1. PLANNING COMMITTEE COORDINATION:

2. ACCREDITATION UPDATE: A brief update on the status of the Self-Study 1^st Draft. Ed Buckley

4. MID-YEAR REPORTS: A brief update by the Component Administrators on the progress of their 2001/2002 Component and All Component Goals.

5. INTEGRATED MASTER PLAN UPDATE: An on-going update on the development of the integrated master plan.

Distribution: Agrella, Bergfelt, Boatsman, Buckley, Butcher, Drake, Eaton, Flyswithhawks, Friedman, Garrison, Granderson, Groninga, Hunnemeder, Johnson, Lindley, LaFollette, Lynch, Mann, Mercer, Navarrette, Root, Sweitzer, Wakefield

Absent: Eaton, Hunnemeder, Lindley, Mercer and Wakefield

Guests: Will Baty & Ken Fiori

1. PLANNING COMMITTEE COORDINATION: Activity reports from the co-chairs of:

a. Academic Senate: Senate recently reviewed the Technology Master Plan and approved the Global & Environmental Studies GE requirement and had an indepth discussion regarding the proposed English Pathway. The discussion included redefining the Cut Scores and noting the differences between prerequisites and Advisories on courses.

b. Budget Advisory Committee (BAC): Looks forward to working with STEP on the strategic enrollment project.

c. District Facilities Planning Committee (DFPC) Next meeting is on February 14^th.

d. Educational Planning and Coordinating Council (EPCC): EPCC approved revised cut-off scores for English and College Skills. EPCC is in process of establishing residency requirements for certificate programs.

e. Strategic Enrollment Planning Committee (STEP): Is in process of developing Strategic Enrollment Plan. Sub-committees have been assigned tasks and due dates.

2. ACCREDITATION PLANNING UPDATE: Ed provided an update on the status of the Self-Study 1^st draft. He indicated that Component Administrators may want to consider incorporating suggested plan material in their respective 2002-03 goals. The steering committee is encouraging participation at the February 13^th review forums at both Santa Rosa and Petaluma Campuses.

4. P4E SURVEY OF LOCAL INVESTMENTS OF PARTNERSHIP FUNDS: Ron Root reviewed the Board report which is the college’s response to the Chancellor’s survey on local investments of Partnership for Education funds.

7. DEVELOPMENT OF FIVE-YEAR CAPITAL OUTLAY PROGRAM: Curt Groninga reviewed some of the Five Year Capital Outlay planning assumptions. He indicated that the projected enrollments and existing space inventory describes how much need capacity for lecture, laboratory, office, library and media services space may be needed. He hopes to combine, into one document, the key elements of the Strategic Capital Projects Plan, additional facilities planning initiatives emanating from the Integrated Master Plan and the existing Five Year Plan into a new capital outlay program. He further indicated the College will submit a Final Project Proposal (FPP) for the Plover Conversion Project and updated planning information for the Library and the Petaluma Phase II projects.

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PRESENT: B. Flyswithhawks, M. Grossman, M. Bond, R. Ward L. McCauley, M. Connell, D. Gooch, M. Pierce, A. LaRue, D. Tolks, G. Granderson, P. Goebel, B. Hinkle, D. Munton,K. Messina, M. Ludder, P. LoCoco, D. Campagna, W. Neel, G. Allen, Don Fischer,

ABSENT: E. Sikes, Doug Fisher, B. Croteau

GUESTS: I. Egli, K. Guzman, D. Smith, S. Fuller, K. Boatsman, B. Turner, B. McClure, M. Thompson

1. Michael Eurgubian would like the senate to be aware that students are asking instructors to change final exam dates. He considers this problem to be rampant.
2. Michael Ludder formally thanked Brenda and Marshall Connell for promoting Outlook availability for adjunct faculty.
3. Marshall Connell invited faculty to the Art Department's Gallery showing called Solace. She announced the Arts and Lectures events for February.
4. President's Report: B. Flyswithhawks said that Marsha Connell worked diligently on Outlook for adjunct faculty and thanked her. Brenda sent a memo to Chairs encouraging them to have Outlook available to adjunct faculty and she will be going to DCC to address them on this issue. A button and pamphlet on Measure A was distributed. Brenda encouraged senators to volunteer during Academic Senate Night on Thursdays during the month of February. Contact Dianne Smith at Ext. 4612.
5. K. Guzman said that the Accreditation Self Study is on the web, on Outlook and at the libraries for review. Public forums are scheduled for February 13.

The Minutes of January 16, 2002 was approved.

