Exploring Digital & Global Education
Discovering Work and Learning Strategies
for the New Millennium
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Exploring Digital & Global Education
Discovering Work and Learning Strategies |
1. A Tradition of Excellence | 2. The Evolving Focus | 3. Self Study Goals | 4. The Project Title | 5. The Implementation | 6. The Consulting Team
St. Petersburg Junior College has clearly defined general education outcomes.
These outcomes were developed ten years ago and have been the guiding principle
for developing and modifying the general education core curriculum over
the years. Each course specifies "essential indicators," defined
as the "most important learning outcomes for each course." Each
discipline periodically uses a variety of methods to determine whether or
not students are actually exiting courses with acceptable levels of performance
on these learning outcomes. This process, although very valuable, has proven
to be labor intensive and expensive to fully implement and monitor. The
College is in the final stages of implementing a new multi-faceted approach
to measuring educational outcomes. This process is different for A.A. degrees
(transfer) and A.S. degrees (career/vocational).
General Education
A faculty committee is currently reviewing and revising the general education
outcomes that were established ten years ago. Curriculum modifications will
be made as necessary. A new approach to measuring student success in meeting
the established general education outcomes will be implemented in the spring
of 1998. The focus will be on assessing the overall impact of the general
education curriculum on student learning. Rather than measuring outcomes
at the course level, the faculty will develop or purchase an instrument
to measure learning after completing all of the general education courses
using both normative and criterion-referenced measures. Special discipline
assessment activities will be developed for unique areas such as the ethical
behavior outcome that is not likely to be measured by a standardized test.
Emphasis in this process will be on using the data to make both curricular
and pedagogical change and to influence the planning and budget process
to focus resources where they will make the greatest impact on student learning.
CLAST Measurement
Student outcomes in reading, writing, and mathematics are measured each
year by the state-mandated CLAST examination. CLAST is required of all graduates
and comparative data is provided each year. Faculty analyze the data and
as necessary make changes.
Career Programs Assessment
In career programs, three additional methods of assessment are used. The
first is a process called "End of Program Assessment." Faculty
in each degree program develop assessment activities for one of the final
courses in the program that assess whether or not students have mastered
the competencies identified as the most important competencies in the program.
Faculty and advisory boards use the data to make necessary curricular changes.
In addition, each career program undergoes a thorough program review process
at least every five years where faculty, industry experts and students react
to the how well the program is preparing students to succeed in the workplace.
Curriculum, facilities and equipment, faculty qualifications, program cost
and placement data are reviewed and analyzed. An action plan is developed
to improve identified deficiencies and this information is brought forward
in the resource allocation process. Many occupational programs also have
specific accreditation. Placement of graduates and the pass rates on certification
and license examinations are also closely monitored.
Student Evaluation of Faculty
In all courses, students complete evaluations of the course and faculty
each semester to provide information for improvement at the individual course
level. Students also respond to questions about program and instructional
quality as part of the annual survey of student satisfaction and as part
of the placement and follow up study of graduates. Student evaluations and
surveys are used to effect necessary changes in curriculum, student affairs,
and business office processes through staff and program development activities
as well as informal forums.
PEAR System
As part of its on-going Planning, Evaluation and Assessment Review (PEAR)
system, St. Petersburg Junior College has developed and continues to refine
planning process and procedures at both the institutional and unit levels.
Included in the PEAR system, in addition to the overall College plans, each
department/office has developed a unit plan. One hundred and eleven units
have been identified (51 academic programs and 60 student support services/
administrative offices) for planning purposes. The PEAR system is divided
into two primary areas, with both components part of a carefully integrated
system. A full overview of the PEAR system is included in Appendix A.
The planning and evaluation component focuses on the development
of mission statements, goals and objectives, and action plans at both the
College and unit levels, and the continual review of the extent to which
units were successful in reaching their objectives.
The assessment component serves to monitor the continuing critical
outcomes of the College and the individual units. As such, the assessment
process is used to both inform and determine how well the institution and
the individual units are reaching key performance targets and outcome measures.
In this manner, both the College and individual units are continually confirming
how they define success, and if they are being successful.
Both components emphasize the use of results to improve programs and services,
and to inform the next round in the planning/assessment process -- the critical
"completing the loop" step that makes planning a powerful and
integral part of institutional change and progress.
