Strategic Planning & Learning Outcomes Workshop September 26, 2002 What is Strategic Planning? Achieving shared vision Intentional goal setting with measurable outcomes Conscious of context and resources Dynamic-neither orchestra nor jam band but a jazz combo consisting of a main theme with improv Used to develop action plans where units detail how they will attain specific goals
Action Plan Uses Bird cage liner No! An unused plan is a waste of time and trees! Use for overlapping planning cycles to avoid redundancy and last minute effort Part of Educational Master Plan (6 yr cycle) For Accreditation Self-Study (6 yr cycle) Program Review (4 yr cycle) Funding (annual)
One continuously revised action plan does all this and it wont scratch! Why should we do Strategic Planning? Because Marty says so Because WASC says so Because a good strategic plan can result in better programs and services for students To avoid redundancy What Strategic Planning model do you use?
Military Invented strategic planning in hierarchal context Business Used strategic planning off and on since the 1950s SWOT, align internal practice within external context Ansoffs gap analysis (difference between current and desired situation) and synergistic strategies (2+2=5) Porters 5 forces = new competitors, substitutes, buyers, suppliers, existing competitors TQM focuses on inputs, processes, component products, outputs, client satisfaction Do it right the first time Another Business Fad? THINK THINK THINK
Strategic Planning in Higher Ed Key differences Hierarchy is not as rigid and requires a more participatory approach Ultimate goal is enhancing human potential Students arent quite customers Offerings arent entirely demand driven (if it were, would we have algebra!?) Reward system in education not based on
promotion Outcomes can be less tangible Vision Planning Steps Mission Statement and Values Assessment Evaluate past plan success and failures Review external and internal data and reports Benchmarking=how do we do compared to others? Objectives and Outcome Measures Action Plans with roles, responsibilities,
timelines, required resources Evaluation Plan Re-assess MISSION VALUES OBJECTIVES ACTIVITIES FACILITIES TECHNOLOGY STAFFING PLANS PROGRAM REVIEW UNIT PLANS ACCREDITATION
BOARD STRATEGIC GOALS BOARD BUDGET GUIDELINES BUDGET Collaboration Planning is a group effort Please make comments and suggestions on formatting, speling, clarity, and content Current Strategic Plan is a draft and with your help will become
finalized NOAA Strategic Plan Example 1.0 Deliver Better Products and Services 1.1 Expand and improve the existing weather, water, and climate product and service line: 1.1.1 Increase the accuracy and timeliness of NWS warnings. Performance Measure: Reduce the national average tornado warning false alarm rate from 0.80 (1998) to 0.69 or lower and increase the probability of detection from 0.64 (1998) to 0.73 or higher and the lead time from 11 minutes (1998) to 13 minutes (2005). Draft Strategic Plan Format Scoping/Environmental Scanning
Reviewing External Trends Census Department of Finance Department of Education Analyzing Internal Data Research Website Surveys Leads both to objectives and obtainable measures
Fa ll 1 Fa 994 ll 1 Fa 995 ll 1 Fa 996 ll 1 Fa 997 ll 1 Fa 998 ll 1 Fa 999 ll 2 Fa 000 ll 2 Fa 001 ll 2 Fa 002 ll 2
Fa 003 ll 2 Fa 004 ll 2 Fa 005 ll 2 Fa 006 ll 2 00 7 Headcount 8000 7000 6000 5000
4000 3000 2000 1000 0 Projected Not JPA Projected JPA Projected Total Not JPA JPA Total
Ethnicity Proportions of Students not part of the Police or Fire Academies 50% 45% 40% 35% African-American 30% Asian/ Pacific Island 25% Latino 20%
Native American Other/ Unknown 15% White, non-Hispanic 10% 5% 0% Fall 1994 Fall 1995 Fall 1996 Fall 1997 Fall 1998
Fall 1999 Fall 2000 Fall 2001 Gender Proportions of Students not enrolled in the Police or Fire Academy Female Male 70% 60% 50% 40% 30% 20% 10% 0%
Fall 1994 Fall 1995 Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001 Median Age of Gavilan College Students 45.0 40.0 Median Age 35.0 30.0 All Students 25.0 Not JPA 20.0 JPA
15.0 10.0 5.0 0.0 Fall 1994 Fall 1995 Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001 Fall 2001 Age by Gender of Non JPA Students F M 500 Count 400 300 200
100 25 50 75 age 100 25 50 75 age
100 Proportion of Headcount Primary Language of Non JPA Students 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Not English English
Fall 1994 Fall 1995 Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall
2000 Fall 2001 Educational Background of Non JPA Students 100% Proportion of Headcount 90% 80% 70% 60% BA+ 50% AA/ AS
40% HS 30% No HS 20% 10% 0% Fall 1994 Fall 1995 Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001 Proportion of Headcount Educational Goals of Non JPA Students Transfer and/ or Award
Career Related 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Undecided/ Formulate Interests Personal Enrichment Basic Skills Fall 1994
