stakeholders’ strategic planning retreat report … · planning retreat report ... panels and...

Table of Contents

Page

Executive Summary………………………………….……………………………. 3

Formulated Strategies by Category from Working Session 1………………... 12

Formulated Strategies by Category from Working Session 2..…….……….... 20

Formulated Strategies by Category from Working Session 3……....………... 27

Formulated Strategies by Category from Working Session 4……....………... 35

Alamo Colleges Performance Excellence (Baldrige) Journey Survey.……… 36

Retreat Evaluation Results …………………………………………………….... 37

APPENDIX

SWOT Analysis Results (Three-Year Comparison)…………………….….…. 45

Priorities (Three-Year Comparison)…………………………………..….….….. 46

Competitive Factors (Three-Year Comparison)………………………………... 48

Retreat Attendance List ……………………………..………….…………….….. 49

2016 ALAMO COLLEGES STAKEHOLDERS’ STRATEGIC PLANNING RETREAT REPORT

SPPE ● Strategic Planning and Performance Excellence

(210) 485-0750 www.alamo.edu/planning

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Table of Contents

Page

Executive Summary………………………………….……………………………. 3

Results from Retreat Working Session 1: Strategy Map Feedback…………. 8

Results from Retreat Working Session 2: Higher Education Strategies…….. 26

Results from Retreat Working Session 3: Business & Industry Strategies…. 34

Alamo Colleges Performance Excellence (Baldrige) Journey Survey.……… 41

Retreat Evaluation Results …………………………………………………….... 42

APPENDIX


Priorities (Three-Year Comparison)…………………………………..….….….. 50

Competitive Factors (Three-Year Comparison)………………………………... 52

Retreat Attendance List ……………………………..………….…………….….. 53

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Executive Summary

This report includes the background, methodology, stakeholders’ recommended strategies, next steps, performance excellence journey survey results, retreat evaluation results, and SWOT analysis results from the 2016 Alamo Colleges stakeholders’ strategic planning retreat*.

BACKGROUND The Alamo Colleges organizes annual strategic planning retreats to ensure the participation of all stakeholders in shaping the future direction of the institution through strategy development and deployment.

The 2016 Alamo Colleges stakeholders’ strategic planning retreat was held at TriPoint Event Center, San Antonio, on February 8, 2016. The retreat was attended by 162 participants from the five colleges and District Support Operations, including students, community members, faculty members, staff, and administrators. This broad stakeholder representation ensures the participatory aspect of strategic planning at the Alamo Colleges and the systematic implementation of the Alamo Colleges strategic planning process.

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Information provided to retreat participants prior to the event to ensure fact-based retreat discussions included online environmental scan reports and the 2016 SWOT analysis report (including Alamo Colleges priorities and competitive factors).

METHODOLOGY The retreat’s purpose was to generate recommendations (strategies) for the Alamo Colleges executive leadership (PVC) to consider in subsequent planning meetings to make decisions on appropriate interventions and continuous improvement of the Strategy Map and the quality of the work produced by the Alamo Colleges to accomplish the mission and realize the vision.

The retreat started with the opening remarks by the Chancellor, including the Alamo Colleges performance excellence journey to realize the vision, description and significance of the Alamo Way, positive impact of site visits by representatives of both the Aspen Institute and the Quality Texas Foundation, career pathways agreements, progress on advising, follow up by PVC actions from last year’s strategic planning retreat, and relevance of the new Alamo Colleges Strategy Map.

This was followed by two panel discussions on higher education and business and industry facilitated by Mr. Robert Rivard.

The expert panel on higher education comprised • Dr. Ricardo Romo, President, University of Texas at San Antonio • Dr. Cynthia Teniente-Matson, President, Texas A&M University - San Antonio • Dr. David Jurenovich, Vice President for Enrollment Management and Student Services,

University of the Incarnate Word The expert panel on business and industry was composed of • Ms. Mary Batch, Assistant Manager, Human Resources Development, Toyota Motor

Manufacturing, Texas, Inc. • Mr. Peter John Holt, Senior Vice President of Diversified Businesses, HOLT-CAT • Ms. Carolyn King, Director, Grants and Clinical Education Operations, Clinical and

Professional Education, Methodist Healthcare System of San Antonio

After the panel discussions, a retreat working session was completed by participants to provide recommendations for better alignment and selection of measures of success for the Strategy Map. Two additional retreat working sessions focused on the information from the discussion panels and SWOT analysis to generate recommendations and strategies for the Alamo Colleges to improve service quality and preparation of students who transfer to universities or get employed.

Finally, the Vice Chancellor for Planning, Performance, Accreditation, and Information Systems presented the performance state of the Alamo Colleges and participants completed a survey on the Alamo Colleges performance excellence journey and a retreat evaluation.

The video stream of the opening remarks by the Chancellor, discussions by the panel on higher education and panel on business and industry, and the introduction to the first retreat working

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session to gather Strategy Map feedback are available at http://acms.alamo.edu/Mediasite/Play/baa715cc4abd432bba19057d4f89edbe1d

The PowerPoint presentation on the performance state of the Alamo Colleges is available at http://alamo.edu/district/planning/strategic-planning-retreat/

SUMMARY OF RESULTS

The first working session (Strategy Map Feedback) was based on two general questions:

A. What do we need to add or modify to better align the Alamo Colleges Strategy Map to the Strategic Plan?

B. What high-level measures of success do you recommend for inclusion or modification in the Strategy Map?

This working session generated 103 recommendations on how to better align the Strategy Map to the strategic plan as well as 61 recommendations on appropriate measures of success to be considered for the Strategy Map. After those recommendations were prioritized by participants, 27 and 12 recommendations, respectively, were selected by participants as the top recommendations (strategies) for PVC consideration. The most popular recommendations to improve alignment (question A) centered around the need to improve the narrative and adopt a common language, a concern for strategic plan elements not reflected in the Strategy Map, and a limited presence of Principle-Centered Leadership strategies in the Strategy Map. The most popular recommendations for selection of appropriate measures of success (question B) identified the need for metrics related to quality/effectiveness/efficiency, Principle-Centered Leadership, and Alamo Colleges enrollment. These top recommendations along with all generated Strategy Map recommendations are listed and categorized below.

The second working session (Higher Education Strategies) generated 159 recommendations (strategies) from which 44 strategies were selected as top strategies by participants. These were focused on improving advising, strengthening partnerships with other institutions, effective connection of faculty/staff with students, and a variety of individual themes. These top strategies along with all formulated Higher Education strategies are listed and categorized below.

The third working session (Business and Industry Strategies) produced 128 strategies out of which 27 strategies were top strategies focused mainly on ensuring the understanding and acquisition of employers' technical and leadership skill requirements and culture. These top strategies along with all generated Business and Industry strategies are listed and categorized below.

FOLLOW UP FROM THE 2015 STRATEGIC PLANNING RETREAT The Chancellor presented an overview of the actions taken by the PVC as a follow up from the 2015 strategic planning retreat.

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http://acms.alamo.edu/Mediasite/Play/baa715cc4abd432bba19057d4f89edbe1d

http://alamo.edu/district/planning/strategic-planning-retreat/

The following three images summarize the career pathways strategies provided by Alamo Colleges stakeholders at the 2015 strategic planning retreat that were prioritized for implementation by the PVC in 2015:

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NEXT STEPS

The Alamo Colleges senior leaders (Chancellor, five college Presidents, and five district Vice Chancellors) will review all recommendations from the 2016 strategic planning retreat to formulate and deploy appropriate strategies for improvement of the strategy map, organizational action plans, and the strategic plan. Follow up on these decisions and their implementation progress will be presented at the 2017 strategic planning retreat and will be documented in the corresponding retreat report and posted online. ____________________________ * The 2016 Alamo Colleges strategic planning retreat was made possible with the support of all Alamo Colleges stakeholders. Special thanks to Robert Aguinaga, Andrea Arenas, Rodell Asher, Kathi Ashworth, Jothany Blackwood, Ashley Cabello-Nunez, Tiffany Cox, Tangila Dove, Christa Emig, Angelica Esparza, Jo-Carol Fabianke, Mike Flores, Debi Gaitan, Ana Garcia, Vinnie Khosla, Michael Legg, Amita Mahajan, Rachell Martinez, Debbie Martinez, Deb Morgan, Patrick Murray, Colin Nichols, Lula Pelayo, Michelle Perales, Duncan Perez, Georgia Prado, Veronica Reyes, Veronica Rosas-Tatum, Janel Santos, Tom Shannon, Martha Trevino, Harold Whitis, and Julie Williams.

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Results from Retreat Working Session 1:

Strategy Map Feedback

A. What do we need to add or modify to better align the Alamo Colleges Strategy Map to the Strategic Plan?

All Recommendations for the Strategy Map (by Theme) Frequency % Narrative and Common Language 28 27% Alignment 20 19% Principle-Centered Leadership 11 11% Quality/Performance Excellence 8 8% AlamoENROLL 4 4% Dual Credit 4 4% Completion/SLO 3 3% AlamoADVISE 2 2% AlamoINSTITUTES 2 2% Other 21 20%

103 100%

TOP RECOMMENDATIONS

Top Table Recommendations for the Strategy Map Summary of Recommendation Theme Add Welcome Home strategies to AlamoADVISE. Start offering a new transfer student orientation.

Add Welcome Home strategies to AlamoADVISE. Start offering a new transfer student orientation.

AlamoADVISE

AlamoPREP should be added under Completion Priorities and Strategies column

Add AlamoPREP under KSP Completion. AlamoENROLL

1. Add Articulation/Advisory Committees to item 3 Alamo Institutes on Strategy map. This comes from Strategic Objective III, Goal F. One Advisory Committee for Alamo for each area (Institute), rather than one for each college, and one for each CE program, aligning with Institutes.

Add Articulation/Advisory Committees to KSP 3 AlamoINSTITUTES on Strategy Map (SO III Goal F). Consider one Advisory Committee for each Institute, rather than one for each college, and one for each CE program, aligning with the Institutes.

AlamoINSTITUTES

Align the policy with the strategy and take out the duplication. It should flow like a tree.


Alignment

How aligned are we to the performance measures dictated by the state? Highlight which measures of success correspond to the student success performance measures (tied to state funding).

Align the measures of success to the student success performance measures dictated by the state (tied to funding).

Alignment

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The Strategic Plan goals are not specifically reflected or identified in the Strategy Map Six Key Priorities / Strategies. They don’t mirror one another closely enough. Objectives / goals / measures of success do not line up well. Six Key Strategic Priorities and Strategies should not be independent initiatives divorced from the sixteen goals in the Strategic Plan. For example, we don’t’ find Goal C under strategic objective 2 (building communication) under the Strategy Map, which is a real strategy (effective communication gets us to our goal).

The sixteen Strategic Plan goals should be reflected/identified in the Strategy Map six Key Strategic Priorities and Strategies. For example, SO II Goal C (building communication) is not in the Strategy Map. Alignment

The Alamo Way matches the strategic plan, but the 6 key strategic priorities of the Strategy Map are not mapped to Student Success, Principle-Centered Leadership, or Performance Excellence.

The six key strategic priorities of the Strategy Map are not mapped to Student Success, Principle-Centered Leadership, or Performance Excellence.

Alignment

Simplify the Strategy Map so that it's easier to align goals to KPIs.

Simplify the Strategy Map so that it's easier to align goals to KPIs.

Alignment

Academic rigorous program assessment at dual credit is important, but not listed in the key strategies.

Include academic rigorous program assessment of dual credit. Dual Credit

Add a narrative to explain what we are trying to depict in the Strategy Map.


Narrative and Common Language

Expand on rationale behind measures of success; Why chosen? Baseline data? How were increases/decreases developed? Ensure college conversations are taking place around why and how measures were chosen so individuals are aware.



Use the same language on both Strategy Map and the Strategic Plan (Strategic Objectives/Goals /Measures). Develop a common language across all colleges and DSO. Language of Principle-Centered Leadership is not the same in the Strategy Map as it is in the Strategic Plan: Plan language is academic-based and you find ALL six State core competencies in the three goals, and those should appear under the Principle-Centered Leadership in the Strategy Map.

Use the same language on both the Strategy Map and the Strategic Plan (Strategic Objectives/Goals /Measures) across all colleges and DSO.


One-hour online module required learning about plans, goals, etc. to help employees understand and connect to what is happening at Alamo Colleges.

Offer one-hour online module required learning about plans, goals, etc. to help employees understand and connect to what is happening at Alamo Colleges.


Be more explicit with the technical reading and writing and math skills, these are holding students back from getting these jobs. This aligns with strategic objective I goals b, e, f. Expand this beyond SPC. More accountability.

Be more explicit with the technical reading and writing and math skills, as these hold students back from getting jobs. This aligns with SO I Goals B, E, and F.


The Strategy Map should be taught to everyone. The Strategy Map should be taught to everyone.


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Include Principle-Centered Leadership in the Key Strategic Priorities (how do we measure?).

Include Principle-Centered Leadership in the Key Strategic Priorities.

Principle-Centered Leadership

Add a strategy to maximize employee talent with measure to increase employee satisfaction

Add a strategy to maximize employee talent.


Of 6 Key Strategic Priorities, the first four center on Student Success and the last one centers on Performance Excellence. None centers on a Principle-Centered Leadership strategy.



Add Principle-Centered Leadership strategies to AlamoINSTITUTES.



It is really difficult to see the priorities, strategies, and metrics for Principle-Centered Leadership reflected in the strategy map. These must be added and folks must understand them.

Add priorities, strategies, and metrics for Principle-Centered Leadership. Principle-

Centered Leadership

Strategies and metrics highly focused on student success and not principle centered leadership and performance excellence (Metrics - Leadership Development Metric; FOCUS PDCA completers/users; % of key metrics obtained; average of student grades that participate outside the classroom).

Add strategies and metrics focused on Principle-Centered Leadership and Performance Excellence (Quality).

Principle-Centered Leadership, Quality/ Performance Excellence

Rewrite the Quality section to modify and expand: 1. combine Reaffirmation and Accreditation 2. "Leader in Every Seat" instead of Principle-Centered Leadership 3. Communication and Change Management 4. Measure for Success 5. Continuous Process Improvement.

