Maricopa County Community College District
Strategic Plan
2013-2016 April 2014 Update
Chandler-Gilbert | Estrella Mountain | GateWay | Glendale | Mesa | Paradise Valley | Phoenix | Rio Salado Scottsdale | South Mountain | Corporate College | Maricopa Skill Center | SouthWest Skill Center
Strategic
Plan 2013-2016
Table of Contents Introduction 2 Vision, Mission, and Values 3 System-Level Strategies/Initiatives 4 MCCCD Strategic Planning Goals (2013-2016) 6 Appendix A 7
MCCCD Governing Board Outcomes
7
Appendix B
14
14
Alignment of Core Planning Areas with Governing Board Outcomes
Appendix C
15
15
MCCCD Strategic Planning Annual Planning Sheets
Appendix D
32
32
MCCCD Strategic Planning Committee
Introduction The Maricopa County Community College District (MCCCD) is comprised of ten colleges, two skill centers, and a corporate college serving students and community members with a wide range of programs and services. An ongoing integrated, system-wide planning effort has always been important given the size and diversity of MCCCD and its significance to the community. Historically, the Maricopa system has consistently emphasized planning to help meet its mission and to promote a shared vision for the future. Since 2011, several new planning initiatives have been introduced, including the development of new Governing Board outcome statements and related outcome metrics (see http://www.maricopa. edu/publicstewardship/governance/boardpolicies/boardpolicies_toc.php). Also introduced was an integrated planning model and reporting process. These replace the Board outcomes last amended in 2004 and the institutional effectiveness measures used in the Governing Board Monitoring Report since 2006. New metrics were established to gauge the extent to which the District as a whole achieves outcomes in the areas of university and transfer education, workforce and economic development, developmental education, community development, and civic and global engagement. See Appendix A for details. The new Governing Board Outcomes and related metrics form the basis of an updated Governing Board Monitoring Report presented annually to the Governing Board.
Core Planning Areas In 2011, the following Core Planning Areas were presented to the Governing Board: Access to Learning, Pathways to Success, Effective Learning and Teaching, and Organizational Integrity. These categories provide a framework for system-wide planning at all levels and replace the Strategic Directions that had been used in planning in prior years. The Core Planning Areas reflect alignment with the newly developed Governing Board outcomes. See Appendix B for details.
Alignment with Other Planning Efforts/Local Strategic Planning
Link between Strategic Plan and Year-End Reporting
The planning activities within the Maricopa system are aligned with the Arizona Community Colleges’ Strategic Vision goals established by the Arizona Community Colleges Coordinating Council; the American Association of Community Colleges 21st-Century Commission on the Future of Community Colleges and their Voluntary Framework of Accountability; and the Maricopa 21st Century initiative recommendations. Each college has its own strategic plan and will align it with the District Core Planning Areas and system-level Figure 3strategies/initiatives.
Each fall, MCCCD reports its progress to the Governing Board, utilizing data generated at the District Office as well as narrative reports provided by each functional unit. System-wide reporting emphasizes accomplishments that planning units have made in each of the four Governing Board Outcome areas, their alignment to the system-level strategies/initiatives, and an analysis of Governing Board metrics. Plans for the next year are structured around what the college or unit will be doing to continue to improve the Governing Board metrics and how the plan aligns with Core Planning Areas. Detailed operational implementation plans and unit level plans will continue to be developed and monitored within the college or functional unit.
Gov. Board Outcomes
Aligns
Informs
Core Planning Areas
Aligns
System Level Strategies
Aligns
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Informs
Informs
District and College Plans and Innovations
Vision, Mission, and Values MCCCD’s 2013-2016 Strategic Plan is aligned with the system-wide Vision, Mission, and Values.
Our Vision: A Community of Colleges—Colleges for the Community—working collectively and responsibly to meet the life-long learning needs of our diverse students and communities.
Our Mission: The Maricopa Community Colleges provide access to higher education for diverse students and communities. We focus on learning through: • University Transfer Education
• Continuing Education
• General Education
• Community Education
• Developmental Education
• Civic Responsibility
• Workforce Development
• Global Engagement
• Student Development Services
Our Institutional Values: The Maricopa Community Colleges are committed to: Community We value all people—our students, our employees, their families, and the communities in which they live and work. We value our global community of which we are an integral part.
Excellence We value excellence and encourage our internal and external communities to strive for their academic, professional and personal best.
Honesty and Integrity We value academic and personal honesty and integrity and believe these elements are essential in our learning environment. We strive to treat each other with respect, civility, and fairness.
Inclusiveness We value inclusiveness and respect for one another. We believe that teamwork is critical, that each team member is important; and we depend on each other to accomplish our mission.
Innovation We value and embrace an innovative and risk-taking approach so that we remain at the forefront of global educational excellence.
Learning We value lifelong learning opportunities that respond to the needs of our communities and are accessible, affordable, and of the highest quality. We encourage dialogue and the freedom to have an open exchange of ideas for the common good.
Responsibility We value responsibility and believe that we are each accountable for our personal and professional actions. We are responsible for making our learning experiences significant and meaningful.
Stewardship We value stewardship and honor the trust placed in us by the community. We are accountable to our communities for the efficient and effective use of resources as we prepare our students for their role as productive world citizens. 3
System-Level Strategies/Initiatives Below are descriptions of some of the systemic strategies/initiatives referenced in the Strategic Planning Goals document.
ONE Maricopa
Completion Agenda
Colleges in MCCCD historically have met the needs of their communities through localized decisions about programs, services, and business processes. While this diversity makes the District stronger, it also can produce some inefficiencies and unintended barriers for students who may enroll in more than one college. ONE Maricopa seeks to maximize resources and effectiveness using system-wide approaches to address common challenges, to foster increased partnerships among Maricopa colleges, and to reduce duplication of services and programs. For details, see http://www.maricopa. edu/chancellor/onemaricopa.php.
MCCCD is committed to increase by 50 percent by the year 2020 the number of students completing associate degrees, certificates, and/or successful transfer to one of Arizona’s public or private universities. Attaining this goal will contribute to Arizona’s economic recovery as well as increase the quality of life for a more educated workforce. The Completion Agenda is aligned with the state and national movements toward greater accountability and productivity in higher education. The Maricopa goals are presented in the Governing Board Completion Statement (http://www.maricopa.edu/gvbd/ message.php). This initiative aligns with the Arizona Board of Regents 2020 Completion Goals.
