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Ohlone Community College District 43600 Mission Boulevard
Fremont, CA 94566
Focused Mid-Term Report To:
The Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges
Working Document
October 1, 2004
Report Distribution: Three hard copies and one electronic version of the report sent to
The ACCJC/WASC Commission Office 10 Commercial Boulevard, Suite 204, Novato, CA 94949
Submission Date: October 15, 2004
Table of Contents A. Statement on Report Preparation 1 B. Response to Team Recommendations and the Commission Action Letter 2
Focused Report on Recommendations 1 2 Focused Report on Recommendations 2 4 Update Report on Recommendations 3 and 4 5
C. Response to Self-identified Planning Issues 7 Attachments: 1. Vision, Values And Goals: 2004-2009 And Associated Task Forces 8 2. Ohlone Community College District 2004-09 Goals and Objectives 9 3. College Level Student Learning Outcomes 12 4. Responses to Self-Identified Planning Issues 13
1
A. Statement on Report Preparation The major recommendations of the Commission have been a central reference point during the College’s efforts over the past year to establish an integrated planning and shared governance system. This past summer, Dr. Jim Wright, Vice President of Instruction and Accreditation Liaison Officer, assembled a Midterm Report Development and Review Team consisting of representatives of the relevant constituent groups on campus, including: Martha Brown Faculty Senate President, Counseling Faculty Dennis Keller College Council Co-Chair, Music Faculty Patrick Lane Classified Senate President, Network Administrator Deb Parziale CAPAC Chair, Nursing Faculty Rob Smedfjeld Faculty Senate Past President, Math Faculty Saad Siddiqui President, Associated Students of Ohlone College Mikelyn Stacey Deans’ Representative, Dean of Language Arts and Social Sciences Doug Treadway President/Superintendent Deanna Walston Vice President of Business Services Lisa Waits Vice President of Student Services Jim Wright Vice President of Instruction, Accreditation Liaison Officer College-wide input was gathered through the Instruction Office website and the Development and Review Team worked efficiently using electronic communication. One full team meeting was conducted on September 17, 2004. There was also formal review by the Faculty Senate, College Council, and the District Board of Trustees. Signature: ________________________________________ Doug Treadway, Ph.D., President/Superintendent
2
B. Response to Team Recommendations and the Commission Action Letter The Accreditation Team Evaluation Report identified four recommendations to assist Ohlone College to improve our internal environment, to make our process more efficient and effective, and to better serve our educational mission (November 2001, Page 11). The Commission Action Letter identified two of the recommendations for focused review in the Midterm Report and requested an update on the other two recommendations. Focused Report on Recommendation 1 1. Recognizing that college needs and aspirations will likely exceed available resources, the team recommends that the board and administration, in consultation with college governance, define and clearly communicate a limited number of goals derived from the mission and stated as measurable outcomes. These goals should be used (1) to prioritize strategic plan initiatives and (2) to guide resource allocations for the greatest possible impact on student learning and the community. (Standards 1.3, 3A.3, 4A.1, 4A.4, 6.2, 6.7, 8.5, 9A.2, 10A.3, 10B.6, 10B.9, 10B.10) Background: 1996 Accreditation Report Our 1996 Accreditation Team Evaluation Report recommended that the college’s program review and planning activities “…be reviewed and integrated into a coordinated and collaborative comprehensive strategic plan driven by education planning that will guide the college in the future.” The report also recommended that the program review process should include non-instructional programs and services and should also be “linked to the goals and objectives of the institution and ties to the budget development process should be clarified.” In response to these recommendations the college community worked hard to develop a comprehensive strategic planning process. The Strategic Planning Committee formed a task force charged with restructuring the program review process to include non-instructional areas and to create a linkage with strategic planning and budget development. The Board of Trustees approved this new approach to program review in June of 2000. The Budget Committee and the Strategic Planning Committee met on a regular basis and Strategic Planning and Program Review documents were integrated into the budget decision-making processes. Background: 2002 Accreditation Report The 2002 Accreditation Report commended the college for developing a strategic planning process and strengthening and broadening the program review process. The report also praised attempts to link strategic planning and program review to budget planning and development. However, the report found that the strategic plans and program reviews of the departments were isolated from one another and not driven by a common set of institutional outcomes. 2002-03, A Year of Crisis and Change The 2002-03 academic year will go down in Ohlone’s history as one of its most difficult and challenging times. Massive budget cuts forced faculty and staff layoffs, program closures, and service reductions. Midway through the year the Vice President of Educational Services left for another position and that position was not filled. The two Provosts reporting to that position were promoted to Vice President of Instruction and Vice President of Student Services. Thus, the three senior positions in Educational Services were reduced to two. Shortly thereafter, the
3 President of nine-years announced his retirement and in the midst of the tumultuous budget crisis, the institution launched a nationwide search for a new President. Needless to say little progress was made in implementing the 2002 Accreditation Report recommendations. 2003-04, New Directions Toward Integrated Planning and Assessment With a new President on board, the college community has been reinvigorated. A new decision making system aimed at increasing shared governance has been developed. The President, in consultation with the Board of Trustees, leaders of the faculty, staff, administration and students, formed a new College Council to carry out the shared governance of the District. This is a formal organization that advises the President and through the President, the Board of Trustees. All matters of policy and major items of budget and strategic planning are brought before the College Council. The newly created College Council decided in Summer, 2004 to also serve the functions of strategic planning and budget integration, rather than have separate committees for these purposes, as was the case in the past. This will greatly assist in the desired integration of budget with planning as recommended. Already, these new strategies have led to a more comprehensive and integrated planning and implementation approach to our Measure A bond projects. This has also involved refinement and redirection of the District’s educational and facilities master plans. To address the recommendation related to College goals, the new College Council facilitated a series of inclusive strategies to gain input from across the College and local communities. These strategies included a college-wide planning symposium and a formal and well-attended community planning forum. In the end, the Board and the administration, in consultation with college governance, defined and clearly communicated a limited number of goals derived from the mission of the College to be pursued over the next five years. A new statement of College vision and core values also resulted from this effort (See Attachment 1). The College Council has created six Task Forces to provide direction to carry out the major district goals (See Attachment 1). The Task Force members are appointed by campus leaders according to the new shared governance system. The Task Forces will also develop measurable outcomes for each goal by the end of the 2004-05 academic year in order to set a direction for departmental and program level planning in 2005-06. Further, the Task Forces will explore the streamlining of College Committees. Since the Task Forces line up well with the accreditation standards, the College will pursue integrating the accreditation study and reports into this structure. The College has completed a review of strategic planning and program and services review resulting in a more focused integration of student learning outcomes and assessment. A Faculty Senate task group began a faculty-driven dialogue on student learning outcomes and assessment, and developed operational definitions to guide our work in the coming year. Faculty involved in this task group, as well as other faculty and staff, have attended a number of regional conferences on student learning outcomes and assessment. The task group has now been institutionalized as the Student Learning Outcomes Professional Enthusiasts (SLOPE). SLOPE has developed a website to serve as a faculty and staff resource, and books and articles related to student learning outcomes have been added to the library collection.
