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ED 482 498 JC 030 658
TITLE The Austin Community College District Master Plan: FY 2004-2006.
INSTITUTION Austin Community Coll., TX.
PUB DATE 2003-00-00
NOTE 87p.
PUB TYPE Reports Descriptive (141)
EDRS PRICE EDRS Price MF01/PC04 Plus Postage.
DESCRIPTORS *Change Strategies; Community Colleges; *Educational Planning;Enrollment; Institutional Administration; Long Range Planning;Policy Formation; *Strategic Planning; Trend Analysis; Two YearColleges
IDENTIFIERS *Austin Community College TX
ABSTRACT
This Austin Community College (ACC) District Master Plan for 2004-2006continues ACC's efforts to manage growth and change through a comprehensive planningprocess. The planning process was coordinated with the ACC Southern Association ofColleges and Schools (SACS) Alternate Self Study. This study addresses the followingareas: (1) Fiscal Resources; (2) Instructional Programs; (3) Instructional SupportServices; (4) Administrative Services; (5) Strategies for Enrollment; (6) ExternalPartnerships and Collaborations; and (7) Facilities. Some of the highlights of thestudy follow: ACC's tuition rates are among the highest of any community college inTexas, creating access issues for many who most need the community college. ACCexperienced a budget shortfall of $3.3 million in FY01, and in the 2 subsequent years,cut its operating budget. The report recommends that ACC seek voter approval forincreasing the College's tax rate and to issue general obligation bonds to addressfacilities and equipment needs. The report also recommends that ACC improve itsstrategies for tracking the progress of underrepresented students once they leave ACC,and that ACC should increase the transfer rates of underrepresented populations,especially African American and Hispanic students. (Contains 16 tables and figures.)(NB)
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Austin Community College MasterPlan: Fiscal Year 2004-2006
Austin Community College
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MASTER PLAN: FY 2004-2006The Austin Community College District
INDEXIntroduction 1
Overview of the Master Plan 2
Mission 3
CARES: Our Core Values 4
Vision 6
Benchmarking Summary 7
Enrollment 7
Facilities 7
Library and Learning Resources 8
Faculty 8
Staffing and Compensation 8
Revenue and Expenditures 9
Tax Base, Tax Collections, and Service Area 9
Fiscal Resources 11
Grants/Foundation 11
FY2004 FY2010 ProjectedRevenues vs. Expenditures 13
Charts/Financial Challenges 18
FY03 Value of One 20
2002-03 Tax Valuation Texas Public Community Colleges 21
The SACS Strategic Focus 230Instructional Programs 24
0Closing the Gaps Statewide 24
FY03 Priorities: Limited Resources Scenario 25
Service Learning 25
02/03/03
Learning Communities 25
Honors Program 25
Internationalizing the Curriculum 25
Academic Advising 26
FY04-06 Priorities: Expanded Resources Scenario 27
Academic Programs 27
Workforce Education Programs 28
Adult Basic Education 30
Distance Learning 30
Credit Sections 30
Continuing Education 31
Instructional Support Services 33
Instructional Resources and Technology 33
Library Services 33
Video Services 33
Learning Labs 34
Testing Centers 34
Administrative Services 35
Communication and Decision-Making Model 35
Institutional Effectiveness 35
Information Technology 36
District-wide Management Information System Server 36
Human Resources 37
Marketing and Public Information 37
Strategies for Enrollment 39
02/03/03
Access and Outreach 39
Enrollment Management 40
Retention and Goal Achievement 40
Services for Students with Disabilities 41
Services for Distance Learning Students 41
Student Life 42
Transition Services 42
External Partnerships and Collaborations 43
Independent School Districts 43
Alternative Teacher Certification 43
Early College Start 44
Community Organizations 45
Service Area Collaboration and Annexation 45
Higher Education Institutions 46
Facilities 47
General and Education Space 49
Eastview Campus 49
Proposed South Austin Campus 49
Cypress Creek Campus 49
Rio Grande Campus 49
District-wide Renovations 49
Parking Improvements 49
Unfunded Proj ects 50
ACC Capital Improvements Programs 2003-2010 Planning Schedule 51
2002-03 Tax and Valuation Texas Public Community Colleges 51
iii
502/03/03
MASTER PLAN: FY 2004-2006The Austin Community College District
INTRODUCTION
The Austin Community College District (ACC) Master Plan for 2004-2006 continues the College'sefforts to manage growth and change through a comprehensive strategic planning process.
This process follows the College's previous Master Plan which resulted from the work of an externalCitizen's Advisory Committee, as well as the recommendations of faculty, staff, and students.
ACC was careful to integrate and coordinate its master planning process with its SACS (SouthernAssociation of Colleges and Schools) Alternate Self Study as well. The resulting Master Plan wasstrengthened by this approach.
Key components in the master planning process included:
review of regional demographics and workforce trends;
analysis of State and national benchmarks in core areas of college operations;
analysis of internal feedback garnered through the Baldrige continuous qualityimprovement process;
campus forums involving faculty, staff and students;
participation by external community individuals and business representatives;
campus forums to review the mission statement of the College;
campus forums to develop a shared strategic vision statement;
use of existing Councils, employee organizations, and Student Government Association inreviewing the recommendations of the Master Plan;
use of the reports from the SACS Self-Study Strategic Focus Committees
The Board of Trustees and the President of the College thank the faculty and staff, and externalcommunity and business members, who helped develop and review ACC's Master Plan.
Addendum Al: Master Plan
Addendum A2: Master Plan process and calendar
Addendum A3: SACS Alternate Self-Study process and calendar
02/03/03
OVERVIEW OF THE MASTER PLAN
This updated Master Plan echoes the central conclusion of the previous Master Plan: ACC ISSERIOUSLY UNDER-FUNDED AND CANNOT MEET THE MULTIPLE DEMANDS THECOMMUNITY ASKS IT TO ADDRESS. The following challenges will continue to limit theeffectiveness of the College:
the amount of State reimbursement as a total percentage of ACC's budget continues todecline;
ACC's tax rate of five cents remains the lowest in the State of Texas barely one-third ofthe State average;
ACC's tuition rate is among the highest of community colleges in Texas, and imposesbarriers to access as well as to the College's desire to attract a more diverse studentpopulation;
ACC's regional importance will continue to grow;
ACC's previous strategy to incrementally address its multiple demands is in jeopardy wehave an unscalable wall of community needs and expectations and inadequate fiscalresources.
Limited resources impact the College in many ways inadequate numbers of faculty and staff, agingand over-used facilities, difficulty in maintaining state-of-the-art equipment, difficulty expanding highdemand programs, and difficulty attracting more traditionally under-served populations.
One can also observe keen competition internally for the limited resources of the district. Thiscompetitiveness, in one sense, serves the institution by forcing closer scrutiny of how its limitedresources are best used. This competition also impairs the district in its efforts to forge a consensus ofpriorities and to implement a shared vision. The Master Plan calls for increased efforts to foster dialog,communication, and cooperation among the administration, faculty and staff.
Austin Community College faces two choices (1) retrenchment and decline, as evidenced by currentbudget limitations and necessary reductions in operating budgets and (2) move forward in seekingadditional resources to allow the College to respond responsibly to growth.
The College lacks the ability to make significant impact in many critical areas of its Mission due to thelack of fiscal resources. Until ACC's resources are significantly expanded, through (1) a successfulreferendum effort to increase its tax rate and, (2) through additional annexations of out-of-district independent school districts, its ability to meet its full potential as a community resourcewill continue to be impaired. These two action items constitute the highest priority of the District,and are the single most important recommendations in the Master Plan.
27 02/03/03
MISSION
The Master Plan must be closely aligned with the institution's purpose or mission, its values, and itsvision. Community colleges are mandated through the Education Code of the State of Texas toprovide the following programs as part of their core mission:
workforce programsvocational and technical programs leading to certificates or degreesacademic transferfreshman and sophomore level academic courses leading to an associate degree or servingas the base of a baccalaureate degree program at a four-year institutioncontinuing adult educationacademic, occupational, professional, and cultural enhancementfoundation skillsspecial instructional programs and tutorial service to assist under-prepared students andothers who wish special assistance to achieve their educational goalssupport services to studentsa continuing program of counseling and advising designed to assist students in achievingtheir individual educational and occupational goalsinstructional supporta program of technology, library, media, and testing services to support instructioncontract trainingcontracted instructional programs and services for area employers that promote economicdevelopment
A primary achievement of the Fy04-06 Master Plan is the revision of Board Policy A-1Vision/Mission/Values Statement, and a revision of A-2, Intended Outcomes has been submitted to theBoard. Through a district-wide forum of faculty, staff, and students the former policies were discussedand a writing team was selected to take the input of the larger group and to draft new policy statementsfor the Board of Trustees for review and adoption.
MISSION RECOMMENDATION 1:The Master Plan calls for the College to continue, in all its strategic planning and operationalinitiatives, to offer and maintain a balance of the core mission elements required by State law andwhich are essential to the regional constituencies it serves.
MISSION RECOMMENDATION 2:ACC should include its revised Policy A-I, Vision/Mission/Values Statement, in all officialpublications and widely publicize it via the web, campus signage, and other promotional venues.
MISSION RECOMMENDATION 3:ACC must work to help the State of Texas achieve the access and equity goals outlined in the"Closing the Gap" report issued by the Texas Higher Education Coordinating Board.
Addendum Bl: previous Mission Statement.
Addendum B2: revised Mission Statement
3
8 02/03/03
CARES: OUR CORE VALUES
Another significant process related to strategic master planning has been the development of theStrategic Communications and Marketing Plan, designed to communicate our core values.
This process was the outgrowth of previous Board Retreat topics, and is intended to focus theCollege's communication strategies, both internally and externally, to reinforce the key conclusion ofthe prior Citizens' Advisory Committee recommendation that ACC must seek to expand its tax rateand its tax base.
The Strategic Communications and Marketing Plan focuses on image-building for the College, andaddresses three core communications challenges: (1) reaching target populations most in need ofeducational programs and services, (2) overcoming a general lack of public understanding of our rolein the community, and (3) increasing the public's awareness of ACC's value and return on investment.It also includes a group of core messages, and strategies for communicating them to the multipleconstituencies in our community.
Values
The core values of Austin Community College are summarized in the acronym CARESThese are the core values that guide ACC's internal and external interactions with each other and ourcommunity:
C Communication
A Access
R Responsiveness
E Excellence
S Stewardship
Communication: Open, responsible exchange of ideas.
a. Nurturing collaborationsb. Creating policyc. Guiding changed. Respecting all
Access: An open door to educational potential.
a. Achieving goalsb. Fostering diversityc. Balancing programs and servicesd. Ensuring affordability
402/03/03
Responsiveness: Targeted actions to address Service Area and internal needs within availableresources.
a. Seeking information and ideasb. Recruiting under-served populationsc. Developing partnershipsd. Connecting resources and needs
Excellence: A commitment to integrity and exemplary standards.
a. Empowering students, faculty, and staff to be self-directed toward excellenceb. Emphasizing training, development and lifelong learningc. Establishing and measuring outcomes linked to continuous improvementd. Encouraging innovation and creativity
Stewardship: Personal and professional ownership that generates accountability.
a. Exercising responsible and accountable leadershipb. Anticipating future needs and trendsc. Protecting, seeking, and using resources wiselyd. Providing a safe and challenging learning environment
Addendum Cl: Strategic Communications and Marketing Plan
5
1 0 02/03/03
VISION
From the review of the Mission/Vision/Values Statement, the College also focused on its strategicvision of ACC as part of the master planning process.
The President and Executive Vice President hosted several campus focus groups in which faculty,staff, and students discussed a long-range vision for ACC. A draft statement was shared at the Fall 01General Assembly, and then seven focus groups were held across the district, open to all. An eighthfocus group was then held in February 2002, consisting of representatives from the previous sevenmeetings, to refine a final document entitled A Future Vision for Austin Community College.
The final document incorporates the mission/vision/values statements which were revised as BoardPolicy A-1, and reflects the consensus gathered during the master planning process as well as duringthe SACS Alternate Self-Study process:
ACC is a regional resource;
ACC must seek to balance its instructional components of academic transfer, workforceeducation, and basic foundation skills;
ACC must have adequate and comprehensive services for students which enable them toremain in school and to achieve their educational goals;
ACC must continue outreach efforts to its communities to ensure that it understands theirneeds and appropriately addresses them to the extent possible
ACC must expand its fiscal resources in order to fulfill its destiny.
ACC must have adequate and state-of-the-art technology for instruction as well as districtoperations
VISION RECOMMENDATION 1:The College's Mission/Vision/Values Statement should be viewed as a fluid scenario whichwill be reviewed in a collaborative manner, on a regular basis, as part of the master planningprocess.
Addendum Dl: A Future Vision for Austin Community College
61 1 02/03/03
BENCHMARKING SUMMARY
In Spring, 1999, ACC contracted with MGT of America to develop peer benchmarks for key indicatorsof College effectiveness. These were updated in Spring 2002. Data were collected from eight (8) Texaspeer community colleges and four (4) non-Texas institutions. These colleges represent a sample oflarge, comprehensive urban community colleges similar to Austin Community College.
A summary of how ACC compares to other institutions follows:
ENROLLMENT
Each semester ACC turns away students who cannot get the classes they want. In Fall 02, the numberwas 3,882. In addition to not meeting current needs, the Texas Higher Education CoordinatingBoard's (THECB) Closing the Gaps report has set a statewide goal of enrolling 150,000 additionalnew students by 2005. Benchmarks:
A larger percentage of the headcount students at peer colleges are enrolled as full-time students:33.6% compared to 24.3% at ACC.
A larger percentage of the headcount students at peer colleges are minority students: 49.3%compared to 35.2% at ACC.
When compared to the adult population in the service area, ACC enrolls a smaller percentage ofminority students than are represented in the adult population.
In terms of serving the service area, ACC enrolled 1.49% of the service area population comparedto an average of 1.55% for the Texas peer colleges.
When taxing district is used as the basis of comparison, ACC enrolls a higher percent of the taxingdistrict population: 2.86% compared to an average of 1.83% for the Texas peer colleges.
