AQIP 2007 Systems Portfolio

Transcription

San Juan College – AQIP Systems Portfolio – November 2007
Table of Contents
List of Figures................................................................................................................................................. I
List of Tables................................................................................................................................................. II
Institutional Overview
01 Organizational Culture and Distinctive Features ......................................................................... i
02 Scope of Educational Offerings .................................................................................. ……..……ii
03 Student Base................................................................................................................................ii
04 Collaborative Relationships ........................................................................................................iii
05 Facility and Staff Base ................................................................................................................iv
06 Critical and Distinctive Facilities, Equipment, Technology and Regulatory Environment...........iv
07 Competitive Environment............................................................................................................ v
08 Key Opportunities and Vulnerabilities .........................................................................................vi
09 SJC Organizational Chart ..........................................................................................................vii
Category One: Helping Students Learn
Context for Analysis ......................................................................................................................... 1
Processes ........................................................................................................................................ 4
Results ............................................................................................................................................. 9
Improvement .................................................................................................................................. 12
Category Two: Other Distinctive Objectives
Context for Analysis ....................................................................................................................... 16
Processes ...................................................................................................................................... 18
Results ........................................................................................................................................... 20
Improvement .................................................................................................................................. 22
Category Three: Understanding Students’ and Other Stakeholders’ Needs
Processes ...................................................................................................................................... 25
Results ........................................................................................................................................... 29
Improvement .................................................................................................................................. 34
Category Four: Valuing People
Processes ...................................................................................................................................... 38
Results ........................................................................................................................................... 43
Improvement .................................................................................................................................. 46
Category Five: Leading and Communicating
Processes ...................................................................................................................................... 48
Results ........................................................................................................................................... 51
Improvement .................................................................................................................................. 53
Category Six: Supporting Instructional Operations
Processes ...................................................................................................................................... 55
Results ........................................................................................................................................... 57
Improvement .................................................................................................................................. 59
Category Seven: Measuring Effectiveness
Processes ...................................................................................................................................... 63
Results ........................................................................................................................................... 65
Improvement .................................................................................................................................. 68
Category Eight: Measuring Effectiveness
Processes ...................................................................................................................................... 70
Results ........................................................................................................................................... 73
Improvement .................................................................................................................................. 73
Category Nine: Measuring Effectiveness
Processes ...................................................................................................................................... 77
Results ........................................................................................................................................... 79
Improvement .................................................................................................................................. 82
Glossary ..................................................................................................................................................... 84
Index to Evidence for the Criteria for Accreditation.............................................................................. 87
San Juan College - AQIP Systems Portfolio - November 2007
List of Figures
Figure 0-1 Map of Service Area ....................................................................................................................... i
Figure 0-2 SJC Distinctiveness in Participation Rate ...................................................................................... ii
Figure 0-3 Organizational Chart Executive Administration .......................................................................... vii
AQIP Category One: Helping Students Learn
Figure 1-1 New Program Development Process ............................................................................................ 7
Figure 1-2 In-Course Student Retention Charges ........................................................................................ 10
Figure 1-3 SJC Learning Community Comparisons .................................................................................... 11
Figure 1-4 Transfer Trend Data ................................................................................................................... 11
Figure 1-5 Fall to Fall Persistence Comparisons .......................................................................................... 12
Figure 1-6 Graduation Rates Comparisons .................................................................................................. 12
Figure 1-7 Transfer Rate Comparisons ........................................................................................................ 12
Figure 1-8 Retention in Developmental Courses ......................................................................................... 13
Figure 1-9 Success in Developmental Courses ............................................................................................ 13
Figure 1-10 Retention in First College-Level Course .................................................................................. 13
Figure 1-11 Success in First College Level Course ..................................................................................... 13
AQIP Category Two: Other Distinctive Objectives
Figure 2-1
Figure 2-2
Figure 2-3
Figure 2-4
SJC Communications Pathways ................................................................................................. 18
HHPC Trends ............................................................................................................................. 20
Volunteer Center Trend Data...................................................................................................... 20
UW – Stout Improvement Process ............................................................................................ 21
AQIP Category Three: Understanding Students’ and Other Stakeholders’ Needs
Figure 3-1
Figure 3-2
Figure 3-3
Figure 3-4
Figure 3-4
SJC Satisfaction Index ................................................................................................................ 31
Importance of Advising at SJC ................................................................................................... 31
Physical Plant Satisfaction Survey Results ................................................................................. 33
SJC Foundation Annual Support ............................................................................................... 33
SJC Foundation Assets .............................................................................................................. 33
AQIP Category Four: Valuing People
Figure 4-1 Convocation Trainings Address Needs....................................................................................... 44
Figure 4-2 Convocation Trainings Applicable ............................................................................................. 44
Figure 4-3 Annual Opportunities 2003-2006 ............................................................................................... 44
AQIP Category Five: Leading and Communicating
Figure 5-1 SJC Climate Compared with the NILIE Pace Norm Base ......................................................... 52
Figure 5-2 Mean Scores of the Institutional Structure Climate Factor ......................................................... 52
Figure 5-3 Mean Climate Scores as Reated by Functional Roles at SJC ..................................................... 52
AQIP Category Six: Supporting Instructional Operations
Figure 6-1
Figure 6-2
Figure 6-3
Figure 6-4
Figure 6-5
Figure 6-6
Figure 6-7
Figure 6-8
Figure 6-9
Facilities Planning Process ......................................................................................................... 56
SJC Student Satisfaction With Advising .................................................................................... 57
Importance of Advising for SJC Students .................................................................................. 57
SJC Book Circulation ................................................................................................................. 58
Class Instruction and Library Services ....................................................................................... 58
Online Library Use Trent Data ................................................................................................... 59
Increase in Number of Databases ............................................................................................... 59
Collaborative Services Trend Data ............................................................................................. 59
Increased Number of Students Advised...................................................................................... 60
AQIP Category Seven: Measuring Effectiveness
Figure 7-1 SJC College Level Course Retention ......................................................................................... 67
Figure 7-2 NLSSI Student Satisfaction Inventory........................................................................................ 67
Figure 7-3 2006 CCSSE Benchmarks ......................................................................................................... 67
AQIP Category Eight: Planning Continuous Improvement
Figure 8-1 Strategic Planning Process.......................................................................................................... 69
Figure 8-2 SJC Planning Process ................................................................................................................. 71
AQIP Category Nine: Planning Continuous Improvement
Figure 9-1
Figure 9-2
Figure 9-3
Figure 9-4
Figure 9-5
Figure 9-6
Partnership Development Process .............................................................................................. 78
Contract Training Trend Data..................................................................................................... 81
B & I Training Student Contract Hours ...................................................................................... 81
CLC Class Enrollment ............................................................................................................... 81
CLC Class Offered .................................................................................................................... 81
CLC Cancellation Rates ............................................................................................................ 81
List of Tables
Table 0-1 Mission, Vision and Values Statement ............................................................................................ i
Table 0-2 Key Student Enrollment Characteristics Fall 2006 ........................................................................ iii
Table 0-3 Key Stakeholder Requirements...................................................................................................... iii
Table 0-4 2006 Full-Time Facility Profile ..................................................................................................... iv
Table 1-1 Common Student Learning Outcomes ............................................................................................ 1
Table 1-2 Student Services Learning Outcomes ............................................................................................. 1
Table 1-3 SJC Programs Requested by Stakeholder ....................................................................................... 2
Table 1-4 SJC Instructional Units ................................................................................................................... 2
Table 1-5 SJC Course Delivery Methods ........................................................................................................ 2
Table 1-6 Integration of Technology in Learning ........................................................................................... 3
Table 1-7 University Programs ....................................................................................................................... 4
Table 1-8 SJC Program Accreditations ........................................................................................................... 5
Table 1-9 Key Delivery Indicators .................................................................................................................. 8
Table 1-10 Baseline Assessment Inventory .................................................................................................... 9
Table 1-11 SJC Licensure/Certification Pass Rates ...................................................................................... 10
Table 1-12 CCSSEE Benchmarks ................................................................................................................. 12
Table 2-1 SJC Distinctive Objectives ........................................................................................................... 16
Table 2-2 Specialized Programs .................................................................................................................... 17
Table 2-3 Assessing Distinctive Objectives .................................................................................................. 19
Table 2-4 Facilities Usage Trends ................................................................................................................. 20
Table 2-5 Sample of Institutions Benchmarked by SCECD ......................................................................... 21
Table 2-6 Market Penetration: Credit and Non-credit ................................................................................... 22
AQIP Category Three: Understanding Students’ and Other Stakeholders’ Needs
Table 3-1 Key Stakeholder Requirements..................................................................................................... 24
Table 3-2 Methodologies to Measure Stakeholder Requirements ................................................................. 25
Table 3-3 Stakeholder Contacts .................................................................................................................... 26
Table 3-4 Identifying Changing Stakeholder Needs ..................................................................................... 27
Table 3-5 Key Organizations ........................................................................................................................ 28
Table 3-6 Stakeholder Satisfaction Methodology ......................................................................................... 29
Table 3-7 Nursing Graduate and Employer Survey Results.......................................................................... 30
Table 3-8 SJC NLSSI Comparisons .............................................................................................................. 31
Table 3-9 Help Desk Satisfaction Trend Data............................................................................................... 32
Table 3-10 2006-2007 Student, Faculty and Staff Survey Results ................................................................ 32
Table 3-11 CCSSEE Benchmarks ................................................................................................................. 33
Table 3-12 SJC Bookstore Satisfaction Survey Results ................................................................................ 34
Table 4-1 Administrative Workgroups.......................................................................................................... 36
Table 4-2 Workforce Demographics ............................................................................................................. 37
Table 4-3 Hiring Process ............................................................................................................................... 38
Table 4-4 Employee Recognitions ................................................................................................................ 42
Table 4-5 Annual Support Services In-service Days..................................................................................... 44
Table 4-6 SJC Mean Scores by Work Group ................................................................................................ 45
Table 4-7 SJC Mean Scores from PACE Survey .......................................................................................... 46
Table 5-1 Examples of SJC Committees ....................................................................................................... 47
Table 5-2 SJC Communication Channels ..................................................................................................... 47
Table 5-3 SJC Leadership System................................................................................................................. 48
Table 5-4 SJC Benchmarking Best Practices ................................................................................................ 49
Table 5-5 Strategic Plan Taskforces .............................................................................................................. 50
Table 5-6 SJC Communications System ....................................................................................................... 50
Table 5-7 Community Input into the Strategic Plan ...................................................................................... 52
Table 5-8 SJC Feedback Strategies ............................................................................................................... 54
AQIP Category Six: Supporting Instructional Operations
Table 6-1 Key Support Processes.................................................................................................................. 55
Table 6-2 Advising Obstacle Themes ........................................................................................................... 58
Table 6-3 Facilities Projects 2004-2007 ........................................................................................................ 58
Table 6-4 Construction Project Form ............................................................................................................ 61
Table 7-1 Performance Measures .................................................................................................................. 63
Table 7-2 NCCBP Comparisons ................................................................................................................... 66
Table 7-3 SJC Performance Measures .......................................................................................................... 68
Table 8-1 Strategic Plan Crosswalk .............................................................................................................. 69
Table 8-2 NM Performance Measures For SJC ............................................................................................ 72
Table 8-3 Increase in Specialized Programs ................................................................................................. 73
Table 8-4 Performance Measures and Targets .............................................................................................. 73
Table 8-5 Example of Quality Quick Check ................................................................................................. 75
AQIP Category Nine: Planning Continuous Improvement
Table 9-1 Building Collaborative Relationships ........................................................................................... 76
Table 9-2 Sample Matrix of Key Collaborative Relationships ..................................................................... 80
Table 9-3 LERN Survey Results .................................................................................................................. 80
Table 9-4 High School Graduates Enrolling at SJC ...................................................................................... 82
Table 9-5 CLC Targets.................................................................................................................................. 83
Table 9-6 CLC Retention Targets ................................................................................................................. 83
Table 9-7 CLC Data 2006-2007 .................................................................................................................... 83
O1 Organizational Culture/Distinctive Features
San Juan College (SJC) is located in the largely rural,
sparsely-populated, isolated corner of northwest New
Mexico. Its district is San Juan County, New Mexico,
but it draws students from throughout the Four
Corners, which extends into Utah, Colorado and
Arizona. The vast Navajo Nation, the largest Native
American reservation in the United States, comprises
one-third of the College’s district. As a result, SJC
has the fifth highest Native American enrollment
among all universities and colleges (including tribal
colleges) in the United States and is the fourth highest
ranked two-year institution for awarding Associate
Degrees to Native American students.
The service region includes some 127,000 residents
in San Juan County, a sprawling 5,560-square mile
area larger than the state of Connecticut. Farmington,
SJC’s home with a population of 45,000, is by far the
largest community. The other principal population
centers are Aztec, Bloomfield, Kirtland, and Shiprock,
each have fewer than 9,000 residents. Bordered by
the Native American reservations of the Navajo,
Southern Ute, Ute Mountain Ute and Jicarilla Apache
tribes, San Juan County is also distinguished by its
ethnic and cultural mix—approximately 47% nonHispanic white, 37% Native American, 14% Hispanic
and 2% other.
Despite its endowments of high desert and mountain
scenery and extensive reserves of petroleum, natural
gas and coal, the Four Corners is beset with
formidable barriers to educational and economic
opportunities:
Long-standing poverty with a host of social ills
associated with economic deprivation
Cultural traditions that undervalue educational
attainment
Illiteracy and language barriers
Geographic isolation and limited access to
electricity and running water
An economy based on natural resources,
power production, retailing and tourism with a
legacy of dramatic cyclical fluctuations
Uneven benefits from recent economic growth:
a 3.2% unemployment rate in San Juan County
versus nearly 44% on the Navajo Nation.
Since fall 1982, the first semester after separation
from New Mexico State University was approved by
the voters of the county, SJC has experienced
enrollment growth of 432%. In 2004 SJC was ranked
th
27 in the top 50 Fastest-Growing Public Two-Year
Institutions enrolling 5,000 – 9,999 students. While
headcount enrollment continued to increase to over
10,000 as of the fall 2006 semester, student credit
hours (the basis for state subsidy) have declined by
3% per year since the fall 2004 semester.
Figure O.1 Map of Service Area
Consequently, the College has undertaken retention
and enrollment management initiatives along with
continuing to focus on improving internal processes
and services for students.
Native American
enrollment has continued to grow during this period.
Distinctive Programs
This distinctiveness as an academic institution comes
from a strong focus on programs supporting San Juan
College’s Mission, Vision, and Values (Table O-1) and
strong relationships with external customers and
stakeholders that keep programs current with fastchanging technology and market dynamics.
SJC Mission Statement
The mission of SJC is to improve the quality of life of the
citizens it serves by meeting the education and human
needs of the entire community in concert with community
agencies, businesses, industries and other groups.
To
assist in the accomplishment of this mission, the college
will assess needs, identify clientele, utilize appropriate
resources, remove access barriers, and develop and
implement curriculum and services appropriate to a
comprehensive community college.
SJC Vision Statement
The vision of San Juan College is to be a model for the
learning college of the future by promoting studentcentered learning using appropriate technology employing
systems thinking implementing collaborative approaches
and utilizing data-driven decision-making.
SJC Values
San Juan College believes an ethical foundation reflecting
the values of honesty, trust, fairness, respect and
responsibility is essential to achieve the College mission
and vision. A commitment based on academic integrity
and a high standard of individual and institutional ethics
shall guide the work of the students, faculty and staff.
Table O-1 Mission, Vision, and Value Statements
i
as a way for the President to stay in touch with
employees and for staff to provide her feedback.
Other institutional bodies that influence decision
making within SJC include: Learning Leadership
Team (LLT), Grants Planning Committee (GPC),
Assessment Committee, Curriculum Committee,
Student Senate, and the Student Affairs Council.
Figure 1.2 SJC Distinctiveness in Participation Rate
Consistent with the above tenets, SJC emphasizes an
integrated approach to learning that engages students
in both theoretical and practical aspects of their
disciplines. Classroom instruction is reinforced with
extensive laboratories and experiential learning
opportunities.
Organizational Direction
San Juan College has been governed by a sevenmember Board of Trustees since its independence in
1982. Trustees are elected from seven community
college districts in San Juan County for staggered sixyear terms. Primarily the Board sets the institution’s
educational and financial policies, but it also
periodically reviews and amends the College’s
mission and philosophy to better define its basic
educational beliefs and responsibilities. Trustees also
promote San Juan College in the community and
region in the interest of better serving the citizens of
San Juan County and the Four Corners.
The College’s leadership system consists of an
executive leadership team that links the Board and
President to the organization’s administrative and
functional structure. Five Vice Presidents assist the
President in setting direction and vision, oversee the
day-to-day operations of the institution and facilitate
communication within the organization’s structure.
The President’s Cabinet meets bi-monthly and
includes the President and vice presidents, associate
vice presidents, deans, and senior directors from
administration, support services and the SJC
Foundation. Members provide the communication
conduit to and from their respective groups.
The President also meets twice a semester with
representative groups of faculty, professional staff
and support staff. These Advisory Committees serve
For the past two years SJC has used Quality
Councils, which function under each Vice President
and serve as think tanks to document existing
activities, research data, and benchmark strategies
related to topics assigned to them by the Vice
Presidents, frequently at the direction of the
President. Councils related to community linkages
and student support are continuing while those
related to learning and organizational development
have been set aside pending the outcome of the
AQIP action project related to communication and
input described in Category 5.
O2 Scope of Educational Offerings
SJC is a public, two-year, degree-granting institution
offering 72 programs leading to the Associate of Arts,
Associate of Applied Science and Associate of
Science degrees, and 34 professional-technical
programs that award vocational/technical certificates.
In 2006 the College served an annual unduplicated
headcount of 19,589 credit and non-credit students.
Through San Juan College’s University Programs,
upper division courses and bachelor and graduate
degrees are offered by the following universities:
Eastern New Mexico University, New Mexico
Highlands University, and University of New Mexico.
SJC offers non-credit and credit courses, customized
training and technical assistance through the Quality
Center for Business, Community Learning Center,
Health and Human Performance Center, Family
Resource Center, and School of Energy. Categories 9
and 2 outline these programs and services.
The college operates on a 16-week semester basis,
including a three-week interim summer session and
six-week and eight-week summer sessions.
Programs and classes are offered day, evening and
weekends, on campus, online, and/or at locations
throughout the service area.
O3 Student Base
The College’s main campus is located in Farmington,
the largest city in the service area, but many of the
constituents of the College reside in rural areas. Fall
2006, 26% of San Juan County high school graduates
attended SJC. Since 89% of SJC students come from
San Juan County and thus reflect its ethnic diversity
as well as its economic and educational disparities:
ii

More than 90% are first-generation college
students.
98% of the Native American and 97% of the
Hispanic students are from homes where
neither parent has completed a baccalaureate
degree.
Based on the test used to assess the academic
preparation of incoming students, an
overwhelming 92% need at least one
developmental course at SJC.
SJC Student Enrollment Characteristics
Gender
56% Female, 44% Male
Enrolled status
68% Part-Time, 32% Full-Time, 11%
night classes only
92% New Mexico residents, 8% out-ofstate
22% 0-20
32% 21-30
17% 31-40
15% 41-50
14% 51+
Average age is 33
Average Years-To-Degree is 5.5
Attendance
Age
Race/ethnicity
27%
12%
61%
Native American
Hispanic
Other races
Table O-2 Student Enrollment Characteristics
(Fall 2006)
O4 Collaborative Relationships
Collaborative relationships are an essential part of the
SJC organizational culture and support the vision and
values as described in Table O-1. Relationships with
stakeholders provide unique opportunities to enhance
the college, as each key stakeholder group serves a
crucial role in improving programs and services. SJC
has identified seven key stakeholder groups: feeder
schools (high schools), San Juan County
communities,
employers,
alumni,
government
agencies including tribal governments, San Juan
College Foundation and the SJC Board of Trustees.
Surveys, advisory committees, and line-of-site
contacts build and strengthen these relationships and
identify important requirements as shown in Table O3. Relationships with each of these groups are
outlined in Category 3 and Category 9.
Educational Partnerships
SJC has created educational partnerships with four
state institutions: University of New Mexico, New
Mexico State University, Eastern New Mexico
University and New Mexico Highlands University. This
allows students to stay in the community and earn
bachelors and masters degrees on the SJC campus.
The NMHED has determined that general education
core courses successfully completed at any regionally
accredited pubic institution of higher education in New
Mexico are guaranteed to transfer to any New Mexico
public institution.
SJC Key Stakeholder Requirements
Community/feeder
Schools
•
Cooperative two-way
relationship
•
Accept, develop and
graduate students
•
Safe environment
Employers
•
Qualified interns
•
High-quality graduates
•
Faculty consultants
Alumni
•
Positive image and
reputation of SJC
•
Communications and
networking
•
Support for life long
learning
SJC Board of Trustees
•
Sound fiscal
management
•
Enrollments and
accreditation
•
Strategic design
•
Policy development
Legislature, government,
•
Accountable
tribal agencies
•
Compliant
•
Program mix meets
needs of region
SJC Foundation
•
Private sector funding
•
Advance college mission
Table O-3 Key Stakeholder Requirements
In addition, a reciprocal agreement with Fort Lewis
College, in nearby Durango, Colorado, allows San
Juan College graduates to attend Fort Lewis College
at the Colorado in-state tuition rate. Fort Lewis
College offers education for all Native Americans at
no cost in tuition. Fall 2006 SJC and the University of
Phoenix entered into an articulation agreement that
will provide a seamless transition into a baccalaureate
degree program. All credit from associate degrees,
including vocational degrees, awarded by SJC will
transfer to the University of Phoenix.
SJC’s Technical Education Center (TEC) was
established in 1978 to serve high-school students in
the County. The unique partnership between the
college, four separate public school districts and area
business partners, provides remarkable opportunities
for high school juniors and seniors to transition to
college programs or enter into technical careers.
SJC’s President and senior leadership team meet
with school district superintendents monthly to
discuss TEC and other issues.
Business and Industry Partnerships
Specialized training programs are offered in
partnership with the Navajo Nation, BP America, San
Juan Regional Medical Center, the San Juan County
Criminal Justice Training Authority, Mesa Airlines,
General Motors, Toyota, and Daimler Chrysler. New
collaborative and innovative programs to develop the
iii
regional workforce include Controls Technology
(supported by regional oil and gas companies),
Industrial Process Operator (supported by local power
plants) and Respiratory Technology, Surgical
Technology, and Emergency
Medical Services
(supported by San Juan Regional Medical Center).
O5 Faculty and Staff Base
As of fall 2007, personnel included 812 employees 116 are full-time faculty, 218 part-time faculty, 210
professional staff, 224 support staff, 36 community
service faculty and eight administrative staff. In
addition, Business and Industry Training employs
over 70 instructors. The number of adjunct faculty
fluctuates from session to session based on demand.
Student-to-faculty ratio is 19.4. Overall ethnicity
breakdown is 11% Hispanic, 10% Native American,
1% African American and 79% Anglo. Sixty-two
percent (62%) of SJC employees are female. Other
employee characteristics, including educational
levels, years of service and ranking are described in
Category 4.
SJC Full-Time Faculty Profile
Gender
49% Female, 51% Male
Ethnicity
90% White, non Hispanic
10% Minority
20% Doctorate
65% Masters
15% Bachelors
10 Professors
15 Associate Professors
50 Assistant Professors
29 Instructors
Educational
Attainment
Ranking
Average Years of
Service
7 years
Table O-4. 2006 Full-Time Faculty Profile
Primary importance is placed on hiring qualified
faculty and staff to fill positions. Faculty and staff are
hired based on their expertise in the discipline,
professional experience, and educational background.
Extensive faculty and staff development (see
Category 4) is provided in key areas such as student
engagement, assessment of learning outcomes and
technology integration.
SJC currently does not have any formal employee
bargaining units. The President’s Faculty Advisory
Committee, Professional Staff Advisory Committee
and Support Staff Advisory Committee were formed in
September 2005 with the primary purpose to enhance
communication about critical information and issues
that face SJC. Membership rotates with staggered
two year terms to provide for broader representation.
O6 Facilities, Equipment, Technology and
Regulatory Environment
San Juan College operates from several locations in
San Juan County. The main campus, covering
approximately 697 acres, is located in the city of
Farmington. A little more than half of the main
campus area is undeveloped native landscaping.
Native areas are highly valued by the college and
offer
recreational
and
outdoor
educational
opportunities. San Juan College East is located in the
city of Aztec, 15 miles northeast of Farmington. San
Juan College West is located in the city of Kirtland, 15
miles west of Farmington adjacent to the Navajo
Nation. Other locations within Farmington include the
th
30 Street center, various locations of the School of
Energy, and Project Read downtown. Total square
footage, including off-campus and leased facilities, is
approximately 949,000 gross square feet. SJC’s
gross square footage per student FTE (GSF/FTE) is
169.19, just below the state average of 175.
In 2005, SJC conducted a series of community focus
groups to develop an update to the College’s strategic
plan. Implications for physical planning included: (1)
creating a campus that is increasingly more studentoriented, (2) building multiple-use flexibility into
campus facilities, and (3) creating greater physical
interface opportunities with industry (i.e.: health care
and energy). In April 2006 the new 32,839 square
foot Learning Commons, home to the Library and
Office of Student Activities, was opened.
The Quality Environmental Initiative Sustainability
Plan was adopted in January 2007. The plan of
sustainable campus practices serves as a framework
for educating students and stakeholders, providing
community services, and utilizing the land that
sustains SJC campuses within the boundaries and
constraints of nature. This philosophy is reflected in
the new Outdoor Learning Center. When completed,
the Center will include demonstration gardens, a
Hogan classroom, irrigation pond, and greenhouse.
The Center merges the sciences with conservation
activities and will develop learning relationships in
Native
American
studies,
archeology
and
anthropology. For example, SJC Renewable Energy
program student service learning projects have
included building and maintaining solar energy panels
located throughout the campus to power the electric
golf carts (used for campus transportation) and
greenhouse and new restrooms (located within the
Outdoor Learning Center).
San Juan County residents have generously
supported every local bond issue since the College’s
inception.
In June 2005 voters passed a $10.7
million bond election (74% voter approval) that
funded the following projects:
Remodel and
expansion of the dining center, construction of a new
facility for health sciences programs; completion of
the Outdoor Learning Center; and completion of the
Learning Commons.
The College has recently purchased the School of
Energy leased facility while intending in five years to
iv
construct a new School of Energy building on
campus. At its October 2007 meeting, the Board of
Trustees approved a feasibility study on providing
student housing and childcare.
Technology at SJC consists of redundant fiber/Gigabit
backbone, with full switched 100MB to the desktop,
full VoIP with 750 IP devices, and full wireless
campus coverage. The Cisco network supports over
1500 desktop PCs and 500 laptops. SJC updated
their data center in 2007 with new racks, power and
air conditioning to ensure a reliable data center with
plenty of expansion capabilities. The data center
contains over 80 servers and 16 new racks. To
increase the reliability classroom multi-media
equipment, SJC has equipped 108 (100% of all
learning space) multi-media classrooms with
networked projectors.
In 2005 the Office of Technology Services (OTS)
completed a convergence of voice, data, and video by
installing VBrick, a video distribution system capable
of video on demand and also offers the capability of
viewing live events as well as recorded events and
trainings on campus from a desktop computer.
Technology is administered by SunGard Higher
Education, responsible for aligning all services with
institutional mission, vision, and priorities. In 2005 and
2007 SJC placed among the top 10 mid-sized
community colleges in the nation according to the
Center for Digital Education and the American
Association of Community Colleges for using
technology for streamlining operations and serving
students, faculty and staff.
SJC currently operates the Datatel Colleague
Enterprise Resource Planning (ERP) System. Human
Resources, along with the Payroll Department, began
utilizing Datatel Colleague Release 17 as its
administrative system in January 2005. Colleague
Financials went live in July 2005. The first full
registration on the Student system was the
summer/fall 2006 semester. An upgrade to Colleague
Release 18 was completed in September 2007.
Technology innovations increasingly allow SJC to
provide support services 24/7. Students can access
advisement, registration, financial aid, library
resources and business services online. The SJC
Bookstore is moving to Nebraska Books for their new
bookstore system that will allow students able to order
their books for classes online.
SJC established a Technology Training Center last
fall. The Training Center provides training which (1)
targets needed skills and (2) trains staff in solutions
based uses of institutionally deployed technologies
(Just in Time – Solution Oriented Technology Training
2006 Action Project). In addition, the Office of
Extended Learning has developed 45 online tutorials
SJC is governed by a Board of Trustees elected by
the residents of the county and is funded through
tuition and fees (12%), state formula funding (51%),
local tax levies from property and energy production
(36%) and other revenues such as sales and services
(1%). SJC is accredited by the North Central
Association of Colleges and Secondary Schools as a
degree-granting
institution
under
the
AQIP
accreditation process.
Specialized accreditation
agencies (see Category 1) mandate periodic
assessments to assure SJC’s capacity to support the
programs those agencies accredit.
O7 Competitive Environment
SJC is the only public institution of higher education
physically located in San Juan County. Fort Lewis
College, a public liberal arts college in Durango,
Colorado, is 45 miles north of Farmington. Dine`
College (Navajo Nation Tribal College) is 30 miles to
the west in Shiprock, New Mexico. The closest
community colleges are located in Gallup, 122 miles
away, and Albuquerque, located 183 miles away.
SJC faces two competitive considerations: (1)
competition for students and (2) competition for
faculty and senior staff. Competition for students
comes from other New Mexico colleges and
universities statewide and within the Four Corners
region from Fort Lewis College (which has tuition
reciprocity for New Mexico residents) and Dine`
College. Business and industry are also competitors
for high school graduates and community college
students, especially during periods of full
employment. SJC’s outreach initiatives with high
schools, employers and alumni have until recently
been effective methods to compete for students.
SJC’s competitive advantages include academic and
community services, reputation, low tuition, careeroriented programs, campus technology environment,
student support services, job placement success
rates and campus safety.
Competition for faculty is becoming increasingly
intense.
Colleges and universities with similar
missions, as well as business/industry, compete for
skilled and qualified faculty. The College has had to
reopen several faculty and administrative positions
due to lack of applications or refusals of offers of
employment.
For example, the dental hygiene
instructor position, open since 2005, was just filled in
July 2007. The Dean of Mathematics and Science
position has been placed on hold after two national
searches. The Nursing Department had been short
two full-time faculty for more than eighteen months.
To address the shortage of nursing faculty, SJC is
developing a “Grow Our Own” program in partnership
with San Juan Regional Medical Center. One of the
most powerful tools for recruiting and retaining faculty
is the establishment of endowed chairs. The
Distinguished Teaching Chair was established by the
v
San Juan College Foundation to recognize excellence
in teaching, remain competitive in recruiting qualified
faculty, and retain and reward quality teachers. Since
2001, four chairs have been funded to help the
College recruit and retain highly qualified faculty.
Each fully funded teaching chair requires an
endowment of $250,000. The following chairs have
been funded: Nursing, General Studies, Literacy, and
Native American Studies.
As part of maintaining its competitive advantages,
SJC benchmarks its performance against that of other
New Mexico institutions and other community
colleges nationwide. The performance indicators from
the New Mexico Higher Education Department
(NMHED) are included in the College’s own
performance indicators (see Category 7) as are
various measures drawn from the National
Community College Benchmarking Project (NCCBP)
(in which more than 150 community colleges
nationally participate).
Additional external and
internal measures are reported publicly at meetings of
the Board of Trustees. Measures are drawn from
such sources as the Integrated Postsecondary
Education Data System (IPEDS), Peer Institution
Report from the National Center for Education
Statistics
(NCES),
the
Noel-Levitz
Student
Satisfaction Inventory, the Community College Survey
of Student Engagement (CCSSE) survey, and the
Personal Assessment of Campus Environment
(PACE) survey.
O8 Key Opportunities and Vulnerabilities
Guided by its vision, values and mission, SJC’s
objective is to be the institution of choice in the Four
Corners. To achieve this objective, campus direction
the college follows four strategic directives in the
Strategic Plan, each with a set of goals deployed
through the annual planning and budget process.
The strategic directives are: Value Partnerships,
Value Educational Access and Student Success,
Value People and Value Information and Market
Realities.
This process provides a framework for
responding to strategic challenges with consistency of
purpose and consistency of actions.
Leadership has identified the following frameworks for
renewing the Strategic Plan in the 2007-08 fiscal year:
(1) Enrollment Growth and Management, (2)
Communication Systems, (3) Retention of our
Students, (4) Developmental Education Success and
(5) Resource Allocation. These priorities have
emerged in light of a pending decrease in enrollmentbased state funding in the 2008-09 fiscal year,
findings from an institutional climate survey that
reveal employee concerns about communication and
decision-making, and mounting concern regarding the
state’s and region’s competitiveness in a global
economy. These priorities will be addressed through
the following new task forces:
Enrollment Management Taskforce – A crossfunctional Enrollment Management Taskforce has
been charged with developing and implementing
strategies to increase enrollment by at least 3.5
percent annually in student credit hours based on the
findings of the Stamats Student Recruitment Audit as
well as benchmarking the best practices of other
community colleges.
Communication and Input Design Team – Currently,
structures and processes do not exist to allow
adequate sharing, review or input into decision
making at SJC. A cross-functional Communication
and Input Design Team has been charged with
benchmarking collaborative institutional systems and
structures that will enhance communication as well as
serve as bases for sustaining continuous
improvement at a functional level.
On-line Learning Taskforce – On-line learning
courses and support services at SJC have been
developed and offered without strategic consideration.
The On-line Learning Taskforce is charged with
recommending strategic directives for developing
courses, programs and student support services.
Assessment Taskforce – The State of New Mexico is
moving towards performance-based funding. A crossfunctional Assessment Taskforce has been charged
with furthering the Common Student Learning
Outcomes (CSLOs) to assess student learning and to
use the knowledge gained through the Assessment
Academy initiative to improve pedagogy and curricula
at the course and program level.
Developmental Education Taskforce – National
benchmarking and school data on the progress of
academically underprepared students indicate that
SJC has yet to achieve significant breakthroughs
when it comes to assisting these students with
making progress toward their educational goals. The
Taskforce is charged with researching best practices
of other colleges and recommending strategies to
improve success in developmental courses.
With the introduction of line item budgeting for all
departments for the 2007-08 fiscal year, San Juan
College has set higher expectations for budget
managers with regard to planning for, and monitoring
the financial performance of, their respective
Line item budgeting also makes
departments.
possible more precise analyses of expenditures that
will permit a more effective allocation of resources
and the identification of strategies for more efficient
business practices.
In addition, closer linkage
between the institutional budget and the Strategic
Plan in upcoming budget cycles will ensure that
resources are targeted at major priorities intended to
ensure SJC’s long-term sustainability.
vi
Figure O-3
Organizational Chart
Executive Administration
COLLEGE
BOARD
President
Vice President for
Business Services
Vice President for
Learning
Sr. Director, Public
Relations & Marketing
Admin. Asst. to
the President
Vice President for
Institutional Research
and Planning
Executiv e Director
Foundation
Vice President for
Student Services
Vice President for
Technology Services
Associate Vice
President
for Human Resources
vii
Context for Analysis
1C1
Across all discipline, degree, and certificate
programs, the SJC curriculum emphasizes the
following five common student learning outcomes:
SJC Common Student Learning Outcomes
Learn
Students will actively and
independently acquire,
apply and adapt skills and
knowledge to develop
expertise and a broader
understanding of the world
as lifelong learners.
Think
Students will think
analytically and creatively to
explore ideas, make
connections, draw
conclusions, and solve
problems.
Communicate
Students will exchange
ideas and information with
clarity and originality in
multiple contexts.
Integrate
Students will demonstrate
proficiency in the use of
technologies in the
broadest sense related to
their field of study.
Act
Students will act
purposefully, reflectively,
and respectfully in diverse
and complex environments.
Table 1.1 Common Student Learning Outcomes (CSLOs)
Because instructors reinforce these broad learning
categories, as appropriate, in every course, students
are expected to exhibit these outcomes when they
complete a degree or certificate program. Students
are also expected to apply these skills in their
specialized areas.
Outside of the classroom, knowledge and skills are
reinforced by Student Services and Student Activities.
Student Services has recently adopted its own set of
learning outcomes (Table 1.2). As students interact
with Student Services they will be encouraged toward
professional and personal development that
complements their classroom learning.
Similarly, Student Activities encourages students to
discover their own strengths and abilities by exploring
leadership and community involvement options
through on- and off-campus extracurricular activities,
from student government and clubs to community
service projects.
1C2 SJC ensures that student learning expectations,
practices and development objectives align with its
mission, vision, values and goals through a number of
established processes. As part of the approval
process, all new programs must clearly identify their
relationship to the SJC mission. Faculty and staff are
reminded of SJC’s mission, vision, and value
statements at fall and spring semester convocations,
and during annual budget/planning sessions. The
College actively and creatively serves its community
by offering a broad range of programs that meet
community needs for business and industry training,
academic preparation for advanced education,
certification requirements, and life-long learning. SJC
routinely consults with stakeholders and advisory
groups regarding new curriculum and programs.
