integrated plan
TRANSCRIPT
Integrated Plan
2012-2016Fall 2014 Update
Chandler-GilbertCommunity College
Integrated Plan 2012-2016
Table of Contents
MCCCD and CGCC Vision, Mission and Values 4
MCCCD and CGCC Core Planning Areas 6
MCCCD and CGCC Strategic Planning Goals 8
MMCCCD and CGCC Strategies 6
CGCC Integrated Planning 11
Planning and Budgeting Master Calendar 12
Principles and Guidelines for Budget Development 13
History, Present and Future 14-17
Appendix A: College Strategy Planning Summary 19-30
Appendix B: Higher Learning Commission Criteria for Accreditation 31-38
Appendix C: FY16 Operational Plan 37
Appendix D: Strategic Plan Guide 38-39
The planning documents can be found online at:
https://inside.cgc.maricopa.edu/committees/planning/Pages/home.aspx
Chandler-Gilbert | Estrella Mountain | GateWay | Glendale | Mesa
Paradise Valley | Phoenix | Rio Salado | Scottsdale | South Mountain
Corporate College | Maricopa Skill Center | SouthWest Skill Center
4 Integrated Plan 2012-2016
Vision Mission and Values
MCCCD Vision
A Community of Colleges…Colleges for the Community…
working collectively and responsibly to meet the life-long
learning needs of our diverse students and communities
MCCCD MissionThe Maricopa County Community College District provides
access to higher education for diverse students and
communities. We focus on learning through: University
Transfer Education, Continuing Education, General
Education, Community Education, Developmental
Education, Civic Responsibility, Workforce Development,
Global Engagement and Student Development Services.
CGCC Vision
Chandler-Gilbert Community College• Empowers Learners• Inspires Excellence• Strengthens Our Communities
Every Student Succeeds
CGCC MissionChandler-Gilbert Community College serves students
and its diverse communities by providing quality
life-long learning opportunities in a learner-centered
environment through effective, accessible educational
programs and activities.
We fulfill this mission as an institution of higher
education through:
• University Transfer Education
• General Education
• Developmental Education
• Workforce Development
• Student Development Services
• Continuing Education
• Community Education
• Civic Responsibility
• Global Engagement
Integrated Plan 2012-2016 5
MCCCD ValuesCommunity. We value all people — our students, our
employees, their families, and the communities in which
they live and work. We value our global community of
which we are an integral part.
Excellence. We value excellence and encourage our
internal and external communities to strive for their
academic, professional and personal best.
Honesty and integrity. We value academic and personal
honesty and integrity and believe these elements are
essential in our learning environment. We strive to treat
each other with respect, civility and fairness.
Inclusiveness. We value inclusiveness and respect for
one another. We believe that team work is critical, that
each team member is important and we depend on each
other to accomplish our mission. Innovation. We value and
embrace an innovative and risk-taking approach so that
we remain at the forefront of global educational excellence.
Learning. We value lifelong learning opportunities
that respond to the needs of our communities and are
accessible, affordable, and of the highest quality. We
encourage dialogue and the freedom to have an open
exchange of ideas for the common good.
Responsibility. We value responsibility and believe that
we are each accountable for our personal and professional
actions. We are responsible for making our learning
experiences significant and meaningful.
Stewardship. We value stewardship and honor the trust
placed in us by the community. We are accountable to our
communities for the efficient and effective use of resources
as we prepare our students for their role as productive
world citizens.
CGCC ValuesAt Chandler-Gilbert Community College our shared values
form the keystone that upholds our fundamental work
of Learning and Community Engagement. We strive to
exemplify and instill these values in every aspect of our
organization.
Learning. CGCC values critical inquiry and meaningful
and relevant application of concepts. We advocate
active engagement of students and employees in lifelong
learning.
Community Engagement. CGCC values engagement
in civic life, service to community, and promotion of
democratic principles.
Excellence. CGCC employees are leaders in providing
the highest quality learning and service both inside and
outside the classroom.
Innovation. CGCC employees value an innovative,
energetic, dynamic environment that encourages creativity
and promotes systematic improvement.
Collaboration. CGCC encourages collegiality, teamwork,
and cooperation between and among employees,
students, and the community.
Communication. CGCC values a free exchange of
ideas and encourages constructive conversations among
employees, students, and the community.
Integrity. CGCC employees endeavor to be competent,
responsible, reliable, honest, and ethical in both their
personal and professional lives.
Diversity. CGCC strives to create an environment of
inclusiveness, with equity and mutual respect for all.
6 Integrated Plan 2012-2016
Core Planning AreasMCCCD and CGCC have identified Core Planning Areas.
The college’s planning areas align with and supplement
the district’s planning areas by accentuating the unique
characteristics of the college. They provide further clarity as
to how CGCC’s integrated planning aligns with the college,
Governing Board, and district priorities as well as with the
Higher Learning Commission’s (HLC) Criteria
for Accreditation.
Access to Learning
MCCCD will improve access to learning opportunities
for students and the community. CGCC anticipates and
responds to the needs of its communities and effectively
communicates the opportunities we provide to those who
will benefit. [HLC Criterion 1: The institution’s mission is
broadly understood within the institution and guides the
institution’s operations.]
Pathways to Success
MCCCD will enhance educational and career pathways to
support student goal attainment. CGCC focuses on student
development throughout the student learning cycle. [HLC
Criterion 3: The institution provides high quality education,
wherever and however its offerings are delivered.]
Effective Learning and Teaching
MCCCD will improve student learning outcomes and
teaching effectiveness. CGCC’s motivated and experienced
faculty and staff use assessment to improve teaching,
planning and decision-making. [HLC Criterion 4: The
institution demonstrates responsibility for the quality of
its educational programs, learning environments, and
support services, and it evaluates their effectiveness for
student learning through processes designed to promote
continuous improvement.]