Planning occurs at both the College-wide strategic and unit operational
levels. Early each spring the President's Cabinet reviews assessment data
and the preliminary requests of the campuses and other departments and offices,
and establishes strategic directions, budget parameters, and any college-wide
initiatives or projects which will impact the following year's budget. The
development of unit plans is a multi-phase process that begins and progresses
throughout the academic year. A unit plan is a detailed method of specifying
how a planning strategy is implemented. It describes what the unit is going
to do for the academic year, who is going to do it, when it will be done,
how it will be measured and where it will be done. In order to facilitate
this process, SPJC has developed and refined a standardized form that is
used by the unit managers. (See Appendix B.)
The initial phase of the unit planning process requires the development
and refinement (when appropriate) of a unit mission statement. The mission
statement clarifies the reason for a unit's existence and describes the
types of programs that serve the educational and/or service needs of the
community. It includes general statements of the purpose and educational
intentions of the unit.
Phase II of the unit planning process involves the development and refinement
of departmental objectives/action plan. The objectives/action plan section
has 6 basic components as follows:
Unit managers submit interim formative evaluation reports regarding their
success in reaching objectives as part of their Semester I and II activity
reports. These reports, along with assessment results from surveys administered
throughout the year, are part of the on-going cycle of "completing
the loop," i.e., using the results of evaluation and assessment to
form the following years objective-setting process and directly impact budget
decisions. Managers submit a final version of the unit plan, including the
summative evaluation of success in reaching objectives in the Fall of the
following academic year.
Phase III involves the development of unit indicators. Indicators are critical,
central measures by which a unit defines how and if it is being successful.
They are fairly stable, i.e., do not change from year to year, are measurable
and outcome-based. Unit indicators have 5 components: (1) Name - brief title
of the indicator, (2) Definition - statement describing a measurable condition
in the unit, (3) Target - estimation of the extent that a measurable condition
will be achieved during the academic year, (4) Achievement level - extent
that a measurable condition was achieved during the academic year, and (5)
Implications - reason(s) why achievement level did or did not meet the target
level, and recommendations for actions that could or should be undertaken
to improve the program or service in order to reach the target.
In the final phase of the unit planning process, unit managers estimate
the amount of funds required and proposed source(s) of funds to complete
their objectives. Personnel, operations and equipment requests budget sheets
are prepared for each unit which are integrated into the College's planning
and budgeting process (Appendix C - SPJC Planning and Budget Calendar for
1997-98). Upon approval of the budget by the District Board of Trustees,
the unit plans are revised based on year-end report findings, changed conditions,
and budget allocations.
The College uses the unit plans and the results from surveys administered
through out the year to improve the educational programs, services and operations
(e.g., Appendix D - Survey of Enrolled Students). The academic programs
use the results from the previous year's surveys as a guide for the development
of their unit plans for the up-coming year. The program managers develop
departmental objectives/action plans and a detailed list of cost expenditure
information for personnel, operations and equipment required to successfully
complete their respective unit objectives. Prior to the budget meetings,
the Provosts review and prioritize the budget requests for the programs
and services they oversee. During the budgeting process, both collegewide
and unit objectives budget requests are reviewed. Based on these findings,
priority is given to the programs that need additional funding to improve
their operations and/or services to the students. An example of unit planning
for an academic program is presented below.
NATURAL SCIENCE PROGRAM - CLEARWATER CAMPUS
UNIT PLAN FORM
1996-97
Mission Statement:
The mission of the Natural Science Program is to stimulate the process of
intellectual growth and to provide outstanding teaching, personal attention,
and strong programs to prepare students for both career and lifetime needs
in the pure and applied sciences.
Goal 1: To develop the ability to think critically and to utilize
the scientific method.
Goal 2: To understand the basis and limitations of science.
Goal 3: To develop a proficiency in the use of modern scientific
equipment.
Goal 4: To conduct studies in an ethical manner with respect
for all forms of life.
Assessment Procedure: Survey a sample of enrolled students on an
annual basis to determine if they are satisfied with the College's academic
programs.
Administration of Assessment Procedures: Questions about
level of satisfaction with the "Facilities and Equipment" were
included on the Survey of Enrolled Students administered to a sample
of currently enrolled students on October 25, 1995. Question D on the survey
asked students to comment on the service(s) that had level of satisfaction
ratings of "1" or "2".
