Pierce College 2012-13 – 2014-15 Strategic Plan

July 21, 2012 Draft

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Table of Contents

The Strategic Plan Development and Evaluation Processes p. 3

College Mission Statement p. 5

Student Demographics and Needs p. 6

2006 – 2012 Pierce College Strategic Plan Evaluation p. 10

LACCD Strategic Plan Alignment p. 11

2011-12 – 2016-17 Pierce College Educational Master Plan Strategic Directions p. 12

2012 – 2016 Pierce College Strategic Goals, Objectives, Responsible Parties, and Deadlines p. 16

Pierce College Twelve-Year Planning Timetable: 2011-12 through 2022-23 (3/12/12 Version) p. 21

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The Strategic Plan Development and Evaluation Processes

In preparation for the development of a new strategic plan to succeed the 2006 – 2012 strategic plan, consultation among the Academic Senate,

the Pierce College Council, and senior staff resulted in a decision to have the Educational Master Plan serve as the seminal document to guide

the development of the Strategic Plan and other college-wide plans and to influence resource allocation. Although most colleges use the

strategic plan as their foundational document, this nontraditional strategy was embraced by the college because it recognizes the centrality of

the educational program to the overall planning processes of the college. As a result, the Pierce College 2011-12 through 2016-17 Educational

Master Plan will be implemented through the development of two three-year strategic plans. The Educational Master Plan was updated during

the 2011-12 academic year and set forth the following strategic directions:

1. Fostering retention and success among our Latino students

2. Recruiting and meeting the needs, including transfer, of traditional-age (18–24 years) students

3. Supporting emerging academic programs that meet industry needs

4. Addressing the basic skills needs of all students

5. Prioritizing student support services to help students identify and meet their academic goals

6. Maximizing the effective use of technology by students and faculty

7. Generating revenue to support the goals of the college

8. Using data and dialogue to make decisions

These strategic directions served as the starting point for the College Planning Committee (CPC), which is responsible for the development of the

college’s strategic plan. In addition to the Educational Master Plan, the CPC also reviewed student demographics and needs, the evaluation of

the prior college strategic plan, and the district’s strategic plan. This review and synthesis of information has led to the following goals for the

2012-13 – 2014-15 three-year Strategic Plan:

1. The college will focus on enhancing student completion of degrees, certificates, and transfer preparation, with a special emphasis on the

needs of our recent high school graduates and Latino students.

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2. The college will prioritize emerging Career and Technical Education (CTE) programs that are responsive to evolving industry needs.

3. The college will comprehensively address the basic skills needs of students in developmental and introductory courses.

4. The college will maximize the effective use of technology for instructional and operational purposes.

5. The college will increase the resources generated through grants, entrepreneurial ventures, and community partnerships.

For each goal, the CPC created a set of objectives, identified responsible parties, and established deadlines. The CPC will be responsible for the

overall evaluation of the goals and objectives defined in the strategic plan.

Evaluation of the Strategic Planning Process

The college chose a nontraditional path in setting the Educational Master Plan as its overarching plan to guide the development of the Strategic

Plan and influence subsequent college prioritization and funding decisions. The College Planning Committee, which is responsible for monitoring

the Strategic Plan, will reflect on that process, as well as the progress made on the strategic goals, as part of its annual review of the Strategic

Plan and the development of the next three-year Strategic Plan that will be based on the priorities set in the 2011-12 through 2016-17

Educational Master Plan

Evaluation of the Strategic Plan

Each spring, the College Planning Committee will review progress on the college’s strategic plan priorities and develop a report to be reviewed

and approved by the Pierce College Council. The report will review the progress toward achieving strategic priorities, recommendations for

modification of any components of the strategic plan, and a recommendation for strategic priorities for the following academic and fiscal year.

This process will result in regular review, reflection, and improvement of the college’s strategic plan implementation.

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College Mission Statement

In 2011-12, the Pierce College Council reviewed and updated the college’s mission statement. One of the most significant changes to the

college’s mission statement was prioritizing the functions of transfer, career preparation, and basic skills instruction over lifelong learning

activities. This change was necessitated by the state’s continuing economic crisis. As a result, the new mission statement reads as follows:

Pierce College is a student-centered learning institution that offers excellent opportunities for access and success in a diverse college

community. The college dedicates its resources to assist students in identifying and achieving their educational, career, and personal goals. Our

comprehensive curriculum and support services enable students to earn associate degrees and certificates, prepare for transfer, gain career and

technical proficiency, and develop basic skills. We serve our community by providing opportunities for lifelong learning, economic and workforce

development, and a variety of enrichment activities.

