changing times: becoming southeast technical

2

Cover:

Copyright © 2014 by Minnesota State College - Southeast Technical

Minnesota State College - Southeast Technical

www.southeastmn.edu

Toll Free 877-853-8324

Red Wing Campus

308 Pioneer Road

Red Wing, MN 55066

651-385-6300

Fax 651-385-6377

Winona Campus

1250 Homer Road

Winona, MN 55987

507-453-2700

Fax 507-453-2715

1950

s, 1

960s

, 197

0s20

00s

FRONT COVER BACK COVER

ACCOUNTING COSMETOLOGY AVIATION DRAFTING (CAD) HVAC AUTO MECHANIC NURSING BAND INSTRUMENT REPAIRACCOUNTING COSMETOLOGY AVIATION DRAFTING (CAD) HVAC AUTO MECHANIC NURSING BAND INSTRUMENT REPAIRACCOUNTING COSMETOLOGY AVIATION DRAFTING (CAD) HVAC AUTO MECHANIC NURSING BAND INSTRUMENT REPAIRACCOUNTING COSMETOLOGY AVIATION DRAFTING (CAD) HVAC AUTO MECHANIC NURSING BAND INSTRUMENT REPAIRACCOUNTING COSMETOLOGY AVIATION DRAFTING (CAD) HVAC AUTO MECHANIC NURSING BAND INSTRUMENT REPAIRACCOUNTING COSMETOLOGY AVIATION DRAFTING (CAD) HVAC AUTO MECHANIC NURSING BAND INSTRUMENT REPAIRACCOUNTING COSMETOLOGY AVIATION DRAFTING (CAD) HVAC AUTO MECHANIC NURSING BAND INSTRUMENT REPAIRACCOUNTING COSMETOLOGY AVIATION DRAFTING (CAD) HVAC AUTO MECHANIC NURSING BAND INSTRUMENT REPAIRACCOUNTING COSMETOLOGY AVIATION DRAFTING (CAD) HVAC AUTO MECHANIC NURSING BAND INSTRUMENT REPAIRAccounting

ACCOUNTING COSMETOLOGY AVIATION DRAFTING (CAD) HVAC AUTO MECHANIC NURSING BAND INSTRUMENT REPAIRACCOUNTING COSMETOLOGY AVIATION DRAFTING (CAD) HVAC AUTO MECHANIC NURSING BAND INSTRUMENT REPAIRCosmetology Aviation Drafting (CAD)HVAC Nursing Band Instrument Repair

ACCOUNTING COSMETOLOGY AVIATION DRAFTING (CAD) HVAC AUTO MECHANIC NURSING BAND INSTRUMENT REPAIRACCOUNTING COSMETOLOGY AVIATION DRAFTING (CAD) HVAC AUTO MECHANIC NURSING BAND INSTRUMENT REPAIRAuto Technology

Min

nesota State C

ollege - South

east Techn

ical

3

4 Logos and Name Changes

5 Leadership and A letter from the President

6 - 7 Time line

8 - 9 Minnesota and the birth of technical education, 1917 - 1948

10 - 11 Vocational education growth in Minnesota

12 - 14 Beyond high school: the Winona Area Vocational School, 1949 - 1955

15 Advisory boards: The backbone of technical education

16 - 24 A new identity and a new home: 1955 - 1970

20 - 21 New beginnings: The birth of the Red Wing campus

25 Energy center

26 - 27 A rare privilege: Red Wing’s “Class of 1971”

28 - 29 Band instrument repair: A program in demand

30 - 31 The last of the baby boomers and a new model of technical education

32 Moving toward collegiate status

33 - 35 A time of upheaval: The “mega-merger” and the “shotgun marriage”

36 The “mega-merger’s” impact on Southeast Technical

37 “Mega-merger” facilitates collaboration...

38 - 39 A new century, a solid plan for the future

40 Accreditation: Continuous quality improvement

41 Airframe and power plant mechanic (aviation mechanics)

Table of Contents42 Transfer

43 More choices and flexibility appeals to students

44 - 45 Reaching out to the community: Customized training

46 - 47 New programs for changing times

48 Online learning

49 Early online learning

50 - 51 Changing the community

52 - 53 A work ethic and a desire to learn

54 - 55 Southeast Technical Foundation: Preparing for the future

56 Technical training on a global scale

57 The changing college student

58 - 59 Present day: Passion. Purpose. Focus.

60 - 61 State-of-the-art facilities

62 - 63 Alumni Association

64 - 70 Program offerings

71 Program closures

72 - 81 Photos through the years

82 - 83 Group photo: 2014

84 Acknowledgements, contributors and special thanks

4

Logo history

5

Leadership

A Letter from the President

The staff, faculty and I are pleased to have you

peruse this document highlighting the begin-

nings of our college and taking you through

our journey of development. It is important to

know where we come from in order to better

understand who we are, and what will continue

to guide and drive this college into a bright and

promising future.

This document will span the 1948 founding of

the Winona campus, the 1972 founding of the

Red Wing campus, and the locally controlled

1992 merger of the two campuses into one re-

gional college. It also highlights the 1995 leg-

islatively required move into the newly formed

Minnesota State College and University System

and our thriving journey through 2014.

Looking back in history allows us to revisit our

significant accomplishments, all of which are

geared to help students prepare for the worlds

of work and engaged citizenship within our

communities.

There is a great deal to share over the past 65

plus years, and it is up to all of us to ensure a

future of more great stories. Enjoy.

James Johnson

6

From its humble beginnings, with three small programs and a visionary leader in 1949, Southeast Technical has come a long way. As a school

of choice for thousands of students, it has grown up into a first-class, world-renowned institution of higher learning.

Time line

8

Dr. Charles Prosser led Minnesota to the

forefront of the nation’s first efforts to

develop a system of vocational education.

While serving as a school superintendent

and juvenile judge in Indiana, Prosser had

encountered boys and young men who

wanted to learn to make things with their

hands. He saw in them a need for training

that would prepare them for the specific

skills of the trades they sought to enter.

His interests took him to New York

where, as the president of the

National Society for the Promotion

of Industrial Education, he began

working to pass legislation that

would provide funding for trades

programs in local school systems.

Prosser’s writings, especially his

Report of the National Commis-

sion on Aid to Vocational Educa-

tion, brought attention to his ideas.

Coupled with his efforts to persuade

schools to offer trade-specific pro-

gramming, his work eventually

led to the passage of the 1914

Smith-Lever Act, which established

extension services in the nation’s

land grant universities.

The following year took him to

Minneapolis, where he led the

Dunwoody Industrial Institute for 31

years. Through its unique philoso-

phy and trade-specific teaching style,

this privately-funded technical school

became the birthplace of many of today’s

Charles A. Prosser

tion, brought attention to his ideas.

Coupled with his efforts to persuade

Dunwoody Industrial Institute for 31

Minnesota and the birth of technical education, 1917 - 1948

The Winona-Republican Herald

July 18, 1921

The Minnesota State

Colleges and Universi-

ties (MnSCU) system

currently supports

31 institutions,

including 24 two-

year colleges and 7 state universities.

With 54 campuses located in 47

communities, MnSCU is the fifth

largest system of higher education in

the country, serving more than

430,000 students.

www.MnSCU.edu

standards and practices in vocational

education.

Within two years, Prosser was the Execu-

tive Director of the Federal Board of Voca-

tional Education, and it was this influence

that allowed him to play a lead role in the

writing and passage of a follow-up legisla-

tion to Smith-Lever. The Smith-Hughes

National Vocational Education Act of 1917

promoted job-related education that was

specific to farm workers. Its provision for

vocation-specific education separate

from other curricula, and its

requirement that each state establish a

Board of Vocational Education,

established the Act as the basis for

occupational education in the United

States.

Today, Prosser is known as “the father

of vocational education,” and his

belief that schools should help

students “to get a job, to hold

it, and to advance to a

better one” is the cornerstone

of technical education schools

throughout the country.

Dunwoody Institute

the country, serving more than belief that schools should help

students “to get a job, to hold

better one” is the cornerstone

of technical education schools

430,000 students.

www.MnSCU.edu

9

10

With unprecedented federal support for

vocational training, the state of Minneso-

ta created a Vocational Education Division

within its State High School Board. By the

1930s, the division had grown to the point

of requiring its own director. World War II

created even faster growth.

Even before the United States entered

the war, vocational educators were called

upon to provide workers such as welders,

mechanics, machinists and electricians

who were skilled in the defense industry.

With the country’s official entry into the

war in 1941, and President Roosevelt’s

creation of the War Production Board in

1942, demand for these skills grew even

higher to support the rapidly growing war

effort, both in the field and at home. The

federally-funded War Production Train-

ing programs did not require matching

funds. They were a direct investment in

the states and provided pre-employment

and supplementary training for those em-

ployed in the defense industry.

The Winona Republican-HeraldMay 3, 1941

Vocational education growth in Minnesota

11

As the end of World War II drew close,

attention turned toward home where

men and women serving overseas were

returning from the war eager to start

“normal” lives with good jobs and

growing families. They carried with them

a promise from the United States

government of a two-year education. The

federal G.I. Bill, or the Servicemen’s

Readjustment Act of 1944, was created as

a way for veterans to return to the

education they may have postponed

during the war and to obtain loans

reestablishing their lives.

An amazing 2.2 million veterans took

advantage of this G.I. bill, much to the

surprise of Congress, who quickly fed

additional funding into the program to

meet the demand.

The state of Minnesota supported the

growing trend toward vocational training

in its communities. The state conducted

a study of its training programs for

post-high school workers and found them

inadequate and too centralized around

the Twin Cities to meet the needs of the

general population. Fueled by the G.I. Bill’s

promise, the Minnesota Legislature

enacted the 1945 Area Vocational -

Technical School legislation to establish

schools that would provide much-needed

skills training in local communities. This

was further supported by the passage of

the George-Barden Act of 1946, part of

Truman’s “Fair Deal,” which, among other

things, provided funds for vocational

education.

The Winona Republican-Herald

June 22, 1944Harry Truman on April 19, 1945

Prints and Photographs Division, Library of Congress

LC-USZ62-70080.

Minnesota communities seized upon

these new opportunities and in 1947 the

first Area Vocational - Technical School

was established in Mankato. In this early

stage, vocational schools were considered

extensions of the existing public schools

and were placed under the oversight of lo-

cal school district boards of education.

Winona entered the race for a vocational

school early.

On April 26, 1948, high school Industrial

Arts Teacher John Fuhlbruegge led a

meeting of the General Advisory Commit-

tee. The topic of discussion: the establish-

ment of an Area Vocational - Technical

School in the Winona community.

In the agenda for that meeting,

Fuhlbruegge wrote:

“As Director of Vocational Education,

I believe that a committee should be

appointed from the General Advisory

Committee and Board of Education

to study the Area Vocational School

problem and in order to make plans

for establishment of this type of school

in Winona. I do not wish to assume

responsibility for the criticism which

is bound to be directed at the people

responsible for the administration of

education in Winona when the facts

became generally known that Winona

has been completely left out of the

Area Vocational School Organization

of the State of Minnesota.”

The committee’s discussion supported

the feasibility of establishing a vocational

school, calling attention to potential

space available in a local bus garage,

space and money available for a veterans

training program in farm shop, and the

fact that 31 high school boys had already

expressed an interest in auto mechanics

classes.

Beyond high school: the Winona Area Vocational School, 1949 - 1955 ng Students a

school early.

John and Rebecca FuhlbrueggeWinona Daily Republican

June 14, 1949

12

“My brother-in-law was a teacher of Industrial Arts at the high school,” recalls Rip Streater. “When I went to high school [in the 1930s], you had to pick a major that would prepare you for college. The trades were not really represented.” As a lifelong resident of Winona, Streater witnessed the advent of technical education, calling it “the most important thing that has happened in education since I have been in it.”

John Fuhlbruegge was married to Streater’s sister, Rebecca. Streater tells how Fuhlbruegge worked with an area business to provide a site for students to get hands-on welding experience through a federally-funded pro-gram. During WWII, many young men just out of high school sought the training as a way to beat the draft. “Everyone became a welder,” he recalls. “Working in the factory was part of the war effort. People were doing what needed to be done.”

The training Fuhlbruegge developed did not take on the traditional master/appren-tice model common in most trades, Streater explains. “They were furnishing people [to companies] who could do something and make a living.”

In the early years before the vocational school, Fuhlbruegge broadened his Industrial Arts offerings to include carpentry and auto repair, and persuaded the school board to build an addition to the high school.

Fuhlbruegge served as the first director of the Winona AVTI from 1949 until his death in 1955 at the age of 49.

What would Fuhlbruegge think of the college now? “I think he would be very proud of it,” says Streater. “I have to admit that when I went out [to the campus], I was amazed at

what’s happened out there.”

Public perception has changed, too. “I consider the vo-tech a great move in education,” says Streater. “I don’t know anyone who puts vocational education down. Originally, they

thought this was for the dropouts. I think that’s changed 100 percent.”

Of his family legacy, Streater says, “My sister was very generous. She gave substantial money for scholarships.” Minnesota State College – Southeast Technical’s Foundation now manages two scholarship funds in their names: the John Fuhlbruegge Memorial Scholarship and the Rebecca Fuhlbruegge Memorial Scholarship.

Within a month, the committee urged the

Winona Board of Education to establish

qualifying courses for a new vocational-

technical school. An auto mechanics course,

established by August 1948, gave the soon-

to-be vocational school a foothold. Adding

this course to the already well-established

machine shop class, meant the district had

two of the three vocational classes needed to

qualify Winona for a vocational school.

In 1949, Winona achieved its goal, becoming

the site of one of Minnesota’s first vocational

schools. At its head was John Fulbruegge, the

man who had pushed for its creation. As the

schools first director, Fuhlbruegge set about

determining which programs would meet the

most immediate and pressing needs in the

counties surrounding Winona.