Fall 2001 Income of Campus Climate Survey Respondents $0 - $7,499 $7,500 - $14,999 $15,000 - $18,999 $19,000 - $24,999 $25,000 - $29,999 $30,000 - $39,999 $40,000 - $49,999 $50,000 - $59,999 $60,000 or more No Response 0 7 24 21
13 14 14 11 10 19 46 44 20 30 40 50 Ethnicities for 1999-2000residency and student status Gilroy residents aged 18 and over
Gavilan Students from Gilroy Gilroy High Seniors 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% AfricanAmerican Asian Latino Native
American Other Pacific Islander White Selected Department of Finance Employment Projections 1,000 Thousands of Employees 900 800 700 600 High technology
500 Finance group 400 300 200 100 0 2001 2002 2003 Selecting Measurable Outcomes Students
will reflect the community or Student ethnic proportions will not be significantly different from those of district residents aged 18 and over Selecting Measurable Outcomes Students will do better in math or Success rates in all math classes will be at or above the state average by 2005 or Computational post-test skills scores for intermediate algebra students will increase by 5% over the 2003 baseline
by 2007 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Measurable Outcome Examples Success Rates Retention Rates Persistence Rates Award Rates Transfer Rates
Population Participation Rates Congruency Between Student and Graduates Student Satisfaction Exit Test Scores Learning Outcomes Measures Trend of Good Things Over Time 250 210 Good Things 200 130 150
80 100 50 10 10 20 30 50 0 1 2
3 4 5 Time 6 7 8 Trend of Bad Things Over Time 250 210 Bad Things
200 130 150 80 100 50 50 30 20 10
10 7 8 0 1 2 3 4 5 Time 6
Congruency 70% 60% 50% 40% Students 30% Graduates 20% 10% 0% Q W E
R T Student Category Note that differences are not always significant Benchmarking with a Rate Success Rates for Gavilan College Success Goal 80% Actual Success Rate 95-01 State Average Success Rate 75%
70% 65% 60% 55% 50% 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 Academic Year Average Change = + 0.4% per year R2 = 0.54 p = 0.04 Congruency for Special Population with Rates at Program Level 01-02 Success Rates in English None of these differences are statistically significant Recent Gilroy High Graduates All Nonrecent Graduates 80% 70% 60% 50%
40% 30% 20% 10% 0% Basic Writing Practical Writing Composition Absolute numbers with no comparison Number of Transferable Gavilan College Students Number of Transferable Students Transferable Students
01-02 02-03 Academic Year 03-04 04-05 05-06 So what are Learning Outcomes and How do I make an Action Plan and When do I have to have this done and
Who do I give it to? What Are Learning Outcomes? Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as: Knowledge Skills Attitudes Learning Outcomes Provide direction in the planning of a learning activity. They help to:
Focus on learners behavior that is to be changed. Identify specifically what should be learned. Convey to learners exactly what is to be accomplished. Serve as guidelines for content, instruction, and evaluation. Outcomes Are based on your Mission Vision Values Goals Gavilan Mission Statement
In an environment that nurtures creativity and intellectual curiosity, Gavilan College serves the community by providing a high quality learning experience which prepares students for transfer, technical and public service careers, life-long learning, and participation in a diverse global society. Values, Objectives & Measures We value excellence in and promotion of comprehensive programs, services, and activities. Because we value excellence, our objective
is to develop learning outcomes and measures at the services and program level. The measure we will use to determine whether we have met our objective is that students will demonstrate their learning in all programs according to institutional learning outcomes. Learning Outcomes flow from an identified need, that is the gap between an existing condition (what students can do or know) and a desired condition (what students should be able to do or know). Distinguishing Characteristics of Good
Learning Outcomes The specified action by the learners must be : Observable Measurable Performed by the learners Effective Learning Outcomes Are measurable ~ not always easily measurable, but measurable! Are measurable now. That is, there are sufficient opportunities in the curriculum for the student to demonstrate the desired
knowledge, skills, or attitudes. To Write Good Learning Outcomes Know who your audience is Clearly state what action they are to take Identify the result that must come from their action Poor Learning Outcomes Statements Students will understand the reasons for the Gulf War. Students will appreciate Cubism. Students will learn the importance of
good nutritional habits. How are these objectives observable? How are these objectives measurable? What are students supposed to do as a result? Learning Outcomes Example 1 Students will learn the importance of good nutritional habits. Students will be able to identify five major diseases that are caused by poor nutrition and explain how they can be avoided.