The implications are that larger headcount enrollment further stresses limited resources and inadequatefacilities, and that ACC will not be able to meet State enrollment goals without more resources.
FACILITIES
ACC's assignable square feet of classroom space per Full-Time Student Equivalent (FTSE) isbelow the space planning benchmarks suggested by the Association of Physical PlantAdministrators (APPA): ACC has about 11 square feet of classroom space per FTSE. The APPAbenchmark is 14 to 22 square feet of classroom space per FTSE and the THECB benchmark is 11.
ACC's classroom utilization rates at all campuses are higher than the suggested rate of 60% of thehours available made by the Council of Educational Facilities Planners, International. The Fall2001 classroom utilization rates for Monday Friday from 7 am 10pm were Cypress-79%;Eastview-71%; Northridge-83%; Pinnacle-79%; Rio Grande-72%; Riverside-73%
ACC has a plant value of about $4,024 per headcount student compared to $9,487 for peercolleges and $8,906 for the Texas peer colleges; ACC would need to more than double its planinvestment to reach the level of the Texas peer colleges.
7 12 02/03/03
The implication is that ACC is more crowded and has less instructional and support services space;these conditions negatively impact the teaching/learning environment.
LIBRARY AND LEARNING RESOURCES
ACC's libraries/learning resource centers are open an average of 70.5 hours per week, while theaverage hours per week at peers was 74.4 hours.
ACC is below the seating capacity standard set by the Association of College and ResearchLibraries (ACRL). In FY2000, ACC had seating for about 5% of the full-time equivalent studentswhile the minimum is 10%.
Based on FTSE, the benchmark space in learning resources for ACC would be 114,380 squarefeet; ACC has a total of 41,354 or about 40% of the benchmark.
ACC has 1.61 square feet of learning center space per headcount student compared to an averageof 3.99 square feet at peer colleges.
ACC expends less on libraries and learning resources than the recommended American LibraryAssociation, Association of College and Research Libraries (ACRL) standard. The standard is 6%of the Educational and General Budget. ACC's actual FY2000 expenditures on libraries andlearning resources was only about 3%.
The implication is that ACC libraries are too small and too crowded.
FACULTY
The headcount student to available full-time faculty ratio at ACC has improved from 88.2 in1997-98 to 68.1 in 2000-01, but is still greater than the peer average of 60.4 headcount studentsper full-time faculty member.
For ACC to reach the average headcount student to full-time faculty ratio, an additional 45 full-time faculty members would need to be added.
The implication is that ACC has less full-time faculty to appropriately meet student needs and toaddress the full range of curriculum responsibilities. This creates an over reliance of adjunct facultyand increases the workload responsibilities of full-time faculty (i.e., there's not enough full-timefaculty to share the total scope of work).
STAFFING AND COMPENSATION
ACC has fewer non-instructional staff to meet student needs than peer colleges. For ACC the ratioof headcount students to non-instructional staff was 23.2, while it was 11.1 for the peer collegesand 9.1 for the Texas peers.
The implication is that the institution is under-staffed in support areas, and that resources forstudents consequently are limited.
8 1302/03/03
REVENUES AND EXPENDITURES
In FY2000, ACC received about $1,200 less in total revenue per student than did the peercolleges. If ACC were to be funded at the level of its peers, about $15.6 million more each yearwould be available to meet student needs.
ACC receives a smaller proportion of revenue from property taxes than peer colleges; $500 lessper FTSE in revenues derived from property taxes than peer colleges.
ACC is more dependent on tuition and fees paid by students than peer colleges; ACC receivedabout $700 more per FTSE in tuition and fee revenues than did peer colleges.
On average, tuition and fees at ACC are higher than that charged at the Texas peer colleges.ACC's out-of-district- tuition is the highest in the State, among all community colleges.
Since 1997-98, ACC's tuition and fees per credit hour have increased differentially, especiallycompared to its Texas peers: ACC in-district 17.3% compared to 28.3% for its Texas peers; ACCout-of-district 50.1% compared to 25.6% for its Texas peers;
ACC expended about $120 more per FTSE on Instruction than did its peers, and $102 more perFTSE on Academic Support, which includes the Library and Learning Resource Center.
ACC spent $643 more per FTSE in Institutional Support than did peer colleges.
ACC spent about $244 less per FTSE in Student Services and $221 less per FTSE in PlantOperation than did the peer colleges.
ACC received about $220 less per FTSE student in federal financial aid than did its peers. Sincefederal financial aid is based on need, this may reflect differences in the make-up of the currentstudent body.
The implication is the continued decline in the percent of overall budget provided by local taxes andState reimbursements. The College must increase and expand its fiscal resources.
TAX BASE, TAX COLLECTIONS AND SERVICE AREA
ACC is supported by a taxing district that is much smaller in terms of population than other large,urban Texas community colleges. ACC had the highest ratio of population served to taxing districtpopulation (1.92) among the large, urban Texas community college districts, whose average ratiowas 1.18.
The net assessed valuation of ACC's taxing district is about 33% less per student than for otherlarge, urban Texas community colleges: $1,844,132 for ACC compared to $2,425,400 for otherlarge, urban Texas community colleges.
ACC's tax rate per $100 is .05, the lowest rate in the State.
9
14 02/03/03
In FY2000, ACC collected less than half the taxes per full-time student equivalent than did theother large, urban college: $1,021 per FTSE at ACC compared to an average of $2,059 for theother colleges.
Addendum El: MGT of America Report
Addendum E2: Benchmark Charts
1015 02/03/03
FISCAL RESOURCES
ACC has serious budget issues which are rooted in the historical characteristics of the Collegedramatic growth, continued demands for more programs and services, inadequate tax rate, and alimited tax base (only three ISDs constitute the in-district taxing boundaries) and declining Staterevenues as a percent of the total budget. In addition to the benchmarking summary financial data, thelevel of State reimbursement funding to ACC has declined from 60% of the total budget in 1984 to39% in FY02. ACC's tax rate of 5 cents per $100 valuation is the lowest in Texas, and has beenunchanged since it was first established in 1986. These budget issues are reflected by the followingchallenges:
ACC moved to the new State-mandated accounting system for public community colleges effectivethe FY03 academic year. It also expanded its monthly financial reports in both format andcomprehensiveness, and widened the distribution of them internally. The Board of Trustees alsoreceives monthly financial reports in its public meetings.
The State Comptroller conducted a Performance Review of ACC, as it does for public ISDs andcommunity colleges, in Fall 02. The College appreciates the review and will seriously consider allrecommendations which can enhance efficiencies. It also appreciates the numerous commendationsreceived, and the Comptroller's support for ACC acquiring additional resources. ACC has an internalBudget Committee, consisting of faculty, staff, and students, who will review carefully allrecommendations included in the Performance Review. In addition, the Board of Trustees hasdiscussed the possibility of establishing an external budget committee to assist in reviewing collegeoperations. While these efforts can further improve the College's financial reporting systems andcan identify potential operating efficiencies, the reality is that ACC cannot do all that it is askedto do, nor all that it should be doing as a key regional educational resource, without changes toits tax rate and without expanding its tax base.
ACC'S tuition rates are among the highest of any community college in Texas, creating accessissues for many who most need the community college;In FY01, the College experienced a budget shortfall of $3.3 million dollars which placed theCollege below its Board policy directive of maintaining a 15% fund reserves balance;In FY02, ACC cut its operating budget by $2.9 million to end with a balanced budget;In FY03, ACC further reduced operating budgets by $1.8 million in order to ensure ending theyear with a balanced budget.
Grants/Foundation
The critical limitations inherent with ACC's tax rate, the lowest in the State, add to the impetus to seekexternal funding. The College has a Grants Development Office as well as an ACC Foundation toassist in these regards. Grants are pursued aggressively, and the Board receives a monthly report onthe goals and achievements of this unit. The ACC Foundation recently surpassed the million dollarfigure in securing resources to support students and instructional programs.
FISCAL RESOURCES RECOMMENDATION 1:The Board of Trustees should seek voter approval to increase the College 's tax rate.
FISCAL RESOURCES RECOMMENDATION 2:The Board of Trustees should seek, in addition to voter approval of an increased tax rate, voterapproval to issue general obligation bonds to address facilities and equipment needs.
" 1 s 02/03/03
FISCAL RESOURCES RECOMMENDATION 3:ACC should continue to develop strategies which encourage out-of-district ISDs to pursueannexation.
FISCAL RECOURCES RECOMMENDATION 4:The College should continue to aggressively seek external grant finding opportunities. Thisapproach should be aligned with a collaborative prioritization of programs and services to besupported by grants pursuance.
FISCAL RESOURCES RECOMMENDATION 5:The ACC Foundation should expand its find-raising efforts to secure additional studentscholarships as well as instructional equipment to support high priority program enhancementneeds.
FISCAL RESOURCES RECOMMENDATION 6:The College will meet compensation goals as established by the Board of Trustees within 3 yearsif the referendum increasing the tax cap is successful.
FISCAL RESOURCES RECOMMENDATION 7:In recognition that ACC 's in-district and out-of-district tuition rates are among the highest inTexas, the College should strive to minimize both in-district and out-of-district tuition increases.
Addendum FL February 8, 2002 FY02Budget Revision Process
Addendum F2: February 16, 2002Austin American-Statesman editorial
Addendum F3: March 4, 2002Austin American-Statesman editorial
1217 02/03/03
AUSTIN COMMUNITYFY2004 - FY2006 Projected---Revenues
($0.05 Tax
Projected Revenues
COLLEGE Attachment Cvs. Expenditures Agenda Item 7643
Rate) - No Annexations February 3, 2003
FY03 FY04 FY05 FY06
Tuition and FeesCredit Tuition and Fees (3%, 2%, 1%) $ 35,543,147 $ 36,609,441 $ 37,341,630 $ 37,715,047Continuing Education 1,100,000 900,000 900,000 900,000
Net Contract Training 100,000 100,000 100,000 100,000
Total Tuition and Fees $ 36,743,147 $ 37,609,441 $ 38,341,630 $ 38,715,047State Appropriation (2.5%) 38,821,532 39,792,070 39,792,070 40,786,872
Interest Income 600,000 200,000 200,000 200,000
Property Taxes (-4%, 0%, 0%) 24,846,034 23,852,193 23,852,193 23,852,193
Annexation 0 0 0 0
Indirect Cost Recovery 125,000 125,000 125,000 125,000
Other (3%, 2%, 1%) 1,968,400 2,027,452 2,068,001 2,088,681
Transfer from Bonds 1,500,000 0 0 0
Total Projected Revenues $ 104,604,113 $ 103,606,156 $ 104,378,894 $ 105,767,792Revenue Increase -0.95% 0.75% 1.33%
Projected ExpendituresPolicy F-10, Employee Comp. & Prof. Dev. (4%)
Professional Development 1,893,640 1,950,449 2,008,963 2,069,232Stipends 326,159 326,159 326,159 326,159Residual 1,995,224 1,867,638 1,840,034 1,835,321
Total, Policy F-10 $ 4,215,023 $ 4,144,246 $ 4,175,156 $ 4,230,712Policy G-4, Facilities Improvement (Building Fee)
Debt Service Payment 4,038,145 3,987,896 3,061,041 3,308,680Preventive Maintenance/In-House Team 1,099,000 1,099,000 1,099,000 1,099,000Residual 299,582 908,303 1,435,382 1,525,277
Total, Policy G-4 $ 5,436,727 $ 5,995,199 $ 5,595,423 $ 5,932,957Policy G-5, Capital Equipment (4%)
Prior Multi Year Commitments 2,747,814 2,553,724 2,422,896 2,421,856Capital, Non-Technology 516,693 518,031 521,894 528,839Residual 535,037 1,072,491 1,230,365 1,280,017
Total, Policy G-5 $ 3,799,544 $ 4,144,246 $ 4,175,156 $ 4,230,712Policy G-6, Reserves
Total, Policy G-6 $ 1,393,000 $ 1,899,000 $ 1,708,000 $ 1,493,000
Total Board Policies $ 14,844,294 $ 16,182,691 $ 15,653,734 $ 15,887,380
Balance: Revenue less Board Policies $ 89,759,819 $ 87,423,465 $ 88,725,160 $ 89,880,412
Less: Board of Trustees Bi-Annual Election 0 250,000 0 250,000Less: Utility Increases 300,000 300,000 300,000 300,000Less: Matching Items (TPEG, SEOG, Workstudy) 1,818,589 1,873,147 1,929,341 1,987,221Less: Total Budgeted Operations 87,641,230 89,936,454 92,104,092 94,244,126
Projected Revenues less Projected Expenditures $ (4,936,136) $ (5,608,273) $ (6,900,936)
Assumptions- No new initiatives or staff- Policy F-10 will be used for compensation increases and Professional Development.- The number of Full-Time/Adjunct Faculty will remain constant eventhough projecting an enrollment increase.- Utilities will continue to rise due to higher rates and increases in facilities.- Vacancies remain unfilled through FY06- Enrollment projections decrease due to capicity limitations
Business Services 1/27/03 13 ig
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41,1
84,7
9346
,486
,901
46,4
86,9
0148
,113
,942
Inte
rest
Inco
me
600,
000
1,50
0,00
01,
000,
000
1,00
0,00
060
0,00
060
0,00
060
0,00
060
0,00
03
Pro
pert
y T
axes
(-4
%,0
%,0
%,5
% th
ru F
Y10
)24
,846
,034
33,3
93,0
7038
,163
,508
42,9
33,9
4745
,080
,644
47,3
34,6
7649
,701
,410
52,1
86,4
81A
nnex
atio
ns0
00
00
00
0In
dire
ct C
ost R
ecov
ery
125,
000
125,
000
125,
000
125,
000
125,
000
125,
000
125,
000
125,
000
Oth
er (
3.5%
)1,
968,
400
2,03
7,29
42,
108,
599
2,18
2,40
02,
258,
784
2,33
7,84
22,
419,
666
2,50
4,35
5T
rans
fer
from
Bon
ds1,
500,
000
00
00
00
0T
otal
Pro
ject
ed R
even
ues
$ 10
4,60
4,11
3$
114,
634,
591
$ 12
1,70
3,88
5$
131,
663,
862
$ 13
5,00
0,26
4$
144,
201,
748
$ 14
8,27
1,41
3$
154,
146,
058
Rev
enue
Incr
ease
9.59
%6.
