Strategic PlanningBoard Retreat III:
Defining Our Vision
April 12, 2019
Strategic Planning at DMC
• 5 Year Cycle
• Current plan ends August 2019
• Focus on Continuous Improvement
• Tied to Annual Budget Cycle
Board of Regents EngagementSeptember 14, 2018
Laying the Groundwork: Retreat I
November 9, 2018
Analyzing the Environment: Retreat II
April 12, 2019 Defining our Vision: Retreat III
June 11, 2019 Forming the Plan: Retreat IV
Today - Retreat Goals Review Stakeholders’ Strategic Issues
Define our Vision
Review and Confirm our Mission & Core Values
Agenda
I. Overview of Strategic Planning Process & Summary of Board Retreats I & II
II. What We Are Learning From our Stakeholders
III. Our Vision for 2024
IV. Our Mission & Core Values
V. Next Steps
Retreat I – September 14Key Takeaways
Retreat I Goals
Understand Development of Strategic Planning in Community Colleges
Examine Integrated Planning: Society of College and University Planners (SCUP) Model
Answer the Question: What do effective, actionable strategic plans in community colleges look like?
Shelf Documents• Early Higher Ed Strategic Plans were used to
Articulate Mission and Vision, Prioritize Resources, and Promote Focus.
• “Shelf Document” Plans Described the Institution; did not Motivate Planning Process.
Source: Hinton, K.E. (2012). A Practical Guide to Strategic Planning in Higher Education. Society for College and University Planners.
State and Federal Mandates
Accreditation Requirements
Evolving Student Needs
Local Workforce Demands
Facilities, Equipment, and Technology
High Touch & High Tech
Faculty Engagement
Student Success Rates
New Learning Modalities
Planning Today• Required by SACSCOC
• Incorporates Demands for Accountability from State and Federal Governments
• Critical for Administrative and Academic Coordination
Source: Hinton, K.E. (2012). A Practical Guide to Strategic Planning in Higher Education. Society for College and University Planners.
The SCUP Planning ModelIntegrated Planning is a sustainable approach to planning that
• Builds relationships,
• Aligns the organization, and
• Emphasizes preparedness for change.
Source: Society of College and University Planning (2018). About SCUP. Retrieved from https://www.scup.org/page/about
1.
2.
3. 4.
5.
WE ARE HERE
February – April 2019
August 2019*
Annually
September 2019 – August 2024
October 2018 – January 2019
May – July 2019
*Board Review & Approval of Plan
Strategic Planning Committee
Faculty Council
Chairs’ Council
Deans’ Council
Board of Regents
Staff Councils
Student Government Association
Executive Team
InstructionStudent Services
Students IT/FacilitiesHuman
ResourcesFiscal
Services
Components of A Strategic Plan
Source: Hinton, K.E. (2012). A Practical Guide to Strategic Planning in Higher Education. Society for College and University Planners.
Goals and Objectives
Vision
Values
Mission Statement
Implementation Plan
Source: Hinton, K.E. (2012). A Practical Guide to Strategic Planning in Higher Education. Society for College and University Planners.
“The Mission and Vision represent the current and envisioned state of
the institution. The Strategic Plan is used to bridge
the gap between the two.”
Community Colleges
Size
Student Population
Funding Structure
Culture
History
Local Needs
Different Colleges
Different Plans
Source: Society of College and University Planning. (2018). SCUP Planning Institute 1: Laying the Groundwork for Strategic Planning.
Identifying Strategic Issues
Pressing problems and/or significant opportunities that must be strategically addressed for DMC to meet its mission
Strategic Issue 1
Strategic Issue 2
Strategic Issue 3
Goal 1 Goal 2
Objective 1 Objective 2 Objective 3 Objective 4
A New Plan• Developed by Stakeholders
• Addressing DMC’s Strategic Issues
• Tied to Key Performance Indicators (KPIs)
• Implemented Intentionally by all Programs and Units of the College
Retreat II– November 9Key Takeaways
Retreat Goals Analyze DMC’s Internal and External Environments
Identify DMC’s Strategic Issues What factors do we need to leverage/mitigate
to move DMC forward?
Who Are Our Students?
Students
Enrolled in Credit Coursework
Annual Unduplicated Headcount 2017-2018
Source: DMC 2017-2018 Statistical Profile
Who Are Our Students?
