scc soar analysis - south central college€¦ · 1 scc soar analysis core strengths specific...

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SCC SOAR ANALYSIS

Core Strengths Specific Examples of Core Strength

Positive, responsive reputation

Reputation for getting things done Responsive to industry needs: program and CBI

Regional emphasis of CBI

Positive Impact

Able to make a difference

Serves the area populations A positive history of college growth comprehensive

Manufacturing: nearly 100% placement for decades

Exciting new leadership and structure

President is accessible—see her in hallways; attended welcome week; involved (student voice)

Directions and potential opportunities: looking good! Statewide resources available

Great staff and faculty

Great staff and faculty that help students reach goals Employee autonomy

Diverse skill set of faculty and staff Skilled, talented people People: staff, learners, faculty Expertise of individuals The people Staff and faculty strong

Community Engagement

Advisory groups Rock! Involvement

Quality and invested community advisors

Learner focused

Focus on learners Supportive environment for students

Preparing students for what’s next Helping students find the best fit for them

Working with students

Building learner self‐efficacy Recognizing student goals over data Student motivation

Growing students challenging leaders Being the guide to students Student’s first Student focused Student centered We provide people with a future, especially people who may not believe they can or have aright to be educated.

Students have opportunity to grow—socially and academically—from very low skills to college transfer

Transferability and prepare students to be hired Mentoring and support

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Core Strengths, con’t Speciific Examples of Core Strength

Location, size, affordability

Low cost Small classes

A name not a number

Community size—not too big, not too small

Campus organizations—easy to get involved (Student voice)

Four campuses

SCC is small; I feel lie I matter, feel happier, pleased to be here (student)

Our size means we can adapt quickly; we are appropriate for change

New FBO campus

Collaborative & Competent

Desire to be part of designing the future “sort of flexible” Freedom to act and decide best methods and path

Open to new ideas and opportunities Peer and cross department teamwork

Adaptability while maintaining high expectations

Informed

Consortium agreements

Articulation agreements

Sense of community

Interaction with students, faculty, Staff, business Desire to be involved

Commitment to the future

We can learn how to learn at SC

Opportunities for growth Passion Commitment

Focus on issues/problem solve

Willingness to engage in conversations and improved efforts

Striving for future success

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Opportunities, Aspirations and Results

Specific Examples of Opportunities, Aspirations and Results

Collaborative and innovative culture

More proactive, less reactive

Response affirmation: “Quick Turn‐around”

Diversity and inclusion Building awareness of different cultures

Student Engagement

More student involvement (student)

Collaborative culture

Everyone working towards a common purpose

Mutual respect

Reputation for excellence Place of choice

Financial Strength

More support/training for financial aid

Understanding budgets Striving for Excellence

Continuous improvement based structures: planning & project management

Process discipline Commitment to customers (internal and external) at all levels

Community Engagement High school and business coming and going

Access

Easy sign up for classes for non degree seekers Information available in multiple formats

Real time access for students/faculty to resources

Branding and Name Recognition

Facilities

Tapping the potential of employees

Use employees skills and talent for internal issues

Grants Genuine an realistic approach to application and implementation on grants

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Strategic Planning Goals 2014‐20

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PRIMARY GOAL: AI CULTURE

“We embrace AI at SCC” ‐ Let’s make that udderly clear and milk that for all its worth! We’ve rebranded!”

ITEM OUTCOME FROM RETREAT RECOMMENDATION

Goal Headline Appreciative Inquiry Erupts at SCC!! Collaboration and Innovation Erupt at SCC!

Goal Description

South Central College practices appreciative inquiry to initiate positive change.

SCC practices Appreciative and Disruptive Inquiry growing a positive culture of collaboration and innovation.

Goal Leadership HR and VP for Academic and Student Affairs

Primary Stakeholders

Dept. chairs, committee chairs, directors Secondary stakeholders will include everyone, of course

Metrics Changed bylaws and new valuation process (PPE)

Staff, faculty, student satisfaction; additional active involvement on committees and other projects

IPI collaborates with you to develop an assessment related to “Return on Collaboration” – measuring social, community and financial ROI. This will provide you with direct measures of changing culture coupled with “bottom line”

STRATEGIES, INITIAL ACTION PLAN

Strategy 1 Embed AI Philosophy in principle and practice by 2015

Strategy 2 Practice AI to foster and enhance relationships

Practice Appreciative and and Disruptive Inquiry to foster and enhance relationships

Strategy 3 Practice AI to inspire an inclusive climate of scholarship and service that inspires equality and inclusivity for all stakeholders

Strategy 4 Practice AI for continuous quality improvement

Practice Appreciative and Disruptive Inquiry, elegant design, agile action and perpetual evolution for continuous quality improvement and excellence in delivering our mission.

Core Strengths Primary Opportunities, Aspirations/Results (see below for details)

Collaboration & Commitment

Interdepartmental teamwork

Continuing relationships with alumni

Systems thinking, SCC as a focus

College as a learning community that includes all faculty, learners and staff

Effective Communication

Innovative and Agile Positive Values and Behaviors Positive uplifting and collaborative culture

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AI Culture Student Staff Faculty Community Leadership Team

Goal 0 4 9 0 10

Strategy 1 0 4 9 0 3




AI CULTURE Action Ideas Focus of Action Action Ideas

Learning Opportunities

AI professional development for all stakeholders

Customer service workshops

AI training (admin, faculty, staff, learner) ‐ Develop training modules and incorporate into in‐service training; set goals for participation (e.g., 100% faculty/staff, 50% learners)

Customer service workshops

Where have other colleges implemented and what are their results? ‐ Dalai Llama, Center for Peace and Education for compassionate communities

‐ UK National support team—public health ‐ University of St. Thomas ‐ Case Western ‐ Los Angeles City College

Provide personality profiles to understand strengths and empower people to change their culture

Change paradigm to second order change instead of 1st order

What is there that we don’t see? ‐ Creating disturbance you can not reactions, note changes to address and improve

Create critical thinker instead of reaction Empower people through knowledge of AI to choose their reaction

Educate about asking questions Teachers teaching teachers

Practice Opportunities

Can Do attitude Peer/faculty mentoring

Meeting minutes—ask a questions every time

AI for continuous improvement

Clarifying and raising expectations Feedback to learners Look at all our language in policies, documents, website, syllabi

Diversity and inclusion Appreciation or acceptance of differences through learned awareness and experiences: learners and employees

Purposeful, constructive, appropriate communication that builds on strengths and adds value. More listening (more is not always better)

Increase collaboration Change your question, change your life: Shift from judgers to learners ‐ Learner (what works, what ma I responsible for, what are the facts, what’s the big picture, what are my choices, what is useful about this, what can I learn?)