1. The Teacher Academy - I. Egli reported that the Teacher Academy is a teacher preparation program with the goal of recruiting diverse students into the field of teaching and expanding the number of successful transfers of students to teaching and credential programs at the upper division level.
2. EPCC - R. Ward reported that EPCC had tended to the development of policy for the Associate Degree, finalizing the fall 2002 start date for the implementation of Area I; reviewed and approved changes in the cut scores for College Skills Math and English; several updates on accreditation and curriculum; and they are looking at the status of the majors. They are now reviewing and discussing residency issues for certificates; they are looking at possible restrictions for credit/no credit options.
3. Budget Advisory - The Budget Advisory report was distributed.

1. The motion to accept the proposal for the Environmental/Global Studies Requirement was approved.

1. Prerequisites and Advisories on Courses - B. Turner reviewed prerequisite and advisories. Prerequisite is a condition of enrollment that a student is required to meet in order to demonstrate current readiness for enrollment in a course or educational program. Advisory means a condition of enrollment that a student is advised, but not required, to meet before or in conjunction with enrollment in a course or educational program. Co-requisite means a condition of enrollment consisting of a course that a student is required to simultaneously take in order to enroll in another course. He said placement tests can not be used as a substitute as prerequisite satisfaction.
2. Redefining the Cut Scores - KC Boatsman said the cutoff scores for English placement tests have remained very close to what they were in the past. They have been applied to the new revised curriculum. The cutoff scores were approved by EPCC on January 24, 2002. EPCC also approved the recommendation that students be allowed to retest once per semester. Brenda questioned how EPCC was able to approve the cutoff scores before the curriculum changes were approved by the Curriculum Committee.
3. Review 100 level courses across the curriculum - B. Flyswithhawks said that SRJC received notification from the Chancellor's Office that we were out of compliance with regards to our English pathway. A committee was formed and has proposed the following English Pathway. English 302 (previously 100A), English 100 (previously 100B) and English 1A would change in the fall 2002. B. McClure said if the proposal is accepted student progress would be reviewed over a two-year period. Some changes will be that all English prerequisites and advisories below the 1A level will change. Students will receive 4 units of English credit toward graduation. Students will not be able to take their English courses consecutively. English 357 will no longer exist. Students can challenge placement in an English class. Brenda requested that this come back to the Senate after the Curriculum Committee reviews the proposal.
4. Perfecting the Hiring Process: Screening & Selection Recommendations - M. Thompson distributed notes from the first meeting of the Chancellor's Task Force on Equity and Diversity along with the web address to access the proposed revisions to Title 5. She said faculty participation is needed at the Job Faire in January/February each year. The Staff Diversity Committee will meet February 28^th. K. Furukawa said the following question has been added to the application for faculty, management and classified: "Please explain how you are qualified to understand and be sensitive to the diverse academic, socioeconomic, cultural, disability, and ethnic backgrounds of California Community College students." We are asking that they attach additional pages with this response to be included in a cover letter.

Meeting adjourned at 5:00 PM

PRESENT: LuAnn Campbell, Jay Carpenter, Mike Ceser, Curt Groninga, Bob Flores, George Grijalva, Julie Muzzatti, Gordon Shimizu.

ABSENT: Lamont Royer, Frank Zwolinski

1. NEW IDEAS, CONCERNS, ISSUES: Julie reviewed previous DFPC’s agenda suggestions & indicated the next step will be to prioritize suggestions.. It was also suggested to prioritize maintenance and remodeling projects. A walking tour of the campus in order to visualize projects and sites was proposed for the DFPC’s March meeting .

2. ACCREDITATION UPDATE: Julie reported that the Standard Eight Accreditation teams’ 1^st draft is posted on the web and bulletin board. Curt congratulated the Accreditation Team’s effort in producing an excellent document. He suggested members look closely at the recommended plans.

3. CORE PLANNING COMMITTEES UPDATE: Curt noted that the IPC is very much focused on the Integrated Master Plan. Business Services and Administrative Services will build their response(s) to the proposed Educational Master Plan and the Student Services Master Plan.

4. CAPITAL PROJECTS PLANNING: Assuming the passage of Measure A, the college’s first decision will be to look at the development of a physical master plan for each campus and educational site including Shone Farm. Additionally, the College will need to address the construction of the Library, a parking solution and the development of a "replacement facility" to cover the loss of 35,000 square feet of relocatables. Preliminary Design drawings for Baker Hall Remodel has been contracted with RMW, with occupancy expected by next Fall. Bob Flores commented on Student Services discussions on the Plover conversion, mentioning students need for increased bike & motorcycle parking & larger lockers.