17%
8.18
%2.
53%
6.82
%2.
82%
3.96
%
Pro
iect
ed E
xpen
ditu
res
4P
olic
y F
-10,
Em
ploy
ee C
omp.
& P
rof.
Dev
.*P
rofe
ssio
nal D
evel
opm
ent
1,89
3,64
01,
959,
917
2,02
8,51
52,
099,
513
2,17
2,99
52,
249,
050
2,32
7,76
72,
409,
239
Stip
ends
326,
159
337,
575
349,
390
361,
618
374,
275
387,
375
400,
933
414,
965
Res
idua
l for
com
pens
atio
n1,
995,
224
2,28
7,89
23,
707,
290
5,43
8,70
12,
852,
740
3,13
1,64
53,
202,
157
3,34
1,63
8T
otal
, Pol
icy
F-1
0$
4,21
5,02
3$
4,58
5,38
4$
6,08
5,19
4$
7,89
9,83
2$
5,40
0,01
1$
5,76
8,07
0$
5,93
0,85
7$
6,16
5,84
2P
olic
y G
-4, F
acili
ties
Impr
ovem
ent
Deb
t Ser
vice
Pay
men
t4,
038,
145
3,98
7,89
63,
061,
041
3,30
8,68
04,
734,
002
4,75
9,63
14,
781,
094
4,75
4,66
6P
rey.
Mai
nt. &
In-H
ouse
Tea
m1,
099,
000
1,09
9,00
01,
099,
000
1,09
9,00
01,
099,
000
1,09
9,00
01,
099,
000
1,09
9,00
0R
esid
ual
299,
582
908,
303
1,43
5,38
21,
525,
277
1,71
2,73
41,
913,
477
2,12
5,17
72,
391,
763
Tot
al, P
olic
y G
-4$
5,43
6,72
7$
5,99
5,19
9$
5,59
5,42
3$
5,93
2,95
7$
7,54
5,73
6$
7,77
2,10
8$
8,00
5,27
1$
8,24
5,42
9P
olic
y G
-5, C
apita
l Equ
ipm
ent (
4%)
Prio
r M
ulti
Yea
r C
omm
itmen
ts2,
747,
814
2,55
3,72
42,
422,
896
2,50
0,00
02,
500,
000
2,50
0,00
02,
500,
000
2,50
0,00
0C
apita
l, N
on-T
echn
olog
y51
6,69
357
3,17
360
8,51
965
8,31
967
5,00
172
1,00
974
1,35
777
0,73
0R
esid
ual
535,
037
1,45
8,48
71,
836,
740
2,10
8,23
52,
225,
009
2,54
7,06
12,
689,
499
2,89
5,11
2T
otal
, Pol
icy
G-5
$3,
799,
544
$4,
585,
384
$4,
868,
155
$5,
266,
554
$5,
400,
011
$5,
768,
070
$5,
930,
857
$6,
165,
842
Pol
icy
G-6
, Res
erve
sT
otal
, Pol
icy
G-6
$1,
393,
000
$3,
299,
000
$2,
858,
000
$2,
593,
000
$50
0,46
0$
1,38
0,22
3$
610,
450
$88
1,19
7
Tot
al B
oard
Pol
icie
s$
14,8
44,2
94$
18,4
64,9
66$
19,4
06,7
72$
21,6
92,3
43$
18,8
46,2
17$
20,6
88,4
70$
20,4
77,4
34$
21,4
58,3
11
Bal
ance
: Rev
enue
less
Boa
rd P
olic
ies
$89
,759
,819
$96
,169
,625
$ 10
2,29
7,11
3$
109,
971,
519
$ 11
6,15
4,04
7$
123,
513,
278
$ 12
7,79
3,97
9$
132,
687,
747
Less
: Boa
rd o
f Tru
stee
s B
i-Ann
ual E
lect
ion
025
0,00
00
250,
000
025
0,00
00
250,
000
Less
: Util
ity In
crea
ses
300,
000
300,
000
300,
000
300,
000
300,
000
300,
000
300,
000
300,
000
Less
: Mat
chin
g Ite
ms
1,81
8,58
91,
882,
240
1,94
8,11
82,
016,
302
2,08
6,87
32,
159,
913
2,23
5,51
02,
313,
753
Less
: Tot
al B
udge
ted
Ope
ratio
ns87
,641
,230
92,3
36,4
5496
,325
,277
103,
184,
383
112,
326,
676
116,
479,
416
121,
411,
061
126,
413,
218
Rev
enue
s le
ss E
xpen
ditu
res
$1,
400,
931
$3,
723,
718
$4,
220,
834
$1,
440,
498
$4,
323,
948
$3,
847,
408
$3,
410,
777
Use
of A
dditi
onal
Res
ourc
esO
n-go
ing
cost
FY
04F
Y05
FY
06F
Y07
FY
08F
Y09
FY
105
Par
tial R
esto
ratio
n of
prio
r bu
dget
cut
sY
es23
4,93
119
1,51
625
0,00
0O
pera
ting
Incr
ease
sY
es35
0,00
048
0,89
225
0,00
025
0,00
025
0,00
06
Sec
tion
incr
ease
sY
es21
6,00
051
0,30
029
7,70
01,
000,
000
1,00
0,00
01,
000,
000
1,00
0,00
07
Ful
l-Tim
e F
acul
tyY
es45
0,00
050
0,00
01,
375,
000
Sup
port
Sta
ffY
es20
0,00
01,
000,
000
1,00
0,00
025
0,00
025
0,00
025
0,00
0H
ourly
Incr
ease
sY
es30
0,00
030
0,00
0-
Fac
ilitie
s Im
prov
emen
tsN
oT
echn
olog
yN
o87
1,90
281
7,24
244
0,49
82,
823,
948
2,34
7,40
81,
910,
777
$1,
400,
931
$3,
723,
718
$4,
220,
834
$1,
440,
498
$4,
323,
948
$3,
847,
408
$3,
410,
777
Tot
al a
fter
Use
of A
dditi
onal
Res
ourc
es0
$0
$0
$0
$0
$(0
)$
(0)
Sha
red
Gov
erna
nce
Com
mitt
ee w
ill r
evie
w fi
gure
s.
Ass
umpt
ions
- T
ax R
ate
will
incr
ease
to $
0.07
in F
Y04
, $0.
08 in
FY
05, $
0.09
in F
Y06
.-
Set
-asi
de fo
r P
olic
y G
-6 R
eser
ves
will
incr
ease
due
to h
ighe
r ex
pend
iture
bud
get i
n F
Y04
.-
Pol
icy
F-1
0 w
ill b
e us
ed fo
r co
mpe
nsat
ion
incr
ease
s an
d P
rofe
ssio
nal D
evel
opm
ent.
- U
tiliti
es w
ill c
ontin
ue to
ris
e du
e to
hig
her
rate
s an
d in
crea
ses
in fa
cilit
ies.
- N
o hi
ring
free
ze
Foo
tnot
es:
1 A
dditi
onal
enr
ollm
ent i
ncre
ase
for
Sout
h A
ustin
($1
,440
,000
) an
d C
ypre
ss (
$2,3
40,0
00)
in F
Y05
& F
Y06
, res
pect
ivel
y.2
App
ropr
iatio
n w
ill in
crea
se b
y 2.
5% in
FY
06, a
nd 3
.5%
in F
Y08
& F
Y10
. Plu
s an
incr
ease
of
$3,8
60,6
40 in
FY
08/F
Y09
do
toco
ntac
t hou
r in
crea
se f
rom
new
cam
puse
s.
3 T
ax R
ate
will
incr
ease
to $
0.07
in F
Y04
, $0.
08 in
FY
05, $
0.09
in F
Y06
.4
Polic
y F-
10 is
set
at 4
% in
FY
04, 5
% in
FY
05, 6
% in
FY
06, t
hen
at 4
% f
or ih
e re
mai
ning
yea
rs.
5 R
esto
re s
ome
oper
atin
g bu
dget
cut
s
6 Pr
ojec
ted
at a
djun
ct f
acul
ty c
ost o
f $2
,700
(04
), $
2,83
5 (0
5), $
2,97
7 (0
6).
7 B
ench
mar
k to
ave
rage
is 4
5; P
roje
cted
cos
t of
$45,
000
(04)
, $50
,000
(05
), $
55,0
00 (
06)
AU
ST
IN C
OM
MU
NIT
Y C
OLL
EG
EF
Y20
04 -
FY
2010
Pro
ject
ed--
Rev
enue
s vs
. Exp
endi
ture
s$0
.09
M&
O T
ax R
ate
with
Ann
exat
ions
($0
.07
in F
Y04
, $0.
08 in
FY
05, a
nd $
0.09
in F
Y06
)
Pro
iect
ed R
even
ues
FY
03F
Y04
FY
05F
Y06
FY
07F
Y08
FY
09F
Y10
Cre
dit T
uitio
n an
d F
ees
(3.5
%)
$35
,543
,147
$36
,787
,157
$39
,514
,708
$43
,237
,722
$44
,751
,043
$46
,317
,329
$47
,938
,436
$49
,616
,281
Con
tinui
ng E
duca
tion
1,10
0,00
090
0,00
090
0,00
090
0,00
090
0,00
090
0,00
090
0,00
090
0,00
0N
et C
ontr
act T
rain
ing
100,
000
100,
000
100,
000
100,
000
100,
000
100,
000
100,
000
100,
000
Tot
al T
uitio
n an
d F
ees
$36
,743
,147
$37
,787
,157
$40
,514
,708
$44
,237
,722
$45
,751
,043
$47
,317
,329
$48
,938
,436
$50
,616
,281
2S
tate
App
ropr
iatio
n38
,821
,532
39,7
92,0
7039
,792
,070
41,1
84,7
9341
,184
,793
46,4
86,9
0146
,486
,901
48,1
13,9
42In
tere
st In
com
e60
0,00
01,
500,
000
1,00
0,00
01,
000,
000
600,
000
600,
000
600,
000
600,
000
3P
rope
rty
Tax
es (
-4%
,0%
,0%
,5%
thru
FY
10)
24,8
46,0
3433
,393
,070
38,9
06,3
6544
,500
,911
47,4
08,4
5750
,461
,379
53,6
66,9
4857
,032
,796
Ann
exat
ions
065
0,00
065
0,00
065
0,00
065
0,00
065
0,00
065
0,00
065
0,00
0In
dire
ct C
ost R
ecov
ery
125,
000
125,
000
125,
000
125,
000
125,
000
125,
000
125,
000
125,
000
Oth
er (
3.5%
)1,
968,
400
2,03
7,29
42,
108,
599
2,18
2,40
02,
258,
784
2,33
7,84
22,
419,
666
2,50
4,35
5T
rans
fer
from
Bon
ds1,
500,
000
00
00
00
0T
otal
Pro
ject
ed R
even
ues
$ 10
4,60
4,11
3$
115,
284,
591
$ 12
3,09
6,74
3$
133,
880,
826
$ 13
7,97
8,07
6$
147,
978,
451
$ 15
2,88
6,95
1$
159,
642,
373
Rev
enue
Incr
ease
10.2
1%6.
78%
8.76
%3.
06%
7.25
%3.
32%
4.42
%
Pro
ject
ed E
xpen
ditu
res
4P
olic
y F
-10,
Em
ploy
ee C
omp.
& P
rof.
Dev
.P
rofe
ssio
nal D
evel
opm
ent
1,89
3,64
01,
959,
917
2,02
8,51
52,
099,
513
2,17
2,99
52,
249,
050
2,32
7,76
72,
409,
239
Stip
ends
326,
159
337,
575
349,
390
361,
618
374,
275
387,
375
400,
933
414,
965
Res
idua
l1,
995,
224
2,31
3,89
23,
776,
933
5,57
1,71
92,
971,
853
3,28
2,71
33,
386,
778
3,56
1,49
1T
otal
, Pol
icy
F-1
0$
4,21
5,02
3$
4,61
1,38
4$
6,15
4,83
7$
8,03
2,85
0$
5,51
9,12
3$
5,91
9,13
8$
6,11
5,47
8$
6,38
5,69
5P
olic
y G
-4, F
acili
ties
Impr
ovem
ent
Deb
t Ser
vice
Pay
men
t4,
038,
145
3,98
7,89
63,
061,
041
3,30
8,68
04,
734,
002
4,75
9,63
14,
781,
094
4,75
4,66
6P
rey.