Expected Results for 1995-96: "Facilities and Equipment"
will have a mean evaluation score of 4.0 or greater on a 5-point scale on
the Survey of Enrolled Students . The comments from Question D
will provide additional information on the facilities and equipment that
are not meeting student needs.
Actual Results for 1995-96: The mean rating for "Facilities
and Equipment" was 3.43 on the 5-point scale (4.80 renormed to a 7-point
scale) on the Survey of Enrolled Students .* "Facilities
and Equipment" was ranked 19th on the level of satisfaction scale.
Additionally, on Question D of the survey, students commented that the equipment
(computers, microscopes etc.) being used in the Natural Science Program
are outdated and/or not in proper working order.
Changes to be implemented in 1996-97 due to results: Determine
and budget for equipment needed to up-grade lab equipment in the Natural
Science Program.
Use of Results -- A New Objective for 1996-97
Objective 1: Increase student use of computer technology in chemistry
and anatomy & physiology labs.
Task/Activity: Select and purchase software, computer equipment
and new teaching materials.
Planned Outcomes/Result(s): 1a. Utilize computer software
to simulate physiology exercises.
1b. Utilize computer software for graphing and processing chemistry lab
reports.
Evaluation of Success In Reaching 1996-97 Objectives: Three
Mac Performa computers, 5 probes, MLB Interface Unit and STP Program were
approved and purchased from unit plan and capital equipment funds. The computers
and hardware have been interfaced to allow the collection of real-time physiological
and chemical data with the computers. Other software programs are being
used to simulate physiological and chemistry exercises either requiring
elaborate equipment or conducting exercises inappropriate for student subjects.
Expected Results for 1996-97: "Facilities and Equipment"
will have a mean evaluation score of 5.0 or greater on a 7-point scale on
the Survey of Enrolled Students. The number of comments from Question
D relating to the condition of the Natural Science lab equipment will be
reduced.
Actual Results for 1996-97: The mean rating for "Facilities
and Equipment" was 4.93 on the Survey of Enrolled Students,
up from 4.8 the previous year . "Facilities and Equipment" was
ranked 13th (up 3) on the level of satisfaction scale. The comments related
to the age and condition of the equipment used in the Natural Sciences Programs
were reduced.
Administrative Assessment Using PEAR
SPJC also uses the results of the evaluation and assessment component of
the PEAR system to improve its administrative and educational support services.
The evaluation of the non-academic areas is also conducted at the unit level.
The outcomes of the evaluation process are integrated into the unit planning
and budgeting cycle. An example is presented below:
SECURITY
UNIT PLAN FORM
1996-97
Mission Statement:
The mission of Security is to provide high-quality, college-wide security
services. Specific goals for Security include:
Goal 1: To create a fully integrated security department
with highly qualified security officers, uniform rules, regulations and
policies.
Goal 2: Upgrade security by purchasing the necessary equipment
to permit officers to operate at an optimum level.
Goal 3: Continue to recognize its public relations role
by assisting students, staff, and visitors in ways that creates a safe and
secure environment for the primary function of this college - which is the
education of our students.
Assessment Procedure: Survey a sample of enrolled students
on an annual basis to determine if they are satisfied with the services
provided by Security.
Administration of Assessment Procedures: A question about
level of satisfaction with personal safety and security was included on
the Survey of Enrolled Students administered to a sample of currently
enrolled students on October 25, 1995.
Expected Results for 1995-96: "Personal Safety and
Security" will have a mean evaluation score of 4.0 or greater on a
5-point scale on the Survey of Enrolled Students .
Actual Results for 1995-96: The mean rating for "Personal
Safety and Security" was 3.69 (5.17) on the Survey of Enrolled
Students .* The service was ranked sixth out of 28
services on the level of satisfaction scale.
Changes to be implemented in 1995-96 due to results: Determine
and budget for equipment and additional personnel needed to up-grade services
provided by Security.
Use of Results: Modified Objective for 1996-97:
Objective: Create a safe climate on campus for students and faculty.
Task/Activity: Install and implement a CODE BLUE campus
emergency telephone
service on campuses
Planned Outcomes/Result(s): The reporting of campus emergencies
will be demonstratively improved. Calls will be funneled to the central
security number which will improve response time.
Evaluation of Success In Reaching 1996-97 Objectives: Security
has
developed and implemented a central security number to report campus security
emergencies and other security related problems.