4 The College has developed Title III, NSF and TRIO grant proposals that coincide and integrate with the redefinition of the District’s strategic vision, values and goals. The Strategic Planning Task Force served as the Title III Advisory Committee during the proposal development and that work helped to further inform the overall planning approach for the College. Focused Report on Recommendation 2 2. The team recommends that the college develop performance outcome measures for program strategic plan goals and strategies to assess progress, ensure positive impact on student learning, and provide objective feedback to determine if initiatives should be continued, expanded, revised, or abandoned. Such outcomes should focus on clear results, particularly those linked to student learning and achievement, rather than process steps that have been completed. (Standards 3a.3, 3a.4, 3b.3, 3c.1, 4d.1, 4d.2, 5.10, 6.7, 7b.2) Integration of Measurable Outcomes with Strategic Planning Goals As stated above, the Task Forces created by the College Council to direct activities related to the seven strategic goals of the College are currently identifying measurable outcomes, including student learning outcomes, for each of the goals. The Council adopted a draft document meant as a starting point for this integration of outcomes with the strategic goals. The current version of this integration is meant only as a starting point and we expect considerable changes and additions as the Task Forces continue the dialogue. Although a work-in-progress, we would like the Commission to see this draft as a concrete indicator of the direction we are heading and it is provided as Attachment 2. Student Learning Outcomes and Assessment Dialogue and Development A core value at Ohlone College is student success. As such, the faculty and staff embrace the notion of identifying, assessing and improving student learning outcomes at the college, program and course levels. A college-wide dialogue has been ongoing in the development of these measurable outcomes and assessment strategies. A faculty driven model is emerging. Course Level. Measurable student learning outcomes and assessment at the course level are being integrated into the course development and review process through the Course and Program Approval Committee CAPAC and the Faculty Senate. CAPAC has also instituted a web-based system for course development and review. The system is called CurricUNET and it provides for a uniform approach and also provides guidance to faculty on developing student learning outcomes statements and associated assessment strategies. Program Level. Through the instructional program review process, faculty will develop measurable student learning outcomes for their programs. Along with these outcomes the faculty will create strategies to assess the achievement of the learning outcomes. Through the College’s new Teaching and Learning Institute, the Faculty Senate’s Student Learning Outcomes Professional Enthusiasts (SLOPE) task force will work with a learning community of deans and faculty from the departments under review in 2004-05 to develop outcomes and assessment strategies. These departments and SLOPE will report the results of their work in a Fall 2005 flex workshop for the departments scheduled for formal program review in 2005-06.
5 Additionally two other disciplines, not under review this year, have elected to begin work on delineating student learning outcomes and related assessment strategies. English faculty will focus on learning student outcomes for the college level English course and a group of counselors and faculty are researching assessment of learning outcomes for disabled students. Further, “General Education student learning outcomes are under development by the General Education subcommittee of CAPAC, to be completed Fall Semester 2004.” College Level. Student learning outcomes and assessment approaches at the college level are being developed through the shared governance process, particularly with the Faculty Senate and College Council. Although further refinement is necessary, an attempt has been made to articulate these College-wide outcomes based on the dialogue and development to date. The College level learning outcomes are presented below grouped into three categories: General Indicators of Student Success; Outcomes Related to College-Wide Strategic Goals and Title III Plan; and General Education Outcomes. The current version of these student learning outcomes is presented in Attachment 3. Update Report on Recommendations 3 and 4 3. The team recommends the college develop and implement an effective outcome-based methodology to evaluate the effectiveness of online and media-supported courses including the related student and academic support services for these courses. Such systems should include student feedback and evaluation of the faculty responsible for the course. (Standards 2.1, 4.A.3, 4.D.1, 4.D.2, 4.D.5, 4.D.7, 5.1, 5.2, 6.7, 7.B.1., 7.B.2, 7.B3) The evaluation of the effectiveness of online courses has not yet been fully separated out from the evaluation of the faculty teaching such courses; the latter is done as part of regular faculty evaluation. In this process, the dean has the option of reviewing the online course, either on his or her own, or with the faculty member, and using the course management system WebCT. The Dean also has access to student feedback, as the Faculty Staff Technology Center has set up an automated process whereby student evaluations are forwarded directly to the dean, bypassing the instructor.
The Course and Program Approval Committee (CAPAC) has made some progress on evaluating the effectiveness of online and media-supported courses. There is one official course outline of record format used for all courses, including courses that may have traditional and online sections. Outlines specify measurable course outcomes, assignments, and methodologies to evaluate the stated outcomes. During Spring 2004, CAPAC implemented the operational definitions for learning outcomes and evaluation developed by the Student Learning Outcomes Professional Enthusiasts (SLOPE) task force. CAPAC systematically reviews all courses every six years to assure there are relevant measurable outcomes with specific evaluation criteria. The Learning Resources member of CAPAC regularly reviews related library and learning resources. CAPAC also has a Distance Learning Subcommittee that reviews each course with an online section on the nature and frequency of student/faculty contact and on the technology support for information transfer. The Distance Learning subcommittee provides faculty with guidelines and best practices for online teaching and learning.
