<?xml version="1.0" encoding="utf-8"?><Search><pages Count="124"><page Index="1" isMAC="true"><![CDATA[ ]]></page><page Index="2" isMAC="true"><![CDATA[]]></page><page Index="3" isMAC="true"><![CDATA[TABLE OF CONTENTS
Campus Leadership Messages
College President  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 1 Academic Senate President  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 1 Associated Students of Foothill College (ASFC) President  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Classified Senate President .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .2 Executive Summary  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .3
Foothill-De Anza Community College District Profile  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .5 Overview  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 FHDA District  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .5
Foothill College Profile  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .5 Overview  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Way of the Owl  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Belonging Centers and Programming  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Learning Communities .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Employee Affinity Groups  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Experience Foothill  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Specialized Centers & Labs  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Career and Academic Pathways (CAPs)  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Mission  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Vision  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Values  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Integrity & Honesty .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Transparency & Openness  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Innovation & Curiosity  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Equity-mindedness & Inclusion  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Community & Collaboration  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Love & Compassion  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Equity Statement .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Native Land Acknowledgements .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
College Fast Facts: Community, Students, and Outcomes .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
National Higher Education Context .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
State-Level Context  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Vision for Success and Guided Pathways  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Governor’s Roadmap and California Community College System .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Vision 2030 – a Roadmap for California Community Colleges  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
 . 7  .8  .8  .8  .8  .9 10 11 11 11 11 12 12 12 12 13 13 13
14 15
15 16 17 17
]]></page><page Index="4" isMAC="true"><![CDATA[Vision 2030 - Alignment with the Vision for Success, Vision for Success Reaffirmed,
and the Governor’s Roadmap  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Statement on Diversity, Equity, and Inclusion in the California Community Colleges  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
 . 18 20 20 20  . 21  .22  .22  .23 24  .25
 .25  .25 26 26  .27  .27 28 28
30 30 30 30 30  . 31  .32  .32  .32
 .33  .33  .33  .33
34 34 34  .35 36 36
Student-Centered Funding Formula .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Additional California Reforms in Alignment with Vision 2030  .  .  .  . Matriculation Services  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Community College Bachelor’s Degrees  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Collaborative Efforts for Transfer Among California Branches of
Emerging California Higher Education Priorities and Technologies
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Master Plan for Career Education .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Artificial Intelligence .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Foothill College Integrated Planning, Budgeting, and Effectiveness Mission-Informed Planning Council  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Institutional Effectiveness Committee .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Program Review  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Program Definitions  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Program Review Process  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Resource Allocation Guidelines .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Program Sustainability Review (PSR)  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Blueprint for Success Development Process
Higher Education Industry-Specific Strategies  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Strategy 1: Stakeholder Engagement  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Strategy 2: Data-Informed Design  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Strategy 3: Integrated Planning  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Strategy 4: Vision Foundations  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
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Project Phases and Timeline  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Phase I: Discovery Phase: Data Collection, Analysis, and Synthesis  .  .  .  .  .  .  .  .  . Phase II: Portfolio Development, Planning Assumptions, and SOAR Analysis
Phase III: Goal-Setting and Recommendations
Data Portfolio  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Environmental Scans .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . External Environmental Scan .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Internal Environmental Scan  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Trends and Planning Assumptions  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . National Trends  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
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 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Trends Impacting Teaching and Learning  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . State Trends  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Enrollment and Program Development  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
]]></page><page Index="5" isMAC="true"><![CDATA[Policy and Initiatives .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Community College Funding .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Regional Trends and Planning Assumptions .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
36
36  .37  .37
38 38 40 40 40  . 41
42 42 43 44 45 45 46 46
46 46 47 47 47 47 47 47 47 47 47 48 48 48 48 48 48 48 48 49 49
Service Area  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Labor Market Analysis .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Labor Market Information  .  .  .  .  .  .  .  .  .  .  .  . CCCCO Vision 2030 Outcomes – Foothill
College Trends and Planning Assumptions Enrollment  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Student Outcomes  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Listening Sessions and Emergent Themes .  .  .  .  . Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Emergent Themes  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Summary of Themes  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Career and Academic Pathways (CAPs) Vision Session Insights .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Current Work Across CAPs  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . On the Horizon  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Challenges and Opportunities  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Challenges  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 1 . Budget Constraints and Uncertain Fiscal Outlook  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 2 . Enrollment Pressures and Demographic Trends  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 3 . Low Persistence Rates and Equity Gaps in Student Success  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
4 . Program Alignment with Evolving Workforce Needs 5 . Course Scheduling and Delivery Challenges .  .  .  .  .  .  .  . 6 . Organizational Change Readiness and Coordination . 7 . Planning, Review, and Prioritization Capacity  .  .  .  .  .  .  . 8 . Technology Integration and Data Proficiency .  .  .  .  .  .  . 9 . Navigating Policies and Processes  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 10 . Sustaining DEIA and Inclusive Practices  .  .  .  .  .  .  .  .  .  .
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CollegeTrends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Opportunities  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 . Targeted and Strategic Enrollment Growth  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 2 . Enhanced Retention, Student Support, and Student Success Strategies  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 3 . Workforce Development and Career Advancement  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 4 . Maximizing the Sunnyvale Center’s Potential .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Strengthening Career and Academic Pathways (CAPs) .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 5 . Innovation and Emerging Technologies  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 6 . Advancing DEIA and a Culture of Belonging  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 7 . Integrated and Equity-Minded Planning  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
]]></page><page Index="6" isMAC="true"><![CDATA[8 . Community and Employer Engagement  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 49 9 . Pursuing Diverse Revenue and Funding Sources  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 49
Foothill 2030: Blueprint for Success – Plan Framework  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 50
Foothill 2030: Blueprint for Success – Goals and Objectives
Foothill 2030 Transformational Goals  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 51
By 2030, retain 89% of first-time students fall-to-fall with no student racial or demographic disparities .
By 2030, 88% of employees rate their career satisfaction as high with no disparities based on employee classification demographics .
Goal 1 . Liberate student success by uplifting equitable access, accelerating retention and completion,
and strengthening support systems that foster radical belonging where students feel seen, valued, and empowered to thrive .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 51
Goal 2: Transform educational programs, pathways, and strategic partnerships to serve student and communityneeds  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Goal 3: Strengthen organizational effectiveness and operational efficiencies, while optimizing resources .  .  .52
Goal 4: Lead a transformative college culture that embraces demographic change, elevates the visibility
of the Sunnyvale Center, and boldly communicates Foothill’s story through meaningful engagement and outreach .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Foothill 2030: Blueprint for Success – Plan Integration and Alignment
Integrated Planning  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Next Steps and Recommendations  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Blueprint for Success Roll-Out Process  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Implementation Plan  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Conclusion: Our Time is Now!  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Acknowledgments  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Senior Leadership Team  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Foothill 2030: Blueprint for Success Planning Team  .  .  .  .  .  .  .  .  .  .  .  .  .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix A: External Environmental Scan
Service Area  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
College and District Boundaries  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Foothill College Students by ZIP Code .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
California Community College Attendance of Students Residing Within the Foothill College Designated Service Area  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Historic and Projected Population of Santa Clara and San Mateo Counties .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
 .53
 .53 54 54 54
55 55 55
56
56  .57
58 59 59 60
 . 61 62 62 63 64
Population of Santa Clara and San Mateo Counties, by Ethnicity Projections by Age, 2020-2070  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . . . Overall Projected Population Change, 2020-2070  .  .  .  .  .  .  .  .  .  .  .  . Cities in the Foothill College Area, Compared  .  .  .  .  .  .  .  .  .  .  .  .  .  . . . Demographics of Foothill College Service Area, Compared .  .  . . . Silicon Valley Educational Attainment  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . . . Silicon Valley Language Other than English Spoken at Home  . . .
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
]]></page><page Index="7" isMAC="true"><![CDATA[Top Ten Postsecondary Institutions in Silicon Valley .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
65 66 66
 .67 68 69  .72  .73  .74  .75
 .76  .76  . 77  .78  .79  .79 80 80  . 81
82
82
83
84
85
86
 .87 89 90  . 91 92 93 94 95 96  .97 98
98 99
Labor Market Information  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Top Industries in Silicon Valley, 2023  .  .  .  .  .  . Top Occupations in Silicon Valley, 2023 .  .  .  . Job Postings Data, 2024  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Labor Market Gaps  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
K-12 Feeder Schools  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Projected Enrollment, Santa Clara County  . Projected Enrollment, San Mateo County  .  . Service Area High Schools, Compared .  .  .  .  .
Appendix B: Internal Environmental Scan
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Foothill College Students .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Historic Enrollment, by Ethnicity  .  .  .  .  .  .  .  .  .
Snapshot: Ethnicity and Gender, Fall 2024  .
Snapshot: Age and Student Type, Fall 2024
Enrollment Status, Compared  .  .  .  .  .  .  .  .  .  .  .  .
International Students  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Distance Education, Compared .  .  .  .  .  .  .  .  .  .  .
Foothill-De Anza AB 540 (Dreamers), Pell Grant Recipients, and CPG Promise Grant Recipients  .  .  .  .  .  . Headcount of CPG and Pell Grant Recipients at Foothill College  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Student Outcomes  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Students by Journey, Compared  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Degree/Transfer Students: Persistence  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Degree/Transfer Students: Completed Transfer Level Math and English in Year One .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Degree/Transfer Students: Completion, Transfer .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Degree/Transfer Students: Units Accumulated Upon Graduation  . Short-Term CTE Students: Course Success Rate  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Short-Term CTE Students: Earned 9+ Units  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Short-Term CTE Students: Job Closely Related to Field of Study  . Short-Term CTE Students: Earnings  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Short-Term CTE: Attained Living Wage  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Adult Education/ESL: Completion  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Adult Education/ESL: Transitioned to Postsecondary Coursework Adult Education/ESL: Became Employed  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Adult Education/ESL: Earnings  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Student Outcomes: Awards Conferred  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Student Outcomes: Top Associate in Arts (AA)/Associate in Art for Transfer (AA-T) Degrees Awarded  .  .  .  .
Student Outcomes: Top Associate of Science (AS)/Associate in Science for Transfer (AS-T)
Degrees Awarded  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Student Outcomes: Top Credit Certificates Awarded  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
]]></page><page Index="8" isMAC="true"><![CDATA[Student Outcomes: Bachelor’s Degrees  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Student Outcomes: Transfer  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Student Outcomes: CTE Awards with Highest Wage Gains
Appendix C: Listening and Vision Session Themes
Student Access, Success, and Comprehensive Support .  .  .  . Educational Programs and Pathways  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Planning and Data-Informed Decision-Making .  .  .  .  .  .  .  .  .  .  . Operations, Processes, and Fiscal Sustainability .  .  .  .  .  .  .  .  .  . Culture, Communication, and Outreach  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 99
Appendix D: Summary of Themes from Career and Academic Pathways (CAPs) Vision Sessions
Current Collective Work Across CAPs  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . Work Foreseen on the Horizon  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
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100  .103
104  .105  .106  .107  .108
 .109  . 110
]]></page><page Index="9" isMAC="true"><![CDATA[CAMPUS LEADERSHIP MESSAGES
COLLEGE PRESIDENT
Foothill 2030: Blueprint for Success is the result of a deeply collaborative and intentional planning process, shaped by the dedication and prowess of the Foothill 2030 Steering Committee, the Educational Master Planning Committee, and enriched by many student, employee, and community partner voices.
I am indebted to everyone who participated in listening and vision sessions, ensuring that this plan reflects the diverse needs, aspirations, and priorities of our entire College community. The plan’s goals reckon with two realities: one in the past and one we are now facing. Looking back, we know that the pandemic disrupted and reconstituted the paradigm of higher education. Now we face an inflection point. Changing demographics, shifting attitudes about higher education, and urgent demands to adapt to new technologies, especially AI and digital platforms, usher another call to action.
Even as we face this demanding circumstance, this plan is guided by the Way of the Owl, which is anchored in heart-forward care. The Blueprint reaffirms that Foothill College is committed to fostering a culture where every student feels welcomed, valued, and empowered to achieve their goals. This plan embraces innovation in teaching and learning while working to eliminate barriers to access and engagement. A key theme is serving our community, and we are committed to meeting students where they are, at whatever stage of life, and however they choose to learn.
Foothill 2030 is decidedly future-focused and strategically aligned with the Vision 2030 goals for the California Community College system and our district’s emphasis on equity and economic development. Our Blueprint sets ambitious, measurable goals for institutional improvement and aspires to hold ourselves accountable for the twin responsibilities of supporting civic engagement and the social and economic mobility of those we serve.
We are dedicated to strengthening partnerships with local employers, large industries, school districts, and community organizations that share our values, ensuring that Foothill College continues to be a leader in preparing students for meaningful careers and a life of inquiry.
Thank you for your unwavering support and commitment to our shared vision. Together, we are building a stronger, more inclusive future for Foothill College and the communities we serve.
Dr. Kristina Whalen President
ACADEMIC SENATE PRESIDENT
The Foothill Academic Senate serves as a leader in creating an environment where employees and students can thrive. Through our work in the ‘10+1,’ counselors, librarians, and instructors embody a deep love of Foothill College by advancing a vision rooted in equity and inclusion. This shared commitment is realized through collaboration with students, classified professionals, and administrators in Foothill 2030: Blueprint for Success.
As we look ahead, the Academic Senate will continue its role in shaping the academic direction of the college through shared governance and faculty leadership. By keeping our work aligned with the Blueprint for Success, we will strengthen teaching, programs, and support systems to remain responsive to student needs and grounded in meaningful learning.
 Foothill 2030: Blueprint for Success 1
]]></page><page Index="10" isMAC="true"><![CDATA[The Academic Senate is committed to carrying this vision forward to steward The Blueprint as not only a plan on paper, but a living guide for equity, learning, and collective well-being throughout the decade ahead. We are grateful for the wisdom of our colleagues and students whose voices shaped the vision for Foothill’s future.
Dr. Voltaire A. Villanueva
Counselor & Instructor, Academic Senate President
ASSOCIATED STUDENTS OF FOOTHILL COLLEGE (ASFC) PRESIDENT
On behalf of the Associated Students of Foothill College (ASFC), we are more than honored to have contributed to the creation of Foothill 2030: Blueprint for Success. Foothill 2030 is more than just the product of faculty and staff efforts to honor the Foothill experience; it is also the embodiment of our shared commitment to support the hopes of the student body it is designed to serve. Through our participation in the Foothill 2030 Steering Committee, ASFC is proud to have ensured that student voices were included in the planning process, thereby incorporating student perspectives into the development of this Blueprint.
From here on, our student representatives are dedicated to upholding the goals outlined in the Foothill 2030 by continuing to advocate for students while working alongside faculty to make sure that these visions become a reality. It is our utmost priority to create an environment in which we, and all our fellow students, feel empowered and inspired to succeed.
Kayla Nguyen ASFC President
CLASSIFIED SENATE PRESIDENT
Foothill Classified Professionals are committed to being an active part of bringing Foothill 2030: Blueprint for Success to life and nourishing our collective objectives to provide our students with a bright and inspiring Foothill College experience. Through representation in the Foothill 2030 Steering Committee, the Educational Master Planning Committee, and other previous planning groups, Classified Professionals have been instrumental in solidifying the efforts that await us.
Foothill 2030 not only honors the commitment we collectively have for our current and future students but also is a tribute to the already existing and ongoing heart-centered work that staff, faculty and community partners have been fostering in numerous ways. As Classified Professionals we don’t see this as starting from scratch, but rather an opportunity to recalibrate and reprioritize the perspectives in which we serve our students in efforts to have a more meaningful and fruitful experience for all of us involved. All this in hopes to especially facilitate in providing pivotal skills and connections that students can take with them as they navigate the higher education system and ever-changing job market.
In the spirit of centering students and their various intended outcomes from their Foothill experience, Classified Professionals across our departments are prepared to be critical components of the execution of Foothill 2030 efforts and look forward to working alongside students, faculty, and members of the community to do so.
Vanessa Santillan-Nieto
Program Coordinator, Classified Senate President
2 Foothill 2030: Blueprint for Success
]]></page><page Index="11" isMAC="true"><![CDATA[EXECUTIVE SUMMARY
The Foothill 2030: Blueprint for Success is a comprehensive document that will guide the institution over the next five years as it works to fulfill its mission and vision and meet the needs of its students and community.
The Blueprint aligns with the District Strategic Priorities and the California Community College Chancellor’s Office (CCCCO) Vision 2030 goals. Developed through a collegial and collaborative process, this plan articulates collegewide goals and supporting objectives that will help guide Foothill College in establishing priorities, planning for future program, service, facility, and technology needs, and aligning resources for their achievement as the college focuses on equitable student access, success, and outcomes. The Blueprint provides the overarching structure for all institutional planning and is central to the College’s integrated planning processes.
The Foothill 2030 Initiative began its work in 2023, with a robust plan to review and update the College’s mission, vision, and values, and to develop a five-year plan that would provide direction for the next era of Foothill College. The process included input and review by the Foothill community of students and staff, constituent groups, and the Mission Informed Planning Committee (MIPC). The revised mission statement was completed and approved by the District Board of Trustees on December 11, 2023. The new vision statement was adopted by the MIPC on June 21, 2024, followed by a new set of values, adopted by the MIPC on March 21, 2025.
Concurrently, a dedicated Educational Master Plan Update Team (later renamed the Foothill 2030: Blueprint for Success committee) worked over this same period to develop the College’s next five-year plan. The committee was led by three co-chairs: Dr. Ajani M. Byrd, Dean of Institutional Equity, Diversity, and Inclusion; Dr. Voltaire A. Villaneuva, Counseling Faculty and Academic Senate President; and Dr. Elaine Kuo, Director, Research and Planning. In Fall 2024, the College engaged the services of a national higher education consulting firm for technical services support of the project, including the infusion of national best practices, facilitation of focus sessions with students and both internal and external stakeholders, and to provide an external, objective analysis of data, trends, planning assumptions, challenges and opportunities over the next five-year period.
The Blueprint project was conducted from October 2024 to May 2025 and was built on higher education industry-specific strategies:
• Stakeholder engagement
• Data-informed design
• Integrated planning
• Vision foundations:
- Diversity, equity, and Inclusion
- Career pathways and the learning continuum
- Equity-minded access and success
In May 2025, the project culminated in an intensive two-day goal-setting joint session of senior and college leadership, including constituency membership serving on the Blueprint committee. This in-depth dialogue resulted in a set of Foothill 2030: Blueprint for Success goals and objectives, as displayed in the chart that follows.
Foothill 2030: Blueprint for Success 3
]]></page><page Index="12" isMAC="true"><![CDATA[ FOOTHILL 2030: BLUEPRINT FOR SUCCESS – GOALS AND OBJECTIVES
TRANSFORMATIONAL GOAL 1: By 2030, retain 89% of first-time students fall-to-fall with no student racial or demographic disparities, increasing from 60% from fall 2023 to fall 2024.
TRANSFORMATIONAL GOAL 2: By 2030, 88% of employees rate their career satisfaction as high with no disparities based on employee classification or demographic characteristics, reflecting an increase of 19-percentage points from 2025.
GOAL 1: Liberate student success by uplifting equitable access, accelerating retention and completion, and strength- ening support systems that foster radical belonging where students feel seen, valued, and empowered to thrive.
       OBJECTIVE 1.1
OBJECTIVE 1.2 OBJECTIVE 1.3 OBJECTIVE 1.4
Rebuild career exploration, Associate Degree Transfer (ADT) clarity and purpose-driven guidance into the student experience, ensuring students thrive in livable wage careers aligned with their pas- sion and potential.
Reform scheduling to prioritize student needs, particularly those of historically underserved popula- tions, by flipping traditional scheduling models to place student access and belonging at the core.
Let retention reflect love, not luck. Build systems where students want to stay, and know they can, by embedding belonging, purpose, care, and affirmation into every step of their journey.
Transform student support into a sanctuary of care, replacing the self-service maze with an intention- al, equity-driven system that reaches in before students have to reach out.
      GOAL 2: Transform educational programs, pathways, and strategic partnerships to serve student and community needs.
OBJECTIVE 2.1 OBJECTIVE 2.2 OBJECTIVE 2.3 OBJECTIVE 2.4
OBJECTIVE 2.5
Implement innovative curriculum, pathways, and delivery strategies to broaden the students we serve, align to the digital transformation, and enhance student’s economic mobility.
Scale Foothill’s unique experiential learning opportunities through academic, community, and indus- try partnerships to ensure we equitably serve students.
Strengthen a culture of growth in teaching and learning to eliminate equity gaps and remain respon- sive to the evolving needs of students, industry, society, and the planet.
Institutionalize Career and Academic Pathways (CAPs) to guide students through to their educational goals.
Leverage dual enrollment to enhance opportunities for high school and adult education learners.
        GOAL 3: Strengthen organizational effectiveness and operational efficiencies, while optimizing resources.
OBJECTIVE 3.1 OBJECTIVE 3.2
OBJECTIVE 3.3
OBJECTIVE 4.1
OBJECTIVE 4.2 OBJECTIVE 4.3 OBJECTIVE 4.4
Grow a culture of integrated planning, process efficiencies, and institutional effectiveness.
Align and prioritize human, fiscal, and physical resources in an intentional, efficient, and effective manner that supports equitable student outcomes.
Modernize our campuses to enhance connection, serve the community, and steward the land with respect, humility, and a commitment to sustainability.
Amplify the unique value of the college’s programs and experiences and their proven ability to pre- pare and support students for post graduation success.
Foster a college culture of growth and engagement, providing employees with opportunities to thrive.
Optimize the Sunnyvale Center as a future-focused, workforce innovation center for the District.
Expand intentional outreach and recruitment strategies to reach historically underrepresented and underserved student populations, building trusted community partnerships and ensuring that every student knows they belong before they ever step foot on campus.
            4
Foothill 2030: Blueprint for Success
GOAL 4: Lead a transformative college culture that embraces demographic change, elevates the visibility of the workforce and economic development, and boldly communicates Foothill’s story through meaningful engagement and outreach
]]></page><page Index="13" isMAC="true"><![CDATA[FOOTHILL-DE ANZA COMMUNITY COLLEGE DISTRICT PROFILE
OVERVIEW
Located in the heart of Silicon Valley, the Foothill-De Anza Community College District serves the communities of Cupertino, Los Altos, Los Altos Hills, Mountain View, Palo Alto, Stanford, Sunnyvale, and parts of Saratoga and San Jose (see District Boundary map). It is a multi-college district comprising Foothill College in Los Altos Hills, De Anza College in Cupertino, and the Foothill College Sunnyvale Center in Sunnyvale.
For more than 60 years, Foothill-De Anza has demonstrated excellence and innovation in academic programs and student services. As one of the largest community college districts in the United States, Foothill-De Anza provides credit classes to approximately 50,000 students each year. The colleges are active members of the League for Innovation in the Community College, a national consortium of leading two-year institutions.
FHDA DISTRICT
The mission of the FHDA District is student success and educational excellence. The district and its colleges provide access to affordable, quality educational programs and services that develop a broadly educated
and socially responsible community that supports an equitable and just future for California and the global community. Every member of our district contributes to a dynamic instructional and learning environment
that fosters student engagement, equal opportunity, and innovation in meeting the various educational and career goals of our diverse students. Foothill-De Anza is driven by an equity agenda and core values of integrity, inclusion, care for our students’ well-being, and sustainability.
Guided by the Board of Trustees’ Districtwide Priorities, the Chancellor Search Profile, and aligned with the California Community Colleges Vision 2030 and the Governor’s Master Plan for Career Education, Chancellor Lee Lambert has created guiding principles, transformational aims, and foundational practices to lead the District forward. The goals and objectives align closely with the Chancellor’s guiding principles, transformational aims, and foundational practices.
FOOTHILL COLLEGE PROFILE OVERVIEW
Founded in 1957, Foothill College is one of two accredited institutions in the Foothill-De Anza Community College District. The College emerged from the post-World War II era, during a time of growth when urban centers and their suburbs grew rapidly. Neighboring school superintendents and Board members came together to support the formation of a junior college. Backed by community support and with the passage of a $10.4 million bond, the first Board of Trustees purchased 122 acres in Los Altos Hills as the permanent location of Foothill College.
Dr. Calvin Flint, the first superintendent and president of the new district was quoted as saying, “The College must convey an atmosphere of its being friendly, personalized, and informal. Offices of faculty, counselors, and administrators must be readily accessible to students.” Ernest J. Kump and Matsen and Hurd were engaged as the architects and planners to design a campus from the ground up. By the time Foothill formally opened in 1961, the campus was the recipient of multiple architectural accolades and design awards from around the nation. Even with the addition of new buildings, the campus continues to be nestled in a bucolic suburban setting.
Foothill 2030: Blueprint for Success 5
]]></page><page Index="14" isMAC="true"><![CDATA[Located 40 miles south of San Francisco and 20 miles north of San Jose in the heart of California’s Silicon Valley, Foothill College prides itself in serving students and the surrounding community. Along with its sister college, De Anza, the Foothill-De Anza Community College District service area encompasses the Santa Clara County communities of Cupertino, Los Altos, Los Altos Hills, Mountain View, Palo Alto, Stanford, along with parts of Sunnyvale, Saratoga, and west San Jose, representing more than 400,000 residents. From the first graduating class of 37 students in 1960, Foothill conferred over 1,968 certificates and degrees in 2023-2024. The
College has grown to serve more than 25,000 students in 2024-2025 and employed more than 654 classified professionals, full and part-time faculty, and administrators in the fall of 2024.
Foothill stands out on the national level as a successful and innovative community college, as evidenced by its recent 2026 #1 national ranking by Niche.com. As of spring 2025, Foothill College offers two Bachelor’s in science (BS) degrees, 30 Associate Degrees for Transfer (ADT), 26 Associate in Arts (AA) degrees, 28 Associate in Science (AS) degrees, 99 credit certificate of achievement programs, and 14 non-credit certificate programs. Fully online programs can be completed for 22 ADTs, 23 AA degrees, five AS degrees, and 59 credit certificates. Foothill maintains a strong Career and Technical Education (CTE) presence, supporting multiple programs in apprenticeship trades and in the allied health sector. As of 2024-25, approximately 55% of Foothill’s enrollment is in online courses.
Foothill also maintains a 50,000 square-foot education facility in Sunnyvale near the Moffett Business Park. The Foothill College Sunnyvale Center functions as a regional educational and workforce hub, advancing the economic well-being of the area by addressing employer training needs and fostering a quality workforce. It plays a central role in local and regional workforce development initiatives, creating partnerships with other educational entities to enhance student learning. The Center prepares students to transition to four-year universities and the workforce, positioning itself as a key player in economic and workforce development in the region.