77% Enrolled
Part-Time
67% Hispanic
23 Average Age
Fall 2017 Unduplicated Headcount, Credit StudentsSource: DMC 2017-2018 Statistical Profile
57%Female
Who Are Our Students?
Fall 2017 Unduplicated Headcount, Credit Students
70%Freshman
Classification
62%Financial Aid Recipients*
34%Enrolled in Online
Coursework
19%Dual Credit
*Annual Unduplicated Headcount, 2016-2017
Our External Environment•Population Growth
•Economic Development - $50+ Billion in Capital Investment in the Region
•5th Largest Port
•New Cable-Stayed Suspension Bridge
Strategic Issues
Key Performance Indicators (KPIs)
Strategies
KPIs
Strategies
1. Student Completion
2. Student Retention
3. College Readiness
4. Financial Effectiveness
Board of Regents’ Strategic Issues
Key Performance Indicators (KPIs):• Number of Graduates (each year)
• Graduation Rates (percentage of FTIC students that graduate within a defined amount of time)
• Time and Semester Credit Hours (SCH) to Completion
• % of Students Enrolled Part-Time
1. Completion
Number of Degrees & Certificates Awarded
1,018 1,101 1,292 1,422
389432
497603
2015 2016 2017 2018
Associate Certificate
1,407 1,533
2,0251,789
Source: THECB Accountability System
Source: THECB Accountability System
Large College Peer Group• The Texas Higher Education Coordinating Board
uses Institutional Peer Groups to Support Improvement and Collaboration
• DMC is in the Large College Cohort (7,000-14,000 Credit Student Enrollment)
• Sizes range from Small to Very Large
Large College Peer GroupThe Large TX College Cohort Includes:
• Amarillo College• Blinn College• Central Texas College• Del Mar College• Laredo Community
College
• Navarro College
• North Central Texas College
• South Plans College
• Tyler Junior College
18.5%
14.0%Enrolled in 2015
DMC
First-time, full-time entering degree seeking students who enrolled in a minimum of 12 SCH their first fall semester who graduated from the same institution or another TX public institution, as of 2018.
FTIC FT Graduation Rates Large TX Colleges
3 Years
29.1%Enrolled in 2014
4 Years
22.7%
37.8%Enrolled in 2012
6 Years
21.8%
Source: THECB Accountability System
Years to Completion
Large TX Colleges Years to
CompletionSemester
Credit Hrs.
Large TX Colleges Semester
Credit Hrs.
Time & Semester Credit Hour (SCH) to Degree*
2018 Associate Degree Graduates
*Does NOT include Dual Credit or Developmental Education CourseworkSource: THECB Accountability System
4 years 86 hours5.1 years 93 hours
Full-Time/Part-Time Status77%
Part-Time
Fall 2017 Unduplicated Headcount, Credit StudentsSource: DMC 2017-2018 Statistical Profile
Key Performance Indicators (KPIs):• Retention Rates (Fall-to-Fall semesters)
• Student Classification – % of Students Classified as Sophomores
2. Retention
*First-time, full-time entering credential seeking students who enrolled in a minimum of 12 SCH their first fall semester who are enrolled at the same institution or another TX institution, as of 2018.
FTIC FT Persistence Rates
1 Year
Source: THECB Accountability System
1 Year
63.8% Persisted,
1 Year
Enrolled in 2016 49.1%Persisted,
2 Years
Classification of Students70%
Freshman
Fall 2017 Unduplicated Headcount, Credit StudentsSource: DMC 2017-2018 Statistical Profile
Proposed Strategies: • 8-Week Terms
• Part-Time Students – Providing Incentives to Enroll in Additional Coursework
• Advising – Ensuring Exceptional Support Services
Completion & Retention
Key Performance Indicators (KPIs):• % of Students Requiring Developmental Coursework
• % of Unprepared Students who Satisfy TSI Requirements within 2 years
• % of Unprepared Students Completing a College Level Course within 2 years
3. College Readiness
Students Requiring Developmental Coursework 77% of
First-Time-In-CollegeStudents
Of the 1,208 FTIC Students in Fall 2017, 77% required developmental coursework in 1 or more subject areas.
