Auto Technology COSMETOLOGY
BACK COVER
Nursing AVIATION
2000s
HVAC ACCOUNTING
FRONT COVER
Band Instrument Repair DRAFTING (CAD)
Minnesota State College - Southeast Technical
1950s, 1960s, 1970s
Cover:
Accounting HVAC
Cosmetology AUTO MECHANIC
Aviation NURSING
Copyright Š 2014 by Minnesota State College - Southeast Technical Minnesota State College - Southeast Technical www.southeastmn.edu Toll Free 877-853-8324
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Red Wing Campus
Winona Campus
308 Pioneer Road
1250 Homer Road
Red Wing, MN 55066
Winona, MN 55987
651-385-6300
507-453-2700
Fax 651-385-6377
Fax 507-453-2715
Drafting (CAD) BAND INSTRUMENT REPAIR
Table of Contents 4
Logos and Name Changes
42
Transfer
5
Leadership and A letter from the President
43
More choices and flexibility appeals to students
6-7
Time line
44 - 45
Reaching out to the community: Customized training
8-9
Minnesota and the birth of technical education, 1917 - 1948
46 - 47
New programs for changing times
10 - 11
Vocational education growth in Minnesota
48
Online learning
12 - 14
Beyond high school: the Winona Area Vocational School, 1949 - 1955
49
Early online learning
15
Advisory boards: The backbone of technical education
50 - 51
Changing the community
16 - 24
A new identity and a new home: 1955 - 1970
52 - 53
A work ethic and a desire to learn
20 - 21
New beginnings: The birth of the Red Wing campus
54 - 55
Southeast Technical Foundation: Preparing for the future
25
Energy center
56
Technical training on a global scale
26 - 27
A rare privilege: Red Wing’s “Class of 1971”
57
The changing college student
28 - 29
Band instrument repair: A program in demand
58 - 59
Present day: Passion. Purpose. Focus.
30 - 31
The last of the baby boomers and a new model of technical education
60 - 61
State-of-the-art facilities
32
Moving toward collegiate status
62 - 63
Alumni Association
33 - 35
A time of upheaval: The “mega-merger” and the “shotgun marriage”
64 - 70
Program offerings
36
The “mega-merger’s” impact on Southeast Technical
71
Program closures
37
“Mega-merger” facilitates collaboration...
72 - 81
Photos through the years
38 - 39
A new century, a solid plan for the future
82 - 83
Group photo: 2014
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Accreditation: Continuous quality improvement
84
Acknowledgements, contributors and special thanks
41
Airframe and power plant mechanic (aviation mechanics)
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Logo history
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Leadership A Letter from the President The staff, faculty and I are pleased to have you peruse this document highlighting the beginnings of our college and taking you through our journey of development. It is important to know where we come from in order to better understand who we are, and what will continue to guide and drive this college into a bright and promising future. This document will span the 1948 founding of the Winona campus, the 1972 founding of the Red Wing campus, and the locally controlled 1992 merger of the two campuses into one regional college. It also highlights the 1995 legislatively required move into the newly formed Minnesota State College and University System and our thriving journey through 2014. Looking back in history allows us to revisit our significant accomplishments, all of which are geared to help students prepare for the worlds of work and engaged citizenship within our communities. There is a great deal to share over the past 65 plus years, and it is up to all of us to ensure a future of more great stories. Enjoy.
James Johnson
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Time line From its humble beginnings, with three small programs and a visionary leader in 1949, Southeast Technical has come a long way. As a school of choice for thousands of students, it has grown up into a first-class, world-renowned institution of higher learning.
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Minnesota and the birth of technical education, 1917 - 1948 Dr. Charles Prosser led Minnesota to the forefront of the nation’s first efforts to develop a system of vocational education. While serving as a school superintendent and juvenile judge in Indiana, Prosser had encountered boys and young men who wanted to learn to make things with their hands. He saw in them a need for training that would prepare them for the specific skills of the trades they sought to enter.
His interests took him to New York where, as the president of the National Society for the Promotion of Industrial Education, he began working to pass legislation that would provide funding for trades programs in local school systems. Prosser’s writings, especially his Report of the National Commission on Aid to Vocational Education, brought attention to his ideas. Coupled with his efforts to persuade schools to offer trade-specific programming, his work eventually led to the passage of the 1914 Smith-Lever Act, which established extension services in the nation’s land grant universities. The following year took him to Minneapolis, where he led the Dunwoody Industrial Institute for 31 years. Through its unique philosophy and trade-specific teaching style, this privately-funded technical school became the birthplace of many of today’s
Charles A. Prosser
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The Winona-Republican Herald July 18, 1921
standards and practices in vocational education. Within two years, Prosser was the Executive Director of the Federal Board of Vocational Education, and it was this influence that allowed him to play a lead role in the writing and passage of a follow-up legislation to Smith-Lever. The Smith-Hughes National Vocational Education Act of 1917 promoted job-related education that was specific to farm workers. Its provision for
vocation-specific education separate from other curricula, and its requirement that each state establish a Board of Vocational Education, established the Act as the basis for occupational education in the United States. Today, Prosser is known as “the father of vocational education,” and his belief that schools should help students “to get a job, to hold it, and to advance to a better one” is the cornerstone of technical education schools throughout the country.
The Minnesota State Colleges and Universities (MnSCU) system currently supports 31 institutions, including 24 twoyear colleges and 7 state universities. With 54 campuses located in 47 communities, MnSCU is the fifth largest system of higher education in the country, serving more than 430,000 students. www.MnSCU.edu
Dunwoody Institute
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Vocational education growth in Minnesota With unprecedented federal support for vocational training, the state of Minnesota created a Vocational Education Division within its State High School Board. By the 1930s, the division had grown to the point of requiring its own director. World War II created even faster growth.
Even before the United States entered the war, vocational educators were called upon to provide workers such as welders, mechanics, machinists and electricians who were skilled in the defense industry. With the country’s official entry into the war in 1941, and President Roosevelt’s creation of the War Production Board in 1942, demand for these skills grew even
The Winona Republican-Herald May 3, 1941
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higher to support the rapidly growing war effort, both in the field and at home. The federally-funded War Production Training programs did not require matching funds. They were a direct investment in the states and provided pre-employment and supplementary training for those employed in the defense industry.
As the end of World War II drew close, attention turned toward home where men and women serving overseas were
An amazing 2.2 million veterans took advantage of this G.I. bill, much to the surprise of Congress, who quickly fed
returning from the war eager to start “normal” lives with good jobs and growing families. They carried with them a promise from the United States government of a two-year education. The federal G.I. Bill, or the Servicemen’s Readjustment Act of 1944, was created as a way for veterans to return to the education they may have postponed during the war and to obtain loans reestablishing their lives.
additional funding into the program to meet the demand. The state of Minnesota supported the growing trend toward vocational training in its communities. The state conducted a study of its training programs for post-high school workers and found them inadequate and too centralized around the Twin Cities to meet the needs of the general population. Fueled by the G.I. Bill’s promise, the Minnesota Legislature enacted the 1945 Area Vocational Technical School legislation to establish schools that would provide much-needed skills training in local communities. This was further supported by the passage of the George-Barden Act of 1946, part of Truman’s “Fair Deal,” which, among other things, provided funds for vocational education. The Winona Republican-Herald
Harry Truman on April 19, 1945
June 22, 1944
Prints and Photographs Division, Library of Congress LC-USZ62-70080.
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Beyond high school: the Winona Area Vocational School, 1949 - 1955 ng Students a Minnesota communities seized upon these new opportunities and in 1947 the first Area Vocational - Technical School was established in Mankato. In this early stage, vocational schools were considered extensions of the existing public schools and were placed under the oversight of local school district boards of education. Winona entered the race for a vocational school early.
On April 26, 1948, high school Industrial Arts Teacher John Fuhlbruegge led a meeting of the General Advisory Committee. The topic of discussion: the establishment of an Area Vocational - Technical School in the Winona community. In the agenda for that meeting, Fuhlbruegge wrote:
the feasibility of establishing a vocational school, calling attention to potential space available in a local bus garage, space and money available for a veterans training program in farm shop, and the fact that 31 high school boys had already expressed an interest in auto mechanics classes.
“As Director of Vocational Education, I believe that a committee should be appointed from the General Advisory Committee and Board of Education to study the Area Vocational School problem and in order to make plans for establishment of this type of school in Winona. I do not wish to assume responsibility for the criticism which is bound to be directed at the people responsible for the administration of education in Winona when the facts became generally known that Winona has been completely left out of the Area Vocational School Organization of the State of Minnesota.” The committee’s discussion supported
John and Rebecca Fuhlbruegge
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Winona Daily Republican June 14, 1949
Providing Students a Future Within a month, the committee urged the Winona Board of Education to establish qualifying courses for a new vocationaltechnical school. An auto mechanics course, established by August 1948, gave the soonto-be vocational school a foothold. Adding this course to the already well-established machine shop class, meant the district had two of the three vocational classes needed to qualify Winona for a vocational school. In 1949, Winona achieved its goal, becoming the site of one of Minnesota’s first vocational schools. At its head was John Fulbruegge, the man who had pushed for its creation. As the schools first director, Fuhlbruegge set about determining which programs would meet the most immediate and pressing needs in the counties surrounding Winona. At its inception, Winona’s vocational school was part of the Winona Public Schools and classes were taught at Winona Senior High School. As World War II veterans completed their training and entered the workforce, the student population shifted toward
“My brother-in-law was a teacher of Industrial Arts at the high school,” recalls Rip Streater. “When I went to high school [in the 1930s], you had to pick a major that would prepare you for college. The trades were not really represented.” As a lifelong resident of Winona, Streater witnessed the advent of technical education, calling it “the most important thing that has happened in education since I have been in it.” John Fuhlbruegge was married to Streater’s sister, Rebecca. Streater tells how Fuhlbruegge worked with an area business to provide a site for students to get handson welding experience through a federally-funded program. During WWII, many young men just out of high school sought the training as a way to beat the draft. “Everyone became a welder,” he recalls. “Working in the factory was part of the war effort. People were doing what needed to be done.”
Rip Streater 1917 - 2011
The training Fuhlbruegge developed did not take on the traditional master/apprentice model common in most trades, Streater explains. “They were furnishing people [to companies] who could do something and make a living.” In the early years before the vocational school, Fuhlbruegge broadened his Industrial Arts offerings to include carpentry and auto repair, and persuaded the school board to build an addition to the high school. Fuhlbruegge served as the first director of the Winona AVTI from 1949 until his death in 1955 at the age of 49. What would Fuhlbruegge think of the college now? “I think he would be very proud of it,” says Streater. “I have to admit that when I went out [to the campus], I was amazed at what’s happened out there.” Public perception has changed, too. “I consider the vo-tech a great move in education,” says Streater. “I don’t know anyone who puts vocational education down. Originally, they thought this was for the dropouts. I think that’s changed 100 percent.” Of his family legacy, Streater says, “My sister was very generous. She gave substantial money for scholarships.” Minnesota State College – Southeast Technical’s Foundation now manages two scholarship funds in their names: the John Fuhlbruegge Memorial Scholarship and the Rebecca Fuhlbruegge Memorial Scholarship.
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young adults, most of who were directly out of high school. Looking at the earliest facilities and the schedule of any given day, one would be hard pressed to tell the difference between the vocational school and the local high school. Tuition was free to students under 21 years of age, classes were held from 8:00 a.m. to 3:00 p.m., and classes ran on a strict schedule. There was little flexibility to allow for student’s jobs, families, or other commitments. Classes were held anywhere they would fit, from
traditional classrooms to hallways to storage rooms, and even in off-site facilities when special equipment was needed. In the 1949 - 50 school year, enrollment in the first programs consisted of 225 high school and 13 post-high school students in day classes, along with 134 students attending night classes. The night class roster included 42 veterans. A total of $15,847 in aid had arrived for four programs — agriculture, trades and industries, home economics, and distributive education—beyond the $260 in
Winona Senior High School
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Southeast Technical’s first auto body shop on Orrin Street, Winona
aid received per high school student. By 1953, the vocational school had grown so quickly that Director Fuhlbruegge pursued $456,000 from the local Board of Education for an addition to the high school campus. His request ultimately prevailed, but it was not without its critics. In an April 1953 meeting, the Winona Board of Education heard objections. In the end however, the new high school addition opened its doors in September 1954, just in time for the new school year.
