ࡱ> c jbjbSS  11Q!]:::::>Fd<<<<dP <6 (H H L 1111111,8|:2:2::L L  6:L :L 1:X::::1 ";.`::1 D<<1NFOOTHILL COLLEGE EDUCATIONAL MASTER PLAN: 1998 - 2005 TABLE OF CONTENTS President's Message I. PLAN OVERVIEW A. Planning Process B. College Philosophy and Mission II. INDICATORS OF QUALITY: Six Critical Success Factors A. Why are these important? B. How are we doing? C. Where are we going? III. Key Directions Planning Goals 1998 - 2005 A. Data Index and Analysis 1. External Factors 2. Internal Factors B. Planning Agenda Summary Tables 1. 1998-2005: Key Directions, Operational Goals and Strategies 2. 1998-1999 3. Partnership for Excellence Educational Master Plan Participants The following students, faculty, staff, and administrators contributed to the Educational Master Plan through their participation at College Roundtable, Institutional Planning Committee, or the 1998 Asilomar Leadership Retreat. Thanks, too, to all of the unnamed others who participated in the drafting and review of the Educational Master Plan at division meetings, College Hour presentations, and other open forums. The creation of Foothill's Educational Master Plan was clearly a collaborative process. A special thanks needs to be extended to the Office of Instruction and Research staff for making this document possible. Foothill is indeed a great place because of the efforts and quality of the people listed here. Vayamos con Orgullo. Kathy Adams Rosemary Arca Duncan Atkinson-Hager Elizabeth Barkley George Beers Janis Bergmann John Bostic Janet Brynjolfsson Jerry Cellilo Vivian Cohen Tom Conom Mary Conway Jody Craig Toni Criss Fred Critchfield Donne Davis Dan Dishno Parisa Ebrahim Toru Eigi Judith Fateman Raul Felix Bernadine Fong Joseph Francis Stephanie Franco Willie Frieson Sue Gatlin Ismael Gonzalez Gertrudes Gregorio Art Hand Judy Handa Tess Hansen Alan Harvey Malcolm Harvey Kurt Hueg Warren Hurd Anne Johnson Chuck Johnson Penny Johnson Woei-Wei Khek Gay Krause Brock Kreiss Jan Kuersten Chuck Lindauer Jim Lucas Dixie Macias Don Malven Rick Martinez Judi Mayfield Mike McHargue Greg McIlhiney Norma Melon Larry Miller Rose Myers Jose Nava Nile Norton Abel Nuez Eloise Orrell Pam Parker Bill Patterson Penny Patz Marnie Pearson Eileen Paulsen Mary Ann Pavic Marnie Pearson Kathy Perino Keith Pratt Darci Radloff-Riker Fred Redher Robin Reynolds Larry Rouse Shelley Schreiber Walter Scott Gene Seelbach Sara Seyedin Mary Sievers Virginia Slayton Phyllis Spragge Annette Stenger Tom Strand Bruce Swenson Lori Thomas Cheryl Tongol Shirley Treanor Art Turmelle Sandi Urabe Sandra Watkins Karen Webb Jim Williams Alison Wilson Karen Yoshihara Elizabeth Zoltan FOOTHILL COLLEGE EDUCATIONAL MASTER PLAN: 1998 - 2005 Executive Summary STATE OF THE COLLEGE 1997-98 SCHOLARSHIP OF TEACHING, CLIMATE FOR LEARNING In 1972, upon his retirement, Cal Flint said, "if you were to ask me what I'd change if given the chance, I wish I'd had the foresight to argue for and persist in the development of better ways to analyze and research innovation in learning." Foothill will continue its distinctive and innovative reputation into the 21st century guided by a vision which encompasses its core values, purpose, and mission. Decisions and actions of Foothill College will be mission-based, made collaboratively and focuses on its vision. Foothill will continue the legacy of its founders who recognized the importance of academic rigor, innovation, individual student dignity and diversity. Our commitment to scholarship and pedagogy will be primary. We reaffirm our overall vision which embodies our College's values of honesty, integrity, trust, openness, and forgiveness. our College's purpose to provide educational opportunity for all and practice the philosophy and ideas we teach in an innovative and distinctive way. our Colleges' mission to provide educational opportunity for all in preparing individuals for the next century and to exceed our students' expectations in recruiting, retaining, and assisting them in attaining their academic goals. In September, 1997, the leaders of our various constituent groups (faculty, staff, and students) as well as members of our mission-based College Roundtable met together with our college administrators and new faculty at Asilomar (about 65 people in all), to begin the year's dialogue in planning a collective direction for the college. We set the following overall goals or strategies to attain our mission: Focus on the Scholarship and Pedagogy of Teaching and How Our Students Learn Provide Programs to Enable "Educational Opportunity for All" Improve the Performance of Our Students Provide a Climate for Learning Maintain Fiscal and Enrollment Stability to Assure Appropriate Resources We used three main models which should affect our decisions in achieving these goals. The Academic Model should display the ideal college from an academic point of view. The Student Model should display the college from the students' point of view. The Finance Model should display the college from strictly a financial point of view. Where these models intersect is where Foothill should be. FOOTHILL COLLEGE EDUCATIONAL MASTER PLAN: 1998 - 2005 I. PLAN OVERVIEW A. Planning Process The Foothill College Educational Master Plan (EMP) represents the convergence of a number of campus-wide planning initiatives incorporating information from student services and instructional program reviews, the Campus Technology Plan, Facility Master Plan, Campus Diversity Plan, and Resource Allocation plan. The President's Roundtable Committee conducted similar planning activities on a mission-based approach that served to validate the activities of the other planning groups. The EMP evolved in a collaborative process that included contributions from individuals and committees representing all campus constituent groups, and which was guided by the shared governance Institutional Planning Committee (IPC). Program review self-studies and findings were incorporated into the Division Master Plans, written by division deans with faculty and staff input. Division Master Plans included in the appendix of the College Educational Master Plan provided the basis for the EMP. Research data extracted from the Student Information System (SIS) database and state and regional demographic, educational, and workforce resources were used to provide internal and external information critical to the planning process. The college community was invited to participate in the review and revision of each draft of the EMP during four Presidents Seminar College Hour open forums, and through discussions that occurred in shared governance groups and campus committees, including the College Roundtable mission-based focus group, the Workforce Education Advisory Group, the IPC, the College Curriculum Committee (CCC), the CCC subcommittee on diversity, and the Administrative Council. Once revised following input from these sources, the EMP was discussed by representatives of student, administrative, faculty, and staff groups at a retreat held in early September, 1998 at Asilomar. During this discussion, short-term measurable goals were agreed upon and are included in this plan under the heading Key Directions and College Goals for 1998-99. The plan was then presented for discussion and feedback during Fall quarter opening day activities and subsequently reviewed by the Academic Senate. Throughout the process, in addition to review and input from the respective campus communities, the Foothill and DeAnza educational master plans were exchanged to encourage consistency in language and format. The EMP is expected to remain a living document that will be reviewed and revised annually to reflect changes occurring as a result of its implementation, altered circumstances, or additional observations. The annual reviews will continue to be coordinated with the Educational Master Plans of the District and DeAnza College. B. College Philosophy and Mission Philosophy: Employees and students at Foothill College respect honesty, integrity, trust, openness, forgiveness and sensitivity to diversity. We strive to be a place where all members of the Foothill community can learn from one