Expected Results for 1996-97: "Personal Safety and
Security" will have a mean evaluation score of 5.0 or greater on a
7-point scale on the Survey of Enrolled Students.
Actual Results for 1996-97: The mean rating for "Personal
Safety and Security" was 5.53 (up .36) on the Survey of Enrolled
Students . "Personal Safety and Security" was ranked second
(up 4) on the level of satisfaction scale.
Budgeting with PEAR
St. Petersburg Junior College's PEAR system is fully integrated into the
College's planning and budgeting process. Beginning each academic year,
departments/offices included in the PEAR system develop unit plans, designed
to complement the college-wide planning accomplished by the President's
Cabinet. The plan breaks the unit's strategic planning process into manageable
parts for overall coordination, implementation and evaluation of goals,
objectives, and unit indicators. The unit plans also specify detailed cost
expenditure information for personnel, operations and equipment required
to successfully complete unit objectives/action plan. Thus, the planning
that occurs at the unit level is directly related to the College's overall
mission and goals, and long term strategic planning directions. A calendar
outlining the extensive scope of planning, evaluation and assessment, and
related institutional research support is included as Appendix E.
* The Survey of Enrolled Students for 1995-96
was based on a 5-point scale vs. 7-point scale for the 1996-97. An equated
scale was used to convert means to a 7-point scale.
Based on internal evaluation processes, institutional effectiveness reports,
and state audit reports, St. Petersburg Junior College, as an institution,
believes it is in compliance with the Criteria of the Southern Association
of Colleges and Schools and is able to document such compliance.
>From the first Responses to the SACS ReAffirmation Committee (1990)
to the 1996 Strategic Directions and Institutional Goals of the College,
SPJC has maintained compliance and developed benchmarks of data-driven objectives
to avoid major problems with the Criteria. Our formal records indicate completion
of SACS Institutional Profile updates and institutional reporting requirements.
SPJC has circulated all pertinent accreditation information, especially
that related to Proposed Changes to the SACS Criteria, for organizational
review and discussion. In addition, SPJC has developed formal action plans
and department unit plans in support of ongoing compliance and commitment
to the Criteria.
SPJC is able to demonstrate a long-standing and current history of financial
stability. The following balance sheets (or Appendices) offer evidence of
the financial strength of the College over the past ten years. The unallocated
fund balance each year has been positive, and ending fund balances have
ranged from $2.4 to $6.7 million over the ten year period. The College has
been especially strong financially over the previous three years with steadily
increasing reserves.
Change and growth have been the hallmark of St. Petersburg Junior College,
Florida's oldest two-year institution of higher education. Founded in 1927
as a private institution, with its initial classes held in one section of
a Pinellas County public high school, it stands today as a multicampus public
institution with sites throughout the county. College sites now include
three traditional campuses in Clearwater, St. Petersburg and Tarpon Springs,
a health education center and corporate training facililty in Pinellas Park,
and a public safety training center in St. Petersburg. A new Seminole Campus
is projected to open in 1998. In addition, SPJC offers classes at various
off-site locations as well as via television and computer.
Although the College ranks 46th nationally in student population, according
to Community College Week (July 15, 1996) it ranks second nationally
in associate degrees awarded in nursing, third in associate degrees awarded
in health professions and related sciences, third in associate in arts degrees
awarded, and fourth in total associate degrees awarded (associate in arts
plus associate in science degrees). In addition, for the past few years
the College has ranked near the top nationally in proportion of minority
graduates to minority enrollment. SPJC is fully accredited by the Commission
on Colleges of the Southern Association of Colleges and Schools.
The enrollment for 1995-96 numbered 32,877 students taking credit classes
and 27,925 taking non-credit classes. Opening fall enrollment for Session
I, 1996-97 was 4,204 students attending classes full-time, and 13,331 students
attending classes part-time for a total of 17,535 students in credit classes.
The strategic focus for St. Petersburg Junior College's self study has been
prompted by both internal and external events. External forces include the
evolving definition of the typical learner, the movement toward a global
economy, and the skyrocketing growth of computer and telecommunication technologies.
Internal events include The FACET Report and Project Flamingo as well as
individual faculty initiatives.
A New Learner
Externally, college administrators and faculty see major changes in the
student demographics, in economics at macro and micro levels, and in technology.
