Academic Master Plan Planning Process - Instructional Resources ...

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Presidential PrioritiesStudent AccessAffordable and accessible entry for all central Texas residentsSustainable Early College Start programSuccessful Early College High SchoolsStudent Success and EquityAligned and scalable Adult Basic Education deliveryAccelerated Adult Basic Education and Developmental EducationFully on-line degree programsWell defined pathways and services to support completion of credentialsCompetency-based and modularized instructionExperiential Learning experiences for students (Internships/Service Learning)Transfer/Reverse Transfer/Articulation and Data Exchange agreementsClustered degree programs to build synergyInstitutional ExcellenceEvidence-based Decision making (dashboards, success metrics and predictive analysis)Skilled and caring faculty and staffEffective, efficient, and ethical use of institutional resourcesCommunity Partnerships and ServiceTimely responsiveness to business and industry training needs (short-term trainingprograms/stackable credentials/inverted degree programs)Collaboration with community organizations and institutions to identify mutualobjectives and to leverage resources (public/private and public/public partnerships)
Planning Steps2013-2014The following steps will be followed by designated unit to develop the Academic Master Planfor the Fiscal year noted. Some steps may run parallel; others can occur otherwise but the stepsare provided in sequential order.As units in the Provost areas construct their plan for the coming fiscal year, consideration shouldbe given to the mission and vision statements adopted by the Board of Trustees as well as thelong range goals contained in the college’s strategic plan. The strategic plan, compiled by theOffice of Institutional Effectiveness and Accountability will be updated on an annual basis andshould serve as the start-up point for the Academic Master Plan and other planning endeavors.Units should also consider the environmental picture as they address their own objectives.Finally, units should review assessment information for their unit and include in their plansmeasurable objectives that will be used for evaluation purposes. NOTE: each unit plan shouldinclude a detailed list of resources required for the planning year and a less detailed list forsubsequent years (see paragraph below).NOTE: Units utilize institutional effectiveness data supplied by OEIA and use your FacultyCoaches to help determine unit perspectives on how to address the Student Success Goalsin unit plans.Planning documents to be distributed are the planning template, directions, and deadlines and theassessment information collected by OIEA. Department chairs will work with their departmentsto answer the questions posed in the template. Student Services areas needing to produce unitplans will be identified by the VP for Student Services and charged accordingly. Informationexchanges will occur between the deans and the department chairs, or in the case of StudentServices, between deans and units designated to complete plans by the Vice President. Theseexchanges are used to finalize the department/unit plans. Planning events must be in support ofthe Student Success. Items failing to address the goals will not be supported by the annualbudget, facilities, or staffing plans.There is no prescription for how planning units will complete their plans. Each unit isresponsible for their process. The process however must be described in the planning documentsthat are moved forward to the deans and vice presidents. The relationship of unit objectives,priorities, or initiatives to one or more of the goals must be noted in the plan.The Provost’s office will authorize the use of focus groups to collect data other than thatavailable from OEIA. The information collected from these groups will be examined forinclusion in the final academic master plan.Futuristic ViewEach department should include a longer vision of the future in order to establish a new baselinefor subsequent years. This longer term view should include expectations of the faculty,
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