Educational Master Plan

1
Educational Master Plan Strategic Planning

• Kurt Hueg
• Daniel Peck
• Katie Townsend-Merino
• April 15, 2009

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AGENDA 4.15.09

• 1. Introductions Kurt Hueg
• 2. Welcome Inspiration Judy Miner
• 3. Big Picture! Katie Townsend-Merino
• 4. Ground Rules Kurt Hueg
• ---Break---
• 5. Planning Process Katie Townsend-Merino
• 6. Our Environment Daniel Peck
• 7. Visioning Presentation Kurt Hueg
• ---Break---
• 8. Visioning Exercise Kurt Hueg
• 9. Mission/Vision/Values Katie Townsend-Merino
  Daniel Peck

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Welcome!

• President Judy Miner

4
BUDGET
5
The Big Picture Why NOW?

• Integrated Planning and Budget
• Our budgets must support improved student
  learning and our strategic initiatives
• Its the right thing to do . . .

• Accreditation Demands
• Short and Long Term Planning is required
• Plans Developed by the Foothill Community
• With accountability to ourselves

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Why a 10-year vision with a 3-year plan?

• Educational Master Plan Foothill College 20/20
• Ten-year Horizon
• Data Informed
• Internal/external scans
• Educational Strategic Plan
• Three-year Horizon What/How/Who/When
• Ongoing Process with Cyclical Annual
  Accountability to the Campus for Results

• Well imagine Foothill in 2020
• But, 10 years is SO far away, it is easier to
  move toward big goals in smaller units of time.
• CRITICAL QUESTIONS
• "What do we do?
• "For whom do we do it?
• "How do we excel?
• How do we know if we have achieved our goals?

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Strategic Initiative and Vision Statement with
Commitments to ActionEvergreen Valley College
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Ground Rules

1. Be present. No cell phones, PDAs and or email.
2. Listen actively -- respect others when they are
   talking.
3. Speak from your own experience instead of
   generalizing ("I" instead of "they," "we," and
   "you").
4. Different opinions are welcome appreciated. Do
   not be afraid to respectfully challenge one
   another by asking questions, but refrain from
   personal attacks -- focus on ideas.
5. We will "parking lot" issues that we can't deal
   with today.
6. Participate to the fullest of your ability --
   community growth depends on the inclusion of
   every individual voice.
7. We will start on time and end on time.

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Strategic Planning Process 2009
April
June
May
1st Draft of Proposed Strategic
Initiatives/Vision Statements Discussed at Shared
Governance Stakeholder Meetings on May 4,
11 Task Force Refines Revises
2nd Draft Proposed Strategic Initiatives /Vision
Statements Discussed at Shared Governance
Stakeholder Meetings on June 1,8,18 Task Force
Refines Revises June 24th Roundtable approves
our Strategic Initiatives/Vision Statements!
Faculty and Staff Develop Future
Vision Constituent-Based Task Force Convenes to
Develop 1st Draft of 4 Strategic Initiatives
Vision Statements
Develop 4 Strategic Initiatives
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Strategic Planning Process 2009
November
October
December
September
Initiative Teams Convene Develop Draft
Commitments to Action for Each Initiative Propose
d Commitments to Action Discussed by Governance
Groups NEW Planning Councils
New College Shared Governance Planning Council
Approves Commitments to Action !
Initiative Teams Revise Draft Commitments to
Action Plans Proposed Commitments to Action
Discussed by Governance Groups NEW Planning
Councils
Opening Day Workshop All Staff input into
Commitments to Action Plans for Initiatives
Campus-wide Planning
Begin Implementing Calendar Year 2010!
Commitment to Action Recommendations
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Educational Master Plan and Strategic Planning
Task Force

• Lucy Rodriguez
• Judi McAlpin
• Dan Peck
• Daphne Small
• Rosemary Arca
• Dolores Davison
• Jay Patyk
• I-Chen Wen
• Katie Townsend-Merino

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Our Environment
12

• Whats happening around us?

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Data, Data, Data

• District Master Plan Data (Bob Barr)
• Environmental Scan Data
• Demographics, Industry and Economic Data,
  Education Data, Joint Venture Silicon Valley 2009
  Index
• Environmental and Societal Forecasts
• Predictions on social and cultural trends
• See the full resources at
• http//research.fhda.edu/Planning/PlanningDocument
  s.htm
• http//research.fhda.edu/factbook/factbook.htm
• http//research.fhda.edu/programreview/programrevi
  ew.htm

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Population Projections

• Population in the region will continue to grow,
  but at a slower pace
• --less than 1.5 annually over the next 15 years

