planning guide - maricopa · 2. intended audience. the strategic planning guide is intended for...

Table of Contents

Intended Audience ................................................................................................................................2

Acknowledgments ................................................................................................................................2

Introduction and Background ...............................................................................................................2

Conceptual Framework for MCCCD Integrated Planning ....................................................................4

Strategic Planning Guide Overview ......................................................................................................5

Strategic Planning and Operational Planning Definitions .....................................................................5

Vision, Mission, and Values ..................................................................................................................5

Governing Board Outcomes and Metrics .............................................................................................6

Core Planning Areas .............................................................................................................................6

System Level Strategies .......................................................................................................................7

Integrated Planning Model ....................................................................................................................8

Unit level Planning...............................................................................................................................10

Strategic Innovations...........................................................................................................................10

Reporting.............................................................................................................................................10

Appendices.........................................................................................................................................12

Appendix A: MCCCD Governing Board Outcomes.......................................................................12

Appendix B: Governing Board Outcomes and Metrics.................................................................14

Appendix C: MCCCD Strategic Planning Committee September 2011........................................19

Appendix D: MCCCD Vision, Mission, and Values........................................................................ 20

Appendix E: Resources for Planning............................................................................................. 21

Glossary................................................................................................................................................ 21

Web Sites with Information to Inform the Planning Process........................................................ 22

Planning to Plan.................................................................................................................................. 23

Environmental Scanning.................................................................................................................... 23

Operational Planning.......................................................................................................................... 23

Appendix F: Reporting Templates............................................................................................24

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Revised forms sent to MCCCD CEC in Summer 2012. For questions contact Sherri Ondrus - [email protected]

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Intended AudienceThe Strategic Planning Guide is intended for individuals whose responsibilities include leading strategic planning

activities in a district functional area or at an MCCCD college. The Guide will also be useful to those who are charged

with periodically reporting progress on Governing Board Outcomes and Metrics, as well as those who monitor the extent

to which planning goals and objectives have been achieved. The Guide’s authors assume its users are familiar with the

distinction between strategic and operational planning; accordingly, this document focuses on high-level organizational

plans and on the long-term view of the future. Leaders of strategic planning activities are strongly advised to provide

specific guidance to employees involved in operational planning in the form of locally developed tools and instructions

with much greater detail than is found in this Guide.

AcknowledgmentsThis document was developed under the direction of Maria Harper-Marinick, Executive Vice-Chancellor and Provost.

It was written and edited with the assistance of Andrea Buehman, William Guerriero, Elizabeth Hunt-Larson, and

Rene Willekens.

Introduction and BackgroundThe Maricopa County Community College District (MCCCD) is comprised of ten colleges and two skill centers serving

more than 260,000 students and community members annually with a wide range of programs and services. An on-going

integrated, system-wide planning effort has always been critical given the magnitude and diversity of MCCCD and its

importance to the community.

Historically, the Maricopa system has consistently emphasized planning to help meet its mission and to promote a shared

vision for the future. The board-approved district vision, mission, values, goals and strategic directions have provided

a foundation for system-wide planning. Each college has its own unique planning process; however, all colleges and

district functional areas have incorporated the system-wide strategic directions in their planning processes, participated in

system-wide environmental scanning, and reported annually to the Governing Board on their plans and accomplishments.

Annual Governing Board reports and board monitoring reports with related metrics have been used to monitor progress.

http://www.maricopa.edu/stratplan/

The planning process has evolved over time. Since 2010 several new planning initiatives have been introduced including

the development of new Governing Board outcome statements, related outcome metrics, a system strategic plan, and an

integrated planning model and reporting process.

The MCCCD Governing Board has developed and approved new outcome statements and metrics to provide evidence

of their attainment. The Governing Board outcomes describe the desired system outcomes and were developed to reflect

the core mission, vision, and values of the district. Metrics help document how well the district is meeting its mission and

inform improvement planning. The purposes of the metrics are to measure performance and success, to identify areas of

challenge, and to inform constituencies of progress.

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Revised Governing Board outcome statements were adopted in February 2011 in four major areas:

• 1.1 University Transfer Education and General Education;

• 1.2 Workforce and Economic Development;

• 1.3 Developmental Education; and

• 1.4 Community Development and Civic and Global Engagement.

