Introduction

The College of Micronesia-FSM (COM-FSM) has reviewed and revised the Integrated Educational Master Plan (IEMP) 2024 – 2034 in order to adequately address the Strategic Plan 2025 – 2030 (the Plan). The IEMP provides the College’s visioning and aspirations which are operationalized in the strategic plan to move the college forward toward mission fulfillment and vision attainment. The Plan, which is a living document, integrates all aspects of the college’s operations into goals, outcomes and key performance indicators (KPIs) over the next 5 years. A diagram illustrating the college’s integrated planning processes is provided in ‘Figure 4’.

Visioning for the new strategic plan first acknowledges our position as a Large Ocean State. With approximately 271 square miles of land distributed over 1 million square miles of ocean, the primary challenge for COM-FSM in the FSM is providing equitable access, across all of the States, to higher and career and technical education for all. Being separated by large tracts of ocean requires out-of-the-box strategies and practices. Undoubtedly, some if not the most part of our responsibility as educators in a Large Ocean State will demand innovative practices to ensure access and enable resilient systems and structures across all COM-FSM campuses.

Executive Summary

The College of Micronesia-FSM (COM-FSM) is on a five-year strategic planning cycle (Figure 4) that begins with the review of the mission, vision, and strategic plan, which are then used to lead development of a new Integrated Education Master Plan (IEMP). The IEMP is developed to cover a 10-year period and is based on the college’s aspirations for continuing to transform education at COM-FSM. Stakeholder input is usually obtained at a Visioning or Strategic Plan Summit organized and facilitated by the college.

For the strategic planning development process that started in 2023, internal reviews were initiated through the SWOT analyses led by the President and Vice Presidents working with their direct reports and their teams.

The IEMP 2024 – 2034 emanates directly from the IEMP 2018-2023. In recent years COM-FSM has been challenged in major ways not least of all by the Covid-19 pandemic in 2020-2022. Furthermore, in 2020 COM-FSM also conducted a presidential search that lasted 3 years with the new president taking office in February 2023. Despite these and other multifarious challenges COM-FSM responded expeditiously to provide students with access to online education and student support services during the Covid-19 pandemic. Two highly capable and experienced interim presidents were appointed during that time to ensure continuity and stability.

In developing the IEMP 2024-2034 particular emphasis has been placed on continuity between this and previous college plans to avoid misalignment and disjunctive planning. Given the successive changes in college leadership (with two interim presidents and a substantive president in 3 years), it is critically important to recognize the risks associated with three relatively quick changes in executive leadership priorities and directions that might derail the integrated planning progress beginning with the IEMP. Direct links between the IEMPs and strategic plans since 2018 have been created through a cyclical performance and implementation process. The review of the Strategic Directions’ Outcomes in the 2018-2023 Strategic Plan directly informed the IEMP’s 10-year performance cycle through key performance indicators that will be implemented in the Strategic Plan 2025-2030.

Three strategic goals will be implemented through the activities and initiatives of the Strategic Plan 2025-2030 to coordinate and consolidate college operations.

Actionable Implementation Plans (ACIPS) developed internally by departmental college teams have operationalized the three strategic goals (listed below):

• ACCESS
• INNOVATION 
• RESILIENCE.

A wide range of stakeholders, both internal and external were consulted in this IEMP development including the internal participatory governance structure entities at the college, public and private sectors, National and State education leaders, religious and community groups, donor partners and so on.

Finally, as a mission-driven college, COM-FSM focuses directly on student achievement for work-readiness and/or further studies through the successful implementation of the college’s integrated plans.

Figure 2: Yap Campus

Figure 3: Chuuk Campus

Brief History

The College of Micronesia-FSM (COM-FSM) is located in the Federated States of Micronesia. As a former Trust Territory of the Pacific Islands (TTPI), the FSM maintains a relationship with the US as a Freely Associated State (FAS) and has a Compact of Free Association (COFA)^[1] that defines the relationship. The FSM comprises 607 islands spread across approximately 1 million square miles of the western Pacific Ocean. The nation has a population that has slightly increased from 105,503 in 2020 to 106,194 in 2023.^[2] Despite the small population size, traditional culture is robust with over fifteen distinctive cultures and languages.

The college began in 1963 as the Micronesia Teacher Education Center (MTEC) to provide in-service teacher training opportunities. MTEC changed its focus to pre-service teacher education and the center was renamed Community College of Micronesia (CCM). CCM expanded into additional areas such as business management, liberal arts, and continuing education. CCM was first accredited by the Accrediting Commission for Community and Junior Colleges (ACCJC) of the Western Association of Schools and Colleges (WASC) in 1978. When the Trust Territory of the Pacific Islands split into three independent nations, CCM became COM-FSM in 1993.

In 1992, the Seventh Congress of the Federated States of Micronesia passed Public Law No. 7-79 establishing the College of Micronesia-FSM as a public corporation under its own Board of Regents. On April 1, 1993, the College of Micronesia-FSM became the Federation’s national college. Accreditation by ACCJC was awarded in 1978 and reaffirmed in 1982, 1987, 1992, 1998, 2005, 2013, and 2016. In March 2023, an accreditation site visit was conducted by an eight-member, ACCJC peer evaluation team. At the ACCJC biannual meeting on June 7-8, 2023 COM-FSM’s accreditation was reaffirmed for seven years. In the letter dated June 15, 2023 to President Koroivulaono, ACCJC found that “Upon consideration of the written information …the Commission acted to Reaffirm Accreditation for seven years”.

From 1994 to 1998 the college’s strategic vision was to create comprehensive community colleges in each of the four island states and to form a four-year baccalaureate institution on Pohnpei. As part of that vision, each state’s continuing education center was renamed a state campus. Subsequent to an assessment of capacity and resources necessary to actualize such a plan, this vision was abandoned and the college remained a single, two-year degree-granting institution with six campuses until 2019. The college was approved to offer its first baccalaureate degree in Elementary Education at all campuses beginning fall 2019. The second baccalaureate degree in Business was approved on May 24, 2022^[3] and offered from fall 2022. Initially, the National Campus focused on degree and professional certificate programs and the four state campuses focused on developmental, career and technical education, including the elementary education baccalaureate program. Increasingly with the demand for more courses and programs and the Covid-19 pandemic in 2020-2022, more courses and programs are offered at the State campuses and in flexible learning modes including online and blended courses.

The Career and Technical Education Center (CTEC) in Kolonia, Pohnpei offers technical and vocational programs including telecommunication technology, electronic technology, building technology, electrical engineering, construction electricity, carpentry, cabinet and furniture making, refrigeration and air-conditioning and motor vehicle mechanics. The Fisheries and Maritime Institute (FMI) in Yap provides specialized training in traditional and modern navigation, marine engineering, and fishing technology.

Unprecedented change

When the Covid-19 pandemic swept across the world in February 2020, unprecedented changes in all aspects of College operations and planning were required. With our borders closed, internal movements and travel were severely restricted with mandatory quarantine requirements. Educators the world over including the FSM scrambled to adapt with effective and meaningful ways to minimize disruptions to learning and teaching as much as possible. In the summer of 2020, the college moved to all online courses due to the global pandemic. During the academic year 2020-21 the college continued to keep courses online with limited exceptions for some science with laboratory courses and technical education courses. Fall 2021 was the first term in which the college offered a mix of fully residential instruction, pure online instruction, and some courses having both online and residential components (blended mode)^[4].

Instructors and student support professionals transitioned rapidly to providing flexible learning courses^[5] and programs. CANVAS^[6] replaced Schoology as the College’s Learning Management System (LMS). Video-conference communication, especially using zoom, became the norm as social distancing protocols were implemented College-wide. The transformation using education-leveraged technology continues even as COM-FSM returns to normalized operations with classroom instruction. At the Yap Campus, students and employees alike welcomed the transformation to learning and living that improved internet services brought to the college and the community.

The change to offering online courses and programs during the covid-19 pandemic also heralds the singular opportunity to expand COM-FSM’s reach by optimizing access to education across our large ocean area. Where the focus was on face to face or on-campus classes, (pre-covid-19) COM-FSM is now ready to further implement most if not all courses and programs in the blended mode. The FSM like its neighbors in the Freely Associated States, namely, the Republic of the Marshall Islands (RMI) and the Republic of Palau (RoP) closed its borders indefinitely in early 2020 due to Covid-19. Effectively, for the FSM this also meant that the regular air services offered by United Airlines to travel between its 6 campuses were also indefinitely unavailable.

