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Folsom Lake College Strategic Planning
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Desired StateGap Closing Actions: Note: must be actionable and measurablePerformance MeasuresItem OwnerSecondary OwnerStart DateDue DateStatusComments
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Program Development and Currency:
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The Programs
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1.        The college reviews its listing of instructional programs routinely.1.      Review/assess balance and breadth of program listing.
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2.        Transfer and CTE program offerings are better balanced.2.      Involve outside parties in the review.
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3.        All instructional programs are up-to-date in terms of currency, number of units, and outcomes. 3.      Consider the number of program completers over time for each degree and certificate program (e.g. is this a needed/healthy program?).
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4.        Academic rigor, as evidenced by program learning outcomes, is consistent for all programs.4.      Conduct a forum/discussion regarding the balance of current and future programs.
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5. All faculty actively and routinely engage in program review, EMP, and course scheduling processes.5.      Delete/add/modify programs as determined by forum/discussion.
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6. Workgroup: Curriculum chair, PDP chair, VPI, BSI (Monica), and CTE (Stu).
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Program Development and Currency:
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Course Offerings
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1.      Transfer and CTE program offerings are adequately funded.1.      Review/assess course offerings sequence for each program.
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2.      Courses are sequenced and scheduled in a way that facilitates program completion.2.      Develop long range FTE funding plan for existing/new programs.
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3.      Program completion “pathways” (course sequencing/scheduling) are documented and marketed to students.3.      Commit to scheduling of program courses to ensure viability of pathway.
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4. Pathways data (student progress) is monitored and assessed annually for use in program/pathway improvements.4.      Promote “pathways” concept to students, using degree audit as one tool.
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5.      Collect and assess data on pathway student progress.
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6. Workgroup: Deans, DCs, Instr. Coord, AS president/designee
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Student Success: All Students
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1.      Students in classes are prepared and supported to successfully complete on first attempt. 1.      Develop/implement process that ensures appropriate placement of students to facilitate first time success.
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2.      College understands student success barriers and has in place strategies to decrease barriers2.      Effectively deploy student and academic support services.
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3. Course completion data is analyzed annually and used to support strategies to increase course completion.3.      Review/assess course completion data annually (or each semester) and advise appropriate authority regarding further action needed to be taken.
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4.      Participate in district wide process to review repeat polices and recommend modifications as warranted.
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5.      Workgroup: Assessment, Tutoring, RWMC, VP & Dean SDEM, BSI Dean, OIR
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Student Success: Basic Skills
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1.      Basic skills pathways are more rigorously controlled to improve program efficiency and success rates. 1.      Create basic skills pathway, adjusting offerings as needed.
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2.      The college implements a support system to promote basic skills student success.2.      Develop gating system to regulate access to the pathway.
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3.      The college provides ongoing observation of basic skills student performance.3.      Coordinate all basic skills student support services.
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4.      The college analyzes basic skills student success each semester.4.      Work with feeder schools to improve level of preparation of incoming students.
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5.      The college activates various interventions when basic skills student performance declines.5.      Work with feeder/transfer schools to align curriculum assignments.
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6.      Implement subject review program for assessment testing.
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7.      Consider development of non-credit basic skills program for lowest academic levels.
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8.      Workgroup: BSI, math, English, and ESL faculty and deans; assessment.
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Leadership and Career Development
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1.       The college develops and has in place a “career center” that hosts career exploration activities and job seeking/placement services in partnership with local business and industry entities.1.      Research innovative career center models that actively involve local businesses and industries.
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2.       The college provides services and activities to motivate and enable students and employees to develop leadership and other work skills.2.      Use research to develop FLC career center model and site in Falcon Roost.
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3.       Student and employee participation in services and activities is recognized and measured.3.      Identify partnership resources to support the center.
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4.       The “career center” provides job placement services for students and serves as a focal point for area employer/student interaction.4.      Promote services and activities that benefit individuals as well as the institution.
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5.       College personnel work with advisory boards to articulate knowledge, skills, and abilities necessary for employment.5.      Strategize how to develop the center into “business incubator.”
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6.       “Career center” mission is to “inspire” as opposed to “require.”6.      Identify and pursue grants.
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7.       “Career center” programs/ activities have outcomes and/or goals that are measured and assessed annually.7.      Create pathways/activities to promote leadership succession.
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8.      Develop mentoring and assist programs for career growth.
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9.      Review certificates and degrees to ensure relevancy for employment and provide input to program planning processes.
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10.      Workgroup: CTE & EDC deans, WEXP coordinator, counselor, VPSDEM, PDC chair, volunteers from outside agencies (e.g. one-stop)
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Sustainability
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1.      The college continues to implement sustainable technologies and programs to further reduce its ecological footprint.1.      Develop an educational campaign to change sustainability behaviors (internally and externally).
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2.      The college regularly promotes and engages in activities that cultivate--among students, employees, and the community--an awareness of sustainability issues.2.      Model sustainability concepts to community.
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3.      The college is considered a community sustainability model3.      Promote integration of sustainability concepts into courses and/or classes.
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4. The college has outcomes for its promotional activities and assesses them annually.4.      Develop specific sustainability outcomes and assessment measures.
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5. The college pursues whenever possible Silver or higher LEED certification for new buildings5.      Develop and use internal/external communication strategies to promote sustainability.
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6.      Promote district-wide use of VTC for meetings.
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7.      Workgroup: EDC Dean, SB 70 people, VPA, PISO, FM rep, outside agency rep
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Civic Engagement
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1. College employees and students fully participate in all college and district PG committees.Measures still to be developed/documented.
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2. EDC serves a leader for community awareness in El Dorado countyWorkgroup: Senate presidents, Student Life Coord, VPSDEM, Diane Carlson, Gordon Lam, Monica Pactol
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3. Service learning classes are available for credit.
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4. Community service is a graduation requirement.
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5. The college regularly promotes and engages in activities that encourage college employees and students to register and vote in all elections.
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6. The college is seen as optimal site for community forums.
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FLC Strategic Plan introduction will include info on the following: [IPC Comments: Infuse diversity language, consider Institutional outcomes]
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Pathways concept—use access and success language, e.g. “transition from college to work”
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Current environment (budget crisis, high demand for/diminished supply of classes, external focus on success/accountability)
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Process by which these focus areas were identified and developed
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Current and desired state concept
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How implementation of these planning items will assessed, including responsible entities
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