Mai
nt. &
In-H
ouse
Tea
m1,
099,
000
1,09
9,00
01,
099,
000
1,09
9,00
01,
099,
000
1,09
9,00
01,
099,
000
1,09
9,00
0R
esid
ual
299,
582
908,
303
1,43
5,38
21,
525,
277
1,71
2,73
41,
913,
477
2,12
5,17
72,
391,
763
Tot
al, P
olic
y G
-4$
5,43
6,72
7$
5,99
5,19
9$
5,59
5,42
3$
5,93
2,95
7$
7,54
5,73
6$
7,77
2,10
8$
8,00
5,27
1$
8,24
5,42
9P
olic
y G
-5, C
apita
l Equ
ipm
ent (
4%)
Prio
r M
ulti
Yea
r C
omm
itmen
ts2,
747,
814
2,55
3,72
42,
422,
896
2,50
0,00
02,
500,
000
2,50
0,00
02,
500,
000
2,50
0,00
0C
apita
l, N
on-T
echn
olog
y51
6,69
357
6,42
361
5,48
466
9,40
468
9,89
073
9,89
276
4,43
579
8,21
2R
esid
ual
535,
037
1,48
1,23
71,
885,
490
2,18
5,82
92,
329,
233
2,67
9,24
62,
851,
043
3,08
7,48
3T
otal
, Pol
icy
G-5
$3,
799,
544
$4,
611,
384
$4,
923,
870
$5,
355,
233
$5,
519,
123
$5,
919,
138
$6,
115,
478
$6,
385,
695
Pol
icy
G-6
, Res
erve
sT
otal
, Pol
icy
G-6
$1,
393,
000
$3,
299,
000
$2,
858,
000
$2,
593,
000
$61
4,58
7$
1,50
0,05
6$
736,
275
$1,
013,
313
Tot
al B
oard
Pol
icie
s$
14,8
44,2
94$
18,5
16,9
66$
19,5
32,1
30$
21,9
14,0
40$
19,1
98,5
69$
21,1
10,4
40$
20,9
72,5
02$
22,0
30,1
32
Bal
ance
: Rev
enue
less
Boa
rd P
olic
ies
$89
,759
,819
$96
,767
,625
$ 10
3,56
4,61
3$
111,
966,
787
$ 11
8,77
9,50
7$
126,
868,
011
$ 13
1,91
4,44
9$
137,
612,
241
Less
: Boa
rd o
f Tru
stee
s B
i-Ann
ual E
lect
ion
025
0,00
00
250,
000
025
0,00
00
250,
000
Less
: Util
ity In
crea
ses
300,
000
300,
000
300,
000
300,
000
300,
000
300,
000
300,
000
300,
000
Less
: Mat
chin
g Ite
ms
1,81
8,58
91,
882,
240
1,94
8,11
82,
016,
302
2,08
6,87
32,
159,
913
2,23
5,51
02,
313,
753
Less
: Tot
al B
udge
ted
Ope
ratio
ns87
,641
,230
92,3
36,4
5496
, 616
,346
104,
353,
579
114,
378,
889
118,
900,
742
124,
783,
455
130,
770,
233
Rev
enue
s le
ss E
xpen
ditu
res
1,99
8,93
1$
4,70
0,14
9$
5,04
6,90
6$
2,01
3,74
5$
5,25
7,35
6$
4,59
5,48
3$
3,97
8,25
4
Use
of A
dditi
onal
Res
ourc
esO
n-go
ing
cost
FY
04F
Y05
FY
06F
Y07
FY
08F
Y09
FY
105
Par
tial R
esto
ratio
n of
prio
r bu
dget
cut
sY
es50
0,00
050
0,00
050
0,00
0O
pera
ting
Incr
ease
sY
es35
0,00
048
0,89
250
0,00
050
0000
500,
000
6S
ectio
n in
crea
ses
Yes
216,
000
510,
300
297,
700
1,00
0,00
01,
000,
000
1,00
0,00
01,
000,
000
7F
ull-T
ime
Fac
ulty
Yes
450,
000
500,
000
1,37
5,00
0S
uppo
rt S
taff
Yes
200,
000
1,50
0,00
01,
500,
000
250,
000
500,
000
500,
000
500,
000
Hou
rly In
crea
ses
Yes
300,
000
300,
000
-30
0,00
030
0,00
030
0,00
0F
acili
ties
Impr
ovem
ents
No
Tec
hnol
ogy
No
332,
931
1,03
9,84
989
3,31
476
3,74
52,
957,
356
2,29
5,48
31,
678,
254
$1,
998,
931
$4,
700,
149
$5,
046,
906
$2,
013,
745
$5,
257,
356
$4,
595,
483
$3,
978,
254
Tot
al a
fter
Use
of A
dditi
onal
Res
ourc
es0
$0
$0
$(0
)$
(0)
$0
$0
Ass
umpt
ions
- T
ax R
ate
will
incr
ease
to $
0.07
in F
Y04
, $0.
08 in
FY
05, $
0.09
in F
Y06
.-
Set
-asi
de fo
r P
olic
y G
-6 R
eser
ves
will
incr
ease
due
to h
ighe
r ex
pend
iture
bud
get i
n F
Y04
.-
Pol
icy
F-1
0 w
ill b
e us
ed fo
r co
mpe
nsat
ion
incr
ease
s an
d P
rofe
ssio
nal D
evel
opm
ent.
- U
tiliti
es w
ill c
ontin
ue to
ris
e du
e to
hig
her
rate
s an
d in
crea
ses
in fa
cilit
ies.
- N
o hi
ring
free
ze
Foo
tnot
es:
1 A
dditi
onal
enr
ollm
ent i
ncre
ase
for
Sout
h A
ustin
($1
,440
,000
) an
d C
ypre
ss (
$2,3
40,0
00)
in F
Y05
& F
Y06
, res
pect
ivel
y.2
App
ropr
iatio
n w
ill in
crea
se b
y 2.
5%in
FY06
, and
3.5
% in
FY
08 &
FY
10. P
lus
an in
crea
se o
f $3
,860
,640
in F
Y08
/FY
09 d
o to
cont
act h
our
incr
ease
fro
m n
ew c
ampu
ses.
r\>
Tax
Rat
e w
ill in
crea
seto
$0.
07 in
FY
04, $
0.08
in F
Y05
, $0.
09 in
FY
06.
N.)
Pol
icy
F-10
is s
et a
t 4%
inFY
04, 5
% in
FY
05, 6
% in
FY
06, t
hen
at 4
% f
or th
e re
mai
ning
yea
rs.
5R
esto
re s
ome
oper
atin
g bu
dget
cut
s6
Proj
ecte
d at
adj
unct
fac
ulty
cos
t of
$2,7
00 (
04),
$2,
835
(05)
, $2,
977
(06)
.7
Ben
chm
ark
to a
vera
ge is
45;
Pro
ject
ed c
ost o
f $4
5,00
0 (0
4), $
50,0
00 (
05),
$55
,000
(06
)
The following charts clearly illustrate the financial challenges facing Austin Community College.
College Tax Rates Over Time
14
12
10
8
6
4
2
1986-87 2001-02
While ACC's rate hasn't changed In 16 years, the other colleges'
OHoustonOTarrantDitlamo
North HarrisEl PasoSan JacintoDallas
OAustin
14
12
10
8
6
4
2
0
College Tax Rates Over Time
Sari 441,111 AIMS .141111112
Hou ton Tar ant Dallas Alamo Au th Nbrth El Paso SanHarris Jacinto
Taxing District Valuations
$2,500,000
$2,000,000
$1,500,000
$1,000,000
$500,000
$0Equalized Valuation
OTexas PeersACC
*Equalized valuation: the sum value of assessedreal property in our taxing district.
1823
1986-872001 -02
02/03/03
i Texas Metropolitan Commtnity ColegeTax Revenues
$2,500
$2,000
$1,500
$1,000
$500
Tax/ FTSE*
00ther 8Colleges
OACC
.* Dallas, Tarrant,Housbon, El Paso,Alamo, Collin, No.Harris/Montgomery,San Jacinto
F1SE (full-time student equivalent) convers the total number of students (Pill- and part-time) In a full-timeequivalency by taking the number of credit hours being taken by at stip:lents and dividing it by 12.
Perceniage of S ervice Area TaxedjlACC vs. otter Texas Melropolitan
t Community Colleges
Local Tax Rages over Time
1.6
1.4
1.2
1
0.8
0.6
0.4
0.2
0ACC City Travis AISD
70%
60%
50%
40%
30%
20%
10%
0%
01986-8702001-02
Percent Taxed (AISD, LISD, MISD)
19
24
OState Avg.OACC
02/03/03
°\AUSTINLPMMUNITY
COLLEGE
State Appropriations
Austin Community CollegeFY03 Value of One
FY03 Projection $ 38,624,377
Percent Increase 1%
Value of 1% 386,244
Tuition and FeesFY03 Projected Tuition & Fees $ 35,543,147
Percent Increase 1%
Value of 1% 355,431
FY03 Projected Building Fee $ 6,551,644
Building Fee per SCH 12.00
FY03 Projected SCH 545,970
Dollar Increase 1.00
Value of $1 545,970
Property TaxFY03 Projected Tax Base $ 49,692,068,000
FY03 Tax Rate 0.0005
FY03 Projected Taxes $ 24,846,034
Percent Increase 1%
Value of 1% 248,460
FY03 Projected Tax Base $ 49,692,068,000
Tax Rate Increase 0.0001
Value of 1 cent $ 4,969,207
AnnexationAverage Increase in Property Tax Revenue 825,000
Average Decrease in Tuition Revenue (175,000)
Net Value of 1 average annexation 650,000
Funding from Bonds$1 in Bonds 1.00
Interest Rate 5.5%
Number of Years 20
Annual Debt Service per $1 in Bonds 0.084
2003 2005 2006
Coastal Securities, 10114/02 Series Series Series Total
Bonds funded by 1 cent (25 year debt) $ 50,000,000 $ 25,000,000 $ 25,000,000 $ 100,000,000
Business Services 10/4/02
25
2002
-03
Tax
and
Val
uatio
nT
exas
Pub
lic C
omm
unity
Col
lege
s
Col
lege
Val
uatio
n20
02-0
3M
&O
Rat
e20
02-0
3 D
ebt
Rat
e20
02-0
3 T
otal
Rat
e20
02-0
3 Le
vyA
lam
o$5
4,65
5,20
2,84
50.
0923
0.01
480.
1071
"$58
,535
,722
Alv
in$2
,548
,171
,278
0.25
530.
2553
$6,5
05,4
81A
mar
illo
$6,7
99,6
39,3
170.
1235
70.
0326
40.
1562
1$1
0,62
1,71
7M
aint
enan
ce T
ax D
istr
ict
'
$1,5
50,0
50,6
130.
0460
80.
0460
8$7
14,2
63A
ngel
ina
F$2
,679
,341
,289
0.07
870.
0293
0.10
8$2
,893
,689
Aus
tin$4
7,67
0,37
0,58
10.
050.
05$2
3,83
5,18
5B
linn
$1,7
10,3
40,0
730.
0549
0.05
49$9
38,9
77B
razo
spor
t$5
,338
,449
,798
0.08
50.
085
$4,5
37,6
82C
entr
al T
exas
$3,7
53,3
46,8
260.
1475
0.14
75$5
,536
,187
Cis
co$1
28,9
12,3
500.
1701
60.
1701
6$2
19,3
57C
lare
ndon
$151
,792
,932
0.18
324
0.18
324
$278
,145
Coa
stal
Ben
d$7
74,5
97,5
000.
1222
0.12
22$9
46,5
58C
olle
ge o
f the
Mai
nlan
d$6
,141
,892
,616
0.23
187
0.23
187
$14,
241,
206
Col
lin$4
6,73
3,20
5,94
10.
080.
0119
460.
0919
46$4
2,96
9,31
4D
alla
s$1
30,9
32,3
66,6
270.
060.
06$7
8,55
9,42
0D
el M
ar$1
0,57
5,92
9,42
80.
2018
660.
0180
140.
2198
8$2
3,25
4 35
4E
l Pas
o$1
9,78
2,74
9,96
00.
1313
890.
1313
89$2
5,99
2,35
7F
rank
Phi
llips
$490
,698
,090
0.22
0.22
$1,0
79,5
36M
aint
enan
ce T
ax D
istr
ict
$621
,215
,276
0.03
0.03
$186
,365
Gal
vest
on$2
,834
,180
,528
0.19
520.
1952
$5,5
32,3
20G
rays
on1
$4,2
12,0
55,3
500.
120.
12$5
,054
,466
Hill
'
$974
,129
,364
0.07
2924
0.07
2924
$710
,374
Mai
nten
ance
Tax
Dis
tric
t$3
,218
,364
,473
0.04
5878
0.04
5878
$1,4
76,5
21H
oust
on$6
9,68
2,37
8,06
60.
0813
30.
0813
3$5
6,67
2,67
8H
owar
d$1
,134
,369
,124
0.26
985
0.26
985
$3,0
61,0
95K
ilgor
e$1
,974
,755
,960
0.16
890.
1689
$3,3
35,3
63La
redo
$5,6
92,0
18,0
440.
174
0.05
250.
2265
$12,
892,
421
Lee
McL
enna
n$6
645
329
440
i"
'$7
,019
,596
,897
0.18
0413
0.09
477
0.02
80.
0217
570.
2084
130.
1165
27$1
3,84
9,73
0$8
,179
,726
2002
-03
Tax
and
Val
uatio
nT
exas
Pub
lic C
omm
unity
Col
lege
s
Col
lege
Val
uatio
n20
02-0
3M
&O
Rat
e20
02-0
3 D
ebt
Rat
e20
02-0
3 T
otal
Rat
e20
02-0
3 Le
vy_
Mid
land
$5,0
72,0
92,2
940.
1852
0.00
540.
1906
$9,6
67,4
08N
avar
ro$1
,485
,635
,578
0.14
050.
1405
$2,0
87,3
18N
orth
Cen
tral
$1,5
03,7
22,4
550.
1042
80.
1042
8$1
,568
1082
Nor
th H
arris
Mon
tgom
ery
$66,
031,
057,
467
0.07
420.
0313
0.10
55$6
9,66
2,76
6N
orth
east
Tex
as$2
,819
,454
,079
0.06
20.
038
0.10
$2,8
19,4
54O
dess
a$4
,490
,860
,666
0.20
0.20
$8,9
81,7
21P
anol
a$2
,569
,624
,153
0.11
647
0.11
647
$2,9
92,8
411
Par
is$1
,080
,489
,364
0.17
830.
0021
0.18
04$1
,949
,203
Ran
ger
$66,
323,
360
0.24
0.24
$159
,176
San
Jac
into
$23,
989,
965,
980
0.10
128
0.02
943
0.13
071
$31,
357,
285
Sou
th P
lain
s.
$1,7
87,9
10,3
990.
2816
50.
2816
5$5
,035
,650
Sou
th T
exas
$16,
471,
686,
559
0.11
0.06
760.
1776
$29,
253,
715
Sou
thw
est T
exas
$1,1
52,9
99,4
920.
090.
09$1
,037
,700
Tar
rant
$76,
803,
883,
942
0.12
876
0.01
062
0.13
938
$107
,049
,253
Tem
ple
$2,1
88,8
51,5
320.
1776
0.04
690.
2245
$4,9
13,9
72le
xark
ana
$922
,107
,640
0.08
310.
