scc soar analysis - south central college€¦ · 1 scc soar analysis core strengths specific...
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SCC SOAR ANALYSIS
Core Strengths Specific Examples of Core Strength
Positive, responsive reputation
Reputation for getting things done Responsive to industry needs: program and CBI
Regional emphasis of CBI
Positive Impact
Able to make a difference
Serves the area populations A positive history of college growth comprehensive
Manufacturing: nearly 100% placement for decades
Exciting new leadership and structure
President is accessible—see her in hallways; attended welcome week; involved (student voice)
Directions and potential opportunities: looking good! Statewide resources available
Great staff and faculty
Great staff and faculty that help students reach goals Employee autonomy
Diverse skill set of faculty and staff Skilled, talented people People: staff, learners, faculty Expertise of individuals The people Staff and faculty strong
Community Engagement
Advisory groups Rock! Involvement
Quality and invested community advisors
Learner focused
Focus on learners Supportive environment for students
Preparing students for what’s next Helping students find the best fit for them
Working with students
Building learner self‐efficacy Recognizing student goals over data Student motivation
Growing students challenging leaders Being the guide to students Student’s first Student focused Student centered We provide people with a future, especially people who may not believe they can or have aright to be educated.
Students have opportunity to grow—socially and academically—from very low skills to college transfer
Transferability and prepare students to be hired Mentoring and support
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Core Strengths, con’t Speciific Examples of Core Strength
Location, size, affordability
Low cost Small classes
A name not a number
Community size—not too big, not too small
Campus organizations—easy to get involved (Student voice)
Four campuses
SCC is small; I feel lie I matter, feel happier, pleased to be here (student)
Our size means we can adapt quickly; we are appropriate for change
New FBO campus
Collaborative & Competent
Desire to be part of designing the future “sort of flexible” Freedom to act and decide best methods and path
Open to new ideas and opportunities Peer and cross department teamwork
Adaptability while maintaining high expectations
Informed
Consortium agreements
Articulation agreements
Sense of community
Interaction with students, faculty, Staff, business Desire to be involved
Commitment to the future
We can learn how to learn at SC
Opportunities for growth Passion Commitment
Focus on issues/problem solve
Willingness to engage in conversations and improved efforts
Striving for future success
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Opportunities, Aspirations and Results
Specific Examples of Opportunities, Aspirations and Results
Collaborative and innovative culture
More proactive, less reactive
Response affirmation: “Quick Turn‐around”
Diversity and inclusion Building awareness of different cultures
Student Engagement
More student involvement (student)
Collaborative culture
Everyone working towards a common purpose
Mutual respect
Reputation for excellence Place of choice
Financial Strength
More support/training for financial aid
Understanding budgets Striving for Excellence
Continuous improvement based structures: planning & project management
Process discipline Commitment to customers (internal and external) at all levels
Community Engagement High school and business coming and going
Access
Easy sign up for classes for non degree seekers Information available in multiple formats
Real time access for students/faculty to resources
Branding and Name Recognition
Facilities
Tapping the potential of employees
Use employees skills and talent for internal issues
Grants Genuine an realistic approach to application and implementation on grants
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Strategic Planning Goals 2014‐20
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PRIMARY GOAL: AI CULTURE
“We embrace AI at SCC” ‐ Let’s make that udderly clear and milk that for all its worth! We’ve rebranded!”
ITEM OUTCOME FROM RETREAT RECOMMENDATION
Goal Headline Appreciative Inquiry Erupts at SCC!! Collaboration and Innovation Erupt at SCC!
Goal Description
South Central College practices appreciative inquiry to initiate positive change.
SCC practices Appreciative and Disruptive Inquiry growing a positive culture of collaboration and innovation.
Goal Leadership HR and VP for Academic and Student Affairs
Primary Stakeholders
Dept. chairs, committee chairs, directors Secondary stakeholders will include everyone, of course
Metrics Changed bylaws and new valuation process (PPE)
Staff, faculty, student satisfaction; additional active involvement on committees and other projects
IPI collaborates with you to develop an assessment related to “Return on Collaboration” – measuring social, community and financial ROI. This will provide you with direct measures of changing culture coupled with “bottom line”
STRATEGIES, INITIAL ACTION PLAN
Strategy 1 Embed AI Philosophy in principle and practice by 2015
Strategy 2 Practice AI to foster and enhance relationships
Practice Appreciative and and Disruptive Inquiry to foster and enhance relationships
Strategy 3 Practice AI to inspire an inclusive climate of scholarship and service that inspires equality and inclusivity for all stakeholders
Strategy 4 Practice AI for continuous quality improvement
Practice Appreciative and Disruptive Inquiry, elegant design, agile action and perpetual evolution for continuous quality improvement and excellence in delivering our mission.
Core Strengths Primary Opportunities, Aspirations/Results (see below for details)
Collaboration & Commitment
Interdepartmental teamwork
Continuing relationships with alumni
Systems thinking, SCC as a focus
College as a learning community that includes all faculty, learners and staff
Effective Communication
Innovative and Agile Positive Values and Behaviors Positive uplifting and collaborative culture
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AI Culture Student Staff Faculty Community Leadership Team
Goal 0 4 9 0 10
Strategy 1 0 4 9 0 3
Strategy 2 0 3 5 0 9
Strategy 3 0 3 3 0 6
Strategy 4 0 2 6 0 7
AI CULTURE Action Ideas Focus of Action Action Ideas
Learning Opportunities
AI professional development for all stakeholders
Customer service workshops
AI training (admin, faculty, staff, learner) ‐ Develop training modules and incorporate into in‐service training; set goals for participation (e.g., 100% faculty/staff, 50% learners)
Customer service workshops
Where have other colleges implemented and what are their results? ‐ Dalai Llama, Center for Peace and Education for compassionate communities
‐ UK National support team—public health ‐ University of St. Thomas ‐ Case Western ‐ Los Angeles City College
Provide personality profiles to understand strengths and empower people to change their culture
Change paradigm to second order change instead of 1st order
What is there that we don’t see? ‐ Creating disturbance you can not reactions, note changes to address and improve
Create critical thinker instead of reaction Empower people through knowledge of AI to choose their reaction
Educate about asking questions Teachers teaching teachers
Practice Opportunities
Can Do attitude Peer/faculty mentoring
Meeting minutes—ask a questions every time
AI for continuous improvement
Clarifying and raising expectations Feedback to learners Look at all our language in policies, documents, website, syllabi
Diversity and inclusion Appreciation or acceptance of differences through learned awareness and experiences: learners and employees
Purposeful, constructive, appropriate communication that builds on strengths and adds value. More listening (more is not always better)
Increase collaboration Change your question, change your life: Shift from judgers to learners ‐ Learner (what works, what ma I responsible for, what are the facts, what’s the big picture, what are my choices, what is useful about this, what can I learn?)