another. Foothill is committed to providing a climate for learning that considers diverse perspectives and maximizes each students potential in light of different learning styles and cultural backgrounds. Effective leadership is as valued as effective teaching. Dialogue and conversation are encouraged as primary teaching and learning tools whether in classrooms, meetings, or boardrooms. We are committed to institutional self-improvement, and within an agreed upon conceptual framework, our performance is periodically assessed, new goals are identified, and strategies are implemented to achieve those goals. Among community colleges, Foothill is distinguished by its architecturally award-winning campus, the quality of our programs and services, and our innovative and distinctive programs and services. Mission: The mission of Foothill College is to provide lower division academic and vocational instruction and continuous workforce improvement to advance Californias economic growth and global competitiveness. Foothill College provides an educational opportunity for all who can benefit from the instruction and support services offered. Foothill is a multicultural institution committed to meeting the evolving educational, economic and cultural needs of an increasingly technology-based global community. Foothill fulfills its mission by offering academic courses, programs and services unique to Silicon Valley. Courses are scheduled to maximize accessibility to students in classroom settings days, evenings, and weekends, at multiple sites, and through distance education. Foothill provides the support services required to help students with diverse needs and learning styles succeed in reaching their educational goals. Foothill College offers: an Associate in Arts, Associate in Science, or certificate. preparation for transfer to a four-year college or university. occupational education, skill development, and retraining. acquisition of basic skills, English as a Second Language (ESL), leadership skills, and student development. adaptive learning, and courses of special interest that serve the entire community. II. INDICATORS OF QUALITY Six Critical Success Factors Six critical indicators of success will be used to measure Foothill's performance and assist those making key decisions in the future. Good indicators show both direction and magnitude of change and are important measurements that tell us how well we are doing. Foothill will use measurable indicators for assessing the institutional commitment and performance related to its mission, decisions, and planning. Results will be reported annually. State or "system-wide" goals were established by the State Chancellor's Office and included in the State's Partnership for Excellence (PfE) and Year 2005 reports. Where identified in these reports, the State's system-wide goals are included in Foothill's educational plans. The following quality indicators will measure Foothills success. 1. Access: Educational Opportunity for All 2. Student Success: Improving Student Performance 3. Pedagogy, Scholarship and Support of Learning 4. Climate for Learning 5. Fiscal and Enrollment Stability 6. Reputation: Innovation and Distinctiveness 1. Access: Educational Opportunity for All: Attractiveness to Students Measured by: ,Qq( A㛬U-M+%,'{vh>=[%jX'zCu颞…hŨjaE[LۼL_}/ڃ`0( F]_izSDA};sv02Aq/ڋ͒(|God5ζFT, E\ Community participation rates: regional high school, regional adult population, and global participation rate, each reflective of the diversity of the communities served. Why is this important? Silicon Valley derives a majority of its economic strength from exports of goods and services in the global economy. More than 40% of the States exports are produced locally. Long term economic vitality of the Valley and the State are dependent on a workforce well prepared to participate in the regions seven industry clusters. In Foothills community survey of 1995, the general belief was that Santa Clara County students were not prepared to meet the demands of a knowledge-based workplace. Joint Venture Silicon Valley comments in their 1998 report that in a global economy, a highly multicultural, skilled workforce has unique advantages. Providing a quality education for all ethnic groups should be a critical objective in Silicon Valley. Primary Service Area Adult Population Participation Rate - Chart 1 How are we doing? Foothill's student population is derived primarily from Northern Santa Clara and Southern San Mateo counties. From 1990 to 1995 the adult participation rate declined from about 40 persons per 1,000 residents to about 20 per 1,000. Much of this decline can be attributed to the differential tuition for degree-holding students and the high level of education attainment of our service area. Since 1995, the participation rate has increased by 5% each year; this rate is above the annual regional population growth of 1.5%. Chart 1 here Where are we going? The State goal in the Year 2005 Report calls for a 10% increase in the participation rate. Foothill exceeded the State's 10% goal in 1998, and has set a goal of 40 persons per 1,000 by 2005 and 50 by 2010. June High School Graduates Entering Foothill - Chart 2 How are we doing? High schools in Foothill's service area have one of the highest college participation rates in the State. In the Fall of 1990 Foothill enrolled over 690 Santa Clara County June graduates and that number grew to over 980 in 1997. However, as illustrated in Chart 2, as a percent of the county's graduates, Foothill's participation rate declined between 1990 and 1995. Since 1995, the participation rate has been reversed and Foothill now attracts a larger share of the June graduates. Where are we going? Foothill's goal is for a 3% annual increase in the number of area high school graduates enrolling in the Fall (1,200 graduates entering in Fall of 2005 and 1,380 by 2010). Chart 2 here Student Access by Gender and Ethnicity - Chart 3 How are we doing? Ethnic diversity of students enrolling at Foothill reflects the diversity of its service area but is below the county or state level. African-American and Hispanic/Latino student populations are underrepresented relative to the county and state figures. Gender distribution rates currently reflect those for the county and state. However, the participation rate for females has been declining as a percent of total enrollment since 1995. Chart 3a here Where are we going? Foothill has committed to a goal of increasing the participation rates from all groups to be equal to or exceed the diversity of the population served. Foothill will increase the Latino/Hispanic, African-American, and Pacific Rim enrollments by 10%. Chart 3b here 2. Student Success: Improving Student Performance Comprehensive quality programs Measured by: Transfer rate and performance Degrees and certificates awarded Student success indicators: course completion, passing grades, program persistence Basic skills: moving students from remedial to college level ability Workforce development: earnings after completion Student support services Why is this important? The quality of Foothill College programs and services provided is best measured by the value added to the lives of the students served. This value can take many different forms, such as greater success in the workplace, transferring to a school of choice, or completing an educational objective. Foothill is committed to reaching all of the communities it serves by providing the relevant programs and services that will exceed its students expectations. Transfer Rate and Performance - Charts 4 to 7 How are we doing? Transfer rate and performance data are limited to University of California (UC) and California State University (CSU) only. About one third of the requests for transcripts by Foothill students is for private or out-of-state universities. How many attend private or out-of-state schools are unknown but the number could be significant and is not reflected in the following charts. For example, Foothill has the highest transfer rate to Stanford of any community college. [q!t5YpW\\ vU\ u R|XqU\!zPYLWA UC and CSU transfer rate (Chart 4) declined drastically between 1990 and 1992. The rate has increased by about 20% since 1992. Chart 4 here Performance data of transfer students (Chart 5) are very sketchy at best. However, CSU and UC transfer rates have declined by more than 25% in the past 10 years. Data are incomplete as to how well Foothill students do at CSU and UC after transferring. Accurate and reliable information is critically needed. Foothill is committed to the goal that our students will gain access to the university of their choice and will do as well or better than native students. Charts 5a and 5b here M,>(GY|1MooبP`RXqޠ3-%Œ=Q}9:=.