Modify/expand the KSP Quality: 1. combine Reaffirmation and Accreditation; 2. "Leader in Every Seat" instead of Principle-Centered Leadership; 3. Communication and Change Management; 4. Measure for Success; 5. Continuous Process Improvement.

Quality/ Performance Excellence

Reduce the number of measures of success to allow for a clear focus on what people are working towards.


Other - Measure Reduction

Develop an integrated system that allows students (Credit/Non-Credit), faculty, and staff to manage and identify student progress – SP III Goal D to include human capital from Advising to IT.

Develop an integrated system to identify and manage student progress (SP III Goal D) to include human capital from Advising to IT.

Other - Performance Measurement System

Under Stakeholder Imperative, given the AC vision we need to ensure that there is a national metric.

Add a national metric/benchmark under Stakeholder Imperative. Other -

Benchmark

Recommend that goals be developed and integrated into the plan that reflect the need to focus on the quality of classroom experience and measuring through student learning outcomes.


Other - Strategic Plan

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ALL 103 RECOMMENDATIONS FOR THE STRATEGY MAP

All Recommendations for the Strategy Map Summary of Recommendation (Top Recommendations in Bold) Theme







Use the same language on both Strategy Map and the Strategic Plan (Strategic Objectives/Goals /Measures). Develop a common language across all colleges and DSO. Language of Principle-Centered Leadership is not the same in the Strategy Map as it is in the Strategic Plan: Plan language is academic-based and you find ALL six State core competencies in the three goals, and those should appear under the Principle-Centered Leadership in the Strategy Map.

Use the same language on both the Strategy Map and the Strategic Plan (Strategic Objectives/Goals /Measures) across all colleges and DSO. Narrative and

Common Language

One-hour online module required learning about plans, goals, etc. to help employees understand and connect to what is happening at Alamo Colleges.

Offer one-hour online module required learning about plans, goals, etc. to help employees understand and connect to what is happening at Alamo Colleges.


Be more explicit with the technical reading and writing and math skills, these are holding students back from getting these jobs. This aligns with strategic objective I goals b, e, f. Expand this beyond SPC. More accountability.

Be more explicit with the technical reading and writing and math skills, as these hold students back from getting jobs. This aligns with SO I Goals B, E, and F.


The Strategy Map should be taught to everyone. The Strategy Map should be taught to everyone.


It's good that a lot is already happening. Missing explanation of how to educate students on pathways early on (high school and before).

Missing explanation of how to educate students on pathways early on (high school and before).


Look at special populations and articulate what we do for college readiness - How do we share information and best practices?

Look at special populations and articulate what we do for college readiness - How do we share information and best practices?


Add a discipline to develop a message and handle the roll-out and implementation of plans

Add a discipline to develop a message and handle the roll-out and implementation of plans


Add or Modify - How an Individual Contributes to the "Measure of Success" column.

How does an individual contribute to the "Measure of Success" column.


Better understanding of MyMAP across Alamo Colleges. Better understanding of MyMAP across Alamo Colleges.


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Communication gaps on Alamo Way Policy. Communication gaps on Alamo Way Policy.


For people outside AC, how do we link strategies? How do we translate?

For people outside AC, how do we link strategies? How do we translate?


Identify how we all buy in to what we need to do to succeed under "Measure of Success."

Identify how we all buy in to what we need to do to succeed under "Measure of Success."


Include a ledger or definition at bottom or external document for outside stakeholders and even internal stakeholders, i.e. what is a WIG?

Include a ledger or definition at bottom or external document for outside stakeholders and even internal stakeholders, i.e. what is a WIG?


Include definitions for each “Measure of Success” Include definitions for each measure of success.


Include year ranges for Strategic Plan so it is explicitly clear.

Include year ranges for Strategic Plan so it is explicitly clear.


Remove "Alamo Way Policy" from the Strategy Map. Remove Alamo Way Policy from the Strategy Map.


Specify AC 2020 target 13,200 - is it degrees/certificates or students?

Specify AC 2020 target 13,200 - Is it degrees/certificates or students?


Specify year baseline was established; specify where it came from.

Specify year baseline was established; specify where it came from.


Start with the end in mind as we build plans. Allows for better communication and alignment.

Start with the end in mind as we build plans to allow better communication and alignment.


The mission and vision inform the Strategic Plan discussion. They remind the reader of t why we are here and what we are doing.

The mission and vision inform the Strategic Plan discussion. They remind the reader of why we are here and what we are doing.


There may be an implied linkage. Title is confusing when it says “Policy” when they aren’t policies. Maybe Alamo Way “Initiatives and Policies”?

There may be an implied linkage. Title is confusing when it says “Alamo Way Policy” when they aren’t policies. Maybe "Alamo Way Initiatives and Policies”?


Under Performance Excellence, add transparency to help explain to employees what happened, where the money went, explain consolidations, etc. Employees do not perform well without information and trust. It’s a relationship, without trust and sharing, we won’t accomplish anything. Trust has to go both ways.

Under Performance Excellence, add transparency to help explain to employees what happened, where the money went, explain consolidations, etc. Employees do not perform well without information and trust. Trust has to go both ways.


We need to define student success. Something about columns 2 and 3 of the Strategy Map is awkward. Maybe we need to take out the Policy column. Outsiders may not understand the terminology or what those policies are.

We need to define student success. Something about columns 2 and 3 of the Strategy Map is awkward. Maybe we need to take out the Policy column. Outsiders may not understand the terminology or what those policies are.


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What is the Composite Financial Index? What is it, how can we influence it, what year is the Baseline? Need more communication about the metrics. We don’t understand what they all mean.

What is the Composite Financial Index? What is it, how can we influence it, what year is the baseline? Need more communication about the metrics.


Definition of high risk comes from Achieving the Dream. High enrollment and high failure of courses. Productive grade rate below 70 (specify what that means).

Definition of high-risk comes from Achieving the Dream (high enrollment and high failure of courses with a productive grade rate below 70). Specify what that means.


Would the colleges consider creating “suggestion boxes” to “listen” more carefully to the needs, ideas, and requests of the students? These could be electronic and located on the webpage of the colleges. This would be valuable for students to voice concerns and also aligns well with the “voice of the student” imperative outlined in Category 3 of Baldrige. A sub-measure under the number of students.

Would the colleges consider creating suggestion boxes to listen more carefully to the needs, ideas, and requests of the students? These could be electronic and located on the webpage of the colleges.




Alignment

How aligned are we to the performance measures dictated by the state? Highlight which measures of success correspond to the student success performance measures (tied to state funding).

Align the measures of success to the student success performance measures dictated by the state (tied to funding).

Alignment

The Strategic Plan goals are not specifically reflected or identified in the Strategy Map Six Key Priorities / Strategies. They don’t mirror one another closely enough. Objectives / goals / measures of success do not line up well. Six Key Strategic Priorities and Strategies should not be independent initiatives divorced from the sixteen goals in the Strategic Plan. For example, we don’t’ find Goal C under strategic objective 2 (building communication) under the Strategy Map, which is a real strategy (effective communication gets us to our goal).

The sixteen Strategic Plan goals should be reflected/identified in the Strategy Map six Key Strategic Priorities and Strategies. For example, SO II Goal C (building communication) is not in the Strategy Map.

Alignment

The Alamo Way matches the strategic plan, but the 6 key strategic priorities of the Strategy Map are not mapped to Student Success, Principle-Centered Leadership, or Performance Excellence.

The six key strategic priorities of the Strategy Map are not mapped to Student Success, Principle-Centered Leadership, or Performance Excellence.

Alignment

Some Strategic Plan items do not seem to tie to the Strategy Map metrics (misalignment)

Some Strategic Plan items do not tie to the Strategy Map metrics. Alignment

Back office groups have no alignment to the Strategy Map. How do we align what we do? Where is the communication? Where is the Clarity of Purpose of the 7 Habits? Is Covey outdated?

Back office groups have no alignment to the Strategy Map. How do we align what we do? Where is the communication? Where is the Clarity of Purpose of the 7 Habits? Is Covey outdated?

Alignment

Align policies to key strategies. Align policies to key strategies. Alignment Better relational structure for policy to goals. Better relational structure for policy

to goals. Alignment

Does the Alamo Colleges Strategy Map align to the Colleges’ maps? Is this a bottom-up approach?

Does the Alamo Colleges Strategy Map align to the Colleges’ maps? Is this a bottom-up approach?

Alignment

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Each area/unit will need a strategic plan that aligns with the Strategy Map; How do areas that are not explicitly listed play a part in the overall Strategy Map? (i.e. include AC foundation, fiscal resources?)

Each area/unit will need a strategic plan that aligns with the Strategy Map; How do areas that are not explicitly listed (e.g. AC foundation, fiscal resources) play a part in the overall Strategy Map?

Alignment

For Strategy Map, align with Strategic Plan in same document; include an additional column after Alamo Way Policy to align to Strategic Plan objectives and goals.

Include an additional column after Alamo Way Policy to align to the Strategic Plan objectives and goals.

Alignment

Goals D and E of the Performance Excellence section in the Strategic Plan do not seem to be addressed in the Strategy Map.

SO III Goals D and E do not seem to be addressed in the Strategy Map. Alignment

I-BEST, welcome Home, AA/AS Employability Gap are included in the Strategy Map but not in the Strategic Plan. And vice versa for the INSTITUTES and P/12 partners. Improve the alignment of the documents. I-BEST is not included in AlamoADVISE or in the AlamoINSTITUTES or AlamoENROLL.

I-BEST, welcome Home, AA/AS Employability Gap are included in the Strategy Map but not in the Strategic Plan. And vice versa for the INSTITUTES and P/12 partners. I-BEST is not included in AlamoADVISE or in the AlamoINSTITUTES or AlamoENROLL.

Alignment

Incorporate the tie-in to the Strategic Plan on the Strategy Map to more clearly show the alignment.

Incorporate the tie-in to the Strategic Plan on the Strategy Map. Alignment

Need another column for Strategic objectives on Strategy Map

Need another column for Strategic Objectives on Strategy Map Alignment

SP II Goal C needs to be highlighted. SO II Goal C needs to be highlighted. Alignment We don’t define a clear connection between the Approaches of the Alamo Way Policy and the Strategies of the Six Key Strategic Priorities. For example, on MyMAP, which Strategy ties to it?

There is no clear connection between the Approaches of the Alamo Way Policy and the Strategies of the Six Key Strategic Priorities. For example, on MyMAP, which Strategy ties to it?

Alignment

Performance Excellence measures should be reflected in the measures of success of the Strategy Map.

Performance Excellence measures should be reflected in the measures of success of the Strategy Map.

Alignment

This Strategy Map is not aligned to emphasize AlamoINSTITUTES and AlamoENROLL to pursue the Aspen Institute's recommendations. The Design Team is not showing in the Strategy Map or Leadership.

This Strategy Map is not aligned to emphasize AlamoINSTITUTES and AlamoENROLL to pursue the Aspen Institute's recommendations.

Alignment

Include Principle-Centered Leadership in the Key Strategic Priorities (how do we measure?).

Include Principle-Centered Leadership in the Key Strategic Priorities.


Add a strategy to maximize employee talent with measure to increase employee satisfaction

Add a strategy to maximize employee talent.








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It is really difficult to see the priorities, strategies, and metrics for Principle-Centered Leadership reflected in the strategy map. These must be added and folks must understand them.

Add priorities, strategies, and metrics for Principle-Centered Leadership.


Strategy Map does not adequately focus on people. Strategy Map does not adequately focus on people.


Develop a list of leadership skills development opportunities: (ex: Tier 1 study abroad, community based service, SLI, college involvement, service learning; Tier 2 work study, attend a conference, civic engagement; Tier 3 professional association, SGA, honors programs

Develop a list of leadership skills development opportunities: (ex: Tier 1 study abroad, community based service, SLI, college involvement, service learning; Tier 2 work study, attend a conference, civic engagement; Tier 3 professional association, SGA, honors programs.


Focus on employees in order to focus on customers. Focus on employees in order to focus on customers.


Principle-Centered Leadership is missing in Six Strategic Priorities and Strategies.

Principle-Centered Leadership is missing in the six Key Strategic Priorities and Strategies.


Strategic Objective II Leadership, Goal A – we are not focusing on incorporating personal and social responsibility, etc. in a systematic way. Perhaps include in Quality. Not sure what the measure would be. Perhaps % of courses.

In SO II Goal A (Leadership) – we are not focusing on incorporating personal and social responsibility, etc. in a systematic way. Include in Strategy Map.



Add strategies and metrics focused on Principle-Centered Leadership and Performance Excellence (Quality).

Principle-Centered Leadership, Quality/Performance Excellence

Rewrite the Quality section to modify and expand: 1. combine Reaffirmation and Accreditation; 2. "Leader in Every Seat" instead of Principle-Centered Leadership; 3. Communication and Change Management; 4. Measure for Success; 5. Continuous Process Improvement.

Modify/expand the KSP Quality: 1. combine Reaffirmation and Accreditation; 2. "Leader in Every Seat" instead of Principle-Centered Leadership; 3. Communication and Change Management; 4. Measure for Success; 5. Continuous Process Improvement.

Quality/Performance Excellence

2, 3, 4, 5 strategies are all around students. Project management, efficiency, effectiveness, number 6 on key strategic items. Comes down to efficiency. Quality should be fleshed out to quality and effectiveness, efficiency. This is key that we look at all aspects of quality. How does facilities management fit into the whole picture?

KSP 2, 3, 4, 5 are about students, but project management, efficiency, effectiveness are about KSP 6 Quality which should be fleshed out. How does facilities management fit into the whole picture?


Add Communication to the Six Key Strategic Priorities - Perhaps under Quality

Add Communication to the six Key Strategic Priorities - Perhaps under Quality


Include College-Developed Assessment Plans as a strategy under Quality (not just Reaffirmation).

Include College-Developed Assessment Plans as a strategy under Quality (not just Reaffirmation).


KSP #6 Quality: include all colleges. KSP #6 Quality: include all colleges. Quality/Performance Excellence

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Modify the Baldrige Excellence Framework as an approach to Performance Excellence and Emphasize individual accountability

Modify the Baldrige Excellence Framework as an approach to Performance Excellence and Emphasize individual accountability.


Focus of the Strategic Plan and the Strategy Map are around the support mechanism (behind the scene processes) rather than on the quality of instructional environment and measuring that through learning outcomes.