(Appendix A)

http://www.maricopa.edu/publicstewardship/governance/boardpolicies/boardpolicies_toc.php

The Executive Vice-Chancellor and Provost, Dr. Maria Harper-Marinick, convened a committee to select metrics to measure

performance and success for each Governing Board outcome. The metrics committee was comprised of representatives

from colleges, institutional research, and system administration. When possible, statewide community college metrics

(Arizona Community Colleges Presidents’ Council metrics) or nationally normed survey instruments (e.g. CCSSE,

Noel-Levitz) were used. The resulting metrics were approved by the Governing Board on May 24th, 2011. (Appendix B)

http://www.maricopa.edu/publicstewardship/governance/boardpolicies/metrics.php

A strategic planning committee was formed in spring 2011 to develop a new integrated planning model. During summer

2011 a review of system-wide planning efforts resulted in the definition of four Core Planning Areas. A sub-team of the

strategic planning committee met to discuss how to incorporate the various initiatives and planning activities within the

Maricopa system and integrate them with the Governing Board Outcomes. The Chancellor’s priorities, the Vision 2020

goals established by the Arizona Community College Presidents’ Council, and the 21st Century initiative recommendations

were reviewed to ensure that the Core Planning Areas defined were inclusive. In August 2011 the following Core Planning

Areas were presented to the Governing Board. These categories provide a framework for system-wide planning at all

levels and replace the Strategic Directions that had been used in planning in prior years. The Core Planning Areas reflect

alignment with the newly developed Governing Board outcomes.

Core Planning Areas• Access to Learning

MCCCD provides access to learning opportunities for students and the community.

• Pathways to Success

MCCCD builds educational and career pathways and supports student goal attainment.

• Effective Learning and Teaching

MCCCD researches, assesses, and improves student learning and invests in strategies to improve organizational

learning and effectiveness.

• Organizational Integrity

MCCCD develops and strengthens policies and practices to guide the effective use of public resources.





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After the four Core Planning Areas were developed, the strategic planning committee used a collaborative process to

identify four System Level Strategies: One Maricopa, the seamless student experience, the developmental education

initiative, and the completion agenda. These will be described further in the Guide. The System Level Strategies are

common areas of emphasis within MCCCD that will be addressed in the planning process. The Core Planning Areas and

System Level Strategies comprise the new Maricopa System Strategic Plan. The system level strategies will be reviewed

periodically for changes, deletions, and updates.

Next, the planning process and reporting framework were designed and this Guide was created. The strategic planning

committee (Appendix C) had several goals when creating the new planning process. The key goals were to create an

inclusive planning process, to align planning between all areas of the organization, and to outline a process that informs

decision-making. The committee followed the basic tenets of planning, to develop a simple yet effective process that

focuses on change. The process also recognizes that innovations are important to help accomplish the System Level

Strategies and the outcomes established by the Governing Board. The model is inclusive of all levels of planning in

MCCCD.

Conceptual Framework for MCCCD Integrated PlanningThe goal of the strategic planning committee was to adopt a planning model that:

• aligns district and college planning processes and cycles;

• informs district functional area planning (i.e. Academic, Capital Development, IT, Fiscal, HR);

• improves efficiency and effectiveness in a challenging fiscal environment;

• links institutional priorities with human, financial, technology, and capital resources;

• ensures planning efforts advance the new Governing Board Outcomes and related Metrics;

• strengthens ONE Maricopa in support of the Chancellor’s priorities;

• incorporates the 21st Century initiatives.

Other basic tenets of effective planning were applied to develop a planning process that:

• encourages holistic thinking (looking at the entire organization);

• connects and informs planning efforts at the District and College Level – “Integrated Planning”;

• focuses on change;

• focuses efforts on a manageable number of strategies, objectives, or goals;

• includes system level strategies;

• captures emergent strategies and innovations that may inform system level strategies in future planning cycles;

• is updated and reviewed on a regular cycle;

• is designed for ease of use and understanding.

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Strategic Planning Guide Overview The Strategic Planning Guide provides an overview of the new planning model including terminology, components,

processes and responsibilities in support of system-wide strategic planning. Specifically, it is intended to ensure that

planners:

• understand the integrated planning model and the expectations for reporting planning activities;

• develop and implement plans aligned with Core Planning Areas and System Level Strategies;

• understand how the Core Planning Areas are informed by the Governing Board Outcomes and will be able to

provide evidence of progress toward the Outcomes;

• share Strategic Innovations that reflect best practices that may be replicated within the system.

The Guide begins with a review of two fundamental assumptions of strategic planning: The importance of distinguishing

between strategic and operational planning, and the centrality of the organization’s vision, mission, and values in the strategic

planning process. The review is followed by brief descriptions of planning components, processes, and responsibilities

including Governing Board Outcomes and Metrics, Core Planning Areas, System Level Strategies, the Integrated Planning

Model, Unit Level Planning, Strategic Innovations, and Reporting.

Strategic Planning and Operational Planning DefinitionsStrategic planning identifies ways in which MCCCD will achieve its future. As described by the Society of College and

University Planning (SCUP), strategic planning is future oriented and represents a long term view of the future.

