Lewis and Clark Strategic Plan 2013-2017

Five-­‐Year Strategic Plan FY 2013-­‐2017

April 27, 2012

Contents Execu?ve Summary

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3-­‐7

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8-­‐14

q Mission, Purposes, Vision, Values .............................................................

15-­‐19

q Environmental Scan

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20-­‐23

q Goals and Strategies

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24-­‐25

q Strategic Projects

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26-­‐28

q Implementa/on Plan

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29-­‐30

q Next Steps

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31-­‐33

A: Mission and Values Commentary .............................................................

34-­‐40

Main Report q Introduc/on / Background

APPENDIX

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EXECUTIVE SUMMARY

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Execu?ve Summary Introduc?on Lewis & Clark Community College is an achievement driven ins/tu/on, thoroughly dedicated to student success and the con/nuing quality-­‐of-­‐life and prosperity of the communi/es it serves. A high level of achievement is encouraged and facilitated by suppor/ve leadership and employees who are rou/nely innova/ve and entrepreneurial. This document is a tes/mony to L&C’s commitment to transparent, candid, and open self-­‐examina/on. As an ins/tu/on, L&C has over the years shown remarkable agility and adaptability in response to new and emerging challenges and opportuni/es. We are confident that it will con/nue to do so as it strives for even higher levels of quality and performance over the five-­‐years of this plan (FY 2013-­‐2017) and into the future.

This strategic plan defines L&C’s strategic priori/es for the next five years. It is important to recognize that while this plan directs aaen/on and resources to four areas of strategic focus, it is not meant to understate con/nuing opera/ons involving mission cri/cal func/ons, including infrastructure development and maintenance. This plan is a complementary extension of ongoing opera/ons that puts special emphasis on strategically important issues. The plan addresses challenges and opportuni/es that reflect exis/ng and emerging forces for change and L&C’s ongoing aspira/ons to con/nuous improvement and higher levels of performance and achievement.

This plan was developed concurrently with the Self-­‐Study for Reaccredita/on project and is closely aligned with the criteria established by L&C’s accredi/ng agency, the Higher Learning Commission (HLC) of the North Central Associa/on of Colleges and Schools (NCACS). This close alignment of the two projects has had a synergy effect that greatly improved the quality of both projects, the strategic plan and the self-­‐study.

Acknowledgements This plan could not have been completed without the selfless contribu/on of many individuals, including board members (both L&C Trustees and the Founda/on Board), administra/on, faculty, staff, and students. A special thanks goes to the twenty-­‐member steering commiaee that endured four 4-­‐hour workshops and much addi/onal behind-­‐the-­‐ scenes work to apply their broad exper/se, discerning insights, and innova/ve thinking to the planning effort. We would also like to acknowledge the L&C Board of Trustees. Without their con/nuing encouragement and support this project would not have been possible.

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Execu?ve Summary, con?nued.

Background

The planning process was guided by three fundamental principles to ensure close alignment with L&C’s mission, vision and values; to ensure that par/cipa/on is inclusive; and that recommenda/ons are ac/onable given the College’s exis/ng and an/cipated future resources and capabili/es. The process brought together many elements with singular con/nuity stretching from ini/al findings to tenta/ve conclusions to recommended goals and strategies. The project /meline spanned nine months and consisted of eight major steps that, along the way, engaged board members, students, faculty, and staff, and invited public comment. The planning was facilitated by Tom Wunderle, Ins/tu/onal Planning and Effec/veness, and Dr. George Banziger, consultant. They were assisted by a 20-­‐member steering commiaee consis/ng of the president, the execu/ve cabinet and senior administrators and faculty. In the data collec/on phase, the team conducted / administered 47 interviews, 4 workshops, 638 surveys, 6 focus groups, and 4 presenta/ons / briefings (SGA, In-­‐ Service, Board of Trustees, Founda/on Board, and Managers). The team also contributed an ar/cle to the student newspaper (The Bridge), reviewed a number of strategic documents, and posted the plan on the website for public view and comment.

Reaffirming the Mission, Purposes, Vision, and Values

At the December 7 steering commiaee workshop, all agreed that the current Mission statement was s/ll relevant, accurate, and sufficiently inspira/onal, and therefore should not be changed. It was also agreed that some form of “commentary” on the mission and values would help others beaer understand the meaning and implica/ons of those expressions of ins/tu/onal purpose and values (see Appendix A: Mission and Values Commentary)

Mission

Empower people by raising aspira1ons and fostering achievement through dynamic, compassionate, and responsible learning experiences

It was, however, recommended that the Purposes be revised to replace “bulleted statements” with complete sentences, to include more direct references to adult and developmental educa/on, and otherwise to improve the readability of the document.