6 The staff at the Innovation and Technology Center offers online workshops and hands-on training on both the pedagogy and the technologies to deliver online teaching and learning regularly. A faculty member is designated full time as an Educational Technologist and provides one-on-one consultations to all faculty who plan to develop online courses. 4. The team recommends the college implement systems to ensure broad understanding of planning and decision-making processes. Such systems should be designed to assist the college community in understanding decisions regarding such items as institutional initiatives and prioritization of new staff positions, financial allocations and faculty resources. (Standards 3.B.1, 3.B.2, 9.A.4, 9.A.5, 10.B.5, 10.B.6, 10.B.9, 10.B.10) As reported above, a new College Council was formed during the Fall 2003 semester, following the guidelines of AB 1725 and Board Policy. Membership was appointed by the faculty, staff, management and student organizations. The Council organized task forces on budget and facilities development and the recommendations of these working groups were presented to the President and to the Board of Trustees. The Council facilitated the process for college-wide discussion of the Smoke Free campus initiative and made a recommendation that was adopted as a new college regulation. The Council became a forum for issues brought by students and staff as well as a communication vehicle for broad participation from constituent groups in the formation of plans and policies for the district. An inclusive process of vision and strategic goal development defined and clearly communicated seven major goals derived from the mission of the College to be pursued over the next five years. Task forces have been established to develop measurable outcomes for the goals and to direct and monitor implementation. New legal counsel was obtained for the District in order to facilitate improved collegial relationships in collective bargaining. The three collective bargaining groups came to agreement with the District for the 2003-04 contract year in a timely and collegial manner. During the 2003-04 year, there were no formal grievances brought to the level of the President’s office by any of the unions. As different issues emerged, we worked toward early resolution and intervention and fashioned memos of understanding where needed. Excellent progress has been made in revitalizing the Ohlone Classified Senate. New leadership has emerged within the group and participation has increased markedly. The group instituted an employee recognition program and has advocated successfully that the College implement a formal program of staff reassigned time for involvement in the governance process. In addition to the three State of the College addresses, President’s information forums were held and updates provided via the college web site, including the results of the college and community planning forums. Agendas and minutes of the College Council were also posted and meetings were opened to all interested parties. Numerous workshops were held for the Board of Trustees and college community on bond project planning and updates. The second meeting of the month for the trustees has been changed to focus on discussion of short and long-range issues of importance to the Board and the College staff. Staff and board members have participated in developing the topics for discussions. Education sessions for the Board on the Brown Act and Robert’s Rules were held to improve communications.
7
C. Responses to Self-Identified Planning Issues The College’s 2001 Self-Study identified 104 planning agenda issues. An analysis reveals that 32 have been completed, 53 are ongoing or in progress, 6 are in progress but budget constrained, 8 are budget constrained, and five have been abandoned. A list of all of the planning agenda issues and the status of each is presented as a matrix in Attachment 4.
8
ATTACHMENT 1
Vision, Values And Goals: 2004-2009 And Associated Task Forces
Vision Statement: Ohlone College will be known throughout California for our inclusiveness, innovation, and superior rates of student success Core Values: We provide life long learning opportunities for students, college personnel, and the community; We open access to higher education and actively reach out to underserved populations; We promote diversity, inclusiveness, and openness to differing viewpoints; We maintain high standards in our constant pursuit of excellence; We value trust, respect, and integrity; We promote teamwork and open communication; We practice innovation and actively encourage risk-taking and entrepreneurship; and We demonstrate stewardship for our human, financial, physical, and environmental resources College Goals:
1. Promote appreciation for and understanding of diverse races and culture by expanding the diversity of college personnel, international education offerings and exchanges, cross-cultural curricula, and ethnic/cultural events International and Multi-Cultural Task Force
2. Develop across the curriculum the Learning College Model, utilizing methods and technologies
that hold the most promise for improving student course and program completion success rates Learning College Task Force
3. Develop strategies to increase the proportion of full-time students including learning
communities, cohort groups, enhanced facilities, and improved course availability Student Development Task Force
4. Provide continuous learning for all personnel associated with the District and promote an
organizational structure that is adaptable, collegial, and supportive of the Learning College Model Learning College Task Force
5. Promote the health, environmental, cultural, and economic vitality of the communities served by
the District through programs of outreach, community service, and partnership ventures Community Service Task Force
6. Promote and maintain an accessible, clean, safe, and healthy college environment through
continuous engagement of students and college personnel in campus preparedness, wellness, beautification, and environmental sustainability Campus Environment and Facilities Task Force
7. Increase public and private funds for educational programs, equipment, and facilities through
entrepreneurial activities, grants, and the college foundation Resource Development Task Force
9
AT
TA
CH
ME
NT
2
O
hlon
e C
omm
unity
Col
lege
Dis
tric
t 20
04-0
9 G
oals
and
Obj
ectiv
es
G
oal
Mea
sura
ble
Obj
ectiv
es
1. P
rom
ote
appr
ecia
tion
for a
nd u
nder
stan
ding
1.
1 In
crea
se fr
om 3
0% in
200
4 th
e nu
mbe
r of n
ew fa
culty
app
licat
ions
of
div
erse
race
s and
cul
ture
s by
expa
ndin
g th
e fr
om u
nder
repr
esen
ted
grou
ps to
50%
by
Apr
il, 2
008
dive
rsity
of c
olle
ge p
erso
nnel
, int
erna
tiona
l edu
- 1.
2 In
crea
se th
e nu
mbe
r of s
tudy
abr
oad
prog
ram
s spo
nsor
ed b
y th
e co
llege
tio
n of
ferin
gs a
nd e
xcha
nges
, cro
ss-c
ultu
ral
fr
om 2
in 2
004
to 1
0 by
June
, 200
9 cu
rric
ula,
and
eth
nic/
cultu
ral e
vent
s.
1.
3 D
evel
op st
uden
t and
facu
lty in
tern
atio
nal e
xcha
nge
prog
ram
s with
at le
ast t
hree
col
lege
s by
June
, 200
9 1.
4 In
crea
se b
y 25
% o
ver t
he 2
004
base
line
the
num
ber o
f cou
rse
sylla
bi
spec
ifica
lly re
pres
entin
g cr
oss-
cultu
ral p
ersp
ectiv
es
1.5
Incr
ease
by
100%
ove
r the
200
3-04
bas
elin
e th
e nu
mbe
r of e
thni
c an
d cu
ltura
l eve
nts o
n th
e O
hlon
e C
olle
ge c
ampu
s by
June
, 200
9 2.
Dev
elop
acr
oss t
he c
urric
ulum
the
Lear
ning
2.
1 *
Incr
ease
the
num
ber o
f fac
ulty
trai
ned
in a
ctiv
e an
d co
llabo
rativ
e C
olle
ge M
odel
, util
izin
g m
etho
ds a
nd te
chno
lo-
lear
ning
met
hods
from
5%
to 7
5% b
y 9/
09 c
ompa
red
to 2
004
base
line
gies
that
hol
d th
e m
ost p
rom
ise
for i
mpr
ovin
g 2.
2 *
Incr
ease
the
num
ber o
f fac
ulty
trai
ned
in te
chno
logy
-ass
iste
d le
arni
ng
stud
ent c
ours
e an
d pr
ogra
m c
ompl
etio
n
from
35%
to 1
00%
by
Sept
embe
r 200
9 co
mpa
red
to 2
004
base
line
succ
ess r
ates
.
2.3
*A
chie
ve e
ngag
emen
t of 1
00%
of f
ull-t
ime
facu
lty in
new
lear
ning
met
hods
and
syst
ems b
y Se
ptem
ber,
2009
2.
4 *A
chie
ve e
ngag
emen
t of 1
5% o
f par
t-tim
e fa
culty
in n
ew le
arni
ng
met
hods
and
syst
ems b
y Se
ptem
ber,
2009
3.