SJC Student Services Learning Outcomes
Students will exhibit the ability to
effectively and constructively
communicate in written, verbal and
electronic exchanges with others.
Students will also exhibit the ability
to inspire, to organize and guide
others in a diplomatic fashion in
the capacity as leader.
Career Readiness
Students will display appropriate
appearance, diplomacy, and skills
needed to be marketable in the
current workforce.
Students will demonstrate a
Social and
constructive attitude toward
Personal
education, apply time management
Development
and interpersonal skills, and use
self advocacy in order to practice
social responsibility, value
diversity, and apply global
perspectives.
Goal Orientation
Students will demonstrate the
ability to self assess, prioritize and
comprise realistic agendas for
academic, personal and
professional progression.
Students will also effectively
identify and utilize appropriate
resources.
Problem Solving
Student will demonstrate the ability
to recognize problems, assess
challenges, and determine a
course of action to navigate
around obstacles pertaining to their
college education and life
experiences.
Table 1.2 Student Services Learning Outcomes (SSLOs)
Communication
and Leadership
New programs are reviewed by school deans and the
curriculum committee to ensure that they align with
1
Program
Stakeholder
LPN to RN Program
Radiology Technician
EMS/Paramedic Program
Medical and health
care providers
Gas Compression
Technology
Well Drilling
Renewable Energy
Industrial Processing
Operator
Industrial Mechanics
Toyota Expansion
Energy production
community
SJC Instructional Units
School of Health Sciences
School of Business and Information
Technology Studies
School of Continuing Education
and Community Development
School of Energy
School of Extended Learning
School of Humanities
School of Math and Science
School of Trades and Technology
Table 1.4 SJC Instructional Units
Automotive industry
Geographic Information
Systems and Technology
Local government
Natural resources
management
agencies
Table 1.3 SJC Programs Requested by Stakeholder
the college’s mission. New initiatives must be linked
to the Strategic Plan and mission and goals. The
strategic value of these new high-profile initiatives has
been the creation of the schools of Health Sciences
and Energy to house these new programs.
Other student learning areas aligned with the mission
and vision include Volunteer Center service learning
program, Student Services and Student Activities.
Service learning links curricular objectives to the
mission and vision by focusing on critical, reflective
thinking, and civic responsibility. Student Services
supports the SJC mission and vision beyond the
classroom. Admissions, Advising and Counseling
Center, Financial Aid, and Educational Dedication and
Goal Enhancement (EDGE) assist students achieve
personal and professional goals. Student Activities
oversees the co-curricular transcript system, a webbased program that documents student’s out-ofclassroom learning experiences including club
involvement, internships, participation on College
committees and councils, study abroad and
volunteerism and service learning.
1C3
SJC offers transfer programs (AA and AS),
vocational programs (AAS and certificates), Health
careers (AAS and AS), Community Learning classes
(credit and noncredit), and developmental courses in
math, reading, English and learning support.
SJC operates on a semester basis (16 weeks),
including a three-week interim summer session as
well as six-week and eight-week summer sessions.
Programs and classes are offered online and/or at
locations throughout the service area. Courses are
delivered in a variety of formats and delivery methods
as described in Table 1.5.
SJC Course Delivery Methods
Traditional classroom instruction
(lecture, seminar, discussion)
Web-based (online classes and hybrid programs)
Weekend classes
Learning communities
Academic support courses
Honors courses
Laboratory instruction
Research
Experiential learning
(intern, service learning, student teaching, clinical)
Study abroad
Independent study
Table1.5 SJC Course Delivery Methods
SJC has built 108 (100% of all learning space) multimedia classrooms. SJC values and supports
interactive, innovative teaching practices, and
provides multimedia equipment and program-specific
technology. New technology is incorporated into
programs and courses based upon program needs.
Changing needs are identified through student
feedback, advisory committee input, program review
process and annual planning process.
In addition to the wireless connectivity on the main
campus, SJC also provides wireless at SJC East and
SJC West campuses and the 30th Street Center. The
network supports 2000 desktop PCs and 502 laptops
and 74 servers.
All faculty and staff receive new
computers every four years and computer labs are
refreshed every two years.
As the Office of
Technology Services (OTS) upgrades computers, the
San Juan College Foundation purchases the old units
and provides them to students at no charge at the
beginning of both spring and fall semesters.
Table 1.6 illustrates the units that provide support to
the integration of technology into the classroom and
student support services.
2
Unit/Area
Services
Impact on Students/Delivery/Instruction
Technology Trainer
Provides development opportunities and
resources for faculty and instructional staff
Extended Learning
Online Tutorials: SJC has developed over 60
online tutorials for face-to-face and distance
students. These tutorials are interactive and
multimedia, and include content areas such as
math, written communication and study skills.
Computer Assisted Learning Lab (SMART Lab):
The SMART Lab provides students with 36
computer stations, each equipped with interactive
learning software such as PLATO and Rosetta
Stone. Additional SMART Lab computers are
located at the West Campus. The SMART Lab is
available to students 56 hours per week.
Media Services
Center for Teaching
Excellence
LRNS Courses: Learning Support classes utilize
WebCT in their face-to-face instruction, in order to
teach students how to use technology in learning.
Classroom support; multi-media training to all
classroom instructors
Hosts and assists in coordinating monthly
meetings and presentations for “Online Best
Practices” group.
Hosts and assists in coordinating workshops on
different types of technology, such as wikis and
WebCT.
Learning Commons
San Juan College Foundation
Provide instruction to students for research and
other learning needs. Provide laptops for
students.
Provides laptops to students at no charge
Online Services
Help desk for students using online courses
WebCT
Online course management system
SJC Student Portal
DAISY Datatel
Online administrative interface
https://portal.sanjuancollege.edu/portal/main.html
Provides instructors with skills to engage
students; use technology in teaching;
assess student learning outcomes
Access: Since these services are offered
with extended hours, and in some cases
completely online, students are able to
access comprehensive learning support
services at hours that fit their busy
schedules.
Ability to learn online: As our society
completes the transition to a technologysupplemented learning environment, it is
crucial that students understand how to
learn from computer-based learning
resources. These services assist students
successfully develop these skills.
Provides instructors with skills to engage
students; use technology in teaching
Instructors increase their knowledge of best
and current practices in online instruction,
thereby providing more effective services to
the online student.
Faculty and staff increase their awareness
of and skills for using new technology,
which can then be applied in the classroom
and when interacting with students outside
the classroom.
Assists in student success in meeting their
learning goals.
Provides students with tools for learning
Help desk available on line and via phone
for student questions
Provides an all in one system for online
instruction.
Students can register for courses, check
grades and perform other registration,
records and financial tasks on line
Table 1.6 Integration of Technology in Learning
Through San Juan College’s University Programs,
upper division courses and bachelor and graduate
degrees are offered by the following universities:
Eastern New Mexico University, New Mexico
Highlands University, and University of New Mexico.
Degrees offered are presented below (Table 1.7).
San Juan College has articulation agreement s with
all New Mexico two-year and four-year institutions. In
addition, agreements are in place with Fort Lewis
College (general), National University (general),
Weber State University (radiology technology), Austin
Community
College
(veterinary
technology),
Weatherford
College
(veterinary
technology),
University of Texas of the Permian Basin (energy)
and University of Phoenix (general).
1C4 As the diversity of the community changes, the
college adjusts to the changes through a variety of
course offerings and delivery modes. These options
accommodate a broader range of learning styles than
in the past, as well as afford students the opportunity
to broaden their perspective on global issues and to
engage in experiential learning. In addition to the
course delivery modes described in Table 1.5, the
College utilizes the following delivery options:
•
Cooperative Education – options that allow
students to work and learn at the same time and
provides another form of experiential learning.
This is usually reserved for the last semester of
an applied degree program. Strategized Tutoring
in EDGE (Educational Dedication and Goal
3
Eastern New
Mexico University
New Mexico
Highlands University
University of
New Mexico
Bachelor’s Degree
Bachelor’s Degree
Bachelor’s Degrees
Applied Arts & Sciences
Occupational Education
University Studies
Early Childhood Education
Elementary Education
Special Education
Criminal Justice
Psychology
Social Work
Business Administration – Accounting,
Finance, Management
Elementary Education Secondary
Education
University Studies
Master’s Degrees
Business Administration
Curriculum & Instruction Education
with emphasis in Pedagogy and
Learning, Communicative Disorders
(Speech Pathology)
Alternative Licensure – Endorsement
Programs in Special Education,
Teaching English to Speakers of
Other Languages (TESOL)
Master’s Degrees
Master’s Degrees
Elementary Education
Secondary Education
Public Administration
Education with Licensure
Special Education
Curriculum & Instruction
Educational Leadership
School Counseling
Rehabilitation Counseling
Social Work
Endorsements in Reading, Secondary,
Gifted & Talented, TESOL, ESL,
Spanish, Navajo
Table 1.7 University Programs
Enhancement) – a formalized one-on-one
student assistance and tutoring program for firstgeneration and academically challenged
students.
•
Learning Support classes – offer college success
strategies, academic skill building, academic
tutoring, and computerized lab instruction in
math.
•
Computer literacy – offers both credit and noncredit classes.
•
On-campus seminars – locally and regionally
noted scholars, writers and experts have come to
the college to give talks on various topics in the
society and students have been required to
attend as part of the classroom experience.
Diversity and cultural awareness are promoted
through the Native American Center, Family
Resource Center, Volunteer Center and Students with
Disabilities Program. Student organizations such as
United Tribes Club, the Latino Club, and
Homosexuals and Lesbians Out-there (HALO)
support diversity efforts.
1C5
San Juan College creates and maintains a
climate that celebrates intellectual freedom, inquiry,
reflection, respect for intellectual property and respect
for differing and diverse opinions through the
Distinguished Teaching Chair Awards that are used to
support
innovative
projects,
lectures
and
presentations; the Broad Horizons Series (nationally
known speakers to campus for both students and
larger community); opportunities for students to work
with faculty mentors to gain practical research
experience and exposure to academic conferences
and presentations; and opportunities for staff and
faculty to receive mini-grants through the Center for
Teaching Excellence (CTX) to support professional
development, research, and travel that promotes
excellence in teaching.
In 2005, SJC established the Institutional Review
Board, registered with the U.S. Department of Health
and Human Services to oversee all faculty and
student generated research. The IRB is responsible
to protect the rights and welfare of human research
subjects recruited to participate in research activities
conducted under the auspices of the college.
SJC believes that the basis for personal and
academic development is honesty.
Personal
commitment, honest work, and honest achievement
are necessary characteristics for an educated person.
The College’s Academic Honesty Rules are included
in the Student Handbook and Planner and are
available online.
Processes (P)
1P1
SJC determined Common Student Learning
Objectives (CSLOs) through the following process:
4
•
•
•
•
•
A summer 2003 workgroup, primarily faculty,
drafted institutional learning outcomes.
Fall 2003, “Meeting of the Minds” attendees
(faculty, deans, staff) made further
recommendations.
Faculty and staff from each school and the
Student Success Center researched and
benchmarked with other institutions to refine
institutional learning outcomes.
With input from the Quality Student Learning
Council (QLC) and fine tuning by school faculties,
the five Common Student Learning Outcomes,
a.k.a. CSLOs--Learn, Think, Communicate,
Integrate, and Act--were approved by the QSLC
and the President in January 2004.
By Fall 2004, CSLOs were included in all course
syllabi to demonstrate the institutional
commitment to them.
In 2006 the Quality Student Support Council (QSSC)
was tasked to develop a model for assessing student
learning (SSLOs) in Student Services departments
with the purpose of: (1) improving utilization of time
and resources, (2) communicating the value of
student services work for student learning and (3)
increasing collaboration between Learning and
Student Services
A sub-committee from QSSC researched Council for
the Advancement of Standards in Higher Education
(CAS) standards and dialogued with the Student
Outcomes Assessment Committee. Two members of
the QSSC and the Vice President for Institutional
Research & Planning benchmarked student services
assessment practices at the Community College of
Baltimore County and Harford Community College.
In addition, many SJC programs are designed to meet
external accreditation standards which often have
additional skill-specific learning objectives (Table 1.8).
1P2 New courses and programs are designed as a
result of requests from the local community, local
industries and businesses, students and evidence of
national trends. The process calls for a thorough
analysis of need, financial aid needs, advising needs,
faculty expertise, and facilities needs. The process is
as described in 1P8 (Figure 1.1).
Recent examples of programs in which this has been
used are School of Health Science programs
including Medical Laboratory Technology, Surgical
Technology Respiratory Technology and Emergency
Medical Services programs.
SJC Program Accreditations
Nursing
National League for Nursing,
Accrediting Commission,
New Mexico Board of Nursing
Veterinary Technology
American Veterinary Medical
Association
Dental Hygiene
Commission on Dental
Accreditation of the American
Dental Association
Alternative Licensure in
Elementary, Secondary and
Special Education
New Mexico Public Education
Department
Physical Therapist Assistant
Commission on Accreditation
in Physical Therapy Education
Association of Collegiate
Business Schools and
Programs
Automotive Technology
National Automotive
Technology Education
Foundation
Table1. 8: SJC Program Accreditations
1P3
SJC determines the preparation required of
students for the specific programs they will pursue
based upon stated program requirements. All San
Juan College courses have clearly stated learning
outcomes and objectives. From these objectives and
outcomes, faculty members have determined the
minimum skill level required of entering students and
thus, the pre-requisite courses and required
placement test scores. When San Juan College
developed its mandatory placement policy, a faculty
committee outlined the curriculum covered in the
Mathematics, English, and Reading courses, both
developmental and college level courses, to help
instructors determine which courses covered the skill
levels they required of their students. These matrices
were then used to set pre-requisites for courses
across campus. In the fall of 2006, San Juan College
committed to mandatory placement for Mathematics,
English and Reading. A faculty committee reviewed
and determined the Accuplacer™ placement test cut
off scores. All incoming degree seeking students,
taking more than six credits, are required to take the
Accuplacer exam. If they test below certain cut-off
scores, students are required to begin with
developmental courses in the disciplines for which
developmental prerequisites have been established.
The use of charrettes is becoming part of San Juan’s
process for aligning its curricula with student needs
and public expectations of the outcomes of a college
education. Due to continuing concerns, both at the
College and statewide, regarding the progress of
5
students in developmental education courses, a
charrette was conducted in August 2007 to address
strategies that could be pursued to improve the
performance of students in these courses.
A
taskforce
on
developmental
education
was
subsequently established to carry on with addressing
issues that surfaced within the charrette.
1P4 Expectations regarding student preparation and
student learning objectives (for courses, programs,
and
specific
degrees
or
credentials)
are
communicated to prospective and current students
through the SJC website, printed materials and faceto-face communication. This information includes the
schedule of classes, course syllabi, SJC student
handbook,
program
flyers
and
brochures,
correspondence, and SJC catalog. Program directors
and student services staff assist in the process
through activities that occur during new student
orientation, registration and individual advisement.
Admissions, student services and registration staff
also verify student data and
provide student
customer support via phone, online, and in person
when students have questions. These offices also
verify curriculum committee changes and update staff
on Datatel system upgrades.
1P5 SJC assists students in selecting programs of
study that match their needs, interests and abilities
through (1) general admissions requirements, (2)
program specific requirements, (3) and targeted
programs and services for new and undecided
students. Examples are as follows:
•
•
•
•
•
Pre-college preparation for high school students
is provided through the Talent Search program,
which works with middle and high school
students who have the potential for college by
assessing their career interests through the New
Mexico "Career Clusters" and other similar
assessment instruments.
Career Services introduces the Career Clusters
to area schools, as well as conducts career fairs
according to the Career Clusters for high schools
and middle schools in the area.
Students take the Accuplacer exam as a part of
the application process to determine whether a
student should enroll in a developmental class
before they take college level classes.
Staff and faculty advisors review the student's
success plan.
Undecided students can take the ACT®
DISCOVER®, which covers the student's
personality, skills, interest, and learning style.
They can also take the Strong® Interest
•
•
•
•
Inventory ® assessment and/or Campbell ™
Interest and Skill Survey CISS® Inventory.
WorkKeys ® job skills assessment test that is
given to determine the student's skill level for
area employment. WIN® (Worldwide Interactive
Network) software is a training program to help
students develop the needed skills detected by
the WorkKeys test.
New students are required to go through
orientation to guide their program and class
selections.
Students can register for College Success
classes that include a unit on career exploration.
Degree seeking students are required to be
advised from their first semester through the
completion of 24 credits
1P6 Expectations of student learning are
communicated in syllabi, course guidelines, and other
course- and program-specific documents. Results
are documented through:
•
•
•
•
•
•
Classroom Assessment Techniques (CATs ) and
other forms of classroom assessment
Course, program, and artifact assessment
Examination results
Placement rates
Employer satisfaction surveys
Graduation rates
Effective teaching is determined and documented
through evaluation of instruction.
Evaluation is
multifaceted and may include student, department
chair, peer and self-evaluation. Students provide
feedback through course evaluations and department
chair and/or departmental personnel observe
classroom teaching.
The Faculty Workload Policy
document outlines the college’s expectations of
faculty as follows:
•
•
•
•
Teach students in accordance with course
outlines and official syllabi
Maintain competence in assigned teaching field
Engage in professional development activities
and keep informed on new approaches to
learning.
Participate in student evaluation of instruction
process
Expectations regarding the assessment and
documentation of effective teaching and learning are
communicated via faculty in-service days, CTX
programs and workshops on effective teaching and
learning led by faculty, sharing of information on
teaching, learning and assessment presented at
regional and national conferences, pedagogical
6
Figure 1.1 New Program Development Process
conversations within disciplines and distribution of
NISOD newsletters.
1P7 SJC has built its effective and efficient course
delivery system based upon factors such as student
program requirements, technology, qualified faculty
and staff, facilities and determination of the
appropriate course delivery method(s) described in
Table 1. 5. Currently, the Learning Leadership Team
(LLT) is studying scheduling alternatives to better
serve student needs.
Deans, lead instructors, and faculty members
collaborate in an effort to build an effective course
delivery system. Input is gathered from students and
other stakeholders both informally and formally.
Focus groups have been conducted and student
surveys distributed in order to consider schedule
options. Enrollment patterns are tracked and new
delivery systems are piloted. The institution attempts
to respond to student needs and is flexible about
offering independent study, online options, and
special interest courses when the demand arises.
1P8 Program faculty and directors have primary
responsibility for assessing and improving the design
and delivery of educational programs and offerings.
Program faculty and administration maintain a close
working relationship with program advisory councils
(PAC). These boards consist of industry or field
practitioners, faculty, and students who are key
stakeholders in the program. PAC are expected to
meet a minimum of once a semester; many meet
more often. Key indicators of program quality are
shown in Table 1.9. Data from these sources are
analyzed and reviewed with instructors to identify
course improvements.
SJC’s review process is used to review degree
programs and identify improvement opportunities
(Figure 1.1).
1P9 SJC’s key learning support services have been
identified as Student Success Center, Library, and
Advising and Counseling Center. Learning support
service needs are determined through two primary
7
methods: (1) top down identification of needs from the
strategic planning process and (2) from surveys and
other faculty and student feedback. Recent results of
student surveys have resulted in providing additional
Key Delivery Indicators
Program enrollment
In-program
Course evaluation
In-program
Student satisfaction/feedback
In-program
Student learning (tests, portfolios)
In-program
Retention rates
In-program
Graduation rates
Outcome
Placement rates
Outcome
Employer satisfaction
Outcome
Table 1.9 Key Delivery Indicators
resources in the areas of laboratory assistants and
academic advisement. Key learning support services
are presented in Table 6.1.
Instructional design and a number of services to
assist in technology integration for instruction are also
provided for faculty (see Table 1.6).
Considering the College’s reliance on part-time faculty
to deliver instructional services to students, the
Quality Student Learning Council (QSLC) was
assigned the responsibility of benchmarking and
researching adjunct faculty development programs to
create effective and efficient recruiting processes,
develop appropriate training and professional
development, and improve systems for evaluation and
feedback. The Research and Report Best Practices
in Adjunct Faculty Development Programs Action
Project was initiated April 2006. The overall goal is to
improve student course completion, student retention
and retention of adjunct faculty. First year results are
presented in 1R3.
1P10 San Juan College has had a long history of
experiential learning or more broadly referred to as
learning outside of the classroom. Evidence of this
can be seen in numerous areas including the
development of a student activities office and student
government almost since the inception of the college.
•
•
Further examples of the college’s commitment to
co-curricular and curricular goal alignment can be
seen through the Volunteer Center, the outdoor
leadership program, peer advisement and peer
tutoring, a myriad of clubs focused on academic
and social interests.
“Co-Curricular Transcripts” - students can
officially document outside class work, student
government and volunteer experience for future
•
•
employers, university admissions, and
scholarship applications.
“Service Learning” is a program of the Volunteer
Center designed to connect college curriculum
with the community through community service to
foster civic engagement and responsible.
To further SJC’s student development initiatives,
the MUSCL (Members United to Strengthen
Comprehensive Learning) Student Development
Team was created in July of 2006 to focus on:
•
Service Learning
•
Peer Mentorship
•
Student Leadership Team
•
Extended Orientation
•
“Get Involved” (a clearing house of
opportunities to become involved with
campus life).
1P11 The Assessment Committee is charged with
measuring student learning across disciplines and
programs to determine the extent to which student
learning demonstrates competency in the CSLOs.
Through workshops, in-service activities, and monthly
meetings, the committee encourages faculty to
engage in all levels of assessment—classroom,
course, and program—using processes appropriate
for each discipline. For some areas, such as nursing,
national standardized tests measure students’
competency, whereas in areas such as the general
education core curriculum, portfolios or capstone
projects are utilized.
For overall institutional assessment of the five
CSLOs, the committee has chosen to encourage a
“culture of evidence” through the use of artifacts. An
artifact is any assignment-driven, student-produced
work such as a project, demonstration, speech,
performance, examination, or portfolio, that can be
assessed to determine student achievement of one
(or more) of the CSLOs. Using artifacts for CSLO
assessment preserves our commitment to student
learning by recognizing and valuing our institution’s
specific needs and circumstances.
Proposed Artifact Assessment Process:
• Identify a limited number of courses per year on a
rotating basis from which to select perhaps
100 artifacts, total. In three pilot readings, to
date, we have collected approximately 50
artifacts.
o
For the May 2007 artifact assessment,
the committee contacted 12 instructors
from the following disciplines:
Automotive, Computer Science, Dental
Hygiene, Early Childhood Education,
English, History, Human Services,
Math, Nursing, and Physical Therapy.
o
134 students in those classes had
completed 50+ credit hours.
8
•
•
•
•
•
Artifacts are collected only from those students
who give written permission and are nearing
program completion (50+ credits—as identified
by Institutional Research).
Instructor provides artifacts to Assessment
Committee (or School/department assessment
teams) for assessment using CLSO rubric(s).
Record results using the 5 CSLO rubrics and a
summary sheet
Results will be reported back to all faculty, as
well as to deans and the vice president for
learning, to affirm outcomes and consider how to
improve learning.
Results will not be used to evaluate individual
students or faculty members, only to inform
decisions regarding curriculum improvement and
program design.
Committed to refining and perfecting our assessment
processes, SJC is participating for the next four years,
beginning in June 2007, in the Higher Learning
Commission’s Academy for the Assessment of
Student Learning. The Assessment Committee is
charged with broadening the scope of assessment at
SJC and developing meaningful performance
measures at the school and institutional level (see 1I2
for detailed charge).
1P12 SJC obtains information on how well prepared
graduates are for employment through the following
feedback mechanisms:
course and instructor
evaluations; graduate placement and salary surveys;
employer surveys; program advisory committees;
licensure and certification exam results and state
performance indicators (see Category 1 Results).
The results of these surveys are analyzed and shared
with program directors to use in planning program
modifications.
1P13 The direct measures of student performance
and achievement that SJC collects and analyzes
regularly include pass rates in individual courses,
retention and graduation rates in each academic
program,
percent of New Mexico graduates
employed in New Mexico, student persistence from
fall to spring and student persistence from fall to fall.
Results serve as indicators at the program level to
determine if modifications are needed in programs to
enhance student learning.
See Category 7 for
additional evaluation measures.
Results (R)
1R1 In March 2007, the Assessment Committee
conducted a Baseline Assessment Inventory of
programs/departments to determine how much and
what type of assessment, documentation, and
reporting is currently being done in our Schools. The
survey was sent to 35 program directors or
department chairs, with 100% participation. Data is
summarized below:
Programs
Reported
Conducting
Assessment
Reporting
Internally
Reporting
Externally
Yes
Somewhat
Not Yet
Not
Applicable
16
14
5
0
8
8
19
0
9
6
7
13
Using
Resul
ts
17
11
7
0
Table 1.10 Baseline Assessment Inventory
Working closely with faculty from across disciplines,
the Assessment Committee has developed five
rubrics, one for each of the CSLOs, to use for artifact
assessment. Artifacts have been collected from a
dozen disciplines. To date, the process has only
been piloted (three readings have been conducted).
The artifacts have revealed more about the process of
collecting the necessary data than about student
learning. Comparable data has yet to be collected on
student learning from this model.
1R2
Many of SJC students transfer prior to
completing their associate’s of arts or associate’s of
science degree. Students complete most of the
general education curriculum prior to transfer. The
college has the following transfer compacts:
•
Business articulation – students completing the
Associate’s of Arts in Business Administration
can transfer to any public four-year institution in
New Mexico and those business credits are
accepted.
•
Common Course Numbering – all higher
education institutions in New Mexico are required
to map to a statewide common course system to
ensure consistency between institutions. This
ensures smooth transfer from one institution to
another.
•
Statewide Competencies – as part of the
Common Course Numbering System, each
General Education course has a set of minimum
competencies defined; students completing the
courses are verified as meeting the required
competencies.
•
Scholarships to Honors graduates – students
who graduate from San Juan College with
Honors designation and transfer to Fort Lewis
College, in Durango, Colorado receive a $1,000
scholarship for two years, to complete the
bachelor’s degree.
•
SJC students with a AA or AS degree receive the
full two years credit when transferring to Fort
Lewis College
•
Industry Certification Exams in Information
Technology – to show mastery of competencies
in Information Technology programs, students
9
•
•
•
are required to sit for the industry certifications in
Information Technology (MCSEE, A+, etc). Eighty
(80) percent of students who sit for the exams
pass; passing the exam signifies that the student
has learned the competencies needed in the
program.
Repeat Performance from businesses –
companies continue to send their employees to
the college for training each year for additional
training in programs delivered by the schools of
Energy and Trades and Technology.
The college has a strong partnership with Toyota,
Chrysler and General Motors evidenced by the
continued support from them. These auto makers
send students to the college to complete the
Automotive Technology program (Trades and
Technology); success rates are above 90%.
Currently the College does not collect data
regarding the job placement of its graduates in a
consistent manner. Individual programs that are
required to provide such data in order to meet
accreditation and/or certification standards collect
this information. A limited number of other
programs maintain this data for their own
purposes. The table below depicts what is
available:
SJC Program
SJC Pass
Rates
National
Pass
Nursing
93%
84%
Veterinary Technology
67%
N/A
Dental Hygiene
100%
89%
96%
91%
Physical Therapy
Assistant
70%
68%
Aviation Technology
93%
N/A
Alternative Licensure in
Elementary, Secondary
and Special Education
Table 1.11 SJC Graduate
Examinations, 2005-2006
Performance
on
Credential
1R3
First year results of the Research and Report
Best Practices in Adjunct Faculty Development
Programs Action Project include the following: (1)
Adjunct Faculty Steering Committee: An Adjunct
Faculty Steering Committee was created through
nominations by each of the eight academic deans. (2)
Learning Symposium: The adjunct faculty Learning
Symposium was piloted during the spring semester
2007 and included three concurrent instructional
effectiveness sessions, each session contained four
workshops. Fifty-three (53) participants attended the
½ day symposium. (3) Adjunct Services Staff Support:
Leadership chose to fully fund a full-time, instead of a
part-time, position. (4) Designated Adjunct Services
Administrator: The Vice Associate Vice President for
Learning was assigned coordination of adjunct faculty
services as part of his Charter of Accountability. (5)
Professional Development Activities: Two beginning
seminars were offered during the fall 2006 semester
and one beginning and one advanced seminar during
the spring 2007 semester and (6) Adjunct Faculty
Web Page.
Adjunct faculty who participated in the adjunct faculty
professional development program demonstrated
statistically significant higher retention rates during
the semester they participated in the professional
development program that was demonstrated in the
semester prior to and the semester following
participation in the professional development activities
(see Figure 1.2 ).
Figure 1. 2 In-Course Student Rentention Changes
The following examples demonstrate outcomes in
areas consistent with strategic goals related to
student success:
10
•
MATH-095 Learning Community Comparison
Fall 2006 and Spring 2007 Combined
80%
75.0%
66.8%
70%
•
66.3%
57.0%
60%
•
Percent
50%
40%
30%
•
20%
10%
0%
Regular
LCOM
Enrollee Success
Completer Succuess
Figure 1.3 SJC Learning Community Comparisons
Figure 1.3 shows the effectiveness of our academic
support learning communities. Three types of learning
communities—interdisciplinary, first year experience,
and academic support—those that provide additional
support for developmental classes offered at SJC.
SJC makes every effort to respond to student needs.
University Centers, located on the SJC campus, are
important contributors to the increasing transfer rate
to four-year programs. This partnership provides the
opportunity for place-bound students in San Juan
County to pursue professional degrees.
Number of Transfers to 4-year Institutions
1000
900
829
800
884
910
722
700
548
600
500
400
400
300
574
576
216
200
100
20
05
20
04
20
03
20
02
20
01
20
00
19
99
19
98
19
97
0
19
96
•
443
303
19
95
•
The 105 and 299 course numbering options allow
faculty to put new courses in the schedule and
pilot them for two semesters prior to getting full
approvals from the curriculum committee.
New courses in English, reading, and math that
better meet the needs of developmental students.
A process for proposing and supporting learning
communities that invite faculty from across
campus to link a course with another faculty
member to provide enriched learning experiences
is in place.
Student satisfaction is measured through multiple
instruments, including student evaluations of
teaching, online evaluations, the small group
feedback process, occasional focus groups, the
Community College Survey of Student
Engagement (CCSSE) nationally-normed survey,
and the Noel-Levitz® Student Satisfaction
Inventory.
The course scheduling system is flexible and
allows for many offerings that depart from the
basic 16 week semester. Courses are offered as
short courses, meeting from 3 to 8 weeks,
weekend courses, and other customized
offerings. This flexibility is extended to the online
and hybrid courses as well.
Benchmarking with other community colleges
through San Juan’s participation in the Achieving
the Dream project and the National Community
College Benchmarking Project has raised
concerns regarding the progress of students
enrolled in developmental education classes. In
general, the data reveal that San Juan has a high
proportion of students who need remediation in
mathematics and writing, who do not succeed in
developmental classes in those subjects, and,
amongst those who do succeed in those
developmental classes, do not succeed in the
first college-level course in mathematics or
English composition.
Year
Figure 1.4 Transfer Trend Data
SJC has processes that allow Schools to pilot and
initiate new courses and programs. The College is
committed to innovative practices, such as learning
communities and academic support classes.
Examples of new courses are as follows:
1R4 SJC involvement with the New Mexico State
Assessment Task Force indicates that the College is
ahead of other state educational institutions in certain
areas of assessment. For example, other colleges
have neither identified nor institutionalized common
student learning outcomes; similarly, other schools
have not had as much faculty involvement in
developing outcomes, rubrics, and processes for
artifact assessment.
SJC has participated in assessment through the
Community College Survey of Student Engagement
(CCSSE) since 2002. SJC uses information provided
about effective educational practices to promote
improvements in student learning and persistence.
Table 1.12 depicts SJC’s performance compared to
other medium colleges in 2006 in the five benchmark
11
2005-06 Transfer
Rates IPEDS
areas. SJC’s performance exceeded the benchmark
in all categories.
Figures 1.5 , 1.6 and 1.7 below a comparison on , fall
to fall persistence, graduation rates and transfer
between SJC and other institutions in New Mexico.
18.0%
16.0%
16.0%
14.0%
11.0%
12.0%
Fall to Fall Persistence
9.4%
9.1%
10.0%
8.0%
6.0%
70.0%
3.0%
4.0%
60.0%
2.0%
C
C
Fe
In
de
pe
nd
en
tT
ot
al
N
M
M
ex
ic
o
N
ew
Sa
nt
a
Ju
ni
or
C
ol
le
ge
C
C
M
ex
ic
o
ew
Ju
an
C
20.0%
Sa
n
2005-06
C
2004-05
30.0%
en
tr a
lN
40.0%
ol
le
ge
0.0%
50.0%
10.0%
Figure 1.7 Transfer Rate Comparisons
Sa
Ju
ni
ew
ic
o
lN
nt
a
Fe
M
C
es
C
al
an
ds
C
C
N
M
Lu
In
na
de
C
pe
C
nd
en
tT
ot
al
C
or
C
ex
ol
le
ge
C
C
lo
vi
s
C
ge
ic
o
ol
le
C
M
Ju
an
M
ex
en
tra
N
ew
C
Sa
n
C
0.0%
NM Independent CC
Figure 1.5 Fall to Fall Persistence Comparisons
2005-06 Graduation Rates
IPEDS
40.0%
35.1%
35.0%
30.0%
25.0%
22.9%
25.0%
20.0%
15.0%
15.0%
13.9%
12.1%
8.6%
10.0%
6.5%
5.0%
C
C
C
In
C
de
pe
nd
en
tT
ot
al
N
M
Lu
na
C
C
M
es
al
an
ds
Fe
a
C
Ju
ni
or
ic
o
M
ex
N
ew
Sa
nt
C
lo
vis
C
ol
le
ge
C
C
C
ew
lN
en
tra
C
Sa
n
Ju
an
C
M
ex
ic
o
ol
le
ge
0.0%
Figure 1.6 Graduation Rates Comparisons
Table 1.12 CCSSEE Benchmarks
As indicated below in Figures 1.8,1.9, 1.10 and 1.11
and in 1P3, benchmarking data have raised concerns
regarding the performance of students enrolled in
developmental classes.
Improvement (I)
1I1
Clearly a challenge lies in better reporting of
assessment results as well as working with more
programs to conduct assessment and use the results
to make improvements.
12
100%
National Retention in Developmental Courses
Lower 10 Percentile to Top 90 Percentile
5-year SJC Average Retention
90th
90th
SJC
10th
100%
SJC
90%
10th
80%
PERCENT SUCCESS
75%
PERCENT RETAINED
SJC
10th
90th
50%
25%
Success of
First College-Level Course Completers
after Developmental Success
90th
90th
SJC
SJC
70%
60%
10th
10th
50%
40%
30%
20%
10%
0%
MATH
ENGL
RDNG
90th
93.1%
94.9%
95.2%
10th
71.7%
75.1%
77.1%
SJC
75.2%
80.7%
83.8%
0%
Math
Writing
90th
89.8%
91.0%
10th
62.4%
72.6%
SJC
80.9%
75.6%
Figure 1.10 Retention in First College-Level Course
Figure 1.8 Retention in Developmental Courses
National Success in Developmental Courses
Lower 10 Percentile to Top 90 Percentile
5-year SJC Average Success
Retention in First College-Level Course
after Developmental Success
100%
90%
80%
90th
90th
75%
90th
50%
SJC
10th
SJC
10th
SJC
10th
PERCENT RETAINED
PERCENT ENROLLEE SUCCESS
100%
70%
90th
90th
SJC
SJC
10th
10th
60%
50%
40%
30%
20%
25%
10%
0%
0%
Math
Writing
90th
93.7%
95.5%
57.0%
10th
72.7%
78.7%
61.8%
SJC
76.4%
80.4%
MATH
ENGL
RDNG
90th
70.3%
75.9%
80.8%
10th
44.2%
53.3%
SJC
49.2%
55.0%
Figure 1.9 Success in Developmental Courses
Artifact Assessment
While the Artifact model allows for ongoing
conversations about the evidence of student learning
and what that evidence suggests about how to
improve curriculum design and delivery, improved
student learning has yet to be documented.
Charette
The charrette employed for developmental education
and the College’s participation in the HLC
Assessment Academy for Student Outcomes are a
concerted effort to make better use of data already
Figure 1.11 Success in First College-Level Course
collected, as well as to determine what other
meaningful data needs to brought to bear on
addressing student learning outcomes.