Seamless Student Experience The seamless student experience (SSE) provides students a single point of access and a uniform process for admissions, registration, financial aid, and related student services across all MCCCD colleges. SSE will allow students to seamlessly move from one MCCCD college to another without repeating or duplicating the processes to be admitted or to receive financial aid. Students will have a single academic transcript containing a record of all credits earned at MCCCD colleges. From a service point of view, students would access the ONE Maricopa student information system (online or in person) just once with the information applicable at any of the colleges universally.
Maricopa Priorities Beginning in FY 2013-14, the Maricopa Community Colleges started a process of prioritization of all programs and services. This process known as Maricopa Priorities will aid us in collectively realigning resources (funds, people, and space) to help us improve as an institution. These efforts will be guided by our District’s vision, mission, goals, values, and core planning areas. These statements define and guide us as an institution and are the benchmarks against which we measure our future success.
IMOR2 The Integrated Marketing, Outreach, Recruitment, and Retention initiative (IMOR2) is responsible for developing an inclusive approach to promoting enrollment and retention through a common communication platform and other strategies. In support of the Seamless Student Experience, Student Success Initiative, and other District-wide initiatives, IMOR2 provides a vision and set of recommendations to guide communication, recruitment, and retention efforts. The emphasis of the initiative is based on Maricopa Community College student success at the right college, at the right time, and for the right purpose.
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Developmental Education
Performance-Based Funding
By leveraging strategies and innovations developed at the colleges, MCCCD will improve developmental education outcomes, close achievement gaps, and address student access to college-level courses and programs of study. Governing Board outcomes explicitly seek increases in the successful completion of developmental math, English, and reading courses, and progression to college-level courses. Students from all races/ethnicities and socioeconomic backgrounds are expected to perform comparably in developmental courses and beyond. Developmental course access and success will be enhanced by offering a variety of instructional modalities including online, hybrid, accelerated, and modularized approaches.
The Maricopa Community Colleges will be developing a performance-based funding model for its system of 10 colleges and two skill centers. The model will be in alignment with the state-wide model and Strategic Visioning document created by the 10 Arizona community college districts (http://www.azcommunitycolleges.org). Beginning in November 2012, Maricopa formed an internal work group to explore Maricopa-specific performance funding. The goal of performance funding at the Maricopa Community Colleges is to provide resources to incent changes that will improve institutional performance, especially through improvements in student outcomes, progress, and overall student success.
Student Success Initiative The Student Success Initiative is designed to positively impact student retention, persistence, and goal completion. The program, intended for new-to-highereducation and transfer- or degree-seeking students, mandates student participation in a comprehensive orientation program, academic advising, and assessment testing with course placement for Reading, English, Mathematics, and a college success course.
The MCCCD 2013-2016 Strategic Planning Goals The MCCCD 2013-2016 Strategic Planning Goals are listed on the following page. Each goal/strategy combination has a four-year plan. The parties responsible for the implementation of each four-year plan are listed in Appendix C. The members of the Strategic Planning Committee are listed in Appendix D.
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Chandler-Gilbert | Estrella Mountain | GateWay | Glendale | Mesa Paradise Valley | Phoenix | Rio Salado | Scottsdale | South Mountain Corporate College | Maricopa Skill Center | SouthWest Skill Center
MCCCD Strategic Planning Goals (2013-2016) Access to Learning Goal #1: MCCCD will improve access to learning opportunities for students and the community. Strategies: 1. Enhance student services designed for underserved populations 2. Implement a coordinated approach for effective recruitment and marketing that leads to improved retention 3. Implement a uniform student enrollment process through the Seamless Student Experience initiative 4. Provide student-centered course schedules and learning options Measures: Governing Board metrics, enrollment of underserved populations, number of returning adults, collegegoing rates, and dual enrollment
Pathways to Success Goal #2: MCCCD will enhance educational and career pathways to support student goal attainment. Strategies: 1. Implement student success initiative to fulfill the Completion Agenda mandate 2. Redesign the developmental education program 3. Clarify pathways and simplify program and degree options to enhance student success Measures: Governing Board metrics, number of transfers, number of students with awards, number of awards, and percentage of students successfully completing developmental education and college-level courses
Effective Learning and Teaching Goal #3: MCCCD will improve student learning outcomes and teaching effectiveness. Strategies: 1. Implement a systemic early intervention model for students 2. Improve curriculum process to be responsive to market needs 3. Improve residential-to-adjunct faculty teaching ratio to support student success 4. Focus faculty professional development activities on effective learning and teaching Measures: Governing Board metrics and percentage of credit hours taught by full-time faculty
Organizational Integrity Goal #4: MCCCD will strengthen policies and practices to guide the effective use of public resources. Strategies: 1. Improve systems designed to attract, develop, and retain a talented and diverse workforce 2. Transition to a performance-based funding model 3. Engage in instructional and administrative program prioritization Measures: Governing Board metrics, HR metrics, performance funding metrics, and program prioritization metrics 6
Appendix A MCCCD Governing Board Outcomes The Governing Board Outcomes and related Metrics provide evidence that MCCCD is meeting its mission. The governing board has identified desired outcomes and measures in order to better serve and to be accountable to its constituencies. These constituencies include Maricopa county, students, private and public sector employers, universities, and primary and secondary schools. (http://www.maricopa.edu/publicstewardship/governance/boardpolicies/outcomes.php).
Outcomes 1.0 - Global Ends/Broadest Outcome Statement As an educational institution devoted to learning, Maricopa Community Colleges exist in order that the diverse communities served have effective, innovative, learner-centered, flexible, and affordable life-long educational opportunities, with outcomes optimizing use of available resources. 1.1 - University Transfer Education and General Education 1.2 - Workforce and Economic Development 1.3 - Developmental Education 1.4 - Community Development and Civic and Global Engagement AMENDED October 22, 2013, Motion No. 10112, AMENDED February 22, 2011, Motion No. 9781, 9782
Governing Board Outcome
Metric
1.1 - University Transfer Education and General Education A.
Students will have access to quality higher education programs and support services necessary to increase retention and achieve their learning goals.