At its inception, Winona’s vocational

school was part of the Winona Public

Schools and classes were taught at Wi-

nona Senior High School. As World War

II veterans completed their training

and entered the workforce, the

student population shifted toward

Rip Streater

1917 - 2011

Providing Students a Future

13

14

young adults, most of who were directly

out of high school.

Looking at the earliest facilities and the

schedule of any given day, one would be

hard pressed to tell the difference be-

tween the vocational school and the local

high school. Tuition was free to students

under 21 years of age, classes were held

from 8:00 a.m. to 3:00 p.m., and classes

ran on a strict schedule. There was little

flexibility to allow for student’s jobs,

families, or other commitments. Classes

were held anywhere they would fit, from

traditional classrooms to hallways to stor-

age rooms, and even in off-site facilities

when special equipment was needed.

In the 1949 - 50 school year, enrollment in

the first programs consisted of 225 high

school and 13 post-high school students

in day classes, along with 134 students

attending night classes. The night class

roster included 42 veterans. A total

of $15,847 in aid had arrived for four

programs — agriculture, trades and

industries, home economics, and dis-

tributive education—beyond the $260 in aid received per high school student. By

1953, the vocational school had grown so

quickly that Director Fuhlbruegge pursued

$456,000 from the local Board of Educa-

tion for an addition to the high school

campus. His request ultimately prevailed,

but it was not without its critics. In an

April 1953 meeting, the Winona Board of

Education heard objections. In the end

however, the new high school addition

opened its doors in September 1954, just

in time for the new school year.

Winona Senior High School

Southeast Technical’s first auto body shop on Orrin Street, Winona

Advisory boards: The backbone of technical educationAdvisory boards: The backbone of technical education

Advisory Boards: Staying Connected to Industry

“What helps us retain our more than 90 percent placement,”

says current President Jim Johnson “are advisory boards.”

Advisory boards are a core group of people that meet with

faculty and administrators a minimum of twice a year. Boards

include practicing technicians, business owners, alumni, and

artisans who see the trends and know what is current. “As a

result,” says Johnson, “we find out what is going on in industry

currently, what they envision in the next five years, and what

changes are needed in the skills training.”

P R E S I D E N T ’ S P E R S P E C T I V E

President’s Advisory Council

A President’s Advisory Council of community leaders exists as the president’s sounding board for regional issues affecting the college.

Long-term members include:

Winona: Dave Arnold, owner, DCM Tech; Pauline Knight, community volunteer; and Richard Mikrut, Mikrut Properties, LLLP

Red Wing: Dean Massett, retired city administrator; Joan Foot, Southeast Technical school board, 1992 – 1995; and Joe Goggin, retired CEO, Red Wing Shoes

Having seen how high school trades educa-

tion failed to provide adequate prepara-

tion for jobs, vocational school Director

Fuhlbruegge and his staff began creating

programs that went beyond the traditional

apprentice programs so that, upon gradu-

ation, students could go directly to local

employers as trained workers ready to get

started. Fuhlbruegge knew that this would

only happen if the vocational school’s staff

worked hand-in-hand with local industries

to determine which skills each program

would need to provide in order to produce

the most capable graduates.

The school’s key to success proved

to be its strong working relationship

with industries in the form of advisory

boards. A committee of practitio-

ners, managers, business owners, and

graduates in a particular field, each

advisory board provided the much-

needed link that ensured graduates

from each program would arrive on the

job ready and trained in the techniques,

equipment, ideas, and skills that each

profession demanded.

15

16

displaced an increasing number of

workers who now needed retraining in

order to seek new jobs.

It was time for vocational and technical

education to separate from the

restrictions of the traditional high school

setting that came with Board of Educa-

tion oversight. The Winona community

was beginning to see the benefits of the

vocational school on its local economy.

Director Raine wrote of the improving

earning power of graduates, “already

several hundred Winona residents and

Winona area people have doubled their

Unfortunately, Fuhlbruegge did not have

the opportunity to watch the vocational

school’s growth continue. With his un-

timely death at the age of 49 in 1955, the

institution moved into a new stage of

growth under the leadership of Director

Thomas Raine, who ushered the vocation-

al school into the baby boom era.

Under Raine’s leadership, the renamed

Winona Area Vocational - Technical School

continued to grow. In a few short years,

several new degree programs were estab-

lished, including industrial electronics in

1958, followed by machine tool and die,

and auto mechanics in 1959. In 1964,

programs in welding, clerical/secretarial,

civil engineering technology, and auto

body repair were added.

The school’s growth trend continued

through the 1960s. According to the

United States Census Bureau, the

population of Winona grew 6.2 percent

during that decade. The baby boomers,

born during the period of readjustment at

the end of World War II, were now young

adults seeking entry into the workforce.

In addition, technological advances in the

workplace of the 1950s and 1960s had

Industrial Electronics, 1968 Machine Tool and Die Student, 1968 Automotive Technology, 1969

A new identity and a new home: 1955 - 1970 ng Students a Future

17

previous income upon graduation.”

Programs such as the first course for

highway technicians created under the

Manpower Development and Training Act

were achieving 100 percent placement of

its graduates. Welding classes were being

offered to workers who had lost jobs at

Swift & Co., and 560 prospective

firefighters enrolled in fire fighting

training.

In the mid-1960s, the Minnesota Legisla-

ture recognized the need for the state’s

vocational schools to have their own

space and provided funding for the con-

struction of separate facilities to house

their programs. This momentum was also

felt at the national level with the federal

Vocational Education Act of 1963 pro-

viding funding for the expansion of the

nation’s vocational education programs.

Locally, a unanimous decision in 1964 by

the Winona City Council allowed for the

construction of a $3.9 million new high

school and requested bonding for

approximately $3.5 million so that a

separate vocational school building could

be established.

Plans for the new site brought new

energy to the vocational school, which

celebrated its first post-high school

graduating class in 1965. With this new

independence came the opportunity for

the much-needed flexibility in scheduling

that would attract more post-high school

students. In 1966, 20 percent of Winona

residents over the age of 16 had not fin-

ished high school. Through collaboration

between Director Raine and High School

Principal Robert Smith, the vo-tech

offered evening classes to make obtaining

diplomas easier.

Welding, 1969 Clerical/Secretarial, 1970 Auto Body Repair, 1971

18

A total of 32 students

ranging in age from 19

to 58 took advantage of

the evening program in

1966. Of these, 22 were

married. Each paid $5 a

month for tuition and

attended classes every

Tuesday and Thursday.

Many traveled some

distance to attend

classes.

For the new facility,

a downtown

Winona location

was considered

but ultimately

dropped because

of opposition

from down-

town busi-

nesses and

professional

groups. After

several stud-

ies, much

community discussion, and the Senate

passage of a $6 million school

bond, the $1.3 million facility

was finally located on Homer

Road where the Winona campus

still exists today.

In keeping with the vocational

training tradition, even the con-

struction process became a learning

opportunity. The land purchased for

the Homer Road facility contained a

number of old homes and barns that

needed to be removed before con-

struction could begin. Rather than raze

the buildings, however, the school gave

the Winona Fire Department a chance to

use the buildings for on-the-job

training. Firefighters used controlled

burns for training and cleared the site for

construction at the same time.

As construction of the Homer Road site

began in 1966, the vocational school

changed its identity once again when it

affiliated with a new state unit, the Min-

nesota Area Vocational - Technical School

Association. This association acted as a

coordinating body for the state’s vocation-

al - technical schools and Winona Board of

Education President Lawrence Santelman

was elected as one of nine lay directors to

the association.

Attention from area industries increased

as programs at the new area vocational-

technical school, or the “vo-tech,” as it

A total of 32 students

ranging in age from 19

to 58 took advantage of

the evening program in

1966. Of these, 22 were

married. Each paid $5 a

month for tuition and

attended classes every

Tuesday and Thursday.

Many traveled some

distance to attend

For the new facility,

a downtown

Winona location

was considered

but ultimately

dropped because

of opposition

groups. After


In keeping with the vocational

training tradition, even the con





needed to be removed before con




use the buildings for on-the-job

training. Firefighters used controlled

burns for training and cleared the site for

construction at the same time.

As construction of the Homer Road site

began in 1966, the vocational school

changed its identity once again when it

affiliated with a new state unit, the Min

nesota Area Vocational - Technical School

Association. This association acted as a Winona June 1965


Road where the Winona campus








Winona News Sunday MagazineMay 2, 1966

19

was known, grew and multiplied. By

the spring of 1967, applications to at-

tend the vo-tech averaged eight per day,

and the already popular auto mechanics

program had to be expanded into three

different sections. The school added new

faculty, and frequently hosted tours for

area employers at the new facility, which

opened its doors in the fall of 1967, ready

to accommodate more than 300 students.

Programs in the newly-opened Homer

Road site included auto body repair, auto

mechanics, agriculture, business

education, civil engineering, drafting and

design, electronics, machine tool and die,

practical nursing, and welding.

The following year, the Winona vo-tech

was selected to serve as one of three sites

for programming in aviation mechanics,

including airframe and power plant (A

& P). The school acquired leased hangar

space at the municipal airport at Max

Conrad Field to provide facilities for the

new program which began with 20

students in class five hours a day, and

quickly grew in popularity.

New programs were created and quickly

added in the 1970s. A 1970 controversy

surrounding the proposed statewide

community college system failed to

usurp the Winona vocation school and

in the midst of it, there was a change

in leadership. President Thomas Raine

was succeeded by William Hemsey, who

continued the new era of growth and

expansion begun during Raine’s tenure.

The newly-opened Homer Road facility,

immediately began to feel crowded as

the vocational school grew in popularity

and gained acceptance in the commu-

nity as a provider of professional skills.

As a result, a much-needed addition, in-

cluding two new shops, seven new class-

rooms and a large lecture hall, followed

in 1971 and nearly doubled the capacity

of the campus from its 1967 levels.

In 1976, Minnesota’s vocational schools

moved a step closer toward complete

separation from the K - 12 school

systems when the Legislature approved a

system of “shared responsibility,” where

students would pay a portion of their

tuition.

Homer Road campus construction nearly completeAugust 1967

New sign at the Homer Road campusOctober 1967

continued on page 22

20

In 1967, a group known as the Citizens

League surprised education leaders

around the state by issuing a report urg-

ing the State of Minnesota to reconsider

its distribution of educational resources

and merge the existing dual system of

junior colleges and vocational - technical

schools into a single unit of two-year

community colleges. The merger would

provide both general studies and

vocational education, even usurping the

two-year programs offered through local

four-year colleges. The report criticized

the lack of vocational education offerings

around the Twin Cities and suggested

that the two-system model “constitutes

a serious drawback to the realization of

the best educational opportunities for our

Minneapolis Star 1967

New beginnings: The birth of the Red Wing campus

and merge the existing dual system of two-year programs offered through local the best educational opportunities for our

21

youth” and recommended that the current

Junior College Board be superseded by a

new board appointed by the governor.

In 1970, the Junior College Board respond-

ed with a proposed plan for the merger

that required all existing two-year schools

to expand into community colleges, either

under the control of their local Board of

Education or the state Community Col-

lege Board, which – under the proposal –

would replace the Junior College Board.

One such area seeking to establish a

community college was

Red Wing, Minnesota. The

need for a two-year, post-

secondary campus in Red

Wing had been the subject

of conversation and specu-

lation since the early 1960s,

when the topic first surfaced

at a meeting of the Red

Wing Industrial Development

Corporation. Jack Adams, who

was brought in by the Devel-

opment Corporation to de-

termine where manufacturers

were seeking to locate their new

plants, had reported that plant

placement corresponded heavily with the

presence of vocational education cam-

puses.

Upon hearing this revelation, the Red

Wing School Board lobbied for a two-

year campus to be located in Red Wing.

It proved to be a rockier road than they

anticipated because of the volatile politi-

cal climate on the subject of education in

Minnesota. As the Legislature contem-

plated a statewide system of community

colleges, a Red Wing campus was pro-

posed. The School Board jumped at the

chance and immediately developed a Citi-

zens Education Study Committee, chaired

by retired School Superintendent L. W.

Wilke, to bring the campus to Red Wing,

regardless of whether it was a technical or

community college. Red Wing desperately

needed employment opportunities for its

citizens and any options for further

education were welcome.

Red Wing Republican EagleOctober 23, 1972

Red Wing Republican EagleJuly 26, 1971

22

At the state level, the Junior College Board

quickly began pursuing a junior college

campus for Red Wing, going so far as to

select a location — the Towerview Estates

site, owned by the Anderson family. The

demand for junior colleges exploded at

the state level, but despite the near cer-

tainty of a Red Wing campus, it didn’t

happen.

The Citizen Education Study Committee’s

recommendation for an area vocational-

technical institute was resurrected, and in

1969, Red Wing formally requested sup-

port from the State Board of Education

for an AVTI campus. With the gradual but

cautious support of Assistant Commis-

sioner of Education Robert Van Tries, and

the wholehearted support from com-

munities across the river in Pierce County,

Wisconsin, the Red Wing AVTI campus was

at last approved by the Board of Education

on April 12, 1971. The community of Red

Wing offered its resounding support by

approving a $3.2 million bond the follow-

ing December.

At the state level, Van Tries defended that

vo-techs needed to remain autonomous

and fought against the Junior College

Board plan, arguing that there was no

duplication between vo-techs and junior

colleges.

The Red Wing Area Vocational - Technical

Institute opened in 1972 with President

Edward Dunn at the helm. On its open-

ing day, it welcomed seven students into

two programs — three in secretarial/

clerical studies and four in truck driving.

The secretarial/clerical program set up a

model office within Central High School,

and truck driving classes took place in a

warehouse leased

from Monson

Trucking Enter-

prise. The follow-

ing week, a third

program in practi-

cal nursing began

with 31 students.

This program was

based in St. John’s

Hospital, where the

program had previ-

ously operated as

the Red Wing School

of Practical Nursing.