Setting Learning Objectives and Expected
Outcomes
•
Finalize institutional CSLOs based on a shared
understanding of learning college principles and
stakeholder needs;
•
Evaluate and align degrees, programs,
certificates and credentials with respect to
institutional common student learning objectives
13
Developing Co-curricular Goals
•
•
•
Align co-curricular development goals with SJC’s
common student learning objectives, as
developed;
Align co-curricular development goals with exit
competencies or program-level
learning
objectives from specific areas or programs with
which clubs are affiliated; and
Communicate specific goals for various clubs and
communicate how these clubs support college
learning goals within the broader college
community.
Assessment Taskforce – The State of New Mexico is
moving towards performance-based funding. A crossfunctional Assessment Taskforce has been charged
with furthering the CSLOs to assess student learning
and to use the knowledge gained through the
Assessment Academy initiative to improve pedagogy
and curricula at the course and program level. The
taskforce will focus on:
•
•
Effective and Efficient Course Delivery
•
•
•
Identify instructional options and pilot alternative
ideas, such as: Friday and Saturday only classes,
Weekend intensive courses, and Week-long
seminars;
Develop and implement a guaranteed annual
schedule of classes.
Develop Evening/Weekend College in which
students can earn: Associate of Science degrees,
Associate of Arts degrees, and Targeted AAS
degrees and certificates.
1I2 San Juan College leadership has identified the
following student learning and development
frameworks for renewing the Strategic Plan in the
2007-08 fiscal year: (1) Developmental education, (2)
Learning assessment and (3) Online learning. These
priorities will be addressed through the following new
task forces:
On-line Learning Taskforce – On-line learning
courses and support services at SJC have been
developed and offered without strategic consideration.
The On-line Learning Taskforce is charged with
benchmarking at least three institutions that are
considered “model” for online learning programs and
developing guidelines to address the following issues:
•
•
•
•
•
the academic calendar (term duration/open
enrollment/flexible start-dates)
course design and content (responsible
party/templates/volume/formats)
standards (voluntary, rubrics,
comprehensiveness, local or national)
evaluation and accreditation (by committee/by
academic division/blind review)
support to ensure online classes are subjected to
the same standards as on-campus classes
(online training/classroom based training/24x7
help/on-site response team/mentor program)
•
•
•
•
Developing an inventory of current assessment
practices in use by each school.
Working with faculty in each school to identify
possible artifacts that demonstrate the extent to
which each school addresses the Common
Student Learning Outcomes (CSLOs) adopted for
San Juan College.
Refining existing and, if necessary devising
additional, rubrics that can be used to for
assessing those CSLOs that are most relevant to
the curricula of each school and its respective
programs.
Assisting faculty with the developing strategies
that can be used to assess student outcomes
within each course that can in turn be used to
improve student learning.
Proposing a reporting process that can be used
to document assessment strategies and the
impact of those strategies on student learning
and would thus in turn be a mechanism for
disseminating best practices to faculty.
Proposing performance indicators for key student
learning outcomes that foster assessment
strategies to impact student success at the
classroom level.
Developmental Education Taskforce – At the start of
the fall 2007 semester the Vice President for Learning
organized a charrette to explore through a crossfunctional team the dimensions of, and responses to,
the challenges the College faces in serving a large
population of academically under-prepared students.
National benchmarking and school data on the
progress of these students indicate that SJC has yet
to achieve significant breakthroughs when it comes to
assisting these students with making progress toward
their educational goals. The charrette is envisioned
as an ongoing effort to renew the College’s
commitment to providing access to success for
disadvantaged populations in the Four Corners
region and thereby growing a workforce that is
competitive in a global economy. The Taskforce is
charged with the following:
•
Research, benchmark, evaluate, and present the
strengths and weaknesses of a centralized,
decentralized, or hybrid Developmental
Education Program. Include a timeline where the
14
•
•
effectiveness of the program would be
reevaluated.
Research, benchmark, evaluate, and present a
number of potential options for creating a
formalized communication system where
developmental education faculty and
developmental education service center
employees regularly meet to determine annual
goals, work plans to accomplish goals,
measurement, sharing of classroom ideas and
strategies, and maintaining communication.
Research, benchmark, evaluate and present
ideas where developmental education faculty and
staff will continue to work collaboratively to
respond to student retention and student success
in remedial courses upon the expiration of the
developmental education task force.
Sustaining continuous improvement in curriculum
through a process that periodically reviews SJC’s
academic programs has been an on-going challenge.
The LLT has formed a Program Review Task Force
with the following charge:
•
•
•
Investigate program review processes at other
community colleges to determine which might be
most suitable for adaptation at SJC
Design a process of review for SJC that includes
criteria for review; data to analyze and
commendations of best practices,
recommendations for improvements schedule of
implementation, and a vehicle for carrying out the
review process
Recommend a procedure for reviewing current
college programs
Progress reports are to be presented throughout the
academic year with a final report presented to the
President no later than July 31, 2008. Taskforce
recommendations will be presented at the fall 2008
Convocation.
15
San Juan College – AQIP Systems Portfolio- November 2007
Context for Analysis (C)
2C1 San Juan College has a long history of
connection and response to community needs,
particularly since gaining independence in 1982. With
support from the county it serves, SJC has grown to a
mature institution known as a community center for
education of all segments of the population, a leader
in innovation and service; and integral partner in
community advancement.
SJC’s current institutional objectives, in addition to
Helping Students Learn, are based upon community
connections formulated in early 2003 through
information gathered from internal and external focus
groups during strategy forum work for the first AQIP
portfolio. These objectives contribute to SJC’s unique
relationship to its service community, and provide
educational leadership guidance in many activities
related to SJC’s strategic goals, objectives and key
performance indicators. In addition, the institutional
objectives are aligned with the College’s mission,
vision and values (see Table O-1). SJC’s primary
distinctive objectives are listed below in Table 2.1
San Juan College Distinctive Objectives
Build partnerships
Foster community involvement
Serve as a focal point for community service, service
learning and problem-solving
Provide a place for cultural and learning activities
Contribute to workforce and economic development
Provide a leadership role by being a
model community college
Create an environment and culture for innovation,
change and growth
Table 2.1 SJC Distinctive Objectives
San Juan College’s history of close community
connection, innovation, and service has led to
community expectations of rapid response to the
needs of its stakeholders. This has many benefits and
additional challenges in creating a balance between
community responsiveness and its mission to meet
the educational needs of the residents of the
community it serves. The college mission “to improve
the quality of life of the citizens it serves by meeting
the educational and human needs of the entire
community in concert with community agencies,
businesses, industries and other groups” addresses a
unique bond and set of distinctive objectives in
particular, as it continues to improve the quality of life
and work in concert with the community it serves.
Table 2.2 is not exhaustive although the examples
highlight some of the exemplary programs and
facilities the college provides to serve community
needs. The close relationship to its service area has
created many specialized programs for the
community beyond Helping Students Learn, leading
to improved quality of life within that community.
2C2 San Juan College has two major methods by
which it ensures its distinctive objectives align with the
mission, vision, and values. First, it holds internal and
external forums for community input and other forms
of gathering qualitative and quantitative data used in
the planning process. Second, its strategic planning
process analyzes community data gathered for action
projects and activities that will fulfill the College’s role
in the community as defined through the distinctive
objectives, and its greater role as educational center
and model learning college.
The College receives feedback and reports from
external community forums in the major communities
it serves. This information includes unmet needs of
the community, barriers, and community satisfaction.
These forums are both comprehensive and focused,
depending on input needs. For example, as part of
the process for developing the current strategic and
master plans, forums were held in each city within the
county as well as with students and employees that
were focused on setting the direction through 2011.
Using this information, the college determined and
prioritized the goals that would meet the community
needs that align with its mission. Needs decisions
outside of the college mission were communicated
back to the communities, explaining why the college
could not meet the expectation. For example,
communities requested the college deal with issues of
transportation. The college explained its study of the
feasibility and prohibitive cost of providing bus
transportation. At the October 2007 Board of Trustees
meeting, members approved a study of on campus
housing as well as increased child care services. As a
result of previous student forums, child care capacity
was increased, including infant care.
Information from the forums and other community
environmental scanning and survey methods provided
feedback into the strategic planning process along
data from performance indicators. Goals were defined
in the planning process to align with the college
mission, vision, and philosophy. These goals are
described in greater detail in Category 8.
In addition, the SJC Community Linkages Quality
Council meets on a regular basis and serves as a
connection to the community and clearinghouse for
information from its 50 advisory councils.
The Annual Report is disseminated to internal and
external communities to provide data related to SJC’s
other
distinctive
objectives:
facilities
usage;
attendance at college events such as the Silhouette
Series; enrollment in non-credit continuing education
and community interest courses; the use of the
Quality Center for Business; and enrollment in Encore
(courses for life-long learners over the age of 50).
16
Specialized Programs to Meet Distinctive Objectives
Example Programs/Facility
Function
Childcare for students and staff, education for childcare
Child and Family Development Center
providers and practicum students
Build partnerships
Higher education degrees beyond Associates to placeUniversity Programs
bound community members
Foster community
Tutoring for adult literacy through volunteer program with
Project Read
involvement
community
Physical fitness for community (internal and external) at a
reasonable cost; wellness related activities (blood
Serve as a focal point for
HHPC
screening, flu shots, etc.); outdoor Programs and
community service and
associated equipment
problem-solving
Community center for volunteer service and service
Volunteer Center
learning opportunities
Facilities including performance hall, art gallery, and
Henderson Fine Arts Center
conference rooms
Provide a place for cultural
Encore
Senior programs and Elderhostel facilities
and learning activities
Native American Center and
Provide special support and courses for Native American
Tribal Governance Program
focused activities
Assist students in job searches; aid local employers in
SJC Career Center
finding qualified candidates; market job opportunities
Contribute to workforce
Enterprise Center
Small business support, and economic development
and economic development
activities
Workforce development contract and open enrollment
Business and Industry Training
training; pilot for potential programs
Advisory council linking programs with business
Provide a leadership role
Community Linkages
community
by being a model
Provide summer programs and camps; create connection
community college
Kids Kollege
of children to college
State of the art library and student activities facility; Center
Learning Commons
for Teaching Excellence (CTX); Law Library and Special
Collections
Create an environment and
Quality Center for Business/Small
Services and facilities to support small business in one
culture for innovation,
Business Development Center
location
change and growth
Innovation Team and Summer Institute Learning;
CQIN Membership
integration of project and learning; benchmarking best
practices in Quality Improvement
Table 2.2 Specialized Programs
Objective
2C3 Consideration for how the selected distinctive
objectives support, or complement, the processes and
systems for helping students learn leads to an
understanding of the close relationship of the college
to the community it serves. In addressing its
distinctive objectives, SJC provides support for
students by assisting in the creation of a community
that offers them an environment conducive to learning
throughout their lifetimes as well as bolstering
economic development that sustains employment and
income security.
Community involvement is fostered through the many
community events held at the college and multiple
avenues of participation in the programs and outreach
activities. In addition, representation on community
boards and committees by college employees is
expected. Employees give countless hours to
community service projects and network with
community members to strengthen the bonds of
college students and their future potential employers.
Community issues surface in the open dialogue and
support services provided to students since the
college serves to bring together community members
who can address those issues and find solutions. For
example, the San Juan Safe Communities Initiative
for addressing crime and substance abuse with all
community agencies (police, sheriff, schools,
healthcare providers, etc.) is a collaboration of all
county agencies, with college representation and
support. Students benefit from the service
collaboration and safe environment provided.
The School of Continuing Education and Community
Development (SCECD) and the School of Extended
Learning (SEL) were created to specifically support a
comprehensive learning experience. Departments
responsible for advancing the College’s other
distinctive objectives coordinate activities and work
together to integrate services and student learning
opportunities. The Schools are developing systematic
processes to provide essential services to students,
faculty, staff and the community.
The Office of Strategic Development (OSD) assists
faculty, staff and students in identifying funding
sources and developing research, program and
economic development proposals.
OSD has
developed systematic processes for the development,
submission, approval and management of grants and
contracts.
Many San Juan College courses have a service
learning component which requires students to work
with community agencies.
The service learning
17
component in the classroom provides valuable
leadership and personal development to students and
serves as a resource for the college in terms of what
the college can do to meet community needs.
Realities; Value Partnerships; and Value People.
Each of the objectives links directly to the SJC
mission, vision and goals; there are key performance
indicators associated with each of these objectives.
Business and Industry (B & I) Training offers very
specific complements to helping students learn. In
many instances, the companies who use B & I
Training for training often require or encourage
employees to complete course work at San Juan
College. In addition, B & I Training meets the
immediate needs of local business by providing shortterm programs such as the medical assistant
program. These programs provided pilots that led to
the development of offerings in the Schools of Energy
and Health Sciences.
2P2 Expectations for each of these objectives are
communicated to faculty, staff, students and external
stakeholders through multiple and varied channels.
Major communication pathways include advisory
councils and publications (see Figure 2.1).
Processes (P)
2P1
The distinctive objectives are determined
through historical commitment to community
endeavors and through new objectives brought forth
in community forums, environmental scanning, and
the strategic planning process (see Category 8). The
process involves: 1. Identification of Needs; 2.
Alignment with Mission and Vision to Form Goals; 3.
Prioritization of Objectives; 4. Strategic Planning and
Design of Action Plans; 5. Budget and Resources;
and 6. Implementation and Community Advisory
Support. Some of the distinctive objectives developed
during the early growth of the college are part of
community expectations, and therefore are on-going
priorities. Distinctive objectives are now refined to
include alignment with student learning needs, college
mission and vision, and available resources. A
challenge for the college has been meeting the
important community needs while balancing
resources and avoiding “mission creep” – those
needs outside the college mission. The San Juan
College Strategic Plan (2006-2011) includes four
main directives – Value Educational Access and
Student Success; Value Information and Market
Many programs implement the use of advisory
councils that communicate community needs and
expectations to staff, students, faculty and
administration. A number of publications are also
disseminated both internally and externally. These
publications include The Communicator (distribution
of 50,000 within the service area), Staff Notes
(employee newsletter), Weekly News Clips (weekly
email), The Campus Buzz (student newsletter), the
SJC Annual Report, and information posted on the
San Juan College website as well as on monitors
around campus. In addition, each program has a
webpage to communicate information with internal
and external audiences. Information is regularly
shared with the Board of Trustees in monthly
presentations highlighting programs, through the
President’s Cabinet, and newspaper articles. San
Juan College currently has 50 advisory councils made
up of community members and experts; the President
has three advisory committees for internal
communication for each employee group; and the
college has two Quality Councils – Student Support
Services and Community Linkages – serve as “think
tanks” on specific issues identified by the President
and Vice Presidents.
President’s
Advisory
Committee
Quality Councils
President’s Cabinet
San Juan College
Communication Pathways
Internal
Faculty and Staff
Student Activities
Students
Expectation
Determine
Audience
Employees
Which
Groups
Appropriate
Method
Web-based
Publication
Print
Community
External
Advisory Committees
Community
Task Forces
Committees
Figure 2.1 SJC Communication Pathways
18
2P3 Faculty and staff needs regarding these
objectives are obtained through mechanisms
designed to flow smoothly to the executive level, for
discussion and prioritization. The President has three
advisory committees – Faculty, Professional Staff and
Support Staff – that meet with the President on a
quarterly basis. Each group gathers and presents
information regarding the needs of the employee
group they represent to the President. Minutes of
these meetings are posted on the College intranet,
available to all employees. The President’s Cabinet
and Quality Councils can identify needs in monthly
meetings. Needs relative to distinctive objectives are
identified through these mechanisms, strategies to
meet needs defined, and action plans to meet needs
deployed by those selected to lead the projects.
The College uses a climate survey bi-yearly to assess
how well the college is meeting the needs of the staff
and faculty, including support for other distinctive
objectives. Organizational Development surveys
include identification of needs related to creating the
environment and culture of a learning college,
facilities, and leadership opportunity. Quality
Community Linkages Council conducted an assessment of the Advisory Boards and identified needs
related to these important community connections, in
particular assisting the employees in forming and
maintaining the partnerships.
2P4 Data is collected, analyzed and reported annually
on the College’s partnership development efforts;
facility use for cultural and learning activities;
contributions to workforce and economic development
and impact; and development of service learning
opportunities. SJC’s governing board, President,
cabinet, advisory boards, administrative staff and
schools review and analyze the data. Advisory
council liaisons bring recommendations to the
administrative staff and President’s Cabinet
(depending on the appropriate communication chain),
which is reviewed and assessed by the President and
Vice Presidents.
The recommendations are
prioritized and implementation strategies designed.
The action plan is then aligned with, and incorporated
into, the annual plans for refining and adjusting
projects related to other distinctive objectives.
SJC has over 50 advisory committees for programs,
specialized and career programs, and community
groups. The College advisory councils are comprised
of employees who “listen and learn” and civic,
business and professional leaders who represent a
broad cross-section of the community. So constituted,
these advisory groups provide feedback to SJC about
its programs and services.
The College commissioned an Economic Contribution
of San Juan College study that concluded that local
Assessing Distinctive Objectives
Example Programs/Facility
Measures
Number of children/families served
Child and Family Development Center
Pre-school teacher assessments
Build partnerships
Number of practicum student hours
Number of available programs/courses
University Programs
Licensure/PDD pass rates
Foster community involvement
Number of volunteer tutors
Project Read
Number of community members served
Improvement in reading levels
Fitness center enrollment
Serve as a focal point for
HHPC
Number of community members served
community service and problemNumber of wellness activities provided
solving
Number of volunteer opportunities
Volunteer Center
Number of Volunteers
Number and type of events/tickets sold
Provide a place for cultural and
Henderson Fine Arts Center
Facilities usage
learning activities
Courses offered
Encore
Number of participants
Event participation
Enterprise Center
Stakeholder satisfaction interviews, surveys;
Referrals
Contribute to workforce and
Satisfaction survey/interviews; contact hrs/courses;
economic development
non-credit workforce accountability Indicators;
organizations served
Number of trainings /events offered
Community Linkages Council
Number of community representatives serving on
Provide a leadership role by
Councils
being a model community college
Courses/camps offered
Kids Kollege
Enrollment
Library usage
Create an environment and
Learning Commons
CTX participation rates
culture for innovation, change
Quality Center for Business/Small
and growth
Number of clients served
Business Development Center
Table 2.3 Assessing Distinctive Objectives
Objective
19
taxpayers to the Community College District receive
an 8.4% return on their investment of public tax
dollars. It also concluded that the public at large will
accrue external social benefits (i.e., reduced crime,
welfare and unemployment) as a result of the
College’s offerings.
Human Health & Performance Center
4000
3500
3000
2500
2000
2P5 The San Juan College Office of Institutional
Research and Planning regularly measures
performance indicators of student and stakeholder
satisfaction and partnerships.
In addition, other
individual college programs have conducted
community focus groups, stakeholder research and
performance, program demographics, and enlistment
of community members in distinctive objectives (see
Table 2.3).
1500
1000
500
0
2001-02
2002-03
2003-04
2004-05
Climbing Facility
2808
2253
2237
3700
2005-06
3488
Challenge Course
866
730
1117
931
1574
Outdoor Equipment Rentals
266
267
398
458
257
Figure 2.2 HHPC Trend Data
Results (R)
Volunteer Center
2R1 San Juan College has multiple and varied
results for each of the distinctive objectives. The
college learns from its community forums, surveys,
and performance indicators.
SJC Community
Linkages
Council
has
identified
community
stakeholders. As a result of this project, a matrix has
been assembled and identifies how College programs
link to the community. Participation in community
programs are reported annually and shared with the
community in the San Juan College Annual Report.
An example of this matrix and further discussion of
the advisory councils can be found in Category 9.
The Volunteer Center results reflect the emphasis on
student learning and participation with community.
The number of students participating in service
learning has increased, as have the number of
community members referred to volunteer activities.
The number of special community projects, rather
than on-going engagement over time, has decreased
with the change of emphasis for the volunteer center.
Volunteer Center
700
600
Facilities Usage by Community
500
Community usage of SJC meeting rooms has
increased dramatically in 2006-07.
Community
20032004
54,147
56,942
20042005
27,710
45,962
Meeting room
Theater,
music
performance,
art showings
Table 2.4 Facilities Usage Trends
20052006
53,977
43,911
400
300
20062007
78,104
52,252
Health and Human Performance Center (HHPC)
The mission of the Health and Human Performance
Center (HHPC) is to improve the quality of life of the
community by providing opportunities for emotional,
occupational, social, intellectual, spiritual and physical
well being in cooperation with community agencies.
To accomplish this mission, the HHPC provides the
community a comprehensive wellness program, which
includes physical fitness, general health screenings,
experience-based learning (both educational and
recreational), relaxation, skill growth, self-exploration,
development and the pursuit of special interests.
Figure 2.#, demonstrates use of HHPC facilities.
200
100
0
2001-02
2002-03
2003-04
2004-05
2005-06
SJC Students
360
330
378
391
381
Community Members
56
77
105
120
286
K-12 Students
116
70
156
224
101
Volunteers
624
422
484
170
135
Figure 2.3 Volunteer Center Trend Data
Small Business Development Center
The SBDC showed a decline in both workshop
attendance and number of clients served in 20032005. Through examination of client satisfaction,
adjustments to address the causes of the decline and
challenges, the Center shows recent increases in
both workshop attendance and clients served.
Encore Program
The ENCORE Senior Program has experienced
steady enrollment for the number of classes offered to
senior citizens in the community the college serves.
20
Small Business Development
350
•
The Enterprise Center has initiated a “100 Point
System” that involves its tenants in solid business
practices for building stability.
•
The Volunteer Center has written a “Service
Learning Handbook” which systematizes this
initiative.
•
Community Linkages has formed an advisory
council network at San Juan College which
provides training, support, materials and funding
for advisory councils. In 2006-07, 75 SJC
advisory committee liaisons and community
members attended nine trainings and 150
advisory committee members attended two
recognition events. An advisory committee to the
advisory councils was formed to develop council
guidelines and policies.
•
Encore has offered multiple venues (discussion
groups, brown bag lunches, quality classes,
social opportunities, volunteer endeavors) to its
members.
Workshop Attendance
Number of Clients Counseled
300
250
200
150
100
50
0
2003-04
2004-05
2005-06
2006-07
Figure 2.4 SBDC Trend Data
ENCORE Senior Program
800
700
600
500
400
300
200
100
0
Classes
Offered
Duplicated
Head
Count
SS 05
FA 06
SP 07
SS 07
FA 07
Figure 2.5 Encore Enrollment Trends
2R2 San Juan College has a strong connection with
its community partners. The College has utilized its
membership in Continuous Quality Improvement
Network
(CQIN)
organization
for
academic
benchmarking.
Forums conducted during the
strategic planning process indicate a high degree of
satisfaction and expectation from community
members. Program partners indicate the College is
viewed as a vital source for business training,
employment opportunities, and resources. The
SCECD has benchmarked with more than 50
institutions in order to create, maintain and improve
programs (see Table 2.5).
This benchmarking, in each case carried out through
a series of pertinent questions, has had numerous
positive results on the various programs involved:
•
B & I Training has developed a cost model
for pricing training offerings.
•
The SBDC has created a marketing plan for
touting the many business services it offers.
All of these advancements in programming are, at
least in part, due to examining work done at other
institutions and incorporating or adapting appropriate
practices to SJC programs.
Institution
Valencia
Community College
Johnson County
Community College
University of Texas
(San Antonio)
University of
Arkansas
(Little Rock)
Seattle,
Washington
Incubator
San Antonio, Texas
Incubator
Richland College
Purpose
Strategic planning,
contract training,
sustainability
Website, contract
training
Institute of Economic
Development
SBDC operations
Program
B&I
B&I
SBDC
SBDC
Incubator operations
Enterprise
Center
Incubator operations
Enterprise
Center
Volunteer
Center
Volunteer
Center
Community
Linkages
Service learning
Salt Lake
Service learning
Community College
Community College Advisory councils
of Baltimore
County
Community College Advisory councils
Community
of Denver
Linkages
Kingsborough
Senior college
Encore
Community College programming
North Carolina
Senior college
Encore
State University
programming
Table 2.5 Sample of Institutions Benchmarked by SCECD
21
Benchmark
SJC
2002-2003
Percentile
Market Penetration:
Community Participation
th
Cultural Activities
65%
90
th
Public Events
42%
90
Table 2.5 Market Penetration: Community Participation
Benchmark
SJC
2002-2003
Percentile
SJC
66.25%
47.58%
SJC
2003-2004
Percentile
th
90
th
90
2003-2004
Percentile
SJC
2004-2005
Percentile
44.44%
30.76 %
SJC
th
90
th
90
2004-2005
Percentile
Market Penetration: Credit
and Non-credit students
th
12.42%
90
th
4.79%
75
Credit student penetration
rate
11.0%
90
Non-credit student
penetration rate
6.0%
90
th
11.31%
90
th
th
5.0%
90
th
Table 2.6 Market Penetration: Credit and Non-credit
The NCCBP provides a comparison of market
penetration: community participation and market
penetration: credit and non-credit students with peer
institutions (see Tables 2.5 and 2.6).
2R3 San Juan College’s strong Advisory Councils
help reinforce our relationship with the community as
well as provide feedback to individual programs or
information regarding new business practices,
employment trends, current technology, and program
development. More importantly, the members of the
advisory councils act as ambassadors for SJC
programs by representing the College at formal and
informal
community
events;
participating
in
community outreach; aiding in the retention and
recruitment of students; and advising the institution
regarding new programs. New programs are also
identified through the community participation in
strategic planning. B & I Training has piloted some
courses and programs that have been identified for
further development into career programs needed by
the local workforce markets.
The workforce development, cultural and community
learning activities strengthen the institution by
providing a conduit for community members to
become comfortable with the college setting and
aware of the educational opportunities available at the
college. The various activities that bring community
members to the college enhance the ability of the
college to recruit and retain students to other
educational pursuits.
The College further serves as a leader in innovation
by providing a model for facilities, technology and
learning environment for the Four Corner region. San
th
Juan College celebrated its 50 anniversary with a
“Birthday Party” that was attended by over 500
community members, thus providing an occasion to
disseminate information about SJC’s programs and
opportunities.
It is important to note the relationship San Juan
College has with the community is not limited to San
Juan County. Because the College serves such a
large area, creating and maintaining relationships
throughout New Mexico and neighboring states is vital
to the success of the learner and the institution. For
example, in 2001-2002, the SJC Career Center aided
in the employment of over 1,100 citizens in six
different counties throughout New Mexico.
The
College also relies on input from the different Native
American governments and state and local
government agencies.
Relationships with Native
American tribal governments play an important role in
ensuring the College has input from this important
constituency. For example, the Tribal Governance
degree program was established at the request of,
and in partnership with, the Navajo Nation. In
addition, the relationship the College has with state
and local government agencies ensures that San
Juan County residents have information and access
to College programs and services. The College
annually hosts an open forum for all employees to
meet with the state senators and representatives from
this area to hear their reports from the recent
legislative session and to listen to employee and
community needs.
The importance of community involvement is two-fold.
Just as SJC relies on input from community members
and agencies, the community relies on input and
representation from the College faculty and staff. The
College encourages staff and faculty to assist
community organizations and initiatives by providing
leadership, volunteers, and college resources (see
Table 3.5).
Improvement (I)
2I1 Use of data and less formal feedback provide
guidance on the College’s abilities to attain its
objectives. Examples are sited below:
22
•
•
•
•
Advisory Council process – feedback is provided
into the communication pathways and strategic
planning for program revision and development.
Enterprise Center – company and stakeholder
research is used to improve services through
advisory council during the planning cycle.
Benchmarking with other institutions – identified
adaptable processes or best practices are
prioritized in the planning and action project
processes.
CQIN participation – teams attend the continuous
improvement Summer Institutes and develop an
project for improvement; learning is integrated
into the various departments the cross-functional
team represents.
2I2 At the College level, the strategic planning
process is used to set the targets for improvement,
using the data gathered, analyzing community input
and performance indicators for other distinctive
objectives. Priorities for improvement are set,
including needed community participation and
partnerships or functional groups to be developed.
Charters of Accountability for department heads and
departmental Quality Quick Checks are the principal
vehicles by which targets for improvement are set.
The most notable targets for improvement for
accomplishing SJC’s distinct objectives are those for
the departments in the schools of Continuing
Education and Community Development and
Extended Learning. Across the board though, a more
concerted effort is needed to gain a better
understanding of results and setting priorities for
improvement as well as communicating those targets
more widely to internal and external constituencies.
Currently, results are shared with the campus and
external stakeholders through advisory council
meetings, print materials, SJC website, email and
personal interactions
23
3C1
San Juan College segments its markets to
target potential students with characteristics that best
fit the college’s mission. Segmentation is used to
develop programs targeted to serve high school
students (Talent Search, Early Admission, Concurrent
Enrollment, and the Technical Education Center
(TEC)); new freshmen (Orientation, College Success
Class); students interested in transferring (articulation
agreements, degree completion programs); students
interested in vocational training; degree seeking
students; and life-long learners (Encore, Community
Learning Center). Students are also segmented by
academic programs.
SJC has established partnerships with New Mexico
universities to provide baccalaureate and master
programs on the SJC campus (see Table 1.7).
In addition to new students and transfer students,
Stakeholders
students are further segmented into the following
groups based on specialized needs: academically
“at-risk” students, disabled students, Native American
students, adult basic education students, and first
generation college students. Specialized support
units exist to meet the needs of each of these student
segments including the Student Learning Support
Center, Students with Disabilities on Campus
Program, Native American Center, Adult Basic
Education Program and the Educational Dedication
and Goal Enhancement (EDGE) student support
program. Advisors and program directors are key
contacts for students obtaining program information
through formal advisement meetings, student
organizations and program websites. SJC’s primary
external stakeholder groups include employers,
feeder schools and university partners, Board of
Trustees, alumni and San Juan County communities
and governments including tribal governments.
Requirements and Expectations
Degree Seeking Students
Terminal (AAS degree or certificate)
Transfer (AA or AS degree)
Non-Degree Seeking Students
Lifelong Learning
Continuing Education
Community Learning Center
Certification of Training
Special Student Populations
Potential /Prospective Students
Employers & Business Supporters
Quality education which leads to jobs or transfer
Access (availability of classes, affordability, safe
campus environment)
Supportive environment (academic advising, financial
aid, admissions, registration, childcare, special needs)
Current and adequate technology
Learning support services and resources
Positive institutional image
Continuing learning opportunities
Alumni
Positive image and reputation of SJC
Communication and networking
Support for lifelong learning
Community/Feeder Schools
Cooperative two-way relationship
Accept, develop and graduate students
Safe environment
Contributor to community quality of life
Trustees
Sound fiscal management
Enrollments and accreditation
Enthusiastic support of college initiatives
Legislators, Accreditors, Government agencies, Tribal governments
Accountable and compliant
Effective
Program mix meets needs of region
Employees
Campus climate
Career development opportunities
Safe, attractive environment
Ready-to-learn interns
High quality graduates
Community training resource
Table 3.1 Key Stakeholder Requirements
AQIP Category Three: Understanding Students’ and Other Stakeholders Needs
24
3C2 SJC student and stakeholder requirements are
assessed and monitored on a regular basis. Key
requirements for students are outlined in Table 3.1.
The Strategic Plan focuses on four primary areas of
institutional activity that directly impacts San Juan
College’s key stakeholders (see Category 8).
Processes (P)
3P1 SJC identifies the changing needs of student
groups through a variety of short- and long-term
listening and learning approaches. A number of
formal and informal methods are used to determine
and update key stakeholder requirements. Table 3.2
provides examples of some of the major
methodologies used and the criteria designed to
assess needs.
Program advisory committees, along with labor
market analyses, help the College understand
business and industry changes and anticipated
program demand that will impact future student
learning needs Evaluations from state and national
accrediting agencies also influence educational
improvements (see Table1.8).
Fall 2006 SJC piloted the Quality Quick Checks
process to assist the College document continuous
quality improvement at the operational level (Figure
Stakeholder
Potential Students
8.2). On an annual basis, units are to document
progress towards understanding student and other
stakeholder needs including identifying key customer
groups, identifying the needs of each key customer
group based on information and establishing a system
of balancing the needs of customers with the needs of
other stakeholders.
3P2 SJC begins building relationships with students
several years before they enroll. Elementary and
middle school students are introduced to San Juan
College through Kids Kollege (a summer enrichment
program for children between the ages of three and
13). Middle school and high school students are
introduced to San Juan College through pre-college
programs, campus visits, and special programs such
as career fairs, and Science Saturdays. The Possible
Dream Scholarship Program provides parents of
eighth graders with an opportunity to prepay their
student's tuition prior to enrolling at SJC. The program
encourages parents and students to plan ahead and
consider a college education as an affordable option.
More than 2,700 county students have participated in
the program. Systematic outreach to high school
counselors, programs geared to high school students
(such as Early Admission, Concurrent Enrollment,
Talent Search, Native American Youth Arts Camp,
and Technical Education Center (TEC)) give high
Purpose of Measure
Student success within select high school
programs such as Tech Prep and Talent
Search
Primary Methodology
Surveys
Tracking on persistence,
success
Career fairs
Determine types of programs of interest to
high school students in the area
Current Students
Satisfaction measures
Collect information on student
expectations/needs and levels of
satisfaction
Customer comment cards
Behavioral measures
CCSSE
Noel –Levitz
In-house surveys
Focus groups
Feedback cards
Accuplacer testing
Tracking on persistence,
success; statistical analysis
Student persistence measures on
persistence and success within course,
between courses to completion
Course evaluations
Evaluation on entering abilities in reading,
writing, math,
Graduates/Alumni
Satisfaction measures
Surveys
Transfer experiences
Placement information
Program outcome attainment
Table 3.2 Methodologies to Measure Stakeholder Requirements
25
.
school-aged students the chance to experience and
prepare for college and/or earn college credit. Once
students are enrolled, key student support processes
such as placement testing, orientation, academic
advising, and registration activities help to position
students for success.
The primary method to build and maintain
relationships with students is through collaborative
interaction with program directors, faculty and support
staff (see Table 3.3).
Students stay with their
Advising and Counseling Center advisor until criteria
are met (student has successfully completed all
needed developmental classes and has declared a
major) for transfer to core and specialty advisors.
New student orientation provides an opportunity for
new students to connect with faculty, staff, advisors,
student activities and other new students during
informational and relationship building activities.
Student relationships are also maintained throughout
their academic careers through involvement with the
Student Activities office and other student
organizations (see Category 1). A variety of clubs
and service organizations, intramural athletics and
cultural events offer opportunities for socialization for
all types of students.
Student interaction in the
classroom is sought through engagement in group
activities,
learning
communities
and
faculty
connections. Efforts have been made to establish and
sustain faculty interaction with students outside the
classroom. Through the use of student and faculty email and traditional modes of communication such as
faculty office hours, students have a variety of
available options to communicate with instructors and
academic advisors on or off campus. The college
surveys students to assure that satisfaction with
programs and services is kept with changing needs
and expectations.
3P3 SJC has long-standing relationships with its key
stakeholders.
These partnership processes are
designed to achieve SJC’s mission and meet
stakeholder needs. Alumni needs and expectations
are met through the San Juan College Foundation.
Table 3.4. indicates a variety of means through which
changing needs are identified so that appropriate
responses may be developed.
Career Services develops and maintains the
employer relationship processes. Employers can post
job positions through Career Services and
employment opportunities are listed on the SJC
website. Employers and students are invited to a
Career Check each spring and Job Days.
SJC also identifies the needs of employers through
the Quality Center for Business (QCB). The QCB
represents an integrated approach to assisting area
Stakeholder
Contacts
Students
Advising and Counseling
Center staff
Program directors
Classroom instructors
Financial Aid staff
Alumni
Program Directors
Employers
Director of Career Services
Deans
Director, Business and
Industry Training
Program Directors
Community and Feeder
Schools
Director of Admissions
Director of Tech Program
Directors, East and West
Centers
Dean, Continuing Education
and Community
Development
President
Board of Trustees
President
Table 3.3 Stakeholder Contacts
businesses, industry and organizations with business
development, economic development and business
training. San Juan College sponsors, or actively
participates in, five major programs, all located on-site
at the Quality Center for Business (see Categories 2
and 9):
• Enterprise Center
• San Juan Economic Development Service
• Small Business Development Center
• Northwest New Mexico Council of Governments
• Business & Industry Training Center
In 2002, leaders of local energy industries
approached SJC to initiate conversations to explore
ways in which employers and the College could
collaborate to address the labor and skill needs of the
industry. Three years later, the center grew into the
School of Energy with a mission to prepare and
provide workers for the energy industry via high
quality education and training, with a view to meeting
societal needs for the development and deployment
of efficient, economical and sustainable energy
services while protecting the environment. Over 90%
of the students who have completed their programs
have been placed in energy-related occupations.
