Shasta College's Integrated Planning Manual - 2014 Edition describes the institution's integrated planning cycle. Initially developed in 2012 following District-wide dialogue, this new edition contains revisions made in 2013 and 2014 based upon input received from campus constituencies during the annual evaluation cycle. The integrated planning cycle is a comprehensive set of planning processes that are linked to one another so that there is an ongoing and systematic cycle of assessment, goals and objectives, program review, resource allocation, plan implementation, and re-assessment.
The Shasta-Tehama-Trinity Joint Community College District Educational Master Plan 2012- 2030 is grounded in an analysis of internal conditions, such as the current systems and pro-grams, as well as external influences, such as demographic trends and the communities’ educational interests and workforce needs. This document includes internal and external scan information, Institutional Goals, and the District’s broad plan for its educational programs and services.
Shasta College's Strategic Plan 2015-2018 is a critical component of the integrated planning cycle at Shasta College. It is the short-term planning document that derives from the 2012-2030 Educational Master Plan and the Institutional Goals. The role of the Strategic Plan in the College's integrated planning cycle is outlined in the Integrated Planning Manual.
Shasta College's Enrollment Management Plan was developed to provide a holistic, comprehensive, and integrated approach to enrollment management while recommending scheduling, instructional and student support strategies to enhance access, success, persistence and goal attainment.
The Participatory Governance Manual serves as an overview of the participatory governance process at Shasta College and the linkage to the various campus committees. It serves as a model to facilitate broad participation and communication by all members of the college community including students, faculty, staff and administration while demonstrating how various constituent groups and committees are interconnected.
Learning Outcomes Handbook (Rev. 12/21/12)
The Shasta College Learning Outcomes Handbook provides a comprehensive overview of the learning assessment process where methods are used to generate and collect data for evaluation of courses and programs to improve educational quality and student learning. It may include both quantitative and qualitative data in instruction or student services. A Learning Outcome is a statement about the knowledge, skills, attitudes and abilities a student is expected to have upon successful completion of an academic activity. The systematic assessment of Learning Outcomes benefits the entire college community.
The Annual Area Plan is one element of the Integrated Planning Cycle that ties the Initiatives from each area or program to the institutional goals and objectives, and that uses data (including assessments) to inform decision-making and resource allocation. In the Annual Area Plans, area effectiveness is assessed. Program Reviews are one component of the Annual Area Plans for specific instructional programs. This manual will guide you through the process of preparing Annual Area Plans and Program Reviews. Following is the TracDat login link: TracDat Login
Data for Shasta College's Annual Area Plan initiative requests are contained in this document. Completion of this step in the Integrated Planning Cycle represents the bridge between College-wide annual planning and resource allocation.
Shasta College conducts Faculty & Staff "Climate" surveys on a recurring basis for various reasons, including assessment of accreditation standards and general morale. The current Faculty & Staff survey was conducted in Fall 2014 using virtually idential items as presented in the previous surveys conducted in 2010 and 2012. A total of 365 responses were received of the 594 staff members who received the survey, representing a 61.4% participation rate. We experienced excellent participation by all campus groups.