CCVC

 

Community Colleges of Ventura County

 

·     Moorpark College

·     Oxnard College

·     Ventura College

·      District Service Center

                          

 

 

 

 

 

STRATEGIC PLAN

2001-2005

 

 

 

 

 

 

Ventura County Community College District

333 Skyway Drive

Camarillo, CA 93010

 

 

 

 

INTRODUCTION

 

 

This document is the culmination of two years of planning by consensus in the Ventura County Community College District.  Calling itself the Community Colleges of Ventura County (CCVC), there was full participation from Moorpark College, Oxnard College, Ventura College and District Service Center staff, faculty and administration.  For the first time in its history, CCVC undertook to develop long range district-wide strategic planning.  From the beginning, it was clear to all involved that such planning would have to be collaborative and mutually beneficial to all involved.  As a result, this document is the combined effort of Futures Forum and of four distinct planning groups from CCVC’s three colleges and the District Service Center.

 

The document is organized in three parts:

·        The CCVC Strategic Plan

·        Background and information that informed the planning process

·        Appendices that include the various planning documents from the four locations and other resources

 

CCVC is grateful to all of the employees –faculty, staff and administration – who gave generously of their time and their creativity to formulate a planning process, gather information and resources vital to planning, and to analyze and develop this plan.

 

 

 

 

 

 

THE MISSION OF THE CALIFORNIA COMMUNITY COLLEGES

 

 

 

 

 

As an integral part of the California Community Colleges, the Community Colleges of Ventura County, an open-access, public educational district, is dedicated to provide excellence in education, cultural enrichment, and service to the community.

 

The primary mission of the Community Colleges of Ventura County includes:

 

1.      Transfer Education:  The CCVC will provide lower-division course work including the complete range of general education courses needed for transfer as well as many of the specific courses needed for particular majors.

 

2.      Vocational/Occupational Education:  The CCVC will provide a variety of occupational programs to prepare students for employment as well as programs for retraining or upgrading of student skills.

 

3.      Associate Degree and Certificate Programs:  The CCVC will offer programs leading to the Associate in Arts or Associate in Science Degree, Certificates of Achievement or Certificates of Completion.

 

4.      Remedial Education:  The CCVC will provide remedial instruction, instruction in English as a second language, adult non-credit instruction and support services to help students succeed in post secondary education.

 

5.      General Education:  The CCVC’s General Education program will provide students the tools to comprehend the modern world.  The intent is for students to use this knowledge when evaluating and appreciating the physical environment, the culture, and the society in which they live.

 

6.      Economic Development: The CCVC will work actively with local industry and economic development agencies and will design programs to support the economic development initiatives of the County.   

 

THE COMMUNITY COLLEGES OF VENTURA COUNTY

 

The CCVC Strategic Vision

 

Supporting & sustaining world-class leadership in higher education & workforce training.

 

 

 

 

 

 

The CCVC Strategic Mission

 

CCVC dedicates its resources to student success.

 

 

            We are committed:

 

·        To bring the CCVC vision to the six missions of the institution—basic skills, general education, four-year transfer, vocational/career, economic development, and lifelong learning

 

·        To inaugurate, maintain, evaluate and justify all institutional programs and activities in terms of student success in these six areas

 

·        To work with the community to ensure appropriateness of programs to the CCVC mission, to provide flexibility in programs to support the educational, economic, and social needs of the community through the creative, effective and efficient use of fiscal and human resources

 

·        To be learner-centered and committed to the principle that every individual who comes to us for learning leaves us better prepared to be a productive citizen and a self-directed and lifelong learner

 

·        To strive for the continuous improvement of our programs, services, ourselves, colleagues, and community

 

 

 

CCVC CORE VALUES

 

We, the members of the Community Colleges of Ventura County, are empowered by the following values to enrich our community and enhance our success:

 

 

CIVILITY

We value kindness and respect in all our interactions.

 

COLLABORATION

We value an inclusive team approach based upon collegiality, commitment, and honest communication.

 

DIVERSITY AND COMMONALITY

We value others and ourselves as unique individuals and embrace the commonalities and the differences that promote the best of who we are.

 

EXCELLENCE

We value the commitment to quality and continuous improvement.

 

INNOVATION

We value creativity, risk-taking, and vision.

 

INTEGRITY

We value integrity, honesty, and congruence in action and word.

 

LEARNING

We value learning as a lifelong process in the pursuit of knowledge and personal growth.

 

POSITIVE ENVIRONMENT

We value an environment that is welcoming, pleasing, and safe.

 

SHARED DECISION MAKING

We value shared decision making (shared governance) as the process that provides each of us the opportunity to build consensus.

 

TRADITION AND CHANGE

We value tradition and change as each enriches our community.