Current state of the College

COM-FSM is a two-year, English language speaking institution offering 31 certificates and associate degrees and two baccalaureate degrees. COM-FSM is a single institution with six campuses located across the four main islands of the FSM, which are Chuuk, Kosrae, Pohnpei, and Yap. The administrative center of the institution is located at the National Campus in Palikir, Pohnpei. Additionally, the National Campus serves all four states as the primary campus for delivery of the two-year and four-year degree programs. Each of the four states has what is commonly referred to as a “state campus” which ensures access to higher education for citizens of all four states. These campuses are respectively Chuuk Campus, Kosrae Campus, Career and Technical Education Center (Pohnpei), and Yap Campus. The FSM Fisheries and Maritime Institute is located on Yap Island and is funded by the FSM government.

On January 26, 2018, ACCJC granted reaffirmation of accreditation for the remainder of the cycle or until 2023 when the next Self-Evaluation Report is due. Following the site visit in March 2023, COM-FSM accreditation was affirmed for seven years on June 15, 2023.

The mission of the college continues to be centered on the students and the nation and is characterized by continuous improvement. The mission was revised in 2017 and approved at the March 8, 2017 BOR meeting. The most recent cycle of mission review conducted in April 2021 resulted in BOR approval of the Mission Statement without changes. It reads as follows:

The College of Micronesia-FSM is a learner-centered institution of higher education that is committed to the success of the Federated States of Micronesia by providing academic and career & technical educational programs characterized by continuous improvement and best practices.

The vision statement was also revised in 2017 to better represent the college mission. The vision statement was approved by the Board of Regents at the May 3, 2017 meeting. The new vision statement reads:

Providing quality education today for a successful tomorrow. 

Core values and principles of best practice were developed and presented to the Board of regents at the March 8, 2017 meeting. The five core values are commitment, excellence, learner centeredness, professionalism, and teamwork. With the new strategic plan development in 2023, a sixth value was proposed namely, ‘respect’. In the rich diversity of cultures that characterize the FSM, “respect” rates as the highest cultural value across the FSM. Language including body language, modes of dress and behavior and self-awareness in relation to others, to traditionally-ascribed rank and especially to our elders all contribute to exemplifying respect. Grounded in the multi-cultural and multi-dimensional contexts of the FSM, higher and continuing education programs at COM-FSM will continue to integrate indigenous ways of knowing. At the same time, including regional and interrogating global perspectives and leveraging education-driven technology ensure relevant and resilient 21^st century courses and programs.

Finally, transitioning into the new planning phase requires a review of the 2018-2023 strategic goals to provide the internal scans on COM-FSM’s performance in the last five years. All of the college’s operations fall predominantly under five departments which deliver both learning and teaching and student support services.  From a student’s entry into COM-FSM through registering, enrolling and orientation,

Review of the strategic goals: 2018-2023

The two goals in the Strategic Plan 2018-2023 were expressed as strategic directions and are listed below:

1. Innovate academic quality to ensure student success; and
2. Strengthen resources to meet current and future needs.

The following evaluation is based on two key measures of success: (a) exceeding all CCSSE benchmarks, and (b) meeting the 13 Institutional Set Standards (ISS), specifically the “stretch” ISS.^[7] The results are presented in Table 1.

Institution Set Standards: 2018 – 2023

2018-2023 Strategic Direction 1: Innovate academic quality to ensure student success

Ensure student success by decreasing time to completion and increasing student satisfaction, persistence, retention, and graduation rates by innovating academic quality and enhancing student support services.

	Measures of Success	2018-2019	2019-2020	2020-2021	2021-2022	2022-2023	Institution Set Standard	5-yr Stretch Target
1	Percent of total students enrolled full time (enrolled for 12 or more credits) 80% of total students are enrolled full time.	73.2%	73.8%	67.7%	69.5%	66.2%	70.0%	80%
2	Average Student semester credits earned is 12	9.4	9.2	7.2	8.3	7.6	9.0	12
3	Persistence rate (fall to spring) is 95%	82.7%	80.4%	75.5%	87.8%	75.5%	87.0%	95%
4	Persistence rate (fall to fall) is 80%	60.0%	63.9%	63.6%	61.9%	58.4%	61.0%	80%
5	Course completion % ABC or P	72.2%	69.1%	56.4%	63.4%	59.5%	70.0%	80%
6	Graduation rate (Full-time First-time cohort) 100% 12% of full-time first-time students graduate in 2 years	10.5%	9.7%	12.9%	13.8%	15.8%	6.0%	12%
7	Graduation rate (Full-time First-time cohort)  150% 29% of full-time first-time students graduate in 3 years	29.0%	29.0%	27.1%	23.1%	29.0%	16.0%	29%
8	Graduation rate (Full-time First-time cohort) 200% 35% of full-time first-time students graduate in 4 years	30.0%	42.0%	35.7%	31.0%	35.9%	25%	35%
9	Number of Degrees Awarded	295	258	208	248	314	280	355
10	Number of Certificates Awarded	138	142	91	109	159	100	160
11	Graduate employment rates certificate and CTE degrees	34.2%	38.0%	38.0%	27.0%	26.1%	18%	35%
12	Examination Pass Rates (Teacher Certification)	86.1%	73.1%	48.1%	50.0%	50%	76%	95%
13	Transfer Rate to 4-year Colleges/Universities	1.7%	4.8%	3.9%	5.6%	5%	3%	8%

Table 1: Strategic Direction 1: Innovate academic quality to ensure student success. NOTE: 1 TBD where the data is unavailable.

ISS Overview

YEARS	2018-2019	2019-2020	2020-2021	2021-2022	2022-2023
ISS Targets Met/13	10	10	6	8	6
Stretch Targets Not Met/13	3	4	7	5	5
Stretch Targets Met/13	1	3	3	1	3

Table 2: ISS Overview

Performance vs. ISS and stretch ISS

MOS 1

• 70% ISS Performance: The college met the 70% ISS in 2018-2019, 2019-2020, and 2023-2024. However, there were three consecutive years (2020-2023) where the target was not met, indicating fluctuations and a period of underperformance. The trend shows a recovery in 2023-2024 after a decline from 2019-2023, suggesting recent efforts might be effective in improving full-time enrollment rates.
• 80% Stretch ISS Performance: The college consistently failed to meet the stretch target of 80% across all years from 2018-2024. The trend remained negative, with the highest performance at 73.8% in 2019-2020 and the lowest at 66.2% in 2022-2023.

Key Insights:

• Fluctuating Performance: The data reveals a fluctuating performance in full-time enrollment, with a significant drop from 2019-2023 and a partial recovery in 2023-2024.
• ISS Achievement: While the 70% ISS was met in three out of six years, the 80% stretch target remained elusive throughout the period.
• Focus on Improvement: The positive trend in 2023-2024 suggests that interventions or changes implemented in the last year are beginning to yield results, which could be further analyzed to understand the contributing factors and replicate success.
• Overall Change: A decrease of 2.05% over the period.

MOS 2

• 9 Credits Earned ISS Performance: The college met the 9.0 credits target in 2018-2019, 2019-2020, and 2023-2024. However, there were three consecutive years (2020-2023) where the target was not met, reflecting fluctuations and periods of underperformance.
• 12 Credits Earned Stretch ISS Performance: The college consistently fell short of the 12.0 credits target across all years from 2018-2024.

Key Insights:

• Fluctuating Performance: The data reveals fluctuating performance in average semester credits earned, with significant drops in 2020-2023 and a partial recovery in 2023-2024.
• Target Achievement: The 9.0 credits target was met in three years, but the 12.0 credits target was not met in any year, indicating ongoing challenges.
• Recent Improvement: The improvement in 2023-2024 suggests that recent interventions or changes may be having a positive impact, though there is still room for further progress.
• Overall Change: The overall percent change shows a decrease of 3.19% over the period, indicating a slight decline in average credits earned compared to the starting point.

MOS 3

• 87% ISS Performance: The college met the 87.0% target in 2018-2019 and 2021-2022. However, in the other years, the target was not met, indicating fluctuations in persistence rates.
• 95% Stretch ISS Performance: The college consistently fell short of the 95.0% target across all years from 2018-2024.

Key Insights:

• Fluctuating Performance: The data show fluctuating performance in persistence rates, with a significant drop in 2019-2020 and 2020-2021, a recovery in 2021-2022, and another decline in 2022-2023.
• Target Achievement: The 87.0% target was met in two years, but the 95.0% target was not met in any year, indicating ongoing challenges.
• Recent Improvement: partial recovery in 2023-2024 suggests that recent efforts might be starting to have a positive impact, but more work is needed to consistently meet targets.
• Overall Change: The overall percent change is also a decrease of 4.45%, showing consistent shortfall and a declining trend over the period.