Organizational Integrity
MCCCD will strengthen policies and practices to guide
the effective use of public resources. CGCC, operating
in a collaborative environment focused on individual and
organizational learning, supports evidence-based decision-
making and continuous improvement in which plans and
outcomes are transparently shared. [HLC Criterion 2: The
institution acts with integrity. Its conduct is ethical and
responsible. HLC Criterion 5: The institution’s resources,
structures, and processes are sufficient to fulfill its
mission, improve the quality of its educational offerings,
and respond to future challenges and opportunities. The
institution plans for the future]
Integrated Plan 2012-2016 7
8 Integrated Plan 2012-2016
Strategies MCCCD System-Level Strategies ONE Maricopa
Colleges in MCCCD historically have met the needs of their communities through localized decisions about programs, services, and business processes. While this diversity makes the District stronger, it also can produce some inefficiencies and unintended barriers for students who may enroll in more than one college. ONE Maricopa seeks to maximize resources and effectiveness using system-wide approaches to address common challenges, to foster increased partnerships among Maricopa colleges, and to reduce duplication of services and programs. For details, see http://www.maricopa.edu/chancellor/onemaricopa.php.
Seamless Student Experience
The seamless student experience (SSE) provides students a single point of access and a uniform process for admissions, registration, financial aid, and related student services across all MCCCD colleges. SSE will allow students to seamlessly move from one MCCCD college to another without repeating or duplicating the processes to be admitted or to receive financial aid. Students will have a single academic transcript containing a record of all credits earned at MCCCD colleges. From a service point of view, students would access the ONE Maricopa student information system (online or in person) just once with the information applicable at any of the colleges universally.
Completion Agenda
MCCCD is committed to increase by 50 percent by the year 2020 the number of students completing associate degrees, certificates, and/or successful transfer to one of Arizona’s public or private universities. Attaining this goal will contribute to Arizona’s economic recovery as well as increase the quality of life for a more educated workforce. The Completion Agenda is aligned with the state and national movements toward greater accountability and productivity in higher education. The Maricopa goals are presented in the Governing Board Completion Statement (http://www.maricopa.edu/gvbd/message.php). This initiative aligns with the Arizona Board of Regents 2020 Completion Goals.
Maricopa Priorities
Beginning in FY 2013-14, the Maricopa Community Colleges started a process of prioritization of all programs and services. This process known as Maricopa Priorities will aid us in collectively realigning resources (funds, people, and space) to help us improve as an institution. These efforts will be guided by our District’s vision, mission, goals, values, and core planning areas. These statements define and guide us as an institution and are the benchmarks against which we measure our future success.
Integrated Plan 2012-2016 9
Developmental Education
By leveraging strategies and innovations developed at the colleges, MCCCD will improve developmental education outcomes, close achievement gaps, and address student access to college-level courses and programs of study. Governing Board outcomes explicitly seek increases in the successful completion of developmental math, English, and reading courses, and progression to college-level courses. Students from all races/ethnicities and socioeconomic backgrounds are expected to perform comparably in developmental courses and beyond. Developmental course access and success will be enhanced by offering a variety of instructional modalities including online, hybrid, accelerated, and modularized approaches.
Student Success Initiative
The Student Success Initiative is designed to positively impact student retention, persistence, and goal completion. The program, intended for new-to-higher-
education and transfer- or degree-seeking students, mandates student participation in a comprehensive orientation program, academic advising, and assessment testing with course placement for Reading, English, Mathematics, and a college success course.
Performance-Based Funding
The Maricopa Community Colleges will be developing a performance-based funding model for its system of 10 colleges and two skill centers. The model will be in alignment with the state-wide model and Strategic Visioning document created by the 10 Arizona community college districts (http://www.azcommunitycolleges.org). Beginning in November 2012, Maricopa formed an internal work group to explore Maricopa-specific performance funding. The goal of performance funding at the Maricopa Community Colleges is to provide resources to incent changes that will improve institutional performance, especially through improvements in student outcomes, progress, and overall student success.
10 Integrated Plan 2012-2016
CGCC Strategic Focus Areas for FY2014-15To create conditions to help every student succeed, Chandler-Gilbert Community College will:
Student Learning CycleImprove student access, retention, and success through
academic strategies, course and program delivery, support
services, resource allocation, marketing and recruitment,
facilities management, and institutional planning.
Institutional EffectivenessEstablish a culture of using data to inform planning,
decision making, resource allocation, and assessment to
continuously improve.
College Shared GovernanceImplement the updated college governance model to
improve communication, trust, engagement, decision-
making, and accountability.
Future TrendsResearch, analyze, and plan for national, state, and local
changes in student demographics, higher education trends,
learning pedagogies, technologies, workforce trends, and
institutional processes and systems to shape our programs
and services to meet the future needs of our communities.
By continuously evaluating and improving our policies and
practices in the areas listed above, we create conditions for
student success at all stages of the student learning cycle.
Learning PlanEnrollment
ManagementPlan
Facilities Plan TechnologyPlan
Annual plans that identify specific actionsto be undertaken to advance goals and
improvement strategies
AdvancementPlan
Strategic PlansCore Planning Areas
Operational Plans
College areas of focus, derived from thepreceding planning activities
Annual Strategic Areas of Focus
Annual assesment of College programs services for the purpose
of continuous improvement
Program Review
On-going process to evaluate the effectivness of strategies
for student learning
Student Assesment
CGCC Planning Process
Interdependent Plans that identify goals, with muti-year focus and associated strategies, assigned to resonpsible party(s), with completion dates
and outcome metrics. Reviewed and updated annually.
Core Planing Areas, informed by HLC Criteria and MCCCD Strategic Planning(NOTE: For FY2017-2020, College Goals will replace Core Planning Areas)
College Integrated PlanVision, Mission, & Values
$$$$$$$$$$$$Rolling Multi-YearFinancial
Plan
Rolling Multi-YearFinancial
Plan
$$$$$$$$$$AnnualBudgetAnnualBudget
MaricopaPriorities
1
2
3
4
Integrated Plan 2012-2016 11
Integrated PlanningCGCC recognized the need to better integrate its many
planning activities within its Integrated Planning Process
in order to better utilize resources, reduce duplication
of effort, focus energy on the things that matter most,
and ensure linkages between district and college vision,
mission, values, goals, and core planning areas. In
preparation for development of the 2012 Strategic Plan,
the college contracted with the Society of College and
University Planning to train a broad base of employees in
the basics of strategic and integrated planning.
