Reedley College Strategic Plan 2002-2005

The efforts of many individuals have gone into this plan, over an extended period of time. In response to the college’s accreditation review a strategic planning effort was launched, which began actively in April of 2000 with an initial, college-wide meeting to develop a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis, led by Dr. Max Tadlock. This exercise helped develop a common vision of the college and a glimpse of the future.

Following up on those initial efforts, in February of 2001 forestry instructor Rob Cannell and Dean of Instruction Ron Taylor visited El Camino College and met with Dr. Patricia Caldwell to gain insight into the strategic planning process. As an outcome of that meeting, Burt Peachy Consulting was selected to provide guidance for the endeavor.

At a second college-wide meeting in early May of 2001, Burt Peachy provided an orientation on integrated strategic planning. A steering committee of twelve individuals was formed, representing the various constituencies and divisions of the college. This group spent an entire day on June 6 reviewing possible frameworks for the document and composing tentative planning and action teams. Members of the steering committee were Chris Cortes, Rich Garrigus, Mario Gonzales, Maria Kelly, Frank Mascola, Sugar McNerney, Linda Nies, Ron Nishinaka, Linda Nygren, Rob Cannell, Ron Taylor, and Tom Crow.

The planning process was outlined to faculty and staff during opening day activities on August 16, 2001, where action team leaders were identified and charged with forming teams to address the key planning areas. To assist the teams in their work, a retreat was held at Wonder Valley conference center on September 27, where Burt Peachy provided guidance and facilitation, and the teams began their discussions.

During the course of the Fall 2001 semester, action teams reviewed external trends and internal data, including existing planning documents, and formulated tentative planning statements. An internet site was established as a vehicle for sharing drafts and observations. Consultants Burt Peachy and Dick Markwood visited the campus to meet with the teams, review their progress, and provide guidance. Dick Markwood, as principal drafter of the plan, collected input from the teams and formulated an initial draft.

The Steering Committee met in late fall, 2001, and early spring, 2002, to review rough drafts of the plan and to make plans for a community forum to solicit input from the external community and from students, for modifications to the plan. A community charrette was held at the college on April 11, 2002. Participation was broad and active, allowing for significant modifications to the draft plan.

A revised draft of the plan was submitted to the State Center Community College District Board of Trustees for their review on June 4, 2002. It was unanimously accepted by the Board.

At several points during the 2001-2002 academic year, updates on the planning process were published in the Office of Instruction newsletter, and oral updates were given at college-wide meetings in January and April. College staff were provided with copies of the draft plan for their review and comment.

It has been an involved process, with much give and take over the various parts of the plan. While we recognize that planning is never finished, and that this plan is intended to be a living document that will change over time, at this juncture we want especially to thank the individuals listed on the following page, who were active participants in the planning teams or at the community charrette, or provided significant review of the draft plan. We also wish heartily to thank the many staff members who assisted with paperwork and distribution, and with preparations for the charrette—notably Shannon McKibben, Jan Krueger, Lisa McAndrews, Lori Bonilla, Leah Perich, Danise Ito, Kim Helmey and her food services staff, Jim Burgess and his able assistants, Rick Pinley, Jesse Calderon, and many other excellent staff contributors, without whose help no college-wide effort can succeed.

Robert Cannell
Ron Taylor

Many individuals have been involved in the preparation of this plan, directly and indirectly. Reedley College would particularly like to acknowledge the contributions of the following students, faculty, staff and community members:

Special thanks is due as well to our consultants in this process, Richard Markwood and Burt Peachy of Burt Peachy Consulting.

In a continuing effort to improve our educational programs at Reedley College, we recognize the importance of developing a clear and concise strategic plan to guide our activities as we move into the next millennium. Such a plan is necessary to outline a vision for the college’s future and to serve as a blueprint for planning, decision making and resource allocation. The college will develop a series of new initiatives and strategies to achieve the goals and objectives outlined in the plan, and will review and evaluate progress on an annual basis. As objectives are met and their effects evaluated, other strategies will be developed to continue advancing the college toward its goals.