Advisory boards: The backbone of technical education Having seen how high school trades education failed to provide adequate preparation for jobs, vocational school Director Fuhlbruegge and his staff began creating programs that went beyond the traditional apprentice programs so that, upon graduation, students could go directly to local employers as trained workers ready to get started. Fuhlbruegge knew that this would only happen if the vocational school’s staff worked hand-in-hand with local industries to determine which skills each program would need to provide in order to produce the most capable graduates.
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The school’s key to success proved to be its strong working relationship with industries in the form of advisory boards. A committee of practitioners, managers, business owners, and graduates in a particular field, each advisory board provided the muchneeded link that ensured graduates from each program would arrive on the job ready and trained in the techniques, equipment, ideas, and skills that each profession demanded.
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Advisory Boards: Staying Connected to Industry “What helps us retain our more than 90 percent placement,” says current President Jim Johnson “are advisory boards.” Advisory boards are a core group of people that meet with faculty and administrators a minimum of twice a year. Boards include practicing technicians, business owners, alumni, and artisans who see the trends and know what is current. “As a result,” says Johnson, “we find out what is going on in industry currently, what they envision in the next five years, and what changes are needed in the skills training.”
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President’s Advisory Council A President’s Advisory Council of community leaders exists as the president’s sounding board for regional issues affecting the college. Long-term members include:
Winona: Dave Arnold, owner, DCM Tech; Pauline Knight, community volunteer; and Richard Mikrut, Mikrut Properties, LLLP
Red Wing: Dean Massett, retired city administrator; Joan Foot, Southeast Technical school board, 1992 – 1995; and Joe Goggin, retired CEO, Red Wing Shoes
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A new identity and a new home: 1955 - 1970 ng Students a Future Unfortunately, Fuhlbruegge did not have the opportunity to watch the vocational school’s growth continue. With his untimely death at the age of 49 in 1955, the institution moved into a new stage of growth under the leadership of Director Thomas Raine, who ushered the vocational school into the baby boom era. Under Raine’s leadership, the renamed Winona Area Vocational - Technical School continued to grow. In a few short years, several new degree programs were established, including industrial electronics in 1958, followed by machine tool and die,
Industrial Electronics, 1968
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and auto mechanics in 1959. In 1964, programs in welding, clerical/secretarial, civil engineering technology, and auto body repair were added. The school’s growth trend continued through the 1960s. According to the United States Census Bureau, the population of Winona grew 6.2 percent during that decade. The baby boomers, born during the period of readjustment at the end of World War II, were now young adults seeking entry into the workforce. In addition, technological advances in the workplace of the 1950s and 1960s had
Machine Tool and Die Student, 1968
displaced an increasing number of workers who now needed retraining in order to seek new jobs. It was time for vocational and technical education to separate from the restrictions of the traditional high school setting that came with Board of Education oversight. The Winona community was beginning to see the benefits of the vocational school on its local economy. Director Raine wrote of the improving earning power of graduates, “already several hundred Winona residents and Winona area people have doubled their
Automotive Technology, 1969
previous income upon graduation.” Programs such as the first course for highway technicians created under the Manpower Development and Training Act were achieving 100 percent placement of its graduates. Welding classes were being offered to workers who had lost jobs at Swift & Co., and 560 prospective firefighters enrolled in fire fighting training. In the mid-1960s, the Minnesota Legislature recognized the need for the state’s vocational schools to have their own space and provided funding for the con-
Welding, 1969
struction of separate facilities to house
Plans for the new site brought new
their programs. This momentum was also felt at the national level with the federal Vocational Education Act of 1963 providing funding for the expansion of the nation’s vocational education programs. Locally, a unanimous decision in 1964 by the Winona City Council allowed for the construction of a $3.9 million new high school and requested bonding for approximately $3.5 million so that a separate vocational school building could be established.
energy to the vocational school, which celebrated its first post-high school graduating class in 1965. With this new independence came the opportunity for the much-needed flexibility in scheduling that would attract more post-high school students. In 1966, 20 percent of Winona residents over the age of 16 had not finished high school. Through collaboration between Director Raine and High School Principal Robert Smith, the vo-tech offered evening classes to make obtaining diplomas easier.
Clerical/Secretarial, 1970
Auto Body Repair, 1971
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A total of 32 students ranging in age from 19 to 58 took advantage of the evening program in 1966. Of these, 22 were married. Each paid $5 a month for tuition and attended classes every Tuesday and Thursday. Many traveled some distance to attend classes. For the new facility, a downtown Winona location was considered but ultimately dropped because of opposition from downtown businesses and professional groups. After several studies, much
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Winona June 1965
community discussion, and the Senate passage of a $6 million school bond, the $1.3 million facility was finally located on Homer Road where the Winona campus still exists today. In keeping with the vocational training tradition, even the concon struction process became a learning opportunity. The land purchased for the Homer Road facility contained a number of old homes and barns that needed to be removed before concon struction could begin. Rather than raze the buildings, however, the school gave the Winona Fire Department a chance to use the buildings for on-the-job training. Firefighters used controlled burns for training and cleared the site for construction at the same time. As construction of the Homer Road site began in 1966, the vocational school changed its identity once again when it Minaffiliated with a new state unit, the Min nesota Area Vocational - Technical School Association. This association acted as a coordinating body for the state’s vocation-
Winona News Sunday Magazine May 2, 1966
al - technical schools and Winona Board of Education President Lawrence Santelman was elected as one of nine lay directors to the association. Attention from area industries increased as programs at the new area vocationaltechnical school, or the “vo-tech,� as it
was known, grew and multiplied. By the spring of 1967, applications to attend the vo-tech averaged eight per day, and the already popular auto mechanics program had to be expanded into three different sections. The school added new faculty, and frequently hosted tours for area employers at the new facility, which opened its doors in the fall of 1967, ready to accommodate more than 300 students. Programs in the newly-opened Homer Road site included auto body repair, auto mechanics, agriculture, business
Homer Road campus construction nearly complete August 1967
education, civil engineering, drafting and design, electronics, machine tool and die, practical nursing, and welding. The following year, the Winona vo-tech was selected to serve as one of three sites for programming in aviation mechanics, including airframe and power plant (A & P). The school acquired leased hangar space at the municipal airport at Max Conrad Field to provide facilities for the new program which began with 20 students in class five hours a day, and quickly grew in popularity. New programs were created and quickly added in the 1970s. A 1970 controversy surrounding the proposed statewide community college system failed to usurp the Winona vocation school and in the midst of it, there was a change in leadership. President Thomas Raine was succeeded by William Hemsey, who continued the new era of growth and expansion begun during Raine’s tenure. The newly-opened Homer Road facility, immediately began to feel crowded as the vocational school grew in popularity
New sign at the Homer Road campus October 1967
and gained acceptance in the community as a provider of professional skills. As a result, a much-needed addition, including two new shops, seven new classrooms and a large lecture hall, followed in 1971 and nearly doubled the capacity of the campus from its 1967 levels. In 1976, Minnesota’s vocational schools moved a step closer toward complete separation from the K - 12 school systems when the Legislature approved a system of “shared responsibility,” where students would pay a portion of their tuition. continued on page 22
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New beginnings: The birth of the Red Wing campus
Minneapolis Star 1967
In 1967, a group known as the Citizens League surprised education leaders around the state by issuing a report urging the State of Minnesota to reconsider its distribution of educational resources and merge the existing dual system of
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junior colleges and vocational - technical schools into a single unit of two-year community colleges. The merger would provide both general studies and vocational education, even usurping the two-year programs offered through local
four-year colleges. The report criticized the lack of vocational education offerings around the Twin Cities and suggested that the two-system model “constitutes a serious drawback to the realization of the best educational opportunities for our
youth” and recommended that the current Junior College Board be superseded by a new board appointed by the governor. In 1970, the Junior College Board responded with a proposed plan for the merger that required all existing two-year schools to expand into community colleges, either under the control of their local Board of Education or the state Community College Board, which – under the proposal – would replace the Junior College Board. One such area seeking to establish a
Red Wing Republican Eagle October 23, 1972
community college was Red Wing, Minnesota. The need for a two-year, postsecondary campus in Red Wing had been the subject of conversation and speculation since the early 1960s, when the topic first surfaced at a meeting of the Red Wing Industrial Development Corporation. Jack Adams, who was brought in by the Development Corporation to determine where manufacturers were seeking to locate their new plants, had reported that plant placement corresponded heavily with the presence of vocational education campuses. Upon hearing this revelation, the Red Wing School Board lobbied for a twoyear campus to be located in Red Wing. It proved to be a rockier road than they anticipated because of the volatile political climate on the subject of education in Minnesota. As the Legislature contemplated a statewide system of community
Red Wing Republican Eagle July 26, 1971
colleges, a Red Wing campus was proposed. The School Board jumped at the chance and immediately developed a Citizens Education Study Committee, chaired by retired School Superintendent L. W. Wilke, to bring the campus to Red Wing, regardless of whether it was a technical or community college. Red Wing desperately needed employment opportunities for its citizens and any options for further education were welcome.
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warehouse leased from Monson Trucking Enterprise. The follow-
At the state level, the Junior College Board quickly began pursuing a junior college campus for Red Wing, going so far as to select a location — the Towerview Estates site, owned by the Anderson family. The demand for junior colleges exploded at the state level, but despite the near certainty of a Red Wing campus, it didn’t happen. The Citizen Education Study Committee’s recommendation for an area vocationaltechnical institute was resurrected, and in 1969, Red Wing formally requested support from the State Board of Education for an AVTI campus. With the gradual but cautious support of Assistant Commissioner of Education Robert Van Tries, and the wholehearted support from communities across the river in Pierce County, Wisconsin, the Red Wing AVTI campus was at last approved by the Board of Education on April 12, 1971. The community of Red Wing offered its resounding support by approving a $3.2 million bond the following December. At the state level, Van Tries defended that vo-techs needed to remain autonomous
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Red Wing Republican Eagle July 21, 1971
and fought against the Junior College Board plan, arguing that there was no duplication between vo-techs and junior colleges. The Red Wing Area Vocational - Technical Institute opened in 1972 with President Edward Dunn at the helm. On its opening day, it welcomed seven students into two programs — three in secretarial/ clerical studies and four in truck driving. The secretarial/clerical program set up a model office within Central High School, and truck driving classes took place in a
ing week, a third program in practical nursing began with 31 students. This program was based in St. John’s Hospital, where the program had previously operated as the Red Wing School of Practical Nursing. Thus began a period of rapid growth, with new programs developed in accordance with community and employer demand, including farm management, auto and truck mechanics, fashion merchandising, and industrial machine mechanics. In 1973, the Goodhue County Developmental Activity Center began, providing educational programs for developmentally disabled children and adults, and was followed by an infant stimulation program. Both were funded by grants from
local organizations focused on education
and rising fuel costs, students learned
costs plummeted to their pre-crisis levels,
for people with special needs.
about alternative forms of energy production such as solar and wind, and energy conservation techniques. The program was ahead of its time, so much that when the Persian Gulf embargo ended energy
and funding for the unique program ran out. Students found themselves with valuable training that unfortunately would not be in great demand for several decades to come.
As with all the vo-techs, programs were created in response to stated needs from local communities and employers. In Red Wing, another factor driving program development was the site of the school itself. One of the first properties used by the new vo-tech was the same site previously considered for a community college — the Anderson family’s Towerview Estates. The Andersons had deeded the site to The Nature Conservancy, which had in turn deeded the property to the Red Wing School District with the stipulation that it be used for environmental education. In 1977, the Towerview Estate site became home to Red Wing’s second campus, the Energy Education Center. Here in the midst of an embargo-induced energy crisis
Stemming from its programmatic growth of the late 1970s, Red Wing developed a reputation as being the birthplace of programs relatively unique among technical schools. At the same time as the Energy Education Center was established, the campus also saw the beginnings of the band instrument repair program. This is one of only three such programs in the world, making Red Wing a global student destination.
Red Wing Republican Eagle January 5, 1975
The student population continued to grow as the Red Wing AVTI entered the 1980s, and its program offerings expanded to meet students’ increasing needs.