“There are as many definitions of strategic planning as there are books on the subject. Reading across a number of those

references, it becomes clear that strategic planning includes these key characteristics: it is future oriented, it should

influence decision-making, and it should identify ways in which the organization will achieve its future. Strategic planning

is generally considered an executive responsibility, but in higher education, all levels of the organization need to plan in this

way.” (Society of College and University Planning)

MCCCD planning definitions:

• Strategic planning – a visionary process resulting in major, long-range, and far-reaching goals for the future to

advance the college/district office/system-wide goals for service to students and the community. Strategic plans

provide the foundation for operational planning in the form of policies, procedures, and strategies for obtaining

and using resources to achieve those directions.

• Operational planning (action planning) – detailed, short-term statements about what is to be done, who is to do

it, and how it is to be done.

Vision, Mission, and ValuesThe process of strategic planning starts with an understanding of the vision, mission, and values of the organization.

The vision is a statement of the future, the mission defines the purpose, and values are those beliefs essential to the

organization. The vision, mission, and values provide the context for planning.

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• Vision: A vision statement represents the long-term aspirations of an institution or company. It represents the

“ideal” future.

• Mission: A mission statement is a brief, concise statement which defines the “business” you are in, for whom,

and why. It is your primary purpose. (Hartzler & Henry, 1994)

• Values: Values are the underlying principles of what is important to the team or organization and what drives

decisions and ways of operating. (Hartzler and Henry, 1994)

All planning units’ vision, mission, and values should be aligned with MCCCD mission, vision, and values. (Appendix D)

Periodically these statements should be reviewed to be sure that they are congruent with the system statements, that they

sufficiently distinguish the planning unit and that they are useful in planning at each organizational unit level.

Governing Board Outcomes and MetricsOne of the most important roles of the Governing Board is to identify outcomes for the purpose of better serving and

being accountable to its constituencies. These constituencies include the People of Maricopa County, Students, Private

and Public Sector Employers, Universities, and Primary and Secondary Schools. In spring 2011 the MCCCD Governing

Board adopted a series of new outcome statements and metrics which are defined as Policies that determine benefits

that will occur for the Board’s constituents. These are prioritized and reflected in the budget.

These replace the board outcomes last amended in 2004 and the institutional effectiveness measures used in the

Governing Board Monitoring Report since 2006. New metrics were established to gauge the extent to which the

District as a whole achieves outcomes in the areas of university and transfer education, workforce and economic

development, developmental education, community development, and civic and global engagement. The new Governing

Board Outcomes and related metrics form the basis of an updated Governing Board Monitoring Report, which will be

previewed in February 2012 and formally reported to the Board in November 2012. These Governing Board Outcomes

focus on improving access and student success, which are core components of the MCCCD mission.

The Executive Vice Chancellor and Provost is charged with aggregating and analyzing the District data each year for the

Monitoring Report. The Report is traditionally presented to the Governing Board in November. Each of the ten Maricopa

Community Colleges is also responsible for publishing results for all of the adopted Governing Board Outcomes.

Core Planning Areas (2012 – 2015)The Core Planning Areas provide a conceptual framework for planning and are linked directly to the Governing Board

Outcomes. The Governing Board has committed to maintaining these Core Planning Areas through 2015.

• Access to Learning

MCCCD provides access to learning opportunities for students and the community.

• Pathways to Success

MCCCD builds educational and career pathways and supports student goal attainment.

• Effective Learning and Teaching

MCCCD researches, assesses, and improves student learning and invests in strategies to improve organizational

learning and effectiveness.

• Organizational Integrity

MCCCD develops and strengthens policies and practices to guide the effective use of public resources.

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System Level StrategiesSystem Level Strategies are the initiatives that advance the system as a whole. These strategies are overarching and

impact the entire organization through collaborative and coordinated efforts.

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. The

Chancellor has provided leadership by promoting the philosophy of “ONE Maricopa.”

http://www.maricopa.edu/chancellor/onemaricopa.php

The 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 of 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.

The Developmental Education Initiative:

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

strata 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.

The Completion Agenda:

MCCCD is committed to increase the number of students completing associate degrees, certificates, and/or successful

transfer to one of Arizona’s public or private universities by 50 percent by the year 2020. 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 accountably 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.

Integrated Planning Model The relationships among the components of the system (system-wide, college/unit, and district functional area) are

depicted in Figure 1 that follows. The driving force is the MCCCD Vision, Mission, and Values. All plans must be

consistent with the Vision and Mission of the District.

http://www.maricopa.edu/gvbd/message.php



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PlanningInputs

• Environmental Trends • Community Needs • 21st Century• Accreditation

• Partnerships • Compensation• Demographics

PlanningInputs

MCCCDFunctional Plan

• Information Technology• Human Resources• Financial Resources• Capital Development

College Plan

• Operational Plan• College Strategic Plans (Innovation)

Planning OutcomesG.B. Outcomes

Chancellor’s Priorities

MCCCD Strategic PlanCore Planning Areas

• Access to Learning• Pathways to Success

• Effective Learning & Teaching• Organizational Integrity

MCCCD Integrated Planning

Vision, Mission, & Values

Figure 1

• The arrows surrounding the model represent the environmental forces and community needs that need to be

reviewed when updating plans at the district and college levels.