After two years in development, this strategic plan is the result of extensive discussion by staff, students, faculty, administrators, and community members. The plan reflects our strong instructional and student services programs, yet also recognizes that the needs of the college and community are continually changing. As our region’s demographics, work trends, and technology evolve we must be prepared to address these changes. The plan also addresses the needs of our increasingly diverse student body, as well as our need to maintain or expand partnerships with business and industry, local schools and community groups, and transfer colleges and universities.

We proudly continue the strong tradition at Reedley College of conscientious service to our students and community. This strategic plan builds on this tradition and will serve to guide us in the first part of the 21st century. I invite you to read the plan and respond to us with your comments.

Thomas A. Crow
President

Reedley College Strategic Plan 2002-2005

This strategic plan is the result of two years of work by the Reedley College staff and representatives of the Reedley College service area. Immediately following is a brief summary of the strategic direction of the college, broken down into seven major areas of focus. Part II sets forth "Goals and Objectives" for each of the seven areas. These are further explained in later sections, which provide background on the planning (III) and a narrative expansion of the goals and objectives (IV).

These goals and objectives are intended to guide the strategic direction of the college year by year for the next three years. Each year the college will review the goals and the key performance indicators associated with each goal. The college will revise the goals to reflect accomplishments and changes in direction. Anyone who is interested in reviewing an updated version of this plan may consult the college’s website (www.reedleycollege.edu), or call the Office of Instruction at 559-638-3641.

1. Public and Private Partnerships—Reedley College recognizes the importance of partnerships with individual students of all ages as well as with businesses, government agencies, community organizations, and minority communities. The college strives to strengthen current partnerships and develop new ones.

2. College Climate and Integrating with the Community—Reedley College strives to increase success within its organization by maintaining an enhanced working environment, a high degree of esprit de corps, and pride of association within its faculty and staff, and to actively share this sense of the college with the surrounding community. Reedley College values its diversity and the diversity of the community it serves, and seeks to promote a spirit of welcome and inclusion both on and off campus.

3. Teaching and Learning—Reedley College is committed to serving all students through student-centered teaching and learning, from students who are under-prepared for college work to those who are able to compete at the top academic levels. The college seeks to provide every student the opportunity to succeed.

4. Student Services—Reedley College is committed to effective enrollment management and providing support services to ensure that students are successful in achieving their educational goals.

5. Planning and Assessment—Reedley College plans to develop a coordinated, systematic approach to gathering and refining data for decision making. It seeks to become a data-informed and data-managed organization.

6. Information Technology—Reedley College will advance its computing and teaching infrastructure in a way that recognizes the critical role of information technology to the success of the college, its students, faculty and staff.

7. Infrastructure—Reedley College is committed to managing its physical facilities to get maximum efficient utilization from existing facilities, as well as to developing facilities needed to sustain the college in the future.

Reedley College has working relationships with individuals and organizations. Some are formal, some are informal, but all are important. These relationships help the college succeed in its work. Partnerships with students are fundamental. Partnerships with businesses increase the college’s resources and credibility. Partnerships with community organizations and minority groups benefit the college in many valuable ways. Reedley College knows that strengthening partnerships of all kinds translates to more student success.

Strategic Objectives

1.1. Reedley College strives to be a valued and thoroughly utilized resource to all members of its service area—from very young school children to elderly adults.

1.2. Reedley College’s programs will further develop productive, interactive working relationships with business, community, and government organizations in the community, the state and the nation.

1.3. Reedley College will develop new partnerships with minority community organizations; these partnerships will enrich Reedley College and improve the college’s success with special population students.

1.4. As a result of these partnerships, Reedley College students will in turn benefit from new internships, service-learning placements, and work experiences within organizations in the communities of the college’s service area.

Public and Private Partnerships Action Plans (1)

Reedley College seeks to be a model community characterized by a high sense of esprit de corps and pride of association with all who comprise the college and its communities.

