1. Shoreline Community College All-Campus Meeting May 22, 2009

2. Today’s Program I. Forces Driving Change in Higher Education II. Available Resources in FY 2010 III. Reorganization Strategies I. Instruction II. Student Success III. Administrative Services IV. Shoreline’s Strengths: Responding to Change

3. Subscribers / Readers NEWSPAPERS ADVERTISINGECONOMY $ $ $

4. Subscribers / Readers NEWSPAPERSADVERTISINGECONOMY $ $ $ INTERNET

5. Subscribers / Readers NEWSPAPERSADVERTISINGECONOMY $ $ $ INTERNET X

6. STUDENTS TRADITIONAL MODEL OF HIGHER EDUCATION JOB SKILLS / COMMUNITY CITIZENS ECONOMY Tuition$ PUBLIC SUPPORT ($) $

7. Forces Driving Change in Higher Education

8. Force #1: Student Preparedness / Education Barriers  In 2006, 45% of Washington’s students who went directly from high school to community or technical colleges had to take remedial (pre-college) math classes (Washington State Board for Community and Technical Colleges)  The Atlanta Journal-Constitution reports that 25 percent of students in the state take remedial courses in college, at a cost of $25 million annuallyAtlanta Journal-Constitution  Over 88 million adults have at least one “education barrier”

9. Education Barriers ( 88 Million Adults Have at Least One) 51.4 Million 18.2 Million 8.2 M 5.0 M 5.2 Million No H.S. Diploma H.S. Diploma No College Speak English“ Less Than Very Well” Source: U.S. Census Bureau

10. What’s the Impact?  Resources redirected to address preparedness issues and barriers  Effect on academic performance  Effect on output: job skills  Decreased public will to support higher education  Who fills the gap?

11. STUDENTS TRADITIONAL MODEL OF HIGHER EDUCATION JOB SKILLS ECONOMY Tuition$ Public Support ($) $

12. Force #2: Questionable Return on Investment = Decreased State Funding

14. Change in student share of education and related costs, 2002 – 2006 20022006 Sector Sticker Price Share 1 Discounted Price Share 2 Avg. % of first- time students receiving aid 3 Sticker Price Share Discounted Price ShareAvg. % of first-time students receiving aid Public Research49%41%34%62%51%40% Public Masters42%37%26%53%47%30% Community Colleges 27%25%16%33%31%15% Private Research96%72%65%94%70%68% Private Masters109%83%79%114%85%82% Private Bachelor’s95%66%76%101%68%79%

15. What’s the Impact?  Increase in number of “Students”  Decrease in State funding, causes…  Increased cost to Students, resulting in…  Diminished capacity to attend college  Decreased dependence on traditional higher education model to provide skilled workers  Who fills the gap?

16. STUDENTS TRADITIONAL MODEL OF HIGHER EDUCATION Job Skills ECONOMY Tuition $ Public Support ($) $

17. Force #3: Competition

18. What’s the Impact?  Increased student demand that cannot be met by traditional model  Employers: special skills required  Convenience – the ‘virtual’ classroom  Flexible, Faster & Less Expensive  Quality?  Who fills the gap?

20. STUDENTS TRADITIONAL MODEL OF HIGHER EDUCATION Job Skills ECONOMY Tuition $ Public Support ($) $ Who Fills the Gap? Private-For-Profit US?

21. FY 2009 Enrollment Status (Year-to-date)  99.5% of annual target met  7.2% annual FTE increase 6.9% increase in fall 8.0% increase in winter 11.2% increase in spring  Expecting significant increases for summer & fall 2009

22. 2009-2010 Budget: Revenue 2008-20092009-2010 Revenue State Allocation$24,249,758$21,828,295 Local General$ 945,695 Tuition (not including 7% offset) $12,598,520 Sub-Total$37,793,973$35,372,510 (cost of new benefits) $ 736,358 Total$37,793,973$34,636,152

23. 2009-2010 Budget: Expenditures and Reductions 2008-2009(Reductions)2009-2010 Expenditures Salaries and Benefits$31,166,416( 2,081,555)$29,084,861 Operations$ 6,627,557 48,614$ 6,676,171 Total$37,793,973( 2,032,941)$35,761,032 Additional Operations Reductions (in process) ( 417,469)$ (417,469) Additional Corrections Variable Worker Retraining in base budget $ (288,216) Adjusted Total$35,055,347 Remaining$ (419,195)

24. Reorganization  Instruction  Student Success  Administrative Services

25. Shoreline Community College’s Strengths Becoming An Agent of Change