The design group is made up of representatives of all major stakeholders in the institution. This report is organized based on the design elements, each chapter discussing one element in the design process, with the exception of the beginning chapter, which provides the project's purpose, focus, and process, and the ending chapter, which summarizes the report and provides future direction for transitions to new designs. Chapter Two describes the context in terms of assets to be carried forward into the future, problems with the current institutional operation, opportunities to be taken advantage of in new designs, and aspirations to be accomplished by the institution. The focus of Chapter Three is on the learning signature. The learning signature is a powerful shorthand way to represent the institution to its staff, students, and the public.
Learning outcomes is the focus of Chapter Four.
Because of the centrality of teaching and learning to the mission of two-year institutions of higher education, the learning outcomes become a powerful force or keystone in designing the institution and its way of operation. Chapter Five provides a description of the learning process for new designs for the two-year institution of higher education. The learning process needs to be designed to respond to the learning context of a two-year institution and its learning signature and learning outcomes. The prior selection of learning outcomes plays a central role in designing the institution's learning process. Chapter Five discusses the purpose and process of developing new designs for the learning process, the connection of the learning process to the previous elements in the design process, key concepts regarding the learning process, design specifications developed for learning processes for two-year institutions, and exemplary new designs for the learning process.