MOS 4

• 61% ISS Performance: The college met the 61.0% target in three out of five years from 2018-2023.
• 80% Stretch ISS Performance: The college did not meet the 80.0% target in any of the years from 2018-2023.

Key Insights:

• Variable Performance: The data show variable performance in fall-to-fall persistence rates, with some years meeting the 61.0% target but none reaching the 80.0% target.
• Recent Decline: There is a noticeable decline in the most recent year (2022-2023), with performance falling below the 61.0% target.
• Overall Change: The overall percent change also shows a decrease of 2.67%, reflecting consistent performance below the target.

MOS 5

• 70% ISS Performance: The college met the 70.0% target only in 2018-2019. In all other years, the target was not met, indicating consistent underperformance.
• 80% Stretch ISS Performance: The college consistently fell short of the 80.0% target across all years from 2018-2024.

Key Insights:

• Declining Performance: The data show a declining performance in course completion rates, with a significant drop from 2018-2021, a slight recovery in 2021-2022, and another decline in 2022-2023.
• Target Achievement: The 70.0% target was met only in 2018-2019, while the 80.0% target was not met in any year, indicating ongoing challenges.
• Recent Improvement: The partial recovery in 2023-2024 suggests that recent efforts might be starting to have a positive impact, but more work is needed to consistently meet targets.
• Overall Change: The overall percent change is also a decrease of 6.79%, showing consistent shortfall and declining trend over the period.

MOS 6

• 6% ISS Performance: The college consistently met and exceeded the 6.0% target across all years from 2018-2024.
• 12% Stretch ISS Performance: The college met and exceeded the 12.0% target from 2020-2024.

Key Insights:

• Consistent Improvement: The data shows consistent improvement in graduation rates, with significant increases year over year.
• Target Achievement: The 6.0% target was consistently met and exceeded, while the 12.0% target was met and exceeded from 2020 onwards.
• Sustained Performance: Despite a slight decrease in 2023-2024, the graduation rate remained well above both targets, indicating strong and sustained performance.
• Overall Change: The overall percent change is also an increase of 48.57%, showing a significant improvement and sustained performance above the stretch target in recent years.

MOS 7

• 16% ISS Performance: The college consistently met and exceeded the 16.0% target across all years from 2018-2024.
• 29% Stretch ISS Performance: The college met the 29.0% target in three years (2018-2019, 2019-2020, and 2022-2023) but fell slightly short in other years.

Key Insights:

• Stable High Performance: The data show stable high performance in graduation rates, with rates consistently well above the 16.0% target and frequently meeting the 29.0% target.
• Minor Fluctuations: There are minor fluctuations in performance, with slight declines in some years but overall stability.
• Consistent Achievement: The college consistently achieved the 16.0% target and often met the 29.0% target, indicating strong performance.
• Overall Change: The overall percent change is a slight decrease of 1.38%, indicating relatively stable performance with some variability.

MOS 8

• 25% ISS Performance: The college consistently met and exceeded the 25% target across all years from 2018-2024.
• 35% Stretch ISS Performance: The college met and exceeded the 35% target in four out of six years from 2018-2024.

Key Insights:

• Strong Performance: The data shows strong performance in graduation rates, with rates consistently above the 25% target and frequently meeting the 35% target.
• Fluctuations: There are minor fluctuations in performance, with occasional dips below the 100% target, but overall a positive trend.
• Consistent Improvement: The institution demonstrates consistent improvement over the period, especially in the 200% graduation rate.
• Overall Change: The overall percent change is an increase of 19.67%, showing improvement and generally strong performance, despite occasional fluctuations below the target.

MOS 9

• 280 ISS Performance: The college met the 280 target in two out of five years from 2018-2023.
• 355 Stretch ISS Performance: The college did not meet the 355 target in any of the years from 2018-2023.

Key Insights:

• Positive Trend: The number of degrees awarded shows a general positive trend over the period, with significant improvement in the most recent years.
• Unmet Higher Target: While the 280 target was met in recent years, the higher target of 355 was not achieved in any year.
• Overall Change: The overall percent change shows an increase of 8.47%, indicating some improvement but consistent performance below the target.

MOS 10

• 100 ISS Performance: The college met the 100 target in five out of five years from 2018-2023.
• 160 Stretch ISS Performance: The college did not meet the 160 target in any of the years from 2018-2023.

Key Insights:

• Consistent Improvement: The number of certificates awarded shows a general positive trend over the period, with significant improvement in recent years.
• Target Achievement: While the 100 target was consistently met in most years, the 160 stretch target was not met in any of the years from 2018-2023.
• Overall Change: The overall percent change shows an increase of 15.22%, indicating improvement but a consistent performance below the stretch target.

MOS 11

• 18% ISS Performance: The college exceeded the 18% target in all four years from 2018-2022. However, there is a noticeable decrease of 21.0% from 2018-2019 to 2021-2022.
• 35% Stretch ISS Performance: The college did not meet the 35% target in any of the years from 2018-2022.

Key Insights:

• Fluctuating Performance: The employment rates for certificates and CTE degrees exceeded the 18% target but fell short of the 35% stretch target, with a significant decline in the most recent year.
• Need for Improvement: The decrease in performance in the most recent year suggests a need for further investigation into factors affecting employment rates and additional support for graduates.
• Overall Change: The overall percent change shows a decrease of 21.0%, indicating a decline in performance relative to the target.

MOS 12

• 76% ISS Performance: The college exceeded the 76% target in 2018-2019 but did not meet it in the following years (2019-2020 to 2021-2022).
• 95% Stretch ISS Performance: The college did not meet the 95% stretch target in any of the years from 2018-2022.

Key Insights:

• Significant Decline: The examination rates have decreased significantly from 86.1% in 2018-2019 to 50.0% in 2021-2022.
• Consistent Shortfall: The performance relative to the 95% stretch target has consistently fallen short.
• Overall Change: The overall percent change shows a decrease of 21.0%, indicating a decline in performance relative to the target.

MOS 13

• 3% ISS Performance: The college exceeded the 3% target consistently from 2019-2020 onwards.
• 8% Stretch ISS Performance: The college did not meet the 8% stretch target in any of the years from 2018-2023.

 

Key Insights:

• Substantial Improvement: The transfer rates have improved significantly over the years, with a notable increase of 194.1% from 2018-2019 to 2022-2023.
• Consistent Shortfall: Despite the improvement, the performance relative to the 8% target has been consistently below the target.
• Overall Change: For both the 3% and 8% targets, the institution saw an overall percent increase of 194.1% in transfer rates from 1.7% in 2018-2019 to 5.0% in 2022-2023.

Summary

College Performance vs 2018-2023 Strategic Direction 1

ISS: The college did not meet this measure of success, “Institutional Set Standards are met”.

Under the college’s 2018-2023 Strategic Plan, performance was measured against its 13 stretch Institutional Set Standards — long-term aspirational goals designed to promote and encourage continuous improvement. The college met only 2 of these 13 stretch ISS (or 15%). The college successfully met five of its 13 (or 38%) Institution Set Standards (ISS) or 4 baseline levels of satisfactory performance for student learning and achievement.

These ISSs are the minimum acceptable performance levels that the college set internally to ensure educational quality and institutional effectiveness.

The reasons for not meeting more ISS in the 13 MOS under Strategic Direction 1 would require further research to identify the causes for student behavior in the different categories, for example, why more high school graduates are not enrolling, under what conditions are students most likely (or not) to stay enrolled and progressing as expected through credit-bearing programs, why there was a spike in the’ fall to spring persistence rate’ in 2021-2022 and so on. Similarly, identifying why there were not more stretch targets achieved would also require a deeper scan through the measures of success. Finally, identifying the conditions under which the stretch targets were met would also require further analyses. The overarching factor that can reasonably be assumed to have had both adverse or positive effects on meeting or not meeting more of the targets and stretch targets is the advent and pervasion of the Covid-19 pandemic especially in the years, 2020-2022.

The college’s model of strategic planning, as part of the integrated planning process, yields results measured against pre-determined measures of success within a specific timeframe for continuous quality improvement. Consequently, the intrinsic value and significance of the data (in Table 1) will be in providing the baselines upon which key performance indicators for the next strategic plan will be created.  Most importantly, the opportunity to integrate the MOS in the last strategic plan with the new one further provides a robust platform on which to continually develop and apply aggressive and proactive initiatives and implementation plans to optimize and realize the potential for student success.