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‐ Judger (what’s wrong, blaming, protecting, controlling, lose, why bother, how can I prove I am right?)
Respect, brain‐based research for inclusion and creative, empowered worker
Opportunity to move toward trans‐disciplinary approaches because we value each other
Positivity and teamwork as SCC culture
Review and Revise Policies, Procedures, Processes
Review recruitment materials
Review advising Review/create documents using AI philosophy of positivism and build on strengths for faculty/admin valuations, learner feedback, policies/procedures
Use AI to look at policies, documents, assessments
Embed in bylaws for committees
Instructor valuations (positive, building on strengths) Meeting valuations—building on strengths
Admin valuations; peer, faculty
Roll into existing policy review process; SCC will revise 100% of existing policies and review processes within the AI model within the existing review or appr structure
Reinforce the New Culture
Internal marketing
Posters: education faculty, staff, learners on AI. Faculty participate in embedding AI in their bylaws and policies. Students as leaders involved in training; embed in organizations and associations.
Implementation: create documents with AI philosophy/practice
Create feedback cycle for AI improvement ideas (process, email, communications, etc.)
Make winning attitude, learner v judger posters and coasters and can kozies
Positive recognition—reinforce
Shared vision and Accountability Gathering stories
AI CULTURE SOAR Details Opportunities,
Aspirations, Results
Specific Examples of Opportunities, Aspiration and Results
Systems thinking, SCC as a focus
College as a learning community that includes all faculty, learners and staff
Challenge assumptions
Communications are positive and not punitive
Open door culture and policy for learning—community involvement
Curious minds
Professionalism: collegiate environment and appearance
Culture of risk taking Communication
Safe, transparent communication
More obvious transparency
Communications are positive and not punitive
Communication: active listening, expectations
Inclusive decision making through communication
Innovative and Agile Fewer road blocks for good ideas
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Create positive platforms
Flexible and responsive to requests and needs 2‐year leader in system for innovation
Positive Values and Behaviors
Mutual respect
Inclusive: All stakeholders involved Honesty Walk the talk
Culture of trust Open and honest communication structure and process
Open communication across the college
Respect—no gossip
Golden/Platinum Rule: Do Unto Others as They Would Want to Have Done Unto Them
Do what we say Positive uplifting and collaborative culture
Celebrate success Viewing employees as primary asset
Better relationships and understanding among faculty, staff and Admin
More inclusiveness
More faculty getting involved in projects that support the entire college
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PRIMARY GOAL: HOLISTIC LEARNER SUPPORT SERVICES
ITEM OUTCOME FROM RETREAT RECOMMENDATION
Goal Headline SCC offers holistic services to support learner success.
SCC provides comprehensive, holistic services to support learner success.
Goal Description
SCC supports the development of
learners—body, mind and spirit—to
promote life long success. SCC provides a
comprehensive systematic approach to
achieve learner success that goes beyond
academics to impact completion,
placement and life long success.
SCC provides a comprehensive educational approach that develops the whole learner‐‐body, mind and spirit—supporting life long success that enhances academic and skills competency with personal and professional leadership and teamwork competency.
Goal Leadership VP of Academic and Student Affairs and student leadership
Primary Stakeholders
Learners, faculty, staff, especially Advising, Student Services, Department chairs, community partners
When exploring innovative ways to meet personal and developmental needs, include potential community partners (clinics, psychologists, etc.)
Metrics Student success (completion, transfer), employability (placement), competency
Our efforts result in increased completion rates, placement and life long association with SCC as active alumni.
STRATEGIES, INITIAL ACTION PLAN
Strategy 1 20 dots
Comprehensive Approach: Faculty and Staff
Recommend this be part of the overall description for the goal (see above)
Strategy 2 13 dots
Diversity needs and supports Research, then collaborate to generate innovative solutions to address the diverse needs of learners and support genuine inclusion
Strategy 3 9 dots
Support for academic, technology Create an advising model that involves faculty, staff and students in the design and implementation of am individualized success plan for learners that ensures academic, technology, personal and professional success.
Strategy 4 4 dots
Employment: Tie education to employment
I would include this under advising model above
Strategy 5 7 dots
Counseling – personal and career/goal Research and generate collaborative and innovative programs or strategies to meet the non‐academic/technical skills needs of learners, with special emphasis on personal and professional development.
Strategy 6 3 dotes
Health Services at low cost I would include this with the diversity strategy
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Strategy 7 7 dots
Allow students to define measures of success
I would include this in the advising strategy
Add one: Provide faculty and staff with the training, knowledge and information needed for them to be successful in supporting the whole student.
Core Strengths Primary Aspirations/Results (see below for details)
Learner focused Quality faculty and staff Engagement opportunities
Support Services Employer Relations
Quality, relevant programs
Personal Development
Professional Development
Build genuine supportive relationships Engagement
SCC as System Model/Leader
Support Services
Holistic Learner Support Services
Student Staff Faculty Community Leadership Team
Goal
Strategy 1 Voting sheets were removed; data not available
Strategy 2
Strategy 3
Strategy 4
HOLISTIC LEARNER SUPPORT SERVICES Action Ideas Focus of Action Action Ideas
Collaborative, comprehensive approach
Initial Action Steps
Hire and orient VP Steering committees developed
Training/professional development
Research student needs Take stock of existing – baseline Baseline of current advising model
Define and create an advising committee/workgroup (student
engagement committee?) includes deans, department chairs…. Other
Employment/tie education to a job
Advising ‐ Partnership between advisor and employer
Comprehensive approach for faculty and staff ‐ Holistic – not just discuss what classes to take…talk about all barriers etc.
Academic support
Technology support/training Comprehensive career & goal setting
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Allow students to define measures of success…seeking classes only, degree, etc?
Training for faculty and staff
Training college wide Training for faculty on mental health, PTSD
Needs of a diverse learner Initial Action Steps
Involve stake holders Gather data/determine needs
Identify possible spaces Other
Child care Personal counseling Address diversity, other needs: lactation, prayer, multicultural center….
Health services at low cost Financial Less cost to student
Free books? Food – lower cost of free to students Marketing/branding niche
Physical Plant New kitchen NM, a kitchen FBO
Gym, theater, stage, student union
More quiet spaces
Multicultural center
Pool, sports, valet parking, locker room
Tools and technology (laptop or tablet) provided to each student Housing – low cost/free? Prayer space, washing stations Lactation room ‐ Lactation room could install a sink and paper towel dispenser
‐ Measure how often tracking paper towels ‐ 5% of Saturday students need lactation space
More space for faculty/staff to have private conversations
Art room, music room, gallery space
Segways Open 24‐7 Student union Library – check out fun stuff, e.g., CD’s Learning commons idea
College Hub… look one place for all learning opportunities, who’s here…welcome!!