Foothill’s Strategic Vision for Equity (SVE) (2021-2025) codified and provided accountability for ongoing and continuous efforts to lessen disparities among its student population groups. Using the California Community Colleges’ Chancellor’s Office’s (CCCCO’s) student equity plan template as guidance, 13 issues and 55 goals
were identified focusing on dismantling structural, cultural, and individual systems of oppression. The 13-55 implementation effort was an effort to establish a sustainable, systemic approach to work in an interconnected and collaborative manner. Equity action projects were implemented and assessed by units across campus and at all levels of the institution. The goal of the SVE is to create a community where success is not predictable by race. The next version of the SVE will extend this racial equity work in alignment with the goals and objectives outlined in the Blueprint for Success.
Dr. Kristina Whalen was welcomed as the College’s eighth president in April 2023, and, with her leadership, the institution reaffirms a continuing and ongoing commitment to equity, innovation, and experiential learning. The approach to equity is reflected in priorities ensuring tangible student and employee resources including but not limited to:
6
Foothill 2030: Blueprint for Success
• • • • •
Belonging centers Learning communities Affinity groups Experiential learning Centers and labs
]]></page><page Index="15" isMAC="true"><![CDATA[The graphic below provides more information on these efforts emphasizing heart-forward care and belonging.
     BELONGING CENTERS
STUDENT LEARNING COMMUNITIES
EMPLOYEE AFFINITY GROUPS
WAY OF THE OWL
Foothill’s administrators, classified professionals, and faculty have embraced The Way of the Owl as a framework that guides their goals and actions to help students succeed. This theory of change is comprised of four parts:
1) meet students’ needs, 2) remove barriers, 3) exceed student expectations, and 4) provide heart-forward care .
FOOTHILL EXPERIENCE
SPECIALIZED CENTERS AND LABS
     • BIPOC Center
• Owls Nest
• PRIDE Center
• Wellness Center
• EOPS
• Honors
• Humanities Scholars
• Puente
• Manapua
• MESA
• Next Up
• Umoja
• African American Network (AAN)
• Asian Pacific
• American Network (APAN)
• Organización Latino
Americana (OLA)
• Rainbow Alliance (RA)
• Global Experiential Learning (GEL)
• Research & Service Learning Sympsium (RSLS)
• Case Competition
• Innovation Challenge
• Science Learning Institute (SLI)
• Emerging Technologies Institute (ETI)
• Idea Lab
• Japanese Cultural Center
• Krause Center for Innovation (KCI)
• Linguistic Justice Center
 Foothill 2030: Blueprint for Success 7
]]></page><page Index="16" isMAC="true"><![CDATA[BELONGING CENTERS AND PROGRAMMING
Foothill’s emphasis on heart-forward care through the implementation of the Strategic Vision for Equity plan has led to the creation of signature belonging centers. Foothill College’s Belonging Centers are thoughtfully designed spaces that foster inclusivity, support, and community for all students. The Black, Indigenous, People of Color (BIPOC) Center provides a welcoming environment for the student (and employee) community to connect, engage in cultural enrichment, and access resources tailored to their experiences. The Pride Center offers a safe space for LGBTQ+ students and allies, promoting acceptance and empowerment through various programs and advocacy efforts. The Owls Nest is a community resource center that serves as a hub for students facing food and housing insecurities, offering vital resources to ensure their well-being. Complementing these spaces is the Wellness Lounge, a tranquil room where students can access mental health support and relaxation tools to enhance their overall wellness. Together, these centers embody Foothill College’s commitment to creating an environment where every student feels seen, supported, and valued. In addition to the allocation
of physical space through these centers, Foothill College further strengthens belonging through programming for both employees and students.
STUDENT LEARNING COMMUNITIES
One strategy Foothill implements to help remove barriers for students includes the establishment of learning communities that seek to enhance belonging and maximize opportunities for population groups historically underserved by the education system. These learning communities encourage collaborative engagement among students and faculty to promote educational success, as defined by the student’s academic goals. Some of the learning communities include defined instructional components based on affinity-based curriculum (e.g. Puente, Umoja, Manapua) and others are based on career and academic pathways interests (e.g. Humanities Scholars Work Experience, MESA, Honors). All embed wrap-around student supports (e.g. EOPS, NextUp) which can include but are not limited to financial aid, academic/personal counseling, professional mentorship, service- learning opportunities, field trips, conferences, and college visits. These programs are open to all interested/ eligible students, with a specific lens on traditionally underrepresented students in higher education.
EMPLOYEE AFFINITY GROUPS
Foothill’s emphasis on heart-forward care extends to employees through its affinity groups, whose membership includes administrators, classified professionals, and faculty. As active members of the Mission Informed Planning Committee (MIPC), these organizations work collectively across campus to make the College a better and more inclusive place for employees and students—professionally, academically, and culturally. Community building activities and advocacy efforts increase employee engagement, promote awareness of educational barriers, and enhance capacity to serve students better. Celebrations of student success and achievement are planned annually.
EXPERIENCE FOOTHILL
One of Foothill College’s marks of distinction is its ability to support and provide high impact experiential learning across the campus, especially to those traditionally underserved by these opportunities. Experiential learning is an educational approach that involves students actively participating in direct experiences and reflection to learn, develop skills, and connect knowledge to real-world situations. This process fosters deeper understanding, personal growth, and practical skill development. It is a research proven way of improving student learning, motivation, and retention, particularly in historically underserved populations. Experience Foothill showcases key, signature experiential learning opportunities including the following examples:
8 Foothill 2030: Blueprint for Success
]]></page><page Index="17" isMAC="true"><![CDATA[CASE COMPETITION: Foothill partners with a company, and industry professionals mentor students working on teams competing to develop the best business solutions. The quarter-long experience is facilitated by regular workshops that emphasize skills development in problem solving, teamwork, and communication. This annual student experience culminates with team presentations about their strategic solutions to industry professional judges.
FOOTHILL INNOVATION CHALLENGE: Student teams are mentored in developing their own innovative ideas to address a real-world problem through positive social impact. Students are supported by industry coaches and workshops to develop their ideas, build prototypes, and craft compelling pitches. Students present their innovative concepts in a “Shark Tank”-style format to a panel of industry professional judges.
RESEARCH & SERVICE LEADERSHIP SYMPOSIUM (RSLS): This year-long experience culminates with a day-long conference event of poster sessions and presentations of student research, creative arts projects, and service-learning initiatives. Individuals and teams of students are paired with faculty and industry mentors early in the academic year and guided through their scholarly activities. Additional workshops help students develop their research and communication skills.
GLOBAL EXPERIENTIAL LEARNING (GEL): Students participate in faculty-led study abroad
and experiential learning programs, emerging with critical skills for thriving in a global workforce and becoming responsible global citizens. GEL programs offer students immersive and holistic experiences, with learning happening in and outside of a traditional classroom through a learning experience abroad. Programs vary in length and courses/credits offered, ranging from two-six week, short-term programs mostly offered in summer, and eight-ten week (quarter-long) programs during the academic year. The immersive travel and cultural exchange promotes students’ global perspectives and personal transformation, one that can reshape their worldview.
SCIENCE LEARNING INSTITUTE (SLI): First-generation STEM students are placed in paid intern- ships for STEM career exploration and to gain related practical experience. These internships, often in partnership with Stanford University labs, provide students with mentorship, hands-on research, and opportunities to present their work publicly. The SLI also supports students in identifying, applying, and preparing for successful external internship experiences.
EMERGING TECHNOLOGIES INSTITUTE (ETI): Students and employees are equipped with the skills and knowledge to engage with emerging technologies that have the potential to enhance teaching and learning, and benefit society. The ETI supports interdisciplinary learning communities engaging in project-based learning on artificial intelligence (AI), virtual reality, cymatics, renewable energy, blockchain, quantum technologies, and space sciences.
SPECIALIZED CENTERS & LABS
Foothill’s innovative approaches to teaching and learning are seen through the focus and work of its specialized centers and labs. These physical locations emphasize learning with practical applications, facilitating critical thinking, problem solving, and collaboration. Opportunities to promote community expression and the student voice are prioritized and maintained through the exchange of ideas in these dedicated spaces.
INTERDISCIPLINARY ELECTRONIC ARTS (IDEA) CENTER: Brings together Music Technology, Media Studies, Photography, Graphic & Interactive Design, and Art in a shared space for creativity and innovation. Students record, produce, design, and create using state-of-the-art tools in the IDEA Lab and Studio 1100, supporting projects ranging from music and video production to digital imaging, animation, and multimedia installations. This collaborative environment fosters interdisciplinary learning and prepares students to thrive in today’s technology-driven creative industries
Foothill 2030: Blueprint for Success 9
]]></page><page Index="18" isMAC="true"><![CDATA[LINGUISTIC JUSTICE CENTER: Hosted by the Division of Language Arts and Ethnic Studies,
is a collaborative space in which faculty, staff, and students engage in activities and events that honor linguistic diversity and student voice, expression, and engagement in the language(s) of
their choosing. Activities include Spanish conversation workshops led by native-Spanish-speaking students; Japanese conversation workshops led by native-Japanese-speaking students; ESL conversation workshops; faculty and peer tutoring; student club meetings; poetry workshops
and readings by the college’s Student Poet Laureate; and special events in collaboration with
other centers of belonging on campus. The Linguistic Justice Center honors the deep relationship between language, culture, and identity; identities and communities as sources of pride and power; understanding of how others view the world as a core aspect of human relationships; and expression and student voice as critical agents of civic engagement and social justice.
JAPANESE CULTURAL CENTER (JCC): Founded in 1982 by Dr. Michiko Hiramatsu, Foothill College’s first full-time Japanese faculty, the JCC represents a history of cross-cultural collaboration between the United States and Japan, with Japanese organizations and individuals working with
our local college community on the construction of the center as well as an azumaya and bamboo garden. The Japanese Cultural Center houses an array of Japanese artifacts as well as an authentic Japanese chashitsu, or tearoom. Dedicated to the Issei, or first-generation immigrant Japanese, who have a deep history and legacy in the area, the JCC is an educational space that serves the Foothill community through student- and community-centered events and activities centered on Japanese language and culture and Japanese American identity and history - with particular focus on honoring traditional Japanese trades, arts, and crafts and exploring their use in new forms and contemporary contexts.
KRAUSE CENTER OF INNOVATION (KCI): This endowed facility celebrated its 25th year of providing innovative courses and programs for K-14 educators around technology and innovation. Its mission to advance leadership and transform teaching by providing innovative professional learning that inspires student’s to be lifelong learners have engaged with over 26,000 teachers. The educator programming includes certificate programs and can be customized for schools and districts. Robust workshop offering help teachers meaningfully integrate technology into daily instruction, responding to the emerging and immediate needs of K-14 educators. KCI’s makerspace and workshops are open to Foothill students and employees.
CAREER AND ACADEMIC PATHWAYS (CAPS)
Foothill College has identified programs of study for students that are organized into eight Career and Academic Pathways (CAPs) (see table below)—based on areas of interest, career goals, meta majors, and similar coursework. As part of the implementation of CAPs, program maps have been created for each degree and certificate and are grouped by CAPs for students, allowing students to easily explore degrees and career opportunities within
an interest area. The College continues this CAPs focus on student access, success, along with aligning College curriculum, programs, and student support services. This effort seeks to provide a streamlined and transparent guide for students to complete their program of study, minimizing the number of units earned for completion, along with a reduction in cost and time.
10 Foothill 2030: Blueprint for Success
]]></page><page Index="19" isMAC="true"><![CDATA[    EDUCATION
INDUSTRIAL TECHNOLOGY & BUILDING TRADES
CAPS
CAREER ACADEMIC PATHWAYS
HEALTH SCIENCES & WELLNESS
SCIENCE, TECHNOLOGY, ENGINEERING & MATHEMATICS
     MISSION
ARTS & MEDIA
SOCIETY,
CULTURE &
HUMAN DEVELOPMENT
BUSINESS
  Embracing inclusivity and building strong communities, Foothill College serves diverse learners and equips its students with critical thinking skills to address complex societal challenges, to thrive in the global workforce, and to engage in a life of inquiry.
VISION
Foothill College is the institution of choice in Silicon Valley for catalyzing personal, economic, and social change.
VALUES
INTEGRITY & HONESTY
Integrity and honesty are foundational to building trust and respect within any organization. This value cluster fosters:
• • •
Trust: Establishing reliable relationships among individuals Respect: Valuing diverse perspectives and contributions Reflective Practices: Encouraging self-assessment and growth
Foothill 2030: Blueprint for Success 11
EXPLORER
]]></page><page Index="20" isMAC="true"><![CDATA[• Authenticity: Being true to oneself and others
• Courage: The ability to speak up and act ethically
TRANSPARENCY & OPENNESS
Transparency and openness are crucial for sound decision-making and effective communication. This cluster supports:
• Sound Decision-Making: Making informed choices based on accurate information
• Strong Communication: Ensuring clear and honest dialogue
• Accuracy: Commitment to truthfulness in all dealings
• Accountability: Taking responsibility for actions and outcomes
INNOVATION & CURIOSITY
Innovation and curiosity drive creativity and engagement, essential for growth and retention. This value cluster fosters:
• Creativity: Encouraging new ideas and approaches
• Engagement: Actively involving individuals in the learning process
• Growth: Fostering personal and professional development
• Retention: Keeping talent through a stimulating environment
• Deep Learning: Promoting thorough understanding and mastery of concepts
EQUITY-MINDEDNESS & INCLUSION
Equity-mindedness and inclusion ensure access and opportunity for all. These values support:
• Access: Providing equal opportunities for participation
• Opportunity: Creating pathways for success for everyone
• Social Justice: Advocating for a just society by challenging injustice and valuing diversity
• Social Mobility: Providing opportunity so people may thrive in the Bay Area
• Cultural Competency: Understanding and respecting positionality
COMMUNITY & COLLABORATION
Community and collaboration foster a sense of belonging and connection among individuals. This cluster fosters:
12
Foothill 2030: Blueprint for Success
• • • • •
Belonging: Creating an environment where everyone feels accepted Connection: Building relationships that support collaboration Support: Offering assistance and encouragement to one another Celebration: Recognizing achievements and milestones together Alignment: Walking together in a shared purpose
]]></page><page Index="21" isMAC="true"><![CDATA[LOVE & COMPASSION
The value of love and compassion emphasizes a deep systemic culture of care. This cluster supports:
• A “Deep Systemic Culture of Care”: Cultivating an environment where individuals feel seen and heard and brought into focus
• Feeling Valued: Ensuring everyone knows their worth
• Transformation: Supporting personal and collective growth
• Ability to Rebound: Encouraging resilience in the face of challenges
• Restorative Work: Focusing on healing and rebuilding relationships
EQUITY STATEMENT
Believing a well-educated population is essential to sustaining a democratic and just society, we commit to the work of equity, which is to dismantle oppressive systems (structural, cultural, and individual) and create a college community where success is not predictable by race.
NATIVE LAND ACKNOWLEDGEMENTS
Foothill College recognizes that it is located on the ethnohistoric territory of the ancestral and traditional land of the Puichon Thámien Ohlone-speaking People, and the successors of the historic sovereign Verona Band of Alameda County, presently identified as the Muwekma Ohlone Tribe of the San Francisco Bay Area. This land was and continues to be of great importance to the Muwekma Ohlone Tribe and other familial descendants of the Verona Band.
We recognize that every member of the greater Foothill College/Los Altos Hills community has, and continues to benefit from, the use and occupation of this land, since the institution’s founding in 1957. Consistent with our values of community, inclusion, and diversity, we have a responsibility to acknowledge and make known through various enterprises Foothill College’s relationship to Native peoples. As members of the Foothill College/Los Altos Hills community, it is vitally important that we not only recognize the history of the land on which we live, work, and learn, but also, we recognize that the previously federally recognized Muwekma Ohlone Tribal People are alive and flourishing members of the Foothill College/Los Altos Hills and broader Bay Area communities today. Aho!
Foothill 2030: Blueprint for Success 13
]]></page><page Index="22" isMAC="true"><![CDATA[COLLEGE FAST FACTS: COMMUNITY, STUDENTS, AND OUTCOMES
The chart below provides data about the Foothill College community, its students and their outcomes.
 FOOTHILL COLLEGE COMMUNITY, STUDENT, AND OUTCOMES SUMMARY DATA
COMMUNITY Silicon Valley (Santa Clara and San Mateo Counties)
 STUDENTS Foothill College (Fall 2024)
 OUTCOMES Student Outcomes
Population (2,669,218 in 2024)
• Population is projected to decrease in coming years and decades, particularly for those aged under 25, and aged 25-64
Educational Attainment
• Higher than state and national averages, yet 38.5% have less than an Associate degree
Age Distribution
• Slightlyolderpopulation
Ethnicity
• No majority ethnic group – Asian, Latinx, and White resi- dents each comprise between one-quarter and one-third of the population
Origin of Birth
• Approximately40%areforeign born, and half of households speak a language other than En- glish at home (Primarily Spanish, Chinese, Vietnamese, Tagalog, Cantonese, and Mandarin)
High Schools
• Enrollment projected to decrease over 10% in the next ten years
• Higher than average college- going rates, yet lower rates of graduates choosing to attend a community college
Socioeconomic Status
• Income rates are much higher, and poverty rates lower, than the state and national averages
Labor Market
• Regionally, numerous oppor- tunities to expand college programs leading to in-demand and higher wage jobs, with the largest potential gaps in various technician/specialist, and man- agers/supervisors
• Nationally, 23% of workers do remote work, with about half of those working fully remotely
Headcount 11,586
FTES (estimate) 2,830
Enrollment Status
• First Time 17% • First Time Transfer 19% • Returning 14% • HS Concurrent 9% • Continuing 40%
Gender
• Female 54% • Male 44% • Other/Unknown 2%
Ethnicity
• Asian 29% • Black 4% • Filipinx 5% • Latinx 31% • HI/Pacific Islander 1% • White 24% • Unknown 6%
Age Group
• 19 and under 34% • 20-24 29% • 25-39 25% • 40+ 12%
Promise, Pell, AB540 2023-2024
• CPG Promise 20.8% • Pell Grant 9.7% • AB540/Dreamer 2.5%
Educational Goal
• Transfer 44% • Degree 12% • Certificate 6% • All Other 38%
International Students (F-1 Visa)
Total of 442 or 3.8%
Top 5 Countries of Origin: • China
• India
• South Korea
• Japan
• Brazil
Awards 2023-2024
• Associate Degree for Transfer 404 • AA/AS (local) 352 • BachelorDegree 59 • Credit Certificate 1,153
Transfer 2022-2023
• California State U 345 • University of California 307 • Out of State 103 • In State Private 18
Degree/Transfer Students 2022-2023
• Compared to the state and regional average, fewer units accumulated upon graduation
• HigherratesofcompletingTransfer Level Math & English in Year 1 and high- er degree completion/transfer rates
• Lower Fall to Spring Persistence
Career Education
• Higher rates of earning 9+ units
• Higher wages and rate of attaining the
regional living wage
• Higher % reporting job is closely relat-
ed to their field of study
Adult Ed/ESL
• Higher rates of earning an award, becoming employed, and transitioning to postsecondary coursework
• Higherwages
Top Degrees 2023-2024
• PsychologyforTransfer
• Business Admin for Transfer 2
• General Studies: Social Science • Public Health Sci for Transfer
• CommStudiesforTransfer
Top Credit Certificates 2023-2024
• Research Design Dev Global Good • Inside Wireman
• Full IGETC Certification: CSU
• Early Child Educ Fundamentals
• Non-Destructive Testing Tech
Top Transfer Destinations 2022-2023
• San Jose State University • UCLA
• UC Berkeley
• UC Santa Cruz
• UC Davis
          Note: More detailed data are included elsewhere in this report, including in the Appendix. Sources: US Census, Bureau of Labor Statistics, CA Department of Labor, CA Department of Education,CCCCO DataVista, California Community College Career & Technical Education Outcomes Survey, Internal College Data provided by Foothill Institutional Research & Planning.
14 Foothill 2030: Blueprint for Success
]]></page><page Index="23" isMAC="true"><![CDATA[NATIONAL HIGHER EDUCATION CONTEXT
As Foothill College develops its strategic educational direction, it is essential to understand the broader context of higher education in the United States. Current national trends reveal significant shifts in student needs, educational delivery methods, politics, and public perceptions that influence postsecondary education. Understanding these trends helps inform strategic decisions and ensures the College remains responsive to evolving educational, technological, and job market demands.
The COVID-19 Pandemic prompted many changes, including at two-year colleges, where enrollment decreased and teaching and learning rapidly shifted to online. Since the pandemic, colleges have shifted to a mix of face-to- face, online, and hybrid delivery modalities, with many struggling to find the optimum balance.
Nationally, the overall college-going rate decreased from 41% to 38% between 2010 and 2021, driven specifically by the decrease in the college enrollment rate at two-year institutions, which fell from 13% to 8% in the same time period.1 College enrollment continued to decline during the COVID-19 Pandemic but began to rebound
in 2023, particularly at community colleges. According to the Research Center at the National Student Clearinghouse2 students are gravitating to shorter-term credentials rather than longer-term degrees. Enrollment growth is attributed to increased dual enrollment and increased enrollment by Black, Latine, and Asian students. White student enrollment continues to decrease.
In Fall 2023, undergraduate enrollment grew by 1.2%, the first increase since the COVID-19 Pandemic, with two- year colleges posting the highest growth at 2.6%.3 In Fall 2024, two-year colleges continued the trend by posting a 5.8% increase over the prior year.4
STATE-LEVEL CONTEXT
The California Community Colleges (CCCs) have a long-standing history of working to meet the needs of their students and communities, while partnering with businesses and industries to deliver a prepared workforce. As of 2025, the CCC system of higher education consists of 73 districts and 116 community colleges, each governed by a locally elected Board of Trustees. Collectively, these institutions serve over 2 million students annually, making it the largest system of higher education in the country. The CCCs remain dedicated to advancing the state’s economic growth and global competitiveness through education, training, and services that enhance workforce development.5
California’s community colleges are also notable for attracting the most diverse student body in public higher education, with approximately 70% of students representing varied ethnic backgrounds. Furthermore, 51% of California State University (CSU) graduates and 29% of University of California (UC) graduates embarked on their academic journey at a community college.6
1 National Center for Education Statistics (https://nces.ed.gov/programs/coe/indicator/cpb).
2 National Student Clearinghouse Research Center (https://nscresearchcenter.org/stay-informed/), as reported October 26, 2023.
3 National Student Clearinghouse, reported January 24, 2024 https://nscresearchcenter.org/current-term-enrollment-estimates/
4 National Student Clearinghouse, reported January 23, 2025 https://nscresearchcenter.org/current-term-enrollment-estimates/
5 https://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=EDC&division=5.&title=3.&part=40.&chapter=2.&article=2
6 https://www.cccco.edu/About-Us/Key-Facts
 Foothill 2030: Blueprint for Success 15
]]></page><page Index="24" isMAC="true"><![CDATA[Three important areas of state-level context are described below. First, California’s current efforts in student equity and success are presented in its Vision 2030, built on the Vision for Success launched in 2017, along
with its complementary initiatives: Guided Pathways, Student Equity and Achievement Program (SEAP), and the Student-Centered Funding Formula (SCFF). Second, additional reform legislation in alignment with the Vision for Success and Vision 2030 is presented, focused on matriculation services, CCC bachelor’s degrees, and collaborative work to streamline transfer among California’s three public systems of higher education (UC, CSU, and the CCCs). Lastly, an overview of California’s emerging higher education priorities and technologies is presented, including the Governor’s Master Plan for Career Education and the role of Artificial Intelligence (AI).
VISION FOR SUCCESS AND GUIDED PATHWAYS
The Vision for Success, launched by the California Community College Chancellor’s Office (CCCCO) in 2017, focused on a commitment to ensure, “that students from all backgrounds succeed in reaching their goals and improving their families and communities, eliminating gaps once and for all.”7 In 2021, the CCCCO renewed its dedication to the Vision for Success plan through the issuance of the Vision for Success – Reaffirming Equity in
a Time of Recovery Update. The report emphasized that the overarching goal for the state’s community colleges remains unchanged: to achieve the systemwide targets outlined in the Vision for Success, including completion, transfer, efficiency, workforce attainment, and, most importantly, equity. It underscored the critical importance of equity, especially considering the disproportionate impact of the COVID-19 pandemic on communities of color.8
It is important to highlight that Vision for Success utilized the Guided Pathways framework to enhance student access, persistence, retention, and goal completion. The Guided Pathways framework is grounded in four pillars of the student experience, described as follows:
 1. Clarify the Path
2. Enter the Path 3. Stay on the Path
4. Ensure Learning
GUIDED PATHWAY PILLARS
Create clear curricular program of study pathway maps to employment or transfer, simplify student choices, establish detailed transfer pathways, and expected learning outcomes with transfer institutions
Help students choose and select a pathway, redesign developmental education, and course placement
Support students through strong advising and counseling, embed proactive support services throughout the student journey, strengthen clarity about transfer and career opportunities, ensure academic planning with predictable course scheduling
Ensure learning is occurring with intentional outcomes, establish program of study level of outcomes in employment or transfer, integrate group projects, internships, and other applied learning experiences to enhance instruction and improve student success
         7 8
Source: American Association of Community Colleges (2015), Redesigning America’s Community Colleges (2015).
Vision for Success, https://www.cccco.edu/-/media/CCCCO-Website/docs/executive-summary/vision-for-success.pdf
Vision for Success – Reaffirming Equity in a Time of Recovery https://www.cccco.edu/-/media/CCCCO-Website/docs/report/vision-for- success-update-2021-a11y.pdf
16
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]]></page><page Index="25" isMAC="true"><![CDATA[Guided Pathways aims to:
ADVANCE EQUITY: Removing barriers that today’s students face, particularly students of color, first-generation students, students from low-income backgrounds, and working adults.
TRANSFORM INSTITUTIONS: A highly structured, comprehensive approach to systemic change to improve students’ attainment of skills, credentials, and socioeconomic mobility. It is founded on the principle that everything can and should change
REDEFINE READINESS: Fundamentally shifting the conversation about what it means to put students first, encouraging colleges to focus on their readiness for students rather than students’ readiness for college.
REDESIGN SUPPORTS: Recognizing that students need more than financial support and resources to be successful. It allows colleges to recognize and holistically support students’ academic and non- academic needs.