Pierce College Values:

• Student success and engagement

• A student-friendly environment conducive to learning

• Freedom to think, dialogue, and collaborate

• Commitment to excellence

• Access and opportunity

• Service to our communities

• Enrichment through diversity

Student Demographics and Needs

Since Fall 2008, Pierce College has served more than 20,000 credit students each semester.

(13,082), college enrollment had grown relatively steadily until F

since that time, largely the reflection of course reductions resulting from the economic condition of the state.

Approximately two-thirds of Pierce’s students are under age 25, including about 3000 students entering Pierce

fall. The age distribution of students has changed over time. In 1999 and 2000, students under age 25 were 55 percent of the t

compared to 67 percent at the current time. Over the last two years, there has been a decline in the number of ne

college. This appears to be an outcome of the budget cuts and the registration priority policy, which have resulted in class

students are able to register. The reduction at Pierce is more pronounced than at

are significantly more likely to enroll full-time, a decrease in their presence is likely to have a substantial effect on the stability of the FTES

generated by the college and also on the college costs because of the higher expense in serving more part

time students. These differing age populations also bring with them varied abilities and interests. Younger students have s

transfer but lower success rates, while students over age 25 have higher success rates and tend to be more career

10,000

11,500

13,000

14,500

16,000

17,500

19,000

20,500

22,000

23,500

Credit

Nu

mb

er o

f Stu

den

ts

6

more than 20,000 credit students each semester. Since reaching a low point in enrollment in F

rown relatively steadily until Fall 2008. As shown in the graphic below, enrollment has declined incrementally

that time, largely the reflection of course reductions resulting from the economic condition of the state.

thirds of Pierce’s students are under age 25, including about 3000 students entering Pierce directly from high school each

l. The age distribution of students has changed over time. In 1999 and 2000, students under age 25 were 55 percent of the t

compared to 67 percent at the current time. Over the last two years, there has been a decline in the number of new students admitted to the

college. This appears to be an outcome of the budget cuts and the registration priority policy, which have resulted in class

students are able to register. The reduction at Pierce is more pronounced than at other colleges in the district. Because these younger students

time, a decrease in their presence is likely to have a substantial effect on the stability of the FTES

llege costs because of the higher expense in serving more part-time students rather than fewer full

time students. These differing age populations also bring with them varied abilities and interests. Younger students have s

ut lower success rates, while students over age 25 have higher success rates and tend to be more career-oriented in their goals.

Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 201119,782 22,164 22,052 21,230 20,453

Credit HeadcountFall 2007 - Fall 2011

point in enrollment in Fall 1998

enrollment has declined incrementally

directly from high school each

l. The age distribution of students has changed over time. In 1999 and 2000, students under age 25 were 55 percent of the total population,

w students admitted to the

college. This appears to be an outcome of the budget cuts and the registration priority policy, which have resulted in classes filling before new

other colleges in the district. Because these younger students

time, a decrease in their presence is likely to have a substantial effect on the stability of the FTES

time students rather than fewer full-

time students. These differing age populations also bring with them varied abilities and interests. Younger students have stronger interests in

oriented in their goals.

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The ethnic composition of Pierce’s students has also changed over time, with the proportion of White students declining from 60% in 1990 to

33% in 2010, while the proportion of Latino students increased from 13% to 31% over that same period of time. This dramatic change in the

population is reflective of the larger community in which Pierce is located and has resulted in Pierce recently becoming an authorized Hispanic

Serving Institution, which qualifies the college for federal grants designed to support the success of Latino students. According to the Census

2010 data, Latinos make up 42 percent of the San Fernando Valley population, which indicates the growth in Latino students is likely to continue.

Students’ educational goals, as identified on the application and sometimes updated, provide a general sense of students’ academic aspirations.

Unfortunately, many students never update this initial goal as they proceed through their college career, so the information must be considered

in that context. In Fall 2011, more than half the students indicated a goal of transfer, largely as a result of the younger age of the student

population. In 1999, when students over age 25 made up 45 percent of the student body, transfer was the goal of 36 percent of the students,

compared to 34 percent with vocation-related goals. Interest in transfer as the primary educational goal is relatively consistent across gender

and ethnicity.