Collegiate looking campus
Japanese garden/woodland garden ‐ Programs we could create? Horticulture?
‐ Partner w/those who do so they come here to do project
WELCOME signage would be great
Learning Enhancement Developmental Advising – “what do you want”
International travel at lower cost
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Famous speakers and experts to campus
Tutors in and or every class College readiness is free, and offered before classes start Modules/academic & support
Fun classes for credit – phys ed? More “recess” and nap time
Travel Host events – big speakers, involve community
Personal Development Help students overcome barriers – meet basic human needs
Give students the gift of time
Soft skills Professional Development Job apprentice/intern – REAL experiences in workplace
Consistency of advising across all areas ‐ Increased communication between all “advising” parties (faculty, advisors, etc.)
Ensure Technology literacy for all students More productive employee
Employment support
Relationship Development Connect with students sooner – relationship (tours, career exploration) Plenty of help – no waiting for help or answers (SAC, bookstore) Phones –a “real person” Student: support service ratio = improve so at least average within MnSCU
Celebrate success at different levels other than graduation Support incumbent students & clients as well as FT students
Communicate w/students using their methods (social media, etc. (This item is addressed under technology area)
Additional Services Health service Day care Support groups – vets, single parents Org. positions/structures (e.g., life coaches, student success center….)
Research Ask the student – no assumptions about what they need please
Look at low enrollment classes
Food services not essential? Technology availability – maybe a computer store to generate income
Generate resources ‐ Shared services
‐ Fill classes with non‐degree or other students ‐ Business partners ‐ Produce a product (e.g., Bethany does ads through their graphics/ media program)
Assess their barriers through use of Noel Levitz Inventory Advising Model: ‐ Choose an advising model
‐ Training advising model ‐ CCSSE results
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HOLISTIC LEARNER SUPPORT SERVICES SOAR Details Current Core Strengths Specific Examples of Strengths
Learner Focused Student driven and focused Focus on entire student
Quality Faculty and Staff Diverse professional expertise (teaching, strategies) Great trainers Content experts
Engagement Opportunities
Variety of opportunities for engagement
Engage multiple stakeholders in development and implementation of comprehensive success plan
Learner Support Services Mentoring Students
Supporting Students Students getting what they need Faculty/staff 1:1 help (small class size)
Student support – ASC, TRIO, study rooms ,library, online access to teachers
Employer Relations Employee Success Stats for learner services
Empower employees to identify and pursue professional development
Teaching skills, turning out students with skills Quality, Relevant Programs
Programs with strong demand
Academic freedom
Programs recognized, e.g., motorcycle
Technical courses offer quick access to the workforce Online delivery
Opportunities, Aspirations, Results
Specific Examples of Opportunities, Aspirations, Results
Personal Development
Build students with people skills Ability to collaborate Fostering curiosity Build desire to be lifelong learners Lifelong learning environment (build culture in students)
Help students be comfortable with change – making something out of nothing
Robust extra‐curricular Learning Skills Civility SCC produces the most motivated students who know their own value and strength
Persistence – make sure they are ready for the world, other transfer students, client success
Teach students how to learn so they are lifelong learners Individual creativity Study skills Teach students how to manage all the info that comes their way
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Professional Development
Ensure students have a “bucket of expertise and workplace maturity”
Instill responsibility and accountability in future work force Technology skills More/increase old fashioned customer service
Integrating leadership skills in all programs
Ensure students graduate with soft skill: communication, critical thinking, work ethic
Fostering flexibility & critical thinking Education never stops Culturally competent employees
Training students w/skills & confidence to be successful in ever‐changing world
Soft skills – integrate into curriculum (communication: oral & written)
Increasing student communication skills
Employability skills
Soft skills for all students & staff Creative and critical thinking Respond to decrease in verbal communication
Be a solution to communication and critical thinking “dilemma”
Problem solving/students need to learn to think and be flexible for changing work force
Teach students to be better critical thinkers Alternative education modules (learning for learning non‐degree)
Teach from basics up to current industry standards
Build Genuine Supportive Relationships
Maintaining and developing more personal relationships (despite social media)
Mentoring students (transition, retention)
Collaboration and trust Live the mission
Increased enrollment
Stay student focused Putting our students first
Engagement
Refining expectations of what student engagement looks like and is supported
Every student succeeds at whatever level success means to them
Strong alumni programs
Flourishing engaged studentsSCC as System Model/Leader
Be a model for other schools to replicate
The way we are allowed to advise needs to be the same
16,000 students … clients, incumbent worker, training
Support from the business office
“Right hand” is coordinated w/ “Left Hand” ‐ process is fluid Be the place to call for career advise and direction
Support Services Health services at low cost Expanded delivery options Helping diverse populations assimilate with our culture
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Changing demographics—multicultural, aging populations
Full‐time diversity access/opportunity department
Multicultural student services coordinators/support
Immigrant and ELL opportunities
SCC becomes the ESL “hub” of the region
Accessible & flexible education
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PRIMARY GOAL: QUALITY EDUCATION
ITEM OUTCOME FROM RETREAT RECOMMENDATION
Goal Headline SCC is the preferred provider of quality education
Goal Description
SCC delivers excellence in academic programming that is relevant, accessible, and responsive and effectively prepares learners for living and learning in a global market place.
Goal Leadership
Primary Stakeholders
Faculty, staff, community partners
Metrics It is continuously improving as measured by assessment of learner learning and key operational metrics.
STRATEGIES, INITIAL ACTION PLAN
Strategy 1 Ramp up faculty training toward excellence in assessment of learner learning
Strategy 2 Provide educational options that prepare learners for entry into the workforce, career advancement, and academic transfer opportunities
Strategy 3 Expedite curriculum development
Strategy 4 Lead the state in new, innovative and quality online ed
Be sure to research innovations in learning that involve the digital world but are not “just” online learning. Consider being the leader in innovative learning that involves online, gaming, experience and classroom…
Strategy 5 Accountability and institutional effectiveness
Strategy 6 Promote enhanced learner access and satisfaction in course and service delivery
Begin by engaging learners in research to have them say what needs to happen. Then research at the “best” institutions.
Strategy 7 Evaluate and reimagine physical and virtual community learning spaces
This may well be what I was recommending in Strategy 4. Make sure to engage in research (AI and DI), connect with the leading thinkers who are challenging the education paradigm before reimagining…
Recommendation: Invite those faculty, staff and K12 partners who are really excited about potential innovations in learning and education to collaborate on research, exploration, and generation of some innovative learning prototypes.