Dev
elop
stra
tegi
es to
incr
ease
the
prop
ortio
n 3.
1 *
Incr
ease
from
25%
to 4
0% st
uden
ts e
nrol
led
full-
time
by S
epte
mbe
r, 20
09
full-
time
stud
ents
incl
udin
g le
arni
ng c
omm
u-
com
pare
d to
200
3-04
bas
elin
e ni
ties,
coho
rt gr
oups
, enh
ance
d fa
cilit
ies a
nd
3.2
*In
crea
se b
y 15
% o
ver F
all 2
003
sem
este
r to
sem
este
r ret
entio
n ra
tes o
f im
prov
ed c
ours
e av
aila
bilit
y
ESL
and
basi
c sk
ills s
tude
nts b
y Se
ptem
ber,
2009
3.
3 *I
ncre
ase
by 7
% o
ver F
all 2
003
sem
este
r to
sem
este
r ret
entio
n ra
tes o
f st
uden
ts ta
king
mor
e th
an 6
.5 c
redi
ts b
y Se
ptem
ber,
2009
10
Goa
l
M
easu
rabl
e O
bjec
tives
4.
Pro
vide
con
tinuo
us le
arni
ng fo
r all
pers
onne
l 4.
1 *I
ncre
ase
from
0%
to 1
00%
the
num
ber o
f ful
l-tim
e st
aff s
atis
fact
orily
as
soci
ated
with
the
Dis
trict
and
pro
mot
e an
com
plet
ing
qual
ity im
prov
emen
t tra
inin
g by
Sep
tem
ber,
2007
or
gani
zatio
nal s
truct
ure
that
is a
dapt
able
, col
legi
al
4.2
* B
y O
ctob
er, 2
008,
resu
lts o
f stu
dent
satis
fact
ion
surv
ey w
ill b
e fu
lly
and
supp
ortiv
e of
the
Lear
ning
Col
lege
Mod
el
inte
grat
ed in
to th
e qu
ality
impr
ovem
ent t
rain
ing
prog
ram
4.
3 B
y O
ctob
er, 2
007
at le
ast 7
5% o
f ful
l-tim
e em
ploy
ees o
f the
Dis
trict
w
ill ra
te th
e C
olle
ge C
ounc
il or
gani
zatio
nal s
truct
ure
as sa
tisfa
ctor
y or
ab
ove
acco
rdin
g to
surv
ey re
sults
4.
4 B
y O
ctob
er, 2
007
the
Dis
trict
will
fully
mee
t the
crit
eria
and
stan
dard
s fo
r a L
earn
ing
Col
lege
Mod
el d
istri
ct a
s def
ined
by
the
Leag
ue fo
r Inn
ovat
ion
5. P
rom
ote
the
heal
th, e
nviro
nmen
tal,
cultu
ral
5.1
Incr
ease
by
10%
ove
r the
200
4 ba
selin
e sa
tisfa
ctio
n w
ith e
mpl
oyer
s in
and
econ
omic
vita
lity
of th
e co
mm
uniti
es se
rved
th
e D
istri
ct w
ith th
e O
ne S
top
train
ing
cent
er b
y Se
ptem
ber 2
009
by th
e D
istri
ct th
roug
h pr
ogra
ms o
f out
reac
h,
5.2
Incr
ease
by
20%
ove
r the
200
4 ba
selin
e th
e nu
mbe
r of e
mpl
oyer
s in
com
mun
ity se
rvic
e an
d pa
rtner
ship
ven
ture
s
the
Dis
trict
act
ivel
y co
llabo
ratin
g w
ith c
olle
ge tr
aini
ng a
nd c
omm
unity
serv
ice
prog
ram
s
5.3
Ach
ieve
a 7
5% o
r gre
ater
satis
fact
ion
ratin
g fr
om c
onst
ituen
ts o
f
Latin
o-ba
sed
com
mun
ity g
roup
s ser
ved
by c
olle
ge o
utre
ach
activ
ities
as
m
easu
red
in su
rvey
s in
Janu
ary
2005
and
Janu
ary
2008
6.
Pro
mot
e an
d m
aint
ain
an a
cces
sibl
e, c
lean
, 6.
1* B
y D
ecem
ber,
2004
revi
se th
e Fr
emon
t Cam
pus m
aste
r pla
n to
refle
ct
safe
and
hea
lthy
colle
ge e
nviro
nmen
t thr
ough
an
em
phas
is u
pon
univ
ersi
ty tr
ansf
er a
nd c
ampu
s com
mun
ity
cont
inuo
us e
ngag
emen
t of s
tude
nts a
nd c
olle
ge
6.2
*By
June
, 200
4 im
plem
ent a
Sm
oke
Free
Cam
pus r
egul
atio
n pe
rson
nel i
n ca
mpu
s pre
pare
dnes
s, w
elln
ess,
6.
3 *
By
June
, 200
5 im
plem
ent a
n ex
pand
ed e
mpl
oyee
wel
lnes
s pro
gram
be
autif
icat
ion,
Uni
vers
al D
esig
n an
d en
viro
n-
6.4
*By
Sept
embe
r, 20
09 p
rovi
de a
col
lege
and
com
mun
ity c
onfe
renc
e m
enta
l sus
tain
abili
ty
cent
er/c
omm
ons o
n th
e Fr
emon
t cam
pus t
o su
ppor
t con
fere
nces
,
cultu
ral e
vent
s and
hos
pita
lity
serv
ices
6.
5 *B
y Se
ptem
ber,
2008
com
plet
e on
the
Frem
ont C
ampu
s an
upgr
ade
proj
ect o
f ext
erio
r pai
ntin
g, in
terio
r and
ext
erio
r fac
ilitie
s day
-ligh
t en
hanc
emen
ts, l
ands
capi
ng a
nd p
edes
trian
circ
ulat
ion
syst
ems.
11
Goa
l
M
easu
rabl
e O
bjec
tives
6.
Con
tinue
d
6.6
By
June
, 200
8 A
chie
ve L
EED
S ce
rtific
atio
n fo
r bot
h th
e
New
ark
Cen
ter a
nd th
e Fr
emon
t Cam
pus n
ew c
onst
ruct
ion
proj
ects
6.
6 B
y Ju
ne, 2
005
a re
vise
d Em
erge
ncy
Prep
ared
ness
Pla
n w
ill b
e su
bmitt
ed to
and
app
rove
d by
the
Boa
rd
7. I
ncre
ase
publ
ic a
nd p
rivat
e fu
nds f
or e
duca
- 7.