• All plans are integrated. Each planning effort will include components designed to support MCCCD’s Core

Planning areas.

The planning levels depicted in figure 1 include college plans and the MCCCD district functional plans. College plans are

developed at each college and include both strategic and operational plans. MCCCD functional plans are compiled at the

district level and include Academic and Student Affairs, Human Resources, Information Technology, Capital Development,

Business Services, and Fiscal Planning. At the heart of the model are the Planning Outcomes. These are the Governing

Board Outcomes and Metrics and Chancellor’s Priorities. All plans should contribute to the improvement of these Planning

Outcomes.

Figure 2 uses one example to illustrate the relationships among levels of planning. The Core Planning Area of “Pathways

to Success” informs the System-Level Strategy “The Completion Agenda.” An initiative undertaken by District Center for

Curriculum and Transfer Articulation (a degree audit batch process to identify students close to completing a certificate

or degree) is depicted as aligning with and supporting the Completion Agenda System Level Strategy. At the college

level, the college operational plan depicts participation in the Student Success Project, and the related college strategic

innovation is depicted as the call center.

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Planning efforts are interrelated. College and district functional area plans are aligned with System Level Strategies and

Core Planning Areas. System Level Strategies and Core Planning Areas support Governing Board Outcomes which, in

turn, are aligned with MCCCD’s vision and mission.

The plans inform one another and are used as a resource for decision-making across the system.

The coordination of planning among colleges, district functional areas and the Governing Board is referred to as

vertical integration as illustrated in Figure 3.

Planning encourages a shared dialog across planning areas. For example, developmental education strategies will be

shared among academic affairs areas at all colleges. Sharing best practices and strategic innovations will assist in creating

horizontal integration.

Core PlanningArea

System- levelStrategy

DistrictFunctional

Area

College Operational

Plans & StrategicInnovations

GB MetricsChancellorPriorities

Access toLearning

SeamlessStudent

Experience

Pathwaysto Success

The CompletionAgenda

Academic/StudentAffairs

CompletionCandidates Project

OP: Participationin SSP

Innovation:Call Center

Increased numberof certificates

and degrees (GBOutcome 1.1B.ii1; 1.2B.ii1)

EffectiveLearning &Teaching

DevelopmentEducationInititative

OrganizationalIntegrity

ONEMaricopa

Figure 2

Aligns

Aligns

Aligns

Informs

Informs

Informs

Figure 3

Gov. Board Outcomes

Core Planning Areas

System Level Strategies

District and CollegePlans and Innovations

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Unit level PlanningA planning unit refers to each college and district functional area. The vision, mission, and values of planning units should

be congruent with the system. Strategic planning and operational planning at the planning unit level reflect the unique

communities that are served, however, plans should align with Core Planning Areas and reflect contributions to System

Level Strategies. The metrics used at the unit level to measure progress should incorporate the Board metrics when

appropriate. Analysis of the metrics relative to the college plans inform unit planning. Resources for planning are included

in Appendix E.

Strategic InnovationsStrategic innovations are initiatives that are not a part of the current organizational scope or differ substantially from the

status quo. Innovations relate to Core Planning Areas and should contribute to the achievement of one or more of the

Governing Board Outcomes. Strategic innovations should be identified and incorporated into the strategic plan of the

planning unit. Select strategic innovations with the greatest potential to demonstrate improvement of a Governing Board

Outcome will be shared.

ReportingSystem-wide reporting emphasizes highlights of the progress planning units have made in aligning to system level

strategies and the challenges being faced. Reporting includes an analysis of Governing Board metrics and the unit

planning efforts, a report on strategic innovations, and a report on alignment with system level strategies.

The reporting emphasizes system level strategies. This assumes that detailed implementation plans and unit level plans

will continue to be developed and monitored within the college or functional unit. The purpose of system reporting is that

outcomes, innovations, and challenges will be identified and summarized.

Three reports will be submitted and compiled using standardized templates (Appendix F) on the following schedule.

Form 5.1 Progress Report: Alignment with System-Level Strategies (Due Friday of the second full week of

September)

College/functional area progress in supporting existing system level strategies

College/functional area challenges in implementing system level strategies

Form 5.2 College Report: Governing Board Outcomes & Metrics Success & Challenges (Due Friday of the

second full week of September)

NOTE: Form 5.3 is designed to highlight select Governing Board Outcomes and Metrics that can be found

in the full monitoring reports. The MCCCD Governing Board Monitoring Report, which includes aggregated

data at the District Level, is posted on the MCCCD Website each November. College-level reports on the

Governing Board Outcomes are produced by the institutional research staff at each college and published

through the college websites.