Focus of the Strategic Plan and the Strategy Map is around the support mechanism (behind-the-scenes processes) rather than on the quality of instructional environment and measuring that through student learning outcomes.


AlamoPREP should be added under Completion Priorities and Strategies column

Add AlamoPREP under KSP Completion. AlamoENROLL

AlamoPREP and AlamoREADY not included in Strategy Map.

AlamoPREP and AlamoREADY not included in the Strategy Map. AlamoENROLL

Community and Continuing Ed not included (or clear) in Strategy Map (These students are a pipeline for growth and need advising (career placement/resume writing).

Community and Continuing Ed not included (or clear) in Strategy Map (These students are a pipeline for growth and need advising (career placement/resume writing).

AlamoENROLL

Increase student performance for students who are of different ethnicities, to help students get scholarships.

Increase student performance for students who are of different ethnicities to help students get scholarships.

AlamoENROLL

Academic rigorous program assessment at dual credit is important, but not listed in the key strategies.

Include academic rigorous program assessment of dual credit. Dual Credit

Flesh out transfer student numbers to 4 years. Dual credit partnership to the 4 years colleges and universities.

Flesh out transfer student numbers to 4 years. Dual credit partnership to the 4 years colleges and universities.

Dual Credit

Dual credit, what is the objective? Are those really Alamo Colleges future students? Should we consider changing the demographics of the dual credit students we serve?

What is the objective of dual credit? Are those really Alamo Colleges future students? Should we consider changing the demographics of the dual credit students we serve?

Dual Credit

In the dual credit category, we need to focus more on completion and graduation, just like our on-campus students. Equally important is the advising piece for ECHS and all dual credit students. These students are currently “outside” of our current advising model.

In the dual credit category, we need to focus on completion and graduation, just like our on-campus students. Equally important is the advising piece for ECHS and all dual credit students.

Dual Credit

4DX should be included in (work alongside) academic assessment instead of working outside of the academic process.

Included 4DX in the work we do in the academic process and assessment.

Completion/SLO

Where does CE fit on the Strategy Map? Recommend in Completion, folded into Degree and Certificates awarded.

Include CE in KSP Completion, folded into Degree and Certificates awarded.

Completion/SLO

Shift how we measure an outcomes learning based approach (assessment). Externally, we are expected to know how we are assessing learning. How to we measure it?

How we measure student learning outcomes to assess learning? Completion/SLO



AlamoADVISE

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AlamoADVISE ratio compared to AlamoENROLL– no conversation about how faculty will support with current 50/50 initiative (Need to build well trained dedicated faculty to lead in classroom on this initiative).

AlamoADVISE ratio compared to AlamoENROLL– How will faculty support with current 50/50 initiative? (Need to build well trained dedicated faculty to lead in classroom on this initiative).

AlamoADVISE

Add Articulation/Advisory Committees to item 3 Alamo Institutes on Strategy map. This comes from Strategic Objective III, Goal F. One Advisory Committee for Alamo for each area (Institute), rather than one for each college, and one for each CE program, aligning with Institutes.

Add Articulation/Advisory Committees to KSP 3 AlamoINSTITUTES on Strategy Map (SO III Goal F). Consider one Advisory Committee for each Institute, rather than one for each college, and one for each CE program, aligning with the Institutes.

AlamoINSTITUTES

Include dual admissions under AlamoINSTITUTES on Strategy Map to lock students in.

Include dual admissions under AlamoINSTITUTES on Strategy Map to lock students in.

AlamoINSTITUTES

From the student at our table, the “live chat” is a very valuable tool. AC should market this better. It is currently buried on the library website at NVC. Some colleges do not have this. We need to systematize the “live chat” and make it available for longer periods throughout the day. Training is essential for these services – answers should be readily available by these trained individuals. It should be a priority and be tracked in the Strategy Map.

Systematize the “live chat” tool and track it in the Strategy Map.

Other - "Live Chat"

Post our current score for each item – such as 88 Advisors currently certified.

Post our current score for each item – such as 88 Advisors currently certified.

Other - Baseline

Under Stakeholder Imperative, given the AC vision we need to ensure that there is a national metric.

Add a national metric/benchmark under Stakeholder Imperative. Other -

Benchmarks

Include national benchmarks or state benchmarks and why they have been selected; not necessarily in Strategy Map but maybe in Strategic Plan. Vision: to be the best in the nation in SS and PE; Doesn't Strategic Plan help us meet our vision?

Include national benchmarks or state benchmarks and why they have been selected; not necessarily in Strategy Map but maybe in Strategic Plan. Vision: to be the best in the nation in SS and PE; Doesn't Strategic Plan help us meet our vision?

Other - Benchmarks

Allow for Alamo Colleges wide Interactions (community events) when it’s not a crisis. Form bonds, trust, work together, etc. College vs. District behavior isn’t productive.

Allow for Alamo Colleges wide Interactions (community events) when it’s not a crisis. Form bonds, trust, work together, etc. College vs. District behavior isn’t productive.

Other - Communication, Trust.

Create Strategy Map for each college that follows exact same format; Ensure IR data dashboard is in alignment with the Strategy Map.

Create Strategy Map for each college that follows exact same format; Ensure IR data dashboard is in alignment with the Strategy Map.

Other - Dashboard



Other - Measure Reduction

17

Modify the number of Strategic Priorities and Strategies and merge into Parallel elements.

Modify the number of Key Strategic Priorities and Strategies and merge into parallel elements.

Other - Number of KSPs

Develop an integrated system that allows students (Credit/Non-Credit), faculty, and staff to manage and identify student progress – SP III Goal D to include human capital from Advising to IT.

Develop an integrated system to identify and manage student progress (SP III Goal D) to include human capital from Advising to IT.


Pushing/tracking the use of a central electronic system to measure and track student progress (making systems work efficiently together. For example, unable to see students' grades from previous semesters, dropped students not viewable on roster from faculty/end user POV).

Pushing/tracking the use of a central electronic system to measure and track student progress (making systems work efficiently together. For example, unable to see students' grades from previous semesters, dropped students not viewable on roster from faculty/end user POV).





In Strategic Plan, under leadership, add communicating with all employees where they fit in, how their job affects others, it’s not a job, it’s a career.

In Strategic Plan, under leadership, add communicating with all employees where they fit in, how their job affects others, it’s not a job, it’s a career.


We need more longevity to the current map rather than coming up with a different document each term.

We need more longevity to the current map rather than coming up with a different document each term.

Other - Targets

Targets seem very high for some items like for Dual Credit, We are not aware of the large population of DC potential students. We don’t understand all the metrics.

Targets seem very high for some items like for Dual Credit, We are not aware of the large population of DC potential students. We don’t understand all the metrics.

Other - Targets

Take a customized approach to how we guide students to their schedule building options that are strategic to their “life needs”. Be more strategic in how we schedule build and “package” our course offerings to meet the needs of students.

Take a customized approach to how we guide students to their schedule building options that are strategic to their “life needs”. Be more strategic in how we schedule build and “package” our course offerings to meet the needs of students.

Other

Need for better certificate recording process for this group of students.

Need for better certificate recording process for students. Other

Demonstrate cycles of improvement rather than focus on winning an award.

Demonstrate cycles of improvement rather than focus on winning an award.

Other

Develop a more robust structure for EIC or home school to understand process and have access to student progress system.

Develop a more robust structure for EIC or home school to understand process and have access to student progress system.

Other

We are doing an awful lot on one single document. We are doing an awful lot on one single document. Other

18

We think there is enough on the Strategy Map. We think there is enough on the Strategy Map. Other

The Strategy Map is far easier to digest than the Strategic Plan.

The Strategy Map is far easier to digest than the Strategic Plan. Other


Strategy Map Feedback

B. What high-level measures of success do you recommend for inclusion or modification in the Strategy Map?

All Recommendations for Measures of Success (by Theme) Frequency %

Quality/Effectiveness/Efficiency 17 28% Principle-Centered Leadership 14 23% AlamoENROLL 10 16% Completion/SLO 7 11% AlamoADVISE 5 8% AlamoINSTITUTES 4 7% Dual Credit 1 2% Other 3 5%

61 100%

TOP RECOMMENDATIONS

Top Table Recommendations for Measures of Success

Summary of Recommendation Theme

Consider adopting measure for AlamoPREP and AlamoREADY.

A measure for AlamoPREP and AlamoREADY. AlamoENROLL

Identify the number of students who take advantage of and are successful with articulation agreements, not just transfer.

Number of students who take advantage of and are successful with articulation agreements, not just transfer.

AlamoENROLL

Look at student success. Provide more resources (food pantry). Look at other types of support mechanisms and address this under completion. Add another metric that speaks to student support, number of Pell eligible and number that actually receive Pell. There is a gap.

Add metrics on student support, number of Pell eligible, and number that actually receive Pell.

AlamoENROLL

19

Add a Principle-Centered Leadership measure of success tied to AlamoINSTITUTES to the Strategy Map such as number of students completing the 7 Habits certification. Set targets.

Number of students completing the 7 Habits certification (Principle-Centered Leadership measure of success tied to AlamoINSTITUTES).


Principle-Centered Leadership measurement should be reflected in the measures of success (PACE results; CCSSE) of the Strategy Map.

PACE results and CCSSE results (Principle-Centered Leadership measures).


Strategies and metrics highly focused on student success and not principle centered leadership and performance excellence (Metrics - Leadership Development Metric; FOCUS PDCA completers users; % of key metrics obtained; average of student grades that participate outside the classroom).

Metrics for Principle-Centered Leadership and Performance Excellence (Quality): Leadership Development metric; FOCUS PDCA completers, users; % of key metrics obtained; average of student grades that participate outside the classroom.

Principle-Centered Leadership Quality/Effectiveness/ Efficiency

Add a measure to increase employee satisfaction. Employee satisfaction. Quality/Effectiveness/ Efficiency

Consider measure to increase employee satisfaction. Employee satisfaction. Quality/Effectiveness/ Efficiency

Measure employer satisfaction with Alamo Colleges graduates

Employer satisfaction with Alamo Colleges graduates

Quality/Effectiveness/ Efficiency

Focus on continuous quality improvement cycle on student learning outcomes. Measure it with % of courses that meet all learning outcomes for the courses.

% of courses that meet all learning outcomes for the courses (to measure continuous quality improvement cycle on student learning outcomes).

Completion/SLO

Add measure of success to the Strategy Map (ex: family events, orientation, convocation, first day matters, advising, mentoring, etc.). Set targets.

Number of family events, orientations, convocations, first-day matters, advising, mentoring, etc.

Other

ALL 61 RECOMMENDATIONS FOR THE MEASURES OF SUCCESS

All Recommendations for the Measures of Success Summary of Recommendation (Top Recommendations in Bold) Theme



Quality/ Effectiveness/ Efficiency

Add measure to increase employee satisfaction. Employee satisfaction. Quality/ Effectiveness/ Efficiency

20

Add measure to increase employee satisfaction. Employee satisfaction. Quality/ Effectiveness/ Efficiency

Measure employer satisfaction with Alamo Colleges graduates

Employer satisfaction with Alamo Colleges graduates


Add measure for employee productivity and satisfaction. Employee productivity and satisfaction.


This Strategy Map is not aligned to emphasize AlamoINSTITUTES and AlamoENROLL to pursue the Aspen Institute's recommendations. The Design Team is not showing in the Strategy Map or Leadership. There is no metric for internal communication.

A measure for internal communication.


No assessment of career/college readiness. A measure for assessment of career/college readiness.


Add a Net Promoter Score to determine success in customer satisfaction - adopt a consistent score and scale. Consider the concept as a metric.

Measure Net Promoter Score to determine success in customer engagement and satisfaction.


Add to Performance Excellence- Add a strong tie to strategic objective 3 of Strategy Map. Specifically to non-academic elements of performance excellence. No measures of success seem to tie to the goals identified to S.O. 3 (performance excellence). Need support.

A measure for strategic objective 3 Performance Excellence: non-academic elements of performance excellence.


In the Strategy Map there is no measure of success for Strategic Objective 1 Goal B of the Strategic Plan.

A measure of success for Strategic Objective 1 Goal B of the Strategic Plan.


Include performance-based outcomes. A measure for performance-based outcomes.


Is there some metric we should have around project management? For instance, the number of projects that come to fruition using project management approach.

A measure for project management. For instance, number of projects that come to fruition using project management.


Make sure we have employees in the right roles to achieve performance excellence (Skills set aligned to job assigned).

Employee skills set aligned to jobs assigned (to make sure we have employees in the right roles to achieve performance excellence).


TAPE award should not be a measure of success. Could this have a negative connotation or an unintended consequence? Consider that it is the journey not the award.

TAPE award should not be a measure of success. Could this have a negative connotation or an unintended consequence? Consider that it is the journey not the award.


The quality classroom experience and environment are not evident in the Strategic Plan and the Strategy Map.

Measuring the quality classroom experience and environment is not evident in the Strategic Plan or the Strategy Map.


21

We need some “in-process” measures by knowing how many of students are in an institute (specifically at each college because this initiative is so new and so large). How many start in an institute and finish in that institute? When they changed, did they go to another institute or to a different pathway in the same institute? In-process measures would be valuable for faculty and advisors to be familiar with these patterns.

We need some “in-process” measures for knowing how many of students are in an institute (specifically at each college because this initiative is so new and so large). How many start in an institute and finish in that institute? When did they change? Did they go to another institute or to a different pathway in the same institute? In-process measures would be valuable for faculty and advisors to be familiar with these patterns.


Add Performance Excellence measures in the Strategy Map.

Measures for Performance Excellence.


Add a Principle-Centered Leadership measure of success tied to AlamoINSTITUTES to the Strategy Map such as number of students completing the 7 Habits certification. Set targets.

Number of students completing the 7 Habits certification (Principle-Centered Leadership measure of success tied to AlamoINSTITUTES).


Principle-Centered Leadership measurement should be reflected in the measures of success (PACE results; CCSSE) of the Strategy Map.

PACE results and CCSSE results (Principle-Centered Leadership measures).





Add measure for employee productivity and satisfaction. Employee productivity and satisfaction.


This Strategy Map is not aligned to emphasize AlamoINSTITUTES and AlamoENROLL to pursue the Aspen Institute's recommendations. The Design Team is not showing in the Strategy Map or Leadership. There is no metric for internal communication.