Thus began a period of rapid growth, with

new programs developed in accordance

with community and employer demand,

including farm management, auto and

truck mechanics, fashion merchandising,

and industrial machine mechanics.

In 1973, the Goodhue County Develop-

mental Activity Center began, providing

educational programs for developmental-

ly disabled children and adults, and was

followed by an infant stimulation pro-

gram. Both were funded by grants from

Red Wing Republican EagleJuly 21, 1971

23

local organizations focused on education

for people with special needs.

As with all the vo-techs, programs were

created in response to stated needs from

local communities and employers. In Red

Wing, another factor driving pro-

gram development was the site of

the school itself. One of the first

properties used by the new vo-tech

was the same site previously con-

sidered for a community college —

the Anderson family’s Towerview

Estates. The Andersons had deed-

ed the site to The Nature Conser-

vancy, which had in turn deeded

the property to the Red Wing

School District with the stipulation

that it be used for environmental

education.

In 1977, the Towerview Estate

site became home to Red Wing’s

second campus, the Energy Educa-

tion Center. Here in the midst of

an embargo-induced energy crisis

and rising fuel costs, students learned

about alternative forms of energy produc-

tion such as solar and wind, and energy

conservation techniques. The program

was ahead of its time, so much that when

the Persian Gulf embargo ended energy

costs plummeted to their pre-crisis levels,

and funding for the unique program ran

out. Students found themselves with

valuable training that unfortunately

would not be in great demand for several

decades to come.

Stemming from its programmat-

ic growth of the late 1970s, Red

Wing developed a reputation as

being the birthplace of programs

relatively unique among techni-

cal schools. At the same time as

the Energy Education Center was

established, the campus also saw

the beginnings of the band

instrument repair program. This is

one of only three such programs

in the world, making Red Wing a

global student destination.

The student population contin-

ued to grow as the Red Wing AVTI

entered the 1980s, and its program

offerings expanded to meet

students’ increasing needs.

properties used by the new vo-tech

sidered for a community college —

School District with the stipulation

Red Wing Republican EagleJanuary 5, 1975

By 1981, course offerings ranged from ag-

ricultural finance to educational develop-

ment to industrial engineering. Programs

in HVAC, musical string instrument repair,

nursing, welding, and a new program in

computer programming were already full by

the end of the 1981 – 82 school year.

The growth in the student population was

literally overwhelming for the campus. With

a roster of 530 students in 1980, the campus

had an 18 percent increase over the previous

year. With only 71 percent of the students

being Red Wing natives, housing was in

scarce supply, and the housing crunch left

many students seeking living arrangements

outside of Red Wing.

At the same time, the average age of

students increased, from 19 years in

1973 to over 25 years in 1981. Presi-

dent Edward Dunn noted in 1980 that

a rise in female students reflected

an increase in women returning to

school either to enter the work-

force or for a change of careers.

Business, office and information technology

Both campuses have a long history of providing programs in business, office and information technology. Muriel Copp was an instructor for one of the very first programs on the Red Wing campus, secretarial/clerical. During her time at Red Wing Area Vocational - Technical Institute, Copp saw many changes — especially within her own program. Technology-wise calculators were just coming out. The changes progressed through electric typewriters, word processors, and ultimately — shortly after her retirement, computers. Her program began while the college was still in the local high school. “We had a little hall,” says Copp, adding, “As people were hired, one end of the classroom became a headquarters for all the new staff members coming on.”

“When the newly-built AVTI campus was opened in the fall of 1973, it was not fully complete. “When it opened, our area wasn’t ready. I had a classroom with no office equipment. One of my students and I set up the desks one night so we could get started in the new classroom. I didn’t have a lab to work in until about Thanksgiving time.” Copp even set up a few work stations in the hall-way as construction was being completed.

“I never worked so hard in my life as I did those first years,” said Copp.

Jill Keiper was the long-serving department chair of the Winona campus business, office and information technology programs. During her time, Keiper kept the technological advances impacting the programs at the forefront. Keiper states, “The advancements in technology were amazing and sometimes challenging. I enjoyed the development of students as they pursued their careers. I couldn’t have worked with a more caring faculty, staff, or administration. I now enjoy watching the college grow with new and ever-changing programs to meet the needs of the business environment. “

Lisa Laing was a long-standing master instructor with the college who was engaged in the leadership and development of business and office program development regionally and state-wide. Laing was also an advocate at the federal level for support of her program area.

Muriel Copp1988

Lisa Laing1958 – 2010

Jill Keiper1976

Marge Frost1979

24

Lisa Laing was a long-standing master instructor with the college who was engaged in

25

Energy CenterEnergy Center The Towerview campus received the necessary state-of-the-art updates to meet the needs of these modern and very technical programs.

Unfortunately, as the energy crisis dissipated so did the interest in alternative forms of energy and the programs offered at Red Wing Area Vocational - Technical Institute’s Energy Center.

Red Wing Republican Eagle1979

Energy systems, 1988

Solar energy, 1979

Vibroacoustics, 1988

Energy conservation, 1980

The Energy Center evolved in the late 1970s and through the 1980s to train and prepare students during the energy crisis. A variety of programs offering hands-on training for alter-nate energy sources were available. Programs included solar energy, energy conservation, vibroacoustics, energy systems, wind energy, electronic piano repair, accordian repair and building energy conservation.

Electronic piano repair, 1988 Accordion repair, 1988

26

It was on April 12, 1971, that Red Wing, Minnesota, became the

34th and final site in the state of Minnesota to receive a vocation-

al - technical institute. But the story of how it happened began

in August 1969, when Dan Mjolsness came to Red Wing as super-

intendent of schools. His friend and former colleague Howard

Casmey was then the Commissioner of Education for the state

of Minnesota, and he charged Mjolsness with the task of estab-

lishing a technical college in Red Wing. “To start

a school, to start a college is a rare

privilege,” says Mjolsness.

When you start a school, he says, you

start from scratch. You build the cur-

riculum, you build the building, you

hire the staff — you start from zero.

And as a professional educator, this is

the greatest role to play.

Mjolsness developed an appreciation

for technical education while working

as an engineer’s assistant. No mat-

ter how extensive one’s education, he

believed, nearly everyone finds they

need training beyond their knowledge

to become adept at their own work. A

technical college would meet that need

for the Red Wing community.

He began by gathering an advisory

team of 43 people representing all

of the surrounding communities, the

industries that served them, and the

people who lived there. Together,

they worked with local politicians,

convincing them to author bills sup-

porting an AVTI

in Red Wing.

The community

had previously

attempted to

bring a college

to the area but

lost the prospect to another community;

they were determined not to miss an-

other opportunity.

Commissioner Casmey wanted to see

two technical colleges built on the

borders of the state in order to promote

reciprocity between states. He gave

the group four criteria to meet: bring

in 350 students, work with the

Department of Corrections to develop

programs for reintegration, build a

facility, and work for reciprocity with

Wisconsin.

lishing a technical college in Red Wing. “To start

for technical education while working

need training beyond their knowledge

to become adept at their own work. A

technical college would meet that need

porting an AVTI

in Red Wing.

The community

had previously

attempted to

bring a college

Red Wing Republican EagleMarch 15, 1972

Dan MjolsnessRed Wing Republican Eagle

June 13, 1979

A rare privilege: Red Wing’s “Class of 1971”

27

Among those involved in the effort were Ed Dunn, who would

later become the first president of Red Wing AVTI, and Judy

Christianson, a community member who later became active in

the school board. Frank Chesley was also one of the early advo-

cates who had been strongly in favor of a community college

and had fought hard for it. For their efforts, this early organiz-

ing group soon became known affectionately as the “Class of

‘71.”

“There is no more efficient, no more accountable post-second-

ary education in the USA,” says Mjolsness. “Why? Because the

teacher has to build the curriculum, recruit the students, know

the industries, adjust the curriculum to meet the needs of

employers, and place the students in jobs, or the organization

would no longer exist.”

“Though I wasn’t the founder,” he says, “I was a person who

played a part in getting everyone together to make it happen.”

Mjolsness says even the most highly educated individual needs

technical training. “This is a special place for me,” says Mjol-

sness. “This was the greatest personal achievement in my life.” “There is no more efficient, no more accountable post-secondary education in the USA.”

Dan Mjolsness, “Class of ‘71” organizer of the Red Wing campus, about technical education

Breakfast with Red Wing friends, Class of ‘71front row: Dan Mjolsness, Muriel Copp, Jerry Borgen, Judy Christianson

back row: Ben Stephani, Gene Beckwith, Dean Massett, Harris Waller, Byron Pearson, Milt Olson

2005

Try to get a band instrument repaired any-

where in the United States, not to mention

many places overseas, and you will be hard

pressed to find someone qualified to do the

work who has not heard of Red Wing, Min-

nesota. In fact, chances are good they went to

school there. The program, says founder Gene

Beckwith, “turned Red Wing into a household

word in the band music industry.”

It all started with a letter dated August 5,

1977, from Gene Beckwith to members of the

band instrument industry.

The Red Wing campus’ band instrument

repair program began and remains as one of

the very few of its kind in the world, and the

world comes to Red Wing to be part of it. It

is not your typical technical college students

who apply, but musicians and

practitioners who have likely been

performing and working in the

field of music for years and are

eager to learn a new and market-

able skill. “We always wanted to

market the tuxedo with the [shop]

apron to show both sides…the

best of both worlds,” says Beck-

with of the performing/repairing

skills that graduates have.

Students have come to Red Wing

from as far away as Europe, the Caribbean, Af-

rica, and China, and represent all colors, races,

and genders. Not too long ago, at a “Noon at

the Jimmy” concert at St. James Church in Red

Wing, two Caribbean students opened the

performance with a bit of reggae, much to the

delight of the concert goers. And they keep

in touch — always. It is a rare

but in-demand profession,

so naturally, the world of

band instru-

ment repair is

a small one,

and the group

is tight-knit.

Graduates go

on to teach,

perform, re-

cruit, partici-

pate in national industry organizations, and,

of course, repair band instruments all over

the world. And naturally, they get together

wherever they are to perform, compose, and

reconnect.

The military is a strong partner with the pro-

gram, as it sends students to Red Wing nearly

every year, particularly from the United States

Marines band. The military connected with

the program in 1986, when members of the

program made a trip to the Midwest National

Band Orchestra Clinic, an international indus-

try conference in Chicago. The Marines have

been regulars in the program ever since. Beck-

with reports meeting up with former Marine

students at conferences all over the country,

saying it is always a happy reunion.

A clarinetist by training, Beckwith now works

Band instrument repair: A program in demand



so naturally, the world of so naturally, the world of

band instru

ment repair is

a small one,

and the group

is tight-knit.

Graduates go

on to teach,

perform, re

cruit, partici



so naturally, the world of

Gene Beckwith (right) working with a student1979

Greg and Gene Beckwith at the historic Sheldon Theatre2005

28

mostly on bassoon repairs. He began his career in

academics, but picked up some mechanical expe-

rience from his brother and began to do repair

work on the side. “After you work on 40 clari-

nets,” he says, “you begin to understand how

they work.” Beckwith began to develop a

following among other musicians, who he says,

are bound to their repair people.

In 1984, he began a teaching exchange with

Phil Chambers of Merton College in England.

That connection not only led to a lifelong

friendship, but it helped Beckwith grow

the program over the years and across

continents. Beckwith’s professional

connections were also a resource for his

son, Greg, who was showing promise

as a horn player and was able to study

horn in New York at a particularly

young age. He eventually become

a college instructor following in

his father’s footsteps.

String instrument repair: a Red Wing legacyGuitar repair and building, originally part of the string instrument repair program, which included violin repair, is one of the oldest programs on the Red Wing campus.

It has recently added a second year to the program. “The second year of the guitar program has been really impor-tant because it has moved us much more into the modern age as to the way instruments are built,” says Guitar Instructor, David Vincent. The recently-added second year has allowed the addition of training in computer aided drafting and machining as well as “just allowing students more time to develop their skills,” says Vincent.

In the mid 1980s the programs focus changed to teaching what employers were looking for in the

field. Since that time student numbers and job placement have been consistently high. Over the years,

instructors have been brought on board who comple-ment each others’ abilities. One instructor’s specialty is

electric guitars and wood finishing, another instructor’s specialty includes acoustic sound and still another

instructor is versed in computer aided design.

“There is a good community here,” says Vincent, adding, “We help each other out and it’s pretty friendly.”

The guitar and violin programs continue to be strong and well respected programs in the field.

David Vincent (right) working with a student - 1986

29

Lisbeth Nelson - Butler (right) working with a student in violin repair - 2010

30

The outlook showed no improvement.

Eventually, the falling enrollment of

traditional students was seen as an op-

portunity for recruiting “non-traditional”

students. These older students, often in

their 20s and 30s, were seeking career

training, new skill development, and

experience with rapidly-changing tech-

nologies and techniques. With computers

just beginning to enter the mainstream,

the employment landscape was slowly

beginning a gradual changeover from a

manufacturing base to a knowledge base,

and those already in jobs were going to

need continuous training to stay current

in their fields.

Under the leadership and vision of mar-

keting director, Ted Wyman, the concept

of “continuing education” began to take

hold, and in 1983, the Winona campus

launched what is now known as custom

training. Industries partnered with the in-

stitute to provide educational “upgrades”

in order for employees to keep their skills

and industry knowledge up to date.

Red Wing adapted quickly to the new

a significant drop in enrollment. The

reason for the sudden change: The post-

World War II baby boom had ended in the

late 1960s, and the last children of that

generation were now completing their

traditional college years. As a result, the

number of high school graduates dropped

dramatically, leaving both the vo-techs

and four-year colleges short on students.

In the short term, this led to reductions

and elimination of programs and courses,

which could not be maintained with such

low enrollment.

With the early to mid-1980s came a sud-

den shift among the students at both

the Winona and Red Wing campuses.

