retreat agenda 4-12-19 - del mar college › ... › retreat-agenda-4-12-19.pdfapr 12, 2019 ·...

Strategic PlanningBoard Retreat III:

Defining Our Vision

April 12, 2019

Strategic Planning at DMC

• 5 Year Cycle

• Current plan ends August 2019

• Focus on Continuous Improvement

• Tied to Annual Budget Cycle

Board of Regents EngagementSeptember 14, 2018

Laying the Groundwork: Retreat I

November 9, 2018

Analyzing the Environment: Retreat II

April 12, 2019 Defining our Vision: Retreat III

June 11, 2019 Forming the Plan: Retreat IV

Today - Retreat Goals Review Stakeholders’ Strategic Issues

Define our Vision

Review and Confirm our Mission & Core Values

Agenda

I. Overview of Strategic Planning Process & Summary of Board Retreats I & II

II. What We Are Learning From our Stakeholders

III. Our Vision for 2024

IV. Our Mission & Core Values

V. Next Steps

Retreat I – September 14Key Takeaways

Retreat I Goals

Understand Development of Strategic Planning in Community Colleges

Examine Integrated Planning: Society of College and University Planners (SCUP) Model

Answer the Question: What do effective, actionable strategic plans in community colleges look like?

Shelf Documents• Early Higher Ed Strategic Plans were used to

Articulate Mission and Vision, Prioritize Resources, and Promote Focus.

• “Shelf Document” Plans Described the Institution; did not Motivate Planning Process.

Source: Hinton, K.E. (2012). A Practical Guide to Strategic Planning in Higher Education. Society for College and University Planners.

State and Federal Mandates

Accreditation Requirements

Evolving Student Needs

Local Workforce Demands

Facilities, Equipment, and Technology

High Touch & High Tech

Faculty Engagement

Student Success Rates

New Learning Modalities

Planning Today• Required by SACSCOC

• Incorporates Demands for Accountability from State and Federal Governments

• Critical for Administrative and Academic Coordination


The SCUP Planning ModelIntegrated Planning is a sustainable approach to planning that

• Builds relationships,

• Aligns the organization, and

• Emphasizes preparedness for change.

Source: Society of College and University Planning (2018). About SCUP. Retrieved from https://www.scup.org/page/about

https://www.scup.org/page/about

1.

2.

3. 4.

5.

WE ARE HERE

February – April 2019

August 2019*

Annually

September 2019 – August 2024

October 2018 – January 2019

May – July 2019

*Board Review & Approval of Plan

Strategic Planning Committee

Faculty Council

Chairs’ Council

Deans’ Council

Board of Regents

Staff Councils

Student Government Association

Executive Team

InstructionStudent Services

Students IT/FacilitiesHuman

ResourcesFiscal

Services

Components of A Strategic Plan


Goals and Objectives

Vision

Values

Mission Statement

Implementation Plan


“The Mission and Vision represent the current and envisioned state of

the institution. The Strategic Plan is used to bridge

the gap between the two.”

Community Colleges

Size

Student Population

Funding Structure

Culture

History

Local Needs

Different Colleges

Different Plans

Source: Society of College and University Planning. (2018). SCUP Planning Institute 1: Laying the Groundwork for Strategic Planning.

Identifying Strategic Issues

Pressing problems and/or significant opportunities that must be strategically addressed for DMC to meet its mission

Strategic Issue 1

Strategic Issue 2

Strategic Issue 3

Goal 1 Goal 2

Objective 1 Objective 2 Objective 3 Objective 4

A New Plan• Developed by Stakeholders

• Addressing DMC’s Strategic Issues

• Tied to Key Performance Indicators (KPIs)

• Implemented Intentionally by all Programs and Units of the College

Retreat II– November 9Key Takeaways

Retreat Goals Analyze DMC’s Internal and External Environments

Identify DMC’s Strategic Issues What factors do we need to leverage/mitigate

to move DMC forward?

Who Are Our Students?