Source: DMC 2017-2018 Statistical Profile
Underprepared Students
Source: THECB Accountability System
25.7%2 Years
Math
2 Years
2 Years
Reading
Writing
48.1%
57%
FTICs, Enrolled in 2015
Satisfied TSI Requirements
Underprepared Students
Source: THECB Accountability System
15.1%
2 YearsMath
2 Years
2 Years
Reading
Writing
24%
31.6%
FTICs, Enrolled in 2015
Completed College Level
Course
Proposed Strategies: • Accelerated Curricula: Co-Enrolled Courses
(college-level course with required support course)
• Targeted Learning Supports
• Collaboration with K-12 Partners
3. College Readiness
Proposed Strategies: • Long-Term Financial Planning
• Expand Tax Base
• Mitigate Cuts to State Funding
4. Financial Effectiveness
Key Performance Indicators (KPIs):• Return on Net Position Ratio
• New Operating Revenue Ratio
• Primary Reserve Ratio
• Viability Ratio• Composite Financial Indicator
4. Financial Effectiveness
RETURN ON NET POSITION RATIO
0.097 0.088
0.078
0.040
0.223
0.000-0.004
0.046
0.096
0.146
0.196
0.246
FY2014 FY2015 FY2016 FY2017 FY2018
THECB's point of reference
Measures the annual financial change in net position (surplus or loss) relative to the College’s net
position at the beginning of the fiscal year.
• Rate of return ranges from 4.0% to 22.3%
• Five consecutive years of surplus ($43.9 million)
• FY 2018 rate of .223 is influenced by accounting change for Other employee benefits (GASB 75) in fiscal year 2018 valued at $86.3 million
• FY 2018 net position increased ($9.9 million) after new GASB reporting standards
• Waiting for further guidance by the Texas Higher Education Coordinating Board to determine if the ratio should exclude GASB 68 and 75
• FY 2018 ratio changes to .081 when excluding accounting changes GASB 68 and 75 valued $96.8 million
NEW OPERATING REVENUE RATIO
0.064
0.048 0.044
(0.016)
0.025
0.048
(0.020)
(0.010)
0.000
0.010
0.020
0.030
0.040
0.050
0.060
FY2014 FY2015 FY2016 FY2017 FY2018
THECB's point of reference
Measures the effective use of the current annual revenues. Note: The ratio excludes debt service ad valorem tax revenue, bond interest expense and other non-operating expenses.
• Ratio demonstrates effective use of annual revenues in four of the five years with rates ranging from above 2.5% to 6.4% resulting in surplus of $38.9 million
• Net position (financial resources) increased by $10.4 million in fiscal year 2014 when factoring in debt service ad valorem tax revenue and other non-operating expenses
• FY 2017 ratio of -1.6% is driven by reported operating loss of $90.3 million
• FY 2017 net position (financial resources) increase of $5.0 million when factoring in non-operating revenues
PRIMARY RESERVE RATIO
0.482
0.364 0.323 0.307
(0.389)
0.140
(0.400)
(0.300)
(0.200)
(0.100)
-
0.100
0.200
0.300
0.400
0.500
FY2014 FY2015 FY2016 FY2017 FY2018
THECB's point of reference
• Net position (financial resources) to continue to operate ranged from 4 to 6 months in fiscal years 2014 through 2017
• The 2015 and 2018 rate is the result of accounting changes (pensions GASB 68 and other post-employee benefits GASB 75) valued at $10.5 million and $86.3 million, respectively
• Waiting for further guidance by the Texas Higher Education Coordinating Board to determine if the ratio should exclude GASB 68 and 75
• FY 2018 ratio changes to 4.5 when excluding accounting changes GASB 68 and 75 valued $96.8 million
Determines the number of months the College can continue to operate into the future with existing financial resources and no future revenue streams.
VIABILITY RATIO
1.603
1.097 1.046 1.023
(0.439)
0.420
(0.450) (0.350) (0.250) (0.150) (0.050) 0.050 0.150 0.250 0.350 0.450 0.550 0.650 0.750 0.850 0.950 1.050 1.150 1.250 1.350 1.450 1.550 1.650
FY2014 FY2015 FY2016 FY2017 FY2018
THECB's point of reference
• Sufficient financial reserves to pay off the entire general bond obligations in four of the five fiscal years
• Waiting for further guidance by the Texas Higher Education Coordinating Board to determine if the ratio should exclude GASB 68 and 75.
