STRATEGIC PLANNING SUMMIT April 24, 2015. One day Alice came to a fork in the road and saw a...

STRATEGIC PLANNING

SUMMITApril 24, 2015

One day Alice came to a fork in the road and saw a Cheshire cat in a tree.

“Which road do I take? she asked.His response was a question: “Where do you want to

go?”“I don’t know,” Alice answered.

“Then,” said the cat, “it doesn’t matter.”

Lewis Carroll, Alice in Wonderland

SHARED VISION, MISSION, AND GOALS

“We have a strategic plan.

It’s called doing things.”- Herb Kelleher

Co-founder, Southwest Airlines

REVIEW OF PREVIOUS INSTITUTIONAL GOALS AND OUTCOMES

Ms. R. Koudelik-Jones/Ms. C. Rowlett

PREVIOUS STRATEGIC PLAN GOALS

1. Promote effective teaching and learning through quality instruction, programs and services designed to meet the needs of a diverse student body.

2. Cultivate relationships and partnerships with the educational community, business, industry and government to create educational and workforce development opportunities to support economic vitality.

3. Practice sound stewardship of financial, physical, and technological resources to support high quality programs and services.

4. Foster a safe and secure campus environment that is conducive to learning.

RESULTS – TEACHING AND LEARNING

1. Professional development system

2. Improved retention and student success

3. Expanded learning opportunities – dual, academies, distance

4. Outcomes and discussion of results – IE Plans, Program Reviews

5. More structured advising

6. Developmental Education

7. Learning resources

8. Student support – Trio, Military

9. Awards

RESULTS – RELATIONSHIPS

1.Workforce

2.K-12 – dual, academies, training for dual instructors

3.Transfer agreements – Mechatronics, Engineering; success of transfer students

4.Grants

5.Foundation – Fralin Endowment

6.CCAP

7.Finalist for Award

RESULTS – SOUND STEWARDSHIP

Financial – 1.Budget Process2.Financial Aid Back

office3.Workforce Enterprise

System4.PT Hiring

Technology – 1.Lecture capture in classrooms2.Wireless access on campus3.Remote access for faculty and

students4.Mobile access5.Awards

Physical – 1.New buildings2.Library 3.Campus overall

RESULTS – SAFE & SECURE

1.Participation in regional drill

2.Lights/call boxes

3.Alert system – campus, phone, mobile

4.CARE team

5.Threat Assessment Team

6.Sheri Meixner

7.Awards

PURPOSE AND OVERVIEW

Dr. A. Falconetti/Ms. M. Herbert-Ashton

PURPOSE OF STRATEGIC PLAN Affirm Virginia Western’s vision, mission and core values

Serves as a roadmap for the College’s future

Develop action plans to implement the Strategic Plan

TODAY’S GOALS

Provide an opportunity for dialog about Virginia Western’s future

Review and develop strategic input Affirm and define Virginia Western’s vision, mission and core values

NATIONAL TRENDS

Access with Great Success

21ST CENTURY COMMISSION ON THE FUTURE OF COMMUNITY COLLEGES

http://www.aacc.nche.edu/AboutCC/21stcenturyreport/index.html

FRAMEWORK OF INSTITUTIONAL RESPONSES NEED TO MOVE COMMUNITY COLLEGES AHEADMove From Move To

A focus on student access A focus on access and student success Fragmented course-taking Clear, coherent educational pathways Low rates of student success High rates of student success Tolerance of achievement gaps Commitment to eradicating achievement gaps A culture of anecdote A culture of evidence Individual faculty prerogative Collective responsibility for student success A culture of isolation A culture of collaboration Emphasis on boutique programs Effective education at scale A focus on teaching A focus on learning Information infrastructure as management support Information infrastructure as learning analytics Funding tied to enrollment Funding tied to enrollment, institutional

performance, and student success

Source: Reclaiming the American Dream: Community Colleges and the Nation’s Future. A Report From the 21st Century Commission on the Future of Community Colleges. 2012

EMPOWERING COMMUNITY COLLEGES TO BUILD THE NATIONS FUTURE


Key Strategies:• Clear academic/career

pathways• Stackable credentials based on

clearly defined competencies


Key Strategies:• Alignment of learning across

education sectors, within community colleges, and with labor-market demands

• Transparency and accountability


Recommendations1. Increase completion rates by 50%

by 2020.2. Dramatically improve college

readiness.3. Close the American skills gap.


Recommendations4. Refocus the community college mission and redefine institutional roles.

5. Invest in collaborative support structures.


Recommendations6. Target public and private investments strategically.

7. Implement policies and practices that promote rigor and accountability.

NATIONAL TRENDS

• More High School Students Taking Community College Classes.