Strategic Objectives

2.1. Reedley College will educate its students and staff in the challenges faced by individuals with disabilities, and how best to accommodate disabilities.

2.2. Reedley College’s relationship to its communities is vital, so the college seeks to communicate with its public by means of the most effective public media for each situation.

2.3. Reedley College strives to promote the value of diversity both in and outside the classroom and within the larger community.

2.4. Reedley College seeks to extend its values into the community by extending itself through communication networks and through active participation with the diverse cultures that live and work in its service area.

2.5. Reedley College will continue to present itself to the public through a public access website that promotes community participation in the college life.

2.6. Reedley College will continue to celebrate diversity and its diverse communities through the arts—theatre, music, and graphic arts—and through public events and festivals.

2.7. Reedley College will encourage decision making through shared governance and administration.

2.8. Reedley College will support professional development activities that foster team building and unity among employees.

Enhancing the College Climate and Integrating with the Community Action Plans (2)

Reedley College’s students of all ages come through the college’s open door with a wide range of preparedness—from those not yet ready for college work to those who could be admitted into the university system. The college’s commitment is to assist and to challenge all these students to achieve their academic goals.

Strategic Objectives

3.1. Reedley College will identify ways to improve student retention, student persistence and improved performance in basic skills.

3.2. The college will systematically develop and implement new or improved teaching methodologies.

3.3. The college seeks continually to increase the number and variety of enrollment opportunities.

3.4. The college will upgrade, revise and expand its instructional offerings as necessary to respond to new or changed community needs.

3.5. The college will develop and implement a uniform set of institutional expectations of students and academic guarantees for students.

3.6. The college will develop and implement a procedure for tracking the success of students after graduation, transfer, or program completion.

3.7. The college will revise the freshman year experience to encourage greater rates of success for first-year students.

3.8. Reedley College will support the academic needs of students with disabilities through in-service training for teaching staff on proven and effective teaching strategies for those students.

3.9. The college will develop and implement a plan for the improvement and expansion of library and learning resources services, including online services.

Teaching and Learning Action Plans (#3)

Reedley College’s various student services provide support for students beyond the classroom that is vital to student success; tutoring services, financial aid, and counseling are examples of these services.

Strategic Objectives

4.1. Reedley College aims to recognize the unique characteristics of its students and to respond to their special needs.

4.2. Reedley College aims to actively listen to the needs of students and to use student input—satisfaction surveys and other formal listening approaches—to improve its services to students.

4.3. Reedley College will develop programs to ensure that entering students understand both what a student and what the college each must commit to the educational experience for a student to succeed.

4.4. Reedley College seeks to support each student in achieving his/her goal—whether it is to transfer, to earn a certificate, license or credential, to graduate, or simply to seek enrichment.

4.5. Reedley College will develop a comprehensive outreach and recruitment plan that responds to demographic trends and increases public awareness of the college in underserved segments of the community.

Reedley College recognizes that systematically gathered and analyzed information is an important tool for improvement of the college over time, and commits to collecting and managing data in a way that will support the goals and objectives of this plan.

Strategic Objectives

5.1. Reedley College will utilize data available within the management information system and other available resources and records to support and guide its strategic direction.

5.2. Reedley College will efficiently coordinate the collection and interpretation of key data to ensure that the entire college and community benefit from the insights gained.

5.3. Reedley College will present college-wide statistics in ways that inform the district governing board, its faculty and staff, and its communities about conditions at the college, and will benchmark institutional data in the context of relevant local, state and national data.

5.4. The college will tie its strategic planning efforts to its budgeting process and to other institutional resource-allocation processes.

5.5. The college will establish and develop a systematic method of benchmarking the relative progress and success of programs and procedures.

5.6. The college will improve its monitoring of faculty and staff evaluations and its mentoring activities to ensure that the efforts of individual staff fulfill the objectives of the college’s mission and strategic plan.

Planning and Assessment Action Plans (#5)

Information technology has become the most essential and widely applied tool of the contemporary world. At Reedley College it includes both computing and networking as well as computer-driven teaching tools and applications. The college recognizes the critical role technology plays in the strategic direction of the college.