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Business, office and information technology
Muriel Copp 1988
Both campuses have a long history of providing programs in business, office and information technology. Muriel Copp was an instructor for one of the very first programs on the Red Wing campus, secretarial/clerical. During her time at Red Wing Area Vocational - Technical Institute, Copp saw many changes — especially within her own program. Technology-wise calculators were just coming out. The changes progressed through electric typewriters, word processors, and ultimately — shortly after her retirement, computers. Her program began while the college was still in the local high school. “We had a little hall,” says Copp, adding, “As people were hired, one end of the classroom became a headquarters for all the new staff members coming on.”
“When the newly-built AVTI campus was opened in the fall of 1973, it was not fully complete. “When it opened, our area wasn’t ready. I had a classroom with no office equipment. One of my students and I set up the desks one night so we could get started in the new classroom. I didn’t have a lab to work in until about Thanksgiving time.” Copp even set up a few work stations in the hallway as construction was being completed. “I never worked so hard in my life as I did those first years,” said Copp.
Jill Keiper 1976
Marge Frost 1979
Jill Keiper was the long-serving department chair of the Winona campus business, office and information technology programs. During her time, Keiper kept the technological advances impacting the programs at the forefront. Keiper states, “The advancements in technology were amazing and sometimes challenging. I enjoyed the development of students as they pursued their careers. I couldn’t have worked with a more caring faculty, staff, or administration. I now enjoy watching the college grow with new and ever-changing programs to meet the needs of the business environment. “ Lisa Laing was a long-standing master instructor with the college who was engaged in the leadership and development of business and office program development regionally and state-wide. Laing was also an advocate at the federal level for support of her program area.
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Lisa Laing 1958 – 2010
By 1981, course offerings ranged from agricultural finance to educational development to industrial engineering. Programs in HVAC, musical string instrument repair, nursing, welding, and a new program in computer programming were already full by the end of the 1981 – 82 school year. The growth in the student population was literally overwhelming for the campus. With a roster of 530 students in 1980, the campus had an 18 percent increase over the previous year. With only 71 percent of the students being Red Wing natives, housing was in scarce supply, and the housing crunch left many students seeking living arrangements outside of Red Wing. At the same time, the average age of students increased, from 19 years in 1973 to over 25 years in 1981. President Edward Dunn noted in 1980 that a rise in female students reflected an increase in women returning to school either to enter the workforce or for a change of careers.
Energy Center
The Energy Center evolved in the late 1970s and through the 1980s to train and prepare students during the energy crisis. A variety of programs offering hands-on training for alternate energy sources were available. Programs included solar energy, energy conservation, vibroacoustics, energy systems, wind energy, electronic piano repair, accordian repair and building energy conservation.
Solar energy, 1979
The Towerview campus received the necessary state-of-the-art updates to meet the needs of these modern and very technical programs. Unfortunately, as the energy crisis dissipated so did the interest in alternative forms of energy and the programs offered at Red Wing Area Vocational - Technical Institute’s Energy Center.
Energy conservation, 1980
Vibroacoustics, 1988
Energy systems, 1988
Electronic piano repair, 1988
Accordion repair, 1988
Red Wing Republican Eagle 1979
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A rare privilege: Red Wing’s “Class of 1971” It was on April 12, 1971, that Red Wing, Minnesota, became the 34th and final site in the state of Minnesota to receive a vocational - technical institute. But the story of how it happened began in August 1969, when Dan Mjolsness came to Red Wing as superintendent of schools. His friend and former colleague Howard Casmey was then the Commissioner of Education for the state of Minnesota, and he charged Mjolsness with the task of establishing a technical college in Red Wing. “To start a school, to start a college is a rare privilege,” says Mjolsness. When you start a school, he says, you start from scratch. You build the curriculum, you build the building, you hire the staff — you start from zero. And as a professional educator, this is the greatest role to play.
He began by gathering an advisory team of 43 people representing all of the surrounding communities, the industries that served them, and the people who lived there. Together, they worked with local politicians, convincing them to author bills supporting an AVTI in Red Wing. The community had previously Dan Mjolsness Red Wing Republican Eagle attempted to June 13, 1979 bring a college to the area but lost the prospect to another community; they were determined not to miss another opportunity.
Mjolsness developed an appreciation for technical education while working as an engineer’s assistant. No matter how extensive one’s education, he believed, nearly everyone finds they need training beyond their knowledge to become adept at their own work. A technical college would meet that need for the Red Wing community. Red Wing Republican Eagle March 15, 1972
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Commissioner Casmey wanted to see two technical colleges built on the borders of the state in order to promote reciprocity between states. He gave the group four criteria to meet: bring in 350 students, work with the Department of Corrections to develop programs for reintegration, build a facility, and work for reciprocity with Wisconsin.
Among those involved in the effort were Ed Dunn, who would later become the first president of Red Wing AVTI, and Judy Christianson, a community member who later became active in the school board. Frank Chesley was also one of the early advocates who had been strongly in favor of a community college and had fought hard for it. For their efforts, this early organizing group soon became known affectionately as the “Class of ‘71.” “There is no more efficient, no more accountable post-secondary education in the USA,” says Mjolsness. “Why? Because the teacher has to build the curriculum, recruit the students, know the industries, adjust the curriculum to meet the needs of employers, and place the students in jobs, or the organization would no longer exist.” “Though I wasn’t the founder,” he says, “I was a person who played a part in getting everyone together to make it happen.” Mjolsness says even the most highly educated individual needs technical training. “This is a special place for me,” says Mjolsness. “This was the greatest personal achievement in my life.”
Breakfast with Red Wing friends, Class of ‘71 front row: Dan Mjolsness, Muriel Copp, Jerry Borgen, Judy Christianson back row: Ben Stephani, Gene Beckwith, Dean Massett, Harris Waller, Byron Pearson, Milt Olson 2005
“There is no more efficient, no more accountable post-secondary education in the USA.” Dan Mjolsness, “Class of ‘71” organizer of the Red Wing campus, about technical education
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Band instrument repair: A program in demand who apply, but musicians and practitioners who have likely been performing and working in the field of music for years and are eager to learn a new and marketable skill. “We always wanted to market the tuxedo with the [shop] apron to show both sides…the best of both worlds,” says Beckwith of the performing/repairing skills that graduates have. Gene Beckwith (right) working with a student 1979
Try to get a band instrument repaired anywhere in the United States, not to mention many places overseas, and you will be hard pressed to find someone qualified to do the work who has not heard of Red Wing, Minnesota. In fact, chances are good they went to school there. The program, says founder Gene Beckwith, “turned Red Wing into a household word in the band music industry.” It all started with a letter dated August 5, 1977, from Gene Beckwith to members of the band instrument industry. The Red Wing campus’ band instrument repair program began and remains as one of the very few of its kind in the world, and the world comes to Red Wing to be part of it. It is not your typical technical college students
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Greg and Gene Beckwith at the historic Sheldon Theatre 2005
Students have come to Red Wing from as far away as Europe, the Caribbean, Africa, and China, and represent all colors, races, and genders. Not too long ago, at a “Noon at the Jimmy” concert at St. James Church in Red Wing, two Caribbean students opened the performance with a bit of reggae, much to the delight of the concert goers. And they keep in touch — always. It is a rare but in-demand profession, so naturally, the world of instruband instru ment repair is a small one, and the group is tight-knit. Graduates go on to teach, reperform, re particicruit, partici
pate in national industry organizations, and, of course, repair band instruments all over the world. And naturally, they get together wherever they are to perform, compose, and reconnect. The military is a strong partner with the program, as it sends students to Red Wing nearly every year, particularly from the United States Marines band. The military connected with the program in 1986, when members of the program made a trip to the Midwest National Band Orchestra Clinic, an international industry conference in Chicago. The Marines have been regulars in the program ever since. Beckwith reports meeting up with former Marine students at conferences all over the country, saying it is always a happy reunion. A clarinetist by training, Beckwith now works
String instrument repair: a Red Wing legacy Guitar repair and building, originally part of the string instrument repair program, which included violin repair, is one of the oldest programs on the Red Wing campus.
mostly on bassoon repairs. He began his career in academics, but picked up some mechanical experience from his brother and began to do repair work on the side. “After you work on 40 clarinets,” he says, “you begin to understand how they work.” Beckwith began to develop a following among other musicians, who he says, are bound to their repair people.
It has recently added a second year to the program. “The second year of the guitar program has been really important because it has moved us much David Vincent (right) working with a student - 1986 more into the modern age as to the way instruments are built,” says Guitar Instructor, David Vincent. The recently-added second year has allowed the addition of training in computer aided drafting and machining as well as “just allowing students more time to develop their skills,” says Vincent. In the mid 1980s the programs focus changed to
In 1984, he began a teaching exchange with teaching what employers were looking for in the Phil Chambers of Merton College in England. field. Since that time student numbers and job That connection not only led to a lifelong placement have been consistently high. Over the years, friendship, but it helped Beckwith grow instructors have been brought on board who complethe program over the years and across ment each others’ abilities. One instructor’s specialty is continents. Beckwith’s professional electric guitars and wood finishing, another instructor’s connections were also a resource for his specialty includes acoustic sound and still another Lisbeth Nelson - Butler (right) working with a student in violin repair - 2010 son, Greg, who was showing promise instructor is versed in computer aided design. as a horn player and was able to study “There is a good community here,” says Vincent, adding, “We help each other out and it’s horn in New York at a particularly pretty friendly.” young age. He eventually become a college instructor following in The guitar and violin programs continue to be strong and well respected programs in the his father’s footsteps. field.
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The last of the baby boomers and a new model of technical education With the early to mid-1980s came a sudden shift among the students at both the Winona and Red Wing campuses. Following a 10-plus year growth spurt, both campuses saw a drop in what had been considered “traditional” students — young people aged 18 to 20 years, usually just out of high school, seeking the skills they would need to step into the first job of a career. Most had been from the immediate area around the campus, and many still lived at home. In the early 1980s, both campuses saw
a significant drop in enrollment. The reason for the sudden change: The postWorld War II baby boom had ended in the late 1960s, and the last children of that generation were now completing their traditional college years. As a result, the number of high school graduates dropped dramatically, leaving both the vo-techs and four-year colleges short on students. In the short term, this led to reductions and elimination of programs and courses, which could not be maintained with such low enrollment.
The outlook showed no improvement. Eventually, the falling enrollment of traditional students was seen as an opportunity for recruiting “non-traditional” students. These older students, often in their 20s and 30s, were seeking career training, new skill development, and experience with rapidly-changing technologies and techniques. With computers just beginning to enter the mainstream, the employment landscape was slowly beginning a gradual changeover from a manufacturing base to a knowledge base, and those already in jobs were going to need continuous training to stay current in their fields. Under the leadership and vision of marketing director, Ted Wyman, the concept of “continuing education” began to take hold, and in 1983, the Winona campus launched what is now known as custom training. Industries partnered with the institute to provide educational “upgrades” in order for employees to keep their skills and industry knowledge up to date. Red Wing adapted quickly to the new
Clerical
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Truck driving
Mary Johnson: 40 years of change trend toward recruiting returning students by adding three new programs in 1983, including small business management, microcomputer repair, and a master builder program. This was followed in 1984 by the opening of a small business center. By the same token, other programs no longer in demand, such as rural banking and industrial engineering technology were cut. To accommodate the growth in the number of nontraditional students and to provide more space for administrative offices and support services, the Winona campus added a 25,000 square foot student center in 1984. By this time, the groundwork had been laid for an important new element at the Winona technical institute — an opportunity for the community, which was now home to many alumni, a chance to support the school that had given them the means to find work and establish careers. The college foundations were formally established in the mid 1980s and soon took on the role of advocating for the vocational technical education system at the state level.
Mary (Luhmann) Johnson graduated from the secretarial science program at Southeast Technical in 1973, when it was Winona Area Technical Institute. Shortly after graduation, she was hired on for the reception desk and admissions secretary. In her time, she has seen hundreds of changes: going from a paper system to computer, local school district Mary (Luhmann) Johnson Mary Johnson, to statewide college system, clock hours to as a student, 1973 Registrar, 2013 credit hours, free classes to tuition, single campuses to merged Winona and Red Wing campuses, quarters to semesters, accreditation, and the list goes on and on. Some of the big changes in the 2000s included MnSCU beginning to use DARS (Degree Audit Reporting System) and student records going from paper files to computer imaging, Johnson says. “From there it’s just been constant change.” In 1993, Johnson was promoted to the newly-created role of Registrar. Shortly after her promotion, she enrolled in Southeast Technical once again to obtain a certificate in Basic Supervision. Johnson says that she has seen the students change over the years as well. When the average student was 18 years old, there were dances complete with royalty, bus trips and regular intramural sports. In 2003, the average age of the student population on campus was 30, more than a decade older than in 1973 when Johnson was a student. As the students aged, suddenly students had jobs and families to take care of and these extracurricular activities began to dissipate. In 2013, the average student age had dropped to 23 years and the campus is now beginning to see some of these activities again.