A measure for internal communication. Principle-Centered

Leadership

Add measures for employee retention/ succession planning to the Strategy Map.

Employee retention and leadership succession planning.


Add professional development in teaching strategies. Professional development in teaching strategies.


Align professional development to contribute to strategic objectives.

A measure for professional development.


Approach toward faculty credentialing and staffing levels to teach tech programs (Adjunct Pool staffing metric); and unified curriculum alignment between highs schools and across Alamo Colleges.

A measure for faculty credentialing and staffing levels to teach tech programs (Adjunct pool staffing metric) and unified curriculum alignment between highs schools and across Alamo Colleges.


Increase number of cross departmental training. Number of cross departmental training.


22

Internal assessments like PACE are great but what about more measures? Look at AtD and Aspen – where did they get theirs?

Measures of internal assessment (like PACE) from AtD and Aspen Institute.


No leadership mention in measures of success in Strategy Map. Student and employee leadership must be incorporated in the Strategy Map.

A measure for student and employee leadership. Principle-Centered

Leadership

There are no measures for employees. Measures for employees. Principle-Centered Leadership

Add metrics on student leadership in the Strategy Map. A measure for student leadership. Principle-Centered Leadership

Consider adopting measure for AlamoPREP and AlamoREADY.

A measure for AlamoPREP and AlamoREADY. AlamoENROLL

Identify the number of students who take advantage of and are successful with articulation agreements, not just transfer.

Number of students who take advantage of and are successful with articulation agreements, not just transfer.

AlamoENROLL

Look at student success. Provide more resources (food pantry). Look at other types of support mechanisms and address this under completion. Add another metric that speaks to student support, number of Pell eligible and number that actually receive Pell. There is a gap.

Student Support: number of Pell eligible students vs. number that actually receive Pell. AlamoENROLL

Add assessment of prior learning (as a measure for AlamoENROLL).

Assessment of prior learning (as a measure for AlamoENROLL). AlamoENROLL

Measures: reach, penetration, and overall online enrollment.

Reach, penetration, and overall online enrollment. AlamoENROLL

Process prior to enrollment (Average length of time it takes to complete enrollment).

Average length of time it takes to complete enrollment. AlamoENROLL

There is nothing on Continuing Education in the metrics. A measure for continuing education. AlamoENROLL

WIG: Student population – Equity (gender, dual credit, veterans, ethnicity, socio economic).

WIG: Student population – Equity (gender, dual credit, veterans, ethnicity, socio economic).

AlamoENROLL

Where is Fall-to-Spring retention? Look at Early College persistence measures.

Fall-to-Spring persistence. Look at Early College persistence measures. AlamoENROLL

In college readiness in strategic objective 1, goal A (strengthen K-12 partnerships, readiness), students are playing catch up. We need to capture this, how do we impact the total mass of students who are coming unprepared? Better capture level of preparedness, implement a strategy that addresses the readiness at the masses. Need to expand college readiness beyond targeted efforts.

A measure to capture level of preparedness. In college readiness under SO I Goal A (strengthen K-12 partnerships, readiness), students are playing catch up. AlamoENROLL

Focus on continuous quality improvement cycle on student learning outcomes. Measure it with % of courses that meet all learning outcomes for the courses.

% of courses that meet all learning outcomes for the courses (to measure continuous quality improvement cycle on student learning outcomes).

Completion/SLO

Completion: Understanding initiatives of courses that have high success or drop rates; remediation; aligning an institutional pathway for high risk groups and presenting pathways; mature degree to audit process.

For Completion: Understanding initiatives of courses that have high success or drop rates; remediation; aligning an institutional pathway for high-risk groups and presenting

Completion/SLO

23

pathways; mature degree to audit process.

Include some intent based targets (student intent). Collect every student’s intent and measure their success – not everyone wants a degree, they want just a few courses.

A measure for student intent and student success – not everyone wants a degree, they want just a few courses.

Completion/SLO

More evidence of student learning in classroom, have they acquired the skills needed.

Evidence of student learning in the classroom (have students acquired the skills needed?)

Completion/SLO

Need a Math World metric. A Math World metric. Completion/SLO Needed: Outcome of quality control measure on student learning- going from AC at a transfer institution. Performance of our transfer student. Direct measure of how our students are doing.

A quality control measure on student learning outcomes for students going from AC to a transfer institution. A measure of transfer student performance.

Completion/SLO

Student engagement outside of the classroom as it relates to successful course completion (average of student grades that participate outside the classroom).

Student engagement outside of the classroom as it relates to successful course completion (average of student grades that participate outside the classroom).

Completion/SLO

% of Students Satisfied with Advising (Dual Credit instance that slipped through cracks and was not assigned an advisor) Building/Tracking process/system to ensure that all students are assigned an advisor based on student status switch from dual credit to full time student.

% of students satisfied with advising (Dual Credit instance that slipped through cracks and was not assigned an advisor). Building/tracking process or system to ensure that all students are assigned an advisor based on student status switch from dual credit to full time student.

AlamoADVISE

AlamoADVISE: Social and Emotional Advising. Social and emotional advising for AlamoADVISE: AlamoADVISE

P-12 Partnerships: Comprehensive High School (partnerships) measures

A measure for high school partnerships. AlamoADVISE

Student-advisor ratio: as enrollment increases we need to be able to increase staffing. What about dual credit? Right now we don’t have certified advisors in the dual credit ECHS program. We need to build in an enrollment strategy model. Every college provides training on Fridays on advising. CAEL 1 training (8 hours, 1 day overview) for academic program specialists.

Student-advisor ratio. Number of certified advisors in the dual credit ECHS program.

AlamoADVISE

Unified curriculum alignment between highs schools and across Alamo Colleges.

A measure for unified curriculum alignment between high schools and the Alamo Colleges.

AlamoADVISE

AlamoINSTITUTES: Understanding sequencing (semester per semester to achieve degree).

An AlamoINSTITUTES measure for understanding sequencing (semester per semester to achieve degree).

AlamoINSTITUTES

Military transition to civilian world. A measure for military transition to civilian world. AlamoINSTITUTES

Not using exit competencies across the board. A measure for exit competencies across the board. AlamoINSTITUTES

24

The Strategy Map has missing measures of preparedness for transfer and employment. How we measure critical thinking, job preparedness, and transfer readiness is not included. 7-Habits is not a measure on the Strategy Map.

- A measure for preparedness for transfer and employment. - Measures for critical thinking, job preparedness, and transfer readiness. - 7 Habits is not a measure on the Strategy Map.

AlamoINSTITUTES

Audit and create a standard for assessing dual credit content/courses.

Audit and assessment of dual credit course content. Dual Credit

Add measure of success to the Strategy Map (ex: family events, orientation, convocation, first day matters, advising, mentoring, etc.). Set targets.

Number of family events, orientations, convocations, first-day matters, advising, mentoring, etc.

Other

Move Reaffirmation as a measure of success, not a strategy.

Move Reaffirmation as a measure of success, not a strategy. Other

There is nothing on Community Engagement in the metrics.

A measure for community engagement. Other

25


Higher Education Strategies

TOP STRATEGIES

TOP HIGHER EDUCATION STRATEGIES (BY THEME) Frequency % Improve advising (improve approach, promote early advising, support dual advising, provide early high school advising, expand advising to other institutions, use technology for advising)

11 25%

Connect with students (Connect with and support students, connect students with faculty and staff) 6 14%

Strengthen partnerships (Strengthen partnerships with ISDs, Improve transfer articulation with universities, align SLO between institutions)

6 14%

Use a common language among college and high school counselors. 5 11% Address excess of credits. 3 7% Address the problem of changing majors. 1 2% Conduct transfer orientations for students. 1 2% Develop a common course numbering system. 1 2% Improve marketing. 1 2% Increase opportunities for internships and experiential learning. 1 2% Increase the number of students enrolled ¾ or full time. 1 2% Offer extracurricular activities in alignment with pathways. 1 2% Offer professional development opportunities. 1 2% Offer success strategy workshops. 1 2% Outreach to parents. 1 2% Promote dual enrolment. 1 2% Use transfer scholarships as incentive. 1 2% Other. 1 2%

44 100%

26

Working Session 2: Higher Education Strategies What are the appropriate strategies that the Alamo Colleges could implement to ensure that graduates are more successful when they transfer? (i.e., based on what you heard during the Higher Education panel this morning, what might AC do to improve the knowledge, skills, and attitudes of our students before they transfer?)

(Top Strategies in Bold)

Theme

Embed college going-ness into the culture and expectations by advising high school students and talking to parents early. Establish a targeted outreach and go to where the parents are, they will not come to you.

Promote early advising. Outreach to parents.

Students have juggling financial considerations – what does this mean for our students? High school counseling is key, need to bring them in the loop about options for kids. Create common language with college and high school counselors.

Early high school advising. Use a common language among college and high school counselors.

Keep advising process and expand advising to include all other institutions (nation-wide). Expand advising to other institutions.

Inclusion and attention from Day 1 (Strategy 1: Extracurricular activities in alignment with pathways; Strategy 2: Increase options for advising and other support services through use of technology).

Offer extracurricular activities in alignment with pathways. Advising through technology.

Strengthen transfer articulation with four-year institutions of higher education (program by program).

Strengthen transfer articulation with universities.

Partner more often and deliberately with our education partners. (For example, the partnership in advising that Dr. Romo spoke of), connecting students with faculty and staff to teach them “need to know stuff.”

Strengthen partnerships with universities. Connect students with faculty and staff.

Address the problem of students changing majors and having excessive credits. Alamo Colleges is trying to address that problem via advising, pins, advising guides, mandatory ISP in SDEV.

Address excess of credits. Address the problem of changing majors.

Offer success strategy workshops, embed success strategies into the classroom, and provide faculty and staff professional development opportunities. Provide flexible schedules to students/staff so they can take advantage of workshops. Survival in university.

Offer success strategy workshops. Offer professional development opportunities.

Understand the language of higher education and the language specific to the (transfer) receiving university. Use a common language.

Conduct transfer orientation for students leaving the community college. This can include tours, degree audits, and advising.

Conduct transfer orientations for students.

Remove uncertainty by knowing if 4-year universities offer transfer scholarships and use that as an incentive for Alamo Colleges to transfer to their university.

Use transfer scholarships as incentive.

Help students to feel connected and understand Higher Education. Make sure they know we are there and we care. Don’t let them disappear. Ensure individual inclusion and welcome.

Connect with and support students.

Need to support the Dual Advising (and dual admission) with UTSA being on site to ensure students are dual advised at all times. Support dual advising.

27

Time-to-Degree: Reduce the number of hours our students are taking: cut down the number of hours required of programs (ex: hidden prerequisites); Strategies: 1. Advising must begin early and occur often. 2. Articulation Agreements with the Alamo Colleges and the university partners with clearly defined pathways.

Address excess of credits. Promote early advising.

Approach 2+2 in a more innovated way. Strategies: 1. Dual enrollment – Do away with the concept of 2+2 and move towards dual enrollment with the Alamo Colleges and the university. 2. Include our ISDs in the partnership to focus on Dual Credit and Early College High School.

Promote dual enrolment. Strengthen partnerships with ISDs.

Increase the number of students enrolled ¾ or full time. Strategy: Incentivize the cost to be a full time student. The current tuition band is a 6 hours. Consider banding at a higher point to see if students take more classes.

Increase the number of students enrolled ¾ or full time.

A Common Course Numbering System may take a while but common learning outcomes (articulation agreements).

Develop a Common Course Numbering System.

Prepare our students to understand the language and function of college (i.e. what a credit hour is, a degree plan, and ramifications of taking too many courses).

Use a common language among college and high school counselors.

Ensure that articulation agreements are clear and lead to a specific degree and transfer arriving as a junior in the major. Contractual agreement that if they complete Alamo Colleges in three years of less with a minimum GPA for guaranteed acceptance into a college / program of study at the university.

Improve articulation agreements to ensure degrees and transfers.

Be aware of the mindset of being a student who is experiencing financial distress and offering services to help them overcome this obstacle. Connect with and support students.

Align SLOs and assessment from dual credit through Alamo Colleges to the university to ensure graduates / transfer students are more successful at the university.

Align student learning outcomes between institutions.

Emphasize the welcoming of students, not only to the Alamo Colleges but also to the University, early on to ensure graduates / transfer students are more successful at the university.

Connect with and support students.

Implement strategies to increase opportunities for internships and experiential learning.

Increase opportunities for internships and experiential learning.

More up-front planning for degrees (AlamoADVISE should address this). Reduce lost hours.

Improve advising. Address excess of credits.

Use a common language. Use a common language among college and high school counselors.

Market to different age groups to know target audience. Improve marketing. Melding degree/career. Improve advising. Fully implement AlamoADVISE. Improve advising. Ensure students understand the language of education (Degree Plan, credit hours, etc.). Make it part of SDEV or EDUC courses or offer assistance to High School Dual Credit Instructors/Counselors to get message across.

Use a common language among college and high school counselors.

Put FT advisors from the universities on our campuses – Brilliant! This will help focus students on degrees to transition seamlessly. Support dual advising.

Develop a welcoming atmosphere and friendliness. Connect with and support students. Provide a diverse experience for students with study abroad, technology, etc. Other.

28

Increase opportunities for partnerships for pathways with K-12 and Alamo Colleges. Strengthen partnerships with ISDs.

Develop a proactive approach to invest upfront in: - tailoring the conversation to group (new students, transfer, military). - identifying at-risk students and do intrusive advising. - walking students to areas of help. - faculty setting student expectations high.

Improve advising. Connect with and support students.

2+2 articulation agreements.

Advising can’t solve all the problems. Advising is not the silver bullet. Are we going down the path of overburdening advising? This is not the only tool. Affirm- We have students who are text-book knowledgeable but lack real-work experience and cultural diversity.

Affirm-Advisors currently using advisor touch points to reach out to help students with retention, completion and transfer. Affirmed students are prepared for success in the university setting. Create a good university citizen.

Affirm-Higher Ed lingo/language, modules (GOFAAR) that students need to take as well as New Student Orientation. Also, gathering students (cohort) who are studying the same institute to hear from professional advisors and faculty. After FY 17, the colleges will not be funded for the advising model, sustainability at the colleges becomes an issue. Clarify this? Align courses to prevent barriers for transfer students vs. new university students.