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‐ Judger (what’s wrong, blaming, protecting, controlling, lose, why bother, how can I prove I am right?)

Respect, brain‐based research for inclusion and creative, empowered worker

Opportunity to move toward trans‐disciplinary approaches because we value each other

Positivity and teamwork as SCC culture

Review and Revise Policies, Procedures, Processes

Review recruitment materials

Review advising Review/create documents using AI philosophy of positivism and build on strengths for faculty/admin valuations, learner feedback, policies/procedures

Use AI to look at policies, documents, assessments

Embed in bylaws for committees

Instructor valuations (positive, building on strengths) Meeting valuations—building on strengths

Admin valuations; peer, faculty

Roll into existing policy review process; SCC will revise 100% of existing policies and review processes within the AI model within the existing review or appr structure

Reinforce the New Culture

Internal marketing

Posters: education faculty, staff, learners on AI. Faculty participate in embedding AI in their bylaws and policies. Students as leaders involved in training; embed in organizations and associations.

Implementation: create documents with AI philosophy/practice

Create feedback cycle for AI improvement ideas (process, email, communications, etc.)

Make winning attitude, learner v judger posters and coasters and can kozies

Positive recognition—reinforce

Shared vision and Accountability Gathering stories

AI CULTURE SOAR Details Opportunities,

Aspirations, Results

Specific Examples of Opportunities, Aspiration and Results

Systems thinking, SCC as a focus

College as a learning community that includes all faculty, learners and staff

Challenge assumptions

Communications are positive and not punitive

Open door culture and policy for learning—community involvement

Curious minds

Professionalism: collegiate environment and appearance

Culture of risk taking Communication

Safe, transparent communication

More obvious transparency

Communications are positive and not punitive

Communication: active listening, expectations

Inclusive decision making through communication

Innovative and Agile Fewer road blocks for good ideas

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Create positive platforms

Flexible and responsive to requests and needs 2‐year leader in system for innovation

Positive Values and Behaviors

Mutual respect

Inclusive: All stakeholders involved Honesty Walk the talk

Culture of trust Open and honest communication structure and process

Open communication across the college

Respect—no gossip

Golden/Platinum Rule: Do Unto Others as They Would Want to Have Done Unto Them

Do what we say Positive uplifting and collaborative culture

Celebrate success Viewing employees as primary asset

Better relationships and understanding among faculty, staff and Admin

More inclusiveness

More faculty getting involved in projects that support the entire college

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PRIMARY GOAL: HOLISTIC LEARNER SUPPORT SERVICES


Goal Headline SCC offers holistic services to support learner success.

SCC provides comprehensive, holistic services to support learner success.

Goal Description

SCC supports the development of

learners—body, mind and spirit—to

promote life long success. SCC provides a

comprehensive systematic approach to

achieve learner success that goes beyond

academics to impact completion,

placement and life long success.

SCC provides a comprehensive educational approach that develops the whole learner‐‐body, mind and spirit—supporting life long success that enhances academic and skills competency with personal and professional leadership and teamwork competency.

Goal Leadership VP of Academic and Student Affairs and student leadership


Learners, faculty, staff, especially Advising, Student Services, Department chairs, community partners

When exploring innovative ways to meet personal and developmental needs, include potential community partners (clinics, psychologists, etc.)

Metrics Student success (completion, transfer), employability (placement), competency

Our efforts result in increased completion rates, placement and life long association with SCC as active alumni.


Strategy 1 20 dots

Comprehensive Approach: Faculty and Staff

Recommend this be part of the overall description for the goal (see above)

Strategy 2 13 dots

Diversity needs and supports Research, then collaborate to generate innovative solutions to address the diverse needs of learners and support genuine inclusion

Strategy 3 9 dots

Support for academic, technology Create an advising model that involves faculty, staff and students in the design and implementation of am individualized success plan for learners that ensures academic, technology, personal and professional success.

Strategy 4 4 dots

Employment: Tie education to employment

I would include this under advising model above

Strategy 5 7 dots

Counseling – personal and career/goal Research and generate collaborative and innovative programs or strategies to meet the non‐academic/technical skills needs of learners, with special emphasis on personal and professional development.

Strategy 6 3 dotes

Health Services at low cost I would include this with the diversity strategy

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Strategy 7 7 dots

Allow students to define measures of success

I would include this in the advising strategy

Add one: Provide faculty and staff with the training, knowledge and information needed for them to be successful in supporting the whole student.

Core Strengths Primary Aspirations/Results (see below for details)

Learner focused Quality faculty and staff Engagement opportunities

Support Services Employer Relations

Quality, relevant programs

Personal Development

Professional Development

Build genuine supportive relationships Engagement

SCC as System Model/Leader

Support Services

Holistic Learner Support Services

Student Staff Faculty Community Leadership Team

Goal

Strategy 1 Voting sheets were removed; data not available

Strategy 2

Strategy 3

Strategy 4

HOLISTIC LEARNER SUPPORT SERVICES Action Ideas Focus of Action Action Ideas

Collaborative, comprehensive approach

Initial Action Steps

Hire and orient VP Steering committees developed

Training/professional development

Research student needs Take stock of existing – baseline Baseline of current advising model

Define and create an advising committee/workgroup (student

engagement committee?) includes deans, department chairs…. Other

Employment/tie education to a job

Advising ‐ Partnership between advisor and employer

Comprehensive approach for faculty and staff ‐ Holistic – not just discuss what classes to take…talk about all barriers etc.

Academic support

Technology support/training Comprehensive career & goal setting

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Allow students to define measures of success…seeking classes only, degree, etc?

Training for faculty and staff

Training college wide Training for faculty on mental health, PTSD

Needs of a diverse learner Initial Action Steps

Involve stake holders Gather data/determine needs

Identify possible spaces Other

Child care Personal counseling Address diversity, other needs: lactation, prayer, multicultural center….