GOVERNOR’S ROADMAP AND CALIFORNIA COMMUNITY COLLEGE SYSTEM
The Governor’s Roadmap, released in 2022, is an agreement with the California Community College system and built upon the system’s Vision for Success goals to close equity gaps and to promote student success; expand opportunities for transfer students; increase intersegmental collaboration to benefit students; and support workforce preparedness and high-demand career pipelines. The “roadmap” includes new goals and expectations and “represents an unwavering commitment to continue to increase support and socialize existing reforms such as Guided Pathways, equitable [student] placement, the Student Centered-Funding Formula, and competency- based education, among others – aimed at improving student success and making sure that success is equitable for all students served by the CCCs .”9
Additionally, the roadmap outlines essential goals and expectations, such as fostering increased collaboration across segments and sectors to facilitate timely transfer, enhancing completion rates with a reduction in excess units, addressing equity gaps, and aligning the system more effectively with K-12 and workforce needs.10
The Governor’s Roadmap mandates an annual systemwide progress report. This report encompasses college- level data showcasing progress achieved for each performance metric, a summary of crucial implementation strategies and contributions to advancing performance outcomes, as well as a synopsis of strategic collaborations with intersegmental partners. Annual reporting also includes a systemwide budget request aimed at supporting the achievement of the goals outlined in the roadmap based on systemwide progress.11
VISION 2030 – A ROADMAP FOR CALIFORNIA COMMUNITY COLLEGES
Vision 2030, a roadmap for California Community Colleges, envisions a more inclusive higher education system for all Californians. The Vision 2030 plan for California’s community colleges, originally released in September 2023 and updated in July 2025, extends the principles set forth in the Vision for Success, Vision for Success Update, and the Governor’s Roadmap plans. Together, these plans establish systemwide community college priorities and a systemwide commitment to three shared goals – Equity in Access, Equity in Success, and Equity in Support.12
 9 10 11
Governor’s Roadmap, pg. 5, https://dof.ca.gov/media/docs/programs/education/CCC-Roadmap-May-2022.pdf Governor’s Roadmap, pg.2, https://dof.ca.gov/media/docs/programs/education/CCC-Roadmap-May-2022.pdf Governor’s Roadmap, pg.11, https://dof.ca.gov/media/docs/programs/education/CCC-Roadmap-May-2022.pdf
Foothill 2030: Blueprint for Success 17
]]></page><page Index="26" isMAC="true"><![CDATA[The vision aims to provide access points for every learner, regardless of race, ethnicity, region, class, or gender. It emphasizes tailored support and exit points, allowing students to transition to transfer programs, complete a community college baccalaureate, or secure employment with family-sustaining wages.13 Furthermore, Vision 2030 serves as a framework for urgent action in the field. It provides guidance for practice, the development of systems to eliminate barriers, resource development for fiscal sustainability, and policy reform aimed at unlocking potential.14
Dr. Sonya Christian, the California Community Colleges Chancellor, explains that Vision 2030 affirms, “...the drive to improve completion, transfer, and employment, and to make equity gains has not changed. Vision 2030 incorporates critical data-informed updates to meet the needs of today’s students and to double down on innovative and promising strategies.”15 Vision 2030 is centered on prioritizing the well-being of our students, communities, and the planet.16
VISION 2030 - ALIGNMENT WITH THE VISION FOR SUCCESS, VISION FOR SUCCESS REAFFIRMED, AND THE GOVERNOR’S ROADMAP
As noted, Vision 2030 extends and builds upon the Vision for Success, Vision for Success Update, and the Governor’s Roadmap plans. It further incorporates and extends the principles outlined in these planning documents to guide community college practices towards meeting systemwide goals. The illustration below depicts key directives and demonstrates the uniformity of statewide adopted plans. For comprehensive details, please consult each respective plan. The key directive highlights of Vision for Success, Vision for Success Reaffirmed, Governor’s Roadmap and Vision 2030 are detailed in the graphic below.
 12 Vision 2030 https://www.cccco.edu/About-Us/Vision-2030
13 Vison 2030, PowerPoint, October 16, 2023.
14 Vison2030, PowerPoint, July 24, 2023.
15 https://www.cccco.edu/-/media/CCCCO-Website/docs/presentation-slides/Vision-2030-PowerPoint-10162023.pdf?la=en&hash=C- F0291AB56BB24B831BBB367E4F76ACFFEA785AA
16 Vison2030, PowerPoint, July 24, 2023.
18
Foothill 2030: Blueprint for Success
]]></page><page Index="27" isMAC="true"><![CDATA[ CCC CONTEXT: KEY DIRECTIVE HIGHLIGHTS
 VISION FOR SUCCESS (2017–2022)
VISION FOR SUCCESS REAFFIRMED (2021)
 GOVERNOR’S ROADMAP (2022–2027)
 VISION 2030 (2024–2030)
       Goal 1: Completion
Increase the number of students who complete a program of study
Goal 2: Transfer
Increase the number of students annually transferring to the CSU and UC
Goal 3: Unit Accumulation Decrease the number of units accumulated by students earning an associate degree
Goal 4: Workforce Increase the percentage of exiting students who report being employed in their field of study
Goal 5: Equity
Reduce equity gaps across all measures (goal) among tradition- ally underrepresented student groups – fully close the achievement gap
Goal 6: Regional Equity
Reduce regional achievement gaps across all measures (goal) among colleges in regions with the lowest educational goal attain- ment of adults
Goal 1: Completion
Increase the number of students who complete a program of study
Goal 2: Transfer
Increase the number of students annually transferring to the CSU and UC
Goal 3: Unit Accumulation Decrease the number of units accumulated by students earning an associate degree
Goal 4: Workforce Increase the percentage of exiting students who report being employed in their field of study
Goal 5: Equity (emphasis in a time of recovery – multiple pandemics) Reduce equity gaps across all measures (goal) among tradition- ally underrepresented student groups – fully close the achievement gap
Goal 6: Regional Equity
Reduce regional achievement gaps across all measures (goal) among colleges in regions with the lowest educational goal attain- ment of adults
Increase percentage
of students earning degrees, certificates, and skills sets by 20% in 2026; increase percent- age of K-12 students who graduate with 12 or more college units; focus on expanding programs that address workforce needs
Increase transfers to CSU and UC; annually publish the 2-yr asso- ciate degree gradua- tion rate of first-time students disaggregated for underrepresented and Pell
Decrease median units to completion by 15%
Establish credit-for-pri- or learning, increase offerings, launch 10 direct-assessment competency-based programs; increase per- centage of completion with living wage by 15%; establish high school to university pathways; ADTs and pathways for dual enrollment
Improve systemwide graduation rates, transfer rates, and time to completion among underrepresented; close equity gaps in ac- cess to dual enrollment programs
Three Strategic Directions
1. Equitable Baccalaure- ate Attainment
2. Equitable Workforce & Economic Devel- opment
3 Implications for Future Learning
Three Goals – Six Outcomes
1. Equity in Success
Outcomes:
• Increase completion of degrees and certif- icates
• Increase Baccalau- reate attainment in equity
• Increase transfer preparation and increase community college baccalaureate
• Workforce: earn a living wage
2. Equity in Access
Outcomes:
• Increase with equity, participation/en- rollments for dual enrollment, justice involved, veterans, working adults, and low-income adults
3. Equity in Support
Outcomes:
• Increase the number of Pell Grant and CCPG recipients
• Reduce units to ADT completion
Source: Graphic created by CBT as adapted from reports of the California Community Colleges Chancellor’s Office.
Foothill 2030: Blueprint for Success
19
]]></page><page Index="28" isMAC="true"><![CDATA[STATEMENT ON DIVERSITY, EQUITY, AND INCLUSION IN THE CALIFORNIA COMMUNITY COLLEGES
A primary emphasis throughout the statewide adopted plans is equity. Vision 2030 centers around three primary goals: Equity in Success, Equity in Access, and Equity in Support. The Equity in Higher Education Act (EDC, Sections 66250-66293) contains various provisions focused on fostering diversity, equity, and inclusion among students, faculty, and staff. Furthermore, Title 5, Section 51201, Statement on Diversity, Equity, and Inclusion reflects a comprehensive commitment by the California Community Colleges to actively work towards creating an educational environment that values and respects diversity, equity and inclusion among students, faculty and staff. The focus on equity underscores the recognition that every individual deserves fair and equal access to opportunities, resources, and support necessary for their success. By prioritizing equity, educational institutions strive to dismantle systemic barriers, address disparities, and create environments where all learners can thrive and reach their full potential.
STUDENT-CENTERED FUNDING FORMULA
The Student-Centered Funding Formula (SCFF) was included in the 2018-19 state budget as an innovative method to allocate funding to community college districts. Based on the California Community College Chancellor’s Office, the formula is designed to support the goals and commitment set by the Vision for Success plan and is aligned with the Guided Pathways student success metrics. SCFF is based on three primary calculations:17
BASE ALLOCATION: Based on enrollment as derived from the full-time equivalent student (FTES) numbers. SUPPLEMENTAL ALLOCATION: Based on the numbers of students receiving a College Promise Grant,
students receiving a Pell Grant and students covered by AB 540.
STUDENT SUCCESS ALLOCATION: Based on outcomes that include the number of students who:
• Earn associate degrees and credit certificates.
• Transfer to four-year colleges and universities.
• Complete transfer-level math and English within their first year.
• Complete nine or more career education units.
• Attain a regional living wage.
On July 21, 2023, the California Community College Chancellor’s Office (CCCCO) released Memo FS 23-24 Advance Apportionment that elaborates on additional factors that may be considered in the SCFF formula. These factors include Credit Inmates in Correctional Facilities, Career Development and College Preparation, Credit Special Admit Students with additional allocation metrics tailored to AB 540 Students, Pell Grant Recipients and Promise Grant Recipients.
ADDITIONAL CALIFORNIA REFORMS IN ALIGNMENT WITH VISION 2030
Since the development of the Foothill College Educational Master Plan 2016-2022, numerous legislative mandates aimed at supporting student success have been signed into law. This section highlights three specific mandates that represent ongoing reforms in alignment with the intent of Vision 2030. This is not an exhaustive
17 Student-Centered Funding Formula: https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/College-Finance-and-Facilities-Plan- ning/Student-Centered-Funding-Formula
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Foothill 2030: Blueprint for Success
]]></page><page Index="29" isMAC="true"><![CDATA[list, and more information can be found at the California Community Colleges Chancellor’s Office Chaptered Legislation and Guidance Report. This report is prepared annually to provide campus leaders with passed legislation and implementation guidance. Local leaders bear the responsibility of ensuring adherence to all recently enacted laws and regulations.
Matriculation Services
The following two Assembly bills regarding matriculation were enacted to enhance student access and success for community college students in alignment with the intent of the Vision for Success.
 18
AB 705, IRWIN . SEYMOUR-CAMPBELL STUDENT SUCCESS OF 2012: MATRICULATION: ASSESSMENT (2017)
AB 705, also known as the Seymour-Campbell Student Success Act of 2012, aims to enhance student access and success in California community colleges by ensuring the core tenets of matriculation. Ensuring a multiple measures approach to student placement and student services
to include orientation, assessment, placement, counseling, and education planning. This mandate emphasizes the need to maximize the likelihood of students completing transfer-level coursework in English and mathematics within one year.
This mandate acknowledges the disproportionate impact of traditional assessment methods on students of color and seeks to rectify this by promoting equity and access to higher education.
It emphasizes the importance of utilizing multiple measures for placement and encourages collaboration between educational institutions to ensure timely access to student performance data.
AB 1705, IRWIN . SEYMOUR-CAMPBELL STUDENT SUCCESS OF 2012: MATRICULATION: ASSESSMENT (2022)
AB 1705, also known as the Seymour-Campbell Student Success Act of 2012, aims to enhance student access and success in California community colleges by refining core matriculation services such as orientation, assessment, counseling, and academic interventions. The mandate proposes several amendments to existing law to further optimize student placement and enrollment in transfer-level English and mathematics courses within a specified timeframe.
Assembly Bill 1705 reinforces the full and comprehensive implementation of AB 705. AB 1705 addresses the underlying issues contributing to inequitable implementation of AB 705 and supports the system’s ongoing efforts to ensure that placement systems and curricular structures foster robust and equitable placement and completion outcomes.
Assembly Bill 705 and 1705 collectively aim to enhance student completion rates and narrow the achievement gap by mandating that colleges implement multiple measures in their assessment approach. This requirement aligns with a longstanding tenet of Matriculation legislation passed in 1986-87. AB 1705 further extended AB 705 by requiring that by July 1, 2023, a community college district or community college maximize the probability that students will enter and complete transfer-level coursework in English and mathematics within a one-year timeframe of their initial attempt in the discipline.18
AB 1705 Implementation Guide https://www.cccco.edu/-/media/CCCCO-Website/Files/Educational-Services-and-Support/ab-1705-imple- mentation-guide-3-14-23-a11y.pdf
Foothill 2030: Blueprint for Success 21
]]></page><page Index="30" isMAC="true"><![CDATA[Community College Bachelor’s Degrees
Over the past several years, California has piloted the statewide baccalaureate degree program. This effort continues and is expanding, as supported by Assembly Bill 927.
AB 927, MEDINA . PUBLIC POSTSECONDARY EDUCATION . COMMUNITY COLLEGES: STATEWIDE BACCALAUREATE DEGREE PROGRAM (2021)
AB 927, introduced by Assembly Member Medina, extends indefinitely the statewide baccalaureate degree pilot program established by existing law. This program allows certain community college districts to offer bachelor’s degrees. The bill removes the previous restriction on the number of participating districts and eliminates the deadline for students to start the program. Instead, it establishes new requirements for district approval, including demonstrating unmet workforce needs, limiting the number of approved programs per application period, and ensuring a balanced ratio between bachelor’s and associate degree programs. The “List of Approved Bachelor’s Degree Programs” is available by visiting the CCCCO website at link.
Collaborative Efforts for Transfer Among California Branches of Higher Education
Work continues to streamline and coordinate among California’s three systems of higher education (UC, CSU, and the CCCs) in support of student access, success, and completion. The following Assembly Bills supports this effort.
AB 928, BERMAN . STUDENT TRANSFER ACHIEVEMENT REFORM ACT OF 2021: ASSOCIATE DEGREE FOR TRANSFER INTERSEGMENTAL IMPLEMENTATION COMMITTEE (2021)
AB 928, also known as the Student Transfer Achievement Reform Act of 2021, focuses on streamlining the transfer process for California Community College students aiming to transition
to four-year postsecondary educational institutions. The Act aims to strengthen the Associate Degree for Transfer (ADT) pathway by establishing the Associate Degree for Transfer Intersegmental Implementation Committee. The committee was tasked with overseeing the ADT program,
reducing excess units accumulated by community college students, eliminating course repetition, and increasing the number of students transferring through the ADT pathway. Furthermore,
AB 928 introduced a single lower general education pathway applicable to both the California
State University (CSU) and University of California (UC) systems. Resolution 15.01, endorsed by
the Associated Senate for the California Community Colleges (ASCCC) supports the adoption
of CalGETC (California General Education Transfer Curriculum), aiming to synchronize general education criteria across community colleges, CSU, and UC institutions.
AB 1111, BERMAN . POSTSECONDARY EDUCATION: COMMON COURSE NUMBERING SYSTEM (2021)
AB 1111 further supports collaboration across California’s three higher education segments by requiring the California Community Colleges and the California State University to adopt, and authorizing the University of California and private postsecondary institutions to adopt, a common course numbering system for the 20 highest-demand majors in the respective segments. The act requires each campus of a public postsecondary educational institution to incorporate the common course numbering system in its catalog, at the next adoption of a campus catalog.
The bill also requires the California Community Colleges to adopt a common course numbering system for all general education requirement courses and transfer pathway courses and requires each community college campus to incorporate common course numbers from the adopted system into its course catalog. The bill requires the common course numbering system to be student-facing
22
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]]></page><page Index="31" isMAC="true"><![CDATA[and ensure that comparable courses across all community colleges have the same course number. By requiring community college campuses to incorporate common course numbers in their catalogs, the bill would impose a state-mandated local program.
EMERGING CALIFORNIA HIGHER EDUCATION PRIORITIES AND TECHNOLOGIES
As Foothill College embarks on its next five-year plan, the tenets of Vision 2030 continue to frame the work of the college. Additional new initiatives have been developing as well, including the following:
• Refinement and expansion of the California community college baccalaureate degree.
• Collaborative work to streamline transfer among California’s three public systems of higher education (UC, CSU, and the CCCs), such as the California General Education Transfer Curriculum (Cal-GETC) effort.
• California’s emerging higher education priorities and technologies, including the Master Plan for Career Education and Artificial Intelligence (AI).
More information on these and other new initiatives, as well as the legislative agenda on the horizon, can be found on the California Community Colleges Chancellor’s Office (CCCCO) website. These new initiatives further emphasize the need to realize Vison 2030 by addressing such key areas as the evolving student body and their increased expectations, the changing landscape of the workforce in fast-growing career fields, new technologies in teaching and learning, and the need to streamline and strengthen college systems for faster and more equitable student outcomes and completion. These concepts are depicted in the CCCCO’s infographic below.
VISION 2030: MEETING THE NEEDS OF TODAY AND OPPORTUNITIES OF TOMORROW
Evolving student body Today's students and future learners expect more from their education experience.
 EVOLVING STUDENT BODY
         We must strengthen our systems to get students to and through our colleges faster and more equitably.
Communities need a skilled workforce across fast- growing career fields.
 Foothill 2030: Blueprint for Success
23
VISION 2030
NEW CIRCUMSTANCES
We must reckon with our new climate reality and the impact of new tech
on teaching and learning.
Source: California Community Colleges Chancellor’s Office, Vision 2030, October 16, 2023
CHANGING LANDSCAPE
 ]]></page><page Index="32" isMAC="true"><![CDATA[Master Plan for Career Education
Governor Newsom unveiled the Freedom to Succeed press release on August 31, 2023, spotlighting Executive Order N-11-23. This Executive Order outlines California’s commitment to building and enhancing career pathways and educational opportunities for its citizens. The order acknowledges the state’s historical investment in education and workforce development while recognizing the need for continued integration and alignment of these programs to meet the evolving needs of students, workers, and businesses. Key highlights of the executive order include:
• Significant investments in career pathway programs, dual enrollment, youth apprenticeships, workforce pipelines, climate innovation, and healthcare initiatives.
• Emphasis on hands-on learning, paid internships, and service-learning opportunities to equip individuals with real-life skills.
• Initiatives to ensure universal access to education and career training, including funding for college-and- career savings accounts and affordable student housing.
• The establishment of a Master Plan for Career Education to integrate and align state-funded programs.
• Development of user-centered tools to facilitate program integration and goal achievement.
• Goals focused on promoting career pathways, hands-on learning, and universal access to education and affordability.
Overall, the executive order aims to create a cohesive and inclusive career education system that empowers Californians from diverse backgrounds to pursue rewarding careers and contribute to the state’s prosperity. California’s Master Plan for Career Education updates and resources are available at California Governor’s Council for Career Education webpage. The emphasis on Career and Technical Education in community colleges is evident in the Governor’s Master Plan for Career Education and Artificial Intelligence (AI).
MASTER PLAN FOR CAREER EDUCATION
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      STATE & REGIONAL COORDINATION ACROSS TK-12, HIGHER EDUCATION, AND WORKFORCE SYSTEMS
 T
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A
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 24
Foothill 2030: Blueprint for Success
]]></page><page Index="33" isMAC="true"><![CDATA[Artificial Intelligence
On September 6, 2023, Governor Newsom signed Executive Order N-12-23 relating to the use of Artificial Intelligence (AI) and Generative Artificial Intelligence (GenAI). The State of California Benefits and Risks of Generative Artificial Intelligence Report followed in November 2023. This Report provides a preliminary analysis on the benefits and risks of AI and GenAI. When AI and GenAI are “..used ethically and transparently, GenAI
has the potential to dramatically improve service delivery outcomes and increase access to and utilization
of government programs.” (p.2)19 The report also assesses associated risks and describes that “..insufficiently guarded government systems, unintended or emergent effects, and potential risks toward democratic and legal processes, public health and safety, and the economy.” (p.2)20
The California Community Colleges Chancellor’s Office (CCCCO) has held a series of Board of Governors (Board) presentations on Artificial Intelligence (AI) representing government, higher education and business and industry. The system recognizes the impact generative AI is having on rapidly transforming both how we teach and what we need to teach to prepare students for how AI is changing their discipline. The growing adoption
and use of AI is transforming the future of learning and the future of work itself. The CCCCO created the Digital Center for Innovation, Transformation and Equity (“Digital Center”) to better prepare CCCCO employees for the AI transformation. 21 Due to its reputation for technology and transformation, the CCCCO chose the Foothill-De Anza District (FHDA) to be its principal partner and host site of the Digital Center.
FOOTHILL COLLEGE INTEGRATED PLANNING, BUDGETING, AND EFFECTIVENESS
The goal of integrated planning and budgeting is to provide the college with the opportunity to examine the totality of needs of the college in relationship to its mission and five-year Educational Plan, now named Foothill 2030: Blueprint for Success. Integrated planning and budgeting processes are driven by the College mission statement; informed by data; include collaborative and transparent campus input; and foster flexibility, innovation, and accountability. Top-down institution-level plans and bottom-up unit-level plans work in concert to support effective and efficient planning and budgeting with accountability for results. College participatory governance is grounded in the inclusion of classified professionals, faculty, and students in the decision-making processes. The inclusion of constituent groups and varying viewpoints promotes effective collaboration in college planning.
MISSION-INFORMED PLANNING COUNCIL
The Mission Informed Planning Council (MIPC) serves as a vital multi-constituent governance group, advising the President on college-wide planning and decision-making to ensure alignment with the institution’s mission, vision, and core values. The MIPC is a cross-functional group with a membership that includes 21 representatives from the campus community, including classified professionals, faculty, and students and is facilitated by a quad- chair model with leadership provided by the college president and the presidents of Academic Senate, Classified
 19 20 21
https://www.govops.ca.gov/wp-content/uploads/sites/11/2023/11/GenAI-EO-1-Report_FINAL.pdf
Ibid.
Resolution of the Board of Governors California Community Colleges Number 2024-17 https://cccdigitalcenter.org/
Foothill 2030: Blueprint for Success 25
]]></page><page Index="34" isMAC="true"><![CDATA[Senate, and the Associated Students of Foothill College (ASFC). A set of guiding principles emphasize shared leadership and foster a collective approach where all members, representing diverse campus constituencies, feel heard and empowered to contribute.
The Mission Informed Planning Council (MIPC) focuses its purpose and purview to:
• Advise and consult with the President in college-wide governance issues and overall institutional planning
from a mission-focused perspective.
• Assure the College’s Vision, Core Values, Purpose and Mission are embodied in the decision-making process.
• Oversee the College’s strategy and execution of the Educational Equity Master Plan, which embodies the
Strategic Vision for Equity.
• Develop and operationalize collegewide guiding principles for strategic and tactical decision-making with respect to allocation of human, physical, and financial resources and measures of success or effectiveness.
INSTITUTIONAL EFFECTIVENESS COMMITTEE
The Institutional Effectiveness Committee (IEC) was established in Fall 2024 to promote ongoing and continuous improvement through the evaluation and assessment of college processes that advance the mission and support institutional quality.
The purpose of the IEC is to:
• Focus on continuous improvement efforts that drive the college’s mission.
• Facilitate college-level discussions about institutional improvement efforts.
• Support assessment and evaluation of institutional plans and initiatives for effectiveness.
• Promote cross-college dialogue.
The IEC serves as the monitoring body for planning efforts across the college, including the newly developed Foothill 2030: Blueprint for Success. This committee reports regularly to the MIPC on its progress and recommendations for continuous improvement. Membership includes representatives from senior leadership (VPs), classified professionals, faculty, and students.
PROGRAM REVIEW
Program review is an integral part of institutional effectiveness and the strategic and budget planning process.
It offers an opportunity to gauge successes and design improvement actions to ensure the quality of instructional and student services programs. The primary goals for the program review process are to:
26
Foothill 2030: Blueprint for Success
• • • •
•
Assess how well students are served by instructional and student services programs.
Reflect on areas of improvement for instructional and student services programs.
Demonstrate program effectiveness through continuous improvement.
Align educational and educational support program needs with campus resources and college priorities within the planning and budgeting processes.
Ensure that program priorities are driven by the College and District mission and planning documents.
]]></page><page Index="35" isMAC="true"><![CDATA[Program Definitions
An “educational program” is defined as an organized sequence of courses leading to a defined objective, a degree, a certificate, a diploma, a license, or transfer to another institution of higher education.
A “educational support program” is defined as a service designed to enhance student success and support students in achieving their educational goals.
Program Review Process
The Program Review process follows a timeline that includes a Comprehensive Program Review (CPR) every five years and an Annual Program Review (APR) to track and monitor student success, strategic planning, and budget allocation at the program and discipline level, and overall improvement. In addition to the reflective program level report, the program review process connects with the Resource Allocation process to provide a way for programs to request additional financial or human resources.
Every five years, programs must engage in the CPR process that is structured to provide:
• a framework for continuous improvement and excellence;
• an opportunity to explore, enhance, and integrate student learning and faculty teaching into the program’s mission and program-level student learning outcomes;
• an opportunity for full participation involving faculty, classified professionals, administrators;
• an opportunity to facilitate and execute short-term and long-term strategic planning; and
• evidence for the college to meet the obligations of institutional accreditation and account for its efficient use of public funds.
The CPR process requires program stakeholders to participate in a reflective review using the template
prompts and performance data provided. It is a staggered process with a portion of programs engaging in the comprehensive review process each year. This process is designed to encourage a program to look longitudinally at the previous five years of performance data and identify program strengths, weaknesses, opportunities, and potential challenges. The narrative prompts ask the program faculty and classified professionals to reflect on and analyze the data and outline actions for innovation and improvement. Each Comprehensive Program Review is read by a team of three that includes an administrator, faculty or classified professionals from within the area, and faculty or classified professionals from outside the area. This reader team uses a template to provide constructive feedback, focusing their feedback on the proposed action plans for improvement. The program review writers’ and readers’ efforts are reviewed by the respective area vice president, who present to the MIPC the global strengths and challenges across all program reviews. The APRs update the college on the proposed action
plans with feedback provided by the educational or educational support program’s respective dean. The overall approach to program review is to support a culture of care and growth, providing feedback from a peer support and improvement lens.
Foothill 2030: Blueprint for Success 27
]]></page><page Index="36" isMAC="true"><![CDATA[Resource Allocation Guidelines
Embedded as part of the program review process, resource requests, depending on the request type, are reviewed by the Prioritization Committee or Finance Allocation Team for prioritization and allocation. Guidelines are provided for the following resource requests:
• Human resources;
• Physical resources;
• Financial resources; and
• Resources/Program sustainability.
The need for the resource request should be identified and referenced in the CPR or APR and must be
aligned with the college’s Blueprint for Success. Resource prioritization criteria and procedures are also set
out in the Resource Allocation Guidelines. After all resource requests are reviewed and deliberated, the Vice President of Finance presents an annual report to the MIPC about the recommendations for prioritization and allocation. Note that in the event of a resource/program sustainability review, the determination for reduction is determined elsewhere.