1 *
Incr
ease
the
Foun
datio
n en
dow
men
t fro
m $
650,
000
in 2
004
tio
nal p
rogr
ams,
equi
pmen
t and
faci
litie
s thr
ough
to
$2
mill
ion
by
Sept
embe
r, 20
09
entre
pren
euria
l act
iviti
es, g
rant
s and
the
Col
lege
7.
2 *
Esta
blis
h by
July
, 200
5 a
full-
time
gran
ts d
evel
opm
ent p
ositi
on
foun
datio
n
7.3
*Es
tabl
ish
by O
ctob
er, 2
004
an a
sset
man
agem
ent l
ong-
rang
e
pl
an fo
r the
Dis
trict
7.
4 In
crea
se fr
om 0
% in
200
4 to
$1.
5 m
illio
n re
venu
e re
ceiv
ed fr
om
asse
t man
agem
ent b
y Se
ptem
ber,
2008
7.
5 B
y Se
ptem
ber,
2009
incr
ease
fund
s rec
eive
d by
the
colle
ge F
ound
atio
n in
ann
ual
cam
paig
ns b
y 30
0% o
ver t
he 2
003-
04 b
asel
ine.
*Obj
ectiv
es a
ppro
ved
in th
e Ti
tle II
I Gra
nt P
ropo
sal
12
ATTACHMENT 3
College Level Student Learning Outcomes
General Indicators of Student Success The College will continue to pursue the Partnership for Excellence Goals for assessment of student success at the college and program levels:
1. Transfer: Number of Full-Year Transfer Students from California Community Colleges to the University of California and the California State University. Transfer Prepared: Count of Credit Students Who Become Transfer Prepared
2. Successful Program Completion: Annual Degrees and Certificates Awarded 3. Successful Course Completion 4. Workforce Development: Successful Course Completion Vocational Courses 5. Basic Skills Improvement: Count of Students Who Enroll in a Basic Skills Course and Then
Enroll in a Higher Level Course in the Same Area of Study Student Success Outcomes Related to College Strategic Goals and Title III Plan Increase the number of ESL and basic skills students attaining college level computer skills from 25% to 75% by 9/08 compared to 2004 baseline Increase the number of ESL and basic skills students persisting to college-level studies from 40% to 60% by 9/08 compared to 2004 baseline Increase the number of ESL and basic skills students after attaining prerequisites, in passing college level math and English courses from 45% to 60% by 9/09 compared to 2004 baseline Increase the number of students enrolled for 6.5 credits or more in block course and/or cohort group classes from 0% to 40% by 9/09 Increase the accuracy of student course placements in basic skills and college-level classes from 65% to 90% by 9/07 compared to 2004 baseline Increase by 25% student satisfaction with availability of courses compared to 2003 baseline survey by 9/08 Increase the number of students enrolled for 6.5 credits or more who have Web-based portfolios and education plans from 0% to 100% b 9/07 Increase from 25% to 40% students enrolled full-time by 9/09 compared to 2003-04 baseline Increase by 15% over Fall 2003 semester to semester retention rates of ESL and basic skills students by 9/09 Increase by 7% over Fall 2003 semester to semester retention rates of students taking more than 6.5 credits by 9/09
13
ATT
AC
HM
ENT
4
Res
pons
es to
Sel
f-Id
entif
ied
Plan
ning
Issu
es
Stan
dard
One
: Ins
titut
iona
l Mis
sion
•
Plac
e m
issi
on st
atem
ent o
n th
e w
ebsi
te a
nd in
the
sche
dule
of c
lass
es.
Com
ple
ted *
In
Prog
ress
or
Ong
oing
Bud
get
Con
stra
int
Aba
ndon
ed
Stan
dard
Tw
o: In
stitu
tiona
l Int
egrit
y •
Hire
a fu
ll-tim
e W
ebm
aste
r to
crea
te a
nd u
pdat
e a
cons
iste
nt “
look
and
feel
” fo
r the
Col
lege
w
ebsi
te, i
nclu
ding
ava
ilabi
lity
to fa
culty
and
staf
f who
wan
t to
crea
te a
web
pag
e.
*
• Po
st th
e O
hlon
e C
olle
ge C
atal
og o
n th
e w
ebsi
te.
*
• R
evie
w a
nd r
evis
e fu
ll-tim
e an
d ad
junc
t fa
culty
eva
luat
ion
form
s to
inc
lude
spe
cific
que
stio
ns
abou
t an
inst
ruct
or’s
obj
ectiv
ity.
*
• Po
st th
e ac
adem
ic c
ondu
ct p
olic
ies o
n th
e O
hlon
e C
olle
ge w
ebsi
te.
*
• Ev
alua
te a
nd e
xpan
d ou
treac
h ef
forts
to re
crui
t and
mai
ntai
n a
dive
rse
staf
f.
*
• Ex
plor
e w
ays t
o in
crea
se st
aff a
nd st
uden
t inv
olve
men
t in
futu
re a
ccre
dita
tion
self-
stud
ies.
*•
Esta
blis
h a
staf
f com
mitt
ee si
mila
r to
CEE
R.
*
Stan
dard
Thr
ee: I
nstit
utio
nal E
ffec
tiven
ess
• In
crea
se fa
culty
and
staf
f tra
inin
g an
d ac
cess
to th
e C
olle
ague
syst
em.
*
• Pr
ovid
e a
sepa
rate
(res
earc
h) su
rvey
bud
get.
*
• R
aise
the
prof
ile o
f and
par
ticip
atio
n in
the
Res
earc
h an
d Pl
anni
ng A
dvis
ory
Com
mitt
ee.
*•
Eval
uate
in d
etai
l the
firs
t yea
r of t
he n
ew P
rogr
ams a
nd S
ervi
ces R
evie
w p
roce
ss a
nd m
ake
adju
stm
ents
as n
eces
sary
. *
• A
dequ
atel
y an
noun
ce p
ropo
sed
faci
lity
chan
ges a
nd e
xpla
in h
ow p
lans
will
be
enac
ted
and
wha
t se
gmen
ts o
f the
cam
pus w
ill b
e af
fect
ed.
*
• En
cour
age
dean
s and
man
ager
s to
invo
lve
thei
r sta
ff in
all
plan
ning
eff
orts
in th
e de
partm
ent.
*
14
• A
dd to
the
Col
lege
web
site
info
rmat
ion
on S
trate
gic
Plan
ning
and
Pro
gram
/Ser
vice
s Rev
iew
.
*
•
Eval
uate
all
plan
ning
pro
cess
es a
nnua
lly to
ens
ure
the
cont
inue
d ef
fect
iven
ess a
nd in
tegr
atio
n of
th
ese
proc
esse
s.