Health services at low cost Financial Less cost to student

Free books? Food – lower cost of free to students Marketing/branding niche

Physical Plant New kitchen NM, a kitchen FBO

Gym, theater, stage, student union

More quiet spaces

Multicultural center

Pool, sports, valet parking, locker room

Tools and technology (laptop or tablet) provided to each student Housing – low cost/free? Prayer space, washing stations Lactation room ‐ Lactation room could install a sink and paper towel dispenser

‐ Measure how often tracking paper towels ‐ 5% of Saturday students need lactation space

More space for faculty/staff to have private conversations

Art room, music room, gallery space

Segways Open 24‐7 Student union Library – check out fun stuff, e.g., CD’s Learning commons idea

College Hub… look one place for all learning opportunities, who’s here…welcome!!

Collegiate looking campus

Japanese garden/woodland garden ‐ Programs we could create? Horticulture?

‐ Partner w/those who do so they come here to do project

WELCOME signage would be great

Learning Enhancement Developmental Advising – “what do you want”

International travel at lower cost

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Famous speakers and experts to campus

Tutors in and or every class College readiness is free, and offered before classes start Modules/academic & support

Fun classes for credit – phys ed? More “recess” and nap time

Travel Host events – big speakers, involve community

Personal Development Help students overcome barriers – meet basic human needs

Give students the gift of time

Soft skills Professional Development Job apprentice/intern – REAL experiences in workplace

Consistency of advising across all areas ‐ Increased communication between all “advising” parties (faculty, advisors, etc.)

Ensure Technology literacy for all students More productive employee

Employment support

Relationship Development Connect with students sooner – relationship (tours, career exploration) Plenty of help – no waiting for help or answers (SAC, bookstore) Phones –a “real person” Student: support service ratio = improve so at least average within MnSCU

Celebrate success at different levels other than graduation Support incumbent students & clients as well as FT students

Communicate w/students using their methods (social media, etc. (This item is addressed under technology area)

Additional Services Health service Day care Support groups – vets, single parents Org. positions/structures (e.g., life coaches, student success center….)

Research Ask the student – no assumptions about what they need please

Look at low enrollment classes

Food services not essential? Technology availability – maybe a computer store to generate income

Generate resources ‐ Shared services

‐ Fill classes with non‐degree or other students ‐ Business partners ‐ Produce a product (e.g., Bethany does ads through their graphics/ media program)

Assess their barriers through use of Noel Levitz Inventory Advising Model: ‐ Choose an advising model

‐ Training advising model ‐ CCSSE results

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HOLISTIC LEARNER SUPPORT SERVICES SOAR Details Current Core Strengths Specific Examples of Strengths

Learner Focused Student driven and focused Focus on entire student

Quality Faculty and Staff Diverse professional expertise (teaching, strategies) Great trainers Content experts

Engagement Opportunities

Variety of opportunities for engagement

Engage multiple stakeholders in development and implementation of comprehensive success plan

Learner Support Services Mentoring Students

Supporting Students Students getting what they need Faculty/staff 1:1 help (small class size)

Student support – ASC, TRIO, study rooms ,library, online access to teachers

Employer Relations Employee Success Stats for learner services

Empower employees to identify and pursue professional development

Teaching skills, turning out students with skills Quality, Relevant Programs

Programs with strong demand

Academic freedom

Programs recognized, e.g., motorcycle

Technical courses offer quick access to the workforce Online delivery

Opportunities, Aspirations, Results

Specific Examples of Opportunities, Aspirations, Results

Personal Development

Build students with people skills Ability to collaborate Fostering curiosity Build desire to be lifelong learners Lifelong learning environment (build culture in students)

Help students be comfortable with change – making something out of nothing

Robust extra‐curricular Learning Skills Civility SCC produces the most motivated students who know their own value and strength

Persistence – make sure they are ready for the world, other transfer students, client success

Teach students how to learn so they are lifelong learners Individual creativity Study skills Teach students how to manage all the info that comes their way

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Professional Development

Ensure students have a “bucket of expertise and workplace maturity”

Instill responsibility and accountability in future work force Technology skills More/increase old fashioned customer service

Integrating leadership skills in all programs

Ensure students graduate with soft skill: communication, critical thinking, work ethic

Fostering flexibility & critical thinking Education never stops Culturally competent employees

Training students w/skills & confidence to be successful in ever‐changing world

Soft skills – integrate into curriculum (communication: oral & written)

Increasing student communication skills

Employability skills

Soft skills for all students & staff Creative and critical thinking Respond to decrease in verbal communication

Be a solution to communication and critical thinking “dilemma”

Problem solving/students need to learn to think and be flexible for changing work force

Teach students to be better critical thinkers Alternative education modules (learning for learning non‐degree)

Teach from basics up to current industry standards

Build Genuine Supportive Relationships

Maintaining and developing more personal relationships (despite social media)

Mentoring students (transition, retention)

Collaboration and trust Live the mission

Increased enrollment

Stay student focused Putting our students first

Engagement

Refining expectations of what student engagement looks like and is supported

Every student succeeds at whatever level success means to them

Strong alumni programs

Flourishing engaged studentsSCC as System Model/Leader

Be a model for other schools to replicate

The way we are allowed to advise needs to be the same

16,000 students … clients, incumbent worker, training

Support from the business office

“Right hand” is coordinated w/ “Left Hand” ‐ process is fluid Be the place to call for career advise and direction

Support Services Health services at low cost Expanded delivery options Helping diverse populations assimilate with our culture

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Changing demographics—multicultural, aging populations

Full‐time diversity access/opportunity department

Multicultural student services coordinators/support

Immigrant and ELL opportunities

SCC becomes the ESL “hub” of the region

Accessible & flexible education

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PRIMARY GOAL: QUALITY EDUCATION


Goal Headline SCC is the preferred provider of quality education

Goal Description

SCC delivers excellence in academic programming that is relevant, accessible, and responsive and effectively prepares learners for living and learning in a global market place.

Goal Leadership


Faculty, staff, community partners

Metrics It is continuously improving as measured by assessment of learner learning and key operational metrics.