ٺ۔IB0]r]L^zX/m"~!ƚ\~~D~U { Minority transfer data (Chart 6) indicates that a lower percentage of African-American and Mexican-American students transfer from Foothill than from other community colleges. Asian-American students appear to be transferring at a rate higher than is the case system-wide. Chart 6 here Roundtable discussion groups identified the following goals. " Ensure accuracy and timeliness of all articulation agreements. " Review student performance standards, requirements, and grading policies to ensure proper relationship to other institutions. Goals for the Transfer Committee are to: - review transfer information and establish meaningful transfer goals. - develop a strategic plan for meeting established transfer goals. - establish a proactive environment promoting transfer and transfer issues. - create transfer focused support programs such as a "Transfer Assembly" Where are we going? The State goal is to increase the transfer rate over 30% system-wide by the year 2005. Foothill's goal is to increase the transfer rate from about 600 to 1,000 (67%) by the year 2005 (Chart 7). Chart 7 here Degrees and Certificates Awarded - Charts 8 and 9 How are we doing? Students enrolled at Foothill could be defined as being more interested in completing courses than degrees or certificates. In part, this could be a function of the level of education attainment in the area served by Foothill. For example, more than 30% of the students at Foothill hold a baccalaureate degree or higher. However, Foothill is committed to student goal attainment and since 1993 has focused on students obtaining a degree or certificate. The number of students earning an associate degree has been increasing since then. The number of degrees granted has increased from 294 in 1990 to 531 in 1997. However, of the entering students declaring intent to get a degree only 30% are successful within three years of entry. Reasons are not known at this time. Currently, educational intent is only collected once during the initial registration. More frequent monitoring of students' goals is needed. W&%̇BBօqJYmqSd.7p+,* 6Nþ^hHsejg4m#UM|*Z~:%ز;p" OMȔh &Qȣ$ƣ=SǡX&P/=gM4r+(]5\*ʞzF#Lp Campus climate survey Infrastructure capacity to support learning Why is this important? The core of Foothill's philosophy is rooted in the values of honesty, integrity, trust, openness, forgiveness, and sensitivity to diversity. This philosophy contributes to a climate for student learning and a positive place to work. How are we doing? The Accreditation Self-Study Survey of 1998 indicates an overall high rating by students, faculty, staff, and administrators with the current campus climate. Detailed discussion and analysis of the campus climate survey, and the planning agenda can be found in the Accreditation Self-Study document. Infrastructure Capacity ܤ^Ex'bb6"I (W%! Vl;~5N] Productivity of programs, division, and all college enrollment and WSCH/FTE goals. Comparative income to expenditure analysis based on "Program Based Funding" model. Why is this important? The ability to offer quality programs and services is dependent on Foothills ability to pay for the things we say we want. Productivity in all programs and services is central to Foothills success. With close to 90 student services programs and a similar number of instructional programs, it is recognized that sustained high levels of productivity are more possible in some programs than in others. The goal is to reach a balanced mix of programs and services working at or above the State average for comparable programs that reach the target level for Foothill. Historically, enrollment goals and WSCH per FTE have been the most important goals as they have the most influence on the District income and expenses. At the District level a 10-point change in the WSCH/FTE ratio is equal to a budget swing of about $600,000. At Foothill a 10-point swing is nearly $240,000. Measurable outcomes as described in the State Chancellors Partnership for Excellence will expand the definition of productivity and have been accounted for in the program review process, Educational Master Plan, and resource allocations. How are we doing? The enrollment goal at Foothill is to grow at the maximum funded level. Currently this level is believed to be from one- to three-percent each year. To reach this goal, Foothill will increase the Fall enrollment from 167,313 WSCH in 1997 to over 197,000 in 2005 (Chart 17). Growth opportunities exist to reach this goal andif fully supported with types A, B, and C funding (restricted, unrestricted, and capital)include the following. d8UOw Expansion of Computer Technology Information Systems (CTIS) Division programs to include: " Certification programs such as Oracle, Windows NT, and others to be identified. " Educational partnerships such as Foothill's Electromechanical Integrated Technology (EMIT) program with SEMITECH, Foothill's Network Installation and Maintenance (NIM) program with SASCO Data Systems, and others to be developed. Workforce development curriculum delivered to the work site via distance learning with partners such as Oracle, Lam Research, and SASCO Data Systems. UfTɌqܬ,q Nԝѻ#\&Z~΍Jđ!bzn]cz@h㼒ݩN$MOepj -}GGC0D[X='Y<v?thC=qܽ  eT#{h<<ɗ F)RX?-ֹaQWêP9T$M Expansion of Physical Sciences, Math, and Engineering Division curriculum through science, mathematics, engineering, and technologies (SMET) education with partnerships with San Jose State University, National Science Foundation (NSF), and K-12 teacher training. Enhanced enrollment in Biological and Health Sciences Division continuing education courses and programs such as Paramedic/Emergency Medical Technician, Biotechnology, Radiation Therapy, and Pharmacy Technician. Business/Social Science Divisions plans, including: Increased articulation to promote transfer enrollment. New programs in career education such as Business Office Technologies (in cooperation with the CTIS Division), International Business, Human Services major, Child Development curriculum restructure, and expansion of distance education offerings. Development of WSCH-generating curriculum in student services. 2v4cۑRVDQ _߫GHlв Hdu4dT.?m}&5lvy0"׎z Tje섵 bb\/FK߻ Increased enrollment in the Fine Arts Division through: " Curriculum revisions and expansion of technology used in Art, Drama, Music, Photography, and Speech. " Expansion of the Theatre Conservatory, additional Drama production courses, SGI and Theatre Technology linkages, commercial music, and collaborations with neighboring institutions. " Introduction of new programs such as the Communication Arts and New Media degree programs. Increased student enrollment in Co-op Education to support integration of academic studies with teaching of critically needed job-based competencies as defined by the Secretary's Commission on Achieving Necessary Skills (SCANS). Expansion of the Corporate Fitness program and Wellness Center in the Human Performance/Physical Education Division. Development of flexible scheduling options for students, such as the modified Program for Adult College Education (PACE) being developed for Middlefield/Evening students, the Fast Track Block Schedule program for transfer students, and other block schedule offerings being discussed in the College Curriculum Committee. Expansion of Foothill Global Access distance learning courses from 40 sections in 1996 to 145 sections in 2005. Much of this growth can occur in the following programs: Anchors Aweigh Navy program, Construction Management Apprenticeship program, and development of other on-line degrees delivered to corporate sites. Chart 17 here Where are we going? To maintain the quality of its programs and services, Foothill must maximize its income to the highest extent possible. The following commitments will help achieve this goal. 6&#q}e=BcH - E#ZդttBpr )|,؅j?;V6ePF10#'orbmph|I}A-r/T?:aPhnȈe Increase full-time equivalent student (FTES) growth to the maximum allowable by the State of California, projected to be between one- and three-percent each year, or from 12,542 FTES in 1997 to over 15,888 FTES by 2005. However, as noted above, sustained three-percent growth appears to be unrealistic to the year 2005. A more likely scenario is to grow by three percent to the year 2001 if the State continues to fund growth above cap. After that, grow at only 1.5 percent each year to 2005 and focus on improved PfE outcomes to maximize the return of those programs. Competition for space, personnel, and other resources then would be better balanced. ^[1º_N[1dYbӎO' ,P-nƻpЫ;w$os/Wfq22Ń_ze(.