Approved by the Copper Mountain Community College District Board of Trustees June 9, 2016.
Mission, Value & Vision 3 Service Area 4 Demographics 5-10 Economic Trends 10-16 Master Planning Process 16 Integrated Planning Model 17 Program Review 17-18 Resource Allocation 18-19 Success of Previous Strategic Initiatives 19-21 Major Developments 21 Student Success and Equity 21-22 Resolutions 23-24 Institutional Effectiveness 25 Strategic Initiatives 26 Partnerships 26 Community and Business Engagement 27 Program Development 27 Technology 28 Staff Development 28 Facilities 29 Supporting Plans 29 Implementation 29 Assessment 29 Signature Page 30
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Our mission is to provide educational opportunities for diverse desert communities and beyond through a comprehensive curriculum and support services that demonstrate a passion for the success of every individual student. Copper Mountain College offers high quality, affordable instruction that enables students to attain mastery in basic skills, and career development, as well as building pathways to associate degrees, certificates, university transfer, and personal enrichment. (Revised 5/2016)
Copper Mountain College will be the educational and cultural center of the Morongo Basin. Through cooperative efforts with the community and within the college, we will develop innovative curricula matched to the needs of our students to prepare them to achieve their educational, employment, and life-long learning goals.
Mutual Respect: to work in a spirit of cooperation and collaboration.
Ethical Behavior: to demonstrate through personal action that people should relate to each other in accordance with the accepted principles of right and wrong.
Service: to help others become morally and ethically wiser, freer in thought, and better able to serve.
Integrity: to act ethically and honestly toward our students, colleagues, and community in order to hold their trust and to be true to our word.
Collaboration: to work together to shape the future of the college.
Accountability: to accept responsibility for our actions.
Commitment: to work actively in promoting the academic, social, and economic well-being of the students and communities we serve.
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The combined population of our high-desert communities is about 70,000 covering an area of approximately 45 miles east to west and 20 miles north to south. CMC serves the communities of Morongo Valley, the Town of Yucca Valley, Pioneertown, Landers, Joshua Tree, the City of Twentynine Palms, and the Marine Corps Air Ground Combat Center in Twentynine Palms.
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As with most California Community Colleges, Copper Mountain College serves a diverse student population.
BY AGE
2010- 2011- 2012- 2013- 2014- 2011 2012 2013 2014 2015 Copper Mountain 3,304 3,064 3,103 2,702 2,516 Total 19 or Less 19.5% 18.5% 18.4% 18.1% 18.5% 20 to 24 34.5% 34.3% 35.8% 36.1% 37.0% 25 to 29 15.3% 16.3% 15.8% 16.1% 15.2% 30 to 39 14.3% 15.2% 14.7% 15.1% 14.2% 40 + 16.3% 15.6% 15.3% 14.7% 15.1%
Source: Datamart http://www.cccco.edu
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BY GENDER
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Copper Mountain Total 3,304 3,064 3,103 2,702 2,516 Female 59.0% 58.5% 57.4% 57.4% 59.0% Male 40.9% 41.5% 42.6% 41.6% 40.7%
Source: Datamart http://www.cccco.edu
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BY ETHNICITY
2010- 2011- 2012- 2013- 2014- 2011 2012 2013 2014 2015
Copper Mountain Total 3,304 3,064 3,103 2,702 2,516