Strategy 1 Ramp up faculty training toward excellence in assessment of learner learning

Strategy 2 Provide educational options that prepare learners for entry into the workforce, career advancement, and academic transfer opportunities

Strategy 3 Expedite curriculum development

Strategy 4 Lead the state in new, innovative and quality online ed

Be sure to research innovations in learning that involve the digital world but are not “just” online learning. Consider being the leader in innovative learning that involves online, gaming, experience and classroom…

Strategy 5 Accountability and institutional effectiveness

Strategy 6 Promote enhanced learner access and satisfaction in course and service delivery

Begin by engaging learners in research to have them say what needs to happen. Then research at the “best” institutions.

Strategy 7 Evaluate and reimagine physical and virtual community learning spaces

This may well be what I was recommending in Strategy 4. Make sure to engage in research (AI and DI), connect with the leading thinkers who are challenging the education paradigm before reimagining…

Recommendation: Invite those faculty, staff and K12 partners who are really excited about potential innovations in learning and education to collaborate on research, exploration, and generation of some innovative learning prototypes.

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Instructional Delivery Faculty Competence

Learner Opportunities

Accessibility Innovations in Instruction Programming

Creative Learning and Certifications Branding Learner Support Services

Quality Education


Goal 0 5 5 0 3








QUALITY EDUCATION Action Ideas Focus of Action Action Ideas

Strategy 1: Training for assessment of learner learning and key operational metrics

Who owns: faculty, admin, assessment coordinator

Who influence: same as above

Responsible for implementing: assessment coordinator

Measure survey post training also evaluate completion of annual reports

Adjustments: survey findings

Evolve: training will evolve as the needs of the community (faculty) changes with regard to SLO assessment.

Ramp up interaction between assessment coordinator and individual departments

Trends training at in‐service Strategy 4: Lead the state in quality online education

Who owns: online faculty, support staff, admin

Responsibility: ?? admin? Online education committee

Stakeholders: external partners, admin, learners, faclty, IT, support, staff, MnSCU

Measure: enrollment, completion, competency, assessment, learner satisfaction

Determine baseline data (trends, enrollment PSOL, etc.)

What are other schools doing? Competitors? State and national models?

What are best practices?

Develop a plan to work toward being the leader in online education.

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QUALITY EDUCATION SOAR Details Core Strengths Specific Examples of Core Strengths

Instructional Delivery

Participatory instruction Use of technology Moving towards innovations in technology

Faculty Competence

Faculty maintain control of their curriculum

Cultural competence

Instructors who use multiple teaching methods—VARK (student)

Learner Opportunities

Small class size

Size means we can adapt quickly

Breadth of offerings Open access

Opportunities, Aspirations, Results

Specific Examples of Opportunities, Aspirations, Results

Accessibility Non‐degree seeking courses Expand options Flexible delivery: online, evening, weekend, modules

Night, weekend college More offerings in evenings and on weekends

Night, evening, weekend Flexible scheduling of classes No scheduling and then cancelling classes! More delivery options (e.g., not offering courses only in fall or only in spring) (student expanded delivery options (day, evening, online) year round, cloud based

Innovations in Instruction

Flipped classrooms

Enhance classroom interaction (hands‐on)

Participatory, flip instruction Curriculum reimagining—modular, sequential consistent

Teaching in teams from LAS and technical

Train faculty on teaching new innovations Sim lab

Competency based model

More teachers providing a variety of teaching methods (student)

Faculty truly challenge themselves to be more dynamic and varied in teaching styles

Courses taught contextual competency based

Programming Building NM Landscaping Park (capital campaign)

Provide developmental ed at high school

Integration of liberal arts and technical Recognizing curriculum needs

Expand agribusiness, dairy, wineries, organic, whole foods, breweries Strong industries: ag, manufacturing, healthcare

Create program to train wind turbine techs

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Workforce retraining

Creative Learning and Certifications

Certificate programs: feeders for degree; enhance program offerings, update key skills for work force

Create self‐defined certificate Expand customized training offerings

We have the ability to create many different delivery packages; we just need to do it

2+2 degrees on campus; particularly in FBO because no local competition

Put CBI in definition of student success ‐ Continuing ed for all degrees through CBI ‐ Opportunity to build better relations between CBI and credit side to explore and create continuing education to benefit students, faculty and industry partners

Modularized course offerings

More internships, clinicals, guest speakers

Accelerated learning courses Branding Market trainings to show sequence: CT, degree completion

Learner Support Services

Advisors and learners work together throughout their education at SCC Make sure learners are more immediately productive in industry Student housing Critical thinking Community education: life‐long learning Move from degree seekers to Full time, anytime, anywhere learners Create smooth transitions for our learners as they move through levels of education (consistency)

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PRIMARY GOAL: PARTNERSHPS AND COLLABORATION


Goal Headline SCC: Partner of Choice

Goal Description

Building Partnerships to meet the diverse learner and industry needs through the region.

Goal Leadership


Metrics Enrollment, completion, placement Partnerships and their outcomes


Strategy 1 15 Votes

Increase # HS age learners who enroll in SCC by 15% annually, increase PSEO, Increase concurrent Enrollment

1. Develop and execute a plan for teacher‐faculty relationship via think tanks, joint training and presence/relationship with high schools.

2. Create apprentice models/workshop models with high schools to make concurrent graduation possible (between high school and SCC)

Create opportunities for collaboration and partnerships with K12 that foster learner preparedness, enrollment in SCC programs, and life‐long success.

Strategy 2 34 Votes

Employers Goal: Increase consistency and number of quality contacts and employers by 10% starting January 14. By 2016 increase by 10% our internships with industry

Develop partnerships and collaboration with business and industry that support quality education, facilities, learner success and employer satisfaction.