Learning Outcomes Example 2 Students will appreciate Cubism. Students will be able to name the distinguishing characteristics of the Cubism movement and describe its impact on 20th century art. Learning Outcomes Example 3 Students will understand the reasons for the Gulf War. Students will identify and
analyze in writing the social, political and economic reasons for the Gulf War. One Outcome per Statement! The number of students enrolled will increase. The participation rate of all district high schools will improve. Not specific: Increase by ?% or number. Improve by ?% Two different objectives. Two different outcomes. Two different measures. The Importance of Action
Verbs The verb chosen for the outcome statement should be an action verb that results in overt behavior that can be observed and measured: Compile Arrange Classify Analyze Identify Operate
Design SolveWrite Apply Differentiate Calculate Demonstrate Formulate Compose Explain Predict Assess Compare Estimate Critique Verbs to Avoid The following verbs are unclear and subject to different interpretations in terms of the specified action. These verbs call for covert behavior that
cannot be observed or measured. Know Understand Appreciate Become familiar with Learn Gavilan Institutional Learning Outcomes Communication Listening Reading
Writing Gavilan Institutional Learning Outcomes Cognition Analysis & Synthesis Problem Solving Creative Thinking Quantitative Reasoning Transfer of Knowledge & Skills to a New Context Gavilan Institutional Learning Outcomes
Information Competency Research Technological Gavilan Institutional Learning Outcomes Social Interaction Teamwork Effective Citizenship Gavilan Institutional Learning Outcomes Aesthetic Responsiveness Gavilan
Institutional Learning Outcomes Personal Development & Responsibility Self-management Ethics & Values Respect for Diverse People & Cultures Assessing Student Learning Through Learning Outcomes Identify the need Identify the audience. Measure the gap between what students are able to do and what they should be able to do.
Construct learning outcomes. Ensure that there are sufficient opportunities in the curriculum for students to acquire the specified knowledge, skills or attitudes. Ensure that teaching & learning strategies are appropriate for the outcomes you desire. Assessing Student Learning Through Learning Outcomes Use formative assessments to determine students progress and to modify curriculum and strategies as necessary. Use summative assessments to measure whether students have
achieved the desired outcomes. Evaluate whether your program has resulted in the specified outcomes and modify as needed. Scope of Your Task Select one to three objectives for your department Preferably, one would be on learning outcomes Develop an action plan to meet these objectives Action Plan Example VALUE 1: An imaginative and nurturing community of learners through rigorous
scholarship, creativity, and personal and professional development. OBJECTIVE 1.1: Establish institutional learning outcomes* (see attached) and measures for general education and one vocational program. OUTCOMES MEASURE 1.1.1: Students will be able to demonstrate their learning in all courses according to the institutional learning outcomes. Value 1 Objective 1.1 Activity Completi Responsi on Date ble Staff Participating Depts
Do learning outcomes 2004 Dept Chair Create learning outcomes assessment for all English 1A classes Fall 2003 Jane Englis Doe,
h John Anybod y Social Scienc e Progress (Date) Timeline of Tasks First Draft October 25th Final Draft November 15th Send Drafts to Terrence: [email protected]
Resources www.gavilan.edu/research www.gavilan.edu/library/trials.html www.census.gov www.dof.ca.gov data1.cde.ca.gov/dataquest/ www.cccco.edu County and city websites Dr. Harriett Robles Dean of Instruction and Matriculation West Valley Community College [email protected] Terrence Willett Director of Research/Interim Director of Planning Gavilan Community College [email protected]
For optimal benefit from the tutorial, you should . allow sufficient time to read the slides, reflect on the information, and complete all activities on the slides or on the Quick Resource and Reflection Sheets (QRRS) that can be downloaded...
Coulomb's Law describes the electrostatic forces between two charged objects. Fe is the electrostatic force k is Coulomb's Constant q is the charge in Coulombs (C) ( the unit for charge is 1 C which equals the charge of r...
The Clinger-Cohen Act also demands agency Chief Information Officers (CIOs) to develop integrated information technology architecture. The Federal Enterprise Architecture (FEA) is an OMB program that intends to comply with the Clinger-Cohen Act and provide a model for sharing information...
A presentation to the Education Committee. Jeremy Haefner. Provost. November 10, 2011. Agenda. ... Master of Business Administration, and (now) Master of Architecture. Doctorate of Philosophy (Ph.D.) degrees ... KRA 3. Excellence. KRA 4.
Reclamation in the West. The budget sustains Reclamation's participation in efforts to address water supply challenges in the West to ensure the efficient generation of energy, varied use of our resources, celebration of America's great recreation opportunities, and to fulfill...
4. Head lice - Pediculuscapitisitchy head all afternoon then? 1-3mm long louse adapted to live attached to hair shafts. Feeds on human blood. Bites leave irritant saliva. Need close head to head contact for transmission. Die after 1-2 days off...
Introduction. Association Agreement negotiations between the EU and Mercosur began in 1999. The 2009 EU-Mercosur Sustainability Impact Assessment is among the most cited relevant studies, assessing the impact of the agreement on the respective economies along with relevant elements such...
Outreach and Education. Biggest contribution from libraries is coming in this area. who is affected, how to comply, what services the Library offers to support researchers subject to the policy. presentations at departmental and faculty meetings, targeted emails. outreach to...
Ready to download the document? Go ahead and hit continue!