PROGRAM SUSTAINABILITY REVIEW (PSR)
In addition to the Comprehensive Program Review cycle, Foothill College has established the Program Sustainability Review (PSR) process through the Academic Senate. PSR provides a structured and transparent framework for evaluating program viability and alignment with the College’s mission, equity goals, and strategic priorities. The process is faculty-led and engages faculty and staff to work collaboratively and in a data-informed way, serving as a tool to guide and strengthen programs rather than eliminate them.
28 Foothill 2030: Blueprint for Success
]]></page><page Index="37" isMAC="true"><![CDATA[ BLUEPRINT FOR SUCCESS: DEVELOPMENT PROCESS
As part of the regular college-wide planning and review cycle, Foothill College began an institutional-level educational review process. As the first step, Foothill College conducted a comprehensive review of its college mission statement. The revised mission was approved by the College at the MIPC meeting on November 17, 2023, with the Board of Trustees approving the revised mission on December 11, 2023.
The revised mission statement set the stage for the review of the vision statement and institutional values, accompanied by an update of the College Educational Plan. The Vision Statement Review Team convened on November 13, 2023, with the revised vision statement finalized with the MIPC adoption on June 21, 2024.
In May and June 2024, employees, based on years of service, were invited to reflect on the college values and their continuing relevance. These efforts included facilitated dialogues by the college president along with a feedback survey distributed across the institution. Ongoing discussions continued in participatory governance spaces during fall 2024 until the updated values were finalized in the MIPC on March 21, 2025.
At the same time, the College focused on developing a new educational plan given the sunset of its previous plan in 2022. A team was established during Fall 2023, and a comprehensive planning process was conducted from Winter 2024 through Spring 2025. This final step in the Foothill 2030 Initiative was the development of the Foothill 2030: Blueprint for Success. A national higher education consulting firm was engaged to support the process. One of the areas of expertise that the firm brought to the process was a framework of higher education industry-specific strategies for effective educational long-range planning, which is discussed in the next section. A three-phased design project was established utilizing this framework.
 Foothill 2030: Blueprint for Success 29
]]></page><page Index="38" isMAC="true"><![CDATA[HIGHER EDUCATION INDUSTRY-SPECIFIC STRATEGIES
Four higher education industry-specific strategies framed the project to develop the Foothill 2030: Blueprint for Success. Each strategy was considered in the project design and included in all project phases.
STRATEGY 1 STRATEGY 2 STRATEGY 3 STRATEGY 4
Strategy 1: STAKEHOLDER ENGAGEMENT
Intentional and focused dialogue with stakeholders such as the following was critical to the success of the new plan:
• Internal college stakeholders including students, staff, faculty, and administrators
• Business, industry, economic development, and other public and private sector partners
• Community-based service/non-profit providers
• K-12 and other higher education and training providers in the region
Strategy 2: DATA-INFORMED DESIGN
Long-range planning efforts were built on a strong data-informed foundation. In order to realize the mission, vision, and values of Foothill College, both a comprehensive Data Profile of robust qualitative data from stakeholders, and disaggregated quantitative data on students, internal and external scans, and labor market and workforce data were utilized to identify trends, planning assumptions, challenges, and opportunities for the College. A critical analysis of these would also be used as the plan was implemented to help determine the appropriate configuration of college programs, services, delivery options, and facility and technology planning for the future.
Strategy 3: INTEGRATED PLANNING
The integration of existing, ongoing planning efforts at the College was vital to developing a unified purpose and direction for the institution. Multiple local and state initiatives, each with its own goals, were aligned and framed into the new long-range plan so that all college efforts would be focused on a few, broad and critical goals to advance student success and the college in its service to the region. This approach would not only minimize confusion but would also allow for limited resources to be used with intention to serve the most critical areas
of need and meet future demands. Cross-functional, collaborative work among instructional, student services, and administrative services departments, focused on shared goals, would maximize the realization of these goals. Additionally, integrating planning, when coupled with actionable and measurable implementation plans, would provide the opportunity to assess progress, remove barriers, and focus additional effort where needed.
Strategy 4: VISION FOUNDATIONS
The following foundational themes were woven into all aspects of the project to realize the vision of Foothill College in serving the unique needs of its students and communities.
        STAKEHOLDER ENGAGEMENT
DATA-INFORMED DESIGN
30 Foothill 2030: Blueprint for Success
INTEGRATED PLANNING
VISION FOUNDATIONS
]]></page><page Index="39" isMAC="true"><![CDATA[Unwavering Support to Diversity, Equity, and Inclusion
The educational plan was created in the context of unprecedented anti-diversity actions at the federal level. A core component of Foothill’s planning was to ensure that the educational plan reflected the CCCCO’s and FHDA District’s unwavering commitment to diversity, equity, and inclusion despite the changing national landscape.
Equity-Minded Access and Success
Foothill’s planning was aligned with the values and goals outlined in Foothill’s Strategic Vision for Equity (SVE), which sunset in 2025. Continuity of Foothill’s central focus on equitable success is consistent with the CCCCO’s Vision 2030, Student-Centered Funding Formula (SCFF), Guided Pathways, College and Career Access Pathways (CCAP), California Adult Education Program (CAEP), Strong Workforce Program, and the Student Equity and Achievement Program (SEAP) initiatives in the CCC System. Reaching populations who have barriers to access, and providing both instructional and student support services for student success were vital in the planning – not only for programs, but also for the “total cost of ownership” of a successful, sustainable Foothill College where retention, persistence, and completion would be supported, and disproportionate achievement gaps could be diminished.
Career Pathways and the Learning Continuum
Jobs have shifted from a “white collar – blue collar” model to one that comprises a continuum of increasing levels of academic and technical skills, coupled with problem-solving and critical thinking skills along the full continuum world of work. Educational planning for the College needed to consider “earn-to-learn” career ladder approaches where students of all ages and backgrounds could enter and exit educational pathways that provide stackable credentials and awards for increasing levels of knowledge, skills, and abilities. Program design, scheduling, and delivery options would require innovative approaches to support this model. This approach would also provide a pathway to increased wage earnings associated with such advancements, support a strong workforce, and raise quality of life in the region to leave a legacy to future generations and new individuals moving into the region.
PROJECT PHASES AND TIMELINE
With the technical support of the educational consulting firm, the planning committee embarked upon the three- phased project depicted below to develop the Foothill 2030: Blueprint for Success.
PHASE I PHASE II PHASE III
The three-phase project began in November 2024 and completed in May 2025 as follows:
      • • •
PHASE I: Discovery Phase: Data Collection, Analysis, and Synthesis – November 2024 to February 2025 PHASE II: Portfolio Development and Planning Assumptions – March to April 2025
PHASE III: Goal-Setting and Recommendations – April to May 2025
DISCOVERY: DATA COLLECTION, ANALYSIS, SYNTHESIS
PORTFOLIO DEVELOPMENT, PLANNING ASSUMPTIONS,
AND SOAR ANALYSIS
Foothill 2030: Blueprint for Success 31
GOAL-SETTING AND RECOMMENDATIONS
]]></page><page Index="40" isMAC="true"><![CDATA[Phase I: DISCOVERY PHASE: DATA COLLECTION, ANALYSIS, AND SYNTHESIS
Extensive quantitative and qualitative data were gathered, analyzed, and synthesized during the first phase. Document review included examining program review results, reviewing minutes from meetings and correspondence from accreditation reports and visits, and studying current planning efforts underway at the College. Both internal data on the College and its students and external data on the region and workforce were examined. Interviews and listening sessions were held internally with students and constituent groups, and externally with educational and other partners and stakeholders. A review of national, state, and regional trends was conducted, and local and regional workforce data and information were examined. The infographic below summarizes the four data sources for the Discovery Phase.
DISCOVERY PHASE: 4 DATA SOURCES
   INTERNAL QUANTITATIVE DATA
Environmental scan; data on students, enrollments, student access and success, staff, programs, services, and measures of effectiveness and efficiency.
The analysis and synthesis of quantitative data revealed trends and planning assumptions for plan development. Qualitative data garnered from interviews and listening sessions were reviewed, and themes that emerged were identified.
Phase II: PORTFOLIO DEVELOPMENT, PLANNING ASSUMPTIONS, AND SOAR ANALYSIS
In Phase II, the results from Phase I formed the Data Portfolio and framed planning assumptions for plan development. A high-level Strengths, Opportunities, Aspirations, and Results (SOAR) analysis was conducted to identify challenges and opportunities for Foothill College for the next five years.
Phase III: GOAL-SETTING AND RECOMMENDATIONS
The activities from Phases I and II provided a framework for dialogue among Foothill 2030 educational plan team members for the Phase III goal-setting session. The emerging themes from the listening sessions and quantitative analysis were shared with the campus through virtual and in person drop-in sessions where wide feedback on the themes was collected. Also, this team met jointly with the President’s Senior Leadership Team for an eight-hour goal-setting session over two half days to draft a set of goals and objectives that would lead the College over
the next five years. The framework of goals and objectives was added to the draft Foothill 2030: Blueprint for Success along with recommendations for the next steps for plan implementation, monitoring, and evaluation.
Upon completion of the three phases of plan development, the draft Blueprint for Success was ready to proceed through the participatory governance process, with recommendations to the President and a resulting document to be provided to the Board of Trustees for its consideration and adoption.
32 Foothill 2030: Blueprint for Success
EXTERNAL QUANTITATIVE DATA
Environmental scan; national, state, and regional data; District/College service area data, including city and county demographics, the economy, and the workforce.
  INTERNAL QUALITATIVE DATA
Information and perspectives of students and staff of the College regarding its future direction.
EXTERNAL QUALITATIVE DATA
Information and perspectives from trustees and community, business, industry, and educational partners regarding the future direction of the College.
]]></page><page Index="41" isMAC="true"><![CDATA[DATA PORTFOLIO
The data portfolio developed from Phases I and II comprises the internal and external scans, including student success data and an analysis of the regional labor market. These portfolio components are summarized in the sections that follow, and supporting data can be found in the Appendices.
ENVIRONMENTAL SCANS
To begin any planning process, it is necessary to conduct internal and external data scans on past and current environments as well as report information that assists in making informed recommendations the College may want to pursue. The data in this portfolio are gathered from a variety of sources. In addition to creating the Foothill 2030: Blueprint for Success plan, Foothill College will use these data to inform its program planning for the future.
External Environmental Scan
The external environmental scan analyzes the area in which Foothill College operates. It includes demographic data, local economic data, and other important factors that will help the College support the needs of local businesses and its surrounding community. The trends included in this portfolio also help inform collegewide planning, strategic enrollment planning, facilities planning, and student support services. The external data topics for the college service area are outlined below. Corresponding detailed data charts and key findings are included in the Appendices.
• Community Population, Demographics, and Characteristics;
• Local School District Trends; and
• Labor Market and Workforce Trends.
To enrich the external environmental scan with qualitative data, listening sessions were held with external stakeholders, including business and industry, K-12 systems, universities, government officials, and community partners. A summary of the listening sessions is provided in a subsequent section of the document.
Internal Environmental Scan
The internal environmental scan provides an analysis of the students who attend Foothill College and the employees who work there. The scan includes data from several sources, including the following:
• Student Headcount and Enrollment;
• Demographics and Characteristics;
• Collegewide FTES & Course Trends; and
• Student Outcomes.
Like the external environmental scan, the internal scan is enriched with qualitative data through a series of listening sessions with college employees and students, as well as vision sessions with each of the College’s eight Career and Academic Pathways (CAPs) faculty (and classified professionals). A summary of these listening and vision sessions is provided in a subsequent section of the document.
Foothill 2030: Blueprint for Success 33
]]></page><page Index="42" isMAC="true"><![CDATA[TRENDS AND PLANNING ASSUMPTIONS
As previously described, analysis, and synthesis of information in the Data Portfolio, coupled with an examination of national, state, regional, and District trends provided a set of Planning Assumptions to guide development
of the new Foothill 2030: Blueprint for Success. Highlights of the trends are reviewed and the resulting planning assumptions are presented in the sections that follow.
NATIONAL TRENDS
Enrollment
The COVID-19 Pandemic prompted many changes, including those at two-year colleges, where enrollment decreased and teaching and learning rapidly shifted to online.
Nationally, the overall college-going rate decreased from 41% to 38% between 2010 and 2021, driven specifically by the decrease in the college enrollment rate at two-year institutions, which fell from 13% to 8% in the same time period (National Center for Education Statistics).
College enrollment that declined during the COVID-19 Pandemic began to rebound in 2023. According to the Research Center at the National Student Clearinghouse, students are gravitating to shorter-term credentials rather than longer-term degrees.22 Enrollment growth is attributed to increased dual enrollment and increased enrollment by Black, Latiné, and Asian students. White student enrollment continues to decrease.
In Fall 2023, national undergraduate enrollment rates grew by 1.2%, the first increase since the COVID-19 Pandemic, with two-year colleges posting the highest growth at 2.6%.23
In its annual report, Knocking at the College Door: Projections of High School Graduates, the Western Interstate Commission for Higher Education (WICHE) notes that the number of high school graduates is expected to peak this year (2025); these enrollment rates are projected to experience a decline over the next 16 years. Key findings of the report include:
• •
• • •
The total number of high school graduates is expected to peak in 2025, then decline steadily through 2041.
The proportion of future public high school graduating classes who come from underrepresented racial and ethnic backgrounds — particularly Hispanic and Multiracial graduates — will continue to increase.
Compared to 2023, 38 states will see declines in the number of graduates by 2041 as most regions in the U.S. continue to shrink.
COVID-19’s impact on the education pipeline is modest but will be felt for years to come. Learning loss will continue to be a challenge.
Beyond the “enrollment cliff”: Potential solutions and strategies may address the upcoming declines and ensure college enrollments that help meet future workforce needs. Those opportunities include additional investments to make college more affordable, making financial aid more transparent and less confusing, introducing better academic and wraparound supports for postsecondary learners, and establishing more powerful pathways to and from work and learning.24
National student Clearinghouse, Reported October 26, 2023 https://nscresearchcenter.org/stay-informed/
National Student Clearinghouse, reported January 24, 2024 https://nscresearchcenter.org/current-term-enrollment-estimates/
Lane, P., Falkenstern, C., & Bransberger, P. (2024. Knocking at the College Doo: Projections of High School Graduates. Western Interstate Commission for Higher Education. https://www.wiche.edu/knocking
 22 23 24
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Foothill 2030: Blueprint for Success
]]></page><page Index="43" isMAC="true"><![CDATA[Trends Impacting Teaching and Learning
EDUCAUSE, whose mission is to advance higher education focusing on technology, has identified national trends affecting teaching and learning in its 2024 Horizon Report: Teaching and Learning.25 Highlights from EDUCAUSE and that report include:
SOCIAL
• Public perception of the value of higher education is declining.
• Student demographics are changing.
• Students are increasingly demanding access to learning anytime, anywhere.
TECHNOLOGICAL
• Concerns about cybersecurity and privacy are increasing.
• The use of learning analytics continues to rise.
• The digital divide persists.
ECONOMIC
• The demand for and focus on workforce skills is growing.
• Challenges for employee retention are increasing.
• Student debt is increasingly impacting students’ enrollment decisions.
ENVIRONMENTAL
• Higher ed institutions are increasing their commitment to sustainability.
• Concerns about the impact of big data tools on the environment are rising.
• The demand for green skills in the workforce is increasing.
POLITICAL
• Political polarization in the United States continues to impact higher education.
• Government policy is increasingly influencing education.
• The need is growing for policies that address emerging technologies.
ARTIFICIAL INTELLIGENCE (AI) TRENDS
• • • • •
AI is changing the way we communicate.
AI tools have growing potential to reshape pedagogy and student experiences. AI is increasingly having an impact on the economy and workforce.
AI is increasingly being used to address climate change and sustainability issues. The potential for the use of AI in politics is growing.
EDUCAUSE 2024 Horizon Report: Teaching and Learning https://library.educause.edu/resources/2024/5/2024-educause-horizon-re- port-teaching-and-learning-edition
 25
Foothill 2030: Blueprint for Success 35
]]></page><page Index="44" isMAC="true"><![CDATA[STATE TRENDS26
Enrollment and Program Development
• Statewide, enrollment in California Community Colleges dropped during the COVID-19 Pandemic but began to rebound in the 2022-2023 academic year.
• Career and Technical Education (CTE) is playing an increasingly significant role in California community college education, focusing on training for jobs that lead to a living wage.
• Statewide and regionally, community colleges are focusing on developing credit and noncredit short- term certificates tied to local workforce opportunities. This trend will have a significant impact on student demand.
POLICY AND INITIATIVES
• The success of California community college students will remain a top priority of statewide policy makers, and the California Community Colleges Chancellor’s Office (CCCCO) is supporting this agenda by funding incentives with mandated reporting, including student success data posted publicly on the CCCCO DataVista metrics platform.
• Across the California Community College system, decreasing the cost of education and the time to completion of a certificate and/or degree will continue to be a top priority with students, families, and policymakers. Providing various student services and basic needs support will also continue to be essential.
• Meeting the CCCs’ Vision for Success and Vision 2030 goals will continue to be important, and community colleges will be expected to build on their success and accelerate the pace of improvement. Colleges will continue to prioritize diversity, equity, inclusion, and accessibility (DEIA) and its impact on Vision 2030 goals, along with faculty and staff diversification efforts.
• The CCC system is also increasing its emphasis on career education, streamlining transfer, and the impact of AI on its colleges and teaching and learning. For more detail on statewide initiatives, review the State Context section of this report.
Community College Funding
• •
•
Funding for student support and success measures will continue to be included in the state budget and assigned to specific activities to support student success goals.
Hold harmless for the Student-Centered Funding Formula (SCFF) metrics, which will end in 2025. While the initial conversation focused on the college increasing outcomes in all three components: regular enrollment, students receiving a College Promise grant, Pell grant, or covered by AB 540, and student success (degree/certificate completion), the transition to being funded as a “basic aid” or “local control” district will impact the college’s strategic enrollment management approach. That said, the SCFF metrics continue to serve as key indicators of institutional priorities that prioritize the college mission.
California is increasingly relying on local districts to fund new educational facilities rather than depending on statewide educational bonds.
Source: CCCCO DataMart and CCCCO website https://foothill.edu/2030-foothill/pdf/FH-2025-Q3-internal-scan.pdf
 26
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]]></page><page Index="45" isMAC="true"><![CDATA[REGIONAL TRENDS AND PLANNING ASSUMPTIONS
During the strategic planning process, data were collected and analyzed to identify the following key trends and planning assumptions for the region. For more detailed information, refer to the Appendices.
Service Area
SERVICE AREA AND SCHOOL DISTRICTS27
The Foothill College service area boundary coincides with the K-12 school districts in Palo Alto, Los Altos, Los Altos Hills, and Mountain View. However, nearly as many students from the city of San Jose enroll at Foothill College as students who reside within the official service area boundaries. Additional students come from other areas, including San Mateo County. The actual area served by Foothill College encompasses primarily Santa Clara and San Mateo Counties.
• Between 2023 and 2034, high school enrollment is projected to decline by 12.8% in Santa Clara County and 13.1% in San Mateo County.
• In both counties, there is a higher-than-average College Going Rate (CGR), but a smaller than average percentage of high school graduates choosing a California Community College (as opposed to private or 4-year colleges).
DEMOGRAPHIC TRENDS28
•
• •
• •
The overall population of both Santa Clara and San Mateo Counties is projected to decrease in the coming years, with a sharper decrease in the younger population and an increase in the elderly population (aged 65+).
There is no majority ethnic group in Santa Clara and San Mateo Counties – White, Asian, and Latiné populations each account for between one-quarter and one-third of the county population.
Both Santa Clara and San Mateo Counties have significantly higher educational attainment and income rates than the state or nation; rates are even higher in the official Foothill College service area (Palo Alto, Los Altos, Los Altos Hills, and Mountain View).
Both counties have higher than state or national average rates of foreign born, with about half of households speaking a language other than English at home (primarily Spanish, followed by Vietnamese, Tagalog, Cantonese, and Mandarin).
Even though educational attainment levels are high, 38.5% of Santa Clara and San Mateo County residents have less than an associate degree, which presents an opportunity for the College.
 27 28
Source: California Department of Education, Silicon Valley Index https://jointventure.org/publications/institute-publica- tions/2706-2025-silicon-valley-index
Source: US Census, California Department of Labor, Silicon Valley Index https://jointventure.org/publications/institute-publica- tions/2706-2025-silicon-valley-index
Foothill 2030: Blueprint for Success 37
]]></page><page Index="46" isMAC="true"><![CDATA[LABOR MARKET ANALYSIS
Labor Market Information
LABOR MARKET TRENDS: KEY INDUSTRIES29
Based on labor market research, the Bay Area Community College Consortium (BACCC), in support of the CCCCO’s Strong Workforce Program, identifies priority sectors with in-demand, higher wage jobs that could be a result of a community college education. The current plan lists the following six priority sectors:
• Advanced Manufacturing;
• Advanced Transportation and Logistics;
• Health;
• Information and Communication Technologies – Digital Media;
• Public Safety; and
• Education.
LABOR MARKET TRENDS: TOP INDUSTRIES30
Three of the top five industries in Santa Clara and San Mateo Counties comprise a much larger share of the workforce than the national average:
• Professional, Scientific, and Technical Services;
• Manufacturing; and
• Information.
The two other top five industries comprise a lower share of the workforce than the national average: • Health Care and Social Assistance and
• Government.
LABOR MARKET TRENDS: TOP OCCUPATIONS31
The Silicon Valley region (Santa Clara and San Mateo Counties) is dominated by the computer/information industries. The top occupations, as measured by job postings, include:
• Software Developers;
• Computer Occupations, all other; and
• Data Scientists.
In addition, Registered Nurses and Managers/Supervisors are also in high demand.
 29 30 31
Source: Lightcast, BACCC Regional Plan 2024-2027 https://baccc.net/regional-plan/ Source: Lightcast https://baccc.net/regional-plan/
Source: Lightcast https://baccc.net/regional-plan/
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Foothill 2030: Blueprint for Success
]]></page><page Index="47" isMAC="true"><![CDATA[LABOR MARKET TRENDS: LARGEST WORKFORCE GAPS32
There are numerous jobs with unmet demand in the Bay Area. Specific jobs are called out in the BACCC Regional Plan. In general, the greatest gaps are in the following areas:
• Certificate Level: Various technician and specialist positions, and Licensed Vocational Nurses.
• Associate Degree Level: Numerous technician positions, including Desktop Publishers and Human Resources Assistants.
• Bachelor Degree Level: Various management positions, including Project Management and Human Resources Management.
LABOR MARKET TRENDS: TOP EMPLOYERS (BY VOLUME) POSTING JOBS33
• Apple
• Google
• Meta
• Stanford University
• Amazon
• Nvidia
• Stanford Healthcare
• Walmart
• Kaiser Permanente
• Tesla
REMOTE WORK TRENDS (NATIONAL)34
• • •
23% of workforce works remotely;
Of those who work remotely, 48% telework all hours, and 52% telework some hours; and
Occupations with the highest rates of remote work include Management, Professional and Related Occupations (which includes IT), and Sales and Office Occupations.
 32 33 34
Source: Lightcast, BACCC Regional Plan 2024-2027 https://baccc.net/regional-plan/
Source: Lightcast https://baccc.net/regional-plan/
Source: Bureau of Labor Statistics Telework Trends, March 25, 2025 https://www.bls.gov/opub/btn/volume-14/telework-trends.htm
Foothill 2030: Blueprint for Success 39
]]></page><page Index="48" isMAC="true"><![CDATA[CCCCO VISION 2030 OUTCOMES – FOOTHILL COLLEGE TRENDS
The following are Foothill College trends associated with the CCCCO’s Vision 2030 Outcomes measures:
• Outcome 1 Goal (Degree/Certificate Completion) is trending upward.
• Outcome 2b Goal (ADT Completion) demonstrates an area of focus due to the downward trend in overall ADT completion. The baseline for overall ADT in 2021-22 was 478 students with a projected goal of 621 students by 2029-30, but there continues to be a decline to 367 students in 2023-24. A failure to meet the projected goal could also jeopardize increasing transfer rates and baccalaureate completion.
• Outcome 2c Goal (CC Bachelor Completion) is trending upward overall.
• Outcome 2d Goal (Transfer to CSU or UC) is overall trending downward, with additional focus needed on the economically disadvantaged, Filipinx, Latiné, two or more ethnic races, and foster youth.
• Outcome 3 Goal (Workforce Outcomes) reflects a downward trend, with a 2020-21 baseline year of 56.7% and a decrease to 53.4% in 2022-2023. The decline highlights the need for improvement to ensure students earn a living wage post-graduation.
• Outcome 4 Goal (Student Participation) reflects a downward trend.
• Outcome 5 Goal (Financial Aid) is trending upward.
• Outcome 6 Goal (Unit Reduction) is trending overall downward.
COLLEGE TRENDS AND PLANNING ASSUMPTIONS
Enrollment STUDENTS35
• •
• •
• •
In recent years enrollment dipped due to the COVID-19 Pandemic but began to rebound in 2023.
The ethnic composition of the student population has shifted from majority White in the 1990s to 24% White in Fall 2024 (31% Latiné, 29% Asian, 6% Multi, 5% Filipinx, 4% Black, and 1% other/unknown).
San Jose is the largest source of Foothill College students, followed by Palo Alto, Mountain View, Sunnyvale, Los Altos, and Redwood City.
In Fall 2024, approximately one-fifth of Foothill students were first time transfer (previously enrolled at a different college/university), which is more than double the statewide average for all California Community Colleges, indicating students are choosing Foothill.
In Fall 2024, nearly 4% of enrolled students were International (F1 Visa)– numbers have been trending up since the drop during the COVID-19 Pandemic but have not returned to pre-Pandemic levels.
In the same term, face-to-face enrollment increased 6% and total online/hybrid increased 2% over Fall 2023 – compared to statewide averages for all CCCs, Foothill offered a higher proportion of online classes (50%, versus 38% statewide).
Source: Foothill College Fall 2024 Census Report, and CCCCO DataMart https://foothill.edu/2030-foothill/pdf/FH-2025-Q3-internal- scan.pdf
 35
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Foothill 2030: Blueprint for Success
]]></page><page Index="49" isMAC="true"><![CDATA[SPECIAL POPULATIONS
• Nine percent of Foothill College students are Special Admit, meaning they are concurrently enrolled in high school, which is similar to the statewide average.
• In 2023-2024, 20.8% of Foothill College students received the California Promise Grant, and 9.7% received a Pell grant--these rates are lower than the statewide averages.
Student Outcomes36 DEGREE/TRANSFER
• Degree/Transfer students, when compared to their regional and state counterparts, post higher rates of:
- Completing transfer-level English and Math in their first year.
- Transferring to a 4-year institution and/or earning an award.
• Conversely, Foothill Degree/Transfer students post lower rates of persisting from Fall to Spring.
• UC and CSU admissions rates (particularly UC admissions rates) are higher for Foothill College transfer students than the state average.