Articulation Agreements: - Focus courses on student learning outcomes rather than a course number and focus on Field of Study courses to enable transfer credit. - Utilize proficiency exams at transfer institutions to determine proficiency? This may or may not be the answer! Assign advisors who use intrusive and intentional advising that is consistent (touchpoints).

Assist our homeless students: 'Strategy: Partnership with Haven for Hope so any student who is in distress (homelessness) Alamo can be available to refer students for assistance. Bridge socio-economic status to remove student barriers (entrance, registration, refresher courses, holds...consistency in communication, reinforce timelines). Build global diversity.

Build in expectations around experiential learning and service learning (internships, part-time jobs) for our students. Career Exploration class.

Clarify - Decide what is important enough to start instead of identifying roadblocks. Such as the Common Course Numbering System and using guns as an excuse. We both play the game when it comes to transfer courses accepted. Clarify – Dual enrollment at AC and 4 year institutions.

Clarify and justify percentage of enrollment that transfer to Texas A&M University San Antonio.

Clarify how we can serve so many constituencies.

Clarify what research shows for dual enrollment. What is triangulated advising?

Clarify/Justify what the panelist stated. 'Strategies: 1. Prepare our students to speak the language of higher education: Ease of information for onboarding processes. 2. Knowledge Management – The Alamo College-to-University partnership must work together to have clear, clean and precise transfer plans. 3. Must have excellent transfer guides: Advisors will only be as “good” as the resources we provide them. 4. Systems thinking will be vital to the discussion and articulated pathways. We can all win if we all work toward the same goal…student success and completion. 5. Create short videos for each of the critical steps to enrollment (Apply, test, register, pay, financial aid…etc.). 6. Incorporate best practices in the use of technology (ex: apps, videos, messaging, etc.).

29

Clarify: “inclusive excellence” and embracing technology.

Clarify: Aligning course numbers – clarification.

Clarify: Building good university citizen – building core skills.

Clarify: Triangulation advising.

Clarify: university transfer scholarships (UTSA half-million dollars for transfer scholarships….communication).

Collaboration between colleges and universities.

Common numbing system wasn’t really addressed. Even if it takes 5 years, start the clock ticking.

Connect all aspects, understand, and use higher education language as it relates to the students' pathways.

Consistent approach by staff and cross-campus sharing (community engagement, record activity outside campus.

Contact students early on (student presentations).

Continue to roll out the 7 Habits strategy.

Core curriculum completion discussions up front.

Cost of missed class how it affects their education track.

Create pathways for exploration. Ideally, institutes are built in a way so that students can explore within first few hours without losing credits. Creating a welcoming experience for students where personnel and systems show them we're glad that they are here, we share a higher vocabulary, and they know that they have a counselor. Define preparation for college, not just academically, but socially and emotionally.

Degree plans focus on a series of required classes, but the focus can be shifted to baseline needs for a student to be successful as a preference rather than prerequisite, and a recognition that there is preferred pathway to gain requisite knowledge. Contextualize course content to upper-level institutions degree plans and to career fields. Determine how the experiential learning will be given credit for at the transfer institution.

Develop “good university citizens” engaged in service learning and co-curricular activities.

Develop a complete and clear game plan (Steps for students that identify where they are at in registration process or degree). Develop good citizens.

Direct contact with each student through advising.

Discuss Common Core Numbering System and identify strategies that will impact and create change.

Dual Credit students can be advised and we can utilize external communications to provide information. High school counselors and academic advisors can collaborate to provide information sessions. Dual Enrollment – goal for reduction of unnecessary courses and improvement of completion and transfer.

Early alert notification and input from faculty to students (texting students on their phones).

Educate faculty and staff on how to support under resourced students on basic cultural norms, how to apply for a scholarship, the importance of attending class vs. family needs, value system education. Embrace diversity through increased opportunities for study abroad.

Emphasize the importance of faculty advising/mentoring.

Empower High School Counselors to Advise more to be better prepared for College. Have our Advisor do more work with the High School Counselors to work in connection together for the student. Engage transfer and new students in discussions relating to careers and salaries related to careers.

Ensure inclusiveness of students and employees at Alamo Colleges.

Ensure student communication about enrollment management (registration period) in conjunction with Advising Chairs.

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Ensure that developmental needs are met so students can transfer.

Ensure the exploration of career pathways- a world of possibilities.

Expand number of 2+2 Plans/opportunities. Could advisors be grouped around the 2+2 opportunities?

Extend the advisor station from transfer universities to all Alamo Colleges.

Externships for teachers.

Focus: Good citizens/study abroad/global citizens

From a budgetary stand point – parents can help students make these decisions, laying out for students all of their options. Avg for TX public university students is $35k in student loans. Funding cuts limit us.

Have critical conversations about transfer early on and consistently; Connect students with specific POC at four-year schools much like the UTSA model. Having a strategy for utilizing courses for graduation. Need to do sooner to facilitate graduation. Do career exploration sooner, prior to enrollment. Help students understand the true cost of skipping class.

How can we get career information to students so they are setting a career goal early and avoid taking unnecessary course work? Students really like one-on-one interaction with faculty. We need to build in more interaction opportunities for both faculty and staff with students. Identify pathways for dual admission so students can begin to establish connections to the university and the discipline culture within that university as they take courses at the Alamo College. If engagement was all up front, you could identify skill sets needed for that industry. Include career exploration.

In our SDEV or EDUC courses, we need to address the “language of education” that Dr. Romo spoke of: contact hour, transfer degree, degree plan, pathway, etc. Bridges out of poverty. Increase enrollment assistance for FTIC students.

Increase opportunities for internships and workplace exposure.

Increase remedial education in public schools.

Institutes can host / arrange career exploration for middle school / high school students.

Intrusive advising is good. Also consistency across all avenues, i.e., advisers, faculty, etc.

Leverage on job opportunities and career readiness. Students need knowledge of career realities. Students can be given aptitude tests and career interest instruments that will allow them to have a better idea of what they are choosing in a major or a career field. Liberal arts programs of study could be more deliberate about embedding experiential learning

Maintain what we do in DE.

Make engagement a true engagement that is meaningful to the student. Face to face, as early as possible.

Map out semesters for students (not organized and clear to students) that coincide or could coincide with course scheduling/offerings. Melding of college and DE for more contextualization.

More agreements like we signed with UTSA for Advisors on Campus.

More clarification is needed on why study abroad is linked to academic success.

Need Common course (language) numbering political issue (how to fix and apply uniformity).

Need to also look at community (not just High Schools). We won’t reach enough of the community by just focusing on High Schools. And when at High Schools, focus on more than dual credit/top 10%. Need to do more internships and mentoring for students to make their experience more real.

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Need to help students enrolling. Understand what meningitis shot is, various steps so they can actually get though the enrollment process. Most don’t understand higher education language, barriers, steps, etc. Need to incentivize them to take more than 6 hours. They need to be full time to finish quicker and complete. We currently only incentivize them to take 6 hours. Use to charge less money to take classes after 1 pm. Consider weekend college. Networking and Cyber-security Internships would be most beneficial to students who want to go to work – need badges and certificates. Set up internships with IBEST where they train our incoming interns. Offer a Culture of Inclusion from the beginning and warm hand-off for transfer students.

Offer transfer scholarships and develop global citizens.

Outreach to students like PAC’s peer advisors. Call to see why they didn’t come to class, if they got a bad grade, etc. Helps to have a person, like them, reach out to them. Perception that Alamo Colleges is not quality. We need to change that perception that AC is not settling for less. Create better messaging community wide about the important step that the community college provides. This is a PR strategy. Prepare advisors with appropriate tools to conduct transfer advising. Is there a hand-off from SDEV and EDUC ISP assignments, declaration of majors, etc. that is occurring? If not, it should! Prior Learning Assessment. Strategies: Create agreements with the local universities that the university will accept the credit we award. Provide transfer scholarships.

Reach back earlier.

Reach back to HS/middle schools. Educate parents and students on our terminology.

Reaching back-How early? How far back?

Realistic goals and expectations upfront for career path; Connect with private schools to align to pathways to be College ready. Recruit graduates instead of students (Train high school counselors on CC advising lingo).

Remove uncertainty- Have professors and instructors “shadow” each other at each college or university to learn different pedagogy and classroom methods and content. Repeat core courses from colleges and universities (common sequencing) – may not be the sole answer to preventing repeat courses. Simplify registration process on website for all students.

Some students take out maximum amounts on their loans. Concern about the amount of debt the student accrues at the associate level. 'Strategy: Need to better communicate the risk of taking out large loans. Somebody (Chairs? Deans? VPs?) has to “’own” the process of bringing the discipline faculty together from the Alamo Colleges and universities to close advising gap issues. For instance, students must have a 3.2 to get into the school of business at UTSA. Do our faculty know this? Faculty could be reinforcing this type of information in the community college. Standards for transfers to universities

Strategy for reverse transfer.

Texas A&M offering freshman class 2016 – 90 % from AC how does that affect competition and performance between institutions. The four-year institutions are better accepting the courses in the ACGM that we in Alamo Colleges are eligible to teach but the four-year institutions have not been willing to accept. Right now this is an issue with Organic Chemistry and UTSA, and it has been an issue with Accounting and UTSA. Transfer students do better at UTSA than native students.

Transition our students from “high touch” (e.g., many parts of term, many opportunities to start) to being university citizens, responsible for their actions. Triangulate advisement for students with the colleges, student success advisor, and faculty advisor in partnership with the transfer institution.

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Triangulate advising (student success advising, department advising, faculty advising).

Triangulated advising and mentoring. Direct action. Linking degree plan to career planning. Direct contact early on. Using the language of higher education. Be very clear and consistent with our use of terminology. Need College Terminology 101 in high school. Triangulation of advising – from high schools to community colleges to universities. Coordination of advising and making choices through the system. Tools, training, and certifications…identify what is needed. Universities sending counselors to AC.

Using transfer guides.

UTSA advisors and others on campus communicate requirements for different programs and develop a pipeline earlier. Vocabulary: Recruiting "graduates" vs. "students"

We cannot be helicopter parents to our students.

Welcome every student and make them feel a part of the institution (inclusiveness).

What is being measured? If the completion is measured then this is what will be focused on and if the transfer activity is measured then this is what will be transferred on. Why aren’t universities taking credits from AC – same standards.

Work early with student to identify their academic focus and their pathway

Yes, self-advising occurs. Perhaps if we can identify reasons why it occurs we can combat.

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Business and Industry Strategies

TOP STRATEGIES

TOP BUSINESS AND INDUSTRY STRATEGIES (BY THEME) Frequency % Understanding and acquiring employers' technical and leadership skill requirements and culture. 13 48%

Develop partnerships and internships. 4 15% Professional development for faculty. 4 15% Alignment for jobs among high schools, Alamo Colleges, and universities. 2 7%

Guaranteed employment for students. 1 4% Keeping students informed of trends and opportunities. 1 4% Networking/Building social capital. 1 4% Other. 1 4%

27 100%

Working Session 3: Business and Industry Strategies What are the appropriate strategies that the Alamo Colleges

could implement to ensure that graduates are more prepared when they get hired? (i.e., based on what you heard during the

Business/Industry panel this morning, what might AC do to improve the knowledge, skills, and attitudes of our students

before they enter the job market?) (Top Strategies in Bold)

Theme

Ensure alignment with high schools, Alamo Colleges, and universities for jobs in the community, forecasting to prepare students for available workforce opportunities.

Align for jobs among high schools, Alamo Colleges, and universities.

Develop partnerships and internships; Incorporate into curriculum; Practicum development; Have resource fair with community and volunteer organizations for the purpose of helping students sign up to volunteer; View/exposure to areas/jobs even through observations and/or informational interviews; Key is EARLY in student’s academic career.

Develop partnerships and internships.

Demonstrate internships/practicum. Develop partnerships and internships.

Internships for students and externships for faculty are critical to student success in the workplace. We need to build relationships with corporate / workforce partners to increase availability for internships for experience and application of skills from coursework.

Develop partnerships and internships. Professional development for faculty.

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Guaranteed employment for graduates who complete corporate-devised programs, not just an opportunity to apply.

Guaranteed employment for students.

Keeping students educated on what their options are, emerging trends, and occupations, and adjusting the curriculum appropriately, will make Alamo students more marketable.

Keeping students informed of trends and opportunities.

Networking and building social capital for students is key. Networking/Building social capital.

Professional development for faculty to stay current with industry standards.

Professional development for faculty.

Develop externships for faculty to connect with 2-3 employers to infuse the faculty with current industry knowledge and get a better understanding of the technical and other needs. They can then be among the faculty who develop successful students because they exhibit passion for their field and pass this on to their students.

Professional development for faculty.

Understanding what companies around the area want from our students (i.e. the technical skill set plus the core skills) broaden students understanding of industrial culture, and the cultural differences among different companies. Teach knowledge of industry cultural norms. Onboarding programs to acclimate students to the culture of industry (i.e. the Toyota Way, lean culture).

Understanding and acquiring employers' technical and leadership skill requirements and culture.

Foster a mindset of safety, quality, work ethic, accountability, ethics, punctuality, good attendance, and team playing that is important to all employees, represent core and soft skills, and are employed as strategies in the classroom.


Core skills needed in entry level workers (time management, personal responsibility, communication, workplace etiquette).


How can we ensure the core/leadership competencies are embedded in the AC experience for every student? Examples include the SLO for each of the student services. Peter Holt’s statement about getting hired for technical skills but being fired for lack of leadership skills really resonated with our table group.


Clarification-Social literacy in all areas: email, conversations, verbal communication. Students should learn proper etiquette so that it comes across in a professional manner to help prepare them for entering the workforce. Augmented approach to curriculum like instructors adding how they would like to receive email communication from their students.


Core values (soft skills) are needed. Could have Internship/classes to learn these behaviors. Practice class time like a job (i.e. if they are late, etc. incorporate these principles into classroom). Align 42 hours of general education to teach critical thinking, problem solving, etc.

Understanding and acquiring employers' technical and leadership skill requirements and culture. Alignment for jobs among high schools, Alamo Colleges, and universities.