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Core Strengths Primary Aspirations/Results (see below for details)
Instructional Delivery Faculty Competence
Learner Opportunities
Accessibility Innovations in Instruction Programming
Creative Learning and Certifications Branding Learner Support Services
Quality Education
Student Staff Faculty Community Leadership Team
Goal 0 5 5 0 3
Strategy 1 0 5 5 1 9
Strategy 2 0 2 5 0 6
Strategy 3 0 9 1 0 1
Strategy 4 0 5 1 0 1
Strategy 5 0 2 0 1 2
Strategy 6 0 0 0 0 0
Strategy 7 0 0 0 0 0
QUALITY EDUCATION Action Ideas Focus of Action Action Ideas
Strategy 1: Training for assessment of learner learning and key operational metrics
Who owns: faculty, admin, assessment coordinator
Who influence: same as above
Responsible for implementing: assessment coordinator
Measure survey post training also evaluate completion of annual reports
Adjustments: survey findings
Evolve: training will evolve as the needs of the community (faculty) changes with regard to SLO assessment.
Ramp up interaction between assessment coordinator and individual departments
Trends training at in‐service Strategy 4: Lead the state in quality online education
Who owns: online faculty, support staff, admin
Responsibility: ?? admin? Online education committee
Stakeholders: external partners, admin, learners, faclty, IT, support, staff, MnSCU
Measure: enrollment, completion, competency, assessment, learner satisfaction
Determine baseline data (trends, enrollment PSOL, etc.)
What are other schools doing? Competitors? State and national models?
What are best practices?
Develop a plan to work toward being the leader in online education.
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QUALITY EDUCATION SOAR Details Core Strengths Specific Examples of Core Strengths
Instructional Delivery
Participatory instruction Use of technology Moving towards innovations in technology
Faculty Competence
Faculty maintain control of their curriculum
Cultural competence
Instructors who use multiple teaching methods—VARK (student)
Learner Opportunities
Small class size
Size means we can adapt quickly
Breadth of offerings Open access
Opportunities, Aspirations, Results
Specific Examples of Opportunities, Aspirations, Results
Accessibility Non‐degree seeking courses Expand options Flexible delivery: online, evening, weekend, modules
Night, weekend college More offerings in evenings and on weekends
Night, evening, weekend Flexible scheduling of classes No scheduling and then cancelling classes! More delivery options (e.g., not offering courses only in fall or only in spring) (student expanded delivery options (day, evening, online) year round, cloud based
Innovations in Instruction
Flipped classrooms
Enhance classroom interaction (hands‐on)
Participatory, flip instruction Curriculum reimagining—modular, sequential consistent
Teaching in teams from LAS and technical
Train faculty on teaching new innovations Sim lab
Competency based model
More teachers providing a variety of teaching methods (student)
Faculty truly challenge themselves to be more dynamic and varied in teaching styles
Courses taught contextual competency based
Programming Building NM Landscaping Park (capital campaign)
Provide developmental ed at high school
Integration of liberal arts and technical Recognizing curriculum needs
Expand agribusiness, dairy, wineries, organic, whole foods, breweries Strong industries: ag, manufacturing, healthcare
Create program to train wind turbine techs
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Workforce retraining
Creative Learning and Certifications
Certificate programs: feeders for degree; enhance program offerings, update key skills for work force
Create self‐defined certificate Expand customized training offerings
We have the ability to create many different delivery packages; we just need to do it
2+2 degrees on campus; particularly in FBO because no local competition
Put CBI in definition of student success ‐ Continuing ed for all degrees through CBI ‐ Opportunity to build better relations between CBI and credit side to explore and create continuing education to benefit students, faculty and industry partners
Modularized course offerings
More internships, clinicals, guest speakers
Accelerated learning courses Branding Market trainings to show sequence: CT, degree completion
Learner Support Services
Advisors and learners work together throughout their education at SCC Make sure learners are more immediately productive in industry Student housing Critical thinking Community education: life‐long learning Move from degree seekers to Full time, anytime, anywhere learners Create smooth transitions for our learners as they move through levels of education (consistency)
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PRIMARY GOAL: PARTNERSHPS AND COLLABORATION
ITEM OUTCOME FROM RETREAT RECOMMENDATION
Goal Headline SCC: Partner of Choice
Goal Description
Building Partnerships to meet the diverse learner and industry needs through the region.
Goal Leadership
Primary Stakeholders
Metrics Enrollment, completion, placement Partnerships and their outcomes
STRATEGIES, INITIAL ACTION PLAN
Strategy 1 15 Votes
Increase # HS age learners who enroll in SCC by 15% annually, increase PSEO, Increase concurrent Enrollment
1. Develop and execute a plan for teacher‐faculty relationship via think tanks, joint training and presence/relationship with high schools.
2. Create apprentice models/workshop models with high schools to make concurrent graduation possible (between high school and SCC)
Create opportunities for collaboration and partnerships with K12 that foster learner preparedness, enrollment in SCC programs, and life‐long success.
Strategy 2 34 Votes
Employers Goal: Increase consistency and number of quality contacts and employers by 10% starting January 14. By 2016 increase by 10% our internships with industry
Develop partnerships and collaboration with business and industry that support quality education, facilities, learner success and employer satisfaction.
Strategy 3 7 votes
Other Higher Education
Strategy 4 3 votes
Philanthropy Goal: increase # of individual, corporate and private relationships through partnerships with SCC, foundations by X% respectively annually
Strategy 5 10 votes
Community based organization
Strategy 6 7 votes
Government
Strategy 7 No votes
Entrepreneurs
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Partnerships/ Collaboration
Student Staff Faculty Community Leadership Team
Goal 2 9 6 1 0
Strategy 1 2 6 3 0 4
Strategy 2 2 12 6 0 14
Strategy 3 2 4 1 0 0
Strategy 4 0 0 1 0 2
Strategy 5 0 5 2 0 3
Strategy 6 0 4 3 0 0
Strategy 7 0 0 0 0 0
PARTNERSHIP AND COLLABORATION Action Ideas Focus of Action Action Ideas
Learning Ensure secondary students are aware of all career options; both technical and professional
Some programs use innovative delivery methods
Hybrid course delivery models
Transition programming for undecided
Learner learning plan and contract K12
Actions for Strategy 1
Joint training/joint planning Think tank K‐12 teacher‐to‐faculty relationships FCS with FBO Camps
PSEO by contract Regional Academies/cohorts of HS “banding”
NW college credit articulation
Concurrent employment Other Ideas
Invite middle schools into the college or otherwise engage middle school learners; career opportunities
K‐12 college teacher exchange Regional academies/cohort model with HS
PSEO by contract SC instructors in schools College in the school Earn AAA within high school Joint training for K‐12 and SCC faculty/staff More joint planning sessions held between SCC and k12 partners with stakeholders, admin, faculty and counselors,
Blended advisory committees.