• Unlike other CCCs, Foothill transfers nearly as many students annually to the UC as to the CSU.
• The number of degrees awarded by Foothill College has been trending down in recent years – transfer data indicate many students transfer without earning an Associates degree.
SHORT-TERM CAREER EDUCATION
• Short-Term Career Education students, compared to regional and state counterparts, post higher rates of:
- Earning 9+ units;
- Finding a job closely related to their field of study; and
- Post-training earnings and earning the regional minimum wage.
• The top five Foothill College CTE programs (as measured by resulting percent increase in wages) are Inside Wireman, Air Conditioning & Refrigeration Technology, Radiological Technology, Geographic Information Systems Technology, and Primary Care Associate.
• The number of credit certificates awarded by Foothill College has been trending upward in recent years.
ADULT EDUCATION/ESL
•
Adult Education/ESL students, when compared to regional and state counterparts, post higher rates of:
- Earning an award;
- Transitioning to postsecondary coursework;
- Becoming employed; and
- Post-coursework earnings.
Source: CCCCO DataVista, UCOP InfoCenter, CSU Data Analytics, and CTEOS.
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Foothill 2030: Blueprint for Success 41
]]></page><page Index="50" isMAC="true"><![CDATA[LISTENING SESSIONS AND EMERGENT THEMES INTRODUCTION
As part of the Discovery Phase, input was solicited from a broad range of internal and external stakeholders, including students, through a series of structured listening and vision sessions. Participants provided valuable perspectives to help inform Foothill College’s future planning efforts. An overview of the listening sessions and Career and Academic Pathways (CAPs) vision sessions is presented below.
 INTERNAL STAKEHOLDER LISTENING AND VISION SESSIONS
Session Categories
Individuals and Groups
# Sessions
Approx. # Partic- ipants
 Internal Stakeholders
Student Groups
• President and Cabinet Members
• Mission Informed Planning Council (MIP-C)
• Institutional Effectiveness Committee (IEC)
• Institutional Research & Planning
• Sunnyvale Center Managers & Staff • Academic Senate
• Project 13-55
• Classified Senate
• Management Team • Student Services
• CAPs Visioning (Arts & Media; Business & Education; Health Sciences & Wellness; Industrial Technology & Business Trades; STEM; Society, Culture, & Human Development)
16 292
7 191
23 483
1 8
1 8
2 17
4 33
27 516
  • Associated Students Foothill College (ASFC)
• Sunnyvale Center Students
• Student Classes (Health and Wellness, Introduction to Latinx, Music, Human Development, English as a Second Language, Math 40A/Appren- ticeship, General Online Course session)
  TOTAL NUMBER OF INTERNAL LISTENING SESSIONS AND PARTICIPANTS
   EXTERNAL STAKEHOLDER LISTENING SESSIONS
Session Categories
Individuals and Groups
# Sessions
Approx. # Partici- pants
 Business & Industry
Government & Community Partners
Educational Partners
• Business and Industry
• Economic Development
• City and County Officials • CommunityPartners
• K-12 and Adult Education • Universities
         TOTAL NUMBER OF EXTERNAL LISTENING SESSIONS AND PARTICIPANTS
TOTAL NUMBER OF INTERNAL AND EXTERNAL LISTENING SESSIONS AND PARTICIPANTS
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]]></page><page Index="51" isMAC="true"><![CDATA[EMERGENT THEMES
Eight overarching themes, and a ninth area of insights from the CAPs vision sessions emerged from approximately 516 constituent statements gathered during the internal and external listening and vision sessions. This qualitative data, along with insights gained from the Data Portfolio, served as a valuable resource in determining the college’s priorities for the next five years and beyond. Stakeholder feedback reflected a positive view of the college and provided thoughtful insights into opportunities for continued growth and improvement. These emerging themes were shared with the broad campus in virtual and in person drop-in sessions that allowed for further feedback.
Each theme, along with its corresponding subthemes, is outlined in the narrative that follows. The infographic below displays the eight core themes, along with the additional ninth theme of insights that emerged from the CAPs vision sessions regarding both current initiatives and anticipated areas on the horizon within each CAP. Collectively, these nine themes represent key priorities that will guide Foothill College’s continued growth as a student-centered institution focused on equitable access, support, success, and sustainability. A more detailed summary of the listening and vision session themes is provided in Appendix C.
  CAREER AND ACADEMIC PATHWAYS INSIGHTS AND THEMES
STUDENT ACCESS, SUPPORT, AND SUCCESS
  CULTURE, COMMUNICATION AND OUTREACH
COMMUNITY ENGAGEMENT AND STRATEGIC PARTNERSHIPS
PLANNING AND DATA-INFORMED DECISION- MAKING
LISTENING AND VISION SESSION THEMES
OPERATIONS, PROCESSES, AND FISCAL SUSTAINIBILITY
EDUCATIONAL PROGRAMS AND PATHWAYS
DIVERSITY, EQUITY, INCLUSION, AND ACCESSIBITY
LEARNING ENVIRONMENTS & TECHNOLOGY
      Foothill 2030: Blueprint for Success
43
]]></page><page Index="52" isMAC="true"><![CDATA[Summary of Themes
Stakeholders highlighted the importance of fostering a vibrant campus community where every student feels a strong sense of belonging and is empowered to succeed. Expanding access for adult learners, disproportionately impacted groups, dual enrollment, and working students was highlighted as essential to equitable enrollment growth. There was an emphasis on strategic enrollment practices, including targeted outreach, student-centered scheduling, well aligned course offerings that support timely completion, and proactive retention planning, that can strengthen persistence, close equity gaps, and create more meaningful and supportive student experiences.
Comprehensive student support services were highlighted, including the importance of addressing practical barriers such as transportation, access to textbooks and technology, and expanded counseling services. Efforts toward enhancements in mental health support, fully online student services, and tutoring were of importance. Many stakeholders further expressed the need to scale Guided Pathways, build more inclusive and flexible curriculum options, and streamline transfer and adult education pathways (e.g., dual enrollment, CTE pathways from CNA-to-LVN, etc.). Strengthening alignment with local high schools, improving course articulation, expanding credit for prior learning, apprenticeships, and short-term certificates were also viewed as important to meeting student and regional workforce needs.
Stakeholders emphasized the importance of ensuring educational programs remain responsive to evolving industry demands and advancements in emerging technologies. There was clear interest in advancing curriculum innovation, particularly through AI integration, interdisciplinary workforce development, and expanded transfer degree pathways. Enhancing student learning experiences and strengthening their connection to the college were also seen as priorities through flexible learning models, greater on-campus engagement, and increased opportunities for paid student employment.
Diversity, Equity, Inclusion, and Accessibility (DEIA) priorities remain central to the college mission and identity. Stakeholders emphasized the importance of sustaining this commitment amid political and technological
shifts, highlighting strategies such as the use of disaggregated data, expansion of affinity spaces, and culturally responsive pedagogy. Equally important was ensuring that all students feel welcomed and supported across all instructional locations.
Community engagement and strategic partnerships emerged as a major theme, with a focus on deepening relationships with K-12 districts, adult schools, community leaders, and industry partners. These collaborations are seen as essential to advancing dual enrollment, expanding experiential learning, enhancing curriculum relevance, and strengthening university articulation. There is also significant opportunity to leverage private-sector partnerships to foster innovation and expand student career experiences.
Planning and decision-making processes should remain closely aligned with district-wide and institutional priorities, including the CCCCO’s Vision 2030. Stakeholders emphasized the importance of integrated planning and data-informed decision-making, underscoring the need for continuous improvement, transparency, and accountability through clearly defined metrics, outcomes, and strengthened program review processes. Operationally, participants identified the need to reduce duplication, improve collaboration with De Anza College, and streamline student services, such as the dual enrollment registration process.
Fiscal sustainability emerged as a key area of focus, with stakeholders emphasizing the need to align budget decisions with strategic priorities. Priorities included setting SCFF-based enrollment and completion targets and securing additional grant and partnership resources, particularly to support the Sunnyvale Center. The need to modernize facilities and learning environments was also highlighted, including updates to the Facilities Master Plan, enhanced STEM labs, improved campus wayfinding, expanded collaboration spaces such as a centralized student center, and continued progress toward accessibility. Additionally, there was a call for more intentional integration of the Sunnyvale Center into institutional planning, with clear strategies to address general education offerings, food services, and facility improvements to better support students and staff.
44 Foothill 2030: Blueprint for Success
]]></page><page Index="53" isMAC="true"><![CDATA[Stakeholders also identified the need for improved technology systems to enhance both student access to information and institutional decision-making. Priorities include acquiring a single, student-friendly platform
for accessing key information, implementing course scheduling software to support enrollment planning,
and developing a district-wide student information dashboard. Modernizing IT operations through enhanced software solutions will be essential to enhance the accuracy, accessibility, and practical use of key data, including program enrollment.
Foothill College continues to strengthen its commitment to a culture of care rooted in trust, belonging, and student-centered support. Stakeholders emphasized the importance of fostering deeper community connection by actively engaging students and employees, while embedding the College’s values (Integrity and Honesty, Transparency and Openness, Innovation and Curiosity, Equity-mindedness and Inclusion, Community and Collaboration, and Love and Compassion), into everyday practice. Expanding professional development was also identified as a priority, with a focus on leadership development, effective online instruction, and emerging areas such as artificial intelligence and data-informed decision-making.
Stakeholders identified communication and outreach as critical areas for continued improvement, both internally and externally. Internally, fostering trust and strengthening collaboration were seen as essential to a cohesive campus culture. Externally, there was a clear emphasis on the need to clarify and promote Foothill College’s institutional identity by highlighting its academic excellence, workforce relevance, affordability, and supportive learning environment, while marketing the Sunnyvale Center more strategically as a hub for noncredit, adult education, and health science programs.
Together, these insights reflect a shared commitment to positioning Foothill as a student-centered, high-quality institution that remains responsive to community needs and prepared for the future.
CAREER AND ACADEMIC PATHWAYS (CAPS) VISION SESSION INSIGHTS
Visioning sessions were conducted with each Career and Academic Pathway (CAPs) group at Foothill College to deepen understanding of students’ educational experiences and evolving needs. The CAPs, also known as meta majors, play a pivotal role in the institution’s Guided Pathways framework by helping students explore and identify their interests, connecting those interests to academic programs, and understanding how programs align with transfer options and career opportunities. Once implemented at scale, each CAPs offers a coherent and supportive structure to enhance student success through integrated advisement, educational planning, onboarding activities, networking events, and access to experiential learning.
Across all eight pathways, the visioning sessions revealed a high degree of alignment around the need to modernize academic offerings and build responsive, future-ready educational experiences. There is existing active engagement in initiatives reflecting a shared commitment to curricular innovation and inclusive student support. The sessions also highlighted, however, the lack of cross-disciplinary coordination among the disciplines and programs in each CAPs. To advance a more cohesive student experience, there is a need for CAPs collaboration and planning through consistent meetings and dialogue to better align and clarify common student pathways and experiences.
Current Work Across CAPs
Academic programs are currently undertaking substantial curricular revisions to reflect diverse perspectives
and better respond to student needs. There is also a commitment to integrating emerging technologies, such as artificial intelligence (AI), while maintaining a foundation in critical thinking and interdisciplinary learning. There is a strong focus on updating course and program level Student Learning Outcomes (SLOs) and the SLO process. A year-long review of the institutional learning outcomes (ILOs) led by the Academic Senate culminated with adoption of the revised ILOs at the MIPC on June 6, 2025.
Foothill 2030: Blueprint for Success 45
]]></page><page Index="54" isMAC="true"><![CDATA[There is also an effort to expand both credit and non-credit offerings, including stackable certificates, modularized courses, and flexible formats designed to support working adults and re-entry learners. In parallel, the CAPs are enhancing experiential and project-based learning, developing interdisciplinary courses, and exploring shared learning communities to reduce academic silos.
Student support is another focus area, with increased attention to mental health, tutoring, academic advising, and ensuring equity of access to course materials and digital tools. The CAP groups also recognize the need for updated facilities and a greater investment in technology infrastructure. In addition, efforts are underway to strengthen industry partnerships to ensure that curricula remain relevant and aligned with workforce needs.
On the Horizon
Looking ahead, the CAP groups have identified several emerging priorities, including institutionalizing the CAP planning structures, engaging in AI policy discussions, expanding non-credit options and short-term credentials, and expanding the Emerging Technologies Institute (ETI) to support cutting-edge instruction and workforce development. Additional plans include aligning credit and non-credit pathways, building articulation from apprenticeships to degrees, and supporting new bachelor programs in technical fields.
The CAPs also recognize the importance of balancing innovation with the enduring value of the liberal arts. As enrollments shift, there is a desire to rebrand the humanities and social sciences as essential to workforce success—particularly for cultivating leadership, adaptability, and global awareness. Expanding global learning experiences, cultural exchange, and community-building activities are viewed as essential to fostering student belonging and engagement.
To support this vision, the CAP groups expressed a desire for increased professional development in AI, interdisciplinary pedagogy, and experiential learning. Investing in holistic student wellness, especially in high- stress disciplines like business and education, will also be key to cultivating resilience and long-term success.
Summary
Collectively, these insights reflect a shared aspiration among Foothill College’s CAP groups to evolve into a more adaptive, student-centered, and globally relevant institution. By embracing innovation while preserving foundational educational values, the CAPs are laying the groundwork for programs and pathways that prepare students to thrive in a complex and interconnected world. Appendix D provides a summary of the collective work currently being undertaken by the CAP groups, as well as the initiatives they foresee moving forward.
CHALLENGES AND OPPORTUNITIES
A high-level Strengths, Opportunities, Aspirations, and Results (SOAR) analysis was conducted of the data trends and planning assumptions and the listening and vision session themes from Phases I and II of the Foothill 2030 initiative. Ten key challenges and ten key opportunities were identified from the analysis, as delineated below, for the College to consider in developing the five-year Foothill 2030: Blueprint for Success.
CHALLENGES
1 . Budget Constraints and Uncertain Fiscal Outlook
46
Foothill 2030: Blueprint for Success
• • •
Navigating SCFF fluctuations, the Hold Harmless transition, and FTES-based funding dynamics Managing limited fiscal and staffing resources while responding to evolving institutional needs Addressing aging buildings and campus infrastructure requiring upgrades
]]></page><page Index="55" isMAC="true"><![CDATA[2 . Enrollment Pressures and Demographic Trends
• Regional population shifts impacting enrollment, particularly among younger age groups
• Underdeveloped outreach and limited engagement of adult and reentry learners
• Heightened competition from neighboring institutions within commuting range
3 . Low Persistence Rates and Equity Gaps in Student Success
• Overall low persistence rates and disparities among first-generation and historically underserved students
• Need for enhanced support and engagement for online and marginalized student populations
4 . Program Alignment with Evolving Workforce Needs
• Program consolidation, redirection, discontinuation, and expansion aligned with workforce needs
• Curriculum updates to keep pace with labor market demands and interdisciplinary innovations
5 . Course Scheduling and Delivery Challenges
• Transforming course scheduling in alignment with program maps and student education plans
• Need for a more intentional mix of online, hybrid, and in-person offerings
• Need for broader scheduling options such as short term, evening, and weekend courses
6 . Organizational Change Readiness and Coordination
• Navigating change fatigue and limited bandwidth for engagement and innovation
• Silos, outdated structures, and communication gaps affecting campus-wide alignment
• Resistance to transformative change amid long-standing programs, practices, and culture
7 . Planning, Review, and Prioritization Capacity
• Strengthening expertise in plan execution, review, and resource alignment
• Need for more comprehensive program review processes to support strategic decision-making
• Future-focused planning across programs within each Career and Academic Pathway (CAP)
8 . Technology Integration and Data Proficiency
• Building confidence and capacity in using data and instructional technologies effectively
• Addressing ethical considerations and instructional readiness related to AI adoption
9 . Navigating Policies and Processes
• Adapting to shifts in state and federal policy that may impact operations and funding • Ensuring student access amid complex administrative processes
Foothill 2030: Blueprint for Success 47
]]></page><page Index="56" isMAC="true"><![CDATA[10 . Sustaining DEIA and Inclusive Practices
• Advancing equity, inclusion, and belonging amid broader political/societal challenges
• Strengthening representation and inclusive engagement across the institution
OPPORTUNITIES
1 . Targeted and Strategic Enrollment Growth
• Engage adult learners, dual enrollment students, and historically underserved groups
• Increase awareness of financial aid options such as Pell and California Promise Grants
• Improve overall and equity-minded retention and persistence rates
• Expand noncredit to credit and stackable credentials
2 . Enhanced Retention, Student Support, and Student Success Strategies
• Implement data-informed approaches to improve student retention, persistence, and completion
• Streamline support systems with early alerts, proactive counseling, and intentional scheduling
• Extend service availability beyond traditional hours and improve student access to advising, financial aid, and basic needs
3 . Workforce Development and Career Advancement
• Grow CTE, noncredit, and short-term credentials to address regional workforce needs
• Expand apprenticeships, credit for prior learning (CPL), and dual enrollment opportunities
4 . Maximizing the Sunnyvale Center’s Potential
• Position Sunnyvale as a workforce and CTE hub serving the regional community
• Broaden academic offerings and student support services at the site
Strengthening Career and Academic Pathways (CAPs)
• Transform curriculum, planning, and college operations and processes to align with CAPs
• Strengthen the coordination of advising, curriculum, and scheduling through CAPs
• Foster student and faculty engagement around clear, structured pathways
5 . Innovation and Emerging Technologies
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Foothill 2030: Blueprint for Success
• •
Use advanced technologies and software solutions to enhance teaching, scheduling, and progress tracking for data-informed decision-making
Integrate AI across instruction, student support, and workforce readiness initiatives
]]></page><page Index="57" isMAC="true"><![CDATA[6 . Advancing DEIA and a Culture of Belonging
• Support student identity and inclusion through culturally responsive initiatives
• Build diverse faculty and staff leadership to reflect the student community
7 . Integrated and Equity-Minded Planning
• Align institutional planning, budgeting, facilities, and equity goals for stronger outcomes
• Review and reallocate resources from underperforming programs to strategic priorities
8 . Community and Employer Engagement
• Expand in-person events and strengthen external communication and visibility
• Develop partnerships for experiential learning, job placement, and cross-institution collaboration
9 . Pursuing Diverse Revenue and Funding Sources
• Enhance revenue through grants, SCFF strategies, and new funding sources
• Build out strategic partnerships to expand resources and student opportunities
Foothill 2030: Blueprint for Success 49
]]></page><page Index="58" isMAC="true"><![CDATA[ FOOTHILL 2030: BLUEPRINT FOR SUCCESS –
PLAN FRAMEWORK
On May 8-9, 2025, the Foothill 2030: Blueprint for Success committee and the Senior Leadership Team engaged jointly in a facilitated, interactive two-day session to complete Phase III: Goal Setting. The participants reviewed data trends and planning assumptions, listening and vision session themes, and challenges and opportunities identified through the SOAR analysis. The following six overarching planning and decision-making approaches were identified as critical in framing the goals and objectives and essential to be woven through all stages of plan development. Planning and decision-making must be:
• BOLD AND TRANSFORMATIVE
• INNOVATIVE AND FUTURE-FOCUSED
• STUDENT-CENTERED
• DATA-INFORMED
• EQUITY-MINDED
• RESOURCE-ALIGNED
Goal-setting participants worked diligently throughout the two days to identify broad goals and a set of collegewide objectives for each goal that would serve as the blueprint for the new five-year Blueprint for Success.
 50 Foothill 2030: Blueprint for Success
]]></page><page Index="59" isMAC="true"><![CDATA[FOOTHILL 2030: BLUEPRINT FOR SUCCESS –
GOALS AND OBJECTIVES
FOOTHILL 2030 TRANSFORMATIONAL GOALS
By 2030, retain 89% of first-time students fall-to-fall with no student racial or demographic disparities.
By 2030, 88% of employees rate their career satisfaction as high with no disparities based on employee classification demographics.
GOAL 1 . Liberate student success by uplifting equitable access, accelerating retention and completion, and strengthening support systems that foster radical belonging where students feel seen, valued, and empowered to thrive .
OBJECTIVE 1.1 Rebuild career exploration, Associate Degree Transfer (ADT) clarity and purpose-driven guidance into the student experience, ensuring students thrive in livable wage careers aligned with their passion and potential.
OBJECTIVE 1.2 Reform scheduling to prioritize student needs, particularly those of historically underserved populations, by flipping traditional scheduling models to place student access and belonging at the core.
OBJECTIVE 1.3 Let retention reflect love, not luck. Build systems where students want to stay, and know they can, by embedding belonging, purpose, care, and affirmation into every step of their journey.
OBJECTIVE 1.4 Transform student support into a sanctuary of care, replacing the self-service maze with an intentional, equity-driven system that reaches in before students have to reach out.
GOAL 2: Transform educational programs, pathways, and strategic partnerships to serve student and community needs
OBJECTIVE 2.1 Implement innovative curriculum, pathways, and delivery strategies to broaden the students we serve, align to the digital transformation, and enhance student’s economic mobility.
OBJECTIVE 2.2 Scale Foothill’s unique experiential learning opportunities through academic, community, and industry partnerships to ensure we equitably serve students.
OBJECTIVE 2.3 Strengthen a culture of growth in teaching and learning to eliminate equity gaps and remain responsive to the evolving needs of students, industry, society, and the planet.
OBJECTIVE 2.4 Institutionalize Career and Academic Pathways (CAPs) to guide students through to their educational goals.
OBJECTIVE 2.5 Leverage dual enrollment to enhance opportunities for high school and adult education learners.
 Foothill 2030: Blueprint for Success 51
]]></page><page Index="60" isMAC="true"><![CDATA[GOAL 3: Strengthen organizational effectiveness and operational efficiencies, while optimizing resources .
OBJECTIVE 3.1 Grow a culture of integrated planning, process efficiencies, and institutional effectiveness.
OBJECTIVE 3.2 Align and prioritize human, fiscal, and physical resources in an intentional, efficient, and effective manner that supports equitable student outcomes.
OBJECTIVE 3.3 Modernize our campuses to enhance connection, serve the community, and steward the land with respect, humility, and a commitment to sustainability.
GOAL 4: Lead a transformative college culture that embraces demographic change, elevates the visibility of the Sunnyvale Center, and boldly communicates Foothill’s story through meaningful engagement and outreach .
OBJECTIVE 4.1 Amplify the unique value of the college’s programs and experiences and their proven ability to prepare and support students for post graduation success.
OBJECTIVE 4.2 Foster a college culture of growth and engagement, providing employees with opportunities to thrive.
OBJECTIVE 4.3 Optimize the Sunnyvale Center as a future-focused, workforce innovation center for the District.
OBJECTIVE 4.4 Expand intentional outreach and recruitment strategies to reach historically underrepresented and underserved student populations, building trusted community partnerships and ensuring that every student knows they belong before they ever step foot on campus.
52 Foothill 2030: Blueprint for Success
]]></page><page Index="61" isMAC="true"><![CDATA[ FOOTHILL 2030: BLUEPRINT FOR SUCCESS –
PLAN INTEGRATION AND ALIGNMENT
INTEGRATED PLANNING
It is important to note that ongoing planning efforts at the College were incorporated into the development of the five-year goals and objectives. The resulting plan serves as an integrated, overarching framework for the many college planning efforts and provides direction for the institution’s fiscal, facility, technology, and staffing plans.
The Blueprint for Success aligns well with the CCCCO’s Vision for Success 2030 and Chancellor Lambert’s principles, strategic priorities, and foundational practices. The objectives and initiatives will be mapped to both the state and district goals and metrics, and college planning documents will be revised to ensure alignment.
NEXT STEPS AND RECOMMENDATIONS
The next steps described below are recommended after final review and approval by the College and District Board of Trustees.
 Foothill 2030: Blueprint for Success 53
]]></page><page Index="62" isMAC="true"><![CDATA[BLUEPRINT FOR SUCCESS ROLL-OUT PROCESS
Production of the final Vision 2030: Blueprint for Success will include electronic digital documentation. Condensed versions, such as an Executive Summary, may also be developed for campus and district offices and used in meetings with the College’s educational, business, industry, and community partners. An intentional internal roll- out process in Fall 2025 with constituency groups is critical to increase awareness and provide a unified direction for the institution as programs engage in program review and strategic planning.
IMPLEMENTATION PLAN
The success of any educational plan is dependent upon it being effectively operationalized. As each academic year begins, the College’s implementation plan will translate into action the Goals and Objectives of the Foothill 2030: Blueprint for Success. Strategic planning and progress on each of the four goals will be led by each of Foothill’s four vice presidents. Each objective will be project managed by a dean or associate vice president. Leading and lagging indicators will be created for each goal and objective that align with the CCCCO’s Vision 2030 goals and metrics. Progress on these metrics will be tracked regularly.
Activities will be identified for each objective by each administrator-led (dean or associate vice president) workgroup (16 total). These commitments will outline the tasks, timelines, measurable outcomes, milestones, responsible individuals and groups, and resources needed to enact that year’s priorities in the plan. The detailed action plans will provide individuals with a step-by-step approach to advance the College’s goals, and they
are also valuable for other annual planning processes, such as curriculum and instructional design, budget development, staffing needs, facilities, and technology planning. Workgroups including classified professionals, faculty, and students will be assembled to implement the action plans, with support from the Objective’s project manager (dean or associate vice president). These teams will be regularly reconstituted to evolve as the work needed on each objective evolves.
A continuous and ongoing monitoring process is critical to assess and ensure progress on the Goals and Objectives of the Blueprint. Updates on action plans and the progress towards the goals and objectives will
be provided at regular intervals to the Institutional Effectiveness Committee (IEC) and ultimately the MIPC. This process will provide opportunities to redirect work as needed, provide additional attention and support to achieve desired outcomes, set targets, and provide focus for resource opportunities.
CONCLUSION: OUR TIME IS NOW!
The Foothill 2030: Blueprint for Success provides the overall direction for the future of the college within its mission, vision, and values. The Blueprint for Success builds on the already strong foundation Foothill has had over the decades with strong cultures of innovation and care. This unique combination sets the college up to be bold in embracing the future but with a constant focus on heart-forward care for students and employees. Implementation of the goals and objectives laid out in the Blueprint for Success will help the college reach its transformational goals to equitably retain 89% of first time students fall to fall with no student demographic disparities and 88% of employees rate their career satisfaction as high with no disparities based on employee classification or demographic. This work will be done amongst challenging external forces, most especially the impact of AI on learning and the future of work and the federal landscape for DEIA. Working strategically and collaboratively, Foothill will strengthen its curriculum, support services, and infrastructure to ensure every student and employee thrives and has the skill to lead in their future education, career, and civic engagement. As the CCC Chancellor Sonya Christian says, “Our time is now!”