0831
$766
,271
Tex
Js S
outh
,nos
t$5
,810
,141
,434
0.11
012
0.02
128
0.13
14$7
,634
,526
Trin
ity V
alle
y$5
,728
,794
,666
0.06
150.
0615
$3,5
23,2
09M
aint
enan
ce T
ax D
istr
ict
$809
,882
,069
0.04
410.
0441
$357
,158
Tyl
er$6
,718
,662
,571
0.12
230.
1223
$8,2
16,9
24V
erno
n$7
20,2
51,7
450.
2865
20.
2865
2. $
2,06
3,66
5V
icto
ria$3
,555
,335
,656
0.10
70.
0324
0.13
94$4
,956
,138
Wea
ther
ford
$4,1
15,5
73,6
350.
1104
0.01
740.
1278
$5,2
59,7
03W
este
rn T
exas
$849
,854
,629
0.27
0.27
$2,2
94,6
07W
hart
on$1
,980
,942
,601
0.16
738
0.16
738
$3,3
15,7
02T
otal
Val
uatio
n &
Lev
y$6
85,1
51,5
54,5
52$7
29 5
33 6
57A
vera
ge R
ates
0.14
308
0.01
023
0.15
331
# of
col
lege
s re
spon
ding
50
THE SACS STRATEGIC FOCUS
The Commission on Colleges of the Southern Association of Colleges and Schools is the accreditingagency under which Austin Community College is accredited. The college is undergoing a self-studyfor re-accreditation which includes a strategic focus, Infusing 21s' Century Innovation into Learning:A Student-Centered Examination of New Technologies, Faculty Roles, and Institutional Structures. Asthese committees have focused on what ACC needs to be doing to be prepared for the Student in 2012,ACC has ensured that proposals and recommendations from these committees are reflected in theMaster Plan as appropriate.
Three trends which will impact ACC significantly in the future are projected changes in studentpopulations, emerging technologies, and the movement to a "learning paradigm," without abandoningany of our pedagogic strengths. Faculty and staff serving on the strategic focus committees of theSACS Alternate Self-Study believe that a transformational change from the "instruction paradigm" tothe "learning paradigm" is rooted in the central principle that a college exists to produce learning.Key implications of the SACS recommendations include:
Emerging technologies will transform education at ACC. These will include wireless networking,collaboration tools, digital video, Internet2, handheld devices, videoconferencing, and simulations;
Learning-centered technologies that promote the transition to learning-centered communitiesinclude interactivity; a variety of information formats; electronic communication tools; variedformative assessments ranging from structured assessments for basic information to open-endedassessments to promote student reflection; authoring tools for the construction of knowledge; andsimulations to develop critical thinking skills;
Distributed Learning a model that allows instructor, students, and content to be located indifferent, non-centralized locations so that instruction and learning occur independent of time andplace will further reduce traditional distinctions between campus instruction and distancelearning;
Increased commitment of support for Distance Learning;
Increased investment in faculty and staff development to emphasize learning-centered activities,course management systems, mastery of technologies and multiple instructional deliveries.
The SACS Alternate Self-Study recommendations are integrated into the Master Plan, and alltechnology requests have been reviewed by the Technology Committee. A summary is included inAddendum.
SACS Compliance Committees Reports:http ://www. austin cc. edu/sacs/Compli an ce/Compl i an ce. htmSACS Strategic Focus Committees Reports:http://www. austin cc. edu/sacs/Addendum Sl: SACS New Technologies Recommendations Summary
2302/03/03
INSTRUCTIONAL PROGRAMS
ACC has an impressive array of instructional programs, offering both degree and certificate options tostudents, which are provided in multiple instructional delivery modes. The College structures itscampus programming with the following philosophical guidelines:
ACC will offer a balance of academic transfer, workforce education, development education, andadult education programs.
Each ACC campus will offer a wide variety of general education core curriculum courses so thatstudents can complete the majority of their degree or certificate courses at the campus of theirchoice.
Workforce programs will not be duplicated at every campus because of costs, facilities limitations,and/or insufficient enrollment to justify program duplication (this means that many students, uponcompleting the core curriculum at the campus of their choice, may have to attend another campusto complete the courses associated with their declared major).
The ACC Board of Trustees, per Board Policy E-1, is presented a program cost analysis report as partof the master planning process. This information is used by the Board to establish its community"program priorities" declaration. The Board has endorsed the balanced offerings required of our Statemandate, and declared priorities which include using institutional funds to supplement adult educationgrant funding, increasing access to health sciences programs as well as programs which contribute tothe health and safety of the community.
On-going challenges for the institution include the following:inadequate funding to develop and offer new programs as requested by the local community andbusinesses;limited facilities for expanding high-demand programs;lack of adequate resources to support equipment-intensive programs in offering state-of-the-artinstruction;high costs associated with technological infrastructure necessary to support quality teaching andlearning.
Closing the Gaps Statewide
While the College copes with the challenges noted above, it faces a larger problem with statewideimplications. The Texas Higher Education Coordinating Board, with the input of colleges anduniversities statewide, has issued a report entitled Closing the Gaps. This report outlines thedemographic changes affecting Texas, and notes that by the year 2015 an additional half millionpeople will impact the State's higher education system. The majority of these new students will befrom traditionally under-served populations, which will necessitate additional institutional resources tohelp ensure success in meeting educational goals. In the Central Texas area, this equates to anestimated 50,000 additional students. The majority of these new students will seek access to ACCsince the majority of entering college students, locally and nationally, begin at a community college.ACC estimates that it will need to serve an additional 10,000 students by the year 2010. The challengecannot be met without additional resources to create new classrooms and to add or expand programs.
2402/03/03
FY03 Priorities: Limited Resources Scenario
While the College can document its instructional quality in a variety of ways, from the performance ofour transfer students to the high level of support from business and industry representatives who seekour workforce education students, the fact remains that ACC cannot do all that it is asked to do with itscurrent level of funding.
In FY03, due to severe budget constraints, few new degree or certificate programs will be developed.ACC will concentrate on five important initiatives which were begun in FY02.
1. Service Learning2. Learning Communities3. Honors Program4. Internationalizing the Curriculum5. Academic Advising
1. Service Learning integrates student learning and college outreach to the community at large. Asa high priority, the College will expand the use of such learning opportunities and communityservice instructional components as requirements for students to complete their degrees andcertificates. Greater attention will be given to specific community-based, practical learningexperiences for students. Managed through the Governmental and Community Relations office asof August 2002, the Service Learning initiative will draw on the contacts and presence establishedby the ACC Center for Community Based and Nonprofit Organizations, as well as the expertise ofvarious faculty members, Student Life, and other staff. While needs are identified through anumber of community forums and partnerships, greater focus will be placed on recruiting andorienting both academic and workforce faculty and students. A manual describing and facilitatingthe service learning concept, will be distributed; the availability of service learning will beincluded in all college catalogues; and participating students and faculty will be recognized in anappropriate college-wide effort.
2. Learning Communities is the concept of linking courses, many of which on the surface mayappear not to be closely related, into common instructional learning experiences for students.Faculty of these courses plan mutual learning objectives across disciplines, and teach a commongroup of students who have selected the learning community courses. ACC has had goodexperience with this project in FY02, and is ready to build on the general assembly and facultydevelopment day activities presented in Spring 02.
3. Honors Program - ACC has many gifted students and the Honors Program has been establishedto recruit and retain these top-performing students by offering enhanced curricula, smaller classes,merit-based scholarships, and special educational opportunities. Also, through articulationagreements it gives ACC honors students the chance to transfer to honors programs at four-yearinstitutions. The Honors Program will be expanded to allow more students to pursue advancedlearning activities in a wide variety of courses.
4. Internationalizing the Curriculum
ACC will continue to recognize the importance of helping students gain an internationalperspective through their educational experiences. The College will also seek to expand itsservices to increasing numbers of international students.
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In FY03, increased curriculum focus will be placed on internationalizing the curriculum so thatour students are well-prepared to meet the challenges of a global society. Task Forces andProgram Coordinators will be given specific charges for expanding curriculum to include a globalperspective, and these will be linked to a coordinated series of professional development activitiesfor faculty and staff.
Plans for the internationalization of the curriculum at Austin Community College would includethe development and implementation of an Associate of Arts degree in Global Studies. This wouldbe a two-year degree that would include the state-mandated Core Curriculum as well as othercourses that would fill out a 60 plus hour degree plan. The state-mandated Core Curriculum of 42semester credit hours is mandatory for anyone who wishes to receive a degree from a state-supported institution in Texas. The core must include courses from a variety of areas such asComposition, Math, Natural Sciences, Social and Behavioral Sciences, Humanities, and the Visualand Performing Arts. Although state-mandated, it is not unlike general education requirementsfound in many other institutions. Some of the courses required by the Core Curriculum can bedirectly related to the internationalization of the curriculum. The remainder of the 18 or so hoursof the degree plan will be taken up with foreign language courses and other courses aimed directlyat the acquiring of a global perspective.
A one-year academic certificate of 30 semester hours could also be developed that utilizes thecoursework from the Associate's degree that is directly related to the internationalization of thecurriculum. While the Associate's degree is clearly aimed at those individuals who want to pursuea four year degree, the certificate will be aimed at those who already have a bachelor's degree andwant to broaden their knowledge of the international community or those who have no degree andhave no desire for one, but nevertheless wish to widen their horizons in this regard.
A companion piece to the development of and revision of academic courses would be thedevelopment of modules of instruction that would be available through the colleges' ContinuingEducation department for those in the community or business and industry that wish to gain someknowledge of the world at large or some particular part of it. Another part of theinternationalization of the curriculum will be the development and revision of existing courses.Also integral to the internationalization of the curriculum is the strengthening of the foreignlanguage department at Austin Community College.
One of the more important aspects of the internationalization of the curriculum is to infuse aninternational perspective into those courses that do not directly relate to global studies. To thatend, a series of professional development activities could occur that teach faculty how to infusetheir curriculum with a global perspective. Finally, in the spirit of being a community college, thedevelopment of two public forums is anticipated. One will be a forum on foreign policy issues thatwill be open to the faculty, staff, and community at large. The forums will consist of presentationsand discussions on foreign policy issues of importance to the United States and the world at large.The presentation will be made by faculty and staff from Austin Community College, along withexperts drawn from the community. The Austin area has one public university and four privateuniversities from which experts can be drawn. A second forum devoted to world religions alsowould be developed. Again, the area has substantial expertise to draw on.
5. Academic Advising
The Academic Advising program will assist students in the development of meaningfuleducational plans that are compatible with their life goals, will aid in retention and reduce barriers
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encountered when transferring to four year colleges or universities. The advising program willconsist of face-to-face and web-based advising. In numerous studies both within ACC and inother institutions, a strong faculty advising system has been a central element in student retentionand student success. While it is obvious that faculty already advise students, it has been apparentfor some time that we could improve the overall quality and consistency of advising by makingthe process more explicit and systematic. The purpose of this initiative is to devise and implementa comprehensive faculty advising model.
This model will work in conjunction with Student Services, taking advantage of and integratingtheir work on advising while expanding the model to include "major" advising for students whohave completed 25 semester credit hours. The model will also include an emphasis on electronicadvising mediated via centralized and departmental web pages.
Components of the program will include:Advising Delivery Systems, Face-to-face advising and electronicTraining for faculty advisersEvaluation of both advisers and the systemSupport for the advising systemMonitoring student progressThe role of faculty in a comprehensive advising systemThe role of technology in student advising
The program will respond to and provide answers to the following questions:When will faculty become involved in advising majors?How often will students be advised?Which faculty will become involved in advising and when?Will there be compensation for faculty advisors?Will faculty who participate in advising receive release time?Will all faculty have to participate in the advising program?How will advising fit into the faculty workload?How will the effectiveness of the program be evaluated?
Timeline: The project will be completed by May 2004 and ready to implement in Fall 2004.
FY04-06 Priorities: Expanded Resources Scenario
While none of the FY03 initiatives will require large financial commitment from the College for themaster planning cycle, the following budget items have been identified by faculty and staff asnecessary to provide quality instruction and support service to students. Details of the requests areincluded in the Addendum as noted. It is acknowledged that few of the following requests can befunded in FY04 and that an increase in fiscal resources (i.e., tax increase) is required for ACC tobe able to achieve program and service goals outlined in the following sections.
Academic Programs
Academic Programs support students who are transferring to a four-year college or university to pursuea baccalaureate or higher degree, but also provide courses in support of workforce education students.In addition, developmental communications programs help students who are not yet ready to enter
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college credit classes to gain the necessary skills to be successful in credit degree or certificateprograms. With this perspective, academic courses clearly support all levels and categories ofinstruction at Austin Community College.
The primary needs in academic programs are for additional full-time faculty (forty five new positionsare needed for the College to meet benchmark standards), additional course sections to allow high-demand programs to expand, additional instructional space, significant renovations to existing space,upgrade to existing equipment, and the need to acquire new equipment.
Significant facilities renovations are needed in many academic program areas, particularly science labswhich need additional prep and storage space, as well as enhanced safety training for faculty, students,and staff. All the campus developmental education programs need larger Learning Labs as well asadditional software and equipment to support the credit programs in which they offer tutorialassistance to help students meet their educational goals. ACC has no language support labs for itsforeign languages, nor to support other communications areas such as English, creative writing,journalism, and other programs in which open labs coupled with appropriate software and hardwarewould enhance student learning and retention.
Limited sections and limited facilities space make it difficult to expand many academic programs,including sciences, especially biology and chemistry; mathematics, especially developmental math;English-as-a-Second-Language; foreign languages; social and behavioral sciences courses, especiallyhistory, government and psychology; journalism and creative writing; and performing arts space,especially drama, dance and music. The College also lacks adequate faculty offices and facultyworkroom areas.
