engagement 126 Source: SENSE

127. Noel-Levitz 2010 Student Satisfaction Inventory 127 Source: Noel-Levitz 2010 Student Satisfaction Inventory SFCC All Students National Community Colleges Rate your overall satisfaction with your experience here thus far. 5.815.46 1 = Not satisfied at all0%1% 2 = Not very satisfied 1%2% 3 = Somewhat dissatisfied 3%5% 4 = Neutral 9%11% 5 = Somewhat satisfied 12%17% 6 = Satisfied 48%41% 7 = Very satisfied 26%19%

128. SFCC EMPLOYEES

129. Employee Demographics 129

130. Employee Demographics: Staff/Admin Diversity by Gender Staff = 247Administration = 20 130 Source: IPEDS – Human Resources Report 2012-2013

131. Employee Demographics: Faculty Diversity by Gender Regular Faculty = 67Adjunct Faculty = 276 131 Source: IPEDS – Human Resources Report 2012-2013

132. Employee Demographics: Staff Diversity by Ethnicity Staff = 247Administration = 20 132 Source: IPEDS – Human Resources Report 2012-2013

133. Employee Demographics: Faculty Diversity by Ethnicity Regular Faculty = 67Adjunct Faculty = 276 133 Source: IPEDS – Human Resources Report 2012-2013

134. Employee Demographics: Staff Counts by Position and Status 134 Source: IPEDS – Human Resources Report 2012-2013

135. Employee Demographics: Average Salary: Full-Time Staff 135 Source: IPEDS – Human Resources Report 2012-2013

136. Employee Demographics: Regular Faculty Salary Schedule 136  Maximum of seven years related experience will be given to determine entry salary.  Current faculty will advance one step at the completion of each contract to a maximum of 7 steps.  It is the responsibility of the faculty member to provide official transcripts for proof of degrees at the time of hiring. Absent proof, pay will be calculated at the Bachelor level.  Faculty members are responsible to providing official transcripts to the Office of Human Resources when there is a change in degree.  All adjustments to pay will only affect the contract subsequent to the one in which proof is supplied. REGULAR STATUS FACULTY (9 months) STEPS BachelorMastersMA + 45Doctorate 1 40,484 42,103 43,788 45,539 2 41,293 42,946 44,663 46,450 3 42,120 43,804 45,556 47,379 4 42,962 44,681 46,468 48,327 5 43,821 45,574 47,397 49,293 6 44,698 46,486 48,345 50,279 7 45,591 47,415 49,312 51,285 Source: Human Resources

137. Employee Demographics: Average Salary: Regular Faculty 137 Source: IPEDS – Human Resources Report 2012-2013

138. Employee Demographics: Adjunct Faculty Salary Schedule 138  Adjunct Faculty are hired on a semester-by-semester basis and have “temporary” status.  Pay hours equal the combination of lecture and lab/studio hours included in the course credit hours taught. Lecture hours are compensated at a rate of 1 pay hour per scheduled lecture hour. Lab hours are compensated at a rate of.75 pay hours per scheduled lab/studio hour. Nursing clinical lab courses are compensated at a rate of 3 pay hours per scheduled lab hour.  It is the responsibility of the adjunct faculty member to provide official transcripts for proof of degrees at the time of hiring. Absent proof, pay will be calculated at Level I, Baccalaureate.  Adjunct Faculty members are responsible for providing official transcripts to the Human Resources department when there is a change in degree level.  All adjustments to pay levels will only affect the semesters subsequent to the one in which proof is supplied.  Accumulated pay hours which result in a move to the next highest pay level will be used to calculate the rate of pay for subsequent semester Adjunct Faculty Contracts.  Full-time faculty teaching summer or overloads begin at Level II unless a higher level has been attained in an Adjunct capacity, in which case, compensation will be at that level held; movement to Level IV will occur after three years of full time instructor employment at SFCC.  Only adjunct teaching hours earned at Santa Fe Community College count toward the determination of an adjunct faculty member’s salary schedule pay level. SFCC Teaching Experience Degree Attainment BaccalaureateMasters Master's +45 Doctorate Level I (0-24 Pay Hrs)$659$669$678$690 Level II (25-48 Pay Hrs)$699$709$719$731 Level III (49-72 Pay Hrs)$740$752$762$775 Level IV ( 73+ Pay Hrs)$784$795$809$820 Source: Human Resources

