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Introduction 04 - Long Description

Figure I.B.1.-1

Communication - Students effectively communicate with and respond to varied audiences in written, spoken or signed, and artistic forms. Critical Thinking - Students apply creative, computational, and analytical skills to identify and solve problems, analyze information, synthesize and evaluate ideas, and transform existing ideas into new forms. Information and Technology Literacy - Students will use resources and technologies to locate, evaluate, synthesize, and communicate information in various formats. Personal, Social, and Civic Responsibility - Students demonstrate awareness and respect for personal, social, civic, and environmental responsibilities.

Figure I.B.1.-2

The following diagram represents how Mt. SAC’s program review process works. The College calls its program review Planning for Institutional Effectiveness. It is affectionately known as PIE. There are four key levels of the PIE process. Level one is the Unit PIE. Each unit or department completes a PIE. These PIEs are then passed onto their respective managers (level 2). The managers synthesize the PIEs and create a managers’ PIE that is forwarded to their respective vice president. In this level 3, the vice presidents synthesize the PIEs and create their vice presidents’ PIE. These PIEs along with a similar PIE from the College President are provided to the Institutional Effectiveness Committee (IEC) for further synthesis. IEC creates an Institutional PIE Summary that is presented to President’s Advisory Council for its review and acceptance of recommendations for action. In all cases, the resources requested throughout the process are kept in-tact for managers and vice presidents and the College President to use for prioritizing resource allocations.

Figure I.B.4.-3

The following diagram represents the Process Map of Integrated Planning at Mt. SAC. The diagram begins on the left-hand side with the College Mission, Themes, and Goals. Going to the right is the Strategic Plan and further to the right the Planning Objectives. Actions take place again further right in the Implementation of PIE (College’s program review), and then evaluation in the Outcomes Assessment section. At this point, there is a feedback loop going two ways. One way goes back to the Strategic Plan. The other way goes to a new area known as the Annual PIE Writing (where the College synthesizes the vice presidents and College President’s PIEs). After the PIE is synthesized, various Resource Allocation processes occur as represented in a pie chart such as staffing, equipment, and facilities.

Figure I.B.4.-4

This diagram was extracted from the College’s Strategic Plan. The diagram represents alignment of three planning calendars for the Strategic Plan, Planning for Institutional Effectiveness (program review), and Budget. These calendars were aligned to getter reflect the work of the College in its planning processes and to be authentic and timely aligned with new resource request processes. In this manner, the most recent program reviews and the Strategic Plan are used for the budget processes.

Figure I.B.4.-5

(Continuation from I.B.4.-4)

This diagram was extracted from the College’s Strategic Plan. The diagram represents alignment of three planning calendars for the Strategic Plan, Planning for Institutional Effectiveness (program review), and Budget. These calendars were aligned to getter reflect the work of the College in its planning processes and to be authentic and timely aligned with new resource request processes. In this manner, the most recent program reviews and the Strategic Plan are used for the budget processes.