Question: Coyote Community College (a fictitious entity) is
Coyote Community College (a fictitious entity) is a comprehensive, two-year public college that serves and strengthens the greater Albuquerque, New Mexico, community by providing postsecondary education and learning opportunities to all who want to identify and develop their abilities and interests. Since 1968, Coyote’s programs and services have been providing accessible, affordable, high-quality higher education opportunities in a learning environment that encourages challenging, innovative teaching methods and delivery systems that enhance student learning. Coyote is a commuter college with a main campus in downtown Albuquerque and two branch campuses: one located in Bernalillo, 20 miles north of Albuquerque, and the other in Armijo, southeast of downtown Albuquerque. The campus in Albuquerque accounts for 44 percent of Coyote’s enrollment, the Bernalillo campus accounts for 25 percent, and the Armijo campus accounts for 31 percent. Coyote’s innovative, community-centered educational programs are designed to meet a variety of academic, career, and personal educational goals. Program offerings fall into one of three general areas: (1) General Education, University Transfer Education, and Developmental Education; (2) Workforce Development, Certificate Programs, and Continuing Education; and (3) Community Education and Outreach. The majority of these programs lead to the award of diplomas, degrees, or certificates. Coyote also provides high-quality student support services and resources in collaboration with community agencies to enable students to formulate their goals and pursue them realistically. These services include academic and occupational counseling, job and educational placement services, assistance in obtaining financial aid, and special needs programs. Programs and offerings in the area of General Education, University Transfer Education, and Developmental Education enable students to achieve academic and personal goals, enter the job market, or, in some cases, successfully transfer to four-year colleges and universities. Coyote offers Associate of Arts (AA) degrees in liberal arts, business administration, education, hotel and restaurant management, computer science, reengineering, and biological sciences. AA degrees are intended for students transferring to four-year colleges and universities such that no remedial coursework is required upon transfer. Occupational programs in technical, vocational, and paraprofessional fields lead to an Associate of Science (AS) degree or a certificate. Occupational programs also provide retraining and upgrading of skills in these fields so that students are qualified to meet current needs of the labor market. AS degrees are generally not intended for transfer to four-year institutions. Students who do transfer with AS degrees are required to take additional remedial courses as required by each specific degree program. Students may select from 30 occupational programs, including computer technology, computer applications, day care management, nursing, retailing, computer-aided design/computer-aided manufacturing (CAD/CAM), graphic design technology, biotechnology,
Heating-ventilating-air conditioning (HVAC), hydrological technology, and contract administration. In the area of Developmental Education, Coyote offers General Education Development (GED) preparation courses, courses in English as a Second Language (ESL), and strong remedial courses in math, reading, and writing. Sixty percent of all Coyote students enrolled in traditional college courses enroll in at least one remedial course, and 15 percent enroll in an ESL course. In the area of Workforce Development, Certificate Programs, and Continuing Education, Coyote provides custom-designed, on-site training courses and services that meet the needs of local businesses. In partnership with several local employers, Coyote offers contract training for computer networking technicians, water management specialists, office managers, contract administrators, and prison guards. Coyote also offers intensive ESL and remedial English and math courses under contract. In addition, Coyote offers a wide variety of short-term certification courses, such as Network Administrator, Network Engineer, Advanced Office Automation, Systems Engineer, Quality Auditor, Purchasing Manager, and Certified Nursing Assistant, to the general public and by contract. Continuing Education programs address those students who wish to improve professional skills, acquire new skills, or expand their fields of knowledge and general interest. In the area of Community Education and Outreach, Coyote provides programs and community services that offer multicultural, recreational, and community development activities to meet the needs of lifelong learners. These activities, which include a Women in Transition program, the Coyote Cultural Center, an Elder Learning Center, and a day care center, also encourage the use of community college facilities and services by all citizens of the community for educational and cultural purposes. Students at Coyote are divided among (1) those enrolled in traditional college credit degree curricula, (2) those enrolled in noncredit contract training and in short-term certificate courses, and (3) those involved in the community outreach programs. Because of demands placed on their resources and time by employers, family, and others, students tend to pursue the education intermittently, and approximately 75 percent of students attend part-time. Coyote employs 280 full-time faculty, 830 adjunct (part-time) faculty, 40 administrators, and 150 support staff. The faculty are members of the National Education Association union. Fifty percent of full-time faculty hold a master’s degree, 40 percent hold doctoral degrees, and 10 percent hold bachelor’s degrees. Adjunct faculty, many of whom are working in the field in which they teach, hold at least a bachelor’s degree. Seventy-five percent of the administrators hold a master’s degree or higher. Although Coyote’s primary stakeholders are its students, key stakeholders also include college faculty and staff, four-year colleges and universities to which Coyote’s students transfer, local employers, the New Mexico State Board of Community Colleges, Coyote’s Board of Governors (BOG), and the surrounding community at large, including local taxpayers. The requirements of the primary stakeholders are shown in Figure 12.14. Coyote’s oversight body is the BOG. The members of Coyote’s BOG are elected by