Following a 10-plus year growth spurt,

both campuses saw a drop in what had

been considered “traditional” students —

young people aged 18 to 20 years, usually

just out of high school, seeking the skills

they would need to step into the first

job of a career. Most had been from the

immediate area around the campus, and

many still lived at home.

In the early 1980s, both campuses saw

The last of the baby boomers and a new model of technical education

Clerical Truck driving

Mary (Luhmann) Johnson graduated from the secretarial science program at Southeast Technical in 1973, when it was Winona Area Technical Institute. Shortly after graduation, she was hired on for the reception desk and admissions secretary. In her time, she has seen hundreds of changes: going from a pa-per system to computer, local school district to statewide college system, clock hours to credit hours, free classes to tuition, single campuses to merged Winona and Red Wing campuses, quarters to semesters, accreditation, and the list goes on and on.

Some of the big changes in the 2000s included MnSCU beginning to use DARS (Degree Audit Reporting System) and student records going from paper files to computer im-aging, Johnson says. “From there it’s just been constant change.” In 1993, Johnson was promoted to the newly-created role of Registrar. Shortly after her promotion, she enrolled in Southeast Technical once again to obtain a certificate in Basic Supervision.

Johnson says that she has seen the students change over the years as well. When the average student was 18 years old, there were dances complete with royalty, bus trips and regular intramural sports. In 2003, the average age of the student population on campus

was 30, more than a decade older than in 1973 when Johnson was a student. As the students aged, suddenly students had jobs and families to take care of and these extracur-ricular activities began to dissipate. In 2013, the average student age had dropped to 23 years and the campus is now beginning to see some of these activities again.

Mary Johnson: 40 years of change

Mary (Luhmann) Johnson as a student, 1973

Mary Johnson, Registrar, 2013

Mary and her peers, 1982Bonnie Lutz, Judy Trocinski, Mary Luhmann, Mary Frisch, Janice Loeffler and Shirley Mohan.

trend toward recruiting returning students

by adding three new programs in 1983,

including small business management,

microcomputer repair, and a master builder

program. This was followed in 1984 by the

opening of a small business center. By the

same token, other programs no longer in

demand, such as rural banking and industrial

engineering technology were cut.

To accommodate the growth in the number

of nontraditional students and to provide

more space for administrative offices and

support services, the Winona campus added

a 25,000 square foot student center in 1984.

By this time, the groundwork had been laid

for an important new element at the Wi-

nona technical institute — an opportunity

for the community, which was now home

to many alumni, a chance to support the

school that had given them the means

to find work and establish careers. The

college foundations were formally

established in the mid 1980s and

soon took on the role of

advocating for the vocational -

technical education system

at the state level.

31

32

In 1983, the Minnesota Legislature con-

tinued its trend toward separating the

vo-tech schools from K - 12 education

by establishing a separate agency — the

State Board for Vocational Technical

Education — with a director appointed

by the governor.

This was the first of many moves toward

administrative independence that the

vocational technical schools experienced

until the early 1990s. Tuition changed to

a collegiate model of credit hours rather

than a calculation based on the number

of days in class. Planning began to take

place at the state level rather than within

local boards of education. Campuses

began adopting collegiate standards for

associate degrees and contracting with

local state universities for general edu-

cation credits, while keeping their own

degree-granting authority. Schools

adopted a standard syllabus and course

content development model, and assess-

ment services were made available to

students. Collegiate attendance policies,

advisor policies, and student handbook

models were also adopted.

The 1990s brought more growth and

more transition toward the current

model of part-time and returning, adult

students. The state director’s title was

changed to that of chancellor and the

State Board for Technical Colleges was

established in 1990. Eventually, voca-

tional - technical institute was changed to

“technical college,” and a goal of achiev-

ing accreditation from the Higher

Learning Commission’s North Central

Association by 1995 was established.

associate degrees and contracting with “technical college,” and a goal of achiev

Winona Campus LifeAugust 24, 1986

Non-traditional student inspecting his work

Moving toward collegiate status

33

With so many rapid, administrative

changes at the state level, it was inevi-

table that some political changes would

not be as welcome at the local level. In

1991, in an attempt to streamline its

higher education system, the state man-

dated a “mega-merger” of the formerly-

independent technical college system,

state university system, and community

colleges under a single Minnesota Higher

Education Board to become effective in

1995. Of the three systems, the technical

colleges were most vocal in their disap-

proval of the merger, stating that it would

dilute their core mission of educating

students specifically for employment.

The merger process continued, and talk of

further consolidation of individual cam-

puses began. The Legislature believed

that consolidating technical school cam-

puses might be a way to avoid the need

for the mega-merger. Many campuses

were told they must merge with another

campus. A committee on the Red Wing

campus was in talks with three campuses.

After the committee made their choice,

they were told that the choice had been

made for them, calling a merger with

Winona the most appropriate fit. Thus

in 1992 the Red Wing/Winona Technical

College was established. Internally, it was

known as the “shotgun marriage,” and

got off to a rocky start.

The newly-merged campuses found

themselves in turmoil as two very differ-

ent cultures attempted to combine. Staff

on both campuses feared they would

be lost in the consolidation. The first to

make peace were the members of the two

campuses’ foundation boards, who began

to meet together shortly after the merger

and quickly found common ground. The

foundation boards formally merged their

bylaws and funding in 1999 into the

Southeast Technical foundation.Red Wing Republican Eagle

October 27, 1993

Winona PostSeptember 29, 1999

A Time of Upheaval: The “Mega-Merger” and the “Shotgun Marriage”

34

Through the early 1990s the now-com-

bined leadership began to forge new

relationships among the staff by holding

picnics and other social events for staff to

get to know one another. Meetings were

held at mid-way points between the two

cities to avoid preference for one or the

other. Staff found themselves taking on

new roles, and they worked together to

merge whole systems of communications,

management, record-keeping, and stu-

dent services.

It was not an easy process but in the end,

a stronger, united cam-

pus emerged. Looking

back, many faculty,

staff, and administra-

tors recall how difficult

the transition was, but

most agree it was worth

the effort.

With all the excitement and upheaval

of the merger, the educational mission

of the technical college continued, and

in the midst of the reorganizing, many

changes took place on the campus. In

-

tors recall how difficult

most agree it was worth Red Wing Republican Eagle

June 1995

SolidarityTaking the reins of the newly-merged Red Wing/Winona Technical College required new President Jim Johnson to start building strong cross-campus relationships in an effort to rebuild the morale and internal support that had eroded as a result of the compelled merger. There was opposition and resistance to overcome, and tackling such strong emotions would require not just delicacy and tact, but a strong presence — in person. For several years fol-lowing the merger, Johnson spent more time in Red Wing than in his home community of Winona. Having worked his way through the ranks on the Winona campus, Johnson had already built a network of support there, which freed him to spend some extra effort making connections in Red Wing, where the prevailing fear was that he would close the campus altogether.

“They’re a small campus in a tough market, having other colleges all around them,” says Johnson. “But their unique vision of delivering niche programs keeps them going.” Building on that strength allowed bonds to be rebuilt and new relationships to be formed. Johnson was as visible a figure in the Red Wing business and education community as he had become in Winona — to the point that many residents there assumed he was their neighbor. Becoming neighbors, as it turns out, was exactly what the two campuses needed, and today is the basis of their strength as a single, united team.

“Some people in Red Wing think Jim lives here.” --Judy Christianson, Red Wing’s “Class of ‘71”


Winona, a 128-seat auditorium was added

to the campus to provide a larger teach-

ing and meeting space. Also added was a

73,000 square foot aviation training center

to accommodate the enormous growth of

353535

its aviation airframe and power plant me-

chanics programs.

In 1995, under the leadership and vision

of President Cliff Korkowski (1988 - 1995),

the goal of provisional accreditation by the

North Central Association (NCA) was finally

achieved, which opened new doors both for

the college and its students. Until this time,

the college had been accredited through

the high school, which did not allow much

flexibility in how its educational offerings

could be used. Course credits could now be

transferred between the technical college

and other institutions, allowing students to

take courses through the technical college

before moving into a four-year degree. NCA

accreditation also required that 70

percent of all faculty members hold

bachelor’s degrees, a figure that raised

the credibility of the college among

educational institutions. In 2000,

the college received its 10-year

accreditation to replace the

initial provisional status.

Program cycles“Without the support of business,” says Deanna Voth, “our programs wouldn’t be here.” As a longtime Southeast Technical employee, Voth has been given a front-row seat to the interplay between industry and the college since 1982. Always willing to try something new, Voth moved from instruction to curriculum support to human re-sources administration in the technical college system, but despite the changes she has seen, there has always been the constant connection between the industries served by the college and the programs it has developed to prepare students for their future in industry.

One of her early and most exciting roles on the Red Wing campus was the administrative assistant to the Director of the Energy Education Center, where programs allowed students to develop skills in solar, wind, energy conservation and biomass energy production. During the energy crisis of the 1970s, demand began to grow for these services, but in the con-stantly changing industry landscape, that demand dissipated when the crisis subsided, and student enrollment dropped. “You can’t put programs on hold for very long” when demand goes down, notes Voth, and so the programs were ultimately ended.

The story of the Energy Education Center characterizes the cycle of learning, teaching, and ap-plication that keeps the technical education system strong. Industry sees a demand for services

and approaches the technical colleges for programs to train students to meet the demand. Students develop the skills they need, enter industry, and continue to learn more on the job. Demands change, and the need for more skills develops, sending professionals back to school for more training and some former graduates back into the classroom as instructors to keep the cycle going. “We hire technical instructors from industry because of their expertise and support them with additional education as needed to remain current in their technical area,” says Voth. “They bring back new skills and experiences and that provides a good role model for students.”

“The technical college can be a tremendous feeder for skilled employees,” says Voth. “It has to be able to be flex-ible and to respond to what is happening now.”

Deanna Voth

Voth explores ones of the semi tractors during the Transportation Center Open House

March 2013

36

The “mega-merger’s” impact on Southeast Technical

Many articles in 1995 decried doom and gloom for

technical education as the three separate public

higher education systems merged together into

the Minnesota State College and University System

(MnSCU) on July 1, 1995. Red Wing campus CEO,

Ron Matuska disagreed with the prevailing negative

musings, “It’s leveled the playing field, as we have

been thought of as an outcast...we are now equal

partners.” Matuska stated that developing transfer agreements

with other higher education institutions was one of the big

reasons for the merger. “Our programs are as difficult as any

collegiate program and the need for math and science capabil-

ity is prominent within programs.”

From the beginning of the “mega-merger” in 1995, under the

leadership of Interim President James Johnson, Red Wing/Wi-

nona Technical College embraced the vision of the

newly formed system that would transition the

college from the “high school” image into being a

true member of the public higher education com-

munity. Other benefits significant to a small rural

college included the ability to have state legal

services, compliance officers, facilities and con-

struction planning support, federal/state legisla-

tive advocacy, plus human resources and financial operations

support. The ability to access these types of services without

the need to hire full-time experts allows smaller colleges to

significantly stretch their limited budgets towards betterment

of college programs. This type of support system allows institu-

tions to attain a competitive advantage at a reasonable cost.

President Johnson has worked closely with the various MnSCU

Chancellors and their staffs over the 19 years of his presidency

and has witnessed firsthand how the Chancellor’s office has

evolved to become a supportive branch of each institution and

still maintain the statewide focus of the system. Success for

Southeast Technical since the “mega-merger’s” implementa-

tion has been through the hard work of staff and faculty at the

college, but also the supportive infrastructure and service by

the MnSCU system personnel has been a critical cog of that

college success. Small rural colleges need the support of the

available services of the MnSCU system.

August 1995

37

dent counseling, security,

human resources, diversity

programming, compliance

support and intramural

opportunities. These ex-

amples of shared services

are a significant part of

the success story of South-

east Technical over the last

few decades.

Naturally, since WSU and

Southeast Technical are

part of a single state sys-

tem, there are significant

opportunities for collabo-

ration development. That said, it has not stopped Southeast

Technical in seeking out other partners such as Saint Mary’s

University. There is a long history of the college collaboration

between Southeast Technical and Saint Mary’s University in

development of transfer agreements after the “mega-merger”

in 1995, Saint Mary’s University also partnered with WSU and

Southeast Technical in the 2005 Tri-College agreement. There

have been various custom training initiatives launched be-

tween Southeast Technical and Saint Mary’s University. In

addition, there is a 2014 collaboration with Saint Mary’s Uni-

versity – Twin Cities to deliver a baccalaureate degree on the

Red Wing campus of Southeast Technical.

dent counseling, security,

human resources, diversity

programming, compliance

support and intramural

opportunities. These ex-

amples of shared services

are a significant part of

the success story of South-

east Technical over the last

few decades.

Naturally, since WSU and

Southeast Technical are

part of a single state sys-

tem, there are significant

opportunities for collabo-

ration development. That said, it has not stopped Southeast

Technical in seeking out other partners such as Saint Mary’s

University. There is a long history of the college collaboration

between Southeast Technical and Saint Mary’s University in

development of transfer agreements after the “mega-merger”

in 1995, Saint Mary’s University also partnered with WSU and

Southeast Technical in the 2005 Tri-College agreement. There

have been various custom training initiatives launched be-

tween Southeast Technical and Saint Mary’s University. In

addition, there is a 2014 collaboration with Saint Mary’s Uni-

versity – Twin Cities to deliver a baccalaureate degree on the

Red Wing campus of Southeast Technical.Winona State UniversityIntegrated Wellness Center

Saint Mary’s Hall - Winona Campus

Another significant impact of the “mega merger” has been the

growth of many collaborative relationships developed with

partners within the MnSCU system. A powerful and enriching

partnership for Southeast Technical has been the ever evolving

relationship with Winona State University (WSU). The part-

nerships over the years, have ranged from small to full-blown

initiatives and have involved many WSU Presidents’ Tom Stark,

Darrell Krueger, Judith Ramaley, and Scott Olson. These giving

leaders have seen the benefits of the communities we both

serve and have offered supportive services and programs to

Southeast Technical that have enhanced both institutions

footprints in our region.