0%

10%

20%

30%

40%

50%

60%

70%

19

90

19

95

20

00

20

05

20

10

Pe

rce

nt

Ethnicity: 5-Year Interval Trend

Fall 1990 - Fall 2010

White

Latino

Asian

African-American

Decline to State

Other

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Despite students’ ambitious goals, most of them enroll at Pierce unprepared for college-level work. In Fall 2011, approximately the same

proportion of students, 9%, placed into ESL classes as placed into transfer-level English. The largest proportion of students placed two levels

below transfer.

English Placements Fall 2011

Count Percent ESL 413 9% English 20 373 8% English 21 2040 43% English 28 1520 32% English 101 (transferable) 417 9% Total English Placements 4,763 100%

In math, almost 20% of the students placed into transfer-level math, with about one third placing three levels below transfer and one fourth

placing two levels below transfer.

Math Placements Fall 2011

Count Percent Math 105 335 7% Math 110/112 1467 31% Math 115 1205 25% Math 120/125 864 18% Transfer-Level Math 896 19% Total Math Placements 4,767 100%

Although students of all ethnicities express similar interest in transfer as their goal, African-American and Latino students are less than half as

likely to place into transfer-level English and math classes as White students. The need for multiple basic skills courses not only increases the

amount of time students need to achieve their goals, but also negatively affects their performance in other courses. Differences also emerge in

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tracking students’ successful completion of courses at Pierce. In Fall 2010, student success rates (percent of A, B, C, and pass grades) for African-

American, Latino, White, and Asian students were 62 percent, 65 percent, 77 percent, and 78 percent, respectively. Success rates for students

under age 25 were approximately seven to eight percentage points lower than the success rates of students age 25 and older. The data

indicates that the growing population of students – younger students and Latino students – need higher levels of support to meet their goals.

In 2009-10, approximately 1050 Pierce students transferred to a UC or CSU campus and in 2010-11, about 1400 students earned a degree or

certificate. An analysis of the Fall 2007 starting cohort, conducted as part of the data-gathering process for the Achieving the Dream project,

indicated that many students stop out along the way without achieving a degree or certificate. The lack of measurable outcomes for many of

the students has led the college to focus on the goal of student completion.

Exit Points Count % Latino Count % Latino Non-Latino

Count % Non-Latino

Entering students in Fall 2007 (first-time college student) 2988 100.0% 1128 100.0% 1860 100.0% Attempted Units in Spring 2008 (any grade including W) 2011 67.3% 721 63.9% 1290 69.4%

Persistence to Fall 2008 - Attempted Any Units in Fall 2008 (any grade including W) 1645 55.1% 563 49.9% 1082 58.2% Successfully Completed English 28 1075 36.0% 402 35.6% 673 36.2% Successfully Completed English 101 799 26.7% 245 21.7% 554 29.8% Successfully Completed Math 125 597 20.0% 212 18.8% 385 20.7% Successfully Completed Transfer-Level Math (any Math 215 and above) 500 16.7% 119 10.5% 381 20.5% Successfully Completed both English 101 & Math 125 463 15.5% 150 13.3% 313 16.8% Successfully Completed both English 101 & Transfer Level Math 348 11.6% 88 7.8% 260 14.0% Completed 30+ Units (including NDA units) 1230 41.2% 369 32.7% 861 46.3% Completed 30+ Degree Applicable Units 1139 38.1% 333 29.5% 806 43.3% Completed 60+ Degree Applicable Units 605 20.2% 167 14.8% 438 23.5% Earned Any Degree or Certificate of Achievement (AA, AS, C) 152 5.1% 36 3.2% 116 6.2% Earned Any Degree (AA or AS) 144 4.8% 31 2.7% 113 6.1%

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2006 – 2012 Pierce College Strategic Plan Evaluation

The goals of the college’s 2006-2012 strategic plan follow:

Goal 1: Pierce College will offer excellent, responsive instructional programs to facilitate and improve student learning.

Goal 2: Pierce College will increase opportunities for student access, readiness, retention, and success.

Goal 3: Pierce College will enhance the learning environment to be culturally and pedagogically diverse.

Goal 4: Pierce College will expand the effective use of technology in all areas of the college.

Goal 5: Pierce College will enhance its relationships with the community at large.

Goal 6: Pierce College will establish and maintain fiscal stability.

Goal 7: Pierce College will implement a campus facilities master plan that fully integrates programs, services and budget in support of student

learning.

