AQIP 2007 Systems Portfolio - San Juan College

San Juan College - AQIP Systems Portfolio - November 2007List of FiguresInstitutional OverviewFigure 0-1 Map of Service Area ....................................................................................................................... iFigure 0-2 SJC Distinctiveness in Participation Rate ...................................................................................... iiFigure 0-3 Organizational Chart Executive Administration .......................................................................... viiAQIP Category One: Helping Students LearnFigure 1-1 New Program Development Process ............................................................................................ 7Figure 1-2 In-Course Student Retention Charges ........................................................................................ 10Figure 1-3 SJC Learning Community Comparisons .................................................................................... 11Figure 1-4 Transfer Trend Data ................................................................................................................... 11Figure 1-5 Fall to Fall Persistence Comparisons .......................................................................................... 12Figure 1-6 Graduation Rates Comparisons .................................................................................................. 12Figure 1-7 Transfer Rate Comparisons ........................................................................................................ 12Figure 1-8 Retention in Developmental Courses ......................................................................................... 13Figure 1-9 Success in Developmental Courses ............................................................................................ 13Figure 1-10 Retention in First College-Level Course .................................................................................. 13Figure 1-11 Success in First College Level Course ..................................................................................... 13AQIP Category Two: Other Distinctive ObjectivesFigure 2-1 SJC Communications Pathways ................................................................................................. 18Figure 2-2 HHPC Trends ............................................................................................................................. 20Figure 2-3 Volunteer Center Trend Data...................................................................................................... 20Figure 2-4 UW – Stout Improvement Process ............................................................................................ 21AQIP Category Three: Understanding Students’ and Other Stakeholders’ NeedsFigure 3-1 SJC Satisfaction Index ................................................................................................................ 31Figure 3-2 Importance of Advising at SJC ................................................................................................... 31Figure 3-3 Physical Plant Satisfaction Survey Results ................................................................................. 33Figure 3-4 SJC Foundation Annual Support ............................................................................................... 33Figure 3-4 SJC Foundation Assets .............................................................................................................. 33AQIP Category Four: Valuing PeopleFigure 4-1 Convocation Trainings Address Needs....................................................................................... 44Figure 4-2 Convocation Trainings Applicable ............................................................................................. 44Figure 4-3 Annual Opportunities 2003-2006 ............................................................................................... 44AQIP Category Five: Leading and CommunicatingFigure 5-1 SJC Climate Compared with the NILIE Pace Norm Base ......................................................... 52Figure 5-2 Mean Scores of the Institutional Structure Climate Factor ......................................................... 52Figure 5-3 Mean Climate Scores as Reated by Functional Roles at SJC ..................................................... 52AQIP Category Six: Supporting Instructional OperationsFigure 6-1 Facilities Planning Process ......................................................................................................... 56Figure 6-2 SJC Student Satisfaction With Advising .................................................................................... 57Figure 6-3 Importance of Advising for SJC Students .................................................................................. 57Figure 6-4 SJC Book Circulation ................................................................................................................. 58Figure 6-5 Class Instruction and Library Services ....................................................................................... 58Figure 6-6 Online Library Use Trent Data ................................................................................................... 59Figure 6-7 Increase in Number of Databases ............................................................................................... 59Figure 6-8 Collaborative Services Trend Data ............................................................................................. 59Figure 6-9 Increased Number of Students Advised ...................................................................................... 60

San Juan College - AQIP Systems Portfolio - November 2007AQIP Category Seven: Measuring EffectivenessFigure 7-1 SJC College Level Course Retention ......................................................................................... 67Figure 7-2 NLSSI Student Satisfaction Inventory ........................................................................................ 67Figure 7-3 2006 CCSSE Benchmarks ......................................................................................................... 67AQIP Category Eight: Planning Continuous ImprovementFigure 8-1 Strategic Planning Process .......................................................................................................... 69Figure 8-2 SJC Planning Process ................................................................................................................. 71AQIP Category Nine: Planning Continuous ImprovementFigure 9-1 Partnership Development Process .............................................................................................. 78Figure 9-2 Contract Training Trend Data ..................................................................................................... 81Figure 9-3 B & I Training Student Contract Hours ...................................................................................... 81Figure 9-4 CLC Class Enrollment ............................................................................................................... 81Figure 9-5 CLC Class Offered .................................................................................................................... 81Figure 9-6 CLC Cancellation Rates ............................................................................................................ 81

San Juan College - AQIP Systems Portfolio - November 2007List of TablesInstitutional OverviewTable 0-1 Mission, Vision and Values Statement ............................................................................................ iTable 0-2 Key Student Enrollment Characteristics Fall 2006 ........................................................................ iiiTable 0-3 Key Stakeholder Requirements ...................................................................................................... iiiTable 0-4 2006 Full-Time Facility Profile ..................................................................................................... ivAQIP Category One: Helping Students LearnTable 1-1 Common Student Learning Outcomes ............................................................................................ 1Table 1-2 Student Services Learning Outcomes ............................................................................................. 1Table 1-3 SJC Programs Requested by Stakeholder ....................................................................................... 2Table 1-4 SJC Instructional Units ................................................................................................................... 2Table 1-5 SJC Course Delivery Methods ........................................................................................................ 2Table 1-6 Integration of Technology in Learning ........................................................................................... 3Table 1-7 University Programs ....................................................................................................................... 4Table 1-8 SJC Program Accreditations ........................................................................................................... 5Table 1-9 Key Delivery Indicators .................................................................................................................. 8Table 1-10 Baseline Assessment Inventory .................................................................................................... 9Table 1-11 SJC Licensure/Certification Pass Rates ...................................................................................... 10Table 1-12 CCSSEE Benchmarks ................................................................................................................. 12AQIP Category Two: Other Distinctive ObjectivesTable 2-1 SJC Distinctive Objectives ........................................................................................................... 16Table 2-2 Specialized Programs .................................................................................................................... 17Table 2-3 Assessing Distinctive Objectives .................................................................................................. 19Table 2-4 Facilities Usage Trends ................................................................................................................. 20Table 2-5 Sample of Institutions Benchmarked by SCECD ......................................................................... 21Table 2-6 Market Penetration: Credit and Non-credit ................................................................................... 22AQIP Category Three: Understanding Students’ and Other Stakeholders’ NeedsTable 3-1 Key Stakeholder Requirements ..................................................................................................... 24Table 3-2 Methodologies to Measure Stakeholder Requirements ................................................................. 25Table 3-3 Stakeholder Contacts .................................................................................................................... 26Table 3-4 Identifying Changing Stakeholder Needs ..................................................................................... 27Table 3-5 Key Organizations ........................................................................................................................ 28Table 3-6 Stakeholder Satisfaction Methodology ......................................................................................... 29Table 3-7 Nursing Graduate and Employer Survey Results .......................................................................... 30Table 3-8 SJC NLSSI Comparisons .............................................................................................................. 31Table 3-9 Help Desk Satisfaction Trend Data ............................................................................................... 32Table 3-10 2006-2007 Student, Faculty and Staff Survey Results ................................................................ 32Table 3-11 CCSSEE Benchmarks ................................................................................................................. 33Table 3-12 SJC Bookstore Satisfaction Survey Results ................................................................................ 34AQIP Category Four: Valuing PeopleTable 4-1 Administrative Workgroups .......................................................................................................... 36Table 4-2 Workforce Demographics ............................................................................................................. 37Table 4-3 Hiring Process ............................................................................................................................... 38Table 4-4 Employee Recognitions ................................................................................................................ 42Table 4-5 Annual Support Services In-service Days ..................................................................................... 44Table 4-6 SJC Mean Scores by Work Group ................................................................................................ 45Table 4-7 SJC Mean Scores from PACE Survey .......................................................................................... 46

San Juan College - AQIP Systems Portfolio - November 2007AQIP Category Five: Leading and CommunicatingTable 5-1 Examples of SJC Committees ....................................................................................................... 47Table 5-2 SJC Communication Channels ..................................................................................................... 47Table 5-3 SJC Leadership System................................................................................................................. 48Table 5-4 SJC Benchmarking Best Practices ................................................................................................ 49Table 5-5 Strategic Plan Taskforces .............................................................................................................. 50Table 5-6 SJC Communications System ....................................................................................................... 50Table 5-7 Community Input into the Strategic Plan ...................................................................................... 52Table 5-8 SJC Feedback Strategies ............................................................................................................... 54AQIP Category Six: Supporting Instructional OperationsTable 6-1 Key Support Processes .................................................................................................................. 55Table 6-2 Advising Obstacle Themes ........................................................................................................... 58Table 6-3 Facilities Projects 2004-2007 ........................................................................................................ 58Table 6-4 Construction Project Form ............................................................................................................ 61AQIP Category Seven: Measuring EffectivenessTable 7-1 Performance Measures .................................................................................................................. 63Table 7-2 NCCBP Comparisons ................................................................................................................... 66Table 7-3 SJC Performance Measures .......................................................................................................... 68AQIP Category Eight: Planning Continuous ImprovementTable 8-1 Strategic Plan Crosswalk .............................................................................................................. 69Table 8-2 NM Performance Measures For SJC ............................................................................................ 72Table 8-3 Increase in Specialized Programs ................................................................................................. 73Table 8-4 Performance Measures and Targets .............................................................................................. 73Table 8-5 Example of Quality Quick Check ................................................................................................. 75AQIP Category Nine: Planning Continuous ImprovementTable 9-1 Building Collaborative Relationships ........................................................................................... 76Table 9-2 Sample Matrix of Key Collaborative Relationships ..................................................................... 80Table 9-3 LERN Survey Results .................................................................................................................. 80Table 9-4 High School Graduates Enrolling at SJC ...................................................................................... 82Table 9-5 CLC Targets .................................................................................................................................. 83Table 9-6 CLC Retention Targets ................................................................................................................. 83Table 9-7 CLC Data 2006-2007 .................................................................................................................... 83

San Juan College – AQIP Systems Portfolio – November 2007O1 Organizational Culture/Distinctive FeaturesSan Juan College (SJC) is located in the largely rural,sparsely-populated, isolated corner of northwest NewMexico. Its district is San Juan County, New Mexico,but it draws students from throughout the FourCorners, which extends into Utah, Colorado andArizona. The vast Navajo Nation, the largest NativeAmerican reservation in the United States, comprisesone-third of the College’s district. As a result, SJChas the fifth highest Native American enrollmentamong all universities and colleges (including tribalcolleges) in the United States and is the fourth highestranked two-year institution for awarding AssociateDegrees to Native American students.The service region includes some 127,000 residentsin San Juan County, a sprawling 5,560-square milearea larger than the state of Connecticut. Farmington,SJC’s home with a population of 45,000, is by far thelargest community. The other principal populationcenters are Aztec, Bloomfield, Kirtland, and Shiprock,each have fewer than 9,000 residents. Bordered bythe Native American reservations of the Navajo,Southern Ute, Ute Mountain Ute and Jicarilla Apachetribes, San Juan County is also distinguished by itsethnic and cultural mix—approximately 47% non-Hispanic white, 37% Native American, 14% Hispanicand 2% other.Despite its endowments of high desert and mountainscenery and extensive reserves of petroleum, naturalgas and coal, the Four Corners is beset withformidable barriers to educational and economicopportunities:• Long-standing poverty with a host of social illsassociated with economic deprivation• Cultural traditions that undervalue educationalattainment• Illiteracy and language barriers• Geographic isolation and limited access toelectricity and running water• An economy based on natural resources,power production, retailing and tourism with alegacy of dramatic cyclical fluctuations• Uneven benefits from recent economic growth:a 3.2% unemployment rate in San Juan Countyversus nearly 44% on the Navajo Nation.Since fall 1982, the first semester after separationfrom New Mexico State University was approved bythe voters of the county, SJC has experiencedenrollment growth of 432%. In 2004 SJC was ranked27 th in the top 50 Fastest-Growing Public Two-YearInstitutions enrolling 5,000 – 9,999 students. Whileheadcount enrollment continued to increase to over10,000 as of the fall 2006 semester, student credithours (the basis for state subsidy) have declined by3% per year since the fall 2004 semester.Figure O.1 Map of Service AreaConsequently, the College has undertaken retentionand enrollment management initiatives along withcontinuing to focus on improving internal processesand services for students. Native Americanenrollment has continued to grow during this period.Distinctive ProgramsThis distinctiveness as an academic institution comesfrom a strong focus on programs supporting San JuanCollege’s Mission, Vision, and Values (Table O-1) andstrong relationships with external customers andstakeholders that keep programs current with fastchangingtechnology and market dynamics.SJC Mission StatementThe mission of SJC is to improve the quality of life of thecitizens it serves by meeting the education and humanneeds of the entire community in concert with communityagencies, businesses, industries and other groups. Toassist in the accomplishment of this mission, the collegewill assess needs, identify clientele, utilize appropriateresources, remove access barriers, and develop andimplement curriculum and services appropriate to acomprehensive community college.SJC Vision StatementThe vision of San Juan College is to be a model for thelearning college of the future by promoting studentcenteredlearning using appropriate technology employingsystems thinking implementing collaborative approachesand utilizing data-driven decision-making.SJC ValuesSan Juan College believes an ethical foundation reflectingthe values of honesty, trust, fairness, respect andresponsibility is essential to achieve the College missionand vision. A commitment based on academic integrityand a high standard of individual and institutional ethicsshall guide the work of the students, faculty and staff.Table O-1 Mission, Vision, and Value StatementsInstitutional Overviewi

San Juan College – AQIP Systems Portfolio – November 2007as a way for the President to stay in touch withemployees and for staff to provide her feedback.Other institutional bodies that influence decisionmaking within SJC include: Learning LeadershipTeam (LLT), Grants Planning Committee (GPC),Assessment Committee, Curriculum Committee,Student Senate, and the Student Affairs Council.Figure 1.2 SJC Distinctiveness in Participation RateConsistent with the above tenets, SJC emphasizes anintegrated approach to learning that engages studentsin both theoretical and practical aspects of theirdisciplines. Classroom instruction is reinforced withextensive laboratories and experiential learningopportunities.Organizational DirectionSan Juan College has been governed by a sevenmemberBoard of Trustees since its independence in1982. Trustees are elected from seven communitycollege districts in San Juan County for staggered sixyearterms. Primarily the Board sets the institution’seducational and financial policies, but it alsoperiodically reviews and amends the College’smission and philosophy to better define its basiceducational beliefs and responsibilities. Trustees alsopromote San Juan College in the community andregion in the interest of better serving the citizens ofSan Juan County and the Four Corners.The College’s leadership system consists of anexecutive leadership team that links the Board andPresident to the organization’s administrative andfunctional structure. Five Vice Presidents assist thePresident in setting direction and vision, oversee theday-to-day operations of the institution and facilitatecommunication within the organization’s structure.The President’s Cabinet meets bi-monthly andincludes the President and vice presidents, associatevice presidents, deans, and senior directors fromadministration, support services and the SJCFoundation. Members provide the communicationconduit to and from their respective groups.The President also meets twice a semester withrepresentative groups of faculty, professional staffand support staff. These Advisory Committees serveFor the past two years SJC has used QualityCouncils, which function under each Vice Presidentand serve as think tanks to document existingactivities, research data, and benchmark strategiesrelated to topics assigned to them by the VicePresidents, frequently at the direction of thePresident. Councils related to community linkagesand student support are continuing while thoserelated to learning and organizational developmenthave been set aside pending the outcome of theAQIP action project related to communication andinput described in Category 5.O2 Scope of Educational OfferingsSJC is a public, two-year, degree-granting institutionoffering 72 programs leading to the Associate of Arts,Associate of Applied Science and Associate ofScience degrees, and 34 professional-technicalprograms that award vocational/technical certificates.In 2006 the College served an annual unduplicatedheadcount of 19,589 credit and non-credit students.Through San Juan College’s University Programs,upper division courses and bachelor and graduatedegrees are offered by the following universities:Eastern New Mexico University, New MexicoHighlands University, and University of New Mexico.SJC offers non-credit and credit courses, customizedtraining and technical assistance through the QualityCenter for Business, Community Learning Center,Health and Human Performance Center, FamilyResource Center, and School of Energy. Categories 9and 2 outline these programs and services.The college operates on a 16-week semester basis,including a three-week interim summer session andsix-week and eight-week summer sessions.Programs and classes are offered day, evening andweekends, on campus, online, and/or at locationsthroughout the service area.O3 Student BaseThe College’s main campus is located in Farmington,the largest city in the service area, but many of theconstituents of the College reside in rural areas. Fall2006, 26% of San Juan County high school graduatesattended SJC. Since 89% of SJC students come fromSan Juan County and thus reflect its ethnic diversityas well as its economic and educational disparities:Institutional Overviewii

San Juan College – AQIP Systems Portfolio – November 2007• More than 90% are first-generation collegestudents.• 98% of the Native American and 97% of theHispanic students are from homes whereneither parent has completed a baccalaureatedegree.• Based on the test used to assess the academicpreparation of incoming students, anoverwhelming 92% need at least onedevelopmental course at SJC.GenderSJC Student Enrollment Characteristics56% Female, 44% MaleEnrolled status 68% Part-Time, 32% Full-Time, 11%night classes onlyAttendance 92% New Mexico residents, 8% out-ofstateAge 22% 0-2032% 21-3017% 31-4015% 41-5014% 51+Average age is 33Average Years-To-Degree is 5.5Race/ethnicity27% Native American12% Hispanic61% Other racesTable O-2 Student Enrollment Characteristics(Fall 2006)O4 Collaborative RelationshipsCollaborative relationships are an essential part of theSJC organizational culture and support the vision andvalues as described in Table O-1. Relationships withstakeholders provide unique opportunities to enhancethe college, as each key stakeholder group serves acrucial role in improving programs and services. SJChas identified seven key stakeholder groups: feederschools (high schools), San Juan Countycommunities, employers, alumni, governmentagencies including tribal governments, San JuanCollege Foundation and the SJC Board of Trustees.Surveys, advisory committees, and line-of-sitecontacts build and strengthen these relationships andidentify important requirements as shown in Table O-3. Relationships with each of these groups areoutlined in Category 3 and Category 9.Educational PartnershipsSJC has created educational partnerships with fourstate institutions: University of New Mexico, NewMexico State University, Eastern New MexicoUniversity and New Mexico Highlands University. Thisallows students to stay in the community and earnbachelors and masters degrees on the SJC campus.The NMHED has determined that general educationcore courses successfully completed at any regionallyaccredited pubic institution of higher education in NewMexico are guaranteed to transfer to any New Mexicopublic institution.SJC Key Stakeholder RequirementsCommunity/feeder • Cooperative two-waySchoolsrelationship• Accept, develop andgraduate students• Safe environmentEmployers• Qualified interns• High-quality graduates• Faculty consultantsAlumni • Positive image andreputation of SJC• Communications andnetworking• Support for life longlearningSJC Board of Trustees • Sound fiscalmanagement• Enrollments andaccreditation• Strategic design• Policy developmentLegislature, government,tribal agenciesSJC FoundationTable O-3 Key Stakeholder Requir• Accountable• Compliant• Program mix meetsneeds of region• Private sector funding• Advance college missionementsIn addition, a reciprocal agreement with Fort LewisCollege, in nearby Durango, Colorado, allows SanJuan College graduates to attend Fort Lewis Collegeat the Colorado in-state tuition rate. Fort LewisCollege offers education for all Native Americans atno cost in tuition. Fall 2006 SJC and the University ofPhoenix entered into an articulation agreement thatwill provide a seamless transition into a baccalaureatedegree program. All credit from associate degrees,including vocational degrees, awarded by SJC willtransfer to the University of Phoenix.SJC’s Technical Education Center (TEC) wasestablished in 1978 to serve high-school students inthe County. The unique partnership between thecollege, four separate public school districts and areabusiness partners, provides remarkable opportunitiesfor high school juniors and seniors to transition tocollege programs or enter into technical careers.SJC’s President and senior leadership team meetwith school district superintendents monthly todiscuss TEC and other issues.Business and Industry PartnershipsSpecialized training programs are offered inpartnership with the Navajo Nation, BP America, SanJuan Regional Medical Center, the San Juan CountyCriminal Justice Training Authority, Mesa Airlines,General Motors, Toyota, and Daimler Chrysler. Newcollaborative and innovative programs to develop theInstitutional Overviewiii

San Juan College – AQIP Systems Portfolio – November 2007regional workforce include Controls Technology(supported by regional oil and gas companies),Industrial Process Operator (supported by local powerplants) and Respiratory Technology, SurgicalTechnology, and Emergency Medical Services(supported by San Juan Regional Medical Center).O5 Faculty and Staff BaseAs of fall 2007, personnel included 812 employees -116 are full-time faculty, 218 part-time faculty, 210professional staff, 224 support staff, 36 communityservice faculty and eight administrative staff. Inaddition, Business and Industry Training employsover 70 instructors. The number of adjunct facultyfluctuates from session to session based on demand.Student-to-faculty ratio is 19.4. Overall ethnicitybreakdown is 11% Hispanic, 10% Native American,1% African American and 79% Anglo. Sixty-twopercent (62%) of SJC employees are female. Otheremployee characteristics, including educationallevels, years of service and ranking are described inCategory 4.GenderEthnicityEducationalAttainmentRankingAverage Years ofServiceSJC Full-Time Faculty Profile49% Female, 51% Male90% White, non Hispanic10% Minority20% Doctorate65% Masters15% Bachelors10 Professors15 Associate Professors50 Assistant Professors29 Instructors7 yearsTable O-4. 2006 Full-Time Faculty ProfilePrimary importance is placed on hiring qualifiedfaculty and staff to fill positions. Faculty and staff arehired based on their expertise in the discipline,professional experience, and educational background.Extensive faculty and staff development (seeCategory 4) is provided in key areas such as studentengagement, assessment of learning outcomes andtechnology integration.SJC currently does not have any formal employeebargaining units. The President’s Faculty AdvisoryCommittee, Professional Staff Advisory Committeeand Support Staff Advisory Committee were formed inSeptember 2005 with the primary purpose to enhancecommunication about critical information and issuesthat face SJC. Membership rotates with staggeredtwo year terms to provide for broader representation.O6 Facilities, Equipment, Technology andRegulatory EnvironmentSan Juan College operates from several locations inSan Juan County. The main campus, coveringapproximately 697 acres, is located in the city ofFarmington. A little more than half of the maincampus area is undeveloped native landscaping.Native areas are highly valued by the college andoffer recreational and outdoor educationalopportunities. San Juan College East is located in thecity of Aztec, 15 miles northeast of Farmington. SanJuan College West is located in the city of Kirtland, 15miles west of Farmington adjacent to the NavajoNation. Other locations within Farmington include the30 th Street center, various locations of the School ofEnergy, and Project Read downtown. Total squarefootage, including off-campus and leased facilities, isapproximately 949,000 gross square feet. SJC’sgross square footage per student FTE (GSF/FTE) is169.19, just below the state average of 175.In 2005, SJC conducted a series of community focusgroups to develop an update to the College’s strategicplan. Implications for physical planning included: (1)creating a campus that is increasingly more student-oriented, (2) building multiple-use flexibility intocampus facilities, and (3) creating greater physicalinterface opportunities with industry (i.e.: health careand energy). In April 2006 the new 32,839 squarefoot Learning Commons, home to the Library andOffice of Student Activities, was opened.The Quality Environmental Initiative SustainabilityPlan was adopted in January 2007. The plan ofsustainable campus practices serves as a frameworkfor educating students and stakeholders, providingcommunity services, and utilizing the land thatsustains SJC campuses within the boundaries andconstraints of nature. This philosophy is reflected inthe new Outdoor Learning Center. When completed,the Center will include demonstration gardens, aHogan classroom, irrigation pond, and greenhouse.The Center merges the sciences with conservationactivities and will develop learning relationships inNative American studies, archeology andanthropology. For example, SJC Renewable Energyprogram student service learning projects haveincluded building and maintaining solar energy panelslocated throughout the campus to power the electricgolf carts (used for campus transportation) andgreenhouse and new restrooms (located within theOutdoor Learning Center).San Juan County residents have generouslysupported every local bond issue since the College’sinception. In June 2005 voters passed a $10.7million bond election (74% voter approval) thatfunded the following projects: Remodel andexpansion of the dining center, construction of a newfacility for health sciences programs; completion ofthe Outdoor Learning Center; and completion of theLearning Commons.The College has recently purchased the School ofEnergy leased facility while intending in five years toInstitutional Overviewiv

San Juan College – AQIP Systems Portfolio – November 2007construct a new School of Energy building oncampus. At its October 2007 meeting, the Board ofTrustees approved a feasibility study on providingstudent housing and childcare.Technology at SJC consists of redundant fiber/Gigabitbackbone, with full switched 100MB to the desktop,full VoIP with 750 IP devices, and full wirelesscampus coverage. The Cisco network supports over1500 desktop PCs and 500 laptops. SJC updatedtheir data center in 2007 with new racks, power andair conditioning to ensure a reliable data center withplenty of expansion capabilities. The data centercontains over 80 servers and 16 new racks. Toincrease the reliability classroom multi-mediaequipment, SJC has equipped 108 (100% of alllearning space) multi-media classrooms withnetworked projectors.In 2005 the Office of Technology Services (OTS)completed a convergence of voice, data, and video byinstalling VBrick, a video distribution system capableof video on demand and also offers the capability ofviewing live events as well as recorded events andtrainings on campus from a desktop computer.Technology is administered by SunGard HigherEducation, responsible for aligning all services withinstitutional mission, vision, and priorities. In 2005 and2007 SJC placed among the top 10 mid-sizedcommunity colleges in the nation according to theCenter for Digital Education and the AmericanAssociation of Community Colleges for usingtechnology for streamlining operations and servingstudents, faculty and staff.SJC currently operates the Datatel ColleagueEnterprise Resource Planning (ERP) System. HumanResources, along with the Payroll Department, beganutilizing Datatel Colleague Release 17 as itsadministrative system in January 2005. ColleagueFinancials went live in July 2005. The first fullregistration on the Student system was thesummer/fall 2006 semester. An upgrade to ColleagueRelease 18 was completed in September 2007.Technology innovations increasingly allow SJC toprovide support services 24/7. Students can accessadvisement, registration, financial aid, libraryresources and business services online. The SJCBookstore is moving to Nebraska Books for their newbookstore system that will allow students able to ordertheir books for classes online.SJC established a Technology Training Center lastfall. The Training Center provides training which (1)targets needed skills and (2) trains staff in solutionsbased uses of institutionally deployed technologies(Just in Time – Solution Oriented Technology Training2006 Action Project). In addition, the Office ofExtended Learning has developed 45 online tutorialsSJC is governed by a Board of Trustees elected bythe residents of the county and is funded throughtuition and fees (12%), state formula funding (51%),local tax levies from property and energy production(36%) and other revenues such as sales and services(1%). SJC is accredited by the North CentralAssociation of Colleges and Secondary Schools as adegree-granting institution under the AQIPaccreditation process. Specialized accreditationagencies (see Category 1) mandate periodicassessments to assure SJC’s capacity to support theprograms those agencies accredit.O7 Competitive EnvironmentSJC is the only public institution of higher educationphysically located in San Juan County. Fort LewisCollege, a public liberal arts college in Durango,Colorado, is 45 miles north of Farmington. Dine`College (Navajo Nation Tribal College) is 30 miles tothe west in Shiprock, New Mexico. The closestcommunity colleges are located in Gallup, 122 milesaway, and Albuquerque, located 183 miles away.SJC faces two competitive considerations: (1)competition for students and (2) competition forfaculty and senior staff. Competition for studentscomes from other New Mexico colleges anduniversities statewide and within the Four Cornersregion from Fort Lewis College (which has tuitionreciprocity for New Mexico residents) and Dine`College. Business and industry are also competitorsfor high school graduates and community collegestudents, especially during periods of fullemployment. SJC’s outreach initiatives with highschools, employers and alumni have until recentlybeen effective methods to compete for students.SJC’s competitive advantages include academic andcommunity services, reputation, low tuition, careerorientedprograms, campus technology environment,student support services, job placement successrates and campus safety.Competition for faculty is becoming increasinglyintense. Colleges and universities with similarmissions, as well as business/industry, compete forskilled and qualified faculty. The College has had toreopen several faculty and administrative positionsdue to lack of applications or refusals of offers ofemployment. For example, the dental hygieneinstructor position, open since 2005, was just filled inJuly 2007. The Dean of Mathematics and Scienceposition has been placed on hold after two nationalsearches. The Nursing Department had been shorttwo full-time faculty for more than eighteen months.To address the shortage of nursing faculty, SJC isdeveloping a “Grow Our Own” program in partnershipwith San Juan Regional Medical Center. One of themost powerful tools for recruiting and retaining facultyis the establishment of endowed chairs. TheDistinguished Teaching Chair was established by theInstitutional Overviewv

San Juan College – AQIP Systems Portfolio – November 2007Figure O-3Organizational ChartExecutive AdministrationCOLLEGEBOARDPresidentAdmin. Asst. tothe PresidentVice President forBusiness ServicesVice President forLearningVice President forInstitutional Researchand PlanningVice President forStudent ServicesVice President forTechnology ServicesSr. Director, PublicRelations & MarketingExecutive DirectorFoundationAssociate VicePresidentfor Human ResourcesInstitutional Overviewvii

San Juan College – AQIP Systems Portfolio – November 2007ProgramLPN to RN ProgramRadiology TechnicianEMS/Paramedic ProgramGas CompressionTechnologyWell DrillingRenewable EnergyIndustrial ProcessingOperatorIndustrial MechanicsToyota ExpansionStakeholderMedical and healthcare providersEnergy productioncommunityAutomotive industryGeographic Information Local governmentSystems and Technology Natural resourcesmanagementagenciesTable 1.3 SJC Programs Requested by Stakeholderthe college’s mission. New initiatives must be linkedto the Strategic Plan and mission and goals. Thestrategic value of these new high-profile initiatives hasbeen the creation of the schools of Health Sciencesand Energy to house these new programs.Other student learning areas aligned with the missionand vision include Volunteer Center service learningprogram, Student Services and Student Activities.Service learning links curricular objectives to themission and vision by focusing on critical, reflectivethinking, and civic responsibility. Student Servicessupports the SJC mission and vision beyond theclassroom. Admissions, Advising and CounselingCenter, Financial Aid, and Educational Dedication andGoal Enhancement (EDGE) assist students achievepersonal and professional goals. Student Activitiesoversees the co-curricular transcript system, a webbasedprogram that documents student’s out-ofclassroomlearning experiences including clubinvolvement, internships, participation on Collegecommittees and councils, study abroad andvolunteerism and service learning.1C3 SJC offers transfer programs (AA and AS),vocational programs (AAS and certificates), Healthcareers (AAS and AS), Community Learning classes(credit and noncredit), and developmental courses inmath, reading, English and learning support.SJC operates on a semester basis (16 weeks),including a three-week interim summer session aswell as six-week and eight-week summer sessions.Programs and classes are offered online and/or atlocations throughout the service area. Courses aredelivered in a variety of formats and delivery methodsas described in Table 1.5.SJC Instructional UnitsSchool of Health SciencesSchool of Business and InformationTechnology StudiesSchool of Continuing Educationand Community DevelopmentSchool of EnergySchool of Extended LearningSchool of HumanitiesSchool of Math and ScienceSchool of Trades and TechnologyTable 1.4 SJC Instructional UnitsSJC Course Delivery MethodsTraditional classroom instruction(lecture, seminar, discussion)Web-based (online classes and hybrid programs)Weekend classesLearning communitiesAcademic support coursesHonors coursesLaboratory instructionResearchExperiential learning(intern, service learning, student teaching, clinical)Study abroadIndependent studyTable1.5 SJC Course Delivery MethodsSJC has built 108 (100% of all learning space) multimediaclassrooms. SJC values and supportsinteractive, innovative teaching practices, andprovides multimedia equipment and program-specifictechnology. New technology is incorporated intoprograms and courses based upon program needs.Changing needs are identified through studentfeedback, advisory committee input, program reviewprocess and annual planning process.In addition to the wireless connectivity on the maincampus, SJC also provides wireless at SJC East andSJC West campuses and the 30th Street Center. Thenetwork supports 2000 desktop PCs and 502 laptopsand 74 servers. All faculty and staff receive newcomputers every four years and computer labs arerefreshed every two years. As the Office ofTechnology Services (OTS) upgrades computers, theSan Juan College Foundation purchases the old unitsand provides them to students at no charge at thebeginning of both spring and fall semesters.Table 1.6 illustrates the units that provide support tothe integration of technology into the classroom andstudent support services.AQIP Category One: Helping Students Learn 2

Technology TrainerSan Juan College – AQIP Systems Portfolio – November 2007Unit/Area Services Impact on Students/Delivery/InstructionTable 1.6 Integration of Technology in LearningProvides development opportunities andresources for faculty and instructional staffExtended Learning Online Tutorials: SJC has developed over 60online tutorials for face-to-face and distancestudents. These tutorials are interactive andmultimedia, and include content areas such asmath, written communication and study skills.Media ServicesCenter for TeachingExcellenceLearning CommonsComputer Assisted Learning Lab (SMART Lab):The SMART Lab provides students with 36computer stations, each equipped with interactivelearning software such as PLATO and RosettaStone. Additional SMART Lab computers arelocated at the West Campus. The SMART Lab isavailable to students 56 hours per week.LRNS Courses: Learning Support classes utilizeWebCT in their face-to-face instruction, in order toteach students how to use technology in learning.Classroom support; multi-media training to allclassroom instructorsHosts and assists in coordinating monthlymeetings and presentations for “Online BestPractices” group.Hosts and assists in coordinating workshops ondifferent types of technology, such as wikis andWebCT.Provide instruction to students for research andother learning needs. Provide laptops forstudents.Provides instructors with skills to engagestudents; use technology in teaching;assess student learning outcomesAccess: Since these services are offeredwith extended hours, and in some casescompletely online, students are able toaccess comprehensive learning supportservices at hours that fit their busyschedules.Ability to learn online: As our societycompletes the transition to a technologysupplementedlearning environment, it iscrucial that students understand how tolearn from computer-based learningresources. These services assist studentssuccessfully develop these skills.Provides instructors with skills to engagestudents; use technology in teachingInstructors increase their knowledge of bestand current practices in online instruction,thereby providing more effective services tothe online student.Faculty and staff increase their awarenessof and skills for using new technology,which can then be applied in the classroomand when interacting with students outsidethe classroom.Assists in student success in meeting theirlearning goals.San Juan College Foundation Provides laptops to students at no charge Provides students with tools for learningOnline Services Help desk for students using online courses Help desk available on line and via phonefor student questionsWebCT Online course management system Provides an all in one system for onlineinstruction.SJC Student PortalDAISY DatatelOnline administrative interfacehttps://portal.sanjuancollege.edu/portal/main.htmlStudents can register for courses, checkgrades and perform other registration,records and financial tasks on lineThrough San Juan College’s University Programs,upper division courses and bachelor and graduatedegrees are offered by the following universities:Eastern New Mexico University, New MexicoHighlands University, and University of New Mexico.Degrees offered are presented below (Table 1.7).San Juan College has articulation agreement s withall New Mexico two-year and four-year institutions. Inaddition, agreements are in place with Fort LewisCollege (general), National University (general),Weber State University (radiology technology), AustinCommunity College (veterinary technology),Weatherford College (veterinary technology),University of Texas of the Permian Basin (energy)and University of Phoenix (general).1C4 As the diversity of the community changes, thecollege adjusts to the changes through a variety ofcourse offerings and delivery modes. These optionsaccommodate a broader range of learning styles thanin the past, as well as afford students the opportunityto broaden their perspective on global issues and toengage in experiential learning. In addition to thecourse delivery modes described in Table 1.5, theCollege utilizes the following delivery options:• Cooperative Education – options that allowstudents to work and learn at the same time andprovides another form of experiential learning.This is usually reserved for the last semester ofan applied degree program. Strategized Tutoringin EDGE (Educational Dedication and GoalAQIP Category One: Helping Students Learn 3