African-American 6.8% 7.4% 6.9% 5.9% 5.4%
American Indian/Alaskan Native 1.4% 1.1% 1.3% 1.4% 1.0%
Asian 2.0% 1.7% 1.9% 2.3% 2.4%
Filipino 1.8% 1.5% 1.5% 1.5% 1.4%
Hispanic 21.9% 23.3% 24.8% 26.8% 27.8%
Multi-Ethnicity 2.5% 4.5% 5.0% 5.0% 5.6%
Pacific Islander 0.9% 0.7% 0.8% 0.7% 0.5%
Unknown 2.3% 1.9% 1.5% 3.5% 1.9%
White Non-Hispanic 60.3% 57.9% 56.2% 52.9% 54.0%
Source: Datamart http://www.cccco.edu
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TYPES OF COURSES TAKEN AT CMC BY 2-DIGIT TOP CODE
2010- 2011- 2012- 2013- 2014- 2011 2012 2013 2014 2015
Total Total Total Total Total FTES FTES FTES FTES FTES
Copper Mountain Total 1,743 1,709 1,744 1,510 1,443
Agriculture and Natural Resources-01 8 6 4 6 5
Biological Sciences-04 95 89 94 95 109
Business and Management-05 35 39 41 47 36
Education-08 81 79 73 48 30
Engineering and Industrial 28 33 35 28 22 Technologies-09
Family and Consumer Sciences-13 34 31 27 31 27
Fine and Applied Arts-10 121 106 96 72 72
Foreign Language-11 34 35 35 25 24
Health-12 200 164 172 127 137
Humanities (Letters)-15 311 309 314 284 271
Information Technology-07 99 100 84 89 70
Interdisciplinary Studies-49 75 102 112 78 88
Mathematics-17 278 281 326 289 285
Media and Communications-06 15 13 9 13 10
Physical Sciences-19 76 93 80 78 73
Psychology-20 60 58 54 48 43
Public and Protective Services-21 41 40 45 37 36
Social Sciences-22 152 130 143 113 105
Source: Datamart http://www.cccco.edu
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Program Awards Summary Report (CCCCO)
Annual 2014-2015 Copper Mountain Total 257
Associate in Science for Transfer (A.S.-T) Degree Total 20 Business and Management-05 9 Mathematics-17 3 Public and Protective Services-21 8 Associate in Arts for Transfer (A.A.-T) Degree Total 7 Humanities (Letters)-15 3 Psychology-20 2 Social Sciences-22 2 Associate of Science (A.S.) degree Total 72 Business and Management-05 2 Engineering and Industrial Technologies-09 2 Health-12 43 Information Technology-07 7 Mathematics-17 2 Public and Protective Services-21 16 Associate of Arts (A.A.) degree Total 83 Business and Management-05 18 Family and Consumer Sciences-13 2 Fine and Applied Arts-10 1 Humanities (Letters)-15 2 Interdisciplinary Studies-49 43 Psychology-20 4 Social Sciences-22 13 Certificate requiring 30 to < 60 semester units Total 75 Business and Management-05 9 Family and Consumer Sciences-13 7 Health-12 14 Information Technology-07 4 Interdisciplinary Studies-49 41
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Student Enrollment Status Summary Report (CCCCO)
Fall 2015 Fall 2015 Student Count Student Count (%) Copper Mountain Total 1,916 100.00% Day 1,544 80.58% Evening 228 11.90% Unknown 144 7.52%
Regional Economic Sectors ~ Region Nine: Inland Empire / Desert Region
Priority Sectors Industry sectors that are a priority focus in the region; these sectors have training program investments that are either in the start-up phase (e.g. enrolling clients) or are currently delivering training and/or other services to job seekers and employers
Advanced Manufacturing more info » www.makingitincalifornia.com
Global Trade & Logistics more info » www.californiastep.org
Health more info » www.ca-hwi.org
Emergent Sectors Advanced Transportation & Renewables more info » www.atreeducation.org
Information & Communication Technologies (ICT)/Digital Media more info » http://www.cccewd.net/initiative_iima4biz.cfm
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What jobs will be in demand in the next five years? 2012-2022 Occupations with the most job openings requiring more than high school education.