Workforce Education Programs
Workforce Education programs are extremely important to the community. Not only are they a state-mandated element of the community college mission, they play key roles in the overall economicdevelopment of our local region. ACC's workforce education programs not only supply the localworkforce with trained, skilled workers, they also help those individuals who are under-employed orunemployed make important changes in their lives. Many working adults who already possess a four-year degree (or more) come to ACC for specialized workforce training, to acquire certifications inspecialized areas, or to secure a certificate or degree in a workforce program which offers improvedcareer opportunities. A strong workforce education component is also highly desirable to the localcommunity in that many businesses will not expand or locate in areas in which there is not a strongcommunity college to assist in training, retraining, and helping under-employed individuals move intothe local workforce.
As is the case with ACC's academic programs, the workforce programs areas also needs additionalfull-time faculty, additional course sections to expand high-demand programs, additional instructionalspace, significant renovations to existing space, upgrades to existing equipment, and the need toacquire new equipment.
Significant facilities renovations are needed in many workforce program areas, especially HealthSciences and high-tech programs. Emerging technology areas will require new instructional space andadditional open-lab facilities to support student learning. In Health Sciences areas, the College mustreplace old and out-of-date equipment in key areas such as Diagnostic Medical Imaging-Radiology, inwhich none of our equipment is state-of-the-art digital (as is used in hospitals and clinics). Likewise,equipment in Diagnostic Medical Sonography is not state-of-the-art. The Emergency Medical Servicesprogram operates in woefully inadequate space, which endangers its program accreditation. The
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Medical Coding program needs a lab environment which mirrors what students will experience in theworkplace, in addition to additional computers, scanners, and specialized software. Many programsneed additional or replacement microscopes, centrifuges, glassware, sterilization equipment, andcomputer support for students in labs.
The electronics and semi-conductor programs will require additional support in the future, as well.While there is a slump in this area due to the local economic downturn at this time, all demographerspredict this slump is only temporary. The College and the community should also be cognizant that,even during the downturn, high tech remains the number one employer in the Austin area.
Workforce Education programs with priorities for expansion include high technology areas such ascomputer sciences, visual communication design, photography, and commercial music management. Inaddition, the College must expand its growing hospitality and culinary arts programs at the EastviewCampus. Health careers are also a targeted area due to high community need, with the addition ofdental hygiene in FY04. The College is building a new Health Sciences Building at the EastviewCampus, approved in the last Master Plan, as part of its bond refinancing program.
If the College had additional resources new programs would be added that have been requested bybusiness and industry. Two examples of programs that have been requested are veterinary technicianand manufacturing technology. With limited resources, ACC established a veterinary assistantprogram in continuing education but veterinarians are now requesting that we expand this certificateprogram to an associate degree where graduates will be veterinary technicians. This would require afull-time faculty member and additional facilities and equipment with startup costs totaling more than$90,000.00. Manufacturing technology has been requested for several years. The college has beenunable to meet this need due a lack of facilities, equipment, and personnel. Establishing amanufacturing program will require hiring additional faculty and establishing a laboratory costingmore that $100,000.00.
Other programs that have been requested and could be offered with additional resources include anautomated manufacturing program in electronics costing approximately $145,000.00. A newcertificate and degree program in e-commerce could be established as well as a program in turf andgolf course management. These programs would require additional operational costs and personnel.Microelectronics Manufacturing Systems, a new specialty in semiconductor manufacturing technologyis needed to support the Nanotechnology industry.
External business industry representatives provide an invaluable service to ACC's workforce programsby serving on Advisory Committees and helping to ensure that the curriculum and equipment meetindustry standards. They highlight several factors the College must address:
technology changes rapidly, necessitating that the College be able to anticipate andincorporate curriculum changes rapidly;equipment and software changes are also often rapid; the College's systematic technologyreplacement plan (every three years) may not to soon enough for some disciplines; thus,contingency funding to address such needs is important;AC's facilities limitations often hamper instruction and the ability of programs to grow inresponse to community needs. This is especially true in the health sciences area, makingPhase II of the Health Sciences Building a priority.
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Advisory Committee members also compliment ACC on its expanded workforce programs over thepast five years; its efforts to promote change in K-12 curriculum, particularly promotion of theRecommended High School Plan which requires more math and science, and on its fund raising effortsthrough the ACC Foundation.
The expansion and increase of programs and services obviously impact facilities. The FacilitiesSection of this Master Plan highlights, on a campus-by-campus basis, the implications for facilities.
Adult Basic Education
ABE is a high priority for the institution because it responds to a significant and growing communityliteracy need and, also, because ABE programs represent an enrollment stream into certificate andcredit programs as well. ACC partners with many local community organizations to expand access toABE and ESL programs. It also supplements its adult education budget with institutional fundingrather than relying solely on grant funding.
Distance Learning
Distance Learning continues to be a high growth program area for ACC. Not only does it provide alearning experience for many students whose schedules or personal commitments do not allow atraditional, on-campus college experience, Distance Learning also helps the College to growenrollment in a non-facilities based arena. This is especially important given ACC's extremely highfacility usage rates, which limit the ability to continue to meet enrollment growth demands.
The College's SACS Alternate Self-Study has numerous implications for distance learning technology,which would be used for distance learning courses but also would be incorporated into all academicareas of the College. As noted in the SACS Strategic Focus reports, "Distributed Learning" willinvolve a merging of instructional methodologies and technologies.
Credit Sections
ACC operates within a section guidelines formula, to accurately project and control its costs of full-time and adjunct faculty salaries and overloads. Tuition and fees and State reimbursements often donot recapture the full direct and indirect costs of instruction.
While the College offered more sections in FY03 than in FY02 (and more that year than in FY01), thereality is that for FY04, absent additional resources, the College will offer only the same number ofsections as in FY03. This flat profile will not help address the situation in which many students seek toenroll at ACC but cannot find space in a class they need, and thus do not enroll. In the past, theCollege averaged about 2000 students a semester who attempt to enroll but were unable to do so. InFY03, that number has climbed to nearly 4000 students in Fall 02.
As the College maintains a limit of sections it can afford to offer, the class efficiency factor hasincreased. ACC has very high section enrollments in comparison to like institutions over 21 studentsper average section in Fall 03. As the section enrollments grow, the available seats decline; thus, thegrowing number of students unable to find a section.
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With additional resources, the College would anticipate offering more sections of courses.Determination of sections to be added would be based on our data of high-demand classes and courseswhich students wanted to attend but could not. An analysis of the students turned away in Social andBehavioral Sciences in Fall 03, for example, demonstrates the need to add an additional eightysections. Taking into account the entire academic and workforce program areas, the College would addsections incrementally in FY04, 05, and 06 with the goal of reducing the number of students presentlyturned away because of lack of course availability by a significant percentage (50-70%) over this sametime line.
Continuing Education
Community colleges are required, as part of their State mandate, to provide continuing education.ACC's priorities in continuing education are workforce programs which also generate Statereimbursements. Those continuing education programs which are primarily avocational in nature, butalso required under State mandate for community colleges, must operate on a break-even or profitbasis (i.e., no subsidization by College funds).
Instructional Programs Recommendation 1:ACC must continue to balance its instructional programs by offering an appropriate mix ofacademic transfer, workforce education, developmental education, adult education, andcontinuing education to meet the critical needs of the local region.
Instructional Programs Recommendation 2:The College should impose a moratorium on offering any new instructional programs until its taxbase and tax rate are expanded and increased unless there is a demonstrated need and thedocumentation that the program can be self-sufficient.
Instructional Programs Recommendation 3:The College should establish specific full-time to adjunct faculty teaching ratios for everydiscipline.
Instructional Programs Recommendation 4:ACC should accelerate its instructional program review process to ensure that all programs arecarefully and regularly evaluated regarding effectiveness in responding to local needs. Programswhich do not merit continuation should be closed to allow instructional resources to bereallocated to higher priority needs.
Instructional Programs Recommendation 5:The College should continue to have as high priorities, development and maintenance ofprograms which respond to the local economy (especially in high technology and health careersfields).
Instructional Programs Recommendation 6:ACC Department Chairs and faculty should continue to expand the curriculum to include a globalperspective, and offer related professional development opportunities for faculty and staff
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Instructional Programs Recommendation 7:ACC should expand its distance learning technology training among interested adjunct faculty.
Addendum GI : Academic and Workforce Education Programs FY03-05 Budget Requests
Addendum G2: Adult Basic Education FY04-06 Budget Requests
Addendum G3: International Education FY04-06 Budget Requests
Addendum G4: Continuing Education FY04-06 Budget Requests
Addendum G5: Full-Time/Adjunct Faculty Teaching Ratios byDiscipline
Addendum G6: Department Unit Plans
Addendum G7: Distance Learning Plan
Addendum G8: Program Cost Analysis Report
Addendum G9: Board of Trustees Program Priorities Resolution(02/03/03)
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INSTRUCTIONAL SUPPORT SERVICES
Instructional Resources and Technology
Instructional Resources and Technology (IRT) provides critical resources in support of qualityteaching and learning environments. These include the familiar resources of libraries and media, aswell as the ever-increasing use of technology to support teaching.
Included in IRT is distance education, instructional development specialists to help faculty developand/or adapt curriculum for the integration of technologically-assisted learning, and faculty/staffdevelopment and training.
Instructional Resources and Technology faculty and staff have identified $3,387,250 in needs over thenext three years, in addition to $894,000 requested for improvements to libraries and video services.
Library Services
Library Services are a critical instructional support service, for both credit and non-credit programs.ACC's libraries, while recognized for their excellence in previous accreditation reports, do not meetnational standards for seating and are generally under-sized. As technology impacts instruction, itlikewise affects support areas. Libraries increasingly require additional technological support to accessand expand databases and instructional references.
The College has also had to adjust library hours downward in order to meet the budget reductions ofFY02 and FY03. With expanded resources, ACC would include its libraries in renovation andexpansion plans and seek to reinstate operating budget reductions to expand hours of service tostudents.
Video Services
Video Services provides full-service studio facilities and on-location video production services to meetACC's educational needs. In this capacity they deliver a variety of college credit instructionaltelecourses and offer educational cable programming 7 days a week, up to 20 hours a day. They designand manage the Interactive Video Conferencing (IVC) network of teleconferencing classrooms forACC instructional activities, intercampus meetings and for school districts taking advantage of theinteractive system to offer ACC Early College Start classes. Expert staff skilled in production anddesign assist faculty in creating Instructional Television courses, video orientations, "virtual fieldtrips", and other instructional audio or video programs as well as marketing videos. Formats includevideo, cablecast, and streaming media technology.
INSTRUCTIONAL SUPPORT SERVICES RECOMMENDATION 1:ACC should continue to develop and offer technology training for all faculty and staff as a keyinstitutional effectiveness strategy.
INSTRUCTIONAL SUPPORT SERVICES RECOMMENDATION 2:ACC should increase its technology training outreach to adjunct faculty.
INSTRUCTIONAL SUPPORT SERVICES RECOMMENDATION 3:The College should implement staff development activities which promote the Master Planinitiatives.
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Learning Labs
The state mandate for community colleges includes provision of services which promote studentsuccess. Learning Labs are a key student retention strategy for promoting student success. These labsprovide free tutorial and supplemental instruction in most disciplines offered by the College, over awide array of day, evening, and weekend schedules. The Learning Lab Managers and staff haverequested approximately $50,000 to supplement staffing and operating costs across the district.
INSTRUCTIONAL SUPPORT SERVICES RECOMMENDATION 4:The College should continue its strong support of Learning Labs which promote student success.ACC, as it continues its facilities planning, must address the need for expanded space in itsLearning Labs, especially at the Northridge Campus.
Testing Centers
Testing Centers are a critical student support service, and also a resource for faculty. They are valuedby ACC as an important retention strategy in that they allow extended classroom instructional time,and provide flexible opportunities for students in distance learning courses as well as students whoneed to re-test or do make-up testing.
ACC's Testing Centers are too small at each campus, and experience high volumes of students whooften have to wait extended periods to access testing.
INSTRUCTIONAL SUPPORT SERVICES RECOMMENDATION 5:In planning for the future, the College should expand the size of Testing Centers and increase thetechnological and staff support necessary to operate them effectively.
Addendum Hl: Learning Labs FY04-06 Budget Requests
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ADMINISTRATIVE SERVICES
Communication and Decision-Making Model (Shared Governance)
ACC has an established communication and decision-making model characterized by three councils,through which all College committees and task forces report. All employee organizations and theStudent Government Association appoint their own representatives to the councils, committees, andtask forces.
In Spring 2002, the College administration initiated a review process in which faculty and staffrepresentation was increased on the various councils, committees, and task forces. Representatives arechosen by the Full-Time Faculty Senate, Adjunct Faculty Association, Association of ProfessionalTechnical Employees, Classified Employees Association, and Student Government Association. Inaddition, many councils and committees are now co-chaired by an elected faculty or staffrepresentative.
The model is posted on the College web site and updated annually. Minutes of meetings are posted onthe web as well.
The Board of Trustees, in Spring 2002, also initiated discussion of shared governance in an effort toestablish district-wide policy directive in this important area. Several district-wide meetings, open toall faculty, staff, and students, were held to discuss shared governance principles, concerns andsuggestions. From these meetings, a Shared Governance Working Group was appointed and thesefaculty, staff, and students will work to propose a Board policy and administrative rule to help guidethe institution as it expands collaboration and communication throughout the organization.
ADMINISTRATIVE SERVICES RECOMMENDATION 1:The College should adopt a policy clanfting the values of Shared Governance.
Addendum Il : Communication and Decision-Making Model
Institutional Effectiveness
At ACC, quality initiatives provide a framework for the College to evaluate its current performanceand to determine the steps needed to improve. These initiatives are critical to help us reach the pointwhere performance excellence permeates the institution. They are important not only to raise ourawareness, reflect our current performance, and help us attain higher levels of performance but forseveral other reasons as well. Our accreditation body, SACS, requires us to assess, report, and improveon our instruction, services, and processes. Further, as the College mission is "to provide a wide rangeof high quality educational services that meet the needs of our willing partners in learning, both thosewho seek our services and those whom we must seek out," it is critical that we are able to determinewhether we are providing the services to meet the needs of those partners.
