San Diego Miramar College 10440 Black Mountain Road San Diego, CA .
Educational Master Plan Fall 2014-Spring 2020 San Diego Miramar College 10440 Black Mountain Road San Diego, CA 92126 www.sdmiramar.edu
Table of Contents Introduction . 3 Part 1-Institutional Overview . 3 San Diego Community College District . 3 History of San Diego Miramar College . 5 Mission and Vision . 8 Fall 2013-Spring 2019 Strategic Goals. 9 Strategic Goal I . 9 Strategic Goal II . 11 Strategic Goal III . 13 Strategic Goal IV. 14 College Organization and Governance. 15 Overview of the Integrated Planning Process . 16 Community Characteristics . 19 Enrollment Projections . 20 Part II-Local Planning . 25 A Review of Achievement Indicators . 25 Alignment of Annual and Strategic Planning Processes . 27 Program Review Process . 27 Part III-2014 to 2017 Planning Trends . .30 Trends in Higher Education . .30 Instructional Division Planning Themes by Loss/Momentum Framework Phases . 32 Student Services Division Planning Themes by Loss/Momentum Phases . 35 Administrative Services Division Planning Themes by Loss/Momentum Framework Phases . 38 Appendix A: Environmental Scan Update Fall 2014-Spring 2017 . 40 Appendix B: Enrollment Projections 2013-2022 . 61 Appendix C: Performance Indicators Fall 2008-Spring 2013 . 63 Appendix D: The Four Phases of the Preventing Loss, Creating Momentum Framework . 71 Page 2 of 72
Introduction San Diego Miramar College is a comprehensive, two-year, public community college founded in 1969 to provide training for San Diego’s firefighters and law enforcement officers. The College is located in the rapidly growing northeastern part of the City of San Diego, just north of the Miramar Marine Corps Air Station. With increasing student demand for technical programs and academic transfer courses as well as public safety training, San Diego Miramar College has diversified its curriculum to offer a broader range of technical, academic, and general education programs and courses. Today, the College offers degrees and certificates in 25 programs. San Diego Miramar College also has experienced growth in demand for public safety training; its Regional Public Safety Institute currently trains firefighters, law enforcement officers, lifeguards, detention facility deputy sheriffs, and professional personnel. The College received full six-year accreditation from the Western Association of Schools and Colleges in 1998. In January 2013, the Accrediting Commission reaffirmed accreditation, after the college addressed several recommendations made by the Commission following a site visit by an evaluation team in November 2012. Part I-Institutional Overview San Diego Community College District The San Diego Community College District includes three colleges and a continuing education division, and serves approximately 130,000 students in a service area that covers most of the City of San Diego. Miramar College, located in the northern part of the City, is the youngest of the San Diego Community College District’s three Colleges: City College, founded in 1914, serves the downtown San Diego area, while Mesa College, founded in 1964, serves the established suburban areas of central San Diego. The mission of the San Diego Community College District (SDCCD) is to provide accessible, high quality learning experiences to meet the educational needs of the San Diego community. The District has developed the following values and vision statement: The San Diego Community College District is a multicultural institution with diverse colleges and continuing education sites and varied priorities. However, we are bound together as an operational unit by a philosophical base of shared values and a shared vision of the future. We share the twin ideals of access and excellence. We are an institution that responds to the unique needs of local communities and student populations. We share an important role as a builder of communities from the classroom to the campus and beyond to the larger components of society. To these ends, teaching and learning are our highest priorities. Today we share the aspirations of our community as we move forward in the 21st century. Page 3 of 72
The Strategic Goals of the San Diego Community College District are as follows: 1. Maximize student access, learning, and success through exemplary instruction and support services. 2. Strengthen our institutional effectiveness through innovation, continuous process and systems improvement, staff development, and enhanced internal collaboration. 3. Enhance collaborations with the community for increased responsiveness to its needs. 4. Ensure fiscal solvency through sound fiscal planning and management. 5. Lead in sustainable policies and practices. Page 4 of 72