Riverside-San Bernardino-Ontario Metropolitan Statistical Area
Total Job 2014 First Quarterly Openings Wages Occupational Title 2012- Median Median 2022 Entry Level Education Hourly Annual
Heavy and Tractor-Trailer Post-Secondary Non- Truck Drivers 9,950 $20.39 $42,398 Degree Registered Nurses 8,300 $42.39 $88,181 Associate Degree General and Operations Managers 7,670 $43.75 $90,991 Bachelors degree Elementary School Teachers, Except Special Education 5,820 ** $75,170 Bachelors degree Teacher Assistants 4,420 ** $29,421 Some College Accountants and Auditors 3,790 $29.94 $62,286 Bachelors degree Post-Secondary Non- Nursing Assistants 3,280 $12.66 $26,330 Degree Licensed Practical and Licensed Vocational Post-Secondary Non- Nurses 2,990 $22.17 $46,104 Degree Post-Secondary Non- Medical Assistants 2,900 $13.01 $27,045 Degree Management Analysts 2,550 $36.54 $76,009 Bachelors degree
* Total jobs are the sum of new jobs and replacement needs. ** In occupations where workers do not work full-time all year-round, it is not possible to calculate an hourly wage. For Additional Information about Occupation, please visit Bureau of Labor Statistics’ Occupational Outlook Handbook. http://www.bls.gov/ooh/home.htm
Source: State of California Employment Development Department http://www.labormarketinfo.edd.ca.gov
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2012-2022 Fastest Growing Occupations requiring more than high school education
Riverside-San Bernardino-Ontario Metropolitan Statistical Area
2014 First Estimated Projected Quarterly Wages Occupational Title Employment Employment Median Median 2012 2022 Entry Level Education Hourly Annual Cost Estimators 2,100 3,350 $29.95 $62,296 Bachelor's Degree Audio and Video Equipment Technicians 630 990 * * Postsecondary non-degree Logisticians 780 1,170 $34.31 $71,354 Bachelor's Degree Heating, Air Conditioning, and Refrigeration Mechanics and Installers 2,580 3,770 $24.73 $51,439 Postsecondary non-degree Market Research Analysts and Marketing Specialists 2,460 3,590 $26.77 $55,687 Bachelor's Degree Diagnostic Medical Sonographers 440 640 $33.50 $69,677 Associate's degree Management Analysts 4,690 6,520 $36.54 $76,009 Bachelor's Degree Physician Assistants 690 950 $44.29 $92,127 Master's Degree Meeting, Convention, and Event Planners 640 880 $20.62 $42,901 Bachelor's Degree Health Specialties Teachers, Postsecondary 1,880 2,570 ** $84,225 Doctoral degree Manicurists and Pedicurists 1,930 2,630 $9.04 $18,793 Postsecondary non-degree Actors 520 700 * * some college Financial Analysts 610 820 $38.14 $79,324 Bachelor's Degree Construction Managers 4,040 5,380 $49.88 $103,767 Bachelor's Degree Interpreters and Translators 610 810 $18.69 $38,860 Bachelor's Degree * Information is not available. ** In occupations where workers do not work full-time all year-round, it is not possible to calculate an hourly wage. For Additional Information about Occupation, please visit Bureau of Labor Statistics’ Occupational Outlook Handbook. http://www.bls.gov/ooh/home.htm
Source: State of California Employment Development Department http://www.labormarketinfo.edd.ca.gov
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LARGEST EMPLOYERS IN THE REGION
San Bernardino County
Source: State of California Employment Development Department http://www.labormarketinfo.edd.ca.gov
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Riverside County
Source: State of California Employment Development Department http://www.labormarketinfo.edd.ca.gov
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What is the anticipated population growth predicted in the next five years?
Population Trends for Region
San Bernardino and Riverside Counties will see further increases in diversity. Our population will continually change over the next 50 years.