• • • • •
• • •
• • •
•
College-Level Course Success Rate Fall-to-Fall Retention Rate Graduation Rate (Degree/Certificate) Percent of students completing college-level math and/ or English Percent of full- and part-time students making satisfactory academic progress within two years, as measured by the number of credits completed Semester-to-Semester Retention Rate Number and percent of students who achieve their stated education or training goals Percent of students achieving a successful community college outcome as measured by accomplishment of academic milestones FTSE year-end enrollment Cost of attendance as a percentage of Arizona mean family income Selected items from the Noel-Levitz Student Satisfaction Inventory: o The quality of instruction I receive in most of my classes is excellent o Academic support services adequately meet the needs of students o College shows concern for students as individuals o College does whatever it can to help me reach my educational goals The ratio of credits completed to credits attempted for fall and spring terms (excludes high school dual enrollment) 7
B.
Students declaring an intent to earn a degree will • Number of AA, AAS, AGS, and ABUS awards complete an associate’s degree. The number of conferred annually. associate’s degrees will increase. • Percent of students with a degree intent who earned an associate’s degree.
C.
Students will be prepared to successfully pursue • Successful completion of Arizona General Education higher education beyond the community college. Curriculum (AGEC) courses i. Students will demonstrate post-secondary • Selected Community College Survey of Student competencies in communication Engagement (CCSSE) items: (writing, speaking, listening, reading), o How much has college experience contributed the humanities, science, critical thinking, to knowledge, skills, and development in writing, problem solving, computer and information speaking, thinking critically/analytically, numerical literacy, and mathematics. problem solving, computing and information technology? o Does college emphasize using computers in academic work?
C.
Students will be prepared to successfully pursue • Percentage of community college students in a given higher education beyond the community college. academic year who are new transfers to state public ii. Students will experience a seamless universities with a transfer degree or certificate (AA, transfer to baccalaureate-granting AS, ABUS, AGEC) or transfer a minimum of 80% of institutions. college level credits earned at a community college • Student participation in Maricopa’s signature transfer programs (ASU Alliance/MAPP, NAU Connection) • CCSSE results compared to the national mean for the following items: o Frequency, satisfaction with, and importance of transfer credit assistance • Survey and focus group results about the transfer experience conducted within the Arizona transfer system
C.
Students will be prepared to successfully pursue • Percent of students with a transfer intent who earned higher education beyond the community college. an AGEC or transfer degree (AA, AS, ABUS) iii. From 2011 to 2020, the percent of • Number of transfer associate’s degrees and AGECs students earning the AGEC and transfer awarded annually. associate’s degrees will increase. • Number of unduplicated students earning a transfer degree and/or AGEC
C.
Students will be prepared to successfully pursue • Transfer rate to state public universities higher education beyond the community college. • Number and percent of students who transfer to iv. From 2011 to 2020, the percent of an Arizona public university, public out-of-state, or students matriculating to baccalaureateprivate institution granting baccalaureate or higher granting institutions will increase. degrees
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B.
Students declaring an intent to earn a degree will complete an Associate’s degree. The number of Associate’s degrees will increase.
• Number of AA, AAS, AGS, ABUS, and ATP awards conferred annually. • Percent of students with a degree intent who earned an Associate’s Degree. • Successful completion of Arizona General Education Curriculum (AGEC) courses • Selected Community College Survey of Student Engagement (CCSSE) items: o How much has college experience contributed to knowledge, skills, and development in writing, speaking, thinking critically/analytically, numerical problem solving, computing and information technology? o Does college emphasize using computers in academic work? o Number of AA, AAS, AGS, ABUS, and ATP awards conferred annually. Percent of students with a degree intent who earned an Associate’s degree.
C.
Students will demonstrate post-secondary competencies in communication (writing, speaking, listening, reading), the humanities, science, critical thinking, problem solving, computer and information literacy, and mathematics. Students will be prepared to successfully pursue higher education beyond the community college. i. Students will experience a seamless transfer to baccalaureate-granting institutions.
• Percentage of community college students in a given academic year who are new transfers to state public universities with a transfer degree or certificate (AA, AS, ABUS, AGEC) or transfer a minimum of 80% of college level credits earned at a community college • Student participation in Maricopa’s signature transfer programs (ASU Alliance/MAPP, NAU Connection) • CCSSE results compared to the national mean for the following items: o Frequency, satisfaction with, and importance of transfer credit assistance • Survey and focus group results about the transfer experience conducted within the Arizona transfer system
C.
Students will be prepared to successfully pursue • Percent of students with a transfer intent who earned higher education beyond the community college. an AGEC or transfer degree (AA, AS, ABUS) ii. From 2011 to 2020, the percent of students • Number of transfer associate’s degrees and AGECs earning the AGEC and transfer associate’s awarded annually. degrees will increase. • Number of unduplicated students earning a transfer degree and/or AGEC
C.
Students will be prepared to successfully pursue • Transfer rate to state public universities higher education beyond the community college. • Number and percent of students who transfer to iii. From 2011 to 2020, the percent of students an Arizona public university, public out-of-state, or matriculating to baccalaureate-granting private institution granting baccalaureate or higher institutions will increase. degrees
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D.
Students will benefit from enhanced educational delivery options.
• Percent of transfer/general education students engaged in non-traditional courses: online, hybrid, and accelerated classes of eight weeks or less (excluding high school dual enrollment) • Survey results compared to the national mean for selected items on the CCSSE, Noel-Levitz Student Satisfaction Inventory, and the ECAR Students and Information Technology in Higher Education Survey o CCSSE: • How often do you use Internet for assignments, use email to communicate with instructors, use computers in academic work? • Frequency, satisfaction with, and importance with computer labs o Noel-Levitz: • Computer labs are adequate and accessible • Classes are scheduled at times that are convenient for me • College emphasizes using computers in academic work o ECAR Survey: • Instructors use information technology (IT) effectively in courses • Instructors have adequate IT skills for carrying out course instruction • Describe your overall experience using course or learning management systems • IT improves my learning • IT makes course activities more convenient
1.2 - Workforce and Economic Development A.
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Students and other community residents will have access to support services, courses, programs, career services, job placement assistance, and workforce training that prepares them for careers.
• • • •
Enrollments in workforce courses. Awards conferred in workforce programs Inventory of college and district-based support services Percentage of high-demand occupations with corresponding college certificate or associate degrees (90% of top 20 occupations) o College course, program or training directly related to occupation • Percent of the fastest growing (emerging) occupations with corresponding college offering o College course, program or training directly related to occupation
B.
Students seeking career and workforce training will attain skills and complete credentials that are market-driven and meet the needs of business and industry. i. Students will complete Certificates of Completion and Associate of Applied Science degrees that prepare them for success in their careers.