History of San Diego Miramar College In 1965, the U.S. Navy transferred 120 acres to the San Diego Unified School District (which operated the junior colleges at that time), making the land available for the future building of San Diego Miramar College. In 1969, the Miramar Regional Occupational Training Center accepted its first students in police and sheriff’s academies, fire science and criminal justice programs. In 1971, the Aviation Maintenance Technology program (which first won Federal Aviation Administration approval in 1949) was moved from San Diego City College to the Miramar campus. An additional hangar was leased at Montgomery Field to provide students access to live aircraft. In 1970, the San Diego Community College District was formed as a separate district from the San Diego Unified School District. They continued to have the same elected board. In 1972, San Diego voters decided to form an independent community college district, separate from the K-12 district, and with its own board. By 1970, the development of Mira Mesa began, and in just five years the population of the area surrounding Miramar College would grow to 27,000, increasing the need for classes and facilities. These needs were strongest in the areas of general education and arts and sciences, along with evening classes catering to the growing population of adults who worked during the day. In 1975, the Miramar Regional Occupational Training Center was renamed San Diego Miramar College. San Diego Miramar College reacted to an influx of Indochinese refugees by expanding classes in English as a Second Language and Adult Basic Education, making the district one of the educational leaders in the country in ESL and ABE teaching methods and in assessment technology for adult learners. In 1977, the SDCCD Board of Trustees adopted a master plan, drawn up by architects, educational planners and consultants, for the development of San Diego Miramar College into a comprehensive community college with a modern campus. Soon thereafter, however, funds for community college construction dried up and the re-locatable bungalows, brought on campus for what was hoped to be a short transition, became permanent campus fixtures. The college hired its first full-time faculty members; in the past it had “borrowed” faculty from other district colleges. In 1978, California taxpayers passed Proposition 13, reducing the local tax base and moving greater fiscal control to the state. In 1980, San Diego County’s five community college districts signed a “free flow” agreement eliminating the need for students to get inter-district permits to attend outside their district of residence. That same year, the police and sheriff’s academies were merged to create the Regional Law Enforcement Training Center, one of the few regional centers of its kind in the nation. In 1984, the Sheriff’s Department withdrew from the center. In 1981, a new diesel technology facility opened at Miramar College, housing the most comprehensive program of diesel technology in the state with a capacity of 160 day and evening students. The College formed the Regional Fire Science Academy in cooperation with Page 5 of 72
the San Diego Fire Department. Expansion of the Learning Resource Center and business labs began to accommodate the growing local demand for business-related subjects. In 1987, the state approved construction funding for the Miramar College Instructional Center, a 26,000 square foot, two-story facility that included lecture and lab classrooms. In 1988, SDCCD and local developers agreed to develop 30 acres at the southwest corner of the Miramar campus into a shared-use community park and sports complex. Phase two of the Hourglass Field Athletics Complex was completed in fall, 1999. The Ned Baumer Miramar College Aquatics Center includes three pools, community and first aid rooms, and locker rooms to serve the needs of Miramar students and the local community. By 1989 state construction funds were scarce as a result of Proposition 13. SDCCD raised funds from investors through Certificates of Participation (which allow colleges to finance new facilities through lease payments, without voter approval). These Certificates of Participation funded the construction of a 17,000 square foot instructional center, a 34,000 square foot police academy, and an interim library and learning resource center. A Child Development Center and laboratory was built in 1993. In fall, 1994, the automotive technology program moved from San Diego City College to San Diego Miramar College. However, the program was located at Mira Mesa High School because the college did not have adequate facilities to accommodate the program. In spring 1998, an 8,000 square foot extension to the diesel building was completed, adding two lecture classrooms, one large demonstration classroom, one computer lab with Internet access and industry quality interactive software. A 10,000 square foot Professional Development Center was constructed to meet the professional development needs of faculty, staff, and administration. In 2000, the College’s Emergency Medical Technician program joined the fire technology program at the Naval Training Center in Point Loma. Its prior campus facilities were renovated to become the new digital media classroom. In November 2000, California voters passed Proposition 39, which amended the California Constitution to allow schools and community college districts to issue bonds for facilities construction, and to authorize property taxes higher than the one percent (1%) limit to repay the bonds, if approved by a 55 percent vote. Bond issues had been required to pass with a twothirds majority prior to that vote. Proposition 39 required that any bond issue include the specific list of projects to be funded through the bonds. In November 2002, San Diego voters approved Proposition S, a 685 million facilities construction bond for the San Diego Community College district. In 2006, voters approved an additional 870 million by passing Proposition N. Proposition S and N funding is being used to build and equip study areas, classrooms, labs, and academic instructional and support areas for Page 6 of 72