Strategic Objectives

6.1. Reedley College will use its technology through administration, computer and media services staff, and the technology advisory committee to ensure a stable teaching and work environment that recognizes the critical role computing plays in all aspects of the college enterprise—management, teaching, learning, and communication.

6.2. Reedley College will provide sufficient technology staff to manage the campus-wide computing infrastructure, to provide adequate training to students and staff, to support the network, and to maintain secure access to the Internet.

6.3. Reedley College will provide regularly scheduled replacement of equipment and software, and get maximum use from older equipment through redeployment.

6.4. Reedley College will provide training for all users—basic training for all users, intermediate training for selected groups in new and limited applications, and advanced or specialized training when needed.

6.5. Reedley College will provide sufficient technology resources to enable all faculty and staff to become proficient in using information systems in management, teaching, learning, and communication.

6.6. Reedley College will continue to upgrade its website to provide links to the District Office, the North Centers, Fresno City College, the Internet and Intranet, and a common link to all online courses.

6.7. Reedley College seeks to make computing accessible to all students including students with disabilities over the next three years.

Information Technology Action Plans (#6)

The physical plant and facilities of Reedley College are a major public investment for the college, the community and the state. Reedley College recognizes the importance of effective management of this significant asset.

Strategic Objectives

7.1. The District and Reedley College will seek increased sources of funding to fully implement the Five-Year Construction and Scheduled Maintenance Plan.

7.2. Reedley College understands the importance of coordinating physical plant expansion with the college district and will work with the district in an atmosphere of collaboration to take full advantage of the district’s planning activities and resources.

7.3. District Operations and Reedley College will maintain an inventory documenting the condition of buildings, property, grounds, and fixed equipment as a tool for benchmarking the physical plant status.

7.4. In anticipation of the retirement of the special revenue bond in 2004, the college will conduct a comprehensive feasibility study for the residence hall program.

7.5. The college will make the campus accessible to persons with disabilities in all future construction.

Infrastructure Action Plans (#7)

III. Background and Planning Framework

Reedley College opened its doors as Reedley Junior College in September 1926. In 1946, it recognized its role as a comprehensive community college. The mission of Reedley College is to offer an accessible, student-centered educational environment which provides high-quality learning opportunities essential in meeting the challenges of a diverse, global community.

At Reedley College, we believe that people’s lives are enriched in an atmosphere of intellectual curiosity, personal integrity and individual accomplishment. The college furnishes experiences designed to promote critical thinking, enhance cultural literacy, and foster awareness of the interdependence of all persons and their environment. Reedley College is committed to maintaining a highly qualified staff of educators and support personnel who reflect the diversity of our unique community. We embrace a flexible attitude toward change and encourage the spirit of innovation. The goal of the college is to develop each student’s full potential as well as respect for self and others. To this end, the college provides comprehensive curriculum offerings, lifelong learning opportunities, counseling, and educational services.

Reedley College is one of two colleges in the State Center Community College District. The District encompasses a 5,500 square mile area and 17 unified and high school districts. The campus encompasses 420 acres which includes the school’s 300-acre farm adjacent to the main campus, and the college manages an 800-acre demonstration forest in the nearby Sierra Nevada mountains. As of 2000-2001, Reedley College registers more than 10,000 students annually. The college offers associate degree programs, the first two years of a college transfer program, and a variety of occupational certificates and short-term training programs.

In the current planning cycle, Reedley College is concentrating efforts in seven broad areas of concern. In a college- and community-wide planning process, these seven areas emerged as critical for the immediate and long-term future of the college:

Additionally, the college must allow for the eventual independence of the North Centers—Madera, Clovis and Oakhurst—and must acknowledge the need for the development of a separate but related planning process that addresses their distinct needs. While most of the current plan addresses the needs of the southern portion of State Center Community College District, provision is also made for a planning process that will address the North Centers.