5. INTEGRATED MASTER PLAN UPDATE: Curt explained the "ingredients" of The Integrated Master Plan and it’s future role in serving as the ultimate document in integrating the Educational and Student Services plans. Business Services and Administrative Services will respond to these two plans with facility- related needs, resulting in the Integrated Capital Outlay Plan. The Five-Year Capital Outlay Plan will be an expanded document based on this process of The Integrated Master Plan.

6. SHONE FARM FATAL FLAW ANALYSIS: The Fatal Flaw Analysis produced positive results; SRJC can construct up to a 50 million-gallon reservoir. A meeting between SRJC and the Town of Windsor will take place this week to begin project discussion. The "Rich Thomas" modular will be constructed by the beginning of the Fall semester.

7. LIBRARY PRELIMINARY PLANNING UPDATE & EIR REPORT: The State Board of Governor’s is recommending inclusion of $26,500,000.00 in the 2003-04 Budget which could result in the construction of the Library commencing in mid-Summer 2003. The Administrative Services Office has received notice to submit a Final Proposal on the Plover Library Conversion Project by 5/1/2002.

8. PUBLIC SAFETY TRAINING CENTER COMPLETION: A Notice of Completion is being filed this week and a Dedication date for the PSTC is set for June 6, 2002. SRJC has agreed to clean up the LG Firing Range site, with the Sheriff Department taking possession.

9. CURRENT PROJECTS UPDATES:

1. Shone Farm Facility - Addressed in Item #6.
2. Parking - Nothing to Report
3. Five-Year Plan/Capital Projects - Addressed in Item #4.

1. DAC – George Griljalva reported that the State Accreditation Committee Results are expected soon. DAC is currently updating ergonomic data.
2. Heritage Facilities- Nothing to Report
3. Health and Safety – Mike Ceser reported the EH&S Dept. has hired and trained a student to perform zone inspections.

Distribution: Luann Campbell, Jay Carpenter, Mike Ceser, Bob Flores, George Grijalva, Curt Groninga, Julie Muzzatti, Lamont Royer, Gordon Shimizu and Frank Zwolinski

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• For certificates of 1 to 6 units, all units must be taken at SRJC
• For all others, students must take at least six units or 50% of the units required for the certificate, whichever is greater.
• Exceptions, including allowing fewer units in residence or identifying substitutions for duplicate courses taken elsewhere, may be granted by the program faculty. However, programs may not require more units than those established in this policy.

Committee Membership for 2001- 02: Ed Buckley, Terri Frongia, Kris Futrell, Reneé LoPilato, Jim Rose, Noel Adams, Karen Kellam, Peg Ellingson, Joan Scarborough, Rosemary Ward, Hyemin Ro

Greg Granderson

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2. The Mission Statement per se (i.e., the concise, general statement) should be reorganized and consistently formatted in a manner which emphasizes that the Mission Statement is the distinctive foundation charter, whereas the accompanying Statements of Commitment are presented in a manner that indicates their secondary and complementary function. The appearance of the Mission Statement and Statements of Commitment should be uniform in style and format wherever it appears, so as to be recognizable and deliver a consistent message.

3. The Mission Statement (along with its Statements of Commitment, when appropriate) should continue to be prominently displayed and circulated throughout the college community, in order to maintain familiarity with the colleges raison d etre, and to encourage an awareness that what the college does is in keeping with its intentions.

1. The Mission Statement could be stronger and more precisely relevant if it contained references to various unique characteristics of the community that the college serves. However, this is not recommended at this time, in the belief that SRJC is, appropriately, open to all, encompassing multiple, diverse populations.

1. The Mission Statement, including the Statements of Commitment, should routinely be addressed when making presentations to the Board of Trustees concerning any new projects, proposals, etc. This would have the effect of making the Mission Statement an operating directive from the Board.

1. Continue to engage the entire college community in ongoing review and revision of the Mission Statement.
2. Create opportunities for more timely revisions in response to changes in the educational environment. (Explain expectation on timing: i.e. .On annual

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basis, Institutional Planning Council will review for any possible significant changes in educational environment which may suggest a need for an immediate review (and possible revision) of the Mission Statement.

3. Encourage more active involvement in the review and revision process at all levels of the college community (e.g., a checklist format for responses to proposed revisions, to make it quicker and easier for respondents to express a substantive opinion.)

4. Conduct a survey of faculty, students and classified staff regarding their awareness of, consideration of, and/or reliance on the Mission Statement when determining how they perform their respective functions within the college community, i.e., where it fits into the management process. This could be done online to facilitate participation.