In relation to the Community College Survey of Student Engagement (CCSSE) results, the information below provides COM-FSM’s performance based on meeting the five CCSSE benchmarks.

All five Community College Survey of Student Engagement Survey (CCSSE) Benchmarks are met | Score Difference versus Small Colleges (A) and the CCSSE Cohort (B)

CCSSE Benchmarks	2018-2019		2019-2020		2020-2021		2021-2022		2022-2023		Met	Unmet
	A	B	A	B	A	B	A	B	A	B
Active and Collaborative Learning	10.8	11.9			9.7	11.1					✔
Student Effort	11.5	12.2			12.1	13.0					✔
Academic Challenge	-6.9	-6.7			-5.7	-5.5						✘
Student-Faculty Interaction	-7.5	-4.8			-6.6	-3.6						✘
Student Support	15.7	17.8			15.7	17.7					✔

Table 3: CCSSE Benchmarks at COM-FSM

Overall Performance

The CCSSE is administered every two years during the spring semester. Data for the 2022-2023 period is not available. Over the years reviewed (2018-2019 and 2020-2021), the college consistently meets three out of the five CCSSE benchmarks. This shows strengths in areas such as active and collaborative learning, student effort, and student support but highlights areas for improvement in academic challenge and student-faculty interaction. Therefore, the college did not meet the measure of success for having all five CCSSE benchmarks met.

The college did not meet this measure of success “All five CCSSE benchmarks are met”.

Other Data | 2020 Survey of Entering Student Engagement (SENSE)^[8]

The college meets or exceeds three of the six SENSE benchmarks: early connection, effective track to college readiness, and engaged learning. However, it falls below the SENSE benchmarks in high expectations and aspirations, career academic plan and pathway, and academic and social support networks.

 Highest Aspects of Student Engagement:

• Frequency: Used an electronic tool to communicate with an instructor about coursework (83.5% vs. 69.1% 2020 SENSE Cohort).
• Frequency: Asked for help from an instructor regarding questions or problems related to a class (91.7% vs. 76.1% 2020 SENSE Cohort).
• Frequency: Used face-to-face tutoring (49.3% vs. 18.7% 2020 SENSE Cohort).
• Frequency: Used with writing, math, or other skill lab (81.1% vs. 29.7% 2020 SENSE Cohort).
• Frequency: Used computer lab (86.2% vs. 45.0% 2020 SENSE Cohort).

 Lowest Aspects of Student Engagement:

• An advisor helped me to identify the courses I needed to take during my first semester/quarter (66.75% vs. 75.6% 2020 SENSE Cohort).
• I knew how to get in touch with my instructors outside of class (63.9% vs. 87.8% 2020 SENSE Cohort).
• Frequency: Turned in an assignment late (13.2% vs. 60.2% 2020 SENSE Cohort).
• Frequency: Not turn in an assignment (39.9% vs. 67.1% 2020 SENSE Cohort).
• Frequency: Worked with other students on a project or assignment during class (43.6% vs. 71.1% 2020 SENSE Cohort).

College of Micronesia-FSM
Integrated Educational Master Plan (IEMP)
Evaluation Report 2024

The assessment of the college’s performance against the 2018-2023 Strategic Direction 2, which should be measured against 11 measures of success^[9] has been addressed as follows: the report references departmental performances according to their sections in the 2018-2023 IEMP.

Under the 2018-2023 Strategic Plan, the resources required to support, strengthen and improve the quality of education at COM-FSM through student achievement were assessed through initiatives and activities in the following five departments:

• Instructional Affairs;
• Enrollment Management & Student Services;
• Administrative Services;
• Institutional Effectiveness & Quality Assurance; and
• Cooperative Research & Extension.

The following tables^[10] (tables 4-9) from each of the five departments provide the summary for the outcomes for each of their action plans and the number of outcomes met in the 2018-2023 timeframe. Detailed information about the tables is available in the ‘College of Micronesia-FSM Integrated Educational Master Plan (IEMP) Evaluation Report 2024’ (the IEMP Report).^[11]

Overall, 81.5% of the 38 outcomes across the five departments were met and 18.5% were not met (Table 9). The levels of success within departments in relation to meeting their outcomes varied greatly with the following trends emerging.

• Two of the five departments did not achieve 50% of their outcomes; IA met 45% and Administrative Services met approximately 42% of their outcomes. Major factors that adversely affected performance in these two areas were listed as the unavailability of data, delayed or non-implementation of outcome components and incomplete initiatives between 2018-2023.
• The remaining three departments met more than 50% of their outcomes; EMSS met 72%, IEQA met 80% and CRE met 87% of their outcomes.

Similar to the results which emanated from Strategic Direction 1, further research would yield much more detailed information to identify the reasons or conditions that contributed to either meeting or not meeting the outcomes in Strategic Direction 2 (outcomes data).

The fundamental significance however of the data generated from the outcomes is its instructional value in creating the key performance indicators for the new strategic plan, as the operational component of the IEMP.

Instructional Affairs (IA)

ACTION PLAN	NUMBER OF OUTCOMES	MET	UNMET
Enhancing Academic Quality & Program Offerings	9	3	6
Learning Support Services	11	6	5
TOTAL	20	9	11

Table 4: IA Action Plan & Outcomes

Enrollment Management & Student Services (EMSS)

ACTION PLAN	NUMBER OF OUTCOMES	MET	UNMET
EMSS 1: Student Support	3	3	0
EMSS 2: Student Persistence & Engagement	3	1	2
EMSS 3: Career Services	4	3	1
EMSS 4: Enrollment	8	6	2
TOTAL	18	13	5

Table 5: EMSS Action Plan & Outcomes

Administrative Services (AS)

ACTION PLAN	NUMBER OF OUTCOMES	MET	UNMET
Student Support Services (Book Store)	1	1	0
Financial Services	9	4	5
Physical Resources	3	1	2
Human Capital	11	4	7
TOTAL	24	10	14

Table 6: AS Action Plan & Outcomes

Institutional Effectiveness & Quality Assurance (IEQA)

ACTION PLAN	NUMBER OF OUTCOMES	MET	UNMET
Student Engagement Data	1	0	1
Information Technology (IT)	3	3	0
Institutional Data	1	1	0
TOTAL	5	4	1

Table 7: IEQA Action Plan & Outcomes

Cooperative Research & Extension (CRE)

ACTION PLAN	NUMBER OF OUTCOMES	MET	UNMET
IT	2	0	2
Learning Support	1	1	0
Outreach & Awareness programs	7	7	0
Water Security & Climate Resilience	1	1	0
Research programs for sustainable food production	2	2	0
Collaborative partnerships to secure local funding	1	1	0
Researcher Recruitment	1	1	0
Staff Development & Retention	1	1	0
TOTAL	16	14	2

Table 8: CRE Action Plan & Outcomes

Outcomes achievement overview

DEPARTMENT	NUMBER OF OUTCOMES	MET	UNMET
Instructional Affairs	20	9	11
Enrollment Management & Student Services	18	13	5
Administrative Services	24	10	14
Institutional Effectiveness & Quality Assurance	5	4	1
Cooperative Research & Extension	16	14	2
TOTAL	83	50	33

Table 9: Outcomes achievement overview

Internal Scans

COM-FSM Enrollment Demographics

The data in Table 10 shows fall semester enrollment from fall 2013 to fall 2023. Total enrollment fluctuates from fall to fall with the highest jump in the 2018-2023 period being fall 2022 with 1996 and the lowest in fall 2023 with 1740. The highest percentage of student population derives from the 18-24 age group with an increase from fall 2018 by 18% and remaining steady in the 80 percentile. Female student enrollment maintains over half of the enrollment with a spike in fall 2023 of 61% females, and 39% males. Pohnpeians continue to represent the largest component of the college enrollment followed by Chuukese, Yapese, and Kosraens. There is a steady decline in total college credits enrolled with fluctuations between 2021-2023, with the lowest at 20,912 (in 2023).

Student Enrollment

Unduplicated headcount since 2013 has consistently declined with fluctuations in fall 2021 and fall 2022 for first time, full time students. The proportion of full-time to part-time student enrollment remained stable in the 70 to 20 percentile with a drop in fall 2020 and fall 2022: 67% to 33% and 66% to 34% respectively. Incoming new students fluctuate between 15% to 24% with the lowest at 9% in fall 2022. Continuing students remain steady with the highest enrollment in fall 2022.