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Core Values: Reliability, ethics, attendance, professionalism, communication skills, teamwork skills, and respect for all. Use of behavioral interviews (ex: D.I.S.C.). The team was impressed by the term “we hire for technical skills and fire for lack of core skills”. Strategies: 1. Use 7 Habits/principled-centered leadership to educate students on core values such as self-management, proactive behavior, professionalism, time/attendance, working with others, professional appearances, etc. 2. Seek other opportunities to engage our students in discussions about core values, such as using classroom norms, acceptable behavior in support areas. This would be one way to help students learn the importance of working within a framework that will better prepare them for the university and workforce. 3. Utilize our time with our student-workers, develop internships, apprenticeships, volunteer and service learning opportunities. 4. Utilize faculty externships.

Understanding and acquiring employers' technical and leadership skill requirements and culture. Develop partnerships and internships. Professional development for faculty.

Purposefully imbed and communicate core skills to students. Make the classroom more like the workplace.


Core competencies are valued by corporate employers and we should continue to emphasize these into every course where possible.


Integrate leadership skills and ethics instruction into Alamo Colleges curriculum/SLOs.


Our students are technically competent, but tend to be lacking in core/soft skills.


Core skills (soft skills) are necessary to succeed in the workforce. Understanding and acquiring employers' technical and leadership skill requirements and culture.

The students need to hear from industry leaders, not just from their instructors. Bring industry into the classroom to convey the message directly to the students. (i.e. reinforce core skills).


Expand on the transfer orientation idea to include a career orientation component to understand how to handle interactions in a work setting or at a transfer institution. This can include role-playing activities, mock interviews, etc.

Other.

Behaviors of the workplace and work ethics and ways to navigate around people that are in a diverse environment.

Online: Toyota mentioned the need for online courses. We do not currently have 100% online support. As an example, test proctoring is required to be on campus. Currently exploring BioSig and ways to improve our online support. Communication: Cascade the communication so others have the opportunity to understand the shared interest of the Alamo Colleges, Universities, P-12 and Business and Industry.

Advertise Martha Trevino more; experiential learning and work study internships; it’s a start but need more.

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Advisory groups needed for all programs/certificates. Affirm - Peter Holt’s comment about "we hire for technical skills but fire for soft skill." Affirm - Integrate core competencies throughout all of the courses. Is it doing what we think it is doing? How do we take this to the next phase? They spoke the truth when they said we have these issues. Affirm - Liberal arts education. Affirm - Why don’t we create relationships to provide externships for faculty with other institutions?

Affirm and Reinforce-Provide student assistance for Interview and Resume building as well as how to answer behavioral interviewing questions. Affirm- Assign service-learning components to courses common to students at Alamo Colleges.

Affirmed the importance of experiential learning, service leaning, and engagement in co-curricular and internship activities. An internship will allow a student an opportunity to understand

Alamo Colleges employees are role models for our students. Alamo Colleges should have more emphasis on essential skills in the curriculum itself. All employers are going to do their own training. We just need to know what those skills and standards are, so we can teach them. Allow the faculty to work with employers to understand the need of industry.

Be specific about degrees or program they want. Behavioral based interviews. Being conscious and deliberate about opportunities for students to explore careers. Building relationship with industry in the front end rather like just in time. Career exploration – getting students into the right pipeline based on their interests. Clarification – whose responsibility is it to teach core values and how much is owned by the colleges? How active are the business industries with the technical program advisory committees? Clarify - Do we collect data on whether internships translate to a job? It would be helpful. Clarify - Heard that people are selecting applicants with lacking core or soft skills. Clarify if it is the role of community colleges to teach these skills. How do we fund? Clarify - How do we assess core skills in the larger curriculum? NVC is moving toward using an e-portfolio to measure. Doing so changes the learning environment. It takes assigned leadership activities to help measure. Clarify - We think TAMU is about to implement a community service requirement. Communication classes, classes to learn how to mesh better as a group. Communication skills, team building, how to work in teams, communication skills. Community involvement can provide insight into a student’s ability to be involved in activities that require problem-solving, teambuilding, etc. Connect yourself with the mission directly and teach students to recognize that. Connection to community; Community involvement. Connection to mission. Contextualize curriculum (enable students to craft elevator speech and share in networking opportunities). Continue to include “core skills” and enforce. Continuous learning is important. This is true for students and educators. Core skills (soft skills) are important. Core skills are important and a better term than soft skills and bring more structure. Get industry partners involved in CTE, and conversations on core skills, and job skills, and what you will do with your degree. Core workplace soft skills need more work: attendance, workplace behaviors, teamwork, critical thinking, social/personal responsibility, etc. Councils from business industry come into the classroom and spend time teaching what they need, doing mock interviews etc. NVC is currently doing this with a business council group. They partner with them and then ask them to give NVC students priority interviews, higher pay, etc. Critical thinking (deliberate instruction to build critical thinking).

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CTE side, students can see how each class is relevant, but on liberal arts side there is push back because students cannot see how the classes are relevant. Core skills learning needs to be made more apparent to the students, and how they translate to the workforce. Culture of continuous improvement. Core skills – there are core character skills and behavioral hiring. Focus on behavioral skills and competencies, attitude, motivation, integrity, are more important than technical skills. Core character gets you hired or not hired. Demonstrate that on core areas.

Demonstrating behavioral interviews in career centers.

Develop a course to build soft skills is a course for credit, that transfers. Or contextualize these skills into existing the curriculum. Develop a Prepare-to-Graduate class – ethics, etc. Overcome the sense of entitlement. Recognize the consequence of your actions. Develop core skills in students as early as possible (dual credit).

Develop job skills.

Develop student learning outcomes.

Developing life skills.

Does business what AC to training or university to training on A.S. degrees?

Dovetail internship experiences with service learning experience.

Each student should have multi skills foundation (critical thinking skills).

Engage with businesses to provide teacher externships to get a perspective.

Externships for faculty to understand business needs and prepare students especially first generation students.

Faculty to be involved in monthly visits to bring back to classrooms.

Give students project based/problem based project to give them the live experience to help them get an understanding of things. (NVC has film students go do a film for a nursing home to give them real experience). Hire for technical skills, fire for poor performance.

Hire on technical skills, fire based on soft skills.

Holt CAT liberal arts comment; students get caught in catch 22 because they can’t get a job with no experience, but they can’t get the experience; Students can look at internships, volunteer experiences, unpaid internships; Incorporate into SDEV curriculum. How do we prepare our students for group/team work knowing that some students won’t pull their weight?

Identify online resources, videos, or community resources that would provide our students with these experiences. This can be project-based learning, capstone experiences, or elective opportunities for students.

Implement community service and service learning into the curriculum.

Importance of faculty/instructors (pedagogy); Externships for instructors.

Increase internships.

Increase on campus employment opportunities for students.

Increase opportunities for leadership training.

Increase partnerships with employers for internships, part time jobs.

Increasing online offering and systems to compete in the academic and non-academic side.

Industry endorsed faculty in a specific industry.

Instructors doing externships with companies. Faculty development.

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Internships for experiential learning opportunities and guest lectures.

Internships; on-the-job experience; getting feet wet in the world of work – there needs to be some attention paid to how the student internalizes the experience (orientation). Job readiness, training, curriculum development for students to enter specific jobs in the workforce.

Lack of core skills (Soft Skills) – Educators helping students identify their values; discussion in new student orientation, group advising, peer to peer mentoring; Advisory Committees.

Methodist – every employee does a process improvement.

Multi-tasking.

Must have a mindset of safety and quality. Is this a core area that can be added to courses or identified as a skill set that we need to reinforce in our classes? Areas such as lean skills and certifications. Offer mentoring opportunities for students and student employees.

Opportunities for networking and connecting to the outside world (mentoring).

Opportunities for students to engage in community service and increase their support network.

Our co-curricular activities must support and reinforce what it happening in the classroom, including developing soft skills. (How do we engage more students in co-curricular activities? Partner with faculty). Our students are missing basic financial literacy (how do I prepare for retirement? How do I balance a checkbook? How do I develop a simple household budget? What is a mortgage? What is interest on a loan to buy a car, for instance?). Prepare students for interviewing and frame ownership, leadership, and accountability for students.

Preparing students to transfer, to go into a job. Need to reinforce core skills.

Private industries are looking to be more involved in the development of the curriculum to assist in developing better employees. Process/structure for implementing core skills accountability, ethics, and responsibility.

Professional development for faculty (especially FTE) to help keep them in tune with industry (provide avenue for them to maintain current). Provide transfer advising.

Raise awareness of why people lose their jobs or don’t get hired or don’t get promoted.

Skillset and certifications.

So will Toyota take more apprentices next year since they will lose 33% of workforce?

Speaking another language (bilingual importance for employment).

Students don’t know what they don’t know. The soft skills and other things that are very important to students they may not know. Need a concerted intentional plan. We need formal mechanisms to prepare students and provide tangible opportunities for students to be competitive. Critical thinking, being on time. Teach culture of being on time. Start in high school. High school classes don’t start until 8:45 am. This sets a poor precedent. Technical writing reading communication needs to happen and more partnerships with these industries is needed

Understanding corporate culture.

Use services and professional organizations, resume support, and magic closet and expand on it more.

Utilize advisory boards more and donors more; Require them to offer at least one internship.

What employers look for is similar to what we look for when hiring new individuals – technical skills can be taught but core skills are more innate. Work – Life – Plan in place to retain and cross train for the next level (Succession planning).

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Work study is an opportunity to reinforce soft skills.

Work with corporate world to identify core skills needed/required. Model those skills. Working adult strategies are key. Adult students come in without general education core, but they want to take business courses first. Students want to take the job related courses first. Then they leave and don’t take general education required courses. They take courses out of sequence. Connect the dots for students, intro course in every field, plus exit course like an internship or externship, you will lose them if you load them up with just liberal arts Working in teams. Workplace culture – mission, vision, values. Connecting to values.

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Alamo Colleges Performance Excellence (Baldrige) Journey Survey Completed by Alamo Colleges Employees (Three-Year Comparison)

1. LEADERSHIP 2014 2015 2016 I know the mission of the Alamo Colleges 4.14* 4.56 4.64 I know the Vision of the Alamo Colleges 4.11 4.49 4.60 Senior leaders (PVC) create a work environment that helps me to do my job 2.97 3.52 3.88 Senior Leaders (PVC) share information about the organization 3.22 3.67 3.87 Overall, I give the Alamo Colleges Leadership effectiveness the following grade (5 = Highest) 2.48 3.62 3.93 2. STRATEGIC PLANNING As it plans for the future, the Alamo Colleges asks for my ideas 3.57 3.79 4.01 I know the parts of the Alamo Colleges plans that will affect me and my work 3.52 3.82 3.95 The Alamo Colleges is flexible and can make changes quickly when needed 2.06 2.93 3.13 Overall, I give the AC Strategic Planning process the following grade (5 = Highest) 2.34 3.37 3.70 3. CUSTOMER FOCUS I know who my most important customers are 4.60 4.60 4.86 I ask if those whom I serve are satisfied or dissatisfied with my work 3.95 4.19 4.35 Overall, I give the AC Customer Focus effectiveness the following grade (5 = Highest) 2.32 3.86 4.08 4. MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT I know how to measure the quality of my work 4.10 4.26 4.43 I can use this information to make changes that will improve my work 4.15 4.15 4.41 I know how the Alamo Colleges as a whole is doing 3.46 3.72 4.06 Overall, I give the AC Measurement, Analysis, and Knowledge Management effectiveness the following grade (5 = Highest) 2.41 3.60 4.00

5. WORKFORCE FOCUS The people I work with cooperate and work as a team 4.08 4.28 4.49 My boss encourages me to develop my job skills so that I can advance in my career 3.66 4.17 4.28 I am recognized for my work 3.51 3.95 4.04 I have a safe workplace 4.08 4.15 4.25 Overall, I give the AC Employee Focus effectiveness the following grade (5 = Highest) 2.48 3.77 4.01 6. OPERATIONS FOCUS We have good processes for doing our work 3.00 3.51 3.78 We are prepared to handle an emergency 3.40 3.49 3.82 Overall, I give the AC Operations/Processes Focus effectiveness the following grade (5 = Highest) 2.27 3.43 3.65

7. RESULTS Those whom I serve are satisfied with my work 4.05 4.17 4.34 The Alamo Colleges has the right people and skills to do its work 3.41 3.56 3.81 The Alamo Colleges removes things that get in the way of progress 2.38 2.88 3.33 The Alamo Colleges practices high standards and ethics 3.73 3.74 3.98 The Alamo Colleges is a good place to work 4.03 4.01 4.19 Overall, I give the AC Performance Results strength the following grade (5 = Highest) 2.54 3.68 3.96

* Yearly scores for above survey statements are weighted averages of survey responses, where Strongly Agree = 5, Agree = 4, Neither Agree Nor Disagree = 3, Disagree = 2, and Strongly Disagree = 1. Scale is 1.00 - 5.00 where 1:00-2.99 = Red, 3:00-3:99 = Black, 4:00-5:00 = Green.

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Retreat Evaluation

2016 Alamo Colleges Strategic Planning Retreat

Evaluation Form Results

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5

Organization of this retreat. 2% 8% 40% 50% 90% 93%

SWOT Analysis Report with Priorities and Competitive Factors 3% 2% 14% 50% 30% 80% 83%

Opening remarks (Dr. Bruce Leslie) 2% 5% 12% 39% 42% 82% 87%

Quality of the morning discussion panels 2% 1% 8% 32% 58% 89% -

Presentation on State of the Alamo Colleges (Dr. Tom Cleary) 4% 2% 6% 34% 53% 87% 98%

Facilitation during the morning panels (Mr. Robert Rivard) 1% 4% 30% 65% 96% -

Facilitation during the working sessions (Dr. Carlos Ayala) 1% 2% 11% 51% 34% 85% -

Methodology used in the working sessions 2% 6% 14% 50% 29% 78% 83%

Pace/dynamics of retreat 1% 1% 17% 53% 29% 82% 79%

Working with colleagues at the tables 4% 29% 66% 96% 95%

Facilities 1% 14% 43% 42% 85% 96%

Food 4% 13% 46% 37% 83% 94%

Beverages 4% 17% 46% 33% 78% 79%

Parking 4% 11% 47% 39% 85% -

Overall strategic planning retreat experience 1% 1% 10% 52% 36% 88% 91%

Significance (Was it worth our time?) 2% 3% 6% 48% 41% 89% 83%

What did you find most beneficial about this strategic planning retreat?