*
• C
omm
unic
ate
Col
lege
’s in
tend
ed in
stitu
tiona
l out
com
es a
nd su
bseq
uent
per
form
ance
to th
e ca
mpu
s and
com
mun
ity a
t lar
ge.
*
• D
evel
op a
mar
ketin
g pl
an to
com
mun
icat
e m
atte
rs o
f qua
lity
assu
ranc
e an
d st
uden
t suc
cess
to th
e pu
blic
thro
ugh
Off
ice
of C
olle
ge R
elat
ions
, hig
hlig
htin
g C
olle
ge a
chie
vem
ents
and
info
rmin
g m
embe
rs o
f the
cam
pus,
pros
pect
ive
stud
ents
, and
the
com
mun
ity a
t lar
ge.
*
• D
irect
or o
f Col
lege
Rel
atio
ns a
ttend
s Boa
rd m
eetin
gs a
nd c
omm
unic
ates
impo
rtant
info
rmat
ion
on
a re
gula
r bas
is to
the
cam
pus c
omm
unity
. *
• In
corp
orat
e as
sess
men
t stra
tegi
es in
to c
ampu
s-w
ide
effo
rts.
*•
Expl
ore
met
hods
to in
volv
e as
man
y m
embe
rs o
f the
cam
pus c
omm
unity
as p
ossi
ble
in a
ll pl
anni
ng a
nd re
view
eff
orts
.
*
Stan
dard
Fou
r: Ed
ucat
iona
l Pro
gram
s 4.
A.
Gen
eral
Pro
visi
ons
• D
evel
op p
rogr
ams f
or le
arni
ng d
isab
led
stud
ents
.
*
• O
ffer
mor
e tra
nsfe
r-le
vel c
lass
es in
the
even
ings
and
Sat
urda
y cl
asse
s.
*
• Ex
plor
e al
tern
ativ
e tim
es to
off
er h
igh-
dem
and
cour
ses.
*
•
Mas
s-pr
oduc
e th
e tw
o-ye
ar p
lann
ing
cale
ndar
for a
ll st
uden
ts a
nd c
ouns
elor
s.
*(1
)•
Res
earc
h al
tern
ativ
e si
tes i
n N
ewar
k fo
r add
ition
al c
lass
es u
ntil
a ne
w c
ampu
s is a
vaila
ble.
*
• D
evel
op a
pla
n to
util
ize
the
spac
e av
aila
ble
in th
e af
tern
oon
on th
e Fr
emon
t cam
pus.
*•
Expl
ore
way
s of u
pdat
ing
all f
ull-t
ime
and
adju
nct c
ouns
elor
s on
prog
ram
spec
ifics
and
/or
assi
gnin
g co
unse
lors
to sp
ecifi
c pr
ogra
m a
reas
.
*
4.B
. D
egre
e A
nd C
ertif
icat
e Pr
ogra
ms
• Pr
ovid
e tra
inin
g on
the
degr
ee a
udit
mod
ule
in C
olle
ague
to tr
ack
prog
ram
com
plet
ion.
* •
Eval
uate
the
effe
ctiv
enes
s of t
he a
dditi
on o
f the
new
Tec
h To
ols R
equi
rem
ent.
*
15
• Ev
alua
te th
e ef
fect
iven
ess o
f upg
radi
ng th
e En
glis
h gr
adua
tion
requ
irem
ent.
*
• Pr
ovid
e pr
ogra
m a
ssis
tanc
e fo
r dat
a co
llect
ion.
*
• D
istri
bute
gra
duat
e su
rvey
to g
radu
ates
rece
ivin
g an
AA
, AS,
or a
Cer
tific
ate
of A
chie
vem
ent.
**
4.C
. Gen
eral
Edu
catio
n •
Rev
iew
the
new
gra
duat
ion
requ
irem
ents
in th
ree
to fi
ve y
ears
to d
eter
min
e th
e im
pact
on
the
grad
uatio
n ra
tes o
f the
Col
lege
.
*
• D
evel
op c
riter
ia a
nd a
sche
dule
for r
egul
ar re
view
of t
he G
ener
al E
duca
tion
requ
irem
ents
to
ensu
re a
ll co
mpo
nent
s fol
low
the
Col
lege
’s p
hilo
soph
y.
*
• Ev
alua
te e
ffec
tiven
ess o
f Tec
h To
ols r
equi
rem
ent i
nclu
ding
stud
ents
and
facu
lty su
rvey
s.
*
• Su
ppor
t the
impl
emen
tatio
n of
the
Gra
duat
e Su
rvey
.
*
4.D
. Cur
ricul
um A
nd In
stru
ctio
n •
Expl
ore
sche
dulin
g Pr
ogra
ms a
nd S
ervi
ces R
evie
w fo
r the
Reg
iste
red
Nur
sing
, Res
pira
tory
Th
erap
ist a
nd P
hysi
cal T
hera
py A
ssis
tant
Pro
gram
to c
oinc
ide
with
the
exte
rnal
acc
redi
tatio
n of
th
eir p
rogr
ams.
*
• Ex
plor
e w
ays t
o im
prov
e co
mm
unic
atin
g cu
rric
ular
cha
nges
to c
ouns
elor
s and
stud
ents
.
*•
Mon
itor a
nd e
valu
ate
Con
tract
Edu
catio
n an
d co
urse
s and
thos
e of
fere
d at
loca
l hig
h sc
hool
s to
ensu
re th
ey m
aint
ain
the
sam
e st
anda
rds a
s the
cou
rses
off
ered
on
the
cam
pus.
*
• In
clud
e gu
idel
ines
and
pro
cedu
res f
or th
e de
velo
pmen
t and
eva
luat
ion
of d
ista
nce
lear
ning
and
on-
line
cour
ses i
n th
e C
APA
C h
andb
ook.
*
• Ex
pand
the
dist
ance
edu
catio
n/on
line
cour
se o
ffer
ings
.
* St
anda
rd F
ive:
Stu
dent
Sup
port
And
Dev
elop
men
t •
Incl
ude
the
two-
year
aca
dem
ic p
lann
ing
sche
dule
in th
e C
atal
og a
nd o
n th
e C
olle
ge W
ebsi
te.
* (2
) •
Upd
ate
the
info
rmat
ion
on th
e w
ebsi
te o
n a
regu
lar a
nd c
onsi
sten
t bas
is.
*
• C
ross
-ref
eren
ce e
xist
ing
mat
eria
ls, i
n or
der t
o he
lp st
uden
ts k
now
whe
re to
find
add
ition
al
info
rmat
ion
on a
ll po
licie
s and
pro
cedu
res.
*
• O
ffer
mor
e su
ppor
t ser
vice
s for
eve
ning
stud
ents
.