26
Stakeholder
Community/Feeder Schools
Purpose of Measure
Satisfaction
Determine training service and
program needs
Articulation alignment
Satisfaction
Primary Methodology
Surveys
Advisory committee feedback
Conversations with local government
leadership
Visits to Chapter Houses
Articulation agreements
Membership in regional and national higher
education organizations
Surveys
Meeting with community and industry leaders
Labor market analysis
Job placement data
Utilization
Need Identification
Program/course updating
Legislators, Accreditors, Government
and Tribal agencies
Identify areas of institutional
strength and weakness
New Mexico Higher Education Department
performance reports
Financial reports
Accreditation processes
Meeting with legislative and government
leaders
Employees
Satisfaction
Identify needs
Surveys (PACE)
Employee performance reviews
Table 3.4 Identifying Changing Stakeholder Needs
Fall 2006, Student Services initiated a comprehensive
quality review of the Native American program. A
cross-function team interviewed educators, chapter
house (Community gathering place for information
and assistance governed by a panel of elected
officials) representatives and community members
from the Jicarilla Apache, Navajo, Southern Ute and
Ute Mountain Ute Nations. SJC students, staff and
faculty also completed surveys. The review included
perceptions of the program, how well the program is
marketed (outreach) and how the program can be
improved to better serve Native American students.
Recommendations were presented to the Vice
President of Student Services in May and
improvements instituted fall 2007 (see 3I1).
upon its reputation for responsiveness to regional
needs through newsletters, personal briefings,
developing relationships with legislators and
interacting with residents at community events.
Partnerships are built by stakeholder participation in
campus advisory councils and committees.
Since SJC is one of the largest employers in San
Juan County, senior college leaders meet regularly
with community leaders. Faculty and staff serve on
community and state wide organizations (Table 3.5).
SJC and the City of Farmington work together on
major projects, such as the development of the
recreation complex on the SJC main campus.
Organizational contact points responsible for building
and maintaining relationships for community and
feeder schools are the schools of Continuing
Education and Community Development (Business
and Industry Training, Child and Family Development
Center, Community Learning Center, Encore,
Enterprise Center, Small Business and Development
Center, and Volunteer Center and Service Learning)
and Extended Learning (online learning, university
programs and Student Learning Support Center as
well as the Student Services division (Admissions &
Records, Career Services, Native American Program,
Talent Search, and the Testing Center).
3P4
Key stakeholders and relationship building
contacts are shown in Table 3.3. Personalized
communication is the primary means by which
relationships
are
fostered,
maintained
and
strengthened. San Juan College maintains and builds
Organizational contact points responsible for building
and maintaining relationships with employers include
Career Services, Business and Industry Training, and
the schools of Energy School, Health Sciences,
Business, and
Trades and Technology. These
departments further several goals, including
technology transfer, internship opportunities, and
economic development.
27
Level
SJC Staff
Local Organizations
United Way Annual Campaign
Navajo Nation Election Administration
Boys and Girls Club of Farmington
Council for Educators Professional Development
Four Corners Women’s Cancer Support Group
Aztec Chamber of Commerce
Skills USA
Four Corners GIS Users Group
President, Chair
Director, SJC West Campus
Senior Director of Public Relations, Board member
Director, University Programs, Coordinator
Administrative Assistant, SJC East Campus
Director, SJC East Campus
Instructors, School of Trades and Technology
GIS Program Coordinator
State/Regional Organizations
Governor’s Task Force on Campus Safety
Navajo Nation Teacher Education Consortium New Mexico
Mathematics Articulation Taskforce
New Mexico Mathematics Association of Two Year Colleges
New Mexico Library Association
New Mexico State Assessment Taskforce
Skills USA
Governor’s Business Executives for Education (GBEEs)
Quality New Mexico
Rockies Alliance for Process Technology
Education Commission of the States
New Mexico Academic Advising Association
NMHED Secretary Advisory Committee
New Mexico Independent Community College Association
Vice President Student Services, Chair
Director, SJC West Campus, Director of University Programs
Interim Dean, Mathematics, Co-Chair
Assistant Professor, Mathematics, President
Director, Library, President
Associate Professor, School of Humanities
Instructor, School of Trades and Technology, Director
Sr. Director of Organizational Development, Exec. Board
Several examiners
IPOP Coordinator, School of Energy, member
Executive Director, SJC Foundation, member
Assistant Director Admissions, Vice President for Programs
President
President
National Organizations
National Association for Developmental Education
Toyota National Advisory Committee
National Institute of Standards and Technology (NIST)
Continuous Quality Improvement Network Board
American Association of Community Colleges
Association of Community College Trustees Advisory
Committee of Presidents
Sungard Corporate Advisory Board
Dean, School of Extended Learning, review committee
Program Coordinator, Automotive Programs
Sr. Director Organizational Development, Board of Examiners
President
President
President
President
Table 3.5 Key Organizations
Campus security has formal contact processes with
municipal public safety agencies along with county
emergency management forces.
The SJC Foundation maintains relationships with
donors through recognition dinners such as the
Scholarship banquet, Honors Night and SUNS Club
dinner.
The Foundation hosts ribbon cutting
ceremonies and open houses as well as tours of new
facilities prior to opening.
Community support is necessary for the college to
meet its mission. Community focus groups are
routinely used to inform the College of the perceptions
of the community and to identify unmet needs and
opportunities.
3P5
SJC determines whether new student and
stakeholder groups should be addressed within
educational offerings and services through (1) feed-
back received from the various listening and learning
strategies used for existing student and stakeholder
groups, (2) priorities that develop from the college’s
strategic planning and annual planning process, (3)
monitoring changes in the local economy and (4)
needs that arise from changes in state or federal
regulations or from accrediting agencies.
3P6 San Juan College staff is encouraged and
empowered to solve any problem within their sphere
of influence. Informal resolution of complaints is
encouraged, including one-on-one discussions and/or
customer comment cards collected at multiple service
points for departmental analysis and action. Tell it to
the President and Tell it to the Vice Presidents are
listening tools located on the SJC website for students
and stakeholders to have direct access to SJC
leadership. The complaints and/or compliments are
responded to within 24 hours. Processes, both nonacademic and academic grievances, are outlined in
28
the catalog and student handbook and daily planner
and include specific procedures for appeals and
hearings. Complaints and issues that cannot be
addressed by faculty advisors, counselors or midlevel program directors are directed to the academic
deans. If the issue is still not resolved, the student will
be directed to the appropriate vice president. In
compliance with federal regulations, Student Services
staff annually compiles all complaint information,
tracked both in number and nature of complaints.
Faculty and staff have formal grievance procedures
as noted in appropriate handbooks, available in print
from Human Resources and online on the SJC
intranet. In offices that receive formal complaints, the
complaints and their resolutions are documented, and
shared with the concerned parties.
Lastly, stakeholders (both internal and external) are
frequently solicited for feedback. The feedback is
used to monitor changes in satisfaction and identify
areas of needed improvement. Those areas targeted
by students and staff as needing improvement, such
as academic advising process and admissions
processes, are analyzed so that initiatives may be
developed to improve satisfaction. For example, a
new initiative implemented spring 2007 features
“simply fabulous service” among the essential
function offices of Financial Aid, Admissions, and
Business. The FAAB Express is an effort to quickly
assist students and to provide the critical “essential
function” services in one location.
Subsequent
surveys will be used to determine if stakeholder
satisfaction has actually improved.
3P7 San Juan College primarily derives stakeholder
satisfaction data from survey results, focus groups,
accreditation results, program reviews (both academic
and non-academic), student class evaluations and
advisory committees.
The Noel-Levitz Student
Satisfaction Inventory, administered every other year,
provides feedback regarding areas for improvement
of existing College services and baseline
comparisons with similar institutions nationwide. The
(CCSSE) is administered in in-between years to
provide information on learning-centered indicators
and is used as a benchmarking instrument to gauge
students’ learning experiences.
Vocational and
technical programs measure job placement rates and
licensure pass rates as well as graduate and
employer satisfaction surveys.
Examples of SJC departments that regularly collect
and analyze both internal and external stakeholder
satisfaction is presented below in Table 3.6.
Results (R)
3R1 As indicated in 3C1, primary core requirements
for students include (1) Quality education which leads
to jobs or transfer, (2) Access (availability of classes,
affordability, safe campus environment), (3) Supportive
environment (academic advising, financial aid,
admissions, registration, childcare, special needs) and
(4) Current and adequate technology
Department
Office of
Technology
Services
Measures of Stakeholder Satisfaction
Annual Survey
Student and staff
Work Order Survey
Help Desk creates an online work order
ticket
Completion of tickets prompts an automatic
satisfaction of service survey
Auxiliary
Services Bookstore
Bi-annual survey
Auxiliary
Services –
Copy
Services
Bi-Annual Survey
Physical
Plant
Work Order Survey
Product selection and quality
Pricing competitiveness
Convenience (hours of operation, location
and accessibility)
Facilities (clean, orderly, attractive)
Staff (friendly and knowledgeable)
Operations (check out fast and accurate,
refund procedures simple and efficient).
Service (high quality)
Pricing competitiveness
Facilities (clean and orderly)
Convenience (hours of operation, location
and accessibility)
Staff (friendly and knowledgeable)
Operations (order placing/pickup was
efficient).
Electronic questionnaire sent to every 3
work order
rd
Summary results reviewed on monthly
basis
Questionnaires that are returned with fair or
poor are submitted to Assistant Director for
corrective action.
Table 3.6 Stakeholder Satisfaction Methodology
Employment or transfer – Although employer and
student satisfaction surveys are conducted annually
within health sciences and trades and technology
programs, the college needs to become more proactive
in gathering and utilizing placement data.
An
abbreviated example of the nursing satisfaction survey
and results are presented in Table 3.7.
29
SJC Nursing Graduate and Employer Satisfaction Survey Results
Ninety-five percent (95%) of responding employers will indicate that graduates
perform “Very well” or “Well” in the following areas:
Demonstrate intellectual curiosity, rational inquiry, problem-solving skills and creativity
to minimize client stressors and to promote adaptation.
Incorporate the nursing process in organizing and delivering nursing care to
individuals and groups of clients with carrying ages and levels of stress.
Use effective verbal and written communication techniques to achieve therapeutic
relationships and mutually defined adaptation goals in collaboration with individuals,
families and other health team members.
Select, adapt and implement teaching-learning activities to address the health needs
necessary for adaptation of individuals, families, and groups.
Collaborate and coordinate with other team members to provide culturally sensitive
care in diverse settings.
Assume responsibility for life-long learning and self-development.
OVERALL EMPLOYER SATISFACTION
Ninety-five percent (95%) of responding graduates will indicate that the Nursing
Program prepared them “Very well” or “Well” in the following areas:
Demonstrate intellectual curiosity, rational inquiry, problem-solving skills and creativity
to minimize client stressors and to promote adaptation.
Incorporate the nursing process in organizing and delivering nursing care to
individuals and groups of clients with carrying ages and levels of stress.
Use effective verbal and written communication techniques to achieve therapeutic
relationships and mutually defined adaptation goals in collaboration with individuals,
families and other health team members.
Select, adapt and implement teaching-learning activities to address the health needs
necessary for adaptation of individuals, families, and groups.
Collaborate and coordinate with other team members to provide culturally sensitive
care in diverse settings.
Assume responsibility for life-long learning and self-development.
OVERALL GRADUATE SATISFACTION
SP
04
SP
05
FA
05
SP
06
92%
100%
100%
90%
92%
92%
100%
100%
92%
85%
100%
90%
92%
100%
100%
100%
92%
92%
100%
100%
92%
100%
100%
90%
96%
95%
100%
96%
100%
100%
100%
100%
100%
100%
100%
100%
94%
100%
100%
100%
100%
100%
80%
100%
100%
100%
100%
100%
100%
100%
100%
92%
99%
99%
96%
99%
Table 3.7 Nursing Graduate and Employer Survey Results
Access – SJC charges students $30 per credit hour
and $5 per credit hour for senior citizens. The
College has a reciprocal tuition agreement with the
border counties of Colorado and those portions of the
Navajo Reservation that lie in Arizona and Utah. A
comparison of 2005-2006 annual tuition and fees for
New Mexico independent community colleges show
that SJC is second lowest (a $2 difference) at $720.
In 2006-2007, the College provided financial aid to
77% of its students.
The San Juan College
Foundation has supported a 500% increase in
awarded scholarships over the past ten years. This
increase is directly related to the College’s growing
awareness of the financial burden faced by lowincome students who enroll at SJC.
Supportive Environment – SJC has conducted the
Noel-Levitz survey on a bi-annual basis. Figure 3.1
below shows the results of San Juan College
compared to similar institutions nationally for overall
Service Excellence. Service Excellence rates the
perceived attitude of the staff, especially front-line
staff, toward students. The scale is from 1-7 where
seven is the highest rating. The underlying detail
helps pinpoint the areas of the campus where quality
service and personal concern for students are rated
most and least favorably
Table 3.8 highlights three overall satisfaction areas
from the NLSSI that was administered to students at
the college during fall 2005. Scales are from one
(1), not satisfied, to seven (7), very satisfied. Students
30
Noel-Levitz
Service Excellence
Im portance of Advising
6.2
6.00
6.1
Satisfaction Index
5.75
5.50
5.25
SJC
6
5.19
5.25
5.24
5.34
Nat'l
5.9
5.16
5.00
5.8
1999
2001
2003
2005
4.75
Figure 3.2 Importance of Advising at SJC
4.50
4.25
4.00
1999 SJC
2001 SJC
2003 SJC
2005 SJC
2005 National
Survey Year
Figure 3.1. SJC Satisfaction Index
at SJC on the average are from 0.34 to 0.37 points
higher than the national comparison group.
The three asterisks following the Mean Differences
indicate the difference is statistically significant at the
0.001 level.
The survey is also used to identify areas of
improvement. According to the 2005 Noel-Levitz
National Report, SJC students rated academic
advising as one of their most important needs. This
result, coupled with student focus group data that
indicated one of their top concerns was the current
advising process, led to the 2006 Centralized
Advising and Counseling Center Action Project.
Obstacles described by students will be addressed in
San Juan College
the new model which when fully implemented, will
provide students with academic advisement and
personal counseling, and will assist students in
developing
sound
educational,
career
and
professional goals in order to make effective
decisions about courses and programs according to
their values, interests and skills.
Technology – Table 3.9 below shows the average
satisfaction rating ( 5 = highest level of satisfaction)
for work completion from 2002- 2007 (through
September). Data indicate a high level of satisfaction
with OTS services.
OTS annually surveys staff, faculty and students for
input on satisfaction with services and effectiveness.
Academic year 2006-2007 survey results are
presented in Table 3.10
In response to the low satisfaction ratings of services
provided by lab assistants, OTS has developed a
laboratory assistant training on the VBrick
http://video.sanjuancollege.edu. All lab assistants are
now required to go through the training. Four shift
So far, how has your college
experience met your
expectations?
5.07 / 1.25
Community, Junior, and
Technical Colleges
Satisfaction
Group Mean / SD
4.73 / 1.30
Rate your overall satisfaction
with your experience here
thus far.
5.75 / 1.09
5.41 / 1.33
0.34 ***
All in all, if you had to do it
over, would you enroll here
again?
6.03 / 1.28
5.66 / 1.53
0.37 ***
Summary
Satisfaction / SD
Mean Difference
SJC – Nat’l Group
0.34 ***
Table 3. 8 SJC NLSSI Comparisons
31
Help
Desk
Tickets
2002
2003
2004
2005
2006
2007
Number
of
Tickets
2395
2414
4161
3615
3385
2609*
Rating
Average
4.85
4.70
4.65
4.73
4.73
4.79*
Table 3.9 Help Desk Satisfaction Trend Data
leaders are on call and assist the lab assistants while
on duty. Shift leaders also have monthly meetings in
which problems and challenges that have occurred
during the month are discussed and addressed with
the lab assistants.
3R2 SJC has been administering the CCSSE since
spring 2002. Table 3.11 summarizes SJC’s
relationship building benchmark score results over
time as well as the 2006 comparison with other
CCSSEE colleges in SJC’s enrollment range.
3R3 Bookstore
In 2002, stakeholder satisfaction was surveyed by the
Bookstore. Results of the Bookstore Satisfaction
survey indicated that the bookstore was too small and
additional cashiers were needed to alleviate long
waiting in lines. Survey results were cited in the
Department’s request to be moved to a larger and
more accessible location on campus. In 2004, the
new 9,338 square foot bookstore was opened
(compared to the previous 3,625 square footage).
Percentage rating “excellent” or “good” excluding “n/a”
Students
Faculty
Staff
Rate the effectiveness of OTS communications to the campus community
73%
81%
86%
Rate the convenience of the full campus wireless network
84%
N/A
N/A
Rate the involvement, leadership, and participation of OTS management in the campus
community
N/a
77%
85%
Rate OTS support of the Datatel Colleague administrative systems
N/A
N/A
84%
Rate satisfaction with WebCT and other learning technologies
N/A
61%
N/A
Reliability for accessing campus network from on-campus locations
N/A
86%
89%
Reliability for accessing network services from off-campus locations
73%
72%
75%
Reliability of Help Desk services
68%
75%
76%
Rate of appropriateness of Help Desk hours
71%
74%
79%
Rate the effectiveness of technical support labs, classrooms and office computer systems
N/A
77%
77%
Rate overall experience with campus media equipment managed by OTS
71%
80%
88%
Reliability of hardware and software in labs, classrooms and other general purpose areas
77%
85%
N/A
Rate the services provided by campus Lab Assistants
65%
49%
N/A
Rate access to open labs considering equipment availability and lab hours
78%
N/A
N/A
Rate the degree to which OTS understands and supports the institution’s learning
technology goals, vision and objectives
N/A
82%
N/A
Table 3.10 2006-2007 Student, Faculty and Staff Survey Results
32
Benchmark
2002
2004
2006
Other Medium
Colleges (2006)
Participated in a community based project as part of a regular
coarse ( 1= never to 4 = very often)
1.35
1.33
1.32
1.27
Discussed grades or an assignment with an instructor
( 1= never to 4 = very often)
2.58
2.64
2.60
2.47
Used the internet or instant messaging to work on an
assignment ( 1= never to 4 = very often)
2.24
2.90
2.81
2.75
Received prompt feedback from instructors on performance
(1 = never to 4 = very often)
2.75
2.75
2.76
2.64
Provided the support needed to succeed at this college
(1 = very little to 4 = very much)
3.18
3.01
3.14
2.90
Quality of relationship with instructors
(1= unavailable to 7 = available, helpful, sympathetic)
5.74
5.64
5.71
5.63
Quality of relationship with administrative personnel and offices
(1= unhelpful to 7 = helpful, considerate, flexible)
4.99
4.93
5.04
4.91
Table 3.11 CCSSEE Benchmarks
Subsequent survey results have led to additional
hours of operations and a new point of sales system
(electronic scanning). Table 3.12 show trend results
1998-2006 (A = Excellent, B = Good, C = Satisfactory,
D = Unsatisfactory and F = Failed).
Physical Plant
Physical plant service questionnaire results from 2002
– 2007 are presented in Figure 3.3.
steadily increased its assets the past five years to
close to $20 million. Figure 3.5 shows annual
corporate and donor support.
$22,000,000
SJC Foundation Assets
$19,889,121
$20,000,000
$18,003,570
$18,000,000
$16,000,000
$16,811,905
$15,581,168
$15,005,847
$14,204,638
$14,000,000
$12,000,000
$10,000,000
2002
2003
2004
2005
2006
2007
Figure 3.4 SJC Foundation Assets
$3,000,000
$2,500,000
$2,425,742
$2,000,000
$1,590,731
$1,500,000
$1,439,681
$1,284,457
$1,137,517
$899,362
$1,000,000
Figure 3.3 Physical Plant Satisfaction Survey Results
3R4 Results for building relationships with key
stakeholders include the more than 50 active advisory
councils, for the College and its programs. In addition,
Figure 3.4 shows community and corporate donor
support of the San Juan College Foundation has
$500,000
$0
2002
2003
2004
2005
2006
Figure 3.5 SJC Foundation Annual Support
33
2007
Breakdown
1998
2000
2002
2004
2006
Products
73% A
23% B
3% C
1% D
71% A
22% B
3% C
1% D
3% no mark
65% A
24% B
5% C
1% D
1% F
4% no mark
68% A
23% B
3% C
1% D
1% F
4% no mark
62% A
27% B
7% C
1% D
1% F
3% no mark
Price
40% A
26% B
23% C
5% D
2% F
4% no mark
37% A
32% B
19% C
5% D
1% F
6% no mark
37% A
29% B
21% C
3% D
1% F
9% no mark
35% A
29% B
19% C
4% D
2% F
11% no mark
36% A
28% B
22% C
5% D
3% F
6% no mark
Convenience
65%
25%
8%
1%
1%
A
B
C
D
F
63% A
23% B
8% C
1% D
5% no mark
67% A
17% B
8% C
1% D
7 % no mark
74% A
14% B
4% C
1% D
7% no mark
67% A
23% B
7% C
1% D
2% no mark
Facilities
84%
1 2%
2%
1%
1%
A
B
C
D
F
80% A
14% B
2%
C
7% no mark
78% A
13% B
2% C
7% no mark
84% A
12% B
1%
C
3% no mark
88% A
8%
B
1%
C
3% no mark
People
86% A
9% B
2% C
1% D
2% no mark
83% A
9%
B
4%
C
4% no mark
83% A
9% B
1% C
1% D
3% no mark
82% A
14% B
1%
C
3% no mark
82% A
12% B
4%
C
2% no mark
Operations
70% A
20% B
5% C
1% D
1% F
3% no mark
72% A
17% B
4%
C
1%
D
6% no mark
66% A
18% B
5% C
1% D
10% no mark
71% A
16% B
5%
C
1%
D
7% no mark
73% A
17% B
4%
C
1%
D
1%
F
4% no mark
Table 3.12 SJC Bookstore Satisfaction Survey Results
Another result of building strong relationships with
stakeholders is that San Juan County residents have
passed every local bond issue since the college’s
inception. In June 2005 San Juan County voters
passed (74% voter approval) a $10.7 million bond
election that funded the student dining center remodel
and expansion, construction of a new facility for allied
health programs; and completion of the Outdoor
Learning Center and Learning Commons
3R5 Comparative data, including national surveys,
are used to determine gaps in performance between
SJC and other institutions. Comparisons are made
outside the academic community in areas where
appropriate (see Tables 2.3 and 9.1.). As previously
provided, Noel-Levitz and CCSSE data provide
external student benchmarking data.
Improvement (I)
3I1 San Juan College strives to improve its current
processes and systems for understanding the needs
of students and other stakeholder groups through
input from advisory councils, campus committees,
industry associations, internal review of student
service programs and external consultants. The
Grants Quality Review process was piloted in fall
2006 to SJC recently engaged Stamats for a multiple
year project to enhance overall marketing activities
and to recommend recruitment improvement
processes for all student segments.
Fall 2006, the Vice President for Student Services
engaged a cross-function team to conduct a
comprehensive review of the Native American
Program. The review resulted in a reorganization of
34
the program into a center, including establishment of
a Native American liaison, to better meet the needs of
Native American students and communities. The
team benchmarked best practices at the University of
New Mexico, Northern Arizona University and Fort
Lewis College.
Other recommendations for
improvement included:
comprehensive outreach
efforts which
include summer youth programs;
consistent visits to area schools and agencies to
connect with potential college students; develop
improved methodology for identifying and assessing
student skills and needs to support academic
achievement and career services; and provide
consistent training to staff and faculty on
communication and collaboration skills, cultural
awareness and diversity, and customer services to
ensure the ongoing improvement and development of
a successful Native American program at SJC.
3I2 Targets for improvement on areas of strategic
concern are established annually by SJC leadership
during the planning process. SJC leadership has
identified
five
frames,
including
improving
communication and input systems as a priority for
renewing the Strategic Plan in the 2007-08 fiscal year.
A Communication and Input Design Team has been
charged with benchmarking collaborative institutional
systems that will enhance internal communication as
well as serve as bases for sustaining continuous
improvement at a functional level. The taskforce will
identify best practices in communicating results and
improvement priorities to students, faculty, staff,
administrators, and appropriate stakeholders.
Currently, communication of student and stakeholder
results and improvement priorities is handled through
several different channels to provide these groups
more than one opportunity for feedback. These
include: (1) San Juan College website, (2) The
Communicator (SJC quarterly newsletter, distributed
campus-wide and county-wide) and other news outlets,
(3) Weekly News Clips (distributed electronically
campus-wide, and (4) SJC Student newsletter.
Targets for improvement may also be set by individual
departments as a result of their goal setting
processes.
For example, improvement of the
advising and counseling process was identified as an
AQIP action project that has led to the establishment
of a comprehensive, centralized advising center that
will provide a critical underpinning for a holistic
learning environment.
35
4C1 The operational organization includes more
traditional educational structures along with crossfunctional units designed to allow for improvement
opportunities, communication and cooperative
projects. SJC organizes its work into five
administrative workgroups:
Learning, Student
Services, Technology Services, Institutional Research
& Planning, and Business Services (See Table 4-1).
Each workgroup has an established mission, goals
and objectives which are integrated into SJC’s
mission and strategic plan.
Employees are
segmented into three groups: Professional, SupportStaff, and Faculty. Each position has a clearly
defined job description. Faculty and instructional staff
positions are designed to complement the
programmatic needs of the academic programs.
Quality Councils on Student Success, and Community
Linkages focus on research, benchmarking, and
recommendations for improving systems related to
their respective charges.
Administrative
Professional
Workgroups
Staff
Learning
103
Student Services
30
Technology
10
7
Institutional
Research and
Planning
Business
31
Services
Administration
8
Table 4.1 Administrative Workgroups
Support
Staff
59
37
10
3
Faculty
116
72
7
SJC has expanded Learning into eight schools:
Business, Continuing Education & Community
Development, Energy, Extended Learning, Health
Sciences, Humanities, Math & Science, and Trades &
Technology.
The deans, department chairs and
program directors are assigned the responsibility for
managing personnel, curricular and student issues.
The reorganization was based on an analysis of
student input and stakeholder survey results,
community forums, advisory committees, local and
national market surveys, and environmental scanning.
Expanding these academic schools has enhanced
program development and provided strength to the
overall organization of the college. The schools
provide more on-site and external opportunities to
better serve our students and local industry.
School deans meet bi-weekly with the Vice President
for Learning to address college-wide issues.
Regularly scheduled meetings of the Quality Councils,
President’s
Cabinet,
Presidential
Advisory
Committees, departments, schools and other crossfunctional groups establish multiple opportunities and
formats for communication and cooperation across
functional units.
In response to a need to improve professional
development and design a system to support
development and recognition, the Office of
Organizational Development was formed in 2003.
Over the past four years, a system of networked
opportunities
and
increased
resources
for
professional growth has evolved under the umbrella
of this office. The collaborative effort includes the
CTX, a new webpage for the SJC Employee
Development Gateway, employee transcript of
Professional Learning courses and cross functional
collaboration with in-house Technology Training, CLC
Ed2Go Pro courses, Business & Industry Training,
Human
Resources
orientation
and
other
opportunities. Online alternatives for required training
in defensive driving, preventing sexual harassment,
and safety are provided. New staff orientation and
assigned mentors support professional learning
across campus. Advisory committees for the CTX
and support staff assist Organizational Development
in identifying and developing in-service opportunities
for employees.
4C2 Key institutional and geographic factors that
determine how SJC addresses the work environments
and job classifications are the large service area and
natural resource-based economy. These factors have
led to increased satellite facilities and on-campus
resources, including the School of Energy, East and
West Centers, Learning Commons, and HHPC.
Since many of the employees and students commute
long distances and spend long hours on campus, the
college has invested in better dining services, student
study and lounge areas, a Learning Commons, and
Center for Teaching Excellence.
The Learning
Commons, for example, includes areas for quiet and
group study, work on computers, café style seating
and other amenities that create an open atmosphere
for collaborative learning of students, staff, and
community members. The Student Activities area has
expanded to include more space for study, clubs,
meetings, and recreation based on feedback from
students and staff. The Center for Teaching
Excellence has expanded its mission to include all
employees, rather than a more narrow focus on full
time faculty.
Since the college has challenges related to recruiting
and retaining highly qualified staff for an increasing
number of job classifications, a commitment to
increasing professional learning and development for
all staff groups is under way. In the last few years,
opportunities for development in job skills, technology
and campus leadership have steadily increased.
Employees, particularly in support positions, are
trained and provided experiences in leadership roles
on various committees and councils in order to
prepare them for advancement. Specific immediate
36
Employee Group
Faculty
Professional Staff
Support Staff
Administrative
Total
370
210
224
8
Full/Part
Time
116 FT
254 PT
188 FT
22 PT
188 FT
36 PT
8 FT
Ethnicity
Gender
3% Native American
6% Hispanic
1% African American
90% Anglo
55% Female
45% Male
8% Native American
10% Hispanic
3% African American
79% Anglo
22% Native American
22% Hispanic
1% African American
55% Anglo
88% Anglo
12% African
American
54% Female
46% Male
72% Female
27% Male
50% Female
50% Male
Degrees
18% Doctorate
55% Masters
13% Bachelors
14% Other
4% Doctorate
30% Masters
45% Bachelors
21% Other
Not available
Average
Years
of Service
7 years
7 years
5 years
12% Doctorate
88% Masters
7 years
Table 4-2 Workforce Demographics
and long-term technology needs of faculty and staff
are responded proactively through “just-in-time” oneon-one and group technology trainings. Staff enjoy
free membership in the Human Performance Center,
where they and family members are provided gym
and workout privileges, free health information and
services, low cost blood work, dental services, and
other benefits. Employees are afforded a free tuition
incentive for credit classes. These benefits were
provided to increase workforce retention.
San Juan College employs a variety of part-time
employees (adjunct faculty, professional and support
staff), short-term temporary workers, work-study
students, and seasonal laborers as needed across
the college for instructional and support services.
Regular part time employees enjoy the same benefits
as salaried full time employees. Part time employees
are integrated into the workforce and provide a critical
support system to providing services to students and
the community.
SJC recruits through various channels: local, regional,
and national print ads; websites; trade shows;
employee search consultants; and marketing
brochures. The College now has two full time
professional staff recruiters to address the need to fill
vacant positions. Professional and faculty positions
are recruited on a national basis in order to attract the
most qualified candidates. Part time employees are
used to fill areas of growing enrollment and at peak
cycles. New adjunct faculty, supported by full time
faculty mentors, are hired to fill course loads in
disciplines and programs with increased enrollment
numbers or growth.
Students, funded through the federal work-study
program or the state payroll program provide
additional flexible part-time employment. The college
employs close to 300 students a year in food
services,
computer
labs,
the
library,
and
administrative offices which provide opportunities to
obtain job-related skills and to develop work ethics.
The college is open to creative solutions in managing
the workforce to cover critical growth areas or provide
improved services. In Student Services, cross-trained
staff members of the newly formed FAAB (Financial
Aid, Admissions, Business) Office can provide
students with quick answers to questions concerning
their enrollment, financial aid status, or tuition in one
location. This not only provides faster service to our
students but also frees up staff in other areas to help
concentrate on more complex student questions,
process applications, and update records.
4C3 Human Resources office provides workforce
demographics at the beginning of each academic
year for full and part-time employees (see Table 4-2).
The summarized data is used to respond to state and
national surveys and is shared with the VP’s and
President to assist in determining staffing needs,
program development, reorganization issues, salary
placement of new professional staff, and college
growth indicators. The HR office monitors potential
retirements and reports to the President and VPs the
number of employees eligible for retirement over the
next five-year period; this data impacts program
reorganization and development issues.
SJC looks at the national labor shortages in the
technical, professional, and industry fields. The most
difficult positions to fill have been positions in medical
support, diesel, oil and gas fields, and aviation. The
local energy industry offers high wages that impact
the college’s ability to recruit and retain employees.
This has resulted in increased funding required for
recruitment.
SJC is transitioning to Datatel® software with the new
HR administrative application module nearly
complete. This has made data more easily accessible
and will improve the use of trend data for analysis of
the workforce and balance of assignment of
resources.
37
4C4 SJC ensures that faculty and staff develop to
their potential by offering training that meets
developmental needs and encourages professional
development. Examples are the new faculty and
adjunct faculty academies and San Juan College
Leadership Academy.
The re-structuring of the professional development
and training under the Organizational Development
Office has resulted in several key initiatives for
improvement. The major areas of concern were the
establishment of training facilities and on-staff
technology trainers; faculty assessment of student
learning; technology enrichment of classroom
management; sharing of best practice and institutional
knowledge; required training to support risk
management
and
compliance;
leadership
development; and support staff development and job
skills.
Faculty training and development opportunities in the
Center for Teaching Excellence, the twice-yearly
Convocation in-services and on-going activities have
increased in response to a need to learn assessment
methodology,
technology
enhancement,
and
strategies
that
promote
greater
learning.
Opportunities to put into practice Learning College
principles in response to the college vision, and a
cadre of required trainings for risk management are in
place. Training opportunities are communicated
through the Employee Development Gateway,
campus portal and intranet, and regular mailings.
The college has three full-time professionals charged
with providing training and staff development to all
employee groups. The college also provides routine
mandatory training in areas of risk management
including preventing sexual harassment, and safety,
and defensive driving for all staff that drive on college
business.
Many of these trainings have an alternative online
version to address flexibility in fulfilling the
requirements for employees.
For example, all
employees can take an annual refresher course on
Preventing Sexual Harassment online at their
convenience, with a certificate of completion and
assessment of their level of learning forwarded to
Human Resources for tracking and monitoring.
Extensive training on the Datatel administrative
system implementation is on-going.
College policy also provides an opportunity for faculty
members to apply for sabbatical after six years of
employment. A distinguished teaching chair program,
financed through the SJC Foundation, was created to
support faculty projects, innovation, and recognition in
four distinct areas: Native American Studies; Literary;
Nursing; and General Studies. SJC pays travel
expenses for faculty and staff selected to attend
professional conferences and workshops or to visit
programs at other colleges, particularly those that
support
benchmarking
essential
for
major
improvement initiatives.
SJC also covers travel
expenses for staff to make presentations at
professional conferences. Faculty in career programs
receive assistance with expenses for corporate
training. SJC also supports faculty internships with
corporations and national facilities such as the Los
Alamos National Laboratory. Specialized training is
offered for faculty in the areas of student learning
styles, technical training for developing on-line
courses, and safety training.
Processes (P)
4P1 SJC seeks to hire and retain the most qualified
individuals for its employee base by first identifying
the specific credentials, skills and values required for
each position. Hiring processes are approved at the
department, unit and college level to ensure that
necessary standards are met and maintained.
Departments identify hiring needs in the annual
budget planning process along with justification of
how the needs are aligned with the college’s mission,
goals and priorities and how a new position can
address those needs. The following recruitment
process (Table 4.3) is centralized in Human
Resources with extensive collaboration between
Human Resource and hiring departments:
Stages
Strategies
Planning the
Search
Develop
Recruitment Plan
Initiate
Advertising
Process
Deploy
Interviewing
Process
Tasks
Hiring supervisors
meet with HR to
determine specific
credentials,
education and
experience
required to fill
position.
HR produces a
detailed job
description,
compared to similar
positions at other
colleges
Applicants are
reviewed by HR for
determination of
minimum
requirements.
Applicants are
narrowed to an
interview pool.
Hire and Retain
Orientation
Mentoring
Evaluation
Professional
Development
and Training
Table 4.3 Hiring Process
Applicants are
interviewed,
assessed and
prioritized
Supervisor
recommends the
best candidate.
38
The college vision and mission statements form the
basis for all SJC hiring practices to ensure that new
employees meet job requirements and fit into the
College’s learning environment.
An interview
committee consisting of cross-functional staff is used
to conduct consistent questions including learning
college philosophy and knowledge of continuous
improvement, as well as job skills and experience.
Applicants for support staff positions are given
required assessment tests; faculty applicants conduct
‘mock lessons’; and role play situations are given to
administrative applicants to ensure the applicant
possesses the requisite characteristics desired for the
position. Key positions also include informal
groupings and forums for dialogue with top
candidates. The interview committee compiles
comments for informed decision-making prior to
offering the position.
4P2
SJC’s Human Resource office handles
recruitment efforts for vacant positions in all employee
categories except student workers.
Recruitment
methods that are used include: electronic postings
(university, SJC system, professional organizations
and national job boards); local and regional
newspapers; professional recruiters; trade journals;
professional association listings, including those that
target specific minorities; and advertisements in The
Chronicle of Higher Education.
Faculty and
instructional staff are recruited based upon specific
program needs and must meet credential
requirements.
Specific processes are used to ensure that applicants
have the qualifications necessary to fulfill the
responsibilities of the position. Once an applicant
pool is developed, the selection process begins with a
thorough screening of application materials by the HR
director, departmental supervisor, and appropriate
vice president.
Top candidates are invited to
interview, during which they complete a writing
exercise and panel interview, and usually participate
in role-play or classroom presentation. The interview
panel includes a representative from HR, the
supervisor, and others with expertise in the required
discipline. Prior to the interview, a standard set of
questions is developed for the position and provided
to panel members prior to the interview. Candidates
are also asked about their ability to adapt to a rural
environment, and diverse cultures and learning styles.