The outgrowth of that training is the current strategic
planning process as well as a growing understanding of the
importance of Integrated Planning in the life of the college
where learning, fiscal, facilities, technology, and other
organization plans, while developed separately, are linked
in support of progress towards college strategies.
Integrated planning was completed in the 2013-2014
academic year. Five strategic plans were created and
combined to form the Strategic Planning Summary, Oct.
2013 (Appendix A) https://inside.cgc.maricopa.edu/
committees/planning/Pages/home.aspx. The Strategic
Planning Summary highlights the goals and priorities of
the college. The individual plans included in the Strategic
Planning Summary are the Strategic Learning Plan (SLP),
Strategic Enrollment Management Plan (SEM), Strategic
Facilities Plan (SFP), Strategic Advancement Plan (SAP)
and Strategic Technology Plan (STP).
The Strategic Planning Summary also identifies alignment
between each priority and three additional guiding strategic
plans: the Maricopa County Community College District
Strategic Planning Goals 2012-2016 ( http://www.maricopa.
edu/stratplan/docs/StrategicPlan20132016.pdf ) the CGCC
Strategic Plan 2012-2015 (http://www.cgc.maricopa.edu/
community/Documents/CGCC_Strategic_Plan41114.pdf ) and
the Higher Learning Commission’s Open Pathway Criteria
for accreditation (Appendix B). Linkages were also made
between the priorities of the five strategic plans.
Year Fall Spring
FY15 PLANNING CALENDAR SUMMARY
Strategic Plans Development/Updating; Operational Plans for FY16 based on Strategic Plans and Program Review
Program Review: Foundations
Program Review: Program Improvement
HLC Quality Initiative and Quality Assurance Process
Financial Analysis and Review FY16 Budget Development
Progress Report to Governing Board on MCCCD Goals and Strategic Plan
MCCCD Priorities Project
FY15 PLANNING CALENDAR DETAIL
TASK RESPONSIBILITY DUE DATE
Program Review: Identify Academic Programs to Undertake Improvement Exercise
VPAA, Deans, Division Chairs Aug 31
Progress Reports from Units on FY14 Activities and Accomplishments
All College Units Sept 1
Progress Report to Governing Board President and Vice Presidents Due to District 9/15/14
Updating of Integrated Plan 2012-2016 Institutional Effectiveness Committee PLT
Sept 5 Sept 15
Strategic Plans Updated with Goals for FY16 Strategic Planning Teams (First drafts complete Oct 24; integrative round to be completed Nov 30)
Nov 30
FY16 Budget Estimate VPAS Dec
Establish work teams
Develop action plans
Determine baseline data
QI Teams Dec
HLC QA: Gather evidence by work “group” QA Steering and Work Teams Dec
Response/Input from District Prioritization Project CEC Decision Retreat
Dec/Jan Jan 7
Operational Plans for FY16 Developed from Strategic Plans and/or Program Review (informed by Maricopa Priorities) Analysis
All College Units and Strategic Planning Teams Jan 31
Operational Plans for FY16 Reviewed Recommended Priorities for Those Requesting Funding
VPAA, VPAS, VPSA, President (with reporting units)
Feb 28
Plan for Development of Integrated College Plan for FY2017-2020
Institutional Effectiveness Committee Begin Work March; complete by Oct 31
College Review of Operational Plans; Feedback from PCF and College Community
PLT/PCF Mar 31
Revised, Final Plans Integrated into Budget for FY16 PLT Apr 7
Program Review Data (Foundations) to Units (College-defined “Programs”*)
IR TBA
HLC QA: Gather evidence to fill in gaps and report out to college QA Steering and Work Teams May 1
Finalize implementation plan
Develop communication plan
QI Teams June
HLC QA: Begin writing of Assurance Argument and upload relat-ed evidence
QA Steering and Work Teams June
Program Review Reports Due for FY14 Program Review Committees TBA
Progress Reports from Units on FY15 Activities and Accomplishments
All College Units Sept 1
Integrated Plan 2012-2016 13
Integrated Planning and Budgeting Master Calendar
A master planning and budgeting calendar is intended to:
• Provide for continuous assessment and measurement
of progress toward goals at both the institutional level
(Strategic Plans) and the unit level (Program Review)
• Integrate planning and budgeting so resource
deployment is determined by goals (Operational Plans
feed budget development)
• Link Student Assessment to Program Review to
Strategic Planning to HLC requirements to provide
alignment between college and unit goals
• Integrated both college district planning and budbeting
process.
• Coordinate timing (or schedule) of major planning
activities (or tasks) to avoid conflicts and allow board
participation.
Principles and Guidelines for Development of FY2015-16 CGCC Budget
In developing its Fiscal Year 2015-16 budget, Chandler-
Gilbert Community College (CGCC) endeavors to exercise
its fiduciary responsibility to allocate resources to effectively
and efficiently support its strategic goals. To that end,
CGCC adopts the following principles and values:
• Student success is the college’s highest value;
• Progress toward Governing Board outcomes should
guide the college’s planning;
• College strategic goals will drive resource allocation and
reallocation;
• Decisions regarding resources will be data-informed so
that allocations and reallocations are made to greatest
needs and to programs based on both cost and benefit;
• Units shall consider current needs and adjust their
historical charge center budget allocations accordingly;
• Consideration shall be given to long-term financial
sustainability implications as well as those for FY16;
• Information, including financial and performance/
outcomes, data shall be shared to provide transparency;
• Budget literacy and competency for all employees, not
just charge-center managers, is an ongoing goal;
• Stewardship of taxpayer dollars is both a responsibility
and a value.
