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ERIC Number: ED327228
Record Type: RIE
Publication Date: 1991
Pages: 28
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Catonsville Community College Plans, 1990-91.
Duncan, Mary Ellen
The purpose of the planning process at Catonsville Community College (CCC) in Maryland is to improve communication and decision making within the organization, to capitalize on the diverse talents and skills of the faculty and staff, and to use the limited resources of the college in ways that best fulfill the institution's mission. The five major steps in the planning process are: information gathering, identifying trends affecting CCC, setting goals and objectives, relating planning to the budget, and reporting outcomes. This five-part 1990-91 planning report for CCC describes the planning process; reviews the committees and personnel involved in the process; presents the planning agenda; examines 10 trends affecting the college and lists the college's goals for addressing these trends; and describes CCC's objectives for 1990-91 in the areas of administration, affirmative action, continuing education, planning and development, the president's staff, student services, and instruction. For each of these categories, the related trends and goals from the preceding section are identified. Among the college's 1990-91 objectives are the following: (1) develop partnership with business and industry; (2) engage in proactive recruitment of underrepresented groups among the faculty; (3) enlarge the Adult Basic Education program and include low levels of literacy; (4) evaluate the image of the college in the community; (5) design and implement new staff development programs; (6) expand the 2 + 2 program to all public feeder schools; (7) develop self-paced, open-entry/open-exit, competency based programs; and (8) employ team teaching approaches whenever possible. (PAA)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Catonsville Community Coll., MD. Office of Institutional Research.
Identifiers: N/A