San Bernardino County Projected Ethnicity Native Hawaiian and other Multi- White, Black, American Asian, Pacific Race, not not Indian, not Islander, not Total (All Hispanic Hispanic not Hispanic not Hispanic Hispanic race or or Hispanic or Hispanic or or Year groups) Latino Latino or Latino Latino or Latino Latino Latino 2010 2,039,040 33.4% 8.5% 0.4% 6.2% 0.3% 49.3% 2.0% 2020 2,227,066 30.5% 8.3% 0.4% 5.9% 0.3% 52.1% 2.4% 2030 2,515,972 27.8% 8.4% 0.4% 6.7% 0.3% 53.8% 2.8% 2040 2,783,746 25.4% 8.1% 0.3% 7.5% 0.3% 55.2% 3.2% 2050 2,997,446 23.4% 7.8% 0.3% 8.2% 0.2% 56.3% 3.7% 2060 3,190,566 22.0% 7.4% 0.2% 8.9% 0.2% 57.1% 4.1%
Source: California Department of Finance http://www.dof.ca.gov/research/demographic/projections/
San Bernardino County's Projected Age Preschool School College Working Young Mature Seniors Age Age Age Age Retirees Retirees (85 or Total (0-4 (5-17 (18-24 (25-64 (65-74 (75-84 more Year (All ages) years) years) years) years) years) years) years) 2010 2,039,040 7.8% 21.3% 11.3% 50.6% 5.1% 2.8% 1.0% 2020 2,227,066 7.2% 18.3% 10.2% 51.4% 7.9% 3.6% 1.4% 2030 2,515,972 6.7% 17.6% 9.2% 49.3% 9.6% 5.7% 1.9% 2040 2,783,746 6.3% 16.8% 9.2% 48.7% 8.8% 7.0% 3.1% 2050 2,997,446 6.3% 16.2% 8.9% 49.0% 9.0% 6.7% 4.1% 2060 3,190,566 6.1% 16.1% 8.6% 47.6% 10.5% 6.9% 4.2%
Source: California Department of Finance http://www.dof.ca.gov/research/demographic/projections/
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Local K-12 School District Statistics:
Morongo Unified Enrollment 10,500
10,000
9,500
9,000
8,500
8,000 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 Morongo Unified Enrollment 9,233 9,090 8,905 9,047 9,439 10,265
Source: California Department of Education DataQuest http://dq.cde.ca.gov/dataquest/
The primary planning document for Copper Mountain College is our Education Master Plan with imbedded Strategic Initiatives. For the size and scope of our college, we have determined that this approach to planning is more effective than attempting to manage separate hierarchical plans such as a separate Education Master Plan and Strategic Plan.
Our long range planning and Education Master Plan development process began in the spring of 2015 by holding six separate community forums devoted to acquiring a vision from our various communities as to how Copper Mountain Community College can better serve them in the future. Community forums were held in Morongo Valley, Landers, Yucca Valley, Joshua Tree, Twentynine Palms, and on the Marine Corps Air Ground Combat Center. As a follow up to the Community Forums, an electronic survey for external input was also administered. Approximately 170 community members responded to this survey. In the Fall of 2015, an internal survey was administered and approximately 120 CMC staff responded to that survey. All of the information that was gathered was then combined with recent activities on campus including the Academic Senates adoption of their 100% Student Success Resolution, Classified Senates Resolution supporting the Academic Senates and dialogue at the committee level, to develop the original 2016-2021 Education Master Plan Outline Draft. The Superintendent / President then used this draft to inform meetings with individual departments and committees on campus to help develop the details of the Strategic Initiatives. As the final draft matured all staff meetings were held to solicit additional input into the plan and to better define specific plan elements.
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In 2015 Copper Mountain College migrated the Program Review process to Taskstream, a software program that also tracks our learning outcomes district wide. Learning outcomes are comprised of both Student Learning Outcomes at the course and program levels as well as Administrative Unit Outcomes that are used to identify priorities from our Administrative units.
Based on our Integrated Planning Model, Program Review begins with the fall semester with a completion date of September 15 of each year. All Staff and Flex time is allocated to give the institution time to properly analyze data to identify program needs and to assess program function. Program needs are prioritized throughout several levels of the shared governance process and the final priority ranking is established by the administrative Chief Officer team, President’s Cabinet. Faculty position prioritization is the result of Academic Senate dialogue and recommendation that is forwarded to President’s Cabinet and ultimately to the Superintendent/President for a final decision.