139. Employee Demographics: Highest Degree Level: Faculty Regular FacultyAdjunct Faculty 139 Source: Banner

140. Employee Engagement 140

141. Noel Levitz Employee Satisfaction 141 Source: Noel Levitz  208-239 Respondents  45% of All Full-Time Employees  18% of All Part-Time Employees  Comparable to Responses of Previous 2 Years  43% Faculty  49% Staff  7.6% Administrators  Compared with 23 2-Yr Institutions  16 Different States  Largely Western and Mid-Western  With Employees of Similar Years of Service and Faculty/Staff/Admin. Makeup

142. Noel-Levitz Employee Satisfaction Survey Results 2007-2011 Question (scale 1-5)20072008200920102011 The institution does a good job of meeting the needs of its faculty 3.193.383.703.023.12 The institution does a good job of meeting the needs of its adjunct faculty 2.923.002.912.79n/a The institution does a good job of meeting the needs of staff 3.093.153.213.093.14 The institution does a good job of meeting the needs of administrators 3.613.634.583.563.79 142 Source: Noel Levitz

143. Noel-Levitz Employee Satisfaction Survey Results 2007-2011 (continued) Question (scale 1-5)20072008200920102011 Faculty take pride in their work3.893.813.913.843.94 Staff take pride in their work3.683.593.523.653.75 Administrators take pride in their work 3.583.523.633.543.69 143 Source: Noel Levitz

144. Noel-Levitz Employee Satisfaction Survey Results 2007-2011 (continued) Question (scale 1-5)20072008200920102011 Employee suggestions are used to improve the institution 2.962.983.142.803.01 There is a spirit of teamwork and cooperation at the institution 3.103.063.092.903.08 I have adequate opportunities for training to improve my skills 3.493.273.203.113.01 144 Source: Noel Levitz

145. Noel-Levitz Employee Satisfaction Survey Results 2007-2011 (continued) 145 Importance Relative To Satisfaction Source: Noel Levitz Question (scale 1-5) 2008200920102011 ImportanceSatisfactionImportanceSatisfactionImportanceSatisfactionImportanceSatisfaction The institution does a good job of meeting the needs of its faculty 4.403.384.423.704.533.024.403.12 The institution does a good job of meeting the needs of its Adjunct faculty 4.343.004.262.914.522.79NA The institution does a good job of meeting the needs of staff 4.433.154.403.214.483.094.353.14 The institution does a good job of meeting the needs of administrators 4.213.634.044.584.093.564.183.79

146. Noel-Levitz Employee Satisfaction Survey Results 2007-2011 (continued) 146 Source: Noel Levitz Importance Relative To Satisfaction Question (scale 1-5) 2008200920102011 ImportanceSatisfactionImportanceSatisfactionImportanceSatisfactionImportanceSatisfaction Faculty take pride in their work 4.663.814.653.914.743.844.683.94 Staff take pride in their work 4.593.594.613.524.653.654.683.94 Administrators take pride in their work 4.613.524.793.634.643.544.623.44

147. Noel-Levitz Employee Satisfaction Survey Results 2007-2011 (continued) 147 Source: NMDWS LASER Importance Relative To Satisfaction Question (scale 1-5) 2008200920102011 ImportanceSatisfactionImportanceSatisfactionImportanceSatisfactionImportanceSatisfaction Employee suggestions are used to improve the institution 4.192.984.293.144.272.804.273.01 There is a spirit of teamwork and cooperation at the institution 4.473.064.713.094.592.904.563.08 I have adequate opportunities for training to improve my skills 4.443.274.153.204.363.114.383.01

148. Noel-Levitz Employee Satisfaction Survey Results 2007-2011 (continued) Source: Noel Levitz 148 Gap Between Importance and Satisfaction CAMPUS CULTURE AND POLICIES 2008 2009 2010 2011 ImportanceSatisfactionGAPImportanceSatisfactionGAPImportanceSatisfactionGAPImportanceSatisfactionGAP Effective Lines of Communications4.452.561.894.782.742.044.542.551.994.412.821.59 Following Clear Processes4.442.911.534.382.731.654.472.741.734.392.941.44 Teamwork and Cooperation4.473.061.414.713.091.624.592.901.694.513.081.43 Consistency in Training New Employees4.413.051.364.482.771.714.412.921.494.382.931.45 Good Communication Between Staff and Faculty4.382.961.424.543.001.544.483.001.484.453.071.37 Planning Effectively4.572.971.604.723.421.304.633.091.544.393.181.20 Sharing of Information Between Administrators and Staff4.453.031.424.743.261.484.433.001.424.453.081.37 Good Communication Between Faculty and Administration4.403.051.354.483.131.354.542.941.604.403.041.36 Clearly Written Procedures4.342.911.434.352.951.404.362.951.414.293.041.24 Clear Processes for Recognition of Achievement4.272.881.384.132.911.224.272.671.614.282.971.31