Goal 8: Pierce College will continually refine both its governance and decision processes and its interaction with the district to increase

effectiveness and inclusion.

At its July 28, 2011 meeting, the Pierce College Council authorized a formal evaluation of the college’s progress on the 2006 – 2012 Strategic

Plan’s goals and objectives. Each goal was assigned to a committee most closely tied to the outcomes to review and report back on actions

taken, objectives achieved, and items yet to be addressed. Thus, the Educational Planning Committee reported on Goal 1, the Student Success

committee on Goal 2, the Diversity Committee on Goal 3, the Technology Committee on Goal5, the Budget Committee reported on Goal 6, and

PCC on Goals 7 and 8. The report was presented to PCC at its March 22, 2012 meeting, concluding that while significant improvements had

resulted from the activities undertaken, progress still needs to be made in the following areas:

• Exploring ways for the college to generate additional revenue

• Addressing the persistent achievement gap between Latino and African-American students and other students at the college

• Upgrading the technology infrastructure to support the rapidly expanding use of technology at the college

• Creating a formal enrollment management strategy

• Continuing to refine the budget allocation process and the link to the planning process

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LACCD Strategic Planning

The goals and objectives set by the Los Angeles Community College District’s strategic plan must be enacted by the colleges in order to be

achieved. The 2006-2011 district strategic plan included five goals and 33 objectives that linked directly to the goals of the California Community

College System Strategic Plan. These goals and objectives were meant to guide the efforts of district colleges over the five-year period and help

them coordinate their activities on behalf of the communities they serve. These goals follow:

Goal 1: Access: Expand Educational Opportunity and Access

Goal 2: Success: Enhance all Measures of Student Success

Goal 3: Excellence: Support Student Learning and Educational Excellence

Goal 4: Accountability: Foster a District-wide Culture of Service and Accountability

Goal 5: Collaboration: Explore New Resources and External Partnerships

At the Board of Trustee’s request, each college submitted a regular update to the district of the progress made on achieving the district’s goals.

In addition, each college was expected to align its strategic goals with the district goals. Pierce College’s 2006 – 2012 strategic plan goals were

linked to these goals and the college was able to report significant progress on most objectives that were undertaken by the college.

The LACCD is currently finalizing its 2012 – 2017 District Strategic Plan. Pierce College is represented on the district’s strategic planning

committee and has made sure that its new goals are aligned with the draft goals being developed at the district level, as indicated below:

Proposed District Goals Pierce College Strategic Goal

1. Access and Preparation for Success 3. Address Basic Skills Needs

2. Teaching and Learning for Success 1. Focus on Completion

2. Prioritize Responsive Career and Technical Education Programs

3. Organizational Effectiveness 4. Maximize the Effective Use of Technology

4. Resources and Collaboration 5. Resource Generation

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2011-12 – 2016-17 Pierce College Educational Master Plan Strategic Directions

Fostering Retention and Success among Our Latino Students

Over the past 20 years, the proportion of Latino students has grown from 10 percent to approximately one third of the student body. Because

Pierce’s primary service area population is 42 percent Latino, this trend is expected to continue. This likelihood is supported by the proportion of

Latino students in the college’s primary feeder high schools, which exceeds 30 percent in eight of the top ten feeder schools. Once these

students are enrolled, they are disproportionately likely to place into lower level English courses (English 20 and 21) and math courses (Math

105, 110/112, and 115), which require additional support for students to complete. In addition, Latino student success in classes (percent of

students successfully completing a course with an A, B, C, or P) generally lags the success rates of the remaining student population by eight to

ten percentage points. In addition, a smaller percentage of Latino students are likely to attain degrees and certificates or to transfer than their

overall representation in the Pierce population. This growth in Latino enrollment has enabled Pierce to qualify as a Hispanic Serving Institution

(HSI), which is a federal designation available to eligible institutions with a full-time equivalent student population that is 25 percent or more

Latino. An HSI designation makes the college eligible for a variety of grants that are designed to expand educational opportunities for, and

improve the achievements of, Latino students. The college has been successful in receiving several awards in this designation and plans to

continue to pursue funds to enable the college to focus on the needs of its Latino students and to address barriers to their success.