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FUTURE IMPROVEMENTS
We recognize that our Program Review process can be improved. Since 2015 /16 was the first year that Program Review was completed using Tasksteam, feedback will be solicited and reviewed by the Institutional Effectiveness Committee in order to develop recommendations for improvement. Elements for improvement that are under consideration include:
Assigning Program Review initiation and oversight to the Dean of Instruction in order to help relieve the faculty from the task of completing the process independently. Consolidating programs in a manner that more effectively addresses program needs. Establishing institutional benchmarks and requiring less documentation from those programs that meet or exceed the benchmarks.
All programs complete the established Program Review process in August of each year. Program level resource requests are extracted from Academic and Non-Academic program review documents and combined. The cumulative academic resource requests are reviewed by the Academic Affairs Council and the cumulative Non-Academic resource requests are reviewed by the Management Roundtable. At these meetings, all resource requests are evaluated in relationship to established goals and Division level priorities (established by Academic Affairs Council). The requests are then ranked by the committees based on the established priorities and Institutional Priorities and Institutional Initiatives from the 2012 master planning document.
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Programs are asked to force rank their request as 1 (first- highest priority), 2 - 5(lower priority). This work is represented in the department level priority column.
All resource requests were then forwarded to President’s Cabinet for final institutional prioritization. Requests are divided into “One time funding requests” and “Non- one time/ ongoing requests”. Two additional ranking columns, Impact on Student Success/ Retention and Increase Enrollment were added based on our 2014/15 institutional priorities.
President’s Cabinet considers the top requests (department level) from each program, and then, as a group, determined high, medium, and low ranking for success/retention and increase enrollment. These rankings consider the institution wide impact and not the individual program impact on students and enrollment. The top resource requests from Program, Division, and Institution level ranking were then prioritized for both one time funding requests and non- one time/ ongoing requests. The final prioritization was presented to BAC for dissemination out to constituency groups. We realize that the process will continue to improve but it is collaborative and inclusive at important levels. The Program Review and Resource Allocation Process is both very important in helping to focus our resources on the success of our students. The rankings are not absolute and represent a great deal of institution wide constituency group effort and dialogue. Based on the funding source identified or future funding sources, purchases may or may not be made based on this ranking. The resource requests from all Program Review work are considered.
The 2012-2017 CMC Strategic Plan was composed of three distinct Strategic Initiatives. Each of the initiatives had a set of goals with specific strategies designed to achieve the goals.
STRATEGIC INITIATIVE #1 IMPROVE STUDENT SUCCESS
Copper Mountain College will ensure that students develop the skills necessary to do college level work and achieve their transfer or career goals.
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GOAL #1 Improve basic skill completion through sequential progression to collegiate level courses by 3%.
Math 2010: 30.9% Math Goal: 33.9% Math 2016: 27.3%
English 2010: 34.1% English Goal: 37.1% English 2016: 34.7%
GOAL #2 Increase percentage of certificate and degree completers by 5%.
GOAL #3 Improve transfer completers by 5%.
Completion Rate 2010: 22.2% Completion Rate Goal: 27.2% Completion Rate 2016: 25.3%
Amos Belcarris transferring to Cal State San Bernardino University Major: Business Management and Computer Science
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Rate includes number of students in cohort that complete AA, State Certificate, Transferred, or Transferred Prepared (60 UC/CSU transferable)
GOAL #4 Improve annual persistence rate by 10% (2012-2016)
Persistence Rate 2010: 51.5% Persistence Rate Goal: 61.5% Persistence Rate 2016: 56.4%
In the most general sense, “accountability” has gained significant focus for all California Community Colleges. As a result of the recession and a documented 650,000 California residents being unable to access their local community college due to funding and structural deficiencies within the system, legislators have acted with determination to make our colleges more accessible and to strengthen our ability to serve students effectively and expedite their success and completion.
STUDENT SUCCESS AND EQUITY
The Student Success Act of 2012 was legislation that resulted from taskforce work driven by the Chancellor’s Office. The taskforce developed 23 recommendations targeted specifically toward improving accessibility to California Community Colleges and improving each college District’s ability to serve students and to increase success rates. These initiatives have been a significant driving force in Student Services and have brought significant funding to our districts.