Revised Purposes

1. Prepare students for transfer to four-­‐year colleges and universi1es 2. Prepare students for entry into the workforce, career advancement or career change through technical cer1ficate and associate degree programs 3. Provide adult basic educa1on, general educa1on development (GED), developmental, and other instruc1on that prepares students for college level course work 4. Provide programs and experiences that foster individual development through job skills and lifelong learning skills to meet the demands of a global, technology-­‐ driven, and knowledge-­‐based economy 5. Provide a learning environment that is supported by teaching excellence, high quality student services, and well-­‐equipped and maintained instruc1onal facili1es 6. Support educa1on and research ac1vi1es and the economic development of the district and the State of Illinois through partnerships and community service programs 7. Contribute to the advancement and well-­‐being of the ci1zens of the district through cultural, civic, and professional ac1vi1es

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Execu?ve Summary, con?nued.

Reaffirming the Mission, Purposes, Values, con?nued.

It was also agreed on December 7 to make minor changes to the Vision, including the replacement of the phrase “we aspire” to a more bold and confidant “we are” in the introduc/on to the vision

Revised Vision

We are the preeminent provider of relevant, high quality learning experiences to the communi1es we serve.

The College combines the best of the tradi1onal and the modern to provide an environment that is accessible and highly conducive to learning, social interac1on, personal enrichment, physical development, and job skills enhancement. Programs and support services are carefully designed to serve the current and evolving needs of our students. Faculty and staff exemplify the highest standards of service and performance and take pride in the achievement of our students and the College as a whole. Our ac1ons reflect Lewis and Clark’s core values of service, respect, responsibility, compassion and integrity. We hold ourselves accountable for our performance as educators and as stewards of the resources entrusted to us. The true measure of our performance is the personal and academic success of our students, the overall well-­‐being and cultural enrichment of the communi1es we serve, and the economic vitality of the region.

Based on survey data and feedback from focus groups, the steering commiaee recommended a revision of the Core Values to remove “fairness” and “truth,” and add “service” and “integrity.” As with the mission themes, commentary was wriaen for each of the values to help others understand their meaning and implica/ons (see Appendix A: Mission and Values Commentary).

Revised Core Values Service, Respect, Responsibility, Compassion, and Integrity

On February 14, 2012, the Board of Trustees formally approved the revisions to the Purposes, Vision, and Values.

Environmental Scan

The environmental scan iden/fied change drivers, mandates, strengths, opportuni/es and challenges. The planning team iden/fied 21 change drivers and mandates that demand our aaen/on because of their poten/al impact on students, college opera/ons, and ins/tu/onal priori/es in general. Examples include: the economy, jobs and unemployment, globaliza/on, changing demographics, rapid changes in technology, and climate change. In addi/on, a number of strengths were iden/fied, including L&C’s beau/ful campuses, the Board of Trustees and the L&C Founda/on, value and affordability, culture of informed decision-­‐making, leadership, and public engagement and contribu/ons to the local economy. A number of challenges were iden/fied, many stemming from a review of the change drivers and mandates. These include: the economy’s impact on the budget, students, and jobs; the an/cipa/on of large numbers of returning military who will need to be served, increasing demand for accountability, and increasing poverty and the growing economic divide. Looking internally, the team iden/fied opportuni/es to improve the quality of services, management prac/ces, communica/ons, ins/tu/onal research, and con/nuous improvement among other challenges.

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Execu?ve Summary, con?nued.

Goals and Strategies

Based on findings from analysis up to this point, the steering commiaee developed four strategic goals.

1.

2.

3.

4.

Strategic Goals Student Academic Success: Improve student success as measured by key success indicators Ins1tu1onal Quality and Effec1veness: Improve the quality and effec1veness of everything we do Career and Job Readiness: Improve the curriculum and support services to be^er equip students to obtain jobs and advance their careers Public Engagement and Service Leadership: Increase the level of public engagement to drive quality-­‐of-­‐life, civic, and other improvements

Strategic Projects

The goals are supported by 32 strategies that were eventually “folded” into 15 strategic projects. The following lists the projects and the strategic goals they support:

1. Student Success Ini/a/ve (Goals 1 and 3) 2. Student Financial Assistance (Goals 1 and 3) 3. Con/nuous Quality Improvement (Goals 1-­‐4) 4. Ins/tu/onal Quality and Effec/veness (Goals 1-­‐4) 5. Knowledge and Informa/on Management (Goals 1-­‐4) 6. Student Career and Job Readiness (Goal 3) 7. Strengthen Management Prac/ces (Goal 2) 8. Advance Ins/tu/onal Research (Goal 2) 9. Internal Communica/ons (Goal 2) 10. Staffing and Workload Management (Goal 2) 11. Modeling Sustainable Prac/ces (Goal 4) 12. Expand NGRREC’s Research Capabili/es (Goal 4) 13. Extend Healthcare Educa/on and Services (Goal 4) 14. Community On-­‐Campus Engagement (Goal 4) 15. Employee and Student Public Service Ac/vi/es (Goal 4)

Implementa?on Plan and Next Steps

A preliminary implementa/on plan, including project benefits and metrics, assignment of team leads, funding strategy, key tasks, and a high level /meline was developed. L&C is now turning a corner with the strategic plan and must effect a smooth and organized transi/on to implementa/on of projects and regular progress repor/ng under the oversight of the Execu/ve Cabinet.