• Number of degrees and certificates conferred in occupational areas that indicate projected growth. • Degrees and Certificates Awarded Annually • Number of occupational program completers passing a licensing exam or earning an industry-recognized credential
B.
Students seeking career and workforce training will attain skills and complete credentials that are market-driven and meet the needs of business and industry. ii. From 2011 to 2020, the percent and number of students earning Certificates of Completion and Associate of Applied Science degrees will increase. Students will benefit from enhanced educational delivery options.
• Graduation Rate (Degree/Certificate Completion)
C.
• Percent of occupational students engaged in nontraditional courses: online, hybrid, and accelerated classes of eight weeks or less (excluding high school dual enrollment) • Survey results compared to the national mean for selected items on the CCSSE, Noel-Levitz Student Satisfaction Inventory, and the ECAR Students and Information Technology in Higher Education Survey (survey items listed in Item 1.1 D)
1.3 - Developmental Education A.
Students will develop the competencies necessary • Success rate in college-level math after completion of to be successful in college level work. developmental math • Success rate in college-level English after completion of developmental English • Success rate in college-level courses after completion of developmental reading
B.
Academic achievement gaps based on race, ethnicity, and income will be reduced.
• The variability of performance for each demographic variable (gender, ethnicity, and Pell grant status) will be measured for developmental level course completion and subsequent success in college level courses
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• Percent of developmental students engaged in nontraditional courses: online, hybrid, and accelerated classes of eight weeks or less (excluding high school dual enrollment) • Selected items from the following national surveys: CCSSE, Noel-Levitz Student Satisfaction Inventory, and the ECAR Students and Information Technology in Higher Education Survey (survey items listed in Item 1.1 D)
C.
Students will benefit from enhanced educational delivery options.
D.
Students requiring developmental education will • Success rate in developmental courses successfully complete developmental courses and • Graduation rate of students who were ever enrolled in a subsequently succeed in college-level courses. developmental course
1.4 - Community Development and Civic and Global Engagement
• College-Going Rate: percent of high school graduates who enroll directly in community college within eight months of completing high school • Enrollment of underserved populations • Enrollment of returning adults who have completed some college • Number of programs, events, and activities open to the community
A.
Maricopa County residents will have access to and awareness of college programs, activities and events, and facilities as appropriate to meet diverse needs.
B.
Maricopa County residents will have access to • Unduplicated annual non-credit headcount and awareness of courses of an avocational nature to include leisure, wellness, and specialized training.
C.
Students will have access to civic, political, and global learning opportunities.
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• CCSSE results compared to the national mean for the following items: o How often participate in a community-based project for a course o Degree to which students are encouraged to do community service o Ample opportunities to volunteer in community o How much emphasis on working with students from diverse backgrounds • The number of activities held on campus that address political or global subjects
D.
Students will develop the competencies to analyze and participate in democratic processes through community, civic, and global learning activities.
•
E.
Students will have diverse educational experiences through: i. Diverse curricula (academic, occupational, vocational, avocational)
• Student enrollment in academic, occupational, vocational, avocational courses
E.
Students will have diverse educational experiences through: ii. Diverse educational modalities (face-toface, online, hybrid, accelerated)
• Percent of students engaged in non-traditional courses: online, hybrid, and accelerated classes of eight weeks or less (excluding high school dual enrollment)
E.
Students will have diverse educational experiences through: iii. Diverse faculty (gender, race/ethnicity, academic, vocational, residential, adjunct)
• Faculty Profile
E.
Students will have diverse educational experiences through: iv. Diverse extra-curricular activities (clubs, service learning, community events, recreation, sports, etc.)
• CCSSE results compared to the national mean for the following items: o How often participate in a community-based project for a course o Degree to which students are encouraged to do community service o Ample opportunities to volunteer in community o How much emphasis on working with students from diverse backgrounds • The number of activities held on campus that address political or global subjects • The number of students participating in study abroad programs • Participation in service learning opportunities
CCSSE results compared to the national mean for the following items: o How much has college experience contributed to knowledge, skills, and development in contributing to welfare of the community o How important to volunteer in a community service project o How often have serious conversations with diverse students • The number of students participating in study abroad programs • Participation in service learning opportunities • The number of students registered to vote
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Appendix B Alignment of Core Planning Areas with Governing Board Outcomes Core Planning Area
Governing Board Outcomes
1. University Transfer Education and General Education Access
A. Students will have access to quality higher education programs and support services necessary to increase retention and achieve their learning goals.
Pathways to Success
B. Students declaring an intent to earn a degree will complete an associate’s degree. The number of associate’s degrees awarded will increase.
Teaching/ Learning
C. i. Students will demonstrate post-secondary competencies in communication (writing, speaking, listening, reading), the humanities, science, critical thinking, problem solving, computer and information literacy, mathematics.
Pathways to Success
C. ii. Students will experience a seamless transfer to baccalaureate-granting institutions. C. iii. From 2011 to 2020, the percent of students earning the AGEC and transfer associate’s degrees will increase. C. iv. From 2011 to 2020 the percent of students matriculating to baccalaureate-granting institutions will increase.
Teaching/ Learning
D. Students will benefit from enhanced educational delivery options.
2. Workforce and Economic Development Access
A. Students and other community residents will have access to support services, courses, programs, career services, job placement assistance, and workforce training that prepares them for careers.
Pathways to Success
B. i. Students will complete Certificates of Completion and Associate of Applied Science degrees that prepare them for success in their careers. B. ii. From 2011 to 2020, the percent of students earning Certificates of Completion and Associate of Applied Science degrees will increase.
Teaching/ Learning
C. Students will benefit from enhanced educational delivery options.
3. Developmental Education Teaching/ Learning
A. Students will develop the competencies necessary to be successful in college level work. B. Academic achievement gaps based on race, ethnicity, and income will be reduced. C. Students will benefit from enhanced educational delivery options. D. Students requiring developmental education will successfully complete developmental courses and subsequently succeed in college-level courses.
4. Community Development and Civic and Global Engagement Access
A. Maricopa County residents will have access to and awareness of college programs, activities and events, and facilities as appropriate to meet diverse needs. B. Maricopa County residents will have access to and awareness of courses of an avocational nature to include leisure, wellness, and specialized training. C. Students will have access to civic, political, and global learning opportunities.