San Juan College – AQIP Systems Portfolio – November 2007Eastern NewMexico UniversityBachelor’s DegreeApplied Arts & SciencesOccupational EducationUniversity StudiesMaster’s DegreesBusiness AdministrationCurriculum & Instruction Educationwith emphasis in Pedagogy andLearning, Communicative Disorders(Speech Pathology)Alternative Licensure – EndorsementPrograms in Special Education,Teaching English to Speakers ofOther Languages (TESOL)Table 1.7 University ProgramsNew MexicoHighlands UniversityBachelor’s DegreeEarly Childhood EducationElementary EducationSpecial EducationCriminal JusticePsychologySocial WorkBusiness Administration – Accounting,Finance, ManagementMaster’s DegreesSpecial EducationCurriculum & InstructionEducational LeadershipSchool CounselingRehabilitation CounselingSocial WorkBusiness AdministrationEndorsements in Reading, Secondary,Gifted & Talented, TESOL, ESL,Spanish, NavajoBachelor’s DegreesUniversity ofNew MexicoElementary Education SecondaryEducationUniversity StudiesMaster’s DegreesElementary EducationSecondary EducationPublic AdministrationEducation with LicensureEnhancement) – a formalized one-on-onestudent assistance and tutoring program for firstgenerationand academically challengedstudents.• Learning Support classes – offer college successstrategies, academic skill building, academictutoring, and computerized lab instruction inmath.• Computer literacy – offers both credit and noncreditclasses.• On-campus seminars – locally and regionallynoted scholars, writers and experts have come tothe college to give talks on various topics in thesociety and students have been required toattend as part of the classroom experience.Diversity and cultural awareness are promotedthrough the Native American Center, FamilyResource Center, Volunteer Center and Students withDisabilities Program. Student organizations such asUnited Tribes Club, the Latino Club, andHomosexuals and Lesbians Out-there (HALO)support diversity efforts.1C5 San Juan College creates and maintains aclimate that celebrates intellectual freedom, inquiry,reflection, respect for intellectual property and respectfor differing and diverse opinions through theDistinguished Teaching Chair Awards that are used tosupport innovative projects, lectures andpresentations; the Broad Horizons Series (nationallyknown speakers to campus for both students andlarger community); opportunities for students to workwith faculty mentors to gain practical researchexperience and exposure to academic conferencesand presentations; and opportunities for staff andfaculty to receive mini-grants through the Center forTeaching Excellence (CTX) to support professionaldevelopment, research, and travel that promotesexcellence in teaching.In 2005, SJC established the Institutional ReviewBoard, registered with the U.S. Department of Healthand Human Services to oversee all faculty andstudent generated research. The IRB is responsibleto protect the rights and welfare of human researchsubjects recruited to participate in research activitiesconducted under the auspices of the college.SJC believes that the basis for personal andacademic development is honesty. Personalcommitment, honest work, and honest achievementare necessary characteristics for an educated person.The College’s Academic Honesty Rules are includedin the Student Handbook and Planner and areavailable online.Processes (P)1P1 SJC determined Common Student LearningObjectives (CSLOs) through the following process:AQIP Category One: Helping Students Learn 4

San Juan College – AQIP Systems Portfolio – November 2007• A summer 2003 workgroup, primarily faculty,drafted institutional learning outcomes.• Fall 2003, “Meeting of the Minds” attendees(faculty, deans, staff) made furtherrecommendations.• Faculty and staff from each school and theStudent Success Center researched andbenchmarked with other institutions to refineinstitutional learning outcomes.• With input from the Quality Student LearningCouncil (QLC) and fine tuning by school faculties,the five Common Student Learning Outcomes,a.k.a. CSLOs--Learn, Think, Communicate,Integrate, and Act--were approved by the QSLCand the President in January 2004.• By Fall 2004, CSLOs were included in all coursesyllabi to demonstrate the institutionalcommitment to them.In 2006 the Quality Student Support Council (QSSC)was tasked to develop a model for assessing studentlearning (SSLOs) in Student Services departmentswith the purpose of: (1) improving utilization of timeand resources, (2) communicating the value ofstudent services work for student learning and (3)increasing collaboration between Learning andStudent ServicesA sub-committee from QSSC researched Council forthe Advancement of Standards in Higher Education(CAS) standards and dialogued with the StudentOutcomes Assessment Committee. Two members ofthe QSSC and the Vice President for InstitutionalResearch & Planning benchmarked student servicesassessment practices at the Community College ofBaltimore County and Harford Community College.In addition, many SJC programs are designed to meetexternal accreditation standards which often haveadditional skill-specific learning objectives (Table 1.8).1P2 New courses and programs are designed as aresult of requests from the local community, localindustries and businesses, students and evidence ofnational trends. The process calls for a thoroughanalysis of need, financial aid needs, advising needs,faculty expertise, and facilities needs. The process isas described in 1P8 (Figure 1.1).Recent examples of programs in which this has beenused are School of Health Science programsincluding Medical Laboratory Technology, SurgicalTechnology Respiratory Technology and EmergencyMedical Services programs.NursingVeterinary TechnologyDental HygieneAlternative Licensure inElementary, Secondary andSpecial EducationPhysical Therapist AssistantBusiness AdministrationAutomotive TechnologySJC Program AccreditationsTable1. 8: SJC Program AccreditationsNational League for Nursing,Accrediting Commission,New Mexico Board of NursingAmerican Veterinary MedicalAssociationCommission on DentalAccreditation of the AmericanDental AssociationNew Mexico Public EducationDepartmentCommission on Accreditationin Physical Therapy EducationAssociation of CollegiateBusiness Schools andProgramsNational AutomotiveTechnology EducationFoundation1P3 SJC determines the preparation required ofstudents for the specific programs they will pursuebased upon stated program requirements. All SanJuan College courses have clearly stated learningoutcomes and objectives. From these objectives andoutcomes, faculty members have determined theminimum skill level required of entering students andthus, the pre-requisite courses and requiredplacement test scores. When San Juan Collegedeveloped its mandatory placement policy, a facultycommittee outlined the curriculum covered in theMathematics, English, and Reading courses, bothdevelopmental and college level courses, to helpinstructors determine which courses covered the skilllevels they required of their students. These matriceswere then used to set pre-requisites for coursesacross campus. In the fall of 2006, San Juan Collegecommitted to mandatory placement for Mathematics,English and Reading. A faculty committee reviewedand determined the Accuplacer placement test cutoff scores. All incoming degree seeking students,taking more than six credits, are required to take theAccuplacer exam. If they test below certain cut-offscores, students are required to begin withdevelopmental courses in the disciplines for whichdevelopmental prerequisites have been established.The use of charrettes is becoming part of San Juan’sprocess for aligning its curricula with student needsand public expectations of the outcomes of a collegeeducation. Due to continuing concerns, both at theCollege and statewide, regarding the progress ofAQIP Category One: Helping Students Learn 5

San Juan College – AQIP Systems Portfolio – November 2007Figure 1.1 New Program Development Processconversations within disciplines and distribution ofNISOD newsletters.1P7 SJC has built its effective and efficient coursedelivery system based upon factors such as studentprogram requirements, technology, qualified facultyand staff, facilities and determination of theappropriate course delivery method(s) described inTable 1. 5. Currently, the Learning Leadership Team(LLT) is studying scheduling alternatives to betterserve student needs.Deans, lead instructors, and faculty memberscollaborate in an effort to build an effective coursedelivery system. Input is gathered from students andother stakeholders both informally and formally.Focus groups have been conducted and studentsurveys distributed in order to consider scheduleoptions. Enrollment patterns are tracked and newdelivery systems are piloted. The institution attemptsto respond to student needs and is flexible aboutoffering independent study, online options, andspecial interest courses when the demand arises.1P8 Program faculty and directors have primaryresponsibility for assessing and improving the designand delivery of educational programs and offerings.Program faculty and administration maintain a closeworking relationship with program advisory councils(PAC). These boards consist of industry or fieldpractitioners, faculty, and students who are keystakeholders in the program. PAC are expected tomeet a minimum of once a semester; many meetmore often. Key indicators of program quality areshown in Table 1.9. Data from these sources areanalyzed and reviewed with instructors to identifycourse improvements.SJC’s review process is used to review degreeprograms and identify improvement opportunities(Figure 1.1).1P9 SJC’s key learning support services have beenidentified as Student Success Center, Library, andAdvising and Counseling Center. Learning supportservice needs are determined through two primaryAQIP Category One: Helping Students Learn 7

San Juan College – AQIP Systems Portfolio – November 2007methods: (1) top down identification of needs from thestrategic planning process and (2) from surveys andother faculty and student feedback. Recent results ofstudent surveys have resulted in providing additionalKey Delivery IndicatorsProgram enrollmentIn-programCourse evaluationIn-programStudent satisfaction/feedback In-programStudent learning (tests, portfolios) In-programRetention ratesIn-programGraduation ratesOutcomePlacement ratesOutcomeEmployer satisfactionOutcomeTable 1.9 Key Delivery Indicatorsresources in the areas of laboratory assistants andacademic advisement. Key learning support servicesare presented in Table 6.1.Instructional design and a number of services toassist in technology integration for instruction are alsoprovided for faculty (see Table 1.6).Considering the College’s reliance on part-time facultyto deliver instructional services to students, theQuality Student Learning Council (QSLC) wasassigned the responsibility of benchmarking andresearching adjunct faculty development programs tocreate effective and efficient recruiting processes,develop appropriate training and professionaldevelopment, and improve systems for evaluation andfeedback. The Research and Report Best Practicesin Adjunct Faculty Development Programs ActionProject was initiated April 2006. The overall goal is toimprove student course completion, student retentionand retention of adjunct faculty. First year results arepresented in 1R3.1P10 San Juan College has had a long history ofexperiential learning or more broadly referred to aslearning outside of the classroom. Evidence of thiscan be seen in numerous areas including thedevelopment of a student activities office and studentgovernment almost since the inception of the college.• Further examples of the college’s commitment toco-curricular and curricular goal alignment can beseen through the Volunteer Center, the outdoorleadership program, peer advisement and peertutoring, a myriad of clubs focused on academicand social interests.• “Co-Curricular Transcripts” - students canofficially document outside class work, studentgovernment and volunteer experience for futureemployers, university admissions, andscholarship applications.• “Service Learning” is a program of the VolunteerCenter designed to connect college curriculumwith the community through community service tofoster civic engagement and responsible.• To further SJC’s student development initiatives,the MUSCL (Members United to StrengthenComprehensive Learning) Student DevelopmentTeam was created in July of 2006 to focus on:• Service Learning• Peer Mentorship• Student Leadership Team• Extended Orientation• “Get Involved” (a clearing house ofopportunities to become involved withcampus life).1P11 The Assessment Committee is charged withmeasuring student learning across disciplines andprograms to determine the extent to which studentlearning demonstrates competency in the CSLOs.Through workshops, in-service activities, and monthlymeetings, the committee encourages faculty toengage in all levels of assessment—classroom,course, and program—using processes appropriatefor each discipline. For some areas, such as nursing,national standardized tests measure students’competency, whereas in areas such as the generaleducation core curriculum, portfolios or capstoneprojects are utilized.For overall institutional assessment of the fiveCSLOs, the committee has chosen to encourage a“culture of evidence” through the use of artifacts. Anartifact is any assignment-driven, student-producedwork such as a project, demonstration, speech,performance, examination, or portfolio, that can beassessed to determine student achievement of one(or more) of the CSLOs. Using artifacts for CSLOassessment preserves our commitment to studentlearning by recognizing and valuing our institution’sspecific needs and circumstances.Proposed Artifact Assessment Process:• Identify a limited number of courses per year on arotating basis from which to select perhaps100 artifacts, total. In three pilot readings, todate, we have collected approximately 50artifacts.o For the May 2007 artifact assessment,the committee contacted 12 instructorsfrom the following disciplines:Automotive, Computer Science, DentalHygiene, Early Childhood Education,English, History, Human Services,Math, Nursing, and Physical Therapy.o 134 students in those classes hadcompleted 50+ credit hours.AQIP Category One: Helping Students Learn 8

San Juan College – AQIP Systems Portfolio – November 2007• Artifacts are collected only from those studentswho give written permission and are nearingprogram completion (50+ credits—as identifiedby Institutional Research).• Instructor provides artifacts to AssessmentCommittee (or School/department assessmentteams) for assessment using CLSO rubric(s).• Record results using the 5 CSLO rubrics and asummary sheet• Results will be reported back to all faculty, aswell as to deans and the vice president forlearning, to affirm outcomes and consider how toimprove learning.• Results will not be used to evaluate individualstudents or faculty members, only to informdecisions regarding curriculum improvement andprogram design.Committed to refining and perfecting our assessmentprocesses, SJC is participating for the next four years,beginning in June 2007, in the Higher LearningCommission’s Academy for the Assessment ofStudent Learning. The Assessment Committee ischarged with broadening the scope of assessment atSJC and developing meaningful performancemeasures at the school and institutional level (see 1I2for detailed charge).1P12 SJC obtains information on how well preparedgraduates are for employment through the followingfeedback mechanisms: course and instructorevaluations; graduate placement and salary surveys;employer surveys; program advisory committees;licensure and certification exam results and stateperformance indicators (see Category 1 Results).The results of these surveys are analyzed and sharedwith program directors to use in planning programmodifications.1P13 The direct measures of student performanceand achievement that SJC collects and analyzesregularly include pass rates in individual courses,retention and graduation rates in each academicprogram, percent of New Mexico graduatesemployed in New Mexico, student persistence fromfall to spring and student persistence from fall to fall.Results serve as indicators at the program level todetermine if modifications are needed in programs toenhance student learning. See Category 7 foradditional evaluation measures.Results (R)1R1 In March 2007, the Assessment Committeeconducted a Baseline Assessment Inventory ofprograms/departments to determine how much andwhat type of assessment, documentation, andreporting is currently being done in our Schools. Thesurvey was sent to 35 program directors ordepartment chairs, with 100% participation. Data issummarized below:Programs Conducting Reporting Reporting UsingReported Assessment Internally Externally ResultsYes 16 8 9 17Somewhat 14 8 6 11Not Yet 5 19 7 7Not0 0 13 0ApplicableTable 1.10 Baseline Assessment InventoryWorking closely with faculty from across disciplines,the Assessment Committee has developed fiverubrics, one for each of the CSLOs, to use for artifactassessment. Artifacts have been collected from adozen disciplines. To date, the process has onlybeen piloted (three readings have been conducted).The artifacts have revealed more about the process ofcollecting the necessary data than about studentlearning. Comparable data has yet to be collected onstudent learning from this model.1R2 Many of SJC students transfer prior tocompleting their associate’s of arts or associate’s ofscience degree. Students complete most of thegeneral education curriculum prior to transfer. Thecollege has the following transfer compacts:• Business articulation – students completing theAssociate’s of Arts in Business Administrationcan transfer to any public four-year institution inNew Mexico and those business credits areaccepted.• Common Course Numbering – all highereducation institutions in New Mexico are requiredto map to a statewide common course system toensure consistency between institutions. Thisensures smooth transfer from one institution toanother.• Statewide Competencies – as part of theCommon Course Numbering System, eachGeneral Education course has a set of minimumcompetencies defined; students completing thecourses are verified as meeting the requiredcompetencies.• Scholarships to Honors graduates – studentswho graduate from San Juan College withHonors designation and transfer to Fort LewisCollege, in Durango, Colorado receive a $1,000scholarship for two years, to complete thebachelor’s degree.• SJC students with a AA or AS degree receive thefull two years credit when transferring to FortLewis College• Industry Certification Exams in InformationTechnology – to show mastery of competenciesin Information Technology programs, studentsAQIP Category One: Helping Students Learn 9

Percent80%70%60%50%40%30%20%10%0%San Juan College – AQIP Systems Portfolio – November 2007MATH-095 Learning Community ComparisonFall 2006 and Spring 2007 Combined57.0%Regular66.8%Enrollee Success66.3%LCOMCompleter SuccuessFigure 1.3 SJC Learning Community Comparisons75.0%Figure 1.3 shows the effectiveness of our academicsupport learning communities. Three types of learningcommunities—interdisciplinary, first year experience,and academic support—those that provide additionalsupport for developmental classes offered at SJC.SJC makes every effort to respond to student needs.University Centers, located on the SJC campus, areimportant contributors to the increasing transfer rateto four-year programs. This partnership provides theopportunity for place-bound students in San JuanCounty to pursue professional degrees.100090080070060050040030020010001995216Number of Transfers to 4-year Institutions1996303199740019984431999548Figure 1.4 Transfer Trend Data2000574 576YearSJC has processes that allow Schools to pilot andinitiate new courses and programs. The College iscommitted to innovative practices, such as learningcommunities and academic support classes.Examples of new courses are as follows:20012002722200382920048842005910• The 105 and 299 course numbering options allowfaculty to put new courses in the schedule andpilot them for two semesters prior to getting fullapprovals from the curriculum committee.• New courses in English, reading, and math thatbetter meet the needs of developmental students.• A process for proposing and supporting learningcommunities that invite faculty from acrosscampus to link a course with another facultymember to provide enriched learning experiencesis in place.• Student satisfaction is measured through multipleinstruments, including student evaluations ofteaching, online evaluations, the small groupfeedback process, occasional focus groups, theCommunity College Survey of StudentEngagement (CCSSE) nationally-normed survey,and the Noel-Levitz® Student SatisfactionInventory.• The course scheduling system is flexible andallows for many offerings that depart from thebasic 16 week semester. Courses are offered asshort courses, meeting from 3 to 8 weeks,weekend courses, and other customizedofferings. This flexibility is extended to the onlineand hybrid courses as well.• Benchmarking with other community collegesthrough San Juan’s participation in the Achievingthe Dream project and the National CommunityCollege Benchmarking Project has raisedconcerns regarding the progress of studentsenrolled in developmental education classes. Ingeneral, the data reveal that San Juan has a highproportion of students who need remediation inmathematics and writing, who do not succeed indevelopmental classes in those subjects, and,amongst those who do succeed in thosedevelopmental classes, do not succeed in thefirst college-level course in mathematics orEnglish composition.1R4 SJC involvement with the New Mexico StateAssessment Task Force indicates that the College isahead of other state educational institutions in certainareas of assessment. For example, other collegeshave neither identified nor institutionalized commonstudent learning outcomes; similarly, other schoolshave not had as much faculty involvement indeveloping outcomes, rubrics, and processes forartifact assessment.SJC has participated in assessment through theCommunity College Survey of Student Engagement(CCSSE) since 2002. SJC uses information providedabout effective educational practices to promoteimprovements in student learning and persistence.Table 1.12 depicts SJC’s performance compared toother medium colleges in 2006 in the five benchmarkAQIP Category One: Helping Students Learn 11

San Juan College – AQIP Systems Portfolio – November 200770.0%60.0%50.0%40.0%30.0%20.0%10.0%0.0%areas. SJC’s performance exceeded the benchmarkin all categories.Figures 1.5 , 1.6 and 1.7 below a comparison on , fallto fall persistence, graduation rates and transferbetween SJC and other institutions in New Mexico.San Juan CollegeCentral New Mexico CCClovis CCFall to Fall PersistenceNew Mexico Junior CollegeSanta Fe CCMesalands CCNM Independent CCLuna CCNM Independent TotalFigure 1.5 Fall to Fall Persistence Comparisons2004-052005-0618.0%16.0%14.0%12.0%10.0%8.0%6.0%4.0%2.0%0.0%9.1%San Juan College16.0%Central New Mexico CC2005-06 TransferRates IPEDS3.0%New Mexico Junior CollegeFigure 1.7 Transfer Rate Comparisons11.0%9.4%Santa Fe CCNM Independent Total2005-06 Graduation RatesIPEDS40.0%35.0%35.1%30.0%25.0%22.9%25.0%20.0%15.0%10.0%15.0%8.6%12.1%6.5%13.9%5.0%0.0%San Juan CollegeCentral New Mexico CCClovis CCNew Mexico Junior CollegeSanta Fe CCMesalands CCLuna CCNM Independent TotalFigure 1.6 Graduation Rates ComparisonsAs indicated below in Figures 1.8,1.9, 1.10 and 1.11and in 1P3, benchmarking data have raised concernsregarding the performance of students enrolled indevelopmental classes.Table 1.12 CCSSEE BenchmarksImprovement (I)1I1 Clearly a challenge lies in better reporting ofassessment results as well as working with moreprograms to conduct assessment and use the resultsto make improvements.AQIP Category One: Helping Students Learn 12

San Juan College – AQIP Systems Portfolio – November 2007PERCENT RETAINED100%75%50%25%National Retention in Developmental CoursesLower 10 Percentile to Top 90 Percentile5-year SJC Average Retention90th 90th 90thSJC10thSJC10thSJC10thPERCENT SUCCESS100%90%80%70%60%50%40%30%20%Success ofFirst College-Level Course Completersafter Developmental Success10th90thSJC10th90thSJC10%0%MATH ENGL RDNG90th 93.1% 94.9% 95.2%10th 71.7% 75.1% 77.1%SJC 75.2% 80.7% 83.8%Figure 1.8 Retention in Developmental Courses0%MathWriting90th 89.8% 91.0%10th 62.4% 72.6%SJC 80.9% 75.6%Figure 1.10 Retention in First College-Level CourseNational Success in Developmental CoursesLower 10 Percentile to Top 90 Percentile5-year SJC Average SuccessRetention in First College-Level Courseafter Developmental SuccessPERCENT ENROLLEE SUCCESS100%75%50%25%0%90thSJC10th90thSJC10thMATH ENGL RDNG90th 70.3% 75.9% 80.8%10th 44.2% 53.3% 57.0%SJC 49.2% 55.0% 61.8%Figure 1.9 Success in Developmental Courses90thSJC10thPERCENT RETAINED100%90%80%70%60%50%40%30%20%10%0%90thSJC10thMath90thSJC10thWriting90th 93.7% 95.5%10th 72.7% 78.7%SJC 76.4% 80.4%Figure 1.11 Success in First College-Level CourseArtifact AssessmentWhile the Artifact model allows for ongoingconversations about the evidence of student learningand what that evidence suggests about how toimprove curriculum design and delivery, improvedstudent learning has yet to be documented.Charettecollected, as well as to determine what othermeaningful data needs to brought to bear onaddressing student learning outcomes.Setting Learning Objectives and ExpectedOutcomes• Finalize institutional CSLOs based on a sharedunderstanding of learning college principles andstakeholder needs;• Evaluate and align degrees, programs,certificates and credentials with respect toinstitutional common student learning objectivesThe charrette employed for developmental educationand the College’s participation in the HLCAssessment Academy for Student Outcomes are aconcerted effort to make better use of data alreadyAQIP Category One: Helping Students Learn 13

San Juan College – AQIP Systems Portfolio – November 2007Developing Co-curricular Goals• Align co-curricular development goals with SJC’scommon student learning objectives, asdeveloped;• Align co-curricular development goals with exitcompetencies or program-level learningobjectives from specific areas or programs withwhich clubs are affiliated; and• Communicate specific goals for various clubs andcommunicate how these clubs support collegelearning goals within the broader collegecommunity.Effective and Efficient Course Delivery• Identify instructional options and pilot alternativeideas, such as: Friday and Saturday only classes,Weekend intensive courses, and Week-longseminars;• Develop and implement a guaranteed annualschedule of classes.• Develop Evening/Weekend College in whichstudents can earn: Associate of Science degrees,Associate of Arts degrees, and Targeted AASdegrees and certificates.1I2 San Juan College leadership has identified thefollowing student learning and developmentframeworks for renewing the Strategic Plan in the2007-08 fiscal year: (1) Developmental education, (2)Learning assessment and (3) Online learning. Thesepriorities will be addressed through the following newtask forces:On-line Learning Taskforce – On-line learningcourses and support services at SJC have beendeveloped and offered without strategic consideration.The On-line Learning Taskforce is charged withbenchmarking at least three institutions that areconsidered “model” for online learning programs anddeveloping guidelines to address the following issues:• the academic calendar (term duration/openenrollment/flexible start-dates)• course design and content (responsibleparty/templates/volume/formats)• standards (voluntary, rubrics,comprehensiveness, local or national)• evaluation and accreditation (by committee/byacademic division/blind review)• support to ensure online classes are subjected tothe same standards as on-campus classes(online training/classroom based training/24x7help/on-site response team/mentor program)Assessment Taskforce – The State of New Mexico ismoving towards performance-based funding. A crossfunctionalAssessment Taskforce has been chargedwith furthering the CSLOs to assess student learningand to use the knowledge gained through theAssessment Academy initiative to improve pedagogyand curricula at the course and program level. Thetaskforce will focus on:• Developing an inventory of current assessmentpractices in use by each school.• Working with faculty in each school to identifypossible artifacts that demonstrate the extent towhich each school addresses the CommonStudent Learning Outcomes (CSLOs) adopted forSan Juan College.• Refining existing and, if necessary devisingadditional, rubrics that can be used to forassessing those CSLOs that are most relevant tothe curricula of each school and its respectiveprograms.• Assisting faculty with the developing strategiesthat can be used to assess student outcomeswithin each course that can in turn be used toimprove student learning.• Proposing a reporting process that can be usedto document assessment strategies and theimpact of those strategies on student learningand would thus in turn be a mechanism fordisseminating best practices to faculty.• Proposing performance indicators for key studentlearning outcomes that foster assessmentstrategies to impact student success at theclassroom level.Developmental Education Taskforce – At the start ofthe fall 2007 semester the Vice President for Learningorganized a charrette to explore through a crossfunctionalteam the dimensions of, and responses to,the challenges the College faces in serving a largepopulation of academically under-prepared students.National benchmarking and school data on theprogress of these students indicate that SJC has yetto achieve significant breakthroughs when it comes toassisting these students with making progress towardtheir educational goals. The charrette is envisionedas an ongoing effort to renew the College’scommitment to providing access to success fordisadvantaged populations in the Four Cornersregion and thereby growing a workforce that iscompetitive in a global economy. The Taskforce ischarged with the following:• Research, benchmark, evaluate, and present thestrengths and weaknesses of a centralized,decentralized, or hybrid DevelopmentalEducation Program. Include a timeline where theAQIP Category One: Helping Students Learn 14

San Juan College – AQIP Systems Portfolio – November 2007effectiveness of the program would bereevaluated.• Research, benchmark, evaluate, and present anumber of potential options for creating aformalized communication system wheredevelopmental education faculty anddevelopmental education service centeremployees regularly meet to determine annualgoals, work plans to accomplish goals,measurement, sharing of classroom ideas andstrategies, and maintaining communication.• Research, benchmark, evaluate and presentideas where developmental education faculty andstaff will continue to work collaboratively torespond to student retention and student successin remedial courses upon the expiration of thedevelopmental education task force.Sustaining continuous improvement in curriculumthrough a process that periodically reviews SJC’sacademic programs has been an on-going challenge.The LLT has formed a Program Review Task Forcewith the following charge:• Investigate program review processes at othercommunity colleges to determine which might bemost suitable for adaptation at SJC• Design a process of review for SJC that includescriteria for review; data to analyze andcommendations of best practices,recommendations for improvements schedule ofimplementation, and a vehicle for carrying out thereview process• Recommend a procedure for reviewing currentcollege programsProgress reports are to be presented throughout theacademic year with a final report presented to thePresident no later than July 31, 2008. Taskforcerecommendations will be presented at the fall 2008Convocation.AQIP Category One: Helping Students Learn 15

San Juan College – AQIP Systems Portfolio- November 2007Context for Analysis (C)2C1 San Juan College has a long history ofconnection and response to community needs,particularly since gaining independence in 1982. Withsupport from the county it serves, SJC has grown to amature institution known as a community center foreducation of all segments of the population, a leaderin innovation and service; and integral partner incommunity advancement.SJC’s current institutional objectives, in addition toHelping Students Learn, are based upon communityconnections formulated in early 2003 throughinformation gathered from internal and external focusgroups during strategy forum work for the first AQIPportfolio. These objectives contribute to SJC’s uniquerelationship to its service community, and provideeducational leadership guidance in many activitiesrelated to SJC’s strategic goals, objectives and keyperformance indicators. In addition, the institutionalobjectives are aligned with the College’s mission,vision and values (see Table O-1). SJC’s primarydistinctive objectives are listed below in Table 2.1San Juan College Distinctive ObjectivesBuild partnershipsFoster community involvementServe as a focal point for community service, servicelearning and problem-solvingProvide a place for cultural and learning activitiesContribute to workforce and economic developmentProvide a leadership role by being amodel community collegeCreate an environment and culture for innovation,change and growthTable 2.1 SJC Distinctive ObjectivesSan Juan College’s history of close communityconnection, innovation, and service has led tocommunity expectations of rapid response to theneeds of its stakeholders. This has many benefits andadditional challenges in creating a balance betweencommunity responsiveness and its mission to meetthe educational needs of the residents of thecommunity it serves. The college mission “to improvethe quality of life of the citizens it serves by meetingthe educational and human needs of the entirecommunity in concert with community agencies,businesses, industries and other groups” addresses aunique bond and set of distinctive objectives inparticular, as it continues to improve the quality of lifeand work in concert with the community it serves.Table 2.2 is not exhaustive although the exampleshighlight some of the exemplary programs andfacilities the college provides to serve communityneeds. The close relationship to its service area hascreated many specialized programs for thecommunity beyond Helping Students Learn, leadingto improved quality of life within that community.2C2 San Juan College has two major methods bywhich it ensures its distinctive objectives align with themission, vision, and values. First, it holds internal andexternal forums for community input and other formsof gathering qualitative and quantitative data used inthe planning process. Second, its strategic planningprocess analyzes community data gathered for actionprojects and activities that will fulfill the College’s rolein the community as defined through the distinctiveobjectives, and its greater role as educational centerand model learning college.The College receives feedback and reports fromexternal community forums in the major communitiesit serves. This information includes unmet needs ofthe community, barriers, and community satisfaction.These forums are both comprehensive and focused,depending on input needs. For example, as part ofthe process for developing the current strategic andmaster plans, forums were held in each city within thecounty as well as with students and employees thatwere focused on setting the direction through 2011.Using this information, the college determined andprioritized the goals that would meet the communityneeds that align with its mission. Needs decisionsoutside of the college mission were communicatedback to the communities, explaining why the collegecould not meet the expectation. For example,communities requested the college deal with issues oftransportation. The college explained its study of thefeasibility and prohibitive cost of providing bustransportation. At the October 2007 Board of Trusteesmeeting, members approved a study of on campushousing as well as increased child care services. As aresult of previous student forums, child care capacitywas increased, including infant care.Information from the forums and other communityenvironmental scanning and survey methods providedfeedback into the strategic planning process alongdata from performance indicators. Goals were definedin the planning process to align with the collegemission, vision, and philosophy. These goals aredescribed in greater detail in Category 8.In addition, the SJC Community Linkages QualityCouncil meets on a regular basis and serves as aconnection to the community and clearinghouse forinformation from its 50 advisory councils.The Annual Report is disseminated to internal andexternal communities to provide data related to SJC’sother distinctive objectives: facilities usage;attendance at college events such as the SilhouetteSeries; enrollment in non-credit continuing educationand community interest courses; the use of theQuality Center for Business; and enrollment in Encore(courses for life-long learners over the age of 50).AQIP Category Two: Other Distinctive Objectives 16

San Juan College – AQIP Systems Portfolio- November 2007Specialized Programs to Meet Distinctive ObjectivesObjective Example Programs/Facility FunctionChildcare for students and staff, education for childcareChild and Family Development Centerproviders and practicum studentsBuild partnershipsHigher education degrees beyond Associates to placeboundcommunity membersUniversity ProgramsFoster communityTutoring for adult literacy through volunteer program withProject ReadinvolvementcommunityPhysical fitness for community (internal and external) at areasonable cost; wellness related activities (bloodServe as a focal point for HHPCscreening, flu shots, etc.); outdoor Programs andcommunity service andassociated equipmentproblem-solvingCommunity center for volunteer service and serviceVolunteer Centerlearning opportunitiesFacilities including performance hall, art gallery, andProvide a place for culturaland learning activitiesContribute to workforceand economic developmentProvide a leadership roleby being a modelcommunity collegeCreate an environment andculture for innovation,change and growthTable 2.2 Specialized ProgramsHenderson Fine Arts CenterEncoreNative American Center andTribal Governance ProgramSJC Career CenterEnterprise CenterBusiness and Industry TrainingCommunity LinkagesKids KollegeLearning CommonsQuality Center for Business/SmallBusiness Development CenterCQIN Membership2C3 Consideration for how the selected distinctiveobjectives support, or complement, the processes andsystems for helping students learn leads to anunderstanding of the close relationship of the collegeto the community it serves. In addressing itsdistinctive objectives, SJC provides support forstudents by assisting in the creation of a communitythat offers them an environment conducive to learningthroughout their lifetimes as well as bolsteringeconomic development that sustains employment andincome security.Community involvement is fostered through the manycommunity events held at the college and multipleavenues of participation in the programs and outreachactivities. In addition, representation on communityboards and committees by college employees isexpected. Employees give countless hours tocommunity service projects and network withcommunity members to strengthen the bonds ofcollege students and their future potential employers.Community issues surface in the open dialogue andsupport services provided to students since thecollege serves to bring together community memberswho can address those issues and find solutions. Forexample, the San Juan Safe Communities Initiativefor addressing crime and substance abuse with allconference roomsSenior programs and Elderhostel facilitiesProvide special support and courses for Native Americanfocused activitiesAssist students in job searches; aid local employers infinding qualified candidates; market job opportunitiesSmall business support, and economic developmentactivitiesWorkforce development contract and open enrollmenttraining; pilot for potential programsAdvisory council linking programs with businesscommunityProvide summer programs and camps; create connectionof children to collegeState of the art library and student activities facility; Centerfor Teaching Excellence (CTX); Law Library and SpecialCollectionsServices and facilities to support small business in onelocationInnovation Team and Summer Institute Learning;integration of project and learning; benchmarking bestpractices in Quality Improvementcommunity agencies (police, sheriff, schools,healthcare providers, etc.) is a collaboration of allcounty agencies, with college representation andsupport. Students benefit from the servicecollaboration and safe environment provided.The School of Continuing Education and CommunityDevelopment (SCECD) and the School of ExtendedLearning (SEL) were created to specifically support acomprehensive learning experience. Departmentsresponsible for advancing the College’s otherdistinctive objectives coordinate activities and worktogether to integrate services and student learningopportunities. The Schools are developing systematicprocesses to provide essential services to students,faculty, staff and the community.The Office of Strategic Development (OSD) assistsfaculty, staff and students in identifying fundingsources and developing research, program andeconomic development proposals. OSD hasdeveloped systematic processes for the development,submission, approval and management of grants andcontracts.Many San Juan College courses have a servicelearning component which requires students to workwith community agencies. The service learningAQIP Category Two: Other Distinctive Objectives 17