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Introduc?on and Background

MAIN REPORT

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Introduc?on and Acknowledgements Introduc?on Lewis & Clark Community College is an achievement driven ins/tu/on, thoroughly dedicated to student success and the con/nuing quality-­‐of-­‐life and prosperity of the communi/es it serves. A high level of achievement is encouraged and facilitated by suppor/ve leadership and employees who are rou/nely innova/ve and entrepreneurial. This document is a tes/mony to L&C’s commitment to transparent, candid, and open self-­‐examina/on. As an ins/tu/on, L&C has over the years shown remarkable agility and adaptability in response to new and emerging challenges and opportuni/es. We are confident that it will con/nue to do so as it strives for even higher levels of quality and performance over the five-­‐years of this plan (FY 2013-­‐2017) and into the future.

This strategic plan defines L&C’s strategic priori/es for the next five years. It is important to recognize that while this plan directs aaen/on and resources to four areas of strategic focus, it is not meant to understate con/nuing opera/ons involving mission cri/cal func/ons, including infrastructure development and maintenance. This plan is a complementary extension of ongoing opera/ons that puts special emphasis on strategically important issues. The plan addresses challenges and opportuni/es that reflect exis/ng and emerging forces for change and L&C’s ongoing aspira/ons to con/nuous improvement and higher levels of performance and achievement.

This plan was developed concurrently with the Self-­‐Study for Reaccredita/on project and is closely aligned with the criteria established by L&C’s accredi/ng agency, the Higher Learning Commission (HLC) of the North Central Associa/on of Colleges and Schools (NCACS). This close alignment of the two projects has had a synergy effect that greatly improved the quality of both projects, the strategic plan and the self-­‐study.

Acknowledgements This plan could not have been completed without the selfless contribu/on of many individuals, including board members (both L&C Trustees and the Founda/on Board), administra/on, faculty, staff, and students. A special thanks goes to the twenty-­‐member steering commiaee that endured four 4-­‐hour workshops and much addi/onal behind-­‐the-­‐ scenes work to apply their broad exper/se, discerning insights, and innova/ve thinking to the planning effort. We would also like to acknowledge the L&C Board of Trustees. Without their con/nuing encouragement and support this project would not have been possible.

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Background: The planning process was guided by three fundamental principles to ensure close alignment with the organiza/on’s mission, vision, and values; that par/cipa/on is inclusive; and that recommenda/ons are ac/onable.

Planning Principles Inclusiveness

Strategic Alignment Recommenda/ons from this strategy are consistent and closely aligned with the organiza/on’s mission, vision, and values

Vision

Goals

n Visio

ls Goa

The planning process engaged at some level those stakeholders who can have a major impact on recommenda/ons or will be impacted by these recommenda/ons

Strategy Programs & Projects

Opera? ons & Infrastr ucture

Mission

Ac?onable Recommenda?ons

Values

Recommenda/ons are “doable” in the sense that exis/ng or available capabili/es and resources are sufficient to execute these recommenda/ons L&C Five-­‐Year Strategic Plan: FY 2013-­‐2017

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The Planning Process: The planning process was comprehensive and inclusive, bringing together many elements with singular con/nuity stretching from ini/al findings to tenta/ve conclusions to recommended goals and strategies.

Data Collec?on / Environmental Scan • Interviews • Surveys • Focus Groups • Document Review

Steering CommiZee Workshops

Reaffirm...

Strengths Challenges Opportuni?es Change Drivers Mandates

GOALS STRATEGIES METRICS PROJECTS

• • • •

Mission Purposes Vision Values

Cabinet: Oversee Project Teams: Implement

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Background: The project /meline spanned nine months with eight major steps that along the way engaged board members, students, faculty, staff, and the public in general.