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The Student Success Act of 2012 will:
Restructure the way student support services are delivered to improve the assistance that students receive at the beginning of their educational experience. The bill targets existing student services’ resources to support orientation, assessment and education planning services and lays the groundwork to expand these services as more resources become available. Provide that campuses using an assessment instrument for student placement utilize a statewide system of common assessment once available, to improve consistency and efficiency within the 112- campus system. Require colleges receiving student support service funds to post a student success scorecard to clearly communicate progress in improving completion rates for all students and closing the achievement gap among historically under-represented students. MORE - 2 – 2 – 2 Require students whose fees are waived because of their economic need to meet minimum academic standards.
“Our goal - our primary goal - has to be one offering students a better path to graduation,” Lowenthal said. “It is unacceptable that more than 50 percent of community college students are not graduating or transferring within six years. This bill is the first step toward a refocused community college system that is rededicated to student success and achievement.”
“By refocusing matriculation services, SB 1456 will help more students to identify their goals and move ahead in their college experience, without their colleges having to counter- productively cut other programs they may need,” said Mendocino College student Aaron Bielenberg, a senator with the Student Senate for California Community Colleges.
“Furthermore, by demanding that students must maintain minimum academic standards to receive the Board of Governors Fee Waiver, and providing the support and safety nets necessary to do so, we incentivize students to work harder.” The law will be phased-in over a reasonable period of time as funding allows. The California Community Colleges Board of Governors and the California Community Colleges Chancellor’s Office have already begun work on implementing many of the recommendations of the Student Success Task Force.
Another significant result of the Student Success Act is the implementation of the Student Success Scorecard. This has amplified our need to “move the needle” as it relates to student success. This increased access to data to drive our decision making has also change the way our college functions.
Scorecard http://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=971
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THE METRICS WE NEED TARGETS FOR ARE:
Completion Rate (College-Prepared, Unprepared for College, and Overall) Remedial Rate (Math, English, ESL) CTE Rate Successful Credit Course Completion (previously set at 1%/yr improvement by the Senate) Completion of Degrees Completion of Certificates Number of Students Who Transfer to 4- year Institutions And we need at least one locally-defined metric to track.
RECOMMENDATIONS:
Remedial Rate for Math: 10% increase (42 more students) Completion Rate (overall), and Remedial Rate for English: 10% (38 and 44 more students, respectively) CTE rate: 20% (26 more students) Completion of Degrees: 15% (about 27 more students) Completion of Degrees: 20% (10 more students) Students Who Transfer to 4-yr Institutions: 20% (18 more students) Persistence and 30 Units are proposed as locally-selected metrics, and track students as they pass through the lower levels of basic skills classes.
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(Priorities from: Campus dialogue, external and internal surveys, community forums, resolutions, MOUs, Program Review)
STUDENT SUCCESS: Our highest priority in the next five years is the success of our students. Current success rates (as defined by the CCC Chancellor’s Office as completion of a degree, certificate, or transfer ready) are approximately half of the state average.
GOAL: Increase Student Success by completing all targets as defined in the Institutional Effectiveness Report over the next five years.
STRATEGIES Continue to develop a highly “student centric” campus environment. Fully implement 100% Student Success Resolution Kiosk in Student Activity Center Saturday Library Hours Child Care Expedited Enrollment for local high school graduates including a “seamless” transition to CMC Generate a two year schedule and enroll for a full year Enhanced focus on student club activities - campus engagement Transfer and Career support Foundation support for student success – “Try One on Us”, increase Alumni Association presence on campus and in the community.
PARTNERSHIPS: Partnering with other agencies in the basin will increase the ability of our students to gain real world experience and employment opportunities while helping the college leverage resources and better supporting our communities.
GOAL: Increase our partnerships by defining and establishing them within the next two years.