• More Traditional Students on Community College Campuses.

• Increase in Online Programs - looking for convenience.

NATIONAL TRENDS

• More Hybrid Programs Available• Focus on Student-Directed

Learning• Increased Use of Social Media

in Classrooms

NATIONAL TRENDS

• Higher Return on Education Investment

• Increase in Education Partnerships• More Collaboration between Education and Workforce

(Source: Community College Review.org)

TRENDS THAT COMMUNITY COLLEGES FACE

The mismatch between the price of college and the costs of college. Universities (more than community colleges) have driven up their prices to reflect their costs. Those costs are a result of higher fixed costs or lower productivity. However, the market (students/parents) are less willing to pay that price.

TRENDS THAT COMMUNITY COLLEGES FACETechnology, on-line learning, video series and

other alternative online courses are becoming viable options for consumers.

Students are looking for a return on their investment. They are looking for a good value, which can also mean a career pathway and a job opportunity.

(Source: Henry Dross, Forbes, April 2015)

COMPLETE 2021

Dr. R. Sandel

http://www.vccs.edu/

Complete 2021Educating for a Competitive

Commonwealth

Virginia’s Community Colleges will lead the Commonwealth in the education of its people by tripling the number of credentials awarded annually for economic vitality and individual prosperity.

In order to achieve this overarching goal, Virginia’s Community Colleges will address

thefollowing objectives:


1. Elevating Virginia’s skilled workforce

2. Providing educational access for all Virginians

3. Reinventing the way community colleges help students succeed

4. Connecting Virginia’s diverse educational opportunities

5. Preserving affordable college access


COMPLETE 2021 STATEWIDE TASKFORCE

Dr. A. Falconetti

2014

Five Meetings

Workgroups

Evaluation of Data

“Stretch Goal”


How does what I do help to meet the overarching VCCS goal?

STUDENT SUCCESS is THE PRIORITY


A credential is a verification of qualification or competence issued to an individual by a third party with the relevant authority or jurisdiction to issue such credentials (such as an accredited educational institution, an industry-recognized association, or an occupational association or professional society)

-U.S. Department of Labor


WHAT CONSTITUTES A CREDENTIAL?• Degrees, diplomas, and certificates

(including CSCs)• Baccalaureate degrees obtained by our

transfer students• Industry Certifications• Professional Licenses • Registered Apprenticeships


PROPOSED PARAMETERS FOR INDUSTRY CERTIFICATIONS

• Stackable• Portable• Competency-based• 3rd Party Validated• Articulated credit• Professional Licenses


RECOMMENDATIONS FOR “PRACTICE”

• Create structured program pathways

• Embed third party credentials in programs of study

• Advise students early• Track and monitor student

progress


BREAK

Light refreshments sponsored by the Virginia Western Educational Foundation

REVIEW OF INTERNAL, LOCAL AND STATEWIDE TRENDS

Ms. R. Koudelik-Jones/Ms. C. Rowlett

VCCS INITIATIVES

COMPLETION BY DESIGN

CBD has identified a set of adaptable pathway design principles so that colleges make their own unique plans to boost completion rates through systemic changes.

COMPLETION BY DESIGN PATHWAY PRINCIPLES• Accelerate Entry into Coherent Programs of Study

• Minimize Time Required to Get College-Ready

• Ensure Students Know Requirements to Succeed

• Customize and Contextualize Instruction

• Integrate Student Supports with Instruction

• Continually Monitor Student Progress and Proactively Provide Feedback

• Reward Behaviors that Contribute to Completion

• Leverage Technology to Improve Learning and Program Delivery

COMPLETION BY DESIGN – LOSS/MOMENTUM FRAMEWORK

PERFORMANCE FUNDING

• 2014-15Colleges identified how 2% of their E&G funds will be used to support student success goals.

• 2015-16Colleges will identify how 4% of the E&G funds will be used to support student success goals.

• 2017-1820% of E&G funds will be allocated through a performance funding model. (The remaining 80% will continue to be based on an FTE funding model).

PROPOSED PERFORMANCE METRICS• Connection/Entry

Percentage of students successfully completing college math and English on the first attempt.

• ProgressStudents earning 12 or more credit hours in year one; students persisting from fall to fall.

• CompletionDegrees and certificates awarded; students that transfer with 12 or more credits.Additional weight should be given to “under-served” students.

WORKSMART COLLABORATIVE

Proposed Work

• Strategic Sourcing (such as Follett)• Shared Services (such as Financial Aid Back

Office)• Coordination (such as Portfolio Management)

EMSI REPORT• Economic Impact Report

• Final report excludes dual enrollment

• Reports Package Includes:

• Overall Report

• Fact Sheet

• Executive Summary

• Additional summaries from the perspective of business, students, taxpayers and investment to society (quality of life).