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Over the past several years, quality initiatives have included environmental scanning surveys, programreviews, effectiveness updates, and college-wide assessments. We have used these tools to providedata for analysis and improvement. For example, the annual Internal Customer Survey providesinformation that administrative offices use to enhance the services they provide to meet the needs ofthe College's employees. Overall employee satisfaction is measured in a climate survey, conducted byan independent third party, and provides feedback on overall perceptions of how well employee needsare being met.
Other surveys focus on students and their perceptions of the learning experiences and environmentprovided by the College. These include benchmarking studies, such as the Gulf Coast ConsortiumStudent Survey, which compares the perceptions and preferences of students at eight colleges in Texasand provides information used to evaluate and improve the quality of services for students. TheCommunity College Survey of Student Engagement is used to capture students' evaluations of theireducational experiences to provide feedback to instructional staff.
Program reviews are conducted every four years for each instructional department and are staggeredso that each year one fourth of all departments are being reviewed. Program reviews document theneed, cost, and effectiveness of each program in order to answer the question, "Does the instructionalquality of the program meet institutional standards?"
Effectiveness updates are used to assess the college-wide measures that are tied to the missionstatement. These assessments examine intended outcomes, assessment criteria, and methodologies formeasuring the effectiveness of college-wide functions.
College-wide assessments, such as the internal Baldrige assessment, provide an opportunity for theinstitution to take a systemic review of its processes and performance, recognizing strengths and areasfor improvement.
Information Technology
Over the upcoming three-year planning cycle, Information Technology (IT) foresees over $3 million inneeded improvements to the College's information technology system. This includes not only thedistrict-wide management information system server, in which all ACC areas utilize a common andintegrated database system, but also the institution's voice and communication systems, which includeenhanced disaster recovery functions.
The College is also enhancing its technology infrastructure to accommodate instructional uses oftechnology. A key goal is use of Blackboard to allow all faculty syllabi and other materials to beaccessible via ACCNet.
District-wide Management Information System Server
During peak usage times, the current administrative server for the Datatel system is running slowly.Queries and processes are taking longer to complete and causing delays in deregistration, cancelledclass processing, and class rolls. This is attributed to disk contention, processor speed and memorycaching.
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ADMINISTRATIVE SERVICES RECOMMENDATION 2:The College should continue to offer a comprehensive college-wide voice, video, and data networksystem to support faculty, staff and students.
ADMINISTRATIVE SERVICES RECOMMENDATION 3:ACC should continue environmental scanning activities to ensure its responsiveness to key localneeds for education and training.
ADMINISTRATIVE SERVICES RECOMMENDATION 4:ACC should continue to develop and implement quality initiatives to assess its effectiveness and toimprove individual units and the College as well as coordinate and provide data for operationaland strategic planning activities. Although no additional resources are requested at this time,future plans may require additional resources to be requested.
ADMINISTRATIVE SERVICES RECOMMENDATION 5:FY04: ACC should continue to administer a faculty and staff climate survey and employeesatisfaction surveys to assist in establishing district-wide performance goals.
Human Resources
Human Resources has made progress in automating numerous human resources functions, and inexpanding communication via its web and print sources, and through college workshops with keypersonnel. An automated eTime timesheet and absence reporting process was successfully introducedrecently. A series of Focus Groups were held with faculty and staff at all campuses to identifyadditional goals for improvements (such as 24-hour follow-up requests).
ADMINISTRATIVE SERVICES RECOMMENDATION 6:FY04 ACC should implement an automated applicant tracking system for all position vacancies,to enhance the efficiency of the hiring process.
ADMINISTRATIVE SERVICES RECOMMENDATION 7:ACC should continue to assess annually its faculty and staff diversity, and promote understandingof the value of diversity in the workplace and its effect on learning environments.
Marketing and Public Information
Significant challenges impair ACC's ability to meet its full potential. Among these are the followinglong-standing issues:
Lack of understanding regarding ACC's comprehensive mission:
The comprehensive mission of community colleges, and the legislative mandate whichestablishes multiple purposes, is not well-known or well-understood in the generalcommunity. Many people think ACC is primarily a transfer institution. Others think itprimarily serves those who cannot meet university entrance requirements. Some think itonly provides career training, etc.
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Misunderstanding of ACC's unique programs and services:
While the public level of confidence in the community college as measured by externalsources is quite high, that confidence does not translate to an understanding of the uniqueand essential role the community college plays in the local region. Simply put, while manyin the community feel good about ACC, they believe if it were not here the community'seducation and training needs would be met through local four-year colleges anduniversities. The mission elements which are unique to community colleges (i.e., not part ofa four-year college and university mission) must be consistently communicated to thepublic.
Through a series of discussions in past Board of Trustees Retreats, the College has developed aStrategic Communications and Marketing Plan designed to help address the above fundamentalchallenges, with the goal of promoting public awareness and public support for increasing the fiscalresources necessary for ACC to meet local needs. The Strategic Communications and Marketing Planemphasizes ACC's CORE values in support of its mission and vision (see Mission, Core Values, andVision sections of this document for additional information).
The Board of Trustees uses the Strategic Communications and Marketing Plan in an organized,aggressive effort to share "the ACC story" with multiple organizations throughout the service area.
MARKETING AND PUBLIC INFORMATION RECOMMENDATION 1:The Master Plan recommends that the College continue to focus its communications andmarketing strategies to emphasize its core mission and its core values.
MARKETING AND PUBLIC INFORMATION RECOMMENDATION 2:The Master Plan recommends that ACC focus its communications strategies on image-building.
MARKETING AND PUBLIC INFORMATION RECOMMENDATION 3:The Master Plan recommends that the College continue to support an aggressive communityoutreach program to its multzple constituencies.
Addendum 13: Strategic Communications and Marketing Plan
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STRATEGIES FOR ENROLLMENT
Strategies for Enrollment (Retention)
One of the core missions of community colleges is to provide support services which promote successof the student in meeting educational goals.
ACC has grouped its planning in this area under six core areas. In addition, its master planning isaligned with the State goals reflected in the THECB Report Closing the Gap which addressessignificant access and equity issues.
ACC's student services units have collaboratively developed a Student Services Model which is thebasis of its planning and evaluation activities.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 1:ACC should continue its planning activities regarding meeting the goals established by the TexasHigher Education Coordinating Board regarding the Closing the Gaps report.
Access and Outreach
The Student Recruitment Office provides general and program-specific information to prospectivestudents, parents, and community members, as well as to area high school students, counselors andparents. Activities include a wide variety of outreach strategies including visits to high schools,participation in college fairs, arranging campus tours, coordinating open house visits, and providingassistance with admissions and financial aid processes.ACC's outreach efforts also extend to adult basic education populations, to assist them in transitioninginto college credit and certificate options.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 2:ACC should continue to support strong outreach efforts of both college-ready students and thoserequiring foundation skills prior to entering college credit and certificate programs.
Addendum J1: Student Services Model
Addendum J2: Enrollment Management Plan
Addendum J3: Student Services FY04-06 Budget Requests
Addendum J4 Student Recruitment Office Report, 2001-2002
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Enrollment Management
During the next three-year cycle, the College will continue its efforts to close the gap for new students,especially those from populations traditionally underrepresented at ACC, by creating a seamlesssystem from recruitment to the first day of class and funding the infrastructure that Student Servicesdesperately needs.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 3:The College should increase the number of transcripts evaluated before the first day of the term,the number of registration calls returned within 24 hours, and clerical support available inCampus Admissions and Financial Aid Offices.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 4:The College should increase the number of students who use the web to register, decrease the timerequired to process assessment results and scholarship applications, and increase the entry-levelassessment services on the smaller campuses.
Retention and Goal Achievement
ACC is committed to helping all students reach their educational and career goals. During the nextthree years, the College will continue its efforts to close the gap for currently enrolled and returningstudents by creating and funding a seamless system from the day students enter ACC until theygraduate.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 5:The College should increase the retention and completion rates of all students, especially thosefrom populations historically underrepresented at ACC, and offer faculty and staff developmentopportunities to enhance their awareness of under-served populations.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 6:Research demonstrates that the earlier a student chooses a career or major the more likely thatstudent is to remain in college and graduate. The College should increase the career counselingservices available to students and decrease the number of undecided students.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 7:The College should expand the research information on student success factors available fromRetention and Student Services.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 8:The College should comply with INS tracking mandates, increase support services available tointernational students, and comply with Southern Association guidelines regarding the protectionof student records.
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Services for Students With Disabilities
ACC will continue its efforts to provide quality support services for students with disabilities andcomply with Section 504 of the Americans with Disabilities Act. During the next three years, ACCwill need to allocate an additional $417,702 to meet the basic needs of this fast-growing population.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 9:The College should increase the funds available to provide mandatory accommodations forstudents with documented disabilities.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 10:The College should strengthen the infrastructure in place to support students with disabilities andthe faculty who teach them. This includes adding support staff at each campus, improving thestudent tracking system, and increased training faculty and staff
ACC continues to experience dramatic growth in the number of students requiring special services.This equates to additional costs which must be addressed in the budget planning cycle.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 11:The College should raise the level of awareness among faculty and staff of different learning stylesof students with special needs.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 12:The College should increase opportunities for professional development training in working withstudents with special needs.
Services for Distance Learning Students
A fast growing part of ACC's population, students who enroll only in Distance Learning classes shouldnot have to visit a campus to obtain basic services, unless they choose to do so.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 13:The College should provide distance learning students with opportunities to take web-based entry-level assessment tests and a streaming video orientation in addition to the web-based orientationcurrently available.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 14:The College should create a support service model for distance learning students that includesincreased advising services for students enrolled exclusively in Distance Learning courses as wellas students using web registration.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 15:The College should expand support services for "remote" students (distance learning,international, homebound OSD).
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Student Life
"Student Life" refers to activities which enhance students' college experiences by providing extra-curricular activities which enhance curricular offerings, which provide leadership developmentopportunities for students, and which seek to promote educational and multicultural experiences.Space and budget for Student Life is extremely limited at all ACC campuses. Funds for enhancedprogramming are needed.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 16:Research demonstrates that a vibrant student activities program increases the retention rates of18-24 year-old students. ACC depends on revenue from the $3 student activity fee to support theStudent Life office, but this fee does not generate enough revenue to support the type of programthat ACC needs. The College should consider converting the Coordinator of Student Life positionand the Administrative Assistant II position to institutional funding in order to free funds forcampus events.
Transition Services
ACC's relationship with students should not end when students graduate, transfer or enter the labormarket. As the number of first-generation students and students from underrepresented populationsincreases so does the College's obligation to help these students navigate the process of finding a jobor transferring to another institution.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 17:The College should continue to streamline the degree-audit and graduation processes, and makeit easier for students to track progress toward their goals and complete the graduation process.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 18:The College should implement the Transfer Center Model at all campuses.
STRATEGIES FOR ENROLLMENT RECOMMENDATION 19:The College should increase the transfer rates of students from underrepresented populations,especially African-American and Hispanic students.
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EXTERNAL PARTNERSHIPS AND COLLABORATIONS
Independent School Districts
ACC has 30 independent and consolidated school districts (only 28 have high schools) in its definedService Area. The College devotes significant effort to fostering relationships with K-12 publicinstitutions to meet the following goals:
assist eligible junior and senior high school students in earning college credit prior to graduatingfrom high school;
facilitate the smooth transition of students from secondary institutions to enrollment in ACC;
collaborate with high school faculty to strengthen the high school curricula, especially in scienceand mathematics;
enhance school-to-careers educational awareness activities, and expand tech-prep articulatedprograms.
ISDs: Alternative Teacher Certification
The State of Texas has a crisis in public secondary schools, evidenced by the difficulty in attractingsufficient numbers of qualified, certified teachers. It has responded by encouraging alternative teachercertification programs aimed at assisting individuals in completing education and training leading toState teacher certification.
The Alternative Teacher Education Program responds to the severe lack of sufficient numbers ofcertified secondary school teachers. The law now allows and encourages community colleges toprovide alternative teacher certification programs. ACC has already implemented such a program inFY02 through a partnership with the Region XIII Service Center, and significantly expanded itsprogram in FY03. Not only does this program strengthen the institution's relationships with ServiceArea ISDs, it also provides a revenue stream from local participants.
Many states are experiencing teacher education shortages due to growth in the student population,teachers who leave the profession or who retire, and fewer individuals who make the decision to enterthe teaching profession, or of those who complete the teaching degree approximately 32% never enterthe profession. Academic Programs proposes to offer a Teacher Education Preparation Program. Thisinitiative will identify a pathway for students to begin their formal preparation to become teachers atthe community college. This program will build on the 42 hour Core Curriculum, the new Associateof Liberal Arts degrees and the Associate Degree in Early Childhood Education as a basis for the 4-year degree in Teacher Education. This will be a true pathway in that students will be able to obtainshort term certificates (Substitute Teacher Certificate, Teacher Aide) which allow them to either "stepout" to enter the workforce, or continue in the program building on knowledge and skills obtained toachieve the two year degree. With the two-year degree, graduates are better prepared as substituteteachers or to transfer to a four-year college or university.
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Texas has projected a need for 40,000 public school teachers. Traditional teacher preparationprograms in the state are producing only about 25% of the teachers needed to meet this shortage.Community Colleges are uniquely and significantly placed to help alleviate this shortage by providingthe first two years of a baccalaureate teacher education program. Data reflect that more than one fifthof all future teachers start at the community college and 40% of the nation's teachers have completedat least part of math and science course work at the community college.
Key components of the program will include:Linking high schools, the community college and university undergraduate programs ineducation;Development of curriculum and articulation agreements with high schools and 4 year colleges;Recruitment and Advising of Students;Continuing Education for Professional Development of current teachers;Integration of emerging technologies;Developing career pathways for students who wish to build on their experience and education;Working closely with AISD to ensure that students who complete the Human Services Clusterare able to transition into the 2 year degree program.
Students become eligible to complete certificates or degrees as follows:Substitute Teacher CertificateTeacher Aide CertificateEducation Paraprofessional DegreeAssociate of Liberal Arts DegreeAssociate Degree in Early Childhood Education
EXTERNAL PARTNERSHIPS AND COLLABORATIONS RECOMMENDATION 1:ACC should continue its alternative teacher certification program collaboration with Region XIIIEducation Service Center.
