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>> LET ME JUST ONCE AGAIN WELCOME YOU TONIGHT.
WE HAVE A WONDERFUL CROSS-SECTION
OF OUR COMMUNITY WITH US,
REPRESENTING MANY SECTORS THAT WE WORK WITH DAILY
AS WE OFFER CURRICULUM, BOTH CREDIT AND NONCREDIT, AT GRCC.
A LITTLE BIT OF CONTEXT LEADING TO TONIGHT...
THE COLLEGE, WHEN I CAME HERE-- THIS IS MY FIFTH YEAR--
THE FIRST YEAR I WAS HERE, WE SPENT A LOT OF TIME
WORKING WITH THE BOARD ON A PROCESS
OF OUR FRAMING DOCUMENTS,
SO WHAT ARE THE GOALS, WHAT ARE THE MISSION OF THIS COLLEGE
AND WHAT IS THE VISION OF THIS COLLEGE?
WHAT ARE THE ENDS THAT WE ARE WORKING TOWARDS?
AND HOW DO WE DEFINE THOSE AREAS?
AND THEN, COMING BACK BEHIND THOSE FRAMING DOCUMENTS
AND PUTTING TOGETHER A THREE-YEAR PLAN
FOR THE INSTITUTION, AND DEVELOPING METRICS
TO MEASURE OUR PROGRESS AROUND THOSE PLANS FOR THE THREE YEARS.
SO WE ARE NOW IN THE THIRD YEAR OF THAT PLAN.
WE DID NOT BRING A COMMUNITY GATHERING TOGETHER
AS WE WENT THROUGH THE FIRST CYCLE.
A LITTLE INTENTIONAL, I GUESS, ON MY PART AS A NEW PRESIDENT.
I REALLY WANTED TO WORK DIRECTLY WITH FACULTY AND STAFF
AND THE BOARD-- ONE, FOR ME TO GET A BETTER UNDERSTANDING
OF WHERE THE COLLEGE HAS BEEN
AND WHERE PEOPLE THINK WE NEED TO GO,
AND TWO, ALL PRESIDENTS HAVE SOMEWHAT OF A...
VISION OR SOME THOUGHTS IN THEIR MIND'S EYE
ABOUT THE INSTITUTION THAT THEY ARE LEADING.
I THOUGHT IT MIGHT GIVE ME A LITTLE BIT BETTER OPPORTUNITY
TO WORK IN SOME AREAS THAT I FELT
LIKE WE NEEDED TO WORK WITHIN.
WE'RE THROUGH THOSE THREE YEARS,
OR WERE GETTING READY TO BE COMPLETED,
AND THIS SEEMS LIKE A GREAT TIME NOW
TO REALLY HELP THE COMMUNITY UNDERSTAND WHERE WE'VE BEEN,
WHAT WE'VE BEEN WORKING ON, WHAT OUR RESULTS ARE.
AND THEN, TO HEAR BACK FROM THE COMMUNITY
ARE WE ON THE RIGHT TRACK
AS WE LOOK AT OUR MAJOR EMPHASIS AREAS?
AND EVEN IF WE ARE, ARE WE MISSING SOME THINGS
IN THOSE AREAS?
AND WHAT SHOULD BE OUT THERE IN OUR PARKING LOT THAT,
"GRCC, YOU REALLY NEED TO GIVE SOME CONSIDERATION
"TO X, Y, Z
"IF YOU'RE GOING TO SERVE YOUR SERVICE DISTRICT
"THROUGH MY MIND'S EYE."
BECAUSE ALL OF YOU BRING IN YOUR UNIQUE PERSPECTIVE
OF THIS COUNTY AND YOUR COMMUNITY
AND THEN YOUR THOUGHTS AS TO THE ROLE
OF THE COMMUNITY COLLEGE.
SO IN MY LETTER, I PROMISED--
AND I WILL PLEDGE AGAIN TONIGHT--
WE ARE REALLY GOING TO BE FACILITATORS
AND LISTENERS TONIGHT.
WE ARE GOING TO NOT INJECT OUR IDEAS OR THOUGHTS
INTO YOUR CONVERSATION.
I WILL ENCOURAGE YOU TO BE CANDID
AND WE WILL ENCOURAGE OURSELVES NOT TO BE DEFENSIVE.