EMSI REPORT – KEY FINDINGS

• $293.9 million added to Roanoke Valley economy by Virginia Western and our students and alumni

• 2.2% of the gross regional product

• Most of this ($262.9 million) is due to the additional income generated by our alumni, who largely remain in Virginia

EMSI REPORT – KEY FINDINGS

• For every $1 spent by society, an additional $7.20 is gained in added state income and social savings for society.

• 12.6% average annual ROI for students

• 15.0% average annual ROI for taxpayers

DEMOGRAPHIC PROJECTIONS

POPULATION CHANGE, BY AGE GROUP

5-14 15-24 25-34 35-49 50+0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

2010 2020

EDUCATIONAL ATTAINMENT – 18 YEARS AND OVER

PROJECTED EMPLOYMENT AREASINDUSTRY/OCCUPATION 2014 2022 % Change OpeningsBusiness Operations - Management Occupations 251,922 267,772 6% 7,484

- Business and Financial Operations 265,333 309,463 17% 9,587

- Office and Administrative Support 547,113 595,225 9% 17,638Professional, Scientific, and Technical 388,609 518,461 33% - Computer and Mathematical 205,460 259,844 26% 8,701

- Architecture and Engineering 81,463 89,705 10% 2,730Health Care and Social Assistance 419,122 530,010 26% - Healthcare Practitioners and Technical 195,135 238,325 22% 8,337 - Healthcare Support 90,125 120,414 34% 4,745Manufacturing 231,756 224,319 -3% - Installation, Maintenance, and Repair 153,236 170,684 11% 5,335 - Production 182,924 186,349 2% 4,598

STUDENT RETENTION AND SUCCESS

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-140

200

400

600

800

1000

1200

1400

610 646 694864

9851143 1150 1192

GRADUATION TRENDS

COHORT GRADUATION AND TRANSFER RATES

Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 20100%

10%

20%

30%

40%

50%

15.5% 16.4%20.4% 20.0% 22.3%

13.6% 13.8%11.6% 13.2%

13.7%

Graduation Rate Transfer Rate

Cohort Year

COHORT RETENTION TRENDS

2007 2008 2009 2010 2011 2012 2013*45%

50%

55%

60%

52.6%53.9% 54.6% 54.1% 55.0%

51.3%

56.7%

Fall-to-Fall Retention: First-Time Curricular

Virginia Western VCCS *tentative

COHORT RETENTION: FULL TIME VS PART TIME

Fall 2011 Fall 2012 Fall 20130%

10%

20%

30%

40%

50%

60%

70%

Full-time Part-time

Average difference: 19%

COHORT RETENTION: PELL ELIGIBILITY

Fall 2011 Fall 2012 Fall 20130%

10%

20%

30%

40%

50%

60%

70%

Not Pell Eligible Pell Eligible

Average difference: 14%

COHORT RETENTION: ETHNICITY

Fall 2011 Fall 2012 Fall 20130%

10%

20%

30%

40%

50%

60%

70%

White/Not Specified BlackOther Minority

Average difference for Blacks versus White/Not Specified: 12%

PELL ELIGIBLE: COHORT RETENTION BY ETHNICITY

Fall 2011 Fall 2012 Fall 20130%

10%

20%

30%

40%

50%

60%

70%

Other Ethnicities BlackAverage difference for Blacks versus other ethnicities decreased from 8% for the Fall 2011 cohort to 4% for the Fall 2013 cohort.

PERCENT OF COHORT WHO ARE PELL-ELIGIBLE, BY ETHNICITY

Blacks are more than twice as likely to be Pell-eligible.

Fall 2011 Fall 2012 Fall 20130%

10%

20%

30%

40%

50%

60%

70%

Other Ethnicities Black

OTHER SUCCESS MEASURES

STUDENT ACHIEVEMENT GOAL RESULTS FOR 2013-14

Dual Enrollment: More than 90% of Virginia Western's dual enrollment students go on to college after high school graduation. (Source: VCCS Student Success Snapshot #21)

Developmental Education: 55% of students who take developmental education have a successful status as of the next fall. “Successful status” includes those who have graduated, transferred to a four-year institution, or are still enrolled here.

Nearly half (46%) of Virginia Western’s 2013-14 graduates took developmental English or developmental math at some point prior to graduation.

STUDENT ACHIEVEMENT GOAL RESULTS FOR 2013-14Curricular students: 63% of curricular students have a successful status as of the following fall.