Career readiness intervention prior to Grade 9 Interest and ability assessment
Bridge programs
K12 learn together plan together learning outcomes
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K12 equipment share
Employers: Business & Industry
Actions for Strategy 2
Identify consistent measurement (# contacts, # contracts)
Identify consistent SOP (standard measurement tool and process)
Identify expectation (timeliness)
role/ownership (who is going to do the work and when) Other Ideas
City incentives for prospective/expanding employers
Industry/business reps as faculty Equipment sharing
Shared facilities DACUM
AG, LAS/other colleges ATC and Presidents and Foundations to create a unified vision Cutting edge technology Unlimited resources
Cooperate on new equipment purchases (dual use)
Could computing up on game
Eliminate language barrier
CBI strategies applied internally Industry training happen at SCC leave equipment behind
Survive industry fluctuations Faculty & Staff Development
Staff assigned to partnerships (job) Travel for global research and relationships Industry experts/faculty switch Faculty externships—exchange, keep current
Faculty experience/externships/clinical
Curriculum Support for Employers
2 level system: entry level, certification (re‐certification)
Incumbent worker (alterrnative/flex scheduling)
Modules/JIT, portable/stackable
Stackable credentials Credit for prior learning Modular curriculum
Other Higher Ed: MSU, MnSCU, Private, Global, U of MN, Other
We deliver all generals and then transfer
Identify learner aptitude—find better fit to send to us
SCC does education for rapidly changing job markets
SCC is part of career mapping at 4‐year institutions
SCC offers skills component
If learner financial situation does not all 4 yr then introduce SCC into the equation.
We do rapidly changing job market education
Philanthropy Alumni Network
Corporate/Private Foundations (in‐kind, equip, leverage relations) Entrepreneurs Innovation Lab within 2 year—idea, resources, mentor
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Partner with futurist to identify emerging technologies (advisory committee)
Foster an innovative spirit in learners
Community Based Organization
Faculty aligns curriculum with industry skills ‐ Externships/ongoing connectivity
‐ Advisory committees ‐ Core competency courses for multiple tech programs (blue print reading)
CBO Government WIB
Economic Develop
City—internship, employment
County Chambers
Agency retraining, veteran affairs, trade and industry, workforce development, rehab services
CBM
DOT Job and Revenue Creation
Locate Space Determine needs
Facilitate partners Create inventors club Identify and engage with successful inventors Process to bring idea to market/reality
Post‐secondary expansion Meet with industry partners to redefine meaning and application
Market idea to learner
Identify likely partners Supply chain college Canvas community for interest
Create draft agreement
Create budget Alignment with industry, national and international standards
Education model to match differentiated instructions
Programs to meet upcoming trends in workplace and education
Deliberate in connecting faculty and industry.
PARTNERSHIPS AND COLLABORATION SOAR Details Current Core Strengths Primary Aspirations/Results (see below for details)
Experience partnering and collaborating
Connections Responsiveness Scholarships
General Learning and Student Support Opportunities Beyond Local K12 Business & Industry Community
Government
Research
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Opportunities, Aspirations/Results
Specific Examples of Opportunities, Aspirations, and
General Learning and Student Support Opportunities
Apprenticeships Regional academies/cohorts for HS banding together
Beyond Local
Leverage nation partnerships National and global partnerships
K12
K12 partnerships; presence in HS Bring in high school Jr./Sr. students for “program introduction days”—test drive the program
HS‐College Readiness; ABE partnerships All FB students grad HS with AA/AS degree Filling in the gaps with HS curriculum (i.e., HS cuts music, can we offer it as PSEO?)
Develop connections with students in high school Work with k12 to prepare students for college
Business & Industry Apprenticeships Shared vision with industry Employer participation in student showcases of work—critique portfolio (appreciative) or project review by professionals in community
Students and instructors working more with industry
Faculty business engagement
Go to the students—HS, workplace, alternative sites
Responsive to industry needs for training Community Better integration in communities and workforce centers
Government Department of Defense
Research Expeditions/assumptions
Best practice model
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PRIMARY GOAL: MARKETING/BRANDING
ITEM OUTCOME FROM RETREAT RECOMMENDATION
Goal Headline SCC stakeholders understand what we do well through marketing and branding
SCC stakeholders understand who we are and what we do well.
Goal Description
Consistent, coherent and well planned marketing and branding results in broad recognition by locally and ______reinforcing partnerships and leading to a X % increase in enrollment, Y% in retention and persistence, Z% in placement .
Consistent, coherent and well planned marketing and branding results in broad recognition at the local and state level, reinforcing partnerships and generating increased enrollment, completion and placement.
Goal Leadership VP and Director of Marketing
Primary Stakeholders
President, VP, Director of Marketing, marketing team, leadership team, employees, foundation, faculty, staff, technology, community, Learners, division chairs, advisory boards, consortiums, MnSCU
Metrics Identify distinctives by 3‐6 months
Formation of marketing team
Identify the mediums to use (web, radio, social media)
Surveys if goals are being accomplished
Market research: target audience ROI
Consistent use of strategies by internal audiences
These are action steps. The metrics to measure success will be more like:
Enrollment
Completion rates
Placements
Surveys may let you know if the branding effort is working; ultimately the other metrics relate to your goals
STRATEGIES, INITIAL ACTION PLAN
Strategy 1 Comprehensive Marketing Plan, driven by key distinctives
Strategy 2 Community Commitment to Style Guide
Strategy 3 Internal Education on SCC Key Messaging
Strategy 4 Comprehensive Communication Plan
Strategy 5 Full Ad Campaign based on our united brand
Core Strengths Primary Aspirations/Results (see below for details)
Positive, responsive reputation
Great staff and faculty Collaborative & Competent
Commitment to the future
College of choice, partner of choice One brand, name recognition
Reputation for excellence
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Marketing/ Branding
Student Staff Faculty Community Leadership Team
Goal 2 6 6 0 13
Strategy 1 2 7 10 1 18
Strategy 2 1 1 2 1 6
Strategy 3 1 5 1 1 9
Strategy 4 1 2 2 0 4
Strategy 5 0 0 0 0 0
MARKETING & BRANDING Action Ideas Focus of Action Action Ideas
Taking Action Now Marketing director
Formation of team
Set up meeting schedule
Agenda items
Framework for plan
Research ‐ Best marketing plan practices at other schools/organizations
‐ Review MAP for applicable items ‐ Which SCC faculty market their programs well?