They are evaluated in all facets of the process and
the three top candidates are identified. Reference
checks are made prior to final selection. SJC works
to maintain a safe and productive educational
environment, therefore, the College has determined
that prospective and current employees who work
with minors, money, computer systems, and have
unlimited access to facilities, will be required to pass a
criminal background investigation prior to any final
appointment, hiring or promotion decisions. State
legislation, federal safety standards, and riskmanagement trainings are offered to current and new
employees to ensure compliance with safety, security,
and a healthy work environment.
HR has developed an on-line training program for
supervisors and interview committee members on the
selection process and employment procedures. This
program specifically addresses the qualities the
college looks for in exemplary employees.
SJC’s workforce is quite diverse in terms of gender,
race/ethnicity, area of expertise, skills, and
credentials. Such diversity enables the college to
provide a variety of services to its distinctly
multicultural customer base through a wide range of
programs and alternative learning opportunities.
The HR office conducts orientation programs for all
new employees. The program welcomes new
employees and introduces them to key leaders and
personnel; provides needed information about
institutional culture and access to resources; and
creates a positive first impression that will foster pride
in SJC and in the employee’s daily work. The
program includes presentations and training in the
areas of college mission and values; organization
structure; safety issues and HAZMAT; college history;
prevention of sexual harassment; compensation and
evaluation; travel and purchasing; employment rules;
and campus tours.
Orientation also includes a
mentoring process, whereby supervisors select a
mentor for the new employee. The mentor is
responsible for completing a checklist of activities to
be completed in the first weeks of employment.
The College offers a New Faculty Learning Academy
that provides similar information as the New Staff
Orientation, but is specifically geared towards
instruction, learning, and student outcomes. An AQIP
Action project, to improve opportunities and
communication with adjunct faculty, has led to an
updated orientation and learning fair offered the
beginning of each semester. Adjunct orientation is
designed to better incorporate part time instructors
into the operations and culture of the college. This
includes time with the deans, and department lead
faculty, to mentor adjunct faculty in student learning
outcome and assessment expectations. February
2007, the college implemented a Leadership
Academy open to faculty, mid-level managers and
support staff that consisted of strengths assessment;
presentations by noted authors of leadership
materials and required reading in management and
leadership techniques.
College employees are motivated to stay at San Juan
College through opportunities presented in accessible
professional development, tuition waiver benefits for
them and their families, the internal career ladder for
support staff, and a collaborative working
environment. In addition, the SJC campus affords a
clean and safe workplace with up-to-date equipment.
University partnerships, that provide onsite bachelors
39
and master degree opportunities tied to the needs of
the community and local industry, also contribute to
the retention of staff and faculty.
innovation, empowerment, organizational learning,
and skill sharing through AQIP, quality improvement,
and assessment.
4P3 SJC work processes and activities contribute to
communications, cooperation, high performance,
innovation, empowerment, organizational learning
and skill sharing through the cross-functional
participation in committees, quality councils and
forums. All units have periodic staff meetings
conveying unit, department and institution priorities
and provide an avenue for idea generation and
development.
The college’s deployment of an administrative
software conversion (Datatel ©) is supporting better
communication and efficiency in the area of business
services, student services, and HR. The Public
Relations office is also providing frequent and
increased information sharing to the campus
community.
SJC faculty is encouraged to support student learning
through high performance and innovative instruction.
The San Juan College Foundation’s Distinguished
Teaching Chair program supporting major faculty
projects; the CTX faculty mini-grant program; and
Board of Trustees policies on intellectual property
rights all encourage individual initiative and
innovation. Courses, professional reading series, and
college community sharing of best practice offered
through the CTX keep employees current on
educational trends, services and needs.
Every year, the Fall and Spring Convocation week
offer activities for in-service, communication, and
acknowledgement of achievement and recognition.
The activities include a State of the College address
by the President; facilitated sessions addressing
current initiatives and gaps; and required/optional
opportunities for professional learning. Each fall a
faculty in-service provides a focused session on
student learning and assessment, and each spring a
focused in-service day for support staff provides
opportunities for cross-campus communication, best
practice sharing, and organizational learning.
Employees are encouraged to participate in Quality
Councils and committees, improvement forums and
initiatives, and are surveyed for input into process
improvement.
SJC values and promotes ethical practices (Board
Policies 508 Employee Standards of Ethics and Policy
304 Code of Ethics for the San Juan College Board)
of all employees. The interview process includes
questions inquiring how a candidate would handle
ethical dilemmas or confidentiality issues.
The college has initiated a more targeted grant writing
process and a new position that focuses on grant
compliance, guidance, and training for all grants
funded positions. The position is responsible for
regulatory compliance of all college grants by working
collaboratively
with
grant
project
directors,
administrators, and staff in the finance.
The college has recently created a vice presidential
position for Institutional Planning and Research. The
position’s main focus is to improve communications,
data collection, cooperation, high performance,
4P4 In 2003, as a result of a proposal from the
Quality Organizational Development Council to
provide a focus for professional learning that met the
need for training and development for all faculty, staff,
and administrators, and in response to the college’s
growing
learning
needs,
the
Organizational
Development Office (OOD) was formed. The ODD
collaborates with all in-house orientation, training and
professional
learning
providers
in
providing
technology training, risk management, major initiative
training such as learning college principles,
continuous improvement, and leadership, and
recognition/award processes for achievement. ODD
also supports and coordinates the CTX.
Major
external professional opportunities for employees
include participation on CQIN teams and summer
institutes, New Mexico Higher Education Assessment
& Retention Assessment Institute (NMHEAR), AQIP
and HLC meetings, and other opportunities supportive
of major initiatives and projects of the college.
Partners include Business and Industry Training
Center, Community Learning Center (Ed2Go Pro and
other offerings), Office of Technology Services and
technology
trainer,
Enrollment
Management
(employee transcript), Human Resources, Extended
Learning and Office of Learning.
In response to the growing technology needs of
students, faculty, and staff, SJC hired a full-time
technology trainer in May 2006. Just in Time Solution
Oriented Technology Training Action Project provides
a variety of brief (one to two hours), solution based
trainings. Training topics are generated from faculty
and staff requests as well as from calls to the OTS
Help Desk.
Office hours are set for walk-in
assistance. A technology-based book club that meets
once a week provides informative discussions on how
to effectively use technology in the classroom and
work environment.
The CTX and B & I Training provide in-house
training to support both short and long-term
organizational, faculty, and staff needs. SJC has
provided faculty with substantial training on student
learning outcomes and assessment, and is
participating in the HLC AQIP Assessment Academy.
The college supports certification and licensure for
faculty and professional staff, and covers cost
associated with membership in discipline-related
associations.
40
SJC’s master calendar and standard faculty contracts
provide for three faculty in-service days per year,
allocated to professional development workshops,
department meetings and faculty issues. Workshop
topics have included: the Americans with Disabilities
Act; Learning College principles; Student Learning
Outcomes assessment; Multimedia Techniques for
the classroom; sexual harassment; hazardous
materials and lab safety; classroom research;
teaching culturally diverse students; and quality
techniques in the classroom. The schedule of classes
allows faculty one afternoon a week dedicated to
professional responsibilities.
Staff is encouraged to attend training classes related
to their job duties. Training tailored directly to the
workplace provides opportunities to learn and practice
new skills that can be applied immediately. Faculty
receive instructional multi-media training for the
variety and type of equipment they use in their
specific classrooms, allowing for immediate
application of skills acquired in training and readiness
as students begin classes.
SJC purchases teleconferencing materials for viewing
by faculty and staff as appropriate to current needs.
Materials have been acquired on learning college
practices, student learning outcomes, and higher
education trends. The college provides numerous
training programs to address key faculty, staff, and
community training needs. These include Leadership
San Juan, higher education symposia, cultural
harmony
conferences,
workforce
enrichment
programs, multi-level OSHA training, and defensive
driving.
Certain training information (FERPA
regulations, emergency procedures) is published on
laminated cards, distributed to all faculty and staff and
is available on-line.
4P5 A campus-wide approach to identifying training
needs ensures alignment of training with continuous
improvement planning as described in Category 8.
Assessments of staff development activities are
obtained via training related questions in the climate
survey; orientation and mentoring programs; training
effectiveness; supervisor review of training needs;
and identifying staff training needs. OOD surveys the
entire workforce, disaggregated by employee type
(faculty, adjunct, professional and support staff) once
every two years. Each institutional Convocation
opportunity, CTX offering, workshops and other
trainings are evaluated for appropriateness, level of
quality, and improvement suggestions.
assignments, new technology available in the work
environment, and occasional surveys on training
needs and interests.
Individual employee training and development needs
are identified and planned through the performance
evaluation review system described in 4P6
4P6 SJC uses a personal evaluation system that is
designed to evaluate performance on an annual basis
and provide feedback to employees regarding
strengths and areas for improvement.
For
professional and administrative staff, charters of
accountability are tied to the evaluation, while course
evaluations are tied to faculty ratings. Charters of
accountability are updated annually and include goals
and objectives to be accomplished. The individual’s
goals and objectives tie to the college’s strategic
objectives (see Figure 8.2 SJC Planning Process).
The faculty evaluation form has several areas of
evaluation related to student learning. The form was
recently revised to include Learning College concepts
and practices.
The performance management system is aligned with
Category 1, Helping Students Learn, and Category 2,
Accomplishing Other Distinctive Objectives, through
the emphasis on alignment of Charters of
Accountability plans with College goals and
objectives. The process system to link this plan to
evaluation, identification of needs and training
provided, recognition, and support are under revision.
4P7 Recognition processes are tied to the College’s
overall learning and teaching objectives. The
Employee Recognition Team plans and implements
the college’s activities/events throughout the
academic year. The results of their efforts are
represented on the following chart (Table 4.4) The
ODD and San Juan College Foundation manage the
annual Awards Calendar, nomination notification,
nomination collection, and the Awards Committee or
LLT selects awards through a cross-functional
committee process. Organizational Development
further supports the awards by providing notification
and plaques, professional learning support for
Distinguished Teaching Chairs, and collaboration with
SJC Foundation for monetary awards and process of
selection. Monetary awards total $75,000 annually.
Vice Presidents, supervisors, and school deans
monitor faculty and staff development, providing
additional development opportunities as needed by
providing departmental training, and encouraging
attendance at appropriate workshops and colloquia.
Additional input from faculty and staff regarding
training needs is obtained from departmental
meetings, supervisor/employee discussion of new
41
Award
President’s
Mission
Awards
In Recognition of
Employees who contribute
significantly to the College’s
Mission and Vision
Awarded
Annually
Amount
$ 300/ea
Source
Foundation
Learning College Practice
Awarded to
Full-time Faculty
Adjunct Faculty
Support Staff
Administration/Professional
Staff
Full-time Faculty
SJC
Distinguished
Teaching
Chairs
Annually
$ 7,500/ea
Foundation
Allison Award
Annabelle
Friddle
Tarpley Award
Teaching Excellence
Teaching Excellence
Full-time faculty
Full-time Faculty
Annually
Annually
$ 2,000
$ 2,500
Foundation
Foundation
Teaching Excellence
Annually
$ 1,000/ea
Foundation
Sandoval
Award
Support-Staff whose
accomplishments have
significantly support the
College’s Mission and Vision
Customer Service
20 Full-time faculty
10 Adjunct faculty
Support staff
Annually
$ 2,000
Foundation
Physical Plant Staff
Annually
$ 1,000
Foundation
Peer Recognition
All Employees
Fall, Spring
Award
Institutional
Innovation by an Employee
Group
Recognition for work on teams,
councils, etc.
Teaching Excellence
Innovation
Team
League for Innovation
All Employees
Annually
Institutional
Faculty (4)
Spring
Performance
All Employees
Spring
Web
Published
Materials &
Breakfast
$ 1,500
(Travel)
& Award
Pin & Gift
Certificates
Literacy Chair
Nursing Chair
Native American
Studies Chair
General Studies
Chair
Physical Plant
Excellence
Award
San Juan
College Golden
Sun Award
Innovation of
the Year
STARS Club
NISOD Master
Teacher
Service Awards
through
Annually
Institutional
Foundation
Institutional
Institutional
Table 4.4 Employee Recognitions
In addition to special awards, San Juan College
employees are recognized through the Sharing Talent
and Raising Standards (STARS) Club for their work
on college committees and councils. Employees
selected as San Juan College STARS are recognized
during an annual breakfast held in their honor. Other
recognition activities provided to all staff include
convocation that begins with a welcome back
continental breakfast and continues with a recognition
of new employees and awardees.
Other annual
campus-wide events such as the Luminaria display,
and Apple Blossom Week Chili Cook Off bring the
employees together. Support staff has a conventional
classification-based “step and grade” pay system.
SJC is a medium size college, but its classification
system is designed to provide for upward mobility in
most job categories. Upon request, SJC performs
"desk audit" evaluations on classified positions every
two years whereby an eleven-member committee
evaluates position information. Committee members
are trained to conduct comprehensive position
evaluations and measure materials submitted for
review. They evaluate the assigned duties against
standardized
criteria.
The
committee
recommends appropriate changes.
then
The faculty pay plan determine faculty salaries by
producing an individualized mathematical formula,
including values and variables assigned to highest
degree earned, credit hours beyond last degree,
years of teaching experience, related work
experience, and professional credentials (e.g. CPA or
RN licensure) addressing academic and vocational
faculty, orchestrating pay equity between these areas.
The plan allows a variable to be added to the formula
for difficult-to-fill positions, salary increases for years
of service at SJC, and additional compensation for
education or credentials earned after hiring. The
college also provides for a faculty rank and promotion
process that requires faculty to develop a portfolio
that is reviewed by a peer panel, and by the school
dean. Portfolios include individual accomplishments,
performance evaluations, committee work, and
special projects.
For each Board monthly meeting, the Vice Presidents
schedule a monthly presentation by faculty or
program professionals. This provides an opportunity
for faculty and key professionals to be recognized for
42
their work and for Board members to learn about and
explore some of SJC’s best programs.
SJC’s teacher instructional program and lab school
for Early Childhood Development are housed in the
Accredited Child and Family Development Center
(CFDC). CFDC gives priority placement to SJC
students’ children, then to employees’ children.
4P8 Formal opportunities for listening to faculty and
staff and creating dialogue regarding key campus
issues are provided through campus forums, annual
planning/budget sessions, and school and department
meetings. An assessment of institutional climate,
conducted once every two years, includes questions
of motivation and is disaggregated into groups for
faculty, staff, and professionals for assessment
purposes. Informal listening methods to gather
information on the key factors affecting employee well
being, satisfaction and motivation include attendance
at college gatherings, participation in committees and
councils, grievances and exit interviews.
In February 2007, PACE survey was administered to
obtain the perceptions of personnel concerning the
college climate and to provide data to assist SJC in
promoting
more
open
and
constructive
communication
among
faculty,
staff
and
administrators. Results were compared to a norm
base of 45 community colleges across North America.
Results are presented in Category 5.
The president’s advisory committees include
employees from each of the schools and each
employee group. The groups meet with the president
quarterly to bring forward specific concerns from
representative schools or groups.
4P9 The Office of Institutional Research and Planning
administers a biennial climate survey of all full-time
faculty and staff. Findings are discussed by the Board
of Trustees, Vice Presidents, and appropriate staff
assigned to specific tasks to ensure the satisfaction,
health and safety, and well-being of employees.
Results are posted on the SJC intranet website.
SJC maintains a safe, healthy work environment for
employees. Facilities are clean, with well lighted
parking lots, and building and grounds are well
maintained. Campus safety hazards are handled
immediately. The college is maintained via regular
inspection and repair, and anyone can submit an on
line work order system whenever it is necessary. The
cross-functional Emergency Preparedness Team and
campus safety officers evaluates, coordinates and
makes recommendations regarding the campus
environment including evaluating handling of
chemicals and hazardous materials used in labs and
by Maintenance.
The Offices of Environmental
Health, and Safety and Security conduct safety
training for faculty, staff and students and fulfill the
OSHA reporting requirements.
The Health and Human Performance Center (HHPC)
provides students, employees and family members
use of its facilities. SJC’s outdoor recreation program
invites employees to participate in rafting, camping,
hiking and other activities.
The Wellness Committee offers workshops to assist
faculty and staff with health and safety-related issues.
These include smoking cessation seminars, health
fairs, first aid and CPR training, and stress
management workshops. Other courses are offered in
response to current needs. Blood pressure and
cholesterol checks, colorectal and blood chemistry
screening, basic self defense training, blood drives,
mammograms, and flu shots are provided on campus.
Human Resources and Organizational Development
also distributes several newsletters-“The Wellness
News,” “Healthy Bites,” “ Your Health and Well
Being”, and “Top Health” that provide information on
weight-loss, safety, asthma and allergies, diabetes,
and breast cancer. The Wellness Center offers
exercise classes and up-to-date exercise equipment,
and encourages employees to participate in
intramurals with students in a variety of sports.
4P10 SJC uses a variety of measures of valuing
people that are collected and analyzed. These
measures include:
•
annual employee performance reviews
•
employee recognition program results
•
training and development participation data
•
climate survey results
•
type and number of complaints
•
retention data for staff and faculty
•
compensation data
•
faculty and instructional staff workload data
•
work environment indicators such as
accident rates and worker compensation
claims
Results (R)
4R1 The SJC results for valuing people are reflected
in data for faculty and staff satisfaction, well-being
and employee usage of benefits. Since SJC seeks to
retain the employees it hires, the college tracks data
related to retention such as exit interview data,
complaint data and satisfaction surveys that provides
insight into the climate issues. Results for processes
associated with valuing people at SJC may also be
seen through satisfaction ratings for Convocation
trainings (Figures 4.1 and 4.2).
43
Figure 4.2 Satisfaction Ratings for Convocation
Figure 4.1 Satisfaction Ratings for Convocation
4R2 Results include increasing opportunities for
development during the fall and spring Convocation.
Activities for the last few years focused first on the
increased number of training opportunities for staff
and alignment of opportunities with strategic
initiatives. Figure 4.3 demonstrates that trainings
offered during Convocation Week increased from
2003 to 2006. In 2007, a more focused set of
Convocation activities, with all available employees
attending the same sessions was desired. Leadership
designed a focused learning for January 2007 on
Strategic Planning and Operational Initiatives, and for
August 2007 learning focused on the gaps in the
PACE Climate Survey results and next steps
designed a focused learning for January 2007 on
Strategic Planning and Operational Initiatives, and for
August 2007 learning focused on the gaps in the
PACE Climate Survey results and next steps
*Annual Opportunities
140
120
100
Faculty
Adjunct Faculty
80
Support Staff
60
Professional Staff
40
All Employees
20
0
2003-2004
2004-2005
2005-2006
Figure 4.3 Increase in Professional Development Activities
during Convocation 2003- 2006
.
Excellent or Good
Achievement of Objectives
2005
2006
2007
98.29%
99.52%
96.46%
Achieve Personal Obj
89.25%
96.53%
95.22%
Relevance of Content
92.12%
99.52%
95.67%
Organization
92.87%
99.03%
97.24%
Usefulness of Activities
93.05%
97.12%
93.49%
Usefulness of Aids & Handouts
93.53%
96.17%
88.80%
Instructor’s Knowledge
98.52%
100.00%
97.22%
Match Content & Questions
91.07%
88.67%
90.50%
Ability to Explain
96.80%
99.02%
98.55%
Ability to Respond
96.29%
91.13%
95.95%
Length of Training
75.92%
74.53%
69.69%
Level of Material
95.23%
97.56%
95.98%
Accomodations
97.78%
98.88%
Session Room
93.75%
99.41%
Administrative Support
94.08%
97.09%
Results for the annual support services
in-service days are presented in Table
4.5. Results show an overwhelming
percentage of support staff feel the
trainings have met their needs.
Table 4.5 Satisfaction in Support Staff InService Training
44
Since 2005, 19 faculty and staff have received minigrants through the CTX to support course
development, conference attendance, purchase
course-related
materials,
participate
in SJC
international programs, and research. The following
illustrates the range of proposals: Child and Family
Development Center staff attended an early childhood
conference in Italy, home of the Reggio theory of
early childhood development; an art instructor
purchased materials to support development of a
course on southwestern art; the director of the
Cultural Resources Management Program was able
to radiocarbon date an artifact from a nearby
archaeological site and an English instructor
conducted interviews with English 095 students to
determine if students with low academic skills found
methods of instruction more effective than others.
4R3 Professional staff job descriptions and work
assignments are linked to departmental function and
the annual strategic planning process through
individual charters of accountability and(Performance
Evaluation Review. Student Services is piloting a
program to link support staff job descriptions to the
strategic planning process. Charters of Accountability
note personal responsibility regarding institutional
goals and commit staff to goal accomplishment.
Faculty, staff, and administrators receive recognition
from regional and national associations including
NISOD, CRD (Council for Resource Development),
the League of Innovation, and NCMPR (National
Council for Marketing and Public Relations). Finally,
the SJC Foundation annually recognizes faculty
excellence through the Annibelle Friddle, and Lou
Allison awards. Support staff is recognized with the
Fran Sandoval award and Physical Plant Excellence
award. In addition, the Foundation awards four
Distinguished Teaching Chairs to faculty who
implement Learning College principles and actively
engage in innovative classroom activities (see 4P7).
PACE survey results also provide measures of
productivity and effectiveness perceptions. Table 4.6
shows responses by employee type.
4R4 Salary levels for faculty are compared annually
with other State and regional community colleges and
local and regional employers to ensure SJC’s salaries
remain competitive. Comparable data from peer
institutions were gathered and analyzed during the
2006-07 academic year for faculty, professional and
support staff.
Feedback from the CCSSE survey (see 3R1-2)
indicates a high level of productivity and
effectiveness, in terms of faculty and staff, working to
achieve goals. SJC outperformed peer institutions in
the following categories: classroom activities and
engagement; opinions about SJC; quality of
relationships; educational and personal growth;
student services; and overall College experiences.
Human Resources conducts informal surveys of other
colleges for position design and compensation, and
formal benchmarking for compensation. Thorough
benchmarking was done by a cross-functional
faculty/administrative committee to determine faculty
workload policies in Mountain States colleges in 2005.
The data was gathered and analyzed and formulated
into college policies and procedures. The faculty
workload policies and procedures were approved in
July 2007 and distributed in a revised Faculty
Handbook in October 2007. The faculty’s satisfaction
and effectiveness of the new policies will be
measured over the next two to three years.
Productivity and Effectiveness Perceptions
Support
The extent to which my supervisor expresses confidence in my work
The extent to which my supervisor is open to the ideas, opinions and beliefs of
everyone
20. The extent to which I receive appropriate feedback for my work
34. The extent to which my supervisor helps me to improve my work
39. The extent to which I am given the opportunity to be creative in my work
3. The extent to which there is a spirit of cooperation within my work team
33. The extent to which my work team provides an environment for free and open
expression
43. The extent to which a spirit of cooperation exists in my department
45. The extent to which I have the opportunity to express my ideas in appropriate forums
46. The extent to which professional development and training opportunities are
available.
Table 4.6. SJC Mean Scores by Work Group
3.90
3.59
3.83
3.46
3.79
3.71
3.29
3.33
3.74
3.50
3.29
3.38
3.33
4.02
3.88
3.95
3.31
3.54
4.00
3.86
3.91
3.39
3.29
3.60
3.98
2.98
3.59
3.90
3.33
3.58
2.
9.
Faculty
Professional
45
Productivity and Effectiveness Perceptions
SJC Mean
2. The extent to which my supervisor expresses confidence in my work
9. The extent to which my supervisor is open to the ideas, opinions and beliefs of everyone
20. The extent to which I receive appropriate feedback for my work
34. The extent to which my supervisor helps me to improve my work
39. The extent to which I am given the opportunity to be creative in my work
3. The extent to which there is a spirit of cooperation within my work team
33. The extent to which my work team provides an environment for free and open expression
43. The extent to which a spirit of cooperation exists in my department
45. The extent to which I have the opportunity to express my ideas in appropriate forums
46. The extent to which professional development and training opportunities are available.
Table 4.7 SJC Mean Scores from PACE Survey
3.83
3.60
3.32
3.43
3.93
3.77
3.75
3.79
3.22
3.59
4I1 Human Resources, working in collaboration with
administrative
workgroups,
is
updating
and
redesigning performance evaluations.
A new
evaluation process will help to better assess training
needs, improve staff performance, and align individual
objectives with SJC strategic goals.
Human
Resources is developing a pilot system to determine
basic skill sets by job category required per job and
minimum skills in support staff positions.
Processes for professional development targeted
improvement are identified through the professional
development surveys, workshop evaluations, and
advisory committees with input from members of the
President’s Cabinet. Analysis of surveys and multiple
inputs in the annual operating process for
Organizational Development identified professional
development
process
needs:
alignment
of
professional learning with institutional strategic
direction and student learning outcomes assessment.
Norm Base
4.06
3.85
3.49
3.56
3.97
3.80
3.74
3.71
3.54
3.60
4I2 In light of the findings from the PACE institutional
climate survey, SJC leadership has identified
improving internal communication and input as a
strategic priority. A cross-functional Communications
and Input Design Team has been charged with
recommending institutional processes that will
enhance channels for communication and input in
order to provide as a basis for sustaining continuous
improvement at San Juan College.
Additional
information regarding the charge of this taskforce is
presented in 5I2.
Processes to be implemented during the 2007-08
academic year in support of professional learning are
an online employee transcript system for tracking
employee professional learning opportunities. This
transcript will be provided in addition to the credit and
non-credit transcripts, so the employee can use them
as part of the annual performance review and in
fulfillment of a professional learning plan. An
Employee Development Gateway for better marketing
and communication of calendar and events, access to
opportunities and ease of request/registration is in its
initial stages. Improvement is planned using feedback
gathered during the first three months of operation.
46
5C1 SJC’s leadership structure and organizational
chart are described in the Overview. SJC leadership
and communication system is presented in Tables
5.1, 5.2 and 5.3.
As part of SJC’s commitment to providing its
employees with opportunities to enhance their skills
and grow their careers, the College utilizes a crosssection of faculty and staff to serve on various
standing committees and task forces. A sampling of
these types of committees is shown in Table 5.1.
Committee
Purpose
Wellness Committee
Support Staff Development
Committee
AQIP Project Teams
Grants
Teams
Quality
Review
Provides opportunities for
faculty and staff to enrich
wellness of the mind, body
and soul
Coordinates annual inservice and monthly training
opportunities for support
staff
Researches and implements
AQIP Action Projects
Cross functional team
conducts quality review of
federal and state grant
funded programs
Table 5.1. Examples of SJC Committees
Communication Channel
Annual President’s State of the
College Address,
Fall Convocation
President’s Messages (via
email)
Board of Trustees agenda and
meeting minutes
Communicator, bi-monthly
newsletter inserted in local
newspaper and distributed
throughout service area.
www.sanjuancollege.edu,
College catalog, course
schedules, student handbook
President’s Cabinet meeting
agendas and minutes
School meeting agendas and
minutes
News Clips, Staff Notes
Purpose
Communicates leadership
priorities for upcoming
academic year, including
Strategic Priorities
Delivers time-sensitive,
important information to
all employees via email
Posted on website
President writes a regular
column on issues such as
campus expansion, new
programs, national issues,
workforce developments
and more
Communicates official
policies to students and
other stakeholders.
Posted on SJC intranet
Posted on SJC intranet
Communicates campus
activities and events
Electronic communication
Tell it to the President, Tell it to
to share concerns or
the Vice Presidents
compliments
Table 5.2 SJC Communication Channels
SJC employs a variety of communication channels in
order to ensure the strategies and priorities of the
College
are
communicated
throughout
the
organization and community. See Table 5.2 for a
sample of key communication channels.
5C2 SJC’s Board publishes and periodically revises a
policy manual that sets the framework for the
College’s philosophy, mission, vision, administrative
organization, and the policies that govern the
institution. Institutional procedures are developed in
alignment with Board Policy. In 2007, the President
initiated a San Juan College Leadership Academy, a
week-long event that provides experiences to help
participants to appreciate the breadth and depth of
challenges and opportunities facing SJC, learning
opportunities with invited nationally known guest
speakers, leadership reading/review materials, and
team building exercises. The academy is followed by
a monthly leadership series. Last fall, the Associate
Vice
President
for
Learning
spearheaded
development of the Learning Leadership Team
Handbook. The first-ever electronic handbook,
located on the SJC intranet provides a one-stop guide
for Deans.
The Board holds annual retreats where policies and
major issues are reviewed. The President and Vice
Presidents work with the Board as a team during
these retreats to ensure that there is clear alignment
with the Board and the leadership system. Board
meetings are held monthly. Material procurements,
new programs, critical institutional issues, budget
approval and other strategic decisions are approved
at monthly meetings. In addition, departmental reports
and performance measures are presented to the
public. Finally, the Board holds periodic work sessions
when needed.
The College’s systems are highly influenced by
NMHED, New Mexico legislature and governor, the
North
Central
Association
Higher
Learning
Commission,
federal
program
requirements,
NACUBO guidelines, and by the numerous licensing
and certification agencies. The College ensures that
that its practices are aligned with these agencies
through internal reviews, external audits and
compliance reporting. For example, the Office of
Strategic Development has established a Grants
Quality Review process to annually review selected
grant funded programs and projects (see Results
below). Examples of external program audits include
contracting with Stamats to better understand and
enhance the overall marketing efforts of the SJC and
with the Learning Resources Network (LERN) to
complete a review of the CLC and B & I Training.
47
Leadership Group
President
Vice Presidents
President’s Cabinet
Vice President unit
meetings
Learning
Leadership Team
President’s
Advisory
Committees
Grants Planning
Committee
Curriculum
Committee
Role
Composition
Frequency
Communication
Executive leadership,
forms policies and
actions
Information sharing
President
Vice Presidents
Weekly
President, Vice
Presidents, Deans, Senior
Directors
Semi-monthly
Information sharing
assignments, issues
identification
Learning strategic
planning; monitor
Learning annual work
plans; develop, modify,
and implement
processes;
collaboratively address
learning challenges;
conducting
environmental scans
and proposing new
academic programs
based on community
needs; Develop
strategies to improve
student retention and
increase enrollment.
Listening and learning
Direct reports
Varies by unit
Vice President for
Learning, Associate VP for
Learning, Deans
Twice Monthly
(4 hours each)
Meeting minutes posted on
LLT SharePoint Calendar;
Oral and written
communication to faculty
and staff as needed.
Representatives from
support staff, professional
staff and faculty
Vice Presidents Executive
Director, SJC Foundation
Twice per
semester
Meeting minutes posted on
SJC intranet
Monthly
Meeting minutes
Two-thirds faculty, onethird staff and
administration
Twice monthly in
fall, once monthly
in spring, special
sessions if needed
Agendas, meeting minutes,
submitted proposals, soon
to be posted on SJC
intranet
Approve grant
prospectus, ensure
grant applications meet
Strategic directives
Review of new and
current programs and
courses, recommends
new program approval
and changes to current
Table 5.3 SJC Leadership System
5C3 SJC’s statement of values presented in the
Institutional Profile under girds its Mission and Vision
Statement. Integral to those foundational principles is
a long-standing tradition of community involvement.
The spirit of the community is ingrained in the
College’s culture. Examples include the annual
luminarias display, sponsoring the annual Four
Corners Professional Development conference, the
performing arts Silhouettes Series, and community
orchestra. The College allocates 4.5% of its operating
budget to the School of Continuing Education &
Community Development alone, the unit principally
responsible for outreach to and partnerships with
external groups. Many other units are involved in
outreach and partnerships with community groups.
Processes (P)
5P1 SJC’s Strategic Plan (see Category 8) is the
primary tool for setting institutional direction. The
AQIP process is also a major influence as it reinforces
Oral and written
communication to staff as
needed.
Meeting minutes posted to
internet; oral and written
communication to faculty
and staff as needed
Oral and written
communication
at functional levels the major thrusts of the Strategic
Plan.
Institutional direction is further reinforced
through specialized accreditation of selected
academic programs (identified in Category 1) as well
as the curriculum approval processes and specialized
accreditation for selected programs.
The CTX
provides a venue for engaging faculty and staff in
SJC’s commitment to Learning College principles on
a regular basis.
Employee recognition awards,
including the President’s Mission Award, Allison
Faculty Excellence Award, Sandoval Support Staff
Award, Physical Plant Excellence Award and
Distinguished Teaching Chairs also represent means
for reinforcing the College’s directions (See Table
4.4). Feedback provided through the President’s
Advisory Committees is a valuable source of input
that influences institutional direction, especially with
regard to how well various processes and procedures
align with the directions set forth in the Strategic Plan.
SJC assesses student and stakeholder needs and
expectations in numerous ways, including advisory
48
committees, student and employer surveys, student
focus groups, employee climate surveys, community
forums, environmental scanning, and the Community
College Student Engagement and Noel-Levitz
surveys (see Tables 3.1 and 3.2).
5P2 Senior leaders focus on future opportunities and
sustaining a learning environment in a variety of
ways. SJC actively seeks federal and state grant
opportunities such as U.S. Department of Education
TRIO programs and Title III along with New Mexico
Higher Education Department awards to improve the
learning environment. The College activity seeks
articulation agreements with other undergraduate
programs within New Mexico and across the region.
This allows students to stay in the community and
earn bachelors and masters degrees on the San Juan
College campus. The Higher Education Department
has determined that general education core courses
successfully completed at any regionally accredited
pubic institution of higher education in New Mexico
are guaranteed to transfer to any New Mexico public
institution.
Active program advisory committees promote
partnerships, state-of-the-art curriculum revision,
equipment donations and strong scholarship support
for students. SJC, along with the SJC Foundation,
provide opportunities and professional development
programs to ensure and maintain an active learning
environment. OSS and OOD
play key roles in
guiding SJC into the future, with respect to exploring
new sources of funding and employee development.
Leadership encourages benchmarking best practices
from other higher institutions and the private sector.
Examples of benchmarking are presented below.
Organization
Benchmark Purpose
Community College of
Baltimore County
Student outcomes
assessment practices for
student services
Valencia Community
College
Planning, grants
development, assessment of
student outcomes,
enrollment management,
LifeMap,
ABE/GED program
Allied health concept of
Simulation Centers
Respiratory program
Santa Fe CC
Temple College
LSU Shreveport School of
Medicine
Johnson County Community
College
Academic class scheduling
and adjunct faculty
development programs
Rio Salado Community
College
University of Phoenix
Benchmark online learning
process and procedures
Curriculum development
Steelcase University
Learning environments
5P3 The highest level decisions involve the President
and the Vice Presidents. Through a network of teams,
taskforces, committees, councils, and advisory groups
recommendations are developed on a wide variety of
policy matters for consideration by the College’s
executives. Operational decision-making takes place
at the division, department or school level. Employees
are empowered to make decisions about everyday
process improvements and workflow, provided these
decisions do not impede or have a negative effect on
other departments or the institution.
SJC leadership has identified the following
frameworks for renewing the Strategic Plan in the
2007-08 fiscal year: (1) Resource Allocation, (2)
Enrollment Growth and Management, (3) Retention of
Our Students, (4) Developmental Education Success
and (5) Communication Systems. These priorities
have emerged in light of a pending decrease in
enrollment-based state funding in the 2008-09 fiscal
year, findings from a institutional climate survey that
reveal employee concerns about communication and
decision-making, and mounting concern regarding the
state’s and region’s competitiveness in a global
economy. These priorities will be addressed through
the following new task forces:
5P4 Prior to making final decisions, SJC’s leaders
review and analyze pertinent information, much of
which has been collected and reviewed first through
the network of groups mentioned above in 5C1 and
5P3. The Program Approval Process, for example,
requires analytical review of specific stakeholders and
employment information for review prior to approval or
denial of new program requests. The Board of
Trustees has established a policy of periodic review of
academic programs to determine their financial
viability, relevance to labor market needs and student
interests, and alignment with SJC’s mission. The
Learning Leadership Team under the direction of the
Vice President for Learning continually monitors these
factors on a regular basis in carrying out this policy.
The Personal Assessment of Campus Environment
(PACE) survey of all employees was conducted in the
early spring 2007 to assess the perception of current
processes for communicating and providing input into
decision-making (see Results section).
5P5 Every student and College employee and retiree
has an email address automatically generated
through OTS. As such, each employee has direct
access to campus wide communications via desktop
computers. Employees can communicate directly with
other individuals or to groups through distribution lists.
Formal and informal processes create interlocking
relationships to engender communication between
and among all institutional levels.
Table 5.4 SJC Benchmarking Best Practices
49
Taskforce
Enrollment
Communication and Input
Design Team
On-Line Learning
Assessment
Developmental Education
Charter
Develop and implement strategies to
increase enrollment by at least 3.5
percent annually in student credit hours
based on the findings of the STAMATS
Student Recruitment Audit and
benchmarking the best practices of
other colleges.