Teaching/ Learning
D. Students will develop the competencies to analyze and participate in democratic processes through community, civic, and global learning activities. E. Students will have diverse educational experiences through: I. Diverse curricula (academic, occupational, vocational, avocational) II. Diverse educational modalities (face-to-face, online, hybrid, accelerated) III. Diverse faculty (gender, race/ethnicity, academic, vocational, residential, adjunct) IV. Diverse extra-curricular activities (clubs, service learning, community events, recreation, sports, etc.)
Organizational Integrity: Policies and practices necessary to support the accomplishment of the above through effective use of public resources. This includes financial, human, and technological resources.
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Appendix C MCCCD Strategic Planning Annual Planning Sheets
1.1 Responsible Parties: Associate Vice Chancellor for Student Affairs and Vice Presidents for Student Affairs Goal #1: MCCCD will improve access to learning opportunities for students and the community.
Strategy #1: Enhance student services designed for underserved populations. Milestones
Year 1 (2012-13)
Year 2 (2013-14)
Year 3 (2014-15)
Year 4 (2015-16)
Major Activities/Tasks
Retention and completion • Develop a common District definition for underserved students. • Conduct program review to identify services and academic programs that yield high student retention and completion of underserved students. • Collect base-line data on student rates of retention, success, and completion. • Transition and standardize services and supporting organizational structures, policies, and practices from the Seamless Student Experience (SSE) processes and Student Success Initiatives (SSI) to facilitate student transition from high school to college. • Design and implement college retention plans for under-served students. • Develop a cultural and academic congruent environment where inclusivity of underserved students supports retention and completion. Sustainability and resource alignment • Plan, secure funding, and leverage internal and external resources for long-term sustainability. • Implement an organizational structure (with aligned resources) to support program and services prioritization for long-term viability and scaling. Access and matriculation • Research exemplary national retention models to ensure that selected and supported District efforts are providing access to under-served students. • Support implementation of the Integrated Marketing, Outreach, Recruitment and Retention (IMOR2) initiative that specifically leverages high-impact services and academic programs for under-served students. Program assessment and effectiveness • Fully implement the plans and informed improvement processes of support services and programs for under-served students.
Resources — current and future (space, technology, personnel/human capital, partnerships, related needs) Technology support to track students (CRM, Early Alert, Academic Progress), resources internal and external (scholarships), K12 partnerships.
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1.2 Responsible Parties: Associate Vice Chancellor for Student Affairs, Seamless Student Experience, IMOR2, and Marketing Directors Goal #1: MCCCD will improve access to learning opportunities for students and the community.
Strategy #2: Implement a coordinated approach for effective recruitment and marketing that leads to improved retention. Milestones
Year 1 (2012-13)
Major Activities/Tasks
• In conjunction with IMOR2, assess and evaluate current recruitment and marketing practices for the purposes of implementing the recommended strategies and actions of a District-wide Integrated Marketing, Outreach, Recruitment and Retention Plan. • Develop three business teams consisting of approximately 35 key stakeholders from College and District-wide Councils identify business problems, areas of opportunity, potential risks, risk mitigation, challenges and system-wide impact of an Integrated Plan. • Formulate goals, strategies and tasks for the projects focused on student access, success, and completion.
Year 2 (2013-14)
• Clarify the appropriate student intake process to enable tracking of student leads to college-specific intake processes. • Coordinate campus dialogues, student focus groups, and community advisory focus groups to discuss elements of the IMOR2 Plan. • Develop consistent service delivery standards for high school recruitment. • Develop a consolidated plan to convert students in ACE, Hoop of Learning and Dual Enrollment into Maricopa students beyond high school. • Develop a student engagement pilot focused on student retention. Year 3 • Following the first year of implementation, evaluate results and recommend modifications (2014-15) as required. • Review the IMOR2 plan and the District-wide retention plan and strategies; modify as necessary. • Through IMOR2, collect and analyze demographic data for individual campus enrollments including student categorization by age, ethnicity, enrollment status, zip code, etc. to support the implementation of recommended strategies and actions. • Establish a retention work flow process to be standardized, but managed by individual colleges to retain their students. • Participate in the selection of the Customer Relations Management Systems. Year 4 • Complete and document a comprehensive review and evaluation of plans. (2015-16) • Conduct a needs analysis and review recruitment personnel responsibilities, job descriptions, and position levels. Upon completion, modify responsibilities resulting in a more evenly distributed and equalized set of position responsibilities (based on college enrollment and focus), expectations, strategies, and quantifiable outcomes. • Purchase and implement recommended Customer Relations Management System (CRMS). Resources — current and future (space, technology, personnel/human capital, partnerships, related needs Funding for a Customer Relations Management system, increased Recruitment staff, personnel for identified initiatives and committees, financial resources for District marketing (clearly defined role & definition of District versus college marketing, including the elements/strategies – e.g. advertising, PR, etc.), institutional research and technology staff support, and the adoption of “One Maricopa” as an operating principle.
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1.3 Responsible Parties: Associate Vice Chancellor for Student Affairs and SSE Team Goal #1: MCCCD will improve access to learning opportunities for students and the community.
Strategy #3: Implement a uniform student enrollment process through the Seamless Student Experience initiative. Milestones
Major Activities/Tasks
Year 1 (2012-13)
• • • • • • •
Year 2 (2013-14)
• • • •
Year 3 (2014-15)
• • • • •
Phase 1 of document imaging Single Sign-on for students Standardize Billing Processes On-Line Education Plan Implementation Special Populations
Year 4 (2015-16)
• • • • • • • • •
Single Student Record Single Invoice Single Admissions Process Single Transcript Special Populations Student Portal Implementation Implement Customer Relationship Management (CRM) to include Advisement Tracking Improve Financial Aid Consortium Agreement Process Enrollment Management Call Center (2016-17)
Standardize the enrollment cancellation process. Eliminate dropping students for non-payment after the refund period. Redesign my.Maricopa.edu to make it more user-friendly. Create Single Identity for students at all colleges. Select a fully integrated document imaging solution. Implement a system-wide training plan. Develop Financial Aid Shared Services Department under the auspices of the Associate. Vice Chancellor for Student Affairs. • SSE will assume the role of major business driver for the CS9 upgrade. Outsource financial aid verification FA Answer Center Single Scholarship Database and application process Standardize financial aid processes, admissions processes, registration processes including cross-college registration, transcript evaluation process (ongoing). • Single outgoing transcript report • Student Loan Default Management Plan
Resources — current and future (space, technology, personnel/human capital, partnerships, related needs) SSE has an extensive and detailed budget. In order to accomplish all of the above, we will need space, technology, personnel/human capital, and potential other funds.