Mary and her peers, 1982 Bonnie Lutz, Judy Trocinski, Mary Luhmann, Mary Frisch, Janice Loeffler and Shirley Mohan.
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Moving toward collegiate status In 1983, the Minnesota Legislature continued its trend toward separating the vo-tech schools from K - 12 education by establishing a separate agency — the State Board for Vocational Technical Education — with a director appointed by the governor. This was the first of many moves toward administrative independence that the vocational technical schools experienced until the early 1990s. Tuition changed to a collegiate model of credit hours rather than a calculation based on the number of days in class. Planning began to take place at the state level rather than within local boards of education. Campuses began adopting collegiate standards for associate degrees and contracting with
local state universities for general education credits, while keeping their own degree-granting authority. Schools adopted a standard syllabus and course content development model, and assessment services were made available to students. Collegiate attendance policies, advisor policies, and student handbook models were also adopted. The 1990s brought more growth and more transition toward the current model of part-time and returning, adult students. The state director’s title was changed to that of chancellor and the State Board for Technical Colleges was established in 1990. Eventually, vocational - technical institute was changed to “technical college,” and a goal of achievachiev
Winona Campus Life August 24, 1986
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Non-traditional student inspecting his work
ing accreditation from the Higher Learning Commission’s North Central Association by 1995 was established.
A Time of Upheaval: The “Mega-Merger” and the “Shotgun Marriage” With so many rapid, administrative changes at the state level, it was inevitable that some political changes would not be as welcome at the local level. In 1991, in an attempt to streamline its higher education system, the state mandated a “mega-merger” of the formerlyindependent technical college system, state university system, and community colleges under a single Minnesota Higher Education Board to become effective in 1995. Of the three systems, the technical
Red Wing Republican Eagle October 27, 1993
colleges were most vocal in their disapproval of the merger, stating that it would dilute their core mission of educating students specifically for employment. The merger process continued, and talk of further consolidation of individual campuses began. The Legislature believed that consolidating technical school campuses might be a way to avoid the need for the mega-merger. Many campuses were told they must merge with another campus. A committee on the Red Wing campus was in talks with three campuses. After the committee made their choice, they were told that the choice had been made for them, calling a merger with Winona the most appropriate fit. Thus in 1992 the Red Wing/Winona Technical College was established. Internally, it was known as the “shotgun marriage,” and got off to a rocky start. The newly-merged campuses found themselves in turmoil as two very different cultures attempted to combine. Staff on both campuses feared they would be lost in the consolidation. The first to
Winona Post September 29, 1999
make peace were the members of the two campuses’ foundation boards, who began to meet together shortly after the merger and quickly found common ground. The foundation boards formally merged their bylaws and funding in 1999 into the Southeast Technical foundation.
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Through the early 1990s the now-combined leadership began to forge new relationships among the staff by holding picnics and other social events for staff to get to know one another. Meetings were held at mid-way points between the two cities to avoid preference for one or the other. Staff found themselves taking on new roles, and they worked together to merge whole systems of communications, management, record-keeping, and student services. It was not an easy process but in the end,
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Red Wing Republican Eagle June 1995
With all the excitement and upheaval of the merger, the educational mission of the technical college continued, and in the midst of the reorganizing, many changes took place on the campus. In
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Taking the reins of the newly-merged Red Wing/Winona Technical College required new President Jim Johnson to start building strong cross-campus relationships in an effort to rebuild the morale and internal support that had eroded as a result of the compelled merger. There was opposition and resistance to overcome, and tackling such strong emotions would require not just delicacy and tact, but a strong presence — in person. For several years following the merger, Johnson spent more time in Red Wing than in his home community of Winona. Having worked his way through the ranks on the Winona campus, Johnson had already built a network of support there, which freed him to spend some extra effort making connections in Red Wing, where the prevailing fear was that he would close the campus altogether. “They’re a small campus in a tough market, having other colleges all around them,” says Johnson. “But their unique vision of delivering niche programs keeps them going.” Building on that strength allowed bonds to be rebuilt and new relationships to be formed. Johnson was as visible a figure in the Red Wing business and education community as he had become in Winona — to the point that many residents there assumed he was their neighbor. Becoming neighbors, as it turns out, was exactly what the two campuses needed, and today is the basis of their strength as a single, united team. “Some people in Red Wing think Jim lives here.” --Judy Christianson, Red Wing’s “Class of ‘71”
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Program cycles its aviation airframe and power plant mechanics programs. In 1995, under the leadership and vision of President Cliff Korkowski (1988 - 1995), the goal of provisional accreditation by the North Central Association (NCA) was finally achieved, which opened new doors both for the college and its students. Until this time, the college had been accredited through the high school, which did not allow much flexibility in how its educational offerings could be used. Course credits could now be transferred between the technical college and other institutions, allowing students to take courses through the technical college before moving into a four-year degree. NCA accreditation also required that 70 percent of all faculty members hold bachelor’s degrees, a figure that raised the credibility of the college among educational institutions. In 2000, the college received its 10-year accreditation to replace the initial provisional status.
“Without the support of business,” says Deanna Voth, “our programs wouldn’t be here.” As a longtime Southeast Technical employee, Voth has been given a front-row seat to the interplay between industry and the college since 1982. Always willing to try something new, Voth moved from instruction to curriculum support to human resources administration in the technical college system, but despite the changes she has seen, there has always been the constant connection between the industries served by the college and the programs it has developed to prepare students for their future in industry. Deanna Voth One of her early and most exciting roles on the Red Wing campus was the administrative assistant to the Director of the Energy Education Center, where programs allowed students to develop skills in solar, wind, energy conservation and biomass energy production. During the energy crisis of the 1970s, demand began to grow for these services, but in the constantly changing industry landscape, that demand dissipated when the crisis subsided, and student enrollment dropped. “You can’t put programs on hold for very long” when demand goes down, notes Voth, and so the programs were ultimately ended.
The story of the Energy Education Center characterizes the cycle of learning, teaching, and application that keeps the technical education system strong. Industry sees a demand for services and approaches the technical colleges for programs to train students to meet the demand. Students develop the skills they need, enter industry, and continue to learn more on the job. Demands change, and the need for more skills develops, sending professionals back to school for more training and some former graduates back into the classroom as instructors to keep the cycle going. “We hire technical instructors from industry because of their expertise and support them with additional education as needed to remain current in their technical area,” says Voth. “They bring back new skills and experiences and that provides a good role model for students.” Voth explores ones of the semi tractors during the Transportation Center Open House March 2013
“The technical college can be a tremendous feeder for skilled employees,” says Voth. “It has to be able to be flexible and to respond to what is happening now.”
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The “mega-merger’s” impact on Southeast Technical Many articles in 1995 decried doom and gloom for technical education as the three separate public higher education systems merged together into the Minnesota State College and University System (MnSCU) on July 1, 1995. Red Wing campus CEO, Ron Matuska disagreed with the prevailing negative musings, “It’s leveled the playing field, as we have been thought of as an outcast...we are now equal partners.” Matuska stated that developing transfer agreements with other higher education institutions was one of the big reasons for the merger. “Our programs are as difficult as any collegiate program and the need for math and science capability is prominent within programs.” From the beginning of the “mega-merger” in 1995, under the leadership of Interim President James Johnson, Red Wing/Wi-
August 1995
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nona Technical College embraced the vision of the newly formed system that would transition the college from the “high school” image into being a true member of the public higher education community. Other benefits significant to a small rural college included the ability to have state legal services, compliance officers, facilities and construction planning support, federal/state legislative advocacy, plus human resources and financial operations support. The ability to access these types of services without the need to hire full-time experts allows smaller colleges to significantly stretch their limited budgets towards betterment of college programs. This type of support system allows institutions to attain a competitive advantage at a reasonable cost. President Johnson has worked closely with the various MnSCU Chancellors and their staffs over the 19 years of his presidency and has witnessed firsthand how the Chancellor’s office has evolved to become a supportive branch of each institution and still maintain the statewide focus of the system. Success for Southeast Technical since the “mega-merger’s” implementation has been through the hard work of staff and faculty at the college, but also the supportive infrastructure and service by the MnSCU system personnel has been a critical cog of that college success. Small rural colleges need the support of the available services of the MnSCU system.
“Mega-merger” facilitates collaboration... Another significant impact of the “mega merger” has been the growth of many collaborative relationships developed with partners within the MnSCU system. A powerful and enriching partnership for Southeast Technical has been the ever evolving relationship with Winona State University (WSU). The partnerships over the years, have ranged from small to full-blown initiatives and have involved many WSU Presidents’ Tom Stark, Darrell Krueger, Judith Ramaley, and Scott Olson. These giving leaders have seen the benefits of the communities we both serve and have offered supportive services and programs to Southeast Technical that have enhanced both institutions footprints in our region. The many projects, services and initiatives that compile the following list are just a sample of the years of collaborative work between these two state-supported higher education institutions striving to better serve our students and communities by leveraging resources. The following services are supplied by WSU to Southeast Technical: phone system, institutional research, health services, Integrated WellWinona State University ness Center, stuIntegrated Wellness Center
dent counseling, security, human resources, diversity programming, compliance support and intramural opportunities. These examples of shared services are a significant part of the success story of Southeast Technical over the last few decades. Naturally, since WSU and Southeast Technical are part of a single state system, there are significant Saint Mary’s Hall - Winona Campus opportunities for collaboration development. That said, it has not stopped Southeast Technical in seeking out other partners such as Saint Mary’s University. There is a long history of the college collaboration between Southeast Technical and Saint Mary’s University in development of transfer agreements after the “mega-merger” in 1995, Saint Mary’s University also partnered with WSU and Southeast Technical in the 2005 Tri-College agreement. There have been various custom training initiatives launched between Southeast Technical and Saint Mary’s University. In addition, there is a 2014 collaboration with Saint Mary’s University – Twin Cities to deliver a baccalaureate degree on the Red Wing campus of Southeast Technical.
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A new century, a solid plan for the future As the new century dawned on what in 1999 finally became Minnesota State College – Southeast Technical, as it is known today, its growth only continued. By 2001, the staff had grown to 125, and there were more than 70 active programs on the campus. Enrollment for the 2001 - 2002 school year was up 25 percent from the previous year, and students now had new resources, including a new truck driving facility, new programs in network administration and technology, massage therapy, and industrial automation.
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record enrollment levels, ground-breaking new directions, and a stronger-than-ever relationship with the community and its businesses.
But this proved to be a time for Southeast Technical to shine, a time when it could finally break free of the “second choice” label, declared by its own students, and where credibility came in the form of
These successes were intentional, because Southeast Technical had earlier determined that this new decade would be one of planning. Starting in 2000, the college turned its focus inward, talking with students, business partners, community leaders, and staff to learn more about how it serves the region and how it could improve. They embarked on a five-year
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“There is not much turnover among staff here,” notes President Jim Johnson. “Many staff members stay for their whole career.” Johnson knows, because he hired a lot of those who have stayed, some for 30 years or more. “We are lucky to be able to match people with their trade and passions, but also their ability to teach,” he says. Some have had to leave because their program could not be sustained due to changes in the economy or in a particular field, but “because we are a technical college, we change for what is needed,” says Johnson. Ironically, that constant change leads to an overall stability. It keeps things fresh. One secret to program longevity, he says, is to treat each one like a small business. “A program has to be solid and growing —or at least stable — for it to survive,” he says, just like businesses in the community. The principle is the same. If programs are tended to like businesses, they will thrive, he notes. “You can’t just come in and teach and go home.” That is part of the culture of a technical college and what makes it a viable organization. Like businesses, uniqueness in the field is a plus—being able to offer something that no one else does. That’s one of the secrets of many of the Red Wing programs, like band instrument repair, solar energy, vibroacoustics, guitar, and violin. By filling a niche that others do not, the program has a lasting presence in the industry it serves. Presence and stability are part of what makes a technical college an integral part of the community. As an example, he notes that “faculty attend graduations; they sit right up front, right to the side of the audience.” “As students come up,” he describes, “faculty shake their hands and see the success of their own students by watching them graduate.” “It is a worthy endeavor in which we are involved,” says Johnson. “You can count on people being here.”