54 Foothill 2030: Blueprint for Success
]]></page><page Index="63" isMAC="true"><![CDATA[ACKNOWLEDGMENTS
SENIOR LEADERSHIP TEAM
DR. KRISTINA WHALEN – President
DR. STACY GLEIXNER – Vice President, Instruction
DR. TERESA ONG – Vice President, Workforce Innovation and Economic Advancement
DR. LAURIE SCOLARI – Vice President, Student Services
BRET WATSON – Vice President, Finance & Administrative Services
KURT HUEG – Associate Vice President, Instruction
SIMON PENNINGTON – Associate Vice President, College & Community Relations, Marketing & Outreach
FOOTHILL 2030: BLUEPRINT FOR SUCCESS PLANNING TEAM
While hundreds of voices are reflected in the development of this plan, a special acknowledgment goes to the Foothill 2030: Blueprint for Success planning team listed below (in alphabetical order).
DR. AJANI BYRD – Dean, Institutional Equity, Diversity, and Inclusion (Tri-Chair) TRACEE CUNNINGHAM – Faculty, Counseling
DR. DOREEN FINKELSTEIN – Senior Research Analyst, Institutional Research and Planning; Classified Senate President
DR. STACY GLEIXNER – Vice President, Instruction (Executive Liaison)
RAIYAH HUSSAIN – ASFC, Student Liaison
DR. ELAINE KUO – Director, Institutional Research and Planning (and Blueprint for Success Tri-Chair) DR. MONA RAWAL – Faculty, Humanities
VANESSA SANTILLAN-NIETO – Program Coordinator II, Writing and Language Center
DR. LAURIE SCOLARI – Vice President, Student Services
SUZY QUEZADA – Faculty, English
DR. VOLTAIRE A. VILLANEUVA – Faculty, Counseling; Academic Senate President (Tri-Chair)
BRET WATSON – Vice President, Finance and Administrative Services
Foothill 2030: Blueprint for Success 55
]]></page><page Index="64" isMAC="true"><![CDATA[APPENDIX A: EXTERNAL ENVIRONMENTAL SCAN SERVICE AREA
College and District Boundaries
While Foothill College serves students from a broad region, there are four cities within the college boundaries – Los Altos, Los Altos Hills, Mountain View, and Palo Alto.
PALO ALTO
LOS ALTOS HILLS
     MOUNTAIN VIEW
SUNNYVALE LOS
ALTOS
CUPERTINO
 56
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]]></page><page Index="65" isMAC="true"><![CDATA[          Foothill College Students by ZIP Code
There are numerous California Community Colleges in proximity to Foothill, including De Anza, Cañada, West Valley, San Jose City, Mission, Evergreen Valley, and more. While Foothill’s designated service area is Los Altos, Los Altos Hills, Mountain View, Palo Alto, and Stanford, the Foothill enrolls students from the entire surrounding area.
    City College of San Francisco
Skyline College
Laney College College of
Las Positas College
College of San Mateo
Cañada College
College Mission College
Alameda
Merritt College Chabot College Ohlone
  FOOTHILL COLLEGE
De Anza College
San Jose City College
West Valley College
Cabrillo College
 Gavilan College
 COUNTY
# OF STUDENTS
 CITY
# OF STUDENTS
Santa Clara Co.
San Mateo Co.
Alameda Co.
Contra Costa Co.
San Francisco Co. 116 San Benito Co. 112 Santa Cruz Co. 69 San Luis Obispo Co. 52 Merced Co. 33 San Joaquin Co. 28
Data Source: CA Department of Finance https://dof.ca.gov/ forecasting/demographics/projections/
Note: Calculations are for all ZIP codes with 25+ enrollments in Fall 2023.
7,917
San Jose, CA
PALO ALTO, CA MOUNTAIN VIEW, CA Sunnyvale, CA
LOS ALTOS, CA Redwood City, CA Santa Clara, CA
Menlo Park, CA Fremont, CA Cupertino, CA Milpitas, CA
San Mateo, CA
2,842 1,378 1,029 725 518 505 379 312 298 284 227 188
    1,575 679 116
                                        Foothill 2030: Blueprint for Success
57
]]></page><page Index="66" isMAC="true"><![CDATA[California Community College Attendance of Students Residing Within the Foothill College Designated Service Area
 COLLEGE
ENROLLMENT
Foothill
2.968
  De Anza 735 Cañada 378 College of San Mateo 215 West Valley College 148 Skyline 102 San Jose City 65 Santa Barbara City 38 Evergreen Valley 33
Data Source: CA Department of Finance https://dof.ca.gov/ forecasting/demographics/projections/
Note: Data are included for CCCs with enrollments of 30 or more in Fall 2023 where student ZIP code is from Los Altos, Los Altos Hills, Mountain View, or Palo Alto (in Foothill College Boundaries).37
Of those who reside within Foothill’s boundaries and attend a community college, the vast majority choose Foothill. Other popular choices include:
                37
Data Source: CCCCO
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Foothill 2030: Blueprint for Success
• • • • •
De Anza College Cañada College College of San Mateo West Valley College Skyline College
 ]]></page><page Index="67" isMAC="true"><![CDATA[Historic and Projected Population of Santa Clara and San Mateo Counties
The population of Santa Clara and San Mateo Counties grew rapidly in the past century and is projected to grow slightly until 2040.
 3,000,000
2,500,000 2,000,000 1,500,000 1,000,000 500,00 0
764,442 762,840 746,345 707,163
587,329
444,387
111,,782
3,214
11,912
1860 1880 1900 1920 1940 1960 1980 2000 2020 2040 2060
Santa Clara San Mateo
             8,660 12,094 36,781
 35,039 60,216 100,676
174,949
642,315 1,295,071 1,682,585 1,936,259 1,981,424 1,914,096
Source: CA Department of Finance: https://dof.ca.gov/forecasting/demographics/projections/ Population of Santa Clara and San Mateo Counties, by Ethnicity and Race
There is no majority ethnic group in Santa Clara and San Mateo counties. Asians comprise the largest racial group, followed by White, Hispanic, Multiple/Other, and Black.
 BLACK OR AFRICAN Multiple & Other* 6% AMERICAN ALONE
WHITE ALONE OR IN COMBINATION 48%
White alone* 31%
Hispanic or Latino (White) 7%
HISPANIC OR LATINO OF ANY RACE 25%
Hispanic or Latino
(Multiple & Other Races) 18%
  OR IN COMBINATION 3%
Black or African American alone* 2%
Asian alone* 36%
ASIAN ALONE OR IN COMBINATION 39%
       Source: Silicon Valley Indicators https://siliconvalleyindicators.org/data/people/talent-flows-diversity/racial-and-ethnic- composition/population-share-by-race-ethnicity/
Foothill 2030: Blueprint for Success 59
]]></page><page Index="68" isMAC="true"><![CDATA[Projections by Age, 2020-2070
The proportion of youth and prime working aged adults is projected to decrease significantly over the next decades, while the proportion of senior citizens is projected to increase.
SANTA CLARA COUNTY PROJECTIONS BY AGE, 2020-2070
 1,200,000
1,000,000
800,000
600,000
400,000
200,000
2020 2024 2028 2032 2036 2040 2044 2048 2052 2056 2060 2064 2068
% Youth | Under 25 % Prime Working Age | 25 to 64 % Senior | 65+
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Foothill 2030: Blueprint for Success
Source: CA Department of Finance, Population Projections https://dru-data-portal-cacensus.hub.arcgis.com/apps/ eebcf24ac5e942c7b8ab7011173efdbe/explore
]]></page><page Index="69" isMAC="true"><![CDATA[ Overall Projected Population Change, 2020-2070
In the next five decades, Santa Clara, San Mateo, Santa Cruz, and San Francisco Counties are expected to show decreases in overall population. Counties to the east and south of Silicon Valley are projected to grow.
PROJECTED POPULATION CHANGE
Percentage change
>22.1-50.7 6.7 22.1 >0-6.7 21.2-0 52.2 21.2
Source: CA Department of Finance, Population Projections 2024 https://dru-data-portal-cacensus.hub.arcgis.com/apps/ eebcf24ac5e942c7b8ab7011173efdbe/explore
Foothill 2030: Blueprint for Success 61
]]></page><page Index="70" isMAC="true"><![CDATA[Cities in the Foothill College Area, Compared
The demographics of Los Altos Hills, Los Altos, Palo Alto and, to a lesser extent, Mountain View are remarkably similar. In comparison, the county as a whole shows relatively lower affluence, a higher proportion of Whites, and fewer Latinés.
 Fact
Los Altos Hills
Los Altos
Palo Alto
Mountain View
Santa Clara Co
Population estimates 2023 8,189
Population, % change 2020-2023 -3.8%
Asian 39.3%
White 49.3%
29,990
-4.7%
37.5%
50.5%
5.5%
34.6%
37.2%
87.2%
$142,907
3.1%
$3,500+
65,882
-3.9%
36.1%
47.3%
7.1%
36.3%
40.3%
82.4%
$121,565
5.4%
$3,328
81,785
-0.9%
34.5%
39.3%
18.0%
42.8%
49.3%
74.3%
$106,510
5.5%
$2,975
1,877,592
-3.0%
41.9%
27.6%
25.0%
41.0%
54.7%
55.9%
$77,018
7.6%
$2,814
    Latiné
Foreign-born persons, percent, 2019-2023
Language other than English spoken at home
Bachelor's degree or higher, % of persons age 25+
Per capita income in past 12 months
Persons in poverty, percent
Median gross rent, 2019-2023
5.0%
35.7%
38.5%
85.6%
$173,837
4.5%
$3,500+
       Source: US Census QuickFacts.
Demographics of Foothill College Service Area, Compared
Population in the service area is decreasing at a higher rate than the state or nation. San Mateo and Santa Clara Counties have a higher proportion of Asians than the state or nation.
 Fact
San Mateo County
Santa Clara County
California
United States
Population estimates, 2023
Population, percent change - 2020-2023
Black
American Indian and Alaska Native
Asian
Native Hawaiian/Pacific Islander
Two or More Races
Latiné
White
Source: US Census QuickFacts. 62
726,353 1,877,592
-5.00% -3.00%
3% 3%
1% 1%
33% 42%
1% 1%
5% 4%
25% 25%
36% 28%
38,965,193
-1.40%
334,914,895
1.00%
  7% 14%
2% 1%
17% 6%
1% 0%
4% 3%
40% 20%
34% 58%
Foothill 2030: Blueprint for Success
       ]]></page><page Index="71" isMAC="true"><![CDATA[Santa Clara and San Mateo County have fewer youth and more foreign-born persons than the state or nation, and higher educational attainment levels. The state and nation have lower proportions of households with computers and broadband internet.
 Fact
San Mateo County
Santa Clara County
California
United States
Persons under 18 years
Foreign-born persons
Language other than English spoken at home Bachelor's degree or higher
With a disability, under age 65
Households with a computer
Households with broadband Internet
Source: US Census QuickFacts.
Silicon Valley Educational Attainment
19%
36%
45.3%
53.1%
5.0%
97.5%
95.2%
20%
41%
54.7%
55.9%
5.0%
97.8%
95.1%
22%
27%
44.1%
36.5%
7.3%
96.4%
92.5%
22%
14%
22.0%
35.0%
9.1%
94.8%
89.7%
              Over one-third of adults in Santa Clara and San Mateo Counties have less than an Associate Degree (38.5%). This figure represents a large pool of residents who might benefit from Foothill College’s courses and training.
 % of Population
Population
116,639 79,307 258,897 260,274 123,988 528,879 496,125
 Less Than 9th Grade
9th Grade to 12th Grade High School Diploma Some College
Associate’s Degree Bachelor’s Degree Graduate Degree & Higher
6 .3% 4 .3% 13 .9% 14 .0% 6.7% 28.4% 26.6%
Source: Lightcast. https://baccc.net/regional-plan/ Region: Santa Clara and San Mateo Counties.
Foothill 2030: Blueprint for Success 63
]]></page><page Index="72" isMAC="true"><![CDATA[Silicon Valley Language Other than English Spoken at Home SAN MATEO COUNTY
According to the US Census, 45.3% of households in San Mateo County speak a language other than English at home. Here is the breakdown of those languages:
  Other 25.7%
Cantonese 7.6%
Tagalog 10.7%
Spanish 42.3%
Chinese 13.7%
Source: CA Department of Finance, Language Microdata https://dru-data-portal-cacensus.hub.arcgis.com/apps/ be4ca529f74e4327816adfd7a8b788bc/explore
SANTA CLARA COUNTY
According to the US Census, 54.7% of households in Santa Clara County speak a language other than English at home. Here is the breakdown of those languages:
  Other 28.5%
Mandarin 6.6%
Spanish 33%
Vietnamese 19.7%
Chinese 12.2%
64
Foothill 2030: Blueprint for Success
Source: CA Department of Finance, Language Microdata https://dru-data-portal-cacensus.hub.arcgis.com/apps/ be4ca529f74e4327816adfd7a8b788bc/explore
]]></page><page Index="73" isMAC="true"><![CDATA[Top Ten Postsecondary Institutions in Silicon Valley
Foothill College ranks sixth in overall regional postsecondary institutions in Silicon Valley, as measured by number of annual graduates, and third among the community colleges.
 School
San Jose State
Stanford University
Santa Clara University
De Anza College
West Valley College
Foothill College
Mission College
San Jose City College
Gurnick Academy of Medical Arts
Evergreen Valley College
Certificate
Total Graduates 2023
 10,161
5,236
2,948
2,882
2,135
1,765
1,626
1,335
1,311
1,260
              Associate’s
Bachelor’s
Master’s or Higher
Source: Lightcast. Region: Santa Clara and San Mateo Counties.
Foothill 2030: Blueprint for Success 65
]]></page><page Index="74" isMAC="true"><![CDATA[LABOR MARKET INFORMATION
Top Industries in Silicon Valley, 2023
Compared to national averages, Silicon Valley reflects an over-representation of: Professional, Scientific,
and Technical Services; Manufacturing; Information; and Educational Services. Conversely, there is an under- representation of: Health Care and Social Assistance; Government; Accommodation and Food Services; Retail Trade, and various other industries on a smaller scale.
      Professional, Scientific, Technical Services
Manufacturing
Health Care, Social Assistance
Information
Government
Accommodation, Food Services
Retail Trade
Administration, Support and Waste Management, Remediation Services
Other Services (except Admin) Construction Educational Services Transportation, Warehousing Wholesale Trade Finance, Insurance Real Estate, Rental, Leasing Arts, Entertainment, Recreation
Management of Companies, Enterprises Agriculture, Forestry, Fishing, Hunting Utilities Mining, Quarrying,Oil, Gas Extraction
                0
50,000
Industry Jobs
100,000 150,000
National Average
200,000 250,000
Source: Lightcast. Region: Santa Clara and San Mateo Counties.
66 Foothill 2030: Blueprint for Success
]]></page><page Index="75" isMAC="true"><![CDATA[Top Occupations in Silicon Valley, 2023
Compared to national averages, Silicon Valley, reflects an over-representation of: Computer and Mathematical, Management, Business and Financial Operations; Healthcare Support; Arts, Design, Entertainment, Sports
and Media; and Life, Physical, and Social Science. Conversely, there is an under-representation of: Office and Administrative Support; Sales and Related; Food Preparation and Serving Related; Transportation and Material Moving; and various other occupations on a smaller scale.
       Computer, Mathematical Management Office, Adminstrative Support Business, Financial Operations Sales, Related Food Preparation, Serving Related Healthcare Support Transportation, Material Moving Educational Instruction, Library Healthcare Practitioners, Technical Architecture, Engineering Production Building, Grounds, Cleaning, Maintenance Construction, Extraction Personal Care, Services Installation, Maintenance, Repair Arts, Design, Entertainment, Sports, Media Protective Services Life, Physical, Social Science
Community, Social Services Legal Farming, Fishing, Forestry Military-only
                 0
50,000
Occupation Jobs
100,000 150,000
National Average
200,000 250,000
Source: Lightcast. Region: Santa Clara and San Mateo Counties.
Foothill 2030: Blueprint for Success 67
]]></page><page Index="76" isMAC="true"><![CDATA[Job Postings Data, 2024
Top Employers and Occupations in Silicon Valley shows a strong high-tech influence.
TOP TEN EMPLOYERS IN SILICON VALLEY
 Company
Total/Unique (Jan 2024 - Dec 2024)
31,847/4,909 15,410/4,231 21,312/4,134
7,598/3,491 10,185/2,698 7,928/2,504 14,414/2,414 8,539/2,255 3,955/2.243
 Apple   59,368/9,121
  Google
  Meta
  Stanford University
  Amazon
  Nvidia
  Stanford Health Care
  Walmart
  Kaiser Permanente
  Tesla
 TOP TEN OCCUPATIONS IN SILICON VALLEY
 Occupation (SOC)
Total/Unique (Jan 2024 - Dec 2024)
33,099/12,201 31,567/9,780 28,723/9,390 26,844/8,134 23,303/8,052 14,754/5,214 13,711/4,692 12,195/4,446 9,694/4,198
 Software Developers   65,516/22,733
  Computer Occupations, All Other
  Registered Nurses
  Marketing Managers
  Retail Salespersons
  Data Scientists
First-Line Supervisors of Retail Sales Workers
Managers, All Other
Sales Representatives, Wholesale and Manufacturing, Except Technical and Scientific Products
Project Management Specialists
         68
Foothill 2030: Blueprint for Success
Data for all job postings that do not require a Bachelor’s degree or higher. Source: Lightcast. Region: Santa Clara and San Mateo Counties.
]]></page><page Index="77" isMAC="true"><![CDATA[Labor Market Gaps
Labor Market Gaps identify where there is an undersupply of completers based on job demand. The following tables break out this information based on level of education required.
The table below shows the top ten labor market gaps in terms of unmet demand for local jobs that require an Associate degree. Foothill College has a program in one of those areas (Dental Hygienists) but not the other nine. Most of these jobs lead to a living wage (as noted in green font).
ASSOCIATE DEGREE LEVEL
Electrical and Electronic Engineering Technologists and Technicians
Paralegals and Legal Assistants
Agricultural Technicians
Medical Equipment Repairers
Architectural and Civil Drafters
Occupational Therapy Assistants
Electro-Mechanical and Mechatronics Technologists and Technicians
Cardiovascular Technologists and Technicians
Morticians, Undertakers, and Funeral Arrangers
3731 -7.1%
2937 1.2%
373 35.0%
537 13.2%
1000 12.5%
203 17.0%
714 23.1%
370 5.3%
230 5.4%
389 109
337 153
133 0
107 13
195 135
280 0
184 0
133 0
94 0
60 0
$39.27
$44.45
$21.82
$38.01
$38.14
$42.70
$36.83
$42.79
$26.35
 Job Description
2023 Jobs
2022 - 2023 % Change
Avg. Annual Open- ings
Regional Com- pletions (2023)
Gap
Foothill College Com- pletions (2023)
Median Hourly Earnings
    Dental Hygienists
2276
-5.4%
157
83
74
54
$65.66
 54 0 54 0
 208
40
38
157 51 0
0 40 0
0 38 0
   Source: Lightcast. Region: Santa Clara and San Mateo Counties): Green indicates above the Living Wage for Santa Clara County ($32.99). Source: MIT Living Wage Calculator.
Foothill 2030: Blueprint for Success 69
]]></page><page Index="78" isMAC="true"><![CDATA[The table below shows the top ten labor market gaps in terms of unmet demand for local jobs that require a certificate. Foothill College has a program in two of those areas (Dental Assistants, A/V Technicians) but not the other eight. Some of these jobs lead to a living wage (as noted in green font).
CERTIFICATE LEVEL
Heavy and Tractor-Trailer Truck Drivers
Nursing Assistants
Hairdressers, Hairstylists, and Cosmetologists
Automotive Service Technicians and Mechanics
Massage Therapists
Telecommunications Equipment Installers and Repairers,
Except Line Installers
Audiovisual Equipment Installers and Repairers
Manicurists and Pedicurists
10819 2.7% 1464
7992 3.0% 1348
8793 1.3% 1495
5757 -1.7% 611
2273 1.0% 329
1774 -21.5% 241
664 26.2% 191
4072 2.1% 591
0 1464 0
105 1243 0
441 1054 0
231 380 0
3 326 0
0 241 0
2 189 0
415 176 0
$29.75
$25.64
$17.76
$29.09
$19.61
$37.04
$33.19
$17.46
 Job Description
2023 Jobs
2022 - 2023 % Change
Avg. Annual Open- ings
Regional Com- pletions (2023)
Gap
Foothill College Com- pletions (2023)
Median Hourly Earnings
   Dental Assistants
 4592
 -1.7%
 778
 312
 312
 13
 $30.60
     Audio and Video Technicians
1047
13.8%
217
129
88
20
$30.37
Source: Lightcast. Region: Santa Clara and San Mateo Counties): Green indicates above the Living Wage for Santa Clara County ($32.99). Source: MIT Living Wage Calculator.
70 Foothill 2030: Blueprint for Success
]]></page><page Index="79" isMAC="true"><![CDATA[The table below shows the top ten labor market gaps in terms of unmet demand for local jobs that require a Bachelor’s Degree, which is an important consideration as the college prepares many students for transfer. Most of these jobs lead to a living wage, as noted in green font.
BACHELOR DEGREE LEVEL
Software Developers
Personal Financial Advisors
Registered Nurses
Property Appraisers and Assessors
Securities, Commodities, and Financial Services Sales Agents
Training and Development Specialists
Substitute Teachers, Short-Term
Teaching Assistants, Postsecondary
Coaches and Scouts
Buyers and Purchasing Agents
117343 7.3% 13804 2943 10861
29383 5.2% 3571 190 3381
27004 3.1% 2268 718 1550
8324 5.2% 1081 233 848
14827 3.9% 1607 842 765
4237 8.4% 654 6 648
4040 4.6% 639 0 639
2000 22.6% 558 0 558
4790 5.9% 835 311 524
5539 -5.1% 552 52 500
$95.00
$67.55
$86.75
$40.34
$37.50
$45.21
$29.61
$21.57
$25.60
$44.61
 Job Description
2023 Jobs
2022 - 2023 % Change
Avg. Annual Open- ings
Regional Com- pletions (2023)
Gap
Median Hourly Earnings
          Source: Lightcast. Region: Santa Clara and San Mateo Counties): Green indicates above the Living Wage for Santa Clara County ($32.99). Source: MIT Living Wage Calculator.
Foothill 2030: Blueprint for Success 71
]]></page><page Index="80" isMAC="true"><![CDATA[K-12 FEEDER SCHOOLS
High Schools within the Foothill College Boundary
 Palo Alto High School
PALO ALTO
Henry M. Gunn
LOS ALTOS HILLS
Mountain View Whisman
  MOUNTAIN VIEW
Mountain View
Los Altos Union High
Alta Vista High School
SUNNYVALE
CUPERTINO
 LOS ALTOS
 Source: CA Department of Finance: Population Density Map by School District https://dru-data-portal-cacensus.hub.arcgis.com/ maps/143c7c0980754a4fbbd3dcd4579ceb7e/explore?location=37.407600%2C-122.003740%2C9.67
Although Foothill College enrolls students from many high schools, there are only two Districts within Foothill College boundaries:
Mountain View Los Altos Union High School District
• Mountain View
• Los Altos
• Alta Vista
Palo Alto Unified School District
72
Foothill 2030: Blueprint for Success
• •
Henry M. Gunn Palo Alto
]]></page><page Index="81" isMAC="true"><![CDATA[Projected Enrollment, Santa Clara County
The overall public school enrollment in Santa Clara County is projected to decrease nearly 13% between 2023 and 2034.
ENROLLMENT BY SCHOOL YEAR
           0
1989-90 1994-95 1999-00 2004-05 2009-10 2014-15 2019-20 2024-25 2029-30
Actual and projected enrollment
2023-24: 234,027 2033-34: 203,994
ENROLLMENT CHANGE FROM PREVIOUS YEAR
           0
1989-90 1994-95 1999-00 2004-05 2009-10 2014-15 2019-20 2024-25 2029-30
Change 2023-24 to 2033-34
-30,033
 ENROLLMENT BY GRADE BY SCHOOL YEAR
 500,000 0
1989-90 1994-95 1999-00 2004-05 2009-10 2014-15 2019-20 2024-25 2029-30
Pct Change 2023-24 to 2033-34
-12.8%
           Source: CA Department of Finance https://dru-data-portal-cacensus.hub.arcgis.com/ apps/7fb99fb05b4c4fb6a19e70d7b827d9d2/explore
Foothill 2030: Blueprint for Success 73
]]></page><page Index="82" isMAC="true"><![CDATA[Projected Enrollment, San Mateo County
The overall public school enrollment in San Mateo County is projected to decrease 13% between 2023 and 2034.
ENROLLMENT BY SCHOOL YEAR
           0
1989-90 1994-95 1999-00 2004-05 2009-10 2014-15 2019-20 2024-25 2029-30
Actual and projected enrollment
2023-24: 84,180 2033-34: 73,175
74
Foothill 2030: Blueprint for Success
ENROLLMENT CHANGE FROM PREVIOUS YEAR
           0
1989-90 1994-95 1999-00 2004-05 2009-10 2014-15 2019-20 2024-25 2029-30
Change 2023-24 to 2033-34
-11,005
 ENROLLMENT BY GRADE BY SCHOOL YEAR
           100,000 0
1989-90 1994-95 1999-00 2004-05 2009-10 2014-15 2019-20 2024-25 2029-30
Pct Change 2023-24 to 2033-34
-13.1%
 Source: CA Department of Finance https://dru-data-portal-cacensus.hub.arcgis.com/ apps/7fb99fb05b4c4fb6a19e70d7b827d9d2/explore
]]></page><page Index="83" isMAC="true"><![CDATA[Service Area High Schools, Compared
Santa Clara and San Mateo have higher graduation and college-going rates and a higher percent of students meeting UC/CSU requirements than the state average, but a lower proportion enrolling in a CCC. These differences are even more pronounced for high schools within Foothill’s boundary.
 2021-2022
Twelfth Grade Cohort
Cohort Grad Rate
% Meeting UC/CSU Requirements
Overall Col- lege Going Rate
% of Grads going to college choosing a CCC
Alta Vista High School 29
Los Altos High School 558
Mountain View High School 586
Henry M. Gunn High School 486
Palo Alto High School 552
California 427,386
Source: CA Department of Education DataQuest.
72.4%
98.0%
92.4%
96.1%
97.1%
87.0%
0% 29.0%
72.4% 80.5%
75.0% 81.4%
92.7% 84.2%
93.3% 86.6%
51.1% 63.6%
77.8%
24.8%
24.6%
17.7%
14.6%
52.7%
     Santa Clara County
 19,410
 92.3%
 64.1%
 75.8%
 42.2%
 San Mateo County
6,711
90.5%
64.4%
77.2%
45.2%
 Foothill 2030: Blueprint for Success
75
]]></page><page Index="84" isMAC="true"><![CDATA[APPENDIX B: INTERNAL ENVIRONMENTAL SCAN FOOTHILL COLLEGE STUDENTS
Historic Enrollment, by Ethnicity
Enrollment and the proportions of students by ethnicity have shifted over time. In 1992, Foothill enrolled nearly 30,000 students and more than half were White. Enrollment increased over the years, with some dips, most notably in the early 2020s during the COVID-19 Pandemic. By 2023, enrollment was back up to being above 25,000, with no majority ethnic group – the three largest groups, remarkably similar in size, were White, Hispanic/Latiné, and Asian.