Benchmark collaborative institutional
systems and structures that will
enhance communication as well as
serve as bases for sustaining
continuous improvement at a functional
level.
Develop strategic directives and
guidelines for developing courses,
programs and student support services.
Further the Common Student Learning
Outcomes (CSLOs) to assess student
learning outcomes and to use the
knowledge gained through the
Assessment Academy initiative to
improve pedagogy and curricula.
Research best practices of other
colleges and recommending strategies
to improve success in developmental
courses.
Liaison
Vice President for Student
Services
Strategic Directive
Value Educational Access
and Student Success
Vice President for Institutional
Research
and Planning
Valuing People
Vice President for Business
Services
and Student Success
Vice President for Learning
Vice President for Institutional
Research
and Planning
and Student Success
Vice President for Learning
and Student Success
Table 5.5 Strategic Plan Taskforces
Weekly News Clips
Communicator
Convocation ceremonies President’s State of the College address
DOWNWARD
COMMUNICATION
X
X
X
Staff Notes newsletter
President’s Advisory Committees
X
X
Legislative Reception
SJC Portal Intranet)
Faculty meetings
Tech Update (Office of Technology Services newsletter)
Student forums
Community forums
Board retreat
Advisory Councils
School meetings
Quality Councils
CTXfiles newsletter
“Tell it to the President” email link
X
X
X
X
“Tell it to the Vice Presidents” email links
UPWARD
COMMUNICATION
2-WAY
COMMUNICATION
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Posted agendas and minutes
Table 5.6 SJC Communication Systems
X
5P6 As pointed out in 5C1, 5P2, and 5P5 above, San
Juan College has a network of taskforces,
committees,councils, and advisory
groups with
interlocking memberships that are used to
communicate shared themes and emphases intended
through information sharing, discussion, and study to
promote alignment with the mission and strategic
direction of the institution.
The Charter of
Accountability, an annual work plan for professional
staff, is another instrument used to communicate ex-
pectations regarding institutional directions and
opportunities. The processes and instruments that
comprise the communication system further enhance
reinforcement of mission and strategic direction.
The President and Vice Presidents meet on a weekly
basis to confer on matters pertaining to operational
issues, policies, and feedback from various actors and
influencers in the decision-making process. The
President’s Cabinet consists of executive and midmanagement administrators who meet bi-monthly to
50
share information and discuss major policy and
operational issues.
Institute. A new project is developed each year to
support the institution’s quality initiatives.
Along with a variety of publications (traditional media
and electronic) supported through the Public
Relations Office, San Juan College uses numerous
ways to communicate beyond leadership reporting.
For example, to communicate results of a college
economic impact study conducted in 2005, paid
performance indicator advertisements were placed
quarterly in the Daily Times, Navajo Times and Four
Corners Business Journal. Topics included economic
impact, high school graduates who attend San Juan
College, graduation rates (including Native American),
enrollment growth and community service. The
Organizational Development Office coordinates yearly
open forums offered for a full week during
Convocation Week, providing opportunities to share,
learn, and serve.
5P8 While SJC cannot deliberately choose
successors because of federal and state affirmative
action regulations, the campus environment
encourages individuals to consider leadership
positions. Although there is not a formal succession
process, the President regularly involves senior
leadership in a variety experiences, both internally
and within the larger community it serves. The San
Juan College Leadership Academy is open to staff
and faculty of all levels. Faculty are encouraged to
consider leadership positions as department chairs
and program directors. Currently, three faculty are
serving as interim deans. Other campus leadership
opportunities include the Distinguished Teaching
Chairs, Allison Award, Annabelle Friddle Award,
Sandoval Award, Physical Plant Excellence Award
and Innovation of the Year Award (see Category 4).
Employees are encouraged to become involved in the
community and many serve on the boards of local
organizations. The College is also active in the
county-wide United Way campaign, with the President
serving as campaign chair for the current year.
5P7 Aside from the San Juan College Leadership
Academy,
the
College
provides
leadership
encouragement at semi-annual retreats for the
Learning and Student Services teams, often including
members of other divisions of the College in those
activities. The Business and Industry Training Center
offers professional development and training
sessions, with best practice skills, taught by industry
leaders for the college leadership teams, faculty,
professional staff, and support staff.
Additional development opportunities include:
•
Each year SJC nominates four faculty for the
Excellence in Teaching Award recognition by the
National Institute for Staff and Organizational
Development (NISOD) celebrating excellence in
teaching.
•
Leadership San Juan, of which SJC is a partner,
builds upon the dedication and leadership
abilities of the participants. Class members learn
about every major aspect of our community.
Annually, SJC selects up to four staff to apply to
the program.
•
Staff and faculty are encouraged to become
Quality New Mexico reviewers. Quality New
Mexico recognizes businesses and educational
institutions from commitment to progress to
excellence.
•
SJC has joined the CQIN Network. Each year a
team of faculty and staff attend the Summer
5P9 Every two years the College administers a
climate survey that covers such issues as employee
morale, communication, commitment to mission and
continuous improvement, and leadership. The
measure gives direction to strategic initiatives and
goals for the coming years. The PACE Climate
Survey was administered in February 2007 and
results were presented as part of the Fall 2007
Convocation by Dr. Leila Gonzalez-Sullivan, Director,
National Institute for Leadership Effectiveness (NILIE)
at North Carolina State University.
Results (R)
5R1
Community forums were held in 2005 in
Farmington, Aztec, Bloomfield, Shiprock and Kirtland
in preparation for a county-wide bond election. The
forums provided College leadership with invaluable
input and have proven to be ideal two-way
communication vehicles. As a direct response to input
from individuals during these forums, a strategic plan
for 2006-2011 was developed. As follow-up, letters
from the President, as well as a brochure detailing the
strategic plan was mailed to all the participants of the
forums from the five communities.
To ensure compliance and gain more meaningful
institutional benefits from grant funded programs, a
Grants Quality Review process, modeled after the
Quality New Mexico Pinon Award, was piloted in
2006-07. A cross-functional team conducted a quality
assessment of one federal and one state grant funded
program. The team met with program staff and the
appropriate Vice President to share strengths and
identified opportunities for improvement.
Best
practices were incorporated into the overall grants
compliance procedures fall 2007-08, the review
process is now aligned with the Quality Quick Check
(see Category 8).
51
Community Input
Strategic Directive
Need to provide basic skills training for the workforce
Value Information and Market Realities
Do more technical education career paths for high school students
Develop more specialized programs with local business and industry
Enhance communication with middle and high school students
Value Partnerships
Build a closer relationship with Dine College (tribal college)
Value Partnerships
Do more outreach to smaller communities
Value Partnerships
Expand health occupations
Value Partnerships
Need to extend current offering of four year programs
Value Educational Access and Student Success
Need to extend current offerings of evening classes at off campus locations
Need to extend current offerings of online classes
Provide better disability information, access, services
Table 5.7 Community Input into the Strategic Plan
5R2 The PACE survey is a nationally normed
instrument that was used for the first time in 2007,
therefore comparisons with the previous in-house
climate survey are dubious. Use of a nationally
normed instrument permits the College to assess its
results in comparison to other institutions.
Figure 5.1 indicates that San Juan College deviates
most dramatically from the national norm on
Institutional Structure, with a score of 3.01, compared
to 3.26 (on a scale of 1 to 5). San Juan College was
lower on two domains than the national norm base
(Supervisory
Relationships
and
Institutional
Structure), the same on one (Teamwork) and higher
on Student Focus (Table 5.2).
The graph below Figure 5.3 details the mean climate
score as rated by employees’ functional role.
Specifically of most concern, however, is the mean
score of Institutional Structure as rated by functional
role. The graph Figure 5.3 below indicates that faculty
rate this domain as the lowest, falling into the
Competitive style.
Mean Scores of the Institutional Structure Climate Factor
as Rated by Functional Roles at San Juan College
5
Support Staff
Collaborative
Faculty
4
Professional Staff
Consultative
3
Competitive
2
Coercive
San Juan College Climate Compared with the NILIE PACE Norm Base
1
1
5
4
5
6
10
11
15
16
22
25
29
32
38
41
44
Figure 5.2
Collaborative
Mean Climate Scores as Rated by Functional Roles at San Juan College.
4
Consultative
Collaborative
5
3
4
Competitive
2007 PACE
Consultative
2
Norm Base
3
Coercive
Support Staff
Competitive
1
Supervisory
Relationship
Institutional
Structure
Teamwork
Student Focus
Faculty
Overall
2
Professional Staff
Coercive
Figure 5.1
1
Supervisory
Responsibility
Institutional
Structure
Teamwork
Student Focus
Figure 5.3
52
Overall
Overall, the following have been identified as areas in
need of improvement at SJC. All of these items
represent the Institutional Structure climate factor.
In focusing on communication and input, the team will
concentrate on the five top areas in need of
improvement as identified in the report of the results:

The extent to which information is shared within
this institution,
The extent to which open and ethical
communication is practiced at this institution,
The extent to which decisions are made at the
appropriate level at this institution,
The extent to which I am able to appropriately
influence the direction of this institution,
The extent to which spirit of cooperation exists at
this institution,
The extent to which this institution is
appropriately organized,
The extent to which institutional teams use
problem-solving techniques,
The extent to which my work is guided by clearly
defined administrative processes
Overall, the following have been identified as areas of
excellence at SJC. Eight of the ten items represent
Student Focus climate factor and two represent the
Supervisory Relationships climate factor.

The extent to which I feel my job is relevant to
this institution’s mission,
The extent to which open students receive an
excellent education at this institution,
The extent to which this institution prepares
students for a career,
The extent to which students are satisfied with
their educational experience at this institution,
The extent to which faculty meet the needs of
students,
The extent to which student ethnic and cultural
diversity are important at this institution,
The extent to which I am given the opportunity to
be creative in my work,
The extent to which this institution prepares
students for further learning
Improvement (I)
5I1
Feedback from students, faculty, staff and
stakeholders is reviewed regularly at all levels of the
institution as described below in Table 5.8. If the
data indicate a negative trend, it is reviewed,
discussed and analyzed.
5I2
SJC leadership has identified improving
Communication Systems as a strategic priority in
2007-2008. This priority has emerged in light of the
results of the PACE survey. A cross-functional
Communications and Input Design Team has been
charged with recommending institutional processes
that will enhance channels for communication and
input in order to provide as a basis for sustaining
continuous improvement at San Juan College.

The extent to which information is shared within
this institution
The extent to which open and ethical
communication is practiced at this institution
The extent to which decisions are made at the
appropriate level at this institution
The extent to which I am able to appropriately
influence the direction of this institution
The extent to which a spirit of cooperation exists
at this institution
The design process will be:

Strategic in terms of impacting the results the
College aims to provide to society and to
students as they progress in their programs of
learning.
Collaborative so as to ensure broad-based
participation and a means for stakeholder groups
to be heard and to influence the
recommendations.
Focused on building trust through effective
communication and negotiation that makes it safe
to identify and challenge assumptions, and
support agreements on shared values and
mutual commitments that are aligned with SJC’s
Vision, Values, and Mission.
Will be meaningful in that it will lay the foundation
for recommendations intended to establish a
means for communication and input that will
assist in furthering decisions that will shape the
implementation of the SJC Strategic Plan.
Data-informed, using qualitative and quantitative
data that are reviewed as recommendations for
continuous improvement are developed.
Expected to provide progress reports to the
President’s Cabinet on 26 November 2007 and
05 April 2008 as a year end report. Responsible
for communicating its work to all College
employees and students.
The recommendations from the design process will:

Result from benchmarking at least three models
at other institutions of higher education.
Include formative and summative evaluation
components that employ agreed upon
performance indicators that can be used to
assess the effectiveness of the proposals that are
implemented.
Propose sustainable collaborative processes that
can be functionally integrated into the operation
of the College in ways that will sustain continuous
quality improvement.
Support collaborative processes that ensure that
initiatives of the Strategic Plan align with the
Vision, Values, and Mission of the College.
53

Be communicated to all College employees and
students.
Be expressed clearly, with language that is
understood by stakeholders and with clear
means of measuring progress.
Overall effectiveness of the effort of this team will be
assessed through:

Changes in responses to the PACE survey
Establishment of new communication and input
processes and structures
Assessment of the effectiveness of these new
communication and input processes
Process
Multiple Advisory
Councils
Description
Faculty, Support Staff
& Professional
Committees
Purpose
Advise Senior
Management on ways to
improve communication
& leadership at SJC
Owner
SJC President
Vice Presidents
Deans
Directors
Evidence
Meeting Minutes
Annual Reports
Surveys
Climate Survey
Performance
Measures Survey
Perkins Core
Indicator/Survey
Measure student, faculty
& staff satisfaction or
dissatisfaction with SJC
Academic
Departments
Institutional
Research
Documented online
Printed reports
Posted on SJC website.
Reports
Economic Impact
KPI
Annual
Summarizes all data
gathered to inform
students, staff,
stakeholders of SJC
status.
President
Vice Presidents
Online reports
Written Reports
Presentations
Briefings
Media / Articles
At the beginning of
each semester (AugJan) the President
and select Senior
Administrators
talk/brief all
employees about
SJC plans, programs
, goals & objectives
Provide general
information about the
state of the school, what
is being done and where
we are trying to go
President
Senior Administrators
Posted on SJC website
downloadable
A community
program to identify,
enlighten &
encourage emerging
leaders in San Juan
County
Designed to increase
awareness & knowledge
base of participants on
issues that impact the
County
President SJC
VP-Learning
Dean – CECD (CLC)
SJC Website
Community Member
Section
B AIT (QCB)
Leadership &
Management Center
Multiple Business
Management
Training Classes
(Franklin Covey)
(Achieve Global)
Provide customized fee
based classes & general
management training to
local businesses
Dean CECD
Director B&I
Staff B&I
End of Year Reports
(internal) #classes,#
students, $’s collected
San Juan College
Leadership Academy
Week-long training
workshop followed by
a monthly leadership
series
To give more employees
the opportunity to grow
in their jobs and develop
management skills
President
Vice Presidents
Promotion rates of
“graduates”
Office of Organizational
Development/Center for
Teaching Excellence
Planned and targeted
trainings, reading
series, presentations
Promote excellence in
teaching through
conversation, research
and support for
innovative practices
Faculty, Staff
Attendance at events,
involvement in offerings,
willingness to present
Leadership San Juan
Program
Table 5. 8 SJC Feedback Strategies
54
6C1: Supporting institutional operations are designed
and delivered to enhance San Juan College academic
programs and to facilitate active learning, student
success and student and stakeholder satisfaction.
Virtually every department on campus contributes to
supporting student success. Table 6.1 highlights key
student and administrative support service processes.
Table 6.1 also indicates the key processes currently
targeted for improvement efforts and the stakeholder
groups impacted directly by these services, with
progress categories.
The support service process needs of students,
identified and currently targeted, are learning support
(student on-campus and extended learning support)
and student services (advising, counseling, and dining
services). Employee support services currently being
addressed in institutional initiatives are the
improvement of administrative and management
support, professional development, and learning
resources/facilities upgrades. Community support
improvement efforts center on addressing workforce
needs of the service community and updating facilities
for greater support of community activities.
6C2 Key student and administrative support services
reinforce the processes described in Category 1
Helping
Students
Learn
by
providing
the
organizational
infrastructure
to
facilitate
the
deployment of College activities leading to
achievement of institutional goals and priorities.
Key Support
Processes
Advising and
Counseling Center
(ACC)
Datatel/Daisy*/Data
Warehouse
Support services reinforce processes through the
increased attention to professional learning and
organizational development, particularly in the areas
of adult learning, student outcomes assessment, and
technology skills for classroom management.
Improvements in student advisement and counseling
center processes, increased number of learning
community offerings, and improved programs in
community learning are described further in other
categories. The support services are tied directly to
Categories 1 and 2 through the College’s mission and
strategic planning and annual planning processes.
Processes (P)
6P1: Student support service needs are identified
through a variety of listening and learning methods
identified in Category 3 and include various internal
and external environmental scans. These include
Noel-Levitz Student Satisfaction Survey, CCSSE,
focus groups, surveys, Quality Councils, student
forums, benchmarking/best practice consultants,
observing interactions with support services.
Deficiencies and gaps are identified from the data
gathered. The areas of need are prioritized based on
impact and available resources, and then action plans
are developed and implemented.
As previously discussed, NLSSI data indicated that
the College needed to improve its advising system. In
Key Support Service Process Needs
Student
Centralized ACC utilizing the total intake
model for increased student satisfaction
and retention
Integrated database system to manage
significant campus processes and
knowledge
Stakeholders
Administrative
Community
X
X
X
X
Learning Commons
Expanded services for Library, Student
Activities, and access for community
X
X
Facilities Process
and Master Plan
Address exponential growth. Adapt to
changing needs of programs and the
institution.
X
X
Organizational
Development and
CTX
Comprehensive professional
development system and supporting
facilities.
X
X
Aligned Strategic
Budget Process
Initiative
Emergency Services
and Management
Plan
Realignment of
Schools
Alignment of initiatives and action plans
with resource allocation and SJC
Strategic Plan
Comprehensive and coordinated effort to
improve safety and security in
coordination with community agencies.
Response to market realities and
regional industry needs.
Develop a framework for a strategic plan
Dining Services
for the new café and kitchen scheduled
to open in 2008
Table 6.1 Key Support Processes
AQIP Category Six: Supporting Institutional Operations
Approach
Deployment
X
X
X
X
X
X
Approach
Deployment
Learning
Approach
Deployment
Learning
Approach
Deployment
Approach
Deployment
Learning
Trends
Approach
Deployment
Learning
X
X
Process
Progress
X
Approach
Deployment
Approach
Deployment
X
Approach
55
April 2005, as part of the outcomes for the “Achieving
the Dream” (ATD) grant, a national consultant visited
campus and interviewed administration, faculty,
students, and counseling staff to determine the state
of advising on campus and recommend a model,
supported by research, to improve advising
processes. Following the consultant’s visit, an
Advising Center committee was formed consisting of
counselors, advisors, faculty, deans and professional
staff from across the campus. Research and
benchmarking was conducted and recommendations
were presented. The Advising and Counseling Center
was designed and Phase I implemented in the
summer of 2006 and Phase II implemented fall 2007.
(should do – as funds allow) and low priority (nice to
do – should funds be available). After the budgeting
process is complete, the President sends out a
campus wide email detailing the facilities allocations
for the upcoming budget year. The Space Committee
meets weekly and oversees the completion of each
project.
The
committee
is
comprised
of
representatives from the Physical Plant, Purchasing,
OTS, and Media Services.
Dining Services at SJC transitioned from a contracted
service to self operation in September 2005. The
quality of the products and services has increased
significantly over the past two years but the operation
is showing a significant financial loss. San Juan
College has contracted the services of Innovative
Hospitality Solutions to review the existing operation.
The goals are:
•
•
•
To provide a snapshot of the current Dining
Services program as it exists today
comparing current offerings to industry
standards
Review and evaluate the administrative
system in place to manage the program and
provide recommendations for improvement
Evaluate the past financial operating
performance of the department and assist
the College to increase revenues and/or
decrease expenses to achieve the 2007-08
business plan goals
6P2: The aligned SJC planning and facilities planning
process is the primary method for identifying the
administrative support service needs of faculty, staff,
administrators, and other key stakeholder groups.
This “bubble up” process allows needs to be identified
and prioritized. (Figure 6.2) All internal stakeholders
have a voice in this process. Key methods for
identification of external stakeholder needs include
advisory
councils,
forums
and
community
partnerships. Advisory Boards provide an important
partnership in support systems and are described
more completely in Category 9.
The facilities planning process is an annual planning
process specifically developed to allow the institution
to be more responsive to facility needs. The facilities
planning process and presentations are open to all
staff so that everyone can be made aware of campus
wide needs. Anyone (with support from their
supervisor) with a facility need can make a
presentation at the forum. Presenters are asked to
analyze their needs, research monetary costs, and be
able to prioritize aspects of the request. After input is
provided from all internal stakeholders, the President
and Vice Presidents discuss the requests in detail in
order to prioritize needs based on high priority (have
to do - compliance and student need), medium priority
Figure 6.1 Facilities Planning Process
Master Planning Process
The Facilities Master Plan establishes a development
framework to guide future growth and change on
campus, including the location of new facilities and
related infrastructure and site improvements. An
earlier Master Plan was 100% complete, prompting a
new master planning cycle (The New Mexico
Department of Higher Education requires a new
master plan be developed every five years with
annual updates). A specialty firm was hired in 2006
and the process to identify long-term facilities needs
was facilitated by a professional planning consultant.
In order to gain an understanding of the factors
influencing the future of SJC, the consultant surveyed
faculty, staff and administrative planning committee.
The survey included questions on academic programs
and services, quality of life and environment for
learning, physical character of the campus, and
physical or functional deficiencies. Periodic briefings
were presented to the San Juan College Board. The
plan was completed in fall of 2006, and adopted at the
January 2007 Board meeting. This new Master Plan
projects infrastructure growth through 2011.
6P3: Key student and administrative support service
processes are managed on a day-to-day basis using
multiple methods appropriate to the department and
56
process to ensure that they are meeting the needs of
students and key stakeholder groups.
Documentation of processes includes standard
operational procedures manuals, management
software, diagrams and process charts, and feedback
mechanisms such as Quality Quick Checks. Other
documentation is available through the employee
manuals and the college intranet. Changes in
processes are communicated through convocation
activities, internal publications, email, and the college
intranet. Employee orientations communicate key
processes and support services. An employee
transcript and Employee Development Gateway
provide easy access to professional learning
information, request forms, calendar of events, and
locations for opportunities.
6P4: Feedback loops and cycles of improvement are
used to improve key student and administrative
support processes. The primary cycle of improvement
is the aligned strategic budget process initiative.
While many departments use a continuous
improvement model to improve their services,
analyzing data and information in operational
processes, these pockets of quality need to be
deployed throughout the College. Departments
utilizing a continuous improvement model include
Organizational Development, Physical Plant, Auxillary
Services, HHPC and OTS. An example of how key
administrative support areas use information to
improve services is the Help Desk tickets and ratings
system management in OTS. Help Desk creates a
work order ticket, either online or via phone, and
progress is tracked. Completion of tickets prompts an
automatic satisfaction of service survey to the end
user and tickets are analyzed for trends of service
needs. Management follows up with a response to
any low ratings and technical solutions to trending
issues, such as training or projects for improvement of
service.
6P5:
SJC collects performance indicators that
include key support service process information
during regular cycles of assessment, generally two
years for more extensive evaluation and annually or
quarterly for short cycle formative assessments for
process improvement. The Noel-Levitz Student
Satisfaction Survey, CCSSE, climate survey and
professional learning needs assessments are
collected at the institutional level on a regular basis
Departmental processes include the collection and
analysis of feedback, participation levels and
satisfaction surveys for improvement.
Center (ACC) model. The Centralized Advising and
Counseling Center Action Project was designed and
begun in July 2006.
National trends indicate the importance of advising
has remained fairly constant, while SJC students
indicated an increasing trend in importance. At the
same time, satisfaction with advising shows results
similar to national trends, yet inconsistent and not
high performance satisfaction. Analysis of the
importance of advising and satisfaction with advising
revealed key gaps in performance to address. See
Figures 6.3 and 6.4 below.
The information in Table 6.2 reveals a common
thread of perceived student, faculty and staff
obstacles to the advising process. This helped to
drive an action plan that focused on improvement of
the student advisement process, leading to the
adoption of the new ACC model.
Satisfaction with Advising
5.4
5.2
5
Nat'l
4.8
SJC
4.6
4.4
1999
2001
2003
2005
Figure 6.2 SJC Student Satisfaction with Advising
Im portance of Advising
6.2
6.1
SJC
6
Nat'l
5.9
5.8
1999
2001
2003
2005
Figure 6.3 Importance of Advising for SJC Students
Results (R)
6R 1-2-3 Advising Process Given the results from
NLSSI a priority to improve Advising and Counseling
services was identified. This priority was further
reinforced by data from student, faculty and staff
focus groups. An outside consultant assisted in the
development of the SJC Advising and Counseling
57
Advising Obstacle Key Themes
Consultant
Survey
Not enough time with advisors
Advisor information not consistent
Don’t know who advisor is
Lack of interest from advisor
Lack of good communication with advisor
Updated, understandable curriculum guides
Assigned an advisor outside my field of study
Required orientation not helpful
Table 6.2 Advising Obstacle Themes
X
X
X
X
X
X
2005
Number of
projects
submitted
30
39
Number of
projects
selected
24
36
Number of
projects
completed
24
36
Table 6.3 Facilities Projects 2004-2007
2006
X
X
X
X
X
X
X
X
X
X
X
X
several services and improve still others. Results for
Library Services are given in the following figures
Book Circulation
Books Checked
Out
18,000
Circulation
16,000
Facilities Process:
The Facilities Process annual cycle created to
address short-term facility and infrastructure needs
not addressed in the Master Plan has been used for
four years. Table 6.3 below shows a comparison of
the number of projects submitted, number of projects
selected and number of projects completed to date.
An example of a successful renovation project is the
relocation of the Cosmetology program from a smaller
location off campus (2,200 square feet) to its present
location within the School of Trades and Technology
building (5,000 square feet) resulting in an increase in
program enrollment from 40 to 70 students.
2004
SJC Focus
Groups
X
The process of moving to the new ACC model began
in the summer of 2006. Full implementation is
expected by Fall 2008. To date, nine core advisors
have begun the training process. All of the specialty
advisors (30) attended the first training at the spring
2007 Convocation. Two additional full time advisors
have been hired to assist with increased contact
hours required by this new model.
Projects
ATD Focus
Groups
14,000
12,000
10,000
8,000
6,000
4,000
2,000
0
2004
2007
2005
2006
2007
Class Instruction/Library Services
Classes
Taught
250
38
28
31
17
29
4 to
date
Instruction
Sessions
200
150
100
Learning Commons
The creation of the Learning Commons is one
example of improved services. It contains the
enlarged and updated Library which also houses the
county law library; Student Activities facilities; meeting
rooms for student government and clubs; computer
rooms; a commons; and the Center for Teaching
Excellence, among other support facilities. This center
was built in response to internal and external
community needs, with relevant changes based on
results. Data analysis revealed a need to expand
50
0
2004
2005
2006
2007
Figure 6.4 SJC Book Circulation
Figure 6.5 Class Instruction and Library Services
58
Students, employees and community members
asked that library services be improved by providing
better circulation processes and student instruction in
using library resources. In addition, trends in
database searches indicated a need to increase the
computers provided in the library, provide wireless
access, and expand the available databases. The
inter-library loans showed a similar trend, increasing
dramatically from 2004 to 2005. The new Learning
Commons library opened in 2006 allowed for
improved and expanded services to students and
community members.
Online Library
Collaborative Services
1000
InterLibrary
Loans
950
900
850
800
750
2004
Number of
Searches
2005
2006
2007
Figure 6.8 Collaborative Services Trend Data
The increase in database use indicated a need to
expand the number of databases available to
students, faculty, and community members so the
college has expanded this service, and the new
facility includes more computer access. The library
continues to collect satisfaction and circulation data,
disaggregated by stakeholder group, to meet the
needs of each group.
350,000
Database
Use
300,000
250,000
200,000
150,000
Improvement (I)
100,000
50,000
0
2004
2005
2006
2007
Figure 6.6 Online Library Use Trent Data
Available Databases
60
With the introduction of line item budgeting for all
departments for the 2007-08 fiscal year, San Juan
College has set higher expectations for budget
managers with regard to planning for, and monitoring
the financial performance of, their respective
departments.
Line item budgeting also makes
possible more precise analyses of expenditures that
will permit a more effective allocation of resources
and support of institutional operations.
Number of
Databases
50
6I1 Improvement of current processes and systems
for supporting institutional operations takes place on
an annual short cycle formative assessment and
improvement planning model described earlier in this
category. Key elements of the planning process are
designed into each level of improvement effort:
institutional, system, and departmental. For example,
OTS uses the operational planning cycle to improve
and update the Disaster Recovery Plans, Security
System Check, and Software updates.
Future
improvement for next year will continue these efforts
and also include Personal Information management
and Print Process for cost savings.
40
30
20
10
Advising and Counseling Center Process
0
2004
2005
2006
2007
Figure 6.7 Increase in Number of Databases
Using the importance of advising as a benchmark, the
low numbers of students advised led to a first
improvement effort with the implementation of
intrusive advisement (temporary drop in satisfaction in
2003), and the subsequent Advising and Counseling
Center improvement action project. Increased visit
and advising totals now indicate improvement in
addressing student service needs and an increase in
satisfaction with advising. It is anticipated that both
59
satisfaction and number of students advised will
continue to increase in the future.
Figure 6.9 shows the rapid growth in number of
student visits to the ACC. Data for 2004 were not
available. The dramatic increase between 2003 and
2005 was due to implementation of a 24 credit hour
mandatory advising policy implemented in Fall 2002.
SJC Visit totals
Number of Students
Advised
5000
4000
3000
Number of Students
Advised
2000
1000
0
2003
2005
2006
Facilities Process
The Space Committee has designed and piloted
a new Construction Project Template which includes
a scoring system (4 points = excellent, 3 points =
good, 2 points = satisfactory, 1 point = unsatisfactory
and 0 = not completed) for each phase of the project
(see Table 6.6). A “champion” is identified who is
committed to ensure each task is completed and
documented and desired results are achieved. The
template is customized for the size of the project. For
example, the Dean of Health Sciences, Director of
Nursing and Director of SJC West Campus were
designated champions for the construction of the new
Certified Nursing Assistant (CNA) and general
science lab located at the SJC West Campus.
Utilizing the new system, the proposed one year
project was completed in six months, allowing the
College to offer fall courses including geology, biology
and CNA.
YEAR
6I2 How do you set targets for improvement?
Figure 6.9 Increased Number of Students Advised
An evaluation system is included in the timeline for the
new ACC model. The system includes the continual
assessing of budget, space, and staff needs as well as
evaluating Core and Specialty advisors, procedures
and processes. Core advisor evaluations were
conducted in May 2007. This included a self evaluation
as well as evaluating the ACC process. Survey results
will be used to make improvements. In Spring 2008,
the ACC will conduct a student survey under the new
model and compare to the results of the old model.
Initial anecdotal feedback from students is positive.
Targets for improvement are set through performance
indicators indicated by state mandates, strategic
direction progress or institutional performance data
and expectations. Analysis of available data,
benchmarks and best practice, comparisons to other
institutions and external business practices are used
in setting baseline targets and achievable goals for
each year.
60
Master Planned Project:
Project Title:
In the Strategic Plan:
Yes/No
The Five Phases of a Project:
Project Description, Purpose, Goals and History;
Department:
1. Concept: An idea is born.
2. Define: A plan develops.
3. Bid the Project
4. Build: Team does the work.
5. Close: The Project ends.
Team Life Cycle Phases
Customized Risk Management Recommendations
Conceptual Planning Phase
1. Leadership to approve the academic plan per req.
Confirm Leadership Approval
2. Leadership to approve the building plan concept
Confirm Funding Approval
3. Leadership to name the Project Champion
Confirm the Project Scope
4. VP of Business to approve the funding source
Confirm Key Project Info.
5. Design Team (DT) to document key project info.
Confirm the Project Schedule
6. DT to document scope & schedule for the project
Hire Professionals w/Experience
7. Secure A&E firm through RFP & execute AIA B-141
Define the Project w/drawings
8. Leadership to list focus groups & stakeholders
Confirm the team w/Leadership
9. A&E/DT to meet with focus groups & stakeholders
Confirm the vision w/Leadership
10. Schematic Drawings w/signature approval (WSA)
Confirm the plans w/Leadership
11. A&E Submit Design Development Drawings WSA
Confirm $ OPC w/Leadership
12. A&E/DT to check with focus groups & stakeholders
Confirm schedule w/Leadership
13. A&E Submit DD for Board & HED approval WSA
Verify w/SJC Board & the HED
14. A&E Submit Contract Drawings for approval WSA
Include the team in the process
15. Scrutinize the plan with all team members & DT
Bid for Construction Services
16. Purchasing to formally advertise & bid the project
Follow the procurement process
17. A&E to provide addendums & a pre bid meeting
Communicate Project Info.
18. Bid Opening & verify bid documents per the reqs.
Communicate Bid Results
19. Report bid results to leadership for consideration
Confirm Results w/SJC Board
20. Board to approve the bid and award the contract
Procurement to verify contract
21. Execute the AIA 101 contract before starting work
PP to perform Partnering Sess.
22. Partnering session or Preconstruction Meeting
Communicate w/stakeholders
23. Inform internal customers of the project schedule
Build the Project
24. Hold weekly meetings w/contractor & A&E firm
Confirm contract compliance
25. Resolve incomplete/conflicting info. on drawings
Communicate construction info.
26. Process ASI's, CO's and perform testing as req.
Communicate project progress
27. Maintain updates on progress with customers
Process Submittals, CO's, ASI's
28. Implement solutions as the project progresses
Process monthly pay requests
29. Work for substantial completion of the project
Complete & Close Out Project
30. Make immediate plan for academic utilization
Confirm the occupation plan
31. Keep focused on the punch list to complete
Complete the punch list
32. Finalize as-builts and close out documents
Complete As Built Documents
33. Complete Certificate of occupancy and move in
Review Insight & Discovery
34. Set up the Insight and discovery process w/cust.
Celebrate the Completion
35. Have ribbon cutting and celebrate the project
Document what we learned
36. Perform and document the after action review
Total % points for success:---------------------------------------------------------------------------
Score
Comments
0
Table 6.4 Construction Project Form
61
7C1 San Juan College collects and stores information
and data in both centralized and decentralized data
banks, as the need requires. The following information
and data collection methods are listed from the most
centralized to the least centralized.
•
Recruitment also maintains a database
containing information and data.

San Juan College’s grant programs maintain its
database within the OSD.
•

The Licensure Programs, such as Nursing, PTA,
Dental and Aviation, also maintain databases
within the specific program or school directors’
offices.
Datatel © Colleague Enterprise Resource
Planning (ERP) System the newest and primary
information data collection and dissemination
method, is divided into the following areas:
Students, including demographics, testing
results, courses, programs of study, and
contact information,
E-services, including web-based registration,
financial aid, student degree planning and
grading.
Human resource, including payroll, benefits,
and demographics,
Finances, including billings, equipment
inventory, expenditures, revenues and
reporting through FRX interfacing,
Various other areas, including Blackboard ©
and, by interface with Ad Astra, classroom
scheduling.
•
•
Performance scorecards can be found on the
college's web site by going to ABOUT SJC, then
clicking on Reports & Documents, and then
viewing one of the Performance Indicators.
http://www.sanjuancollege.edu/pages/3537.asp
The scorecard targets were established using a
combination of state and national benchmarks.
The SJC Foundation collects, stores and uses
information and data in Raiser’s Edge. The
purpose for collecting and using this data is fund
raising, but it does contain the most accurate
data concerning the current addresses of those
persons who have attended SJC.
•
Survey Results, such as NLSSI and CCSSE are
placed directly onto the SJC web site.
•
Benchmark information is accessed through
national databases such as National Community
College Benchmark Project (NCCBP) and
National Center for Educational Statistics
(NCES). SJC historical data is collected and
stored on our Datatel © Colleague ERP.
•
Specialized databases are found in various
departments designed to meet their needs.
•
Student Support Services maintains a database
for tutoring, Adult Basic Education (ABE), and
GED records.
•
B & I Training also maintains a database.
The accessibility of information and data collected
and stored is generally based upon need, although
San Juan College makes every attempt to maximize
the accessibility of all of its collected information and
data. The following lists the accessibility of
information from the broadest to narrowest.
•
The San Juan College web site offers the
broadest range of publicly available information,
including San Juan College’s Annual Report,
Economic Contributions of San Juan College
Report, Strategic Plan, Fact Book, policies of the
Board of Trustees, its agendas and minutes, and
President’s Cabinet and Advisory Quality
Councils Agendas and Minutes. San Juan
College’s performance measures, namely Key
Performance Indicators and Carl D. Perkins Core
Indicators 2006 and institutional reports, such as
NLSSI and CCSSE are also available.
•
Community Publications published both in hard
copy and on the college’s web site include the
SJC Communicator and Weekly News Clips.
•
Grant reporting is generally available in the
Strategic Development Office and in the office of
the department or school awarded the grant.
•
Agendas and minutes of School Meetings are
stored within each school or department.
•
Deans, faculty, directors, and administration
make requests for information and data collected
and stored.
7C2 San Juan College has over 50 measures of
effectiveness associated with the vision, mission, and
Strategic Plan that are tracked on our scorecard. The
following seven measures are considered our vital
few concerning our degree-seeking students. Our
key institutional measures for tracking their
effectiveness include the following: student count,
student credit hours, student course success,
graduation percentages, percent New Mexico resident
graduates employed in New Mexico, percent student
persistence fall-to-fall and percent student persistence
fall-to-spring.