Students

Enrolled in Credit Coursework

Annual Unduplicated Headcount 2017-2018

Source: DMC 2017-2018 Statistical Profile


77% Enrolled

Part-Time

67% Hispanic

23 Average Age

Fall 2017 Unduplicated Headcount, Credit StudentsSource: DMC 2017-2018 Statistical Profile

57%Female


Fall 2017 Unduplicated Headcount, Credit Students

70%Freshman

Classification

62%Financial Aid Recipients*

34%Enrolled in Online

Coursework

19%Dual Credit

*Annual Unduplicated Headcount, 2016-2017

Our External Environment•Population Growth

•Economic Development - $50+ Billion in Capital Investment in the Region

•5th Largest Port

•New Cable-Stayed Suspension Bridge

Strategic Issues

Key Performance Indicators (KPIs)

Strategies

KPIs

Strategies

1. Student Completion

2. Student Retention

3. College Readiness

4. Financial Effectiveness

Board of Regents’ Strategic Issues

Key Performance Indicators (KPIs):• Number of Graduates (each year)

• Graduation Rates (percentage of FTIC students that graduate within a defined amount of time)

• Time and Semester Credit Hours (SCH) to Completion

• % of Students Enrolled Part-Time

1. Completion

Number of Degrees & Certificates Awarded

1,018 1,101 1,292 1,422

389432

497603

2015 2016 2017 2018

Associate Certificate

1,407 1,533

2,0251,789

Source: THECB Accountability System


Large College Peer Group• The Texas Higher Education Coordinating Board

uses Institutional Peer Groups to Support Improvement and Collaboration

• DMC is in the Large College Cohort (7,000-14,000 Credit Student Enrollment)

• Sizes range from Small to Very Large

Large College Peer GroupThe Large TX College Cohort Includes:

• Amarillo College• Blinn College• Central Texas College• Del Mar College• Laredo Community

College

• Navarro College

• North Central Texas College

• South Plans College

• Tyler Junior College

18.5%

14.0%Enrolled in 2015

DMC

First-time, full-time entering degree seeking students who enrolled in a minimum of 12 SCH their first fall semester who graduated from the same institution or another TX public institution, as of 2018.

FTIC FT Graduation Rates Large TX Colleges

3 Years


4 Years

22.7%


6 Years

21.8%


Years to Completion

Large TX Colleges Years to

CompletionSemester

Credit Hrs.

Large TX Colleges Semester

Credit Hrs.

Time & Semester Credit Hour (SCH) to Degree*

2018 Associate Degree Graduates

*Does NOT include Dual Credit or Developmental Education CourseworkSource: THECB Accountability System

4 years 86 hours5.1 years 93 hours

Full-Time/Part-Time Status77%

Part-Time


Key Performance Indicators (KPIs):• Retention Rates (Fall-to-Fall semesters)

• Student Classification – % of Students Classified as Sophomores

2. Retention

*First-time, full-time entering credential seeking students who enrolled in a minimum of 12 SCH their first fall semester who are enrolled at the same institution or another TX institution, as of 2018.

FTIC FT Persistence Rates

1 Year


1 Year

63.8% Persisted,

1 Year

Enrolled in 2016 49.1%Persisted,

2 Years

Classification of Students70%

Freshman


Proposed Strategies: • 8-Week Terms

• Part-Time Students – Providing Incentives to Enroll in Additional Coursework

• Advising – Ensuring Exceptional Support Services

Completion & Retention

Key Performance Indicators (KPIs):• % of Students Requiring Developmental Coursework

• % of Unprepared Students who Satisfy TSI Requirements within 2 years

• % of Unprepared Students Completing a College Level Course within 2 years


Students Requiring Developmental Coursework 77% of

First-Time-In-CollegeStudents

Of the 1,208 FTIC Students in Fall 2017, 77% required developmental coursework in 1 or more subject areas.