Strategy 3 7 votes

Other Higher Education

Strategy 4 3 votes

Philanthropy Goal: increase # of individual, corporate and private relationships through partnerships with SCC, foundations by X% respectively annually

Strategy 5 10 votes

Community based organization

Strategy 6 7 votes

Government

Strategy 7 No votes

Entrepreneurs

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Partnerships/ Collaboration


Goal 2 9 6 1 0


Strategy 2 2 12 6 0 14






PARTNERSHIP AND COLLABORATION Action Ideas Focus of Action Action Ideas

Learning Ensure secondary students are aware of all career options; both technical and professional

Some programs use innovative delivery methods

Hybrid course delivery models

Transition programming for undecided

Learner learning plan and contract K12

Actions for Strategy 1

Joint training/joint planning Think tank K‐12 teacher‐to‐faculty relationships FCS with FBO Camps

PSEO by contract Regional Academies/cohorts of HS “banding”

NW college credit articulation

Concurrent employment Other Ideas

Invite middle schools into the college or otherwise engage middle school learners; career opportunities

K‐12 college teacher exchange Regional academies/cohort model with HS

PSEO by contract SC instructors in schools College in the school Earn AAA within high school Joint training for K‐12 and SCC faculty/staff More joint planning sessions held between SCC and k12 partners with stakeholders, admin, faculty and counselors,

Blended advisory committees.

Career readiness intervention prior to Grade 9 Interest and ability assessment

Bridge programs

K12 learn together plan together learning outcomes

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K12 equipment share

Employers: Business & Industry

Actions for Strategy 2

Identify consistent measurement (# contacts, # contracts)

Identify consistent SOP (standard measurement tool and process)

Identify expectation (timeliness)

role/ownership (who is going to do the work and when) Other Ideas

City incentives for prospective/expanding employers

Industry/business reps as faculty Equipment sharing

Shared facilities DACUM

AG, LAS/other colleges ATC and Presidents and Foundations to create a unified vision Cutting edge technology Unlimited resources

Cooperate on new equipment purchases (dual use)

Could computing up on game

Eliminate language barrier

CBI strategies applied internally Industry training happen at SCC leave equipment behind

Survive industry fluctuations Faculty & Staff Development

Staff assigned to partnerships (job) Travel for global research and relationships Industry experts/faculty switch Faculty externships—exchange, keep current

Faculty experience/externships/clinical

Curriculum Support for Employers

2 level system: entry level, certification (re‐certification)

Incumbent worker (alterrnative/flex scheduling)

Modules/JIT, portable/stackable

Stackable credentials Credit for prior learning Modular curriculum

Other Higher Ed: MSU, MnSCU, Private, Global, U of MN, Other

We deliver all generals and then transfer

Identify learner aptitude—find better fit to send to us

SCC does education for rapidly changing job markets

SCC is part of career mapping at 4‐year institutions

SCC offers skills component

If learner financial situation does not all 4 yr then introduce SCC into the equation.

We do rapidly changing job market education

Philanthropy Alumni Network

Corporate/Private Foundations (in‐kind, equip, leverage relations) Entrepreneurs Innovation Lab within 2 year—idea, resources, mentor

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Partner with futurist to identify emerging technologies (advisory committee)

Foster an innovative spirit in learners

Community Based Organization

Faculty aligns curriculum with industry skills ‐ Externships/ongoing connectivity

‐ Advisory committees ‐ Core competency courses for multiple tech programs (blue print reading)

CBO Government WIB

Economic Develop

City—internship, employment

County Chambers

Agency retraining, veteran affairs, trade and industry, workforce development, rehab services

CBM

DOT Job and Revenue Creation

Locate Space Determine needs

Facilitate partners Create inventors club Identify and engage with successful inventors Process to bring idea to market/reality

Post‐secondary expansion Meet with industry partners to redefine meaning and application

Market idea to learner

Identify likely partners Supply chain college Canvas community for interest

Create draft agreement

Create budget Alignment with industry, national and international standards

Education model to match differentiated instructions

Programs to meet upcoming trends in workplace and education

Deliberate in connecting faculty and industry.

PARTNERSHIPS AND COLLABORATION SOAR Details Current Core Strengths Primary Aspirations/Results (see below for details)

Experience partnering and collaborating

Connections Responsiveness Scholarships

General Learning and Student Support Opportunities Beyond Local K12 Business & Industry Community

Government

Research

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Opportunities, Aspirations/Results

Specific Examples of Opportunities, Aspirations, and

General Learning and Student Support Opportunities

Apprenticeships Regional academies/cohorts for HS banding together

Beyond Local

Leverage nation partnerships National and global partnerships

K12

K12 partnerships; presence in HS Bring in high school Jr./Sr. students for “program introduction days”—test drive the program

HS‐College Readiness; ABE partnerships All FB students grad HS with AA/AS degree Filling in the gaps with HS curriculum (i.e., HS cuts music, can we offer it as PSEO?)

Develop connections with students in high school Work with k12 to prepare students for college

Business & Industry Apprenticeships Shared vision with industry Employer participation in student showcases of work—critique portfolio (appreciative) or project review by professionals in community

Students and instructors working more with industry

Faculty business engagement

Go to the students—HS, workplace, alternative sites

Responsive to industry needs for training Community Better integration in communities and workforce centers

Government Department of Defense

Research Expeditions/assumptions

Best practice model

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PRIMARY GOAL: MARKETING/BRANDING


Goal Headline SCC stakeholders understand what we do well through marketing and branding

SCC stakeholders understand who we are and what we do well.

Goal Description

Consistent, coherent and well planned marketing and branding results in broad recognition by locally and ______reinforcing partnerships and leading to a X % increase in enrollment, Y% in retention and persistence, Z% in placement .

Consistent, coherent and well planned marketing and branding results in broad recognition at the local and state level, reinforcing partnerships and generating increased enrollment, completion and placement.

Goal Leadership VP and Director of Marketing


President, VP, Director of Marketing, marketing team, leadership team, employees, foundation, faculty, staff, technology, community, Learners, division chairs, advisory boards, consortiums, MnSCU

Metrics Identify distinctives by 3‐6 months

Formation of marketing team

Identify the mediums to use (web, radio, social media)

Surveys if goals are being accomplished

Market research: target audience ROI

Consistent use of strategies by internal audiences

These are action steps. The metrics to measure success will be more like:

Enrollment

Completion rates

Placements

Surveys may let you know if the branding effort is working; ultimately the other metrics relate to your goals


Strategy 1 Comprehensive Marketing Plan, driven by key distinctives

Strategy 2 Community Commitment to Style Guide

Strategy 3 Internal Education on SCC Key Messaging

Strategy 4 Comprehensive Communication Plan

Strategy 5 Full Ad Campaign based on our united brand


Positive, responsive reputation

Great staff and faculty Collaborative & Competent

Commitment to the future

College of choice, partner of choice One brand, name recognition

Reputation for excellence

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Marketing/ Branding


Goal 2 6 6 0 13

Strategy 1 2 7 10 1 18





MARKETING & BRANDING Action Ideas Focus of Action Action Ideas

Taking Action Now Marketing director

Formation of team

Set up meeting schedule

Agenda items

Framework for plan

Research ‐ Best marketing plan practices at other schools/organizations

‐ Review MAP for applicable items ‐ Which SCC faculty market their programs well?