Which Governing Board Outcomes & Metrics has the college achieved at a high level or has shown recent

improvement? - What has contributed to this success?

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Which Governing Board Outcomes & Metrics has the college determined require immediate improvement?

Is the college experiencing any challenges related to these outcomes? What are they?

Form 5.3 Strategic Innovations Report (Due Friday of the second full week of September)

Includes a select few: “change-based” initiatives that match a Core Planning area and are designed to

improve a Governing Board Outcome/Metrics results.

This component should be linked to an existing or future College Strategic Plan

Represents a way for MCCCD to capture “emergent strategies “that could become system level strategies in

the future.

Strategic Planning Timeline December 2011 – December 2012:

The following represents the planning cycle for the District and Colleges:

Governing BoardMonitoring Reportsent to the Governing Board and published on the MCCCD Website

November 2011 February 2012Governing Board Work

Session ConductedSummary of the Legacy 2011

Governing Board Monitoring Report, Update on the NEW MCCCD

Strategic Planning Process, and Preview of the New Governing Board Outcomes and Metrics

College and DistrictUnits Align

planning to the new MCCCD Strategic Planning Framework

MCCCDEnvironmentalScan UpdatedAnd Published

MCCCD Planning Guide Revised & Republished

MCCCD SystemLevels are Updated

using information from the latest Environmental Scan, Governing Board

Monitoring Report, and a summary of college and District successes and challenges

derived from planning forms 5.1, 5.2, and 5.3

Governing BoardMonitoring Report

Publishedwith NEW Governing Board

Outcomes and Metrics

College and DistrictUnit Planning Forms5.1, 5,2, & 5.3 due

Figure 4

Dec. 2011-Sept. 2012 July 2012

November 2012December 2012 November 2012 September 2012

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Appendices

Appendix A: MCCCD Governing Board Outcomes

The Governing Board Outcomes and related Metrics provide evidence that MCCCD is meeting its Mission. The

governing board has identified desired outcomes and measures in order to better serve and to be accountable to its

constituencies. These constituencies include the People of Maricopa County, Students, Private and Public Sector

Employers, Universities, and Primary and Secondary Schools. These were adopted by the Board on February 22, 2011.

Outcomes

Policies that determine benefits that will occur for the Board’s constituents. These are prioritized and reflected in the

budget.

1.0 - Global Ends / Broadest Outcome Statement

As an educational institution devoted to learning, Maricopa Community Colleges exist in order that the communities

served have effective, innovative, learner-centered, flexible, and affordable life-long educational opportunities, with

outcomes optimizing use of available resources.

AMENDED February 22, 2011, Motion No. 9781, 9782

1.1 - University Transfer Education and General Education

A. Students will have access to quality higher education programs and support services necessary to

increase retention and achieve their learning goals.

B. Students will be prepared to successfully pursue higher education beyond the community college.

i. Students will demonstrate post-secondary competencies in communication (writing, speaking,

listening, reading), the humanities, science, critical thinking, problem solving, computer and

information literacy, and mathematics.

ii. Students will experience a seamless transfer to baccalaureate-granting institutions.

iii. From 2011 to 2020, the percent of students earning the AGEC and transfer associate’s degrees

will increase.

iv. From 2011 to 2020, the percent of students matriculating to baccalaureate-granting institutions

will increase.

C. Students will benefit from enhanced educational delivery options.


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1.2 - Workforce and Economic Development

Community residents will have access to support services, courses, programs, and workforce training in high-demand

careers.

Students seeking career and workforce training will attain skills that meet employer needs.

Students will complete Certificates of Completion and Associate of Applied Science degrees that prepare them for

success in high demand careers.

From 2011 to 2020, the percent of students earning Certificates of Completion and Associate of Applied Science

degrees will increase.

Students will benefit from enhanced educational delivery options.


1.3 - Developmental Education

Students will develop the competencies necessary to be successful in college level work.

Academic achievement gaps based on race, ethnicity, and income will be reduced.

Students will benefit from enhanced educational delivery options.


1.4 - Community Development and Civic and Global Engagement

Maricopa County residents will have access to college programs, activities and events, and facilities as appropriate.

Maricopa County residents will have access to courses of an avocational nature to include leisure, wellness, and

specialized training.

Students will have access to civic, political, and global learning opportunities.

Students will develop the competencies to analyze and participate in democratic processes through community, civic,

and global learning activities.


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Appendix B: Governing Board Outcomes and Metrics





Governing Board Outcome Metric


A. Students will have access to quality higher education programs and support services necessary to increase retention and achieve their learning goals.