Therefore, the college budget process for FY2015-16 will:
• Link strategic goals with resource deployment through
the operational planning process;
• ASSUMPTION: District decisions on Maricopa
Priorities may be made too late to significantly
impact FY2015-16 decisions; nonetheless,
information gleaned from Maricopa Priorities
and Program Review will be useful in informing
operational plans
• Maintain current contingency balance in Fund 2 so as to
be able to meet unexpected needs in operations
or capital;
• Provide for routine refreshment and replacement of
college assets including technology, occupational
program equipment, etc.; therefore, continue to allot
the maximum 1.5% of the general fund for capital, and
develop a plan for use of capital to advance strategic
priorities and assure asset maintenance;
• ASSUMPTION: Based on current district planning,
no additional bond funds will be available until 2019
to address facility or equipment requirements
• Project vacancy savings and other under-expenditures,
and establish a plan for spending of these resources in
the current or following year;
• ASSUMPTION: The College will continue to place
a priority on reducing its structural deficit through
more effective planning and use of these savings
14 Integrated Plan 2012-2016
and allocation of new resources to currently
unfunded/underfunded ongoing expenses
• Engage the college community in establishing budget
adjustment (increases or cuts) priorities, using district
and college goals as the criteria for evaluation;
• ASSUMPTION: Based on current Fall 2014
enrollments, the College will not receive any
growth funds for FY2015-16 and may need to
reduce its base budget (each 1% decline in
enrollment translates to approximately a
$170,000 reduction in base funding)
• More rigorously continue an all-funds approach,
including planning for use of course fees and
grant funds.
History
CGCC embarked on its initiative to integrate its planning
and resource allocation processes in Spring 2011. The
Executive Leadership Team (ELT), with input from the
President’s Executive Council (PEC) and other groups,
identified a need to better connect planning with budget.
As the college completed the final years of the 2007-2012
Strategic Plan, the concept of integrating its various plans
in a manner that better guides resource allocation rose to
the level of a college priority.
In preparation for the next planning cycle, 40 CGCC faculty
and staff participated in a week-long planning institute,
facilitated by the Society for College and University
Planning in June 2011 to learn about integrated planning.
In Fall 2011 the College’s Strategic Planning Committee
set a new vision statement, reviewed and re-affirmed
CGCC’s mission and value statements, and identified core
planning areas and college strategies unique to CGCC
but aligned with the Maricopa County Community College
District (MCCCD) planning process.
The result, the 2012-2015 Strategic Plan (http://www.
cgc.maricopa.edu/community/Documents/CGCC_
Strategic_Plan41114.pdf), guided the next steps in fully
integrating planning and budgeting processes including
developing and finalizing five distinct, yet interconnected,
strategic plans: the Learning Plan, the Strategic Enrollment
Management Plan, the Technology Plan, the Facilities Plan,
and the Advancement Plan. Initial plans were completed
in FY2012-13. At the same time, MCCCD undertook
development of a strategic planning process with the
intent of integrating planning across the district
Aligns
Aligns
Aligns
Informs
Informs
Informs
Figure 3
Gov. Board Outcomes
Core Planning Areas
System Level Strategies
District and CollegePlans and Innovations
Consequently, work was undertaken to document the
associations between the college’s plans, the MCCCD
Strategic Plan and the Higher Learning Commission (HLC)
accreditation criteria (Appendix A)
Beginning its annual fall review and updating of the
College’s Strategic Plans in Fall 2013, the College’s
Planning Oversight Committee (POC) revised the budget
process to use an Operational Plan template (Appendix
C). The Operational Plan process required units to identify
the major activities or projects they planned to undertake
in the ensuing year and their relation to moving forward on
one or more of the college’s goals. If additional resources
were required to accomplish the initiatives, the Operational
Plan also served as the document for identifying them.
Integrated Plan 2012-2016 15
Operational Plans were shared and vetted within each
vice president’s units, and the president followed a similar
process with units that report directly to her. During these
discussions, each group evaluated options for funding the
proposed activities and projects, including reallocating
dollars within their groups. Priorities for additional funds
were also identified.
The output of these processes were then shared with
ELT which, after reviewing all college requests and the
recommended priorities, developed a proposed college
prioritization. This information was then shared with
the PEC.
The responsibility of PEC was to provide additional
perspectives on the recommended priorities and to share
the information broadly with respective constituents.
Feedback from PEC then informed the final decisions
by ELT.
Present
In late Spring 2014 the MCCCD produced an updated
district strategic plan (http://www.maricopa.edu/stratplan/
docs/StrategicPlan20132016.pdf) and CGCC’s Office of
Institutional Research published an updated environmental
scan (https://inside.cgc.maricopa.edu/adminservices/
research/EnvironmentalScan/Pages/default.aspx). Both
will inform FY2014-15 and future updates to the college’s
strategic plans.
In addition, in FY2013-14 MCCCD undertook a district-
wide prioritization exercise called Maricopa Priorities
(http://district.maricopa.edu/initiatives/sites/district.
maricopa.edu.initiatives/files/s1_background_and_
structure.pdf ) with the following mission and objectives:
Mission
The mission of the Maricopa Priorities initiative is to
develop and implement a reflective process through which
the Maricopa Community Colleges District (MCCCD)
can assess current areas of educational excellence. This
process will help to realign resources to allow for further
support and opportunities to meet community needs and
advance the mission of MCCCD.
Purpose and Goal
The purpose of the Maricopa Priorities initiative is to:
• Examine and assess all current instructional and
support programs and services.
• Explore the origins of instructional and support
programs and how they have evolved over time.
• Determine how instructional and support programs
serve the community’s changing educational needs.
• Evaluate whether or not instructional and support
programs are positioned to meet the current and future
educational requirements of Maricopa’s communities.
• By prioritizing programs and services based
primarily on demands, expectations, and outcomes,
MCCCD can align efforts and resources to focus on
maintaining, improving, and building programs and
centers of excellence that will substantially contribute
to student success.