62
Table 7.1 SJC Performance Measures
The complete listing of key performance indicators can
be found by going to the College's web site, clicking
ABOUT SJC and then clicking on Reports &
Documents.
Processes (P)
7P1 At the institutional level, SJC’s vision, mission and
the Strategic Plan guide the selection, management
and use of data to support continuous improvement in
the work of the College as follows:
•
Selecting, Managing and Using Information and
Data to Support Student Learning (Category One)
involves the following:
o Headcount, student credit hour, and
persistence
Access to entrance and scheduling, pre
and co-requisites for courses, students
with disabilities.
Meeting student needs such as the
Student Success Center, financial aid
counseling, core advisors, and
technology
Financial aid funding, such as
scholarships and SJC Foundation.
o Tracking success rates for remedial
mathematics, English, and reading classes,
both collectively by course and by cohorts
moving to the next higher level course.
o Tracking success rates for first college level
mathematics and English classes, defined as
courses requiring placement by Accuplacer
scores or those having all their remedial
prerequisites.
o Datatel Colleague ERP permits students,
faculty and Student Services to view course
placement scores and student transcripts to
assist in the program advisement for students.
•
Data to Support Overall Institutional Objectives
(Category Two).
•
o Data from sources such as CCBenefits
Strategic Planner assist the college in
developing and reviewing programs specific
to the economic development of our service
area and state.
o Information is used in the annual strategic,
operational and budgeting planning processes.
Data to Support Strategies (Category 8),
o Headcount, student credit hour, and persistence
Access to entrance and scheduling,
pre and co-requisites for courses,
students with disabilities.
Meeting student needs such as the
Student Success Center, financial aid
counseling, core advisors, and
technology
Financial aid funding, such as
scholarships and SJC Foundation.
o Tracking success rates for developmental
classes, both collectively by course and by
cohorts moving to the next higher level
course.
o Tracking success rates for Gatekeeper
courses, defined as courses requiring
placement by Accuplacer scores or those
having prerequisites.
o Data from Environmental Scanning and
Program Review is selected and managed
o This information is used in the annual
strategic and operational planning and
budgeting processes
o Datatel Colleague ERP permits students,
faculty and Student Services to select,
manage, and use student information.
7P2 San Juan College uses various methods to
determine the needs of its departments and units,
including (1) advisory groups and academic program
review processes, (2) deans, either individually or
following feedback from school, program or individual
meetings (3) benchmarking studies and (4) accrediting
63
bodies. State performance reports and legislative
directives are additional means of determining
departmental data needs.
Beyond the institutional-level means of determining
department and unit data needs, there are several
decentralized processes unique to individual academic
schools. For example, the School of Health Sciences
uses processes such as licensure exam success rates
and employer satisfaction with graduate preparation.
7P3 The State of New Mexico places importance on
identifying and collecting system-wide data. This
enables SJC to compare its efforts with other New
Mexico public institutions on a number of levels
important to higher education, State legislators and
other decision-making bodies.
San Juan College has individual programs accredited
by various national accrediting bodies including
National League for Nursing, Accreditation Board of
Engineering
&
Technology,
Commission
on
Accreditation in Physical Therapy Education,
Association of Collegiate Business Schools and
Programs, National Automotive Technicians Education
Foundation, and American Dental Association,
American
Veterinary
Medicine
Association,
Commission on Dental Accreditation.
Information is gathered from a variety of sources:
•
•
•
•
•
•
•
Individual programs that are accredited by national
accrediting bodies provide criteria which must be
met in terms of course content, instructor
qualifications, equipment, program assessment
methods, and institutional support.
A weekly newsletter published by the NMHED
used to disseminate information such as statewide
meetings, policy changes, and reports.
NMHED selected national peer institutions to
compare specified measures for performance
funding and accountability in government.
New Mexico Community College peer institutions
measures for performance funding and
accountability to the New Mexico Legislative
Finance Committee.
Benchmark data for financial measures both
national and statewide
Other institutions to analyze program costs,
instructional costs, professional development
costs, and efficient use of public dollars.
Facility benchmark measures compared with
agencies outside higher education regarding utility
and building costs that allows the college to
operate efficiently.
7P4 Performance measures and budget and personnel
updates are presented at the monthly Board meeting.
SJC also analyzes information by groups vested to the
measures. For example, when the college gathers
information regarding student satisfaction of services,
Student Services will analyze the information and
implement operational plans to improve the measures.
SJC shares information and data regarding overall
performance in a variety of ways. Listing these
methods from the broadest to the narrowest: San Juan
College web site; SJC Communicator distributed
countywide and weekly news clips; convocations which
include budget and personnel updates, strategic and
operational plans, and new programs; legislative
updates; publications and Learning and Student
Services retreats twice a year and monthly President’s
Cabinet meetings.
SJC also analyzes information and data through
participation in the Higher Learning Commission’s
Academic Quality Improvement Program (AQIP), with
action projects and annual updates. The feedback is
helpful in assessing progress on action projects.
7P5 Each department is charged on an annual basis to
develop plans which are in response to the College’s
established
strategic
goals
and
initiatives.
Departmental activities and individual Charters of
Accountability are then developed to support an
associated strategic directive (see Figure 8.2). SJC
ensures that faculty/staff and educational program
processes are aligned to organizational level
performance analysis through (1) organization wide
participation, (2) access to data and (3) review and
feedback loops. For example, the New Program and
Program Review process are central to ensuring
alignment of College objectives regarding student
learning. The Grants Development Process and
Quality Grants Review process are central to ensuring
grants development is aligned with the Strategic Plan
and goals and objectives and agency requirements are
being met.
Information is shared through departmental and
College meetings and SJC website (see 5P5).
7P6 SJC recently completed the installation of
Datatel© Colleague ERP as a common repository for
student information and data, human resource
information and data, and finance information and
data. SJC partners with SunGard for management and
support of all of its information technology systems
through the Office of Technology Services (OTS). This
partnership provides the college with highly trained
personnel and in-depth corporate resources. OTS
places all campus PCs on a four year cycle and keeps
all software updated with current versions, maintains
firewalls and virus protection, and data integrity and
reliability through lists and tables, drop-down menus,
and data standards. In addition, OTS requires each
department responsible for the information and data to
control security access through OTS. The OTS Help
Desk service is a primary tool used for assuring
availability of an effective information system.
Satisfaction results are presented in Table 3.10).
7P7 KPIs are reviewed annually by senior leadership
to determine if they are still viable measures for
demonstrating institutional effectiveness as well as to
adjust target levels based on historic data an intended
improvement. SJC collects and analyzes the following
measures of effectiveness on a regular basis:
•
•
•
Benchmark data are collected from sources such
as IPEDS Peer Analysis system, the NCCBP,
CCSSE, NLSSI, and from New Mexico Community
College associations. Comparative results and
analysis are shared with the college and external
stakeholders from the College’s webpage.
Employee climate surveys such as the nationally
normed Personal Assessment of the College
Environment (PACE) survey are administered
every two years. The survey helps the college to
identify areas of excellence and concern as it
pertains to institutional structure, supervisory
relationships, teamwork, and student focus.
Enrollment trends are collected during registration
periods and posted on the College’s webpage.
The trends are analyzed by the School Deans and
reported to their faculty and staff. In addition,
enrollment trends are analyzed by the Office of
Research and reported to the Board of Trustees
annually.
Results (R)
7R1 SJC uses benchmarks are used to tell us where
we are in relation to the criteria or institution in the
benchmark. Each measure is evaluated annually or
semi-annually based upon pre-established targets,
allowing the reader a one-step method to analyze the
current status of each indicator against the preestablished goals.
•
Performance data is available to the Board of
Trustees, administration, staff, faculty, students
and the general public by accessing the college's
web siteKey Performance Measures are aligned
with the College’s strategic plan, operating plan,
and budget.
•
Datatel / PC access / Web Advisor for students.
o
o
•
Performance measures are updated and analyzed
annually. Specific targets are established by the
Governing Board, President, and Vice Presidents.
The measures and targets are reported to the New
Mexico Legislative Finance Committee and
become incorporated into the annual funding bill
for New Mexico postsecondary institutions.
•
National surveys are administered to students,
faculty, and staff periodically. Results are
generally analyzed and reported to the institution
by the survey group and posted to the San Juan
College webpage.
•
AQIP action projects are developed by the
President, Vice Presidents and President’s
Cabinet to support the College’s strategic plan.
The projects appear both on the AQIP website and
on the College’s website. Results and progress
are analyzed by AQIP reviewers and the college’s
administrative body.
•
Program accreditation results are reviewed and
analyzed by their departments, schools, and the
College administration. The results are shared
with the College and stakeholders through San
Juan College’s webpage, publications, and
advisory group meetings.
o
Datatel Colleague ERP has only
been in full operation slightly more
than one year.
PC access through computer labs
and stations combined with campus
wide wireless internet connectivity
Web Advisor for students began in
the spring 2006 semester. The
effectiveness of this for students is
evident since most students now
register online and telephone
registration is no longer used.
•
Data confidentiality is achieved by restricting
access and providing security to the Datatel
Colleague ERP. Federal and institutional policies
adhere to FERPA requirements and govern data
usage and detailed information sharing.
•
An annual OTS survey measures effectiveness of
OTS support services.
7R2 The NCCBP provides the College with
opportunities to report outcome and effectiveness data,
receive reports of benchmarks, and compare their data
with those of other institutions. Benchmark data are
gathered on a range of learning outcomes and
institutional processes. The table below shows some of
the San Juan College results compared to community
colleges nationally.
Table 7.2 NCCBP Comparisons
66
College Level Retention and Success
90.0%
Percentage
85.0%
The data is also analyzed over time using trend line
graphs. The line graph shows the college level
course retention and success of students over various
fall terms.
80.0%
Retention
Enrollee Success
75.0%
Completer Success
70.0%
65.0%
60.0%
2004
2005
2006
2007
Year
Figure 7.1 SJC College Level Course Retention
Noel-Levitz Student Satisfaction Inventory
2005 SJC Campus
2005 Nat'l Comparison Group
Academic
Advising/Counseling
5.13
5.23
5.34
5.59
Academic Services
The NLSSI provides information on eleven key
measures of student satisfaction and allows the
college to make improvements in the areas that
matter most to students. The information allows the
institution to review satisfaction levels and compare
its results to similar institutions nationally. Below are
the results of the eleven measures compared to
national institutions. Students respond to each item
on a 1 to 7 Likert scale, with 7 being high.
Admissions and
Financial Aid
5.03
5.11
5.45
5.45
Campus Climate
Campus Support
Services
4.88
5.00
5.15
5.38
Concern for the Individual
Instructional
Effectiveness
5.33
5.53
Registration
Effectiveness
5.32
5.60
4.84
5.09
Safety and Security
Figure 7.2 NLSSI Student Satisfaction Inventory
5.16
5.34
Service Excellence
5.28
5.52
Student Centeredness
0
Support for Learners
Student-Faculty
Interaction
Academic Challenge
Student Effort
Active and Collaborative
Learning
45.0
50.0
55.0
2
3
60.0
Figure 7.3 2006 CCSSE Benchmarks
SJC
NM Consortium
4
5
The CCSSE instrument provides information
from our students about effective educational
practices at the college. The survey provides
information to promote improvements in student
learning and persistence. There are five
benchmarks obtained from the CCSSE
instrument; active and collaborative learning,
student effort, academic challenge, studentfaculty interaction, and support for learners.
The benchmark scores are computed by
averaging the scores of the related survey items
and standardizing them around the mean of the
3-year cohort of national institutions so that the
scores have a mean of 50. The College’s
results are published on the website and
compared to this mean. The graph to the right
shows SJC’s results compared to other New
Mexico Community Colleges and the cohort of
national community colleges.
2006 CCSSE Benchmarks
National Results Normed at 50
40.0
1
6
7
Table 7.3 SJC Performance Measures
New Mexico Performance Measures are defined by
the State. The measures are reported annually to the
Legislative Finance Committee along with annual
targets established by the institutions. The
performance results become part of the annual New
Mexico State legislative funding bill for Higher
Education. The results of all the measures from the
New Mexico 2-year schools are compared and
analyzed within the College. Comparative evaluation
and operating plans are created by the College’s
executive staff.
•
working with stakeholders to develop report
content based on student, program and user
needs.
•
tracking graduates and student success
through employers
7I2 San Juan College engages in a continuous
process for improvement, prioritizing improvements,
and communication the results with our stakeholders.
•
The college sets annual targets after
analyzing institutional data and comparing it
to benchmarks established by other
institutions.
•
The college considers current and historic
data and aligns it with our Strategic Plan.
Our improvement priorities include
enrollment growth, retention, and student
success. Their priorities are monitored
through regular information sharing which
includes institutional performance score
cards, reporting to state agencies,
presentation to the Board of Trustees, and
reports to school deans.
•
Based on information contained in the PACE
survey, a cross-functional Communication
and Input Design Team has been charged
with benchmarking collaborative institutional
systems and structures
Improvement (I)
7I1 San Juan College strives for continuous
improvement in all it does. In the area of measuring
effectiveness, the college is
•
working to improve tracking processes for
students who have graduated, transferred, or
have been placed with employers.
•
developing a data warehouse, to store trend
information allowing longitudinal studies and
program review by providing dash board
views of 70 pre-defined reports such as
student head count, number of students in
programs, student FTE count, etc. In
addition, a data warehouse will allow users
to create their own ad-hoc reports.
•
developing timelines and content for periodic
informational reports, and
Results used to develop operational plans for
improvement that are linked to annual budgets and
the college’s strategic plan.
68
8C1 San Juan College’s vision statement challenges
the college to be a model of the learning college of
the future by promoting student-centered learning,
using appropriate technology, employing systems
thinking, implementing collaborative approaches, and
utilizing data-driven decision making. The vision for
the next five to ten years is that SJC will:
•
•
Remain the “college of choice” for San Juan
County learners.
Develop and expand efficient, effective and
seamless educational bridges with school district
and university partners.
•
Continue to improve processes and services that
increase students’ success and goal attainment,
including degree and certificate completion.
Create educational and community development
programs based on market awareness.
Continue to be recognized by the citizens SJC
serves as an institution deeply committed to the
county it serves.
•
•
8C2 SJC’s long term goals are presented in Table
8.1. Strategic goals are reflected throughout the
divisional and operational initiatives in learning,
student services, institutional research, business
services, and technology services. In addition, the
staff are now involved in developing personal
initiatives as part of the performance evaluation
process that further support the strategic initiatives.
San Juan College Strategic Plan
2006-2011
Mission
Statement
Vision
Statement
Goal: Improve access to learning through creative student need-based scheduling and competency
focused programs
X
Goal: Reinforce the principles of a learning college
X
Goal: Recognize and develop need-based student support systems
X
X
Goal: Integrate technology to support the strategic direction and goals of the College
X
Goal: Create a holistic environment for learning
X
Goal: Develop systems for recruitment, retention, and increased numbers of completers
X
Goal: Create educational and community development programs based on market awareness
X
Goal: Clarify and implement assessment responsibility and accountability
X
Goal: Make decisions supported by analysis of data, demographic and political realities
X
Value Partnerships
Goal: Develop efficient, effective and seamless educational bridges (K-20)
X
Goal: Expand curriculum working with local health care providers and with the local and regional
energy industry
Goal:
Leverage college, city and county resources through business, state and federal
opportunities
Goal: Leverage college, community and regional resources through business and government
alliances
Value People
X
X
X
X
X
X
Goal: Recognize and develop employee support systems
X
Goal: Develop and encourage leadership and professional growth opportunities through
sustainable systems
Goal: Provide an environment that supports and enhances personal and professional growth
X
X
Goal: Support faculty growth opportunities to enhance the learning process
X
Goal: Recruit and retain highly qualified members of the college community
X
Table 8.1 Strategic Plan Crosswalk
69
San Juan College
Strategic Planning Model
VISION
San Juan College will be a model of the learning college of the future by promoting student-centered
learning, using appropriate technology, employing systems thinking, implementing collaborative
approaches and utilizing data-driven decision making.
Annual
Planning
Cycle
Action Items
Action Plans
Action Items
Action Items
Action Plans
Strategic Initiatives
Action Items
Action Items
Action Plans
Action Items
Action Items
Action Plans
Action Items
Action Items
Action Plans
Action Items
Action Items
Action Plans
Action Items
Action Items
Action Plans
Action Items
Action Items
Action Plans
Action Items
GAP ANALYSIS
Annual
Planning
Cycle
Annual
Planning
Cycle
Annual
Planning
Cycle
Annual
Planning
Cycle
DIRECTIVES
Value Partnerships
Value People
MISSION
The mission of San Juan College is to improve the quality of life of the citizens it
serves by meeting the educational and human needs of the entire community in
concert with other community agencies, businesses, industries, and other groups.
Figure 8.1 Strategic Planning Process
The budgeting process and employee performance
review processes are aligned with the Strategic Plan,
thus ensuring that institutional strategies to translate
the Plan into action are relatively seamless and
mutually reinforcing. As part of the budgeting process
for the 2008 fiscal year, the College implemented a
line-item budgeting system for the first time in an
effort to track the alignment of resource allocation with
the Strategic Plan.
Continued refinement and
improvement of the strategic planning, budgeting, and
performance review processes will be pursued in
upcoming years.
Process (P)
8P1 The process used to develop the current
strategic plan (2006-2011) began with a two-day
retreat working with a “planning” consultant and
included broad representation from the campus
community. This meeting was followed by several
internal and external focus group sessions in which
participants brainstormed strengths and opportunities
for San Juan College.
This information was then
reviewed, modified, and recommended for approval at
a Board retreat.
The new strategic plan was widely disseminated to
the campus community and used to develop division,
operational, and individual strategic initiatives.
Due to the workload associated with implementing
line-item budgeting as part of for the process for
developing requests for the College’s fiscal year 2008
budget, the above planning model was not fully
engaged at the operational level. While resource
allocations were broadly aligned with initiatives of the
Strategic Plan, cost centers were not expected to tie
their requests directly to the Strategic Plan.
8 P 2 San Juan College relies upon a variety of
synergistic means to inform its strategic planning.
From year to year, the influence of these means on
planning varies, but the confluence of resulting
information has proven to provide leadership with the
guidance needed to implement strategies to address
the issues that surface. In light of the resource
constraints brought on by a downturn in enrollment
and the subsequent implications for reduced state
funding formula, the President and Vice Presidents
70
Figure 8.2 SJC Planning Process
concluded that emphasis in the new fiscal year
needed to be placed on a few high priority goals of
the Strategic Plan rather than attempting to implement
all of them (see Table 5.#).
The taskforces
associated with these areas of emphasis were
announced at the Fall 2007 convocation.
Subsequently, 125 employees have become involved
in the work of these groups. The work of the
taskforces will inform the future direction of the
strategic planning process and further revisions of the
Plan in the years ahead.
Goals are reviewed annually and adjusted when
needed in response to changing needs in the region
and institutional performance. Key influences in
determining short-term and long-term strategies include state and federal regulations as well as
directives handed down from the Higher Education
Department and accrediting bodies. Conflicting
expectations of key stakeholders are resolved by the
President, in consultation of the Board of Trustees
and Vice Presidents.
8P3 Action plan development is an integral part of
the planning process. Charges are now developed
for each taskforce established to address strategic
priorities. Charges include purpose, timeline, specific
assignment, evaluating effectiveness and reporting
mechanism. Individual Charters of Accountability are
written for professional staff that incorporate
departmental, unit and institutional
objectives into annual work plans.
goals
and
8P4 SJC coordinates and aligns processes at various
institutional levels from both a top-down and bottomup approach (see Figure 8.2). With the membership
of the President’s Cabinet reflecting the senior
leadership from every work group on campus, it
follows that once college goals and priorities are
established and responsibility is assigned, the
initiatives are reflected in the planning activities of
each work group.
The Quick Quality Checks, piloted in 2006 document
continuous quality improvement at the operational
level (Table 8.5). The pilot provided a baseline of
progress towards understanding student and other
stakeholder needs, setting direction, planning and
improving; measures and improvements; developing
people; building effective processes and relationships
and communication. Quick Quality Checks are
reviewed annually to identify priorities for
improvement as part of the annual planning process.
8P5 Performance measures are developed and
agreed upon among all community colleges in New
Mexico. The measures are updated and analyzed
annually. Specific targets are established by SJC’s
Trustees, President and Vice Presidents.
The
measures and targets are reported to the New Mexico
71
San Juan College
Performance Measures
Last
Measured
Current
Measure
Scoring Criteria
N M P e r fo r m a n c e
M e a s u re s
Stretch Target
10
9
8
1. Percent receiving degree, certificate, transferred, or transfer ready
2007FA
68.1%
2. Percent of graduates employed in NM
2007FA
61.0%
3a. Percent Native American enrollment rates to reflect service area.
2007FA
32.4%
3b. Percent Hispanic enrollment rates to reflect service area.
2007FA
11.3%
4a. Percent Native American graduation rates to reflect service area.
2007FA
21.9%
4b. Percent Hispanic graduation rates to reflect service area.
2007FA
10.0%
5. The number of students participating annually in Community Education.
2007FA
2812
6. The number of students participating annually in Service Learning.
2007FA
433
7. Percentage of programs with increasing or level enrollments over a three-year period.
2007FA
61.5%
8a. Student Persistence - Fall-to-Spring
2007FA
74.0%
8b. Student Persistence - Fall-to-Fall
2007SP
54.0%
9. Percent of graduates employed or continuing education in NM
2007FA
64.9%
External Benchmark - Noel-Levitz Student Satisfaction - Percentage of National Norm
10. Graduation Rate of First-time, Full-time, Freshmen after 150% of degree time.
2005FA
2007FA
3.8%
14.6%
11. Percent of NM graduates employed in NM
2006FA
82.3%
Goal
7
6
Moderate
5
4
3
Risk
2
Table 8.2 NM Performance Measures for SJC
Legislative Finance Committee and become
incorporated into the annual appropriations bill for
New Mexico’s postsecondary institutions. In addition,
the NMHED has selected fall to fall persistence as a
measure for all postsecondary institutions in the state
to receive additional incentive funding. Additional
performance measures have been established by
SJC’s Trustees based upon widely recognized
indicators of performances for colleges and
universities. College selected measures are reviewed
by senior leadership and the Board.
8P6 The annual budgeting process is the principal
means by which resources are allocated to support
the strategies associated with the Strategic Plan. The
action plans depicted in the planning model diagram
in 8P1 along with resource issues associated with
changes in the resource requirements of routine
functions of the College’s cost centers are the basis
for most budget requests. Many of those requests
are influenced as well by the mechanisms identified in
8P2. All budget requests from SJC’s largest unit,
Learning, are reviewed and prioritized by the deans of
the respective schools for the cost centers within
those schools. The deans and the Vice President for
Learning in turn review the prioritized requests from
each school before those requests, along with
prioritized requests from the units headed by the other
four Vice Presidents, are reviewed by the President
and Vice Presidents each spring in their regular
weekly meetings. A budget retreat with the Trustees
also occurs during this period to advise them of the
overall revenue outlook for the coming fiscal year as
well as the major resource needs that have surfaced
in the review of budget requests from the cost
centers. The Trustees must adopt the budget for the
upcoming fiscal year by March. Allocations to the
cost centers for the new fiscal year are made in July
at the start of the new fiscal year.
8P7 Ensuring faculty, staff and administrator
capabilities are developed and nurtured is
accomplished as part of the annual planning process.
The ODD (formed as a direct result of the work of
the Quality Organizational Development Council 2002
Framework for Professional Development, and the
2003 Climate Survey) works to meet institutional,
departmental,
and
individual
professional
development and training needs. Cross-functional
teams have attended the CQIN Summer Institute, the
AQIP Strategy Forum the HLC Assessment Academy,
along with other such events in order to gain
knowledge of institutional strategies and action plans
and to benchmark as well as integrate best practices
for continuous process improvement (see 4P4).
To ensure these efforts are addressing the
professional development needs aligned with
institutional focus and individual level needs, the
SSDC and the CTX Advisory Committee provides
feedback to the ODD. Evaluations following each
development event and training are reviewed for
opportunities for improvement.
8P8 Measures of the effectiveness of the planning
systems at San Juan College regularly collected and
analyzed include employee, student and stakeholder
satisfaction surveys, needs assessments, forums and
focus groups, and learning outcomes. In addition,
input from external reviews of the AQIP Systems
Portfolio, Action Projects, Checkup Visit and Strategy
Forums also inform the process.
San Juan College has over 50 measures of
effectiveness associated with the vision, mission and
strategic planning that are tracked on the institution’s
72
1
scorecard (see Category 7). Reports are provided to
the Board of Trustees on a regular basis.
Results (R)
8R1 The results include the current Strategic Plan
2006-2010 (see Figure 8-#, which includes 18
strategic initiatives within four categories). Each Vice
President (Learning, Student Services, Business
Services, Institutional Research and Planning, and
Technology Services) has developed additional
initiatives that are pertinent to their areas and are
correlated with the Strategic Plan initiatives. Each
department and School has developed an operational
plan and objectives that correlate with their division
Initiatives In many of the areas this has been “driven
down” to Individual Work Plans.
Valuing educational access and student success
The above scorecard has the State of New Mexico
community college performance measures which
include measures for access and success. The table
includes San Juan College measures and targets. If
the measure score is green or blue then the college
has met or exceeded the target.
Valuing partnerships
In 2005, several community forums were conducted in
various areas of the service area. The participants in
the forums mentioned a great number of opportunities
with each community providing a unique perspective.
The following are results from those forums.
•
•
More specialized programs working with local
business & industry were developed in areas of
pipeline operators, safety and management for oil
& gas, skilled laborers, senior citizen seminars,
agriculture and related vocations.
More opportunities for high school students to
get an early start in college through the
partnership for the Technical Education Center
(TEC). New programs available in: CNA
Firefighter, First Response Emergency Medical,
and Cosmetology.
Increase in Specialized Programs
Oil and Gas Industry
7 Programs
Automotive Industry
2 Programs
Healthcare Industry
7 Programs (2
distance educ., 1
weekend)
1 Program
Agriculture
Senior Citizen – Encore
Program
1 Program
Table 8.3 Increase in Specialized Programs
8R2 The following table has the State of New Mexico
community college performance measures which
include measures for access and success. The table
includes SJC current measures and targets
established for the next two years.
Performance Measures
FY 07
Actual
FY 08
Target
FY 09
Target
Percent successful after 3 years
68.1%
71.0%
70.0%
Percent complete within 150% of time
14.6%
15.7%
15.7%
Percent placed in jobs in New Mexico
61.0%
62.0%
62.0%
Percent of Native Americans enrolled
32.4%
27.0%
28.0%
Percent of Native American graduates
21.9%
26.0%
24.0%
Number enrolled in commmunity service
2,812
2,720
2,900
433
385
420
Percent of programs with stable or
increasing enrollment
Percent persisting to following spring
Number enrolled in service learning pgm.
61.5%
85.0%
63.0%
74.0%
78.0%
74.2%
Percent placed in jobs or continuing
education in New Mexico
64.9%
70.0%
67.0%
Table 8.4 Performance Measures and Targets
The Enrollment Management Taskforce has been
charged with developing and implementing strategies
to increase enrollment by at least 3.5 percent annually
in student credit hours.
8R3 Although, San Juan College has begun utilizing
peers, best practices and national groups for
benchmarking, the institution has yet to benchmark
projections. Performance results are presented
throughout the portfolio.
8R4 The Quick Quality Checks assessment is a
principal means of informing departments of their
progress towards continuous improvement. Quick
Quality Checks are reviewed annually. Below is a
copy of the Business and Finance summary of the
Quick Quality Check. The new Communication and
Input Design Action Project (Fall 2007) was selected
as a priority project because of the results of the
PACE survey (see Category 5). A goal of the project
is to establish a climate more receptive to and
capable of sustaining process improvement.
Improvements (I)
8I1 Using AQIP categories as deployed through the
Quality Quick Checks provides a framework for
continuous improvement as do the various
benchmarking mechanisms the College has begun
employing. These data sources increasingly point
out issues that need further examination and
subsequent targeting for improvement, particular
processes deployed throughout the college.
In
anticipation of moving towards the AQIP System
efolio, Student Services is piloting an ebinder, to
electronically link Quality Quick Checks supporting
documents on a shared drive. Further deployment of
the planning model in Figure 8.1 must continue
73
following the implementation of line item budgeting.
Continued attention to process analysis and
improvement will strengthen accountability and
heighten awareness of interdependencies between
departments and units.
SJC needs to continue to develop a cadre of
personnel trained in the AQIP and Baldrige process
improvement processes and expose employees to
process improvement tools through employee
development efforts.
8I2 Specific improvements SJC is targeting are: (1)
Enrollment
Growth
and
Management,
(2)
Communication Systems, (3) Retention of our
Students, (4) Developmental Education Success and
(5) Online Learning. Cross-functional taskforces have
been organized for each priority. Progress reports
are to be presented throughout the academic year
with a final report presented to the President no later
than July 31, 2008. Taskforce recommendations will
be presented at the fall 2008 Convocation.
74
Business & Finance
QUICK CHECK (2006-07)
Responses
7
Not Yet
Somewhat
Yes
In Operational
Plan
Understanding Student/Customer and Other Stakeholder Needs
We have identified key customer groups.
We have identified the needs of each key customer group based on information.
We have a system for balancing the needs of customers with the needs of other stakeholders.
28.6%
42.9%
28.6%
42.9%
42.9%
57.1%
28.6%
14.3%
14.3%
0.0%
0.0%
0.0%
Setting Direction, Planning and Improving
We have established a mission and vision that is supportive of the College's mission and vision.
We incorporate our customer needs into our planning system.
We have a planning system that drives continuous improvement that includes performance targets.
We have established long-term and short-term objectives that are aligned with the College's strategic direction.
We use performance measures in our planning system.
We periodically look at best practices to help us improve our systems.
We have established action plans for carrying out our objectives.
28.6%
14.3%
42.9%
28.6%
42.9%
42.9%
28.6%
42.9%
42.9%
57.1%
71.4%
57.1%
28.6%
57.1%
28.6%
42.9%
0.0%
0.0%
0.0%
28.6%
14.3%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Measures and Improvements
We have established performance measures that can lead us to improvement.
We compare our measures to other institutions.
57.1%
57.1%
14.3%
14.3%
28.6%
28.6%
0.0%
0.0%
Developing People
We have a system to periodically review the performance of our employees that helps them improve.
We have a system to determine our staff development needs in order to carry out our objectives.
We have a system to link our staff development efforts to performance.
We have a systems to foster communication.
28.6%
42.9%
85.7%
14.3%
71.4%
57.1%
14.3%
57.1%
0.0%
0.0%
0.0%
28.6%
0.0%
0.0%
0.0%
0.0%
Building Effective Processes
We have identified our key processes and understand how they flow.
We take a collaborative approach in process development.
We systematical review key process in order to improve.
We have a system for seeking out and processing complaints.
14.3%
14.3%
42.9%
57.1%
42.9%
57.1%
28.6%
42.9%
42.9%
28.6%
28.6%
0.0%
0.0%
0.0%
0.0%
0.0%
Relationships/Communication
We have identified other key internal relationships and understand how we relate in our service to student and customers.
We have a system to ensure that deans and faculty understand how we support teaching and learning.
Our system has a mechanism for communicating our services and processes to students, faculty, and other stakeholders.
0.0%
42.9%
0.0%
71.4%
28.6%
57.1%
28.6%
28.6%
42.9%
0.0%
0.0%
0.0%
Table 8.5 Example of Quality Quick Check.
75
9C1
San Juan College has active partners for
collaborative projects to constantly strengthen the
relationship and relevance of educational offerings to
community segments and enhance student learning in
six key areas: (1) public education, (2) higher
education, (3) health care, (4) community agencies
and organizations, (5) government including tribal
Partner
Local school districts
Council for Educator’s Professional
Development (CEPD)
Eastern New Mexico University, University
of New Mexico, New Mexico Highlands
University
Fort Lewis College (Colorado)
New Mexico Higher Education institutions
New Mexico Higher Education
Department
Higher Education Institutions from states
PT Providers
Dentist/Dental Providers
Healthcare Providers/Hospitals
San Juan Regional Medical Center
Numerous County Entities
United Way and numerous agencies
Human services agencies
Leadership San Juan
Four Corners Conference for Professional
Development
San Juan Economic Development Service
CQIN, AQIP, Quality New Mexico
Numerous granting entities (TRIO, ABE, )
State of New Mexico, Work Keys, Serco,
Department of Labor
Local criminal justice entities
Local fire departments
Small Business Development Network
State of New Mexico, New Mexico Council
of Governments
County emergency entities
Numerous Federal, State, Local Entities
Arizona Public Service, Public Service
Company of New Mexico
Local /Regional Energy Companies
General Motors, Daimler Chrysler, Toyota
Mesa Airlines
Members from numerous County Entities
Numerous County Businesses
Achieve Global, DiSC, Franklin Covey
Numerous daycare facilities
B Square Ranch
entities and (6) business and industry. These
collaborative efforts play a vital role in the mutually
beneficial advancement of the communities that SJC
serves. These key collaborative relationships are
directly related to the college distinctive objectives to
build partnerships, foster community involvement,
serve as a focal point of cultural and learning activities
contribute to workforce and economic development,
provide a leadership role, create an environment and
Purpose
Public Education
High school technical training
Teacher training
Superintendent consortium
Bus driver training
Astronomy programming
Science fairs
Career fairs
Knowledge bowls
Dictionary distribution to 3rd graders
Native American youth art programming
Collaborative vertical team for public schools and higher education to address professional
development needs
Higher Education
Bachelor/Masters completion programs
Reciprocal tuition agreement, statewide continuing education collaboration
Articulation agreements
Higher education oversight
Transfer fairs
Healthcare
PTA internships
Dental internships
Nursing clinicals
Nursing program funding
Community Agencies, Organizations, Clubs
Facilities for community meetings / events / office space; event participation, parades,
rodeos, celebrations
Fundraising
Human services network, service learning placements, human services internships
Leadership programming
Conference support
Economic development
Government (Federal, Tribal, State, Local)
Quality Initiatives
At risk student assistance
Workforce development
Criminal Justice Program collaboration
Fire Safety Program collaboration
Business Counciling / Training
Economic development
Emergency management, San Juan Safe Communities Initiatives
Student financial assistance
Business and Industry
Power Plant Program collaboration
Oil Field Program collaboration
Automotive Program collaboration
Airline Program collaboration
Advisory Councils
Non-credit training
National curriculum suppliers
Early Childhood Education internships
Archaeological project collaboration
Table 9.1 Collaborative Relationships
AQIP Category Nine: Building Collaborative Relationships
76
culture for innovation, change and growth, and
develop and provide service learning opportunities.
Table 9.1 illustrates the six key areas of collaborative
relationships, the types of relationships and the
entities with which SJC shares these collaborations.
9C2 Strategic collaborative relationships reinforce
San Juan College’s mission, vision and goals “in
concert with other community agencies, businesses,
industries and other groups.” Relationships help tie
the real work and thinking processes of innovative
educational, business, industry and social leaders to
the learning processes.
By intentionally pursuing collaborative relationships,
San Juan College leverages its resources, allowing
the College to expand the quantity and quality of its
offerings to students and to the community at large.
Feedback from these collaborative relationships
provides the College with information on relevancy of
curriculum, through the advisory councils and
committees. Environmental scanning involves SJC’s
partners in helping to set future direction for the
College and helps tie the real world of work to the
learning process. Collaborations of educational
institutions provide communication among and within
the levels of public schools, SJC, and Higher
Education, creating a synergy of mutually beneficial
partner activities. For example, the CEPD was
created to assist the public schools in accessing and
sharing professional development opportunities with
SJC and the University Programs offering:
administrator’s academy training; teacher testing and
professional development dossier; college and
university program marketing; and communication of
activities. This collaboration has led to an
understanding of the benefits of sharing resources to
enhance available offerings to local educators,
improving the quality of education to educators. In
addition, Career Services, the Testing Center, and
Business & Industry training are developing a
partnership with local business, schools and state
employment agencies to implement WorkKeys.
Partnerships in healthcare provide both practical
experience to the students in the Health Sciences
programs, and clinical assistance to local healthcare
providers. For example, the hospitals provide clinical
experience to the nursing program and a dental clinic
is provided under the guidance of local dental
hygienists and a dentist. B & I Training responds to
medical administrative assistant needs, surgical
technicians, and other specific requests from
healthcare providers. Activities provide the students
with essential practical experience and the community
with some healthcare support under supervision.
The college supports leadership in its active
participation in the collaborative relationships and
support of Leadership San Juan, the county-wide
leadership program and the annual Four Corners
Professional Development Conference. This yearlong program opens communication among future
and current leaders, giving opportunity for mutual
learning about both the issues and agencies who
address those community concerns. In addition, the
college participates in the San Juan Safe
Communities Initiative, provides facilities for county
police and fire training programs, and benefits through
the improved safe environment provided to the
students, employees, and community members.