2. By Spring, 2003, the Institutional Planning Council will work with appropriate institutional support offices to create an inventory list of key planning documents and reports, including a description of the document or report, the usual distribution, and how to access it.

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1. The Institutional Planning Council will evaluate putting the planning process on a two-year cycle for the purpose of setting institutional goals and evaluating accomplishment.

2. By Spring 2003, the Institutional Planning Council will align the next cycle of institutional goals with the college mission, assuring that the main purpose statements of the mission are supported by goals.

3. By Spring 2003, the Institutional Planning Council will identify key indicators that the college will use to evaluate how successful the college is in attaining its mission and purposes.

4. In an ongoing cycle consistent with the planning cycle, the Institutional Planning Council will evaluate how well, and in what ways, the college has achieved its mission and purposes and will report its findings to the college as a whole.

1. By Spring 2003, all component administrators will strengthen the goal setting process by increasing emphasis on measurable outcomes, both qualitative and quantitative

.2. By Spring, 2003, Academic Affairs will strengthen their planning processes by adding documentation of accomplishment of departmental goals and objectives where appropriate.

1. By Spring 2003, the Institutional Planning Council will reconsider the way in which it identifies priorities for improvement, considering using the Integrated Master Plan as the mechanism for identifying priorities.

1. By Spring 2004, key resource allocation committees . faculty staffing, classified staffing, and facilities and equipment allocation -- will utilize the Integrated Master Plan as a major factor in making resource allocation decisions. (Note the District Facilities Planning Committee and Board Facilities Committee already do this.)

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2. By Spring 2004, the president of the college, in consultation with the other component administrators and Institutional Planning Council, will define how budget allocation decisions are related to the priorities established by the Integrated Master Plan.

1. Beginning in the spring of 2003, the Institutional Planning Council will evaluate institutional effectiveness at the conclusion of each planning cycle. Institutional effectiveness is herein defined as .the ability of an institution to match its performance to established purposes as stated in its mission and goals.. IPC will report its findings to the college community as a whole.

2. After completion of the first Integrated Master Plan in Spring 2002, the component administrators will be responsible to review and modify their own planning processes as needed in a cycle consistent with the planning cycle.

No Standard Seven Plans were directly linked to the Institutional Planning Council

8.5 Plan

1. It is recommended that Santa Rosa Junior College begin immediately the development of a comprehensive physical campus master plan for the Santa Rosa Campus and each other educational center. This new comprehensive district-wide master plan for physical development should be considered the focusing document in the college's efforts to plan and prioritize the building

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and remodeling that will commence should the bond issue be successful. Said plan should address all programmatic, departmental, and facilities needs, envisioning these needs ten years into the future. It would be expected that such a plan could be ready for use by Spring of 2003. The definition, articulation and documentation of objectives for the physical growth of the campus must be an important and integral component in effective stewardship of SRJC resources.

No Standard Ten Plans were directly linked to the Institutional Planning Council

1. PLANNING COMMITTEE COORDINATION: Activity reports from the co-chairs of:

2. ACCREDITATION PLANNING UPDATE: A brief report on the status first draft of the Self-Study report. (Ed Buckley)

7. DEVELOPMENT OF FIVE-YEAR CAPITAL OUTLAY PROGRAM: Curt Groninga will review the status and development of the Five-Year Capital Outlay Program with updates on the Library, Plover Conversion and Petaluma Phase II projects. (Curt Groninga)

Distribution: Agrella, Boatsman, Buckley, Burgfelt, Butcher, Chaney, Doyle, Drake, Eaton, Flyswithhawks, Friedman, Garrison, Glass, Granderson, Groninga, Hunnemeder, Johnson, Mann, Mercer, Navarrette, Root, Sweitzer, Wakefield

Present: Robert F. Agrella, KC Boatsman, Ed Buckley, Craig Butcher, Alex Drake, Toni Eaton, Brenda Flyswithhawks, Joe Friedman, Doug Garrison, Curt Groninga, Jeanne Johnson, Donna LaFollette, Molly Lynch, Jennifer Mann, Ricardo Navarrette, Ron Root, Deborah Sweitzer and Leon Wakefield

Absent: Lily Alexeyeva, Alix Alixopoulos, Lily Bergfelt, Kathleen Doyle, Greg Granderson and John Mercer

1. PLANNING COMMITTEE COORDINATION: The Academic Senate is reviewing 100 level course curriculum paths and proposed cut score revisions. The Budget Advisory Committee has discussed the proposed increase in non-resident fees and is reviewing the budget planning calendar. The District Facilities Planning Committee held discussions regarding planning for the proposed "Replacement Facility" and has asked that affected programs submit their space needs to Administrative Services. Educational Policies and Curriculum Committee is reviewing certificate program certification requirements in order to establish a recommended minimal unit completion policy at SRJC. EPCC is also looking at the 100 level curricular path as well as cut scores. The Strategic Enrollment Planning Committee is working on strategic enrollment planning issues.