The resultant plan sets forth goals and strategic objectives as a foundation for development during this planning period. Working with strategic planning consultant Burt Peachy, the college formed a planning team and seven committees to identify approaches to improvement in these seven areas. A strategic plan is a statement of intent and goals. It sets a target toward which the institution aims. This plan sets an agenda for change over a period of at least three years, and continuously marks progress, while it evolves with change. At the end of each year in the cycle, goals are revisited and evaluated. At the end of each assessment, the goals and objectives are adjusted to reflect the new realities and new aspirations.

As part of the initial planning process Reedley College shared this plan with the community for review and comment, and revised the plan based on that review. The college is part of the community in a way that makes feedback and review essential to the success of the strategic plan. The college values the participation of the community in developing and affirming its planning direction.

In the area of planning, North Centers staff and administration implemented the first phase of a planning process in January, 2002. During the spring semester, a mission statement, core values statement, and three-year goals will have been developed. The goals will be utilized during the fall semester of 2002 to develop a three-year plan for the North Centers. This plan will then be matched with the resources available from the District during the spring of 2003. The first year of actual implementation of the three-year plan will be the 2003-2004 academic year. This will set up a cycle for updating the plan each fall semester and matching it to resources during the spring semester for the following academic year.

Reedley College seeks to develop new public and private partnerships. The college serves the communities of south Fresno County and northern Tulare County. It regularly provides teaching and learning opportunities for community members—families, school children, college-age students, working adults, members of the retirement community, businesses, government agencies and community organizations. The college seeks to strengthen existing partnerships and to develop new partnerships with community groups.

Academic and vocational programs develop relationships with businesses and government agencies. The college’s vocational programs provide businesses, government, and community agencies with easy access to new employees, and these relationships enhance program resources and effectiveness by means of equipment donations and other gifts from community partners. Moreover, the college’s academic programs prepare students very well for successful transfer into upper-division majors at universities, thus providing them with dependable career pathways. In the coming years, however, the college must focus on forging firmer links between the business community and the various business-oriented academic programs, thus enhancing the college’s ability to provide students with hands-on, real-world learning opportunities in the form of internships and service learning placements.

The goal of establishing internships and service-learning placements takes the college to the community in the workplace. This practice further enables the community to participate in the important role of educating Reedley College students at the same time that workplace experience provides students with valuable hands-on learning.

Reedley College seeks to enhance the college climate and integrate with the community first by maintaining within its organization an enhanced work environment and a high degree of esprit de corps and pride of association within its faculty and staff, and secondly by modeling the diverse community that it values. The college educates the college faculty, staff and students by formal training opportunities that increase awareness of diversity and the staff’s capacity to value and appreciate the benefits of a diverse society. Students with disabilities are one minority that the college especially seeks to understand and value. Academic departments are encouraged to enhance their curricula by recognizing contributions to their respective disciplines of minority thinkers and writers. In this way the values of racial and cultural diversity are integrated across the curriculum and across the campus, and the institution promotes behaviors that build appreciation for the contributions racial and cultural diversity make to our society.

In addition to promoting curricular change on campus, the college seeks to participate in the diverse cultural life of the communities that comprise its service area. Diversity is more than an abstraction in the communities of south Fresno County and northern Tulare County; minority communities are active in this region and have long-tenured traditions. Reedley College benefits from and celebrates this diversity by including opportunities to share arts and culture with the wider community through formal events and festivals. The college makes available its facilities for performing and graphic arts and for public gatherings that are designed to share diversity. The college makes these opportunities known to the surrounding community not only by traditional means (printed materials, news releases to local papers, and a prominent marquee), but also via an open-access website that may increasingly serve as an effective means to integrate the college and the community. By making itself more accessible in this way, the college invites the community to become more active in the life of the college.

Families enjoy access to Reedley College concerts, athletic events, performing arts events, film series, a speakers series, and special community festivals on and off campus. Reedley College believes that encouraging all community members, young and old, to identify themselves with the college is an effective and powerful way to recruit students for all programs. School children enjoy intellectual stimulation and discovery in events intended to teach and recruit, such as the spring "Kaleidoscope," the FFA Field Day and the Latino film series. These events ensure that students learn early they are valued and welcome at Reedley College.