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1.4 Responsible Parties: Associate Vice Chancellor for Academic Affairs and Vice Presidents for Academic Affairs in consultation with Faculty Goal #1: MCCCD will improve access to learning opportunities for students and the community. Strategy #4: Provide student-centered course schedules and learning options.
Milestones
Major Activities/Tasks
Year 1 (2012-13)
• Evaluate current schedules (face-to-face on and off campus) and learning options (course modalities such as face-to-face, online, hybrid and blended, modularized content) for all Maricopa students and the community. Develop common definitions and understanding of different learning options and modalities. • Compare current schedules and options with best and emerging practices in the field to assure that they are driven by student need and preference. Utilization of classroom space will be guided by the efficient stewardship of space, rooms and scheduling; space classification; room usage priority; approved day and time sequences; and avoidance of non-standard time sequences. • Research software tools that would allow for more efficient scheduling of space including room usage priority. • Research software tools that have the capability to estimate courses needed in a given semester based on the number of students in programs of study or identified as transfer or AGEC seeking students.
Year 2 (2013-14)
• Develop an operational project plan to augment course schedules and to provide more options for students and community stakeholders based on the findings in Year 1. • Pilot test software tools. • Develop timelines, deliverables and metrics; identify administrative, technology, personnel, regulatory, or other resources or issues that would impact the implementation of the plan.
Year 3 (2014-15)
• Implement the improvements identified in the operational plan. • Track progress and metrics and adjust deliverables based on formative feedback and information.
Year 4 (2015-16)
• Evaluate the improvements that have been implemented to determine their effectiveness and student/stakeholder satisfaction with the improvements.
Resources — current and future (space, technology, personnel/human capital, partnerships, related needs) Faculty staffing. Functionality of the Student Information System. Scheduling software to implement more studentcentered schedules and learning options. Emerging technologies and modalities to deliver educational opportunities anytime/anywhere. Capacity and technology resources at an off-campus location
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2.1 Responsible Parties: Associate Vice Chancellor for Academic Affairs, Associate Vice Chancellor for Student Affairs, Vice Presidents for Student Affairs, and Vice Presidents for Academic Affairs Goal #2: MCCCD will enhance educational and career pathways to support student goal attainment. Strategy #1: Implement student success initiative to fulfill the Completion Agenda mandate. Milestones
Major Activities/Tasks
Year 1 (2012-13)
• Develop new policies that support the elements of the Student Success Initiative (SSI) for the identified cohort: mandatory testing and placement; mandatory orientation and advisement; and elimination of late enrollment (known as Success from Day One). Policies will become effective for the academic year. • Implement all new SSI policies at all colleges.
Year 2 (2013-14)
• Conduct analyses and develop recommendations regarding pending elements of the Student Success Initiative. This includes analysis of the feasibility and/or issues related to including students pursuing certificate programs in the student cohort. Also, conduct analysis of the impact of requiring CPD150/AAA115 course for all students in the cohort; impacts include how the course credits apply toward requirements in degree and certificate programs, staffing, and funding. If recommendations are approved, move forward with implementation of pending elements. • Collect and analyze SSI data.
Year 3 (2014-15)
• Assess the implementation of SSI for effectiveness and efficiency. Use data to indicate if and how the program is contributing to increased retention and completion; use Governing Board outcome metrics to help assess. Identify areas for improvement or refinement; determine how any necessary changes will be implemented. • Review policies and whether modifications are needed; pursue policy modification process.
Year 4 (2015-16)
• Complete and document a comprehensive review and evaluation of the SSI initiative.
Resources — current and future (space, technology, personnel/human capital, partnerships, related needs) SIS resources to make PeopleSoft SIS modifications to support SSI elements. Space, personnel, and training to implement mandatory orientations, advising, and student success course.
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2.2 Responsible Parties: Associate Vice Chancellor for Academic Affairs, Associate Vice Chancellor for Student Affairs, and Developmental Education Council Goal #2: MCCCD will enhance educational and career pathways to support student goal attainment.
Strategy #2: Redesign developmental education. Milestones
Major Activities/Tasks
Year 1 (2012-13)
• • • •
Year 2 (2013-14) Year 3 (2014-15) Year 4 (2015-16)
• Evaluate, refine and implement the items above
Evaluate current Developmental Education courses and practices in MCCCD. The Developmental Education Council will review and evaluate best practices. Adopt a District-wide policy on mandatory orientation and advising. Evaluate current technologies and contextualization strategies for developmental reading courses. • Identify institutional barriers to success that impact developmental education students outside of courses.
• Continue to evaluate, refine and implement the items • Continue to evaluate, refine and implement the items above.
Resources — current and future (space, technology, personnel/human capital, partnerships, related needs) Technology and Personnel may be needed to administer the customized Diagnostic Mathematics Test. Personnel will be required to develop materials for Math Modules for College Readiness project and develop End-of-Module Assessments. Personnel will be required to develop and teach curriculum for faculty professional growth for Developmental Education instructors.
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2.3 Responsible Parties: Associate Vice Chancellor for Academic Affairs, Vice Presidents for Academic Affairs, Faculty, and District Curriculum Committee Goal #2: MCCCD will enhance educational and career pathways to support student goal attainment. Strategy #3: Clarify pathways and simplify program and degree options to enhance student success Milestones
Major Activities/Tasks
Year 1 (2012-13)
Using a consistent methodology, establish sequences of required and elective courses for all degree and certificate programs. • Request Instructional Councils and/or Program Directors to conduct faculty and/or collegebased work sessions to organize courses by semester, tier, or block, depending on the length and complexity of the program. • Implement a schedule to phase in course sequences across the District.
Year 2 (2013-14)
Establish course requisites to facilitate increased attainment of student learning outcomes and retention. • Solicit Instructional Councils to pursue research models that will support the addition of course pre- and co-requisites within the discipline and in related disciplines. • Re-evaluate course numbering as necessary. • Implement a schedule to phase in requisites.
Year 3 (2014-15) Year 4 (2015-16)
Recommend threshold requirements for enrollment, persistence, and completion to evaluate instructional program viability. Recommend implementation of threshold requirements which may include methods for counting program enrollment, program consolidation, regionalization, and other programmatic changes.
