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1 | Folsom Lake College Strategic Planning | ||||||||
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4 | Desired State | Gap Closing Actions: Note: must be actionable and measurable | Performance Measures | Item Owner | Secondary Owner | Start Date | Due Date | Status | Comments |
5 | Program Development and Currency: | ||||||||
6 | The Programs | ||||||||
7 | 1. The college reviews its listing of instructional programs routinely. | 1. Review/assess balance and breadth of program listing. | |||||||
8 | 2. Transfer and CTE program offerings are better balanced. | 2. Involve outside parties in the review. | |||||||
9 | 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?). | |||||||
10 | 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. | |||||||
11 | 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. | |||||||
12 | 6. Workgroup: Curriculum chair, PDP chair, VPI, BSI (Monica), and CTE (Stu). | ||||||||
13 | Program Development and Currency: | ||||||||
14 | Course Offerings | ||||||||
15 | 1. Transfer and CTE program offerings are adequately funded. | 1. Review/assess course offerings sequence for each program. | |||||||
16 | 2. Courses are sequenced and scheduled in a way that facilitates program completion. | 2. Develop long range FTE funding plan for existing/new programs. | |||||||
17 | 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. | |||||||
18 | 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. | |||||||
19 | 5. Collect and assess data on pathway student progress. | ||||||||
20 | 6. Workgroup: Deans, DCs, Instr. Coord, AS president/designee | ||||||||
21 | Student Success: All Students | ||||||||
22 | 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. | |||||||
23 | 2. College understands student success barriers and has in place strategies to decrease barriers | 2. Effectively deploy student and academic support services. | |||||||
24 | 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. | |||||||
25 | 4. Participate in district wide process to review repeat polices and recommend modifications as warranted. | ||||||||
26 | 5. Workgroup: Assessment, Tutoring, RWMC, VP & Dean SDEM, BSI Dean, OIR | ||||||||
27 | Student Success: Basic Skills | ||||||||
28 | 1. Basic skills pathways are more rigorously controlled to improve program efficiency and success rates. | 1. Create basic skills pathway, adjusting offerings as needed. | |||||||
29 | 2. The college implements a support system to promote basic skills student success. | 2. Develop gating system to regulate access to the pathway. | |||||||
30 | 3. The college provides ongoing observation of basic skills student performance. | 3. Coordinate all basic skills student support services. | |||||||
31 | 4. The college analyzes basic skills student success each semester. | 4. Work with feeder schools to improve level of preparation of incoming students. | |||||||
32 | 5. The college activates various interventions when basic skills student performance declines. | 5. Work with feeder/transfer schools to align curriculum assignments. | |||||||
33 | 6. Implement subject review program for assessment testing. | ||||||||
34 | 7. Consider development of non-credit basic skills program for lowest academic levels. | ||||||||
35 | 8. Workgroup: BSI, math, English, and ESL faculty and deans; assessment. | ||||||||
36 | Leadership and Career Development | ||||||||
37 | 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. | |||||||
38 | 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. | |||||||
39 | 3. Student and employee participation in services and activities is recognized and measured. | 3. Identify partnership resources to support the center. | |||||||
40 | 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. | |||||||
41 | 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.” | |||||||
42 | 6. “Career center” mission is to “inspire” as opposed to “require.” | 6. Identify and pursue grants. | |||||||
43 | 7. “Career center” programs/ activities have outcomes and/or goals that are measured and assessed annually. | 7. Create pathways/activities to promote leadership succession. | |||||||
44 | 8. Develop mentoring and assist programs for career growth. | ||||||||
45 | 9. Review certificates and degrees to ensure relevancy for employment and provide input to program planning processes. | ||||||||
46 | 10. Workgroup: CTE & EDC deans, WEXP coordinator, counselor, VPSDEM, PDC chair, volunteers from outside agencies (e.g. one-stop) | ||||||||
47 | Sustainability | ||||||||
48 | 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). | |||||||
49 | 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. | |||||||
50 | 3. The college is considered a community sustainability model | 3. Promote integration of sustainability concepts into courses and/or classes. | |||||||
51 | 4. The college has outcomes for its promotional activities and assesses them annually. | 4. Develop specific sustainability outcomes and assessment measures. | |||||||
52 | 5. The college pursues whenever possible Silver or higher LEED certification for new buildings | 5. Develop and use internal/external communication strategies to promote sustainability. | |||||||
53 | 6. Promote district-wide use of VTC for meetings. | ||||||||
54 | 7. Workgroup: EDC Dean, SB 70 people, VPA, PISO, FM rep, outside agency rep | ||||||||
55 | Civic Engagement | ||||||||
56 | 1. College employees and students fully participate in all college and district PG committees. | Measures still to be developed/documented. | |||||||
57 | 2. EDC serves a leader for community awareness in El Dorado county | Workgroup: Senate presidents, Student Life Coord, VPSDEM, Diane Carlson, Gordon Lam, Monica Pactol | |||||||
58 | 3. Service learning classes are available for credit. | ||||||||
59 | 4. Community service is a graduation requirement. | ||||||||
60 | 5. The college regularly promotes and engages in activities that encourage college employees and students to register and vote in all elections. | ||||||||
61 | 6. The college is seen as optimal site for community forums. | ||||||||
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72 | FLC Strategic Plan introduction will include info on the following: [IPC Comments: Infuse diversity language, consider Institutional outcomes] | ||||||||
73 | Pathways concept—use access and success language, e.g. “transition from college to work” | ||||||||
74 | Current environment (budget crisis, high demand for/diminished supply of classes, external focus on success/accountability) | ||||||||
75 | Process by which these focus areas were identified and developed | ||||||||
76 | Current and desired state concept | ||||||||
77 | How implementation of these planning items will assessed, including responsible entities | ||||||||
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