Students at community colleges today are on average older than in the past,
attend classes part time, and have perspectives and expectations that traditional
programs cannot satisfy. The increasing importance of lifelong learning
-- due in no small part to multiple careers and the changes in how work
is performed -- is an additional factor.
A New Economy
The global economy has had an enormous impact on business and economics,
which in turn affects the college. Competition is now seen as global, not
just local, regional or national. At the local level companies are changing
their expectations of new workers, and more businesses are becoming education
providers to fill the knowledge and skill gaps.
A New Technology
We all see other businesses and industries using technology in astounding
ways, and much of it has become so commonplace we hardly notice it. Computers
and other tools are used to improve communication and more efficiently perform
the repetitive tasks that humans prefer not to do. However, technology in
education has more failures than successes so far. In general, the education
profession has not effectively harnessed the potential of new technology
to increase performance and efficiency, improve access, and reduce costs.
The Impetus
St. Petersburg Junior College has long prided itself on its innovative spirit.
SPJC was one of the earliest community colleges to recognize the significance
of computer technology for education as well as the need to redefine institutional
values and practices. In 1989, St. Petersburg Junior College launched Project
Flamingo , a multi-million dollar initiative to put networked computers
on the desktops of all faculty and staff. The project was designed to enhance
the curriculum, strengthen instructional delivery, foster greater communication,
provide better information in a more timely fashion, and improve administration
systems. SPJC's institutional values and practices were evaluated in 1990
with the work of The FACET Commission, Toward 2001: An Odyssey of
Excellence , which attempted to outline, in broad strokes, SPJC's
vision for excellence.
The Reality
Internally, the faculty in several departments have been experimenting with
delivery of courses using CD-ROMS, the Internet, television and satellite
uplinks and have had interests in exploring other applications of technology
in the classroom. Through the Seminole Campus planning process, a number
of college faculty and administrators were exposed to examples of other
colleges using technology to enhance learning via distance education. Some
College personnel have heard the ideas of futurists and noted speakers and
shared them with the rest of the College family.
However, many of the technological advances so readily embraced by the business
world are not routinely applied in the world of education. In addition,
public education is under pressure from private competition, from budget
cuts (despite tuition increases that have far outstripped inflation), and
from the changing demographics and expectations of students. More and more
students are older, attend classes part time, work, and value convenience
and service, in contrast to stereotypic students who were recent high school
graduates, attended full time, and accepted inconveniences without question.
Driven by Change
The rate of change in society is increasing, which demands a faster response
from individuals and institutions. James Canton of the Institute for Global
Futures recently stated that it took 35 years for the telephone to reach
10 million users, but only 10 years for personal computers and less than
5 years for the Internet. Public education is becoming less nimble in responding
to change to some degree because government regulation at every level limits
what can be done and increases the time needed to do it.
The college must explore ways to accommodate more diversity in the methods
of instruction and course delivery to keep up with changing times and to
facilitate new forays into alternative methods. The college processes, policies,
and procedures, which now are obstacles to change, must be transformed to
facilitate and support small scale experiments in alternative methods. A
framework is needed to evaluate proposals and experiments both educationally
and financially, to judge how well they are working and to suggest adjustments
for improvement. The college must also be prepared to replicate successful
alternatives as the demand increases or the opportunity arises.
Snoozers are Losers
In a sense, the education marketplace is up for grabs. Those who keep doing
the same old things are in danger soon of not having anything to do. Those
who actively participate in new initiatives will be continually improving
their knowledge and judgment about how to use the constantly changing technology.
The College is committed to supporting a faculty that nimbly responds to
technological changes, new instructional techniques that enhance learning,
and processes that will enable responses before the windows of opportunity
slam shut.
For St. Petersburg Junior College, one commitment has always towered above
the rest, and that is the belief that the college's primary mission is to
find ways to best meet the needs of its students. As changes in demographics,
economics, technology and corporate and family culture steadily chip away
at the monolith once known as the "traditional student," SPJC
must prepare quickly and decisively to ensure that future learners have
the blend of skills and values necessary for success. Toward that end, we
have identified the following goals:
Exploring
Digital and
Global
Education
Discovering Work and Learning Strategies for the New Millennium
Implementation of EDGE will follow the plan outlined below:
A. SPJC will sponsor events to engage members of the college and community
to become more aware and concerned about planning for the tremendous changes
taking place in our society and the world. A steering committee made up
of broad-based representation from across the college will facilitate the
process and serve as ad hoc members of various department and
discipline committees, and articulate the vision of EDGE.