San Juan College – AQIP Systems Portfolio- November 2007component in the classroom provides valuableleadership and personal development to students andserves as a resource for the college in terms of whatthe college can do to meet community needs.Business and Industry (B & I) Training offers veryspecific complements to helping students learn. Inmany instances, the companies who use B & ITraining for training often require or encourageemployees to complete course work at San JuanCollege. In addition, B & I Training meets theimmediate needs of local business by providing shorttermprograms such as the medical assistantprogram. These programs provided pilots that led tothe development of offerings in the Schools of Energyand Health Sciences.Processes (P)2P1 The distinctive objectives are determinedthrough historical commitment to communityendeavors and through new objectives brought forthin community forums, environmental scanning, andthe strategic planning process (see Category 8). Theprocess involves: 1. Identification of Needs; 2.Alignment with Mission and Vision to Form Goals; 3.Prioritization of Objectives; 4. Strategic Planning andDesign of Action Plans; 5. Budget and Resources;and 6. Implementation and Community AdvisorySupport. Some of the distinctive objectives developedduring the early growth of the college are part ofcommunity expectations, and therefore are on-goingpriorities. Distinctive objectives are now refined toinclude alignment with student learning needs, collegemission and vision, and available resources. Achallenge for the college has been meeting theimportant community needs while balancingresources and avoiding “mission creep” – thoseneeds outside the college mission. The San JuanCollege Strategic Plan (2006-2011) includes fourmain directives – Value Educational Access andStudent Success; Value Information and MarketRealities; Value Partnerships; and Value People.Each of the objectives links directly to the SJCmission, vision and goals; there are key performanceindicators associated with each of these objectives.2P2 Expectations for each of these objectives arecommunicated to faculty, staff, students and externalstakeholders through multiple and varied channels.Major communication pathways include advisorycouncils and publications (see Figure 2.1).Many programs implement the use of advisorycouncils that communicate community needs andexpectations to staff, students, faculty andadministration. A number of publications are alsodisseminated both internally and externally. Thesepublications include The Communicator (distributionof 50,000 within the service area), Staff Notes(employee newsletter), Weekly News Clips (weeklyemail), The Campus Buzz (student newsletter), theSJC Annual Report, and information posted on theSan Juan College website as well as on monitorsaround campus. In addition, each program has awebpage to communicate information with internaland external audiences. Information is regularlyshared with the Board of Trustees in monthlypresentations highlighting programs, through thePresident’s Cabinet, and newspaper articles. SanJuan College currently has 50 advisory councils madeup of community members and experts; the Presidenthas three advisory committees for internalcommunication for each employee group; and thecollege has two Quality Councils – Student SupportServices and Community Linkages – serve as “thinktanks” on specific issues identified by the Presidentand Vice Presidents.San Juan CollegeCommunication PathwaysPresident’sAdvisoryCommitteeQuality CouncilsPresident’s CabinetFaculty and StaffStudentsInternalStudent ActivitiesExpectationDetermineAudienceEmployeesCommunityWhichGroupsAppropriateMethodExternalPublicationAdvisory CommitteesWeb-basedPrintFigure 2.1 SJC Communication PathwaysCommunityTask ForcesCommitteesAQIP Category Two: Other Distinctive Objectives 18

San Juan College – AQIP Systems Portfolio- November 20072P3 Faculty and staff needs regarding theseobjectives are obtained through mechanismsdesigned to flow smoothly to the executive level, fordiscussion and prioritization. The President has threeadvisory committees – Faculty, Professional Staff andSupport Staff – that meet with the President on aquarterly basis. Each group gathers and presentsinformation regarding the needs of the employeegroup they represent to the President. Minutes ofthese meetings are posted on the College intranet,available to all employees. The President’s Cabinetand Quality Councils can identify needs in monthlymeetings. Needs relative to distinctive objectives areidentified through these mechanisms, strategies tomeet needs defined, and action plans to meet needsdeployed by those selected to lead the projects.The College uses a climate survey bi-yearly to assesshow well the college is meeting the needs of the staffand faculty, including support for other distinctiveobjectives. Organizational Development surveysinclude identification of needs related to creating theenvironment and culture of a learning college,facilities, and leadership opportunity. QualityCommunity Linkages Council conducted an assessmentof the Advisory Boards and identified needsrelated to these important community connections, inparticular assisting the employees in forming andmaintaining the partnerships.2P4 Data is collected, analyzed and reported annuallyon the College’s partnership development efforts;facility use for cultural and learning activities;contributions to workforce and economic developmentand impact; and development of service learningopportunities. SJC’s governing board, President,cabinet, advisory boards, administrative staff andschools review and analyze the data. Advisorycouncil liaisons bring recommendations to theadministrative staff and President’s Cabinet(depending on the appropriate communication chain),which is reviewed and assessed by the President andVice Presidents. The recommendations areprioritized and implementation strategies designed.The action plan is then aligned with, and incorporatedinto, the annual plans for refining and adjustingprojects related to other distinctive objectives.SJC has over 50 advisory committees for programs,specialized and career programs, and communitygroups. The College advisory councils are comprisedof employees who “listen and learn” and civic,business and professional leaders who represent abroad cross-section of the community. So constituted,these advisory groups provide feedback to SJC aboutits programs and services.The College commissioned an Economic Contributionof San Juan College study that concluded that localAssessing Distinctive ObjectivesObjective Example Programs/Facility MeasuresNumber of children/families servedChild and Family Development Center Pre-school teacher assessmentsBuild partnershipsNumber of practicum student hoursUniversity ProgramsNumber of available programs/coursesLicensure/PDD pass ratesFoster community involvementNumber of volunteer tutorsProject ReadNumber of community members servedImprovement in reading levelsServe as a focal point forcommunity service and problemsolvingHHPCFitness center enrollmentNumber of community members servedNumber of wellness activities providedNumber of volunteer opportunitiesVolunteer CenterNumber of VolunteersProvide a place for cultural andNumber and type of events/tickets soldHenderson Fine Arts Centerlearning activitiesFacilities usageCourses offeredEncoreNumber of participantsEvent participationEnterprise CenterStakeholder satisfaction interviews, surveys;Contribute to workforce andeconomic developmentProvide a leadership role bybeing a model community collegeBusiness and Industry TrainingCommunity Linkages CouncilKids KollegeCreate an environment and Learning Commonsculture for innovation, changeQuality Center for Business/Smalland growthBusiness Development CenterTable 2.3 Assessing Distinctive ObjectivesReferralsSatisfaction survey/interviews; contact hrs/courses;non-credit workforce accountability Indicators;organizations servedNumber of trainings /events offeredNumber of community representatives serving onCouncilsCourses/camps offeredEnrollmentLibrary usageCTX participation ratesNumber of clients servedAQIP Category Two: Other Distinctive Objectives 19

San Juan College – AQIP Systems Portfolio- November 2007taxpayers to the Community College District receivean 8.4% return on their investment of public taxdollars. It also concluded that the public at large willaccrue external social benefits (i.e., reduced crime,welfare and unemployment) as a result of theCollege’s offerings.2P5 The San Juan College Office of InstitutionalResearch and Planning regularly measuresperformance indicators of student and stakeholdersatisfaction and partnerships. In addition, otherindividual college programs have conductedcommunity focus groups, stakeholder research andperformance, program demographics, and enlistmentof community members in distinctive objectives (seeTable 2.3).Human Health & Performance Center400035003000250020001500100050002001-02 2002-03 2003-04 2004-05 2005-06Climbing Facility 2808 2253 2237 3700 3488Challenge Course 866 730 1117 931 1574Outdoor Equipment Rentals 266 267 398 458 257Figure 2.2 HHPC Trend DataResults (R)2R1 San Juan College has multiple and variedresults for each of the distinctive objectives. Thecollege learns from its community forums, surveys,and performance indicators. SJC CommunityLinkages Council has identified communitystakeholders. As a result of this project, a matrix hasbeen assembled and identifies how College programslink to the community. Participation in communityprograms are reported annually and shared with thecommunity in the San Juan College Annual Report.An example of this matrix and further discussion ofthe advisory councils can be found in Category 9.Facilities Usage by CommunityCommunity usage of SJC meeting rooms hasincreased dramatically in 2006-07.Community 2003-20042004-20052005-20062006-2007Meeting room 54,147 27,710 53,977 78,104Theater, 56,942 45,962 43,911 52,252musicperformance,art showingsTable 2.4 Facilities Usage TrendsHealth and Human Performance Center (HHPC)The mission of the Health and Human PerformanceCenter (HHPC) is to improve the quality of life of thecommunity by providing opportunities for emotional,occupational, social, intellectual, spiritual and physicalwell being in cooperation with community agencies.To accomplish this mission, the HHPC provides thecommunity a comprehensive wellness program, whichincludes physical fitness, general health screenings,experience-based learning (both educational andrecreational), relaxation, skill growth, self-exploration,development and the pursuit of special interests.Figure 2.#, demonstrates use of HHPC facilities.Volunteer CenterThe Volunteer Center results reflect the emphasis onstudent learning and participation with community.The number of students participating in servicelearning has increased, as have the number ofcommunity members referred to volunteer activities.The number of special community projects, ratherthan on-going engagement over time, has decreasedwith the change of emphasis for the volunteer center.7006005004003002001000Volunteer Center2001-02 2002-03 2003-04 2004-05 2005-06SJC Students 360 330 378 391 381Community Members 56 77 105 120 286K-12 Students 116 70 156 224 101Volunteers 624 422 484 170 135Figure 2.3 Volunteer Center Trend DataSmall Business Development CenterThe SBDC showed a decline in both workshopattendance and number of clients served in 2003-2005. Through examination of client satisfaction,adjustments to address the causes of the decline andchallenges, the Center shows recent increases inboth workshop attendance and clients served.Encore ProgramThe ENCORE Senior Program has experiencedsteady enrollment for the number of classes offered tosenior citizens in the community the college serves.AQIP Category Two: Other Distinctive Objectives 20

San Juan College – AQIP Systems Portfolio- November 2007350300250Small Business DevelopmentWorkshop AttendanceNumber of Clients Counseled• The Enterprise Center has initiated a “100 PointSystem” that involves its tenants in solid businesspractices for building stability.• The Volunteer Center has written a “ServiceLearning Handbook” which systematizes thisinitiative.20015010050080070060050040030020010002003-04 2004-05 2005-06 2006-07Figure 2.4 SBDC Trend DataENCORE Senior ProgramSS 05 FA 06 SP 07 SS 07 FA 07Figure 2.5 Encore Enrollment TrendsClassesOfferedDuplicatedHeadCount2R2 San Juan College has a strong connection withits community partners. The College has utilized itsmembership in Continuous Quality ImprovementNetwork (CQIN) organization for academicbenchmarking. Forums conducted during thestrategic planning process indicate a high degree ofsatisfaction and expectation from communitymembers. Program partners indicate the College isviewed as a vital source for business training,employment opportunities, and resources. TheSCECD has benchmarked with more than 50institutions in order to create, maintain and improveprograms (see Table 2.5).This benchmarking, in each case carried out througha series of pertinent questions, has had numerouspositive results on the various programs involved:• B & I Training has developed a cost modelfor pricing training offerings.• The SBDC has created a marketing plan fortouting the many business services it offers.• Community Linkages has formed an advisorycouncil network at San Juan College whichprovides training, support, materials and fundingfor advisory councils. In 2006-07, 75 SJCadvisory committee liaisons and communitymembers attended nine trainings and 150advisory committee members attended tworecognition events. An advisory committee to theadvisory councils was formed to develop councilguidelines and policies.• Encore has offered multiple venues (discussiongroups, brown bag lunches, quality classes,social opportunities, volunteer endeavors) to itsmembers.All of these advancements in programming are, atleast in part, due to examining work done at otherinstitutions and incorporating or adapting appropriatepractices to SJC programs.Institution Purpose ProgramValenciaStrategic planning, B&ICommunity College contract training,sustainabilityJohnson County Website, contract B&ICommunity College trainingUniversity of Texas Institute of Economic SBDC(San Antonio)University ofArkansas(Little Rock)Seattle,WashingtonIncubatorSan Antonio, TexasIncubatorDevelopmentSBDC operationsIncubator operationsSBDCEnterpriseCenterIncubator operations EnterpriseCenterRichland College Service learning VolunteerCenterSalt LakeCommunity CollegeService learning VolunteerCenterCommunity Collegeof BaltimoreAdvisory councils CommunityLinkagesCountyCommunity Collegeof DenverAdvisory councils CommunityLinkagesKingsborough Senior college EncoreCommunity College programmingNorth Carolina Senior college EncoreState University programmingTable 2.5 Sample of Institutions Benchmarked by SCECDAQIP Category Two: Other Distinctive Objectives 21

San Juan College – AQIP Systems Portfolio- November 2007Benchmark2002-2003 2003-2004 2004-2005SJC Percentile SJC Percentile SJC PercentileMarket Penetration:Community ParticipationCultural Activities 65% 90 th 66.25% 90 th 44.44% 90 thPublic Events 42% 90 th 47.58% 90 th 30.76 % 90 thTable 2.5 Market Penetration: Community ParticipationBenchmarkMarket Penetration: Creditand Non-credit students2002-2003 2003-2004 2004-2005SJC Percentile SJC Percentile SJC PercentileCredit student penetrationrateNon-credit studentpenetration rate11.0% 90 th 12.42% 90 th 11.31% 90 th6.0% 90 th 4.79% 75 th 5.0% 90 thTable 2.6 Market Penetration: Credit and Non-creditThe NCCBP provides a comparison of marketpenetration: community participation and marketpenetration: credit and non-credit students with peerinstitutions (see Tables 2.5 and 2.6).2R3 San Juan College’s strong Advisory Councilshelp reinforce our relationship with the community aswell as provide feedback to individual programs orinformation regarding new business practices,employment trends, current technology, and programdevelopment. More importantly, the members of theadvisory councils act as ambassadors for SJCprograms by representing the College at formal andinformal community events; participating incommunity outreach; aiding in the retention andrecruitment of students; and advising the institutionregarding new programs. New programs are alsoidentified through the community participation instrategic planning. B & I Training has piloted somecourses and programs that have been identified forfurther development into career programs needed bythe local workforce markets.The workforce development, cultural and communitylearning activities strengthen the institution byproviding a conduit for community members tobecome comfortable with the college setting andaware of the educational opportunities available at thecollege. The various activities that bring communitymembers to the college enhance the ability of thecollege to recruit and retain students to othereducational pursuits.The College further serves as a leader in innovationby providing a model for facilities, technology andlearning environment for the Four Corner region. SanJuan College celebrated its 50 th anniversary with a“Birthday Party” that was attended by over 500community members, thus providing an occasion todisseminate information about SJC’s programs andopportunities.It is important to note the relationship San JuanCollege has with the community is not limited to SanJuan County. Because the College serves such alarge area, creating and maintaining relationshipsthroughout New Mexico and neighboring states is vitalto the success of the learner and the institution. Forexample, in 2001-2002, the SJC Career Center aidedin the employment of over 1,100 citizens in sixdifferent counties throughout New Mexico. TheCollege also relies on input from the different NativeAmerican governments and state and localgovernment agencies. Relationships with NativeAmerican tribal governments play an important role inensuring the College has input from this importantconstituency. For example, the Tribal Governancedegree program was established at the request of,and in partnership with, the Navajo Nation. Inaddition, the relationship the College has with stateand local government agencies ensures that SanJuan County residents have information and accessto College programs and services. The Collegeannually hosts an open forum for all employees tomeet with the state senators and representatives fromthis area to hear their reports from the recentlegislative session and to listen to employee andcommunity needs.The importance of community involvement is two-fold.Just as SJC relies on input from community membersand agencies, the community relies on input andrepresentation from the College faculty and staff. TheCollege encourages staff and faculty to assistcommunity organizations and initiatives by providingleadership, volunteers, and college resources (seeTable 3.5).Improvement (I)2I1 Use of data and less formal feedback provideguidance on the College’s abilities to attain itsobjectives. Examples are sited below:AQIP Category Two: Other Distinctive Objectives 22

San Juan College – AQIP Systems Portfolio- November 2007• Advisory Council process – feedback is providedinto the communication pathways and strategicplanning for program revision and development.• Enterprise Center – company and stakeholderresearch is used to improve services throughadvisory council during the planning cycle.• Benchmarking with other institutions – identifiedadaptable processes or best practices areprioritized in the planning and action projectprocesses.• CQIN participation – teams attend the continuousimprovement Summer Institutes and develop anproject for improvement; learning is integratedinto the various departments the cross-functionalteam represents.2I2 At the College level, the strategic planningprocess is used to set the targets for improvement,using the data gathered, analyzing community inputand performance indicators for other distinctiveobjectives. Priorities for improvement are set,including needed community participation andpartnerships or functional groups to be developed.Charters of Accountability for department heads anddepartmental Quality Quick Checks are the principalvehicles by which targets for improvement are set.The most notable targets for improvement foraccomplishing SJC’s distinct objectives are those forthe departments in the schools of ContinuingEducation and Community Development andExtended Learning. Across the board though, a moreconcerted effort is needed to gain a betterunderstanding of results and setting priorities forimprovement as well as communicating those targetsmore widely to internal and external constituencies.Currently, results are shared with the campus andexternal stakeholders through advisory councilmeetings, print materials, SJC website, email andpersonal interactionsAQIP Category Two: Other Distinctive Objectives 23

San Juan College – AQIP Systems Portfolio- November 2007Context for Analysis (C)3C1 San Juan College segments its markets totarget potential students with characteristics that bestfit the college’s mission. Segmentation is used todevelop programs targeted to serve high schoolstudents (Talent Search, Early Admission, ConcurrentEnrollment, and the Technical Education Center(TEC)); new freshmen (Orientation, College SuccessClass); students interested in transferring (articulationagreements, degree completion programs); studentsinterested in vocational training; degree seekingstudents; and life-long learners (Encore, CommunityLearning Center). Students are also segmented byacademic programs.SJC has established partnerships with New Mexicouniversities to provide baccalaureate and masterprograms on the SJC campus (see Table 1.7).In addition to new students and transfer students,students are further segmented into the followinggroups based on specialized needs: academically“at-risk” students, disabled students, Native Americanstudents, adult basic education students, and firstgeneration college students. Specialized supportunits exist to meet the needs of each of these studentsegments including the Student Learning SupportCenter, Students with Disabilities on CampusProgram, Native American Center, Adult BasicEducation Program and the Educational Dedicationand Goal Enhancement (EDGE) student supportprogram. Advisors and program directors are keycontacts for students obtaining program informationthrough formal advisement meetings, studentorganizations and program websites. SJC’s primaryexternal stakeholder groups include employers,feeder schools and university partners, Board ofTrustees, alumni and San Juan County communitiesand governments including tribal governments.StakeholdersDegree Seeking StudentsTerminal (AAS degree or certificate)Transfer (AA or AS degree)Non-Degree Seeking StudentsLifelong LearningContinuing EducationCommunity Learning CenterCertification of TrainingBusiness and Industry TrainingSpecial Student PopulationsPotential /Prospective StudentsEmployers & Business SupportersAlumniCommunity/Feeder SchoolsTrusteesLegislators, Accreditors, Government agencies, Tribal governmentsEmployeesTable 3.1 Key Stakeholder RequirementsRequirements and ExpectationsQuality education which leads to jobs or transferAccess (availability of classes, affordability, safecampus environment)Supportive environment (academic advising, financialaid, admissions, registration, childcare, special needs)Current and adequate technologyLearning support services and resourcesPositive institutional imageContinuing learning opportunitiesReady-to-learn internsHigh quality graduatesCommunity training resourcePositive image and reputation of SJCCommunication and networkingSupport for lifelong learningCooperative two-way relationshipAccept, develop and graduate studentsSafe environmentContributor to community quality of lifeSound fiscal managementEnrollments and accreditationEnthusiastic support of college initiativesAccountable and compliantEffectiveProgram mix meets needs of regionCampus climateCareer development opportunitiesSafe, attractive environmentAQIP Category Three: Understanding Students’ and Other Stakeholders Needs 24

San Juan College – AQIP Systems Portfolio- November 20073C2 SJC student and stakeholder requirements areassessed and monitored on a regular basis. Keyrequirements for students are outlined in Table 3.1.The Strategic Plan focuses on four primary areas ofinstitutional activity that directly impacts San JuanCollege’s key stakeholders (see Category 8).Processes (P)3P1 SJC identifies the changing needs of studentgroups through a variety of short- and long-termlistening and learning approaches. A number offormal and informal methods are used to determineand update key stakeholder requirements. Table 3.2provides examples of some of the majormethodologies used and the criteria designed toassess needs.Program advisory committees, along with labormarket analyses, help the College understandbusiness and industry changes and anticipatedprogram demand that will impact future studentlearning needs Evaluations from state and nationalaccrediting agencies also influence educationalimprovements (see Table1.8).Fall 2006 SJC piloted the Quality Quick Checksprocess to assist the College document continuousquality improvement at the operational level (Figure8.2). On an annual basis, units are to documentprogress towards understanding student and otherstakeholder needs including identifying key customergroups, identifying the needs of each key customergroup based on information and establishing a systemof balancing the needs of customers with the needs ofother stakeholders.3P2 SJC begins building relationships with studentsseveral years before they enroll. Elementary andmiddle school students are introduced to San JuanCollege through Kids Kollege (a summer enrichmentprogram for children between the ages of three and13). Middle school and high school students areintroduced to San Juan College through pre-collegeprograms, campus visits, and special programs suchas career fairs, and Science Saturdays. The PossibleDream Scholarship Program provides parents ofeighth graders with an opportunity to prepay theirstudent's tuition prior to enrolling at SJC. The programencourages parents and students to plan ahead andconsider a college education as an affordable option.More than 2,700 county students have participated inthe program. Systematic outreach to high schoolcounselors, programs geared to high school students(such as Early Admission, Concurrent Enrollment,Talent Search, Native American Youth Arts Camp,and Technical Education Center (TEC)) give highPotential StudentsStakeholder Purpose of Measure Primary MethodologyStudent success within select high schoolprograms such as Tech Prep and TalentSearchDetermine types of programs of interest tohigh school students in the areaSurveysTracking on persistence,successCareer fairsCurrent StudentsSatisfaction measuresCollect information on studentexpectations/needs and levels ofsatisfactionCustomer comment cardsBehavioral measuresStudent persistence measures onpersistence and success within course,between courses to completionCourse evaluationsEvaluation on entering abilities in reading,writing, math,CCSSENoel –LevitzIn-house surveysFocus groupsFeedback cardsAccuplacer testingTracking on persistence,success; statistical analysisGraduates/AlumniTable 3.2 Methodologies to Measure Stakeholder RequirementsSatisfaction measuresTransfer experiencesPlacement informationProgram outcome attainmentSurveysAQIP Category Three: Understanding Students’ and Other Stakeholders Needs 25

San Juan College – AQIP Systems Portfolio- November 2007.school-aged students the chance to experience andprepare for college and/or earn college credit. Oncestudents are enrolled, key student support processessuch as placement testing, orientation, academicadvising, and registration activities help to positionstudents for success.The primary method to build and maintainrelationships with students is through collaborativeinteraction with program directors, faculty and supportstaff (see Table 3.3). Students stay with theirAdvising and Counseling Center advisor until criteriaare met (student has successfully completed allneeded developmental classes and has declared amajor) for transfer to core and specialty advisors.New student orientation provides an opportunity fornew students to connect with faculty, staff, advisors,student activities and other new students duringinformational and relationship building activities.Student relationships are also maintained throughouttheir academic careers through involvement with theStudent Activities office and other studentorganizations (see Category 1). A variety of clubsand service organizations, intramural athletics andcultural events offer opportunities for socialization forall types of students. Student interaction in theclassroom is sought through engagement in groupactivities, learning communities and facultyconnections. Efforts have been made to establish andsustain faculty interaction with students outside theclassroom. Through the use of student and faculty e-mail and traditional modes of communication such asfaculty office hours, students have a variety ofavailable options to communicate with instructors andacademic advisors on or off campus. The collegesurveys students to assure that satisfaction withprograms and services is kept with changing needsand expectations.3P3 SJC has long-standing relationships with its keystakeholders. These partnership processes aredesigned to achieve SJC’s mission and meetstakeholder needs. Alumni needs and expectationsare met through the San Juan College Foundation.Table 3.4. indicates a variety of means through whichchanging needs are identified so that appropriateresponses may be developed.Career Services develops and maintains theemployer relationship processes. Employers can postjob positions through Career Services andemployment opportunities are listed on the SJCwebsite. Employers and students are invited to aCareer Check each spring and Job Days.SJC also identifies the needs of employers throughthe Quality Center for Business (QCB). The QCBrepresents an integrated approach to assisting areaStudentsAlumniEmployersStakeholderCommunity and FeederSchoolsBoard of TrusteesPresidentTable 3.3 Stakeholder ContactsContactsAdvising and CounselingCenter staffProgram directorsClassroom instructorsFinancial Aid staffProgram DirectorsDirector of Career ServicesDeansDirector, Business andIndustry TrainingProgram DirectorsDirector of AdmissionsDirector of Tech ProgramDirectors, East and WestCentersDean, Continuing Educationand CommunityDevelopmentPresidentbusinesses, industry and organizations with businessdevelopment, economic development and businesstraining. San Juan College sponsors, or activelyparticipates in, five major programs, all located on-siteat the Quality Center for Business (see Categories 2and 9):• Enterprise Center• San Juan Economic Development Service• Small Business Development Center• Northwest New Mexico Council of Governments• Business & Industry Training CenterIn 2002, leaders of local energy industriesapproached SJC to initiate conversations to exploreways in which employers and the College couldcollaborate to address the labor and skill needs of theindustry. Three years later, the center grew into theSchool of Energy with a mission to prepare andprovide workers for the energy industry via highquality education and training, with a view to meetingsocietal needs for the development and deploymentof efficient, economical and sustainable energyservices while protecting the environment. Over 90%of the students who have completed their programshave been placed in energy-related occupations.AQIP Category Three: Understanding Students’ and Other Stakeholders Needs 26

San Juan College – AQIP Systems Portfolio- November 2007Stakeholder Purpose of Measure Primary MethodologyCommunity/Feeder SchoolsSatisfactionDetermine training service andprogram needsArticulation alignmentSurveysAdvisory committee feedbackConversations with local governmentleadershipVisits to Chapter HousesArticulation agreementsMembership in regional and national highereducation organizationsBusiness and Industry TrainingLegislators, Accreditors, Governmentand Tribal agenciesEmployeesSatisfactionUtilizationNeed IdentificationProgram/course updatingIdentify areas of institutionalstrength and weaknessSatisfactionIdentify needsSurveysMeeting with community and industry leadersLabor market analysisJob placement dataNew Mexico Higher Education Departmentperformance reportsFinancial reportsAccreditation processesMeeting with legislative and governmentleadersSurveys (PACE)Employee performance reviewsTable 3.4 Identifying Changing Stakeholder NeedsFall 2006, Student Services initiated a comprehensivequality review of the Native American program. Across-function team interviewed educators, chapterhouse (Community gathering place for informationand assistance governed by a panel of electedofficials) representatives and community membersfrom the Jicarilla Apache, Navajo, Southern Ute andUte Mountain Ute Nations. SJC students, staff andfaculty also completed surveys. The review includedperceptions of the program, how well the program ismarketed (outreach) and how the program can beimproved to better serve Native American students.Recommendations were presented to the VicePresident of Student Services in May andimprovements instituted fall 2007 (see 3I1).Since SJC is one of the largest employers in SanJuan County, senior college leaders meet regularlywith community leaders. Faculty and staff serve oncommunity and state wide organizations (Table 3.5).SJC and the City of Farmington work together onmajor projects, such as the development of therecreation complex on the SJC main campus.3P4 Key stakeholders and relationship buildingcontacts are shown in Table 3.3. Personalizedcommunication is the primary means by whichrelationships are fostered, maintained andstrengthened. San Juan College maintains and buildsupon its reputation for responsiveness to regionalneeds through newsletters, personal briefings,developing relationships with legislators andinteracting with residents at community events.Partnerships are built by stakeholder participation incampus advisory councils and committees.Organizational contact points responsible for buildingand maintaining relationships with employers includeCareer Services, Business and Industry Training, andthe schools of Energy School, Health Sciences,Business, and Trades and Technology. Thesedepartments further several goals, includingtechnology transfer, internship opportunities, andeconomic development.Organizational contact points responsible for buildingand maintaining relationships for community andfeeder schools are the schools of ContinuingEducation and Community Development (Businessand Industry Training, Child and Family DevelopmentCenter, Community Learning Center, Encore,Enterprise Center, Small Business and DevelopmentCenter, and Volunteer Center and Service Learning)and Extended Learning (online learning, universityprograms and Student Learning Support Center aswell as the Student Services division (Admissions &Records, Career Services, Native American Program,Talent Search, and the Testing Center).AQIP Category Three: Understanding Students’ and Other Stakeholders Needs 27

San Juan College – AQIP Systems Portfolio- November 2007Table 3.5 Key OrganizationsLevelLocal OrganizationsUnited Way Annual CampaignNavajo Nation Election AdministrationBoys and Girls Club of FarmingtonCouncil for Educators Professional DevelopmentFour Corners Women’s Cancer Support GroupAztec Chamber of CommerceSkills USAFour Corners GIS Users GroupState/Regional OrganizationsGovernor’s Task Force on Campus SafetyNavajo Nation Teacher Education Consortium New MexicoMathematics Articulation TaskforceNew Mexico Mathematics Association of Two Year CollegesNew Mexico Library AssociationNew Mexico State Assessment TaskforceSkills USAGovernor’s Business Executives for Education (GBEEs)Quality New MexicoRockies Alliance for Process TechnologyEducation Commission of the StatesNew Mexico Academic Advising AssociationNMHED Secretary Advisory CommitteeNew Mexico Independent Community College AssociationNational OrganizationsNational Association for Developmental EducationToyota National Advisory CommitteeNational Institute of Standards and Technology (NIST)Continuous Quality Improvement Network BoardAmerican Association of Community CollegesAssociation of Community College Trustees AdvisoryCommittee of PresidentsSungard Corporate Advisory BoardSJC StaffPresident, ChairDirector, SJC West CampusSenior Director of Public Relations, Board memberDirector, University Programs, CoordinatorAdministrative Assistant, SJC East CampusDirector, SJC East CampusInstructors, School of Trades and TechnologyGIS Program CoordinatorVice President Student Services, ChairDirector, SJC West Campus, Director of University ProgramsInterim Dean, Mathematics, Co-ChairAssistant Professor, Mathematics, PresidentDirector, Library, PresidentAssociate Professor, School of HumanitiesInstructor, School of Trades and Technology, DirectorSr. Director of Organizational Development, Exec. BoardSeveral examinersIPOP Coordinator, School of Energy, memberExecutive Director, SJC Foundation, memberAssistant Director Admissions, Vice President for ProgramsPresidentPresidentDean, School of Extended Learning, review committeeProgram Coordinator, Automotive ProgramsSr. Director Organizational Development, Board of ExaminersPresidentPresidentPresidentPresidentCampus security has formal contact processes withmunicipal public safety agencies along with countyemergency management forces.The SJC Foundation maintains relationships withdonors through recognition dinners such as theScholarship banquet, Honors Night and SUNS Clubdinner. The Foundation hosts ribbon cuttingceremonies and open houses as well as tours of newfacilities prior to opening.Community support is necessary for the college tomeet its mission. Community focus groups areroutinely used to inform the College of the perceptionsof the community and to identify unmet needs andopportunities.3P5 SJC determines whether new student andstakeholder groups should be addressed withineducational offerings and services through (1) feed-back received from the various listening and learningstrategies used for existing student and stakeholdergroups, (2) priorities that develop from the college’sstrategic planning and annual planning process, (3)monitoring changes in the local economy and (4)needs that arise from changes in state or federalregulations or from accrediting agencies.3P6 San Juan College staff is encouraged andempowered to solve any problem within their sphereof influence. Informal resolution of complaints isencouraged, including one-on-one discussions and/orcustomer comment cards collected at multiple servicepoints for departmental analysis and action. Tell it tothe President and Tell it to the Vice Presidents arelistening tools located on the SJC website for studentsand stakeholders to have direct access to SJCleadership. The complaints and/or compliments areresponded to within 24 hours. Processes, both nonacademicand academic grievances, are outlined inAQIP Category Three: Understanding Students’ and Other Stakeholders Needs 28

San Juan College – AQIP Systems Portfolio- November 2007the catalog and student handbook and daily plannerand include specific procedures for appeals andhearings. Complaints and issues that cannot beaddressed by faculty advisors, counselors or midlevelprogram directors are directed to the academicdeans. If the issue is still not resolved, the student willbe directed to the appropriate vice president. Incompliance with federal regulations, Student Servicesstaff annually compiles all complaint information,tracked both in number and nature of complaints.Faculty and staff have formal grievance proceduresas noted in appropriate handbooks, available in printfrom Human Resources and online on the SJCintranet. In offices that receive formal complaints, thecomplaints and their resolutions are documented, andshared with the concerned parties.Lastly, stakeholders (both internal and external) arefrequently solicited for feedback. The feedback isused to monitor changes in satisfaction and identifyareas of needed improvement. Those areas targetedby students and staff as needing improvement, suchas academic advising process and admissionsprocesses, are analyzed so that initiatives may bedeveloped to improve satisfaction. For example, anew initiative implemented spring 2007 features“simply fabulous service” among the essentialfunction offices of Financial Aid, Admissions, andBusiness. The FAAB Express is an effort to quicklyassist students and to provide the critical “essentialfunction” services in one location. Subsequentsurveys will be used to determine if stakeholdersatisfaction has actually improved.3P7 San Juan College primarily derives stakeholdersatisfaction data from survey results, focus groups,accreditation results, program reviews (both academicand non-academic), student class evaluations andadvisory committees. The Noel-Levitz StudentSatisfaction Inventory, administered every other year,provides feedback regarding areas for improvementof existing College services and baselinecomparisons with similar institutions nationwide. TheCommunity College Survey of Student Engagement(CCSSE) is administered in in-between years toprovide information on learning-centered indicatorsand is used as a benchmarking instrument to gaugestudents’ learning experiences. Vocational andtechnical programs measure job placement rates andlicensure pass rates as well as graduate andemployer satisfaction surveys.Examples of SJC departments that regularly collectand analyze both internal and external stakeholdersatisfaction is presented below in Table 3.6.Results (R)3R1 As indicated in 3C1, primary core requirementsfor students include (1) Quality education which leadsto jobs or transfer, (2) Access (availability of classes,affordability, safe campus environment), (3) Supportiveenvironment (academic advising, financial aid,admissions, registration, childcare, special needs) and(4) Current and adequate technologyDepartmentOffice ofTechnologyServicesAuxiliaryServices -BookstoreAuxiliaryServices –CopyServicesPhysicalPlantMeasures of Stakeholder SatisfactionAnnual SurveyStudent and staffWork Order SurveyHelp Desk creates an online work orderticketCompletion of tickets prompts an automaticsatisfaction of service surveyBi-annual surveyProduct selection and qualityPricing competitivenessConvenience (hours of operation, locationand accessibility)Facilities (clean, orderly, attractive)Staff (friendly and knowledgeable)Operations (check out fast and accurate,refund procedures simple and efficient).Bi-Annual SurveyService (high quality)Pricing competitivenessFacilities (clean and orderly)Convenience (hours of operation, locationand accessibility)Staff (friendly and knowledgeable)Operations (order placing/pickup wasefficient).Work Order SurveyElectronic questionnaire sent to every 3 rdwork orderSummary results reviewed on monthlybasisQuestionnaires that are returned with fair orpoor are submitted to Assistant Director forcorrective action.Table 3.6 Stakeholder Satisfaction MethodologyEmployment or transfer – Although employer andstudent satisfaction surveys are conducted annuallywithin health sciences and trades and technologyprograms, the college needs to become more proactivein gathering and utilizing placement data. Anabbreviated example of the nursing satisfaction surveyand results are presented in Table 3.7.AQIP Category Three: Understanding Students’ and Other Stakeholders Needs 29