*
16
• A
ssig
n ca
mpu
s e-m
ail a
ddre
sses
to a
ll A
SOC
mem
bers
of c
ampu
s com
mitt
ees.
*
•
Enco
urag
e st
uden
ts to
rais
e is
sues
in th
e M
onito
r and
pro
vide
add
ition
al a
ltern
ativ
es fo
r the
co
mm
unic
atio
n of
con
cern
s.
*
• En
sure
the
regu
lar a
dmin
istra
tion
of su
rvey
s des
igne
d to
gat
her s
tude
nt in
put f
or th
e pl
anni
ng a
nd
eval
uatio
n of
stud
ent s
uppo
rt an
d de
velo
pmen
tal s
ervi
ces.
*
• Im
plem
ent T
TY te
leph
one
acce
ss fo
r tel
ereg
istra
tion
for d
eaf s
tude
nts.
*
(3)
• Ex
plor
e w
ays t
o pr
ovid
e ad
ditio
nal r
esou
rces
for c
ampu
s rec
ruiti
ng.
*•
Incr
ease
out
reac
h to
pro
mot
e in
tere
st/in
volv
emen
t in
cam
pus a
ctiv
ities
and
stud
ent g
over
nmen
t.
*
• R
evie
w th
e St
uden
t Am
bass
ador
pro
gram
’s n
eeds
for a
dditi
onal
supe
rvis
ory
reso
urce
s. *
•
Enco
urag
e m
ore
stud
ents
to p
artic
ipat
e in
cam
pus a
ctiv
ities
by
adve
rtisi
ng in
the
Mon
itor a
nd c
lub
fairs
. *
• R
ecru
it an
d so
licit
spea
kers
who
add
ress
cur
rent
eve
nts,
spar
k st
uden
t int
eres
t, an
d co
nnec
t ac
adem
ia to
the
real
wor
ld.
*
Stan
dard
Six
: Inf
orm
atio
n A
nd L
earn
ing
Res
ourc
es
• Ex
pand
the
libra
ry’s
boo
k an
d m
edia
col
lect
ions
to k
eep
pace
with
the
Col
lege
’s e
nrol
lmen
t and
pr
ogra
m g
row
th.
*
• In
stal
l LC
D p
roje
ctor
s and
com
pute
rs in
cla
ssro
oms a
cros
s the
cam
pus a
nd a
t the
New
ark
Ohl
one
Cen
ter i
n a
thre
e-ye
ar p
hase
d pr
ojec
t.
*
• D
evel
op su
ppor
t for
aca
dem
ic c
ompu
ting
by p
rovi
ding
a li
nk b
etw
een
Col
leag
ue a
nd W
ebC
T, th
e on
line
educ
atio
n co
urse
war
e.
*
(4)
• C
ompl
ete
the
impl
emen
tatio
n of
the
Col
leag
ue a
dmin
istra
tive
com
putin
g sy
stem
with
Web
-bas
ed
regi
stra
tion
and
stud
ent s
ervi
ces.
*
• U
pgra
de th
e cu
rren
t net
wor
k to
a h
ighe
r ban
dwid
th c
apac
ity to
faci
litat
e ne
eded
info
rmat
ion
shar
ing
and
serv
ices
.
*
*
• D
evel
op a
pla
n to
supp
ort e
xist
ing
and
plan
ned
serv
ices
thro
ugh
new
or n
on-tr
aditi
onal
way
s.
*
• D
evel
op a
pla
n fo
r rea
lloca
tion
and
use
of e
xist
ing
faci
litie
s onc
e th
e IC
C h
as o
pene
d.
*
• Se
cure
fund
ing
for e
quip
men
t in
the
ICC
bui
ldin
g, sh
ould
stat
e fu
ndin
g pr
ove
inad
equa
te.
*
• D
evel
op a
real
istic
staf
fing
plan
for I
S to
add
ress
the
need
for e
xten
ded
hour
s of s
ervi
ce, t
he
impa
ct o
f the
ICC
, and
the
need
to im
plem
ent n
ew p
roje
cts a
nd se
rvic
es.
**
17
• Im
prov
e st
uden
t acc
ess t
o le
arni
ng re
sour
ces b
y in
crea
sing
“up
-tim
e” o
f all
libra
ry e
quip
men
t th
roug
h su
ffic
ient
com
pute
r tec
hnic
ian
supp
ort.
*
• In
crea
se th
e nu
mbe
r of a
ssis
tive
tech
nolo
gies
ava
ilabl
e to
stud
ents
with
dis
abili
ties.
**
• In
vest
igat
e op
tions
for s
tream
ing
med
ia to
cla
ssro
oms.
*•
Dev
elop
a p
lan
to re
trofit
exi
stin
g la
bs to
con
form
to A
DA
gui
delin
es.
*•
Prov
ide
emai
l, vo
icem
ail,
and
Inte
rnet
acc
ess t
o al
l adj
unct
facu
lty in
acc
essi
ble
loca
tions
. *
•
Prov
ide
emai
l to
stud
ents
.
*(5
)•
Fill
vaca
nt p
ositi
ons a
s Dis
trict
reso
urce
s bec
ome
avai
labl
e.
**
• Id
entif
y an
d im
plem
ent n
ew w
ays o
f rec
ruiti
ng a
nd re
tain
ing
staf
f for
tech
nica
l pos
ition
s. *
•
Res
earc
h an
d im
plem
ent a
mul
ti-fa
cete
d tra
inin
g pl
an fo
r all
empl
oyee
s tha
t add
ress
es th
e is
sues
of
lear
ning
styl
es, h
ours
of a
vaila
bilit
y, a
nd n
eeds
.
*
• Pl
an tr
ansi
tion
from
usi
ng h
ighl
y pa
id c
onsu
ltant
s to
colle
ge st
aff t
o su
ppor
t Col
leag
ue.
*
• Se
ek w
ays t
o su
ppor
t the
Sm
ith C
ente
r tel
evis
ion
stud
io e
quip
men
t upd
ates
.
*
• Ex
plor
e op
tions
for c
hang
ing
from
a fi
ve-y
ear t
o a
thre
e-ye
ar e
quip
men
t rep
lace
men
t cyc
le.
**
• Im
plem
ent,
eval
uate
, and
revi
se a
s nee
ded
the
new
tech
nolo
gy p
lan.
*
Stan
dard
Sev
en: F
acul
ty A
nd S
taff
•
Rev
iew
sala
ries a
nd b
enef
its to
dev
ise
initi
ativ
es to
hire
and
reta
in q
ualit
y em
ploy
ees.