1) College-Level Course Success Rate2) Fall-to-Fall Retention Rate3) Graduation Rate (Degree/Certificate)4) Percent of students completing college-level math

and/or English5) Percent of full- and part-time students making

satisfactory academic progress within two years, as measured by the number of credits completed

6) Semester-to-Semester Retention Rate7) Number and percent of students who achieve their

stated education or training goals8) Percent of students achieving a successful

community college outcome as measured by accomplishment of academic milestones

9) FTE year end enrollment10) Cost of attendance as a percentage of Arizona

mean family income11) Selected items from the Noel-Levitz Student

Satisfaction Inventory: a) The quality of instruction I receive in most of my

classes is excellentb) Academic support services adequately meet

the needs of studentsc) College shows concern for students as

individualsd) College does whatever it can to help me reach

my educational goals12) The ratio of credits completed to credits attempted

for fall and spring terms (excludes high school dual enrollment)

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B. Students will be prepared to successfully pursue higher education beyond the community college. i. Students will demonstrate post-secondary

competencies in communication (writing, speaking, listening, reading), the humanities, science, critical thinking, problem solving, computer and information literacy, and mathematics.

1) Successful completion of Arizona General Education Curriculum (AGEC) courses

2) Selected Community College Survey of Student Engagement (CCSSE) items: a) How much has college experience contributed

to knowledge, skills, and development in writing, speaking, thinking critically/analytically, numerical problem solving, computing and information technology?

b) Does college emphasize using computers in academic work?

B. Students will be prepared to successfully pursue higher education beyond the community college. ii. Students will experience a seamless transfer

to baccalaureate-granting institutions.

1) Percentage of community college students in a given academic year who are new transfers to state public universities with a transfer degree or certificate (AA, AS, ABUS, AGEC) or transfer a minimum of 80% of college level credits earned at a community college

2) Student participation in Maricopa’s signature transfer programs (ASU Alliance/MAPP, NAU Con-nection)

3) CCSSE results compared to the national mean for the following items: a) Frequency, satisfaction with, and importance of

transfer credit assistance4) Survey and focus group results about the transfer

experience conducted within the Arizona transfer system

B. Students will be prepared to successfully pursue higher education beyond the community college. iii. From 2011 to 2020, the percent of students

earning the AGEC and transfer associate's degrees will increase.

1) Percent of students with a transfer intent who earned an AGEC or transfer degree (AA, AS, ABUS)

2) Number of transfer associate’s degrees and AGECs awarded annually.

3) Number of unduplicated students earning a trans-fer degree and/or AGEC

B. Students will be prepared to successfully pursue higher education beyond the community college. iv. From 2011 to 2020, the percent of students

matriculating to baccalaureate-granting institutions will increase.

1) Transfer rate to state public universities2) Number and percent of students who transfer to

an Arizona public university, public out-of-state, or private institution granting baccalaureate or higher degrees

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1) Percent of transfer/general education students engaged in non-traditional courses: online, hybrid, and accelerated classes of eight weeks or less (excluding high school dual enrollment)

2) Survey results compared to the national mean for selected items on the CCSSE, Noel-Levitz Student Satisfaction Inventory, and the ECAR Students and Information Technology in Higher Education Survey a) CCSSE:

i) How often do you use Internet for assignments, use email to communicate with instructors, use computers in academic work?

ii) Frequency, satisfaction with, and importance of computer labs

b) Noel-Levitz: i) Computer labs are adequate and

accessibleii) Classes are scheduled at times that are

convenient for meiii) College emphasizes using computers in

academic workc) ECAR Survey:

i) Instructors use information technology (IT) effectively in courses

ii) Instructors have adequate IT skills for carrying out course instruction

iii) Describe your overall experience using course or learning management systems

iv) IT improves my learningv) IT makes course activities more convenient


A. Community residents will have access to support services, courses, programs, and workforce train-ing in high-demand careers.

1) Percentage of high-demand occupations with corresponding college certificate or associate degrees a) AZ Commerce produces the list every other

year– fastest growing by jobs by numberb) College course, program or training directly

related to occupation2) Percentage of high-demand occupations with

corresponding college certificate or associate degrees. Percent of the fastest growing (emerging) occupations with corresponding college offering a) AZ Commerce produces the list every other

year – fastest growing by jobs by percent growth

b) College course, program or training directly related to occupation

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B. Students seeking career and workforce training will attain skills that meet employer needs. i. Students will complete Certificates of

Completion and Associate of Applied Science degrees that prepare them for success in high demand careers.

Degrees and Certificates Awarded Annually1) Number of occupational program completers

passing a licensing exam or earning an industry-recognized credential

B. Students seeking career and workforce training will attain skills that meet employer needs. ii. From 2011 to 2020, the percent of students

earning Certificates of Completion and Associate of Applied Science degrees will increase.