Resources — current and future (space, technology, personnel/human capital, partnerships, related needs) Existing resources.
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3.1 Responsible Parties: Associate Vice Chancellor for Student Affairs, Associate Vice Chancellor for Academic Affairs, Vice Presidents for Student Affairs, and Vice Presidents for Academic Affairs Goal #3: MCCCD will improve student learning outcomes and teaching effectiveness. Strategy #1: Implement a systemic early intervention model for students. Milestones
Major Activities/Tasks
Year 1 (2012-13)
• Convene a cross-functional team of faculty, staff, and administrators to define what Early Intervention is for Maricopa and create a model to include the following: • Roles and Responsibilities • Triggers for Service • Training Plan • The level of consistency that each college provides within Maricopa • Create an implementation plan for the use of Maxient as the tool for early alert. The plan will include roles and responsibilities of those who will respond to the referral as well as the role of the faculty member in making the referral.
Year 2 (2013-14)
• Implement Maxient as the early alert tool for Maricopa, including standardizing the communications to students and faculty as well as training all staff members involved. This also will require integration with PeopleSoft Campus Solution 9.
Year 3 (2014-15) Year 4 (2015-16)
• Evaluate the effectiveness of Maxient as the tool and the Early Intervention Model in general. • Continue to improve the Maricopa Early Intervention Model.
Resources — current and future (space, technology, personnel/human capital, partnerships, related needs) Licensure of Maxient as a tool. Implementation and Integration resources from ITS or outside consultants for integration. Training and communication for faculty and response teams.
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3.2 Responsible Parties: Associate Vice Chancellor for Academic Affairs and District Curriculum Committee Goal #3: MCCCD will improve student learning outcomes and teaching effectiveness. Strategy #2: Improve curriculum process to be responsive to market needs.
Milestones
Major Activities/Tasks
Year 1 (2012-13)
• Define “market needs;” evaluate the current curriculum process in terms of responsiveness (i.e., efficiency, effectiveness, etc.). • Benchmark peer institutions’ curriculum processes. • Secure external expertise in conducting detailed analysis of current curriculum processes.
Year 2 (2013-14)
• Use results of the evaluation above to revise the curriculum process. • Explore both internal and external solutions, including commercial processing products/ software packages that may provide alternatives.
Year 3 (2014-15) Year 4 (2015-16)
• Pilot-test revised curriculum process. • Assess effectiveness of revised curriculum process in meeting market needs.
Resources — current and future (space, technology, personnel/human capital, partnerships, related needs) If an external product is recommended, cost would be TBD and part of the recommendation process. Possible costs for securing external expertise to conduct process analysis.
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3.3 Responsible Parties: Vice Chancellor for Human Resources, Chancellor’s Executive Council, and Meet and Confer Team Goal #3: MCCCD will improve student learning outcomes and teaching effectiveness. Strategy #3: Improve residential-to-adjunct faculty teaching ratio to support student success. Milestones
Major Activities/Tasks
Year 1 (2012-13)
• Through the Faculty Meet and Confer process, develop a final multi-year implementation plan for compliance with the 60:40 ratio commitment.
Year 2 (2013-14)
• Fill budgeted faculty lines as appropriate per the plan; strengthen the policy to allow for greater rigor and controls with OSO and OYO hiring.
Year 3 (2014-15) Year 4 (2015-16)
• Establish a process to award new faculty positions as appropriate per plan. • Hire approximately 180 new faculty across the District.
Resources — current and future (space, technology, personnel/human capital, partnerships, related needs)
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3.4 Responsible Parties: Associate Vice Chancellor for Academic Affairs, Vice Presidents for Academic Affairs, and Faculty Professional Development Coordinators Goal #3: MCCCD will improve student learning outcomes and teaching effectiveness. Strategy #4: Focus faculty professional development activities on effective learning and teaching. Milestones
Major Activities/Tasks
Year 1 (2012-13)
• Focus college- and District-based programs and resources on faculty professional development activities that directly align with effective teaching and learning practices and research. • Focus and align professional development offerings on improvement of Governing Board metrics as they relate to teaching and learning (increasing student retention and completion; improving developmental education outcomes, etc.). • Work with faculty to identify measurable learning outcomes and impact of teaching practices on student learning. • Collaborate with VPAAs to better define faculty development coordinator (FDC) roles and responsibilities. • Conduct an analysis of relationship and synergy between District and college faculty development efforts.
Year 2 (2013-14)
• Develop a systemic approach to evaluating the impact of faculty development activities on improved teaching and student learning. • Focus development opportunities on the assessment of student learning and how to use assessment results. • Work with Institutional Effectiveness to provide easily accessible student performance and perception data to faculty to inform practice and assist them in evaluating the impact. • Increase and improve the tracking of faculty participation in professional development system-wide.
Year 3 (2014-15)
• Develop a range of options, both face-to-face and electronic, for faculty to share learning and impact related to their development activities and how they improve learning and teaching. • Close the loop on above by evaluating effectiveness of these efforts.
Year 4 (2015-16)
Resources — current and future (space, technology, personnel/human capital, partnerships, related needs) Earmark a portion of Learning Grant funds to focus specifically on projects aligned with teaching and learning effectiveness. Invest faculty professional development funds in activities and initiatives that directly align with this goal and strategy. Ensure that District and college faculty professional development activities are aligned, leverage resources, and are not duplicative.