149. Noel-Levitz Employee Satisfaction Survey Results 2007-2011 (continued) Source: Noel Levitz 149 Gap Between Importance and Satisfaction CAMPUS CULTURE AND POLICIES 2008 2009 2010 2011 ImportanceSatisfactionGAPImportanceSatisfactionGAPImportanceSatisfactionGAPImportanceSatisfactionGAP Employee Involvement in Planning 4.353.041.314.403.131.274.462.861.604.223.001.22 Leadership Displaying a Clear Sense of Purpose 4.683.441.244.883.461.424.633.211.424.513.431.08 Sufficiently Utilizing Budetary Resources 4.523.091.434.583.461.124.513.141.384.423.291.14 Doing a Good Job Meeting Staff Needs 4.433.151.284.403.211.194.483.091.394.353.141.22 Utilizing Employee Suggestions for Improvements 4.192.981.214.293.141.154.272.801.484.273.011.26 Meeting the Needs of Students 4.803.511.294.803.541.264.763.521.244.633.690.94 Utilizing Staff Resources Appropriately 4.403.131.274.463.461.004.402.981.424.313.201.11 Treating Students as a Top Priority 4.783.521.264.803.631.174.753.621.144.643.680.96 Taking Pride in Administrative Work 4.613.521.094.793.631.164.643.541.104.603.690.91 Meeting the Needs of Faculty 4.403.381.024.423.700.724.533.021.514.403.121.28

150. Noel-Levitz Employee Satisfaction Survey Results 2007-2011 (continued) Source: Noel Levitz 150 Gap Between Importance and Satisfaction CAMPUS CULTURE AND POLICIES 2008 2009 2010 2011 ImportanceSatisfactionGAPImportanceSatisfactionGAPImportanceSatisfactionGAPImportanceSatisfactionGAP Making Certain the Mission, Purpose and Values are Understood 4.383.351.034.443.381.064.363.141.224.343.341.00 Making Certain the Mission, Purpose and Values are Supported 4.443.460.984.603.421.184.443.311.134.303.480.83 Promoting Excellent Student Employee Relationships 4.663.561.094.763.671.094.643.571.074.593.680.91 Making Certain the Staff Takes Pride in Their Work 4.593.591.004.613.521.094.653.651.004.623.750.86 Insuring Efforts to Improve Quality are Paying Off 4.453.451.004.503.640.864.413.271.144.453.470.98 Insuring the Goals of the Institution are Consistent With the Mission 4.533.481.064.563.710.854.513.421.094.393.490.90 Insuring the Faculty Takes Pride in Their Work 4.663.810.854.653.910.744.743.840.904.683.940.74 Insuring the Reputation of the Institution Continues to Improve 4.493.620.874.634.000.634.573.650.924.483.850.63 Insuring the Institution is Well-Respected in the Community 4.633.740.894.674.000.674.703.880.824.634.080.55 Insuring the Institution Does a Good Job of Meeting the Needs of Administrators 4.213.630.574.044.58 - 0.544.093.560.534.183.790.39

151. Noel-Levitz Employee Satisfaction Survey Results 2011 (summary) Source: Noel Levitz 151 SFCC is statistically above the comparison group in 2011 in five areas:  This institution does a good job of meeting the needs of administrators  SFCC = 3.79 vs. Comparison Group = 3.66*  The reputation of this institution continues to improve  SFCC = 3.85 vs. Comparison Group = 3.52*  This institution is well-respected in the community  SFCC = 4.08 vs. Comparison Group = 3.67* *Statistically Significant

152. Noel-Levitz Employee Satisfaction Survey Results 2011 (summary) Source: Noel Levitz 152  I am paid fairly for the work I do:  SFCC = 2.67 vs. Comparison Group = 3.24*  The employee benefits available to me are valuable:  SFCC = 3.45 vs. Comparison Group = 3.85*  I have adequate opportunities for advancement:  SFCC = 2.66 vs. Comparison Group = 3.12*  I have adequate opportunities for training to improve my skills:  SFCC = 3.01 vs. Comparison Group = 3.44*  I have adequate opportunities for professional development:  SFCC = 3.03 vs. Comparison Group = 3.45* SFCC is statistically below the comparison group in 2011 in five areas: *Statistically Significant