@phxdpq Increase enrollment from 15,129 in 1997 to over 22,500 by 2005 at a rate of three percent. Increase nonresident student enrollment by ten percent by the year 2000 and reassess the global economic perspective to the maximum growth possible in subsequent years. Maintain an instructional program mix to sustain a WSCH/FTE ratio of greater than 525 or find alternative funding for those programs which are by nature inherently low-producing but essential in promoting measurable student success outcomes. Resource allocation for operational expenses, capital purchases, staffing, and related expenses must be linked to the program review and planning process. 6. Reputation: Innovation and Distinctiveness Measured by: Success in fundraising and grants. Linkages of community services and outreach determined by the number of people and businesses served and community participation on advisory boards. Collaborations in college relations and high school articulations. Leadership activities in community, state, and national activities. Innovative contributions by our faculty, staff, and administrators. III. CHALLENGES AND OPPORTUNITIES: Key Directions 1998-2005 A. Data Index and Analysis Knowledge of external and internal factors is critical to formulating appropriate strategies in Foothills Educational Master Plan. The following information was derived from a variety of sources including: division program reviews and master plans; campus, District, and State research offices including Student Information Systems (SIS) data, focus group discussions, and community surveys; the Joint Venture Silicon Valley Research office; and contracted services with independent consulting firms. 1. External Factors and Planning Implications Demographic and Social Changes Foothill College draws students from a total local population of over 2.3 million with an ethnic composition of 50% white, 23% Hispanic, 23% Asian/Pacific Islander, 4% African-American, and 25% foreign- born. The largest growth is in Asian and Hispanic/Latino segments of the population. The age distribution in this region may be defined as 16% below the age of ten years, 12% age 10-19, 43% age 20-44, 20% age 45-64, and 9% over the age of 64 years. The fastest growing segment of the population by age group is the 45- to 64-year old and older group. The number of students from diverse ethnic backgrounds will continue to increase, including more English as a Second Language (ESL) students and more recent immigrants and their children. Economic Factors Silicon Valley In its "1998 Index of Silicon Valley Measuring Progress Towards a 21st Century Community" Joint Venture Silicon Valley projects a number of trends and needs for the area. Santa Clara County is a diverse community with a strong economic base. Consider the following information about the Santa Clara Valley. &iCvB@O @ڨH,CFW1z,8IflX`ݫLqn"O;QP a#<7#;|p>6kQI(pwdSآ+qn1 {Լ4LDĞ+} More than 40% of the total State of California export goods and services are produced in the Santa Clara Valley. The population base is projected to grow as more than 200,000 jobs have been created since 1992. The total number of jobs is now over 1.2 million with sectors in the technologies, computers, and communication leading the way. Housing availability and costs remain a problem for all segments of the Valley; only 37% of Silicon Valley residents can afford a median-priced home ($350,000 in 1997). Jobs not requiring some advanced education continue to decline as do those in the aero-space industry; since 1994, the job market demand has increased more than 15% while the labor force has increased only 8%. Disparity between lower and upper incomes continues to widen. Transportation and commute problems continue to expand as the Valley population grows and distance of commuting increases; daily commute delays increased from 8,800 hours in 1994 to over 20,000 in 1996. Workforce Development Needs Survey Research conducted for the Bay Area Regional Collaborative of Community College Districts includes the following gaps in educational programs and community need. The workforce lacks sufficient employees who are SCANS competent (Secretary's Commission on Achieving Necessary Skills). There is a lack of "T-skilled employees" or people who have deep technical knowledge in one or more specialized fields, understand teamwork, and have a broad general knowledge of the industry/business. There is a lack of interdisciplinary curriculum that combines both academic and job-skill material. The community lacks knowledge about community college programs and services. Job market demand is tied directly to the economy. Most employment will be in seven key job clusters identified by Joint Venture Silicon Valley as: " computers/communication, " semiconductors/semiconductor equipment, " software, " bioscience, " innovation services, " professional services, and " other small businesses. The industrial clusters are dependent on a workforce that is well prepared in science, mathematics, engineering, and technologies (SMET). Most of the units in science and math taken by education majors are completed at the lower division level. Foothill ultimately has a key role in the preparation of K-12 teachers knowledgeable in SMET. Foothill can also play a key role in SMET staff development of existing K-12 teachers and is seeking grant support to assist with SMET curriculum and instructional development units to be housed in the Center for Innovation in Education. -I>u! pףB格 JMfGk ;EqevsoPʞ`{e^9}df~j(̃4H… )>v {# YTca=;Z﯐hv% ftٺ-f* pu01.BO݀/#  8, Northern Santa Clara County lacks sufficient CalWorks clients to support separate programs and services. Need for Rapid Change in Higher Education  Increasing Competition and Cooperation Workforce development demands change very quickly in the primary economic clusters of Silicon Valley. Segments of the workforce which are in high demand one year may be subject to layoffs a few years later. California Virtual University and Western Governors University place California college and university curriculum all on-line and make it easily accessible to anyone at any time or place. Credit will be mastery of competencies and a portfolio of accomplishments as opposed to the traditional credit of a letter grade for unit value from an articulated course offered by an accredited institution. Fiscal Resources and Educational Policy EM6^M~984^Wc?ֳ̘#:>ǖc'%Aͮ>Z>AsSgdMW7{d2gI dzf\,ĢQňqSǤ7Z57FZ8#@²A58чX :8+ΐ֯nC5=ԑt Financial projections from the State predict a robust economy through the year 2001. This period of growth is expected to be followed by an economic slowdown. The cycle may be shorter than projected because of the implications of the problems in the Asian economic markets and reduced purchases of locally produced goods and services. Two key funding factors are emerging at the State level that will influence Foothill's planning for the next three to five years. 1. There will be increased emphasis on measurable student outcomes and a new system for funding colleges based on the Partnership for Excellence (PfE) program funding. 