Document/develop a baseline

Identify distinctives by 3‐6 months

Identify the mediums to use (web, radio, social media)

Market research: target audience ROI

Perpetual evolution ROI = tracking and data Increase #s (sales, admissions, visits, visual consistency, greater awareness larger cut of market place

Style Guide and Training

Update style guide 3‐6 months and implement. By Fall 2014, no external marketing materials fall outside of style guide:

Style Guide: Update how its used, what it looks like Make it accessible

Style guide training Annual review of guide to maintain a fluid style guide

Considerations for the Brand

Brand style: language, tone, personality Visual appearance (colors, graphics, type, photos, online dynamics

Revamp logo to make more “current”—more functional font

Message Brand supports the idea that SCC is the School of Choice/Partner of Choice Marketing: stand for something world‐class

Marketing to stakeholders what makes SCC unique and areas of strength

Marketing/branding supports idea of SCC being a school of choice

Key on deliverables Access to materials Increase efficiency through use of templates

Make logo/branding accessible to faculty/staff on staff website (protected site) plus style guide

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Consistency Individualized yet consistent messages

Content editor Audits for consistency; consistency in use of social media

Consistent use of logo, font, colors Branding consistency

Research What does SCC mean?

What is the SCC brand?

How do we all live the brand? What currently meets standards?

Measure effectiveness of efforts

Understand how SCC is perceived by internal and external stakeholders Should we change our name?

What are our distinctives?

What marketing is done by other colleges that are effective?

How do we define as marketing success?

Can we be branded independent of McSCU?

Who are our target audiences?

Who is our competition for our target audiences?

What are our school colors?

What is our tag line?

What is our strategic marketing plan?

Social media policies and presence?

Does our website fulfill our marketing objectives?

What are our SEO strategies?

Should we market differently in our two communities as well as distance learning?

Should we be for everyone (open access)? Do we cultivate relationships with learners and families on individual levels?

What is our marketing budget/ Is it adequate?

Do we cross‐brand with strategic partners? Do we embrace our mascot?

Do we market to alums? Their kids?

Training Clarify and explain the “brand” to all stakeholders

MARKETING & BRANDING SOAR Details Opportunities,

Aspirations, Results Specific Examples of Opportunities, Aspirations, Results

One voice, one consistent brand

All have a shared ‘elevator speech’ to promote SCC

More college support for marketing

Title of education program matches job title

Preferred college of choice

When you think education, you think SCC

Elevate/change the name of SCC—especially on FB

SCC as a Hub of the Community

Change community perception of SCC

Leader in being adaptable to the community

SCC as a Center of Lifelong Learning

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INTEGRATED GOAL: EMBEDDED TECHNOLOGY


Goal Headline SCC Embeds technology in the service and learning experience

Learner and employee success at SCC is enhanced by effective use of data and information and the integration of technology and technological innovation across the organization

Goal Description

SCC embeds technology in the service and learning experience to promote learner success for all stakeholders through efficient delivery of services and innovative development/management of resources, putting us in the top quartile of MnSCU 2‐year colleges re technology as a % of general fund budget.

Enhanced learner access and satisfaction in courses and service delivery improved by ____

Continually improve processes through the use of technology

To embed technology in the fabric of SCC in order to support the strategic goals for an AI Culture, Quality Education, Holistic Learner Support Services, Marketing and Branding, and Partnerships and Collaboration.

Goal Leadership


Faculty, staff, students

Metrics Department establish KPI’s as a success metric


Strategy 1 Resources: no added fees for learners, streamlining budgeting process, shared decision making using data to support informed, critical thinking

Strategy 2 Process: database of available resources, data driven purchasing and scheduling, system to disseminate information

Strategy 3 Delivery: professional development, customer service, technical literacy (learners and employees)

EMBEDDED TECHNOLOGY SOAR Details Core Strengths Primary Opportunities, Aspirations/Results (see below for details)

Interactive labs (hands‐on training)

Open to new technologies Awesome data collection

Commitment

Communication: Using technology to connect

Increase awareness, learning and support Stay current with innovations in technology Scheduling Technology in the classroom; access

Data driven decision making

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Goal 2 3 1 0 1




EMBEDDING TECHNOLOGY Action Ideas Focus of Action Action Ideas

Schedule and academic support

Flex Scheduling—attend any class

Access to technology Small class size

Availability of labs—data and usage

No process for determining common needs

Integrated approach: SYNECDITY

Relationships with Advisor, community, learners, staff and faculty with a global perspective.

Developing Processes and Skill building

Basic skills training needed for staff/faculty Learner laptop program?

Required boot camp for incoming learners?

Changing traditional view of educational content delivery Make technology training less lecture oriented

Resources

How do businesses manage resources

Budgets for technology Tech integration requires time

Outside funding? Innovation & Communication

Text instead of email?

How do we make sure everyone gets it?

Access and opportunity Lab classifications

Questions to Consider

Ways of Learning ‐ Make

‐ Experience ‐ Discover: new and existing (alt. energy)

Are we teaching how to learn not specific tech Should we be paperless? Do we need textbooks? Computers everywhere?

Utilize community resources?

If inclusivity says we “need” it, is it true? Is online community affecting work ethic?