San Juan College – AQIP Systems Portfolio- November 2007SJC Nursing Graduate and Employer Satisfaction Survey ResultsNinety-five percent (95%) of responding employers will indicate that graduatesSP04SP05FA05SP06perform “Very well” or “Well” in the following areas:Demonstrate intellectual curiosity, rational inquiry, problem-solving skills and creativity 92% 100% 100% 90%to minimize client stressors and to promote adaptation.Incorporate the nursing process in organizing and delivering nursing care to92% 92% 100% 100%individuals and groups of clients with carrying ages and levels of stress.Use effective verbal and written communication techniques to achieve therapeutic 92% 85% 100% 90%relationships and mutually defined adaptation goals in collaboration with individuals,families and other health team members.Select, adapt and implement teaching-learning activities to address the health needs 92% 100% 100% 100%necessary for adaptation of individuals, families, and groups.Collaborate and coordinate with other team members to provide culturally sensitive 92% 92% 100% 100%care in diverse settings.Assume responsibility for life-long learning and self-development. 92% 100% 100% 90%OVERALL EMPLOYER SATISFACTION 96% 95% 100% 96%Ninety-five percent (95%) of responding graduates will indicate that the NursingProgram prepared them “Very well” or “Well” in the following areas:Demonstrate intellectual curiosity, rational inquiry, problem-solving skills and creativity 100% 100% 100% 100%to minimize client stressors and to promote adaptation.Incorporate the nursing process in organizing and delivering nursing care to100% 100% 100% 100%individuals and groups of clients with carrying ages and levels of stress.Use effective verbal and written communication techniques to achieve therapeutic 94% 100% 100% 100%relationships and mutually defined adaptation goals in collaboration with individuals,families and other health team members.Select, adapt and implement teaching-learning activities to address the health needs 100% 100% 80% 100%necessary for adaptation of individuals, families, and groups.Collaborate and coordinate with other team members to provide culturally sensitive 100% 100% 100% 100%care in diverse settings.Assume responsibility for life-long learning and self-development. 100% 100% 100% 92%OVERALL GRADUATE SATISFACTION 99% 99% 96% 99%Table 3.7 Nursing Graduate and Employer Survey ResultsAccess – SJC charges students $30 per credit hourand $5 per credit hour for senior citizens. TheCollege has a reciprocal tuition agreement with theborder counties of Colorado and those portions of theNavajo Reservation that lie in Arizona and Utah. Acomparison of 2005-2006 annual tuition and fees forNew Mexico independent community colleges showthat SJC is second lowest (a $2 difference) at $720.In 2006-2007, the College provided financial aid to77% of its students. The San Juan CollegeFoundation has supported a 500% increase inawarded scholarships over the past ten years. Thisincrease is directly related to the College’s growingawareness of the financial burden faced by lowincomestudents who enroll at SJC.Supportive Environment – SJC has conducted theNoel-Levitz survey on a bi-annual basis. Figure 3.1below shows the results of San Juan Collegecompared to similar institutions nationally for overallService Excellence. Service Excellence rates theperceived attitude of the staff, especially front-linestaff, toward students. The scale is from 1-7 whereseven is the highest rating. The underlying detailhelps pinpoint the areas of the campus where qualityservice and personal concern for students are ratedmost and least favorablyTable 3.8 highlights three overall satisfaction areasfrom the NLSSI that was administered to students atthe college during fall 2005. Scales are from one(1), not satisfied, to seven (7), very satisfied. StudentsAQIP Category Three: Understanding Students’ and Other Stakeholders Needs 30

San Juan College – AQIP Systems Portfolio- November 2007Noel-LevitzService ExcellenceImportance of Advising6.2Satisfaction Index6.005.755.505.255.004.754.505.195.24 5.255.345.166.165.95.81999 2001 2003 2005Figure 3.2 Importance of Advising at SJCSJCNat'l4.254.001999 SJC 2001 SJC 2003 SJC 2005 SJC 2005 NationalFigure 3.1. SJC Satisfaction IndexSurvey Yearat SJC on the average are from 0.34 to 0.37 pointshigher than the national comparison group.The three asterisks following the Mean Differencesindicate the difference is statistically significant at the0.001 level.The survey is also used to identify areas ofimprovement. According to the 2005 Noel-LevitzNational Report, SJC students rated academicadvising as one of their most important needs. Thisresult, coupled with student focus group data thatindicated one of their top concerns was the currentadvising process, led to the 2006 CentralizedAdvising and Counseling Center Action Project.Obstacles described by students will be addressed inthe new model which when fully implemented, willprovide students with academic advisement andpersonal counseling, and will assist students indeveloping sound educational, career andprofessional goals in order to make effectivedecisions about courses and programs according totheir values, interests and skills.Technology – Table 3.9 below shows the averagesatisfaction rating ( 5 = highest level of satisfaction)for work completion from 2002- 2007 (throughSeptember). Data indicate a high level of satisfactionwith OTS services.OTS annually surveys staff, faculty and students forinput on satisfaction with services and effectiveness.Academic year 2006-2007 survey results arepresented in Table 3.10In response to the low satisfaction ratings of servicesprovided by lab assistants, OTS has developed alaboratory assistant training on the VBrickhttp://video.sanjuancollege.edu. All lab assistants arenow required to go through the training. Four shiftSan Juan CollegeCommunity, Junior, andMean DifferenceTechnical CollegesSummary Satisfaction / SD SatisfactionSJC – Nat’l GroupGroup Mean / SDSo far, how has your collegeexperience met yourexpectations?5.07 / 1.25 4.73 / 1.30 0.34 ***Rate your overall satisfactionwith your experience herethus far.All in all, if you had to do itover, would you enroll hereagain?5.75 / 1.09 5.41 / 1.33 0.34 ***6.03 / 1.28 5.66 / 1.53 0.37 ***Table 3. 8 SJC NLSSI ComparisonsAQIP Category Three: Understanding Students’ and Other Stakeholders Needs 31

San Juan College – AQIP Systems Portfolio- November 2007HelpDeskTicketsNumberofTicketsRatingAverage2002 2003 2004 2005 2006 20072395 2414 4161 3615 3385 2609*4.85 4.70 4.65 4.73 4.73 4.79*Table 3.9 Help Desk Satisfaction Trend Dataleaders are on call and assist the lab assistants whileon duty. Shift leaders also have monthly meetings inwhich problems and challenges that have occurredduring the month are discussed and addressed withthe lab assistants.3R2 SJC has been administering the CCSSE sincespring 2002. Table 3.11 summarizes SJC’srelationship building benchmark score results overtime as well as the 2006 comparison with otherCCSSEE colleges in SJC’s enrollment range.3R3 BookstoreIn 2002, stakeholder satisfaction was surveyed by theBookstore. Results of the Bookstore Satisfactionsurvey indicated that the bookstore was too small andadditional cashiers were needed to alleviate longwaiting in lines. Survey results were cited in theDepartment’s request to be moved to a larger andmore accessible location on campus. In 2004, thenew 9,338 square foot bookstore was opened(compared to the previous 3,625 square footage).Percentage rating “excellent” or “good” excluding “n/a” Students Faculty StaffRate the effectiveness of OTS communications to the campus community 73% 81% 86%Rate the convenience of the full campus wireless network 84% N/A N/ARate the involvement, leadership, and participation of OTS management in the campuscommunityN/a 77% 85%Rate OTS support of the Datatel Colleague administrative systems N/A N/A 84%Rate satisfaction with WebCT and other learning technologies N/A 61% N/AReliability for accessing campus network from on-campus locations N/A 86% 89%Reliability for accessing network services from off-campus locations 73% 72% 75%Reliability of Help Desk services 68% 75% 76%Rate of appropriateness of Help Desk hours 71% 74% 79%Rate the effectiveness of technical support labs, classrooms and office computer systems N/A 77% 77%Rate overall experience with campus media equipment managed by OTS 71% 80% 88%Reliability of hardware and software in labs, classrooms and other general purpose areas 77% 85% N/ARate the services provided by campus Lab Assistants 65% 49% N/ARate access to open labs considering equipment availability and lab hours 78% N/A N/ARate the degree to which OTS understands and supports the institution’s learningtechnology goals, vision and objectivesN/A 82% N/ATable 3.10 2006-2007 Student, Faculty and Staff Survey ResultsAQIP Category Three: Understanding Students’ and Other Stakeholders Needs 32

San Juan College – AQIP Systems Portfolio- November 2007Benchmark 2002 2004 2006 Other MediumColleges (2006)Participated in a community based project as part of a regularcoarse ( 1= never to 4 = very often)Discussed grades or an assignment with an instructor( 1= never to 4 = very often)Used the internet or instant messaging to work on anassignment ( 1= never to 4 = very often)Received prompt feedback from instructors on performance(1 = never to 4 = very often)Provided the support needed to succeed at this college(1 = very little to 4 = very much)Quality of relationship with instructors(1= unavailable to 7 = available, helpful, sympathetic)Quality of relationship with administrative personnel and offices(1= unhelpful to 7 = helpful, considerate, flexible)Table 3.11 CCSSEE BenchmarksSubsequent survey results have led to additionalhours of operations and a new point of sales system(electronic scanning). Table 3.12 show trend results1998-2006 (A = Excellent, B = Good, C = Satisfactory,D = Unsatisfactory and F = Failed).Physical PlantPhysical plant service questionnaire results from 2002– 2007 are presented in Figure 3.3.1.35 1.33 1.32 1.272.58 2.64 2.60 2.472.24 2.90 2.81 2.752.75 2.75 2.76 2.643.18 3.01 3.14 2.905.74 5.64 5.71 5.634.99 4.93 5.04 4.91steadily increased its assets the past five years toclose to $20 million. Figure 3.5 shows annualcorporate and donor support.$22,000,000SJC Foundation Assets$20,000,000$18,003,570$18,000,000$16,811,905$15,581,168$16,000,000$15,005,847$14,204,638$19,889,121$14,000,000$12,000,000$10,000,0002002 2003 2004 2005 2006 2007Figure 3.4 SJC Foundation Assets$3,000,000$2,500,000$2,425,742$2,000,000$1,590,731$1,500,000$1,284,457$1,439,681$1,137,517Figure 3.3 Physical Plant Satisfaction Survey Results3R4 Results for building relationships with keystakeholders include the more than 50 active advisorycouncils, for the College and its programs. In addition,Figure 3.4 shows community and corporate donorsupport of the San Juan College Foundation hasAQIP Category Three: Understanding Students’ and Other Stakeholders Needs 33$1,000,000$500,000$0$899,3622002 2003 2004 2005 2006 2007Figure 3.5 SJC Foundation Annual Support

San Juan College – AQIP Systems Portfolio- November 2007Breakdown 1998 2000 2002 2004 2006Products73% A23% B3% C1% D71% A22% B3% C1% D3% no mark65% A24% B5% C1% D1% F4% no mark68% A23% B3% C1% D1% F4% no mark62% A27% B7% C1% D1% F3% no markPrice40% A26% B23% C5% D2% F4% no mark37% A32% B19% C5% D1% F6% no mark37% A29% B21% C3% D1% F9% no mark35% A29% B19% C4% D2% F11% no mark36% A28% B22% C5% D3% F6% no markConvenience65% A25% B8% C1% D1% F63% A23% B8% C1% D5% no mark67% A17% B8% C1% D7 % no mark74% A14% B4% C1% D7% no mark67% A23% B7 % C1% D2% no markFacilities84% A1 2% B2% C1% D1% F80% A14% B2% C7% no mark78% A13% B2% C7% no mark84% A12% B1% C3% no mark88% A8% B1% C3% no markPeople86% A9 % B2% C1% D2% no mark83% A9% B4% C4% no mark83% A9% B1% C1% D3% no mark82% A14% B1% C3% no mark82% A12% B4% C2% no markOperations70% A20% B5% C1% D1% F3% no markTable 3.12 SJC Bookstore Satisfaction Survey ResultsAnother result of building strong relationships withstakeholders is that San Juan County residents havepassed every local bond issue since the college’sinception. In June 2005 San Juan County voterspassed (74% voter approval) a $10.7 million bondelection that funded the student dining center remodeland expansion, construction of a new facility for alliedhealth programs; and completion of the OutdoorLearning Center and Learning Commons3R5 Comparative data, including national surveys,are used to determine gaps in performance betweenSJC and other institutions. Comparisons are madeoutside the academic community in areas whereappropriate (see Tables 2.3 and 9.1.). As previouslyprovided, Noel-Levitz and CCSSE data provideexternal student benchmarking data.72% A17% B4% C1% D6% no mark66% A18% B5% C1% D10% no mark71% A16% B5% C1% D7% no mark73% A17% B4% C1% D1% F4% no markImprovement (I)3I1 San Juan College strives to improve its currentprocesses and systems for understanding the needsof students and other stakeholder groups throughinput from advisory councils, campus committees,industry associations, internal review of studentservice programs and external consultants. TheGrants Quality Review process was piloted in fall2006 to SJC recently engaged Stamats for a multipleyear project to enhance overall marketing activitiesand to recommend recruitment improvementprocesses for all student segments.Fall 2006, the Vice President for Student Servicesengaged a cross-function team to conduct acomprehensive review of the Native AmericanProgram. The review resulted in a reorganization ofAQIP Category Three: Understanding Students’ and Other Stakeholders Needs 34

San Juan College – AQIP Systems Portfolio- November 2007the program into a center, including establishment ofa Native American liaison, to better meet the needs ofNative American students and communities. Theteam benchmarked best practices at the University ofNew Mexico, Northern Arizona University and FortLewis College. Other recommendations forimprovement included: comprehensive outreachefforts which include summer youth programs;consistent visits to area schools and agencies toconnect with potential college students; developimproved methodology for identifying and assessingstudent skills and needs to support academicachievement and career services; and provideconsistent training to staff and faculty oncommunication and collaboration skills, culturalawareness and diversity, and customer services toensure the ongoing improvement and development ofa successful Native American program at SJC.3I2 Targets for improvement on areas of strategicconcern are established annually by SJC leadershipduring the planning process. SJC leadership hasidentified five frames, including improvingcommunication and input systems as a priority forrenewing the Strategic Plan in the 2007-08 fiscal year.A Communication and Input Design Team has beencharged with benchmarking collaborative institutionalsystems that will enhance internal communication aswell as serve as bases for sustaining continuousimprovement at a functional level. The taskforce willidentify best practices in communicating results andimprovement priorities to students, faculty, staff,administrators, and appropriate stakeholders.Currently, communication of student and stakeholderresults and improvement priorities is handled throughseveral different channels to provide these groupsmore than one opportunity for feedback. Theseinclude: (1) San Juan College website, (2) TheCommunicator (SJC quarterly newsletter, distributedcampus-wide and county-wide) and other news outlets,(3) Weekly News Clips (distributed electronicallycampus-wide, and (4) SJC Student newsletter.Targets for improvement may also be set by individualdepartments as a result of their goal settingprocesses. For example, improvement of theadvising and counseling process was identified as anAQIP action project that has led to the establishmentof a comprehensive, centralized advising center thatwill provide a critical underpinning for a holisticlearning environment.AQIP Category Three: Understanding Students’ and Other Stakeholders Needs 35

San Juan College – AQIP Systems Portfolio- November 2007Context for Analysis (C)4C1 The operational organization includes moretraditional educational structures along with crossfunctionalunits designed to allow for improvementopportunities, communication and cooperativeprojects. SJC organizes its work into fiveadministrative workgroups: Learning, StudentServices, Technology Services, Institutional Research& Planning, and Business Services (See Table 4-1).Each workgroup has an established mission, goalsand objectives which are integrated into SJC’smission and strategic plan. Employees aresegmented into three groups: Professional, Support-Staff, and Faculty. Each position has a clearlydefined job description. Faculty and instructional staffpositions are designed to complement theprogrammatic needs of the academic programs.Quality Councils on Student Success, and CommunityLinkages focus on research, benchmarking, andrecommendations for improving systems related totheir respective charges.Administrative Professional Support FacultyWorkgroups Staff StaffLearning 103 59 116Student Services 30 37Technology 10 10Institutional7 3Research andPlanningBusiness31 72ServicesAdministration 8 7Table 4.1 Administrative WorkgroupsSJC has expanded Learning into eight schools:Business, Continuing Education & CommunityDevelopment, Energy, Extended Learning, HealthSciences, Humanities, Math & Science, and Trades &Technology. The deans, department chairs andprogram directors are assigned the responsibility formanaging personnel, curricular and student issues.The reorganization was based on an analysis ofstudent input and stakeholder survey results,community forums, advisory committees, local andnational market surveys, and environmental scanning.Expanding these academic schools has enhancedprogram development and provided strength to theoverall organization of the college. The schoolsprovide more on-site and external opportunities tobetter serve our students and local industry.School deans meet bi-weekly with the Vice Presidentfor Learning to address college-wide issues.Regularly scheduled meetings of the Quality Councils,President’s Cabinet, Presidential AdvisoryCommittees, departments, schools and other crossfunctionalgroups establish multiple opportunities andformats for communication and cooperation acrossfunctional units.In response to a need to improve professionaldevelopment and design a system to supportdevelopment and recognition, the Office ofOrganizational Development was formed in 2003.Over the past four years, a system of networkedopportunities and increased resources forprofessional growth has evolved under the umbrellaof this office. The collaborative effort includes theCTX, a new webpage for the SJC EmployeeDevelopment Gateway, employee transcript ofProfessional Learning courses and cross functionalcollaboration with in-house Technology Training, CLCEd2Go Pro courses, Business & Industry Training,Human Resources orientation and otheropportunities. Online alternatives for required trainingin defensive driving, preventing sexual harassment,and safety are provided. New staff orientation andassigned mentors support professional learningacross campus. Advisory committees for the CTXand support staff assist Organizational Developmentin identifying and developing in-service opportunitiesfor employees.4C2 Key institutional and geographic factors thatdetermine how SJC addresses the work environmentsand job classifications are the large service area andnatural resource-based economy. These factors haveled to increased satellite facilities and on-campusresources, including the School of Energy, East andWest Centers, Learning Commons, and HHPC.Since many of the employees and students commutelong distances and spend long hours on campus, thecollege has invested in better dining services, studentstudy and lounge areas, a Learning Commons, andCenter for Teaching Excellence. The LearningCommons, for example, includes areas for quiet andgroup study, work on computers, café style seatingand other amenities that create an open atmospherefor collaborative learning of students, staff, andcommunity members. The Student Activities area hasexpanded to include more space for study, clubs,meetings, and recreation based on feedback fromstudents and staff. The Center for TeachingExcellence has expanded its mission to include allemployees, rather than a more narrow focus on fulltime faculty.Since the college has challenges related to recruitingand retaining highly qualified staff for an increasingnumber of job classifications, a commitment toincreasing professional learning and development forall staff groups is under way. In the last few years,opportunities for development in job skills, technologyand campus leadership have steadily increased.Employees, particularly in support positions, aretrained and provided experiences in leadership roleson various committees and councils in order toprepare them for advancement. Specific immediateAQIP Category Four: Valuing People 36

San Juan College – AQIP Systems Portfolio- November 2007Employee Group Total Full/PartTimeFaculty 370 116 FT254 PTEthnicity Gender Degrees AverageYearsof Service3% Native American6% Hispanic1% African American90% Anglo55% Female45% Male18% Doctorate55% Masters13% Bachelors14% Other7 yearsProfessional Staff 210 188 FT22 PTSupport Staff 224 188 FT36 PTTable 4-2 Workforce Demographics8% Native American10% Hispanic3% African American79% Anglo22% Native American22% Hispanic1% African American55% AngloAdministrative 8 8 FT 88% Anglo12% AfricanAmerican54% Female46% Male72% Female27% Male50% Female50% Male4% Doctorate30% Masters45% Bachelors21% OtherNot available7 years5 years12% Doctorate88% Masters 7 yearsand long-term technology needs of faculty and staffare responded proactively through “just-in-time” oneon-oneand group technology trainings. Staff enjoyfree membership in the Human Performance Center,where they and family members are provided gymand workout privileges, free health information andservices, low cost blood work, dental services, andother benefits. Employees are afforded a free tuitionincentive for credit classes. These benefits wereprovided to increase workforce retention.San Juan College employs a variety of part-timeemployees (adjunct faculty, professional and supportstaff), short-term temporary workers, work-studystudents, and seasonal laborers as needed acrossthe college for instructional and support services.Regular part time employees enjoy the same benefitsas salaried full time employees. Part time employeesare integrated into the workforce and provide a criticalsupport system to providing services to students andthe community.SJC recruits through various channels: local, regional,and national print ads; websites; trade shows;employee search consultants; and marketingbrochures. The College now has two full timeprofessional staff recruiters to address the need to fillvacant positions. Professional and faculty positionsare recruited on a national basis in order to attract themost qualified candidates. Part time employees areused to fill areas of growing enrollment and at peakcycles. New adjunct faculty, supported by full timefaculty mentors, are hired to fill course loads indisciplines and programs with increased enrollmentnumbers or growth.Students, funded through the federal work-studyprogram or the state payroll program provideadditional flexible part-time employment. The collegeemploys close to 300 students a year in foodservices, computer labs, the library, andadministrative offices which provide opportunities toobtain job-related skills and to develop work ethics.The college is open to creative solutions in managingthe workforce to cover critical growth areas or provideimproved services. In Student Services, cross-trainedstaff members of the newly formed FAAB (FinancialAid, Admissions, Business) Office can providestudents with quick answers to questions concerningtheir enrollment, financial aid status, or tuition in onelocation. This not only provides faster service to ourstudents but also frees up staff in other areas to helpconcentrate on more complex student questions,process applications, and update records.4C3 Human Resources office provides workforcedemographics at the beginning of each academicyear for full and part-time employees (see Table 4-2).The summarized data is used to respond to state andnational surveys and is shared with the VP’s andPresident to assist in determining staffing needs,program development, reorganization issues, salaryplacement of new professional staff, and collegegrowth indicators. The HR office monitors potentialretirements and reports to the President and VPs thenumber of employees eligible for retirement over thenext five-year period; this data impacts programreorganization and development issues.SJC looks at the national labor shortages in thetechnical, professional, and industry fields. The mostdifficult positions to fill have been positions in medicalsupport, diesel, oil and gas fields, and aviation. Thelocal energy industry offers high wages that impactthe college’s ability to recruit and retain employees.This has resulted in increased funding required forrecruitment.SJC is transitioning to Datatel® software with the newHR administrative application module nearlycomplete. This has made data more easily accessibleand will improve the use of trend data for analysis ofthe workforce and balance of assignment ofresources.AQIP Category Four: Valuing People 37

San Juan College – AQIP Systems Portfolio- November 20074C4 SJC ensures that faculty and staff develop totheir potential by offering training that meetsdevelopmental needs and encourages professionaldevelopment. Examples are the new faculty andadjunct faculty academies and San Juan CollegeLeadership Academy.The re-structuring of the professional developmentand training under the Organizational DevelopmentOffice has resulted in several key initiatives forimprovement. The major areas of concern were theestablishment of training facilities and on-stafftechnology trainers; faculty assessment of studentlearning; technology enrichment of classroommanagement; sharing of best practice and institutionalknowledge; required training to support riskmanagement and compliance; leadershipdevelopment; and support staff development and jobskills.Faculty training and development opportunities in theCenter for Teaching Excellence, the twice-yearlyConvocation in-services and on-going activities haveincreased in response to a need to learn assessmentmethodology, technology enhancement, andstrategies that promote greater learning.Opportunities to put into practice Learning Collegeprinciples in response to the college vision, and acadre of required trainings for risk management are inplace. Training opportunities are communicatedthrough the Employee Development Gateway,campus portal and intranet, and regular mailings.The college has three full-time professionals chargedwith providing training and staff development to allemployee groups. The college also provides routinemandatory training in areas of risk managementincluding preventing sexual harassment, and safety,and defensive driving for all staff that drive on collegebusiness.Many of these trainings have an alternative onlineversion to address flexibility in fulfilling therequirements for employees. For example, allemployees can take an annual refresher course onPreventing Sexual Harassment online at theirconvenience, with a certificate of completion andassessment of their level of learning forwarded toHuman Resources for tracking and monitoring.Extensive training on the Datatel administrativesystem implementation is on-going.College policy also provides an opportunity for facultymembers to apply for sabbatical after six years ofemployment. A distinguished teaching chair program,financed through the SJC Foundation, was created tosupport faculty projects, innovation, and recognition infour distinct areas: Native American Studies; Literary;Nursing; and General Studies. SJC pays travelexpenses for faculty and staff selected to attendprofessional conferences and workshops or to visitprograms at other colleges, particularly those thatsupport benchmarking essential for majorimprovement initiatives. SJC also covers travelexpenses for staff to make presentations atprofessional conferences. Faculty in career programsreceive assistance with expenses for corporatetraining. SJC also supports faculty internships withcorporations and national facilities such as the LosAlamos National Laboratory. Specialized training isoffered for faculty in the areas of student learningstyles, technical training for developing on-linecourses, and safety training.Processes (P)4P1 SJC seeks to hire and retain the most qualifiedindividuals for its employee base by first identifyingthe specific credentials, skills and values required foreach position. Hiring processes are approved at thedepartment, unit and college level to ensure thatnecessary standards are met and maintained.Departments identify hiring needs in the annualbudget planning process along with justification ofhow the needs are aligned with the college’s mission,goals and priorities and how a new position canaddress those needs. The following recruitmentprocess (Table 4.3) is centralized in HumanResources with extensive collaboration betweenHuman Resource and hiring departments:Stages Strategies TasksPlanning theSearchInitiateDeployDevelopRecruitment PlanAdvertisingProcessInterviewingProcessHire and Retain OrientationMentoringEvaluationProfessionalDevelopmentand TrainingTable 4.3 Hiring ProcessHiring supervisorsmeet with HR todetermine specificcredentials,education andexperiencerequired to fillposition.HR produces adetailed jobdescription,compared to similarpositions at othercollegesApplicants arereviewed by HR fordetermination ofminimumrequirements.Applicants arenarrowed to aninterview pool.Applicants areinterviewed,assessed andprioritizedSupervisorrecommends thebest candidate.AQIP Category Four: Valuing People 38

San Juan College – AQIP Systems Portfolio- November 2007The college vision and mission statements form thebasis for all SJC hiring practices to ensure that newemployees meet job requirements and fit into theCollege’s learning environment. An interviewcommittee consisting of cross-functional staff is usedto conduct consistent questions including learningcollege philosophy and knowledge of continuousimprovement, as well as job skills and experience.Applicants for support staff positions are givenrequired assessment tests; faculty applicants conduct‘mock lessons’; and role play situations are given toadministrative applicants to ensure the applicantpossesses the requisite characteristics desired for theposition. Key positions also include informalgroupings and forums for dialogue with topcandidates. The interview committee compilescomments for informed decision-making prior tooffering the position.4P2 SJC’s Human Resource office handlesrecruitment efforts for vacant positions in all employeecategories except student workers. Recruitmentmethods that are used include: electronic postings(university, SJC system, professional organizationsand national job boards); local and regionalnewspapers; professional recruiters; trade journals;professional association listings, including those thattarget specific minorities; and advertisements in TheChronicle of Higher Education. Faculty andinstructional staff are recruited based upon specificprogram needs and must meet credentialrequirements.Specific processes are used to ensure that applicantshave the qualifications necessary to fulfill theresponsibilities of the position. Once an applicantpool is developed, the selection process begins with athorough screening of application materials by the HRdirector, departmental supervisor, and appropriatevice president. Top candidates are invited tointerview, during which they complete a writingexercise and panel interview, and usually participatein role-play or classroom presentation. The interviewpanel includes a representative from HR, thesupervisor, and others with expertise in the requireddiscipline. Prior to the interview, a standard set ofquestions is developed for the position and providedto panel members prior to the interview. Candidatesare also asked about their ability to adapt to a ruralenvironment, and diverse cultures and learning styles.They are evaluated in all facets of the process andthe three top candidates are identified. Referencechecks are made prior to final selection. SJC worksto maintain a safe and productive educationalenvironment, therefore, the College has determinedthat prospective and current employees who workwith minors, money, computer systems, and haveunlimited access to facilities, will be required to pass acriminal background investigation prior to any finalappointment, hiring or promotion decisions. Statelegislation, federal safety standards, and riskmanagementtrainings are offered to current and newemployees to ensure compliance with safety, security,and a healthy work environment.HR has developed an on-line training program forsupervisors and interview committee members on theselection process and employment procedures. Thisprogram specifically addresses the qualities thecollege looks for in exemplary employees.SJC’s workforce is quite diverse in terms of gender,race/ethnicity, area of expertise, skills, andcredentials. Such diversity enables the college toprovide a variety of services to its distinctlymulticultural customer base through a wide range ofprograms and alternative learning opportunities.The HR office conducts orientation programs for allnew employees. The program welcomes newemployees and introduces them to key leaders andpersonnel; provides needed information aboutinstitutional culture and access to resources; andcreates a positive first impression that will foster pridein SJC and in the employee’s daily work. Theprogram includes presentations and training in theareas of college mission and values; organizationstructure; safety issues and HAZMAT; college history;prevention of sexual harassment; compensation andevaluation; travel and purchasing; employment rules;and campus tours. Orientation also includes amentoring process, whereby supervisors select amentor for the new employee. The mentor isresponsible for completing a checklist of activities tobe completed in the first weeks of employment.The College offers a New Faculty Learning Academythat provides similar information as the New StaffOrientation, but is specifically geared towardsinstruction, learning, and student outcomes. An AQIPAction project, to improve opportunities andcommunication with adjunct faculty, has led to anupdated orientation and learning fair offered thebeginning of each semester. Adjunct orientation isdesigned to better incorporate part time instructorsinto the operations and culture of the college. Thisincludes time with the deans, and department leadfaculty, to mentor adjunct faculty in student learningoutcome and assessment expectations. February2007, the college implemented a LeadershipAcademy open to faculty, mid-level managers andsupport staff that consisted of strengths assessment;presentations by noted authors of leadershipmaterials and required reading in management andleadership techniques.College employees are motivated to stay at San JuanCollege through opportunities presented in accessibleprofessional development, tuition waiver benefits forthem and their families, the internal career ladder forsupport staff, and a collaborative workingenvironment. In addition, the SJC campus affords aclean and safe workplace with up-to-date equipment.University partnerships, that provide onsite bachelorsAQIP Category Four: Valuing People 39

San Juan College – AQIP Systems Portfolio- November 2007and master degree opportunities tied to the needs ofthe community and local industry, also contribute tothe retention of staff and faculty.4P3 SJC work processes and activities contribute tocommunications, cooperation, high performance,innovation, empowerment, organizational learningand skill sharing through the cross-functionalparticipation in committees, quality councils andforums. All units have periodic staff meetingsconveying unit, department and institution prioritiesand provide an avenue for idea generation anddevelopment.SJC faculty is encouraged to support student learningthrough high performance and innovative instruction.The San Juan College Foundation’s DistinguishedTeaching Chair program supporting major facultyprojects; the CTX faculty mini-grant program; andBoard of Trustees policies on intellectual propertyrights all encourage individual initiative andinnovation. Courses, professional reading series, andcollege community sharing of best practice offeredthrough the CTX keep employees current oneducational trends, services and needs.Every year, the Fall and Spring Convocation weekoffer activities for in-service, communication, andacknowledgement of achievement and recognition.The activities include a State of the College addressby the President; facilitated sessions addressingcurrent initiatives and gaps; and required/optionalopportunities for professional learning. Each fall afaculty in-service provides a focused session onstudent learning and assessment, and each spring afocused in-service day for support staff providesopportunities for cross-campus communication, bestpractice sharing, and organizational learning.Employees are encouraged to participate in QualityCouncils and committees, improvement forums andinitiatives, and are surveyed for input into processimprovement.SJC values and promotes ethical practices (BoardPolicies 508 Employee Standards of Ethics and Policy304 Code of Ethics for the San Juan College Board)of all employees. The interview process includesquestions inquiring how a candidate would handleethical dilemmas or confidentiality issues.The college has initiated a more targeted grant writingprocess and a new position that focuses on grantcompliance, guidance, and training for all grantsfunded positions. The position is responsible forregulatory compliance of all college grants by workingcollaboratively with grant project directors,administrators, and staff in the finance.The college has recently created a vice presidentialposition for Institutional Planning and Research. Theposition’s main focus is to improve communications,data collection, cooperation, high performance,innovation, empowerment, organizational learning,and skill sharing through AQIP, quality improvement,and assessment.The college’s deployment of an administrativesoftware conversion (Datatel ©) is supporting bettercommunication and efficiency in the area of businessservices, student services, and HR. The PublicRelations office is also providing frequent andincreased information sharing to the campuscommunity.4P4 In 2003, as a result of a proposal from theQuality Organizational Development Council toprovide a focus for professional learning that met theneed for training and development for all faculty, staff,and administrators, and in response to the college’sgrowing learning needs, the OrganizationalDevelopment Office (OOD) was formed. The ODDcollaborates with all in-house orientation, training andprofessional learning providers in providingtechnology training, risk management, major initiativetraining such as learning college principles,continuous improvement, and leadership, andrecognition/award processes for achievement. ODDalso supports and coordinates the CTX. Majorexternal professional opportunities for employeesinclude participation on CQIN teams and summerinstitutes, New Mexico Higher Education Assessment& Retention Assessment Institute (NMHEAR), AQIPand HLC meetings, and other opportunities supportiveof major initiatives and projects of the college.Partners include Business and Industry TrainingCenter, Community Learning Center (Ed2Go Pro andother offerings), Office of Technology Services andtechnology trainer, Enrollment Management(employee transcript), Human Resources, ExtendedLearning and Office of Learning.In response to the growing technology needs ofstudents, faculty, and staff, SJC hired a full-timetechnology trainer in May 2006. Just in Time SolutionOriented Technology Training Action Project providesa variety of brief (one to two hours), solution basedtrainings. Training topics are generated from facultyand staff requests as well as from calls to the OTSHelp Desk. Office hours are set for walk-inassistance. A technology-based book club that meetsonce a week provides informative discussions on howto effectively use technology in the classroom andwork environment.The CTX and B & I Training provide in-housetraining to support both short and long-termorganizational, faculty, and staff needs. SJC hasprovided faculty with substantial training on studentlearning outcomes and assessment, and isparticipating in the HLC AQIP Assessment Academy.The college supports certification and licensure forfaculty and professional staff, and covers costassociated with membership in discipline-relatedassociations.AQIP Category Four: Valuing People 40