2. ACCREDITATION PLANNING UPDATE: Ed Buckley reported that the Accreditation Self-Study Steering Committee met all day on January 18^th to review and suggest preliminary edits for the Self Study first draft. Generally, the first draft is considered to be in excellent shape and the Steering Committee was impressed as to the quality and quantity of work performed by the standard committees.

3. Partnership For Excellence (P4E) District Self-Analysis Report: KC Boatsman reviewed the documents sent to the Chancellor’s Office and which has been reviewed by the component administrators. She will be making a brief presentation on this to the Board of Trustees at their February 12^th meeting. Attached report.

4. INSTITUTIONAL RESERARCH UPDATE: KC reviewed the status of a number of project accomplishments completed thus far by the Office of Institutional Research and provided a brief commentary as to the nature and purpose of the study. Attached.

5. COMPONENT ADMINISTRATOR GOALS STATUS REPORT: Curt Groninga reported that the Component Administrators will be submitting their Mid-Year Component Area Goals and Objectives reports to the President on February 1^st. The Components will be reporting on the status of the 2001-2002 goal attainment at a future IPC meeting. The Component Administrators will be submitting, by April 1^st, their draft 2002-2003 Component Goals to the President. They will review their new goals with IPC later this Spring. Final 2002-2003 Component Goals are due to the President by June 1, 2002.

6. Integrated Master Planning Update: Ed Buckley reviewed the status and suggested revisions to the Integrated Master Planning process. He suggested to IPC how the Educational Master Plan, the Student Services Master Plan would integrate with the Business and Administrative Services Master Plans and become, in total, the Integrated Master Plan. Attached

7. State Budget Update: Ron reviewed the status of the Governor’s budget and it s potential impacts on specific SRJC programs. He indicated the Governor’s budget, as it is most fiscal years, is at this stage a "works in progress". As the College receives further information it will be shared with IPC and other core planning committees. Attached

Committee Membership for 2001- 02: Ed Buckley, Terri Frongia, Kris Futrell, Reneé LoPilato, Jim Rose, Noel Adams, Karen Kellam, Peg Ellingson, Joan Scarborough, Rosemary Ward, Hyemin Ro

Meeting minute Handouts

Strategic Enrollment Planning (2/4)

Agenda item #3

Draft, 1/30/02

This plan is the product of extensive discussion within Academic Affairs. Key to this discussion was the analysis of the following documents:

• Data from the SRJC Fact Book
• Institutional goals and Academic Affairs component goals
• Program Evaluation and Planning documents developed by programs and departments
• Program profiles, developed by supervising administrators
• Various documents related to crucial educational initiatives and systems that have broad implications for all programs (e.g. workforce education, developmental education, curriculum development, facility and capital outlay needs, educational technology, enrollment management, etc.)

SRJC serves over 37,000 students each semester in its credit and non-credit programs, plus several thousands more through the community education program. Most of our students are attending part time. Fifty-nine per cent are female; 69% are white, compared to 78% a decade ago. About three quarters of the students who begin a course finish it, though there are significant differences in retention rate by discipline. Of the students who are assessed for English skills, just over a third qualify for college level work (English 1A); of those who are assessed for mathematics skills, just over a fifth qualify for college level work (Math 1A). The average grade point average of our students is 2.80, compared to 2.66 in 1990.

These students are served by over 1,300 instructors, approximately 300 of whom are regular faculty members in the credit programs. The median age of our full time faculty is about 52, and twenty-nine full time faculty members have thirty or more years of service. While the ratio of full time faculty to adjunct faculty is within the state guidelines, the ratio varies considerably by department or program.

Instruction is offered in over one hundred disciplines. Over 3,700 sections from a bank of over 1,200 separate courses are offered each semester. Each year about 1,100 students transfer, 1,800 receive degrees, and 800 receive occupational certificates of 18 units or more. Instruction is offered at two campuses, two centers, a farm, and xx other sites, as well as via telecourses and on-line courses.