Source: DMC 2017-2018 Statistical Profile

Underprepared Students


25.7%2 Years

Math

2 Years

2 Years

Reading

Writing

48.1%

57%

FTICs, Enrolled in 2015

Satisfied TSI Requirements

Underprepared Students


15.1%

2 YearsMath

2 Years

2 Years

Reading

Writing

24%

31.6%

FTICs, Enrolled in 2015

Completed College Level

Course

Proposed Strategies: • Accelerated Curricula: Co-Enrolled Courses

(college-level course with required support course)

• Targeted Learning Supports

• Collaboration with K-12 Partners


Proposed Strategies: • Long-Term Financial Planning

• Expand Tax Base

• Mitigate Cuts to State Funding


Key Performance Indicators (KPIs):• Return on Net Position Ratio

• New Operating Revenue Ratio

• Primary Reserve Ratio

• Viability Ratio• Composite Financial Indicator


RETURN ON NET POSITION RATIO

0.097 0.088

0.078

0.040

0.223

0.000-0.004

0.046

0.096

0.146

0.196

0.246

FY2014 FY2015 FY2016 FY2017 FY2018

THECB's point of reference

Measures the annual financial change in net position (surplus or loss) relative to the College’s net

position at the beginning of the fiscal year.

• Rate of return ranges from 4.0% to 22.3%

• Five consecutive years of surplus ($43.9 million)

• FY 2018 rate of .223 is influenced by accounting change for Other employee benefits (GASB 75) in fiscal year 2018 valued at $86.3 million

• FY 2018 net position increased ($9.9 million) after new GASB reporting standards

• Waiting for further guidance by the Texas Higher Education Coordinating Board to determine if the ratio should exclude GASB 68 and 75

• FY 2018 ratio changes to .081 when excluding accounting changes GASB 68 and 75 valued $96.8 million

NEW OPERATING REVENUE RATIO

0.064

0.048 0.044

(0.016)

0.025

0.048

(0.020)

(0.010)

0.000

0.010

0.020

0.030

0.040

0.050

0.060

FY2014 FY2015 FY2016 FY2017 FY2018


Measures the effective use of the current annual revenues. Note: The ratio excludes debt service ad valorem tax revenue, bond interest expense and other non-operating expenses.

• Ratio demonstrates effective use of annual revenues in four of the five years with rates ranging from above 2.5% to 6.4% resulting in surplus of $38.9 million

• Net position (financial resources) increased by $10.4 million in fiscal year 2014 when factoring in debt service ad valorem tax revenue and other non-operating expenses

• FY 2017 ratio of -1.6% is driven by reported operating loss of $90.3 million

• FY 2017 net position (financial resources) increase of $5.0 million when factoring in non-operating revenues

PRIMARY RESERVE RATIO

0.482

0.364 0.323 0.307

(0.389)

0.140

(0.400)

(0.300)

(0.200)

(0.100)

-

0.100

0.200

0.300

0.400

0.500

FY2014 FY2015 FY2016 FY2017 FY2018


• Net position (financial resources) to continue to operate ranged from 4 to 6 months in fiscal years 2014 through 2017

• The 2015 and 2018 rate is the result of accounting changes (pensions GASB 68 and other post-employee benefits GASB 75) valued at $10.5 million and $86.3 million, respectively

• Waiting for further guidance by the Texas Higher Education Coordinating Board to determine if the ratio should exclude GASB 68 and 75

• FY 2018 ratio changes to 4.5 when excluding accounting changes GASB 68 and 75 valued $96.8 million

Determines the number of months the College can continue to operate into the future with existing financial resources and no future revenue streams.

VIABILITY RATIO

1.603

1.097 1.046 1.023

(0.439)

0.420

(0.450) (0.350) (0.250) (0.150) (0.050) 0.050 0.150 0.250 0.350 0.450 0.550 0.650 0.750 0.850 0.950 1.050 1.150 1.250 1.350 1.450 1.550 1.650

FY2014 FY2015 FY2016 FY2017 FY2018


• Sufficient financial reserves to pay off the entire general bond obligations in four of the five fiscal years

• Waiting for further guidance by the Texas Higher Education Coordinating Board to determine if the ratio should exclude GASB 68 and 75.