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New Beginnings strategic plan, significant especially for its commitment to a process of continuous improvement, spearheaded by faculty member John Huth and Provost Amy Nelson. This process involved a constant series of self-reflection and self-evaluation for the college community and would form its decision-making going forward. In 2003, through the Higher Learning Commission of the North Central Association the college adopted the Academic Quality Improvement Program or AQIP. This formally kicked off the college’s continuous improvement efforts and established nine categories ranging from helping students learn to build collaborative relationships to supporting operations that the college would keep at the forefront of its work. This constant evaluation has helped the college to detect and prioritize improvement opportunities. In 2006, the college launched a second phase of strategic planning to carry it through 2011 and beyond that focused on increasing access, promoting programs, measuring services, meeting regional
economic needs, and supporting innovation for future education needs. The new plan was based in its “IDEALS 2011,” a set of six core values that would drive the college into the future: integrity, diversity, excellence, access, learning, and stewardship.
Retired admissions staff Kathy Holthe knew how to make a connection with non-traditional students — she already walked a mile in their James Johnson & Kathy Holthe Holthe retired in 2013 shoes. Holthe first came to the Red Wing campus as a student in 1983, taking secretarial/clerical classes. She was going through a divorce and needed a job. Having worked as a secretary, she was skilled but wanted more. The program gave her the new skills she sought, and she graduated after only a year.
Despite drastic changes in technology, business models, and teaching techniques, the college repeatedly found success by staying true to what had kept it nimble all these years — building partnerships. With tighter budgets and a steady decline in state appropriations for higher education coupled with To help pay her way through school, Holthe worked in Red Wing’s admissions office and a tougher business economy in the occasionally spent time at the reception desk. region, collaboration would move the She enjoyed working with students. At first, they college forward. This concept was were mostly high school age, but later, the new only now taking hold in the rest of students were older. “I know how scared I was the world, where it was seen when I came back,” says Holthe, and she put that experience to work building bonds as an innovative way to with the new students. increase efficiency, but it Through the years, she made many had been a cornerstone of friends among the students at Red Southeast Technical’s way Wing, and few can forget the friendly of working since its earliest welcome they received from her when days. they first arrived. Kathy Holthe 1986 Kathy Holthe 1986
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Accreditation: Continuous quality improvement
John Huth AQIP coordinator/band instrument repair instructor
Feedback from our
philosophy and process. President John-
is a pathway. During a recent visit from
regional constituents
son approached Band Instrument Repair
MnSCU Chancellor Steven Rosenstone,
has been a key to the
Instructor John Huth, to partner with him
John discussed students which come to
success of this col-
in leading the college through its initial
the college and, “if we don’t do something
lege. Accreditation is a
AQIP accreditation. John has been the
for them, that’s it for them.” As a faculty
required and valuable
resident “guru” behind both the college’s
member, he says, “we have to teach them
tool in demonstrating
continuous improvement movement and a
to read or to problem-solve. We can’t
to students, regional
successful reaccreditation in 2010.
complain about what they can’t do… we
communities and local, state and federal deci-
sion-makers that our college meets rigid quality standards established by a national accrediting agency. This accreditation is also critical to the ability of the college to facilitate transfers of credits and degrees within the higher education arena, as well as to secure federal funds and grants.
John’s dedication to creating a better system for students began when he was just a student himself. Just out of college, he started his career as a freelance trumpet player in Cincinnati, where he met a graduate of the band
Southeast Technical is accredited through
instrument repair
the Academic Quality Improvement Pro-
program. After
gram (AQIP), a path offered by the Higher
contacting the col-
Learning Commission of the North Central
lege, he was hired as
Association of Colleges and Schools. In
an instructor. John
2003, Southeast Technical President James
stated, “I gave my-
Johnson looked for a model of continu-
self three years and
ous improvement to adopt for the college.
have been here ever
The “new” AQIP accreditation process was
since.” The college
embedded in continuous improvement
as a whole, he says,
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need to teach them what to do. If you bet on their talent and brilliance, you will do fine.”
Airframe and power plant mechanics (aviation mechanics) From 1970 – 1988, William Hemsey was the Director of Winona AVTI. Hemsey was a journeyman machinist by trade who knew the value and importance of vocational/technical education to the Winona economy and regional economic development. It was his visionary work in support and development of the aviation mechanics program that made possible one of the largest and most successful Winona AVTI programs of the institute’s long history. The airframe and power plant mechanics (aviation mechanics) program thrived at Southeast Technical from 1967 until 2006.
Pat Gregory (middle) - 2002
Unfortunately, the nature of aviation mechanics changed over the years. Tim VanLoon, a 1977 graduate of the program, taught aviation Tim VanLoon 1982 mechanics at Winona Area Technical Institute starting in 1980. “In the late 1980s aviation just really took off,” he said. In 1990, the Minnesota Technical College system approached the college about building an Aviation Center to meet the needs of the ever-growing program and the needs of the local industry for new FAA certified aviation mechanics. By the time the Airport Campus opened in 1992, the program had grown from two sections to five sections and by the mid-1990s the program had expanded to eight sections. For many years, it was the biggest program on campus. To provide additional training to faculty members and students, the program had an ongoing partnership with Northwest Airlines. Unfortunately, Northwest
filed for bankruptcy in 2005 and a few short years later the airline merged with Delta,who ultimately moved out of Minnesota. The downfall of Northwest along with the downturn in the economy and the change in the nature of aviation maintenance following September 11, 2001 led to the dismantling of the aviation mechanics program at Southeast Technical. Pat Gregory, a 1985 alumnus and final instructor for the program, mentions that planes do not require the maintenance that they used to: “rather than repair the components, it was exchanged” with the factory where the parts came from. “We always had a high quality of students,” said Gregory, adding, “It was a wonderful program; I enjoyed working as an aircraft mechanic, I miss it.”
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Transfer What is Nanotechnology? Nanotechnology is not some sci-fi futuristic tale. It’s here now, shaping our lives in ways that one might not expect. Nanoscience is reshaping almost every industry today, including healthcare, pharmaceutical, automotive and manufacturMarc Kalis
ing. “If you took a hair and sliced
it 100,000 times, that’s about one nanometer,” says Marc Kalis, Electronics and Nanotechnology Instructor. “By making things smaller, they can control the development of it a little better and
In 2003, Southeast Technical began offering 10 Liberal Arts and Sciences courses. Over the next 10 years enrollment soared, and by 2013, there were 79 associate degree courses available, with 10 percent of the student population enrolled in this curriculum. Offering Liberal Arts and Sciences courses gave students a lower cost option toward transition transitioning into a four-year degree. One of the more recent benefits to students has resulted from the Minnesota Transfer Curriculum, a
eliminate inconsistencies and unwanted elements.” Students learn about Nanotechnology on campus. Curriculum was developed through a National Science Foundation grant and is now offered to students at no cost. Staff members are not just training students, they also work with local business
Red Wing
leaders to help them to understand how nanotechnology can improve their production. “I have heard some say ‘I don’t need to know anything about nano, it’s not going to affect me,’ ” says Kalis, “well, it’s going to pass them by and someone is going to come up and be able to do things cheaper because they’re much more efficient.”
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Winona
collaboration which allows credits to transfer more easily between technical colleges, community colleges, and four-year universities. In 2005, the Tri-College Agreement was formed, in which Southeast Technical, Winona State University, and Saint Mary’s University created a partnership to ease the transition of students from one campus to another. This allowed students the flexibility to follow the programs that provided them with their best possible outcome.
More choices and flexibility appeals to students
Alice Zimmer
The term “vo-
faculty sought out new opportunities,
does not think that
tech” once con-
and created more paths for themselves.
means less work. With
jured up visions
“Students say what a difference it makes,”
a more open schedule,
of young people
notes Zimmer of the more open campus
she has found, “people
caught between
climate. “Now people are making this a
work harder and get
their inability to
place of choice.” There are more options,
more done.”
get into a four-
more choices, and more flexibility to ap-
year university
peal to a wider variety of students. As a
and a difficult job
result, today’s student averages 24 years of
market. It was
age and ranges from the young adult out
a last-chance place for those with no other
of high school to the retired profession-
options, a place where people went to “work
als seeking to learn more. In between are
with their hands.”
young parents seeking re-entry in the work
But, in the words of math instructor Alice Zimmer, “why would your hands know what to do?” Since joining the faculty of the Wi-
world, university graduates seeking practical skills, and professionals looking for a
here,” she says, “and getting better.” Zimmer does not mind staying late to meet with students who have to come in later, because tomorrow she can find time for herself if she needs to. “They may be getting more hours from us,” she laughs, “but we are happier about it.”
new direction in their careers.
nona campus in 1976, Zimmer has seen the
As for faculty and staff, says Zimmer, “ev-
profound effect that a little flexibility can
eryone likes the schedule.” It encourages
make. “Before, it was more of a tight ship,”
personal growth and involvement in the
she says of the campus in her early days,
community. It allows students to com-
where schedules were tight — Monday
plete their work and then return later for
to Friday, 8 to 3 — and 8:01 was not good
more. It encourages relationships where
enough. It was a time where students had
faculty members can see their students in
only a few options upon coming out of high
the community, catch up, and stay updated
school.
over the years. “There is more of a profes-
In the years that passed, students and
Zimmer 1982
“The quality is still
sional casualness now,” says Zimmer, but 2012
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Reaching out to the community: Customized training The key to successful technical education has always been partnerships with industry, and the college formalized this relationship with its Center for Custom Training, Collaboration and Partnerships program. By 2003, the center had established partnerships with more than 300 businesses and trained more than 5,000 students in the region in such fields as
Crane Operator Custom Training, 2006
44
nursing, robotics and lean manufacturing. The Tandeski Center, the college’s stateof-the-art teaching and conference center named in honor of friend, supporter, and lifelong teacher George Tandeski, was the location of many of these courses. Some of the major partners in the custom training program over the years have included: Treasure Island; Schwan’s; Red Wing Shoes; Wenonah Canoe; Valley Craft, Inc.; Mississippi Welders Supply; Fairview, Lake City and Cannon Falls medical centers; Federal Mogul; and hundreds of others in need of specialized training for their employees. Most prominent, perhaps, was the unique relationship with an area business and national leader in the fastener industry, Fastenal. What began as a series of education programs that attracted new workers and pro-
vided placements for Southeast Technical graduates grew into the Fastenal School of Business and the unprecedented offering of a specialized associate in applied science (A.A.S.) degree in industrial distribution for Fastenal employees. This is a collaboration between Fastenal and Southeast Technical that was endorsed by the Higher Learning Commission in 2005 and served as a model for technical colleges around the state.
Red Wing Republican Eagle 2013
Calli Ekblad: Writing grants to serve the local economy The demand for custom training grew steadily through the 2000s. Most of these partnerships were with employers in the region and some formed consortia with other businesses having similar needs to pursue shared funding through grant programs like the Minnesota Job Skills Partnership Program. As a collaborator in this program, Southeast Technical has been awarded multiple grants. Since 1989, over 42 grants have been awarded to Southeast Technical with 51 businesses. Six thousand students were trained and over $7 million dollars were awarded to the college and its participating businesses for training in areas such as lean manufacturing, healthcare, supervisory management, industrial safety, and maintenance. In addition to serving businesses in the community, the college reached out to help form new businesses in 2004, with the establishment of a Small Business Development Center (SBDC) on both campuses. The SBDC provides business training and startup consultation for entrepreneurs in Red Wing, Winona and some neighboring counties.