1) Graduation Rate (Degree/Certificate Completion)


1) Percent of occupational students engaged in non-traditional courses: online, hybrid, and accelerated classes of eight weeks or less (excluding high school dual enrollment)

2) Survey results compared to the national mean for selected items on the CCSSE, Noel-Levitz Student Satisfaction Inventory, and the ECAR Students and Information Technology in Higher Education Survey (survey items listed in Item 1.C. above)


A. Students will develop the competencies necessary to be successful in college level work.

1) Success rate in college-level math after completion of developmental math

2) Success rate in college-level English after completion of developmental English

3) Success rate in college-level courses after completion of developmental reading

4) Success rate in developmental courses5) Graduation rate of students who were ever

enrolled in a developmental course

B. Academic achievement gaps based on race, ethnicity, and income will be reduced.

1) The variability of performance for each demographic variable (gender, ethnicity, and Pell grant status) will be measured for developmental level course completion and subsequent success in college level courses


1) Percent of developmental students engaged in non-traditional courses: online, hybrid, and accelerated classes of eight weeks or less (excluding high school dual enrollment)

Selected items from the following national surveys: CCSSE, Noel-Levitz Student Satisfaction Inventory, and the ECAR Students and Information Technology in Higher Education Survey

(Survey items listed in Item 1.C. above)

18


A. Maricopa County residents will have access to college programs, activities and events, and facilities as appropriate.

1) College-Going Rate: percent of high school graduates who enroll directly in community college within eight months of completing high school

2) Enrollment of underserved populations3) Enrollment of returning adults who have

completed some college4) Number of programs, events, and activities open

to the community

B. Maricopa County residents will have access to courses of an avocational nature to include leisure, wellness, and specialized training.

1) Unduplicated annual non-credit headcount

C. Students will have access to civic, political, and global learning opportunities.

1) CCSSE results compared to the national mean for the following items:

a) How often participate in a community-based project for a course b) Degree to which students are encouraged to do community service c) Ample opportunities to volunteer in community d) How much emphasis on working with students from diverse backgrounds 2) The number of activities held on campus that

address political or global subjects

D. Students will develop the competencies to analyze and participate in democratic processes through community, civic, and global learning activities.

1) CCSSE results compared to the national mean for the following items: a) How much has college experience contributed

to knowledge, skills, and development in con-tributing to welfare of the community

b) How important to volunteer in a community ser-vice project

c) How often have serious conversations with diverse students

d) The number of students participating in study abroad programs

e) Participation in service learning opportunitiesf) The number of students registered to vote as

measured by a custom question on CCSSE and Noel-Levitz

ADOPTED May 24, 2011, Motion No. 9814

19

Appendix C: MCCCD Strategic Planning Committee

Janet Langley

James Mabry

Josh Mackey

William Mullaney

Gaye Murphy

Tom Saudargas

Jim Simpson

John Snelling

Debbie Thompson

René Willekens

Andrea Buehman

Harold Cranswick

Paul Dale

Eddie Genna

William Guerriero

Chris Haines

Sylvia Hantla

Maria Harper-Marinick

George Kahkedjian

Randy Kimmens

Debbie Kushibab

20

Appendix D: MCCCD Vision, Mission, and ValuesMCCCD 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 Mission:

The Maricopa Community Colleges provide 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.

MCCCD Values:

Community. 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.

21

Appendix E: Resources for Planning Glossary

The Maricopa Community Colleges vision, mission and values.

Vision: A vision statement represents the long-term aspirations of an institution or company. It is represents the

“ideal” future.

Mission: A mission statement is a brief, concise statement which defines the “business” you are in, for whom,

and why. It is your primary purpose. (Hartzler & Henry, 1994)

Values: Values are the underlying principles of what is important to the team or organization and what drives

decisions and ways of operating (Hartzler and Henry, 1994)

Governing Board Outcomes and Measures:

Outcomes are statements of what is optimally desired in order to serve constituents.

Measures are specific indicators of success used to measure the accomplishment of the outcomes.

The purpose of the measures is to measure success and identify areas of challenge in order to better meet the

district mission. Board measures are accountability metrics that will also inform constituencies of progress.

Core Planning Areas:

Core Planning Areas are general categories that provide an organizational framework for planning and reporting.

All major planning initiatives and the Governing Board Objectives are related to one or more of the core planning

areas.

Integrated Planning Model:

Integrated Planning is the linking of vision, priorities, people, and the physical institution in a flexible system of

evaluation, decision-making and action. It shapes and guides the entire organization as it evolves over time and

within its community.( SCUP)

Planning Unit:

The part or the system or organization that is preparing a strategic and operational plan. In Maricopa each

college and functional district area are considered planning units.

System Level Strategies:

System Level Strategies are defined as the initiatives that advance the system as a whole. System Level

Strategies are overarching and impact the entire organization through collaborative and coordinated efforts.