2. The opportunity exists for full-time equivalent student (FTES) funding above cap at an estimated level of one- to three-percent growth each year. These two funding factors create a compounding effect as the additional performance-based funding will be FTES driven for the first three years. Increased funding sources will include growth and PfE outcomes-based fundingan additional $120 per FTES. An important strategy will be the application of this additional funding towards programs and services that can sustain enrollment and accountability requirements through the projected economic downturn 2. Internal Factors and Planning Implications General Student Composition _fMJ߹yלdSNVۧp8ZE ctM<==9ݓ:%E$r:C;bPw`.W@G$" e#F{:`\2=NفUt.tqÏ,P'8|}< ZGXN+@GT<JAäbU.kdSX\0AK The student population has changed significantly over the past 10 years, as illustrated in the State of the College Report. Consider the following. " The number of students with a stated goal of educational development or undecided has declined by about 10%. More than 70% of the students are enrolled on a part-time basis. More than 50% of the students work 20 hours a week or more. The number of students whose native language is not English has increased to about 10%. Between 60% and 77% of the new incoming students who take a placement test are not eligible for college level English or math courses. MP\BjbqtYX78,z4P8[RbwӏzsDdzfD-ze?^ք1ɮϭCr&?>Ft:`- qS,˨A-92r%fjXtrDFeƢA Students appear to be more computer literate and sophisticated in the use of technology today than they were several years ago. Regarding the high school age group: " The number of June high school graduates entering Foothill in Fall quarter has increased from 679 in 1990 to 983 in 1997. In 1990, more than 50% of the new incoming students were from Foothill's district high schools. In 1997, about 67% of the new incoming students were from high schools outside the district. Marketing research shows that most out-of-district students are attracted to Foothill because of the reputation of our programs, close faculty contact, quality services provided, and attractiveness of the campus. Santa Clara County high school dropout rates declined from 3.1% to 2.4% in 1996, while SAT scores have continued to improve over the prior three years. These are signs that the academic preparation of incoming students should be improving in the coming years. Faculty have expressed concern about the widening gap of student ability in their classes and are requesting additional staff development related to teaching strategies and multiple learning styles. Working with students who possess limited language skills was cited in many program reviews and plans as an area of increasing concern by faculty. During open forums a number of faculty discussed the need for a two- to three-day prerequisite or co-requisite course for students testing below college level readiness that would orient them to such things as life at Foothill, services and programs available, study and time management skills. The Early Alert program, persistence monitoring, and increased faculty access to student performance data were identified as strategies that are needed to assist in improving student success. Enrollment goals, if met, project that in the next three years classroom capacity will be a major problem. " In 1997, during the morning hours to noon the on-campus facilities are fully booked. " Division plans indicate a critical need for an increased number of large lecture rooms designed to accommodate around 75 students. When Foothill was designed, most classrooms were built for 35 to 50 students. Distance education could reduce the on-campus demand for classroom space and parking. Other ideas being discussed include block scheduling, fast track scheduling, and mediated instruction. Student Services 6U'OU/ ҙI6~i 3#۰@k']\}md *4-r^\$.'+=仴j>e:eZbt1#Tqp=sah2" Limitations in the District file server capacity restrict the potential to register students via voice response registration (VRR) and/or on-line in a timely manner. Research data on students is collected at registration time; this process slows and restricts the registration process. Degree audit and current individual education plans (IEP) tracking capacity is critically needed to monitor student progress and complete research needed for Partnership for Excellence planning. B. Planning Agenda Summary Tables Key directions, goals, and strategies are important as they focus the agenda of the institution for the coming year. They help to define where Foothill appears to be headed in response to the challenges and opportunities of the future. The strategies outlined below were derived from retreats, open forum discussions, program reviews, division plans, and other focus plans such as those for diversity, technology, and finance. The tables present what Foothill said it was going to commit to in the coming years. The summary tables are present first this year's goals and strategies followed by tables presenting long Foothill's long term projections. 1. Key Directions, Operational Goals and Strategies to the Year 2005 The following table includes an analysis of how Foothill is doing relative to standards put forward in the State Chancellors Partnership for Excellence (PfE) program or in the attending 2005 report. While the actual PfE measures are still being developed, that which is known is reflected in the chart. As additional information and standards are developed these calculations will be upgraded to reflect those changes. This report reflects three critical interrelated factors which need to be considered if Foothill is to make progress on the composite of PfE goals: (1) indirect factors such as overall growth (FTES, WSCH, and program expansion), (2) direct factors such as retention, transfer rates, or job placement rates, and (3) predictive modeling based on trend and capacity analysis. The strategies were derived from retreats, open forum discussions, program reviews, division plans, and other focus plans such as those for diversity, technology, and finance. Partnership for Excellence outcome measures are defined under System Goal. Trend shows what has occurred in the past. The year 1990 was selected as a benchmark year prior to major budget reductions, 1995 was selected as this is the base year for PfE measures, 1997 was used for degree/certificates and transfer data. Goals were established for 1999 and 2001 as target years that fall within the parameters of the planning cycles. Metrics defines the source of information, assumptions, and calculation used for the measure. KEY DIRECTIONS, OPERATIONAL GOALS AND STRATEGIES: 1998-2005 Bolded items in the text of the chart refer to suggestions made at the Santa Cruz retreat. All other statements are derived from other sources, including program review materials and division education master plans, open forums, etc. (DNA = Data Not Available) Statement: Increase Foothill student success outcome performance as measured by PARTNERSHIP FOR EXCELLENCE standards. Goal 1: Transfer DESCRIPTION FOOTHILL TREND FOOTHILL GOAL SYSTEM GOAL METRICS FOOTHILL ACTION PLANTRANSFER Rate: UC CSU Total Combined Base Independents & Out- of-State1990 1995 1997 178 186 484 Combined Ave = 600 1999 2001 2003 2005 200 235 275 300 500 550 625 700 700 785 900 1000 Data not currently available Goal to at least equal UC transfer level An increase from 69,574 to 92,500 in the number of students who transfer from community colleges to baccalaureate institutions: an increase from 10,886 to 14,500 (33%) to UC from 48,688 to 64,200 to CSU, and from 10,000 to 13,800 (32%) to independent and out-of-state colleges. Foothill Goal Needed to Reach System Goal: UC from 186 to 251 CSU from 484 to 653 Combined Base from 600 to 1000>Transfer standard definitions from State Chancellors reports to be used in Partnership for Excellence criteria. >UC & CSU reported transfer data only >If privacy issues can be resolved an independent service can provide nationwide student enrollment data for any public or private institution which offers student loans for a fee of about 3.5 cents for each student1. Task group formed in Fall of 1998 to review definitions, research data collection methods (proxies), establish reasonable transfer goals for '99 and '01, and formulate a plan to achieve transfer goals. 