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Forecast Adult Population, Santa Clara and San
Mateo Counties 2000 to 2050
Increase 250,093 0.95 Annually
Santa Clara County
Total 2005 to 2050 Increase 734,747 1.29
Annually
Increase 254,751 1.13 Annually
Increase 229,303 1.20 Annually
Total 2005 to 2050 Increase 98,776 0.40 Annually
Increase 16,636 0.18 Annually
Increase 38,227 0.43 Annually
Increase 43,913 0.54 Annually
San Mateo County
SOURCE State of California, Department of
Finance, Race/Ethnic Population with Age and Sex
Detail, 20002050. Sacramento, CA, July
2007. Note Adult is age 20 and up.
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Population Projections

• Population in the region will continue to grow,
  but at a slower pace
• Baby Boomers (born 1946-1964) represent close to
  1/3 of the workforcethere arent enough younger
  workers to replace them

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Santa Clara County Forecast Population by Age
Group 2000 to 2050
Age 35 to 60 Increase 151,076 0.49 Annually
Total Increase from 2005 863,293 1.09 Annually
Age 61 up Increase 394,011 3.54 Annually
Age 0 to 14 Increase 85,929 0.50 Annually
Age 25 to 34 Increase 122,612 1.15 Annually
Age 15 to 24 Increase 109,960 1.19 Annually
All Increases From 2005
SOURCE State of California, Department of
Finance, Race/Ethnic Population with Age and Sex
Detail, 20002050. Sacramento, CA, July 2007.
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Population Projections

• Population in the region will continue to grow,
  but at a slower pace
• Baby Boomers (born 1946-1964) represent close to
  1/3 of the workforcethere arent enough younger
  workers to replace them
• Hispanic populations will increase at the highest
  rate, followed by Asian and Pacific Islander
  populations

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Santa Clara County Forecast Adult Population by
Ethnicity 2000 to 2050
Total Adult Increase from 2005 734,747 1.29
Annually
White Increase 17,188 0.06 Annually
Asian/PI Increase 234,871 1.49 Annually
Hispanic Increase 399,598 3.28 Annually
All Increases From 2005
African-Am Increase 1,904 0.12 Annually
SOURCE State of California, Department of
Finance, Race/Ethnic Population with Age and Sex
Detail, 20002050. Sacramento, CA, July
2007. Note Native American and Multirace groups
not displayed.
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Many backgrounds

• 44 of youth aged 5 to 17 speak a language other
  than English at home
• The percentage is higher for older age groups

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Primary Language Spoken At Home, Fraction of
Population in Age Group Santa Clara County, 2000
Speaks English Very Well
Speaks English Less Than Very Well
Age Group
5 to 17
65 or older
18 to 64
65
56
53
English Only
10
21
18
Spanish
Other Indo-European
5
8
8
Asian or Pacific Islander
16
17
21
Other Language
1
1
1
SOURCE U.S. Census 2000 Summary File 3 (Table
P19) through American FactFinder
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Population Notes

• The population north of El Camino will grow at a
  rate around 30 faster than the rest of Santa
  Clara County
• Still only about 1.3 per year
• Jobs expected to increase faster than the
  population, at nearly 1.9 per year
• The El Camino-101 area could potentially provide
  about 5,000 FTES if participation rate increased
  to 3.75, the overall within-district
  participation rate

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Population and Foothill-De Anza

• Although not part of the district, nearly
  one-third of enrollments come from the city of
  San Jose

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Enrollment and Participation Rate, by City Fall
2008
FHDA Headcount as a Percent of Total City
Population
Share of Total FHDA Headcount
Cities in Foothill-De Anza Community College
District
NOTE Approximately 16 of total enrollment is in
cities not listed above, Fremont and San
Francisco constituting the largest share of
enrollment.. SOURCE Enrollment data from FHDA
Institutional Research Planning. Population
data from State of California, Department of
Finance, E-4 Population Estimates for Cities,
Counties and the State, 2001-2008, with 2000 DRU
Benchmark. Sacramento, California, May 2008.
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Population and Foothill-De Anza

• Although not part of the district, nearly
  one-third of enrollments come from the city of
  San Jose
• Hispanic students are under-represented relative
  to Santa Clara County as a whole
• White students are under-represented relative to
  cities within the Foothill boundary, however
  these cities only account for 15 of enrollment
  at FHDA

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Racial Composition of Foothill Students and
Neighboring Cities All Ages, 2000 for Cities,
Fall 2008 for Foothill College
Black Non-Hispanic
Asian Pacific Islander
Hispanic Ethnicity
White Non-Hispanic
Notes Individuals with unknown, other, or two or
more races are not included SOURCE FHDA
Institutional Research Planning Office U.S.
Census 2000 Summary File 1 through American
FactFinder
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Trends at Foothill