153. INSTITUTIONAL EFFECTIVENESS

154. SFCC Organizations 154

155. Current SFCC Organizational Chart 155

156. Proposed Reorganization: Academic Affairs 156

157. Quality Councils Administrative and College Services Institutional Advancement Societal Responsibi lity Institutional Effectiveness Student Success & Academic Affairs Technology Marketing and PR 157 Social Responsibility

158. Service to the Community 158  Kids Campus  KSFR radio/TV station  Red Dot Gallery  Planetarium  Fitness Center  La Familia Dental Clinic  Tax Preparation Services  Meeting Space for Organizations

159. Previous Strategic Plan 159

160. Previous Strategic Plan: Institutional Goals 1. Develop Students’ Potential through Highly Effective Learning Systems 2. Identify & Meet the Community’s Learning Needs 3. Engage Employees in Workplace Success 4. Provide Effective Internal Organizational Support 5. Promote External Support for the College 6. Promote Institutional Accountability 160

161. Previous Strategic Plan: Accomplishments  Passed $35 million bond  The Higher Education Center was begun on campus  New construction and renovations  Health and Sciences Center was completed in 2010  Trades and Advanced Technology Center was completed in 2011  More than 25 new certificate and degree programs developed since 2005  Credit Hour Enrollment increased 40.7% (2007-2011)  Degree completion has increased:  All completers by 45.5% (2007-2011)  Hispanic completers by 16.8% (2007-2011) 161

162. Institutional Finance 162

163. SFCC Proposed Budget FY 2013-2014 RevenuesExpenditures 163 79% of funding comes from taxes Source: Finance and Administration – Instruction & General Budget FY 12-13 and FY 13-14

164. Tuition and Fees 164 Source: Banner

165. Tuition Statewide: By Academic Year 165 Source: IPEDS

166. Instruction and General 166 2008-2014 Source: SFCC Finance and Administration

167. Instructional Cost per Student 167 Source: Balanced Scorecard

168. Statement of Net Assets – 2008 to 2012 168 Source: Moody Presentation

169. Unrestricted Cash and Expendable Net Assets Source: SFCC Finance and Administration 169

170. Unrestricted Net Assets (Fund Balance) to I&G Expenditures Source: SFCC Finance and Administration 170

171. Unrestricted Cash to I&G Expenditures Source: Moody Presentation 171 Target Range 35% to 39% Target range

172. Key I&G Revenue Streams Source: Moody Presentation 172

173. I&G Total Revenues Source: SFCC Finance and Administration 173

174. I&G Revenues/Expenditures Source: SFCC Finance and Administration 174

175. DEBT MANAGEMENT AND FINANCE PLAN 175

176. 2013 Plan of Finance 176 Source: SFCC Finance and Administration  District held an election in February 2010 to authorize $35 million of general obligation bonds.  Constitution limits amount of bonds outstanding to 3%.  The 2012 Assessed Valuation is as follows: $6,357,470,139 x.03 = $190,724,104.  After issuance of the 2013 Bonds, the College will be 21% bonded to capacity.  Declining debt service to permit new bonds in future without tax increase.  12 year final maturity.  Retire debt as quickly as $0.93 levy will permit.  Actively manage debt service cash and principal maturities to maintain a stable debt service tax rate and retire debt as quickly as possible.