• FY 2018 ratio is 2.7 when excluding accounting changes GASB 68 and 75 valued $96.8 million
Measures the Colleges financial capacity to settle the entire general obligation bonds with existing net position (financial reserves).
COMPOSITE FINANCIAL INDEX (CFI)
4.498
3.451
3.141
1.839
1.201
2.000
0.000
0.500
1.000
1.500
2.000
2.500
3.000
3.500
4.000
4.500
FY2014 FY2015 FY2016 FY2017 FY2018
THECB's point of reference
• The 2015 and 2018 rate are driven by
• Account changes (GASB 68 and GASB 75) valued at $10.5 million and $86.3 million for fiscal years 2015 and 2018, respectively
• New general obligation bond issuance valued at a net $ 7 million ($23.6 million of which $16.6 million was used to refund the 2006 G.O. bonds) and $101.6 million for fiscal year 2015 and 2018, respectively
• FY 2017 ratio of -1.6% is driven by reported operating loss of $90.3 million. However, net position (financial resources) increased by $5.0 million when factoring in non-operating revenues
• FY 2014 highest CFI with a rate of 4.5
• FY 2018 index is 4.6 when excluding accounting changes GASB 68 and 75 valued $96.8 million
Used to measure the overall financial condition of the College. The rate is based on the combined
value of the four ratios previously discussed.
Strategic Issue 1
Strategic Issue 2
Strategic Issue 3
Goal 1 Goal 2
Objective 1 Objective 2 Objective 3 Objective 4
• KPI 1• KPI 2
• KPI 1• KPI 2
What We Are Learning From Our
Stakeholders
Students
Student Focus Groups• February 2019
• 4 Focus Groups Held on the East and West Campuses, Center for Economic Development (CED)
• Approximately 100 student participants
Students Say…They Appreciate the Support Services Available (Library, tutoring, labs, advisors, food services, technology, etc.)
Students Say…They Like the Learning Environment (Class size, quality instruction, friendly people)
Students Say…They Are Unaware of All Services & Resources Available (Communication gap, don’t know where to go for help)
Students Say…They Want More Advising Support (selecting classes, program requirements, transfer information, more staff)
Students Say…They Want More Assistance with On-Boarding (online enrollment, financial aid processing)
Students Say…They Want More Reasons to Stay on Campus (longer hours, more activities, more childcare options, more food services)
Student & Alumni Surveys •Administered in October 2018
•Over 450 Student Participants
•Over 125 Alumni Participants
Satisfaction with Academic Advising
Students Alumni
63% Satisfied
19% Neutral
14% Never Used
18% Neutral
62% Satisfied
12% Never Used
6% Not Satisfied
11% Not Satisfied
Satisfaction with Financial Aid
Students Alumni
65% Satisfied
14% Neutral
15% Never Used
46% Satisfied
21% Never Used
22% Neutral
11% Not Satisfied
6% Not Satisfied
Satisfaction with Library Services
Students Alumni
81% Satisfied
19% Neutral
6% Never Used
80% Satisfied
3% Never Used
2% Not Satisfied
5% Not Satisfied
12% Neutral
Guided Pathways @ DMC• Clarifying Paths to Students’ End Goals
• Help Students Choose and Enter a Pathway
• Helping Students Stay on a Path
• Ensuring Students are Learning
Source: Davis, J. and Cho, S.W. (2012). Get with the Program: Accelerating Community College Students’ Entry into and Completion of Programs of Study, Community College Research Center.
Guided Pathways @ DMC
Source: Davis, J. and Cho, S.W. (2012). Get with the Program: Accelerating Community College Students’ Entry into and Completion of Programs of Study, Community College Research Center.