Results of the Maricopa Priorities project will not be
available until mid-FY2015 due to the multiple levels of
review. Undoubtedly, however, the results will inform and
probably impact CGCC’s planning for the future.
In August 2014, the College’s President’s Leadership
Team (PLT), which supersedes and replaces the previous
governance structure of Executive Leadership Team
16 Integrated Plan 2012-2016
and the Administrative Leadership Team (ALT) met to
recommend updates to the FY2012-15 College Plan. Given
the possibility of significant changes emanating from the
Maricopa Priorities project, PLT decided to revise the Core
Planning Areas and extend the plan through FY2015-
16. Recognizing the linkages between the college and
district planning areas, PLT recommended adoption of
the MCCCD Core Planning Areas to replace those of the
college, with additional language to reflect key attributes
of the areas to CGCC’s mission and vision. PLT also
approved the college’s annual strategic focus, which are
derived from the prior year’s planning activities.
Following this, the college will be moving forward in early
FY2014-15 to enhance the integration of its strategic
planning with program review, student assessment and
accreditation processes as proposed in April 2014.
Benefits of Integrated Planning:
• Integrates plans and planning across organization;
• Facilitates communication among efforts and units;
• Optimizes resource allocations;
• Reduces redundancy and closes gaps between
processes;
• Focuses institution on overarching common goals:
institutional effectiveness (doing the right things well);
• Simplifies by aligning timelines and processes;
• Facilitates evident-gathering for accreditation
(background for Quality Assessment [QA] and Quality
Initiative [QI]).
The newly-reinstated Institutional Effectiveness Committee
(IEC) (https://inside.cgc.maricopa.edu/committees/
planning/Pages/home.aspx ) will replace the Planning
Integrated Planning and ResourceDeployment at CGCC
MaricopaPriorities
MCCCD StrategicPlanning
Program Review HLC PlanningOversight
Academic Services QI QA Strategic Planning OperationalPlanning
Assessment (SLOAC)
InstitutionalEffectiveness
Integrated Plan 2012-2016 17
Oversight Committee (POC) as the umbrella group for
unifying efforts, information flow and resource deployment.
Planning and budgeting processes will follow similar
timelines and templates as used in FY2014 but may
be modified by the IEC to reduce redundant work and
improve decision-making across the college. For example,
the IEC will adopt a common format for the five college
strategic plans (Appendix D) to facilitate communication of
the plans and their integration.
In Fall 2014 the College will also work to “close the loop”
on planning by documenting the progress made on the
activities of FY2013-14. Some of these activities will also
be recorded as responses to the district’s annual report
to the Governing Board on progress towards Governing
Board Outcomes and Metrics (http://www.maricopa.edu/
publicstewardship/governance/boardpolicies/metrics.php).
Future
Future years will bring improved tools to the college for
planning and budgeting. Currently the college is exploring
software systems to support and document student
assessment. Some of the available tools also aggregate
this information to support program review and enhanced
decision-making regarding resource deployment. In
addition, MCCCD is currently undertaking an initiative to
upgrade its financial and budgeting systems. With proper
implementation, such systems will greatly enhance the
ability to track the impact of resource allocation and usage,
providing better measures of impact and efficiency.
At regular intervals in the future, the college will convene
a Strategic Planning Committee to collaboratively develop
and revise its core planning areas and strategies. A
recommendation from the IEC is that the Core Planning
Areas be replaced by college goals that are more specific
and measurable and, hence, allow the college to better
measure its progress towards its vision. Additionally, in
conjunction with a multi-year strategic plan, the college
should undertake a multi-year financial forecast that
outlines assumptions regarding resource sources and
demands over the same time frame.
Annually IEC will review college goals and strategies and
establish the template and time line for documentation
of CGCC’s plans and resource allocation processes for
the ensuing year (refer to master calendar). Unit planning
processes will use input from their own program reviews
(including student assessment data) as well as the CGCC
plans, the MCCCD plan and HLC requirements to develop
operational plans. Operational plans will then be considered,
amended, and prioritized within each college division
(Academic Affairs, Student Affairs, Administrative Services,
Technology and President’s areas). Recommendations from
these discussions will then be similarly evaluated by the PLT
who will, in turn, submit a college-wide recommendation.
Following feedback, PLT will finalize the budget allocations
for the upcoming fiscal year.
Integrated Planning and ResourceDeployment at CGCC
MaricopaPriorities
MCCCD StrategicPlanning
Program Review HLC PlanningOversight
Academic Services QI QA Strategic Planning OperationalPlanning
Assessment (SLOAC)
InstitutionalEffectiveness
18 Integrated Plan 2012-2016
This recurring, integrated process will continue to be the
basic framework for planning and budgeting through
the next several years, as it needs to be responsive to
statutorily prescribed timelines for budget adoption
and fiscal management. Nonetheless, access to better
information, through new tools, should allow the college to
manage increasingly better for results, that is, for
student success.
Learning PlanEnrollment
ManagementPlan
Facilities Plan TechnologyPlan
Annual plans that identify specific actionsto be undertaken to advance goals and
improvement strategies
AdvancementPlan
Strategic PlansCore Planning Areas
Operational Plans
College areas of focus, derived from thepreceding planning activities
Annual Strategic Areas of Focus
Annual assesment of College programs services for the purpose
of continuous improvement
Program Review
On-going process to evaluate the effectivness of strategies
for student learning
Student Assesment
CGCC Planning Process
Interdependent Plans that identify goals, with muti-year focus and associated strategies, assigned to resonpsible party(s), with completion dates
and outcome metrics. Reviewed and updated annually.