Given the variety in the skills, interests, and educational goals of our thousands of students and the corresponding variety and complexity of our many programs, one must be cautious in making generalizations. That said, there are some observable trends and themes arising out of the data that are important to our planning:

First, it should be noted that the instructional program and the faculty who provide it enjoy an outstanding reputation in the community. This has been the case for decades, and is documented by the high enrollments relative to the district population, the high number of concurrent enrollment high school students, and various community surveys over the years.

Second, notwithstanding its traditional image, many forces, some that are specific to SRJC but many that are impacting all of higher education, have affected the college. They include the following:

• The ubiquity of the personal computer and the ascendancy of the Internet have required every discipline to rethink the entire teaching-learning process.
• Major paradigms from market-based enterprises have blended with or replaced older ideas, leading to a heightened focus on student "demand," learning outcomes, strategic planning, collaborative partnerships, and the importance of workforce education.
• The ethnic diversity of our students has increased (the percentage of students who are "Hispanics" has doubled in the last decade), highlighting the need to be sure that our curriculum is inclusive and teaching is respectful of cultural differences.
• The increased reliance on adjunct faculty has increased their significance as participants in the life of the college.
• The development and growth of the Petaluma campus has created opportunities for program innovation and required us to rethink the responsibilities of both faculty and administrators to a multi-campus academic program.

Throughout the nineties, the college responded to these challenges while trying to manage enrollments effectively in a climate of funding uncertainty. Obviously, much good work has been done. However, if we are to continue to respond effectively to the very diverse educational needs and goals of our students, we will need to be more pro-active than we have in the past. With that in mind, the planning initiatives below are submitted to the college community.

There is a common theme running through the twelve major planning initiatives that follow: that Academic Affairs, as the instructional component of the college, must be pro-active in identifying educational needs within the district and responsive in developing curriculum and providing effective instruction when and where it is needed.

1. General education

Over the last several years the general education patterns have undergone significant revision. Additions have been made to the associate degree pattern and now a transfer student can count the transfer patterns towards the associate degree. Still, while we have adopted a philosophy statement that asserts the importance of the integration of knowledge and the interrelationship of the various courses and disciplines, there is no process in place to encourage or require either faculty or students to consider those interrelationships. Nor is there a process in place whereby instructors teaching courses in a single area meet their counterparts across the curriculum to ascertain the extent to which their courses have something in common.

Plan:

• Develop a process for on-going review of the general education patterns, with particular attention to integration of knowledge and the interrelationship of courses.

Resources needed:

• Possible development funds and one time innovation funds.

The KnowledgeWorks reports document the kind of changes needed--and occurring--in economic development and workforce education. Traditional college systems for the development and delivery of instruction do not adequately serve either employer workforce needs or the employment aspirations of students. Needed is an ongoing system for "brokering" between the employer and student needs and the college's instructional delivery systems. This involves external marketing and DACUM processes, internal staff development, and curriculum development support. Recent restructuring in the area supervised by the Dean, Economic Development and Workforce Education, is addressing these issues.

Plan:

• Refine/define the change agent role of the Economic Development Institute (EDI).
• Assist the faculty in adopting a more global (as opposed to single discipline) approach to instructional delivery.
• Create "ownership" of this aspect of our mission across the institution, not just in a few departments.
• Improve effectiveness of advisory committees by training/assisting program coordinators.
• Increase the use of employer and employee focus groups.
• Develop advisory committee for the EDI.

Resources needed:

• VATEA and CalWorks funds for classified support.
• Some district funds to assist vocational program coordinators who are adjunct.

Seventy per cent of assessed students do not qualify for college level English or mathematics. Enrollments in non-credit ESL are growing dramatically, as is the number of non-native English speaking students in the primary and secondary grades in the district. Thus the need for developmental programs for many students continues to grow, as is acknowledged state-wide by the focus on developmental students in the Partnership for Excellence measures. We have many programs in place and considerable resources devoted to address these matters, but our efforts could be better coordinated and our energy more focused. There is only fragmentary data regarding the effectiveness of the programs.

• Identify the programs and services across all components whose mission includes serving developmental and/or ESL students.
• Create a model by which those programs become part of an effective system of services.
• Develop a plan to make the system effective through articulation, coordination, evaluation, and improvement of programs and services.
• Pilot the model with a cohort of students, faculty, administrators, and staff.
• Create "ownership" of this aspect of our mission across the institution, not just in a few departments.
• Connect to feeder schools;
• Address the issue of "hidden remediation" in college level courses.

• Significant general fund resources will need to be allocated in support of this initiative.