Table 11: Unduplicated Headcount, Fall Semesters, All Students
	Fall 2018	Fall 2019	Fall 2020	Fall 2021	Fall 2022	Fall 2023
College (Headcount)	1932	1904	1861	1946	1996	1740
Student Type
Continuing	73%	79%	70%	77%	84%	76%
New Student	22%	17%	24%	15%	9%	17%
Returning Student	5%	5%	6%	8%	7%	6%
Full Time versus Part Time
Full Time	73%	74%	67%	70%	66%	72%
Part Time	27%	26%	33%	30%	34%	28%
Credit Load
FTE	1934.1	1904.5	1770.5	1880.7	1896.2	1742.7
Credits	23209	22854	21246	22568	22755	20912
Origin
Chuukese	17%	20%	18%	19%	18%	17%
Kosraean	11%	11%	11%	12%	10%	10%
Other	1%	1%	7%	1%	1%	4%
Pohnpeian	57%	54%	49%	55%	57%	58%
Yapese	13%	14%	15%	14%	13%	11%
Age Group
Under 18	22%	2%	2%	2%	2%	1%
18 to 24	68%	84%	82%	85%	82%	84%
25 to 39	8%	11%	11%	9%	12%	10%
40+	2%	3%	4%	4%	4%	4%
Gender
Female	55%	57%	59%	59%	59%	61%
Male	45%	43%	41%	41%	41%	39%
Degree Type
Associate of Applied Science	5%	4%	4%	3%	5%	6%
Associate of Arts	28%	31%	32%	35%	32%	32%
Associate of Science	36%	36%	38%	37%	34%	36%
Bachelor of Science	1%	1%	2%	1%	5%	6%
Certificate of Achievement	26%	22%	19%	19%	20%	18%
Third-Year Certificate of Achievement	4%	5%	4%	4%	4%	3%
Unclassified	0%	1%	1%	1%	1%	0%

Fall to Fall Persistence

The persistence rate for fall to fall, first time, full-time students remained stable from 2019-2021 academic years at 64%, but dropped in the 2022-2023 academic year to 58%.

Fall to Spring Persistence

The persistence rate for fall to spring, first time, full-time students fluctuated between 2018-2023 with steady drops in 2020-2021 and 2022-2023 at 75.5%. First time, full-time students persisted from fall to spring at its highest in the 2021-2022 academic year with 87.8%.

Course Completion Rates

The percentage of students enrolled in the AS programs remain steady in the 34% – 36% percentiles, followed by AA programs and certificate programs. AAS programs at CTEC also remain steady between 4%-5% with a drop to 3% in 2021 and an increase to 6% in fall 2023. Third year certificate programs also remain steady with enrollments between 4%-5% with a slight drop to 3% in fall 2023. Course completion rate dropped from a high of 72% in 2018-2019 to the lowest in 2020-2021 with 56%, but fluctuated between 60% – 69% for the remaining years.

High Schools’ Placement at COM-FSM

COM-FSM administered the spring 2024 COMET to 1332 students (914 seniors, 379 juniors, and 39 other students). Of the 914 seniors, 781 (or 85%) were recommended for admission into degree and certificate programs) while 133 (or 15%) were non-placed.  Some of these 133 students joined the P3 program initiated by the department for IA in our commitment to provide access to higher education, and to assist the challenges relating to college-readiness.

The recent spring 2024 COMET exam did not include seniors from Neighboring Island Central High School on Falalop, Woleai Island, Moch and Mortlock High Schools in Chuuk. This happened because it was hard to schedule the test for these schools, mainly because of transportation issues. However, comparing the data from the 2022 and 2023 COMET, and factoring in the exclusion of senior students from these three high schools who sat the COMET in 2022 and 2023, the college observed a gradual decline in the number of senior students taking the COMET. Below is a table illustrating the number of senior students who took the COMET from 2022 to 2024, by state, followed by a comprehensive table of the placement of COMET takers.

State	Spring 2022 Count	Spring 2023 Count	% Diff	Spring 2024 Count	% Diff
Chuuk	294	251	-12%	249	-4%
Kosrae	106	106	4%	111	1%
Pohnpei	451	451	-2%	437	-2%
Yap	128	93	-2%	117	-7%
Total	979	959	-4%	914	-3%

Table 15: Total number of high school placements Spring 2022-2024

Table 16. Spring 2024 COMET. School, Placement Type and Non-Placement by State

External scans

Population trends in the FSM

The College of Micronesia-FSM primarily serves students from the FSM. Following is a brief overview of the demographics of the FSM and its four states: Chuuk, Kosrae, Pohnpei, and Yap based on information from the FSM National Government’s Statistics Division.

Source: FSM Department of Resources & Development, Statistics Division

From 1973-2000, the FSM population showed a steady increase. After 2000, a decline in Chuuk state was observed, while the other States continued to show some increases. It has been reported that “until the 1970s, very few Micronesians left the country at all”.^[1] When basic education grants became available in the late 1970s the first wave of Micronesian migrants left the country to attend school abroad.

Emigration trends

In 2012 rapid immigration rates totaled approximately 50,000 following the implementation of the first Compact of Free Association in 1986^[2]. One of the major contributing factors to emigrating populations from the four FSM States “is the almost complete lack of economic development within the Federated States of Micronesia”.^[3] Competitive wages and salaries, adequate health facilities and direct access to more continuing and higher educational opportunities rate highly among the reasons that Micronesians emigrate to the United States, Guam and the Commonwealth of the Northern Marianas.

Of the four States in the FSM, Kosrae has the lowest population with Chuuk as the highest, followed by Pohnpei and then Yap. The emigration trend continues while growing numbers of incoming foreign workers are employed in a wide range of occupations from Chief Executive Officers, to nurses, doctors and health professionals, teachers, engineers, lawyers, auditors, constructions tradesmen and women and other CTE specialists, accountants and so on.

As the sole provider of higher, continuing and career & technical training in the FSM, the college must keep acutely tuned into the employment needs of the nation and respond with agility and timeliness with the required training and relevant qualifications.

COM-FSM responses to changing FSM employment needs

Many view outward migration from the FSM as a challenge. An alternative and much more accurate perspective is that the constant outflow of Micronesian citizens to the United States and US-affiliated economies is a given. The Compact of Free Association allows FSM nationals to travel without visas to live, work and pursue further education in the U. S. Accepting that outward migration is inevitable offers a different perspective that for educators is realistic and enabling. For COM-FSM, a pivotal question focuses on the type of emigrant that we, as educators, can prepare for both the local (FSM) and international employment markets.

The college will increase course and program offerings which have much more flexible access in terms of the modes of delivery and innovative learning design. Modular courses with blended or hybrid delivery and flexible enrollment schedules will be explored to optimize access. Creating more pathways that include increasing numbers of articulation agreements with potential higher and continuing education providers as partners both regionally and internationally will promote the transferability and resilience of COM-FSM programs.

 

Key to the success of experienced and qualified college graduates is our partnership with the private sector especially in relation to internships and apprenticeships. With students actively engaged in the waged economy as essential components of college-based study programs, the transition to the workforce becomes increasingly seamless. Graduates transferring to 4-year colleges and other higher and continuing education institutions also benefit through work-placements as practicum skills enhancement and experience.

A major challenge to retaining work-ready graduates remains the availability of viable employment opportunities in the local economy (in all 4 States).

The FSM economic status

The Asian Development Bank (ADB) 2024 Basic Statistics report provided the following economic status of the FSM as of 2023.

Population	0.11 million (100,000)
Average Annual Population Growth Rate	2% (2018-2023)
Population Density (persons per km of surface area)	152
Total Fertility Rate (births per woman)	2.6
Age Dependency Ratio (% of working age population)	57
Annual Growth Rate of GDP (Gross Domestic Product)	2.6%
Per Capita Gross National Income	$4,140 (2022)
Inflation Rate	5.3%

Table 18: FSM 2023 Economic status. Source: https://www.adb.org/sites/default/files/publication/963086/basic-statistics-2024.pdf

 

With the removal of pandemic-related limitations especially closed borders in 2022, general economic activity resumed with “construction, transportation, hotels and restaurants and the retail trade” driving growth. ^[4]

Inflation however grew from 5% in FY2022 to 5.3% in FY2023 due to rises in global food and fuel prices. As most of FSM’s food supplies and all of its fuel are imported, rising inflation impacts negatively on already-challenging income levels. With per capita gross national income at approximately $4,000 (2022), the lure of higher earnings and an abundance of employment opportunities in the U. S. and U. S-affiliated territories continue the FSM ‘brain and employee drain’.