2. Transfer Enhancements Partnership for Excellence proposal combining 1999 Funded proposal for three years combining SMART Minority Transfer Program and Honors Institute. Amount requested $250,000 over three years.  Goal 2: Degrees & Certificates Awarded DESCRIPTION FOOTHILL TREND FOOTHILL GOAL SYSTEM GOAL METRICS FOOTHILL ACTION PLANDEGREES AWARDED AA/AS degrees: Base for Projections Certificates: Base for Projections 1990 1996 1997 294 374 499 Multi year Ave. = 389 309 369 401 Multi year Ave. = 3591999 2001 2003 2005 548 658 791 948 481 577 693 832 An increase from 80,799 to 110,500 in the number of degrees and certificates awarded: from 57,076 to 78,000 (36%) associate degrees awarded, and from 23,723 to 32,500 (37%) in the number of certificates awarded. Foothill Goal Needed to Reach System Goal: Degrees - from 389 to 529. Certificates - from 359 to 439 >Information on degree and certificates from Evaluation Office and State Management Information System (MIS) data reports. 1996-97 most current data set.Partnership for Excellence Proposals: 1. CATS Project >Review FHDACCD MIS data reports to ensure all possible degrees and certificates are being accounted for. >Move from an awarding system to an active system in the SIS+ program. "Pass the Torch" proposal Tutorial Funding Project Commit Other not PfE >Review divisions and programs to ensure all possible degrees and certificates are being offered, are current, and being accounted for. >Review wage data reports and student enrollment patterns in areas showing significant wage gains for students completing 12-48 units for possible new certificate areas. Goal 3: Successful Course Completion DESCRIPTION FOOTHILL TREND FOOTHILL GOAL SYSTEM GOAL METRICS FOOTHILL ACTION PLANSTUDENT SUCCESS Course success rate: All College Average Transfer Course Average Workforce Development Average Basic Skills Average Web Based Distance Learning Program (IEP) Persistence 1990 1995 1997 82% 80% 81% ranges from 25 - 97% 67% (campus average from fall to spring for all programs is 37%) 1999 2001 2003 2005 82% 83% 84% 85% 70%+ 72%+ 74%+ 76%+ 70%+ 72% 74% 76% 70%+ 72%+ 74%+ 76%+ 70%+ 72%+ 74%+ 76%+ 40%+ 45%+ 50%+ 55%+I) An increase from 66.8% to 69.2% in the rate of successful course completions. An increase in the rate of successful course completions from 67.3% to 69.7% for transferable courses, from 70.8% to 73.3% for vocational courses, and from 60.1% to 62.3% for basic skills courses Foothill Goal Needed to Reach System Goal Foothill is so high above the system wide goal that a meaningful goal is difficult. Foothill will continue to meet or exceed the system goal for 2005. >Information derived from SIS database for Fall enrollment actual. >Course retention is measured from census week to the end of the term. >Course success rate is the percentage of all students who complete the course. >Program persistence rate is the percentage of students enrolled in Spring in a program or course of study requiring more than three quarters to complete which was begun in the prior Fall.PfE Proposal 1. District Research Advisory Committee to improve research capacity, accurately monitor, report, and project student performance data. 2. CATS degree audit program linked to current student educational goals (IEP) and Early Alert Program student performance. Matriculation 1. Implement appropriate student intervention strategies as appropriate. 2. Review all course prerequisites, corequisites, and advisories. 3. Review placement testing . Follow-up phone calls to students. Other > Block scheduling, independent study, distance learning, instructional alternatives Goal 4: Basic Skills DESCRIPTION FOOTHILL TREND FOOTHILL GOAL SYSTEM GOAL METRICS FOOTHILL ACTION PLANBASIC SKILLS ESL (Average attempt): English: Mathematics: Campus average:1990 1995 1997 50% 40% 40% 45%1999 2001 2003 2005 53% 56% 59% 61% 52% 63% 66% 69% 50% 60% 63% 65% 52% 61% 63% 65%An increase in the number of students completing course-work at least one level above their initial pre-collegiate placement. The data required to measure performance on this goal is not currently available. After refining its management information system to incorporate this indicator, the system will establish an initial baseline and a performance goal for the year 2005. Foothill Goal Needed to Reach System Goal: Data analysis required.>Move students from remedial to college level ability.Partnership for Excellence proposal for: 1. Mathematics and Language Basic Skills Improvement proposal as approved. 2. Requested $2.5 million over three years but will be phased back. 3. "Pass the Touch" proposal 4. Tutorial Center Funding proposal 5. Project Commit 6. Other not PfE >Implement the basic skills mission based planning agenda. Goal 5: Workforce Development DESCRIPTION FOOTHILL TREND FOOTHILL GOAL SYSTEM GOAL METRICS FOOTHILL ACTION PLANWorkforce Development Successful completion in Vocational Education programs Education Contracts with Businesses Employees Enrolled in Contract Courses Fee-based training Enrollment 1990 1995 1997 Goals and Metrics for this section have not been established system wide. Foothill will adopted the State's outcome measures when finalized. 1999 2001 2003 2005 Planning response and Foothill's goals to be established by the Workforce Education Advisory Group and the Roundtable. (I) An increase from 597,491 to 806,000 (26%) in the number of successful completions in vocational courses. (II) An increase from 1,263 to 1,700 in the number of California businesses benefiting from training through contract education (note: base year is Fall, 1996). (III) An increase from 73,801 to 99,600 in the number of employees bene-fiting from training through contract education. (IV) An increase from 140,505 to 189,700 in the number of individuals receiving fee-based job training. Foothill Goal Needed to Reach System Goal: Data analysis required.Standard Definition: *Source: State of California EDD/UI Report for Vocational Students with assigned TOP codes with five or more graduates leaving college in 1995 after one year out of school who are not enrolled in a CSU or UC school and are making more than $12,500/year. Workforce Education Advisory Group (WEAG) to establish appropriate research measures, proxies, and instrumentation.>Implement four strategies outlined in the WEAG mission based report to the Roundtable. >Develop research methods for tracking students, student survey, and employer survey methods. >Expand corporate linkages, partnerships, advisory boards, and form a "Blue Ribbon Committee" to advise on emerging job clusters for which no current program exists. Goal 6: Maintain the fiscal soundness and ability to offer quality program and services based on enrollment and productivity DESCRIPTION FOOTHILL TREND FOOTHILL GOAL SYSTEM GOAL METRICS FOOTHILL ACTION PLANFISCAL SOUNDNESS FTES Goals Fall Enrollment Fall WSCH Fall WSCH/FTE  1990 1 995 1997 12,800 11,000 12,242 20,029 12,653 15,129 167K 148K 162K 580 510 530 1999 2001 2003 2005 13,330 14,100 14,650 15,250 17,500 20,500, 22,500 25,500 175K 185K 195K 205K 530+ 530+ 530+ 530+FTES Growth 1 to 3% annually. Assumes a State goal to financially support community college enrollment levels relative to the population growth and tax base. > FTES goals assume a 1% to 3% funded growth level annually. > Enrollment is based on Fall WSCH projections with an average of 8 units per student in 2005Enrollment goals at Foothill will be met by: 1. Increased student retention and persistence. Programs in the PfE project are designed to accomplish this goal. 2. Implementation of the strategies outlined in the Vision for the Division and program review plans. 3. Expansion of course offerings in the afternoons and development of new curriculum for Friday and weekend oriented students. 4. Expansion of programs offered by Foothill Global Access over the web. After year 2003 over 80% of the projected growth (30,000 + WSCH) will be from FGA because of space limitations.  2. 