Cultural minority partnerships are a tool for effectively serving minority students. Reedley College seeks to enhance success by taking Reedley College to the minority community. This can happen at many levels. For example, the college needs to work with students’ families to actively encourage minority families to support students who are sometimes caught in conflicts between the demands of family and the demands of education. The college’s Gear Up Program takes the college to the public schools, and Upward Bound prepares pre-college students for college work. Active involvement with local service groups that link to minority students’ families will further strengthen the college’s ability to serve these students.

Reedley College sets as a goal to be recognized as a progressive student-centered teaching and learning institution. Reedley College is an open access institution that welcomes all students. Students frequently arrive with academic limitations in their readiness for college English and mathematics. To enable students to succeed, the college will work to address these readiness issues and to lay groundwork that will encourage more students to persist. The on-campus information systems and test scores provide useful information to allow faculty, staff and administrators to understand the ability of students and to chart student progress. Academic departments are dedicated to working together to uniformly challenge students to achieve at their highest level. Reedley College seeks to elicit excellent performance from students in all programs. In order to succeed at this, the college must broaden the range of information it collects concerning student success after students leave courses and programs. The forestry and aeronautics programs continue to stay in touch with graduates over time, providing models of the value of knowing and staying in touch with students as they exit these programs and enter careers. Reedley College would like to maintain this kind of student information on all students when they leave, wherever they go. The data will enable the college to track its performance by benchmarking the performance of its students in all endeavors. This ongoing contact with students in the workplace is also a valuable source of information on what programs need to be updated and what new programs should be developed.

Reedley College is committed to superior student services. The college’s student services staff includes managers and staff responsible for working with students in a variety of ways, from enrolling them in the college to providing formal advice in program requirements and in behaviors and skills required for success. These student services personnel also work with the faculty and administration to ensure that all members of the college faculty and staff understand the unique needs of Reedley College students. When the entire faculty and staff work together on behalf of student success, the college embodies the small-college values it affirms. Student services staff members recognize the importance of close collaboration with other college staff in order to achieve the most effective student services possible. In a recent strategic planning focus group, students expressed how they value hands-on and practical learning. The student services personnel encourage faculty of all disciplines to develop hands-on, experience-based learning as one important manifestation of the college’s small-college values. Reedley College anticipates that it will continue to grow but at a reasonable rate that will allow it to continue to offer its students the small-college experience it values. The college has received federal Title V money to address retention, the freshman year experience, and related success issues. These federal resources will support and augment the college’s strategic efforts in assisting special populations, student athletes, and students with disabilities, and will contribute to an assessment center, a transfer center, a tutorial center, and an Early Alert program.

Reedley College recognizes the value of objective data in the process of dynamic planning and assessment. In recognition of the importance of data collection and analysis in guiding the institution, the college has recently hired an institutional researcher. Various departments have traditionally gathered data to provide feedback on program outcomes. The college intends to build on these efforts but to improve the value of the data by greater coordination to ensure that key data are part of a college-wide process. This will ensure that the data are given maximum visibility and that they are used efficiently. Institutional data are valuable to all members of the college—the governing board, administration, faculty and staff, and the public. Data collection efforts become increasingly valuable as they are sustained over time. Reedley College statistics are useful if they are viewed in comparison to similar colleges and in the context of relevant local, state and national data that create a frame to view Reedley College. How does the college compare to similar colleges and to the standard of the state and nation? How does Reedley College compare to itself last year, or five years ago? The college seeks to understand the current snapshot in order to evaluate progress toward its strategic goals. The Datatel management information system and various unit satisfaction surveys are already available. These existing sources will be evaluated and incorporated into a college-wide data-gathering plan. Where there are pieces missing to complete the picture, the college will develop appropriate data-gathering approaches, to include sources beyond educational institutions (labor market information, etc.). This is a process that takes time. Until adequate benchmarks are established it is difficult to recognize problems or progress. A three- to five-year systematic effort is essential to develop a method that works. Each strategic goal will be analyzed to determine key performance indicators—that is, the strategic planning group will ask and answer the question, "What yardsticks will inform us that we have succeeded (or failed) to make progress toward this goal?" The data gathering efforts will be guided by these important yardsticks.