Objec?ves 1. Define ins/tu/onal priori/es for the next five years 2. Do so in an open, honest, and transparent fashion 3. Incorporate measures to ensure that projects are effec/vely implemented and follow-­‐on progress reports are conducted on a regular basis

Timeline 1. Project Ini?aliza?on

SEP

OCT

7. Final Report 8. Publish & Celebrate

4. Gap Analysis

NOV

DEC

2. Environmental Scan / SWOT 3. Mission, purposes , & vision

JAN

FEB

MAR

APR

MAY

5. Strategies & Goals 6. Projects & Implementa?on

Transi?on to Updated Project Implementa?on Plan L&C Five-­‐Year Strategic Plan: FY 2013-­‐2017

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Background: Planning was facilitated by Tom Wunderle (Ins/tu/onal Planning and

Effec/veness) and Dr. George Banziger (consultant) and greatly assisted by a steering commiaee consis/ng of the President and 19 representa/ves from across the College.

Planning Par?cipants

President & Steering CommiZee (SC)

Facilitators 1. Dr. Dale Chapman, President 2. Lori Ar/s, VP Media & Founda/on Rela/ons Tom Wunderle 3. Gary Ayres, VP Administra/on Dr. George Banziger 4. Cathy Carruthers, Professor / Coordinator Office Technology 5. Dr. Linda Chapman, VP Academic Affairs 6. Nancy Kaiser, Associate VP Accoun/ng 7. Kent Scheffel, VP Enrollment Services 8. Mary Schulte, Associate VP Finance & Treasurer 9. George Terry, VP Student Life 10. Mark Tuck, Chief Informa/on Officer 11. Dr. Sue Czerwinski, Dean Math, Science & Technology 12. Jill Lane, Dean Liberal Arts & Business 13. Donna Meyer, Dean Health Sciences 14. Tom Monroe, Dean Workforce, Corporate & Community Learning 15. Dennis Krieb, Director Ins/tu/onal Research / Academic Informa/on Services 16. Val Harris, Director Adult Educa/on 17. Nick Moehn, Director Academic Opera/ons & Planning 18. Jeff Watson, Associate VP Ins/tu/onal Compu/ng / Networking & Systems 19. Bill Kruidenier, Associate Director NGRREC 20. Karl Zilm, Professor Mathema/cs L&C Five-­‐Year Strategic Plan: FY 2013-­‐2017

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Background: During the planning process, the project team conducted a thorough

assessment of the “current state.” Data collec/on engaged a large number of stakeholders through mul/ple methods and channels.

47 Interviews L&C Board L&C Founda/on Board Execu/ve Cabinet Associate VP’s Deans Students

4 (4-­‐hour) Steering CommiZee Workshops December 7 January 18 March 13 April 17

ge Brid

638 Surveys Faculty (92) Staff (139) Students (407)

Students (1) Faculty (3) Staff (2)

Presenta?ons Review / Analysis of Documenta?on

6 Focus Groups

Ar?cle in the student newspaper (The Bridge)

SGA In-­‐Service Board of Trustees Founda/on Board Managers

L&C Five-­‐Year Strategic Plan: FY 2013-­‐2017

Web Pos?ng of the Strategy for Public View / Comment

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Mission, Purposes, Vision, Values

MAIN REPORT

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Mission: At the December 7 steering commiaee (SC) workshop, all agreed that the current Mission statement was s/ll relevant, accurate, and sufficiently inspira/onal, and therefore should not be changed. It was also agreed that some form of “commentary” on the mission and values would help others beaer understand the meaning and implica/ons of those expressions of ins/tu/onal purpose and values.

L&C Mission Empower people by raising aspira/ons and fostering achievement through dynamic, compassionate, and responsible learning experiences.

Note: See Appendix A for Mission and Vision Commentary

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Purposes: It was, however, recommended that the Purposes be revised to replace

“bulleted statements” with complete sentences, to include more direct references to adult and developmental educa/on, and otherwise to improve the readability of the document.

Purposes: Current Version 1. Transfer programs to 4-­‐year colleges and universi/es 2. Prepara/on for entry into the workforce and career advancement or change through cer/ficate and associate degree programs 3. Prepara/on for entry level and general educa/on college courses 4. Provide programs / experiences that foster individual development and build communica/ons, technology and other lifelong learning skills 5. Provide a learning environment that is supported by teaching excellence, high quality student services, and well-­‐equipped and maintained facili/es 6. Support educa/on, economic development, and research through partnerships and community service programs 7. Promote the advancement and well-­‐being of district ci/zens through cultural, civic, and professional ac/vi/es

Purposes: Proposed Revised Version* 1. Prepare students for transfer to four-­‐year colleges and universi/es 2. Prepare students for entry into the workforce, career advancement or career change through technical cer/ficate and associate degree programs 3. Provide adult basic educa/on, general educa/on development (GED), developmental, and other instruc/on that prepares students for college level course work 4. Provide programs and experiences that foster individual development through job skills and lifelong learning skills to meet the demands of a global, technology-­‐driven, and knowledge-­‐based economy 5. Provide a learning environment that is supported by teaching excellence, high quality student services, and well-­‐equipped and maintained instruc/onal facili/es 6. Support educa/on and research ac/vi/es and the economic development of the district and the State of Illinois through partnerships and community service programs 7. Contribute to the advancement and well-­‐being of the ci/zens of the district through cultural, civic, and professional ac/vi/es *This revision was formally approved by the Board of Trustees at the February 14, 2012 board mee/ng.