EXTERNAL PARTNERSHIPS AND COLLABORATIONS RECOMMENDATION 2:The College should pursue SBOE (State Board of Education) authorization to operate its ownteacher certification program.
ISDs: Early College Start
ACC's Early College Start has grown dramatically. It is a key program in the College's efforts topromote the institution in the out-of-district Service Area, and is an entry step toward establishingprograms for out-of-district service area adults. As such, Early College Start is a powerful strategy forencouraging future annexation.
Regarding Early College Start, challenges include:high turnover among superintendents and principals throughout the region;some ISD faculty and staff are resistant to Early College initiatives;because of ACC's limited resources, there is sometimes resistance among faculty and staffto expanding services out-of-district;
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EXTERNAL PARTNERSHIPS AND COLLABORATIONS RECOMMENDATION 3:ACC should expand its analysis of effectiveness measures to demonstrate the performance of highschool students while in high school, and after graduation and continued enrollment in ACC.
Community Organizations
ACC successfully partners with external organizations which support core college missions. Perhapsmost critical are organizations which assist in promoting workforce education and ISD relationships.Primary among these would be the Capital Area Training Foundation (CATF), Capital Area Tech-PrepConsortium (CKTPC), Capital Area School-to-Careers Partnership (CASTCP), and WorkSource.Partnership agreements among these entities assist in curriculum development and faculty training, inshared grant initiatives, in transitioning high school students into ACC, and increasing enrollment invarious training programs.
In addition, the College partners with the Literacy Coalition, Community Action Network (CAN), theUrban League, and Capital Idea to promote access to college education and training.
EXTERNAL PARTNERSHIPS AND COLLABORATIONS RECOMMENDATION 4:ACC should continue to closely link its workforce education initiatives (credit and non-credit) toexternal worlOrce organizations, to leverage resources.
EXTERNAL PARTNERSHIPS AND COLLABORATIONS RECOMMENDATION 5:ACC should continue to facilitate communication and collaboration with appropriate externalorganizations by leasing HBC facility space to allow their alignment with college workforce staffif demonstrated benefit can be shown for both parties.
Service Area Collaboration and Annexation
Despite the connotation of "Austin" in its name, Austin Community College is a regional institutionserving a geographically large and diverse area. It is important that ACC establish and maintainpositive working relationships with key community organizations and institutions, including but notlimited to: chambers of commerce; independent and consolidated school districts; capital area and ruralcapital area worksource boards, school-to-careers partnerships; and key business executives to promotethe value of the community college to the entire service area.
There are challenges associated with the efforts to expand awareness of the value of ACC and toencourage voluntary annexation:
public misunderstanding of the differences between, and the need for both, the two-year and thefour-year higher education institutions;rising taxes: concern in out-of-district communities about increasing taxes, due to the frequency ofISD, City, and County bond elections;"Tepid Support" from most elected officials and most local leaders regarding advocacy of a taxrate increase and annexation:
few local higher education and local K-12 officials will publicly state the need to increasetax rate or to annex and pay taxes in support of ACC;
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few local elected officials are willing to make public statements in support of tax rateincrease or annexation;
"Austin phobia:" many out-of-district residents resent the "Austin" in our name and fear that wewant to use them but will slight them in favor of Austin residents;Difficulty delivering services and programs in parts of the service Area: it is difficult to deliverout-of-district services in some cases due to limitations of on-site technology and, in some areas,finding SACS-qualified faculty is a challenge;Limited staff to concentrate on expansion: promoting the value of ACC in the out-of-districtservice area takes a great deal of time and effort, and we have limited staff devoted to theseactivities;Lack of a "war chest" public PAC to support expenses associated with annexation efforts.
EXTERNAL PARTNERSHIPS AND COLLABORATIONS RECOMMENDATION 6:As a regional community college serving all or parts of eight counties, ACC should continue todevelop positive relationships with its out-of-district communities which encourage futureannexation efforts.
Higher Education Institutions
ACC values the concept of a seamless educational system, with multiple and easily-facilitated entryand exit points. As it strives to enhance and maintain relationships which assist high school students ingaining access to higher education, it also seeks to assist its students in transferring to other institutionsof higher education.
EXTERNAL PARTNERSHIPS RECOMMENDATION 7:ACC should develop a priority list of programs which should be articulated with area highereducation institutions. This process should be coordinated by the Articulation Office, with inputfrom program Department Chairs.
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FACILITIESGeneralACC operates six comprehensive campuses in its in-district service area, offering day, evening, andweekend classes. In addition, it operates seven evening centers at local high schools in the out-of-district Service Area (Bastrop, Fredericksburg, Hays, Georgetown, Lockhart, Round Rock, and SanMarcos). Additional classes are also offered at one in-district high school, the Highland BusinessCenter and the Downtown Education Center. The College's administrative functions are located at theHighland Business Center and the Service Center.
The facilities needs of the ACC District are significant. As noted by the benchmark comparisons, theCollege does so much more, with so much less than other comparable educational institutions. Whilethat is laudable and even desirable, there are limits to which an institution's facilities can be stretchedand ACC is at that limit. (It is interesting to note that ACC's campuses frequently exceed the averagesize of higher education campuses in Texas, which tends to be in the 5-6,000 student headcount range.)In summary:
ACC has more of its space devoted to instruction than other colleges. As a result:it has higher room utilization ratesit has less space for student servicesit has less space for instructional support servicesit has less space for student life (student activities)
Not only do the facilities limitations affect the ability to add or expand programs, it also affects theteaching and learning environment. ACC facilities are over-crowded, they are over-used, and thecapacity to accommodate additional demands is extremely limited. The high rate of utilizationpresents a major impediment to proper maintenance of the College's buildings and grounds. As aresult, the College must look toward further expansion of distance education and Early College Startclasses as a partial means to meet additional enrollment demands without further straining existingcampus facilities. While those goals make sense for the College because they respond to specificneeds in the community, they cannot address the College's overall needs that only proper maintenanceand facilities expansion can fulfill.
Parking is a problem at almost every ACC campus. While many campuses are "land-locked", thepossibility for constructing additional instructional space in the future exists by building on existingcampus parking lots. This would necessitate parking garages and/or elevated parking lots. There areways to construct and pay for parking garages that do not impact the College's bond capacity orfinancial ratings, and the College should explore those in a serious manner. While the College can andshould continue to stress alternative transportation means to campuses, it must recognize the realitythat automobiles will continue to be the primary travel mode for a largely part-time, adult studentpopulation.
All campuses have needs that must be addressed in future planning. These can be summarized as:improved preventative maintenance;improved deferred maintenance and capital renewal;improved safety and security improvements;renovations for more efficient use of instructional and support services space;
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additional instructional space, especially for active learning(traditional classroom with technology/computer work areas);additional faculty office space;additional space for student support services such as admissions,counseling, learning labs and testing centers;additional space for student life activities; andadditional space for faculty support services such as offices for full-time and adjunct faculty,technology and professional development training parking
classroom environments
financial aid, advising and
In addition to the challenges noted, Austin Community College must also be able to plan for facilitiesgrowth in the Service Area. Because of its funding limitations, the College has no real estate assetsoutside its in-district taxing area. This significantly impacts its ability to address potential annexationsin a cost-effective manner. Ideally, the College would identify and purchase real estate in areas likelyto annex (or which would serve as a real estate investment for future sale should annexations not occurover a period of time). ACC is extremely vulnerable in its out-of-district Service Area for two keyreasons:
its non-competitive out-of-district tuition rate andother community college service areas are contiguous to ACC's outer edges of its Service Areaand offer lower tuition and, often, are also closer than the nearest ACC campus and center.
A summary of the challenges ACC faces with its facilities includes:Inadequate space to support or expand:
o instructional programs;o support services for students such as admissions, financial aid, assessment and
counseling;o student life activities (social, cultural, and instructional enhancement);
Inadequate parking for students, faculty, and staff;Insufficient funds:
o to provide adequate space for college operations;o to maintain and renew its existing facilities;o to support comprehensive, aggressive preventative maintenance measures to enhance
the life of its facilities; ando to purchase real estate for future growth and expansion of the district's operations.
ACC's benchmark data, comparing it to other Texas and national community colleges, continues tohighlight the facts that (1) the College has higher facilities utilization rates, (2) less space to supportcollege operations, and (3) lower tax support than other comparable institutions.
ACC's current bond capacity will support facilities and operations needs only through FY03; absent atax rate increase and/or a student building use fee increase in the future it will not have adequateinstitutional funding to support facilities operations without significantly decreasing funding in otherareas of operations.
The Master Plan includes detailed analysis of facilities needs, and projected renovations andconstruction if the May, 2003 tax rate and bond referendum is successful. These are summarizedbelow, in priorities:
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General & Educational Space
Priority Campus/Description Year Budget1 Eastview - Health Careers Building Ph. 2
Completes the Health Careers BuildingProjectClears the way for replacement of Bldg. Dat Riverside
2003-2004 $14,000,000
2 South Austin (Alt. 4) - Building (60,000 asf) &Parking Garage (500 cars)
Fastest option for increasing enrollmentBuilding for full 2010 enrollment
2003-2005 $21,000,000
3 Cypress - Campus Expansion (67,000 asf) &Parking Expansion (500 cars)
Permits expansion of programs &enrollment growthExpanded space for Library, StudentServices & Student Life
2005-2006 $25,000,000
4 Rio Grande Purchase - Estimate 2003 $4,000,000
5 Rio Grande RenovationsExterior replace windows, repoint & sealmasonry, enclose atria, reroof Annex;Interior repair plaster walls, enhanceaccessibility, add elevators, reconfigureinterior partitions for efficiency, renovatechemistry labs, upgrade restrooms;Infrastructure upgrade electrical & lighting,replace geothermal well with cooling tower,retrofit for energy conservation.
2004-2007 $11,000,000
6 Rio Grande Parking Structure $15,000,0007 DW Renovations (partial)
CurricularSafety & HealthDeferred Maintenance
2004-2009 $3,920,000
8 Eastview Surface Parking Expansion $800,0009 Northridge Surface Parking Expansion $580,00010 Pinnacle Surface Parking Expansion $650,00011 RGC Offices Over Parking Structure (approx.
17,000 asf)Provides new faculty offices & eliminatesneed for leased offices;Permits expansion of Student Services andprogram spaces
TBD $3,200,000
Total of Bond Referendum $99,150,000
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Unfunded Projects
DW Renovations 2004-2009 $4,080,000Northridge - Student Center (43,000 asf)
Provides space for expanded Library,Student Services, Testing & Learning Labs,and Student Life.Permits later renovations in Buildings 1000 &2000 for new classrooms, labs, and facultyoffices
2006-2007 $11,000,000
Riverside - Building D Replacement (36,500 asf)Provides classrooms, faculty offices, andexpansion of Student ServicesPermits later renovation in Buildings A, B & C
2005-2006 $10,000,000
Northridge Instructional Building (19,000 asf)Provides space for additional labs,classrooms, & faculty offices;
2007-2008 $5,800,000
Eastview Instructional Building (17,000 asf)Provides space for additional labs,classrooms, & faculty offices
2006-2007 $5,300,000
Northridge Parking Structure $4,750,000Riverside - Parking Structure $5,300,000Total $46,230,000
The Master Plan suggests funding facilities improvements via a voter referendum of general obligationbonds, to be retired via a one-cent tax. The College may also need to explore an extension of itsBuilding Use Fee from the year 2022 to 2027 or beyond, to allow additional facilities bondingcapacity. The combination of these two would allow ACC to meet its projected facilities needsthrough the year 2010.
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FACILITIES RECOMMENDATION 1:FY04: The College should seek to expand its tax rate and secure approval for a facilitiesimprovement plan through a public election within its taxing district.
FACILITIES RECOMMENDATION 2:FY04: The Facilities Task Force should continue to establish uniform guidelines for instructional,support services, library, faculty office space and build-out elements.
FACILITIES RECOMMENDATION 3:FY04: The College should complete the upgrade of all security, access control, and fire alarmsystems at all campuses and in all buildings and a process to test emergency procedures on aregular basis.
FACILITIES RECOMMENDATION 4:FY04-06: The College should establish and fund a comprehensive program for DeferredMaintenance and Capital Renewal.
FACILITIES RECOMMENDATION 5:FY04-06: ACC should continue to expand instruction, to the extent possible, in methodologieswhich are not dependent (or solely dependent) on traditional classroom space (i.e., distancelearning, Early College Start, Distributed Learning).
FACILITIES RECOMMENDATION 6:FY04: In opening a new Health Sciences Building at the Eastview Campus in FY04, the Collegeshould take care to emphasize this as Phase I of the total health care facilities needs and promotethe fact that it cannot meet additional expansion of health care programs without an increase ininstitutional funding.
FACILITIES RECOMMENDATION 7:FY04: The College should begin a process of "Right Sizing" all campuses to improve the utility ofinstructional space and increase the efficiency of the buildings.
FACILITIES RECOMMENDATION 8:ACC should plan to purchase or acquire real estate in three areas: north Williamson County,Hays County, and northern Bastrop County in anticipation offuture annexations which wouldallow an expansion of college programs and services in high-growth markets. Land donationsshould also be sought.
FACILITIES RECOMMENDATION 9:ACC should plan to double the size of the Cypress Creek Campus in recognition of significantgrowth in that quadrant of its in-district Service Area.
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FACILITIES RECOMMENDATION 10:ACC should expand parking at most campuses and should explore the possibility of constructingparking garages at some campuses, using a funding mechanism other than tax-supported bonds.Parking increases at the Pinnacle should conform to the City of Austin's SOS ordinance, withouttaking advantage of grandfathering.
Addendum Ll: Campus Chart
Addendum L2: ACC Campuses
Addendum L3: ACC Centers
Addendum L4: Facilities Planning 2002-2015
Addendum L5: Room Utilization Reports
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U.S. Department of EducationOffice of Educational Research and Improvement (OERI)
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