San Juan College – AQIP Systems Portfolio- November 2007SJC’s master calendar and standard faculty contractsprovide for three faculty in-service days per year,allocated to professional development workshops,department meetings and faculty issues. Workshoptopics have included: the Americans with DisabilitiesAct; Learning College principles; Student LearningOutcomes assessment; Multimedia Techniques forthe classroom; sexual harassment; hazardousmaterials and lab safety; classroom research;teaching culturally diverse students; and qualitytechniques in the classroom. The schedule of classesallows faculty one afternoon a week dedicated toprofessional responsibilities.Staff is encouraged to attend training classes relatedto their job duties. Training tailored directly to theworkplace provides opportunities to learn and practicenew skills that can be applied immediately. Facultyreceive instructional multi-media training for thevariety and type of equipment they use in theirspecific classrooms, allowing for immediateapplication of skills acquired in training and readinessas students begin classes.SJC purchases teleconferencing materials for viewingby faculty and staff as appropriate to current needs.Materials have been acquired on learning collegepractices, student learning outcomes, and highereducation trends. The college provides numeroustraining programs to address key faculty, staff, andcommunity training needs. These include LeadershipSan Juan, higher education symposia, culturalharmony conferences, workforce enrichmentprograms, multi-level OSHA training, and defensivedriving. Certain training information (FERPAregulations, emergency procedures) is published onlaminated cards, distributed to all faculty and staff andis available on-line.4P5 A campus-wide approach to identifying trainingneeds ensures alignment of training with continuousimprovement planning as described in Category 8.Assessments of staff development activities areobtained via training related questions in the climatesurvey; orientation and mentoring programs; trainingeffectiveness; supervisor review of training needs;and identifying staff training needs. OOD surveys theentire workforce, disaggregated by employee type(faculty, adjunct, professional and support staff) onceevery two years. Each institutional Convocationopportunity, CTX offering, workshops and othertrainings are evaluated for appropriateness, level ofquality, and improvement suggestions.Vice Presidents, supervisors, and school deansmonitor faculty and staff development, providingadditional development opportunities as needed byproviding departmental training, and encouragingattendance at appropriate workshops and colloquia.Additional input from faculty and staff regardingtraining needs is obtained from departmentalmeetings, supervisor/employee discussion of newassignments, new technology available in the workenvironment, and occasional surveys on trainingneeds and interests.Individual employee training and development needsare identified and planned through the performanceevaluation review system described in 4P64P6 SJC uses a personal evaluation system that isdesigned to evaluate performance on an annual basisand provide feedback to employees regardingstrengths and areas for improvement. Forprofessional and administrative staff, charters ofaccountability are tied to the evaluation, while courseevaluations are tied to faculty ratings. Charters ofaccountability are updated annually and include goalsand objectives to be accomplished. The individual’sgoals and objectives tie to the college’s strategicobjectives (see Figure 8.2 SJC Planning Process).The faculty evaluation form has several areas ofevaluation related to student learning. The form wasrecently revised to include Learning College conceptsand practices.The performance management system is aligned withCategory 1, Helping Students Learn, and Category 2,Accomplishing Other Distinctive Objectives, throughthe emphasis on alignment of Charters ofAccountability plans with College goals andobjectives. The process system to link this plan toevaluation, identification of needs and trainingprovided, recognition, and support are under revision.4P7 Recognition processes are tied to the College’soverall learning and teaching objectives. TheEmployee Recognition Team plans and implementsthe college’s activities/events throughout theacademic year. The results of their efforts arerepresented on the following chart (Table 4.4) TheODD and San Juan College Foundation manage theannual Awards Calendar, nomination notification,nomination collection, and the Awards Committee orLLT selects awards through a cross-functionalcommittee process. Organizational Developmentfurther supports the awards by providing notificationand plaques, professional learning support forDistinguished Teaching Chairs, and collaboration withSJC Foundation for monetary awards and process ofselection. Monetary awards total $75,000 annually.AQIP Category Four: Valuing People 41

San Juan College – AQIP Systems Portfolio- November 2007Award In Recognition of Awarded to Awarded Amount SourcePresident’sMissionAwardsEmployees who contributesignificantly to the College’sMission and VisionFull-time FacultyAdjunct FacultySupport StaffAdministration/ProfessionalAnnually $ 300/ea FoundationSJCDistinguishedTeachingChairsStaffLearning College Practice Full-time Faculty Annually $ 7,500/ea FoundationLiteracy ChairNursing ChairNative AmericanStudies ChairGeneral StudiesChairAllison Award Teaching Excellence Full-time faculty Annually $ 2,000 FoundationAnnabelle Teaching Excellence Full-time Faculty Annually $ 2,500 FoundationFriddleTarpley Award Teaching Excellence 20 Full-time facultyAnnually $ 1,000/ea FoundationSandovalAwardSupport-Staff whoseaccomplishments havesignificantly support theCollege’s Mission and VisionTable 4.4 Employee RecognitionsIn addition to special awards, San Juan Collegeemployees are recognized through the Sharing Talentand Raising Standards (STARS) Club for their workon college committees and councils. Employeesselected as San Juan College STARS are recognizedduring an annual breakfast held in their honor. Otherrecognition activities provided to all staff includeconvocation that begins with a welcome backcontinental breakfast and continues with a recognitionof new employees and awardees. Other annualcampus-wide events such as the Luminaria display,and Apple Blossom Week Chili Cook Off bring theemployees together. Support staff has a conventionalclassification-based “step and grade” pay system.SJC is a medium size college, but its classificationsystem is designed to provide for upward mobility inmost job categories. Upon request, SJC performs"desk audit" evaluations on classified positions everytwo years whereby an eleven-member committeeevaluates position information. Committee membersare trained to conduct comprehensive positionevaluations and measure materials submitted forreview. They evaluate the assigned duties against10 Adjunct facultySupport staff Annually $ 2,000 FoundationPhysical Plant Customer Service Physical Plant Staff Annually $ 1,000 FoundationExcellenceAwardSan Juan Peer Recognition All Employees Fall, Spring Award InstitutionalCollege GoldenSun AwardInnovation of Innovation by an Employee Innovation Team through Annually Web Institutionalthe Year GroupLeague for InnovationPublishedSTARS Club Recognition for work on teams,councils, etc.All Employees Annually Materials &BreakfastInstitutionalFoundationNISOD Master Teaching Excellence Faculty (4) Spring $ 1,500 InstitutionalTeacher(Travel)& AwardService Awards Performance All Employees Spring Pin & GiftCertificatesInstitutionalstandardized criteria. The committee thenrecommends appropriate changes.The faculty pay plan determine faculty salaries byproducing an individualized mathematical formula,including values and variables assigned to highestdegree earned, credit hours beyond last degree,years of teaching experience, related workexperience, and professional credentials (e.g. CPA orRN licensure) addressing academic and vocationalfaculty, orchestrating pay equity between these areas.The plan allows a variable to be added to the formulafor difficult-to-fill positions, salary increases for yearsof service at SJC, and additional compensation foreducation or credentials earned after hiring. Thecollege also provides for a faculty rank and promotionprocess that requires faculty to develop a portfoliothat is reviewed by a peer panel, and by the schooldean. Portfolios include individual accomplishments,performance evaluations, committee work, andspecial projects.For each Board monthly meeting, the Vice Presidentsschedule a monthly presentation by faculty orprogram professionals. This provides an opportunityfor faculty and key professionals to be recognized forAQIP Category Four: Valuing People 42

San Juan College – AQIP Systems Portfolio- November 2007their work and for Board members to learn about andexplore some of SJC’s best programs.SJC’s teacher instructional program and lab schoolfor Early Childhood Development are housed in theAccredited Child and Family Development Center(CFDC). CFDC gives priority placement to SJCstudents’ children, then to employees’ children.4P8 Formal opportunities for listening to faculty andstaff and creating dialogue regarding key campusissues are provided through campus forums, annualplanning/budget sessions, and school and departmentmeetings. An assessment of institutional climate,conducted once every two years, includes questionsof motivation and is disaggregated into groups forfaculty, staff, and professionals for assessmentpurposes. Informal listening methods to gatherinformation on the key factors affecting employee wellbeing, satisfaction and motivation include attendanceat college gatherings, participation in committees andcouncils, grievances and exit interviews.In February 2007, PACE survey was administered toobtain the perceptions of personnel concerning thecollege climate and to provide data to assist SJC inpromoting more open and constructivecommunication among faculty, staff andadministrators. Results were compared to a normbase of 45 community colleges across North America.Results are presented in Category 5.The president’s advisory committees includeemployees from each of the schools and eachemployee group. The groups meet with the presidentquarterly to bring forward specific concerns fromrepresentative schools or groups.4P9 The Office of Institutional Research and Planningadministers a biennial climate survey of all full-timefaculty and staff. Findings are discussed by the Boardof Trustees, Vice Presidents, and appropriate staffassigned to specific tasks to ensure the satisfaction,health and safety, and well-being of employees.Results are posted on the SJC intranet website.SJC maintains a safe, healthy work environment foremployees. Facilities are clean, with well lightedparking lots, and building and grounds are wellmaintained. Campus safety hazards are handledimmediately. The college is maintained via regularinspection and repair, and anyone can submit an online work order system whenever it is necessary. Thecross-functional Emergency Preparedness Team andcampus safety officers evaluates, coordinates andmakes recommendations regarding the campusenvironment including evaluating handling ofchemicals and hazardous materials used in labs andby Maintenance. The Offices of EnvironmentalHealth, and Safety and Security conduct safetytraining for faculty, staff and students and fulfill theOSHA reporting requirements.The Health and Human Performance Center (HHPC)provides students, employees and family membersuse of its facilities. SJC’s outdoor recreation programinvites employees to participate in rafting, camping,hiking and other activities.The Wellness Committee offers workshops to assistfaculty and staff with health and safety-related issues.These include smoking cessation seminars, healthfairs, first aid and CPR training, and stressmanagement workshops. Other courses are offered inresponse to current needs. Blood pressure andcholesterol checks, colorectal and blood chemistryscreening, basic self defense training, blood drives,mammograms, and flu shots are provided on campus.Human Resources and Organizational Developmentalso distributes several newsletters-“The WellnessNews,” “Healthy Bites,” “ Your Health and WellBeing”, and “Top Health” that provide information onweight-loss, safety, asthma and allergies, diabetes,and breast cancer. The Wellness Center offersexercise classes and up-to-date exercise equipment,and encourages employees to participate inintramurals with students in a variety of sports.4P10 SJC uses a variety of measures of valuingpeople that are collected and analyzed. Thesemeasures include:• annual employee performance reviews• employee recognition program results• training and development participation data• climate survey results• type and number of complaints• retention data for staff and faculty• compensation data• faculty and instructional staff workload data• work environment indicators such asaccident rates and worker compensationclaimsResults (R)4R1 The SJC results for valuing people are reflectedin data for faculty and staff satisfaction, well-beingand employee usage of benefits. Since SJC seeks toretain the employees it hires, the college tracks datarelated to retention such as exit interview data,complaint data and satisfaction surveys that providesinsight into the climate issues. Results for processesassociated with valuing people at SJC may also beseen through satisfaction ratings for Convocationtrainings (Figures 4.1 and 4.2).AQIP Category Four: Valuing People 43

San Juan College – AQIP Systems Portfolio- November 2007Figure 4.1 Satisfaction Ratings for Convocation4R2 Results include increasing opportunities fordevelopment during the fall and spring Convocation.Activities for the last few years focused first on theincreased number of training opportunities for staffand alignment of opportunities with strategicinitiatives. Figure 4.3 demonstrates that trainingsoffered during Convocation Week increased from2003 to 2006. In 2007, a more focused set ofConvocation activities, with all available employeesattending the same sessions was desired. Leadershipdesigned a focused learning for January 2007 onStrategic Planning and Operational Initiatives, and forAugust 2007 learning focused on the gaps in thePACE Climate Survey results and next stepsdesigned a focused learning for January 2007 onStrategic Planning and Operational Initiatives, and forAugust 2007 learning focused on the gaps in thePACE Climate Survey results and next stepsFigure 4.2 Satisfaction Ratings for Convocation140120100806040200*Annual Opportunities2003-2004 2004-2005 2005-2006Figure 4.3 Increase in Professional Development Activitiesduring Convocation 2003- 2006FacultyAdjunct FacultySupport StaffProfessional StaffAll Employees.Excellent or Good 2005 2006 2007Achievement of Objectives98.29% 99.52% 96.46%Achieve Personal Obj89.25% 96.53% 95.22%Relevance of Content92.12% 99.52% 95.67%Organization92.87% 99.03% 97.24%Usefulness of Activities93.05% 97.12% 93.49%Usefulness of Aids & Handouts93.53% 96.17% 88.80%Instructor’s Knowledge98.52% 100.00% 97.22%Match Content & Questions91.07% 88.67% 90.50%Ability to Explain96.80% 99.02% 98.55%Ability to Respond96.29% 91.13% 95.95%Length of Training75.92% 74.53% 69.69%Level of Material95.23% 97.56% 95.98%Accomodations97.78% 98.88%Session Room93.75% 99.41%Administrative Support94.08% 97.09%Results for the annual support servicesin-service days are presented in Table4.5. Results show an overwhelmingpercentage of support staff feel thetrainings have met their needs.Table 4.5 Satisfaction in Support Staff In-Service TrainingAQIP Category Four: Valuing People 44

San Juan College – AQIP Systems Portfolio- November 2007Since 2005, 19 faculty and staff have received minigrantsthrough the CTX to support coursedevelopment, conference attendance, purchasecourse-related materials, participate in SJCinternational programs, and research. The followingillustrates the range of proposals: Child and FamilyDevelopment Center staff attended an early childhoodconference in Italy, home of the Reggio theory ofearly childhood development; an art instructorpurchased materials to support development of acourse on southwestern art; the director of theCultural Resources Management Program was ableto radiocarbon date an artifact from a nearbyarchaeological site and an English instructorconducted interviews with English 095 students todetermine if students with low academic skills foundmethods of instruction more effective than others.4R3 Professional staff job descriptions and workassignments are linked to departmental function andthe annual strategic planning process throughindividual charters of accountability and(PerformanceEvaluation Review. Student Services is piloting aprogram to link support staff job descriptions to thestrategic planning process. Charters of Accountabilitynote personal responsibility regarding institutionalgoals and commit staff to goal accomplishment.Faculty, staff, and administrators receive recognitionfrom regional and national associations includingNISOD, CRD (Council for Resource Development),the League of Innovation, and NCMPR (NationalCouncil for Marketing and Public Relations). Finally,the SJC Foundation annually recognizes facultyexcellence through the Annibelle Friddle, and LouAllison awards. Support staff is recognized with theFran Sandoval award and Physical Plant Excellenceaward. In addition, the Foundation awards fourDistinguished Teaching Chairs to faculty whoimplement Learning College principles and activelyengage in innovative classroom activities (see 4P7).PACE survey results also provide measures ofproductivity and effectiveness perceptions. Table 4.6shows responses by employee type.4R4 Salary levels for faculty are compared annuallywith other State and regional community colleges andlocal and regional employers to ensure SJC’s salariesremain competitive. Comparable data from peerinstitutions were gathered and analyzed during the2006-07 academic year for faculty, professional andsupport staff.Feedback from the CCSSE survey (see 3R1-2)indicates a high level of productivity andeffectiveness, in terms of faculty and staff, working toachieve goals. SJC outperformed peer institutions inthe following categories: classroom activities andengagement; opinions about SJC; quality ofrelationships; educational and personal growth;student services; and overall College experiences.Human Resources conducts informal surveys of othercolleges for position design and compensation, andformal benchmarking for compensation. Thoroughbenchmarking was done by a cross-functionalfaculty/administrative committee to determine facultyworkload policies in Mountain States colleges in 2005.The data was gathered and analyzed and formulatedinto college policies and procedures. The facultyworkload policies and procedures were approved inJuly 2007 and distributed in a revised FacultyHandbook in October 2007. The faculty’s satisfactionand effectiveness of the new policies will bemeasured over the next two to three years.Productivity and Effectiveness Perceptions Support Faculty Professional2. The extent to which my supervisor expresses confidence in my work 3.90 3.83 3.799. The extent to which my supervisor is open to the ideas, opinions and beliefs of 3.59 3.46 3.71everyone20. The extent to which I receive appropriate feedback for my work 3.29 3.38 3.3134. The extent to which my supervisor helps me to improve my work 3.33 3.33 3.5439. The extent to which I am given the opportunity to be creative in my work 3.74 4.02 4.003. The extent to which there is a spirit of cooperation within my work team 3.50 3.88 3.8633. The extent to which my work team provides an environment for free and open 3.29 3.95 3.91expression43. The extent to which a spirit of cooperation exists in my department 3.39 3.98 3.9045. The extent to which I have the opportunity to express my ideas in appropriate forums 3.29 2.98 3.3346. The extent to which professional development and training opportunities are 3.60 3.59 3.58available.Table 4.6. SJC Mean Scores by Work GroupAQIP Category Four: Valuing People 45

San Juan College – AQIP Systems Portfolio- November 2007Productivity and Effectiveness Perceptions SJC Mean Norm Base2. The extent to which my supervisor expresses confidence in my work 3.83 4.069. The extent to which my supervisor is open to the ideas, opinions and beliefs of everyone 3.60 3.8520. The extent to which I receive appropriate feedback for my work 3.32 3.4934. The extent to which my supervisor helps me to improve my work 3.43 3.5639. The extent to which I am given the opportunity to be creative in my work 3.93 3.973. The extent to which there is a spirit of cooperation within my work team 3.77 3.8033. The extent to which my work team provides an environment for free and open expression 3.75 3.7443. The extent to which a spirit of cooperation exists in my department 3.79 3.7145. The extent to which I have the opportunity to express my ideas in appropriate forums 3.22 3.5446. The extent to which professional development and training opportunities are available. 3.59 3.60Table 4.7 SJC Mean Scores from PACE Survey4I1 Human Resources, working in collaboration withadministrative workgroups, is updating andredesigning performance evaluations. A newevaluation process will help to better assess trainingneeds, improve staff performance, and align individualobjectives with SJC strategic goals. HumanResources is developing a pilot system to determinebasic skill sets by job category required per job andminimum skills in support staff positions.Processes for professional development targetedimprovement are identified through the professionaldevelopment surveys, workshop evaluations, andadvisory committees with input from members of thePresident’s Cabinet. Analysis of surveys and multipleinputs in the annual operating process forOrganizational Development identified professionaldevelopment process needs: alignment ofprofessional learning with institutional strategicdirection and student learning outcomes assessment.4I2 In light of the findings from the PACE institutionalclimate survey, SJC leadership has identifiedimproving internal communication and input as astrategic priority. A cross-functional Communicationsand Input Design Team has been charged withrecommending institutional processes that willenhance channels for communication and input inorder to provide as a basis for sustaining continuousimprovement at San Juan College. Additionalinformation regarding the charge of this taskforce ispresented in 5I2.Processes to be implemented during the 2007-08academic year in support of professional learning arean online employee transcript system for trackingemployee professional learning opportunities. Thistranscript will be provided in addition to the credit andnon-credit transcripts, so the employee can use themas part of the annual performance review and infulfillment of a professional learning plan. AnEmployee Development Gateway for better marketingand communication of calendar and events, access toopportunities and ease of request/registration is in itsinitial stages. Improvement is planned using feedbackgathered during the first three months of operation.AQIP Category Four: Valuing People 46

San Juan College – AQIP Systems Portfolio- November 2007Context for Analysis (C)5C1 SJC’s leadership structure and organizationalchart are described in the Overview. SJC leadershipand communication system is presented in Tables5.1, 5.2 and 5.3.As part of SJC’s commitment to providing itsemployees with opportunities to enhance their skillsand grow their careers, the College utilizes a crosssectionof faculty and staff to serve on variousstanding committees and task forces. A sampling ofthese types of committees is shown in Table 5.1.CommitteeWellness CommitteeSupport Staff DevelopmentCommitteeAQIP Project TeamsGrants Quality ReviewTeamsTable 5.1. Examples of SJC CommitteesCommunication ChannelAnnual President’s State of theCollege Address,Fall ConvocationPresident’s Messages (viaemail)Board of Trustees agenda andmeeting minutesCommunicator, bi-monthlynewsletter inserted in localnewspaper and distributedthroughout service area.www.sanjuancollege.edu,College catalog, courseschedules, student handbookPresident’s Cabinet meetingagendas and minutesSchool meeting agendas andminutesNews Clips, Staff NotesPurposeProvides opportunities forfaculty and staff to enrichwellness of the mind, bodyand soulCoordinates annual inserviceand monthly trainingopportunities for supportstaffResearches and implementsAQIP Action ProjectsCross functional teamconducts quality review offederal and state grantfunded programsPurposeCommunicates leadershippriorities for upcomingacademic year, includingStrategic PrioritiesDelivers time-sensitive,important information toall employees via emailPosted on websitePresident writes a regularcolumn on issues such ascampus expansion, newprograms, national issues,workforce developmentsand moreCommunicates officialpolicies to students andother stakeholders.Posted on SJC intranetPosted on SJC intranetCommunicates campusactivities and eventsElectronic communicationto share concerns orTell it to the President, Tell it tothe Vice PresidentscomplimentsTable 5.2 SJC Communication ChannelsSJC employs a variety of communication channels inorder to ensure the strategies and priorities of theCollege are communicated throughout theorganization and community. See Table 5.2 for asample of key communication channels.5C2 SJC’s Board publishes and periodically revises apolicy manual that sets the framework for theCollege’s philosophy, mission, vision, administrativeorganization, and the policies that govern theinstitution. Institutional procedures are developed inalignment with Board Policy. In 2007, the Presidentinitiated a San Juan College Leadership Academy, aweek-long event that provides experiences to helpparticipants to appreciate the breadth and depth ofchallenges and opportunities facing SJC, learningopportunities with invited nationally known guestspeakers, leadership reading/review materials, andteam building exercises. The academy is followed bya monthly leadership series. Last fall, the AssociateVice President for Learning spearheadeddevelopment of the Learning Leadership TeamHandbook. The first-ever electronic handbook,located on the SJC intranet provides a one-stop guidefor Deans.The Board holds annual retreats where policies andmajor issues are reviewed. The President and VicePresidents work with the Board as a team duringthese retreats to ensure that there is clear alignmentwith the Board and the leadership system. Boardmeetings are held monthly. Material procurements,new programs, critical institutional issues, budgetapproval and other strategic decisions are approvedat monthly meetings. In addition, departmental reportsand performance measures are presented to thepublic. Finally, the Board holds periodic work sessionswhen needed.The College’s systems are highly influenced byNMHED, New Mexico legislature and governor, theNorth Central Association Higher LearningCommission, federal program requirements,NACUBO guidelines, and by the numerous licensingand certification agencies. The College ensures thatthat its practices are aligned with these agenciesthrough internal reviews, external audits andcompliance reporting. For example, the Office ofStrategic Development has established a GrantsQuality Review process to annually review selectedgrant funded programs and projects (see Resultsbelow). Examples of external program audits includecontracting with Stamats to better understand andenhance the overall marketing efforts of the SJC andwith the Learning Resources Network (LERN) tocomplete a review of the CLC and B & I Training.AQIP Category Five: Leading and Communicating 47

San Juan College – AQIP Systems Portfolio- November 2007Leadership Group Role Composition Frequency CommunicationPresidentVice PresidentsExecutive leadership,forms policies andactionsPresidentVice PresidentsPresident’s Cabinet Information sharing President, VicePresidents, Deans, SeniorDirectorsVice President unitmeetingsLearningLeadership TeamPresident’sAdvisoryCommitteesGrants PlanningCommitteeInformation sharingassignments, issuesidentificationLearning strategicplanning; monitorLearning annual workplans; develop, modify,and implementprocesses;collaboratively addresslearning challenges;conductingenvironmental scansand proposing newacademic programsbased on communityneeds; Developstrategies to improvestudent retention andincrease enrollment.Listening and learningApprove grantprospectus, ensuregrant applications meetStrategic directivesCurriculumReview of new andCommitteecurrent programs andcourses, recommendsnew program approvaland changes to currentTable 5.3 SJC Leadership SystemWeeklySemi-monthlyOral and writtencommunication to staff asneeded.Meeting minutes posted tointernet; oral and writtencommunication to facultyand staff as neededDirect reports Varies by unit Oral and writtencommunicationVice President forLearning, Associate VP forLearning, DeansRepresentatives fromsupport staff, professionalstaff and facultyVice Presidents ExecutiveDirector, SJC FoundationTwo-thirds faculty, onethirdstaff andadministrationTwice Monthly(4 hours each)Twice persemesterMonthlyTwice monthly infall, once monthlyin spring, specialsessions if neededMeeting minutes posted onLLT SharePoint Calendar;Oral and writtencommunication to facultyand staff as needed.Meeting minutes posted onSJC intranetMeeting minutesAgendas, meeting minutes,submitted proposals, soonto be posted on SJCintranet5C3 SJC’s statement of values presented in theInstitutional Profile under girds its Mission and VisionStatement. Integral to those foundational principles isa long-standing tradition of community involvement.The spirit of the community is ingrained in theCollege’s culture. Examples include the annualluminarias display, sponsoring the annual FourCorners Professional Development conference, theperforming arts Silhouettes Series, and communityorchestra. The College allocates 4.5% of its operatingbudget to the School of Continuing Education &Community Development alone, the unit principallyresponsible for outreach to and partnerships withexternal groups. Many other units are involved inoutreach and partnerships with community groups.Processes (P)5P1 SJC’s Strategic Plan (see Category 8) is theprimary tool for setting institutional direction. TheAQIP process is also a major influence as it reinforcesat functional levels the major thrusts of the StrategicPlan. Institutional direction is further reinforcedthrough specialized accreditation of selectedacademic programs (identified in Category 1) as wellas the curriculum approval processes and specializedaccreditation for selected programs. The CTXprovides a venue for engaging faculty and staff inSJC’s commitment to Learning College principles ona regular basis. Employee recognition awards,including the President’s Mission Award, AllisonFaculty Excellence Award, Sandoval Support StaffAward, Physical Plant Excellence Award andDistinguished Teaching Chairs also represent meansfor reinforcing the College’s directions (See Table4.4). Feedback provided through the President’sAdvisory Committees is a valuable source of inputthat influences institutional direction, especially withregard to how well various processes and proceduresalign with the directions set forth in the Strategic Plan.SJC assesses student and stakeholder needs andexpectations in numerous ways, including advisoryAQIP Category Five: Leading and Communicating 48

San Juan College – AQIP Systems Portfolio- November 2007committees, student and employer surveys, studentfocus groups, employee climate surveys, communityforums, environmental scanning, and the CommunityCollege Student Engagement and Noel-Levitzsurveys (see Tables 3.1 and 3.2).5P2 Senior leaders focus on future opportunities andsustaining a learning environment in a variety ofways. SJC actively seeks federal and state grantopportunities such as U.S. Department of EducationTRIO programs and Title III along with New MexicoHigher Education Department awards to improve thelearning environment. The College activity seeksarticulation agreements with other undergraduateprograms within New Mexico and across the region.This allows students to stay in the community andearn bachelors and masters degrees on the San JuanCollege campus. The Higher Education Departmenthas determined that general education core coursessuccessfully completed at any regionally accreditedpubic institution of higher education in New Mexicoare guaranteed to transfer to any New Mexico publicinstitution.Active program advisory committees promotepartnerships, state-of-the-art curriculum revision,equipment donations and strong scholarship supportfor students. SJC, along with the SJC Foundation,provide opportunities and professional developmentprograms to ensure and maintain an active learningenvironment. OSS and OOD play key roles inguiding SJC into the future, with respect to exploringnew sources of funding and employee development.Leadership encourages benchmarking best practicesfrom other higher institutions and the private sector.Examples of benchmarking are presented below.OrganizationCommunity College ofBaltimore CountyValencia CommunityCollegeSanta Fe CCTemple CollegeLSU Shreveport School ofMedicineJohnson County CommunityCollegeBenchmark PurposeStudent outcomesassessment practices forstudent servicesPlanning, grantsdevelopment, assessment ofstudent outcomes,enrollment management,LifeMap,ABE/GED programAllied health concept ofSimulation CentersRespiratory programAcademic class schedulingand adjunct facultydevelopment programsRio Salado Community Benchmark online learningCollegeprocess and proceduresUniversity of Phoenix Curriculum developmentSteelcase UniversityLearning environmentsTable 5.4 SJC Benchmarking Best Practices5P3 The highest level decisions involve the Presidentand the Vice Presidents. Through a network of teams,taskforces, committees, councils, and advisory groupsrecommendations are developed on a wide variety ofpolicy matters for consideration by the College’sexecutives. Operational decision-making takes placeat the division, department or school level. Employeesare empowered to make decisions about everydayprocess improvements and workflow, provided thesedecisions do not impede or have a negative effect onother departments or the institution.SJC leadership has identified the followingframeworks for renewing the Strategic Plan in the2007-08 fiscal year: (1) Resource Allocation, (2)Enrollment Growth and Management, (3) Retention ofOur Students, (4) Developmental Education Successand (5) Communication Systems. These prioritieshave emerged in light of a pending decrease inenrollment-based state funding in the 2008-09 fiscalyear, findings from a institutional climate survey thatreveal employee concerns about communication anddecision-making, and mounting concern regarding thestate’s and region’s competitiveness in a globaleconomy. These priorities will be addressed throughthe following new task forces:5P4 Prior to making final decisions, SJC’s leadersreview and analyze pertinent information, much ofwhich has been collected and reviewed first throughthe network of groups mentioned above in 5C1 and5P3. The Program Approval Process, for example,requires analytical review of specific stakeholders andemployment information for review prior to approval ordenial of new program requests. The Board ofTrustees has established a policy of periodic review ofacademic programs to determine their financialviability, relevance to labor market needs and studentinterests, and alignment with SJC’s mission. TheLearning Leadership Team under the direction of theVice President for Learning continually monitors thesefactors on a regular basis in carrying out this policy.The Personal Assessment of Campus Environment(PACE) survey of all employees was conducted in theearly spring 2007 to assess the perception of currentprocesses for communicating and providing input intodecision-making (see Results section).5P5 Every student and College employee and retireehas an email address automatically generatedthrough OTS. As such, each employee has directaccess to campus wide communications via desktopcomputers. Employees can communicate directly withother individuals or to groups through distribution lists.Formal and informal processes create interlockingrelationships to engender communication betweenand among all institutional levels.AQIP Category Five: Leading and Communicating 49

San Juan College – AQIP Systems Portfolio- November 2007Taskforce Charter Liaison Strategic DirectiveEnrollmentDevelop and implement strategies toincrease enrollment by at least 3.5percent annually in student credit hoursbased on the findings of the STAMATSStudent Recruitment Audit andbenchmarking the best practices ofother colleges.Vice President for StudentServicesValue Educational Accessand Student SuccessCommunication and InputDesign TeamOn-Line LearningAssessmentDevelopmental EducationTable 5.5 Strategic Plan TaskforcesBenchmark collaborative institutionalsystems and structures that willenhance communication as well asserve as bases for sustainingcontinuous improvement at a functionallevel.Develop strategic directives andguidelines for developing courses,programs and student support services.Further the Common Student LearningOutcomes (CSLOs) to assess studentlearning outcomes and to use theknowledge gained through theAssessment Academy initiative toimprove pedagogy and curricula.Research best practices of othercolleges and recommending strategiesto improve success in developmentalcourses.Vice President for InstitutionalResearchand PlanningVice President for BusinessServicesVice President for LearningVice President for InstitutionalResearchand PlanningVice President for LearningValuing PeopleValue Educational Accessand Student SuccessValue Educational Accessand Student SuccessValue Educational Accessand Student SuccessWeekly News ClipsCommunicatorConvocation ceremonies President’s State of the College addressDOWNWARDCOMMUNICATIONXXXUPWARDCOMMUNICATIONStaff Notes newsletterXPresident’s Advisory Committees X X XLegislative ReceptionXSJC Portal Intranet) X XFaculty meetings X XTech Update (Office of Technology Services newsletter)XStudent forumsXCommunity forumsXBoard retreat X XAdvisory Councils X XSchool meetings X X XQuality Councils X XCTXfiles newsletterX“Tell it to the President” email link X X“Tell it to the Vice Presidents” email links X XPosted agendas and minutesTable 5.6 SJC Communication SystemsX2-WAYCOMMUNICATION5P6 As pointed out in 5C1, 5P2, and 5P5 above, SanJuan College has a network of taskforces,committees,councils, and advisory groups withinterlocking memberships that are used tocommunicate shared themes and emphases intendedthrough information sharing, discussion, and study topromote alignment with the mission and strategicdirection of the institution. The Charter ofAccountability, an annual work plan for professionalstaff, is another instrument used to communicate ex-pectations regarding institutional directions andopportunities. The processes and instruments thatcomprise the communication system further enhancereinforcement of mission and strategic direction.The President and Vice Presidents meet on a weeklybasis to confer on matters pertaining to operationalissues, policies, and feedback from various actors andinfluencers in the decision-making process. ThePresident’s Cabinet consists of executive and midmanagementadministrators who meet bi-monthly toAQIP Category Five: Leading and Communicating 50

San Juan College – AQIP Systems Portfolio- November 2007share information and discuss major policy andoperational issues.Along with a variety of publications (traditional mediaand electronic) supported through the PublicRelations Office, San Juan College uses numerousways to communicate beyond leadership reporting.For example, to communicate results of a collegeeconomic impact study conducted in 2005, paidperformance indicator advertisements were placedquarterly in the Daily Times, Navajo Times and FourCorners Business Journal. Topics included economicimpact, high school graduates who attend San JuanCollege, graduation rates (including Native American),enrollment growth and community service. TheOrganizational Development Office coordinates yearlyopen forums offered for a full week duringConvocation Week, providing opportunities to share,learn, and serve.Employees are encouraged to become involved in thecommunity and many serve on the boards of localorganizations. The College is also active in thecounty-wide United Way campaign, with the Presidentserving as campaign chair for the current year.5P7 Aside from the San Juan College LeadershipAcademy, the College provides leadershipencouragement at semi-annual retreats for theLearning and Student Services teams, often includingmembers of other divisions of the College in thoseactivities. The Business and Industry Training Centeroffers professional development and trainingsessions, with best practice skills, taught by industryleaders for the college leadership teams, faculty,professional staff, and support staff.Additional development opportunities include:• Each year SJC nominates four faculty for theExcellence in Teaching Award recognition by theNational Institute for Staff and OrganizationalDevelopment (NISOD) celebrating excellence inteaching.• Leadership San Juan, of which SJC is a partner,builds upon the dedication and leadershipabilities of the participants. Class members learnabout every major aspect of our community.Annually, SJC selects up to four staff to apply tothe program.• Staff and faculty are encouraged to becomeQuality New Mexico reviewers. Quality NewMexico recognizes businesses and educationalinstitutions from commitment to progress toexcellence.• SJC has joined the CQIN Network. Each year ateam of faculty and staff attend the SummerInstitute. A new project is developed each year tosupport the institution’s quality initiatives.5P8 While SJC cannot deliberately choosesuccessors because of federal and state affirmativeaction regulations, the campus environmentencourages individuals to consider leadershippositions. Although there is not a formal successionprocess, the President regularly involves seniorleadership in a variety experiences, both internallyand within the larger community it serves. The SanJuan College Leadership Academy is open to staffand faculty of all levels. Faculty are encouraged toconsider leadership positions as department chairsand program directors. Currently, three faculty areserving as interim deans. Other campus leadershipopportunities include the Distinguished TeachingChairs, Allison Award, Annabelle Friddle Award,Sandoval Award, Physical Plant Excellence Awardand Innovation of the Year Award (see Category 4).5P9 Every two years the College administers aclimate survey that covers such issues as employeemorale, communication, commitment to mission andcontinuous improvement, and leadership. Themeasure gives direction to strategic initiatives andgoals for the coming years. The PACE ClimateSurvey was administered in February 2007 andresults were presented as part of the Fall 2007Convocation by Dr. Leila Gonzalez-Sullivan, Director,National Institute for Leadership Effectiveness (NILIE)at North Carolina State University.Results (R)5R1 Community forums were held in 2005 inFarmington, Aztec, Bloomfield, Shiprock and Kirtlandin preparation for a county-wide bond election. Theforums provided College leadership with invaluableinput and have proven to be ideal two-waycommunication vehicles. As a direct response to inputfrom individuals during these forums, a strategic planfor 2006-2011 was developed. As follow-up, lettersfrom the President, as well as a brochure detailing thestrategic plan was mailed to all the participants of theforums from the five communities.To ensure compliance and gain more meaningfulinstitutional benefits from grant funded programs, aGrants Quality Review process, modeled after theQuality New Mexico Pinon Award, was piloted in2006-07. A cross-functional team conducted a qualityassessment of one federal and one state grant fundedprogram. The team met with program staff and theappropriate Vice President to share strengths andidentified opportunities for improvement. Bestpractices were incorporated into the overall grantscompliance procedures fall 2007-08, the reviewprocess is now aligned with the Quality Quick Check(see Category 8).AQIP Category Five: Leading and Communicating 51