OKAY? (audience chuckling)
WE WANT YOU TO BE CANDID.
MY BIG DADDY, WHO HAD A BARBERSHOP FOR 50 YEARS
IN RICHMOND, VIRGINIA, HAD A SIGN ON THE WALL...
"IF PLEASED, TELL OTHERS.
"IF NOT, TELL US."
TELL US TONIGHT WHAT YOU'RE THINKING.
WE REALLY WANT TO HEAR YOUR THOUGHTS
AROUND YOUR COMMUNITY COLLEGE AND THE WORK THAT WE DO.
YOU'LL BE LED TONIGHT BY MISS DONNA KRAGT.
DONNA-- DONNA IS ON THE POINT
FOR ALL OF OUR STRATEGIC PLANNING,
ALL OF OUR ACCREDITATION AND RE-ACCREDITATION WORK.
SHE DOES A MASTERFUL JOB PUTTING TOGETHER TEAMS--
YOU HAVE FOLKS AT YOUR TABLES TONIGHT
THAT ARE PART OF THE TEAM THAT SHE HAS ASSEMBLED
TO DO THIS WORK.
SHE WORKS PEOPLE VERY HARD AND SHE GETS GREAT RESULTS.
I COULDN'T BE MORE TICKLED TO HAVE DONNA ON THE POINT
IN THESE AREAS.
SO DONNA, I'M GOING TO TURN THIS OVER TO YOU
AND GET THIS PROCESS STARTED.
>> AND I JUST WANT TO SAY WELCOME AS WELL.
AS DR. ENDER HAS SAID, WE HAVE BEEN WORKING
WITH THIS CURRENT STRATEGIC PLAN--
THIS IS OUR THIRD YEAR
THAT WE'VE BEEN IMPLEMENTING OUR STRATEGIES,
IMPLEMENTING OUR COLLEGE ACTION PROJECTS
AND LOOKING AT OUR RESULTS.
AND I JUST WANT TO TALK A MINUTE ABOUT KIND OF AN OVERVIEW
OF OUR STRATEGIC PLANNING PROCESS HERE AT GRCC.
YOU WERE SENT AN OVERVIEW OF OUR ENDS,
AND I'LL TALK ABOUT THEM MORE IN A MINUTE, OF OUR STRATEGIES,
AND THEN WE DESIGNED SPECIFIC ACTION PROJECTS
TO ACCOMPLISH THE STRATEGIES
AND THEN FURTHER ACCOMPLISH THE ENDS
WHICH WE WOULD SEE THOSE RESULTS ON THE INDICATORS.
BUT THAT'S NOT OUR ONLY STRATEGIC PLAN HERE AT GRCC.
WE HAVE A STRATEGIC PLANNING PROCESS
THAT WE ARE VERY PROUD OF.
IT INVOLVES NOT ONLY THE PLAN THAT YOU WERE GIVEN--
THAT'S OUR COLLEGE-LEVEL PLAN--
BUT IT ALSO HAS A NUMBER OF ACTION PROJECTS,
SOME OF WHICH WE'VE ALREADY FINISHED,
SO YOU WON'T HEAR SO MUCH ABOUT THOSE TONIGHT
FROM THE PRESENTERS.
THEY HAVE BEEN COMPLETED AS COLLEGE PROJECTS
AND NOW THEY'RE JUST BEING IMPLEMENTED AS NORMAL ACTIVITY
IN DEPARTMENTS.
WE ALSO HAVE A WHOLE SERIES OF DEPARTMENT ACTION PROJECTS
THAT HAVE BEEN DESIGNED TO ACCOMPLISH THE ENDS,
BUT THEY ARE THINGS THAT CAN BE HANDLED AT THE DEPARTMENT LEVEL
AND DON'T NEED TO RISE TO THE LEVEL
OF A COLLEGE ACTION PROJECT.
AND THEN, WE HAVE ALSO DEPARTMENT OPERATIONAL WORK,
WHICH INCLUDES EACH OF OUR ADMINISTRATIVE PERFORMANCE EVALUATIONS,
ALSO INCLUDE PROJECTS ON THEM THAT WE'RE EVALUATED ON
EACH YEAR THAT ARE THEN ALIGNED UP TO THE STRATEGIC PLAN.