  40,000 35,000 30,000 25,000 20,000 15,000 10,000
5,000 0
                                                1992-1993
1993-1994
1994-1995
1995-1996
1996-1997
1997-1998
1998-1999
1999-2000
2000-2001
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
2018-2019
2019-2020
2020-2021
2021-2022
2022-2023
2023-2024
African-American
American Indian/Alaskan Native Asian
Filipino
Hispanic
Multi-Ethnicity Pacific Islander Unknown
White Non-Hispanic
Source: CCCCO DataMart. https://datamart.cccco.edu/Students/Enrollment_Status.aspx
76 Foothill 2030: Blueprint for Success
]]></page><page Index="85" isMAC="true"><![CDATA[Snapshot: Ethnicity and Gender, Fall 2024
In Fall 2024, 31% of Foothill College students identified as Latinx, followed by 29% Asian and 24% White. All other ethnic groups were in the single digits.
In Fall 2024, 54% of Foothill College students (excluding apprenticeships) identified as Female, 44% as Male, and 2% as Non-Binary/Other.
ETHNICITY
 Unknown 6%
White 24%
Asian 29%
   Pacific
Islander
1%     Black
Native American 0%
Latinx 31%
4% Filipinx
5%
  GENDER
 Non Binary 0.0%
Male 44%
Unknown 1.9%
 Female 54%
 Source: Foothill College Fall 2024 Census Report– does not include apprenticeships. N=11,586. https://foothill.edu/irp/2025/FH- 2025-Q2-Report-FallCensus.pdf
Foothill 2030: Blueprint for Success 77
]]></page><page Index="86" isMAC="true"><![CDATA[Snapshot: Age and Student Type, Fall 2024
In Fall 2024, over one-third of Foothill College students (34%) were aged 19 or younger, 29% aged 20-24, 25% aged 25-39, and 12% aged 40 or older. This is a younger student population than the typical California Community College.
In Fall 2024, 40% of Foothill College students were continuing, followed by 19% First-Time Transfer, 17% First- Time New, 14% Returning, 9% High School Concurrent, and 1% New. This is a different profile than the typical California Community College, which will be explored in the next chart.
AGE
  40 or older 12%
25 to 39 25%
19 or younger 34%
20 to 24 29%
   STUDENT TYPE
 HS Concurrent 9%
Returning 14%
Continuing 40%
Other 1%
  First-Time New 17%
First-Time Transfer 19%
   Source: Foothill College Fall 2024 Census Report – does not include apprenticeships. N=11,586.
78 Foothill 2030: Blueprint for Success
]]></page><page Index="87" isMAC="true"><![CDATA[Enrollment Status, Compared
Compared to the statewide average for California Community Colleges, Foothill College has a lower percentage of Continuing students, First-Time students, Special Admit students, and Unknown. Conversely, Foothill College has a higher proportion of First-Time Transfer and Returning students.
FALL 2024
 50% 40% 30% 20%
10% 0%
Continuing
First-Time
First-Time Transfer
All CCCs
Returning
Special Admit
Unknown
           Foothill
Source: CCCCO DataMart – all enrollments, including apprenticeship. International Students
In Fall 2024, 442 International Students enrolled at Foothill College, comprising 3.8% of all students. The numbers have been trending upward since the drop during the COVID-19 Pandemic, but they have not yet returned to pre-pandemic levels.
Top 5 Countries of Origin, Fall 2024:
• China
• India
• South Korea
• Japan
• Brazil
Source: Foothill College Fall 2024 Census Report – does not include apprenticeships. Historic data from CCCCO DataMart.
Foothill 2030: Blueprint for Success 79
]]></page><page Index="88" isMAC="true"><![CDATA[Distance Education, Compared
Compared to statewide averages, Foothill College offered a higher proportion of Distance Education classes.
According to the Foothill College Fall 2024 Census Report, Face-to-Face enrollment increased 6% and total Online/Hybrid increased 2% over Fall 2023.
FALL 2024
 60% 50% 40% 30% 20%
10% 0%
58%
51% 47%
     39%
      Delayed Interaction (Internet)
Non-Distance
All CCCs
3% 3%
Simultaneous Interaction (Internet)
Foothill
1% 0.0% Other
Source: CCCCO DataMart
Foothill-De Anza AB 540 (Dreamers), Pell Grant Recipients, and CPG Promise Grant Recipients
The District has experienced decreases in CPG and AB540 students in recent years. Percent of unduplicated District headcount in 2023-2024, compared to all CCCs:
• • •
21% Promise | 37% for all CCCs 10% Pell | 19% for all CCCs
3% AB540 | 2% for all CCCs
 FUNDING BREAKDOWN – FISCAL YEAR FY 23-24
 Base
$128,052,553 67%
Supplemental
$20,200,839 11%
 Success
$25,259,801 13%
      TOTAL FTES:
20,325
TOTAL PROMISE GRANT RECIPIENTS:
TOTAL PELL GRANT RECIPIENTS:
TOTAL AB540 STUDENTS:
    80
Foothill 2030: Blueprint for Success
10,287
(21% of Unduplicated Headcount)
4,790
(10% of Unduplicated Headcount)
1,231
(21% of Unduplicated Headcount)
]]></page><page Index="89" isMAC="true"><![CDATA[The charts below show total enrollment at Foothill-DeAnza for All Students (FTES), Promise Grant Recipients, Pell Grant Recipients, and AB540 Students, as well as the percent changes from 2020-21.
  12,186
PROMISE GRANT RECIPIENTS
10,633 10,287
4,723
AB540 STUDENTS
 4,782 4,790
1,690
1,274 1,231
  25,000 20,000 23,605
Enrollment
10,000
5,000
0
20,325
TOTAL FTES
20,746
ENROLLMENT TRENDS
PELL GRANT RECIPIENTS
   15,000
     Source: CCCCO SCFF Dashboard https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/College-Finance-and-Facilities-Planning/ scff-dashboard/phase-2
Headcount of CPG and Pell Grant Recipients at Foothill College
At Foothill College, the number of CPG and Pell Grant recipients generally decreased after 2019-2020 but began rebounding in 2022 and is now close to pre-pandemic levels.
2019-2020 TO 2023-2024
 7,000
6,000
5,000
4,000 3,000 2,000
1,000 0
5,936
1,470
2019-20
6,411
1,264
2020-21
5,222
1,290
2021-22
5,432
1,339
6,425
1,414
2023-21
          CPG
2022-23
Pell
Source: CCCCO DataMart.
Foothill 2030: Blueprint for Success 81
]]></page><page Index="90" isMAC="true"><![CDATA[STUDENT OUTCOMES
Students by Journey, Compared
Data includes Non-Special Admit Students only (approx. 9% of Foothill students are Special Admit). Foothill has a higher percent of Short-Term CTE and Undecided students than the region or the state. For Foothill, N= 8,874 Degree/Transfer, 5,871 Short-Term CTE, 3,025 Adult Ed/ESL, 7,097 Undecided. Silicon Valley includes De Anza, Evergreen, Foothill, Gavilan, Mission, San Jose City, and West Valley Colleges.
FOOTHILL
  Undecided 21%
Short-Term CTE 16%
Adult Ed/ESL 11%
Degree/Transfer 52%
   SILICON VALLEY
   Undecided 28%
Short-Term CTE 24%
Adult Ed/ESL 12%
Degree/Transfer 36%
  82
Foothill 2030: Blueprint for Success
Source: CCCCO DataVista https://datavista.cccco.edu
]]></page><page Index="91" isMAC="true"><![CDATA[ALL CCCS
  Undecided 23%
Short-Term CTE 16%
Adult Ed/ESL 9%
Degree/Transfer 52%
   Source: CCCCO DataVista.
Degree/Transfer Students: Persistence
Fall to Spring Persistence has generally trended downward at Foothill College for Degree/Transfer seeking students, from 80% in 2014-2015 to 70% in 2022-2023. Compared to the state and the region (Silicon Valley), Foothill College has a lower persistence rate than other California Community Colleges. At Foothill College in 2022-2023, Black, Filipinx, Latiné, Non-Binary and, to a lesser extent female students, had lower persistence rates.
PERSISTED FROM FALL TO SPRING: AT THE SAME COLLEGE
 80% 70% 60% 50% 40% 30% 20% 10%
80%
75%
73%
71% 69%
69% 71%
69% 70% All
   Percentage of Students
      0% 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23
 Source: CCCCO DataVista, most recent data from 2022-2023.
Foothill 2030: Blueprint for Success 83
]]></page><page Index="92" isMAC="true"><![CDATA[FOOTHILL PERSISTENCE, COMPARED, 2022-23
 100%
80% 70% 60%
74%
Silicon Valley
71%
All CCCs
      40% 20% 0%
Foothill
   PERSISTENCE AT FOOTHILL COLLEGE, DISAGGREGATED, 2022-2023
  100%
80% 71% 60%
40%
20%
ETHNICITY
62% 67% 68% 73%
73% 73%
GENDER
69% 71%
76%
                 0%
Asian Black Filipino Latino Pac Multi White Island/
Female Male Non- Binary
 HI Native
Note: Foothill Average = 70%, as noted by the orange line. Source: CCCCO DataVista, most recent data from 2022-2023.
Degree/Transfer Students: Completed Transfer Level Math and English in Year One
The percentage of Foothill College Degree/Transfer seeking students completing both transfer level Math and English has been trending upward at Foothill College, increasing from 20% in 2014-2015 to 29% in 2022-2023. This percentage is higher than the statewide and regional averages. Disaggregation shows that Black and Latiné students are completing transfer level Math and English at much lower rates than other ethnic groups
COMPLETED TRANSFER-LEVEL MATH AND ENGLISH
 30%
29%
29% 25% 28% 25%
All 20%
20% 19% 20%
22%
Percentage of Students
10%
0%2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23
     84
Foothill 2030: Blueprint for Success
]]></page><page Index="93" isMAC="true"><![CDATA[FOOTHILL COMPLETED TRANSFER-LEVEL MATH AND ENGLISH, COMPARED, 2022-23
 40% 30% 20%
10% 0%
29%
Foothill
24%
Silicon Valley
18%
All CCCs
       MATH AND ENGLISH COMPLETION, DISAGGREGATED, 2022-2023
  80%
60% 40%39% 20%
0% Asian
ETHNICITY
GENDER
29% 31% Female Male
 51% 24%
39%
Multi
       Black
Filipino
Latino
White
23% 26%
Note: Foothill Average = 29%, as noted by the orange line. Source: CCCCO DataVista, most recent data from 2022-2023.
Degree/Transfer Students: Completion, Transfer
The number and percentage of Foothill College Degree/Transfer seeking students who earn an award and/or transfer has trended up slightly in past years, from 14% in 2014-2015 to 16% in 2021-2022. Both Foothill College and the other California Community Colleges in Silicon Valley posted the same percent in 2021, which was higher than the statewide average for all colleges. Disaggregated data show that Black, Filipinx, Latiné, and Pacific Islander/Native Hawaiian students have lower completion rates, as do males.
EARNED AN AWARD OR TRANSFERRED TO A 4-YEAR INSTITUTION
Source: Chancellor’s Office Management Information System, National Student Clearinghouse, CSU/UC Cohort Match. Note: Transfer metrics are only displayed for exiting students who are no longer enrolled at any California community college.
Therefore, these outcome metrics are not available for the latest year.
Note: The equivalent percentages corresponding to the above chart, from 14-15 to 21-22, are: 14%, 12%, 13%, 14%, 15%, 14%, 16%, 16%.
 Number of Students
2,000 1,000 0
688 2014-15
759 2015-16
1,813
2016-17
1,835 2017-18
1,831 2018-19
1,659
1,876
1,449 All 2021-22 2019-20 2020-21
    Foothill 2030: Blueprint for Success 85
]]></page><page Index="94" isMAC="true"><![CDATA[COMPLETION/TRANSFER, COMPARED, 2021-22
 30% 20% 10% 0%
16%
Foothill
16%
Silicon Valley
12% All CCCs
    COMPLETION/TRANSFER, DISAGGREGATED, 2021-2022
 ETHNICITY
60%
40%
20% 18% 14% 11% 13% 11% 16% 18%
0% Asian Black Filipino Latino Pac Multi White Island/
HI Native
GENDER
17% 15% Female Male
       Note: Foothill Average = 16%, as noted by the orange line. Source: CCCCO DataVista, most recent data from 2021-2022.
Degree/Transfer Students: Units Accumulated Upon Graduation
The number of units accumulated by Foothill College degree/transfer seeking students upon graduation has decreased in past years, from 136 in 2014-2015 to 128 in 2022-2023. This total is still three units more on average than De Anza College graduates. A statewide comparison is not available due to other colleges being on the semester calendar. Disaggregation shows that Asian, Black, Multi Ethnicity and, to a lesser extent, female students accumulate more units than average.
AVERAGE NUMBER OF ASSOCIATE DEGREE EARNERS QUARTER UNITS ACCUMULATED
 150
Number of Quarter Units
136 139
139 139 141
134 134
130
128 All
  100 10
  02014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23
 86 Foothill 2030: Blueprint for Success
]]></page><page Index="95" isMAC="true"><![CDATA[FOOTHILL COLLEGE STUDENTS, COMPARED TO DE ANZA, 2022-23
 140 120 100
Quarter Units
0
128
125
     80 60 40 20
     Foothill
De Anza
UNIT ACCUMULATION, DISAGGREGATED, 2022-2023
  160 140 120 100
80 60 40 20
0
ETHNICITY
GENDER
 136
144
  127
132
121
129
128
               Asian
Black
Latino
Multi
White
Female Male
Note: Foothill Average = 128, as noted by the orange line. Source: CCCCO DataVista, most recent data from 2022-2023.
Short-Term CTE Students: Course Success Rate
The Course Completion Rate for Short-Term CTE Foothill College students has trended upward slightly, from 85% in 2014-2015 to 88% in 2022-2023. Foothill’s rate is higher than the Silicon Valley region and statewide averages. Disaggregated data show that Black, Latiné, Pacific Islander, Female, and Non-Binary students have lower course success rates.
Foothill 2030: Blueprint for Success 87
]]></page><page Index="96" isMAC="true"><![CDATA[88
Foothill 2030: Blueprint for Success
COURSE SUCCESS RATE
   Percent of Courses Successfully Passed
90% 80% 70% 60% 50% 40% 30% 20%
85%
86%
89% 89%
89% 91%
90% 88%
88% All
       10%
0% 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23
  COURSE SUCCESS RATES, COMPARED, 2022-23
 100% 88% 80%
60%
40%
83%
Silicon Valley
77%
All CCCs
       20% 0%
Foothill
  COURSE SUCCESS RATES, DISAGGREGATED, 2022-2023
 100% 100%
80% 60% 40% 20%
0%
Am Indian/ AK Native
ETHNICITY
GENDER
 90%
Asian
83%
Black
91%
Filipino
84% 82%
88%
Multi
90%
White
86%
Female
89% 83%
Male Non- Binary
                   Latino Pac Island/
HI Native
Note: Foothill Average = 88%, as noted by the orange line. Source: CCCCO DataVista, most recent data from 2022-2023.
]]></page><page Index="97" isMAC="true"><![CDATA[Short-Term CTE Students: Earned 9+ Units
The percentage of Short-Term CTE Students earning 9+ Units has decreased in recent years, but rebounded from 21% in 2014-2015 to 22% in 2022-2023. Foothill College Short-Term CTE students earn 9+ units at a higher rate than the Silicon Valley region and the state. Disaggregation shows that Black, Filipinx, and Latiné students earn 9+ units at lower rates.
EARNED 9+ CAREER EDUCATION UNITS
 Percentage of Students
30%
21%
20%
20%
20%
22% All 18% 18% 17%
18% 18%
10%
0%2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23
     Note: Percentage of students who successfully completed nine or more career education semester units within the district in selected year.
9+ UNITS, COMPARED, 2022-23
 30% 20% 10% 0%
22%
Foothill
18%
Silicon Valley
16%
All CCCs
     9+ UNITS, DISAGGREGATED, 2022-2023
 ETHNICITY
GENDER
22% 21%
Female Male
 40%
31%
30% 20% 10% 0%
       16%
     Asian
Black
Filipino
Latino
Multi
White
19% 18% 24% 21%
Note: Foothill Average = 22%, as noted by the orange line. Source: CCCCO DataVista, most recent data from 2022-2023.
Foothill 2030: Blueprint for Success 89
]]></page><page Index="98" isMAC="true"><![CDATA[Short-Term CTE Students: Job Closely Related to Field of Study
The percentage of Foothill College Short-Term CTE students who find a job closely related to their field of study trended upward in recent years from a low of 71% in 2014-2015, to a high of 94% in 2015-2016, to 83% in 2020- 2021. Compared to the regional and statewide averages, Foothill College has a higher percentage of students finding employment in their field of study. Disaggregated data shows that a lower percentage of White and male students are finding employment in their field of study.
JOBS CLOSELY RELATED TO FIELD OF STUDY
Source: Chancellor’s Office Management Information System, CTE Outcomes Survey, National Student Clearinghouse, CSU/UC Cohort Match.
Note: Percentage of respondents to the CTEOS question who exited all postsecondary and who reported working in a job closely related to their field of study in selected timeframe. Employment and earnings metrics are only calculated and displayed for students who are no longer enrolled in any postsecondary institution. This metric is based on self-reported CTE Outcome Survey (CTEOS) data and relies on student responses to survey questions. Therefore, the data is not available for the two latest years.
FOOTHILL COLLEGE, COMPARED, 2020-21
 Number of Exiters
100%
50% 71%
0 2014-15
94%
92% 92% 2015-16 2016-17 2017-18
84% 2018-19
84% 83% All
2019-20 2020-21
     100% 83% 80%
60%
40%
78%
Silicon Valley
73%
All CCCs
       20% 0%
Foothill
  90
Foothill 2030: Blueprint for Success
JOB CLOSELY RELATED TO FIELD OF STUDY, DISAGGREGATED, 2020-2021
  100% 80% 60% 40% 20%
0%
85%
Asian
ETHNICITY
86% 85%
Latino Multi
78%
White
GENDER
85% 81%
Female Male
              Note: Foothill Average = 83%, as noted by the orange line. Source: CCCCO DataVista, most recent data from 2020-2021.
]]></page><page Index="99" isMAC="true"><![CDATA[Short-Term CTE Students: Earnings
The Median Annual Earnings for former Foothill College Short-Term CTE students has been trending upward
in recent years, from $72K in 2014-2015 to $79K in 2021-2022. These earnings are higher than the average for regional or statewide California Community Colleges. Disaggregated data shows that Black, Latiné, Multi Ethnicity, Female, and Non-Binary students earn lower wages then their counterparts.
MEDIAN ANNUAL EARNINGS
Source: Chancellor’s Office Management Information System, Employment Development Department Unemployment Insurance Dataset, National Student Clearinghouse, CSU/UC Cohort Match.
Note: Median annual earnings of students who exited all postsecondary who were employed 2 fiscal quarters after exit. Employment and earnings metrics are only calculated and displayed for students who are no longer enrolled in any postsecondary institution. Therefore, these outcome metrics are not available for the latest year.
FOOTHILL COLLEGE, COMPARED, 2021-22
   Dollars
$80,000
$40,000 $72,742 $63,928 $78,772
$0 2014-15 2015-16 2016-17
$87,079 2017-18
$82,766 2018-19
$81,567 2019-20
$83,567
2020-21
$79,148 All
2021-22
   $100,000 $80,000 $60,000 $40,000 $20,000
$0
$79,148
Foothill
$74,240
Silicon Valley
$56,482
All CCCs
         SHORT-TERM CTE STUDENT EARNINGS, DISAGGREGATED, 2021-2022
 ETHNICITY
GENDER
 $100,000 $80,308 $80,000 $60,000 $40,000 $20,000
$0 Asian
$78,618
Filipino
$74,718 $73,380
Latino Multi
$84,618
White
$72,356
Female
$91,500
Male Non- Binary
 $70,594
     $59,588
           Black
Note: Foothill Average = $79,148, as noted by the orange line. Source: CCCCO DataVista, most recent data from 2021-2022.
Foothill 2030: Blueprint for Success 91
]]></page><page Index="100" isMAC="true"><![CDATA[Short-Term CTE: Attained Living Wage
The percentage of Foothill College Short-Term CTE students attaining the living wage has generally trended upward in recent years, from 60% in 2014-2015 to 71% in 2021-2022. This percentage is higher than the average for the Silicon Valley region and the state. Disaggregation shows that former CTE students who are Black, Latiné, and Female are less likely to earn a living wage.
ATTAINED LIVING WAGE
Source: Chancellor’s Office Management Information System, Employment Development Department Unemployment Insurance Dataset, National Student Clearinghouse, CSU/UC Cohort Match, Insight Center for Community Economic Development, Living Wage Table.
Note: Percentage of students who exited all postsecondary and were employed 2 quarters after exit and attained the living wage for a single adult in the district county. Employment and earnings metrics are only calculated and displayed for students who are no longer enrolled in any postsecondary institution. Therefore, these outcome metrics are not available for the latest year.
FOOTHILL COLLEGE, COMPARED, 2021-22
 Number of Exiters
80% 40%
56% 60%
72% 2016-17
75% 75% 2017-18 2018-19
72% 74% 2019-20 2020-21
71% All
2021-22
   0 2014-15 2015-16
  100%
80% 71% 60%
40%
20%
65%
Silicon Valley
69%
All CCCs
        0%
Foothill
 92
Foothill 2030: Blueprint for Success
LIVING WAGE ATTAINMENT FOR SHORT-TERM CTE STUDENTS, DISAGGREGATED, 2021-2022
 ETHNICITY GENDER
100%
80%75% 77%%73%73%65%78%
60% 40% 20%
0% Asian Black Filipino Latino Multi White Female Male
       54%
64
          Note: Foothill Average = 71%, as noted by the orange line. Source: CCCCO DataVista, most recent data from 2021-2022.
]]></page><page Index="101" isMAC="true"><![CDATA[Adult Education/ESL: Completion
Foothill College Adult Education/ESL student completion rates have generally been trending upward in recent years, from 4% in 2014-2015 to 7% in 2022-2023. Although this rate is low, it is higher than the average for the Silicon Valley region and the state. Disaggregated data show that Latiné Adult Education/ESL students are completing at a lower rate.
EARNED AN ESL AWARD: VISION GOAL COMPLETION DEFINITION
  Number of Students
300
159
170
161
200
232
200
89
201 All 100 22
43
0%2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23
    Note: Percentages corresponding to the numbers in the above chart for 14-15 to 22-23: 4%, 6%, 9%, 9%, 6%, 5%, 8%, 7%, 7%. Number of students who were enrolled in the district and earned a CCCCO approved certificate, associate degree, and/or community college bachelor’s degree in selected year.
FOOTHILL COLLEGE, COMPARED, 2022-23
EARNED AN AWARD, DISAGGREGATED, 2022-2023
Note: Foothill Average = 7%, as noted by the orange line. Source: CCCCO DataVista, most recent data from 2022-2023.
 10% 5% 0%
7% Foothill
4% Silicon Valley
2%
All CCCs
     20% 10% 0%
ETHNICITY
GENDER
8% 7% 7% White Female Male
 7% Asian
5% Latino
10% Multi
    Foothill 2030: Blueprint for Success 93
]]></page><page Index="102" isMAC="true"><![CDATA[Adult Education/ESL: Transitioned to Postsecondary Coursework
The number of Foothill College Adult Education/ESL students transitioning to postsecondary coursework has generally trended upward in recent years, from 140 in 2014-2015 to 432 in 2021-2022. Compared to the Silicon Valley region and the state, Foothill College has a higher rate of transition. Disaggregated data show that Black, Latiné and Female students transition at lower rates.
TRANSITIONED TO POSTSECONDARY COURSEWORK
 800
Number of Students
  600
400
200 140
0 2014-15
425
2016-17
504
278
739 201
2019-20 2020-21
432 All
2021-22
  130 2015-16
2017-18 2018-19
  94
Foothill 2030: Blueprint for Success
Note: Number of students who enrolled in either a CTE or college level credit course or was flagged as pre-apprenticeship for the first-time in selected or subsequent year.
FOOTHILL COLLEGE, COMPARED, 2021-22
 30% 24% 20%
21%
15%
   10% 0%
Foothill
Silicon Valley All CCCs
  ADULT EDUCATION/ESL TRANSITION TO POSTSECONDARY COURSEWORK, DISAGGREGATED, 2021-2022
 ETHNICITY
GENDER
 40%
30% 20% 10% 0%
24% 22%
Asian Black
39%
Filipino
22%
27%
  21%
25% 24%
             Latino
Multi
White
Female Male
Note: Foothill Average = 24%, as noted by the orange line. Source: CCCCO DataVista, most recent data from 2021-2022.
]]></page><page Index="103" isMAC="true"><![CDATA[Adult Education/ESL: Became Employed
The rate of Foothill College Adult Education/ESL students who became employed generally trended upward, from 12% in 2014-2015 to 21% in 2022-2023. Compared to the region (Silicon Valley) and the state, Foothill College has a higher employment rate. Disaggregated data show that Asian, Latiné, White, and Female Adult Education/ESL students show lower rates of employment.
BECAME EMPLOYED
 30%
Percent of Exiters
  20% 12% 11% 10%
0% 2014-15 2015-16
8% 2016-17
15% 10% 2017-18 2018-19
11% 26% 2019-20 2020-21
21% All
2021-22
   Source: Chancellor’s Office Management Information System, Employment Development Department Unemployment Insurance Dataset, National Student Clearinghouse, CSU/UC Cohort Match.
Notes: Percentage of students who exited all postsecondary and who were unemployed 2 quarters before entry or re-entry and became employed 2 quarters after exit. Employment and earnings metrics are only calculated and displayed for students who are no longer enrolled in any postsecondary institution. Therefore, these outcome metrics are not available for the latest.
FOOTHILL COLLEGE, COMPARED, 2021-22
(Source: CCCCO DataVista, most recent data from 2021-2022. BECAME EMPLOYED, DISAGGREGATED, 2022-2023
 30% 20% 10% 0%
21%
Foothill
17%
Silicon Valley
10% All CCCs
      30%
20% 10% 0%
ETHNICITY
19% 19% 18%
GENDER 30%
Female Male
 19%
      Asian Latino
White
Note: Foothill Average = 21%, as noted by the orange line. Source: CCCCO DataVista, most recent data from 2022-2023.