new facilities for San Diego Miramar College as well as the other colleges and Continuing Education sites in the District. New facilities and improvements funded by Propositions S and N at San Diego Miramar College have transformed the campus. They include an Administration building, Arts & Humanities building, Arts Village, Automotive Technology Center and expansion, Aviation Maintenance Technology remodel and expansion, Boiler expansion, Cafeteria/Bookstore/Student Services Center, campus safety enhancements, campus site design & environmental review, cogeneration facility, College Service Center, Computing & Distribution Center, Leave a Legacy Plaza, Fire Science & EMT Training Center, Heavy Duty Advanced Transportation Technology Center, the third and final phase of Hourglass Field Athletics Complex – a field house, classrooms and fitness center, infrastructure, Library/Learning Resource Center, Mathematics & Business building, Parking Structure & Police Substation (the first platinum LEED facility in SDCCD), A-100 building remodel, Science building and expansion, and a Student Resources/Welcome Center. In 2004, men’s and women’s water polo debuted as the first athletics teams (the Jets) at San Diego Miramar College, followed by men’s basketball in 2006 and women’s soccer in 2007. A college mascot, Jimmy the Jet, made his first appearance in 2012. According to the District, San Diego Miramar College has been projected to grow to 25,000 students by the fiscal year 2024-2025. Facilities and program planning has been based on this growth figure since 2004. Furthermore, based on our own analysis, Miramar College is projected to grow to approximately 16,430 students and slightly more than 10,000 FTES by the end of fiscal year 2018-1019. Appendix B shows the new projected FTES growth for the college. Page 7 of 72
Mission and Vision Mission San Diego Miramar College’s mission is to prepare students to succeed in a complex and dynamic world by providing quality instruction and services in an environment that supports and promotes diversity, while emphasizing innovative programs and partnerships to facilitate transfer preparation, workforce training, and career advancement. Vision San Diego Miramar College will be a hub of education, diversity, and services to our community. San Diego Miramar College, in keeping with this vision, supports and emphasizes the following guiding values: Access, learning, and success of all students A collegiate college community that offers civility, mutual respect, courtesy, appreciation, and accountability Accomplishments of individuals, groups and the college as a whole Diversity of our students, staff, faculty, and programs that reflect our community Creativity, innovation, flexibility and excellence in teaching, learning, and service The ability to recognize and respond to opportunities Collaboration and partnerships Participatory governance and communication Sustainable practices in construction, curriculum, and campus culture Page 8 of 72
Fall 2013-Spring 2019 Strategic Goals The following four goals were developed through collegial consultation and represent San Diego Miramar College’s focus for Fall 2013-Spring 2019. Strategic Goal I: Provide educational programs and services that are responsive to change and support student learning and success. Strategies: Indicators and Measures: I.1. Identify current and future student needs for transfer, degree, and certificate completion. Student Completion I. 1.1Transfer volume, rate, and prepared rate* I. 1.2 Number of degrees and certificates awarded I. 1.3 Number of degree/certificate awarding- Programs I.1.4 Number of Associate Degree for Transfer (ADT) in development I.1.5 Completion Rate** (Source: Student success Scorecard) I.1.6 CTE Rate*** (Source: Student success Scorecard) Programs & Services I. 2.1 Number of service learning, internships, work experience opportunities offered I. 2.2 Number of programs initiated or supported through external funding Student Participation I. 2.3 Number of students seeking tutoring services in service learning, internships, work experience opportunities Professional Development I. 3.1 Program Review data specific to professional development I.3.2 Number of professional development workshops and activities I.3.3 Number of participating faculty, classified staff, and administrators p a r t i c i p a t i o n s . I.3.4 Employee Satisfaction Survey results specific to professional development I.3.5 Cultural Climate Survey results specific to PD I. 2. Identify resources for appropriate programs and services to support student learning and success. I. 3. Identify faculty and staff professional development needs and resources and implement steps for their delivery of educational programs and services. (*) (**) Transfer Prepared: students who successfully completed 60 UC/CSU transferrable units with a GPA 2.0 and who did not transfer or obtain an associate's degree. Completion Rate: The percentage of first- time students with a minimum of six units earned who attempted any math or English course in the first three years, and who achieved any of the following outcomes anywhere in the California community college system within six years of entry: Earned AA/AS or credit certificate Transferred to a four- year institution Achieved ‘Transfer- prepared’ (successfully completed 60 UC/CSU transferrable units with a GPA of 2.0 or higher) (***) Career Technical Education Rate: The percentage of students who completed a Career Technical Education course for Page 9 of 72