Recruiting and Meeting the Needs, Including Transfer, of Traditional-Age (18–24 years) Students

Over the past 15 years, there has been a steady increase in the proportion of traditional-age students (under age 25) attending Pierce. The

proportion of the youngest students, largely recent high school graduates under age 20, has increased from 25 to 33 percent of the student

population since 1995. These students are focused on transfer and are more likely than other students to attend full-time. However, these

traditional-age students have lower success rates in courses than their older colleagues. Because full-time students are more cost-effective to

serve (providing counseling or food or janitorial services for one full-time student is less expensive than for two or three part-time students), the

college continues to prioritize their enrollment. A recently emerging problem for these entering students is that the budget-induced decrease in

course offerings has tended to result in fewer courses being open to new students, who have low registration priority. This makes it especially

difficult for these students to take advantage of practices widely accepted for student success, such as enrolling in their required English and

math requirements during their first year at the college. Other problems for these students are obtaining financial assistance and balancing

work and academics. The high school outreach program concentrates on low-income and Latino students, encouraging them to apply for state

and federal financial aid at the same time they file their college application. Maintaining a strong pipeline of new students, primarily from the

local high schools, will be essential to the college’s ability to maintain its current and future enrollment targets.

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Supporting Emerging Academic Programs that Meet Industry Needs

The long-lasting downturn in the economy, both at the national and state level, has focused student interest, curricular prioritization, and much

of the available foundation and grants funding on Career and Technical Education (CTE) programs that prepare students for jobs in emerging

industries. These include transfer-oriented programs in STEM fields such as chemistry, physics, and environmental science, as well as shorter-

term certificate programs in such fields as energy auditing and management, sustainable horticulture, automotive hybrid service technologies,

visual journalism, and video directing. These programs are designed to appeal to recent high school graduates with no college education

looking to prepare for a career. They also appeal to returning adults, who may or may not already have a college degree and are looking to

upgrade their skills or move into a new field after being downsized from an existing job. The college’s commitment to meeting the needs of

students in these areas has been underscored by the construction prioritization process. The need for responsive CTE programs coincides with

the facilities improvements planned and currently underway on campus. Although economic conditions are influencing the college’s ability to

expand offerings, it will be critical that the college effectively prepare for the support and growth of programs in the following areas that have

buildings in the planning or construction phases: Horticulture/Agriculture, Green Technologies, Digital Arts and Media, and Automotive

Technology.

Addressing the Basic Skills Needs of All Students

As the college continues to develop its capacity to utilize data in decision making, it will be important to focus on understanding the impact of

the demand for basic skills education. Currently, assessment results show that more than 90 percent of students enter Pierce College with the

need for some level of basic skills education. Basic skills students are enrolled in courses across the college and present challenges for all faculty,

not just those in math and English. The landscape of basic skills education is continuing to evolve with the statewide basic skills initiative and the

college’s recent involvement in the Achieving the Dream project. Pierce has taken a leadership role in establishing a commitment to address the

needs of this student population, primarily focusing on credit math and English programming. Recently, the economic climate at the state level

has begun to create the need for colleges to consider the relationship between credit and noncredit programs in the basic skills levels of math,

English and ESL. As Pierce moves forward, clarifying the role of credit and noncredit programs within basic skills will be essential. In addition,

the support services provided for these students, through Student Services, the Library, and the Center for Academic Success, need to be closely

integrated with the instructional programs.

Prioritizing Student Support Services to Help Students Identify and Meet their Academic Goals

Student success in the classroom requires access to effective student support services. Students are experiencing increasing pressure as access

to classes is restricted, the cost of education is increasing, and the requirements for transfer readiness continue to change. Student educational

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planning is an important component that contributes to student success and achievement. Student headcount has doubled in the last decade

without growth in numbers of counselors. However, Student Services has developed several strategies to address educational planning. First,

the move to the new Student Services Building has meant students have access to a greatly expanded Career and Transfer Center. Students are

provided access to print and online resources, as well as workshops and programs, with ready access to both a career center director and a

transfer center director. Second, Student Services has been able to create online resources for students in the form of a comprehensive online

orientation, which has recently been updated, and an online advising program that will help students develop an educational plan that places a

special emphasis on their English and math needs. Third, the Counseling Department has developed several personal development courses that

guide students through exploring career options, identifying their goals, and planning their academic pathway. Finally, a first-year experience

program (FYE) has been planned to expand the Summer Bridge initiative (a program for incoming high school graduates that pairs

developmental English with a college success course and other support services), and provide counseling, peer mentoring, and access to learning

communities (which will include college success courses) for new students.