The many projects, services and initiatives that compile the

following list are just a sample of the years of collaborative

work between these two state-supported higher education

institutions striving to better serve our students and communi-

ties by leveraging

resources. The

following services

are supplied by

WSU to Southeast

Technical: phone

system, institu-

tional research,

health services,

Integrated Well-

ness Center, stu-

“Mega-merger” facilitates collaboration...

38

As the new century dawned on what in

1999 finally became Minnesota State

College – Southeast Technical, as it is

known today, its growth only continued.

By 2001, the staff had grown to 125, and

there were more than 70 active programs

on the campus. Enrollment for the 2001

- 2002 school year was up 25 percent

from the previous year, and students now

had new resources, including a new truck

driving facility, new programs in network

administration and technology, massage

therapy, and industrial automation.

The first decade of the new century also

brought on two recessions — the second

much deeper than the first — and was

marked by steadily decreasing support

from state and federal governments, job

shortages in several fields, and employers

struggling to provide the wages and ben-

efits their employees had come to expect.

But this proved to be a time for Southeast

Technical to shine, a time when it could

finally break free of the “second choice”

label, declared by its own students, and

where credibility came in the form of

record enrollment levels, ground-breaking

new directions, and a stronger-than-ever

relationship with the community and its

businesses.

These successes were intentional, because

Southeast Technical had earlier deter-

mined that this new decade would be one

of planning. Starting in 2000, the col-

lege turned its focus inward, talking with

students, business partners, community

leaders, and staff to learn more about

how it serves the region and how it could

improve. They embarked on a five-year

Stability“There is not much turnover among staff here,” notes President Jim Johnson. “Many staff members stay for their whole career.” Johnson knows, because he hired a lot of those who have stayed, some for 30 years or more. “We are lucky to be able to match people with their trade and passions, but also their ability to teach,” he says. Some have had to leave because their program could not be sustained due to changes in the economy or in a particular field, but “because we are a technical college, we change for what is needed,” says Johnson. Ironically, that constant change leads to an overall stability. It keeps things fresh.

One secret to program longevity, he says, is to treat each one like a small business. “A program has to be solid and growing —or at least stable — for it to survive,” he says, just like businesses in the community. The principle is the same. If programs are tended to like businesses, they will thrive, he notes. “You can’t just come in and teach and go home.” That is part of the culture of a technical college and what makes it a viable organization.

Like businesses, uniqueness in the field is a plus—being able to offer something that no one else does. That’s one of the secrets of many of the Red Wing programs, like band instrument repair, solar energy, vibroacoustics, guitar, and violin. By filling a niche that others do not, the program has a lasting presence in the industry it serves.

Presence and stability are part of what makes a technical college an integral part of the community. As an example, he notes that “faculty attend graduations; they sit right up front, right to the side of the audience.” “As students come up,” he describes, “faculty shake their hands and see the success of their own students by watching them graduate.”

“It is a worthy endeavor in which we are involved,” says Johnson. “You can count on people being here.”


A new century, a solid plan for the future

strategic plan, significant especially for

its commitment to a process of continu-

ous improvement, spearheaded by fac-

ulty member John Huth and Provost Amy

Nelson. This process involved a constant

series of self-reflection and self-evaluation

for the college community and would

form its decision-making going forward.

In 2003, through the Higher Learning

Commission of the North Central Associa-

tion the college adopted the Academic

Quality Improvement Program or AQIP.

This formally kicked off the college’s

continuous improvement efforts and

established nine categories ranging from

helping students learn to build collabora-

tive relationships to supporting opera-

tions that the college would keep at the

forefront of its work. This constant evalu-

ation has helped the college to detect and

prioritize improvement opportunities.

In 2006, the college launched a second

phase of strategic planning to carry it

through 2011 and beyond that focused on

increasing access, promoting programs,

measuring services, meeting regional

economic needs, and supporting in-

novation for future education needs.

The new plan was based in its “IDE-

ALS 2011,” a set of six core values that

would drive the college into the future:

integrity, diversity, excellence, access,

learning, and stewardship.

Despite drastic changes in technology,

business models, and teaching tech-

niques, the college repeatedly found

success by staying true to what had

kept it nimble all these years — building

partnerships. With tighter budgets

and a steady decline in state appropria-

tions for higher education coupled with

a tougher business economy in the

region, collaboration would move the

college forward. This concept was

only now taking hold in the rest of

the world, where it was seen

as an innovative way to

increase efficiency, but it

had been a cornerstone of

Southeast Technical’s way

of working since its earliest

days.

economic needs, and supporting in-

novation for future education needs.

The new plan was based in its “IDE-

ALS 2011,” a set of six core values that

would drive the college into the future:

integrity, diversity, excellence, access,

learning, and stewardship.

Despite drastic changes in technology,

business models, and teaching tech-

niques, the college repeatedly found

success by staying true to what had

kept it nimble all these years — building

partnerships. With tighter budgets

and a steady decline in state appropria-

tions for higher education coupled with

a tougher business economy in the

region, collaboration would move the

college forward. This concept was

only now taking hold in the rest of

the world, where it was seen

as an innovative way to

increase efficiency, but it

had been a cornerstone of

Southeast Technical’s way

of working since its earliest

Kathy Holthe1986

New BeginningsRetired admis-

sions staff Kathy Holthe knew how to make a con-nection with non-traditional students — she already walked a mile in their shoes. Holthe first came to the Red Wing campus as a student in 1983, taking sec-retarial/clerical classes. She was going through a divorce and needed a job. Having worked as a secretary, she was skilled but wanted more. The program gave her the new skills she sought, and she graduated after only a year.

To help pay her way through school, Holthe worked in Red Wing’s admissions office and

occasionally spent time at the reception desk. She enjoyed working with students. At first, they

were mostly high school age, but later, the new students were older. “I know how scared I was

when I came back,” says Holthe, and she put that experience to work building bonds with the new students.

Through the years, she made many friends among the students at Red Wing, and few can forget the friendly welcome they received from her when they first arrived.

New Beginnings

Kathy HoltheKathy Holthe

Kathy Holthe1986

James Johnson & Kathy HoltheHolthe retired in 2013

39

40

Accreditation: Continuous quality improvement

Feedback from our

regional constituents

has been a key to the

success of this col-

lege. Accreditation is a

required and valuable

tool in demonstrating

to students, regional

communities and local,

state and federal deci-

sion-makers that our college meets rigid

quality standards established by a nation-

al accrediting agency. This accreditation is

also critical to the ability of the college to

facilitate transfers of credits and degrees

within the higher education arena, as well

as to secure federal funds and grants.

Southeast Technical is accredited through

the Academic Quality Improvement Pro-

gram (AQIP), a path offered by the Higher

Learning Commission of the North Central

Association of Colleges and Schools. In

2003, Southeast Technical President James

Johnson looked for a model of continu-

ous improvement to adopt for the college.

The “new” AQIP accreditation process was

embedded in continuous improvement

philosophy and process. President John-

son approached Band Instrument Repair

Instructor John Huth, to partner with him

in leading the college through its initial

AQIP accreditation. John has been the

resident “guru” behind both the college’s

continuous improvement movement and a

successful reaccreditation in 2010.

John’s dedication to creating a better sys-

tem for students began when he was just

a student himself.

Just out of college,

he started his career

as a freelance trum-

pet player in Cincin-

nati, where he met a

graduate of the band

instrument repair

program. After

contacting the col-

lege, he was hired as

an instructor. John

stated, “I gave my-

self three years and

have been here ever

since.” The college

as a whole, he says,

is a pathway. During a recent visit from

MnSCU Chancellor Steven Rosenstone,

John discussed students which come to

the college and, “if we don’t do something

for them, that’s it for them.” As a faculty

member, he says, “we have to teach them

to read or to problem-solve. We can’t

complain about what they can’t do… we

need to teach them what to do. If you bet

on their talent and brilliance, you will do

fine.”

John HuthAQIP coordinator/band

instrument repair instructor

4141

Airframe and power plant mechanics (aviation mechanics)

From 1970 – 1988, William Hemsey was

the Director of Winona AVTI. Hemsey was

a journeyman machinist by trade who

knew the value and importance of voca-

tional/technical education to the Winona

economy and regional economic develop-

ment. It was his visionary work in support

and development of the aviation mechan-

ics program that made possible one of the

largest and most successful Winona AVTI

programs of the institute’s long history.

The airframe and power plant mechanics

(aviation mechanics) program thrived at

Southeast Technical from 1967 until 2006.

Unfortunately, the

nature of aviation

mechanics changed

over the years.

Tim VanLoon, a 1977

graduate of the pro-

gram, taught aviation

mechanics at Winona

Area Technical Institute

starting in 1980. “In the late 1980s avia-

tion just really took off,” he said. In 1990,

the Minnesota Technical College system

approached the college about building

an Aviation Center to meet the needs of

the ever-growing program and the needs

of the local industry for new FAA certi-

fied aviation mechanics. By the time the

Airport Campus opened in 1992, the

program had grown from two sections

to five sections and by the mid-1990s the

program had expanded to eight sections.

For many years, it was the biggest pro-

gram on campus.

To provide additional training to faculty

members and students, the program

had an ongoing partnership with North-

west Airlines. Unfortunately, Northwest 1968

Tim VanLoon1982

Pat Gregory (middle) - 2002

filed for bankruptcy in 2005 and a few

short years later the airline merged with

Delta,who ultimately moved out of Min-

nesota. The downfall of Northwest along

with the downturn in the economy and the

change in the nature of aviation mainte-

nance following September 11, 2001 led to

the dismantling of the aviation mechanics

program at Southeast Technical.

Pat Gregory, a 1985 alumnus and final

instructor for the program, mentions that

planes do not require the maintenance that

they used to: “rather than repair the com-

ponents, it was exchanged” with the factory

where the parts came from. “We always

had a high quality of students,” said Greg-

ory, adding, “It was a wonderful program; I

enjoyed working as an aircraft mechanic, I

miss it.”

In 2003, Southeast Technical began

offering 10 Liberal Arts and Scienc-

es courses. Over the next 10 years

enrollment soared, and by 2013,

there were 79 associate degree

courses available, with 10 percent of

the student population enrolled in

this curriculum. Offering Liberal Arts

and Sciences courses gave students a

lower cost option toward transition-

ing into a four-year degree.

One of the more recent benefits to

students has resulted from the

Minnesota Transfer Curriculum, a

collaboration which allows credits to

transfer more easily between techni-

cal colleges, community colleges, and

four-year universities. In 2005, the

Tri-College Agreement was formed, in

which Southeast Technical, Winona

State University, and Saint Mary’s Uni-

versity created a partnership to ease the

transition of students from one campus

to another. This allowed students the

flexibility to follow the programs that

provided them with their best possible

outcome.

the student population enrolled in

this curriculum. Offering Liberal Arts


lower cost option toward transition


One of the more recent benefits to


lower cost option toward transition


What is Nanotechnology?

Nanotechnology is not some

sci-fi futuristic tale. It’s here

now, shaping our lives in ways

that one might not expect. Na-

noscience is reshaping almost

every industry today, including

healthcare, pharmaceutical,

automotive and manufactur-

ing.

“If you took a hair and sliced

it 100,000 times, that’s about one nanometer,”

says Marc Kalis, Electronics and Nanotechnology

Instructor. “By making things smaller, they can

control the development of it a little better and

eliminate inconsistencies and unwanted elements.”

Students learn about Nanotechnology on campus.

Curriculum was developed through a National

Science Foundation grant and is now offered to

students at no cost. Staff members are not just

training students, they also work with local business

leaders to help them to understand how nanotechnol-

ogy can improve their production. “I have heard some

say ‘I don’t need to know anything about nano, it’s not

going to affect me,’ ” says Kalis, “well, it’s going to pass

them by and someone is going to come up and be able

to do things cheaper because they’re much more

efficient.”

Marc Kalis

Red Wing

Winona

Transfer

42

43

The term “vo-

tech” once con-

jured up visions

of young people

caught between

their inability to

get into a four-

year university

and a difficult job

market. It was

a last-chance place for those with no other

options, a place where people went to “work

with their hands.”

But, in the words of math instructor Alice

Zimmer, “why would your hands know what

to do?” Since joining the faculty of the Wi-

nona campus in 1976, Zimmer has seen the

profound effect that a little flexibility can

make. “Before, it was more of a tight ship,”

she says of the campus in her early days,

where schedules were tight — Monday

to Friday, 8 to 3 — and 8:01 was not good

enough. It was a time where students had

only a few options upon coming out of high

school.

In the years that passed, students and

Zimmer1982

Alice Zimmer

faculty sought out new opportunities,

and created more paths for themselves.

“Students say what a difference it makes,”

notes Zimmer of the more open campus

climate. “Now people are making this a

place of choice.” There are more options,

more choices, and more flexibility to ap-

peal to a wider variety of students. As a

result, today’s student averages 24 years of

age and ranges from the young adult out

of high school to the retired profession-

als seeking to learn more. In between are

young parents seeking re-entry in the work

world, university graduates seeking practi-

cal skills, and professionals looking for a

new direction in their careers.

As for faculty and staff, says Zimmer, “ev-

eryone likes the schedule.” It encourages

personal growth and involvement in the

community. It allows students to com-

plete their work and then return later for

more. It encourages relationships where

faculty members can see their students in

the community, catch up, and stay updated

over the years. “There is more of a profes-

sional casualness now,” says Zimmer, but

does not think that

means less work. With

a more open schedule,

she has found, “people

work harder and get

more done.”

“The quality is still

here,” she says, “and

getting better.” Zimmer does not mind stay-

ing late to meet with students who have to

come in later, because tomorrow she can

find time for herself if she needs to. “They

may be getting more hours from us,” she

laughs, “but we are happier about it.”