San Juan College – AQIP Systems Portfolio- November 2007Community InputNeed to provide basic skills training for the workforceDo more technical education career paths for high school studentsDevelop more specialized programs with local business and industryEnhance communication with middle and high school studentsBuild a closer relationship with Dine College (tribal college)Do more outreach to smaller communitiesExpand health occupationsNeed to extend current offering of four year programsNeed to extend current offerings of evening classes at off campus locationsNeed to extend current offerings of online classesProvide better disability information, access, servicesTable 5.7 Community Input into the Strategic PlanStrategic DirectiveValue Information and Market RealitiesValue Information and Market RealitiesValue Information and Market RealitiesValue PartnershipsValue PartnershipsValue PartnershipsValue PartnershipsValue Educational Access and Student SuccessValue Educational Access and Student SuccessValue Educational Access and Student SuccessValue Educational Access and Student Success5R2 The PACE survey is a nationally normedinstrument that was used for the first time in 2007,therefore comparisons with the previous in-houseclimate survey are dubious. Use of a nationallynormed instrument permits the College to assess itsresults in comparison to other institutions.Figure 5.1 indicates that San Juan College deviatesmost dramatically from the national norm onInstitutional Structure, with a score of 3.01, comparedto 3.26 (on a scale of 1 to 5). San Juan College waslower on two domains than the national norm base(Supervisory Relationships and InstitutionalStructure), the same on one (Teamwork) and higheron Student Focus (Table 5.2).Specifically of most concern, however, is the meanscore of Institutional Structure as rated by functionalrole. The graph Figure 5.3 below indicates that facultyrate this domain as the lowest, falling into theCompetitive style.CollaborativeConsultative543Mean Scores of the Institutional Structure Climate Factoras Rated by Functional Roles at San Juan CollegeSupport StaffFacultyProfessional StaffThe graph below Figure 5.3 details the mean climatescore as rated by employees’ functional role.Competitive2CollaborativeConsultative54San Juan College Climate Compared with the NILIE PACE Norm BaseCoercive11 4 5 6 10 11 15 16 22 25 29 32 38 41 44Figure 5.2Mean Climate Scores as Rated by Functional Roles at San Juan College.5Collaborative3CompetitiveCoercive21SupervisoryRelationshipInstitutionalStructure2007 PACENorm BaseTeamwork Student Focus OverallConsultativeCompetitive432Support StaffFacultyProfessional StaffFigure 5.1Coercive1Figure 5.3SupervisoryResponsibilityInstitutionalSt ruct ureTeamwork Student Focus OverallAQIP Category Five: Leading and Communicating 52

San Juan College – AQIP Systems Portfolio- November 2007Overall, the following have been identified as areas inneed of improvement at SJC. All of these itemsrepresent the Institutional Structure climate factor.• The extent to which information is shared withinthis institution,• The extent to which open and ethicalcommunication is practiced at this institution,• The extent to which decisions are made at theappropriate level at this institution,• The extent to which I am able to appropriatelyinfluence the direction of this institution,• The extent to which spirit of cooperation exists atthis institution,• The extent to which this institution isappropriately organized,• The extent to which institutional teams useproblem-solving techniques,• The extent to which my work is guided by clearlydefined administrative processesOverall, the following have been identified as areas ofexcellence at SJC. Eight of the ten items representStudent Focus climate factor and two represent theSupervisory Relationships climate factor.• The extent to which I feel my job is relevant tothis institution’s mission,• The extent to which open students receive anexcellent education at this institution,• The extent to which this institution preparesstudents for a career,• The extent to which students are satisfied withtheir educational experience at this institution,• The extent to which faculty meet the needs ofstudents,• The extent to which student ethnic and culturaldiversity are important at this institution,• The extent to which I am given the opportunity tobe creative in my work,• The extent to which this institution preparesstudents for further learningImprovement (I)5I1 Feedback from students, faculty, staff andstakeholders is reviewed regularly at all levels of theinstitution as described below in Table 5.8. If thedata indicate a negative trend, it is reviewed,discussed and analyzed.5I2 SJC leadership has identified improvingCommunication Systems as a strategic priority in2007-2008. This priority has emerged in light of theresults of the PACE survey. A cross-functionalCommunications and Input Design Team has beencharged with recommending institutional processesthat will enhance channels for communication andinput in order to provide as a basis for sustainingcontinuous improvement at San Juan College.In focusing on communication and input, the team willconcentrate on the five top areas in need ofimprovement as identified in the report of the results:• The extent to which information is shared withinthis institution• The extent to which open and ethicalcommunication is practiced at this institution• The extent to which decisions are made at theappropriate level at this institution• The extent to which I am able to appropriatelyinfluence the direction of this institution• The extent to which a spirit of cooperation existsat this institutionThe design process will be:• Strategic in terms of impacting the results theCollege aims to provide to society and tostudents as they progress in their programs oflearning.• Collaborative so as to ensure broad-basedparticipation and a means for stakeholder groupsto be heard and to influence therecommendations.• Focused on building trust through effectivecommunication and negotiation that makes it safeto identify and challenge assumptions, andsupport agreements on shared values andmutual commitments that are aligned with SJC’sVision, Values, and Mission.• Will be meaningful in that it will lay the foundationfor recommendations intended to establish ameans for communication and input that willassist in furthering decisions that will shape theimplementation of the SJC Strategic Plan.• Data-informed, using qualitative and quantitativedata that are reviewed as recommendations forcontinuous improvement are developed.• Expected to provide progress reports to thePresident’s Cabinet on 26 November 2007 and05 April 2008 as a year end report. Responsiblefor communicating its work to all Collegeemployees and students.The recommendations from the design process will:• Result from benchmarking at least three modelsat other institutions of higher education.• Include formative and summative evaluationcomponents that employ agreed uponperformance indicators that can be used toassess the effectiveness of the proposals that areimplemented.• Propose sustainable collaborative processes thatcan be functionally integrated into the operationof the College in ways that will sustain continuousquality improvement.• Support collaborative processes that ensure thatinitiatives of the Strategic Plan align with theVision, Values, and Mission of the College.AQIP Category Five: Leading and Communicating 53

San Juan College – AQIP Systems Portfolio- November 2007• Be communicated to all College employees andstudents.• Be expressed clearly, with language that isunderstood by stakeholders and with clearmeans of measuring progress.Overall effectiveness of the effort of this team will beassessed through:• Changes in responses to the PACE survey• Establishment of new communication and inputprocesses and structures• Assessment of the effectiveness of these newcommunication and input processesProcess Description Purpose Owner EvidenceFaculty, Support StaffMeeting Minutes& ProfessionalAnnual ReportsCommitteesMultiple AdvisoryCouncilsAdvise SeniorManagement on ways toimprove communication& leadership at SJCSJC PresidentVice PresidentsDeansDirectorsSurveysClimate SurveyPerformanceMeasures SurveyPerkins CoreIndicator/SurveyMeasure student, faculty& staff satisfaction ordissatisfaction with SJCAcademicDepartmentsInstitutionalResearchDocumented onlinePrinted reportsPosted on SJC website.ReportsEconomic ImpactKPIAnnualSummarizes all datagathered to informstudents, staff,stakeholders of SJCstatus.PresidentVice PresidentsOnline reportsWritten ReportsPresentationsBriefingsMedia / ArticlesAt the beginning ofeach semester (Aug-Jan) the Presidentand select SeniorAdministratorstalk/brief allemployees aboutSJC plans, programs, goals & objectivesProvide generalinformation about thestate of the school, whatis being done and wherewe are trying to goPresidentSenior AdministratorsPosted on SJC websitedownloadableLeadership San JuanProgramA communityprogram to identify,enlighten &encourage emergingleaders in San JuanCountyDesigned to increaseawareness & knowledgebase of participants onissues that impact theCountyPresident SJCVP-LearningDean – CECD (CLC)SJC WebsiteCommunity MemberSectionB AIT (QCB)Leadership &Management CenterMultiple BusinessManagementTraining Classes(Franklin Covey)(Achieve Global)Provide customized feebased classes & generalmanagement training tolocal businessesDean CECDDirector B&IStaff B&IEnd of Year Reports(internal) #classes,#students, $’s collectedSan Juan CollegeLeadership AcademyWeek-long trainingworkshop followed bya monthly leadershipseriesTo give more employeesthe opportunity to growin their jobs and developmanagement skillsPresidentVice PresidentsPromotion rates of“graduates”Office of OrganizationalDevelopment/Center forTeaching ExcellencePlanned and targetedtrainings, readingseries, presentationsPromote excellence inteaching throughconversation, researchand support forinnovative practicesFaculty, StaffAttendance at events,involvement in offerings,willingness to presentTable 5. 8 SJC Feedback StrategiesAQIP Category Five: Leading and Communicating 54

San Juan College – AQIP Systems Portfolio – November 2007Context for Analysis (C)6C1: Supporting institutional operations are designedand delivered to enhance San Juan College academicprograms and to facilitate active learning, studentsuccess and student and stakeholder satisfaction.Virtually every department on campus contributes tosupporting student success. Table 6.1 highlights keystudent and administrative support service processes.Table 6.1 also indicates the key processes currentlytargeted for improvement efforts and the stakeholdergroups impacted directly by these services, withprogress categories.The support service process needs of students,identified and currently targeted, are learning support(student on-campus and extended learning support)and student services (advising, counseling, and diningservices). Employee support services currently beingaddressed in institutional initiatives are theimprovement of administrative and managementsupport, professional development, and learningresources/facilities upgrades. Community supportimprovement efforts center on addressing workforceneeds of the service community and updating facilitiesfor greater support of community activities.6C2 Key student and administrative support servicesreinforce the processes described in Category 1Helping Students Learn by providing theorganizational infrastructure to facilitate thedeployment of College activities leading toachievement of institutional goals and priorities.Key SupportProcessesAdvising andCounseling Center(ACC)Datatel/Daisy*/DataWarehouseLearning CommonsFacilities Processand Master PlanOrganizationalDevelopment andCTXAligned StrategicBudget ProcessInitiativeKey Support Service Process NeedsCentralized ACC utilizing the total intakemodel for increased student satisfactionand retentionIntegrated database system to managesignificant campus processes andknowledgeExpanded services for Library, StudentActivities, and access for communityAddress exponential growth. Adapt tochanging needs of programs and theinstitution.Comprehensive professionaldevelopment system and supportingfacilities.Alignment of initiatives and action planswith resource allocation and SJCStrategic PlanEmergency Services Comprehensive and coordinated effort toand Management improve safety and security inPlancoordination with community agencies.Realignment of Response to market realities andSchoolsregional industry needs.Develop a framework for a strategic planDining Services for the new café and kitchen scheduledto open in 2008Table 6.1 Key Support ProcessesSupport services reinforce processes through theincreased attention to professional learning andorganizational development, particularly in the areasof adult learning, student outcomes assessment, andtechnology skills for classroom management.Improvements in student advisement and counselingcenter processes, increased number of learningcommunity offerings, and improved programs incommunity learning are described further in othercategories. The support services are tied directly toCategories 1 and 2 through the College’s mission andstrategic planning and annual planning processes.Processes (P)6P1: Student support service needs are identifiedthrough a variety of listening and learning methodsidentified in Category 3 and include various internaland external environmental scans. These includeNoel-Levitz Student Satisfaction Survey, CCSSE,focus groups, surveys, Quality Councils, studentforums, benchmarking/best practice consultants,observing interactions with support services.Deficiencies and gaps are identified from the datagathered. The areas of need are prioritized based onimpact and available resources, and then action plansare developed and implemented.As previously discussed, NLSSI data indicated thatthe College needed to improve its advising system. InStakeholdersStudent Administrative CommunityXXXXX X XXXXXXX X XXXProcessProgressApproachDeploymentApproachDeploymentLearningApproachDeploymentLearningApproachDeploymentApproachDeploymentLearningTrendsApproachDeploymentLearningApproachDeploymentApproachDeploymentX X X ApproachAQIP Category Six: Supporting Institutional Operations 55

San Juan College – AQIP Systems Portfolio – November 2007April 2005, as part of the outcomes for the “Achievingthe Dream” (ATD) grant, a national consultant visitedcampus and interviewed administration, faculty,students, and counseling staff to determine the stateof advising on campus and recommend a model,supported by research, to improve advisingprocesses. Following the consultant’s visit, anAdvising Center committee was formed consisting ofcounselors, advisors, faculty, deans and professionalstaff from across the campus. Research andbenchmarking was conducted and recommendationswere presented. The Advising and Counseling Centerwas designed and Phase I implemented in thesummer of 2006 and Phase II implemented fall 2007.(should do – as funds allow) and low priority (nice todo – should funds be available). After the budgetingprocess is complete, the President sends out acampus wide email detailing the facilities allocationsfor the upcoming budget year. The Space Committeemeets weekly and oversees the completion of eachproject. The committee is comprised ofrepresentatives from the Physical Plant, Purchasing,OTS, and Media Services.Dining Services at SJC transitioned from a contractedservice to self operation in September 2005. Thequality of the products and services has increasedsignificantly over the past two years but the operationis showing a significant financial loss. San JuanCollege has contracted the services of InnovativeHospitality Solutions to review the existing operation.The goals are:• To provide a snapshot of the current DiningServices program as it exists todaycomparing current offerings to industrystandards• Review and evaluate the administrativesystem in place to manage the program andprovide recommendations for improvement• Evaluate the past financial operatingperformance of the department and assistthe College to increase revenues and/ordecrease expenses to achieve the 2007-08business plan goalsFigure 6.1 Facilities Planning Process6P2: The aligned SJC planning and facilities planningprocess is the primary method for identifying theadministrative support service needs of faculty, staff,administrators, and other key stakeholder groups.This “bubble up” process allows needs to be identifiedand prioritized. (Figure 6.2) All internal stakeholdershave a voice in this process. Key methods foridentification of external stakeholder needs includeadvisory councils, forums and communitypartnerships. Advisory Boards provide an importantpartnership in support systems and are describedmore completely in Category 9.The facilities planning process is an annual planningprocess specifically developed to allow the institutionto be more responsive to facility needs. The facilitiesplanning process and presentations are open to allstaff so that everyone can be made aware of campuswide needs. Anyone (with support from theirsupervisor) with a facility need can make apresentation at the forum. Presenters are asked toanalyze their needs, research monetary costs, and beable to prioritize aspects of the request. After input isprovided from all internal stakeholders, the Presidentand Vice Presidents discuss the requests in detail inorder to prioritize needs based on high priority (haveto do - compliance and student need), medium priorityMaster Planning ProcessThe Facilities Master Plan establishes a developmentframework to guide future growth and change oncampus, including the location of new facilities andrelated infrastructure and site improvements. Anearlier Master Plan was 100% complete, prompting anew master planning cycle (The New MexicoDepartment of Higher Education requires a newmaster plan be developed every five years withannual updates). A specialty firm was hired in 2006and the process to identify long-term facilities needswas facilitated by a professional planning consultant.In order to gain an understanding of the factorsinfluencing the future of SJC, the consultant surveyedfaculty, staff and administrative planning committee.The survey included questions on academic programsand services, quality of life and environment forlearning, physical character of the campus, andphysical or functional deficiencies. Periodic briefingswere presented to the San Juan College Board. Theplan was completed in fall of 2006, and adopted at theJanuary 2007 Board meeting. This new Master Planprojects infrastructure growth through 2011.6P3: Key student and administrative support serviceprocesses are managed on a day-to-day basis usingmultiple methods appropriate to the department andAQIP Category Six: Supporting Institutional Operations 56

San Juan College – AQIP Systems Portfolio – November 2007process to ensure that they are meeting the needs ofstudents and key stakeholder groups.Documentation of processes includes standardoperational procedures manuals, managementsoftware, diagrams and process charts, and feedbackmechanisms such as Quality Quick Checks. Otherdocumentation is available through the employeemanuals and the college intranet. Changes inprocesses are communicated through convocationactivities, internal publications, email, and the collegeintranet. Employee orientations communicate keyprocesses and support services. An employeetranscript and Employee Development Gatewayprovide easy access to professional learninginformation, request forms, calendar of events, andlocations for opportunities.6P4: Feedback loops and cycles of improvement areused to improve key student and administrativesupport processes. The primary cycle of improvementis the aligned strategic budget process initiative.While many departments use a continuousimprovement model to improve their services,analyzing data and information in operationalprocesses, these pockets of quality need to bedeployed throughout the College. Departmentsutilizing a continuous improvement model includeOrganizational Development, Physical Plant, AuxillaryServices, HHPC and OTS. An example of how keyadministrative support areas use information toimprove services is the Help Desk tickets and ratingssystem management in OTS. Help Desk creates awork order ticket, either online or via phone, andprogress is tracked. Completion of tickets prompts anautomatic satisfaction of service survey to the enduser and tickets are analyzed for trends of serviceneeds. Management follows up with a response toany low ratings and technical solutions to trendingissues, such as training or projects for improvement ofservice.6P5: SJC collects performance indicators thatinclude key support service process informationduring regular cycles of assessment, generally twoyears for more extensive evaluation and annually orquarterly for short cycle formative assessments forprocess improvement. The Noel-Levitz StudentSatisfaction Survey, CCSSE, climate survey andprofessional learning needs assessments arecollected at the institutional level on a regular basisDepartmental processes include the collection andanalysis of feedback, participation levels andsatisfaction surveys for improvement.Results (R)6R 1-2-3 Advising Process Given the results fromNLSSI a priority to improve Advising and Counselingservices was identified. This priority was furtherreinforced by data from student, faculty and stafffocus groups. An outside consultant assisted in thedevelopment of the SJC Advising and CounselingCenter (ACC) model. The Centralized Advising andCounseling Center Action Project was designed andbegun in July 2006.National trends indicate the importance of advisinghas remained fairly constant, while SJC studentsindicated an increasing trend in importance. At thesame time, satisfaction with advising shows resultssimilar to national trends, yet inconsistent and nothigh performance satisfaction. Analysis of theimportance of advising and satisfaction with advisingrevealed key gaps in performance to address. SeeFigures 6.3 and 6.4 below.The information in Table 6.2 reveals a commonthread of perceived student, faculty and staffobstacles to the advising process. This helped todrive an action plan that focused on improvement ofthe student advisement process, leading to theadoption of the new ACC model.5.45.254.84.64.4Satisfaction with Advising1999 2001 2003 2005Figure 6.2 SJC Student Satisfaction with Advising6.26.165.95.8Importance of Advising1999 2001 2003 2005Figure 6.3 Importance of Advising for SJC StudentsNat'lSJCSJCNat'lAQIP Category Six: Supporting Institutional Operations 57

San Juan College – AQIP Systems Portfolio – November 2007Advising Obstacle Key ThemesConsultantSurveyATD FocusGroupsSJC FocusGroupsNot enough time with advisors X X XAdvisor information not consistent X X XDon’t know who advisor is X X XLack of interest from advisor X X XLack of good communication with advisor X X XUpdated, understandable curriculum guides X XAssigned an advisor outside my field of studyXRequired orientation not helpfulXTable 6.2 Advising Obstacle ThemesThe process of moving to the new ACC model beganin the summer of 2006. Full implementation isexpected by Fall 2008. To date, nine core advisorshave begun the training process. All of the specialtyadvisors (30) attended the first training at the spring2007 Convocation. Two additional full time advisorshave been hired to assist with increased contacthours required by this new model.Facilities Process:The Facilities Process annual cycle created toaddress short-term facility and infrastructure needsnot addressed in the Master Plan has been used forfour years. Table 6.3 below shows a comparison ofthe number of projects submitted, number of projectsselected and number of projects completed to date.An example of a successful renovation project is therelocation of the Cosmetology program from a smallerlocation off campus (2,200 square feet) to its presentlocation within the School of Trades and Technologybuilding (5,000 square feet) resulting in an increase inprogram enrollment from 40 to 70 students.several services and improve still others. Results forLibrary Services are given in the following figuresBooks CheckedOut18,00016,00014,00012,00010,0008,0006,0004,0002,0000Book CirculationCirculation2004 2005 2006 2007Projects 2004 2005 2006 2007Number ofprojectssubmitted 30 39 38 28Number ofprojectsselected 24 36 31 17Number ofprojectscompleted 24 36 29Table 6.3 Facilities Projects 2004-2007Learning Commons4 todateClassesTaught250200150100Class Instruction/Library ServicesInstructionSessionsThe creation of the Learning Commons is oneexample of improved services. It contains theenlarged and updated Library which also houses thecounty law library; Student Activities facilities; meetingrooms for student government and clubs; computerrooms; a commons; and the Center for TeachingExcellence, among other support facilities. This centerwas built in response to internal and externalcommunity needs, with relevant changes based onresults. Data analysis revealed a need to expand5002004 2005 2006 2007Figure 6.4 SJC Book CirculationFigure 6.5 Class Instruction and Library ServicesAQIP Category Six: Supporting Institutional Operations 58

San Juan College – AQIP Systems Portfolio – November 2007Students, employees and community membersasked that library services be improved by providingbetter circulation processes and student instruction inusing library resources. In addition, trends indatabase searches indicated a need to increase thecomputers provided in the library, provide wirelessaccess, and expand the available databases. Theinter-library loans showed a similar trend, increasingdramatically from 2004 to 2005. The new LearningCommons library opened in 2006 allowed forimproved and expanded services to students andcommunity members.1000950900850800InterLibraryLoansCollaborative ServicesNumber ofSearchesOnline Library7502004 2005 2006 2007Figure 6.8 Collaborative Services Trend Data350,000300,000250,000200,000150,000100,0006050,0000DatabaseUse2004 2005 2006 2007Figure 6.6 Online Library Use Trent DataAvailable DatabasesThe increase in database use indicated a need toexpand the number of databases available tostudents, faculty, and community members so thecollege has expanded this service, and the newfacility includes more computer access. The librarycontinues to collect satisfaction and circulation data,disaggregated by stakeholder group, to meet theneeds of each group.Improvement (I)6I1 Improvement of current processes and systemsfor supporting institutional operations takes place onan annual short cycle formative assessment andimprovement planning model described earlier in thiscategory. Key elements of the planning process aredesigned into each level of improvement effort:institutional, system, and departmental. For example,OTS uses the operational planning cycle to improveand update the Disaster Recovery Plans, SecuritySystem Check, and Software updates. Futureimprovement for next year will continue these effortsand also include Personal Information managementand Print Process for cost savings.50403020100Number ofDatabases2004 2005 2006 2007Figure 6.7 Increase in Number of DatabasesWith the introduction of line item budgeting for alldepartments for the 2007-08 fiscal year, San JuanCollege has set higher expectations for budgetmanagers with regard to planning for, and monitoringthe financial performance of, their respectivedepartments. Line item budgeting also makespossible more precise analyses of expenditures thatwill permit a more effective allocation of resourcesand support of institutional operations.Advising and Counseling Center ProcessUsing the importance of advising as a benchmark, thelow numbers of students advised led to a firstimprovement effort with the implementation ofintrusive advisement (temporary drop in satisfaction in2003), and the subsequent Advising and CounselingCenter improvement action project. Increased visitand advising totals now indicate improvement inaddressing student service needs and an increase insatisfaction with advising. It is anticipated that bothAQIP Category Six: Supporting Institutional Operations 59

San Juan College – AQIP Systems Portfolio – November 2007satisfaction and number of students advised willcontinue to increase in the future.Figure 6.9 shows the rapid growth in number ofstudent visits to the ACC. Data for 2004 were notavailable. The dramatic increase between 2003 and2005 was due to implementation of a 24 credit hourmandatory advising policy implemented in Fall 2002.Number of StudentsAdvised500040003000200010000SJC Visit totals2003 2005 2006YEARFigure 6.9 Increased Number of Students AdvisedNumber of StudentsAdvisedAn evaluation system is included in the timeline for thenew ACC model. The system includes the continualassessing of budget, space, and staff needs as well asevaluating Core and Specialty advisors, proceduresand processes. Core advisor evaluations wereconducted in May 2007. This included a self evaluationas well as evaluating the ACC process. Survey resultswill be used to make improvements. In Spring 2008,the ACC will conduct a student survey under the newmodel and compare to the results of the old model.Initial anecdotal feedback from students is positive.Facilities ProcessThe Space Committee has designed and piloteda new Construction Project Template which includesa scoring system (4 points = excellent, 3 points =good, 2 points = satisfactory, 1 point = unsatisfactoryand 0 = not completed) for each phase of the project(see Table 6.6). A “champion” is identified who iscommitted to ensure each task is completed anddocumented and desired results are achieved. Thetemplate is customized for the size of the project. Forexample, the Dean of Health Sciences, Director ofNursing and Director of SJC West Campus weredesignated champions for the construction of the newCertified Nursing Assistant (CNA) and generalscience lab located at the SJC West Campus.Utilizing the new system, the proposed one yearproject was completed in six months, allowing theCollege to offer fall courses including geology, biologyand CNA.6I2 How do you set targets for improvement?Targets for improvement are set through performanceindicators indicated by state mandates, strategicdirection progress or institutional performance dataand expectations. Analysis of available data,benchmarks and best practice, comparisons to otherinstitutions and external business practices are usedin setting baseline targets and achievable goals foreach year.AQIP Category Six: Supporting Institutional Operations 60

San Juan College – AQIP Systems Portfolio – November 2007Master Planned Project: Project Title: Department:In the Strategic Plan:Yes/NoThe Five Phases of a Project: Project Description, Purpose, Goals and History;1. Concept: An idea is born.2. Define: A plan develops.3. Bid the Project4. Build: Team does the work.5. Close: The Project ends.Team Life Cycle Phases Customized Risk Management Recommendations Score CommentsConceptual Planning Phase 1. Leadership to approve the academic plan per req.Confirm Leadership Approval 2. Leadership to approve the building plan conceptConfirm Funding Approval3. Leadership to name the Project ChampionConfirm the Project Scope4. VP of Business to approve the funding sourceConfirm Key Project Info.5. Design Team (DT) to document key project info.Confirm the Project Schedule 6. DT to document scope & schedule for the projectHire Professionals w/Experience 7. Secure A&E firm through RFP & execute AIA B-141Define the Project w/drawings 8. Leadership to list focus groups & stakeholdersConfirm the team w/Leadership 9. A&E/DT to meet with focus groups & stakeholdersConfirm the vision w/Leadership 10. Schematic Drawings w/signature approval (WSA)Confirm the plans w/Leadership 11. A&E Submit Design Development Drawings WSAConfirm $ OPC w/Leadership 12. A&E/DT to check with focus groups & stakeholdersConfirm schedule w/Leadership 13. A&E Submit DD for Board & HED approval WSAVerify w/SJC Board & the HED 14. A&E Submit Contract Drawings for approval WSAInclude the team in the process 15. Scrutinize the plan with all team members & DTBid for Construction Services 16. Purchasing to formally advertise & bid the projectFollow the procurement process 17. A&E to provide addendums & a pre bid meetingCommunicate Project Info.18. Bid Opening & verify bid documents per the reqs.Communicate Bid Results19. Report bid results to leadership for considerationConfirm Results w/SJC Board 20. Board to approve the bid and award the contractProcurement to verify contract 21. Execute the AIA 101 contract before starting workPP to perform Partnering Sess. 22. Partnering session or Preconstruction MeetingCommunicate w/stakeholders 23. Inform internal customers of the project scheduleBuild the Project24. Hold weekly meetings w/contractor & A&E firmConfirm contract compliance 25. Resolve incomplete/conflicting info. on drawingsCommunicate construction info. 26. Process ASI's, CO's and perform testing as req.Communicate project progress 27. Maintain updates on progress with customersProcess Submittals, CO's, ASI's 28. Implement solutions as the project progressesProcess monthly pay requests 29. Work for substantial completion of the projectComplete & Close Out Project 30. Make immediate plan for academic utilizationConfirm the occupation plan 31. Keep focused on the punch list to completeComplete the punch list32. Finalize as-builts and close out documentsComplete As Built Documents 33. Complete Certificate of occupancy and move inReview Insight & Discovery34. Set up the Insight and discovery process w/cust.Celebrate the Completion35. Have ribbon cutting and celebrate the projectDocument what we learned36. Perform and document the after action reviewTotal % points for success:--------------------------------------------------------------------------- 0Table 6.4 Construction Project FormAQIP Category Six: Supporting Institutional Operations 61

Context for Analysis (C)San Juan College – AQIP Systems Portfolio- November 20077C1 San Juan College collects and stores informationand data in both centralized and decentralized databanks, as the need requires. The following informationand data collection methods are listed from the mostcentralized to the least centralized.• Datatel © Colleague Enterprise ResourcePlanning (ERP) System the newest and primaryinformation data collection and disseminationmethod, is divided into the following areas:• Students, including demographics, testingresults, courses, programs of study, andcontact information,• E-services, including web-based registration,financial aid, student degree planning andgrading.• Human resource, including payroll, benefits,and demographics,• Finances, including billings, equipmentinventory, expenditures, revenues andreporting through FRX interfacing,• Various other areas, including Blackboard ©and, by interface with Ad Astra, classroomscheduling.• Performance scorecards can be found on thecollege's web site by going to ABOUT SJC, thenclicking on Reports & Documents, and thenviewing one of the Performance Indicators.http://www.sanjuancollege.edu/pages/3537.aspThe scorecard targets were established using acombination of state and national benchmarks.• The SJC Foundation collects, stores and usesinformation and data in Raiser’s Edge. Thepurpose for collecting and using this data is fundraising, but it does contain the most accuratedata concerning the current addresses of thosepersons who have attended SJC.• Survey Results, such as NLSSI and CCSSE areplaced directly onto the SJC web site.• Benchmark information is accessed throughnational databases such as National CommunityCollege Benchmark Project (NCCBP) andNational Center for Educational Statistics(NCES). SJC historical data is collected andstored on our Datatel © Colleague ERP.• Specialized databases are found in variousdepartments designed to meet their needs.• Student Support Services maintains a databasefor tutoring, Adult Basic Education (ABE), andGED records.• B & I Training also maintains a database.• Recruitment also maintains a databasecontaining information and data.• San Juan College’s grant programs maintain itsdatabase within the OSD.• The Licensure Programs, such as Nursing, PTA,Dental and Aviation, also maintain databaseswithin the specific program or school directors’offices.The accessibility of information and data collectedand stored is generally based upon need, althoughSan Juan College makes every attempt to maximizethe accessibility of all of its collected information anddata. The following lists the accessibility ofinformation from the broadest to narrowest.• The San Juan College web site offers thebroadest range of publicly available information,including San Juan College’s Annual Report,Economic Contributions of San Juan CollegeReport, Strategic Plan, Fact Book, policies of theBoard of Trustees, its agendas and minutes, andPresident’s Cabinet and Advisory QualityCouncils Agendas and Minutes. San JuanCollege’s performance measures, namely KeyPerformance Indicators and Carl D. Perkins CoreIndicators 2006 and institutional reports, such asNLSSI and CCSSE are also available.• Community Publications published both in hardcopy and on the college’s web site include theSJC Communicator and Weekly News Clips.• Grant reporting is generally available in theStrategic Development Office and in the office ofthe department or school awarded the grant.• Agendas and minutes of School Meetings arestored within each school or department.• Deans, faculty, directors, and administrationmake requests for information and data collectedand stored.7C2 San Juan College has over 50 measures ofeffectiveness associated with the vision, mission, andStrategic Plan that are tracked on our scorecard. Thefollowing seven measures are considered our vitalfew concerning our degree-seeking students. Ourkey institutional measures for tracking theireffectiveness include the following: student count,student credit hours, student course success,graduation percentages, percent New Mexico residentgraduates employed in New Mexico, percent studentpersistence fall-to-fall and percent student persistencefall-to-spring.AQIP Category Seven: Measuring Effectiveness 62

San Juan College – AQIP Systems Portfolio- November 2007Table 7.1 SJC Performance MeasuresThe complete listing of key performance indicators canbe found by going to the College's web site, clickingABOUT SJC and then clicking on Reports &Documents.Processes (P)7P1 At the institutional level, SJC’s vision, mission andthe Strategic Plan guide the selection, managementand use of data to support continuous improvement inthe work of the College as follows:• Selecting, Managing and Using Information andData to Support Student Learning (Category One)involves the following:o Headcount, student credit hour, andpersistence• Access to entrance and scheduling, preand co-requisites for courses, studentswith disabilities.• Meeting student needs such as theStudent Success Center, financial aidcounseling, core advisors, andtechnology• Financial aid funding, such asscholarships and SJC Foundation.o Tracking success rates for remedialmathematics, English, and reading classes,both collectively by course and by cohortsmoving to the next higher level course.o Tracking success rates for first college levelmathematics and English classes, defined ascourses requiring placement by Accuplacerscores or those having all their remedialprerequisites.o Datatel Colleague ERP permits students,faculty and Student Services to view courseplacement scores and student transcripts toassist in the program advisement for students.• Selecting, Managing and Using Information andData to Support Overall Institutional Objectives(Category Two).o Data from sources such as CCBenefitsStrategic Planner assist the college indeveloping and reviewing programs specificto the economic development of our servicearea and state.o Information is used in the annual strategic,operational and budgeting planning processes.• Selecting, Managing and Using Information andData to Support Strategies (Category 8),o Headcount, student credit hour, and persistence• Access to entrance and scheduling,pre and co-requisites for courses,students with disabilities.• Meeting student needs such as theStudent Success Center, financial aidcounseling, core advisors, andtechnology• Financial aid funding, such asscholarships and SJC Foundation.o Tracking success rates for developmentalclasses, both collectively by course and bycohorts moving to the next higher levelcourse.o Tracking success rates for Gatekeepercourses, defined as courses requiringplacement by Accuplacer scores or thosehaving prerequisites.o Data from Environmental Scanning andProgram Review is selected and managedo This information is used in the annualstrategic and operational planning andbudgeting processeso Datatel Colleague ERP permits students,faculty and Student Services to select,manage, and use student information.7P2 San Juan College uses various methods todetermine the needs of its departments and units,including (1) advisory groups and academic programreview processes, (2) deans, either individually orfollowing feedback from school, program or individualmeetings (3) benchmarking studies and (4) accreditingAQIP Category Seven: Measuring Effectiveness 63

odies. State performance reports and legislativedirectives are additional means of determiningdepartmental data needs.Beyond the institutional-level means of determiningdepartment and unit data needs, there are severaldecentralized processes unique to individual academicschools. For example, the School of Health Sciencesuses processes such as licensure exam success ratesand employer satisfaction with graduate preparation.7P3 The State of New Mexico places importance onidentifying and collecting system-wide data. Thisenables SJC to compare its efforts with other NewMexico public institutions on a number of levelsimportant to higher education, State legislators andother decision-making bodies.San Juan College has individual programs accreditedby various national accrediting bodies includingNational League for Nursing, Accreditation Board ofEngineering & Technology, Commission onAccreditation in Physical Therapy Education,Association of Collegiate Business Schools andPrograms, National Automotive Technicians EducationFoundation, and American Dental Association,American Veterinary Medicine Association,Commission on Dental Accreditation.Information is gathered from a variety of sources:• Individual programs that are accredited by nationalaccrediting bodies provide criteria which must bemet in terms of course content, instructorqualifications, equipment, program assessmentmethods, and institutional support.• A weekly newsletter published by the NMHEDused to disseminate information such as statewidemeetings, policy changes, and reports.• NMHED selected national peer institutions tocompare specified measures for performancefunding and accountability in government.• New Mexico Community College peer institutionsmeasures for performance funding andaccountability to the New Mexico LegislativeFinance Committee.• Benchmark data for financial measures bothnational and statewide• Other institutions to analyze program costs,instructional costs, professional developmentcosts, and efficient use of public dollars.• Facility benchmark measures compared withagencies outside higher education regarding utilityand building costs that allows the college tooperate efficiently.7P4 Performance measures and budget and personnelupdates are presented at the monthly Board meeting.SJC also analyzes information by groups vested to themeasures. For example, when the college gathersinformation regarding student satisfaction of services,Student Services will analyze the information andimplement operational plans to improve the measures.SJC shares information and data regarding overallperformance in a variety of ways. Listing thesemethods from the broadest to the narrowest: San JuanCollege web site; SJC Communicator distributedcountywide and weekly news clips; convocations whichinclude budget and personnel updates, strategic andoperational plans, and new programs; legislativeupdates; publications and Learning and StudentServices retreats twice a year and monthly President’sCabinet meetings.SJC also analyzes information and data throughparticipation in the Higher Learning Commission’sAcademic Quality Improvement Program (AQIP), withaction projects and annual updates. The feedback ishelpful in assessing progress on action projects.7P5 Each department is charged on an annual basis todevelop plans which are in response to the College’sestablished strategic goals and initiatives.Departmental activities and individual Charters ofAccountability are then developed to support anassociated strategic directive (see Figure 8.2). SJCensures that faculty/staff and educational programprocesses are aligned to organizational levelperformance analysis through (1) organization wideparticipation, (2) access to data and (3) review andfeedback loops. For example, the New Program andProgram Review process are central to ensuringalignment of College objectives regarding studentlearning. The Grants Development Process andQuality Grants Review process are central to ensuringgrants development is aligned with the Strategic Planand goals and objectives and agency requirements arebeing met.Information is shared through departmental andCollege meetings and SJC website (see 5P5).7P6 SJC recently completed the installation ofDatatel© Colleague ERP as a common repository forstudent information and data, human resourceinformation and data, and finance information anddata. SJC partners with SunGard for management andsupport of all of its information technology systemsthrough the Office of Technology Services (OTS). Thispartnership provides the college with highly trainedpersonnel and in-depth corporate resources. OTSplaces all campus PCs on a four year cycle and keepsall software updated with current versions, maintainsfirewalls and virus protection, and data integrity andreliability through lists and tables, drop-down menus,and data standards. In addition, OTS requires eachdepartment responsible for the information and data tocontrol security access through OTS. The OTS HelpDesk service is a primary tool used for assuringavailability of an effective information system.Satisfaction results are presented in Table 3.10).7P7 KPIs are reviewed annually by senior leadershipto determine if they are still viable measures fordemonstrating institutional effectiveness as well as toadjust target levels based on historic data an intendedimprovement. SJC collects and analyzes the followingmeasures of effectiveness on a regular basis:AQIP Category Seven: Measuring Effectiveness