1 Working with across college industry personnel. 2 The interaction with colleagues in the working sessions. The experience was enlightening to the Alamo Way. 3 Working with colleagues. 4 Networking and hearing how the Alamo Colleges people see themselves from the inside. 5 To hear and share with AC colleagues what we need to do to help students succeed.

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6 Understanding what companies around the area want from our graduates. i.e. the technical skill set plus the core skills, broaden students' understanding of industrial culture and the cultural differences among different companies, emphasize networking among students and help build their social capital.

7 The panels provided some interesting information and good perspectives. 8 A chance to share ideas with a variety of co-workers/team members throughout the Alamo Colleges. 9 Hearing from our stakeholders.

10 Chancellor's comments and vision. 11 The morning panels were great! Superb! 12 Opportunity to hear from Dr. Leslie what his vision and priorities are for Alamo Colleges. 13 The A.M. panels - great idea. 14 Discussion with colleagues. 15 Gather information and understand challenges facing ACCD. 16 All I can share and bring back to my campus. I could see all the hard work put in. 17 The panel discussions were most valuable. Both panels were insightful and informative. All hands on deck - Great collection of

stakeholders. 18 Meeting new colleagues. 19 Learning from many members that make up the Alamo Colleges. 20 Being able to collaborate with my colleagues. 21 Panels. 22 Panels, discussion with colleagues at the table. 23 Being mixed in with other departments and colleges. 24 Conversation at the tables. 25 The input from the discussion panels and using those perspectives in our working sessions. 26 Corporate staff and representatives from UTSA, UIW and Texas A&M. 27 Collaboration with peers. 28 Panel discussions. 29 Realization, collaboration, cultural appreciation and respect for each other’s roles. 30 Collaborative environment. 31 Targeted discussion following remarks from community members. 32 Panel discussions and group work. 33 The morning panels were great nice break! 34 I found the 2 panels in the morning from higher ed & business very beneficial. 35 The panels were insightful. 36 Activity topics much more effective and realistic to vision and mission, compared to last year. 37 Working with AC colleagues; great panels. 38 Hearing from other colleges. 39 Conversation with people. 40 Group discussions and report outs. 41 Enjoyed the employee panels and the interaction of our table. 42 Opportunity to interact with colleagues. 43 Discussion panels. 44 Meeting people at my table and hearing their perspectives. 45 Great collaboration with colleagues. 46 Hearing from universities and business leaders; table discussions. 47 Panel presentation. 48 Networking at table with others; higher ed panels; business and industry panel. 49 Multiple perspectives. 50 The event was great! 51 Discussing the items among our peers at the table. 52 Interaction with table participants. 53 Team approach. 54 Round table discussions following panel discussions; thank you for the fruit at breakfast! 55 Seeing what our share / stakeholders desire from us. 56 Thank you for the water. 57 Opportunity to brainstorm with Alamo and community partners.

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58 The review of the strategic map. 59 The information given by the panels. 60 Table discussions. 61 Listening to the panel members. 62 Working with transfer institutions and workforce stakeholders to hear their needs. 63 Working with stakeholders who are not affiliated with AC. 64 Keeps me informed and contribute to the plan. 65 Focus on the BIG picture. 66 Networking with Alamo Colleges faculty. 67 Interaction. 68 Both discussion panels were great. 69 Alignment of strategy map with strategic plan. 70 The team at my table! 71 Working with colleagues & community members & students "every voice at the table." 72 Really enjoyed guests on panel. It was a good framework for the discussions. 73 Panel speakers. 74 Discussion. 75 Ability to work with colleagues from each campus and DSO. AC rarely has the opportunity to share best practices among each

campus. 76 Panel discussions. 77 The interaction I had to hear others viewpoint on the discussion questions as well as provide my own input. 78 Panels and group discussion, group share. 79 The panels were great! They provided an insight of what is needed / wanted at a 4 year university or continuing ed. 80 Ability to speak with other colleagues. 81 Speakers. 82 Different perspectives from different disciplines across colleges. Interaction and report outs, good stuff! Ya'll did a great job!

83 Sharing opinions and strategies with fellow peers. 84 Interaction with colleagues & co-workers & meeting other leaders from colleges & DSO. 85 Hearing from universities 86 Bringing together everyone's ideas to make Alamo Colleges better for faculty, staff, visitors and especially students! 87 Perspectives from external partners. 88 The panels were good. Great ideas given for improvements. Validation on things we are doing well. 89 The table discussions were collaborative, engaging and respectful. 90 Thinking about our links and 4 years university & business & industry 91 I understand the strategic plan better. 92 1) The panel presentations by higher education & business partners. 2) Working with colleagues at our table. 93 More Dr. Cleary please! 94 Great engagement & conversations. 95 The panels were excellent. 96 Information was helpful in understanding Alamo Colleges S.P. 97 Great discussion, panel discussion.

What should have been better?

1 More time for working sessions. 2 Raise the energy and sense of urgency! It may SEEM counterproductive, but perhaps having the colleges do some tasks in

competition with the others would create that urgency. 3 Too many speakers, no real discussion of strategy, still no feeling that last year points actually listened or implemented. 4 Panel 1 was too short and can be more beneficial had it been longer. 5 I'd still like to see SWOT analysis tied in more clearly. 6 Student panel-normal non-government students on their Alamo Colleges experience/transfer experience/internships, etc. 7 More time with our panelists. 8 Should work thru lunch, Dr. Cleary's state of the college would be great at lunch time. 9 Not entirely clear how the SWOT informs our planning process.

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10 The processes at the table were vague and confusing. The instructions for what you wanted for our outcomes was unclear. 11 The vision was unclear and direction was unorganized. The team would have liked to have more opportunity to discuss the

strategic map and the gaps/questions they had. 12 Working sessions breakdown / directions 13 Some instructions were a bit confusing 14 There were some technical difficulties that could be overcome. Otherwise, great event. 15 Facilitating table discussions 16 Chairs - not comfy; coffee supply - need throughout the morning 17 Adding more panelists to get wider opinions / comments. 18 We don't seem to use SWOT information. 19 A few more breaks (short) to stretch our legs. 20 More corporate presence 21 SWOT results, is there really a connection or is this just a retreat? 22 Better chairs 23 Parking + you ran out of coffee again this year. 24 The facilities 25 Instruct feedback to be: table - "affirm" X and seeks "clarification" of y. 26 Discussion of SWOT, what are we doing to respond? What input data has been utilized from last year? 27 More diverse industry panel 28 Instructions 29 You "disinvited" people / managers / senior level and we're here with secretaries + coordinators! 30 3 hours x 2 days 31 Nothing, well done 32 The "sharing" portion got a little repetitive 33 Chairs 34 Goals of working sessions poorly defined 35 Chairs were uncomfortable 36 State of Alamo? - Connect data to strategy map or strategic plan 37 Targeting specifics and specific issues. Student centered 38 Separate the table more it was a bit hard to hear because there is a lot of noise from other tables. 39 Seats were not comfortable for a 6-9 hour retreat. Need more breaks and opportunities to walk around. 40 More copies of agenda at the table. 41 Less grease in food would be great. 42 More time 43 Seating very hard 44 Larger panel and more time to ask more questions 45 Planning and flow of the retreat could have been better. Asking people to sit through the panels and then use info from panels 2

hours later was not beneficial. 46 Better, more comfortable chairs 47 It might have been nice to review the strategy map & then do the group discussion or the strategy map, have the individual panel

and then the group discussion. 48 I did not get email notifying me of location. My name was not on the list although I was invited. 49 First panel should have been longer. 50 Presentation process 51 More bathrooms . . . . Lines too long. 52 They needed more time for Q&A. 53 State of Colleges 54 Reporting out of responses 55 Afternoon snacks should have been provided even if it were mints, gum, or small snacks like chocolates. :) 56 Food (no nuts) 57 Everything was great! 58 Chairs, drink options 59 More accountability of higher education members. - Only one question was asked from the audience and all three panelists

purposely blew off the questions.

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60 The chairs were really uncomfortable to sit in for long periods of time. Really hurt my back. (I wrote that before Dr. Cleary came to the stage, seriously.)

61 More time for panel! 62 More time for questions from the audience of the panelist. 63 Add business and industry reps that hire more broadly. - (I.E. USAA, Catholic Charities, City of San Antonio) 64 Discussion not … university partners and business partners. We need to look deeper within. 65 The food. 66 At the end, less summarization. 67 More higher education and employer reps. 68 A panel of students who have transferred to learn how we could better prepare them. More panels. 69 Length - priority - It is about as long as most can handle. The work sessions were too long - 15 minutes tops. 70 Uncomfortable chairs; not enough diversity in business. 71 Great methodology.

What suggestions do you have for the next planning retreat?

1 More time for working sessions/rotating tables 2 Show how the previous year's input affected policy. People want to see that it matters. Lots of common frustration: what action

will be taken to address these? Report out next year. 3 Show what we said, what was filled out, what was utilized. 4 Give advanced homework assignment to review strategic priorities so we can spend more time on collaborating on strategies

with senior leaders. 5 Possibly you could keep the panels but have the related work sessions follow the relevant panel. 6 Student panel-normal non-government students on their Alamo Colleges experience/transfer experience/internships, etc. Ditto -

Also, what part of strategic retreat info has been put into motion, what has worked or not worked? A more diverse employment panelists, i.e. USAA, Valero, etc.

7 Make this 2 days - - - we just got into a rhythm then it ended. 8 Maybe consider a re-org of the process. The panels were awesome. The feedback was great. The processes however were not

great. I have been a part of other strategic plans and processes that were effective. Maybe include stakeholders in the design. 9 Bigger and better

10 Alternative meal option 11 Bigger location 12 Food - salad option please 13 Facility was large enough to meet our large group need 14 Keep panel format, include/add panel of nonprofit/government experts. Invite Mr. Rivard back as facilitator. 15 For session that is this long, the chairs made it difficult to concentrate for this long a period. 16 Go back to UIW Sky Room 17 Bring back the community member panels 18 Well done! Do panels again. 19 Continue to hear from outside panels 20 Good approach. Lay out form to match questions. Area for "Affirm" one for "Clarify" Separate from "conclusion" 21 Better facility, accessible parking. Good panels should have student panels to share positive and negative experience at Alamo.

Did it help them complete or did they overcome bureaucracy on own? 22 More conclusive environment (facilities) if strategic plan is truly strategic, why plan annually 23 Identify the call to action of the retreat. What are we supposed to leave with for the day? 24 Industry leaders were weak. 25 I preferred this location to UIW. Easier access / parking - seems like a larger room. I think this should be based on people to

volunteer to come, as opposed to requiring. 26 Softer chairs 27 Better working session organizations / goals. 28 None come to mind. 29 The panel discussions were very informative. 30 Excellent format. Process 31 Team building activity

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32 Went well. 33 TriPoint is a better location than UIW. 34 Opening remarks - rambling too long; chairs not so good, but great location 35 Move the groups around; morning different group in afternoon 36 It would have been nice to interact with other people than my table. 37 Please, more comfortable chairs. 38 Need to be able to ask questions and discuss with first panel. 39 Continue the discussion panel guests 40 This was a good retreat. 41 State of the AC - share the source for the data & results 42 Excellent! 43 What will be produced from Tuesday? Will we reallocate resources to all the needs identified? Follow up on today's event. 44 Use the screens and software available to view the responses, instead of having table report-outs. 45 These were OK, but not ideal. Better seats, not as comfortable. 46 Bring in more people to be part of the panel. No nuts in the food! 47 Outstanding day 48 Cushions for chairs, lighter lunch, (not too many carbs) 49 More Q&A with administrative faculty. Too much filler. 50 Keep up the good work! 51 Involve more faculty 52 More time for panel. 53 Good job. Thank you 54 The panels were very good. Consider that format in the future. Maybe add panel to hear student perspective. 55 Let’s take a deeper look within ourselves. Soda? 56 I left 14 (parking) blank because I walked far! I left 16 blank because it'll be worth my time if there are positive changes that

come out of this. More faculty involved! 57 Continue with panel sessions with leaders in areas we will address in planning sessions. 58 A bit more focus on comfort 59 A panel of student who have transferred to learn how we could better serve them. More panels 60 Arrange for better seating - the chairs for this length of time are too hard. 61 Someplace with enough parking. Do not run out of coffee in the morning.