Of all curricular students in 2010-11, 46% graduated or transferred within 3 years.

Non-curricular students taking credit courses: 86% of non-curricular credits were completed successfully. (A/B/C/P/S)

POST-GRADUATION GOAL RESULTS FOR 2012-13 GRADUATESTransfer Rates: Two-thirds (67%) of AA/AS graduates enroll at a 4-year institution within one year of graduation.

Of students who transfer with more than 30 Virginia Western credits, 90% succeed in earning at least a bachelor’s degree. (Source: SCHEV)

Employment: Nearly three-fourths (74%) of AAS and career technical certificate graduates are employed within one year of graduation. - This is based on VEC data, which excludes many types of employment.

POST-GRADUATION GOAL RESULTS FOR 2012-13 GRADUATES

Credentials?

• Currently gathered mainly for the health professions programs

• Ongoing discussions on how and what to count

INTERNAL FOCUS GROUPS

INTERNAL FOCUS GROUPS - PARTICIPATION

• Faculty/Staff90 participants attended focus groups and 79 responded via electronic survey

• Students25 students attended focus groups and 113 responded via electronic survey

• Transfer Institutions8 individuals responded via electronic survey

• K-1215 individuals responded via electronic survey

THEMES FROM FACULTY/STAFF FOCUS GROUPS• Strengths

• Quality faculty, programs and facilities

• Affordable, accessible options for students

• We serve a diverse population

• Small class sizes

• Transfer students prepared and well-received by transfer institutions

THEMES FROM FACULTY/STAFF FOCUS GROUPS • Areas for Improvement

• Communication/collaboration (internal and external)

• Support services are crucial to student success

• Lack of quiet study spaces for students

• Reduce number of adjunct faculty

• Ensure that our resources are sustainable and decisions are data-informed

THEMES FROM STUDENT FOCUS GROUPS

• Strengths

• Strong transfer agreements

• Affordability

• Facilities

• Caring faculty and staff

• Small class sizes

• Transfer students feel prepared

• Encouraged to attend by family and friends


• Areas for Improvement

• Communication – where to find information, knowledge of support services, etc.

• Impact of tutoring cuts on student success

• Need for additional quiet study spaces

• Cancellation of classes due to low enrollment

• Communication of best practices to transfer


• Areas for Improvement, cont.

• SDV – content and structure

• Campus climate – students want to feel more united and valued

• Required instructional materials that are not used in class

• Availability of computers (labs are limited and always full)

THEMES FROM TRANSFER INSTITUTION SURVEY• Strengths

• Graduates are well prepared

• Students understand what classes they need to take to complete their program of study (understand how to Navigate a catalog, program requirements, etc.)

• Students appear to have had strong advising

THEMES FROM TRANSFER INSTITUTION SURVEY• Areas for Improvement

• Students seemed unprepared for the large amount of homework

• Lack of student understanding of transfer institution’s pre-requisites

• Students need a better working knowledge of the financial aid process

• Students report that they could be better prepared in writing and presentation skills

THEMES FROM TRANSFER INSTITUTION SURVEY• Areas for Improvement

• Four year institutions want more direct time with prospective students

• Encourage students to visit four-year campuses

• Clear communication of how dual enrollment impacts future transcripts (grades are permanent, HB1184 graduates may be treated differently across four-year institutions)

THEMES FROM K-12 SURVEY

• Significant changes in education in the past five years:

• An increased focus on STEM education

• Technology – instructional and interfaces

• Diversity in student population


• Strengths

• Positive image of offering quality higher education opportunities to meet the needs of students’ end goals – preparation for transfer or employment

• Viewed as an affordable, accessible option for all students

• Overall satisfaction with dual enrollment offerings and CCAP


• Areas for Improvement• Communication (DE teacher credentialing, placement test

requirements, articulation agreements, etc.)

• More outreach to high school students (VW presence in the schools, student shadowing opportunities on campus, series of informational sessions)

• Improve articulation between private and public institutions regarding how community college credits will be received and applied

• Continue efforts to help students to cover cost of education and to find jobs after graduation

EXTERNAL FOCUS GROUPS

Dr. A. Falconetti/Ms. C. Tarrant

EXTERNAL FOCUS GROUPS - PARTICIPATION

• Botetourt, Craig, Franklin, and Roanoke counties and Roanoke and Salem cities65 participants attended focus groups

8 questions

• Representative and selective sample of business and government leaders and volunteers

THEMES FROM EXTERNAL FOCUS GROUPS

Economic Development

• Virtual workplace

• Increased access to healthcare

• New and small business development

• Need for higher waged jobs


Economic Development

• Ease of transportation

• Addressing the industry needs of manufacturing and tourism

• Regionalization and economic development as a broader initiative


Virginia Western: Strengths and Opportunities

• Affordability

• Opportunity

• Workforce Services

• The Quality of the Faculty

• Economic Development

• Diversity

• A more prominent education provider

COMMENTS FROM EXTERNAL FOCUS GROUPS

Building a Stronger Reputation

“People are eager to go there. You’re not attaching yourself to a stigma.”