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4.1 Responsible Party: Vice Chancellor for Human Resources Goal #4: MCCCD will strengthen policies and practices to guide the effective use of public resources. Strategy #1: Improve systems designed to attract, develop, and retain a talented and diverse workforce. Milestones
Major Activities/Tasks
Year 1 (2012-13)
• Revise the Hiring Process to assure the same is modernized, simplified and the time to fill is significantly shortened. As a part of this work, HR will transfer accountability and responsibility of the hiring timeline to the hiring manager. • Study Classification and Compensation practices and recommend a process for each. This is a business re-engineering process designed to assure that Maricopa remains competitive, is able to attract and retain the talent it needs for the future but also supports flexibility in job experiences and predictability regarding advancement opportunities. The implementation of the recommendations will likely span several years. • Interest Based Negotiations, as a principle to drive change and build trust will continue to expand in our employee policy development, workplace resolutions and conflict management priorities. • Unified Leadership Model and Mandatory Training have been initiated and will continue to grow. Maricopa must establish clear behavioral and values-based expectations for its leaders (people managers). This initiative is the foundation upon which effective performance management, healthy morale, succession planning, and workplace dynamics rests. • Establish relevant HR focused employee categories to define benefits and employment expectations instead of permitting the same to be assumed by employee group representation (Relevant only to the establishment of rights and representation). • Define and identify “executive or administrative” personnel subject to employment contracts. Year 2 • Continue to build upon new Hiring Process with an emphasis on recruiting. Proactive (2013-14) recruiting efforts for finding talent are currently limited to CEC vacancies. For identified key roles, we will need to shift from a passive posting model to an active recruiting model, particularly for those areas where we must have greater focus on finding diverse talent. • A Performance Management redesign and socialization has begun with several pilots underway across the enterprise, in year 1. Training, conditioning, expectation setting and stronger accountability/incentive structures will be put in place to assure greater adherence to the healthy execution of performance management. • Build accountability (lifestyle choices and consequences) into benefit plan design (wellness). Year 3 • The Hiring Process emphasis will be on diversity recruiting, Simplified Leaves Management (2014-15) Process, and the Development of HR PMO. Year 4 • Succession Planning, Adjunct Faculty Recruit and Assign Process, Appropriate (2015-16) developmental rotational programs, implementation of new class and comp structure, single policy manual, labor/management programs for ongoing IBN inspired issue resolution, Career Pathing Maps by Job Families. Resources — current and future (space, technology, personnel/human capital, partnerships, related needs) Heavy reliance on technology support for all major projects. Will need to assure swift and appropriate customization, system enhancements and appropriate “bolt-ons” to current people-soft infrastructure to assure the above priorities are met. Further, so that resources will be appropriately allocated to these priorities, HR will need to explore co/ outsourcing options for some of its processes where service delivery and consistency can be better met; Additional staff in compensation and the HR solutions center and perhaps Strategic Staffing (building recruiter talent) will likely be necessary. 29
4.2 Responsible Party: Vice Chancellor for Business Services Goal #4: MCCCD will strengthen policies and practices to guide the effective use of public resources. Strategy #2: Transition to a performance-based funding model. Milestones
Year 1 (2012-13)
Year 2 (2013-14) Year 3 (2014-15) Year 4 (2015-16)
Major Activities/Tasks
• This initiative is closely aligned with Maricopa Priorities in that resources and processes are optimized to meet student and community needs and to best ensure student success. We will become more highly performing and can better expect to successfully receive performance funding. Year 1 is the development of performance funding models, likely one for funding from the State and one for internal allocations. • As a part of planning, begin communication plan to share information through forums, email, video, etc. • Complete focus groups at each college with faculty, non-faculty, and executive leadership in order to gain insights into perceptions, interests, need for knowledge, etc. • Form a national advisory panel to gain insights into performance funding in other institutions and advice on developing Maricopa’s own models. • Complete the development of a model, including a decision on whether or how enrollment formulas will be integrated into performance funding around student outcomes. • Begin communication about the new model. • Discuss and plan for implementation at the State and local level, including communication, additional modeling of the models with updated data. • Begin implementation if funding is provided by the State (implementation at the both the State and Maricopa level.) • Continue implementation if funding was provided by the State. • Evaluate results and make appropriate adjustments.
Resources — current and future (space, technology, personnel/human capital, partnerships, related needs) Implementation will require new resources from the State to source performance funding allocations. All work to date on the development of the model has been done by existing staff as part of their responsibilities. It is estimated that at least 1,000 hours of Maricopa staff time has gone into the development of the models, with most of this commitment coming from about 5 key individuals.
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4.3 Responsible Party: Vice Chancellor for Business Services Goal #4: MCCCD will strengthen policies and practices to guide the effective use of public resources.
Strategy #3: Engage in instructional and administrative program prioritization. Milestones
Year 1 (2012-13)
Year 2 (2013-14) Year 3 (2014-15)
Year 4 (2015-16)
Major Activities/Tasks
• The goal of Maricopa Priorities is to put in place a process that optimizes the resources of the Maricopa Community Colleges to best serve our entire community. Following a careful planning process, the goal is to ultimately align resources and re-engineer processes as appropriate to most effectively meet community and student needs for programs and services that are needed today and in the future. In order to promote a systemic “ONE Maricopa” approach to the organization and offering of courses and services and to promote the best stewardship of public resources possible, Maricopa Priorities seeks to engage in reviews and realignment both within and across colleges and the District Office. The name of the initiative, Maricopa Priorities, reflects the ultimate outcome of the work. • Form a working group to develop a recommended process influenced by the model developed by Bob Dickeson while president at the University of Northern Colorado, adapted appropriately for Maricopa. Develop a web site and other resources such as training programs. Issue process guide including plans for support and coordination of the process during the review and implementation period. • Begin sharing information about Maricopa Priorities through videos, email messaging, web page, forums, etc. • Conduct training (started October 2013) and begin the self-assessments and prioritization at all colleges and the district office. • Local recommendations were submitted to the Maricopa Priorities Steering Team by September 19, 2014. The Maricopa Priorities Steering Team submits its recommendations to the Chancellor and CEC by December 3, 2014. Begin implementation, including realignment of resources and re-engineering efforts. • Continue implementation, including realignment of resources and re-engineering efforts.
Resources — current and future (space, technology, personnel/human capital, partnerships, related needs) It is intended that the planning, reviews and implementation will be a part of normal work duties. It is not anticipated at this time that additional staff will need to be hired to complete this work. The project planning team(s) and other teams providing leadership to the work will need web development and maintenance support. Routine use of existing computers and office space/conference rooms is needed. Access to email and media also will be needed to provide status reports and other information. As implementation begins, there may be impacts on space needs and space utilization. This could be reflective of potential reassignments of staff as well as potential growth from program or service expansions or contractions of the same. Additionally, to the extent that program and/or service delivery is re-engineered, this could impact space and equipment needs. Management of changes would also need to reflect input from financial and human resources professionals, supervisors and administrative leadership at the college and District Office.
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Appendix D MCCCD Strategic Planning Committee
Paul Dale Samuel Dosumu Felicia Ganther Eddie Genna William Guerriero Chris Haines Kathleen Iudicello Randy Kimmens Janet Langley Sherri O. Lewis, Chair James Mabry Josh Mackey Gaye Murphy Tom Saudargas Jim Simpson John Snelling Debra Thompson René Willekens New for 2014 Kishia Brock Patricia Finkenstadt Keith Heffner Damita Kaloostian
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