For COM-FSM, developing innovative and agile initiatives not only to retain but to attract FSM nationals back from the United States as potential employees of the college will be prioritized. Additionally, providing more access to COM-FSM courses and programs especially Micronesia studies, languages and cultures to the diaspora is also a priority. Creating opportunities for increased student and employee exchanges that target concentrations of FSM indigenous populations in the U. S. warrant further and focused attention.

Finally, with the renewal of the Compact of Free Association (COFA), signed into law by U. S. President Biden on March 9, 2024, the fiscal outlook for the FSM “is expected to improve with the resumption of financial assistance”^[5].  For COM-FSM, Title IV funding which enables the Pell grant and other financial aid programs is secured for the next 20 years. Currently, Pell grant disbursements alone at the college generate approximately $10 million. From 2013-2024, Pell grant disbursements totaled $107,047,958.68 for students studying at COM-FSM campuses in the 4 States. The positive impacts on the local economy cannot be underestimated as students and their families benefit directly from the financial assistance.

In the next section, the Key Performance Indicators (KPI) for the IEMP are provided under the three strategic goals of access, innovation and resilience.

Key Performance Indicators 2024-2034

Cross-referencing the data generated through Strategic Directions 1 & 2 and the ‘IEMP Report’, contributed to the establishment of the baselines in the KPIs for assessing the three strategic goals (listed below) in the 10-year IEMP 2024-2034. Program reviews constitute the third institutional component which is included in assessing the KPIs. The review cycle is conducted in two major ways:

• For Instructional Affairs, program reviews are due every 2 years for one-year certificates, every 4 years for two-year degrees and every seven years for four-year degrees.
• For Administrative Services, program reviews are due every 4 years.

Access

• GOAL: Provide quality education for all through leveraging partnerships, networks and systems for optimal learning-centered course and program design, development and delivery.

Innovation

• GOAL: Promote and exemplify innovative learning design and learning and student support best practices.

Resilience

• GOAL: Create learning pathways, institutional memory and context-relevant, continuous improvement, integrated planning cycles.

For the Strategic Plan 2025-2030, Actionable Implementation Plans (ACIPs) have been developed by each department under the five Vice Presidents to meet the KPIs. For the IEMP, the assessment of the KPIs will also include the review of the 5YFP, the Infrastructure Development Plan, Technology Plan, Performance Development Management System and automated systems across the college.

Finally, the overall results gained from the reviews of the Strategic Plan 2018-2023 and the IEMP show that despite the mammoth challenges the college faced especially in the Covid-ridden years (2020-2022), institutional performance remained above 50%. It is on this informed platform that the new plans were built from 2023.

*The KPIs are listed cumulatively from one year to the next. There are 2 numbers or percentages for each KPI. The top number is the first target. The bottom number is the stretch target.

*The Institutional Set Standards or ISS are presented as 5-year key performance indicators from which the 2024-2034 ISS will be developed following the 2025-2030 timeframe.

GOAL 1: ACCESS Provide quality education for all through leveraging partnerships, networks and systems for optimal learning-centered course and program design, development and delivery.
OUTCOME	KPI: Percentage of time to degree completion for full-time enrollments
Ensure that all students have clear and efficient pathways to enroll in college programs and access support services.	2025	2026	2027	2028	2029	2030	2031	2032	2033	2034
	[Preparatory	Phase]	10% 12%	12% 14%	14% 16%	16% 18%	18% 20%	20% 22%	22% 25%	25% 27%

Table 19: Goal 1: ACCESS Outcome 1

GOAL 1: ACCESS Provide quality education for all through leveraging partnerships, networks and systems for optimal learning-centered course and program design, development and delivery.
ISS 1	KPI: 90% of total students are enrolled full time.
	2026	2027		2028	2029	2030
	70% 75%	75% 80%		80% 85%	85% 90%	90% 95%
ISS 2	KPI: Average credits earned per student is 12
	2026	2027		2028	2029	2030
	9 10	10 11		11 12	12 15	12 15
ISS 5	KPI 5: Course completion percent ABC or P
	2026	2027		2028	2029	2030
	70% 72%	72% 74%		74% 76%	76% 80%	80% 82%
ISS 12	KPI: Examination pass rates (Teacher Certification)
	2026		2027	2028	2029	2030
	75% 79%		79% 83%	83% 87%	87% 95%	95% 100%
ISS 13	KPI: Transfer rate to 4-year college/universities
	2026		2027	2028	2029	2030
	5% 6%		6% 7%	7% 8%	8% 10%	10% 12%

Table 20: Goal 1 ACCESS ISS 1, 2, 5, 12 &13

GOAL 1: ACCESS Provide quality education for all through leveraging partnerships, networks and systems for optimal learning-centered course and program design, development and delivery.
OUTCOME	KPI: Percentage of time that Learning Resources & Support are utilized
Ensure that learning resources are available equitably across all campuses and to all students, including those in remote areas.	2025	2026		2027		2028		2029	2030	2031	2032	2033	2034
	20% 30%	30% 40%		40% 50%		50% 60%		50% 60%	50% 60%	60% 70%	70% 80%	70% 80%	80% 90%
OUTCOME	KPI: Number of PL & CD training sessions at all campuses
Embed continuous learning and capacity development for faculty and staff, with a focus on emerging educational technologies and pedagogical strategies.	2025	2026	2027		2028		2029		2030	2031	2032	2033	2034
	3 6	6 9	6 9		12 15		12 15		15 18	15 18	18 21	18 21	21 24

Table21: Goal 1 ACCESS Outcomes 2 & 3

GOAL 1: ACCESS Provide quality education for all through leveraging partnerships, networks and systems for optimal learning-centered course and program design, development and delivery.
OUTCOME	KPI: Number of formalized collaborative partnerships for scaling educational facilities and programs
Foster collaborative relationships with the public and private sectors, governments, non-government organizations and educational institutions to expand and enhance educational facilities and opportunities, particularly in large ocean states.	2025	2026	2027	2028	2029	2030	2031	2032	2033	2034
	2 4	4 6	6 8	8 10	10 12	12 14	14 16	16 18	18 20	20 22

Table 22: Goal 1 ACCESS Outcome 4

GOAL 2: INNOVATION Promote and exemplify innovative learning design and learning and student support best practices.
OUTCOME	KPI: Number of innovative multi-modal learning and student support programs
Implement and support flexible learning options, such as hybrid, online, and modular courses, to cater to diverse student needs and preferences.	2025	2026	2027	2028	2029	2030	2031	2032	2033	2034
	3 4	4 5	5 6	6 8	8 10	10 12	12 14	14 16	16 20	20 22

Table 23: Goal 2 INNOVATION Outcome 1

GOAL 2: INNOVATION Promote and exemplify innovative learning design and learning and student support best practices.
OUTCOME	KPI: Percentage of graduates who place in employment within 12 months
Innovate teaching methods and course content to align with current industry standards and ensure that graduates are job-ready.	2025	2026	2027	2028	2029	2030	2031	2032	2033	2034
	40% 50%	50% 60%	60% 70%	70% 80%	80% 85%	85% 90%	90% 95%	95% 100%	100%	100%
OUTCOME	KPI: Percentage of project/event management that showcases innovative planning, implementation and sustainability
Create an environment that encourages entrepreneurship experimentation and adoption of new practices in teaching and student support.	2025	2026	2027	2028	2029	2030	2031	2032	2033	2034
	5% 7%	7% 10%	10% 12%	12% 15%	15% 17%	17% 20%	20% 30%	30% 40%	40% 50%	50% 60%

Table 24: Goal 2 INNOVATION Outcomes 2 & 3

GOAL 2: INNOVATION Promote and exemplify innovative learning design and learning and student support best practices.
OUTCOME	KPI: 70% Innovative learning and work space design and implementation by 2034
Design vibrant and adaptable workspaces that foster creativity and collaboration among staff and students.	2025	2026	2027	2028	2029	2030	2031	2032	2033	2034
	10% 15%	15 20%	20% 25%	25% 35%	35% 40%	40% 45%	45% 50%	50% 55%	55% 65%	65% 75%

Table25: Goal 2 INNOVATION Outcome 4

GOAL 3: RESILIENCE Create learning pathways, institutional memory and context-relevant, continuous improvement, integrated planning cycles.
OUTCOME	KPI: 60% Multi-entry and entry points in flexible learning pathways
Develop flexible and relevant learning pathways that accommodate diverse student needs and career goals. Include options for continuous learning and upskilling.	2025	2026	2027	2028	2029	2030	2031	2032	2033	2034
	5% 10%	10% 15%	15% 20%	20% 30%	30% 35%	35% 40%	40% 50%	50% 60%	60% 65%	60% 65%