STRATEGIES CMC – MUSD Dual Enrollment Full GE rotation offered at high schools Adult Education Block Grant full implementation at alternate sites Base / Veteran Park and Monument Cooperative Work Experience, Internships, Desert Studies projects 4 Year University – four year degree opportunities provided in the basin
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COMMUNITY AND BUSINESS ENGAGEMENT Copper Mountain College is a unique institution of higher learning, built by the community and for the community. In order to best support our communities, including the businesses that make up our communities, CMC will make our community and business engagement a priority.
GOAL: Increase our engagement in our communities by doubling our community survey responses in the next 5 years.
STRATEGIES Campus Tours Open House Events Internships/CWE Athletics and Athletic Boosters
PROGRAM DEVELOPMENT A significant amount of input related to the future of CMC is in support of developing new programs to better attract and serve our students. Finding programs that are feasible to sustain here in the basin and that will lead to solid employment opportunities for our students is challenging.
GOAL: Add three new programs in the next 5 years contingent upon regional needs.
STRATEGIES
Athletics
Men’s Basketball Women’s Basketball or Volleyball
CTE / Vocational
Welding Logistics and Transportation (truck driving) Lineman’s school (So Cal Edison) STEM technician level programs HVAC Alternative Energy
University / Transfer
Desert Studies (Environmental Science certificate) Career Pathway /MUSD JTNP Friday /Saturday accelerated ADT
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TECHNOLOGY
Technology has become a major component of our ability to attract students, enroll students, deliver high quality instruction to students, and to communicate both internally and externally. Maintaining an efficient and reliable technology infrastructure that supports our mission is vital to the success of the college.
We currently do not have the financial resources available to support much needed technology upgrades.
GOAL: To create and maintain a sustainable process that ensures our ability to provide adequate services over time. This includes budgeting for the cost of life of the equipment and software and providing funding to replace aging equipment on a rotational basis.
PRIORITIES
Permanent budget to address the upgrading of technology (3 x initial cost over 7 years) Upgrade Classroom technology Website/ Remote Delivery (Video Conferencing) Upgrades to hardware and software
Deployment of open source materials
STAFF DEVELOPMENT: Our staff is our most valuable resource. Given the pace at which the community college environment and student needs are changing, it is imperative that we invest in our employees.
GOAL: To be determined during the 2016-17 academic year.
PRIORITIES
Orientation for new employees Mentoring Cultural / Diversity / Enrichment Educational opportunities – Four Year University here Communication
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FACILITIES: Space to accommodate faculty and staff demands continues to be a challenge. Even a single office move can be challenging at times due to the space constraints we experience. Due to our current lower than capacity enrollment level, our planned facilities projects, primarily the vocational building, have been made a low priority at the Department of State Architects. We have a need for the additional programs that support students and their success.
Need outweighs available space.
GOAL: To create and maintain a sustainable and adequate square footage.
PRIORITIES Campus Safety Cameras Vocational Building Student Success Center relocation Cultural Center Monument Center Bell Center Utilization – Athletic Programs
Facilities Master Plan Due August 2016 (5 year plan) Technology Plan Due June 2016 (5 year plan) Student Success and Equity Plan Annual Plan developed each Fall semester Staffing Plan Due August 2016 (5 year plan) Perkins Plan Annual CTE plan, due each Spring Semester
This document is intended to guide the decision making process for the next five years here at Copper Mountain College. This will be the foundation for developing our annual plans intended to increase the intentionality of our efforts on an ongoing basis. This plan will be reviewed annually and updated as needed to maintain relevancy for the District. Each August, during our All Staff Day Activities, this plan as well as other plans and the annual Institutional Effectiveness Report will be used to prioritize those elements of function that need to be addressed during that academic year.
It is the role of the Institutional Effectiveness Committee to confirm that the institution is working toward achieving all of the elements in the Education Master Plan and to provide recommendations. Each spring the committee will assess the progress that has been made according to the prioritization process and constituency input that led to the Annual Plan development. Recommendations related to ongoing institutional priorities will be discussed and adjusted as needed. The results of this constituency based institutional dialogue will then inform the development of the next year’s annual plan.
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