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Vision: It was also agreed on December 7 to make minor changes to the Vision,*

including the replacement of the phrase “we aspire” to a more bold and confidant “we are” in the introduc/on to the vision.

L&C Vision We are the preeminent provider of relevant, high quality learning experiences to the communi/es we serve.

The College combines the best of the tradi/onal and the modern to provide an environment that is accessible and highly conducive to learning, social interac/on, personal enrichment, physical development, and job skills enhancement. Programs and support services are carefully designed to serve the current and evolving needs of our students. Faculty and staff exemplify the highest standards of service and performance and take pride in the achievement of our students and the College as a whole. Our ac/ons reflect Lewis and Clark’s core values of service, respect, responsibility, compassion and integrity. We hold ourselves accountable for our performance as educators and as stewards of the resources entrusted to us. The true measure of our performance is the personal and academic success of our students, the overall well-­‐being and cultural enrichment of the communi/es we serve, and the economic vitality of the region. *This revision was formally approved by the Board of Trustees at the February 14, 2012 board mee/ng.

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Core Values: Based on survey data and feedback from focus groups, the steering

commiaee recommended a revision of the Core Values to remove “fairness” and “truth,” and add “service” and “integrity.”

Previous Values • • • • •

Compara?ve Survey Rankings

Responsibility Truth Compassion Fairness Respect

Proposed Revised Values* • • • • •

Service Respect Responsibility Compassion Integrity

Note: See Appendix A for Mission and Vision Commentary *This revision was formally approved by the Board of Trustees at the February 14, 2012 board mee/ng.

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Environmental Scan

MAIN REPORT

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Environmental Scan – Change Drivers and Mandates: The planning team iden/fied 21 change drivers* and mandates* that demand our aaen/on because of their poten/al impact on students, college opera/ons, and ins/tu/onal priori/es in general.

Change Drivers and Mandates

1. The Economy 2. SURS Changes and Other Human Resources Ac/ons 3. Jobs and Unemployment *Change Driver: An exis/ng or emerging force or 4. Returning Military phenomenon with poten/al social, economic, poli/cal, scien/fic, intellectual, or other impact that has 5. Globaliza/on implica/ons for our graduates and educa/onal 6. Changing Demographics ins/tu/ons.

7. Performance-­‐Based Funding 8. Ins/tu/onal and Program Level Accredita/on Standards 9. Growing Number of Unfunded Mandates** **Mandate: An official order or commission to so 10. Rapid Changes in Technology something or limi/ng authority in some way.

11. Knowledge and Informa/on Explosion 12. Increasing Demand for Accountability 13. Geo-­‐Poli/cal Events and the Threat of Terrorism 14. Scien/fic Breakthroughs 15. Climate Change 16. The Green Economy 17. Increasing Poverty and the Growing Economic Divide 18. Increasing Compe//on from other Ins/tu/ons 19. Healthcare Reform 20. Regional Drug Abuse Epidemic 21. Growing Scarcity of Natural Resources L&C Five-­‐Year Strategic Plan: FY 2013-­‐2017

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Environmental Scan – Strengths: The planning team iden/fied 21 major strengths that L&C could leverage as it strives to achieve its goals and improve quality and performance.

L&C Strengths 1. Campuses 2. Board of Trustees 3. Community College Founda/on 4. Value and Affordability 5. Communica/ons 6. Enrollment 7. Grants 8. Cultural Programming / Campus Venues 9. Caring and Service Oriented Faculty and Staff 10. A Culture of Excellence and Leadership 11. Data-­‐Informed Decision Making 12. Infrastructure: Technology 13. Leadership 14. Infrastructure: Facili/es 15. High School Partnership (Dual Credit Program) 16. Corporate Partnerships and Workforce Training 17. Reputa/on / Image 18. Contribu/on to Local Economy 19. Environmental Sustainability Leadership 20. Learning and Program Assessment 21. Public Engagement L&C Five-­‐Year Strategic Plan: FY 2013-­‐2017

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Environmental Scan – Challenges: Just as some of the change drivers represent

challenges that demand our aaen/on, an assessment of the “current state” at L&C revealed challenges that can be seen more as opportuni/es to improve the quality and effec/veness of ins/tu/onal prac/ces.