Table 26: Goal 3 RESILIENCE Outcome 1

GOAL 3: RESILIENCE Create learning pathways, institutional memory and context-relevant, continuous improvement, integrated planning cycles.
ISS 3	KPI: Persistence rate for fall – spring is 95%
	2025	2026	2027	2028	2029
	80% 85%	85% 90%	90% 95%	95% 100%	95% 100%
ISS 4	KPI: Persistence rate for fall – fall is 80%
	2025	2026	2027	2028	2029
	60% 65%	65% 70%	70% 75%	75% 80%	80% 85%
ISS 6	KPI: 16% of full-time, first-time graduate in 2 years
	2025	2026	2027	2028	2029
	10% 12%	10% 12%	12% 15%	15% 16%	16% 17%

ISS 7	KPI: 30% of full-time, first-time students graduate in 3 years
	2025	2026	2027	2028	2029
	25% 27%	27% 29%	29% 30%	30% 32%	30% 32%

Table 27: Goal 3 RESILIENCE ISS 3, 4, 6 & 7

GOAL 3: RESILIENCE Create learning pathways, institutional memory and context-relevant, continuous improvement, integrated planning cycles.
ISS 8	KPI: 42% of full-time, first time students graduate in 4 years
	2025	2026	2027	2028	2029
	30% 32%	32% 34%	34% 36%	36% 38%	42% 44%
ISS 9	KPI: Number of degrees awarded
	2025	2026	2027	2028	2029
	280 290	290 300	300 310	310 320	320 330
ISS 10	KPI: Number of certificates awarded
	2025	2026	2027	2028	2029
	100 115	115 130	130 145	145 160	160 175
ISS 11	KPI: Graduate employment rates for certificate and CTE degrees
	2025	2026	2027	2028	2029
	35 37	37 39	39 41	41 45	45 50

Table 28: Goal 3 RESILIENCE ISS 8, 9, 10 & 11

GOAL 3: RESILIENCE Create learning pathways, institutional memory and context-relevant, continuous improvement, integrated planning cycles.
OUTCOME	KPI: By 2029, COM-FSM will raise salaries and benefits by 25%
Ensure that employee compensation and benefits are competitive and sustainable, contributing to staff retention and satisfaction.	2025	2026	2027	2028	2029	2030	2031	2032	2033	2034
	10% 15%	15% 20%	20% 25%	25% 30%	30% 40%	40% 45%	40% 45%	45% 50%	50%	50%
OUTCOME	KPI: 80% of learning spaces and practices are green economy-compliant
Incorporate energy-efficient and environmentally friendly practices in campus facilities and learning spaces.	2025	2026	2027	2028	2029	2030	2031	2032	2033	2034
	5% 10%	10% 20%	20% 30%	30% 40%	40% 50%	50% 60%	60% 70%	70% 80%	80% 90%	80% 90%

Table 29: Goal 3 RESILIENCE Outcomes 2 & 3

GOAL 3: RESILIENCE Create learning pathways, institutional memory and context-relevant, continuous improvement, integrated planning cycles.
OUTCOME	KPI: 100% of institutional memory banks are online.
Establish systems for preserving institutional knowledge and practices, ensuring continuity and informed decision-making for future generations.	2025	2026	2027	2028	2029	2030	2031	2032	2033	2034
	10% 20%	20% 30%	30% 40%	40% 50%	50% 60%	60% 70%	70% 80%	80% 90%	90% 100%	100%
OUTCOME	KPI: Crisis management and adaptive strategies are improved by 98% in 10 years
Enhance institutional resilience through improved crisis management and adaptive strategies.	2025	2026	2027	2028	2029	2030	2031	2032	2033	2034
	40% 50%	50% 60%	60% 70%	70% 80%	80% 90%	90% 92%	92% 94%	94% 96%	96% 98%	98% 100%

Table 30: Goal 3 RESILIENCE Outcomes 4 & 5

Navigating the future of the College

Integrated Resources and Capacities to Support Institutional Effectiveness

The success of the IEMP depends on several factors. In a financial climate that is increasingly challenging and competition for resources including funding in the FSM continues to escalate, the college must be innovative and agile in expanding its resource bases.

Since the establishment of the College in 1993, focus has predominantly been on land-based courses and programs. With approximately 271 square miles of land in 1 million square miles of ocean, it is overwhelmingly evident that we have a nominal land area in relation to our large ocean mass. The potential that our large ocean area has in relation to study programs, research and economic development remains relatively untapped. As the only community college in the FSM, the need is long overdue to initiate and champion more marine science courses, programs and research that lead to increasing maritime employment and economic development opportunities. Partnerships to develop projects and programs focused on marine science and research, will be prioritized. Establishing a virtual marine science institute at COM-FSM would enable direct focus in these areas.

Moreover, initiating collaborative partnerships with sister colleges would enable the creation of economies of scale in education for greater and meaningful impact. The combined ocean area of the Freely Associated States (FAS) from the Republic of the Marshall Islands (RMI) through FSM to the Republic of Palau (ROP) is approximately 2,000,000 square miles. If this area is increased by including American Samoa Community College, Guam Community College and the Northern Marianas College, both the number of potential marine science programs and the marine research area would be even greater. Aquaculture activities and initiatives for economic development could also be scaled accordingly for greater economic returns. Through membership of the Pacific Post-secondary Education Council (PPEC) COM-FSM also has direct access to partnership agreements at university levels with the University of Guam and the University of Hawai’i.     

Finally, indigenizing the curriculum at COM-FSM mirrors the direction which the State Departments of Education in collaboration with the National Department of Education under the Education Partnership Agreement^[1] (EPA). The rationale behind the EPA is provided below:

FSM believes that learning programs and teaching approaches that are grounded in indigenous knowledge, context, values and skills will increase the engagement of young people in learning, improve outcomes and build identity and resilience. This overall building of identity, empowerment and resilience of young people is identified as central to promoting the wellbeing of young people and their contribution to the development and future of FSM. 

At COM-FSM the first phase of indigenizing the curriculum has started with the creation of a new position entitled, “Education Developer, Indigenous Ways of Knowing” (Education Developer). Initially working with the holders of traditional knowledge in the four States of the FSM, the Education Developer will facilitate the establishment of the COM-FSM Micronesian Institute of Languages & Cultures.

Financial Resources

The College of Micronesia-FSM 2025-2030 5-Year Financial Plan (5YFP) will be linked to the programs and services in the IEMP in order to provide forward momentum for the college in the next five years. Since the IEMP includes all plans for the college, it will inform financial planning in the future while, in turn, assisting financial projections for future operational plans. The IEMP is a living document that adjusts to financial resources while informing financial planning at the same time.

The college has prepared its financial assumptions based on the 2023 actual budget as the base reference, delivery of existing programs and services, current strategic directions and the current structure of the college. The 5YFP focuses on the primary operations of five of the college’s six campuses; National, Career & Technical Education Center [CTEC], Chuuk, Kosrae and Yap and the five main departments of the college: Office of the President, Instruction, Department of Institutional Effectiveness & Quality

Assurance, Enrollment Management & Student Service, and Administrative Services. The Financial Plan for Technology has been completed separately as in previous years because funding is secured under the Technology Plan, where each student pays a prescribed fee for each semester of attendance. Others, like the college’s sixth campus, the FSM-Fisheries and Maritime Institute, auxiliary enterprises, and administration of grants and programs were not considered in this plan because all have other secured funding sources.

Request for a budget increase

The most significant change in the 2024-2025 budget submission from COM-FSM to the National Government highlighted the request for a 26% increase in salaries and benefits so that the college could remain competitive in the local employment market. With 45% salary increases awarded by the National and Pohnpei Governments (in 2022 and 2024 respectively), considerable decreases in faculty and staff levels at the college have been, and continue to be experienced. For example, between May 2023-May 2024, vacancies increased from 88 – 100 out of 405 positions (total number of full-time, college positions). Through a number of internal measures (like special contracts) to address priority service areas, the college has been able to deliver the required level of services especially in the faculty.