More choices and flexibility appeals to students

2012

44

The key to successful technical educa-

tion has always been partnerships with

industry, and the college formalized this

relationship with its Center for Custom

Training, Collaboration and Partnerships

program. By 2003, the center had estab-

lished partnerships with more than 300

businesses and trained more than 5,000

students in the region in such fields as

vided placements for Southeast Technical

graduates grew into the Fastenal School

of Business and the unprecedented of-

fering of a specialized associate in ap-

plied science (A.A.S.) degree in industrial

distribution for Fastenal employees. This

is a collaboration between Fastenal and

Southeast Technical that was endorsed by

the Higher Learning Commission in 2005

and served as a model for technical col-

leges around the state.

nursing, robotics and lean manufacturing.

The Tandeski Center, the college’s state-

of-the-art teaching and conference center

named in honor of friend, supporter, and

lifelong teacher George Tandeski, was the

location of many of these courses.

Some of the major partners in the cus-

tom training program over the years

have included: Treasure Island; Schwan’s;

Red Wing Shoes; Wenonah Canoe; Val-

ley Craft, Inc.; Mississippi Welders Sup-

ply; Fairview, Lake City and Cannon Falls

medical centers; Federal

Mogul; and hundreds

of others in need of

specialized training for

their employees. Most

prominent, perhaps, was

the unique relationship

with an area business

and national leader in

the fastener industry,

Fastenal. What began

as a series of education

programs that attracted

new workers and pro-

Reaching out to the community: Customized training

Crane OperatorCustom Training, 2006

Red Wing Republican Eagle2013

The demand for custom training grew steadily

through the 2000s. Most of these partnerships

were with employers in the region and some

formed consortia with other businesses having

similar needs to pursue shared funding through

grant programs like the Minnesota Job Skills Part-

nership Program. As a collaborator in this program,

Southeast Technical has been awarded multiple

grants. Since 1989, over 42 grants have been

awarded to Southeast Technical with 51 business-

es. Six thousand students were trained and over $7

million dollars were awarded to the college and its

participating businesses for training in areas such

as lean manufacturing, healthcare, supervisory

management, industrial safety, and maintenance.

In addition to serving businesses in the

community, the college reached out to help

form new businesses in 2004, with the

establishment of a Small Business Develop-

ment Center (SBDC) on both campuses. The

SBDC provides business training and start-

up consultation for entrepreneurs in Red

Wing, Winona and some neighboring

counties.

Calli Ekblad: Writing grants to serve the local economy

Ask Calli Ekblad, Southeast Technical director of business

relations, about grant writing and her face lights up with

enthusiasm. “I love to write grants because each business

has a unique story. In writing grants, I discover and then

tell their stories, and how the particular needs of each

company can best be served.”

Since 1981, Ekblad’s hard work has helped the college

connect with area businesses. In 2013, six new grants,

totaling more than $1.2 million, were awarded to Min-

nesota State College – Southeast Technical to provide

state-of-the-art employee training for Cytec Industries,

Northern Engraving Corporation, ProAct, Inc. and Winona Occupational Rehabili-

tation Center (WORC).

The grants were awarded by Minnesota Jobs Skills Partnership (MJSP), a program

that works with businesses and educational institutions to train workers, expand

work opportunities, and keep high-quality jobs in the state. Training grants are

used to offset the necessary training-related expenses that are incurred by business,

industry and educational institutions to meet future workforce needs. These unique

opportunities help businesses stay competitive and expose Southeast Technical to the

current and future trends that affect college curriculum and programs.

She says, “At Southeast Technical, we are committed to helping local employers develop

a well-trained, skilled workforce. Our training grants offer businesses the opportunity to

sharpen the skills of their workforce during a time when training budgets may be minimal

or non-existent. We are here to help our local businesses succeed.” She continues, “It’s im-

portant to give businesses the opportunity to get the additional funding when they are not

able to do that on their own. As they’re expanding their workforce, we can create customized

training unique to their particular needs. The outcome is so positive and rewarding — and I am so

proud of all of our partners!”

Calli Ekblad

45

46

New programs for changing times

When the new decade began, the college

had more than 70 academic program de-

gree offerings. This has now grown to more

than 80 potential degrees in 33 program

areas. It is not just the addition of

programs that has allowed the college to

succeed; it’s choosing the programs that

students need and industries demand.

Part of being flexible and ready to take

on changes in the business community

means entering new territory, and the

2000s opened new doors for both stu-

dents and faculty, including new programs

in broadband delivery, nanotechnology,

and biomedical equipment technology.

Some changes were driven not by industry

but by government. In 2006, the college

began offering crane operator certifica-

tion through Continuing Education to

accommodate new Occupational Safety

& Health Administration (OSHA) safety

standards that required the recertification

of crane operators industry-wide.

But the flagship programs were still there,

and many were growing. Nursing, one of

the first programs to be established back

Biomedical Radiography Nursing simulation lab

in 1950, remained one of the most popu-

lar majors at Southeast Technical, and its

growth spawned many new programs in

allied health and medical administration.

In 2002, because of the rising demand

for registered nurses, the college began

a two-year nursing degree that would

transfer to a Bachelor of Science in Nurs-

ing at WSU and many other universities.

Credit hours in allied health fields nearly

doubled between 2000 and 2005, and

they continue to rise as the healthcare

field grows. Advance simulation labs

Caring for caregiversAs one of the first programs of the Winona AVTI in 1950, the Practical Nursing Program

remains one of the college’s cornerstones. Originally under the joint responsibility of Winona

Public Schools and the Winona General Hospital Association, the fledgling Practical Nurs-

ing Program consisted of one course with only 12 students led by a single teaching director.

The program has grown steadily to

support hundreds of students and

dozens of faculty today.

Training someone to be a caregiver

means caring for them first. “No

matter how many students there

are,” says former program director,

Betsey Woodward, “each one has a

heart and needs support.” Since the

program’s beginning, and even today,

most students arrive with the goal

of becoming a bedside nurse. But

the career possibilities available to

today’s nursing graduates have multiplied since the 1950s, with students having an enormous

range of career options to choose from, ranging from Nursing Assistant to Doctor of Nursing

Practice.

The curriculum has continued to diversify since its early affiliation with St. Joseph’s Hospital in

Saint Paul, when learning experiences included courses such as “Care of the Ill Child” and “Care of

the Emotionally Ill Patient.” Mental health, pediatrics and geriatrics remain strong components of

the curriculum.

In 1986, a part-time program was offered that allowed students with jobs and families to complete

the program over an extended period of time. Most of today’s students have families, says Wood-

ward, and although the average age is in the late 20s, many students are in their 40s. They have

families and careers and are seeking a return to nursing — what had initially been their life goal, but

which had been set aside for the sake of their families.

Like physicians, nursing students today are drawn to the specialties, and many go on to pursue addi-

tional educational opportunities beyond their Southeast Technical experience, leading some to careers in

administration, advanced practice, and nurse leadership.

were added to assist nursing students in

their hands-on training. As baby boom-

ers began to retire, it became clear that

there would be a great need for health-

care workers. New allied health programs

emerged in medical laboratory technician,

radiography and phlebotomy. Southeast

Technical began collaborations with WSU

and other education and healthcare part-

ners in the state to launch a statewide

Center of Excellence for Healthcare based

in Winona.

With a $10 million state appropriation,

this new entity was designed to serve

both as a collaborative funder and a

common ground for new partnerships

between higher education and the

healthcare industry. The Center for

Integrated Health Science Education

and Practice, as the Center of

Excellence was known, continues

today as HealthForce Minnesota,

funding innovative healthcare

education projects around the

region.

47

Nursing faculty - early 2000’s

In the 2000s, online learning became

more of a norm than a novelty, both for

traditional students and for employees

gaining new skills. The ability to connect

with students outside of the classroom,

whether at home or a work site, made

online learning a certain success, as is

evidenced by its rapid growth. Learning

that began with just under 800 credit

hours taken online in 2001, quadrupled to

more than 3,200 hours in just five years.

In 2013, the number of hours was more

than 15,000.

This growth showed that online was

quickly becoming the second classroom

and the college responded by making it

possible to take classes, earn certificates,

and even earn degrees entirely online.

Under the vision and leadership of Dr.

Amy Nelson, Red Wing campus Provost,

Southeast Technical became the second

college in the MnSCU System to be award-

ed distance learning accreditation by the

Higher Learning Commission.

To further encourage the development of

new uses for online programs and other

technologies, the college awarded Tech-

nology Innovation Grants to faculty in the

mid-2000s to stimulate the creation of

projects that provide students with access

to opportunities they might not have had

available previously.

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Online Credits

Online LearningLiberal Arts and Individualized Studies

In 1992 when the

campuses merged,

“The liberal arts

merger went

beautifully,” said Jo

Poncelet, dean of

liberal arts and sci-

ences. The program

chairs from both

campuses worked together to build the

department. It continued to grow and

develop over the years.

The recently-established individualized

studies program is designed for students

who intend to focus on a specialized

interest, those who wish to combine and

integrate multiple areas into a single

degree, those who would like to complete

the Minnesota Transfer Curriculum Package

(liberal arts and science courses that transfer

to any MnSCU institution) and/or those who

wish to build on current areas of expertise.

The associate degree in individualized studies can

lead directly to employment; it is also a transferable

degree accepted at other institutions of higher

learning.

Jo Poncelet

48

boards and upload their assignments. These early online classes

did not have any administrative support as the school was not

yet prepared to offer classes online for credit. When other pro-

grams began going online, Swanson was way ahead of the curve

and had already worked out many of the bugs in his own online

programs.

Without a doubt this program will continue to change year after

year for a very long time. One hundred percent of Swanson’s

classes are online, though he remains on campus if students

want to get help in person. The program continues to evolve year

after year to keep up with the ever-changing demands of the

field.

Computer Programming

Retired computer instructor, Neva

Burdick has witnessed an entire in-

dustry as it emerged, grew, and then

completely changed the world in her

time at Southeast Technical. Before

the Internet, computer instruction

was very personal. “We were all in

the same room all day,” says Burdick,

“and we got to be friends.” Early

on, students entered the programming or operations programs

as uncharted territory. Students did not always know what to

expect, but Burdick says she knew learning programming would

take students to the next level.

Early online learning

“When I first came here, there was

one computer and it had 25 ter-

minals. The administrative office

didn’t have any computers, they

had a couple of terminals con-

nected to a mainframe,” reports

computer instructor Mark Swan-

son. He offered online learning far

before it was in vogue, or really even possible for the average

student.

In the mid-1990s, at the outset of the Internet, he created a

webpage with information on his program. Computer savvy

students from around the world found the page and started

taking classes online. Swanson worked hard to stay ahead of

the game and

offered classes

to professionals

around the world

on topics such as

new computer

languages. He

sent them their

assignments in the

mail on a disk, they

would then dial up

his online bulletin

Mark Swanson

Neva Burdick

49

Computer careers

50

Research, using 2011 data states:

The annual economic impact of the

Minnesota State College – Southeast

Technical in the Southeast region

reaches $69 million. Based on the

Southeast region economy of $22.6

billion, this means that for every

$1,000 produced in the South East

region, $3 are directly or indirectly

related to Minnesota State College –

Southeast Technical. The sources of this

impact are the institution’s operations

($30.1 million), student expenditures

($39 million).

During 2011, Minnesota State College

– Southeast Technical generated an

estimated 848 jobs in the Southeast

region. These jobs include 666 direct

jobs generated by the college and its

students, and 182 additional indirect

jobs created by vendors, contractors,

and businesses supplying inputs to the

college and its students.

Winona campus, clients of the Workforce

Center can obtain the specialized train-

ing they need to progress in their jobs or

job search, and staff duties can be shared

with Southeast Technical.

Under the leadership and vision of Mo-

hamed Elhindi, Director of Information

Technology, the on campus classrooms in

particular had become much more high-

tech, offering Tegrity Notes for recording

lectures and sharing materials online and

Desire2Learn (D2L) for faculty to post as-

signments, readings, handout, and even

grades online. Dr. Elhindi was instrumen-

tal in the 2006 collaboration with Micro-

soft to develop new software that would

provide its nursing programs with a com-

petency tracking system, funded in part

by the Center of Excellence for Healthcare.

As one would imagine, the economic

impact of well-prepared students, cus-

tomized on-the-job training, and modern

facilities is tremendous. With 91 percent

job placement for students seeking em-

ployment in their field of study, an Eco-

nomic Impact study completed by Wilder

The face of education is always chang-

ing, and, like its programs, each campus is

continually upgrading its facilities to meet

the changing needs of its students and

their employers. From new science labs

and a multimedia auditorium in 2003 to

the addition of “smart classrooms,” and

bookstore, common areas renovations,

change is constant.

It is not just students who benefit from

these changes. The community has also

made use of conference facilities, meeting

rooms equipped with video conferencing

and auditoriums for public meetings and

gatherings. In 2005, the college focused

on increased collaborations with other

facilities to share space, and the following

two years saw major renovations — first

in Winona and then in Red Wing — to

create a more collegiate environment

and provide newer, state-of-the-art class-

rooms, labs, and meeting areas. One of

the most visible, and most successful,

community partnerships has been be-

tween the college and the local Workforce

Center. By co-locating the center on the

Changing with the community

According to the study, Southeast Techni-

cal contributed $69 million to the regional

economy and 848 jobs. Nonetheless,

state appropriations dropped more than

16 percent in the 2000s, providing less

than 50 percent of total operations for

the first time. As a result, students faced

double-digit tuition increases in the early

2000s, tuition costs per credit has now

swollen to more than 250 percent what

it was in 2000, and student borrowing for

college has reached an all-time high.

The value of hosting a technical college

campus has not been lost on the com-

munities of Winona and Red Wing, who

take time to celebrate their investment

in Southeast Technical each year during

National Career and Technical Education

Week. The state has also taken notice;

Southeast Technical was awarded the

Excellence in Financial Management

award from MnSCU for two con-

secutive years, 2004 and 2005, and

again in 2010 for its responsible

and efficient financial planning in

lean times.