Core Planing Areas, informed by HLC Criteria and MCCCD Strategic Planning(NOTE: For FY2017-2020, College Goals will replace Core Planning Areas)
College Integrated PlanVision, Mission, & Values
$$$$$$$$$$$$Rolling Multi-YearFinancial
Plan
Rolling Multi-YearFinancial
Plan
$$$$$$$$$$AnnualBudgetAnnualBudget
MaricopaPriorities
Integrated Plan 2012-2016 19
Appendix A
SLP AA = Strategic Learning Plan, Academic Affairs; SLP SA = Strategic Learning Plan, Student Affairs; SEM= Strategic Enrollment Management
Plan; SFP=Strategic Facilities Plan; SAP=Strategic Advancement Plan; STP = Strategic Technology Plan
20 Integrated Plan 2012-2016
Appendix A
SLP AA = Strategic Learning Plan, Academic Affairs; SLP SA = Strategic Learning Plan, Student Affairs; SEM= Strategic Enrollment Management
Plan; SFP=Strategic Facilities Plan; SAP=Strategic Advancement Plan; STP = Strategic Technology Plan
Integrated Plan 2012-2016 21
Appendix A
SLP AA = Strategic Learning Plan, Academic Affairs; SLP SA = Strategic Learning Plan, Student Affairs; SEM= Strategic Enrollment Management
Plan; SFP=Strategic Facilities Plan; SAP=Strategic Advancement Plan; STP = Strategic Technology Plan
Prioritization
22 Integrated Plan 2012-2016
Appendix A
SLP AA = Strategic Learning Plan, Academic Affairs; SLP SA = Strategic Learning Plan, Student Affairs; SEM= Strategic Enrollment Management
Plan; SFP=Strategic Facilities Plan; SAP=Strategic Advancement Plan; STP = Strategic Technology Plan
communities
development
Integrated Plan 2012-2016 23
Appendix A
SLP AA = Strategic Learning Plan, Academic Affairs; SLP SA = Strategic Learning Plan, Student Affairs; SEM= Strategic Enrollment Management
Plan; SFP=Strategic Facilities Plan; SAP=Strategic Advancement Plan; STP = Strategic Technology Plan
24 Integrated Plan 2012-2016
Appendix A
SLP AA = Strategic Learning Plan, Academic Affairs; SLP SA = Strategic Learning Plan, Student Affairs; SEM= Strategic Enrollment Management
Plan; SFP=Strategic Facilities Plan; SAP=Strategic Advancement Plan; STP = Strategic Technology Plan
Integrated Plan 2012-2016 25
Appendix A
SLP AA = Strategic Learning Plan, Academic Affairs; SLP SA = Strategic Learning Plan, Student Affairs; SEM= Strategic Enrollment Management
Plan; SFP=Strategic Facilities Plan; SAP=Strategic Advancement Plan; STP = Strategic Technology Plan
26 Integrated Plan 2012-2016
Appendix A
SLP AA = Strategic Learning Plan, Academic Affairs; SLP SA = Strategic Learning Plan, Student Affairs; SEM= Strategic Enrollment Management
Plan; SFP=Strategic Facilities Plan; SAP=Strategic Advancement Plan; STP = Strategic Technology Plan
Integrated Plan 2012-2016 27
Appendix A
SLP AA = Strategic Learning Plan, Academic Affairs; SLP SA = Strategic Learning Plan, Student Affairs; SEM= Strategic Enrollment Management
Plan; SFP=Strategic Facilities Plan; SAP=Strategic Advancement Plan; STP = Strategic Technology Plan
28 Integrated Plan 2012-2016
Appendix A
SLP AA = Strategic Learning Plan, Academic Affairs; SLP SA = Strategic Learning Plan, Student Affairs; SEM= Strategic Enrollment Management
Plan; SFP=Strategic Facilities Plan; SAP=Strategic Advancement Plan; STP = Strategic Technology Plan
Integrated Plan 2012-2016 29
Appendix A
SLP AA = Strategic Learning Plan, Academic Affairs; SLP SA = Strategic Learning Plan, Student Affairs; SEM= Strategic Enrollment Management
Plan; SFP=Strategic Facilities Plan; SAP=Strategic Advancement Plan; STP = Strategic Technology Plan
30 Integrated Plan 2012-2016
Appendix A
SLP AA = Strategic Learning Plan, Academic Affairs; SLP SA = Strategic Learning Plan, Student Affairs; SEM= Strategic Enrollment Management
Plan; SFP=Strategic Facilities Plan; SAP=Strategic Advancement Plan; STP = Strategic Technology Plan
Glossary (Terms Used in CGCC Planning):Accreditation= voluntary process involving an association of schools and/or colleges to encourage high standards of education.
Operational Plans = specific activities to be undertaken as part of a unit’s response to the College’s Strategic Plans. These plans represent critical stages in planning through which the plans’ strategies and goals are made specific and implemented.
Alignment = consistency and synchronization of plans, activities and decisions to support institution-wide goals.
Assessment= ongoing process aimed at understanding and improving student learning.
Budget= financial plan demonstrating deployment of resources in support of the College’s activities and strategic goals.
Environmental Scan= study and interpretation of the political, economic, social and technological events and trends which influence CGCC.
Goals= targets or end points that are sufficiently specific to allow for measurement of progress and determination of when they have been achieved.
Integrated Planning and Budgeting= process through which the College allocates resources to optimize attainment of strategic goals.
Mission= the primary work of the College and the purposes for which it exists.
Planning Oversight Committee= the group that provides coordination for the College’s integrated planning and budgeting.
Priorities= specific strategic steps to goal attainment.
Program Review= process to measure the efficiency and effectiveness of a program in the spirit of continuous improvement.
Strategic Plan= effort to anticipate, predict and direct CGCC’s future outcomes.
Vision= expression of the College’s future aspirations.
Integrated Plan 2012-2016 31
Appendix B
Higher Learning Commission Criteria for Accreditation
The Criteria for Accreditation are the standards of quality by which the Commission determines whether an institution merits accreditation or reaffirmation of accreditation. They are as follows:
Criterion One. MissionThe institution’s mission is clear and articulated publicly; it guides the institution’s operations.
Core Components1.A. The institution’s mission is broadly understood within the institution and guides its operations.
1. The mission statement is developed through a process suited to the nature and culture of the institution and is adopted by the governing board.
2. The institution’s academic programs, student support services, and enrollment profile are consistent with its stated mission.