Challenges 1. Building / Facility Livability and Maintenance 2. Professional Development 3. Staffing / Workload Impact 4. Internal Communica/ons 5. Decision-­‐Making 6. Management Prac/ces 7. Con/nuous Quality Improvement (CQI) 8. Ins/tu/onal Research 9. Documenta/on 10. Student Services

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Goals and Strategies

MAIN REPORT

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Goals and Strategies: Based on findings from the environmental scan, including change drivers and the College’s highest aspira/ons as expressed in the mission, purposes, and vision, the Steering Commiaee iden/fied 4 strategic goals and 32 suppor/ng strategies eventually embedded in 15 projects that define L&C’s priori/es for the next 5-­‐10 years.

Strategic Goals 1. Student Academic Success: Improve student success as measured by key success indicators 4. Public Engagement and Service Leadership: Increase the level of public engagement to drive quality of life, civic, and other improvements

2. Ins?tu?onal Quality and Effec?veness: Improve the quality and effec/veness of everything we do

3. Career and Job Readiness: Improve the curriculum and support services to beaer equip students to obtain jobs and advance their careers L&C Five-­‐Year Strategic Plan: FY 2013-­‐2017

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Strategic Projects

MAIN REPORT

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Strategic Projects: The planning team iden/fied 15 strategic projects to support the goals and strategies defined in the previous step.

Strategic Projects (supported Goals) 1. Student Success Ini/a/ve (Goals 1 and 3) 2. Student Financial Assistance (Goals 1 and 3) 3. Con/nuous Quality Improvement (Goals 1-­‐4) 4. Ins/tu/onal Quality and Effec/veness (Goals 1-­‐4) 5. Knowledge and Informa/on Management (Goals 1-­‐4) 6. Student Career and Job Readiness (Goal 3) 7. Strengthen Management Prac/ces (Goal 2) 8. Advance Ins/tu/onal Research (Goal 2) 9. Internal Communica/ons (Goal 2) 10. Staffing and Workload Management (Goal 2) 11. Modeling Sustainable Prac/ces (Goal 4) 12. Expand NGRREC’s Research Capabili/es (Goal 4) 13. Extend Healthcare Educa/on and Services (Goal 4) 14. Community On-­‐Campus Engagement (Goal 4) 15. Employee and Student Public Service Ac/vi/es (Goal 4)

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Strategic Projects: Steering Commiaee members scored each project based on 4 criteria: strategic value, stakeholder value, cost, and feasibility. Composite scores suggest that projects on the higher end of the scale are worthy of more immediate focus given the challenges and opportuni/es L&C and its stakeholders now face.

High to Low Rankings on all Criteria

Note: Projects that shared the same scores were assigned the same ranking level. Hence, none of the rankings maxed out at 15, the total number of projects.

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Implementa?on Plan

MAIN REPORT

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Implementa?on Plan: Pending further planning and research by the project teams, a long term implementa/on plan was created for each project. Budgets have yet to be determined, but for many projects, the largest cost will be associated with personnel /me.

Summary Implementa?on Plan

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Next Steps

MAIN REPORT

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Next Steps: L&C is now turning a corner with the strategic plan and must effect a

smooth and organized transi/on to implementa/on of projects and regular progress repor/ng under the oversight of the Execu/ve Cabinet.

• Transi/on to execu/ve cabinet as project oversight commiaee • Project teams develop more detailed project plans • Project plans are presented to execu/ve cabinet • Plans are approved / modified and budgets approved, etc.

• Quarterly progress report presenta/ons to the execu/ve cabinet*

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Next Steps: It was suggested that individual Execu/ve Cabinet members chair progress report sessions on a rota/ng basis. Progress reports will be presented from wriaen reports using a common template.

COMMON TEMPLATE Strategic Projects: Progress Report Date of Progress Report: ________________

Project: _____________________________

Execu/ve Owner: _____________________

Report I. [Summary statement regarding “on /me, on task, on budget” status of the project] II. [Discussion of targeted milestones and objec/ves and where the project is in regard to these] III. [Discussion of any challenges the team is facing, any adjustments / changes recommended to the project plan and jus/fica/on for these] IV. [Discussion of any other important observa/ons, lessons learned, recommended interim ac/ons based on project findings / outcomes, etc.]

V. [Prognosis for comple/on of the project per the established /meline, resource requirements, poten/al “ins/tu/onaliza/on” of the project, etc.]

VI. [Open to ques/ons from the Execu/ve Cabinet] L&C Five-­‐Year Strategic Plan: FY 2013-­‐2017

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APPENDIX A: Mission and Values Commentary

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Mission Commentary L&C Mission Empower people by raising aspira/ons and fostering achievement through dynamic, compassionate, and responsible learning experiences.