• Total headcount is increasing steadily, after
  dipping in 2004

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  2000 2001 2002 2003 2004 2005 2006 2007 2008

Fall Headcount 17,883 18,804 19,365 18,326 17,406 17,677 18,342 18,522 19,102

                   
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Trends at Foothill

• Total headcount is increasing steadily, after
  dipping in 2004
• Distance Education enrollment also continues to
  climb at Foothill

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Distance Learning Enrollments at Foothill-De Anza
CCD
SOURCE FHDA Institutional Research Planning
Access Database, Enrollment Table, sections
ending in D, W or Z
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Trends at Foothill

• Total headcount is increasing steadily, after
  dipping in 2004
• Distance Education enrollment also continues to
  climb at Foothill
• While the number of unduplicated students has
  begun to decrease at the Middlefield Campus, the
  units taken have stayed relatively stable

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(No Transcript)
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Trends at Foothill

• Both Success and Retention are significantly
  higher than the state level
• However, both have begun to decrease since 2005

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    Fall Fall Fall Fall Fall Fall Fall Fall Fall
Outcome   2000 2001 2002 2003 2004 2005 2006 2007 2008
Foothill Retention Foothill Retention 88.9 90.1 91.1 91.7 91.6 91.9 90.9 88.3 87.2
State Retention State Retention 81.6 82.3 82.6 83.0 83.8 83.4 83.8 82.4 82.4
Foothill Success Foothill Success 80.5 81.9 82.7 83.3 82.9 85.5 84.0 81.0 77.3
State Success State Success 65.9 66.6 67.4 67.2 66.8 65.9 66.1 65.6 65.6
                     
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Trends at Foothill

• Transfers to both UC and CSU have increased since
  2000
• But, both are beginning to slip after highs
  between 2003 and 2005

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  00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08
UC 246 210 254 285 267 264 268 261
CSU 354 364 391 421 426 420 420 393
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Trends at Foothill

• Transfers to both UC and CSU have increased since
  2000
• But, both are beginning to slip after highs
  between 2003 and 2005
• Degrees and certificates are lower than in 2000
• Again, peaking between 2003 and 2005

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  00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08
Degrees 609 593 655 700 660 591 523 507
Certificates 749 803 726 723 934 788 729 618
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Readiness to Learn

• While the high school graduation rate has dipped
  the last few years, the percentage meeting UC/CSU
  requirements has increased

40
Graduation Rates and UC/CSU Preparedness of Santa
Clara County High School Students
SOURCE CA Dept of Education, DataQuest Database,
accessed 5/3/04 2003-04 accessed 5/9/05 04-05
to 06-07 on 1/20/09
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Readiness to Learn

• While the high school graduation rate has dipped
  the last few years, the percentage meeting UC/CSU
  requirements has increased
• At the same time, nearly half of Bay Area CSU
  Freshmen need remediation in Math or English
• The rate has decreased slightly for English and
  moderately for Math

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Remediation Needed by Bay Area CSU Freshmen
SOURCE CSU Freshman Remediation Reports. See
web site http//www.asd.calstate.edu/performance/p
roficiency.html
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Readiness to Learn

• While the high school graduation rate has dipped
  the last few years, the percentage meeting UC/CSU
  requirements has increased
• At the same time, nearly half of Bay Area CSU
  Freshmen need remediation in Math or English
• The rate has decreased slightly for English and
  moderately for Math
• Preparedness for UC/CSU schools, although
  increasing as a whole, varies widely by ethnic
  background

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UC/CSU Preparedness of Silicon Valley High School
Students, by Ethnicity, 2006-2007
SOURCE CA Dept of Education, DataQuest Database,
accessed 1/9/09
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The Grades Are In Key Findings from the
Institute for Higher Education Leadership 7
Policy 2008

• PreparationNot enough high school students are
  ready for college success
• CompletionEnrollment too often fails to lead to
  degree completion
• Benefits of EducationMay be at risk
• CA ranks in top third among states in share of
  adult population with BA or higher, but its
  relative rank is falling with each successively
  younger age group in the working age population
• AffordabilityHigher education is becoming less
  affordable

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Jobs and Educational Needs

• Post-secondary achievements are increasingly
  becoming required for jobs in Santa Clara County

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Degree and Training Requirements Santa Clara
County
Projected Annual Change, 2001 to 2008
Fraction of Jobs that Require Credential, 2001
Graduate or professional degree
Bachelors degree
Associates degree
Postsecondary vocational training
Work experience (no degree)
On-the-job training (12 months)
On-the-job training (1- 12 months)
On-the-job training (30 days)
Notes Projections are for the years 2001 to 2008
and were released in December 2003. SOURCE
California Employment Development Department,
Labor Market Information Division.
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Jobs and Educational Needs