In 2016 the college received a commendation from ACCJC in the 2016 External Evaluation Report for “sound fiscal stewardship” stating that “the team commends the College for fostering a culture of commitment to financial discipline and stability. Savings realized through the effective use of institutional and financial planning integrated with resource allocation have led to increased reserves that enable the College to further invest in student recruitment, success and completion” (p. 5). In March 2024, the third Compact of Free Association for FSM was signed by US President Joe Biden for the following 20 years. Subsequent delays between the approval and the release of funds signaled the urgent need for the college to increase its funding sources including more grants that align with COM-FSM’s strategic goals.

Human Capital

The Human Resources Office works with departments, campuses, and offices to recruit and retain qualified personnel through:

• The facilitation of human resources policies and procedures;
• Administration of institutional benefit programs;
• Training and consultation to ensure equality of services;
• Involvement of internal critical stakeholders in decision-making services including staff development programs, policy development and hiring processes;
• Promoting diversity and high-performance through award recognition programs and salary increments;
• Alignment of services across campuses through systematic reviews of programs and services.

Working smarter with HR

In 2020 a proposal was submitted to the Office of the President by the Director of Human Resources (HR) to automate selected services and create HR electronic and online databases. Although that first proposal was not successful, a subsequent proposal in June 2023 heralded the successful implementation of the PeopleAdmin system. Talent management including a central database for employee information, recruitment processes, professional learning and performance management are now all online. PeopleAdmin offers a “robust, integrated, and interoperable cloud platform for higher education…with easy integrations and powerful analytics tools”^[2].

Furthermore, the MIP^[3] accounting software currently used at the college for Business Office operations has an HR module that was activated in June 2024 to connect payroll functions with the HR Office for enhanced efficiencies. Continued automation of HR and HR-related operations will continue in alignment with the three strategic goals for continuous improvement and optimal efficiencies.

Performance management, capacity development and succession planning will continue to drive COM-FSM’s pursuit of the best qualified human resources in learning, teaching and research. Moreover, institutional responses to

Physical Resources

In the college’s efforts to provide quality education and address financial sustainability, the college has implemented the College of Micronesia-FSM Space Utilization and Facilities Master Plan based on a study by BECA. This plan has been integrated with the FSM Infrastructure Development Plan. The COM-FSM plan is now in phase I. Current projects under construction (August 2024) include a student services center and the Teaching Clinic at the National Campus and the trade & technical workshops at the CTEC campus. All three projects are scheduled for completion by mid-2025.

The FSM share of infrastructure development funds each year is approximately $3.5 million thus the college may have to implement projects in multi years. The COMPACT funds for the National Government amounts to $14.0 Million per year and is divided as follows:

• $9.1 million for operations (health/Education/Environmental/Project Management Unit);
• $3.5 Million for Infrastructure Development;
• $1.4 million for infrastructure maintenance.

Upgraded facilities in the next 10 years

For the COM-FSM projects in the next 10 years, the Multi-Purpose Technical Classrooms and Maintenance Shops at Kosrae and Yap will be dual purpose to meet increasing skills’ training needs. A section will serve as the maintenance office and shop. The other sections are two classrooms and multi-purpose shop for “boot camps” and short and specialized training sessions which include:

• air conditioning cleaning and maintenance;
• air-conditioning installation;
• plumbing fixture repairs;
• door installation and hardware maintenance; and
• solar system installations.

In all 4 States of the FSM, repeated and emphatic requests from the States’ leadership especially between 2023-2024 underline the critical importance of COM-FSM’s role in providing more Career & Technical Education graduates including those on the list (above) for both boot camp and degree-program training. Teacher training, nursing and health professional and business programs also continue to be highly prioritized areas. The college will widen the scope for infrastructure funding by seeking to partner with both internal and external stakeholders that share the same or similar visions for education in the FSM.

Overall, the college will promote and champion flexible learning spaces that exemplify innovative and sustainable designs and practices. Focus on 21^st century students’ learning styles and methodologies especially education-driven technology will require creative and relevant approaches within the limited resources available at the college. Where ‘weaknesses’ can be turned into ‘opportunities’ within a SWOT analysis, COM-FSM aims to interrogate the potential so that our students will be provided with the best possible facilities and services.

Technology

In order to enhance the college’s physical infrastructure and to support communication, the Information Technology (IT) Office delivers effective technology services to support college services. COM-FSM uses Rocky Linux 9, Linux server setup as a gateway to the Internet. This provides email, an Apache web server, the Squid caching web proxy, and a variety of other critical network services. Each location at which COMFSM operates has a setup that works in conjunction with this central system.

Automated systems at COM-FSM

High-performance servers play a crucial role in managing critical applications such as student information systems, learning management systems (LMS), email services, financial management systems, and Human Resource management systems. These applications are vital for the smooth functioning of academic and administrative processes. Regarding software, the college leverages a mix of open-source and commercial enterprise software tools such as People Admin, Canvas, MIP, Microix, and SIS. These tools facilitate the management of student records, financial transactions, and human resources, thereby streamlining operational efficiency.

To bolster cybersecurity, robust security measures like firewalls, antivirus programs, and intrusion detection/prevention systems are in place to safeguard the network from cyber threats. This ensures the integrity and confidentiality of sensitive data. The IT infrastructure also integrates educational technology tools such as interactive smartboards, multimedia resources, library resources, and online collaboration platforms. These tools enhance teaching and learning experiences by providing innovative ways to engage students and facilitate active learning.

Upgrading through STARLINK

The network infrastructure ensures reliable connectivity with authenticated wired and wireless access points throughout the campus. A high-speed fiber connection supports online learning, research activities, and administrative tasks, contributing to a seamless and efficient operational environment. The latest IT infrastructure upgrade at Kosrae Campus marks a significant step towards modernizing the campus’s technology environment. By installing a new gateway server, integrating Starlink as the primary internet service, adding new WiFi access points and switches, upgrading smartboards, and installing new battery backups, the campus is now better equipped to handle current and future technological demands. This upgrade ensures enhanced reliability, improved performance, stronger security, and greater scalability, thereby supporting the College of Micronesia-FSM’s mission to provide high-quality education and administrative services.

Artificial intelligence

As part of its forward-looking strategy, COM-FSM is exploring the integration of artificial intelligence (AI) into its technology framework. The college plans to leverage AI to enhance personalized learning experiences, optimize administrative workflows, and provide predictive analytics for student success. By adopting AI-driven tools and platforms, COM-FSM aims to further elevate educational outcomes and operational efficiency, positioning itself at the forefront of technological innovation in higher education.

Major shifts

The college will be integrating flexible learning spaces with a direct focus on developing more study and research spaces that exemplify 21^st century learning pedagogies and practices. For example, learning commons’ spaces should be included as should collaborative learning pods and multimedia equipment. The newest addition to the COM-FSM Infrastructure Development Plan (July 2024) is the staff and faculty on-campus housing complex. With a definitive view to the future of the college, rents from the on-campus housing will be channeled directly to the Endowment Fund except for approximately 20% for preventative maintenance. Finally, minimum standards requirements will be developed so that there is parity across the campuses in relation to providing uninterrupted services. Recently, the increasing number of times that Pohnpei and Kosrae have experienced power outages necessitate resilient solutions for all campuses in relation to including renewable energy systems and appropriately trained maintenance staff.

Conclusion

Poised to launch the IEMP 2024-2034 and the Strategic Plan 2025-2030 college-wide, both challenges and opportunities loom large. Inadequate funding has already resulted in liquidating a portion of the college’s contingency funds (2024). Financial stability in the coming fiscal year is uncertain and staffing levels continue to cause major concerns.

In the last two semesters however, enrollments show encouraging trends and the plethora of grant possibilities continue to provide opportunities to diversify COM-FSM’s funding sources. Program reviews to evaluate and revise resource allocations against outcomes and rethinking or reframing organizational structures and functions are potential revenue generators. Scaling our resources through our collaborative partnerships also offers a way to increase flexible course and program offerings without incurring extensive costs.

The learning environment profiles provided through the internal and external scans position the college firmly between the nation’s human resource needs and the student’s or trainee’s learning journey to meet those needs. The way forward therefore,  as COM-FSM focuses directly on enhancing student success and achievement is to leverage all of the affordances available which include aligning resource allocations with priority areas, collaborative partnerships through to grant opportunities and flexible learning through education-driven technology.

Scaling education through our communities of practice networks will provide one of the most cost-effective, efficient and quality-driven opportunities for our students. Scaling our resources through our partnerships for flexible access to more courses and programs is another opportunity for exponential growth which focuses directly on student success and achievement. So, in moving forward with the IEMP 2024-2034, continuous improvement of learner-centered services with best practices as the ultimate goal to ensure student success will drive the COM-FSM canoe.