Collaborative use; interdisciplinary Define training Define ‘proactive’ and ‘institutional culture’ Define “key decision making”

Decisions should include major stakeholders

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EMBEDDED TECHNOLOGY SOAR Details Opportunities,

Aspiration, Results

Specific Examples of Opportunities, Aspiration, Results

Communication: Using technology to connect

Phone apps Integrate social media: recruitment, communication, classroom, alumni, community

Listserv with available tech Telepresence for student connectivity Telepresence: improve ITV technology; we can appeal to more people

Tech Learning and Support Opportunities

Educate faculty, staff and students on research and data and why data matters and how it should be used for making decision for continuous improvement

Increase Tech Ed Awareness ‐ STEM camps

‐ Scrubs camps ‐ IT camps ‐ Secondary school visits ‐ Open House

More IT support for technology choices for faculty Completely online AA

Financial support for technology needs and in instructional design Technology based processes

Innovation

Staying current with technology (social media, simulations)

Incorporate innovative technology in all programs

Stay current with technology used by employers

Cutting edge equipment

State of the art labs Data and decisions

Data driven decision making—make meaning from the data to guide us

Involve people in decisions “when needed” Think critically before making program decisions, i.e., grant funding

Authority to make decisions

Data/Fact based decisions Use assessment tools/data to make decisions

Flexible schedule rules of technology

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INTEGRATED GOAL: MAXIMIZING INCLUSION


Goal Headline SCC has an environment of respectful inclusion

Goal Description

To maximize inclusion by (a) integrating training for faculty, staff and learners that ensures multicultural competence and (b) designing policies and procedures to maximize inclusion

Goal Leadership


All employees and learners

Metrics Annual cultural climate survey


Strategy 1 Cultural competence for all employees and learners – education and professional development

Education and professional development for all employees and learners leading to cultural competence.

Strategy 2 Policies and procedures that promote and support inclusion

Policies and procedures that promote, support and maximize inclusion

Strategy 3 Programs and services to ensure success for all learners

Strategy 4 Hiring and managing a diverse workforce at SCC

Maximizing Inclusion


Goal

Strategy 1 No data available

Strategy 2

Strategy 3

Strategy 4

MAXIMIZING INCLUSION Action Ideas Focus of Action Action Ideas

Intentional curricular implementation

Required ethnic/cultural courses Inclusive campus climate

Greater appeal to minority communities

Cheat sheet for faculty effectiveness (e.g., List of holy days (African, Jewish, Muslin, Christian. Put it on calendar)

Generate support system for diverse populations

Tapping networks Track enrollment

Network with Hispanics; do we see an advisor Multi‐cultural coordinators

Room Resources (lactation room, unisex bathrooms, work out, prayer room,

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quiet/wellness room)

Flexibility of faculty for cultural differences Hire multi‐cultural coordinators (African/American, American Indian, Hispanic/Latino, Pan Asian, LGBTQA

Discussion groups for non‐traditional learners More veteran resources

Free/affordable options for ESL/EAP community

Broad range of learners – HS – 50+ On campus day care

Multicultural Center Staffing

Financial opportunities instead of financial barriers Multicultural coordinators

Accessibility

Accessibility for working parents –offer classes night/weekend Re‐establishing handicap accessibility Revolving Door Open enrollment—opportunity to train for jobs

Market Changes

Immigrant Community

Market is diversifying—age, race, many ways

Recognizing economic changes

Positive Values and Behaviors

Open minded and curious

Everybody feels valued Understand/empathize with learners

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INTEGRATED GOAL: OPTIMIZE FACILITIES


Goal Headline SCC Maximizes and integrates resources Engage internal and external stakeholders to effectively and efficiently utilize resources and facilities wherever they exist.

Goal Description

SCC uses its space and resources To optimize facilities in support of the strategic goals for AI Culture, Quality Education, Holistic Learner Support Services, and Partnerships and Collaboration

Goal Leadership


Metrics Measured through MnSCU facility metrics (i.e., usage and condition).


Strategy 1 Engage external stakeholders (1 red vote)

Unify workforce development initiatives on campus

Partner with MnSCU schools to use our facility

Collaborate with business/industry partners (i.e., sponsor facilities, equipment and professional development opportunities

Strategy 2 Continuous improvement of physical environment

Strategy 3 Engage internal stakeholders Conduct survey about facility and resource opportunities and aspirations for faculty, staff and learners

Increase and support interdepartmental collaboration

Continuous improvement of college physical environment ‐‐Bonding projects – new and future ‐‐Inclusive planning process (master plan) ‐‐Inclusion of technical program, learners skill opportunity ‐‐See engaged external stakeholder bullet

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Partnerships and collaboration

Unify workforce development

Off‐site learning locations (regional academies, stop out training)

Online offerings Maximize and integrate resources

Investigate PSEO in tech education Attend to Physical Plant


Goal 0 1 3 0 1




Strategy 4

OPTIMIZING FACILITIES Action Ideas Focus of Action Action Ideas

Partnerships and Collaboration

Involve faculty in the measurement process

Engage and open facilities for community groups

Partner with MnSCU institutions to share existing space

Partner with existing business and community space resources

Collaborating with business/industry partners to sponsor facilities (i.e., room or lab sponsorship, equipment and professional development)

Take PSEO to the high schools Take learners to the businesses Collaborate with other colleges for space Funded sponsorships (e.g, business funded) Instruct at other locations, other cities

Scheduling, On‐line and Usage of Space

Develop process for optimizing room assignments

If all online courses are listed as “primarily online”, can they be assigned classrooms? Could this improve our space/need ratio?

Utilize existing space in a timely manner

ITV connections Online PSEO Flexible learning spaces (multi‐use, modularized)

Planning process all inclusive

Training & Learning

Faculty externships; technical training Modules: 2+2+2

Stackable credentials Increase night, weekend, and other flex options to increase hours of use.

Physical Plant Aesthetics (i.e., a building, inside and outside, where people want to gather?_ Make the building exciting to learners so they want to come to SCC

Sustainable plan for facilities (solar, etc.)

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Aesthetically pleasing Environmental focus

Accessibility (learners and staff) Sport focus (showers, etc) Ease of access; location, parking, cleanliness Look like a college Updated restrooms

Logical room numbering; are we brave enough to renumber classrooms?

Incorporate changing technology Research Investigate why current usage is low

Percent of space utilized an any one time?

Usability testing (website, process, # of steps) Compete with other schools (how do our facilities compare?)