Reedley College recognizes the critical role information technology—computing and educational technology—plays in institutional effectiveness and in the success of individual students and staff. Like many institutions, the college embraced computing gradually over time. However, by 2002 computing has become an essential tool for all aspects of the college operation. The college uses Datatel management information software as a principal operational tool; all faculty use computing for production and communication, and most faculty will use the networking capacity of computers to locate and present instructional materials. Because computing and technology have become basic to the institution’s operation, the college is determined to sustain the resources committed to installing, maintaining and operating the computing and technology infrastructure. Upgrading the computing infrastructure must become systematic and regular in order to sustain the college’s operations; budgeting and planning will provide for regular upgrading of the existing infrastructure in order to support the strategic mission of the college. Planning for proper deployment of technology infrastructure will include creative redeployment of aging equipment. Training students and staff in the use of existing software also increases the value of the technology investment. It is only when faculty and staff understand and fully utilize the Datatel system and the Microsoft suite of programs that the investment is fully realized. The college works in conjunction with the district office to maintain standardized computing platforms, but goes beyond the standards when it needs applications not included in the district standard. Regulations require that the computing infrastructure be accessible to students with disabilities. For this reason and to fulfill its goal of serving the needs of students with disabilities, the college will make the computing infrastructure accessible over time.

Reedley College has a large and complex infrastructure essential to its operation. The college’s maintenance and facilities team have the experience to operate this large and complex campus facility. The maintenance staff has developed a systems approach to maintenance which involves inventory of all buildings, property, grounds and fixed equipment. This inventory is the basic tool for establishing priorities and exercising management control over how to best utilize limited resources. The maintenance staff also relies on regular staff input to help in establishing maintenance priorities, and continually seeks ways to develop a more efficient and systematic maintenance operation. Through connection with the network and use of electronic databases, they will efficiently maintain a functional record of equipment maintenance over time.

The infrastructure needs of the college do face significant challenges, however. The budget climate in California for the past several years has encouraged Reedley College and many colleges to defer maintenance on buildings and facilities in order to commit much needed resources to programs and growth. While perhaps necessary, this practice cannot be continued indefinitely without having serious negative impacts on instruction and student services. Therefore the college must do what it can to encourage the development of external support. The maintenance staff encourages the district and the college to seek increased sources of funding in order to implement the plan for ongoing maintenance of the physical plant, as well as for expansion to meet needs generated by increasing enrollment and program innovation.

This plan is intended to be a living document, and to change as conditions change. Implementation of the objectives listed in section II will occur through the normal performance of job responsibilities by the many individuals who work for the college and contribute to its ongoing health. While it is expected that fulfillment of the objectives will occur in many different ways impossible to specify in advance, as members of the college go about their work, individuals and committees will be made specifically responsible for the various objectives through the formulation of action plans for each of the seven areas of the plan. Timelines will also be included in the action plans, as will key performance indicators.

In order to facilitate the monitoring of progress on the objectives, as well as to provide a venue for an updated version of the plan in later years, this strategic plan will be posted on the college’s website, at www.reedleycollege.edu. Anyone who wishes to access implementation information, or the latest version of the plan, should consult the website or call the Office of Instruction at 559-638-3641.

The Strategic Planning Council will be the monitoring body for this plan; information concerning the Council’s activities will also be available on the college website or through the Office of Instruction.

Reedley College
995 N. Reed Ave.
Reedley, CA  93654
(559) 638-3641
www.reedleycollege.edu

Reedley College is a college of the State Center Community College District

This institution does not discriminate on the basis of race, sex, sexual orientation, disability, religion, or age.