Shasta College's Integrated Planning Manual - 2017 Edition describes the institution's integrated planning cycle. Initially developed in 2012 following District-wide dialogue, this new edition contains revisions made in 2013, 2014 and 2017 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 Participatory Governance Manual serves as an overview of the participatory governance process at Shasta College and the linkage to the various campus committees. It includes a list of the College's participatory planning documents showing which committee or council is responsible for review and updates. The manual 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.
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.
The Facilities Master Plan supports the values and goals established by the Educational Master Plan. It provides a framework for future development, including the placement of new facilities, the renovation of existing facilities, and the improvement of a number of District-wide sites. It also provides guidance and support for future funding opportunities. Amendment One to the Facilities Master Plan outlines projects being considered by the District due to the passage of the $139 million Measure H General Obligation Bond.
As required under the California Environmental Quality Act (CEQA), the Shasta-Tehama-Trinity Joint Community College District filed an Initial Study & Mitigated Negative Declaration (IS-MND) for its Facilities Master Plan – Amendment One with the Governor’s Office of Planning & Research State Clearinghouse on February 11, 2019. The public comment period ended on March 12, 2019 with no comments having been received during the review period. A list of the reviewing agencies is included in this document. The IS-MND provides information on any potential environmental impacts from this project as well as mitigation to relieve any such impacts.
Shasta College's Strategic Plan 2018-2021 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. Please click here to see updates and reports.
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.
Shasta College’s Technology Master Plan supports the values and goals established by the Educational Master Plan. It provides a roadmap by which Shasta College Information Services & Technology Support can efficiently and effectively implement and promote technology systems. These systems will enhance instructional delivery, student learning, and support systems to enable the District to perform its mission and achieve strategic objectives.
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. The Improve Resource Center offers a self-guided Canvas course to guide you through the process of preparing Annual Area Plans, Program Reviews, and Course SLOs. Additional resource links provide direct login to the Improve application and other help resources.
Data for Shasta College's Annual Area Plan initiative requests are contained in these documents. Completion of this step in the Integrated Planning Cycle represents the bridge between College-wide annual planning and resource allocation.
View the following annual area plans:
Shasta College conducts a Campus-wide survey assessing the overall campus climate every two years, with the most recent survey being conducted in the Fall of 2016. The survey used was the same that was used in 2014 and 2012 with some minor edits for clarification and to reduce redundancy. A total of 342 Shasta College employees responded to the survey, resulting in a 44.7% response rate (total N = 766). The responses from the 2016 survey were compared to those from 2014 and 2012 where applicable.
Overall, 90.9% (n = 252) of employees reported being satisfied with their jobs at Shasta College. Additionally, nearly 80% (n = 187) of employees indicated that they agreed that the College President provides effective leadership, with 78.9% (n = 191) of employees agreeing that the President communicates effectively with constituencies within the college.