• Post-secondary achievements are increasingly
  becoming required for jobs in Santa Clara County
• Job growth in Santa Clara County is highest among
  jobs with the highest level of Basic Skills
  proficiency
• Basic Skills proficiency, transferable skills,
  and the ability to learn new jobs quickly will be
  required for almost all workers

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Projected Annual Job Growth by Basic Skill
Category Santa Clara County
Overall 1.1
Projected Annual Job Growth 2001 to 2008
Level of Basic Skill Needed For Job (0 Lowest,
100 Highest)
SOURCE California Employment Development
Department ONET Online
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Jobs and Educational Needs

• Workers are increasingly requiring training and
  retraining to remain current and prepare for new
  jobs or careers
• Silicon valley is not prepared to fill the tidal
  wave of replacement job openings in community
  infrastructure and high tech as baby boomers
  retire
• For every new job there will be two replacement
  jobs
• CSU and UC will not be able to accommodate all
  appropriate high school grads and other students
  over the next 5 to 10 years
• The Silicon Valley economy has strengths in
  sectors
• Clean/ green/sustainable, nano tech products and
  services

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Bay Area Strengths and Weaknesses and
Implications for Occupational Growth
Bay Area Strengths
Bay Area Weaknesses

• Entrepreneurship, New Business Creation
• Research in Advanced Technologies
• Cross-Disciplinary Research
• Concept and Market Development
• Global Integrated Management

• Mass Production
• Back Office Operations
• Product and Process Enhancement

• Occupations Aligned with Strengths
• Venture capitalists, lawyers and other
  occupations in the entrepreneurial infrastructure
• IT, biotech and nanotech RD professionals
• Select computer and software engineers for
  research and advanced development
• Select engineering including electrical,
  mechanical and electronics
• Strategic managers in sales and marketing
• Product marketing managers
• Managers of global teams and assets

• Vulnerable Occupations
• High tech manufacturing and assembly
• Office support (e.g., data entry clerks, etc.)
• Business and financial support (e.g., processing
  staff)
• IT support specialists and administrators
• Legal assistants
• Statistical analysts
• Entry-level computer and software engineers
• Quality assurance and test, product and process
  engineers

SOURCE AT Kearney The Future of Bay Area Jobs
The Impact of Offshoring and Other Key Trends,
sponsored by the Bay Area Economic Forum, Joint
Venture Silicon Valley Network, and SPRIE.
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In the end.

• Rapid changes in the job market will require job
  education for almost every worker (The Futurist)
• Silicon Valley needs a robust system of workforce
  development and safety net programs
• Demand for online and alternative learning
  opportunities will expand
• The high number of area colleges and training
  providers both represent opportunities for
  collaboration, as well as competition

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Vision Foothill Now.And Later.
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Cross-functional Groups

• It is the year 2020. You are the President of
  Foothill College.
• What Yelp review do you WANT to read? What do we
  want Foothill students to SAY about their journey
  at our college?

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Mission/Vision/Values
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• Review/Reaffirm/Revise

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Adopted by the College Roundtable, February. 24,
1999?Revised by the College Roundtable, April 6,
2005

• Our Vision?
• Students who attend our college achieve their
  goals because relevant instruction occurs in an
  engaging, stimulating, inclusive manner, and
  appropriate support services are provided.
  Students feel accepted as part of the Foothill
  family and realize they made the right choice by
  choosing Foothill to further their education and
  personal development.
• Our Values
• Honesty Integrity Trust
  Openness Forgiveness
• Our Purpose
• to provide educational opportunity for all with
  innovation and distinction
• Our Mission
• to promote student learning through
  lower-division academic instruction, career
  preparation, and continuous workforce improvement
  to advance Californias economic growth and
  global competitiveness.

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Recommendation from Accreditation Visit 2005

• In order to fully meet the standard, the team
  recommends that the institution revise its
  mission statement to include its intended student
  population.
• What do we think might be missing?

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What are the ACCJC Mission Statement Standards?

• Standard 1A. Mission
• The institution has a statement of mission that
  defines the institutions broad educational
  purposes, its intended student population, and
  its commitment to achieving student learning.
• The institution establishes student learning
  programs and services aligned with its purposes,
  its character, and its student population.
• The mission statement is approved by the
  governing board and published.
• Using the institution's governance and
  decision-making processes, the institution
  reviews its mission statement on a regular basis
  and revises it as necessary.
• The institutions mission is central to
  institutional planning and decision making.

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Thank you!!

• From Kurt, Dan, Katie and Judy.