* •
Rev
iew
and
upd
ate
equi
vale
ncy
proc
esse
s. *
•
Rev
iew
stud
ent e
valu
atio
n fo
rms.
*
• D
evel
op w
orks
hop
on e
valu
atio
n te
chni
ques
, spe
cific
ally
on
clas
sroo
m o
bser
vatio
ns a
nd p
rese
nt
as a
flex
act
ivity
.
*
• W
ork
with
all
depa
rtmen
ts to
pro
vide
Col
leag
ue tr
aini
ng to
facu
lty a
nd st
aff.
*
• Se
ek a
dditi
onal
sour
ces o
f fun
ding
to a
dequ
atel
y pr
ovid
e pr
ofes
sion
al d
evel
opm
ent o
ppor
tuni
ties
for e
very
em
ploy
ee g
roup
.
*
• R
eque
st in
put o
n a
regu
lar b
asis
for w
orks
hops
, pos
sibl
y w
ith a
mai
lbox
and
a fo
rm fo
r sug
gest
ed
activ
ities
.
*
18
Stan
dard
Eig
ht: P
hysi
cal R
esou
rces
•
Ana
lyze
alte
rnat
ive
plan
s to
addr
ess c
ampu
s spa
ce is
sues
on
the
Frem
ont a
nd N
ewar
k ca
mpu
ses
incl
udin
g th
e pr
opos
ed b
ond
faci
litie
s.
*
• Ex
plor
e po
ssib
le re
sour
ces f
or c
oord
inat
ing
capi
tal p
roje
cts.
*•
Con
side
r bui
ldin
g ra
mps
for a
cces
s to
offic
es n
ot a
cces
sibl
e by
ele
vato
rs.
*•
Con
side
r ins
talli
ng se
curit
y ca
mer
as, p
hone
s, an
d lig
hts i
n th
e pa
rkin
g lo
ts.
*•
Inco
rpor
ate
ongo
ing
mai
nten
ance
and
equ
ipm
ent u
pgra
des i
nto
stra
tegi
c pl
ans a
nd b
udge
ts.
* St
anda
rd N
ine:
Fin
anci
al R
esou
rces
9.
A. F
inan
cial
Pla
nnin
g •
Rev
iew
the
budg
et p
lann
ing
mod
el a
nd in
corp
orat
e ze
ro-b
ased
bud
getin
g fo
r add
ition
al a
reas
as i
s fe
asib
le.
*
• R
evie
w q
uarte
rly sa
lary
pro
ject
ions
and
refle
ct a
ny a
djus
tmen
t in
the
budg
et to
mor
e ac
cura
tely
pr
esen
t the
fina
ncia
l pos
ition
of t
he C
olle
ge.
*
• Id
entif
y ke
y st
aff r
espo
nsib
le fo
r eac
h ca
pita
l pro
ject
, dev
elop
pro
cedu
res t
o fa
cilit
ate
proj
ect
man
agem
ent a
nd in
vest
in tr
aini
ng st
aff o
n ho
w to
man
age
and
coor
dina
te p
roje
cts.
*
• Pr
ovid
e tra
inin
g to
bud
get m
anag
ers a
nd B
udge
t Com
mitt
ee m
anag
ers.
*•
Incr
ease
eff
orts
to a
chie
ve fu
ll pa
rtici
patio
n by
all
facu
lty a
nd st
aff i
n bu
dget
ing
plan
ning
. *
9.
B. F
inan
cial
Man
agem
ent
• Es
tabl
ish
an o
n-go
ing
train
ing
prog
ram
for r
etrie
val o
f fin
anci
al in
form
atio
n fo
r rep
ort w
ritin
g an
d re
triev
al o
f bud
get i
nfor
mat
ion
thro
ugh
the
Col
leag
ue sy
stem
.
*
• R
evie
w re
sour
ce o
ptio
ns fo
r im
prov
ing
the
over
sigh
t and
mon
itorin
g of
gra
nt p
rogr
ams.
*•
Rev
iew
the
Boo
ksto
re o
rder
ing
proc
esse
s by
inst
itutin
g be
tter c
omm
unic
atio
ns w
ith fa
culty
and
do
wnl
oadi
ng st
uden
t enr
ollm
ent i
nfor
mat
ion
on a
regu
lar b
asis
.
*
• R
evie
w B
ooks
tore
on-
line
orde
ring
serv
ices
to b
ette
r mee
t stu
dent
nee
ds o
n bo
th c
ampu
ses.
*•
Incr
ease
fund
rais
ing
activ
ities
and
“fr
iend
” ra
isin
g ac
tiviti
es
*
19
• D
evel
op a
nd m
aint
ain
a “n
eeds
” lis
t.
* •
Plan
and
pro
mot
e be
tter m
arke
ting
and
visi
bilit
y th
roug
h an
noun
cem
ents
of a
vaila
ble
scho
lars
hips
, spo
nsor
ed e
vent
s and
com
mun
icat
ion
of th
e Fo
unda
tion’
s fun
ctio
ns.
*
Stan
dard
Ten
: Gov
erna
nce
And
Adm
inis
tratio
n •
Ree
xam
ine
curr
ent o
rgan
izat
iona
l pla
n in
two
year
s.
*
• R
evie
w th
e Pr
ogra
ms a
nd S
ervi
ces R
evie
w p
roce
ss o
f eva
luat
ion
of a
dmin
istra
tors
dur
ing
its fi
rst
thre
e-ye
ar c
ycle
.
*
• W
ork
with
ASO
C to
ens
ure
broa
der p
artic
ipat
ion
of st
uden
ts.
*
Nar
rativ
e ex
plan
atio
ns o
f Aba
ndon
ed p
lann
ing
goal
s:
(1) C
urric
ulum
gui
des a
re n
ow p
rovi
ded
onlin
e.
(2) T
he im
plem
enta
tion
of th
e de
gree
aud
it m
odul
e of
Col
leag
ue a
nd im
prov
ed o
nlin
e cu
rric
ulum
gui
des h
as e
limin
ated
the
need
for t
his g
oal.
(3) T
he im
plem
enta
tion
of w
eb re
gist
ratio
n ha
s elim
inat
ed th
e ne
ed fo
r thi
s goa
l. (4
) The
off
cam
pus h
ostin
g of
Web
CT
has i
mpr
oved
eas
e of
stud
ent l
og-o
ns a
nd e
limin
ated
the
need
for t
his g
oal.
(5) F
ree
emai
l pro
vide
d to
stud
ents
thro
ugh
the
elec
troni
c ad
mis
sion
s sys
tem
(X-A
pp),
and
the
plet
hora
of f
ree
emai
l ser
vice
s in
the
open
m
arke
t hav
e el
imin
ated
the
need
for t
his g
oal.