Ask Calli Ekblad, Southeast Technical director of business relations, about grant writing and her face lights up with enthusiasm. “I love to write grants because each business has a unique story. In writing grants, I discover and then tell their stories, and how the particular needs of each company can best be served.” Since 1981, Ekblad’s hard work has helped the college connect with area businesses. In 2013, six new grants, totaling more than $1.2 million, were awarded to MinCalli Ekblad nesota State College – Southeast Technical to provide state-of-the-art employee training for Cytec Industries, Northern Engraving Corporation, ProAct, Inc. and Winona Occupational Rehabilitation Center (WORC). The grants were awarded by Minnesota Jobs Skills Partnership (MJSP), a program that works with businesses and educational institutions to train workers, expand work opportunities, and keep high-quality jobs in the state. Training grants are used to offset the necessary training-related expenses that are incurred by business, industry and educational institutions to meet future workforce needs. These unique opportunities help businesses stay competitive and expose Southeast Technical to the current and future trends that affect college curriculum and programs.
She says, “At Southeast Technical, we are committed to helping local employers develop a well-trained, skilled workforce. Our training grants offer businesses the opportunity to sharpen the skills of their workforce during a time when training budgets may be minimal or non-existent. We are here to help our local businesses succeed.” She continues, “It’s important to give businesses the opportunity to get the additional funding when they are not able to do that on their own. As they’re expanding their workforce, we can create customized training unique to their particular needs. The outcome is so positive and rewarding — and I am so proud of all of our partners!”
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New programs for changing times When the new decade began, the college had more than 70 academic program degree offerings. This has now grown to more than 80 potential degrees in 33 program areas. It is not just the addition of programs that has allowed the college to succeed; it’s choosing the programs that students need and industries demand. Part of being flexible and ready to take on changes in the business community means entering new territory, and the 2000s opened new doors for both students and faculty, including new programs
in broadband delivery, nanotechnology, and biomedical equipment technology. Some changes were driven not by industry but by government. In 2006, the college began offering crane operator certification through Continuing Education to accommodate new Occupational Safety & Health Administration (OSHA) safety standards that required the recertification of crane operators industry-wide.
Biomedical
Radiography
46
But the flagship programs were still there, and many were growing. Nursing, one of the first programs to be established back
in 1950, remained one of the most popular majors at Southeast Technical, and its growth spawned many new programs in allied health and medical administration. In 2002, because of the rising demand for registered nurses, the college began a two-year nursing degree that would transfer to a Bachelor of Science in Nursing at WSU and many other universities. Credit hours in allied health fields nearly doubled between 2000 and 2005, and they continue to rise as the healthcare field grows. Advance simulation labs
Nursing simulation lab
Caring for caregivers were added to assist nursing students in their hands-on training. As baby boomers began to retire, it became clear that there would be a great need for healthcare workers. New allied health programs emerged in medical laboratory technician, radiography and phlebotomy. Southeast Technical began collaborations with WSU and other education and healthcare partners in the state to launch a statewide Center of Excellence for Healthcare based in Winona. With a $10 million state appropriation, this new entity was designed to serve both as a collaborative funder and a common ground for new partnerships between higher education and the healthcare industry. The Center for Integrated Health Science Education and Practice, as the Center of Excellence was known, continues today as HealthForce Minnesota, funding innovative healthcare education projects around the region.
As one of the first programs of the Winona AVTI in 1950, the Practical Nursing Program remains one of the college’s cornerstones. Originally under the joint responsibility of Winona Public Schools and the Winona General Hospital Association, the fledgling Practical Nursing Program consisted of one course with only 12 students led by a single teaching director. The program has grown steadily to support hundreds of students and dozens of faculty today. Training someone to be a caregiver means caring for them first. “No matter how many students there are,” says former program director, Betsey Woodward, “each one has a heart and needs support.” Since the program’s beginning, and even today, most students arrive with the goal of becoming a bedside nurse. But Nursing faculty - early 2000’s the career possibilities available to today’s nursing graduates have multiplied since the 1950s, with students having an enormous range of career options to choose from, ranging from Nursing Assistant to Doctor of Nursing Practice. The curriculum has continued to diversify since its early affiliation with St. Joseph’s Hospital in Saint Paul, when learning experiences included courses such as “Care of the Ill Child” and “Care of the Emotionally Ill Patient.” Mental health, pediatrics and geriatrics remain strong components of the curriculum.
In 1986, a part-time program was offered that allowed students with jobs and families to complete the program over an extended period of time. Most of today’s students have families, says Woodward, and although the average age is in the late 20s, many students are in their 40s. They have families and careers and are seeking a return to nursing — what had initially been their life goal, but which had been set aside for the sake of their families.
Like physicians, nursing students today are drawn to the specialties, and many go on to pursue additional educational opportunities beyond their Southeast Technical experience, leading some to careers in administration, advanced practice, and nurse leadership.
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Liberal Arts and Individualized Studies In 1992 when the campuses merged, “The liberal arts merger went beautifully,� said Jo Poncelet, dean of liberal arts and sciJo Poncelet ences. The program chairs from both campuses worked together to build the department. It continued to grow and develop over the years. The recently-established individualized studies program is designed for students who intend to focus on a specialized interest, those who wish to combine and integrate multiple areas into a single degree, those who would like to complete the Minnesota Transfer Curriculum Package (liberal arts and science courses that transfer to any MnSCU institution) and/or those who wish to build on current areas of expertise.
Online Learning In the 2000s, online learning became more of a norm than a novelty, both for traditional students and for employees gaining new skills. The ability to connect with students outside of the classroom, whether at home or a work site, made online learning a certain success, as is evidenced by its rapid growth. Learning that began with just under 800 credit hours taken online in 2001, quadrupled to more than 3,200 hours in just five years. In 2013, the number of hours was more than 15,000. This growth showed that online was quickly becoming the second classroom and the college responded by making it
The associate degree in individualized studies can lead directly to employment; it is also a transferable degree accepted at other institutions of higher learning. 48
possible to take classes, earn certificates, and even earn degrees entirely online. Under the vision and leadership of Dr. Amy Nelson, Red Wing campus Provost, Southeast Technical became the second college in the MnSCU System to be awarded distance learning accreditation by the Higher Learning Commission. To further encourage the development of new uses for online programs and other technologies, the college awarded Technology Innovation Grants to faculty in the mid-2000s to stimulate the creation of projects that provide students with access to opportunities they might not have had available previously.
Online Credits 16,000 14,000 12,000 10,000 8,000 6,000 4,000 2,000 0 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Early online learning “When I first came here, there was one computer and it had 25 terminals. The administrative office didn’t have any computers, they had a couple of terminals connected to a mainframe,” reports computer instructor Mark SwanMark Swanson son. He offered online learning far before it was in vogue, or really even possible for the average student. In the mid-1990s, at the outset of the Internet, he created a webpage with information on his program. Computer savvy students from around the world found the page and started taking classes online. Swanson worked hard to stay ahead of the game and offered classes to professionals around the world on topics such as new computer languages. He sent them their assignments in the mail on a disk, they would then dial up his online bulletin
boards and upload their assignments. These early online classes did not have any administrative support as the school was not yet prepared to offer classes online for credit. When other programs began going online, Swanson was way ahead of the curve and had already worked out many of the bugs in his own online programs. Without a doubt this program will continue to change year after year for a very long time. One hundred percent of Swanson’s classes are online, though he remains on campus if students want to get help in person. The program continues to evolve year after year to keep up with the ever-changing demands of the field.
Computer Programming Retired computer instructor, Neva Burdick has witnessed an entire industry as it emerged, grew, and then completely changed the world in her time at Southeast Technical. Before the Internet, computer instruction was very personal. “We were all in Neva Burdick the same room all day,” says Burdick, “and we got to be friends.” Early on, students entered the programming or operations programs as uncharted territory. Students did not always know what to expect, but Burdick says she knew learning programming would take students to the next level.
Computer careers
49
Changing with the community The face of education is always changing, and, like its programs, each campus is continually upgrading its facilities to meet the changing needs of its students and
Winona campus, clients of the Workforce Center can obtain the specialized training they need to progress in their jobs or job search, and staff duties can be shared
their employers. From new science labs and a multimedia auditorium in 2003 to the addition of “smart classrooms,” and bookstore, common areas renovations, change is constant.
with Southeast Technical.
It is not just students who benefit from these changes. The community has also made use of conference facilities, meeting rooms equipped with video conferencing and auditoriums for public meetings and gatherings. In 2005, the college focused on increased collaborations with other facilities to share space, and the following two years saw major renovations — first in Winona and then in Red Wing — to create a more collegiate environment and provide newer, state-of-the-art classrooms, labs, and meeting areas. One of the most visible, and most successful, community partnerships has been between the college and the local Workforce Center. By co-locating the center on the
50
Under the leadership and vision of Mohamed Elhindi, Director of Information Technology, the on campus classrooms in particular had become much more hightech, offering Tegrity Notes for recording lectures and sharing materials online and Desire2Learn (D2L) for faculty to post assignments, readings, handout, and even grades online. Dr. Elhindi was instrumental in the 2006 collaboration with Microsoft to develop new software that would provide its nursing programs with a competency tracking system, funded in part by the Center of Excellence for Healthcare. As one would imagine, the economic impact of well-prepared students, customized on-the-job training, and modern facilities is tremendous. With 91 percent job placement for students seeking employment in their field of study, an Economic Impact study completed by Wilder
Research, using 2011 data states: The annual economic impact of the Minnesota State College – Southeast Technical in the Southeast region reaches $69 million. Based on the Southeast region economy of $22.6 billion, this means that for every $1,000 produced in the South East region, $3 are directly or indirectly related to Minnesota State College – Southeast Technical. The sources of this impact are the institution’s operations ($30.1 million), student expenditures ($39 million). During 2011, Minnesota State College – Southeast Technical generated an estimated 848 jobs in the Southeast region. These jobs include 666 direct jobs generated by the college and its students, and 182 additional indirect jobs created by vendors, contractors, and businesses supplying inputs to the college and its students.
Workforce Center According to the study, Southeast Technical contributed $69 million to the regional economy and 848 jobs. Nonetheless, state appropriations dropped more than 16 percent in the 2000s, providing less than 50 percent of total operations for the first time. As a result, students faced double-digit tuition increases in the early 2000s, tuition costs per credit has now swollen to more than 250 percent what it was in 2000, and student borrowing for college has reached an all-time high. The value of hosting a technical college campus has not been lost on the communities of Winona and Red Wing, who take time to celebrate their investment in Southeast Technical each year during National Career and Technical Education Week. The state has also taken notice; Southeast Technical was awarded the Excellence in Financial Management award from MnSCU for two consecutive years, 2004 and 2005, and again in 2010 for its responsible and efficient financial planning in lean times.
Mike Haney is the director of the Minnesota Workforce Center – Winona and a long-time friend of Southeast Technical. “Our goal is to help dislocated workers and people on public assistance to get back into good tax-paying jobs,” he says. “We’ve found that Southeast Technical provides the best ‘bang for the buck’ to get people back to work. Our funding comes from Minnesota taxes and we invest it in a state institution for training. The workers that are trained get good paying jobs and are able to contribute taxes back to the state. It’s a positive cycle.” Originally the Workforce Center’s offices were in downtown WiMike Haney nona, but the organization moved to Southeast Technical’s Winona 2014 campus in 1997. “Jim Johnson and I kept running into each other at the same meetings, like the Chamber of Commerce, employer manufacturing groups, and City Hall. Meanwhile both of our staffs were dealing with the same clients — both job seekers and employers— so we realized it would make sense to co-locate and collaborate.” Having the Workforce Center right on campus has made it easier for their clients to enroll in college. “People who haven’t been in school for a long, long time are intimidated by the idea of going to college for training. We can walk them right down the hall and help them meet with admissions and faculty.” Haney says the college has a proven track record of delivering good programs, and the flexibility to tailor courses to meet the Workforce Center’s needs. “For example, a few years back a company in our area had a large layoff in the spring. The college quickly customized programs so that our clients could do an entire year of college in just one summer. By September they were already entering their second year of training.” Most importantly, Haney emphasizes that the college is not just located in Winona but truly a part of the community. “Southeast Technical faculty and staff are not just state employees who come to work here and go back home somewhere else. They live right in the community. We see each other at the grocery store, at church, at community meetings — I can’t emphasize enough how valuable they are and how much that means to our clients.”