Maximizing the Effective Use of Technology by Students and Faculty

The role of technology continues to grow as more areas of the college integrate its use into everyday activities. Classroom technology

represents the largest demand for support services, including the use of technology in face-to-face classes as well as the offering of hybrid and

online courses. Technology planning is underway at the college to provide a systematic way to identify and validate technology purchases as

well as plan for the support of the college’s technology and the students, faculty, and staff who use the technology. By all accounts, having

access to technology training and support is important to both employees and students. The college will need to assess thoroughly the needs of

the college, identify best practices for the purchase and support of technology on campus, and plan for what the future of technology support

may look like at the college.

Generating Revenue to Support the Goals of the College

The grants office, the Foundation, economic and workforce development, and the enterprise program all have the potential to increase the

revenue flow to the college at this time of decreased state support. Over the last few years, the grants office has played a critical role in

enhancing programs, providing equipment, and increasing the use of technology in the classroom. Its ability to diversify the sources of funding

to include private foundations as well as state and federal agencies will be invaluable and requires the close cooperation of faculty and the

grants office. The Foundation had been focused on the operation of the farm for a number of years, but it is reframing its role to develop

resources for the broader needs of the college and the students. The Foundation and the grants office can also look to cooperate in identifying

sources of revenue. Economic and workforce development offers self-funded contract education to the local business community. This

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program enhances the college’s relationship with local businesses in addition to generating revenue, and has the potential for recruiting

students through the development of credit courses for employers. The enterprise systems of the college represent the Pierce College farm,

bookstore, Freudian Sip, and Extension program. These programs are oriented to serve students and community members and are, by

definition, self-supporting. Both the Pierce College farm and the Extension program regularly communicate with and serve the students of credit

academic programs. Additionally, many enterprise programs interface with community members and influence the reputation and perception

of academic programs and the college as a whole. As such, it is important for the college to understand and influence the role of enterprise

systems as a part of the overall offering of college programming. To ensure the success of these programs, it will be important to move toward

an integrated planning model that will incorporate these programs into the overall annual planning of the college.

Using Data and Dialogue to Make Decisions

The need for data-driven decision making and planning has never been more pressing for Pierce College. Many external factors have influenced

this increase in expectations, probably none more significant than the standards of the college’s accrediting agency. As the college grows in its

use of data in planning and decision making, access to organized and reliable data will be essential. Additionally, understanding and clarifying

who has access to data as well as establishing expectations about individual departments’ management of data will be important. As the use of

data increases across the college, it will also be critical to increase the capacity to provide data in a timely way.

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2012 – 2016 Pierce College Strategic Goals, Objectives, Responsible Parties, and Deadlines

Goals and Objectives Responsible Party Deadline

Goal 1 The college will focus on enhancing student completion of degrees, certificates, and transfer preparation, with a special emphasis on

the needs of our recent high school graduates and Latino students.

1.1 Increase the percent of new students who successfully complete their developmental sequence

within three semesters.

Student Success

Committee (P

Braxton / R Martinez)

Spring 2015

1.2 Increase the percent of new students who persist to the end of their first year and complete 20

units.

Student Success

Committee (P

Braxton / R Martinez)

Spring 2015

1.3 Develop and implement a marketing campaign to focus on the importance of completion

(degree, certificate, or transfer preparation).

Student Success

Committee (P

Braxton / R Martinez)

Spring 2013

1.4 Develop and support faculty and staff professional development around engagement and

success for Latino students.

Professional

Development

Committee (K Oborn)

Spring 2014

Goal 1, Measure 1: The proportion of new students completing their developmental sequence

within three semesters will increase by 5% above the 2011-12 baseline. Results will be

disaggregated by ethnicity, age, and gender.

Spring 2015

Goal 1, Measure 2: The proportion of new students completing 20 units in their first year will

increase by 5% above the 2011-12 baseline. Results will be disaggregated by ethnicity, age, and

gender.

Spring 2015

Goal 1, Measure 3: The number of degrees and certificates awarded will increase by 5% above

the 2011-12 baseline. Results will be disaggregated by ethnicity, age, and gender.

Spring 2015

Goal 2 The college will prioritize emerging Career and Technical Education (CTE) programs that are responsive to evolving industry needs.

2.1 Utilize the input of advisory committees, labor market data, and industry trends to regularly

evaluate and update CTE programs.