Foothill 2030: Blueprint for Success 95
]]></page><page Index="104" isMAC="true"><![CDATA[Adult Education/ESL: Earnings
Foothill College Adult Education/ESL students have generally shown increases in median annual earnings in recent years, from $49K in 2014-2015 to $65K in 2022-2023. Foothill College student earnings are higher than the Silicon Valley region and statewide averages. Disaggregated data show that Latiné and Female Adult Education/ ESL students earn far less than their counterparts.
ESL MEDIAN ANNUAL EARNINGS
 $80,000
$60,000 $49,342
$37,625 $40,000
$20,000
$50,470
$48,577
$59,400
$53,747
  Dollars
$63,068 $64,592 All
   $0 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21
2021-22
 96
Foothill 2030: Blueprint for Success
Source: Chancellor’s Office Management Information System, Employment Development Department Unemployment Insurance Dataset, National Student Clearinghouse, CSU/UC Cohort Match.
Notes: Median annual earnings of students who exited all postsecondary who were employed 2 fiscal quarters after exit. Employment and earnings metrics are only calculated and displayed for students who are no longer enrolled in any postsecondary institution. Therefore, these outcome metrics are not available for the latest year.
FOOTHILL COLLEGE, COMPARED, 2021-22
 $80,000 $60,000 $40,000 $20,000
$0
$64,592
Foothill
$56,048
Silicon Valley
$38,436
All CCCs
       Source: CCCCO DataVista, most recent data from 2021-2022.
MEDIAN ANNUAL EARNINGS, DISAGGREGATED, 2022-2023
  $100,000 $100,354 $80,000
$60,000
$40,000
$20,000 $0
ETHNICITY
Latino
GENDER
$88,030
Female Male
 $75,634
$64,308
$69,254
 $49,248
$54,076
             Asian
Black
Multi
White
Note: Foothill Average = $64,592, as noted by the orange line. Source: CCCCO DataVista, most recent data from 2022-2023.
]]></page><page Index="105" isMAC="true"><![CDATA[STUDENT OUTCOMES: AWARDS CONFERRED
Over the past six years, the number of credit certificates conferred by Foothill College has increased while the number of degrees conferred has decreased.
 1400
1200
1000 267
800 600 400 200
0
70 1145 1153 1063 76 968
244 54 59 183 218 154 410 150 184
 45
60 300
222
224
2019-20
 296 206
    257
291
324
264
249 250
174 168
821
812
     383
375
312
   2018-19
2020-21 2021-22 2022-23 2023-24
AA AS BS
AA-T AST Credit Cert
Source: Internal Foothill College Precision Degrees & Certificates Report. https://data2.precisioncampus.com/fhda/ pivot?page=19
Foothill 2030: Blueprint for Success 97
]]></page><page Index="106" isMAC="true"><![CDATA[STUDENT OUTCOMES: TOP ASSOCIATE IN ARTS (AA)/ASSOCIATE IN ART FOR TRANSFER (AA-T) DEGREES AWARDED
Many similar degrees are offered in both the Associate of Arts (AA) and Associate in Art for Transfer (AA-T) formats, including in Psychology, Communication, Sociology, Child Development and Art.
Associate Degree, Arts
1GSS - General Studies: Social Science 45
1ACC - Accounting 15
1COS - Communication Studies 15
1GID - Graphic & Interactive Design 15
1MU1 - Music Technology 13
1PSY - Psychology 13
1JAP - Japanese 12
1CHD - Child Development 10
1SOC - Sociology 9
1ART - Art 8
Associate Degree for Transfer, Arts
1PYT - Psychology for Transfer 78
1CMT - Comm Studies for Transfer 30
1SOT - Sociology for Transfer 27
1KIT - Kinesiology for Transfer 25
1ECT - Economics for Transfer 23
1CDV - Chld & Adolescent Dev-Transfer 19
1PST - Political Science for Transfer 12
1ANT - Anthropology for Transfer 8
1HIT - History for Transfer 6
1ATT - Art History for Transfer 5
Source: Internal Precision Degrees & Certificates Report.
 AA MAJOR
2023-24
 AA-T MAJOR
2023-24
                    STUDENT OUTCOMES: TOP ASSOCIATE OF SCIENCE (AS)/ASSOCIATE IN SCIENCE FOR TRANSFER (AS-T) DEGREES AWARDED
Associate Degree, Science 1VT - Veterinary Techn
23
22
22
18
12
11
8
8
8
Associate Degree for Transfer, Science 1BA2 - Business Admin for Transfer 2 51
1PHS - Public Health Sci for Transfer 38
1BAT - Business Admin for Transfer 21
1MTT - Mathematics for Transfer 18
1BIT - Biology for Transfer 10
1FTV - Film, TV & Elec Media-Transfer 8
1PCT - Physics for Transfer 4
1EAT - Early Child Educ for Transfer 2
1ENV - Environmental Sci for Transfer 2
Source: Internal Precision Degrees & Certificates Report. Foothill 2030: Blueprint for Success
 AS MAJOR
2023-24
 AS-T MAJOR
2023-24
  1RET - Respiratory Therapy
1R T - Radiologic Technology
1PAR - Paramedic
1PT - Pharmacy Technician
1DIM - Diagnostic Medical Sonography
1D A - Dental Assisting
1EGN - Engineering
1GI4 - Geographic Inform Syst Tech
                1GSC - General Studies: Science 8
 98
]]></page><page Index="107" isMAC="true"><![CDATA[STUDENT OUTCOMES: TOP CREDIT CERTIFICATES AWARDED
Although most certificates are Career and Technical Education (CTE) - focused, three of the top certificates are awarded for meeting general education requirements.
While many credit certificates are conferred in Career and Technical Education (CTE) fields, the category of meeting general education requirements represents the third most commonly awarded certificate (Full IGETC Certification: CSU, Full GE Breadth Certification, Full IGETC Certification: UC).
1RDD - Research Design Dev Global Good 235
1EIW - Inside Wireman 175
1IGC - Full IGETC Certification: CSU 86
1EC1 - Early Child Educ Fundamentals 57
1NDT - Non-Destructive Testing Tech 46
1IDC - Full GE Breadth Certification 35
1SC1 - Appr:Sound & Comm Installer 35
1ICU - Full IGETC Certification: UC 32
1ETS - Education Tech Specialist 25
1MKR - Makerspace Coordinator 24
1CM1 - Communication Studies I 21
1SP4 - Appr:Steamfitng&Pipefiting Tec 21
1SIL - STEAM Instructional Leadership 20
1AC1 - Appr:Air Conditng & Refrig Tec 16
1PT2 - Appr:Plumbing Technology 16
STUDENT OUTCOMES: BACHELOR’S DEGREES
Foothill College awards a significant number of Bachelor’s Degrees in Dental Hygiene.
1DH - Dental Hygiene 59
 MAJOR
2023-24
                MAJOR
2023-24
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]]></page><page Index="108" isMAC="true"><![CDATA[STUDENT OUTCOMES: TRANSFER
Transfer to In-State Privates, and Out of State
The number of Foothill College students transferring to ISP/OOS Colleges and Universities has declined in recent years, at a higher rate than the decline in UC/CSU transfers.
2023-24 In-State Private Transfer Destinations:
• Ashford University
• California Lutheran University
• Chapman University
• Claremont-McKenna University
• Saint Mary’s College of California
• Santa Clara University
• University of the Pacific
• West Coast University-Los Angeles
2023-24 Out-of-State Transfer Destinations:
• Western Governor’s University
• Massachusetts Institute of Technology
• Nightingale College
• Southern New Hampshire University
• University of Nevada-Reno
• University of Washington-Seattle
FOOTHILL COLLEGE IN-STATE PRIVATE AND OUT-OF-STATE TRANSFERS, 2018-19 TO 2023-24
 Institution Type
2018-19
2019-20
2020-21
2021-22
2022-23
% Change 2021-22 and 2022-23
2023-24
% Change 2022-23 and 2023-24
In-State Private (ISP) 65 48 51 37
TOTAL 242 216 226 177
Source: CCCCO Data Mart Presented in an Internal Foothill College Transfer Report.
18 -51% 8 -56%
121 -32% 53 -56%
 Out-of-State (OOS)
177
168
175
140
103
-26%
45
-56%
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]]></page><page Index="109" isMAC="true"><![CDATA[Transfer to UC, CSU
The number of Foothill College students transferring to the UC/CSU has decreased in recent years, mirroring enrollment declines during the COVID-19 pandemic. Foothill College transfers a higher proportion to UC than most California Community Colleges. San José State University is the largest transfer destination for Foothill College students. Foothill College transfers a relatively similar number of students to UCLA, UC Berkeley, and UC Santa Cruz.
FOOTHILL COLLEGE CALIFORNIA STATE UNIVERSITY AND UNIVERSITY OF CALIFORNIA TRANSFERS, 2018-19 TO 2023-24
California State University 407 546 496 432 345 -20% 349 1%
TOTAL 890 991 939 859 652 -24% 655 0.5%
Source: CSU Analytics https://www.calstate.edu/data-center/institutional-research-analyses/Pages/reports-and-analytics.aspx; UCOP Infocenter. https://www.universityofcalifornia.edu/about-us/information-center/transfers-major Presented in an Internal Foothill College Transfer Report.
TOP 5 CSUS, 2022-23
 Institution Type
2018-19
2019-20
2020-21
2021-22
2022-23
% Change 2021-22 and 2022-23
2023-24
% Change 2022-23 and 2023-24
 University of California
483
445
443
427
307
-28%
306
0%
  180 160 140 120 100
80 60 40 20
0
San Jose State
San Francisco State
Cal State East Bay
Cal Poly Humbolt
San Diego State
           Source: CSU Data Dashboards https://www.calstate.edu/data-center/institutional-research-analyses/Pages/data-dashboards.aspx and Internal Foothill College Transfer Report.
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]]></page><page Index="110" isMAC="true"><![CDATA[ TOP 5 UCS, 2022-23
TOP MAJORS FOR FOOTHILL TRANSFERS TO CSU – FALL 2024
Psychology Kinesiology/Physical Education Business Administration Computer Science Communications
      60 50 40 30 20
10 0
UCLA Berkeley
Santa Cruz
Davis
San Diego
            Source: UCOP InfoCenter and Internal Foothill College Transfer Report.
Social Sciences
Mathematics And Statistics
Psychology
Biological And Biomedical Sciences
Computer And Information Sciences & Support Svcs Multi/Interdisciplinary Studies
Business, Management, Marketing, & Related Support Svcs Engineering
Visual And Performing Arts Communication, Journalism, And Related Programs
 TOP MAJORS FOR FOOTHILL TRANSFERS TO UC, 2021-22 THRU 2023-24
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]]></page><page Index="111" isMAC="true"><![CDATA[STUDENT OUTCOMES: CTE AWARDS WITH HIGHEST WAGE GAINS
Foothill College participates in the annual statewide CTE Employment Outcomes Survey. Aggregated survey results from 2013-2023 show the Foothill College awards with the highest wage gains, an important outcome for CTE students.
Inside Wireman
Air Conditioning & Refrigeration Technology Radiologic Technology Geographic Information Systems Technology Primary Care Associate Makerspace Coordinator
Dental Hygiene
Diagnostic Medical Sonography Plumbing Technology
General Electrician
Respiratory Therapy
Paramedic
Music Technology
Dental Assisting Environmental Horticulture & Design
Source: California Community Colleges Career & Technical Education Employment Outcomes Survey.
 FOOTHILL COLLEGE CTE AWARDS (MAJOR OR CERTIFICATE) WITH HIGHEST % WAGE GAINS, 2013-2023
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]]></page><page Index="112" isMAC="true"><![CDATA[APPENDIX C:
LISTENING AND VISION SESSION THEMES
STUDENT ACCESS, SUCCESS, AND COMPREHENSIVE SUPPORT
Strategic Enrollment Practices
• Build a campus community where every student feels they belong, supported, and inspired to succeed
• Expand enrollment with a focus on targeting adult learners and underserved populations
• Continue to grow and fully integrate dual enrollment; strengthen alignment with local high schools and Career and Technical Education pathways
• Proactively align class schedules with program maps and student completion needs.
• Maintain a balanced schedule with increased in-person classes and flexible delivery modes
Student Retention, Persistence, and Success
• Implement student-centered scheduling practices
• Advance efforts to eliminate equity gaps in student achievement and completion of educational goals
• Develop intentional retention and persistence plans
• Provide higher-level extracurricular activities designed to teach skills (e.g., strategic thinking)
• Explore support for learning communities
• Enhance support for international students (courses and services)
Support Services
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•
• • •
•
• •
Reduce practical and financial barriers by addressing transportation, textbooks, technology access, and minimizing excess units to help preserve Financial Aid
Continue to provide support for the college application process
Improve access to counseling and education plans, especially for new students and dual enrollment students
Strengthen support for fully online students by matching online services with on-campus resources to ensure equitable access and success
Foster a vibrant campus community by restoring campus life, enhancing engagement at the Sunnyvale Center, and exploring shuttle service between Foothill and De Anza Colleges
Expand support for student mental health and psychological needs Maintain or expand tutoring services
]]></page><page Index="113" isMAC="true"><![CDATA[EDUCATIONAL PROGRAMS AND PATHWAYS
Career and Academic Pathways
• Enhance and implement Guided Pathways at scale to better support and guide students toward their goals
• Create new and inclusive curriculum pathways, such as non-credit programs, to engage and support a wider range of students
• Ensure transfer pathways are efficient and effective so students move through programs in a timely manner
• Implement common course numbering and improve alignment between Foothill and De Anza’s curriculum
• Provide more exposure to different job or career opportunities
• Consider developing or expanding adult education pathways
Career and Technical Education and Workforce Alignment
• Create and support credit for prior learning opportunities to provide on-ramps for students
• Expand CTE programs tied to living wages and regional needs
• Develop flexible, short-term certificates
• Expand apprenticeship programs
• Provide cutting edge technology programs (be a leader in new, high tech training, AI)
• Expand work experience opportunities
• Review and update curriculum to ensure all disciplines meet current industry standards
• Expand dual enrollment CTE options
Program Innovation and Development
• Lead with innovation to address evolving workforce demands and community needs in the area
• Incorporate artificial intelligence into teaching to prepare students for the future
• Explore development of additional transfer programs
• Infuse programs and courses that include workforce-related skills (e.g., analytics, data science, hands-on incubation, and critical problem solving)
Flexible and Engaged Learning
• Increase on-campus and virtual student engagement
• Expand on-campus student gathering and collaboration spaces
• Increase number of paid student jobs on campus
• Build community among students at various campus locations and online
• Provide more consistent use of Canvas across courses
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]]></page><page Index="114" isMAC="true"><![CDATA[Diversity, Equity, Inclusion, and Accessibility
• Maintain strong DEIA initiatives amidst political and technological shifts
• Use disaggregated data to inform planning, actions, and priorities to ensure equitable student retention and success
• Focus on students’ feeling of belongingness
• Expand affinity spaces and culturally responsive pedagogy and support services
• Maintain positive campus culture, with emphasis on inclusiveness and approachability
Community Engagement and Strategic Partnerships
• Strengthen connection with local community
• Build and maintain strong relationships with community leaders
• Tap into private sector for support in innovation challenges, career experiences, work experience opportunities, and curriculum development input
• Dual enrollment expansion with better coordination and consistent policies
• Maintain strong relationships and active support for local K-12 and adult schools
• Expand university articulation agreements
• Improve alignment between course content at Foothill College and universities
PLANNING AND DATA-INFORMED DECISION-MAKING
Planning Alignment
• Maintain consistent focus on established goals and make deliberate, data-informed decisions
• Integrate planning processes across the institution
• Align the Institutional Research Office’s research agenda with the priorities and goals outlined in the
Foothill 2030: Blueprint for Success
• Align planning with the CCCCO Vision 2030 goals
Data and Decisions
• Build infrastructure for data-informed discussions and decisions
• Strengthen continuous improvement, outcomes measurement, and accountability
• Develop an Institutional Research plan aligned with Foothill 2030: Blueprint for Success goals
Learning Environments and Technology
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• •
Strengthen the program review process, including development and implementation of a program discontinuance process
Use data to focus on equity gaps and support transparency
]]></page><page Index="115" isMAC="true"><![CDATA[OPERATIONS, PROCESSES, AND FISCAL SUSTAINABILITY
Operations
• Cultivate culture of collaboration across the District and with De Anza College
• Move from reactionary to strategic decision-making
Processes
• Reduce duplication and strengthen operational processes and efficiency by modernizing clunky or broken processes (e.g., Student Employment Office procedures, Allied Health application system)
• Desire for greater collaboration with De Anza College to reduce duplication and streamline student experiences (e.g., common applications, shared services)
• Provide registration process assistance for dual enrollment students
Fiscal
• Build fiscal stability and long-term sustainability
• Develop SCFF-based targets for enrollment and completion
• Align fiscal resources with strategic priorities and Foothill 2030: Blueprint for Success goals
• Further explore grants and funding partnerships, especially for the Sunnyvale Center
Learning Environment Infrastructure
• Update the Facilities Master Plan
• Main Campus
- Updates needed for facilities, wayfinding, STEM labs, accessibility
- Maximize existing resources and creatively use campus spaces
- Expand gathering spaces (e.g., student center, collaboration spaces, cork boards)
- Provide a greater variety of food choices
- Explore a centralized Student Center
• Sunnyvale Center
- Develop a strategic approach to guide future programming and services to ensure Sunnyvale is more fully considered in planning and decision-making
- Recognize and value the expanding role of the Center within the District
- Provide food availability to better serve students and employees
- Explore solutions to limited general education space and ongoing facility needs due to relocation of specific programs (e.g., Respiratory Therapy)
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]]></page><page Index="116" isMAC="true"><![CDATA[Technology
• Acquire one technology solution that students can use to gather information
• Implement course scheduling software
• Develop a district-wide student information dashboard
• Enhanced software solutions are needed to modernize IT operations and improve accuracy and accessibility of data (e.g., program enrollment)
CULTURE, COMMUNICATION, AND OUTREACH
Culture of Care
• Strengthen student and employee engagement and sense of belonging
• Foster a heart-forward, caring and trust-centered environment across the college community
• Embed Foothill College’s values deeply into day-to-day operations and culture
Professional Growth
• Strengthen professional learning opportunities for employees
• Invest in leadership development and professional growth
• Maintain professional development to support faculty teaching online courses
Communication
• Improve internal communication
• Foster a more collaborative relationship between the Academic Senate and Administration
• Improve communication with universities to build a smoother transfer bridge
• Increase communication with the community
• Complete website redesign
Outreach and Marketing
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• •
• •
•
Advance Foothill College’s reputation as the top choice for higher education within the local and regional communities
Clarify and strengthen the college’s brand (e.g., transfer excellence, workforce innovation, adult pathways, affordability, range of programs, beautiful campus, excellent professors)
Need for a clear and cohesive institutional identity in a competitive environment
Sunnyvale Center should be marketed more intentionally as a destination, especially for noncredit, adult education, and health science programs, with more strategic marketing support beyond just local efforts
Focus outreach and recruitment on adult learners
]]></page><page Index="117" isMAC="true"><![CDATA[APPENDIX D: SUMMARY OF THEMES FROM CAREER AND ACADEMIC PATHWAYS (CAPS) VISION SESSIONS
CURRENT COLLECTIVE WORK ACROSS CAPS
1 . Curriculum Review and Updates
• Ongoing revisions of curriculum to improve diversity, accessibility, responsiveness to student needs, and integration of AI
• Updating Student Learning Outcomes (SLOs) to better reflect real-world skills like critical thinking, problem-solving, soft skills, and interdisciplinary learning
• Course review and development across credit and non-credit offerings, stackable certificates, and more flexible course formats
2 . Integration of Emerging Technologies (AI, VR, Quantum)
• Exploring how AI impacts instruction, creative industries, trades, and STEM fields
• Preparing for the ethical use of AI and training students and faculty on AI-related tools
• Preparing for emerging technologies like VR and Quantum computing in both liberal arts and STEM
3 . Focus on Equity, Access, and Student Support
• Addressing accessibility of course materials and resources
• Enhancing wrap-around student support (e.g., mental health, advising, tutoring)
• Building a more vibrant, inclusive campus community (e.g., in person learning, cohort models, promoting DEIA, re-entry student support)
4 . Interdisciplinary and Project-Based Learning
• Strong push toward breaking down academic silos
• Increasing interdisciplinary offerings (e.g., Music + Spanish, STEM + Liberal Arts) and shared learning communities
• Promoting project-based, experiential learning across all CAPs
5 . Modernization of Facilities and Resources
• Recognizing the need to update facilities (photography, darkrooms, health labs, STEM tech, etc.) to match modern educational and workforce demands
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]]></page><page Index="118" isMAC="true"><![CDATA[6 . Apprenticeships and Workforce Alignment
• Expansion of apprenticeships (e.g., Industrial Arts, Health Sciences, Child Development) with stackable credentials and pathways to bachelor’s degrees
• Strong industry partnerships and advisory committees to help ensure that curriculum matches workforce needs
7 . Responding to Societal and Workforce Shifts
• Adjusting to the decline in traditional liberal arts enrollments while defending the value of humanities and critical thinking
• Preparing students for new workforce realities, needing leadership, social, and collaborative skills
8 . Faculty and Staff Development Needs
• Professional development on AI, experiential learning models, interdisciplinary pedagogy, and project- based instruction
• Recognition of faculty workload challenges and the need for structural change to support innovation
WORK FORESEEN ON THE HORIZON
1 .Deeper AI Integration and Management
• Institutionalize AI policy discussions
• Teach students critical AI literacy, including bias in algorithms
• Balance innovation with foundational critical thinking and traditional disciplines
2 . More Structured and Frequent CAP Collaboration
• Need to institutionalize CAP meetings to promote regular discussion, planning, and collaboration across disciplines
3 . Expansion of Non-Credit and Upskilling Programs
• More non-credit options for older adults, re-entry students, and incumbent workers
• Develop short-term, modularized courses, micro credentials, and certifications
4 . Expansion of Programs and Institutes
• Scaling of the Emerging Technologies Institute
• Expanding mental health, social work, and teacher preparation programs
5 . Reframing the Value of Education
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• •
Rebranding liberal arts, social sciences, and humanities as crucial to the workforce Marketing the inherent value of education beyond just “getting a job”
]]></page><page Index="119" isMAC="true"><![CDATA[6 . Facilities and Infrastructure Overhaul
• Modernize critical facilities (e.g., STEM labs, music and athletic facilities, health science simulation labs)
• Advocate for better technology access for students and faculty (e.g., updated computer labs, virtual machines)
7 . Breaking the Traditional Academic Schedule
• Explore alternative scheduling models (e.g., short-term courses, intensive formats, greater flexibility)
• Align credit and non-credit pathways more intentionally
8 . Global Learning and Experiential Opportunities
• Build more global learning experiences and cultural exchanges into programs
• Foster campus activities that enhance community belonging and international perspectives
9 . Pathways to Degrees and Credentials
• Expand Credit for Prior Learning, especially for apprenticeships
• Create clear articulation pathways from apprenticeship programs to associate and bachelor’s degrees
• Support expansion of bachelor’s degrees in trades
10 . Student Mental Health and Resilience
• Invest in programs to support student wellness and resilience, especially in business and education fields where burnout is a major concern
 Graph data is provided by external institutions and is not maintained by Foothill College. This booklet was last reviewed in January 2026. Data sources may be updated, modified, or removed at any time.
Additional data and source information may be found at these general URLs.
https://datavista.cccco.edu https://www.universityofcalifornia.edu https://cteos.santarosa.edu https://lightcast.io https://datamart.cccco.edu
https://www.calstate.edu https://www.communitycommons.org
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]]></page><page Index="120" isMAC="true"><![CDATA[CREDITS
 The Blueprint for Success 2030 reflects the collective vision, collaboration, and commitment of Foothill College faculty, staff, students, and leadership. We extend our sincere appreciation to all who contributed their time, expertise, and insight throughout the planning, development, and production of this strategic framework.
BLUEPRINT CO-CHAIRS
DR. AJANI BYRD
DR. VOLTAIRE VILLANUEVA DR. ELAINE KUO
THE BLUEPRINT PLANNING TEAM
CYNTHIA BRANNVALL – Faculty, Art History TRACEE CUNNINGHAM – Faculty, Counseling
DR. DOREEN FINKELSTEIN – Senior Research Analyst, Institutional Research and Planning; Classified Senate President
DR. STACY GLEIXNER – Vice President, Instruction (Executive Liaison)
RAIYAH HUSSAIN – ASFC, Student Liaison
DR. MONA RAWAL – Faculty, Humanities
VANESSA SANTILLAN-NIETO – Program Coordinator II, Writing and Language Center DR. LAURIE SCOLARI – Vice President, Student Services
SUZY QUEZADA – Faculty, English
BRET WATSON – Vice President, Finance and Administrative Services
TERESA ONG – Vice President of Workforce Innovation and Economic Advancement
KURT HUEG – Associate Vice President of Instruction
SIMON PENNINGTON – Associate Vice President, College & Community Relations, Marketing & Outreach DR. KRISTINA WHALEN – President
DR. VOLTAIRE VILLANUEVA – Faculty, Counseling; Academic Senate President
DR. AJANI BYRD – Dean of Institutional Equity, Diversity, and Inclusion
DR. ELAINE KUO – Director, Institutional Research and Planning (and Blueprint for Success Tri-Chair)
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]]></page><page Index="121" isMAC="true"><![CDATA[THE BLUEPRINT EDITORIAL & PRODUCTION TEAM
SIMON PENNINGTON – Associate Vice President, College & Community Relations, Marketing & Outreach EDNA H. AMEZCUA – Marketing Supervisor
TANYA MARUTOVA – TEA Graphic Designer
JAMIE GOLD – TEA Contractor Graphic Designer
JULIE CEBALLOS – Writer, Editor, and Web Support Technician SRICHANDANA CHAKILAM – Web Administrator
WITH APPRECIATION
We also thank the faculty, staff, students, and community members who participated in listening sessions, provided feedback, and supported the development of the Blueprint for Success 2030.
January 2026
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]]></page><page Index="122" isMAC="true"><![CDATA[  THIS PLAN EMBRACES INNOVATION IN TEACHING AND LEARNING WHILE WORKING TO ELIMINATE BARRIERS TO ACCESS AND ENGAGEMENT .
A KEY THEME IS SERVING OUR COMMUNITY, AND WE ARE COMMITTED TO MEETING STUDENTS WHERE THEY ARE, AT WHATEVER STAGE OF LIFE, AND HOWEVER THEY CHOOSE TO LEARN .
]]></page><page Index="123" isMAC="true"><![CDATA[ ]]></page><page Index="124" isMAC="true"><![CDATA[ foothill.edu/2030-foothill
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