• FY 2018 ratio is 2.7 when excluding accounting changes GASB 68 and 75 valued $96.8 million

Measures the Colleges financial capacity to settle the entire general obligation bonds with existing net position (financial reserves).

COMPOSITE FINANCIAL INDEX (CFI)

4.498

3.451

3.141

1.839

1.201

2.000

0.000

0.500

1.000

1.500

2.000

2.500

3.000

3.500

4.000

4.500

FY2014 FY2015 FY2016 FY2017 FY2018


• The 2015 and 2018 rate are driven by

• Account changes (GASB 68 and GASB 75) valued at $10.5 million and $86.3 million for fiscal years 2015 and 2018, respectively

• New general obligation bond issuance valued at a net $ 7 million ($23.6 million of which $16.6 million was used to refund the 2006 G.O. bonds) and $101.6 million for fiscal year 2015 and 2018, respectively

• FY 2017 ratio of -1.6% is driven by reported operating loss of $90.3 million. However, net position (financial resources) increased by $5.0 million when factoring in non-operating revenues

• FY 2014 highest CFI with a rate of 4.5

• FY 2018 index is 4.6 when excluding accounting changes GASB 68 and 75 valued $96.8 million

Used to measure the overall financial condition of the College. The rate is based on the combined

value of the four ratios previously discussed.

Strategic Issue 1

Strategic Issue 2

Strategic Issue 3

Goal 1 Goal 2


• KPI 1• KPI 2

• KPI 1• KPI 2

What We Are Learning From Our

Stakeholders

Students

Student Focus Groups• February 2019

• 4 Focus Groups Held on the East and West Campuses, Center for Economic Development (CED)

• Approximately 100 student participants

Students Say…They Appreciate the Support Services Available (Library, tutoring, labs, advisors, food services, technology, etc.)

Students Say…They Like the Learning Environment (Class size, quality instruction, friendly people)

Students Say…They Are Unaware of All Services & Resources Available (Communication gap, don’t know where to go for help)

Students Say…They Want More Advising Support (selecting classes, program requirements, transfer information, more staff)

Students Say…They Want More Assistance with On-Boarding (online enrollment, financial aid processing)

Students Say…They Want More Reasons to Stay on Campus (longer hours, more activities, more childcare options, more food services)

Student & Alumni Surveys •Administered in October 2018

•Over 450 Student Participants

•Over 125 Alumni Participants

Satisfaction with Academic Advising

Students Alumni

63% Satisfied

19% Neutral

14% Never Used

18% Neutral

62% Satisfied

12% Never Used

6% Not Satisfied

11% Not Satisfied

Satisfaction with Financial Aid

Students Alumni

65% Satisfied

14% Neutral

15% Never Used

46% Satisfied

21% Never Used

22% Neutral

11% Not Satisfied

6% Not Satisfied

Satisfaction with Library Services

Students Alumni

81% Satisfied

19% Neutral

6% Never Used

80% Satisfied

3% Never Used

2% Not Satisfied

5% Not Satisfied

12% Neutral

Guided Pathways @ DMC• Clarifying Paths to Students’ End Goals

• Help Students Choose and Enter a Pathway

• Helping Students Stay on a Path

• Ensuring Students are Learning

Source: Davis, J. and Cho, S.W. (2012). Get with the Program: Accelerating Community College Students’ Entry into and Completion of Programs of Study, Community College Research Center.

Guided Pathways @ DMC

Source: Davis, J. and Cho, S.W. (2012). Get with the Program: Accelerating Community College Students’ Entry into and Completion of Programs of Study, Community College Research Center.