 

ENVIRONMENTAL RESPONSIBILITY

We value our living planet and accept responsibility for protecting the environment.

CCVC STRATEGIC GOALS
2001-2005

 

 

 

 

 

GOAL I.        STUDENT SUCCESS

 

 

 

EFFECT TIMELY INSTITUTIONAL CHANGE BASED ON THE NEEDS AND GOALS OF A DIVERSE STUDENT POPULATION.

 

 

 

OBJECTIVES:

ü      Use traditional and innovative teaching/learning/service modalities including effective deployment and use of technology

ü      Identify student, community and institutional needs to guide recruitment, curriculum, schedules, staffing and instructional/student services modalities

ü      Improve success in basic skills and life skills development

ü      Integrate technology, career and vocational problem-solving and life learning skills

ü      Systematically and continuously assess student and institutional outcomes

ü      Effect institutional change as rapidly and as often as needed

 

 

 

RELEVANT KEY PERFORMANCE INDICATORS:

 

 

 

 

GOAL II.       INSTITUTIONAL EFFECTIVENESS AND PRODUCTIVITY

 

 

 

COMMIT TO CONTINUOUS QUALITY IMPROVEMENT THROUGH RESEARCH AND DEVELOPMENT AND OUTCOME MEASUREMENTS.

 

 

 

OBJECTIVES:

ü      Adopt and support a customer service model that emphasizes core values

ü      Dedicate ourselves to improving processes for all of our students and stakeholders, including each other

ü      Continually review and assess the impact of the CCVC budget allocation model on institutional effectiveness

ü      Use technology to support institutional effectiveness

ü      Systematically and continually evaluate productivity to ensure cost-effective delivery of instruction and services

 

 

 

RELEVANT KEY PERFORMANCE INDICATORS:

 

 

GOAL III.      HUMAN RESOURCES

 

 

 

                        CREATE A COMMUNITY OF EMPLOYEES THAT DEMONSTRATES THE HIGHEST PROFESSSIONAL AND ETHICAL STANDARDS AND ENHANCES DIGNITY, RESPECT AND EQUALITY.

 

 

 

OBJECTIVES:

 

ü      Support and disseminate CCVC Core Values at all locations through a variety of communication strategies

ü      Recruit/support the hiring of ethnically diverse, committed, quality employees; provide quality compensation and benefits; provide programs responsive to stakeholder need

ü      Develop employees through ongoing staff development opportunities that mirror our Core Values

ü      Develop leadership skills among all CCVC employees, paying special attention to women and minorities

ü      Develop a collegial climate that mirrors our Core Values

 

 

 

RELEVANT KEY PERFORMANCE INDICATORS:

 

 

 

GOAL IV.     COMMUNITY AND GOVERNMENT RELATIONS

 

 

 

INCREASE COMMUNITY AWARENESS TO GAIN SUPPORT FOR THE CCVC MISSION; STRENGTHEN GOVERNMENT AND PUBLIC RELATIONS; AND PROMOTE A POSITIVE IMAGE WITHIN CCVC AND THROUGHOUT THE COMMUNITY.

 

 

 

OBJECTIVES:

 

ü      Promote a consistent CCVC positive image

ü      Improve federal, state, and local government relations

ü      Expand and enhance cooperative interactions with K-12 and post-secondary institutions

ü      Encourage CCVC faculty and staff involvement in the community

ü      Develop a comprehensive public relations/marketing plan that reaches all stakeholders

 

 

 

RELEVANT KEY PERFORMANCE INDICATORS:

·        Access/Enrollment

·        Stakeholder Satisfaction

 

 

 

 

 

GOAL V.      RESOURCES

 

 

 

AUGMENT AND STABILIZE CCVC FUNDING TO ENSURE EQUITABLE AND RESPONSIVE RESOURCE ALLOCATION.

 

 

 

OBJECTIVES:

 

ü      Implement entrepreneurial strategies for enrollment and resource development

ü      Continually review and assess the impact of the CCVC budget allocation model on equitable and responsive distribution of resources to all locations

 

 

 

RELEVANT KEY PERFORMANCE INDICATORS:

 

 

 

GOAL VI.        FACILITIES

 

 

 

CREATE NEW AND IMPROVE EXISTING CCVC PHYSICAL FACILITIES TO MEET CONSISTENTLY THE NEEDS OF OUR EDUCATIONAL PROGRAMS AND SERVICES TO PROVIDE A SAFE AND POSITIVE LEARNING ENVIRONMENT.