Document/develop a baseline
Identify distinctives by 3‐6 months
Identify the mediums to use (web, radio, social media)
Market research: target audience ROI
Perpetual evolution ROI = tracking and data Increase #s (sales, admissions, visits, visual consistency, greater awareness larger cut of market place
Style Guide and Training
Update style guide 3‐6 months and implement. By Fall 2014, no external marketing materials fall outside of style guide:
Style Guide: Update how its used, what it looks like Make it accessible
Style guide training Annual review of guide to maintain a fluid style guide
Considerations for the Brand
Brand style: language, tone, personality Visual appearance (colors, graphics, type, photos, online dynamics
Revamp logo to make more “current”—more functional font
Message Brand supports the idea that SCC is the School of Choice/Partner of Choice Marketing: stand for something world‐class
Marketing to stakeholders what makes SCC unique and areas of strength
Marketing/branding supports idea of SCC being a school of choice
Key on deliverables Access to materials Increase efficiency through use of templates
Make logo/branding accessible to faculty/staff on staff website (protected site) plus style guide
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Consistency Individualized yet consistent messages
Content editor Audits for consistency; consistency in use of social media
Consistent use of logo, font, colors Branding consistency
Research What does SCC mean?
What is the SCC brand?
How do we all live the brand? What currently meets standards?
Measure effectiveness of efforts
Understand how SCC is perceived by internal and external stakeholders Should we change our name?
What are our distinctives?
What marketing is done by other colleges that are effective?
How do we define as marketing success?
Can we be branded independent of McSCU?
Who are our target audiences?
Who is our competition for our target audiences?
What are our school colors?
What is our tag line?
What is our strategic marketing plan?
Social media policies and presence?
Does our website fulfill our marketing objectives?
What are our SEO strategies?
Should we market differently in our two communities as well as distance learning?
Should we be for everyone (open access)? Do we cultivate relationships with learners and families on individual levels?
What is our marketing budget/ Is it adequate?
Do we cross‐brand with strategic partners? Do we embrace our mascot?
Do we market to alums? Their kids?
Training Clarify and explain the “brand” to all stakeholders
MARKETING & BRANDING SOAR Details Opportunities,
Aspirations, Results Specific Examples of Opportunities, Aspirations, Results
One voice, one consistent brand
All have a shared ‘elevator speech’ to promote SCC
More college support for marketing
Title of education program matches job title
Preferred college of choice
When you think education, you think SCC
Elevate/change the name of SCC—especially on FB
SCC as a Hub of the Community
Change community perception of SCC
Leader in being adaptable to the community
SCC as a Center of Lifelong Learning
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INTEGRATED GOAL: EMBEDDED TECHNOLOGY
ITEM OUTCOME FROM RETREAT RECOMMENDATION
Goal Headline SCC Embeds technology in the service and learning experience
Learner and employee success at SCC is enhanced by effective use of data and information and the integration of technology and technological innovation across the organization
Goal Description
SCC embeds technology in the service and learning experience to promote learner success for all stakeholders through efficient delivery of services and innovative development/management of resources, putting us in the top quartile of MnSCU 2‐year colleges re technology as a % of general fund budget.
Enhanced learner access and satisfaction in courses and service delivery improved by ____
Continually improve processes through the use of technology
To embed technology in the fabric of SCC in order to support the strategic goals for an AI Culture, Quality Education, Holistic Learner Support Services, Marketing and Branding, and Partnerships and Collaboration.
Goal Leadership
Primary Stakeholders
Faculty, staff, students
Metrics Department establish KPI’s as a success metric
STRATEGIES, INITIAL ACTION PLAN
Strategy 1 Resources: no added fees for learners, streamlining budgeting process, shared decision making using data to support informed, critical thinking
Strategy 2 Process: database of available resources, data driven purchasing and scheduling, system to disseminate information
Strategy 3 Delivery: professional development, customer service, technical literacy (learners and employees)
EMBEDDED TECHNOLOGY SOAR Details Core Strengths Primary Opportunities, Aspirations/Results (see below for details)
Interactive labs (hands‐on training)
Open to new technologies Awesome data collection
Commitment
Communication: Using technology to connect
Increase awareness, learning and support Stay current with innovations in technology Scheduling Technology in the classroom; access
Data driven decision making
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Student Staff Faculty Community Leadership Team
Goal 2 3 1 0 1
Strategy 1 0 3 0 0 1
Strategy 2 1 3 1 0 2
Strategy 3 0 4 1 0 0
EMBEDDING TECHNOLOGY Action Ideas Focus of Action Action Ideas
Schedule and academic support
Flex Scheduling—attend any class
Access to technology Small class size
Availability of labs—data and usage
No process for determining common needs
Integrated approach: SYNECDITY
Relationships with Advisor, community, learners, staff and faculty with a global perspective.
Developing Processes and Skill building
Basic skills training needed for staff/faculty Learner laptop program?
Required boot camp for incoming learners?
Changing traditional view of educational content delivery Make technology training less lecture oriented
Resources
How do businesses manage resources
Budgets for technology Tech integration requires time
Outside funding? Innovation & Communication
Text instead of email?
How do we make sure everyone gets it?
Access and opportunity Lab classifications
Questions to Consider
Ways of Learning ‐ Make
‐ Experience ‐ Discover: new and existing (alt. energy)
Are we teaching how to learn not specific tech Should we be paperless? Do we need textbooks? Computers everywhere?
Utilize community resources?
If inclusivity says we “need” it, is it true? Is online community affecting work ethic?
Collaborative use; interdisciplinary Define training Define ‘proactive’ and ‘institutional culture’ Define “key decision making”
Decisions should include major stakeholders
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EMBEDDED TECHNOLOGY SOAR Details Opportunities,
Aspiration, Results
Specific Examples of Opportunities, Aspiration, Results
Communication: Using technology to connect
Phone apps Integrate social media: recruitment, communication, classroom, alumni, community
Listserv with available tech Telepresence for student connectivity Telepresence: improve ITV technology; we can appeal to more people
Tech Learning and Support Opportunities
Educate faculty, staff and students on research and data and why data matters and how it should be used for making decision for continuous improvement
Increase Tech Ed Awareness ‐ STEM camps
‐ Scrubs camps ‐ IT camps ‐ Secondary school visits ‐ Open House
More IT support for technology choices for faculty Completely online AA
Financial support for technology needs and in instructional design Technology based processes
Innovation
Staying current with technology (social media, simulations)
Incorporate innovative technology in all programs
Stay current with technology used by employers
Cutting edge equipment
State of the art labs Data and decisions
Data driven decision making—make meaning from the data to guide us
Involve people in decisions “when needed” Think critically before making program decisions, i.e., grant funding
Authority to make decisions
Data/Fact based decisions Use assessment tools/data to make decisions
Flexible schedule rules of technology
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INTEGRATED GOAL: MAXIMIZING INCLUSION
ITEM OUTCOME FROM RETREAT RECOMMENDATION
Goal Headline SCC has an environment of respectful inclusion
Goal Description
To maximize inclusion by (a) integrating training for faculty, staff and learners that ensures multicultural competence and (b) designing policies and procedures to maximize inclusion
Goal Leadership
Primary Stakeholders
All employees and learners
Metrics Annual cultural climate survey
STRATEGIES, INITIAL ACTION PLAN
Strategy 1 Cultural competence for all employees and learners – education and professional development
Education and professional development for all employees and learners leading to cultural competence.