Similar programs ‐ Consolidated

‐ Core curriculum ‐ Creating awareness for parents, learners

User Considerations

Cultural considerations On campus child care

Student centered space Staff centered space Learner housing on campus

Incorporate services needed internally with learners (auto body, auto service, flu shots)

OPTIMIZING FACILITIES SOAR Details Opportunities, Aspirations,

Results Specific Examples of Opportunities, Aspirations, Results

Off‐site learning locations (regional academies, stop out training)

Utilize industry facilities/equipment for classes/teaching

Not bound by physical spaces

Online offerings

Bring legitimacy and quality to online course

Improve and grow online curriculum delivery

Expanded online options Global delivery ATM education: when and where you want it.

Maximize and integrate resources

Maximize space assets

Bookstore café open longer (Student) Revisit food services: more real options, different furniture, make it exciting for students

Continued upgrades: facilities, equipment, behavior

Enhanced conference center in N. Mankato

Thoughtful and intentional use of facilities More faculty input on classroom design

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Investigate PSEO in tech education

HS‐PSEO/Dual credit

Physical Plant Alternative energy Physical Classrooms ‐ Non‐traditional flexible classroom settings

‐ Classrooms designed to mimic industry environment ‐ Physical space sharing ‐ Shared space

New buildings ‐ Expand the footprint of SCC

‐ More open physical building ‐ Update space and equipment: impress students

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INTEGRATED GOAL: INNOVATIVE PROGRAMS FOR REVENUE GENERATION


Goal Headline SCC increases revenue through innovative ideas

Goal Description

SCC maximizes existing expertise and infrastructure to increase revenue by X%.

SCC maximizes existing expertise and infrastructure to create innovative opportunities to generate revenue while supporting the strategic goals.

Goal Leadership


Metrics


Strategy 1 Vendor Sharing space (e.g., Food, Bank, Wireless kiosk, Rent display cases to businesses)

Strategy 2 Existing Expansion of Services (e.g., opportunity and learner growth, business needs, auto mechanics and auto body, accountant tax service, Ag service and small engine, Graphics—printing)

Strategy 3 Facilities Partnership (e.g., workout space, community partners office sharing, conference, meeting, entertainment areas, simulation labs) NOTE: align external rental with other not for profit facilities

Strategy 4 New Services (e.g., culinary (rent kitchen, catering, CBI cooking classes), CBI—incubate new programs, Ag – vit. Culture; community garden, farmers market, computer—store repair, grapevines—design, web, marketing—research, survey, testing center) NOTE: patents

Strategy 5 Housing facilities (learner success driven; partner with cities (Fbe, Mkto, NM, others)

Strategy 6 Alumni

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Innovative Programs for Revenue Generation


Goal 1 3 5 0 1







REVENUE GENERATION Action Ideas Focus of Action Action Ideas

Concerns Will these compete with private industry or offer additional service locations RESPONSE: employment and skills for learners

Is there really a demand for student housing?

Student Housing SCC offers learners on campus housing options, resulting in revenue, increase in P&C, increase in learner engagement Action Steps: Investigate property utilization and other private investment models Partner with city and private partnerships to incorporate internship opps

Banking Put a bank on campus with some learners working there

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INTEGRATED GOAL: EMPLOYEE SUCCESS


Goal Headline SCC employees are a community of learners.

Goal Description

A comprehensive employee Success Plan that leads to improvement on employee, learner, and external stakeholder feedback and in creased participation in plan initiatives.

To engage faculty and staff in developing a comprehensive employee success plan that builds their capacity to achieve the strategic goals together.

Goal Leadership


Metrics


Strategy 1 Empower employees to identify and pursue professional development goals

Strategy 2 Clarify roles, responsibilities, expectations and decision making structure

Strategy 3 Create a budget that will allow and support a comprehensive, quality training plan.

Strategy 4 The teacher/learner in all of us; access to extraordinary education, transform instruction

Strategy 5 Engage many stakeholders in developing a comprehensive employee success plan that includes:

Pursuit of internships and externships, Attendance and presentations at local, regional state, national and international conferences and workshops (1G)

Development of cultural competence

Improvement/development of effective teaching strategies

Effective communication styles.

Strategy 6 Engage multiple stakeholders in development and implementation of employee success plan

NOTE: what if you developed one learner success plan which the learner (student, CE, employee, faculty) completed and it served the basis for their valuation? One document that supported growth, development, breadth, depth, health, holism, etc.

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More faculty getting involved in projects that support the entire college

Greater inclusivity More mentoring and training for faculty

Less competition among SCC departments for resoruces

Employee Success


Goal 0 5 3 0 5







EMPLOYEE SUCCESS Action Ideas Focus of Action Action Ideas

Learning Continuing education for faculty be prioritized and funded

Data Educate faculty, staff and learners on research and data on why data matters and how it should be used for making decisions for continuous improvement

Practice Sharing Create best practice sharing (more voluntary vs. the stigma of committees)

Research Environmental assessment/audit (in what environments do faculty/staff think about/get inspired about development)

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OTHER RELEVANT INFORMATION FROM THE RETREAT

Information Emerging from the FISHBOWL Customer Focus—learners, industry, LEARNERS

No one left behind—find ways to include people in project management and AI

AQIP Action Projects and Chancellors Plan—one plan linked to and aligned with our own local flavor

Share our hopes and positivity with others

Always be in transition—always moving towards excellence. The metaphor of holding hands with a child

SEC—alumni Network and effort (blogs, FaceBook, social media)

Communicate strengths and cup half‐full (Re‐engineering a new glass)

Translate into day‐to‐day

Make sure all campuses are included (all four campuses)

Collaborations with o Pork producers (online program) o Verizon generating a pipeline for jobs o Bosch (including their funding scholarships and a building) o Possibly Snap‐On as well o President’s committee on Advanced Manufacturing

Financial Considerations o Have to invest a dollar to make two o We have money; we need to use it on things that are investments o Look for ways to partner and share investments

MnSCU: meld our plans, align for win‐win. We can apply the MnSCU strategy locally and show them the path

What do we need from leadership going forward? Further training on AI

Communication with campus

Organizational pamphlets

ID involvement opportunity (piece of video)

Keep moving forward

Further definition

IDEA: lunch and learn on 5 topics (one per week to gather input, engage with others)

Roles Going Forward Ask about best practices with partnerships (value what they are doing)

Data collect, research

Consistent communication (advisory boards)

Timeline

Continued participation

Recruit involve others

Promote transparency

Be supportive of what happened

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