Workforce CenterMike Haney is the director of the Minnesota Workforce Center –

Winona and a long-time friend of Southeast Technical. “Our goal is to help dislocated workers and people on public assistance to get back into good tax-paying jobs,” he says. “We’ve found that Southeast Technical provides the best ‘bang for the buck’ to get people back to work. Our funding comes from Minnesota taxes and we invest it in a state institution for training. The workers that are trained get good paying jobs and are able to contribute taxes back to the state. It’s a positive cycle.”

Originally the Workforce Center’s offices were in downtown Wi-nona, but the organization moved to Southeast Technical’s Winona campus in 1997. “Jim Johnson and I kept running into each other at the same meetings, like the Chamber of Commerce, employer manufacturing groups, and City Hall. Meanwhile both of our staffs were dealing with the same clients — both job seekers and employers— so we realized it would make sense to co-locate and collaborate.”

Having the Workforce Center right on campus has made it easier for their clients to enroll in college. “People who haven’t been in school for a long, long time are intimidated by the idea of going to college for training. We can walk them right down the hall and help them meet with admissions and faculty.”

Haney says the college has a proven track record of delivering good programs, and the flexibility to tailor courses to meet the Workforce Center’s needs. “For example, a few years back a company

in our area had a large layoff in the spring. The college quickly customized programs so that our clients could do an entire year of college in just one summer. By September they were already en-

tering their second year of training.”

Most importantly, Haney emphasizes that the college is not just located in Winona but truly a part of the community. “Southeast Technical faculty and staff are not just state employees who come to work here and go back home somewhere else. They live right in the community. We see each other at the grocery store, at church, at community meetings — I can’t emphasize enough how valuable they are and how much that means to our clients.”

Mike Haney2014

51

52

help his students develop the work ethic they would need to keep

going once they landed a job. “Sometimes you have to be hard,”

he explains with a smile.

Mechanics is a field that is always changing. Automobile dealers,

the future employers of Abts’ graduates, needed workers with

skills but also the dedication to keep up with the latest develop-

ments in the field. “We give basic skills in the classroom,” says

Abts, “the rest comes on the job.” Learning does not stop once

students leave school. “I loved going to classes in the summer,”

says Abts, where he stayed current on the latest trends that he

would teach to his students come fall.

A desire to learn was a key characteristic that separated out the

successful students. During the Vietnam War, he points out,

there was an influx of students in his program, eager to avoid

combat by returning to school. But they soon learned that tech-

As the first faculty mem-

ber for the Winona Area

Vocational School’s new

diploma program in auto

mechanics in 1959, Norris

Abts quickly learned how

to tell which students were

likely to succeed.

“You saw students who

could not diagnose,” he

says, “and if you can not

diagnose you are not a

true mechanic.” He should

know. “When I started in

the business, working for

the Ford dealer,” he says, “I couldn’t diagnose. I was a parts

replacer.” “But then,” he says, “the Army sent me to the finest

tech school in the world — Vietnam.”

There, working as a mechanic on Army vehicles, Abts had to

learn to troubleshoot, and quickly. “No matter what your

trade,” says Abts, “you are a troubleshooter...you have to assess

and then solve the problem.” It was there that Abts developed

his lifelong appreciation for learning.

Abts’ Army experience also gave him another important ele-

ment of success — a work ethic. He would be the first to tell

you that he was pretty tough as an instructor, but it was all to

Norris Abts1975

Pete Roehl, Ron Wenzel, Norris Abts

A work ethic and desire to learn

53

nical school was not as easy as they might have thought, and

those who were not up to the work expectation quickly left the

program.

In fact, he says, “Those who succeeded [in the program]

sometimes went into the military at a higher level” be-

cause of their skills. Many, because of their abilities,

avoided the front lines and went directly into more skilled

positions. Others went to work for local dealers.

Abts knew the importance of community-building in the

industry. “It was our responsibility as employees to go

around and speak with people in the organizations that

we belonged to [about the program],” Abts explains.

“Dealers appreciated their relationships with us.” He

speaks highly of his Advisory Board — “all car lovers,” he

says, who provided him with specific information about

changes in particular brands and shared training materi-

als that would benefit the students upon employment.

“This helped with placement at graduation,” he notes.

And the auto mechanics program always had good placement.

As his career progressed, Abts’ dedication to student success

and employer satisfaction soon took him out of the classroom

and into the ranks of the administrative team at the vocational

school. As the assistant director under then Director Bill Hemsey

in the 1970s, he hired a young Jim Johnson as his assistant, on

whom Abts made a lasting impression. His advice to his new as-

sistant, “Stay close to the professions. They will tell you what the

needs are.”

Today, Southeast Technical’s brand new state-of-the-art Transpor-

tation Center is named for Abts.

“Kids now have to get the basic skills and then be a learner for the rest of their lives. If they aren’t willing to do that, they aren’t going to be able to stay in that trade.” —Norris Abts

54

Southeast Technical Foundation: Preparing for the future

In 2001, Southeast Technical lost one of

its best friends in former tutor George

Tandeski. A lifelong teacher, Tandeski

saw the benefit of technical education in

the region and encouraged its growth by

supporting scholarships for students to

pursue technical studies at the college,

both in life and again through a generous

bequest.

Dedication to student success by the local

community, by faculty and staff, by area

business partners, and by former

students and their families led to the

formation of the Southeast Technical

Foundation. Each year, the foundation

encourages gifts to its endowment to pro-

vide scholarships to its students. In 1999,

when the foundations merged, there

were no scholarship endowments. That

year they successfully established four;

the endowment has now reached nearly

2.4 million dollars and has awarded

scholarship dollars in excess of 1.4 mil-

lion dollars. 1,500 scholarships have been

awarded since the foundation’s inception.

Scholarships have dominated the focus

of the foundation since its inception. The

foundation became the avenue to accept

gifts from the community and distribute

them in a manner that maximized the

benefit to the college. The mission of

the foundation is to “assist the college in

the fulfillment of its mission and vision

— achieving excellence in education for

employment.”

Winona Daily NewsNovember 16, 1999

Foundation Board Presidents(since merging Foundations)

1999 – 2000 John Christianson

2000 – 2001 Bob Andraschko

2002 – 2004 Tom Thompson

2004 – 2006 Eric Lawrence

2006 – 2007 Pete Roehl

2007 – 2010 Stan Slessor

2010 – 2013 Dan Matejka

2013 – 2014 Jack Richter

“The foundation has been a critical partner with the college since its inception. That partner-ship is more important than ever as the need for scholarships and program support from non-public sources grows every year. As a volunteer board member I recognize the importance of a strong and vibrant college to the health of both the Red Wing and Wi-nona communities. Therefore, supporting the foundation supports and maintains this critically important community asset.”

Jack J. Richter

2013 - 2014 Foundation Board President,President and CEO, Winona National Bank

“The foundation has

55

A Note from Chris Schabow, Foundation Director

Each of us is empowered to make a difference in the life of another. Top economists

continue to show that there are few investments that pay higher dividends than that of

a quality education. The investments we make as a community today will have a lasting

impact on tomorrow.

The Foundation is dedicated solely to the advancement of Minnesota State College –

Southeast Technical. It serves the college by helping acquire and manage the private

financial contributions, gifts and grants that are so critical to preserving the educational

experience that Southeast Technical provides. Our donors and partners in the commu-

nity recognize the important impact of the college. They understand the difference it

makes in the lives of others and the role it plays in providing future economic growth

and opportunity in the region.

The Minnesota State College – Southeast Technical Foundation makes it possible for

students to turn a lifelong interest into a career with purpose. However, the Foundation

is only able to meet the needs of our students through the generous contributions of oth-

ers. As we sit here today, the Southeast Technical Foundation is valued at over two million

dollars. The generosity of southeast Minnesota has truly allowed this Foundation to grow

and give back more than any of the founders could have ever imagined, and we are just

getting started.

Each year, the gap between projected costs for critical operations of the college and antici-

pated revenue from traditional sources is broadening. The success of the foundation and

the partnership with the college has never

been so vitally important. Foundation vol-

unteers and staff recognize this opportunity

and are determined to support the college

at the highest level possible. In 2014, founda-

tion staff, volunteers and college administrators

will participate in a strategic planning summit

where we will ask ourselves: “how we can do bet-

ter for the college?” It is this continued, purposeful

analysis of the foundation that has helped us remain

relevant in the past and will for years to come.

It was determined, that the best way to

assist the college is to encourage enroll-

ment through the scholarship program.

Currently the Southeast Technical Foun-

dation receives and distributes scholar-

ship funds from three primary channels:

endowments, grants and named scholar-

ships. Current funding of the scholarship

program relies heavily on our endowed

funds, while being supplemented each

year with grants and named funds. As

you can see from the graph approximate-

ly 80 percent of awards are generated

from long term (permanently restricted)

funds.

Chris Schabow (far right)2013 Winona Golf Tournament

56

Brad AlsopSoutheast Technical Biology instructor

Wang Pei HuiQuzhou College of Technology

English instructor

Fang XiaofenQuzhou College of Technology

Automotive instructor

Faculty Exchanges

Tao Peng

Tao Peng, who is not only a staff member of the college,

but also chair of the Red Wing Sister Cities Commission,

was born in China and left when he was 13 years old.

Peng said, “To see China through the eyes of this delega-

tion was priceless; I know how they felt before they left for

China and I know how they felt when they were in China.

This gave me a better understanding of my own culture.”

In 2012, President James Johnson led a group

of Southeast Technical representatives to

our Red Wing sister city – Quzhou, China.

While in China, Southeast Technical President

Johnson and Quzhou College of Technology

Vice-Principal Wu Jian signed an agreement of

understanding to start exploring student and

faculty exchanges between the two colleges.

In addition, it is intended to begin online

language and culture trainings in which stu-

dents would learn from faculty in the other

country. This will allow for a greater number

of students and faculty to reap the benefits

of this cultural exchange. “We, as a college,

Delegation members were invited to participate in the Confucius Memorial Ceremony.

deal in training people for a global workforce.

We strive to put forth well-rounded students

with good skills who understand that dealing

with other cultures is part of being a global

citizen,” said President Johnson. “The ability

to have experiences to understand another

culture is valuable not only in values learned

but also in technology.” Southeast Technical

shares many programs with Quzhou College

of Technology, including electronics, sciences,

automotive and nursing.

In Spring 2013, faculty exchanges began with

Southeast Technical biology instructor Brad

Alsop. His visit was followed up with two

Quzhou faculty members – English and

automotive instructors – visiting Southeast

Technical in the fall of 2013.

Technical training on a global scale

57

In the end, whether Southeast Technical

is creating new programs, forging new

partnerships, or building new facilities,

the priority is the students. Students

have responded in kind, making South-

east Technical their college of choice year

after year. Enrollment was strong and on

the rise at the beginning of the decade,

and that trend only increased through the

2000s, reaching an all-time record high

in 2010 with 1,988 Full Year Equivalent

Students (30 credits=1 FYE) — 87 percent

higher than in 1998 — and making South-

east Technical one of the fastest growing

technical colleges in the state and in the

upper midwest.

So who are the students of Southeast

Technical? A 10 year average shows that

72 percent are from

Minnesota; the aver-

age age is 28; about

60 percent are fe-

male; and about 35

percent come from

other schools, 3

percent with a de-

gree or certificate already in hand. When

asked, they say the reason for choosing

Southeast Technical is the availability of

the programs they want to study, the af-

fordable costs, location, the reputation of

faculty, as well as it being a quality school.

“Each student has a unique history before

arriving at Southeast Technical. Our staff

and faculty recognize the challenges and

successes students endure before, during

and after they become a part of our cam-

pus community. We are diverse in regards

to age, race, academic background, and

needs,” says Nate Emerson, Vice President

of Student Affairs. “As a result, we do all

that we can to serve the needs of each

student, while providing an education

that will prepare them for advancement

and ideally long term success no matter

what road they travel down.”

The student population has gone from 6

percent of all students being non-Cauca-

sian in 2004 to 11 percent in 2012, due in

part to the cultural awareness opportuni-

ties for faculty, staff, and fellow students. Nate Emerson,Vice President of Student Affairs 20

21222324252627282930

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Average Age

0500

1000150020002500300035004000

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Ethnicity

Caucasian Minority

0500

1000150020002500300035004000

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Geographic Population

Winona County Goodhue County Other MN Counties WI Other

0500

1000150020002500300035004000

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Headcount

Male Female

The changing college student

58

Present day: Passion. Purpose. Focus.Published in May of 2014, this first-ever Southeast

Technical College history book is distributed at a

time when students and staff are winding down

another academic year. Close to 650 graduates

are leaving campus to find success in their chosen

fields. The success of the students now rests on

their shoulders and they have the skills and

knowledge attained from Southeast Technical

to support them on their journey.

This section is dedicated to the professionals work-

ing behind the scenes who have been central to

the success of the college’s 21,000 plus graduates

dispersed throughout the world. The first Min-

nesota State College – Southeast Technical history

book comes to a pause, without actually coming to

an end — as over 150 faculty and staff members

are ready to devote another one, ten or maybe

even twenty plus years to students, community,

alumni, business partners and the college.

Student Services In many cases, these pro-

fessionals are the first and the last people that

students interact with as they spend their time

with the college. The student-centered services

of this department include: veteran’s services,

health services, college/program marketing ser-

vices, financial aid assistance, career counseling,

recruitment, general information, job placement

assistance, new program ideas, registration, and

just listening to students.

Learning Resource Center The Learning

Resources Center (LRC) of each campus is the focal

point of resources to help our students succeed

academically. A variety of resources for both

students and faculty are offered by these willing

and talented professionals. Services include basic

skills/placement testing, library services, com-

puter access, assistance with personal counseling,

and services for students with disabilities/special

needs such as: adaptive testing, special equip-

ment, note takers, tutors, etc.