the first- time and completed more than eight units in the subsequent three years in a single discipline, and who achieved any of the following outcomes anywhere in the California community college system within six years of entry: Earned any AA/AS or credit certificate Transferred to a four- year institution Achieved ‘Transfer- prepared’ (successfully completed 60 UC/CSU transferable units with a GPA of 2.0 or higher) Planned Activities: I.A. Implement Student Success and Support Program. I.B. Implement a comprehensive freshman year experience program. I.C. Develop guiding principles, schedule development priorities, and data elements for strategic enrollment management I.D. Implement strategic enrollment management practices and scheduling processes I.E. Develop and offer new faculty orientation and professional development activities for faculty and staff I.F. Update Facilities Master Plan to address project completion of Props S&N and future needs. I.G. Implement new enterprise resource planning (ERP) system. Develop training and procedures for transparent Administrative Services systems. I.H. Develop plan for allocation of new or additional discretionary funds. 2013- 14 2014- 15 2015- 16 X X X X X X X X 2016- 17 2017- 18 2018- 19 X X X X X X X X X X X X X Page 10 of 72
Strategic Goal II: Deliver educational programs and services in formats and at locations that meet student needs. Strategies: Indicators and Measures: II.1. Identify current and future student needs of formats and locations for educational programs and services. Enrollment and Service Management II.1.1 Percentage of course sections offered via distance Ed, day time and evening classes, and off- campus locations II.1.2 Number of support services for course sections offered via distance Ed or off- campus locations II.1.3 Course fill rates, waitlisted seats, enrollment counts and percentages II.1.4 Success and Retention rates by course modality Innovation and Technology (face- Program to- faceReview versus online) II.2.1 data specific to technology needs for instruction and services (BRDS RFFs) II.2.2. Employee and Student Satisfaction Survey results specific to the use of technology during instruction and service delivery Enrollment Management II.3.1 Distribution of course offerings (Annual Percentage of Basic Skills, CTE, Transfer, AA/AS) II.3.2. Employee and Student Satisfaction Survey results specific to EM II.3.3 Program Review data specific to EM II.3.4 Technology training & professional development opportunities survey specific questions II.3.5. District Course Satisfaction survey Innovation andOnline Technology II.4.1. Employee and Student Satisfaction Survey results specific to technology II.2. Identify emerging technology for delivering instruction and student services. II.3. Identify resources and implement steps to meet student needs in formats and at locations II.4 Identify resources and implement steps to meet technology needs for delivery of instruction and services Planned Activities II.A. (same as I.C.) Develop guiding principles, schedule development priorities, and data elements for strategic enrollment management II .B (same as I.D.) Implement and evaluate strategic enrollment management practices and scheduling processes II.C. Develop, offer, and evaluate student support services in alternate formats including on- line. II.D. Conduct relevant distance education training for instructors 2013- 14 2014- 15 2015- 16 2016- 17 X X X X X X X X X X X 2017- 18 2018- 19 X X X Page 11 of 72
II.E. Provide faculty/staff the opportunity to attend training sessions focused on student success II.F. Develop Long- term funding plan for computer and equipment replacement. X X Page 12 of 72 X X
Strategic Goal III: Enhance the college experience for students and the community by providing student- centered programs, services and activities that celebrate diversity and sustainable practices. Strategies: Indicators and Measures: III.1. Identify curricular and co- curricular activities and college experiences that celebrate diversity and sustainable practices. Diversity & Sustainable Practices III.1.1 Number of courses with modules addressing diversity and sustainable practices (PR Review reports) III.1.2 Annual number of activities and college experiences celebrating diversity and sustainable practices Diversity III.1.3 Program Review data specific to Diversity III.1.4 Student Satisfaction Survey results specific to Diversity III.1.5 EOPS and DSPS survey results III.1.6 Cultural Climate Survey results specific to Diversity Diversity Satisfaction survey results III.2.1 Employee III.2.2 District Cultural Climate survey results III.2. Identify resources and implement steps to support curricular and co- curricular activities and college experiences that celebrate diversity and sustainable practices. Planned Activities III.A. Schedule orientation, assessment and counseling sessions as a package III. B. Develop and implement a comprehensive student life program including establishing a college hour III.C Explore development of additional initiatives and activities that celebrate diversity and sustainable practices. III.D. Assess need and develop plan for renovated athletic fields and/or college only athletic field to support stronger student- centered programs while maintaining commitment to community recreation. 2013- 14 2014- 15 2015- 16 2016- 17 X X X X X X X X X X Page 13 of 72 2017- 18 X 2018- 19