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A work ethic and desire to learn As the first faculty member for the Winona Area Vocational School’s new diploma program in auto mechanics in 1959, Norris Abts quickly learned how to tell which students were likely to succeed. “You saw students who could not diagnose,” he says, “and if you can not diagnose you are not a true mechanic.” He should Norris Abts 1975 know. “When I started in the business, working for the Ford dealer,” he says, “I couldn’t diagnose. I was a parts replacer.” “But then,” he says, “the Army sent me to the finest tech school in the world — Vietnam.”
help his students develop the work ethic they would need to keep going once they landed a job. “Sometimes you have to be hard,” he explains with a smile. Mechanics is a field that is always changing. Automobile dealers, the future employers of Abts’ graduates, needed workers with skills but also the dedication to keep up with the latest developments in the field. “We give basic skills in the classroom,” says Abts, “the rest comes on the job.” Learning does not stop once students leave school. “I loved going to classes in the summer,” says Abts, where he stayed current on the latest trends that he would teach to his students come fall. A desire to learn was a key characteristic that separated out the successful students. During the Vietnam War, he points out, there was an influx of students in his program, eager to avoid combat by returning to school. But they soon learned that tech-
There, working as a mechanic on Army vehicles, Abts had to learn to troubleshoot, and quickly. “No matter what your trade,” says Abts, “you are a troubleshooter...you have to assess and then solve the problem.” It was there that Abts developed his lifelong appreciation for learning. Abts’ Army experience also gave him another important element of success — a work ethic. He would be the first to tell you that he was pretty tough as an instructor, but it was all to
52
Pete Roehl, Ron Wenzel, Norris Abts
And the auto mechanics program always had good placement.
“Kids now have to get the basic skills and then be a learner for the rest of their lives. If they aren’t willing to do that, they aren’t going to be able to stay in that trade.” —Norris Abts nical school was not as easy as they might have thought, and those who were not up to the work expectation quickly left the program.
As his career progressed, Abts’ dedication to student success and employer satisfaction soon took him out of the classroom and into the ranks of the administrative team at the vocational school. As the assistant director under then Director Bill Hemsey in the 1970s, he hired a young Jim Johnson as his assistant, on whom Abts made a lasting impression. His advice to his new assistant, “Stay close to the professions. They will tell you what the needs are.” Today, Southeast Technical’s brand new state-of-the-art Transportation Center is named for Abts.
In fact, he says, “Those who succeeded [in the program] sometimes went into the military at a higher level” because of their skills. Many, because of their abilities, avoided the front lines and went directly into more skilled positions. Others went to work for local dealers. Abts knew the importance of community-building in the industry. “It was our responsibility as employees to go around and speak with people in the organizations that we belonged to [about the program],” Abts explains. “Dealers appreciated their relationships with us.” He speaks highly of his Advisory Board — “all car lovers,” he says, who provided him with specific information about changes in particular brands and shared training materials that would benefit the students upon employment. “This helped with placement at graduation,” he notes.
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Southeast Technical Foundation: Preparing for the future In 2001, Southeast Technical lost one of its best friends in former tutor George Tandeski. A lifelong teacher, Tandeski saw the benefit of technical education in the region and encouraged its growth by supporting scholarships for students to pursue technical studies at the college, both in life and again through a generous bequest. Dedication to student success by the local community, by faculty and staff, by area
business partners, and by former students and their families led to the formation of the Southeast Technical Foundation. Each year, the foundation encourages gifts to its endowment to provide scholarships to its students. In 1999, when the foundations merged, there were no scholarship endowments. That year they successfully established four; the endowment has now reached nearly 2.4 million dollars and has awarded scholarship dollars in excess of 1.4 million dollars. 1,500 scholarships have been awarded since the foundation’s inception. Scholarships have dominated the focus of the foundation since its inception. The foundation became the avenue to accept gifts from the community and distribute them in a manner that maximized the benefit to the college. The mission of the foundation is to “assist the college in the fulfillment of its mission and vision — achieving excellence in education for employment.”
Foundation Board Presidents (since merging Foundations)
1999 – 2000 John Christianson 2000 – 2001 Bob Andraschko 2002 – 2004 Tom Thompson 2004 – 2006 Eric Lawrence 2006 – 2007 Pete Roehl 2007 – 2010 Stan Slessor 2010 – 2013 Dan Matejka 2013 – 2014 Jack Richter “The foundation has been a critical partner with the college since its inception. That partnership is more important than ever as the need for scholarships and program support from non-public sources grows every year. As a volunteer board member I recognize the importance of a strong and vibrant college to the health of both the Red Wing and Winona communities. Therefore, supporting the foundation supports and maintains this critically important community asset.” Jack J. Richter
Winona Daily News November 16, 1999
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2013 - 2014 Foundation Board President, President and CEO, Winona National Bank
A Note from Chris Schabow, Foundation Director It was determined, that the best way to assist the college is to encourage enrollment through the scholarship program. Currently the Southeast Technical Foundation receives and distributes scholarship funds from three primary channels:
endowments, grants and named scholarships. Current funding of the scholarship program relies heavily on our endowed funds, while being supplemented each year with grants and named funds. As you can see from the graph approximately 80 percent of awards are generated from long term (permanently restricted) funds.
Each of us is empowered to make a difference in the life of another. Top economists continue to show that there are few investments that pay higher dividends than that of a quality education. The investments we make as a community today will have a lasting impact on tomorrow. The Foundation is dedicated solely to the advancement of Minnesota State College – Southeast Technical. It serves the college by helping acquire and manage the private financial contributions, gifts and grants that are so critical to preserving the educational experience that Southeast Technical provides. Our donors and partners in the community recognize the important impact of the college. They understand the difference it makes in the lives of others and the role it plays in providing future economic growth and opportunity in the region. The Minnesota State College – Southeast Technical Foundation makes it possible for students to turn a lifelong interest into a career with purpose. However, the Foundation is only able to meet the needs of our students through the generous contributions of others. As we sit here today, the Southeast Technical Foundation is valued at over two million dollars. The generosity of southeast Minnesota has truly allowed this Foundation to grow and give back more than any of the founders could have ever imagined, and we are just getting started. Each year, the gap between projected costs for critical operations of the college and anticipated revenue from traditional sources is broadening. The success of the foundation and the partnership with the college has never been so vitally important. Foundation volunteers and staff recognize this opportunity and are determined to support the college at the highest level possible. In 2014, foundation staff, volunteers and college administrators will participate in a strategic planning summit where we will ask ourselves: “how we can do better for the college?” It is this continued, purposeful analysis of the foundation that has helped us remain relevant in the past and will for years to come.
Chris Schabow (far right) 2013 Winona Golf Tournament
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Technical training on a global scale In 2012, President James Johnson led a group of Southeast Technical representatives to our Red Wing sister city – Quzhou, China. While in China, Southeast Technical President Johnson and Quzhou College of Technology Vice-Principal Wu Jian signed an agreement of understanding to start exploring student and faculty exchanges between the two colleges. In addition, it is intended to begin online language and culture trainings in which students would learn from faculty in the other country. This will allow for a greater number of students and faculty to reap the benefits of this cultural exchange. “We, as a college,
deal in training people for a global workforce. We strive to put forth well-rounded students with good skills who understand that dealing with other cultures is part of being a global citizen,” said President Johnson. “The ability to have experiences to understand another culture is valuable not only in values learned but also in technology.” Southeast Technical shares many programs with Quzhou College
of Technology, including electronics, sciences, automotive and nursing.
In Spring 2013, faculty exchanges began with Southeast Technical biology instructor Brad Alsop. His visit was followed up with two Quzhou faculty members – English and automotive instructors – visiting Southeast Technical in the fall of 2013.
Faculty Exchanges
Brad Alsop
Wang Pei Hui
Southeast Technical Biology instructor
Quzhou College of Technology English instructor
Fang Xiaofen Quzhou College of Technology Automotive instructor
Tao Peng, who is not only a staff member of the college, but also chair of the Red Wing Sister Cities Commission, was born in China and left when he was 13 years old. Peng said, “To see China through the eyes of this delegation was priceless; I know how they felt before they left for China and I know how they felt when they were in China. This gave me a better understanding of my own culture.” Delegation members were invited to participate in the Confucius Memorial Ceremony.
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Tao Peng
The changing college student In the end, whether Southeast Technical is creating new programs, forging new partnerships, or building new facilities, the priority is the students. Students
gree or certificate already in hand. When asked, they say the reason for choosing Southeast Technical is the availability of the programs they want to study, the af-
have responded in kind, making Southeast Technical their college of choice year after year. Enrollment was strong and on the rise at the beginning of the decade, and that trend only increased through the 2000s, reaching an all-time record high in 2010 with 1,988 Full Year Equivalent Students (30 credits=1 FYE) — 87 percent higher than in 1998 — and making Southeast Technical one of the fastest growing technical colleges in the state and in the upper midwest.
fordable costs, location, the reputation of faculty, as well as it being a quality school.
So who are the students of Southeast Technical? A 10 year average shows that 72 percent are from Minnesota; the average age is 28; about 60 percent are female; and about 35 percent come from other schools, 3 Nate Emerson, Vice President of percent with a deStudent Affairs
Headcount 4000 3500 3000 2500 2000 1500 1000 500 0 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 Male
“Each student has a unique history before arriving at Southeast Technical. Our staff and faculty recognize the challenges and successes students endure before, during and after they become a part of our campus community. We are diverse in regards to age, race, academic background, and needs,” says Nate Emerson, Vice President of Student Affairs. “As a result, we do all that we can to serve the needs of each student, while providing an education that will prepare them for advancement and ideally long term success no matter what road they travel down.” The student population has gone from 6 percent of all students being non-Caucasian in 2004 to 11 percent in 2012, due in part to the cultural awareness opportunities for faculty, staff, and fellow students.
Female
Geographic Population 4000 3500 3000 2500 2000 1500 1000 500 0 2003
2004
Winona County
2005
2006
2007
Goodhue County
2008
2009
2010
2011
Other MN Counties
2012 WI
2013
Other
Ethnicity 4000 3500 3000 2500 2000 1500 1000 500 0 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 Caucasian
Minority
Average Age 30 29 28 27 26 25 24 23 22 21 20 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
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Present day: Passion. Purpose. Focus. Published in May of 2014, this first-ever Southeast Technical College history book is distributed at a time when students and staff are winding down another academic year. Close to 650 graduates are leaving campus to find success in their chosen fields. The success of the students now rests on their shoulders and they have the skills and knowledge attained from Southeast Technical to support them on their journey. This section is dedicated to the professionals working behind the scenes who have been central to the success of the college’s 21,000 plus graduates dispersed throughout the world. The first Minnesota State College – Southeast Technical history book comes to a pause, without actually coming to an end — as over 150 faculty and staff members are ready to devote another one, ten or maybe
even twenty plus years to students, community, alumni, business partners and the college.
Student Services In many cases, these professionals are the first and the last people that students interact with as they spend their time with the college. The student-centered services of this department include: veteran’s services, health services, college/program marketing services, financial aid assistance, career counseling, recruitment, general information, job placement assistance, new program ideas, registration, and just listening to students.
Learning Resource Center The Learning Resources Center (LRC) of each campus is the focal point of resources to help our students succeed academically. A variety of resources for both
students and faculty are offered by these willing and talented professionals. Services include basic skills/placement testing, library services, computer access, assistance with personal counseling, and services for students with disabilities/special needs such as: adaptive testing, special equipment, note takers, tutors, etc.
The College Foundation The success of this community volunteer group over the years is a testament to the value of community partnerships… this organization’s relationship to the college is another reason we have thrived. Contributions to the Foundation permit and provide scholarships, special donor-specified expenditures for equipment, property, supplies, etc. Also, within their mission is support of faculty and staff in program support and operational costs as authorized by the
Student Services Winona
Student Services – Red Wing Campus
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Student Services – Winona Campus
Learning Resource Center
board of directors and within the constraints set forth by the donors.
Continuing Education and Workforce Training This division excels at delivering high-quality technical and professional education in career-orientated programs tailored to individual or sector business needs. This division serves as the critical outreach component of college programming and those services include: training assessment, program development, facilitating/delivery of training, on-site delivery and customization of training to individual needs. These dedicated employees help businesses effectively train employees, strengthen competitive edges, and retain quality employees.
Administrative Services This division excels
Administrative Services
and takes pride in maintaining order and control of the significant fiscal resources entrusted to the college from the tax payers of this state. This team of professionals helps faculty, staff and students make sure the financial resources of the college are distributed to their proper and planned uses and been recognized by the state of Minnesota for their excellence.
