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Planning Agendas
The self-study process
that culminated in this report provided the college with an
opportunity to evaluate the quality of the institution in
its service to students and the community. The items listed
below will be the centerpiece of the planning the college
will undertake during the next few years. The plans
presented in this section demonstrate Palomar College’s
commitment to the students and the diverse community it
serves.
1.
The Learning Outcomes Council (LOC) will guide and support
the college’s completion of the Development phase of Student
Learning Outcomes Assessment Cycles (SLOACs) at the course,
program, general education, and institutional levels. In
this process, the LOC will move the college toward the
Proficiency phase of SLOACs. (I.B, II.A, II.B)
2. The college will review
the Strategic Planning and the Program Review and Planning
processes to identify ways to improve the Annual
Implementation Plans, including funding of priorities. (I.B)
3. The college will discuss,
design, adopt, and implement a budget development process
that
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better aligns with and allocates
funding for both short-term and long-term strategic
planning priorities;
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allows flexibility for responding to
emergencies and exigencies; and
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sustains the district’s current
fiscal stability and solvency. (I.B, III.B, III.D)
4. The Basic Skills
Committee will
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implement, evaluate, and revise as
necessary the Basic Skills Initiative Action Plan,
including the teaching/learning centers, the Freshman
Experience, and the Professional Development components;
and
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promote dialogue about, understanding
of, and response to the Basic Skills Initiative,
including integrated instructional support services.
(II.A, II.C).
5. In the area of
Professional Development, the college will
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offer broader and more comprehensive
professional development activities for faculty, staff,
and administrators on Student Learning Outcomes
Assessment Cycles, students’ basic skills needs, and
students’ diverse learning styles;
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develop professional development
opportunities for faculty, staff, and administrators to
learn about their colleagues’ academic and
career/technical programs; and
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concentrate on engaging part-time
faculty in these activities and opportunities. (II.A,
III.A, IV.A)
6. The "75/25" Workgroup
will develop a plan to improve the ratio of credit hours
taught by full-time faculty to the credit hours taught by
part-time faculty while also increasing the number of
full-time faculty. (II.A, III.A)
7. The college will develop a systematic
process based on discussion among constituent groups to
identify and plan for the staffing levels and flexibility
necessary for continuity of services in support of students.
(II.C, III.A, III.B)
8. The college will ensure
that all constituent groups have a written code of ethics
aligned with Governing Board policy. (III.A)
9. The college will consider
the recommendations of the Emergency Preparedness Workgroup
as part of its ongoing planning, preparation, and training
for the safety and security of the college community.
Recommendations incorporated into the district’s Emergency
Preparedness Plan will be prioritized and funding resources
will be identified. (III.B)
10. The Strategic Planning
Council will engage in formal dialogue on its shared
governance and decision-making processes in order
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to distinguish the types of decisions
that have significant institution-wide implications and
thus must be arrived at through systematic participative
processes;
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to clarify the authorities and
responsibilities of the decision-makers and other
participants in these processes in order to produce
decision-making guidelines; and
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to enhance professional development
opportunities for the college to learn about shared
governance. (IV.A)
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