177. Total Debt Service Requirements 177 Source: SFCC Finance and Administration

178. TAX BASE INFORMATION 178

179. Assessed Valuation Source: RBC Capital Markets 179

180. New vs. Re-Appraisal Source: RBC Capital Markets 180

181. Major Taxpayers Source: RBC Capital Markets 181 Major Taxpayers

182. Direct and Overlapping Debt Source: RBC Capital Markets 182

183. Historical Tax Rates: City of Santa Fe Source: NM Department of Finance & Administration 183

184. Historical Financials 184

185. Revenues & Expenses – Unrestricted (Budgetary Basis) Source: SFCC Audited Financial Statements 185

186. Revenues & Expenses – Restricted (Budgetary Basis) Source: SFCC Audited Financial Statements 186

187. Revenues & Expenditures - Audited Source: SFCC Audited Financial Statements 187

188. Statement of Net Assets – Assets Source: SFCC Audited Financial Statements 188

189. Statement of Net Assets – Liabilities Source: SFCC Audited Financial Statements 189

190. Funding Formula 190

191. State Funding Formula Performance Based Formula 191

192. What is the Base? 192

193. Inputs and Variables 193

194. SCH Completion SCH Completion Degrees Awarded Workforce Incentive Workforce Incentive At- Risk Students At- Risk Students Mill Levy Mill Levy Legislative Weighting Executive Weighting FY 14 5% 3% 2% Not Included Reallocated 100% of Last Year’s Performanc e FY 14 48% 8% 12% 8% Included Reallocated 15% of Last Year’s Performanc e FY 13 82.25% 1.15% 0.95% 2.15% Included % is not reallocated Base Other Funding Considerations: ERB Compensation Other Funding Considerations: ERB Compensation Last Year’s Weighting Source: LFC FY 2014 Budget Recommendations Volume III

195. GROW and Grants The GROW Foundation supports SFCC by acquiring financial resources outside of the regular SFCC revenue sources through fund-raising and grants. Grants received in previous academic years: Grants received 7/1/2012 to 12/31/2012: $736,808.00 Total grants reported through 3/31/2013: $1,384,432.67 195 07-0808-0909-1010-1111-12 $4,941,471$5,607,033$5,470,771$5,322,256$6,467,148

196. Instruction 196

197. Bonds 197

198. Summary of 2013 Bonds Issues Size:$15,000,000 Sale Date:April 24, 2013 Closing Date:May 16, 2013 Maturity:2013 - 2024 Current Tax Rate:$0. 93 / $1,000 of A.V. Future Tax Rate:Maintain tax rate at current level 2012 Assessed Valuation:$6,357,470,139 198

199. Overview of Series 2013 Bonds Issues Size:$15,000,000 Maturity Dates:2013 - 2024 Average Life (Years):4.662 Ratings – Moody’s:Aa1 Total Interest:$2,227,333.33 Premium:$1,186,105.00 Net Interest:$1,041,228.33 True Interest Cost (“TIC”):1.410% All-In TIC:1.524% Purchaser:Robert W. Baird & Co., Incorporated Red Bank, New Jersey 199

200. Operations and Facilities Operations  Maintenance Staff:20  Grounds Staff:15  Total Operations managed: 367 acres, 645,000 square footage, 7 boiler systems, 76 air conditioning units Facilities Health & Sciences Center Trades & Advanced Technology Center West Wing Campus Center and Food Services BookstoreCulinary Classrooms Fine Arts Studios and LabsJemez Meeting Rooms Witter Fitness Ed. CenterWastewater Plant 200

201. Campus Security 201

202. Campus Safety & Security Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act requires SFCC to:  Publish an Annual Security Report (ASR)  To have a public crime log  Disclose crime statistics  Issue timely warnings about Clery Act crimes  Devise an emergency response, notification and testing policy  Compile and report fire data to the federal government  Enact policies and procedures to handle reports of missing students 202

203. Campus Community Emergency Response Team (C-CERT) Mission Statement To train selected SFCC staff and faculty members as a Campus Community Emergency Response Team (C-CERT), which will work in cooperation with the SFCC Safety and Security team, local emergency response agencies and law enforcement, either as first responders or as backup resources, as directed by the Incident Commander. C-CERT is here to assist with:  Disaster Preparedness  Fire Safety  Evacuation  Disaster Medical Operations  Light Search & Rescue 203

204. Service to the Community 204  Kids Campus  KSFR radio/TV station  Red Dot Gallery  Planetarium  Fitness Center  La Familia Dental Clinic  Tax Preparation Services  Meeting Space for Organizations

205. Sustainability 205

206. What is Sustainability? 206 Source: NMDWS LASER The design and implementation of systems that emulate the optimization from millions of years of evolution seen in ecosystems and the natural world. Application of this approach results in... Development that meets the needs of the present without compromising the future  Balance the use and availability of renewable and non-renewable resources.  Reduce, re-use, and recycle human-made waste streams as a resource and manage the by-products of human endeavor.