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APPENDIX


Priorities (Three-Year Comparison)…………………………………..….….…. 50

Competitive Factors (Three-Year Comparison)……………………………….. 52

Retreat Attendance List………….…………….…………………………………. 53

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SWOT Analysis Results Three-Year Comparison

SWOT 2014 SWOT 2015 SWOT 2016

Top 5 Strengths

Affordability/value, 20.9% Affordability/value, 20.9% Affordability/value, 21.1%*

Instruction quality, 8.0% Instruction quality, 10.6% Student centeredness, 7.5%

Programs offerings, 6.8% Programs offerings, 6.8% Instruction quality, 7.5% Economic and workforce development, 6.1%

Economic and workforce development, 6.7% Student support services, 6.8%

Accessibility/recruitment, 5.8% Programs offerings, 5.6% Economic and workforce development (training, education, programs, support), 6.2%

Top 5 Weaknesses

Collaboration between district and colleges, 14.6%

Communication (internal; external), 16.9%


Communication (internal; external), 11.0%


Communication (internal, external), 11.5%

Collaboration among colleges, 7.2% Leadership, 6.2% Collaboration among colleges,

7.3% Data-informed decision making, 7.2% Graduation/completion, 5.6% Employee support (benefits,

development), 6.4%

Graduation/completion, 6.5% Employee support (benefits, development), 4.8%

Process improvement, 5.2%; Budget/resource allocation, 5.2%

Top 5 Opportunities

Workforce needs (capitalize on workforce demands for emerging industry programs, trained/skilled workers by existing and incoming industries/companies), 16.6%

Articulation agreements with four-year institutions, 19.2%





Technology (demand for new technologies; distance education; etc.), 14.3%

Technology (demand for new technologies; distance education; etc.), 13.5%

Establish/strengthen partnerships, 11.9%

Annexation leading to increased enrollment and revenue, 13.5%

Annexation leading to increased enrollment and revenue, 9.6%

Technology (demand for new technologies, distance education, etc.), 10.3%



Dual credit program revenue increase, 9.6%

Top 5 Threats

Funding reductions, 17.3% Funding reductions, 15.9% Funding reductions, 17.2% Student/citizen issues (poor preparation, illiteracy, LEP), 12.5%

Competition from other higher education institutions, 11.2%

High school misalignment with colleges, 15.0%


Student/citizen issues (poor preparation, illiteracy, LEP), 10.0%

Student/citizen issues (poor preparation, illiteracy, LEP), 10.0%




Accreditation requirements, 5.7% Accreditation requirements, 8.8% Accreditation requirements, 7.8%

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Priorities 2014 Priorities 2015 Priorities 2016

What the Alamo

Colleges should address

immediately

Leadership Issues (address political changes; public 360 evaluations of PVC; distrust of district; district administration on control over the colleges; lack of appropriate leadership; not supporting CEO; promote teamwork; reactive), 9.2%

Leadership Issues (inclusiveness, top-down decision making, trust), 25.0%

Leadership Issues (inclusiveness, top-down decision making, trust), 22.5%

Communication (transparency; create capacity for effective internal communications; inform appropriate employees of PVC decisions/process change in a timely manner; with students; with faculty; from HR; monitor and measure for effectiveness), 8.6%

Personnel Issues (capacity, capability, resources, morale, engagement, hiring), 15.8%

Personnel Issues (capacity, capability, resources, morale, hiring), 16.2%

Personnel shortages (hire more staff/faculty; Allied Health faculty; college operations; college student services; college programs; student services, 6.6%

Internal/external communication, 11.7% Budgeting/Funding, 9.9%

Enrollment (simplification/ease; possible barriers and effectiveness i.e. Alamo Enroll/MyMAP; growth; simplify registration process; competition), 5.3%

Compensation, 9.2% Collaboration/Coordination, 9.0%

Technology issues (Banner issues/limitations; leaving behind populations with technological advances; training students in new technology; accommodate staffing shortages; fix IT; monitor student usage technology trends), 5.3%

Collaboration/Coordination, 5.8%; Completion/Graduation, 5.8% Recruitment/Enrollment, 8.1%


What the Alamo

Colleges should

preserve at all costs

Affordability (low tuition; Dual credit and early college HS), 13.1% Quality instruction, 25.6% Affordability, 17.4%

Individual college cultures (embrace key differentiators/uniqueness), 11.0% Affordability, 17.4% Student-Centered Focus, 17.4%

Quality education (instruction; face-to-face instruction; training programs; exceptional program), 9.0%

Student centeredness, 17.4% Quality Education, 16.5%

Accessibility, 6.9% Accessibility, 6.6% Accessibility, 10.1% Student-centered focus/student success, 6.2%

College Collaboration/ Communication, 5%

College Cultures/Autonomy, 9.2%

Integrity (public image as a district; of community college model; rigorous programs), 5.5%

Faculty (autonomy, diversity, support), 5.0%; Image/Integrity, 5.0%

Faculty (autonomy, diversity, support), 6.4%

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What future

direction or decision the Alamo Colleges should

avoid at all costs

Budget cuts (faculty positions; student support services; department budgets; downsizing of staff; funding the arts; lay-offs), 7.8%

Excessive Initiatives, 25.2% Excessive Initiatives, 30.3%

Not fully serving all student populations (losing the one on one care; losing focus of current students; developmental education; abandoning community centers; closing doors to certain populations; remedial; overlooking diversity), 7.8%

Weakening Curriculum/Course Content Value/Standards, 9.2%

Weakening Curriculum/Course Content Value/Standards, 14.7%

Expansion (additional accredited colleges; delays of new DSO offices; over-investment in buildings; without justification), 5.9%

Limiting Innovation/Focus, 8.4% District Centeredness, 11.9%

Lack of focus (exclusively focusing on workforce; decisions not reflecting constituents needs; student needs; training over education; taking care of facilities; staying too district centered), 5.9%

District Centeredness, 7.6% Single Accreditation, 11.0%

Lack of innovation (compromising; cookie cutter approach/college; quieting outside the box/paradigm thinking; status quo; conservatism), 5.9%

Tuition/Fees Increases, 7.6%

Neglect of Developmental Education, 7.3%

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Competition 2014 Competition 2015 Competition 2016

What Alamo

Colleges Do Better Than Competitors

Affordability, 23.1% Affordability, 28.3% Affordability, 23.3%

Student centeredness, 15.7% Student centeredness, 10.8% Accessibility, 11.1%

Value, 14.2% Accessibility, 9.2% Small classes, 10.1%

Accessibility, 9.0% High quality of instruction, 7.5% Dual credit, 8.7%

High quality of instruction, 6.7% Student support/services, 5.8% Workforce Development/technical Programs, 8.4%

Competition 2014 Competition 2015 Competition 2016

What Competitors

Do Better Than Alamo

Colleges

Marketing, 22.6% Marketing, 13.5% Image/prestige, 19.9%

Internal processes (recruitment/enrollment/registration, completion/graduation, record-keeping, transcript processing, short pathways), 13.2%

Internal processes, 11.5% Fundraising/alumni support, 14.3%

Student support services, 7.5% Respect for employees/faculty, 10.4% Marketing, 12.8%

Completion/graduation, 6.6% Completion/graduation, 9.4% Employee/faculty support, 10.5%

High quality of instruction, 6.6% Image/prestige, 8.3% Completion/graduation, 9.4%

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2016 Retreat Attendance List

Campus Retreat Participant Category

SAC Lisa Alcorta* Vice President

SAC Jothany Blackwood Vice President

SAC Lisa Blackwood Faculty Senate

SAC Anthony Cantu* Student

SAC Krueger Conrad Dean

SAC Hagenbuch Gwyn Staff

SAC Williams Harley Student Govt.

SAC Keeton Jami Student

SAC Trey Odell Kelly Staff

SAC Clark Kristine Vice President

SAC Amanda Martin Adjunct Faculty

SAC Jacob Martinez* Staff Council

SAC Shannon Mendy* Student

SAC David Mrizek* Vice President

SAC Cynthia Price Staff

SAC Farias Richard Dean

SAC Judy Rivas Staff Council

SAC Franc Solis Director

SAC Cox Tiffany Faculty

SAC Joan Tsacalis* Director

SAC Robert Vela President

SAC Vernell Walker Dean

SAC Lisa Zottarelli Faculty

SPC Melissa Arthur* Faculty

SPC Christopher Beardsall Dean

SPC Yvonne Benton* Staff Council

SPC Tony Bower Adjunct Faculty

SPC Amber Brown* Student

SPC Beautrice Butler* Director

SPC Maureen Cartledge* Vice President

SPC Raymond Chacon Faculty

SPC Sharon Crockett-Ray Director

SPC Randall Dawson Dean

SPC Marsha Hall Staff

SPC Lacy Hampton* Vice President

SPC Ray Hernandez Director

SPC Maria Hinojosa Staff

SPC George Johnson Vice President

SPC Latonya Jones * Student Govt.


SPC Cynthia Katz* Faculty Senate

SPC Adena Williams Loston President

SPC John Martin Staff Council

SPC Lorenzo Moore* Student

SPC Natasha Schmittou* Director

SPC Rose Spruill Dean

SPC Luyen Tran* Student

PAC Elizabeth Aguilar-Villarreal Director

PAC Jerry Arellano Director

PAC Monica Ayala-Jimenez Director

PAC Gilberto Becerra Vice President

PAC Sharon Carson Director

PAC Joseph Coppola Faculty Senate

PAC Carlos Cruz Director

PAC Rena Denham Faculty

PAC Katherine Doss Dean

PAC Kytheranialynn Fambrough-Brown* Student Govt.

PAC Mike Flores President

PAC Jose Flores Student

PAC George Guajardo Staff

PAC Mary Ellen Jacobs Dean

PAC Beatriz Joseph Vice President

PAC Derek Martinez* Staff

PAC Aricela Mendez* Student

PAC Tina Mesa Dean

PAC Jennifer Rivera Staff

PAC James Rogers Adjunct Faculty

PAC Veronica Rosas-Tatum Faculty

PAC Yamilex Salazar Student

PAC Elizabeth Tanner* Vice President

PAC Carmen Velasquez Staff Council

PAC Michael Ximenex Director

PAC Dolores Zapata Staff Council

NVC Adam Aguirre Faculty Senate

NVC Ric Baser President

NVC Gary Bowling* Director

NVC Jennifer Comedy-Holmes Dean

NVC Rudolfo Delacruz* Adjunct Faculty

NVC Jennifer Dominguez Student

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NVC Angelica Esparza Staff Council

NVC Pat Fontenot* Dean

NVC Debi Gaitan Vice President

NVC Eliza Hernandez Director

NVC Virginia Leggett Director

NVC Neil Lewis* Faculty

NVC Brandon Mangin* Student

NVC Minerva Muniz Staff

NVC Melissa Ortiz* Student

NVC John Overmeyer* Student Govt.

NVC June Pedraza Faculty

NVC Thomas Pressly* Dean

NVC Felix Salinas Director

NVC Erin Sherman Vice President

NVC Dawna Upshaw Staff

NVC Amy Whitworth Vice President

NLC Marlon Anderson Staff - Student Success

NLC Amy Baron* Student Govt.

NLC Hollie Cardenas Staff Council

NLC Alex Chapa* Staff Council

NLC Alan Cottrell Dean

NLC Sylvia Davis Staff

NLC Tangila Dove Vice President

NLC Tracy Floyd Director

NLC Debbie Hamilton Vice President

NLC Phillip Hicks Director

NLC Vinnie Khosla Staff

NLC Michael McDowell Faculty

NLC Denise Menchaca Faculty

NLC Tracey Mendoza Dean

NLC Patrick Murray Staff Council

NLC Jennifer Osborn* Staff

NLC Alyssa Ramos* Student

NLC Belinda Rivera Dean

NLC Susan Street* Adjunct Faculty

NLC Dianna Torres-Lee Faculty Senate

NLC Ryan Turner* Student

NLC Jeremy Winfrey* Student

NLC Donna Wood Vice President

DSO Steve Acton* Director

DSO Don Adams District Director


DSO Cassandra Alderete* Student

DSO Pamela Ansboury Associate Vice Chancellor

DSO Andrea Arenas Director

DSO Miranda Ashe* Student-SLI

DSO Rodell Asher Staff

DSO Kathryn Ashworth Director

DSO Carlos Ayala Staff

DSO Blanca Balle Muniz Director

DSO Tracey Bedwell Director

DSO Cliff Bordovsky Director

DSO Gene Bowman* Director

DSO Linda Boyer-Owens Associate Vice Chancellor

DSO Belkiss Bradford-Rodriguez Director

DSO Tom Campos* Director

DSO Meghan Cannon* Student-SLI

DSO Roger Castro District Director

DSO Rey Chavez Community Member

DSO Tom Cleary Vice Chancellor

DSO Veronica Collazo Community Member

DSO Edward Contreras Director

DSO Molly Cox Community Member

DSO Eddie Cruz Director

DSO Joe Curiel* Director

DSO Ruth Dalrymple* Associate Vice Chancellor

DSO Max Davis Director

DSO Renee Drabier Director

DSO Miguel Dutson* Student-SLI

DSO Roberto Echevarria* Director

DSO Christa Emig Director

DSO Jim Eskin Director

DSO Jo-Carol Fabianke Vice Chancellor

DSO Carol Fimmen* Director

DSO Rick Fletcher Sr. Manager

DSO Sister Gabriella Community Member

DSO Hope Galvan-McCall Director

DSO Ana Garcia Director

DSO Rosena Garcia Director

DSO Elizabeth Garza Director

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DSO Linda Garza Director

DSO Dick Gill Community Member

DSO Art Hall Director

DSO Feng Hou Sr. Manager

DSO Larry Jackson Director

DSO Mary Jones Staff

DSO Jamie Keeton* Student

DSO Ross Laughead Director

DSO Mike Legg Director

DSO Bruce Leslie Chancellor

DSO Jose Lopez* Student-SLI

DSO Amita Mahajan Staff Council

DSO Diana Mandujano Student-SLI

DSO David Marquez Community Member

DSO Deborah Martin Director

DSO Jesse Martinez Sr. Manager

DSO Mark Martinez Director

DSO Mary Helen Martinez Director

DSO Cindy Mendiola-Perez Associate Vice Chancellor

DSO Matt Mills Director

DSO Getty Moreno District Director

DSO Deb Morgan Director

DSO Mario Muniz District Director

DSO Cynthia Munoz Staff

DSO Michael Nemcic Director

DSO Colin Nichols Director

DSO Alex Nye Student-SLI

DSO Gary O'Bar District Director

DSO Cathy Obien Manager

DSO Herminio Pabon* Director

DSO Patricia Parma* District Director

DSO Sister Pearl Community Member


DSO Lula Pelayo District Director

DSO Michelle Perales Director

DSO Vincent Porter Community Member

DSO Margie Quintanilla Director

DSO Veronica Reyes Staff

DSO Tiffany Rittenhouse Student

DSO Melissa Sadler-Nitu Director

DSO Oscar Salazar Manager

DSO Kimberly Sanders Sr. Manager

DSO Arne Saustrup Sr. Manager

DSO James Searles* Staff

DSO Lina Silva Vice Chancellor

DSO Diane Snyder Vice Chancellor

DSO Steve Sparks* Director

DSO John Strybos* Associate Vice Chancellor

DSO Sue Swan* Director

DSO Joshua Thompson Student-SLI

DSO Tim Rockey Associate Vice Chancellor

DSO Martha Trevino Director

DSO Pamela Tyrone-Tyler Director

DSO Jackie Velez* Student-SLI

DSO Lloyd Verstuyft Community Member

DSO Velda Villarreal District Director

DSO Shayne West Director

DSO Debbie Whitis Director

DSO Harold Whitis District Director

DSO Harley Williams Student

DSO Mitch Wilson Director

DSO Trinity Wiltz* Student-SLI

DSO Federico Zaragoza* Vice Chancellor

DSO Leo Zuniga Associate Vice Chancellor

* Did Not Attend Retreat DSO = District Support Operations

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