Pathways Update at Upcoming DMC Board Meeting
Quality Enhancement Plan (QEP)
•Required by SACSCOC
•DMC’s QEP Topic Will Be Advising
QEP Update at DMC Board Meeting on April 23
Faculty & Staff
Faculty & Staff Focus Groups•February 2019; 6 Focus Groups Conducted
•Approximately 50 Faculty & Staff Participants
• Online Survey Available to All Faculty & Staff
DMC is Really Good At…• Student Support
• Offering a Variety of High Quality Degrees and Certificates
• Affordability & Accessibility
• Hiring Caring and Qualified Faculty & Staff
• Community Relations and Brand Identity
DMC Needs to Change/Improve…• Internal Communication between Employees and between
Departments
• Advising: Training and Services
• Technology: Student Information System (ERP) and other Resources
• Distance Learning: Supports and Processes
• Student Outcomes: Graduation & Transfer Rates
• Facilities and Maintenance
Challenges Students Face…• Being Academically Unprepared for College
• Socioeconomic Challenges; Lack of Resources
• Life/College Balance
• Course Scheduling: Difficult to Build an Efficient Schedule; Some Courses Unavailable
DMC Needs to Prepare for…• Program Growth: Dual Credit, Online Offerings, Emerging
Industry Needs
• More Students Taking Classes Online
• New Student Information System (ERP)
• Automated Processes; Both for Students and Internal Efficiency
In the Next 5 Years, Challenges DMC Will Face…
• Funding
• Keeping up With Growth: South Campus
• Planning; Retiring Faculty & Staff
• Implementation of New StrategiesSimultaneously: New ERP, Pathways, QEP
Community
Our Vision for 2024
Components of A Strategic Plan
Source: Hinton, K.E. (2012). A Practical Guide to Strategic Planning in Higher Education. Society for College and University Planners.
Goals and Objectives
Vision
Values
Mission Statement
Implementation Plan
Vision•One of the most important plan components
•The College’s clear description of what it intends to become in the future; its strategic position
•“This is What We Aspire to Achieve”
Source: Hinton, K.E. (2012). A Practical Guide to Strategic Planning in Higher Education. Society for College and University Planners.
Our Mission & Core Values
Mission Statement •Foundation of the Strategic Plan
•Describes Why the College Exists and What It’s Operations are Intended to Achieve
•Definitional
•“This is What We are Here to Do”Source: Hinton, K.E. (2012). A Practical Guide to Strategic Planning in Higher Education. Society for College and University Planners.
Mission - SACSCOC
The institution has a clearly defined, comprehensive, and published mission specific
to the institution and appropriate for higher education (Standard 2.1).
Proposed Mission
Del Mar College is a multi-campus community college that supports the academic, workforce development,
and lifelong learning needs of its community by offering degree and certificate programs; continuing education
opportunities; adult education services; and customized training for economic advancement.
Core Values
•What the College stands for and the way in which it conducts its activities
•“These are the Characteristics We Believe are Important in How We Do Our Work”
Source: Hinton, K.E. (2012). A Practical Guide to Strategic Planning in Higher Education. Society for College and University Planners.
Proposed Core Values
Student Learning and
Success
Excellence in Instruction
Access
Integrity Innovation Diversity
Proposed Core Values Student Learning and Success
• Ensuring students gain the necessary knowledge, skills, and experience to achieve their goals of graduation, transfer, and/or personal enrichment.
Excellence in Instruction• Developing and delivering exceptional instruction that is tailored to a diverse
student population.
Access• Providing opportunities to all persons who wish to participate and succeed in
higher education through traditional and distance delivery formats.
Proposed Core Values Integrity
• Demonstrating honesty, transparency, and respect through clear communication and accountability with our stakeholders, our community, and with each other.
Innovation• Dedicating attention to new ideas that lead to higher levels of
achievement for faculty, staff, and students.
Diversity• Embracing differences to enrich our college and community.
Next Steps
1.
2.
3. 4.
5.
WE ARE HERE
February – April 2019
August 2019*
Annually
September 2019 – August 2024
October 2018 – January 2019
May – July 2019
*Board Review & Approval of Plan
Retreat IV: June
Board of Regents Engagement
Retreat IV – June 11• Review of Strategic Plan Draft
• Budget Planning for 2019-2020
August Board Meeting• Board Review and Approval of new Strategic Plan
Strategic Issue 1
Strategic Issue 2
Strategic Issue 3
Goal 1 Goal 2
Objective 1 Objective 2 Objective 3 Objective 4
• KPI 1• KPI 2
• KPI 1• KPI 2
Source: Hinton, K.E. (2012). A Practical Guide to Strategic Planning in Higher Education. Society for College and University Planners.
“The Mission and Vision represent the current and envisioned state of
the institution. The Strategic Plan is used to bridge
the gap between the two.”