• Benchmark data are collected from sources suchas IPEDS Peer Analysis system, the NCCBP,CCSSE, NLSSI, and from New Mexico CommunityCollege associations. Comparative results andanalysis are shared with the college and externalstakeholders from the College’s webpage.• Employee climate surveys such as the nationallynormed Personal Assessment of the CollegeEnvironment (PACE) survey are administeredevery two years. The survey helps the college toidentify areas of excellence and concern as itpertains to institutional structure, supervisoryrelationships, teamwork, and student focus.• Enrollment trends are collected during registrationperiods and posted on the College’s webpage.The trends are analyzed by the School Deans andreported to their faculty and staff. In addition,enrollment trends are analyzed by the Office ofResearch and reported to the Board of Trusteesannually.• Performance measures are updated and analyzedannually. Specific targets are established by theGoverning Board, President, and Vice Presidents.The measures and targets are reported to the NewMexico Legislative Finance Committee andbecome incorporated into the annual funding billfor New Mexico postsecondary institutions.• National surveys are administered to students,faculty, and staff periodically. Results aregenerally analyzed and reported to the institutionby the survey group and posted to the San JuanCollege webpage.• AQIP action projects are developed by thePresident, Vice Presidents and President’sCabinet to support the College’s strategic plan.The projects appear both on the AQIP website andon the College’s website. Results and progressare analyzed by AQIP reviewers and the college’sadministrative body.• Program accreditation results are reviewed andanalyzed by their departments, schools, and theCollege administration. The results are sharedwith the College and stakeholders through SanJuan College’s webpage, publications, andadvisory group meetings.Results (R)7R1 SJC uses benchmarks are used to tell us wherewe are in relation to the criteria or institution in thebenchmark. Each measure is evaluated annually orsemi-annually based upon pre-established targets,allowing the reader a one-step method to analyze thecurrent status of each indicator against the preestablishedgoals.• Performance data is available to the Board ofTrustees, administration, staff, faculty, studentsand the general public by accessing the college'sweb siteKey Performance Measures are alignedwith the College’s strategic plan, operating plan,and budget.• Datatel / PC access / Web Advisor for students.oooDatatel Colleague ERP has onlybeen in full operation slightly morethan one year.PC access through computer labsand stations combined with campuswide wireless internet connectivityWeb Advisor for students began inthe spring 2006 semester. Theeffectiveness of this for students isevident since most students nowregister online and telephoneregistration is no longer used.• Data confidentiality is achieved by restrictingaccess and providing security to the DatatelColleague ERP. Federal and institutional policiesadhere to FERPA requirements and govern datausage and detailed information sharing.• An annual OTS survey measures effectiveness ofOTS support services.7R2 The NCCBP provides the College withopportunities to report outcome and effectiveness data,receive reports of benchmarks, and compare their datawith those of other institutions. Benchmark data aregathered on a range of learning outcomes andinstitutional processes. The table below shows some ofthe San Juan College results compared to communitycolleges nationally.AQIP Category Seven: Measuring Effectiveness

San Juan College – AQIP Systems Portfolio- November 2007Table 7.2 NCCBP ComparisonsAQIP Category Seven: Measuring Effectiveness 66

College Level Retention and Success90.0%85.0%The data is also analyzed over time using trend linegraphs. The line graph shows the college levelcourse retention and success of students over variousfall terms.Percentage80.0%75.0%70.0%65.0%RetentionEnrollee SuccessCompleter SuccessFigure 7.1 SJC College Level Course Retention60.0%2004 2005 2006 2007YearNoel-Levitz Student Satisfaction Inventory2005 SJC Campus 2005 Nat'l Comparison GroupThe NLSSI provides information on eleven keymeasures of student satisfaction and allows thecollege to make improvements in the areas thatmatter most to students. The information allows theinstitution to review satisfaction levels and compareits results to similar institutions nationally. Below arethe results of the eleven measures compared tonational institutions. Students respond to each itemon a 1 to 7 Likert scale, with 7 being high.Figure 7.2 NLSSI Student Satisfaction InventoryAcademicAdvising/CounselingAcademic ServicesAdmissions andFinancial AidCampus ClimateCampus SupportServicesConcern for the IndividualInstructionalEffectivenessRegistrationEffectivenessSafety and SecurityService ExcellenceStudent Centeredness5.135.235.035.114.885.005.155.384.845.095.345.595.455.455.335.535.325.605.165.345.285.520 1 2 3 4 5 6 7Support for LearnersStudent-FacultyInteractionAcademic ChallengeStudent EffortActive and CollaborativeLearning2006 CCSSE BenchmarksNational Results Normed at 5040.0 45.0 50.0 55.0 60.0SJCNM ConsortiumThe CCSSE instrument provides informationfrom our students about effective educationalpractices at the college. The survey providesinformation to promote improvements in studentlearning and persistence. There are fivebenchmarks obtained from the CCSSEinstrument; active and collaborative learning,student effort, academic challenge, studentfacultyinteraction, and support for learners.The benchmark scores are computed byaveraging the scores of the related survey itemsand standardizing them around the mean of the3-year cohort of national institutions so that thescores have a mean of 50. The College’sresults are published on the website andcompared to this mean. The graph to the rightshows SJC’s results compared to other NewMexico Community Colleges and the cohort ofnational community colleges.Figure 7.3 2006 CCSSE BenchmarksAQIP Category Seven: Measuring Effectiveness

San Juan College – AQIP Systems Portfolio- November 2007Table 7.3 SJC Performance MeasuresNew Mexico Performance Measures are defined bythe State. The measures are reported annually to theLegislative Finance Committee along with annualtargets established by the institutions. Theperformance results become part of the annual NewMexico State legislative funding bill for HigherEducation. The results of all the measures from theNew Mexico 2-year schools are compared andanalyzed within the College. Comparative evaluationand operating plans are created by the College’sexecutive staff.Improvement (I)7I1 San Juan College strives for continuousimprovement in all it does. In the area of measuringeffectiveness, the college is• working to improve tracking processes forstudents who have graduated, transferred, orhave been placed with employers.• developing a data warehouse, to store trendinformation allowing longitudinal studies andprogram review by providing dash boardviews of 70 pre-defined reports such asstudent head count, number of students inprograms, student FTE count, etc. Inaddition, a data warehouse will allow usersto create their own ad-hoc reports.• developing timelines and content for periodicinformational reports, and• working with stakeholders to develop reportcontent based on student, program and userneeds.• tracking graduates and student successthrough employers7I2 San Juan College engages in a continuousprocess for improvement, prioritizing improvements,and communication the results with our stakeholders.• The college sets annual targets afteranalyzing institutional data and comparing itto benchmarks established by otherinstitutions.• The college considers current and historicdata and aligns it with our Strategic Plan.Our improvement priorities includeenrollment growth, retention, and studentsuccess. Their priorities are monitoredthrough regular information sharing whichincludes institutional performance scorecards, reporting to state agencies,presentation to the Board of Trustees, andreports to school deans.• Based on information contained in the PACEsurvey, a cross-functional Communicationand Input Design Team has been chargedwith benchmarking collaborative institutionalsystems and structuresResults used to develop operational plans forimprovement that are linked to annual budgets andthe college’s strategic plan.AQIP Category Seven: Measuring Effectiveness 68

San Juan College – AQIP Systems Portfolio- November 2007Context for Analysis (C)8C1 San Juan College’s vision statement challengesthe college to be a model of the learning college ofthe future by promoting student-centered learning,using appropriate technology, employing systemsthinking, implementing collaborative approaches, andutilizing data-driven decision making. The vision forthe next five to ten years is that SJC will:• Remain the “college of choice” for San JuanCounty learners.• Develop and expand efficient, effective andseamless educational bridges with school districtand university partners.• Continue to improve processes and services thatincrease students’ success and goal attainment,including degree and certificate completion.• Create educational and community developmentprograms based on market awareness.• Continue to be recognized by the citizens SJCserves as an institution deeply committed to thecounty it serves.8C2 SJC’s long term goals are presented in Table8.1. Strategic goals are reflected throughout thedivisional and operational initiatives in learning,student services, institutional research, businessservices, and technology services. In addition, thestaff are now involved in developing personalinitiatives as part of the performance evaluationprocess that further support the strategic initiatives.San Juan College Strategic Plan2006-2011Value Educational Access and Student SuccessGoal: Improve access to learning through creative student need-based scheduling and competencyfocused programsGoal: Reinforce the principles of a learning collegeGoal: Recognize and develop need-based student support systemsGoal: Integrate technology to support the strategic direction and goals of the CollegeGoal: Create a holistic environment for learningGoal: Develop systems for recruitment, retention, and increased numbers of completersValue Information and Market RealitiesGoal: Create educational and community development programs based on market awarenessGoal: Clarify and implement assessment responsibility and accountabilityGoal: Make decisions supported by analysis of data, demographic and political realitiesValue PartnershipsMissionStatementXXXXVisionStatementXXXXXXGoal: Develop efficient, effective and seamless educational bridges (K-20)XGoal: Expand curriculum working with local health care providers and with the local and regionalenergy industry X XGoal: Leverage college, city and county resources through business, state and federalopportunities X XGoal: Leverage college, community and regional resources through business and governmentalliances X XValue PeopleGoal: Recognize and develop employee support systemsGoal: Develop and encourage leadership and professional growth opportunities throughsustainable systemsGoal: Provide an environment that supports and enhances personal and professional growthGoal: Support faculty growth opportunities to enhance the learning processGoal: Recruit and retain highly qualified members of the college communityTable 8.1 Strategic Plan CrosswalkXXXXXAQIP Category Eight: Planning Continuous Improvement 69

San Juan College – AQIP Systems Portfolio- November 2007San Juan CollegeStrategic Planning ModelVISIONSan Juan College will be a model of the learning college of the future by promoting student-centeredlearning, using appropriate technology, employing systems thinking, implementing collaborativeapproaches and utilizing data-driven decision making.AnnualPlanningCycleGAP ANALYSISAction PlansAction Items Action ItemsAction Items Action ItemsAction PlansAction Items Action ItemsAction PlansAction PlansAction Items Action ItemsAction PlansAction Items Action ItemsAction Items Action ItemsAction PlansAction Items Action ItemsAction PlansAction PlansAction Items Action ItemsStrategic Initiatives Strategic Initiatives Strategic Initiatives Strategic InitiativesAnnualPlanningCycleAnnualPlanningCycleAnnualPlanningCycleAnnualPlanningCycleDIRECTIVESValue Educational Access and Student SuccessValue Information and Market RealitiesValue PartnershipsValue PeopleMISSIONThe mission of San Juan College is to improve the quality of life of the citizens itserves by meeting the educational and human needs of the entire community inconcert with other community agencies, businesses, industries, and other groups.Figure 8.1 Strategic Planning ProcessThe budgeting process and employee performancereview processes are aligned with the Strategic Plan,thus ensuring that institutional strategies to translatethe Plan into action are relatively seamless andmutually reinforcing. As part of the budgeting processfor the 2008 fiscal year, the College implemented aline-item budgeting system for the first time in aneffort to track the alignment of resource allocation withthe Strategic Plan. Continued refinement andimprovement of the strategic planning, budgeting, andperformance review processes will be pursued inupcoming years.Process (P)8P1 The process used to develop the currentstrategic plan (2006-2011) began with a two-dayretreat working with a “planning” consultant andincluded broad representation from the campuscommunity. This meeting was followed by severalinternal and external focus group sessions in whichparticipants brainstormed strengths and opportunitiesfor San Juan College. This information was thenreviewed, modified, and recommended for approval ata Board retreat.The new strategic plan was widely disseminated tothe campus community and used to develop division,operational, and individual strategic initiatives.Due to the workload associated with implementingline-item budgeting as part of for the process fordeveloping requests for the College’s fiscal year 2008budget, the above planning model was not fullyengaged at the operational level. While resourceallocations were broadly aligned with initiatives of theStrategic Plan, cost centers were not expected to tietheir requests directly to the Strategic Plan.8 P 2 San Juan College relies upon a variety ofsynergistic means to inform its strategic planning.From year to year, the influence of these means onplanning varies, but the confluence of resultinginformation has proven to provide leadership with theguidance needed to implement strategies to addressthe issues that surface. In light of the resourceconstraints brought on by a downturn in enrollmentand the subsequent implications for reduced statefunding formula, the President and Vice PresidentsAQIP Category Eight: Planning Continuous Improvement 70

San Juan College – AQIP Systems Portfolio- November 2007Figure 8.2 SJC Planning Processconcluded that emphasis in the new fiscal yearneeded to be placed on a few high priority goals ofthe Strategic Plan rather than attempting to implementall of them (see Table 5.#). The taskforcesassociated with these areas of emphasis wereannounced at the Fall 2007 convocation.Subsequently, 125 employees have become involvedin the work of these groups. The work of thetaskforces will inform the future direction of thestrategic planning process and further revisions of thePlan in the years ahead.Goals are reviewed annually and adjusted whenneeded in response to changing needs in the regionand institutional performance. Key influences indetermining short-term and long-term strategies includestate and federal regulations as well asdirectives handed down from the Higher EducationDepartment and accrediting bodies. Conflictingexpectations of key stakeholders are resolved by thePresident, in consultation of the Board of Trusteesand Vice Presidents.8P3 Action plan development is an integral part ofthe planning process. Charges are now developedfor each taskforce established to address strategicpriorities. Charges include purpose, timeline, specificassignment, evaluating effectiveness and reportingmechanism. Individual Charters of Accountability arewritten for professional staff that incorporatedepartmental, unit and institutional goals andobjectives into annual work plans.8P4 SJC coordinates and aligns processes at variousinstitutional levels from both a top-down and bottomupapproach (see Figure 8.2). With the membershipof the President’s Cabinet reflecting the seniorleadership from every work group on campus, itfollows that once college goals and priorities areestablished and responsibility is assigned, theinitiatives are reflected in the planning activities ofeach work group.The Quick Quality Checks, piloted in 2006 documentcontinuous quality improvement at the operationallevel (Table 8.5). The pilot provided a baseline ofprogress towards understanding student and otherstakeholder needs, setting direction, planning andimproving; measures and improvements; developingpeople; building effective processes and relationshipsand communication. Quick Quality Checks arereviewed annually to identify priorities forimprovement as part of the annual planning process.8P5 Performance measures are developed andagreed upon among all community colleges in NewMexico. The measures are updated and analyzedannually. Specific targets are established by SJC’sTrustees, President and Vice Presidents. Themeasures and targets are reported to the New MexicoAQIP Category Eight: Planning Continuous Improvement 71

San Juan College – AQIP Systems Portfolio- November 2007San Juan CollegePerformance MeasuresLastMeasuredCurrentMeasureScoring CriteriaStretch Target Goal ModerateRisk10 9 8 7 6 5 4 3 2 1N M P erfo rm a n ceM ea su res1. Percent receiving degree, certificate, transferred, or transfer ready 2007FA 68.1%2. Percent of graduates employed in NM 2007FA 61.0%3a. Percent Native American enrollment rates to reflect service area. 2007FA 32.4%3b. Percent Hispanic enrollment rates to reflect service area. 2007FA 11.3%4a. Percent Native American graduation rates to reflect service area. 2007FA 21.9%4b. Percent Hispanic graduation rates to reflect service area. 2007FA 10.0%5. The number of students participating annually in Community Education. 2007FA 28126. The number of students participating annually in Service Learning. 2007FA 4337. Percentage of programs with increasing or level enrollments over a three-year period. 2007FA 61.5%8a. Student Persistence - Fall-to-Spring 2007FA 74.0%8b. Student Persistence - Fall-to-Fall 2007SP 54.0%9. Percent of graduates employed or continuing education in NM 2007FA 64.9%External Benchmark - Noel-Levitz Student Satisfaction - Percentage of National Norm 2005FA 3.8%10. Graduation Rate of First-time, Full-time, Freshmen after 150% of degree time. 2007FA 14.6%11. Percent of NM graduates employed in NM 2006FA 82.3%Table 8.2 NM Performance Measures for SJCLegislative Finance Committee and becomeincorporated into the annual appropriations bill forNew Mexico’s postsecondary institutions. In addition,the NMHED has selected fall to fall persistence as ameasure for all postsecondary institutions in the stateto receive additional incentive funding. Additionalperformance measures have been established bySJC’s Trustees based upon widely recognizedindicators of performances for colleges anduniversities. College selected measures are reviewedby senior leadership and the Board.8P6 The annual budgeting process is the principalmeans by which resources are allocated to supportthe strategies associated with the Strategic Plan. Theaction plans depicted in the planning model diagramin 8P1 along with resource issues associated withchanges in the resource requirements of routinefunctions of the College’s cost centers are the basisfor most budget requests. Many of those requestsare influenced as well by the mechanisms identified in8P2. All budget requests from SJC’s largest unit,Learning, are reviewed and prioritized by the deans ofthe respective schools for the cost centers withinthose schools. The deans and the Vice President forLearning in turn review the prioritized requests fromeach school before those requests, along withprioritized requests from the units headed by the otherfour Vice Presidents, are reviewed by the Presidentand Vice Presidents each spring in their regularweekly meetings. A budget retreat with the Trusteesalso occurs during this period to advise them of theoverall revenue outlook for the coming fiscal year aswell as the major resource needs that have surfacedin the review of budget requests from the costcenters. The Trustees must adopt the budget for theupcoming fiscal year by March. Allocations to thecost centers for the new fiscal year are made in Julyat the start of the new fiscal year.8P7 Ensuring faculty, staff and administratorcapabilities are developed and nurtured isaccomplished as part of the annual planning process.The ODD (formed as a direct result of the work ofthe Quality Organizational Development Council 2002Framework for Professional Development, and the2003 Climate Survey) works to meet institutional,departmental, and individual professionaldevelopment and training needs. Cross-functionalteams have attended the CQIN Summer Institute, theAQIP Strategy Forum the HLC Assessment Academy,along with other such events in order to gainknowledge of institutional strategies and action plansand to benchmark as well as integrate best practicesfor continuous process improvement (see 4P4).To ensure these efforts are addressing theprofessional development needs aligned withinstitutional focus and individual level needs, theSSDC and the CTX Advisory Committee providesfeedback to the ODD. Evaluations following eachdevelopment event and training are reviewed foropportunities for improvement.8P8 Measures of the effectiveness of the planningsystems at San Juan College regularly collected andanalyzed include employee, student and stakeholdersatisfaction surveys, needs assessments, forums andfocus groups, and learning outcomes. In addition,input from external reviews of the AQIP SystemsPortfolio, Action Projects, Checkup Visit and StrategyForums also inform the process.San Juan College has over 50 measures ofeffectiveness associated with the vision, mission andstrategic planning that are tracked on the institution’sAQIP Category Eight: Planning Continuous Improvement 72

San Juan College – AQIP Systems Portfolio- November 2007scorecard (see Category 7). Reports are provided tothe Board of Trustees on a regular basis.Results (R)8R1 The results include the current Strategic Plan2006-2010 (see Figure 8-#, which includes 18strategic initiatives within four categories). Each VicePresident (Learning, Student Services, BusinessServices, Institutional Research and Planning, andTechnology Services) has developed additionalinitiatives that are pertinent to their areas and arecorrelated with the Strategic Plan initiatives. Eachdepartment and School has developed an operationalplan and objectives that correlate with their divisionInitiatives In many of the areas this has been “drivendown” to Individual Work Plans.Valuing educational access and student successThe above scorecard has the State of New Mexicocommunity college performance measures whichinclude measures for access and success. The tableincludes San Juan College measures and targets. Ifthe measure score is green or blue then the collegehas met or exceeded the target.Valuing partnershipsIn 2005, several community forums were conducted invarious areas of the service area. The participants inthe forums mentioned a great number of opportunitieswith each community providing a unique perspective.The following are results from those forums.• More specialized programs working with localbusiness & industry were developed in areas ofpipeline operators, safety and management for oil& gas, skilled laborers, senior citizen seminars,agriculture and related vocations.• More opportunities for high school students toget an early start in college through thepartnership for the Technical Education Center(TEC). New programs available in: CNAFirefighter, First Response Emergency Medical,and Cosmetology.Increase in Specialized ProgramsOil and Gas IndustryAutomotive Industry7 Programs2 ProgramsHealthcare Industry 7 Programs (2distance educ., 1weekend)Agriculture1 ProgramSenior Citizen – EncoreProgram1 ProgramTable 8.3 Increase in Specialized Programs8R2 The following table has the State of New Mexicocommunity college performance measures whichinclude measures for access and success. The tableincludes SJC current measures and targetsestablished for the next two years.FY 07 FY 08 FY 09Performance Measures Actual Target TargetPercent successful after 3 years 68.1% 71.0% 70.0%Percent complete within 150% of time 14.6% 15.7% 15.7%Percent placed in jobs in New Mexico 61.0% 62.0% 62.0%Percent of Native Americans enrolled 32.4% 27.0% 28.0%Percent of Native American graduates 21.9% 26.0% 24.0%Number enrolled in commmunity service 2,812 2,720 2,900Number enrolled in service learning pgm. 433 385 420Percent of programs with stable or 61.5% 85.0% 63.0%increasing enrollmentPercent persisting to following spring 74.0% 78.0% 74.2%Percent placed in jobs or continuing 64.9% 70.0% 67.0%education in New MexicoTable 8.4 Performance Measures and TargetsThe Enrollment Management Taskforce has beencharged with developing and implementing strategiesto increase enrollment by at least 3.5 percent annuallyin student credit hours.8R3 Although, San Juan College has begun utilizingpeers, best practices and national groups forbenchmarking, the institution has yet to benchmarkprojections. Performance results are presentedthroughout the portfolio.8R4 The Quick Quality Checks assessment is aprincipal means of informing departments of theirprogress towards continuous improvement. QuickQuality Checks are reviewed annually. Below is acopy of the Business and Finance summary of theQuick Quality Check. The new Communication andInput Design Action Project (Fall 2007) was selectedas a priority project because of the results of thePACE survey (see Category 5). A goal of the projectis to establish a climate more receptive to andcapable of sustaining process improvement.Improvements (I)8I1 Using AQIP categories as deployed through theQuality Quick Checks provides a framework forcontinuous improvement as do the variousbenchmarking mechanisms the College has begunemploying. These data sources increasingly pointout issues that need further examination andsubsequent targeting for improvement, particularprocesses deployed throughout the college. Inanticipation of moving towards the AQIP Systemefolio, Student Services is piloting an ebinder, toelectronically link Quality Quick Checks supportingdocuments on a shared drive. Further deployment ofthe planning model in Figure 8.1 must continueAQIP Category Eight: Planning Continuous Improvement 73

San Juan College – AQIP Systems Portfolio- November 2007following the implementation of line item budgeting.Continued attention to process analysis andimprovement will strengthen accountability andheighten awareness of interdependencies betweendepartments and units.SJC needs to continue to develop a cadre ofpersonnel trained in the AQIP and Baldrige processimprovement processes and expose employees toprocess improvement tools through employeedevelopment efforts.8I2 Specific improvements SJC is targeting are: (1)Enrollment Growth and Management, (2)Communication Systems, (3) Retention of ourStudents, (4) Developmental Education Success and(5) Online Learning. Cross-functional taskforces havebeen organized for each priority. Progress reportsare to be presented throughout the academic yearwith a final report presented to the President no laterthan July 31, 2008. Taskforce recommendations willbe presented at the fall 2008 Convocation.AQIP Category Eight: Planning Continuous Improvement 74

San Juan College – AQIP Systems Portfolio- November 2007Business & FinanceQUICK CHECK (2006-07)Responses7Not Yet Somewhat YesIn OperationalPlanUnderstanding Student/Customer and Other Stakeholder NeedsWe have identified key customer groups. 28.6% 42.9% 28.6% 0.0%We have identified the needs of each key customer group based on information. 42.9% 42.9% 14.3% 0.0%We have a system for balancing the needs of customers with the needs of other stakeholders. 28.6% 57.1% 14.3% 0.0%Setting Direction, Planning and ImprovingWe have established a mission and vision that is supportive of the College's mission and vision. 28.6% 42.9% 28.6% 0.0%We incorporate our customer needs into our planning system. 14.3% 42.9% 42.9% 0.0%We have a planning system that drives continuous improvement that includes performance targets. 42.9% 57.1% 0.0% 0.0%We have established long-term and short-term objectives that are aligned with the College's strategic direction. 28.6% 71.4% 0.0% 0.0%We use performance measures in our planning system. 42.9% 57.1% 0.0% 0.0%We periodically look at best practices to help us improve our systems. 42.9% 28.6% 28.6% 0.0%We have established action plans for carrying out our objectives. 28.6% 57.1% 14.3% 0.0%Measures and ImprovementsWe have established performance measures that can lead us to improvement. 57.1% 14.3% 28.6% 0.0%We compare our measures to other institutions. 57.1% 14.3% 28.6% 0.0%Developing PeopleWe have a system to periodically review the performance of our employees that helps them improve. 28.6% 71.4% 0.0% 0.0%We have a system to determine our staff development needs in order to carry out our objectives. 42.9% 57.1% 0.0% 0.0%We have a system to link our staff development efforts to performance. 85.7% 14.3% 0.0% 0.0%We have a systems to foster communication. 14.3% 57.1% 28.6% 0.0%Building Effective ProcessesWe have identified our key processes and understand how they flow. 14.3% 42.9% 42.9% 0.0%We take a collaborative approach in process development. 14.3% 57.1% 28.6% 0.0%We systematical review key process in order to improve. 42.9% 28.6% 28.6% 0.0%We have a system for seeking out and processing complaints. 57.1% 42.9% 0.0% 0.0%Relationships/CommunicationWe have identified other key internal relationships and understand how we relate in our service to student and customers. 0.0% 71.4% 28.6% 0.0%We have a system to ensure that deans and faculty understand how we support teaching and learning. 42.9% 28.6% 28.6% 0.0%Our system has a mechanism for communicating our services and processes to students, faculty, and other stakeholders. 0.0% 57.1% 42.9% 0.0%Table 8.5 Example of Quality Quick Check.AQIP Category Eight: Planning Continuous Improvement 75

San Juan College – AQIP Systems Portfolio – November 2007Context for Analysis (C)9C1 San Juan College has active partners forcollaborative projects to constantly strengthen therelationship and relevance of educational offerings tocommunity segments and enhance student learning insix key areas: (1) public education, (2) highereducation, (3) health care, (4) community agenciesand organizations, (5) government including tribalentities and (6) business and industry. Thesecollaborative efforts play a vital role in the mutuallybeneficial advancement of the communities that SJCserves. These key collaborative relationships aredirectly related to the college distinctive objectives tobuild partnerships, foster community involvement,serve as a focal point of cultural and learning activitiescontribute to workforce and economic development,provide a leadership role, create an environment andPartnerLocal school districtsCouncil for Educator’s ProfessionalDevelopment (CEPD)Eastern New Mexico University, Universityof New Mexico, New Mexico HighlandsUniversityFort Lewis College (Colorado)New Mexico Higher Education institutionsNew Mexico Higher EducationDepartmentHigher Education Institutions from statesPT ProvidersDentist/Dental ProvidersHealthcare Providers/HospitalsSan Juan Regional Medical CenterNumerous County EntitiesUnited Way and numerous agenciesHuman services agenciesLeadership San JuanFour Corners Conference for ProfessionalDevelopmentSan Juan Economic Development ServiceCQIN, AQIP, Quality New MexicoNumerous granting entities (TRIO, ABE, )State of New Mexico, Work Keys, Serco,Department of LaborLocal criminal justice entitiesLocal fire departmentsSmall Business Development NetworkState of New Mexico, New Mexico Councilof GovernmentsCounty emergency entitiesNumerous Federal, State, Local EntitiesArizona Public Service, Public ServiceCompany of New MexicoLocal /Regional Energy CompaniesGeneral Motors, Daimler Chrysler, ToyotaMesa AirlinesMembers from numerous County EntitiesNumerous County BusinessesAchieve Global, DiSC, Franklin CoveyNumerous daycare facilitiesB Square RanchTable 9.1 Collaborative RelationshipsPurposePublic EducationHigh school technical trainingTeacher trainingSuperintendent consortiumBus driver trainingAstronomy programmingScience fairsCareer fairsKnowledge bowlsDictionary distribution to 3 rd gradersNative American youth art programmingCollaborative vertical team for public schools and higher education to address professionaldevelopment needsHigher EducationBachelor/Masters completion programsReciprocal tuition agreement, statewide continuing education collaborationArticulation agreementsHigher education oversightTransfer fairsHealthcarePTA internshipsDental internshipsNursing clinicalsNursing program fundingCommunity Agencies, Organizations, ClubsFacilities for community meetings / events / office space; event participation, parades,rodeos, celebrationsFundraisingHuman services network, service learning placements, human services internshipsLeadership programmingConference supportEconomic developmentGovernment (Federal, Tribal, State, Local)Quality InitiativesAt risk student assistanceWorkforce developmentCriminal Justice Program collaborationFire Safety Program collaborationBusiness Counciling / TrainingEconomic developmentEmergency management, San Juan Safe Communities InitiativesStudent financial assistanceBusiness and IndustryPower Plant Program collaborationOil Field Program collaborationAutomotive Program collaborationAirline Program collaborationAdvisory CouncilsNon-credit trainingNational curriculum suppliersEarly Childhood Education internshipsArchaeological project collaborationAQIP Category Nine: Building Collaborative Relationships 76

San Juan College – AQIP Systems Portfolio – November 2007culture for innovation, change and growth, anddevelop and provide service learning opportunities.Table 9.1 illustrates the six key areas of collaborativerelationships, the types of relationships and theentities with which SJC shares these collaborations.9C2 Strategic collaborative relationships reinforceSan Juan College’s mission, vision and goals “inconcert with other community agencies, businesses,industries and other groups.” Relationships help tiethe real work and thinking processes of innovativeeducational, business, industry and social leaders tothe learning processes.By intentionally pursuing collaborative relationships,San Juan College leverages its resources, allowingthe College to expand the quantity and quality of itsofferings to students and to the community at large.Feedback from these collaborative relationshipsprovides the College with information on relevancy ofcurriculum, through the advisory councils andcommittees. Environmental scanning involves SJC’spartners in helping to set future direction for theCollege and helps tie the real world of work to thelearning process. Collaborations of educationalinstitutions provide communication among and withinthe levels of public schools, SJC, and HigherEducation, creating a synergy of mutually beneficialpartner activities. For example, the CEPD wascreated to assist the public schools in accessing andsharing professional development opportunities withSJC and the University Programs offering:administrator’s academy training; teacher testing andprofessional development dossier; college anduniversity program marketing; and communication ofactivities. This collaboration has led to anunderstanding of the benefits of sharing resources toenhance available offerings to local educators,improving the quality of education to educators. Inaddition, Career Services, the Testing Center, andBusiness & Industry training are developing apartnership with local business, schools and stateemployment agencies to implement WorkKeys.Partnerships in healthcare provide both practicalexperience to the students in the Health Sciencesprograms, and clinical assistance to local healthcareproviders. For example, the hospitals provide clinicalexperience to the nursing program and a dental clinicis provided under the guidance of local dentalhygienists and a dentist. B & I Training responds tomedical administrative assistant needs, surgicaltechnicians, and other specific requests fromhealthcare providers. Activities provide the studentswith essential practical experience and the communitywith some healthcare support under supervision.The college supports leadership in its activeparticipation in the collaborative relationships andsupport of Leadership San Juan, the county-wideleadership program and the annual Four CornersProfessional Development Conference. This yearlongprogram opens communication among futureand current leaders, giving opportunity for mutuallearning about both the issues and agencies whoaddress those community concerns. In addition, thecollege participates in the San Juan SafeCommunities Initiative, provides facilities for countypolice and fire training programs, and benefits throughthe improved safe environment provided to thestudents, employees, and community members.The Family Resource Center and Project Readprovide family and parent support, literacyimprovement tutoring, and improve the quality of lifefor families in San Juan County. These programsoften provide a first connection to the college, creatinga significant difference in the lives of thoseparticipating, and assist in long-range studentrecruitment and community good-will.San Juan College evaluates its yearly performance onthe basis of collaborative relationships through use ofits Strategic Plan (Valuing Partnerships) and AQIP(Building Collaborative Relationships). Partnersprovide resources to programs including expertise increating relevant curriculum and real worldapplication; educational opportunities for continueddegree work through University Programs nototherwise available to place-bound residents;assistance to small business for continuing education;and a multitude of other benefits. The synergy withthe community improves the quality of life of itscitizens and in turn benefits the college.Processes (P)9P1 At this time SJC does not utilize a formal modelto create, prioritize and build collaborativerelationships. Instead it uses an informal processaligned to the annual planning process comprised ofthe following elements:• Scan the environment San Juan College usesenvironmental scanning to identify and adapt tothe changing needs of its stakeholders.Research in the field, dialogue with appropriatebusiness and industry personnel andbenchmarking other institutions assists theadministration and staff to stay current to developappropriate partnerships.• Determine viable collaborative relationships SanJuan College then approaches potential partnersin the fields identified as being necessary tofeedback and input, and at least one San JuanCollege employee becomes the liaison orchampion for the relationship in order to provideinstitutional support.• Assess greatest needs Each collaborativerelationship is examined in light of the needs ofthe College and partner. The college planningAQIP Category Nine: Building Collaborative Relationships 77