 

 

 

OBJECTIVES:

 

ü      Develop CCVC outreach sites to develop new programs and reach new student populations

ü      Fully utilize all existing CCVC locations and properties

ü      Improve existing facilities to meet education and support needs

ü      Pay special attention to making our facilities safe and inviting to students

 

 

 

RELEVANT KEY PERFORMANCE INDICATORS:

·        Access/Enrollment

·        Academic Success

·        Resources

·        Stakeholder Satisfaction

 

 

 

 

 

 

 

 

ABOUT THE PROCESS

 

 

 

In April of 1999, Chancellor Philip Westin convened a group of leaders from the four CCVC locations to begin the work of developing a collaborative planning process for the entire district.  Mr. Burt Peachy, a consultant working in higher educational planning, was retained to facilitate the work of the group.  Under Mr. Peachy’s direction, the group began a learning process to research best practices in educational planning and to read, discuss and learn about the key trends affecting the future of higher education.  Instead of setting up another district council, the group was left to develop its own informal structure; additionally, the group was called “Futures Forum” to denote the essence of its charge and to keep a focus on innovation and learning.  From the beginning, it was agreed that this body would not replace the planning entities at each location but would help to bring together the work each had accomplished into a synthesized and aligned strategic initiative.

 

Futures Forum members met over the summer of 1999 and accomplished the following:

 

During the Fall of 1999 the locations were introduced to the CCVC Planning Model and were asked to give input into the drafts.  Futures Forum was expanded to include the planning groups from the three colleges and the District Service Center.  District-wide consensus on the planning model was reached in October.  During this period each campus was charged with developing a draft of their location plans.  In addition, Futures Forum refined its Key Performance Indicators (KPIs), developed the details of the planning process steps, and laid plans for both an internal and external scanning process for the CCVC.

 

 

 

 

 

 

 

 

Text Box:

 

 

CCVC PLANNING MODEL

 

In Spring 2000, Futures Forum conducted several scanning events to gather specific information concerning the needs and expectations of both our external stakeholders and partners as well as our internal employees.  The CCVC Research Office conducted two major district-wide surveys, one for employees and one for students.  By summer the first reporting on the CCVC Key Performance Indicators was completed and a major report was developed for distribution.

 

During Fall 2000 Futures Forum engaged in the analysis of all of the information, laying the groundwork for the development of the CCVC Goals and Strategies.  Key findings and learning were captured and posted for everyone to view on the Futures Forum website.  By the end of the fall semester, the locations had completed the work on their plans and submitted drafts for review by all members of Futures Forum.

 

During Spring 2001, Futures Forum had developed the Goals and Strategies for the CCVC.  In addition the Mission of the institution was reaffirmed, a Vision statement was developed and a set of Core Values were reaffirmed and distributed.  With the presentation of information on county demographics and facilities master planning by Marlene Imirzian and Associates, the process for district wide planning was complete and the implementation of the 2001-2005 CCVC Plan was prepared.

 

The following is the adopted planning process and recommended annual timelines that were developed by the CCVC Futures Forum:

 

 

 

CCVC PLANNING PROCESS WITH TIMELINE

 

 

 

 

 

 

 

 

 

THE MAJOR CHALLENGES ADDRESSED

BY THE STRATEGIC PLAN 2001-2005

 

The architecture of higher education goes back many generations and is showing its age.  Given the choices of educational providers that students have today, the increasing calls for accountability and return on investment, and the new breed of competitor already well funded and technologically savvy, a cosmetic touch-up is not enough to assure our viability in the coming years.  To keep our house in order, we must transform it—from the inside out.

--William J. Flynn, “This Old House,” Community College Journal, September 2000, p. 36-39.

 

Organizational and Community Development:    “A learning organization is a particular vision of an enterprise that has the capacity to continually enhance its capabilities to shape its future,” according to Peter Senge.  A learning organization is more than the cumulative learning of individuals; it includes the proliferation of learning teams that cut across traditional divisions of students, faculty, administration and staff, and reaches beyond the college to other organizations in collaboration for a collective and self-determined future.   Thus, an understanding of the entire community as an organic system of which CCVC is a vital organ demands a close relationship with that community.  But first CCVC must have a strong internal sense of community and interdependence among its various constituencies.

 

CCVC has an important role in the economic development of Ventura County.  Skills development and job training are crucial for our students.   This commitment underwrites the future of CCVC and its proper role in the community.  Donald M. Norris and Susan E. Poulton argue that “Community colleges are critical to providing the community learning pipeline that separates smart communities from others….Today’s emerging wisdom recognizes the importance of the community college and its roles as community learning center, retrofit center, gateway to virtual learning, and learning broker/agent as engines of economic development.”

 

Global Responsibility:  The ever increasing economic interdependence of local area, region, state, nation and world require a global responsibility—our current and future students will be world citizens.  In addition to providing students with the skills they require to enter fulfilling careers, CCVC is developing citizens whose connections with the world at large will continue to expand in the coming years.  Holly M. Jobe notes the growing technological awareness and use of technology among today’s young students and asserts that they “will have a more global identification than their parents and will embrace peers from other countries.”   To teach students the skills and knowledge they need to navigate in a global community, it is essential that CCVC impart to students a respect for diversity, civility in our interactions and ethical behavior in our decisions.