A review of the program profiles indicates that overall, the instructional program is very well supported compared to the level of support to be found in many California community colleges. (Program support includes full time faculty, classified support, discretionary budgets, equipment, and facilities.) Instructional equipment is generally in good supply throughout the college. Many deficiencies in some discretionary budgets have improved markedly over the past few years, but others continue to rely heavily on "one-time" fund sources patched together each year, and more funds may be needed for programs experiencing dramatic growth. Additional classified staff may be needed in some departments at both campuses, either for the instructional programs or for departmental business. Additional full time faculty are needed in departments on both campuses that are highly dependent on adjunct faculty.

• Review PEP's and program profiles and establish priorities internal to Academic Affairs in terms of major program support needs.

• To be determined.

The focus on educational outcomes has increased in both accreditation standards and state and federal funding formulae. While the college collects substantial data related to educational outcomes and files mandated reports, there is limited coordination of these activities with departmental planning.

• Review outcomes data currently collected and reported; develop plan for including appropriate data in PEP's and quadrennial review reports.

• Support from Institutional Research
• Staff development

Over an extended period of time, the college's ability to provide effective review of new and revised curriculum, conduct program reviews, and otherwise plan direction of the instructional program has been compromised. The curriculum guidelines developed in response to state mandates are complicated and the current MIS software that supports curriculum development is not user friendly. The need for constant revision of curriculum required in most occupational areas as well as others is increasing. The development of well-constructed curriculum, grounded in an understanding of the field and student need, is key to quality improvement in instructional programs. The Curriculum Committee will be required to assume a stronger leadership and guidance role in the institution. We need to provide extensive training, coaching, and technical assistance to faculty and support staff.

• Eliminate the current backlog of non-compliant course outlines, etc.
• Re-institute quadrennial curriculum review for each program; make changes as needed to strengthen the curriculum review process; continue and expand technical support for the DACUM process and other strategies for curriculum overhaul at the program level.

• 1.0 staff to support college wide curriculum review.
• 1.0 staff to provide technical assistance to programs.

Over the last two or three years the process for developing the class schedule has improved. Managers and faculty have responded well to the twin challenges of slowdown in enrollment growth and the need for efficiency, and there has been significant coordination between Academic Affairs, Student Services, Computing Services, and Public Relations. The creation of the Strategic Enrollment Planning Committee (StEP) has assisted in this effort. At the same time StEP has highlighted the need for better utilization of data and a marketing orientation in schedule development. The printed Schedule of Classes is our most powerful marketing tool, but it could be much improved.

• Continue the directions set by Academic Affairs and StEP.
• Develop Computing Services’ data-mining tool for use by instructional chairs and managers.
• Review and revise the printed Schedule of Classes so as to reduce its bulk and improve its appearance and readability.
• Consider more effective alternatives or supplements to the Schedule, including more extensive use of CWIS and target marketing to particular student markets.
• Review current college and departmental marketing efforts to facilitate effective expenditure of marketing resources.

• Resources will be necessary to support continued development of software necessary for enrollment planning and revision of the Schedule of Classes to an electronic format.
• Resources will be needed to support target marketing efforts and overall marketing coordination.

The college is generally perceived to be a welcoming place by students in every identified group (student survey of 2002), and the American Cultures/Ethnic Studies requirement for the associate degree is just one measure of our commitment to instill mutual respect and tolerance in our students. Yet course completion rates for Black and Hispanic students lag behind that of White and Asian students, as they have for a decade. And while our curriculum and our programs deal with multicultural issues in the American context, recent events have highlighted our relative ignorance of cultural differences on the global scale. Sadly, the number of foreign students is declining while the overall numbers are rising.

• Examine selection and recruiting practices with the aim of creating greater diversity in the applicant pools for regular and adjunct faculty positions.
• Develop a plan for addressing the educational needs of the growing population of Latino students.
• Increase outreach efforts to students abroad and improve student support service for foreign students.

• Increased resources devoted to foreign student support.
• Increased resources in support of recruitment and out reach.

The explosive increase in the use of educational technology in every discipline has created a great and apparently never ending need for equipment, technical support, and training. The technology is altering the fundamental ways that instructors and students interact, thereby raising questions about long established policies and practices. (Can an office hour be held via email? What is a "lab" vs. a "lecture" hour in an Internet class?) The completion of the I-Net connection between the Santa Rosa and Petaluma Campuses plus implementation of streaming video and other technologies are on the horizon to further challenge us.