Pathways Update at Upcoming DMC Board Meeting

Quality Enhancement Plan (QEP)

•Required by SACSCOC

•DMC’s QEP Topic Will Be Advising

QEP Update at DMC Board Meeting on April 23

Faculty & Staff

Faculty & Staff Focus Groups•February 2019; 6 Focus Groups Conducted

•Approximately 50 Faculty & Staff Participants

• Online Survey Available to All Faculty & Staff

DMC is Really Good At…• Student Support

• Offering a Variety of High Quality Degrees and Certificates

• Affordability & Accessibility

• Hiring Caring and Qualified Faculty & Staff

• Community Relations and Brand Identity

DMC Needs to Change/Improve…• Internal Communication between Employees and between

Departments

• Advising: Training and Services

• Technology: Student Information System (ERP) and other Resources

• Distance Learning: Supports and Processes

• Student Outcomes: Graduation & Transfer Rates

• Facilities and Maintenance

Challenges Students Face…• Being Academically Unprepared for College

• Socioeconomic Challenges; Lack of Resources

• Life/College Balance

• Course Scheduling: Difficult to Build an Efficient Schedule; Some Courses Unavailable

DMC Needs to Prepare for…• Program Growth: Dual Credit, Online Offerings, Emerging

Industry Needs

• More Students Taking Classes Online

• New Student Information System (ERP)

• Automated Processes; Both for Students and Internal Efficiency

In the Next 5 Years, Challenges DMC Will Face…

• Funding

• Keeping up With Growth: South Campus

• Planning; Retiring Faculty & Staff

• Implementation of New StrategiesSimultaneously: New ERP, Pathways, QEP

Community

Our Vision for 2024

Components of A Strategic Plan


Goals and Objectives

Vision

Values

Mission Statement

Implementation Plan

Vision•One of the most important plan components

•The College’s clear description of what it intends to become in the future; its strategic position

•“This is What We Aspire to Achieve”


Our Mission & Core Values

Mission Statement •Foundation of the Strategic Plan

•Describes Why the College Exists and What It’s Operations are Intended to Achieve

•Definitional

•“This is What We are Here to Do”Source: Hinton, K.E. (2012). A Practical Guide to Strategic Planning in Higher Education. Society for College and University Planners.

Mission - SACSCOC

The institution has a clearly defined, comprehensive, and published mission specific

to the institution and appropriate for higher education (Standard 2.1).

Proposed Mission

Del Mar College is a multi-campus community college that supports the academic, workforce development,

and lifelong learning needs of its community by offering degree and certificate programs; continuing education

opportunities; adult education services; and customized training for economic advancement.

Core Values

•What the College stands for and the way in which it conducts its activities

•“These are the Characteristics We Believe are Important in How We Do Our Work”


Proposed Core Values

Student Learning and

Success

Excellence in Instruction

Access

Integrity Innovation Diversity

Proposed Core Values Student Learning and Success

• Ensuring students gain the necessary knowledge, skills, and experience to achieve their goals of graduation, transfer, and/or personal enrichment.

Excellence in Instruction• Developing and delivering exceptional instruction that is tailored to a diverse

student population.

Access• Providing opportunities to all persons who wish to participate and succeed in

higher education through traditional and distance delivery formats.

Proposed Core Values Integrity

• Demonstrating honesty, transparency, and respect through clear communication and accountability with our stakeholders, our community, and with each other.

Innovation• Dedicating attention to new ideas that lead to higher levels of

achievement for faculty, staff, and students.

Diversity• Embracing differences to enrich our college and community.

Next Steps

1.

2.

3. 4.

5.

WE ARE HERE

February – April 2019

August 2019*

Annually

September 2019 – August 2024

October 2018 – January 2019

May – July 2019

*Board Review & Approval of Plan

Retreat IV: June

Board of Regents Engagement

Retreat IV – June 11• Review of Strategic Plan Draft

• Budget Planning for 2019-2020

August Board Meeting• Board Review and Approval of new Strategic Plan

Strategic Issue 1

Strategic Issue 2

Strategic Issue 3

Goal 1 Goal 2


• KPI 1• KPI 2

• KPI 1• KPI 2


“The Mission and Vision represent the current and envisioned state of

the institution. The Strategic Plan is used to bridge

the gap between the two.”