207. Sustainability: Why should we care? 1. People 2. Planet 3. Learning 207

208. Sustainability Plans: State and City  State Goal – The Renewable Energy State  Support National Economic and Security Issues  Cultivating Santa Fe’s Future Economy, Economic Development Strategy (April 2004)  4. Develop curricula that helps Santa Fe become a water and energy conservation role model for other cities.  Sustainable Santa Fe Plan – adopted October 29, 2008  In addition to degree accreditation, continuing education opportunities at Santa Fe Community College are a valuable resource. The Center for Community Sustainability at Santa Fe Community College offers trades skills education that serves both workforce as well as individual needs for sustainable housing, water conservation, and design. In spite of the existing programs, there is considerable room for additional programs and activities. 208

209. Sustainability: Legislation and Ordinance In 2010 the NM State Senate enacted energy efficiency and conservation measures for all State-funded building projects of significant size.  Green Building Council http://www.sfahba.com/index.php/green/  Residential Green Building Code http://www.santafenm.gov/index.aspx?NID=1297 City of Santa Fe, New Mexico – Ordinance No. 2009-9 www.santafenm.gov/archives/169/2009-09.pdf  Sustainable Santa Fe Plan City of Santa Fe, New Mexico – Resolution 2008-93 http://www.santafenm.gov/DocumentCenter/Home/View/702 209

210. Community Involvement  Development of Santa Fe Green Building Codes  Joint City/County Energy Task Force  Regional Economic Development Initiatives  Statewide Biofuels Plan  New Mexico Green Collaborative  New Mexico Green Chamber of Commerce 210

211. Sustainability Recognition The 2013 Sustainable Santa Fe Awards ceremony was held April 27, 2013. The winning categories included: 1. Renewable Energy or Energy Conservation Project 2. Water Conservation Project 3. Low-Carbon Transportation Project 4. Green Building Project 5. Ecological or Other Climate Change Adaptation Project 6. Solid Waste Reduction Project 7. Food System Project 8. Youth-led Project 9. Community Outreach Project 10. Sustainability Journalism Project 11. Environmental Justice Project 12. Green Economic Development Project 13. Other (An outstanding project that is not covered under one of the other categories) The 2013 Sustainable Santa Fe Awards are sponsored by the City of Santa Fe’s Sustainable Santa Fe Commission, Earth Care, the Santa Fe Green Chamber of Commerce and the Green Fire Times. 211

212. Sustainability at SFCC Santa Fe Community College has strategically sought to develop the opportunity to be the hub of sustainability learning, green campus operations and workforce training for green industry in the northern New Mexico region.  Structure/Areas of Focus  Reduce Natural Resource Depletion  Reduce Pollution  Ensure Healthy Indoor Environments  Model and Teach Sustainable Concepts and Practices  Sustainability Steering Committee  Linked to Internal and External Groups  Tied to Curriculum 212

213. SFCC Sustainability Plan Goals 1. Reduce Natural Resource Depletion A. Non-renewable fuels B. Fresh water reserves C. Non-renewable materials D. Land and soil 2. Reduce Pollution A. Air pollution B. Water pollution C. Land pollution D. Light pollution 3. Ensure Healthy Indoor Environments A. Air quality B. Nutrition 4. Model and Teach Sustainable Concepts A. Institutional commitment B. Organizational structure C. Model and teach sustainability 213

214. SFCC’s History of Sustainability 2006- Developed a Sustainability Plan (revised 2009) 2007- Signed the American College & University President’s Climate Commitment 2008- Held the Green Jobs Forum - Biomass Heating System 2009- Built the Sustainable Technology Center considered to be the leading green instructional facility in the United States. - Institutional Master Plan (inclusion of sustainability plan) 2010- Passage of bond for infrastructure improvement - LEED certification* for the Health & Sciences building 2011- Achieved LEED Gold rating for Trades and Advanced Technology Center 2012-13- Developed curricula to teach sustainability for careers in green industry 2013-14- 1.6 MV Solar array installation (approximately 15 acres) * Leadership in Energy and Environmental Design (LEED) is a comprehensive green building rating system 214

215. Sustainability: We are doing our part  Encouraging use of reusable bottles  Going paperless in key areas  Replacing wastebasket liners only when needed  Turning off lights in the cafeteria unless really needed  Turning off lights and computers in offices when not in use  Introducing solar energy  Carpooling and Ride Sharing underway  Use of Solar (Trades and Advanced Technology Center)  Water Treatment Plant – Graywater irrigation  Biomass Boiler  Bicycle Trail Connection  Recycling  Campus Composting  Lighting Design and Retrofits  Ride-share parking incentive  Standard LEED Checklist for new buildings  Replaced 2 - 300 ton chillers with efficient ones 215 SFCC has created internal programs and key practices to reduce natural resource depletion, reduce pollution and ensure healthy indoor environments:

