1

Context

Established in 1955 as a comprehensive community college in Southeast Washington and is part of Washington’s 34-member Community and Technical College System.

Enrolled 13,509 students in 2007; 5012 state supported FTES with 20.9% Basic Skills, 31.9% Workforce, and 46.7% Transfer students

Serves Benton County, which has among the state’s highest per-capita income and education level

Also serves Franklin County, which has among the state’s lowest per-capita income and education level

Has a rapidly changing community demographic and is a Hispanic-Serving Institution (HSI)

Is undergoing state budget cuts and is planning for more to come

2

Columbia Basin College Mission Statement

CBC exists in an environment of diversity, fairness, equity, and

sustainability to ensure that the people of Benton and Franklin

counties have access to educational programs providing sufficient

knowledge for higher educational achievement, meaningful

employment, basic skills development, cultural enrichment,

physical and emotional well-being.

3

Governance at CBC: the Carver Model

Main features of the Carver Model:• Ends determination is the pivotal duty of governance•The Board determines the “Ends”– which customer results are to be achieved, for whom, and at what cost•The Board of Trustees represents the ownership of the organization and governs on behalf of these owners• Board decisions are primarily policy ones• Executive limitations: the Board sets boundaries of acceptability within which methods and activities can be left up to staff• The Board grants the CEO authority to make all decisions as long as they are within the Board’s Ends and limitations policies•The Board defines and delegates, rather than reacting and ratifying

4

CBC End States (Themes)

In addition to a mission statement, CBC, following the Carver Model of Board Governance, hasalso developed a series of End States, which are derived directly from the College Mission.

AccessCBC exists to provide people of the service district with access toeducational programs.

AcademicCBC exists to enable students to complete requirements that would allow them to obtain academic degrees, transfer to upper division colleges and universities, and pursue life-long learning and enrichment.

Workforce DevelopmentCBC exists to enable students to complete requirements that would allow them to earn degrees/certificates to assist them to gain employment and pursue life-long learning opportunities.

5

CBC End States(continued)

Basic SkillsCBC exists to enable students to prepare for success in college level skills courses.

Cultural EnrichmentCBC will provide the college and the community with diverse and multiculturally rich programs designed to improve our quality of life, life-long learning opportunities and enhance educational programs.

Physical and Emotional Well-BeingCBC will contribute to the physical and emotional well-being of its students and the community.

66

Indicators for the Access End State

Objectives Indicators Performance:Use of Results:

A. will achieve highrates of new and ongoingenrollment from the community

A1. trends StrongA2. Enrollment vs allocation Strong

A3. Enrollment from high schools Moderate/lowA4. Running Start enrollment Strong

B. Students will displayhigh rates of retention, progressand completion

B1. Fall to fall retention StrongB2. 3-yr completion rates ModerateB3. Substantial Progress Strong

B4. SAI points achieved Moderate

C. The college will provide effective student support services

C1. Amount of financial aid Low

C2. # students with disabilities Moderate receiving servicesC3. Student perceptions of counseling, student services Moderate

C4. Perceptions of ed. barriers Very positive (few barriers)

D. Minority students will display rates of enrollment,retention and completionsimilar to those of Whites

D1.% Hispanics ModerateD2. % Hispanics in Transfer, Workforce Moderate

D3. Hispanic graduation rates Very lowD4. Hispanic enrollment by High school Moderate/low

77

Indicators for the Academic End State

Academic End State Objectives and MeasuresObjectives Indicators Results Use of results

A. Students accomplish SLOs 1. % SLOs with rubrics 100%2. Domain coverage of SLOs B3. Critical Thinking performance I Implement data collection plan4. Survey results for students B+ T &LC actions 5. Survey results for faculty B+ T &LC actions

B. Students demonstrate learning 1. Success/withdrawal rates (Descriptive data) Create Withdrawal Task Force2. Hispanic Gateway performance (Descriptive data)3. Content knowledge data CAPP testing planned

C. Students succeed at 1. % Transfer students who transfer B 4-yr institutions 2. Performance at WSU Tri-Cities A

3. Performance at CWU A4. Graduation rates from 4-yr Research collaboration w/WSU

D. Highly qualified faculty 1. Full-time/part time faculty ratio B Enrollment Mgt. Committee2. Faculty salaries A3. Faculty diversity A Ongoing recruiting activities

E. Student satisfaction 1. Student satisfaction ratings B+ WSU TC Collaboration Task Force2. Distance Learning Enrollment B Expand courses, train faculty3. Distance learning completions A4. Distance Learning survey A Conduct research on learning