CATE (with Research

Office) (JL Fernandez

/ C Kozeracki)

Spring 2014

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2.2 Develop strategies for recruiting, advising, and counseling CTE students that emphasize the

required courses and skills needed for students to attain degrees, certificates, and jobs.

CATE (with Career

Center) (JL Fernandez

/ J Zimring-Towne)

Spring 2013

2.3 Provide an enhanced learning environment for students that gives them experience with

equipment and technology that meet current industry standards.

CATE (with

Technology

Committee) (JL

Fernandez / B Rosky)

Spring 2015

2.4 Ensure that the professional development activities completed by CTE faculty enable them to

maintain currency in their field.

CATE (with

Professional

Development

Committee) (JL

Fernandez / K Oborn)

Annual

Review

2.5 Design and provide contextualized English and math courses in the CTE disciplines that use

materials and resources relevant to the discipline.

CATE (with Student

Success Committee)

(JL Fernandez / P

Braxton / R Martinez)

Spring 2015

2.6 Focus the remaining construction projects to support the most critical needs among the CTE

programs identified in the Educational Master Plan.

Facilities Advisory

Committee (??)

Spring 2013

Goal 2, Measure 1: Surveys of students enrolled in CTE classes will indicate high satisfaction

levels with the career and curriculum guidance they have received from faculty and counselors

and with the quality of the programs and equipment.

Annual

Review

Goal 2, Measure 2: CTE students’ success rates in career-focused, contextualized courses will

exceed the success rates for comparable students in the equivalent non-contextualized courses

by two or more percentage points.

Spring 2015

Goal 2, Measure 3: The number of career-related degrees and certificates awarded will increase

by 5% above the 2011-12 baseline.

Spring 2015

Goal 3 The college will comprehensively address the basic skills needs of students in developmental

and introductory courses.

3.1 Emphasize early assessment for students and create an assessment preparation program that

results in accurate assessment results that maximize students’ chances for success.

Student Success

Committee (P

Braxton / R Martinez)

Spring 2014

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3.2 Gather student input through surveys or focus groups about the challenges they face in their

introductory courses and utilize this information to inform the development of strategies and

solutions.

Student Success

Committee (P

Braxton / R Martinez)

Spring 2013

3.3 Develop and implement strategies for improving student outcomes in targeted high-enrollment,

low-success gatekeeper courses.

Student Success

Committee (P

Braxton / R Martinez)

Spring 2015

3.4 Review and evaluate factors that impact students’ success in developmental and introductory

courses, including prerequisites, noncredit courses, and tutoring.

Student Success

Committee (P

Braxton / R Martinez)

Spring 2014

3.5 Offer professional development activities (such as the Spring Convocation) for faculty to help

them develop strategies to address the basic skills needs of students in their classes.

Professional

Development

Committee (K Oborn)

Annual

Review

3.6 Evaluate enrollment management and course scheduling practices and policies to facilitate

student access to the basic skills and introductory courses needed for them to meet their goals.

Scheduling

Advisement

Committee and

Enrollment

Management

Committee (J

Connelly / B

Anderson)

Annual

Review

Goal 3, Measure 1: Students participating in assessment preparation programs will achieve

success rates in their first developmental math and English course that exceed other students’

success rate by 5%.

Spring 2015

Goal 3, Measure 2: The college will establish baseline data for measuring the effectiveness of

noncredit basic skills courses in preparing students for the successful completion of the

subsequent credit courses.

Spring 2015

Goal 3, Measure 3: Success rates in targeted gatekeeper courses will increase by 5% above the

2011-12 baseline.

Spring 2015

Goal 4 The college will maximize the effective use of technology for instructional and operational

purposes.

4.1 Systematically evaluate and upgrade the technology infrastructure of the campus. Technology

Committee (B Rosky)

Annual

Review

19

4.2 Ensure resilient and redundant wireless network capability in all areas used regularly by faculty,

staff, and students.

Technology

Committee (B Rosky)

Spring 2015

4.3 Implement strategies to support student learning and staff efficiency through the availability of

technology throughout the campus, including the new buildings.

Technology

Committee (B Rosky)

Annual

Review

4.4 Implement smart classroom technology as new and refurbished classrooms come online, and

develop a mechanism to maintain and update these rooms.

Technology

Committee (B Rosky)

Annual

Review

4.5 Create appropriate training programs on the use of technology for faculty, staff, and students,

including the use of smart classroom technology and district initiatives, such as the new SIS

system.