3. The institution’s planning and budgeting priorities align with and support the mission. (This sub-component may be addressed by reference to the response to Criterion 5.C.1.)
1.B. The mission is articulated publicly.
1. The institution clearly articulates its mission through one or more public documents, such as statements of purpose, vision, values, goals, plans, or institutional priorities.
2. The mission document or documents are current and explain the extent of the institution’s emphasis on the various aspects of its mission, such as instruction, scholarship, research, application of research, creative works, clinical service, public service, economic development, and religious or cultural purpose.
3. The mission document or documents identify the nature, scope, and intended constituents of the higher education programs and services the institution provides.
1.C. The institution understands the relationship between its mission and the diversity of society.
1.The institution addresses its role in a multicultural society.
2. The institution’s processes and activities reflect attention to human diversity as appropriate within its mission and for the constituencies it serves.
1.D. The institution’s mission demonstrates commitment to the public good.
1. Actions and decisions reflect an understanding that in its educational role the institution serves the public, not solely the institution, and thus entails a public obligation.
2. The institution’s educational responsibilities take primacy over other purposes, such as generating financial returns for investors, contributing to a related or parent organization, or supporting external interests.
3. The institution engages with its identified external constituencies and communities of interest and responds to their needs as its mission and capacity allow.
32 Integrated Plan 2012-2016
Criterion Two. Integrity: Ethical and Responsible ConductThe institution acts with integrity; its conduct is ethical and responsible.
Core Components2.A. The institution operates with integrity in its financial, academic, personnel, and auxiliary functions; it establishes and follows fair and ethical policies and processes for its governing board, administration, faculty, and staff.
2.B. The institution presents itself clearly and completely to its students and to the public with regard to its programs, requirements, faculty and staff, costs to students, control, and accreditation relationships.
2.C. The governing board of the institution is sufficiently autonomous to make decisions in the best interest of the institution and to assure its integrity.
1. The governing board’s deliberations reflect priorities to preserve and enhance the institution.
2. The governing board reviews and considers the reasonable and relevant interests of the institution’s internal and external constituencies during its decision-making deliberations.
3. The governing board preserves its independence from undue influence on the part of donors, elected officials, ownership interests, or other external parties when such influence would not be in the best interest of the institution.
4. The governing board delegates day-to-day management of the institution to the administration and expects the faculty to oversee academic matters.
2.D. The institution is committed to freedom of expression and the pursuit of truth in teaching and learning.
2.E. The institution ensures that faculty, students, and staff acquire, discover, and apply knowledge responsibly.
1. The institution provides effective oversight and support services to ensure the integrity of research and scholarly practice conducted by its faculty, staff, and students.
2. Students are offered guidance in the ethical use of information resources.
3. The institution has and enforces policies on academic honesty and integrity.
Criterion Three. Teaching and Learning: Quality, Resources, and SupportThe institution provides high quality education, wherever and however its offerings are delivered.
Core Components3.A. The institution’s degree programs are appropriate to higher education.
1. Courses and programs are current and require levels of performance by students appropriate to the degree or certificate awarded.
2. The institution articulates and differentiates learning goals for its undergraduate, graduate, post-baccalaureate, post-graduate, and certificate programs.
3. The institution’s program quality and learning goals are consistent across all modes of delivery and all locations (on the main campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements, or any other modality).
Appendix B
Integrated Plan 2012-2016 33
3.B. The institution demonstrates that the exercise of intellectual inquiry and the acquisition, application, and integration of broad learning and skills are integral to its educational programs.
1. The general education program is appropriate to the mission, educational offerings, and degree levels of the institution.
2. The institution articulates the purposes, content, and intended learning outcomes of its undergraduate general education requirements. The program of general education is grounded in a philosophy or framework developed by the institution or adopted from an established framework. It imparts broad knowledge and intellectual concepts to students and develops skills and attitudes that the institution believes every college-educated person should possess.
3. Every degree program offered by the institution engages students in collecting, analyzing, and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptable to changing environments.
4. The education offered by the institution recognizes the human and cultural diversity of the world in which students live and work.
5. The faculty and students contribute to scholarship, creative work, and the discovery of knowledge to the extent appropriate to their programs and the institution’s mission.
3.C. The institution has the faculty and staff needed for effective, high-quality programs and student services.
1. The institution has sufficient numbers and continuity of faculty members to carry out both the classroom and the non-classroom roles of faculty, including oversight of the curriculum and expectations for student performance; establishment of academic credentials for instructional staff; involvement in assessment of student learning.
2. All instructors are appropriately credentialed, including those in dual credit, contractual, and consortial programs.
3. Instructors are evaluated regularly in accordance with established institutional policies and procedures.
4. The institution has processes and resources for assuring that instructors are current in their disciplines and adept in their teaching roles; it supports their professional development.
5. Instructors are accessible for student inquiry.
6. Staff members providing student support services, such as tutoring, financial aid advising, academic advising, and co-curricular activities, are appropriately qualified, trained, and supported in their professional development.
3.D. The institution provides support for student learning and effective teaching.
1. The institution provides student support services suited to the needs of its student populations.
2. The institution provides for learning support and preparatory instruction to address the academic needs of its students. It has a process for directing entering students to courses and programs for which the students are adequately prepared.
3. The institution provides academic advising suited to its programs and the needs of its students.
4. The institution provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the institution’s offerings).
5. The institution provides to students guidance in the effective use of research and information resources.
Appendix B
34 Integrated Plan 2012-2016
3.E. The institution fulfills the claims it makes for an enriched educational environment.
1. Co-curricular programs are suited to the institution’s mission and contribute to the educational experience of its students.
2. The institution demonstrates any claims it makes about contributions to its students’ educational experience by virtue of aspects of its mission, such as research, community engagement, service learning, religious or spiritual purpose, and economic development.
Criterion Four. Teaching and Learning: Evaluation and ImprovementThe institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement.
Core Components4.A. The institution demonstrates responsibility for the quality of its educational programs.