 

Institutional Development and Change:  With the explosion of virtual learning and the emergence of profit organizations that can deliver education and training to meet the needs of any citizen, CCVC finds itself in an increasingly competitive environment.  Change is no longer an option.  Change is necessary to stay competitive.   This reality means that the continued transformation of our infrastructure and our processes to meet new learning needs is a part of our daily job, not something undertaken on the side or after our work is done.  Looking at institutions of higher education, William J. Flynn writes, “Our architecture is identical—semesters or quarters, departments, curricula, spring break, student activities, graduation and numerous other components of academia.  What makes each college unique is not its architecture but its infrastructure, and if we are serious about transforming our colleges into learning organizations, what we must do is analyze the infrastructure of higher education, the essential, yet invisible skeleton of our colleges that infuses our daily activities.  If we significantly change the infrastructure, the architecture will follow.”
 
On the governance side, this means that CCVC must use data to improve our effectiveness and to manage our decision-making processes.  For us, the fundamental ongoing imperative is that CCVC must hold itself accountable for student success. Legislation in California and societal expectations throughout the country demand sophisticated tracking mechanisms for determining increased student success and institutional effectiveness.  Dedication to student success implies establishing benchmarks, analyzing quantitative and qualitative outcomes, reviewing CCVC processes and structures, and collaborating across traditional barriers and turf.
 
Customization of educational programs to meet learner needs will be essential to our staying competitive.  In the emerging educational landscape certification in skills and competencies are increasingly separated from traditional degrees.  This growing phenomenon is evidenced in examples like Cisco and Microsoft certification, which for some is more important than a degree in computer information systems. As certification of skills and competencies grows in value as coin of the academic realm, more individualized programs of study will emerge, supported by the technology infrastructure.  Customization of the curriculum to match specific learner needs implies increasing disaggregation of the traditional curriculum into interactive learning modules.  Such trends must be met in ways that preserve the integrity of general educational programs through creative curriculum development and revision.  Students will play increasingly significant roles in developing responses to their own educational needs.

 

CCVC, as a learning organization, values student success as the raison d’être of its existence, recognizes that everything else—continued and growing excellence as an institution, creative participation in the larger community, educating for world citizenry—requires a fundamental and continuous commitment to life-long learning for everyone—students, faculty, staff, administrators, as well as corporate and community partners.

 

 

VENTURA COUNTY DEMOGRAPHIC

TRENDS 1999-2015

WITH

SPECIAL REFERENCE TO CCVC

 

Marlene Imirzian of Marlene Imirzian and Associates, CCVC Facilities Master Plan consultant, developed the following tables that indicate demographic trends in the county and in the CCVC.

 

For this period, Imirzian projects the following enrollment increases by 2015 for the colleges and CCVC as a whole:

 

                        Moorpark College                 50%

                        Oxnard College                     86.6%

                        Ventura College                    15.2%

                        CCVC                                                45.6%

 

These figures do not take into account all the expansion possibilities that can occur with off-campus sites and centers.  They presume appropriate curriculum responses to the needs of the communities served by CCVC.

 

During the same period, the California Community Colleges as a whole are expected to grow 36.4%.

 

The following six tables provide the basis for these projections.

 

KEY PERFORMANCE INDICATORS

 

Major headings refer to a balanced scorecard area.

 

Access/Enrollment

 

§         Participation rate in community/service area

            Headcount per 1,000 adults (19+) in area

§         Enrollments (headcount) by:

Gender

Age

Race/ethnicity

Disability status/type

FT/PT status, units attempted

Educational goal

Day/evening

Pre-collegiate/basic skills

Matriculation status

Enrollment status

Credit/non-credit

Division/department/program

Comparison by gender, race, ethnicity to adult population

First-time enrollments as % of public high school graduates in immediately preceding academic year

            By race/ethnicity

            By high school district

§         Customer awareness/reputation/public image

§         Forecasting and projections

            Demographic

Economic

Political

Socio-cultural

 

Academic Success

 

§         Academic success/goal attainment as measured by:

Transfer

      Number who transfer

      Transfer rate

      Transfer readiness

      Performance after transfer

 

Degrees and certificates

      Number of AA/AS degrees awarded

      Number of certificates awarded

 

 

§         Successful course completion

            Course completion with grade of A, B, C, Credit

            (Number, percent successful)

            By: Basic skills/Transfer/Vocational/All

 

§         Workforce development

Successful completion of vocational education courses, as measured by:

A, B, C or Credit in Apprenticeship cour