3.         Genesis Of Its Development

The context and shape of this plan extends from initial District planning efforts initiated in 1992 and that led to the publication of the 1993 college document “The Driving Force: Priorities for the 90s.”  That narrative envisioned some of the trends and priorities important to the growth of the institution.  Also in 1992-93, Victor Valley College completed a comprehensive self study.  That effort helped to further the institutional framework of quality assurance improvement, community interaction, and planning.  In 1992, the college completed a comprehensive study of the area economy and the vocational and occupational needs of area industry.  The institution responded by identifying a range of vocational programs and business community technical assistance services that continue even now to serve the needs of business in the High Desert. 

During the 1996-97 academic year, a campus project team began working on critical elements of a Victor Valley College Educational Master Plan.  An initial draft of that plan was presented on May 27, 1997.  That initial document asked the institution to consider four critical issues: (1) addressing the needs of diverse populations, (2) providing programs to meet unique community needs, (3) using emerging technologies where and as appropriate, and (4) exploring alternative and collaborative teaching techniques.  In a related way, the framers of the initial plan challenged the college community to address the following issues: (1) the positive impact of and the challenges flowing from diversity concerns, (2) the impact of changing technology on the college and the delivery of instruction, (3) the changing demographic trends in society, (4) the changing student profile, and (5) the growing attention on workforce needs. 

These and other important elements of the initial educational master plan draft have been used to guide and are incorporated within this version of VVC’s Educational Master Plan.  Much has been contributed by many faculty, staff, students, and administrators over the years.  Many issues have been identified and a considerable number of trends and forces have been deliberated.  More importantly, this master plan has captured many of the contributions of that earlier work and incorporated the contemporary contributions and thinking of scores and scores of faculty members and administrative personnel.  In every way, this current educational master plan is an effective blend of up-to-the-minute contemporary planning coupled with the incorporation of substantial historical, environmental scan, and contextual work from the on-going campus planning process.