Mission Commentary • Empower people: To empower people means to equip them with the knowledge, skills and other resources they need to succeed. This interpreta/on assumes that the knowledge and skills imparted to the student are of prac/cal value in the sense that they are relevant and consistent with the needs of business, government, society in general, and that they otherwise contribute to personal development and life enrichment. It makes no sense to equip people with knowledge and skills that have no “payback” in this sense. In another sense, L&C can empower people through financial aid and other assistance that makes it possible for them to aaend school, and through support services such as the Student Success Center, disability services, veterans services, and the emergency fund. Empowerment also means to support the development of self-­‐advocacy skills as students interact with faculty and staff, internship / clinical partners, and other students.

• Raising aspira/ons: Every student and employee is a living and breathing opportunity to raise aspira/ons. Some are unaware of available pathways and resources that can help them grow and advance their lives and careers. Others may not realize their own poten/al or may lack the confidence, ambi/on, or drive needed to excel. L&C faculty and staff see this as an opportunity to raise student aspira/ons in meaningful ways. This can be done through encouragement, mentoring, and just geung to know their students and employees. From an ins/tu/onal perspec/ve, the College collec/vely and con/nually strives to raise the aspira/ons of the surrounding communi/es and all of their ci/zens. Many College ini/a/ves and services, including sustainability, workforce training, healthcare services, adult educa/on, and the dual credit program reach out into the community to encourage and inspire higher levels of achievement and quality of life.

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Mission Commentary: Con/nued.

• Fostering achievement: By encouraging and promo/ng the development of good study skills, personal discipline, the ability to leverage technology and other tools, and a love of learning, L&C is posi/oning students for achievement and success. This goes hand in hand with raising aspira/ons and contributes to empowerment.

• Dynamic learning experiences: Students learn beaer when the learning environment is charged with energy, s/mula/ng, interes/ng, thought provoking, and even fun or inspiring. There is also a strong connota/on of ac/ve engagement with the students individually and collec/vely in a two-­‐way, dynamic exchange. Faculty are encouraged to inject these quali/es into the classroom when appropriate and make considered use of lab equipment, technology, and other learning tools.

• Compassionate learning experiences: True compassion recognizes the challenges, struggles, and disadvantages that others face, and seeks to help alleviate the pain and discouragement these struggles cause. The compassionate educator or service provider is beaer able to “connect” and empathize with struggling students than those who are not compassionate by nature. This compassion oven finds expression in a caring and respecwul autude towards these students, a personal interest in their lives, the devo/on of /me and aaen/on to their situa/ons, and a sincere desire to help them where this is prac/cal and possible. Compassion some/mes compels us to think crea/vely about solu/ons to student or employee dilemmas that may require new approaches. Compassion in these forms of expression fosters achievement, and for many students, may be the life changing experience that sets them on the path to success. L&C’s College for Life and Emergency Fund programs are clear ins/tu/onal expressions of compassion.

• Responsible learning experiences: In this sense, responsibility applies to both the instructor and the learner. It’s the instructor’s responsibility to set and maintain performance and behavioral standards that will accomplish program and course objec/ves and posi/on the student for success in this par/cular course and beyond. It’s also the instructor’s responsibility to provide dynamic learning experiences as described above. It’s the learner’s responsibility to apply personal discipline in a concerted effort to study hard, aaend all classes, and complete all assignments on /me. For the student, being responsible implies taking responsibility for his / her own ac/ons.

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Core Values Commentary Cores Values Service, Respect, Responsibility, Compassion, Integrity Cores Values Commentary • Service: First and foremost, L&C was established to serve the educa/onal needs of the district. Service in this context includes instruc/onal and support services, including advising, financial aid, and specific services that may be targeted to disadvantaged and other groups (disability services, minority affairs, veterans affairs, etc.).

At the highest level though, this core value is about “service orienta/on,” an autude or predisposi/on for helping other people, providing assistance or some form of benefit to someone, whether on or off campus.

While the emphasis is on the college and its employees as service providers, and students and the community as service recipients, this concept can also apply to students in their dealings with peers and others who may rely on some form of service. In a CQI (Con/nuous Quality Improvement) culture, the level and quality of service provided by employees, programs, and departments is a key metric for quality and performance assessment. In this context, the concept of “customer” is especially important, so that all L&C employees have both internal and external “customers” to whom they provide a service of one kind or another. At the ins/tu/onal level, the importance of service orienta/on and service quality should be reinforced through leadership example and management systems, including performance appraisal, professional development, recogni/on, and rewards. There are many examples of service to the community performed by students, faculty, and staff, including health services; environmental clean up crews; curriculum based service projects; consul/ng assistance to local businesses and governments; musical programs; and grant supported projects.

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Core Values Commentary: Con/nued.