Information Technology Resources for students and instructors exist at the campus, the state, and at a global level. Tools like D2L, the college website and Tegrity are interconnected and are used by people on campus or at home 24 hours a day. Service to our students, faculty and staff, stability of the tools we are using today, and readiness for the tools that come tomorrow defines IT at Southeast Technical.
Foundation Office
Information Technology
Continuing Education and Workforce Training
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State-of-the-art facilities All of Southeast Technical’s facilities boast state-of-the-art classrooms, many complete with ITV capabilities, top-of-the-line computer equipment, and multiple fully-equipped workshops and lab space specifically designed for each program. The newly expanded Norris P. Abts Transportation Center provides students with leading-edge technology to allow students to graduate at the top of their game. Tom Hoffman, building maintenance supervisor for the Winona campus and 1981 carpentry alumnus, has worked on campus for 27 years. Since 2006 Hoffman estimates that about 80 percent of the campus has been updated since 2006 and the last 20 percent is in the works right now.
Red Wing Facilities Staff 2008 front row: JoAnne Schmidt, back row: Robert Oglesby, Ed Kvestad, Mark Thompson, Don Mikitta
Winona Facilities Staff 2008 front row: Mike Kappmeyer, Ryan Kowalski back row: Russ Sobotta, Kelly Kluver, Scott Jensen, Dave Korder, Tom Hoffman
“Since I started here, we’ve taken on a lot more of the projects ourselves instead of outsourcing,” says Hoffman. Hoffman points out that it is his job to provide for the facility needs of staff and faculty on campus — whatever that may be. They do a little bit of everything. Former building maintenance supervisor for the Red Wing campus, Don Mikitta states, “It takes a person who understands the system to do the work.” As the campuses changed and grew, Mikitta kept one eye on the leading edge and one on reality. Having a “smart room” that automatically adjusts the temperature according to whether the room is occupied is wonderful, assuming everyone likes their rooms at the same temperature. “Maintenance is not without challenges,” says Don, adding “You just have to be flexible.”
The college’s facility management teams have been awarded numerous Excellence in Facility Management over the years.
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Red Wing Campus
Today
Tandeski Center Transportation Center
Winona Campus 61
Alumni Association The Southeast Technical College Alumni Association provides ways in which alumni can stay connected with the college as well as to support their growth personally and professionally. While the formal association is relatively new, it encompasses alums of both campuses as far back as the first graduating classes. There are more than 21,000 alumni living all over the world today. Steering the association in its endeavors is the Alumni Committee (comprised of volunteers and the alumni director of the college), with financial assistance from
the college’s Foundation. The goal of the committee is to connect with alums, businesses and industry in ways that benefit both groups. Some of the many events the association hosts include golf outings, reunions, business partnerships, career and networking fairs, and picnics. The Alumni Association’s strength can be witnessed by the growth of such events, as nearly $150,000 has been raised from the Red Wing and Winona golf tournaments since their inceptions (Red Wing – 2006; Winona – 2009). In 2005, the association began awarding
the Outstanding Alumni Award to recognize alumni who have made personal and professional contributions to the college and community. This award, given during the annual graduation ceremonies, also highlights the accomplishments alums have had in their lives since graduating from Southeast Technical. To date eighteen Outstanding Alumni Awards have been awarded. Most recently in 2013, the association held its first all-school reunions on each campus with over 300 people in attendance. In the future, all school alumni reunion events are planned to be held every 5 years. Separate programmatic alumni reunions have also been heldin areas such as: • Automotive Technology/Auto Body Collision Technology • Band Instrument Repair • Electronics Technology • Farm Operations and Management • Heating, Ventilating, Air Conditioning and Refrigeration (HVAC) • Legal Secretary
Business Partnerships - Southeast Technical alumni employed at Fastenal, 2008
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A Lifelong Commitment • Retail and Sales Management • String Instrument Repair Aside from the reunions being held on our campuses, a more “non-traditional” reunion has been hosted by the alumni association at three area businesses known as our Business Partnerships. Many of the businesses in the communities of Red Wing and Winona, as well as close surrounding communities, have graduates from multiple programs employed at their business. The Business Partnership reunions highlight the impact Southeast Technical can have on business.
Former alum, Foundation board member and co-founder of Riverside Electronics, Ron Wenzel. “In the early days,” says 1967 electronics program graduate Ron Wenzel, “no one took on the role of training.” As a member of the first graduating class following the split with the Board of Education, Wenzel experienced firsthand the AVTI’s evolution into a collegiate learning environment. As Wenzel left high school, then-AVTI Director Thomas Raine became his counselor, and in 1966, encouraged the young Wenzel to seek his future in a new field: electronics. Classes Ron Wenzel were held in the Jonway Tool building on Main and Front streets in Winona, which had previously been a freight building. “You could see through the floorboards below you,” he remembers. Changing careers was a popular notion at the time, and although the classes were small, they were effective and provided a good learning experience. At last, Wenzel and some friends decided to start a company of their own, and they made sure to hire plenty of graduates from the technical college. In fact, they now employ 600 people. As a Founder
Casie Johnson, President’s Assistant and Alumni Director
For more information or to join the Alumni Association, please contact: alumni@southeastmn.edu or www.southeastmn.edu/alumni
In 1984, Wenzel and five others were called upon to help start a foundation for the technical college which now gives out more than $120,000+ per year in financial support to students and programs. He also went back to work for the college in customized training. Says VP of Student Affairs Nate Emerson, “Ron has given back — financially, through his time, at the foundation, and through scholarships.” As an Alumnus From all of his experiences, Wenzel says, he is able to see both the need for and the supply of technically-trained graduates. He knows better than most how important Minnesota State College – Southeast Technical is, “Without it, the community would be in bad shape.”
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Business, Office and Information Technology Accounting - A.A.S./D Accounting and Networking Specialist - A.A.S. Accounting Clerk - D Bookkeeping Clerk - C Administrative Assistant - A.A.S. Office Specialist - D Office Assistant - C Receptionist - C Computer Programming and Web Development A.A.S. Microcomputer and Web Support - A.A.S./D Web Applications Programming - C Legal Administrative Assistant - A.A.S. Legal Office Assistant - D Legal Assistant - C Medical Administrative Secretary - A.A.S. Medical Coding Specialist - A.A.S./D Medical Secretary - D Medical Secretary Transcriptionist - D Health Unit Coordinator - C Network Administration & Technology - A.A.S./D Network Administration & Technology-Cisco - C Network Administration & Technology-Microsoft - C A.A.S. - Associate in Applied Science Degree A.S. - Associate in Science Degree D - Diploma C - Certificate
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Health and Human Services
Biomedical Equipment Technology A.A.S Cosmetology - A.A.S. /D Estheology - C Estheology-Wisconsin - C Nail Care Technology - C Nail Care Technology-Wisconsin - C Massage Therapist - A.A.S/D/C Medical Laboratory Technician - A.A.S. Phlebotomy - C Nursing Mobility - A.S. Practical Nursing - D Introduction to Health Careers - C Radiography - A.A.S.
A.A.S.=Associate in Applied Science Degree A.S.=Associate in Science Degree D=Diploma C=Certificate
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Liberal Arts and Sciences
Criminal Justice - A.S. Early Childhood Education - A.S./A.A.S. Early Childhood Development - C Individualized Studies - A.S.
A.A.S.=Associate in Applied Science Degree A.S.=Associate in Science Degree D=Diploma C=Certificate
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Musical Instrument Repair and Building
Band Instrument Repair - D Guitar Repair and Building - D Guitar Development and Production - D Electric Guitar Building - C Violin Repair - D
A.A.S.=Associate in Applied Science Degree A.S.=Associate in Science Degree D=Diploma C=Certificate
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Technical
Broadband Delivery Technician - A.A.S. Computer Aided Design (CAD) Drafting Technologies - A.A.S./D Computer Aided Drafting (CAD) Technologies - C Basic Drafting Technologies - C Electronics Technology - A.A.S./D Electronics Lab Assistant - C Nanoscience Technician Assistant - C
A.A.S.=Associate in Applied Science Degree A.S.=Associate in Science Degree D=Diploma C=Certificate
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Trade and Industrial Auto Body Collision Technology - A.A.S./D Auto Body Refinishing - C Auto Body Sheet Metal Repair and Replacement - C Automotive Technology - D Undercar Specialist - C Carpentry - A.A.S./D Diesel Maintenance Technician - D Heating, Ventilation, Air Conditioning and Refrigeration - D Industrial Technology - A.A.S./D Industrial Technology Welding Specialist - C Outdoor Power-Small Engine Equipment Technician - C Computerized (CNC) Precision Machining Technology - D Basic Machinist - D Machining Basics - C Truck Driving - C Welding Technology - D A.A.S.=Associate in Applied Science Degree A.S.=Associate in Science Degree D=Diploma C=Certificate
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Sales and Management Programs
Retail Management - A.A.S. Sales Management - A.A.S. Retail Merchandising Sales Associate - D Sales Representative - D Supervisory Management- A.A.S. Basic Supervision - C
A.A.S.=Associate in Applied Science Degree A.S.=Associate in Science Degree D=Diploma C=Certificate
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Program closures A major part of the college’s long-term success has been the knowledge and will to close programs when there is limited need by business and industry graduates. Program closures over the years: RW RW W W W RW
Accordion and Concertina Repair Arena and Recreational Facility Management Aviation Maintenance Technician Civil Engineering Technology Composites Technology Electronic Musical Technician
Arena and Recreational Facility Management
RW
Energy Engineering Technology RW/W Farm Operation and Management RW/W Farm Business Management RW Fashion Merchandising W Industrial Automation W Industrial Distribution RW Jewelry Manufacturing and Repair W Marine and Outdoor Power Equipment Technology
Fashion Merchandising
RW RW RW
Motorcycle Mechanics Piano Technology Rural Banking and Agricultural Finance RW/W Small Business Management W Soil Conservation Technology RW Solar Energy Technology W Vibroacoustics Technology RW Wind Technology
Jewelry Manufacturing and Repair
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A photo history: 1960s
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1970s
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1980s
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1990s and 2000s
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2010 - present
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2014 faculty/staff meeting This photo was taken one week before this history book was sent to press. The staff and faculty in this photo represents Minnesota State College – Southeast Technical on April 3, 2014.
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Contributors Casie Johnson
Alice Zimmer
Jill Keiper
Nate Emerson
Catherine Kolkmeier
Becky Alsop
Jo Poncelet
Neva Burdick
Betsey Woodward
John Huth
Norris Abts
Bob Andraschko
Josh Bublitz
Pat Gregory
Calli Ekblad
Judy Christianson
Peggy Whalen
Joanne Thompson
Chris Schabow
Kathy Holthe
Pete Roehl
Katryn Conlin
Dan Mjolsness
Marc Kalis
Rick Nahrgang
Ted Wyman
David Vincent
Marge Frost
Rip Streater
Deanna Voth
Mark Swanson
Robert Leifeld
Deborah Niebuhr
Mary Johnson
Ron Wenzel
Don Mikitta
Mary Schoeder
Tao Peng
Evy Wedde
Michael Kroening
Tom Hoffman
Rep. Lyndon Carlson
Gene Beckwith
Mike Haney
Timothy VanLoon
Rep. Greg Davids
Gregory Beckwith
Muriel Copp
Torry Jeranek
Rep. Jerry Dempsey
Jack Richter
Nancee Wozney
Valarie Bere
Heather Dutcher James Johnson
A special thanks to the Minnesota local legislators for their tireless support and advocacy during recent decades.
Senator Sharon Erickson-Ropes Senator John Howe Senator Bob Kierlin Senator Jeremy Miller Senator Steven Morse Senator Steve Murphy Senator Matt Schmit
Rep. Steve Drazkowski
Special Thanks
Rep. Virgil Johnson Rep. Tim Kelly
Arne Dufseth
Minneapolis Star
Winona Campus Life
Rep. Gene Pelowski
Dunnwoody Institute
MnSCU
Winona Daily News
Intech
Winona Post
Louise Streater
Red Wing Republican Eagle
Mediascope
Saint Mary’s University
Rep. LeRoy Stumpf Rep. Steve Sviggum Rep. Ken Tschumper
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Acknowledgements
Winona State University
William Morris
This is not the end of the story... stay tuned...