22

National center for education statistics:

Digest of Educational Statistics

http://nces.ed.gov/programs/digest/

College Navigator

http://nces.ed.gov/collegenavigator/

IPEDS Data Center

http://nces.ed.gov/ipeds/datacenter/

Fast Facts

http://nces.ed.gov/fastfacts/

The Condition of Education

http://nces.ed.gov/programs/coe/

Bureau of Labor Statistics:

Occupational Outlook Handbook

http://www.bls.gov/oco/

U.S. Census Bureau:

Educational Attainment

http://www.census.gov/hhes/socdemo/education/

American Factfinder

http://factfinder2.census.gov/main.html

Planning for Higher Education

Society for College and University Planning

http://www.scup.org/page/resources/topic-issue/

community-colleges

Related Organizations

AACC: the American Association of Community Colleges

“is the primary advocacy organization for the nation’s

community colleges. The association represents almost

1,200 two-year, associate degree–granting institutions and

more than 11 million students. “

AIR: The Association for Institutional Research has the

mission “to support quality data and decisions for higher

education.”

ASHE: The Association for the Study of Higher Education

“promotes collaboration among its members and others

engaged in the study of higher education through

research, conferences, and publications

The Campus Compact is dedicated to promoting

community service, civic engagement, and service-

learning in higher education.

CCBO: The Community College Business Officers “is

committed to providing educational and professional

support, networking opportunities, and timely trend

and demographic information for business officers

representing community colleges and community college

system offices in the US and in Canada.”

EDUCAUSE and its EDUCAUSE Learning Initiative have

an extensive set of related resources, focusing mostly but

not solely on IT, and on many aspects directly pertinent to

teaching and learning.

The League for Innovation in the Community College

is an international organization dedicated to catalyzing

innovation in the community college movement.

The Lumina Foundation for Education “strives to help

people achieve their potential by expanding access to and

success in education beyond high school.”

The RP Group: The Research & Planning Group for

California Community Colleges provides a useful set of

resources of interest within California but also elsewhere.

(Source SCUP http://www.scup.org/page/resources/topic-issue/community-colleges )

Web Sites with Information to Inform the Planning Process

http://nces.ed.gov/programs/digest/

http://nces.ed.gov/collegenavigator/

http://nces.ed.gov/ipeds/datacenter/





http://www.bls.gov/oco/

http://www.census.gov/hhes/socdemo/education/

http://factfinder2.census.gov/main.html

http://www.scup.org/page/resources/topic-issue/community-colleges

http://www.aacc.nche.edu/Pages/default.aspx

http://airweb.org/

http://www.ashe.ws/

http://www.compact.org/

http://ccbo.org/

http://www.educause.edu

http://www.educause.edu/eli

http://www.league.org/

http://www.luminafoundation.org/about_us/

http://www.rpgroup.org/

23

Planning to PlanThe Society for College and University Planning has made several suggestions for planning at any organizational level.

Identifying and including key people in the planning process are essential. Including a broad cross-section of constituencies

will improve the planning process. Communication of the plan throughout the organization will increase the likelihood

of its accomplishment. In addition, having a common understanding of planning terms can be helpful in facilitating

discussions. A glossary such as contained in this guide is helpful. Finally, successful planning involves developing a

common understanding of the philosophy of planning and an understanding that the planning process is fluid, cyclical,

and on-going.

Further, according to SCUP, the planning process should be as simple as possible. The number of strategies should be

limited. Having too many objectives can be overwhelming. The planning process should be focused on its purposes and

outcomes rather than on the planning process itself. A useful plan helps with decision-making and is elegant, simple,

and focused on the goal of informing decision-making.

http://www.scup.org/

Environmental ScanningEnvironmental scanning is an essential component of the strategic planning process. The purpose of environmental

scanning is to anticipate and plan for the external opportunities and challenges that the system will face in the future.

The results of environmental scanning are used by planners as they revise and update their strategic plans to prepare to

address changes in the external environment. Key trends and implications for the system are identified in the following

areas: economic and workforce trends; educational trends; trends relating to external stakeholders and partnerships;

political and legislative trends; and social and technological trends. According to James Morrison, scanning the external

environment for signs of change and potential events on the horizon is critical to meeting the challenges and opportunities

of the future. Environmental scanning is on-going and provides input to planning.

http://horizon.unc.edu/courses/papers/enviroscan/

Operational PlanningOperational planning, developing measurable, short-term objectives and detailed statements about what is to be done,

who is to do it, and how it is to be done is best accomplished within the planning unit. These are plans to implement

the outcomes of strategic planning. This process often involves setting work standards and schedules necessary to

implement the objectives. Whereas strategic planning looks at the organization as a whole, operational plans focus

on action carried out by specific supervisors and department managers in the implementation of daily and weekly

operations. Important to operational plans are specificity and time frame for completion for the action in the plan.

Operational planning involves both the development of plans to improve and change daily operations as well as the

development of capital projects that will ultimately be used in daily operations.

http://www.scup.org/

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