Strategy 2 Policies and procedures that promote and support inclusion
Policies and procedures that promote, support and maximize inclusion
Strategy 3 Programs and services to ensure success for all learners
Strategy 4 Hiring and managing a diverse workforce at SCC
Maximizing Inclusion
Student Staff Faculty Community Leadership Team
Goal
Strategy 1 No data available
Strategy 2
Strategy 3
Strategy 4
MAXIMIZING INCLUSION Action Ideas Focus of Action Action Ideas
Intentional curricular implementation
Required ethnic/cultural courses Inclusive campus climate
Greater appeal to minority communities
Cheat sheet for faculty effectiveness (e.g., List of holy days (African, Jewish, Muslin, Christian. Put it on calendar)
Generate support system for diverse populations
Tapping networks Track enrollment
Network with Hispanics; do we see an advisor Multi‐cultural coordinators
Room Resources (lactation room, unisex bathrooms, work out, prayer room,
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quiet/wellness room)
Flexibility of faculty for cultural differences Hire multi‐cultural coordinators (African/American, American Indian, Hispanic/Latino, Pan Asian, LGBTQA
Discussion groups for non‐traditional learners More veteran resources
Free/affordable options for ESL/EAP community
Broad range of learners – HS – 50+ On campus day care
Multicultural Center Staffing
Financial opportunities instead of financial barriers Multicultural coordinators
Accessibility
Accessibility for working parents –offer classes night/weekend Re‐establishing handicap accessibility Revolving Door Open enrollment—opportunity to train for jobs
Market Changes
Immigrant Community
Market is diversifying—age, race, many ways
Recognizing economic changes
Positive Values and Behaviors
Open minded and curious
Everybody feels valued Understand/empathize with learners
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INTEGRATED GOAL: OPTIMIZE FACILITIES
ITEM OUTCOME FROM RETREAT RECOMMENDATION
Goal Headline SCC Maximizes and integrates resources Engage internal and external stakeholders to effectively and efficiently utilize resources and facilities wherever they exist.
Goal Description
SCC uses its space and resources To optimize facilities in support of the strategic goals for AI Culture, Quality Education, Holistic Learner Support Services, and Partnerships and Collaboration
Goal Leadership
Primary Stakeholders
Metrics Measured through MnSCU facility metrics (i.e., usage and condition).
STRATEGIES, INITIAL ACTION PLAN
Strategy 1 Engage external stakeholders (1 red vote)
Unify workforce development initiatives on campus
Partner with MnSCU schools to use our facility
Collaborate with business/industry partners (i.e., sponsor facilities, equipment and professional development opportunities
Strategy 2 Continuous improvement of physical environment
Strategy 3 Engage internal stakeholders Conduct survey about facility and resource opportunities and aspirations for faculty, staff and learners
Increase and support interdepartmental collaboration
Continuous improvement of college physical environment ‐‐Bonding projects – new and future ‐‐Inclusive planning process (master plan) ‐‐Inclusion of technical program, learners skill opportunity ‐‐See engaged external stakeholder bullet
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Core Strengths Primary Aspirations/Results (see below for details)
Partnerships and collaboration
Unify workforce development
Off‐site learning locations (regional academies, stop out training)
Online offerings Maximize and integrate resources
Investigate PSEO in tech education Attend to Physical Plant
Student Staff Faculty Community Leadership Team
Goal 0 1 3 0 1
Strategy 1 0 0 0 0 1
Strategy 2 0 1 1 0 1
Strategy 3 0 7 7 0 7
Strategy 4
OPTIMIZING FACILITIES Action Ideas Focus of Action Action Ideas
Partnerships and Collaboration
Involve faculty in the measurement process
Engage and open facilities for community groups
Partner with MnSCU institutions to share existing space
Partner with existing business and community space resources
Collaborating with business/industry partners to sponsor facilities (i.e., room or lab sponsorship, equipment and professional development)
Take PSEO to the high schools Take learners to the businesses Collaborate with other colleges for space Funded sponsorships (e.g, business funded) Instruct at other locations, other cities
Scheduling, On‐line and Usage of Space
Develop process for optimizing room assignments
If all online courses are listed as “primarily online”, can they be assigned classrooms? Could this improve our space/need ratio?
Utilize existing space in a timely manner
ITV connections Online PSEO Flexible learning spaces (multi‐use, modularized)
Planning process all inclusive
Training & Learning
Faculty externships; technical training Modules: 2+2+2
Stackable credentials Increase night, weekend, and other flex options to increase hours of use.
Physical Plant Aesthetics (i.e., a building, inside and outside, where people want to gather?_ Make the building exciting to learners so they want to come to SCC
Sustainable plan for facilities (solar, etc.)
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Aesthetically pleasing Environmental focus
Accessibility (learners and staff) Sport focus (showers, etc) Ease of access; location, parking, cleanliness Look like a college Updated restrooms
Logical room numbering; are we brave enough to renumber classrooms?
Incorporate changing technology Research Investigate why current usage is low
Percent of space utilized an any one time?
Usability testing (website, process, # of steps) Compete with other schools (how do our facilities compare?)
Similar programs ‐ Consolidated
‐ Core curriculum ‐ Creating awareness for parents, learners
User Considerations
Cultural considerations On campus child care
Student centered space Staff centered space Learner housing on campus
Incorporate services needed internally with learners (auto body, auto service, flu shots)
OPTIMIZING FACILITIES SOAR Details Opportunities, Aspirations,
Results Specific Examples of Opportunities, Aspirations, Results
Off‐site learning locations (regional academies, stop out training)
Utilize industry facilities/equipment for classes/teaching
Not bound by physical spaces
Online offerings
Bring legitimacy and quality to online course
Improve and grow online curriculum delivery
Expanded online options Global delivery ATM education: when and where you want it.