Professional

Development

Committee (K Oborn)

Annual

Review

4.6 Develop a sustainable long-term strategy for distance education. Educational

Technology

Committee (W Bass /

DM Villanueva)

Fall 2013

Goal 4, Measure 1: An annual survey of professional development needs for staff will be

developed, administered, and analyzed to determine technology and other training needs.

Annual

Review

Goal 4, Measure 2: Faculty and staff surveys will be developed and analyzed to determine

satisfaction with the availability of computer equipment, Internet access, and smart classroom

technology.

Annual

Review

Goal 5 The college will increase the resources generated through grants, entrepreneurial ventures,

and community partnerships.

5.1 The college will create a structure for pursuing and administering grants that addresses

prioritization guidelines, the college’s HSI (Hispanic Serving Institution) and Land Grant status,

and training for faculty and administrators.

Grants Committee Spring 2013

5.2 The foundation will work with departments and programs to create a database of financial and

equipment needs to share with potential donors that reflect the priorities of the educational

master plan and it will develop an alumni database to uncover opportunities that match

program needs with alumni interests.

Office of the

President

Spring 2014

5.3 The college will review the courses offered by Extension and Economic and Workforce

Development to determine how these programs can increase revenue to the college.

VP Academic Affairs Spring 2014

20

5.4 The college will establish a task force to meet with the Enterprise organization to review its

operations, including facility rentals, food services, and the bookstore, with the goal of

expanding its revenue-generating activities.

Pierce College

Council (L Clark)

Spring 2013

5.5 CTE faculty will work with advisory boards to identify opportunities for internships and in-kind

and financial donations that will strengthen the college’s ability to prepare students for available

jobs.

CATE Committee (JL

Fernandez)

Annual

Review

Goal 5, Measure 1: Each academic and student services program will develop a case statement

with prioritized funding needs that are formulated to match potential donor interests.

Spring 2013

Goal 5, Measure 2: The college will produce a comprehensive strategy for generating income

that includes earnings from sales and services provided as well as revenue from government and

private grants and donations.

Spring 2014

21

Pierce College Twelve-Year Planning Timetable: 2011-12 through 2022-23 (3/12/12 Version)

Plan

Frequency of

major

revision

Most

Recent

Version

Responsible for

Writing

Responsible for

Reviewing

2011-

2012

2012-

2013

2013-

2014

2014-

2015

2015-

2016

Annual Plan Annual 2011-12 Chairs/Directors EPC / CPC Update Update Update Update Update

Program

Review

Every 6 years 2009-10 Chairs/Directors EPC / CPC Writing

Educational

Master Plan

Every 6 years 2011-12 Ed Planning

Committee

CPC Approved

(Fall)

Mid-

point

review

Strategic Plan Every 3 years 2011-12 College Planning

Committee

PCC / CPC Approved

(Spring)

Review Approved

(Spring)

Student

Success Plan /

BSI

Every 3 years 2011-12 Student Success

Committee

Student Success

Committee

Update Update

Student Equity

Plan

Every 3 years 2011-12 Student Success

Committee

Student Success

Committee

Update Update

Technology

Plan

Every 5 years 2010-11 Technology

Committee

Technology

Committee

Enrollment

Management

Plan

Every 3 years 2012-13 Enrollment

Management

Committee

Enrollment

Management

Committee

New Update

Facilities Plan TBD 2009-10 Facilities

Advisement

Committee

Facilities

Advisement

Committee

VTEA Plan Annual 2010-11 CATE Committee CATE Committee Update Update Update Update Update

Accreditation

Self-Evaluation

Every 6 years 2006-07 Accreditation

Steering

Committee

Accreditation

Steering

Committee

Writing Submit Mid-

term

report

22

Plan

2016-

2017

2017-

2018

2018-

2019

2019-

2020

2020-

2021

2021-

2022

2022-

2023

Annual Plan Update Update Update Update Update Update Update

Program Review Writing

Educational Master

Plan

Writing Approved

(Fall)

Mid-

point

review

Writing

Strategic Plan Review Approved

(Spring)

Review Approved

(Spring)

Review

Student Success

Plan / BSI

Update Update

Student Equity Plan Update Update

Technology Plan

Enroll Mgmt Plan Update Update

Facilities Plan

VTEA Plan Update Update Update Update Update Update Update

Accreditation Self-

Evaluation

Planning Writing Submit Mid-term

report

Planning