San Juan College – AQIP Systems Portfolio – November 2007PartnershipDevelopmentProcessEnvironmentalScanContinuousImprovementsViableCollaborativeRelationshipsDefineBoundariesAssessGreatest NeedsFigure 9.1 Partnership Development Processprocess evaluates needs and priorities, aligningpartnership development with strategic goals.Since finances and/or time do not allow for allcollaborative relationships to be carried out,desired partnerships are determined during theplanning process.• Define Boundaries of Collaborative RelationshipsWhen it is determined that a collaborativerelationship will be created, the timeline isdeveloped, fund allocation and personnelresearched, and the expected outcomes aredelineated. Campus representative invitecommunity members to an organizationalmeeting where the partnership is defined,boundaries and objectives communicated, andpartnership established.• Making Continuous Improvements As thecollaborative relationship moves forward, thedesignated liaison/champion, as well as othercollege administration and staff, reviews theeffectiveness of the partnership and refines areasthat need to be addressed.San Juan College has determined that it is difficult tostandardize a process for creating, prioritizing andmaintaining these partnerships as no twocollaborative relationships are the same. However, itis still in the best interest of the College to supportadministration and staff by providing an infrastructureconducive to partnerships9P2 San Juan College carries out both formal andinformal communication with partners in order toensure the varying needs of the collaborativerelationships are being met. These methods include:• Most programming and training has a formalevaluation built into the development andimplementation process. These evaluations arecarefully monitored and responded to by adaptingofferings accordingly when possible.• The more than 450 members of our advisorycouncils meet regularly and are often employeesof our collaborative partner entities. The collegereceives valuable feedback from them, andresponds to their needs and assessment ofcollege performance.• Evaluative analysis of partnerships is a part ofeach of our student internships, clinicals,practicums and placements. The Collegeanalyzes these collaborations formally andclosely so that partners are satisfied in the qualityof continued work.• Numerous times during the year, keycommunities of people are identified asstakeholders of various programs or of theCollege as a whole. These key communities areasked, through focus groups or surveys, todetermine if their needs and satisfaction arebeing met.• Informal feedback is obtained through ongoingdialogue with our partners. Collaborativerelationships are refined based on that dialogue,thereby balancing the needs of the relationshipand the college.SJC ensures the varying needs of each collaborativerelationship have been met through the formal andAQIP Category Nine: Building Collaborative Relationships 78

San Juan College – AQIP Systems Portfolio – November 2007informal analysis of key stakeholder feedback. Duringthe partnership development, the college collectsformative assessments and adjusts the membershipand charge of the partnership as needed. Formaladvisory group input for curricular development isintegrated into the program design in annualimprovement cycles. The college liaison or championinforms the more formal college processes, andresponding change is supported in the collegeplanning process.9P3 San Juan College creates and builds numerousrelationships within its institution through crossfunctionalteams, councils or committees. This allowsfor important input across departments into decisionmaking,problem solving and communication.SJC has a highly participatory strategic planningprocess that increases communication and helpsbuild internal partnerships at the College. During thisprocess, all employees have the opportunity toprovide input to department plans, which are thenprioritized in creating each level of refinement in thefinal plan. This process is described further inCategory 8.In addition, two continuous quality improvementcouncils and five taskforces address research andconcerns in self-selected groups from all areas of theCollege. A Vice President serves as the Councilchampion and the President defines a focus for eachcouncil for the year. The President’s Cabinet,Recognition Team, Assessment Committee, andCurriculum Committee are other entities that serve asvehicles for creating and building workplacerelationships.The CTX provides a physical location as well asprogramming for all staff, to promote excellentteaching and learning, collaboration andcommunication. Activities draw participants from allemployee groups and across campus, allowinggreater understanding and incubation of partnershipsamong those of common interests. Reading groups,professional learning communities, and regularpresentations promote these cross-functional groupsto learn and develop ideas for problem solution.9P4 The College collects and analyzes numerousmeasures that reflect the building of collaborativerelationships. Those measures include data such as:• Number for key performance indicators asmeasured for the New Mexico Higher EducationDepartment.• Number and scope of articulation agreements.• Number of local high school students who attendSJC upon graduating.• Number of SJC students participating inpracticums, apprenticeships, internships and jobplacements.• Overall institutional attitudes based on building ofinternal and external collaborative relationshipsas measured on the PACE survey.• Satisfaction level and suggestions forimprovement collected from advisory councilmembers• Community support of bond issues.• Number of participants in non-credit events suchas the Bus Institute, astronomy programming,science and career fairs, etc.• Number of attendees using SJC facilities formeetings.• Milestones of performance as measured by theNew Mexico Small Business DevelopmentCenter.• Number of participants being sent frombusinesses to receive non-credit trainingexperiences.Results (R)9R1 The College has analyzed the key collaborativerelationships through the Quality Community LinkagesCouncil, assessing the essential links to programs.Each partnership category was identified and rated asa major link, regular link, occasional link or no link.The college learned it had many obsolete orineffective collaborations, as well as strong andeffective, active partnerships. A matrix of thecollaborations revealed the most important links toaddress for each program, and a survey revealed aneed to strengthen some of them. An example portionof the matrix is given below (Table 9.2).The Quality Community Linkages Council followedthis analysis with a survey and addressed a need tostrengthen program advisory boards with trainingdesigned for both the college liaison and advisoryboard members. An Advisory Board handbook wasdeveloped and disseminated to participants in thetraining. Follow-up assessment and feedbackrevealed the community members had a need forpartnership expectations and parameters, basicadvice on effective meetings, and desired recognitionfor their work.The college refined the Advisory Council handbookwith information learned in the series of trainings, andheld several recognition events for college liaisonsand advisory board members. Satisfaction in theprocess and events was expressed from both internaland external participants.In 2005, SJC contracted with Learning ResourcesNetwork (LERN) to conduct a review of the CLC andB & I Training, recommend structure, procedures,benchmarks and best practices SJC should follow togo forward and to train staff in the specific knowledge,skills and attitudes that will enable progress. LERNsent surveys to CLC students and instructors and B &I Training clients and instructors. Results arepresented in Table 9.3.AQIP Category Nine: Building Collaborative Relationships 79

San Juan College – AQIP Systems Portfolio – November 2007School,Department orProgramElementary Schools K-5Middle Schools 6-8High Schools 9-12Colleges/Universities 13+Health Care ProfessionalsHealth Care OrganizationsChild Care Facilities &HomesFamilies First 1 1 2 2 1 1 2 2 1 3 2Family SupportServices 3 2 1 1 3 2 2 1 3 3 1 1 0 3 1 1 3 3Family SupportTraining 1 0 1 3 3 3 2 3 0 3 0 0 1 2 2 0 2 2Table 9.2 Sample Matrix of Key Collaborative RelationshipsNative American TribesFederal, State & LocalOfficialsAdolescent Health 3 1 1 1 2 2 2 3 1 1 1 2 1 1 3 2 3=Major LinkAssociatedStudents 1 1 1 1 0 0 0 1 1 1 1 1 0 0 0 0 3 3 2=Regular LinkBusiness Office 1 3 1 1 2 1 2 1 1 2 2 3 31=OccasionalLinkCFDC 1 0 3 3 3 3 3 3 3 3 1 0 0 3 1 1 3 3 0=zero-no linkCommunityLearning Center 1 1 1 1 1 2 1 2 3 3 3 2 3 3 1 1 3 3Ctr for ServiceLeadership SeniorCorps 1 1 1 2 2 3 1 1 3 3 1 1 1 3 1 2 3 1Ctr for ServiceLeadershipService Learning 3 3 3 3 1 1 1 2 1 3 1 1 1 2 1 1 3 3Ctr for ServiceLeadershipVolunteer Center 1 1 2 3 1 2 1 2 2 3 3 1 1 1 1 2 2 3Early InterventionBehavioral Health 1 0 0 0 1 1 2 0 0 2 0 0 0 2 0 1 2 2Community ServiceAgenciesCommunity Clubs &OrganizationsBusiness AssociationsBusiness & IndustryNM State AgenciesOut of State AgenciesFaithbased OrganizationsInternal SJC CommunitySJC StudentsQuestion Respondent Poor Below Average Good Excellent OverallAverageAverageRate experience that best CLC0% 0% 13.20% 45.28% 41.50% 4.28describes experience and participantlearningRate the registration process CLC0% 4.54% 13.62% 47.72% 34.09% 4.11and proceduresparticipantRate your experience with CLC2.27% 13.63% 9.09% 27.27% 47.72% 4.05CLC programsinstructorRate your experience that best B&IT0% 0% 14.28% 42.85% 42.85 4.29describes training received customerRate experience with B&IT B&IT0% 14.28% 9.52% 9.52% 66.66% 4.29services and traininginstructorTable 9.3 LERN Survey ResultsBusiness and Industry TrainingThe mission of Business & Industry Training took anew focus on longer-term relationships with businessand industry in the basin, providing longer and moreintensive training to fewer clients. The energy industryrelated program and some of the healthcare coursethat were incubated in contract training weredeveloped into new credit programs to support localindustry. This was replaced by a systematic approachto developing contract programs that have potentialfor both continuing contract base and potential futureprograms for the college. Consequently, while thenumber of contract training classes and organizationsserved has declined, the number of student contacthours in contract training has increased (Figures 9.2and 9.3). This demonstrates the college commitmentto develop better programs supportive of on-goingtraining and continuing education, rather thanhaphazard offerings as circumstances ariseAQIP Category Nine: Building Collaborative Relationships 80

San Juan College – AQIP Systems Portfolio – November 2007Contract TrainingStudent Contact Hours300250Contract Training Classes(includes Community LearningCenter)Organizations Served(unduplicated)25,00020,00020015015,00010010,000505,00002003-04 2004-05 2005-06 2006-07Figure 9.2 Contract Training Trend DataCommunity Learning CenterDuring instructional reorganization, many of thecourses previously offered through the CLC weremoved to B & I Training and some from B & ITraining to credit courses and programs, such as theSchool of Energy and Medical, Surgical AssistantProgram. Using the LERN model, targets for theCommunity Learning Center were set, andcomparisons made to previous sessions. Within thelast year, the CLC community offerings recovered tomeet and exceed the established goals compared toprevious classes offered and made, enrollmentgrowth demonstrated, and the Center reduced itscancellation rates through careful monitoring ofofferings, its targets and results02003-042004-052005-06Figure 9.3. B & I Training Student Contact Hours140120100806040200CLC Classes Offered2006-07Previous ActualCLC ActualCLC GoalFA I 06 FA II 06 SP I 07 SP II 07 SUM 07SessionFigure 9.5 CLC Classes OfferedFigures 9.4, 9.5, and 9.6 Community Learning Centertrend data900CLC Class EnrollmentCancellation Rate80070%60%GOOD70060050050%40%30%Previous ActualCLC ActualCLC Goal400300200100CLC ActualCLC Goal20%10%0FA I 06 FA II 06 SP I 07 SP II 07 SUM 07Session0%FA I 06 FA II 06 SP I 07 SP II 07 SUM 07SessionFigure 9.6 CLC Cancellation RatesFigure 9. 4 CLC Class EnrollmentAQIP Category Nine: Building Collaborative Relationships 81

San Juan College – AQIP Systems Portfolio – November 2007BenchmarkMarket Penetration: HighSchool Graduates Enrolling atInstitution2002-2003 2003-2004 2004-2005SJC Percentile SJC Percentile SJC Percentile28% 90th 31% 90th 33.46% 90 thTable 9. 4 High School Graduates Enrolling at SJC9R2 The college uses benchmarking research todetermine improvements and best practices bycomparing its programs to other institutions. Eachpartnership area has specific comparisonsappropriate in the particular school or program. Forexample, B&IT targeted 23 community colleges withsimilar community learning programs, narrowed to sixstudied further for comparison processes andprograms. The school used LERN to further comparethese programs. LERN selected the following fivemodel programs for benchmarking: William RaineyHarper College (Palatine, IL), Kirkwood CommunityCollege (Cedar Rapids, IA), Central PiedmontCommunity College (Charlotte, NC), GloucesterCounty College (Sewell, NJ), and Western SuffolkBOCES (Dix Mills, NY).One measure of comparison with other institutions isthe percentage of high school graduates enrolling atthe institution as presented in Table 9.4)percentages, and the preceding year’s performance,in the short term, LERN recommended that thecombined financial performance of CLC, B & ITraining and continuing professional educationgenerate a 5-10% net.LERN recommendations for CLC improvementinclude: (1) Restructuring of staff for greaterproductivity – work output should be measured inoutcomes; (2) determine Unique Selling Proposition(USP); determine seven primary market segments;(3) develop a one-year marketing plan; (4) proactivelycommunicate accomplishments college-wide; (5) anduse benchmarks (see 9I2).LERN recommendations for B & I Trainingimprovement include: (1) Focus on selling contracts;(2) Centralize all selling; (3) Less packaged, morecustomized training; (4) Develop an InstructorHandbook, and (5) use benchmarks (see 9I2).Improvement (I)9I1 SJC seeks to improve current processes andsystems for building collaborative relationships bymaintaining an awareness of trends and practices inbusinesses, education, and non-profit organizations.San Juan College improves its current processes andsystems through the effective use of feedbackprovided from the partnerships. Information isprioritized and then integrated into program planning,and further change is aligned with strategic planning.For example, B &I Training routinely seekpartnerships as part of their daily work relationshipsand refine maintenance of these partnerships as adaily practice. Improvement to the current processeswill be accomplished by gathering satisfaction andparticipation rates, improving the process foridentifying primary contacts, and developing aprocess for training new advisory board members.In 2005, SJC engaged Learning Resources Network(LERN) to complete a review of and providerecommendations for the advancement of theCommunity Learning Center and Business andIndustry Training. LERN recommended the creationof the School of Continuing Education andCommunity Development under an umbrella of“outreach” to provide SJC’s community programs andservices. Although each department within theSCECD should be measured separately bycomparing their performance to income goals, budgetAQIP Category Nine: Building Collaborative Relationships9I2 San Juan College is developing specific plansfor improving its current processes and systems thatwork to build collaborative relationships. Targets areset in the strategic and annual planning processes,and through identification in the advisory boardmatrix. Some of the areas already targeted include:• Advisory councilsDuring the past year, an effort was made tocreate processes for strengthening the advisorycouncils at SJC. Training was developed toshow the benefits of having advisory councils, todemonstrate how to manage an effectiveadvisory council and to provide a college-widesystem for acknowledging advisory councils.This effort will be perpetuated in the coming yearby placing the oversight of advisory councilswithin a particular division of San Juan College.The process will then be formalized, improvedand expanded. Advisory councils are the sourceof many of the College’s strongest partnerships.• Strengthening partnershipsThe Community Linkages Quality Council will beformally studying current partnerships, creating aprocess to strengthen and improve thosepartnerships and a process for creating newpartnerships. Included in this work will be aneffort to develop a system for measuring thesuccess of the College’s partnerships and how tocommunicate college-wide the benefits ofpartnerships.• Budgetary priorities82

San Juan College – AQIP Systems Portfolio – November 2007In a time of budget concerns, it will berecommended that the building of partnershipsreceive a high priority in the planning andbudgeting process. The ability to leverage dollarsthrough partnering will be of particular importanceas the College closely monitors its expenditures.• Communicating resultsA formal process for communicating results andimprovement priorities to relationship partners,faculty, staff, administrators and appropriatestudents and stockholders will be developed thisyear. Currently that information is sharedthrough regular communication channels (see5C1, 5P5, 5P6, 8P3).• Benchmarking other institutions:A Key Task team will be created to identify datasources or partnership statistics that should bemaintained centrally and shared withstakeholders. This team will also benchmarkother institutions that excel in collaborativerelationships and develop a means to begincomparing results of those institutions with thoseachieved at SJC.indicates that the CLC is progressing positivelytowards each target:Benchmark Target 2006-200715-20 Spring I – 14.3Spring II – 11.8Summer Adult – 28.1Summer Kids – 11.5AverageparticipantsOperating margin 40-50% Spring I – 55%Spring II – 64%Summer Adult – 55%Summer Kids – 51%Cancellation Rate 5-20% Spring I – 20%Spring II – 15%Summer Adult – 30%Summer Kids – 10%New Programs 20% Spring I – 62%Spring II – 48%Summer Adult – 12%Summer Kids – 49%Table 9.7 CLC Data 2006-2007LERN recommended the following CLC benchmarksbe tracked and analyzed (Tables 9.5 and 9:6):Benchmark Target PresentAverage15-20 8participantsOperating margin 40-50% 40%Repeat rate 50-70% 25%Cancellation rateoverall5-20%30-50%39%N/ANew coursecancellation ratePromotion costs 10-15% 19%Production costs Less than 50% 50%Staff productivity $125,000+ $150,000Brochure:Less than 100:1 26:1Participant ratioNew programs 20% 25%Programmer6-20 X salary N/AincomePercentage of Less than 3%N/Amoney refundedTable 9. 5 CLC TargetsIn addition, because the CLC’s repeat rate is low, thefollowing retention benchmarks should be tracked:Retention Benchmark Target PresentService rating 4+ out of 5 TBDQuality rating 4+ out of 5 TBDCourses/events per 1.5 -2 N/ApersonIncome per person 2 to 3 xN/Aave. feeAverage size of Less than 5 N/Acancelled course/eventCost of new customers 4:1 or less N/ATable 9.6 CLC Retention TargetsThe CLC has focused on improving averageparticipants, operating margin, cancellation rate andnew programs benchmarks. Data (Table 9. 7)AQIP Category Nine: Building Collaborative Relationships83

San Juan College – AQIP Systems Portfolio- November 2007Glossary of Terms and AbbreviationsAACAASAASAction PlansAccuplacerACCAQIPASAtDB&I TrainingCATCEPDCCSSEChapter HouseCharretteCharters of AccountabilityCLCCQINCSLOsCTXEd2GoEDGEELTEMSAdvising & Counseling CenterAssociate of Arts degreeAssociate of Applied Science degree (career programs)A specific method or process to achieve the results called for by one ormore objectives, it may be a simpler version of a project plan.Testing software for placementAdvising and Counseling CenterAcademic Quality Improvement ProgramAssociate of Science degreeAchieving the DreamBusiness and Industry TrainingClassroom Assessment TechniquesCouncil for Educator’s Professional DevelopmentCommunity College Survey of Student EngagementCommunity gathering place for information and assistance governed by apanel of elected officialsA collaborative session in which a group of stakeholders drafts asolution to problemAnnual work plans for professional staff linked to the Strategic PlanCommunity Learning CenterContinuous Quality Improvement NetworkCommon Student Learning OutcomesCenter for Teaching ExcellenceOnline courses offered through the CLCEducational Dedication and Goal Enhancement programExecutive Leadership TeamEmergency Medical ServicesEncore Courses for life-long learners over the age of 5084

San Juan College – AQIP Systems Portfolio- November 2007ENGLERPFour CornersFAAB ExpressFERPAFTEGatekeeper coursesGPCHAZMATHEDHHPCHLCHRIPEDSIPOPIRBKPILERNLLTLPNLRNSNACUBONCANCCBPNCESNILIENLSSIEnglishEnterprise Resource PlanningRegion where the boundaries of New Mexico, Colorado, Arizona, andUtah meetEssential functions of Financial Aid, Admissions, and Business in onelocationFamily Educational Rights and Privacy ActFull Time Equivalent (student or employee)Entry level college courses required by degree programsGrants Planning CommitteeHazardous materials trainingHigher Education Department (New Mexico)Health and Human Performance CenterHigher Learning Commission (of the North Central Association ofSchools and Colleges)Human ResourcesIntegrated Post-Secondary Education Data SystemIndustrial Process Operator ProgramInstitutional Review BoardKey Performance IndicatorLearning Resources NetworkLearning Leadership TeamLicensed Practical NurseSupport classes offered through the Student Success CenterNational Association of College and Business OfficesNorth Central Association of Schools and CollegesNational Community College Benchmarking ProjectNational Center for Educational StatisticsNational Institute for Leadership EffectivenessNoel-Levitz Student Satisfaction Index85

San Juan College – AQIP Systems Portfolio- November 2007NMHEDOODOSDOTSPACPACEPortalPTAPSYCQCBQSLCQSSCQuality Quick ChecksRNSCECDSCHSELSJCSMART labSOESPCHSSDCStamatsTECVPWebCTNew Mexico Higher Education DepartmentOffice of Organizational DevelopmentOffice of Strategic DevelopmentOffice of Technology ServicesProgram Advisory CouncilPersonal Assessment of the College Environment; SJC’s primary tool forbenchmarking and gathering measures of employee satisfaction.Online administrative interfacePhysical Therapy Assistant programPsychologyQuality Center for BusinessQuality Student Learning CouncilQuality Student Support CouncilProvides a framework for continuous improvementRegistered NurseSchool of Continuing Education and Community DevelopmentStudent Credit HourSchool of Extended LearningSan Juan CollegeLocated within the Student Success CenterSchool of EnergySpeechSupport Staff Development CommitteeConsultant firm hired to conduct market studyTechnical Education CenterVice PresidentOnline course management system86

San Juan College – AQIP Systems Portfolio – November 2007Index to Evidence for the Criteria for AccreditationCriterion One – Mission and IntegrityThe organization operates with integrity to ensure the fulfillment of its mission through structures andprocesses that involve the board, administration, faculty staff and students.Core Component 1a. The organization’s mission documents are clear and articulate publicly theorganization’s commitments.• The SJC mission, vision and values statements are periodically reviewed and included in all majorinstitutional publications and on the college’s website, as adopted by the Board of Trustees. [O1, 2P2]• The SJC mission and vision are clearly embedded in the learning goals and other distinctive objectives.[1C2, 2C1]• The mission and vision statements articulate the commitment to the community the college serves, themodel it envisions to become, and the distinctive objectives it embraces.[O1, 2C1, 5P1, 9C7]• The values statement provides the ethical foundation for commitment and a high standard of ethics foracademic integrity. [O1, 3P6, 4P3, 9C2]• The college strategic plan outlines clear values and goals in alignment with its mission and vision. [8C2,9C2]Core Component 1b. In its mission documents, the organization recognizes the diversity of itslearners, other constituencies, and the greater society it serves.• SJC’s mission statement presents a commitment to remove access barriers and a vision for the future inrecognition of the diversity of its learners and in concert with the community it serves. [O1, O2, O4, 8C1]• The college adjusts the variety of programs, delivery systems and course offerings to address learning stylediversity and preparation for success in a diverse world. [1C4, 8C1, 8C2]• SJC shares its mission and vision in a variety of communication methods to address the diversity ofcommunication styles of its constituencies and aligns professional staff charter of accountability to thatmission and vision. [O4,O7, 5P6, 8C1]Core Component 1c. Understanding of and support for the mission pervade the organization.• The hiring practices of the college include attention to the diversity of its constituents and orientation to theinstitution’s mission and practices. [O5, O7, 4P2]• Under the foundation of its mission, the college supports a long standing tradition of community involvementand all levels of organization. [5C3, 5P1, 5P6]• Institutional mission and vision are communicated from leaders to the SJC community and back throughvarious identified processes. [2P2, 5P6, 5P7, 5R1]• Distinct institutional goals, aligned with the college mission and vision, are reinforced through alignmentduring various key processes such as strategic planning, performance review, and budget processes.[5P6, 8C2]Core Component 1d. The organization’s governance and administrative structure promoteeffective leadership and support collaborative processes that enable the organization to fulfill itsmission.• Processes for aligning effective leadership and collaborative processes exist including special Task Forces,Annual Planning, budget, and advisory boards in addition to traditional organizational structures. [O6, O7,3R4, 5P3, Cat 8]• Targets for improvement are set through input from collaborative processes and prioritization aligned togoals. [2P1, 3I1, 5P1, 5P3, 9C2, 9P2]• Performance scorecards are available to entities the college serves on the college website and performancereports are included in every Board of Trustee meeting. [7C1, 7C2]Core Component 1e. The organization upholds and protects its integrity.Index to Evidence for the Criteria for Accreditation 87

San Juan College – AQIP Systems Portfolio – November 2007• The college values are consistent with our ethically responsible organization and commitment to highstandards of integrity. [O1, 3P6, 4P3, 5C3]• The organization has processes for receiving and documenting a timely response to complaints andgrievances, particularly those of students. [3P6, 4P2]• The college understands and abides by a local, state, and federal laws and applicable regulations.Consistent and fair policies regarding rights and responsibility are practiced and documented in student andemployee handbooks, publications, and Board of Trustee policy documents. [3P6, 4P3]Criterion Two – Preparing for the FutureThe organization’s allocation of resources and its processes for evaluation and planningdemonstrate its capacity to fulfill the mission, improve the quality of its education, and respond tofuture challenges and opportunities.Core Component 2a. The organization realistically prepares for a future shaped by multiplesocietal and economic trends.• The college’s planning documents reflect an understanding of the organization’s current capacity andbarriers to educational access. [O1, O3, 4C2, 4C3, Cat 8]• The college intentionally creates collaborative partnerships to strengthen its key communities andrelationships in key areas for future growth. [9C1, 9C2]• In its planning, the college process includes environmental scanning from multiple sources and attention toemerging factors of change and innovation. [O1, O4, O7, 2C2, 4P3]• Goals are reviewed annually and adjusted in response to the changing needs of the region, and resourceallocation is responsive to those needs.[8P2, 8P5, 8P6, 8P7]Core Component 2b. The organization’s resource base supports its educational programs and isplans for maintaining and strengthening their quality in the future.• Annual budget allocation and institutional capacity changes in response to goal adjustment ensuresadequate resources for achievement of educational quality goals.[O8, 8P2, 8P6, 8P7, 8R2]• The college intentionally develops its human resources to meet future needs. [4P4, 4P5, 8P7]• Resources are allocated towards high priority and mission-specific activities and programs.[O8, 6R1-3, 8P2, 8P6, 9C2]• Performance improvement is based on mission-aligned activity and program achievement.[O8, 8R1, 8R2, 8I1]Core Component 2c. The organization’s ongoing evaluation and assessment processes providereliable evidence of institutional effectiveness that clearly informs strategies for continuousimprovement.• Multiple measures and levels of institutional effectiveness inform strategic planning and strategies forimprovement. [7C2, 7P5, 7R2, 7I1, 7I2, 8P4, 8R4]• The college has defined processes and systems for planning continuous improvement and studentassessment of learning.[1P11, 7I1, 7I2, 8I1]• Evaluation and assessment processes include reviews of programs and systems for collecting, analyzingand using organizational information. [1P13, 7C1, 7P1, 7P2, 7P3]• The college improvement efforts focus on improvement of evaluation and assessment processes andreliability of effectiveness evidence. [1I1, 3I1, 7I1, 8I1]Core Component 2d. All levels of planning align with the organization’s mission, thereby enhancingits capacity to fulfill that mission.Index to Evidence for the Criteria for Accreditation 88

San Juan College – AQIP Systems Portfolio – November 2007• SJC strategic and operational planning is aligned with its mission and link to budget and resource allocation[8C2, 8P1]• Operational and resource planning processes involve input and prioritization at all organizational levels.[3P1, 8P4, 8P6, 8P7]• Alignment of short-term and long-term strategies, facility master plan, key administrative support processes,and collection of data and information with mission focus enhances institutional capacity to fulfill thatmission. [8C2, 8P2]Criterion Three – Student Learning and Effective TeachingThe organization provides evidence of student learning and teaching effectiveness thatdemonstrates it is fulfilling its educational mission.Core Component 3a. The organization’s goals for student learning outcomes are clearly stated foreach education program and make effective assessment possible.• Identified student learning and student services outcomes are incorporated into curriculum development andassessment activities, including a required statement of learning outcomes in each course. Curriculumchanges are approved through the Curriculum Committee process. [1C1, 1P1, 1P8, 1P11]• The college differentiates its learning goals for associate and certificate programs, enhanced with diversestrategies and applications. [1P2, 1P3, 1P5, 1P10, 1I1, 7C1]• The organization’s assessment of student learning extends to all programs and is integrated in data reportedfor purposes of external accountability. [1P11, 1P12, 1R1, 1R2, 1R4, 7C2, 7P1, 7R2]• Faculty and professional staff are involved in defining student learning outcomes and creating strategies todetermine outcome achievement. [1P1, 1P8, 1P11]Core Component 3b. The organization values and supports effective teaching.• SJC supports effective teaching in multiple forms through the Center for Teaching Excellence (CTX),Distinguished Teaching Chairs, Distance Education and Technology training support and other professionaldevelopment resources. [1C5, 4C4, 4P4, 8P6]• Services to support improved pedagogies and innovative practices, student preparation, and constituenciesexpectations enhance effective teaching practices [1P4, 1P6, 4P3, 4P5]• Value of effective teaching practices are communicated through supportive leadership and celebratedthrough the employee recognition program. [4P3, 4P4, 4P7, 4P8]Core Component 3c. The organization creates effective learning environments.• SJC aligns mission and goals by creating diverse learning environments to meet the needs of students andthe community. [1C2, 1C5, 1P9, 1R3, 2R2]• The college offers multiple levels of education in appropriate schedules and delivery systems. [1C3, 1P3,2C3]• Multiple programs, support services, and facilities accommodate at-risk, special needs, honors, youth, adultand life-long learning. [1C4, 1P5, 1P10, 2P5, 2R1]Core Component 3d. The organization’s learning resources support student learning and effectiveteaching.• Key instructional units are organized to support student learning and strategic alignment, and address thecore requirements of students. [1C3, 1I1, 1I2, 3R1, 3R2, 3R3, 4C1, 6C1, 6C2]• Organizational Development, Center for Teaching Excellence and student resources provide access tolearning, and professional development supportive of student learning and effective teaching . [1C3, 1P5,1P9, 1R2, 1I2, 4C4]• Technology support and student learning options, partnerships, and innovations enhance student learningand strengthen teaching effectiveness [1C3, 1C4, 1P2, 1P3, 1P5]Index to Evidence for the Criteria for Accreditation 89

San Juan College – AQIP Systems Portfolio – November 2007Criterion Four – Acquisition, Discovery, and Application of KnowledgeThe organization promotes a life of learning for its faculty, administration, staff and students byfostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent withits mission.Core Component 4a. The organization demonstrates, through the actions of its board,administrators, students, faculty and staff, that it values a life of learning.• SJC has created a culture of inquiry and creativity for students and employees through its practices andobjectives [O1, 1C1, 1P6, 2C1]• Faculty, staff and students create knowledge and produce scholarship in learning objectives and application,acknowledgement of achievement, and the capacity to exercise intellectual inquiry. [O1, 1C5, 4C2, 4P4, ]• An integrated planning, budgeting, and improvement system with learning college principles at the coredemonstrates the value of a life of learning at SJC. [O1, 4P4, 4P5, 4P7, 8P4]Core Component 4b. The organization demonstrates acquisition of a breadth of knowledge andskills and the exercise of intellectual inquiry are integral to its educational programs.• Expectations for student preparedness and general education are communicated clearly and reviewed todevelop attitudes and skills requisite for workforce success and life-long learning. [1C1, 1P1, 1P3, 1P8,1P11, 1I1, 2C3]• The college reviews the relationship between its mission and general education curriculum, curricular andexperiential offerings attend to the currency and relevancy of offerings to promote breadth and depth oflearning achievement. [1C1, 1P2, 1P10, 1I1]• Learning support services provide for student development to reduce gaps and enhance learning. [1P9, 1I2]• Development practices supportive of faculty and staff intellectual inquiries are integral to relevancy of thecurriculum and utility of knowledge and skills gained by students.[4C4, 4P4, 4P7]Core Component 4c. The organization assesses the usefulness of its criteria to students who willlive and work in a global, diverse, and technological society.• The college’s common student learning outcomes, specific program outcomes, and other distinctiveobjectives prepare students with skills and professional competence essential to a diverse workforce. [1C1,1P2, 1P3, 1P11, 1R2]• Individual departments report assessment results to the Assessment Committee and results of programspecific assessments are used to produce program changes.[1C1, 1P6, 1P8, 1P11]• Curriculum is monitored for its effectiveness and currency, involving internal and external stakeholders, toindicate effectiveness in job placement rates and workforce surveys.[1P2, 1P8, 1P 11, 1P12, 1R2]• The college provides curricular and co-curricular opportunities that promote social responsibility [1C2, 1P10,2C1, 2C3, 2P5]Core Component 4d. The organization provides support to ensure faculty, students and staff,acquire, discover, and apply knowledge responsibly.• The college provides academic and student support programs that contribute to the development offundamental skills and attitudes for responsible use of knowledge. [1C5, 1P8, 2C1, 4C2, 4C4]• Administrative and academic support is structured to reinforce student learning.[O6, 4P3, 4P5,5P2]• The college follows explicit policies and procedures to ensure ethical conduct in its instructional andresearch practices. [1C2, 1C5, 4P3, 4P4, 5C2]• Convocation and professional development, optimum facilities and resources, and effective oversight andpractices enforce student and employee responsibility for knowledge management. [1C5, 2R3, 4C4, 4P4,4P5]Index to Evidence for the Criteria for Accreditation 90

San Juan College – AQIP Systems Portfolio – November 2007Criterion Five – Engagement and ServiceAs called for by its mission, the organization identifies its constituencies and serves them in waysboth value.Core Component 5a. The organization learns from the constituencies it serves and analyzes itscapacity to serve their needs and expectations.• The college’s structures and processes, aligned with its mission, enable effective connections andengagement with the constituencies it serves. [O4, 2C1, 2P2, 3P2, 9C1, 9P1]• Needs of students and community are identified and addressed through institutional processes that informperformance results. [1P12, 1R1, 2C2, 2P1, 2R3, 3C1, 9I1, 9I2]• The college’s commitments are shaped by its mission and capacity to support the needs and meetexpectations of communities served. [O2, O4, 2C2, 2C3, 3P5, 9C2, 9P1, 9P2]• The college’s programs and community engagement results support achievement and inform improvementefforts. [2C1, 2P5, 2R1, 2R2, 9R1]Core Component 5b. The organization has the capacity and commitment to engage with itsidentified constituencies and communities.• Distinct institutional goals for community engagement and service support the college commitment to itsconstituencies and communities. [2C1, 2C3, 3P2, 3P3, 3R4, 3I1, 9P2, 9R1]• College structures and processes enable effective connections with its communities, and educationalprograms and co-curricular activities connect students with external communities. [2P5, 3C1, 3P2, 3P4, 3P6,3P7, 4C1]• Collaborative relationships are used to reinforce mission, assess capacity and make meaningful changes inprocess to address needs. [3P1, 3P5, 3P7, 3R1,3R4, 7P5, 9C1, 9C2]Core Component 5c. The organization demonstrates its responsiveness to those constituenciesthat depend on its service.• Collaborative ventures to provide relevant programs and services to constituencies include public education,higher education, healthcare, business and industry, and other partnerships.[2C2, 2R1, 3I1, 9C1, 9P2]• The college participates in partnerships focused on shared educational, economic, and social goals toprovide resources or programs in response to identified unmet need, particularly in learning. [2C2, 2P4, 2P5,3P2, 9C2, 9R1]Core Component 5d. Internal and external constituencies value the services the organizationprovides.• Evaluation of programs and services involves internal and external constituencies.[3P3, 3P6, 3R2, 3R1, 9C1, 9P1, 9I2]• The college’s academic programs, economic and workforce development activities, continuing education,and leadership are valued by the communities it serves. [3P3, 3P4, 3R1, 4P7, 4R1, 4R2, 4R3]• External stakeholders actively participate in college activities and programs. The college facilities areavailable and used extensively by the community. [2P5, 2R1, 3R2, 9C1, 9P1, 9P2, 9R1]• Results from various sources demonstrate the value the community places on the college and its programs,and indicate a high degree of satisfaction. [2R1, 3P7, 3R1, 3R3, 9P2, 9R1]Index to Evidence for the Criteria for Accreditation 91