Virginia Western “is seen as the leader, the go-to, the primary resource for training, from a business perspective.”


Seen as Student-Centric

Virginia Western’s image ”has totally transformed. It now has the ‘cool factor’.”

”…it understands students with learning disabilities and provides support services better than any other regional community college.”


Now Part of a Plan

“You used to hear, ‘I’m just going to Western.’ Now you hear, ‘I’m going to Western.’”

”CCAP is a wonderful economic tool. It is a benefit to potential employers relocating here – this is something they can offer their employees.”


Serving a New Role

“Leaders in the community need to stand behind Virginia Western and make it the most important institution in the community.”

REVIEW AND DISCUSSION OF VISION, MISSION AND CORE VALUES

Ms. M. Herbert-Ashton/Ms. R. Koudelik-Jones

VISION• SCHEV Vision Statement:

Higher education will transform the lives of Virginians, our communities and our Commonwealth.

• Virginia Western Proposed Vision Statement:

Virginia Western: A forward-thinking Community College inspiring individual, community and economic transformation.

CORE VALUES• Integrity

Demonstrate the highest standards of honesty, fairness and ethical conduct.

• SuccessCollaborate to provide and promote services and programs to encourage success among all students, faculty, staff and the community.

• TeamworkPartner with internal and external stakeholders to provide practical and relevant educational opportunities.

• RespectFoster an environment that demonstrates care and support for the college community through constructive and open communication.

• DiversityPromote a culture and practice of inclusion and empowerment.

MISSION• SCHEV Mission Statement

Higher Education in Virginia will advance postsecondary learning, research and public service that enhance the civic and financial health of the Commonwealth and the well-being of its people.

• VCCS Mission StatementWe give everyone the opportunity to learn and develop the right skills so lives and communities are strengthened.

• Virginia Western Proposed Mission Statement:Virginia Western provides quality educational opportunities to empower students for success and to strengthen communities.

MISSIONVirginia Western Proposed Mission Statement:Virginia Western provides quality educational opportunities to empower students for success and to strengthen communities.

Quality Educational Opportunities are comprised of viable and current programs that meet individual and community needs. Educational opportunities include credit and noncredit courses that students may use to gain employment, upgrade job skills, transfer to a four-year institution, or meet personal goals.

Student Success: Virginia Western supports a variety of student success goals, including: graduation, transfer to a four-year institution, passing individual courses, retention, and attaining industry recognized credentials.

Strengthening Communities includes increasing regional economic development, improving civic engagement, and building relationships with regional businesses, governmental and nonprofit agencies, and other educational establishments.

LUNCH

Sponsored by the Virginia Western Educational Foundation

CONDUCT SWOT ANALYSIS

Work Groups

SWOT ANALYSISStrengths:

Internal attributes that are helpful in achieving the mission

What does Virginia Western do well?

Weaknesses:

Internal attributes that are harmful to achieving the mission

What are Virginia Western’s weaknesses?

SWOT ANALYSISOpportunities:External conditions that are helpful to achieving the mission

What are the opportunities for growth and programming?

Threats and Competition:External conditions that are harmful to achieving the mission

What are the threats and competition to Virginia Western’s continued success?

STRENGTHSQuestions to ponder:1) What advantages do we have?2) What do we do better than anyone else?3) What unique resources do we have

access to?4) What do individuals living in our

service- area see as our strengths?

WEAKNESSESQuestions to ponder:1) What could we improve?

2) What should we avoid?

3) What are individuals living in our service-area likely see as our weaknesses?

OPPORTUNITIESQuestions to ponder:1) What opportunities do we know

about, but have not been able to address?

2) Are there key current and emerging trends on which we can capitalize?

THREATSQuestions to ponder:1) What external roadblocks exist that block

our progress?2) Are our competitors doing anything

different?3) Is there significant change coming in the

education sector?4) Are economic conditions affecting our

financial viability?

QUESTIONS TO PONDER1) What business are we in and why?

2) Where are we going?

3) What do we stand for as an institution?

WORK GROUPS PRESENT

Work Groups

CLOSING REMARKS

STRATEGIC PLANNING SUMMIT April 24, 2015. One day Alice came to a fork in the road and saw a...

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