voters in seven geographical districts within the two-county region the college serves. Funding for programs and for most construction and equipment comes from a property tax levy in the two-county region and annual appropriations by the New Mexico legislature. Coyote’s BOG approves spending over $50,000, intergovernmental agreements, bond spending, building improvements, and construction. The BOG also provides continuous evaluation and assessment of Coyote’s policies, procedures, and practices to ensure that the college is fulfilling its mission and achieving its purposes. In addition, Coyote has a private nonprofit foundation for private contributions, which are increasing every year. Coyote is accredited by the North Central Association of Colleges and Schools (NCACS), and 12 individual programs are certified or accredited by other appropriate organizations. Coyote was reviewed by the NCACS in 1998 and is scheduled for another review in 2008. Coyote is also responsive to a variety of federal, state, and local regulations, including the Occupational Safety and Health Administration (OSHA) requirements, Environmental Protection Agency (EPA) regulations, federal and state financial aid regulations, and affirmative action guidelines. Coyote complies with the Americans with Disabilities Act (ADA). Coyote is also proud of its partnerships with the colleges and
Figure 12.14
universities to which the majority of its credit students transfer. Faculty members from these universities serve on Coyote’s Curriculum Advisory Teams. In addition, articulation agreements with all four-year institutions in the region are in place for all of Coyote’s university transfer programs (AA degrees), as well as for more than 50 percent of the occupational degree programs. A key differentiator of online programs offered by out-of-state colleges is convenience. Students can attend online courses any time of the day or night to accommodate their busy and sometimes changing schedules. Coyote is responding to this need by developing both online and video-based programs. In addition, Coyote’s key differentiator is that it focuses on preparing graduates to be successful in the local community. Input of local employers in the planning process, new program design, and student internships enables Coyote’s graduates to find desirable jobs in the local community more easily and to succeed at those jobs. Coyote’s growing, individualized, technology-based delivery of educational programs with related support services (individualized program design and certification), which is targeted to employed adult students with needs for specific skill development, is another important competitive advantage. Planning is focused on providing learning excellence through use of state-of-the-art learning technologies to expand the off-campus student population while retaining the current levels of on-campus students. The principal factors that determine competitive success include accessibility, flexibility in scheduling, affordability, ability to offer high value at a low cost, the effectiveness of the curriculum, the time to complete programs, and the range of programs offered. Dr. Gayle Brooks, who previously served as Deputy Provost at McMoto Industrial University, was selected as Coyote’s president in 2012, with a mandate to reverse a six-yearlong trend of declining enrollment and diminishing student success. In the last eight years, Coyote has shown steady increases in enrollment and in student success as judged by student employment rates and acceptance rates by four-year colleges and universities. The foundation of this turnaround was the establishment of a common mission, vision, and values. These provide continuing direction for the college and drive specific goals to stretch Coyote’s capabilities. In 2014, under the direction of Dr. Brooks, Coyote developed and adopted LEARN, a three-point philosophy of education. These points are:
â— Learning Excellence: All aspects of the education process are learner-centered, and the needs of the learner are paramount. Recognition of the diversity of learning styles and rates of learning is fundamental. Technology is used as a tool to facilitate learning.
â— Assessment: Assessment of learning is ongoing for both learners and learning facilitators. Technology is a tool to facilitate the assessment of processes associated with learning.
◠Recognizing Needs: It is imperative to identify and respond to the needs of all of Coyote’s stakeholders. Needs vary by stakeholder, as shown in Figure 12.14. As a result of implementing LEARN, Coyote recently identified the following three key technology-based strategies designed to improve student learning and meet learner requirements. Each of these strategies is currently at different levels of implementation within the college:
1. Incorporation of technologies into the traditional classroom. In order to enhance student learning, instructors are being encouraged to incorporate multimedia into traditional delivery techniques.
2. Technology mediation allowing individually paced learning. Computer-based instruction allows learners to begin precisely at their current level of knowledge and progress through structured materials at their own pace. Monthly start dates of sequenced courses allow students to proceed to the next course when ready, with no delays or potential loss of learning due to waiting.
3. Distance learning delivery methods. A variety of technologies allow Coyote to meet learner needs. An interactive video system (tele classes) ties the three campuses together to decrease the need for students to drive from one campus to another. This system also allows Coyote to offer some traditionally low enrollment courses that meet specific student needs, including upper-level foreign language and math classes. Online courses offered via the Internet and video-based courses (tele courses) offered via cable television and video cassette checkout will meet the needs of students with difficult schedules and geographic constraints. The leadership at Coyote wants to develop a balanced scorecard. To customize it for the educational environment, they renamed the categories as
1. Funder/Financial Perspective
2. Student/Participant Perspective
3. Internal Process Perspective
4. Innovation and Resource Perspective Based on the description of this college and its environment, what specific types of measures should they include in each of these perspectives of the balanced scorecard? How would they be measured?
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