1. The institution maintains a practice of regular program reviews.
2. The institution evaluates all the credit that it transcripts, including what it awards for experiential learning or other forms of prior learning.
3. The institution has policies that assure the quality of the credit it accepts in transfer.
4. The institution maintains and exercises authority over the prerequisites for courses, rigor of courses, expectations for student learning, access to learning resources, and faculty qualifications for all its programs, including dual credit programs. It assures that its dual credit courses or programs for high school students are equivalent in learning outcomes and levels of achievement to its higher education curriculum.
5. The institution maintains specialized accreditation for its programs as appropriate to its educational purposes.
6. The institution evaluates the success of its graduates. The institution assures that the degree or certificate programs it represents as preparation for advanced study or employment accomplish these purposes. For all programs, the institution looks to indicators it deems appropriate to its mission, such as employment rates, admission rates to advanced degree programs, and participation rates in fellowships, internships, and special programs (e.g., Peace Corps and Americorps).
4.B. The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning.
1. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals.
2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs.
3. The institution uses the information gained from assessment to improve student learning.
4. The institution’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members.
4.C. The institution demonstrates a commitment to educational improvement through ongoing attention to retention, persistence, and completion rates in its degree and certificate programs.
Appendix B
Integrated Plan 2012-2016 35
1. The institution has defined goals for student retention, persistence, and completion that are ambitious but attainable and appropriate to its mission, student populations, and educational offerings.
2. The institution collects and analyzes information on student retention, persistence, and completion of its programs.
3. The institution uses information on student retention, persistence, and completion of programs to make improvements as warranted by the data.
4. The institution’s processes and methodologies for collecting and analyzing information on student retention, persistence, and completion of programs reflect good practice. (Institutions are not required to use IPEDS definitions in their determination of persistence or completion rates. Institutions are encouraged to choose measures that are suitable to their student populations, but institutions are accountable for the validity of their measures.)
Criterion Five. Resources, Planning, and Institutional EffectivenessThe institution’s resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. The institution plans for the future.
Core Components5.A. The institution’s resource base supports its current educational programs and its plans for maintaining and strengthening their quality in the future.
1. The institution has the fiscal and human resources and physical and technological infrastructure sufficient to support its operations wherever and however programs are delivered.
2. The institution’s resource allocation process ensures that its educational purposes are not adversely affected by elective resource allocations to other areas or disbursement of revenue to a superordinate entity.
3. The goals incorporated into mission statements or elaborations of mission statements are realistic in light of the institution’s organization, resources, and opportunities.
4. The institution’s staff in all areas are appropriately qualified and trained.
5. The institution has a well-developed process in place for budgeting and for monitoring expense.
5.B. The institution’s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission.
1. The institution has and employs policies and procedures to engage its internal constituencies—including its governing board, administration, faculty, staff, and students—in the institution’s governance.
2. The governing board is knowledgeable about the institution; it provides oversight for the institution’s financial and academic policies and practices and meets its legal and fiduciary responsibilities.
3. The institution enables the involvement of its administration, faculty, staff, and students in setting academic requirements, policy, and processes through effective structures for contribution and collaborative effort.
Appendix B
36 Integrated Plan 2012-2016
5.C. The institution engages in systematic and integrated planning.
1. The institution allocates its resources in alignment with its mission and priorities.
2. The institution links its processes for assessment of student learning, evaluation of operations, planning, and budgeting.
3. The planning process encompasses the institution as a whole and considers the perspectives of internal and external constituent groups.
4. The institution plans on the basis of a sound understanding of its current capacity. Institutional plans anticipate the possible impact of fluctuations in the institution’s sources of revenue, such as enrollment, the economy, and state support.
5. Institutional planning anticipates emerging factors, such as technology, demographic shifts, and globalization.
5.D. The institution works systematically to improve its performance.
1. The institution develops and documents evidence of performance in its operations.
2. The institution learns from its operational experience and applies that learning to improve its institutional effectiveness, capabilities, and sustainability, overall and in its component parts.
Appendix B
Integrated Plan 2012-2016 37
Appendix C
FY16 Operational Plan
for Unit(s): __________________________________________________________________________________________________
Submitted by: _______________________________________________________________________ Date: __________________
Initiatives to
be Undertaken
to Accomplish
Objective
Rationale/
Need for
Objective*
Responsible
Party
Completion
Date
Linkage(s) to
College Strategic
Plans: Specify the
Goal and Strategy
(explain)
Metrics Additional
Rescources
Required, if
any**
* If this Activity is required by an external agency or organization, please identify in Rationale
** If there are external funds to support the Activity, please identify the amount and source(s)
38 Integrated Plan 2012-2016
Goal #
A.
B.
Stategy
Describe WHAT will be accomplished to advance the college’s core planning areas
Describes HOW the goal will be accomplished
WHO will lead or carry out the strategy?
WHEN is the stategy expected to be completed?
Which, if any, of the other Strategic Plans (Learning, Enrollement Management, Technology, Facilities, Advancement and Financial, inform or need to be informed of this stategy?
Responsible Party
Completion Date
Link(s) to CGCC Stategic Plans (explain)
Appendix D
Strategic _______________________________________________________ Plan Submitted by (Team Chair): ______________________________________ Date: ____________
Integrated Plan 2012-2016 39
Goal #
A.
B.
HOW we will MEASURE strategy outcomes?
A = Access to Learning P = Pathways to Success
E = Effective Learning & Teaching
O = Organizational Integrity
U = University Transfer and Education and General Education W = Workforce and Economic Development
D = Developmental Education
O = Community Development and Civic and Global Engagement
Metrics Links to Core Planning Areas (explain)
Links to Governing Board Outcomes (explain)
Chandler-Gilbert | Estrella Mountain | GateWay | Glendale | Mesa
Paradise Valley | Phoenix | Rio Salado | Scottsdale | South Mountain
Corporate College | Maricopa Skill Center | SouthWest Skill Center
The planning documents can be found online at:
https://inside.cgc.maricopa.edu/committees/planning/Pages/home.aspx