216. Sustainability: Green Programs at SFCC  Associate in Applied Science  Sustainable Technologies (Revision)  Building Science & Construction Technologies (New)  Certificate Programs  Biofuels  Environmental Technologies  Facilities Technologies  Green Building Construction Skills  Green Building Systems  Heating, Ventilation and Air Conditioning  Plumbing  Solar Energy  Sustainable Agriculture (in development)  Water Treatment Operator  Non-Credit Offerings  New Mexico Energy $mart Academy Building Performance Institute (BPI) Healthy Air Home Energy Rater Systems (HERS) Weatherization  Lead Abatement  Radon Mitigation 216 SFCC is recognized in ACUPCC’s 2009 Annual Report as one of three schools focusing on sustainability in the curriculum in innovative ways.

217. Sustainability: SFCC Greenhouse Gas by Source 217 Percentage by source in 2007/08 (baseline)

218. Sustainability: Proposed Project  2013  1.7 MW solar PV installation Per year will Generate 3,441 mWh Save 11,734 MMBtu Reduce GHG by 920 metric tons  TATC solar thermal For 1/2 of 2013 Save 725 therms (73 MMBtu) Reduce GHG by 4 metric tons  TATC adsorption chiller Per year will Save 14 mWh (47 MMBtu) Reduce GHG by 4 metric tons  2014  TATC solar thermal Per year will Save an additional 725 therms Reduce GHG by an additional 4 metric tons 218

219. Sustainability: Potential Projects  2014 - 2016  Convert lighting to LED from T8 fluorescent Incrementally over three years - per year will Save 316 MWh (1,078 MMBtu) Reduce GHG by 85 metric tons  2016  Create electric shuttle fleet Per year will Save 5% total VMT Reduce GHG by 252 metric tons 219

220. Sustainability: Campus Greenhouse Gases 220 *Does not include T&D losses 1 MMbtu gas =.0529 metric tonnes 1 MMbtu electricity =.2006 metric tonnes 1 MMbtu wood =.0046 metric tonnes Source:

221. Sustainability Challenges  Resource Allocation  Funding  Staffing  Changing Technology  Accountability  Align performance measures with goals  Data collection  Assign responsibility  Annual review and update 221

222. Sustainability Future Goals  Optimization of building resources  Micro grid project  Sustainable agriculture  Zero-waste  Platinum LEED certifications  Update sustainability plan  Expand curriculum support 222

223. Challenges Opportunities Higher Education Trends 223

224. Higher Education Trends & Issues 224  Focus on increasing graduation rates and degree production  Funding formula shift from access to success  Assessment of student learning  College readiness  Developmental education  Accelerate progress to completion  Competency-based education  Credit for prior learning  Online and hybrid learning  Economic and workforce development  STEM-H  Green job training

225. Challenges For SFCC  Aging population in Santa Fe  High school graduates projected to flat line  Geographic Area of Responsibility  Limited opportunities in New Mexico  Pockets of poverty  Lack of academic preparedness  Funding formula changing to degree completion  Emerging technologies 225

226. Opportunities – Degree Completion  Change how we teach developmental education  With the SCH portion of the funding diminishing we do not have to be restricted in how we tackle developmental education classes  Addresses  Funding formula  Lack of academic preparedness 226

227. Opportunities – Degree Completion  Expand Programs in Health Care  High growth in jobs creation  High wage jobs  High state funding  Serves the community’s aging population  Emerging technologies  Addresses  Aging population  Brain drain  Funding formula  Pockets of poverty 227

228. Opportunities – Degree Completion  Expand night and weekend degree programs  Target working adults  Our tuition is lower than private colleges  Our quality of program is better than private colleges  Addresses  Flat line high school graduates Expanded market  Room utilization issues 228

229. Opportunities – Degree Completion  Expand fully-online programs to out-of-state and out- of-country  Our out-of-state tuition is lower than most instate tuition  Our in-state tuition is lower than most institutions in NM  Funding formula has changed  Technology has changed  Geographic Area of Responsibility does not apply  Partnership with LANL  Partnership with other countries  Addresses  Funding formula  Flat line high school graduates 229