1998-99 Goals and Strategies Summary Tables The Presidents Roundtable is the primary leadership shared governance committee at Foothill. Delegates to the Roundtable represent the point of view of various sectors of the campus based on Foothill's missions. This group has conducted open forums and participates in other shared governance committees and division meetings to collect information used to help frame the planning agenda. In the Fall of 1998, the Roundtable participated in a planning process based on the State of Californias Partnership for Excellence outcomes-based funding program. During the planning process both the Roundtable and Institutional Planning Committee focused on Foothill's response to external and internal factors. From this dual planning process several themes emerged which were thought to be of critical importance in the planning evolution at Foothill. These were developed at the annual Foothill Leadership retreat and form the basis for the planning agenda to the year 2005. KEY DIRECTION 1: STUDENT ACCESS AND ENROLLMENT GOALS College Goal 1. Increase enrollment (FTES), reach College WSCH/FTE goals, and respond to the changing demographics of the communities served. Note: May be able to take focus off increasing new enrollment if we can increase persistence.College Objectives:College Activities: Increase FTES by 1-3% between 1999 and 2005 based on the State and District's financial position. Increase the Foothill Global Access Enrollment by 15-20% including basic skills, transfer, and career development courses delivered to the job place. Explore contract education as an option if the District is above enrollment cap this could allow for an alternative funding source. Implement new program proposals in the Division Educational Master Plans. Increase the PE/Wellness offerings by 10%. Biotech enrolling 35 students/quarter. PharmTech enrolling 30 students/quarter. Networking Certification 50 students per quarter. Co Op Ed by 250 students if needed, Anchors Aweigh goal to financially support community. Increase our Latino/Hispanic, African-American and Pacific Rim enrollments by 10%. Increase international student enrollment by 10%. (Especially important because this groups performance supports achievement of the first four goals of Partnership for Excellence.) Keep aware of what UCs are doing. (Access of UC extension programs hurt us.) Revisit block scheduling of classes. Improve self-marketing within departments. Fall-Winter-Spring path for courses sequencing visual maps." Increase info available to students about offerings. Tailor role for counselors (Counseling 50 too) to meet other objectives. For every possible lecture class we offer, add an on-line and/or tele-class opportunity for students. Deliver on-line job-based training to sites in our community, including companies having international-based sites. Convert our current class offerings on line and otherwise to different languages. Expand and/or develop new special programs and support services; e.g., honors; "Pass the Torch." Offer/expand classes designed for employees in business and industry to learn languages for global negotiation. Utilize our student clubs. Survey club members as to why they came to Foothill, what would attract a more multi-mix of students? Better publicize our career programs. Develop more career programs which would attract other students not now attending Foothill. Convert departmental certificates of completion, achievement, and competency to institutional award. (Note: Certificates recognized by the State are 27 units or more in a course of study approved by the curriculum committee.) Prepackage our curriculum language/business/physical/international/cross- disciplinary. Focus more attention on adult/older students. College Goal 2. Develop major Student Services programs which address student demand and enrollment growth.College Objectives:College Activities: Convert student support services to WSCH generation by January, 1999.  Convert STAR/TORCH, etc. into WSCH. Improve WSCH collection in four labs. (490Z) Convert health service seminars to WSCH by developing appropriate curriculum and obtaining curriculum approval by January, 1999. Convert disability-related workshops and support groups to WSCH and seek appropriate curriculum approval by Jan. 1999. Convert Student Services to WSCH-generating classes; e.g., Counseling, Health Services, Psychological Services, Testing and others to WSCH and seek appropriate curriculum approval by Jan. 1999. Offer more WSCH-generating staff development classes/workshops; e.g., Customer Services," Understanding the Law and Education, Aspects of Cultures and Academic Honesty, etc. (See Master Plan for activities.) KEY DIRECTION 1: STUDENT ACCESS AND ENROLLMENT GOALS College Goal 2 (continued) Develop major Student Services programs which address student demand and enrollment growth.College Objectives:College Activities: Increase efficiency and effectiveness of entire registration and placement process as measured by no more than 10-minute wait in lines. Debug phone and on-line registration. Form a team to troubleshoot phone and on-line registration problems. Realign staff proportional to how students register. Assign ambassador/liaison to staff to manage student traffic flow; i.e., direct and re-direct students to registration, expand on-line capacity by using Library 25. Add on-line registration in Counseling 50 course. Evaluate calendar/schedule for registration date and times. Develop user-friendly schedule. Ensure that add cards are processed within 24 hours. Simplify application and re-application process to make it easier for returning students. College Goal 3. Expand new student orientation and outreach efforts.College Objectives:College Activities: Increase minority outreach by 10%, coupled with special programs for support.  Identify non-traditional, but culture-specific channels for recruiting. Go beyond student ambassadors and student government to include more students in these efforts. Send ambassadors to their former high schools to talk about the College. Send athletes to sell Foothill to other students. Send faculty to high school faculty, establish linkages so that they have a personal connection and reason to refer their high school students. Hire young recruiters who look more like the target groups to go into high schools. Hire a consultant to give us visibility on cable TV. Recruit program leaders to attend community events. Place information in stores and specialized vendors. Create additional contacts with high schools. Increase ads and publications. Increase campus life activities and opportunities for students to bond with the College before they choose another college. Key Direction 2: Student success College Goal 1. Implement quality indicators to meet criteria for Partnership for Excellence.College Objectives:College Activities:In number of degrees and certificates awarded: Increase number of degrees by 10%; certificates by 5%. Implement Computerized Analysis of Transcripts System (CATS). Update some of the current degrees/certificates (align AA/AS more with CU, CSU degree programs) Provide incentives for persistence/actually getting degrees. Provide for in-service of faculty about degree requirements. Encourage faculty to promote student completion of degree. Conduct degree completion junior audit (60 units or so); i.e., mailing, student seminars. Develop one-page rationale to distribute to all Counseling 50 students about advantages of completing and earning the AA. (Research data about higher earning potential, etc.)In course retention: Increase college-wide retention by 2%. Increase basic skills retention (English, math, reading) by 5%. Increase course retention by 4%. Retention of one to two additional students per class per quarter (faculty, division deans, support services). Model relevancy, applicability, etc. of classes. (Students as role models can be more effective than faculty.) Have instructors promote other classes/degrees in that major. Recognize student successes. Create mentor program (faculty and administrators). Establish personal contact with students. Improve faculty sensitivity to students different learning styles. Establish centralized information booth on campus. Increase