The College Foundation The success of this

community volunteer group over the years is a tes-

tament to the value of community partnerships…

this organization’s relationship to the college is

another reason we have thrived. Contributions to

the Foundation permit and provide scholarships,

special donor-specified expenditures for equip-

ment, property, supplies, etc. Also, within their

mission is support of faculty and staff in program

support and operational costs as authorized by the

Student Services WinonaStudent Services Winona

Student Services – Winona CampusStudent Services – Red Wing Campus Learning Resource Center

59

board of directors and within the constraints set

forth by the donors.

Continuing Education and

Workforce Training This division excels at

delivering high-quality technical and professional

education in career-orientated programs tailored

to individual or sector business needs. This divi-

sion serves as the critical outreach component of

college programming and those services include:

training assessment, program development,

facilitating/delivery of training, on-site delivery

and customization of training to individual needs.

These dedicated employees help businesses ef-

fectively train employees, strengthen competitive

edges, and retain quality employees.

Administrative Services This division excels

and takes pride in maintaining order and control

of the significant fiscal resources entrusted to the

college from the tax payers of this state. This team

of professionals helps faculty, staff and students

make sure the financial resources of the college

are distributed to their proper and planned uses

and been recognized by the state of Minnesota for their excellence.

Information Technology Resources for

students and instructors exist at the campus, the

state, and at a global level. Tools like D2L, the col-

lege website and Tegrity are interconnected and

are used by people on campus or at home 24 hours

a day. Service to our students, faculty and staff,

stability of the tools we are using today, and readi-

ness for the tools that come tomorrow defines IT

at Southeast Technical.

college from the tax payers of this state. This team

are used by people on campus or at home 24 hours

Information TechnologyAdministrative Services Continuing Education and Workforce Training

Foundation Office

60

Red Wing Campus

State-of-the-art facilitiesAll of Southeast Technical’s facilities boast state-of-the-art classrooms, many complete with ITV capabilities, top-of-the-line computer equipment, and multiple fully-equipped workshops and lab space specifically designed for each program. The newly expanded Norris P. Abts Transportation Center provides students with leading-edge technology to allow students to graduate at the top of their game.

Tom Hoffman, building maintenance supervi-sor for the Winona campus and 1981 carpentry alumnus, has worked on campus for 27 years. Since 2006 Hoffman estimates that about 80 percent of the campus has been updated since 2006 and the last 20 percent is in the works right now.

“Since I started here, we’ve taken on a lot more of the projects ourselves in-stead of outsourcing,” says Hoffman. Hoffman points out that it is his job to provide for the facility needs of staff and faculty on campus — whatever that may be. They do a little bit of everything.

Former building maintenance supervisor for the Red Wing campus, Don Mikitta states, “It takes a person who understands the system to do the work.” As the campuses changed and grew, Mikitta kept one eye on the lead-ing edge and one on reality. Having a “smart room” that automatically adjusts the temperature according to whether the room is occupied is wonderful, as-suming everyone likes their rooms at the same tempera-ture. “Maintenance is not without challenges,” says Don, adding “You just have to be flexible.”

The college’s facility management teams have been awarded numerous Excellence in Facility Management over the years.

Red Wing Facilities Staff 2008front row: JoAnne Schmidt,

back row: Robert Oglesby, Ed Kvestad, Mark Thompson, Don Mikitta

Winona Facilities Staff 2008front row: Mike Kappmeyer, Ryan Kowalski

back row: Russ Sobotta, Kelly Kluver, Scott Jensen, Dave Korder, Tom Hoffman

61

Winona Campus

Tandeski Center

Transportation Center

Today

62

The Southeast Technical College Alumni

Association provides ways in which alum-

ni can stay connected with the college as

well as to support their growth personally

and professionally. While the formal as-

sociation is relatively new, it encompasses

alums of both campuses as far back as the

first graduating classes. There are more

than 21,000 alumni living all over the

world today.

Steering the association in its endeavors

is the Alumni Committee (comprised of

volunteers and the alumni director of the

college), with financial assistance from

Alumni Association

the college’s Foundation. The goal of the

committee is to connect with alums, busi-

nesses and industry in ways that benefit

both groups. Some of the many events

the association hosts include golf outings,

reunions, business partnerships, career

and networking fairs, and picnics. The

Alumni Association’s strength can be wit-

nessed by the growth of such events, as

nearly $150,000 has been raised from the

Red Wing and Winona golf tournaments

since their inceptions (Red Wing – 2006;

Winona – 2009).

In 2005, the association began awarding

the Outstanding Alumni Award to recog-

nize alumni who have made personal and

professional contributions to the college

and community. This award, given during

the annual graduation ceremonies, also

highlights the accomplishments alums

have had in their lives since graduating

from Southeast Technical. To date eigh-

teen Outstanding Alumni Awards have

been awarded.

Most recently in 2013, the association

held its first all-school reunions on each

campus with over 300 people in atten-

dance. In the future, all school alumni

reunion events are planned to be held

every 5 years.

Separate programmatic alumni reunions

have also been heldin areas such as:

• Automotive Technology/Auto Body

Collision Technology

• Band Instrument Repair

• Electronics Technology

• Farm Operations and Management

• Heating, Ventilating, Air Conditioning

and Refrigeration (HVAC)

• Legal Secretary

Business Partnerships - Southeast Technical alumni employed at Fastenal, 2008

A Lifelong CommitmentFormer alum, Foundation board member and co-founder of Riverside Electronics, Ron Wenzel.

“In the early days,” says 1967 electronics program graduate Ron Wenzel, “no one took on the role of training.” As a mem-ber of the first graduating class following the split with the Board of Education, Wenzel experienced firsthand the AVTI’s evolution into a collegiate learning environment.

As Wenzel left high school, then-AVTI Director Thomas Raine became his counselor, and in 1966, encouraged the young Wenzel to seek his future in a new field: electronics. Classes were held in the Jonway Tool building on Main and Front streets in Winona, which had previously been a freight building. “You could see through the floorboards below you,” he remembers.

Changing careers was a popular notion at the time, and although the classes were small, they were effective and provided a good learning experience.

At last, Wenzel and some friends decided to start a company of their own, and they made sure to hire plenty of graduates from the technical college. In fact, they now employ 600 people.

As a Founder

In 1984, Wenzel and five others were called upon to help start a foundation for the techni-cal college which now gives out more than $120,000+ per year in financial support to stu-dents and programs. He also went back to work for the college in customized training. Says

VP of Student Affairs Nate Emerson, “Ron has given back — financially, through his time, at the foundation, and through scholarships.”

As an Alumnus

From all of his experiences, Wenzel says, he is able to see both the need for and the supply of technically-trained graduates. He knows better than most how important Minnesota State

College – Southeast Technical is, “Without it, the community would be in bad shape.”

Ron Wenzel

• Retail and Sales Management

• String Instrument Repair

Aside from the reunions being held on our

campuses, a more “non-traditional” re-

union has been hosted by the alumni as-

sociation at three area businesses known

as our Business Partnerships. Many of

the businesses in the communities of Red

Wing and Winona, as well as close sur-

rounding communities, have graduates

from multiple programs employed at

their business. The Business Partnership

reunions highlight the impact Southeast

Technical can have on business.

For more information or to join the

Alumni Association, please contact:

[email protected] or

www.southeastmn.edu/alumni

Casie Johnson, President’s Assistant and Alumni Director

63

64

Business, Office and Information Technology

Accounting - A.A.S./D

Accounting and Networking Specialist - A.A.S.

Accounting Clerk - D

Bookkeeping Clerk - C

Administrative Assistant - A.A.S.

Office Specialist - D

Office Assistant - C

Receptionist - C

Computer Programming and Web Development - A.A.S.

Microcomputer and Web Support - A.A.S./D

Web Applications Programming - C

Legal Administrative Assistant - A.A.S.

Legal Office Assistant - D

Legal Assistant - C

Medical Administrative Secretary - A.A.S.

Medical Coding Specialist - A.A.S./D

Medical Secretary - D

Medical Secretary Transcriptionist - D

Health Unit Coordinator - C

Network Administration & Technology - A.A.S./D

Network Administration & Technology-Cisco - C

Network Administration & Technology-Microsoft - C

A.A.S. - Associate in Applied Science Degree A.S. - Associate in Science Degree D - Diploma C - Certificate

65

Health and Human Services

Biomedical Equipment Technology - A.A.S

Cosmetology - A.A.S. /D

Estheology - C

Estheology-Wisconsin - C

Nail Care Technology - C

Nail Care Technology-Wisconsin - C

Massage Therapist - A.A.S/D/C

Medical Laboratory Technician - A.A.S.

Phlebotomy - C

Nursing Mobility - A.S.

Practical Nursing - D

Introduction to Health Careers - C

Radiography - A.A.S.

A.A.S.=Associate in Applied Science Degree A.S.=Associate in Science Degree D=Diploma C=Certificate

66

Liberal Arts and Sciences

Criminal Justice - A.S.

Early Childhood Education - A.S./A.A.S.

Early Childhood Development - C

Individualized Studies - A.S.


67

Musical Instrument Repair and Building

Band Instrument Repair - D

Guitar Repair and Building - D

Guitar Development and Production - D

Electric Guitar Building - C

Violin Repair - D


68

Broadband Delivery Technician - A.A.S.

Computer Aided Design (CAD) Drafting Technologies - A.A.S./D

Computer Aided Drafting (CAD) Technologies - C

Basic Drafting Technologies - C

Electronics Technology - A.A.S./D

Electronics Lab Assistant - C

Nanoscience Technician Assistant - C


Technical

69

Trade and Industrial

Auto Body Collision Technology - A.A.S./D

Auto Body Refinishing - C

Auto Body Sheet Metal Repair and Replacement - C

Automotive Technology - D

Undercar Specialist - C

Carpentry - A.A.S./D

Diesel Maintenance Technician - D

Heating, Ventilation, Air Conditioning and Refrigeration - D

Industrial Technology - A.A.S./D

Industrial Technology Welding Specialist - C

Outdoor Power-Small Engine Equipment Technician - C

Computerized (CNC) Precision Machining Technology - D

Basic Machinist - D

Machining Basics - C

Truck Driving - C

Welding Technology - D


70

Sales and Management Programs

Retail Management - A.A.S.

Sales Management - A.A.S.

Retail Merchandising Sales Associate - D

Sales Representative - D

Supervisory Management- A.A.S.

Basic Supervision - C


71

RW Accordion and Concertina Repair

RW Arena and Recreational Facility Management

W Aviation Maintenance Technician

W Civil Engineering Technology

W Composites Technology

RW Electronic Musical Technician

Program closures

RW Energy Engineering Technology

RW/W Farm Operation and Management

RW/W Farm Business Management

RW Fashion Merchandising

W Industrial Automation

W Industrial Distribution

RW Jewelry Manufacturing and Repair

W Marine and Outdoor Power Equipment Technology

Arena and Recreational Facility Management

RW Motorcycle Mechanics

RW Piano Technology

RW Rural Banking and Agricultural Finance

RW/W Small Business Management

W Soil Conservation Technology

RW Solar Energy Technology

W Vibroacoustics Technology

RW Wind Technology

A major part of the college’s long-term success has been the knowledge and will to close programs when there is limited need by business and industry graduates. Program closures over the years:

Fashion Merchandising Jewelry Manufacturing and Repair

72

A photo history: 1960s

74

1970s

76

1980s

78

1990s and 2000s

80

2010 - present

82

2014 faculty/staff meeting

This photo was taken one week before

this history book was sent to press. The

staff and faculty in this photo represents

Minnesota State College – Southeast

Technical on April 3, 2014.

84

Acknowledgements

Alice Zimmer

Becky Alsop

Betsey Woodward

Bob Andraschko

Calli Ekblad

Chris Schabow

Dan Mjolsness

David Vincent

Deanna Voth

Deborah Niebuhr

Don Mikitta

Evy Wedde

Gene Beckwith

Gregory Beckwith

Jack Richter

Jill Keiper

Jo Poncelet

John Huth

Josh Bublitz

Judy Christianson

Kathy Holthe

Marc Kalis

Marge Frost

Mark Swanson

Mary Johnson

Mary Schoeder

Michael Kroening

Mike Haney

Muriel Copp

Nancee Wozney

Special Thanks

Nate Emerson

Neva Burdick

Norris Abts

Pat Gregory

Peggy Whalen

Pete Roehl

Rick Nahrgang

Rip Streater

Robert Leifeld

Ron Wenzel

Tao Peng

Tom Hoffman

Timothy VanLoon

Torry Jeranek

Valarie Bere

Casie Johnson

Catherine Kolkmeier

Heather Dutcher

James Johnson

Joanne Thompson

Katryn Conlin

Ted Wyman

Contributors

Senator SharonErickson-Ropes

Senator John Howe

Senator Bob Kierlin

Senator Jeremy Miller

Senator Steven Morse

Senator Steve Murphy

Senator Matt Schmit

Rep. Lyndon Carlson

Rep. Greg Davids

Rep. Jerry Dempsey

Rep. Steve Drazkowski

Rep. Virgil Johnson

Rep. Tim Kelly

Rep. Gene Pelowski

Rep. LeRoy Stumpf

Rep. Steve Sviggum

Rep. Ken Tschumper

A special thanks to the Minnesota local legislators for their tireless support and advocacy during recent decades.

Arne Dufseth

Dunnwoody Institute

Intech

Louise Streater

Mediascope

Minneapolis Star

MnSCU

Red Wing Republican Eagle

Saint Mary’s University

William Morris

Winona Campus Life

Winona Daily News

Winona Post

Winona State

University

This is not the end of the story... stay tuned...

changing times: becoming southeast technical

Documents

southeast technical

new programs

new identity

new century

new home

new beginnings

birth of technical education

southeast technical37