Strategic Goal IV: Develop, strengthen and sustain beneficial partnerships with educational institutions, business and industry, and our community. Strategies: Indicators and Measures: IV.1. Identify current and prospective partnerships with educational institutions, business and industry and our community. Partnerships IV.1.1 List of current partnerships with educational institutions, business and industry, and advisory boards IV.1.2. Number of outreach activities /programs to high school and the community IV.1.3. Program Review data specific to prospective educational institutions, business and industry and our community Partnerships IV.2.1. Evaluate and prioritize continued and prospective partnerships with educational institutions, business and industry, high schools and our community IV.2.2. Number of articulation agreements with public and private institutions of higher education IV.2. Identify resources and implement steps to continue with current and prospective partnerships with educational institutions, business and industry and our community. Planned Activities IV.A. Update outreach partnership agreements with feeder high schools IV.B. Review, update and expand transfer agreements with 4- year institutions IV.C. Develop new business partnerships IV.D. Review and update articulation agreements IV.E. Strengthen the active career and technical education advisory committees and their participation in actively guiding program improvements. IV.F. Develop new degrees and certificates to match partner institution and industry needs, including implementation of SB- 1440 degrees with California State system. IV.G. Assess andUniversity strengthen business, industry, and community participation in student scholarship. 2013- 14 2014- 15 2015- 16 2016- 17 2017- 18 2018- 19 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Page 14 of 72
College Organization and Governance College Organization San Diego Miramar College is organized into three divisions, Instructional Services, Student Services, and Administrative Services. Instruction is divided into five schools: 1.) Public Safety; 2.) Business, Technical Careers and Workforce Initiatives; 3.) Liberal Arts; 4.) Math, Biological, Exercise & Physical Sciences; and 5.) Planning, Research, Institutional Effectiveness, Library & Technology. Student Services offers comprehensive support for Admissions & Records, Counseling & Assessment, CalWORKS, DSPS, EOPS, Financial Aid, Student Affairs, Health Services, Outreach, and Career Center functions. Administrative Services supports Business Office, Budget and Purchasing functions, Payroll, Accounting, Reprographics, Mailroom, and shared facilities use with the City of San Diego. College Governance Miramar College complies with AB-1725 and the California Administrative Code Title 5, Sections 51023 and 53200, through a participatory governance process wherein faculty, classified staff, administrators, and students participate in collegial discussion and policy recommending activities. This process is based on open communication and information shared among all constituencies to facilitate a consensus building environment. The Miramar shared governance model upholds the San Diego Community College District's Policy BP 2510, “Participation in Local Decision-Making” which mandates the following: On issues involving the eight academic and professional matters listed below, the Miramar College president (as the designee of the Board) will rely primarily on the advice of the Miramar College Academic Senate: Curriculum, including establishing prerequisites and placing courses within disciplines Degree and certificate requirements Grading policies Educational program development Standards or policies regarding student preparation and success District and college governance structures, as related to faculty roles (refers to number, make up, and nature of committees in the governance structure and the role faculty plays in these) Faculty roles and involvement in accreditation processes, including self-study and annual reports Processes for institutional planning and budget development Page 15 of 72
The Miramar College President (as the designee of the Board) must reach mutual agreement with the Miramar College Academic Senate on issues involving the following three academic and professional matters: Policies related to faculty professional development Processes related to program review Other academic and professional matters as mutually agreed upon between the Governing Board and the Academic Senates. The Governance Structure at Miramar College is designed to encourage participation of the students, faculty, classified staff and administrators of Miramar College. Participation occurs through membership of their officially recognized constituent groups, the Associated Students, the Academic Senate, the Classified Senate and the College Administration in governance processes and committees. The College standing committees and committees of the Academic Senate come under the Brown act and represent “Advisory Standing Committees.” These committees function to gather information, analyze and make proposals, and develop reports and recommendations t
San Diego Community College District . The San Diego Community College District includes three colleges and a continuing education division, and serves approximately 130,000 students in a service area that covers most of the City of San Diego. Miramar College, located in the northern part of the City, is the youngest of
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