access to info about financial aid. Have a systematic way to keep students in the completion loop; e.g., mentor teachers, coaches, early alert, etc. Phone students to determine reason for absence. Add office hours in first two weeks of quarter. Verify that students are actually enrolled. Offer faculty office hours in Tutorial Center or other help centers. Initiate Early Progress Report system or individually generated. Key Direction 2: Student success College Goal 1. (continued)College Objectives:College Activities:In quarterly persistence: By March 1999 complete research necessary. By June 1999 develop the capacity to monitor student individual educational plans (IEPs). Increase the college-wide persistence rate from 35% to 50% by 2001. Increase persistence rate of those programs below the college mean to the current college mean or above. Find out why we lack persistence Fall to Winter through a survey. Make access easier for registration (online and telephone). Rapid Reg. Develop baseline data relevant to students goals in relation to assistance and goal achievement. Discuss other related classes at end of each quarter. Encourage or provide early registration. Renew Greensheet Project," collaborative student/faculty project. Division offices to publish yearly course offerings by quarter. Encourage more Transfer Agreements (TAAs). Provide more faculty and staff awareness and training on support programs. Increase part-time orientation. Provide on-line orientation information for faculty/staff. Support program coordinators; advertise more.In basic skills completion rates: Increase the percent of students moving from remedial to college-level transfer or vocational courses by an average of 7% Have "Pass the Torch" students meet with these classes. Have syllabi contain info about helpful programs such as Tutorial Center and "Pass the Torch" by educating faculty as to whats available. Require instructors signature for drops; exit interview for faculty.In career preparation and placement: By June 1999 develop the research capacity to conduct student and employer satisfaction surveys, monitor job placement rates, and determine earnings after program completion. Have counselor/job development officer liaison with companies that hire our students. (Ask business what our students need for their jobs.) People from industry on advisory boards. (Help plan programs, etc. for their employees and others.) Hire a job developer to take our students from Foothill to companies and services outside. Complete the loop. Offer WSCH-generating workshop on rsum writing and interviewing skills. KEY DIRECTION 3: EXPAND INFRASTRUCTURE CAPACITY TO SUPPORT QUALITY PROGRAMS AND SERVICES College Goal 1. Implement our Educational Master Plan, which will include our Technology, Diversity, and Facilities Plans and use the Master Plan to drive our decisions.College ObjectivesCollege Activities: Finalize/edit and distribute EMP to divisions and student government offices.  Make EMP accessible on a computer server and on IntranetCollege Goal 2. Conduct major capital campaign ($900,000) for Center for Innovation in Education.College ObjectivesCollege Activities: Raise $900,000 through grants and gifts by 2000. Complete fund-raising event honoring Dick Henning and the Celebrity Forum Series, with proceeds to go to the Center for Innovation in Education. Approach major private donors. Write for grants which support teacher professional development Identify high profile programs for the Center, which will attract donors. RESOURCE ALLOCATION 1. Partnership for Excellence Implementation Plan _ The following matrix details the trends and projections related to the outcome measures called for in the "Partnership for Excellence" program. PRIORITYPROPOSAL TITLESUMMARY OF ABSTRACT Estimated Cost PfE Goal First Year Second Year Third Year Total CostFIRST YEARSECOND YEARTHIRD YEARTOTAL COST1Pass The Torch: One on One Study Teams in English, ESL, Math & ScienceInstitutionalize Pass the Torch as this is the last year of FIPSE funding; outreach and recruitment, study team leader training classes, track students, counseling students, etc.BS$25,526 $150,784 $150,784 $327,094 1Tutorial Center FundingAddresses need to improve persistence, retention and success of especially students who are less prepared for the rigors of college level work; the center needs stable year round funding, including being open during the summer. B budget is only $7,800/yrBS$110,200 $171,200 $176,200 $457,600 1Mathematics and English Basic Skills ImprovementImprove the success and persistence of basic skills math students (Math 200 and Math 101) and English and ESL composition classesBS$85,681 $725,942 $662,653 $1,474,276 Totals Priority #1 Proposals$221,407 $1,047,926 $989,637 $2,258,970 2Transfer Enhancements with SMART Minority Transfer Program, Honors InstituteIncrease the number of transfers; enhance both the Minority Transfer Program and the Honors InstituteTD$53,606 $97,700 $98,780 $250,086 3Project Commit: Targeting Underrepresented Students for Success at Foothill CollegeConsolidates new and existing programs that positively affect the recruitment, retention, and success of African American, Latino, Pacific Islanders, and American Indian studentsTS$402,650 $402,650 $382,650 $1,187,950 4Expanding the District Research Capacity to Meet the Needs of PFERestructure District's research function so that reliable, timely, accurate, and useable information; define campus and district needs and provide desktop access for all to research software tools.$156,113 $436,000 $402,151 $994,264 4Marketing, Recruitment and Retention for Career Programs, Allied Health Professions Partnership InitiativeStreamline access and success for students interested in career programs in Bio and Health Sciences; increase degrees and certificates and graduates entering the workforce. Improve number of underrepresented minorities in allied health programs.WD$302,062 $295,062 $297,062 $894,186 Totals Priority #4 Proposals$458,175$731,062$699,213$1,888,450 5Computerized Analysis of Transcript System (CATS)/Electronic Student Profile (ESP)/Student Education Plan (SEP)Create systems to electronically perform degree, certificate, and general education (IGETC and CSU) certification, to electronically identify "at risk" students, and to develop a Web-based Student Education Plan$301,500 $270,000 $185,000 $756,500 TOTALS OF ALL PRIORITIZED PROPOSALS$1,437,338 $2,549,338 $2,355,280 $6,341,956 TOTALS MINUS DISTRICT PROPOSALS$979,725 $1,843,338 $1,768,129 $4,591,192 FULL TIME CAMPUS POSITIONSNOT PRIORITIZEDFoothill Global Access at Sea (FGA Anchors Way)Form a partnership with the Chancellor's Office of the CSU System and the Navy to offer on-line degree program to on-board Naval personnel. DS$231,898 $251,252 $315,202 $798,352 Library Resource Augmentation and EnhancementAdd needed resources to library's collection to provide tools for students to meet curricular demands of classes and assignments; increases library's print reference collection, online databases, etc.S$250,864 $201,918 $205,352 $658,134 Website Advisory Placement (WAP)Produce a self-diagnostic advisory placement option on both colleges' Web Sites to allow students to anonymously and easily determine their readiness for classes with advisory or prerequisite skills$45,000 $5,000 $0 $50,000 REWARD: Retention, Employment, and Workforce DevelopmentBy meeting the needs of students seeking employment, the proposal will increase retention in vocational certificate and degree programs and provide pathways to employment by individual advisement, employment plans, retention services, outreach, etc.$62,624 $224,214 $331,787 $618,625 Voice Response Registration System (VRR)Current VRR is not Y2K compatible; a new and more flexible voice registration system is needed to interface on-line registration with VRR; needed by Nov 1999 to build summer/fall 2000 schedule$232,000 $0 $0 $232,000 Total Other Proposals$822,386 $682,384 $852,341 $2,357,111  2. Budget Allocation Request Matrix Insert page 35 to 40 here update from Bruce (his needs to be sorted) 3. 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