• Respect: It is no surprise that L&C students ranked respect as the value that they most associate with L&C as an ins/tu/on. Everyone wants to be treated with respect, and students, however young and inexperienced, righwully demand the same. Most dic/onary defini/ons of respect include references to the quali/es of deference, courtesy, dignity, and esteem in one’s interac/ons with others. This concept is broadly applicable to every member of every cons/tuency involved with L&C. At L&C, respect can be expressed in many ways: e.g., by acknowledging and smiling as you pass a student on the walkway, gree/ng a student in a friendly and respecwul way as they approach a service center, trea/ng students as adults in the classroom, returning a colleague’s phone call in a reasonable amount of /me, showing up at a mee/ng on /me, and generally mee/ng commitments we’ve made to others. As with all other core values, the example of a respecwul autude and style by the leadership is a crucial reinforcement of this value. This and other core values should be rou/nely reinforced through employee mentoring and professional development, and recognized and rewarded when observed. At the same /me employees and students should be held accountable for disrespecwul ac/ons or expressions when these are observed, whether inside or outside the classroom.

Several years ago, a ques/on related to being treated with respect by the instructor was appropriately added to the end-­‐of-­‐course student survey. This ques/on should be a component of all departmental assessments and included in employee performance plans and professional development plans.

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Core Values Commentary: Con/nued.

• Responsibility: The idea of “responsible learning experiences” is called out in the L&C mission statement. In this sense, responsibility applies to both the instructor and the learner. It’s the instructor’s responsibility to set and maintain performance and behavioral standards that will accomplish program and course objec/ves and posi/on the student for success in this par/cular course and beyond. It’s also the instructor’s responsibility to provide dynamic learning experiences as described above. It’s the learner’s responsibility to apply personal discipline in a concerted effort to study hard, aaend all classes, and complete all assignments on /me. For the student, being responsible implies taking responsibility for his / her own ac/ons. In a larger sense though, responsibility extends itself to all of our ac/ons as L&C employees and service providers. The idea of taking and accep/ng responsibility for our own ac/ons is one expression of character quality and maturity level that is fundamental to a strong organiza/on. At L&C, responsibility can be expressed in a number of ways: e.g., taking personal responsibility for ac/ons that may have been taken by your organiza/on but not you individually, not “passing the buck” on a problem or challenge because it’s not in your “job descrip/on,” working to solve the underlying causes of a student problem rather than just trea/ng the symptom, showing up on /me and puung in a full day’s work, holding students and employees accountable for performance however uncomfortable that may make you.

• Compassion: The idea of “compassionate learning experiences” is also addressed in the mission. True compassion recognizes the challenges, struggles, and disadvantages that others face, and seeks to help alleviate the pain and discouragement these struggles cause. The compassionate educator or service provider is beaer able to “connect” and empathize with struggling students than those who are not compassionate by nature. This compassion oven finds expression in a caring and respecwul autude towards these students, a personal interest in their lives, the devo/on of /me and aaen/on to their situa/ons, and a sincere desire to help them where this is prac/cal and possible. Compassion some/mes compels us to think crea/vely about solu/ons to student or employee dilemmas that may require new approaches. Compassion in these forms of expression fosters achievement, and for many students, may be the life changing experience that sets them on the path to success. L&C’s College for Life and Emergency Fund programs are clear ins/tu/onal expressions of compassion.

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Core Values Commentary: Con/nued.

• Integrity: Integrity is usually associated with moral uprightness, honesty, and truthfulness. Integrity of ac/on nurtures trust and confidence in those who encounter that quality. In the original sense of the La/n word, integer (whole, complete), integrity conveys a sense of “inner wholeness” that derives from quali/es such as honesty and consistency of character. All college accredi/ng bodies associate ethical and responsible conduct with integrity, and set high standards for that principle. The ins/tu/on is expected to follow fair and ethical policies and procedures at every level; to present itself clearly and completely to students and the public with regard to programs, requirements, cost, and other factors; to avoid conflict of interest; and to support and reinforce freedom of expression and the pursuit of truth in teaching and learning. There is a clear no/on of “fairness” in this interpreta/on that is par/cularly important to students and employees who want and expect to be treated with fairness in the assignment of grades, workload, class assignments, and other maaers. At the individual level, integrity plays into every one of our dealings with students, employees, vendors, contractors, state agencies, trustees, and others. We have a moral obliga/on to be honest and truthful, even if the truth may be hard to bear in some cases. If a student or employee’s performance is heading in the wrong direc/on, the instructor or manager has an obliga/on to address that with the individual, however uncomfortable that may make one. In most enterprises, integrity of ac/on is considered a “condi/on of employment,” meaning a failure of integrity could result in dismissal or some other form of sanc/on. Once again, integrity, like the other core values, is reinforced by the words and ac/ons of the leadership, clear policies and procedures, high standards and expecta/ons in personal performance plans, and accountability for viola/ons.

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