• Continue the institutional support of educational technology.
• Develop an education plan for alternative delivery instruction including desired course/program/degree objectives.
• Develop a plan for on-going technology for college staff.
• In cooperation with AFA, develop policies and/or contract language addressing workload issues related to mediated instruction.
• Develop appropriate policies and procedures as needed through the committee system.

• Significant levels of support will continue to be needed in terms of equipment, staff development, and staff support.

As the district grows there likely will be demand for educational offerings in various locations throughout the district, but particularly in the north county. At present we offer more courses in the Healdsburg area than any others, excluding the campuses and the public safety training center.

• Develop a five-year plan for providing a program of offerings to address the educational goals of the people in the north county. In other sectors of the district continue gradual expansion in response to demand.

• Initially minimal, though considerable resources may be necessary if the college chooses to develop a new center.

Academic Affairs operational systems have shown some strain with the growth of the Petaluma program, and it is possible that similar strains will occur with the growth of off-campus offerings. The Santa Rosa campus has been the college's center of gravity, with virtually all department and committee meetings occurring there. Departments vary as to the degree that their chairs take responsibility for offerings outside Santa Rosa. It is likely that the strains will increase with continued growth at the Petaluma Campus and when the number of north county offerings increases significantly. The build out of the Petaluma Campus will likely require review and revision of current Academic Affairs organization and operational systems.

• Continue to focus on full time faculty and classified staff needs for the Petaluma campus.
• Develop method for "pro-active" scheduling, with all of AAC involved.
• Ensure that PEP's address all locations.
• Establish an administrative procedure to ensure that there are instructors assigned to all classes.
• Review the Petaluma Campus educational plan to reaffirm plans for the Petaluma Campus build out.
• Conduct a review of the Coddingtown offerings.
• Develop a long-term educational plan for the north county.

• Significant resources over time, not only for the instructional program but for support services. Presumably they will be associated with increased growth revenues.

There are a number of broad areas where increased and focused staff development activities are crucial. Among them are the following:

• Department chairs and instructional managers need and desire on- going training and leadership development. Keeping these individuals current in terms of schedule development/enrollment management, and personnel issues is crucial.
• Technology training will continue to be in high demand, not just for online instructors but also for all instructors needing to make use of the media and Internet technology.
• Curriculum development assistance will encourage faculty to keep curriculum up to date and remain responsive to student needs, changes in the field, etc. (See curriculum development section.)

• Review and revise allocation process for AB 1725 staff development funds as necessary to reflect a renewed institutional focus for some portion of the funds; review other funds as necessary (VATEA, T-TIP); supplement if necessary with additional funds.

• To be determined.

We have identified planning initiatives in the following areas:

1. General education
2. Economic development and workforce education
3. Developmental education and ESL
4. Program support
5. Educational outcomes
6. Curriculum development
7. Class schedule development and enrollment planning
8. Diversity
9. Educational technology
10. Off campus programs
11. Multi-campus and multi-site issues
12. Staff development

We have noted that in terms of each of these initiatives, Academic Affairs and the college as a whole must be pro-active in identifying educational needs and responsive in developing ways to address those needs effectively.

Some of these initiatives focus mainly on the need for resources; others focus mainly on the need to change or improve important operations. They must be addressed to maintain the quality of our programs and the responsiveness of our delivery of instruction throughout the district.

In some ways the first three initiatives—those related to general education, economic development/workforce education, and developmental education/ESL—are the most important. They are proposed in recognition of the economic, social, and ethnic diversity of our students and the increasing numbers of them who are not prepared to master the challenging coursework required for both transfer readiness and job readiness in a complex, globally interconnected world. They go to the heart of our mission, and may be difficult to address, for they fundamentally challenge the traditional ways we organize classrooms, organize programs, develop curriculum, allocate our resources, and evaluate what we do. But we must address them, for ultimately the success of an educational master plan depends on the answer to the question, "Have you served your students well?"

Agenda item #6

• The linkage of workforce preparation and economic development;
• The strengthening of majors and the associate degree general education pattern;
• The assessment and improvement of developmental education programs and services across the disciplines.

• The linkage of workforce preparation and economic development;
• The strengthening of majors and the associate degree general education pattern;
• The assessment and improvement of developmental education programs and services across the disciplines

• The linkage of workforce preparation and economic development;
• The strengthening of majors and the associate degree general education pattern;
• The assessment and improvement of developmental education programs and services across the disciplines.

• The linkage of workforce preparation and economic development;
• The strengthening of majors and the associate degree general education pattern;

• The linkage of workforce preparation and economic development;
• The strengthening of majors and the associate degree general education pattern;
• The assessment and improvement of developmental education programs and services across the disciplines.