The Family Resource Center and Project Read
provide family and parent support, literacy
improvement tutoring, and improve the quality of life
for families in San Juan County. These programs
often provide a first connection to the college, creating
a significant difference in the lives of those
participating, and assist in long-range student
recruitment and community good-will.
San Juan College evaluates its yearly performance on
the basis of collaborative relationships through use of
its Strategic Plan (Valuing Partnerships) and AQIP
(Building Collaborative Relationships). Partners
provide resources to programs including expertise in
creating relevant curriculum and real world
application; educational opportunities for continued
degree work through University Programs not
otherwise available to place-bound residents;
assistance to small business for continuing education;
and a multitude of other benefits. The synergy with
the community improves the quality of life of its
citizens and in turn benefits the college.
Processes (P)
9P1 At this time SJC does not utilize a formal model
to create, prioritize and build collaborative
relationships. Instead it uses an informal process
aligned to the annual planning process comprised of
the following elements:
•
Scan the environment San Juan College uses
environmental scanning to identify and adapt to
the changing needs of its stakeholders.
Research in the field, dialogue with appropriate
business
and
industry
personnel
and
benchmarking other institutions assists the
administration and staff to stay current to develop
appropriate partnerships.
•
Determine viable collaborative relationships San
Juan College then approaches potential partners
in the fields identified as being necessary to
feedback and input, and at least one San Juan
College employee becomes the liaison or
champion for the relationship in order to provide
institutional support.
•
Assess greatest needs
Each collaborative
relationship is examined in light of the needs of
the College and partner. The college planning
77
Partnership
Development
Process
Environmental
Scan
Continuous
Improvements
Viable
Collaborative
Relationships
Assess
Greatest Needs
Define
Boundaries
Figure 9.1 Partnership Development Process
process evaluates needs and priorities, aligning
partnership development with strategic goals.
Since finances and/or time do not allow for all
collaborative relationships to be carried out,
desired partnerships are determined during the
planning process.
•
•
Define Boundaries of Collaborative Relationships
When it is determined that a collaborative
relationship will be created, the timeline is
developed, fund allocation and personnel
researched, and the expected outcomes are
delineated.
Campus representative invite
community members to an organizational
meeting where the partnership is defined,
boundaries and objectives communicated, and
partnership established.
informal communication with partners in order to
ensure the varying needs of the collaborative
relationships are being met. These methods include:
•
•
•
Making Continuous Improvements As the
collaborative relationship moves forward, the
designated liaison/champion, as well as other
college administration and staff, reviews the
effectiveness of the partnership and refines areas
that need to be addressed.
•
San Juan College has determined that it is difficult to
standardize a process for creating, prioritizing and
maintaining these partnerships as no two
collaborative relationships are the same. However, it
is still in the best interest of the College to support
administration and staff by providing an infrastructure
conducive to partnerships
•
9P2 San Juan College carries out both formal and
Most programming and training has a formal
evaluation built into the development and
implementation process. These evaluations are
carefully monitored and responded to by adapting
offerings accordingly when possible.
The more than 450 members of our advisory
councils meet regularly and are often employees
of our collaborative partner entities. The college
receives valuable feedback from them, and
responds to their needs and assessment of
college performance.
Evaluative analysis of partnerships is a part of
each of our student internships, clinicals,
practicums and placements.
The College
analyzes these collaborations formally and
closely so that partners are satisfied in the quality
of continued work.
Numerous times during the year, key
communities of people are identified as
stakeholders of various programs or of the
College as a whole. These key communities are
asked, through focus groups or surveys, to
determine if their needs and satisfaction are
being met.
Informal feedback is obtained through ongoing
dialogue with our partners. Collaborative
relationships are refined based on that dialogue,
thereby balancing the needs of the relationship
and the college.
SJC ensures the varying needs of each collaborative
relationship have been met through the formal and
78
informal analysis of key stakeholder feedback. During
the partnership development, the college collects
formative assessments and adjusts the membership
and charge of the partnership as needed. Formal
advisory group input for curricular development is
integrated into the program design in annual
improvement cycles. The college liaison or champion
informs the more formal college processes, and
responding change is supported in the college
planning process.
9P3 San Juan College creates and builds numerous
relationships within its institution through crossfunctional teams, councils or committees. This allows
for important input across departments into decisionmaking, problem solving and communication.

Satisfaction
level
and
suggestions
for
improvement collected from advisory council
members
Community support of bond issues.
Number of participants in non-credit events such
as the Bus Institute, astronomy programming,
science and career fairs, etc.
Number of attendees using SJC facilities for
meetings.
Milestones of performance as measured by the
New Mexico Small Business Development
Center.
Number of participants being sent from
businesses to receive non-credit training
experiences.
Results (R)
SJC has a highly participatory strategic planning
process that increases communication and helps
build internal partnerships at the College. During this
process, all employees have the opportunity to
provide input to department plans, which are then
prioritized in creating each level of refinement in the
final plan. This process is described further in
Category 8.
In addition, two continuous quality improvement
councils and five taskforces address research and
concerns in self-selected groups from all areas of the
College. A Vice President serves as the Council
champion and the President defines a focus for each
council for the year. The President’s Cabinet,
Recognition Team, Assessment Committee, and
Curriculum Committee are other entities that serve as
vehicles for creating and building workplace
relationships.
The CTX provides a physical location as well as
programming for all staff, to promote excellent
teaching
and
learning,
collaboration
and
communication. Activities draw participants from all
employee groups and across campus, allowing
greater understanding and incubation of partnerships
among those of common interests. Reading groups,
professional learning communities, and regular
presentations promote these cross-functional groups
to learn and develop ideas for problem solution.
9P4 The College collects and analyzes numerous
measures that reflect the building of collaborative
relationships. Those measures include data such as:

Number for key performance indicators as
measured for the New Mexico Higher Education
Department.
Number and scope of articulation agreements.
Number of local high school students who attend
SJC upon graduating.
Number of SJC students participating in
practicums, apprenticeships, internships and job
placements.
Overall institutional attitudes based on building of
internal and external collaborative relationships
as measured on the PACE survey.
9R1 The College has analyzed the key collaborative
relationships through the Quality Community Linkages
Council, assessing the essential links to programs.
Each partnership category was identified and rated as
a major link, regular link, occasional link or no link.
The college learned it had many obsolete or
ineffective collaborations, as well as strong and
effective, active partnerships. A matrix of the
collaborations revealed the most important links to
address for each program, and a survey revealed a
need to strengthen some of them. An example portion
of the matrix is given below (Table 9.2).
The Quality Community Linkages Council followed
this analysis with a survey and addressed a need to
strengthen program advisory boards with training
designed for both the college liaison and advisory
board members. An Advisory Board handbook was
developed and disseminated to participants in the
training. Follow-up assessment and feedback
revealed the community members had a need for
partnership expectations and parameters, basic
advice on effective meetings, and desired recognition
for their work.
The college refined the Advisory Council handbook
with information learned in the series of trainings, and
held several recognition events for college liaisons
and advisory board members. Satisfaction in the
process and events was expressed from both internal
and external participants.
In 2005, SJC contracted with Learning Resources
Network (LERN) to conduct a review of the CLC and
B & I Training, recommend structure, procedures,
benchmarks and best practices SJC should follow to
go forward and to train staff in the specific knowledge,
skills and attitudes that will enable progress. LERN
sent surveys to CLC students and instructors and B &
I Training clients and instructors.
Results are
presented in Table 9.3.
79
Health Care Professionals
Child Care Facilities &
Homes
Native American Tribes
Federal, State & Local
Officials
Community Service
Agencies
Business Associations
Business & Industry
NM State Agencies
Out of State Agencies
Faithbased Organizations
Internal SJC Community
SJC Students
3
1
1
1
2
2
2
3
1
1
1
2
1
1
3
2
3=Major Link
1
1
0
0
0
1
1
1
1
1
0
0
0
0
3
3
Community Clubs &
Organizations
Colleges/Universities 13+
Health Care Organizations
High Schools 9-12
Adolescent Health
Associated
Students
Middle Schools 6-8
School,
Department or
Program
Elementary Schools K-5
1
1
1
3
1
1
2
1
2
1
2
2
3
3
2=Regular Link
1=Occasional
Link
1
0
3
3
3
3
3
3
3
3
1
0
0
3
1
1
3
3
0=zero-no link
1
1
1
1
1
2
1
2
3
3
3
2
3
3
1
1
3
3
1
1
1
2
2
3
1
1
3
3
1
1
1
3
1
2
3
1
3
3
3
3
1
1
1
2
1
3
1
1
1
2
1
1
3
3
1
1
2
3
1
2
1
2
2
3
3
1
1
1
1
2
2
3
1
0
0
0
1
1
2
0
0
2
0
0
0
2
0
1
2
2
Families First
1
1
2
2
1
Family Support
Services
3
2
1
1
3
2
2
1
Family Support
Training
1
0
1
3
3
3
2
3
Table 9.2 Sample Matrix of Key Collaborative Relationships
1
2
2
1
3
2
3
3
1
1
0
3
1
1
3
3
0
3
0
0
1
2
2
0
2
2
Business Office
CFDC
Community
Learning Center
Ctr for Service
Leadership Senior
Corps
Ctr for Service
Leadership
Service Learning
Ctr for Service
Leadership
Volunteer Center
Early Intervention
Behavioral Health
Question
Respondent
Rate experience that best
describes experience and
learning
Rate the registration process
and procedures
Rate your experience with
CLC programs
Rate your experience that best
describes training received
Rate experience with B&IT
services and training
Table 9.3 LERN Survey Results
CLC
participant
CLC
participant
CLC
instructor
B&IT
customer
B&IT
instructor
Poor
1
Average
Good
Excellent
0%
Below
Average
0%
13.20%
45.28%
41.50%
Overall
Average
4.28
0%
4.54%
13.62%
47.72%
34.09%
4.11
2.27%
13.63%
9.09%
27.27%
47.72%
4.05
0%
0%
14.28%
42.85%
42.85
4.29
0%
14.28%
9.52%
9.52%
66.66%
4.29
The mission of Business & Industry Training took a
new focus on longer-term relationships with business
and industry in the basin, providing longer and more
intensive training to fewer clients. The energy industry
related program and some of the healthcare course
that were incubated in contract training were
developed into new credit programs to support local
industry. This was replaced by a systematic approach
to developing contract programs that have potential
for both continuing contract base and potential future
programs for the college. Consequently, while the
number of contract training classes and organizations
served has declined, the number of student contact
hours in contract training has increased (Figures 9.2
and 9.3). This demonstrates the college commitment
to develop better programs supportive of on-going
training and continuing education, rather than
haphazard offerings as circumstances arise
80
Contract Training
Student Contact Hours
Contract Training Classes
(includes Community Learning
Center)
Organizations Served
(unduplicated)
300
250
25,000
20,000
200
15,000
150
100
10,000
50
5,000
0
0
7
-0
6
-0
5
-0
4
-0
Figure 9.2 Contract Training Trend Data
06
20
2006-07
05
20
2005-06
04
20
2004-05
03
20
2003-04
Figure 9.3. B & I Training Student Contact Hours
CLC Classes Offered
During instructional reorganization, many of the
courses previously offered through the CLC were
moved to B & I Training and some from B & I
Training to credit courses and programs, such as the
School of Energy and Medical, Surgical Assistant
Program. Using the LERN model, targets for the
Community Learning Center were set, and
comparisons made to previous sessions. Within the
last year, the CLC community offerings recovered to
meet and exceed the established goals compared to
previous classes offered and made, enrollment
growth demonstrated, and the Center reduced its
cancellation rates through careful monitoring of
offerings, its targets and results
140
Previous Actual
CLC Actual
CLC Goal
120
100
80
60
40
20
0
FA I 06
FA II 06
SP I 07
SP II 07
SUM 07
Session
Figure 9.5 CLC Classes Offered
Figures 9.4, 9.5, and 9.6 Community Learning Center
trend data
CLC Class Enrollment
900
800
Cancellation Rate
700
70%
GOOD
600
60%
500
50%
400
Previous Actual
CLC Actual
CLC Goal
40%
CLC Actual
CLC Goal
300
200
30%
100
20%
0
FA I 06
FA II 06
10%
SP I 07
SP II 07
Session
0%
FA I 06
FA II 06
SP I 07
SP II 07
SUM 07
Figure 9. 4 CLC Class Enrollment
Session
Figure 9.6 CLC Cancellation Rates
81
SUM 07
Benchmark
SJC
Market Penetration: High
School Graduates Enrolling at
Institution
28%
2002-2003
Percentile
90th
2003-2004
Percentile
SJC
31%
90th
SJC
33.46%
2004-2005
Percentile
90th
Table 9. 4 High School Graduates Enrolling at SJC
9R2 The college uses benchmarking research to
determine improvements and best practices by
comparing its programs to other institutions. Each
partnership
area
has
specific
comparisons
appropriate in the particular school or program. For
example, B&IT targeted 23 community colleges with
similar community learning programs, narrowed to six
studied further for comparison processes and
programs. The school used LERN to further compare
these programs. LERN selected the following five
model programs for benchmarking: William Rainey
Harper College (Palatine, IL), Kirkwood Community
College (Cedar Rapids, IA), Central Piedmont
Community College (Charlotte, NC), Gloucester
County College (Sewell, NJ), and Western Suffolk
BOCES (Dix Mills, NY).
One measure of comparison with other institutions is
the percentage of high school graduates enrolling at
the institution as presented in Table 9.4)
Improvement (I)
9I1 SJC seeks to improve current processes and
systems for building collaborative relationships by
maintaining an awareness of trends and practices in
businesses, education, and non-profit organizations.
San Juan College improves its current processes and
systems through the effective use of feedback
provided from the partnerships. Information is
prioritized and then integrated into program planning,
and further change is aligned with strategic planning.
percentages, and the preceding year’s performance,
in the short term, LERN recommended that the
combined financial performance of CLC, B & I
Training and continuing professional education
generate a 5-10% net.
LERN recommendations for CLC improvement
include:
(1) Restructuring of staff for greater
productivity – work output should be measured in
outcomes; (2) determine Unique Selling Proposition
(USP); determine seven primary market segments;
(3) develop a one-year marketing plan; (4) proactively
communicate accomplishments college-wide; (5) and
use benchmarks (see 9I2).
LERN recommendations for B & I Training
improvement include: (1) Focus on selling contracts;
(2) Centralize all selling; (3) Less packaged, more
customized training; (4) Develop an Instructor
Handbook, and (5) use benchmarks (see 9I2).
9I2
San Juan College is developing specific plans
for improving its current processes and systems that
work to build collaborative relationships. Targets are
set in the strategic and annual planning processes,
and through identification in the advisory board
matrix. Some of the areas already targeted include:
•
For example, B &I Training routinely seek
partnerships as part of their daily work relationships
and refine maintenance of these partnerships as a
daily practice. Improvement to the current processes
will be accomplished by gathering satisfaction and
participation rates, improving the process for
identifying primary contacts, and developing a
process for training new advisory board members.
In 2005, SJC engaged Learning Resources Network
(LERN) to complete a review of and provide
recommendations for the advancement of the
Community Learning Center and Business and
Industry Training. LERN recommended the creation
of the School of Continuing Education and
Community Development under an umbrella of
“outreach” to provide SJC’s community programs and
services.
Although each department within the
SCECD should be measured separately by
comparing their performance to income goals, budget
Advisory councils
During the past year, an effort was made to
create processes for strengthening the advisory
councils at SJC. Training was developed to
show the benefits of having advisory councils, to
demonstrate how to manage an effective
advisory council and to provide a college-wide
system for acknowledging advisory councils.
This effort will be perpetuated in the coming year
by placing the oversight of advisory councils
within a particular division of San Juan College.
The process will then be formalized, improved
and expanded. Advisory councils are the source
of many of the College’s strongest partnerships.
•
•
Strengthening partnerships
The Community Linkages Quality Council will be
formally studying current partnerships, creating a
process to strengthen and improve those
partnerships and a process for creating new
partnerships. Included in this work will be an
effort to develop a system for measuring the
success of the College’s partnerships and how to
communicate college-wide the benefits of
partnerships.
Budgetary priorities
82
•
•
In a time of budget concerns, it will be
recommended that the building of partnerships
receive a high priority in the planning and
budgeting process. The ability to leverage dollars
through partnering will be of particular importance
as the College closely monitors its expenditures.
Communicating results
A formal process for communicating results and
improvement priorities to relationship partners,
faculty, staff, administrators and appropriate
students and stockholders will be developed this
year.
Currently that information is shared
through regular communication channels (see
5C1, 5P5, 5P6, 8P3).
Benchmarking other institutions:
A Key Task team will be created to identify data
sources or partnership statistics that should be
maintained
centrally
and
shared
with
stakeholders. This team will also benchmark
other institutions that excel in collaborative
relationships and develop a means to begin
comparing results of those institutions with those
achieved at SJC.
indicates that the CLC is progressing positively
towards each target:
Benchmark
Average
participants
Target
15-20
Operating margin
40-50%
Cancellation Rate
5-20%
New Programs
20%
2006-2007
Spring I – 14.3
Spring II – 11.8
Summer Adult – 28.1
Summer Kids – 11.5
Spring I – 55%
Spring II – 64%
Summer Adult – 55%
Summer Kids – 51%
Spring I – 20%
Spring II – 15%
Summer Kids – 10%
Spring I – 62%
Spring II – 48%
Summer Kids – 49%
Table 9.7 CLC Data 2006-2007
LERN recommended the following CLC benchmarks
be tracked and analyzed (Tables 9.5 and 9:6):
Benchmark
Target
Average
15-20
participants
Operating margin
40-50%
Repeat rate
50-70%
5-20%
Cancellation rate
30-50%
overall
New course
cancellation rate
Promotion costs
10-15%
Production costs
Less than 50%
Staff productivity
$125,000+
Brochure:
Less than 100:1
Participant ratio
New programs
20%
Programmer
6-20 X salary
income
Percentage of
Less than 3%
money refunded
Table 9. 5 CLC Targets
Present
8
40%
25%
39%
N/A
19%
50%
$150,000
26:1
25%
N/A
N/A
In addition, because the CLC’s repeat rate is low, the
following retention benchmarks should be tracked:
Retention Benchmark
Service rating
Quality rating
Courses/events
per
person
Income per person
Target
4+ out of 5
4+ out of 5
1.5 -2
Present
TBD
TBD
N/A
2 to 3 x
ave. fee
Less than 5
N/A
Average
size
of
cancelled course/event
Cost of new customers
4:1 or less
Table 9.6 CLC Retention Targets
N/A
N/A
The CLC has focused on improving average
participants, operating margin, cancellation rate and
new programs benchmarks. Data (Table 9. 7)
83
Glossary of Terms and Abbreviations
AAC
Advising & Counseling Center
AAS
Associate of Arts degree
AAS
Associate of Applied Science degree (career programs)
Action Plans
A specific method or process to achieve the results called for by one or
more objectives, it may be a simpler version of a project plan.
Accuplacer
Testing software for placement
ACC
Advising and Counseling Center
AQIP
Academic Quality Improvement Program
AS
Associate of Science degree
AtD
Achieving the Dream
B&I Training
CAT
Classroom Assessment Techniques
CEPD
Council for Educator’s Professional Development
CCSSE
Chapter House
Community gathering place for information and assistance governed by a
panel of elected officials
Charrette
A collaborative session in which a group of stakeholders drafts a
solution to problem
Charters of Accountability
Annual work plans for professional staff linked to the Strategic Plan
CLC
CQIN
Continuous Quality Improvement Network
CSLOs
Common Student Learning Outcomes
CTX
Center for Teaching Excellence
Ed2Go
Online courses offered through the CLC
EDGE
Educational Dedication and Goal Enhancement program
ELT
Executive Leadership Team
EMS
Emergency Medical Services
Encore
Courses for life-long learners over the age of 50
84
ENGL
English
ERP
Enterprise Resource Planning
Four Corners
Region where the boundaries of New Mexico, Colorado, Arizona, and
Utah meet
FAAB Express
Essential functions of Financial Aid, Admissions, and Business in one
location
FERPA
Family Educational Rights and Privacy Act
FTE
Full Time Equivalent (student or employee)
Gatekeeper courses
Entry level college courses required by degree programs
GPC
Grants Planning Committee
HAZMAT
Hazardous materials training
HED
Higher Education Department (New Mexico)
HHPC
Health and Human Performance Center
HLC
Higher Learning Commission (of the North Central Association of
Schools and Colleges)
HR
Human Resources
IPEDS
Integrated Post-Secondary Education Data System
IPOP
Industrial Process Operator Program
IRB
Institutional Review Board
KPI
Key Performance Indicator
LERN
Learning Resources Network
LLT
Learning Leadership Team
LPN
Licensed Practical Nurse
LRNS
Support classes offered through the Student Success Center
NACUBO
National Association of College and Business Offices
NCA
North Central Association of Schools and Colleges
NCCBP
National Community College Benchmarking Project
NCES
National Center for Educational Statistics
NILIE
National Institute for Leadership Effectiveness
NLSSI
Noel-Levitz Student Satisfaction Index
85
NMHED
New Mexico Higher Education Department
OOD
Office of Organizational Development
OSD
Office of Strategic Development
OTS
Office of Technology Services
PAC
Program Advisory Council
PACE
Personal Assessment of the College Environment; SJC’s primary tool for
benchmarking and gathering measures of employee satisfaction.
Portal
Online administrative interface
PTA
Physical Therapy Assistant program
PSYC
Psychology
QCB
Quality Center for Business
QSLC
Quality Student Learning Council
QSSC
Quality Student Support Council
Quality Quick Checks
Provides a framework for continuous improvement
RN
Registered Nurse
SCECD
School of Continuing Education and Community Development
SCH
Student Credit Hour
SEL
School of Extended Learning
SJC
San Juan College
SMART lab
Located within the Student Success Center
SOE
School of Energy
SPCH
Speech
SSDC
Support Staff Development Committee
Stamats
Consultant firm hired to conduct market study
TEC
Technical Education Center
VP
Vice President
WebCT
Online course management system
86
Index to Evidence for the Criteria for Accreditation
Criterion One – Mission and Integrity
The organization operates with integrity to ensure the fulfillment of its mission through structures and
processes that involve the board, administration, faculty staff and students.
Core Component 1a. The organization’s mission documents are clear and articulate publicly the
organization’s commitments.
•
The SJC mission, vision and values statements are periodically reviewed and included in all major
institutional publications and on the college’s website, as adopted by the Board of Trustees. [O1, 2P2]
•
The SJC mission and vision are clearly embedded in the learning goals and other distinctive objectives.
[1C2, 2C1]
•
The mission and vision statements articulate the commitment to the community the college serves, the
model it envisions to become, and the distinctive objectives it embraces.
[O1, 2C1, 5P1, 9C7]
•
The values statement provides the ethical foundation for commitment and a high standard of ethics for
academic integrity. [O1, 3P6, 4P3, 9C2]
•
The college strategic plan outlines clear values and goals in alignment with its mission and vision. [8C2,
9C2]
Core Component 1b. In its mission documents, the organization recognizes the diversity of its
learners, other constituencies, and the greater society it serves.
•
SJC’s mission statement presents a commitment to remove access barriers and a vision for the future in
recognition of the diversity of its learners and in concert with the community it serves. [O1, O2, O4, 8C1]
•
The college adjusts the variety of programs, delivery systems and course offerings to address learning style
diversity and preparation for success in a diverse world. [1C4, 8C1, 8C2]
•
SJC shares its mission and vision in a variety of communication methods to address the diversity of
communication styles of its constituencies and aligns professional staff charter of accountability to that
mission and vision. [O4,O7, 5P6, 8C1]
Core Component 1c. Understanding of and support for the mission pervade the organization.
•
The hiring practices of the college include attention to the diversity of its constituents and orientation to the
institution’s mission and practices. [O5, O7, 4P2]
•
Under the foundation of its mission, the college supports a long standing tradition of community involvement
and all levels of organization. [5C3, 5P1, 5P6]
•
Institutional mission and vision are communicated from leaders to the SJC community and back through
various identified processes. [2P2, 5P6, 5P7, 5R1]
•
Distinct institutional goals, aligned with the college mission and vision, are reinforced through alignment
during various key processes such as strategic planning, performance review, and budget processes.
[5P6, 8C2]
Core Component 1d. The organization’s governance and administrative structure promote
effective leadership and support collaborative processes that enable the organization to fulfill its
mission.
•
Processes for aligning effective leadership and collaborative processes exist including special Task Forces,
Annual Planning, budget, and advisory boards in addition to traditional organizational structures. [O6, O7,
3R4, 5P3, Cat 8]
•
Targets for improvement are set through input from collaborative processes and prioritization aligned to
goals. [2P1, 3I1, 5P1, 5P3, 9C2, 9P2]
•
Performance scorecards are available to entities the college serves on the college website and performance
reports are included in every Board of Trustee meeting. [7C1, 7C2]
Core Component 1e. The organization upholds and protects its integrity.
87
•
The college values are consistent with our ethically responsible organization and commitment to high
standards of integrity. [O1, 3P6, 4P3, 5C3]
•
The organization has processes for receiving and documenting a timely response to complaints and
grievances, particularly those of students. [3P6, 4P2]
•
The college understands and abides by a local, state, and federal laws and applicable regulations.
Consistent and fair policies regarding rights and responsibility are practiced and documented in student and
employee handbooks, publications, and Board of Trustee policy documents. [3P6, 4P3]
Criterion Two – Preparing for the Future
The organization’s allocation of resources and its processes for evaluation and planning
demonstrate its capacity to fulfill the mission, improve the quality of its education, and respond to
future challenges and opportunities.
Core Component 2a. The organization realistically prepares for a future shaped by multiple
societal and economic trends.
•
The college’s planning documents reflect an understanding of the organization’s current capacity and
barriers to educational access. [O1, O3, 4C2, 4C3, Cat 8]
•
The college intentionally creates collaborative partnerships to strengthen its key communities and
relationships in key areas for future growth. [9C1, 9C2]
•
In its planning, the college process includes environmental scanning from multiple sources and attention to
emerging factors of change and innovation. [O1, O4, O7, 2C2, 4P3]
•
Goals are reviewed annually and adjusted in response to the changing needs of the region, and resource
allocation is responsive to those needs.
[8P2, 8P5, 8P6, 8P7]
Core Component 2b. The organization’s resource base supports its educational programs and is
plans for maintaining and strengthening their quality in the future.
•
Annual budget allocation and institutional capacity changes in response to goal adjustment ensures
adequate resources for achievement of educational quality goals.
[O8, 8P2, 8P6, 8P7, 8R2]
•
The college intentionally develops its human resources to meet future needs. [4P4, 4P5, 8P7]
•
Resources are allocated towards high priority and mission-specific activities and programs.
[O8, 6R1-3, 8P2, 8P6, 9C2]
•
Performance improvement is based on mission-aligned activity and program achievement.
[O8, 8R1, 8R2, 8I1]
Core Component 2c. The organization’s ongoing evaluation and assessment processes provide
reliable evidence of institutional effectiveness that clearly informs strategies for continuous
improvement.
•
Multiple measures and levels of institutional effectiveness inform strategic planning and strategies for
improvement. [7C2, 7P5, 7R2, 7I1, 7I2, 8P4, 8R4]
•
The college has defined processes and systems for planning continuous improvement and student
assessment of learning.
[1P11, 7I1, 7I2, 8I1]
•
Evaluation and assessment processes include reviews of programs and systems for collecting, analyzing
and using organizational information. [1P13, 7C1, 7P1, 7P2, 7P3]
•
The college improvement efforts focus on improvement of evaluation and assessment processes and
reliability of effectiveness evidence. [1I1, 3I1, 7I1, 8I1]
Core Component 2d. All levels of planning align with the organization’s mission, thereby enhancing
its capacity to fulfill that mission.
88
•
SJC strategic and operational planning is aligned with its mission and link to budget and resource allocation
[8C2, 8P1]
•
Operational and resource planning processes involve input and prioritization at all organizational levels.
[3P1, 8P4, 8P6, 8P7]
•
Alignment of short-term and long-term strategies, facility master plan, key administrative support processes,
and collection of data and information with mission focus enhances institutional capacity to fulfill that
mission. [8C2, 8P2]
Criterion Three – Student Learning and Effective Teaching
The organization provides evidence of student learning and teaching effectiveness that
demonstrates it is fulfilling its educational mission.
Core Component 3a. The organization’s goals for student learning outcomes are clearly stated for
each education program and make effective assessment possible.
•
Identified student learning and student services outcomes are incorporated into curriculum development and
assessment activities, including a required statement of learning outcomes in each course. Curriculum
changes are approved through the Curriculum Committee process. [1C1, 1P1, 1P8, 1P11]
•
The college differentiates its learning goals for associate and certificate programs, enhanced with diverse
strategies and applications. [1P2, 1P3, 1P5, 1P10, 1I1, 7C1]
•
The organization’s assessment of student learning extends to all programs and is integrated in data reported
for purposes of external accountability. [1P11, 1P12, 1R1, 1R2, 1R4, 7C2, 7P1, 7R2]
•
Faculty and professional staff are involved in defining student learning outcomes and creating strategies to
determine outcome achievement. [1P1, 1P8, 1P11]
Core Component 3b. The organization values and supports effective teaching.
•
SJC supports effective teaching in multiple forms through the Center for Teaching Excellence (CTX),
Distinguished Teaching Chairs, Distance Education and Technology training support and other professional
development resources. [1C5, 4C4, 4P4, 8P6]
•
Services to support improved pedagogies and innovative practices, student preparation, and constituencies
expectations enhance effective teaching practices [1P4, 1P6, 4P3, 4P5]
•
Value of effective teaching practices are communicated through supportive leadership and celebrated
through the employee recognition program. [4P3, 4P4, 4P7, 4P8]
Core Component 3c. The organization creates effective learning environments.
•
SJC aligns mission and goals by creating diverse learning environments to meet the needs of students and
the community. [1C2, 1C5, 1P9, 1R3, 2R2]
•
The college offers multiple levels of education in appropriate schedules and delivery systems. [1C3, 1P3,
2C3]
•
Multiple programs, support services, and facilities accommodate at-risk, special needs, honors, youth, adult
and life-long learning. [1C4, 1P5, 1P10, 2P5, 2R1]
Core Component 3d. The organization’s learning resources support student learning and effective
teaching.
•
Key instructional units are organized to support student learning and strategic alignment, and address the
core requirements of students. [1C3, 1I1, 1I2, 3R1, 3R2, 3R3, 4C1, 6C1, 6C2]
•
Organizational Development, Center for Teaching Excellence and student resources provide access to
learning, and professional development supportive of student learning and effective teaching . [1C3, 1P5,
1P9, 1R2, 1I2, 4C4]
•
Technology support and student learning options, partnerships, and innovations enhance student learning
and strengthen teaching effectiveness [1C3, 1C4, 1P2, 1P3, 1P5]
89
Criterion Four – Acquisition, Discovery, and Application of Knowledge
The organization promotes a life of learning for its faculty, administration, staff and students by
fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with
its mission.
Core Component 4a. The organization demonstrates, through the actions of its board,
administrators, students, faculty and staff, that it values a life of learning.
•
SJC has created a culture of inquiry and creativity for students and employees through its practices and
objectives [O1, 1C1, 1P6, 2C1]
•
Faculty, staff and students create knowledge and produce scholarship in learning objectives and application,
acknowledgement of achievement, and the capacity to exercise intellectual inquiry. [O1, 1C5, 4C2, 4P4, ]
•
An integrated planning, budgeting, and improvement system with learning college principles at the core
demonstrates the value of a life of learning at SJC. [O1, 4P4, 4P5, 4P7, 8P4]
Core Component 4b. The organization demonstrates acquisition of a breadth of knowledge and
skills and the exercise of intellectual inquiry are integral to its educational programs.
•
Expectations for student preparedness and general education are communicated clearly and reviewed to
develop attitudes and skills requisite for workforce success and life-long learning. [1C1, 1P1, 1P3, 1P8,
1P11, 1I1, 2C3]
•
The college reviews the relationship between its mission and general education curriculum, curricular and
experiential offerings attend to the currency and relevancy of offerings to promote breadth and depth of
learning achievement. [1C1, 1P2, 1P10, 1I1]
•
Learning support services provide for student development to reduce gaps and enhance learning. [1P9, 1I2]
•
Development practices supportive of faculty and staff intellectual inquiries are integral to relevancy of the
curriculum and utility of knowledge and skills gained by students.
[4C4, 4P4, 4P7]
Core Component 4c. The organization assesses the usefulness of its criteria to students who will
live and work in a global, diverse, and technological society.
•
The college’s common student learning outcomes, specific program outcomes, and other distinctive
objectives prepare students with skills and professional competence essential to a diverse workforce. [1C1,
1P2, 1P3, 1P11, 1R2]
•
Individual departments report assessment results to the Assessment Committee and results of program
specific assessments are used to produce program changes.
[1C1, 1P6, 1P8, 1P11]
•
Curriculum is monitored for its effectiveness and currency, involving internal and external stakeholders, to
indicate effectiveness in job placement rates and workforce surveys.
[1P2, 1P8, 1P 11, 1P12, 1R2]
•
The college provides curricular and co-curricular opportunities that promote social responsibility [1C2, 1P10,
2C1, 2C3, 2P5]
Core Component 4d. The organization provides support to ensure faculty, students and staff,
acquire, discover, and apply knowledge responsibly.
•
The college provides academic and student support programs that contribute to the development of
fundamental skills and attitudes for responsible use of knowledge. [1C5, 1P8, 2C1, 4C2, 4C4]
•
Administrative and academic support is structured to reinforce student learning.
[O6, 4P3, 4P5,5P2]
•
The college follows explicit policies and procedures to ensure ethical conduct in its instructional and
research practices. [1C2, 1C5, 4P3, 4P4, 5C2]
•
Convocation and professional development, optimum facilities and resources, and effective oversight and
practices enforce student and employee responsibility for knowledge management. [1C5, 2R3, 4C4, 4P4,
4P5]
90
Criterion Five – Engagement and Service
As called for by its mission, the organization identifies its constituencies and serves them in ways
both value.
Core Component 5a. The organization learns from the constituencies it serves and analyzes its
capacity to serve their needs and expectations.
•
The college’s structures and processes, aligned with its mission, enable effective connections and
engagement with the constituencies it serves. [O4, 2C1, 2P2, 3P2, 9C1, 9P1]
•
Needs of students and community are identified and addressed through institutional processes that inform
performance results. [1P12, 1R1, 2C2, 2P1, 2R3, 3C1, 9I1, 9I2]
•
The college’s commitments are shaped by its mission and capacity to support the needs and meet
expectations of communities served. [O2, O4, 2C2, 2C3, 3P5, 9C2, 9P1, 9P2]
•
The college’s programs and community engagement results support achievement and inform improvement
efforts. [2C1, 2P5, 2R1, 2R2, 9R1]
Core Component 5b. The organization has the capacity and commitment to engage with its
identified constituencies and communities.
•
Distinct institutional goals for community engagement and service support the college commitment to its
constituencies and communities. [2C1, 2C3, 3P2, 3P3, 3R4, 3I1, 9P2, 9R1]
•
College structures and processes enable effective connections with its communities, and educational
programs and co-curricular activities connect students with external communities. [2P5, 3C1, 3P2, 3P4, 3P6,
3P7, 4C1]
•
Collaborative relationships are used to reinforce mission, assess capacity and make meaningful changes in
process to address needs. [3P1, 3P5, 3P7, 3R1,3R4, 7P5, 9C1, 9C2]
Core Component 5c. The organization demonstrates its responsiveness to those constituencies
that depend on its service.
•
Collaborative ventures to provide relevant programs and services to constituencies include public education,
higher education, healthcare, business and industry, and other partnerships.
[2C2, 2R1, 3I1, 9C1, 9P2]
•
The college participates in partnerships focused on shared educational, economic, and social goals to
provide resources or programs in response to identified unmet need, particularly in learning. [2C2, 2P4, 2P5,
3P2, 9C2, 9R1]
Core Component 5d. Internal and external constituencies value the services the organization
provides.
•
Evaluation of programs and services involves internal and external constituencies.
[3P3, 3P6, 3R2, 3R1, 9C1, 9P1, 9I2]
•
The college’s academic programs, economic and workforce development activities, continuing education,
and leadership are valued by the communities it serves. [3P3, 3P4, 3R1, 4P7, 4R1, 4R2, 4R3]
•
External stakeholders actively participate in college activities and programs. The college facilities are
available and used extensively by the community. [2P5, 2R1, 3R2, 9C1, 9P1, 9P2, 9R1]
•
Results from various sources demonstrate the value the community places on the college and its programs,
and indicate a high degree of satisfaction. [2R1, 3P7, 3R1, 3R3, 9P2, 9R1]
91