B. The self-study chairs will guide a steering committee of volunteers and
appointees from the administration, faculty, and staff. Department heads
and program directors will chair unit committees of volunteers from the
discipline, site, or service group. One or more people from the steering
committee may sit on the unit committees. Committees made up of volunteers,
selected personnel and community leaders will articulate a vision about
how different functions and areas of the college could be affected by the
anticipated changes and trends. Existing committees throughout the college
may also be used as resources.
C. Committees will suggest appropriate actions, plans, timelines and resources
needed to develop new programs and processes. They will meet to discuss
issues and questions concerning the following topics:
D. These committees will develop plans and recommendations for alternative
teaching and learning modes and styles as well as institutional policies
and processes needed to carry out the proposed action plans.
The Timeline
August Topic selected by President's Cabinet after input
from faculty and other groups.
September Alternate Self-Study team appointed by President.
October Proposal developed and submitted to SACS.
November December Committee reviews literature on topic,
benchmarks other colleges and selects college-wide speakers.
February First college-wide speaker/consultant scheduled.
March Second college-wide speaker/consultant scheduled.
April Campus disciplines and departments discuss first
two speakers and submit brief written response to ideas presented by the
speakers which may include response to questions asked by the committee.
May First campus-wide public forums to discuss self-study
topic and to formulate preliminary campus reactions to the topic and to
the speakers
June Academic program chair retreat to hear panel discussion
by representatives from community colleges with national reputations in
workforce development and alternative instructional delivery methods. Program
chairs will prepare written preliminary reaction and response to panel after
break-out sessions for discussion.
All summaries that have been collected from all groups are circulated and
placed on web site for review and reaction.
September Third college-wide speaker/consultant scheduled.
October Fourth speaker scheduled for Faculty Inservice
Day. Break-out groups from mixed discipline discuss reactions to third and
fourth speakers and answer questions presented by Alternate Self-Study Committee
and prepare written summary.
Fourth speaker scheduled for Faculty Inservice Day. Break-out groups from
mixed discipline discuss reactions to third and fourth speakers and answer
questions presented by Alternate Self-Study Committee and prepare written
summary.
September November Related disciplines and departments
schedule several speakers to discuss how workforce education and alternative
instructional delivery systems affect those particular disciplines.
December Campus disciplines and departments prepare written
summaries of their reactions to Alternative Self Study Topic and present
action plan, time line and budget for implementing proposed changes at the
department level.
January Alternate Self-Study Committee uses input from
all groups to draft plan for the college including goals and objectives,
action plan, timeline and proposed budget.
February Draft circulated and placed on web site for review
and comment by college community and then revised.
March Revised draft circulated and placed on web site.
Public forum held for college community and the community at large to comment
on draft.
March June Final draft prepared, reviewed by President's
Cabinet
September October Submit final document to SACS
The Research
In addition to hearing speakers, attending conferences, and visiting other
colleges with exemplary programs and delivery, the steering committee members
will spearhead the review of relevant literature on education and workplace
reform. SPJC's faculty and staff will asked to help identify cutting edge
programs.
Getting the Word Out
Throughout the entire self-study the steering committee and chairs will
use attachments to the bi-weekly Blue & White staff publication
to keep the College at large informed and engaged. In addition, a list server
and web pages will be developed to provide resources and up-to-date information
about activities related to EDGE.
The College envisions six members on the consulting team for the Compliance
Self-Study and four or five members on the consulting team for the Alternate
Self-Study. The consultants for the Alternative Self-Study would be from
colleges that have been researched in the benchmarking process as having
developed exceptional teaching and learning programs, alternative delivery
modes, and institutional processes that pioneer the use of technology and
other resources to prepare students for the digital economy of the new millennium.
The two teams would visit the College simultaneously.
The members of the Consulting Team for the Alternate Self-Study would review
the new directions, goals, and plans that the departments and disciplines
of the College have developed. From their experience they would assess
(1) whether the goals and action plans were realistic,
(2) whether any gaps existed,
(3) and whether the College's planned processes, organization and infrastructure
would be adequate to support the faculty and staff in achieving the goals
of EDGE.
The College would also seek suggestions of what it would take for SPJC to
accomplish its objectives.