Maximize and integrate resources
Maximize space assets
Bookstore café open longer (Student) Revisit food services: more real options, different furniture, make it exciting for students
Continued upgrades: facilities, equipment, behavior
Enhanced conference center in N. Mankato
Thoughtful and intentional use of facilities More faculty input on classroom design
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Investigate PSEO in tech education
HS‐PSEO/Dual credit
Physical Plant Alternative energy Physical Classrooms ‐ Non‐traditional flexible classroom settings
‐ Classrooms designed to mimic industry environment ‐ Physical space sharing ‐ Shared space
New buildings ‐ Expand the footprint of SCC
‐ More open physical building ‐ Update space and equipment: impress students
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INTEGRATED GOAL: INNOVATIVE PROGRAMS FOR REVENUE GENERATION
ITEM OUTCOME FROM RETREAT RECOMMENDATION
Goal Headline SCC increases revenue through innovative ideas
Goal Description
SCC maximizes existing expertise and infrastructure to increase revenue by X%.
SCC maximizes existing expertise and infrastructure to create innovative opportunities to generate revenue while supporting the strategic goals.
Goal Leadership
Primary Stakeholders
Metrics
STRATEGIES, INITIAL ACTION PLAN
Strategy 1 Vendor Sharing space (e.g., Food, Bank, Wireless kiosk, Rent display cases to businesses)
Strategy 2 Existing Expansion of Services (e.g., opportunity and learner growth, business needs, auto mechanics and auto body, accountant tax service, Ag service and small engine, Graphics—printing)
Strategy 3 Facilities Partnership (e.g., workout space, community partners office sharing, conference, meeting, entertainment areas, simulation labs) NOTE: align external rental with other not for profit facilities
Strategy 4 New Services (e.g., culinary (rent kitchen, catering, CBI cooking classes), CBI—incubate new programs, Ag – vit. Culture; community garden, farmers market, computer—store repair, grapevines—design, web, marketing—research, survey, testing center) NOTE: patents
Strategy 5 Housing facilities (learner success driven; partner with cities (Fbe, Mkto, NM, others)
Strategy 6 Alumni
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Innovative Programs for Revenue Generation
Student Staff Faculty Community Leadership Team
Goal 1 3 5 0 1
Strategy 1 1 2 5 0 0
Strategy 2 1 3 4 0 1
Strategy 3 1 2 0 0 1
Strategy 4 0 3 5 0 1
Strategy 5 0 0 0 0 0
Strategy 6 0 0 0 0 0
REVENUE GENERATION Action Ideas Focus of Action Action Ideas
Concerns Will these compete with private industry or offer additional service locations RESPONSE: employment and skills for learners
Is there really a demand for student housing?
Student Housing SCC offers learners on campus housing options, resulting in revenue, increase in P&C, increase in learner engagement Action Steps: Investigate property utilization and other private investment models Partner with city and private partnerships to incorporate internship opps
Banking Put a bank on campus with some learners working there
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INTEGRATED GOAL: EMPLOYEE SUCCESS
ITEM OUTCOME FROM RETREAT RECOMMENDATION
Goal Headline SCC employees are a community of learners.
Goal Description
A comprehensive employee Success Plan that leads to improvement on employee, learner, and external stakeholder feedback and in creased participation in plan initiatives.
To engage faculty and staff in developing a comprehensive employee success plan that builds their capacity to achieve the strategic goals together.
Goal Leadership
Primary Stakeholders
Metrics
STRATEGIES, INITIAL ACTION PLAN
Strategy 1 Empower employees to identify and pursue professional development goals
Strategy 2 Clarify roles, responsibilities, expectations and decision making structure
Strategy 3 Create a budget that will allow and support a comprehensive, quality training plan.
Strategy 4 The teacher/learner in all of us; access to extraordinary education, transform instruction
Strategy 5 Engage many stakeholders in developing a comprehensive employee success plan that includes:
Pursuit of internships and externships, Attendance and presentations at local, regional state, national and international conferences and workshops (1G)
Development of cultural competence
Improvement/development of effective teaching strategies
Effective communication styles.
Strategy 6 Engage multiple stakeholders in development and implementation of employee success plan
NOTE: what if you developed one learner success plan which the learner (student, CE, employee, faculty) completed and it served the basis for their valuation? One document that supported growth, development, breadth, depth, health, holism, etc.
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Core Strengths Primary Aspirations/Results (see below for details)
More faculty getting involved in projects that support the entire college
Greater inclusivity More mentoring and training for faculty
Less competition among SCC departments for resoruces
Employee Success
Student Staff Faculty Community Leadership Team
Goal 0 5 3 0 5
Strategy 1 0 4 4 0 4
Strategy 2 0 3 0 0 8
Strategy 3 0 4 2 0 1
Strategy 4 0 0 0 0 0
Strategy 5 0 0 0 0 0
Strategy 6 0 0 0 0 0
EMPLOYEE SUCCESS Action Ideas Focus of Action Action Ideas
Learning Continuing education for faculty be prioritized and funded
Data Educate faculty, staff and learners on research and data on why data matters and how it should be used for making decisions for continuous improvement
Practice Sharing Create best practice sharing (more voluntary vs. the stigma of committees)
Research Environmental assessment/audit (in what environments do faculty/staff think about/get inspired about development)
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OTHER RELEVANT INFORMATION FROM THE RETREAT
Information Emerging from the FISHBOWL Customer Focus—learners, industry, LEARNERS
No one left behind—find ways to include people in project management and AI
AQIP Action Projects and Chancellors Plan—one plan linked to and aligned with our own local flavor
Share our hopes and positivity with others
Always be in transition—always moving towards excellence. The metaphor of holding hands with a child
SEC—alumni Network and effort (blogs, FaceBook, social media)
Communicate strengths and cup half‐full (Re‐engineering a new glass)
Translate into day‐to‐day
Make sure all campuses are included (all four campuses)
Collaborations with o Pork producers (online program) o Verizon generating a pipeline for jobs o Bosch (including their funding scholarships and a building) o Possibly Snap‐On as well o President’s committee on Advanced Manufacturing
Financial Considerations o Have to invest a dollar to make two o We have money; we need to use it on things that are investments o Look for ways to partner and share investments
MnSCU: meld our plans, align for win‐win. We can apply the MnSCU strategy locally and show them the path
What do we need from leadership going forward? Further training on AI
Communication with campus
Organizational pamphlets
ID involvement opportunity (piece of video)
Keep moving forward
Further definition
IDEA: lunch and learn on 5 topics (one per week to gather input, engage with others)
Roles Going Forward Ask about best practices with partnerships (value what they are doing)
Data collect, research
Consistent communication (advisory boards)
Timeline
Continued participation
Recruit involve others
Promote transparency
Be supportive of what happened