SO THE PLANNING PROCESS THAT GRCC IS MORE THAN THE DOCUMENT
THAT YOU WERE HANDED OUT TONIGHT,
AND IT INVOLVES A LOT OF PEOPLE,
ALL WORKING, ALL ALIGNING THEIR EFFORTS TOWARD THOSE SIX ENDS.
NEXT SLIDE, KATHY-- AND THESE ARE OUR SIX ENDS.
AN END-- IN A POLICY GOVERNANCE INSTITUTION,
THE END IS THE OUTCOME THAT THE COLLEGE PROVIDES
FOR THE COMMUNITY.
IT'S THOSE THINGS THAT ARE UNIQUE THAT GRCC
IS REALLY WORKING TOWARD TO PROVIDE TO OUR COMMUNITY.
OUR BOARD IDENTIFIED SIX ENDS FOR US-- THE END OF ACCESS,
STUDENT SUCCESS, ACADEMIC ALIGNMENT, THE GRCC EXPERIENCE,
WORKFORCE DEVELOPMENT, AND COMMUNITY OUTREACH.
SO OUR STRATEGIC PLAN AND A LOT OF EFFORTS HERE AT GRCC
ARE ORGANIZED TO ACCOMPLISH THOSE ENDS.
WHAT WE'RE GOING TO DO TONIGHT
IS TAKE YOU THROUGH THREE ROUNDS OF CONVERSATION
AT THE TABLE WHERE, FIRST OF ALL,
YOU'RE GOING TO HEAR A SHORT PRESENTATION-- AND I SAID SHORT,
PEOPLE WHO ARE PRESENTING-- ON EACH OF THOSE ENDS,
WHAT DOES IT MEAN, HOW DO WE DEFINE IT,
WHAT ARE THE KEY PROJECTS THAT WE'RE DOING,
AND HOW ARE WE DOING ON OUR INDICATORS
THAT MEASURE THE EXTENT TO WHICH WE ARE ACCOMPLISHING THAT END.
AND THEN, WE'RE GOING TO ASK YOU TO THINK ABOUT
WHETHER YOU BELIEVE WE'VE BEEN MINIMALLY EFFECTIVE
IN ACCOMPLISHING THAT END, EFFECTIVE, OR HIGHLY EFFECTIVE.
AND THE HAND-OUT THAT WE GAVE YOU TONIGHT, ON THE FLIP SIDE,
I HAVE THIS SAME TABLE.
SO IF YOU WANT TO TAKE SOME NOTES WHILE SOME PEOPLE
ARE TALKING-- JUST YOUR NOTES ABOUT WHY YOU THINK
YOU MIGHT RATE US THE WAY THAT YOU'RE GOING TO RATE US.
IT GIVES YOU AN OPPORTUNITY TO DO THAT.
NEXT SLIDE, KATHY--
THE FIRST THING WE'RE GOING TO ASK YOU TO DO IS,
BY YOURSELF, THINK ABOUT YOUR INDIVIDUAL RATING.
BASED ON WHAT YOU KNOW ABOUT GRCC-- YOUR PERCEPTIONS,
YOUR EXPERIENCES WITH GRCC,
AND WHAT YOU HEAR FROM THE PRESENTERS TONIGHT--
HOW WOULD YOU RATE OUR EFFECTIVENESS IN ACCOMPLISHING
EACH OF THOSE ENDS?
YOU CAN SAY THAT WE'RE HIGHLY EFFECTIVE--
WE SEEM TO BE EXCELLING IN ACCOMPLISHING THAT AND.
YOU CAN TELL US THAT WE'RE EFFECTIVE OR MAKING PROGRESS
BUT WE'RE NOT THERE YET.
OR YOU CAN TELL US THAT WE'RE MINIMALLY EFFECTIVE--
WE HAVE NOT MADE THE KIND OF PROGRESS
TOWARDS THE ACCOMPLISHMENT OF THE END
THAT YOU WOULD EXPECT TO SEE AS A COMMUNITY MEMBER.
NEXT, WE WILL HAVE TABLE CONSENSUS AND DISCUSSION.
EACH OF YOUR TABLES HAS A FACILITATOR--
RAISE YOUR HAND IF YOU'RE THE FACILITATOR AT THE TABLE.
EACH OF YOUR TABLE HAS A SCRIBE.
SCRIBES ARE MOSTLY SITTING IN THE BACK OF THE ROOM.
YOU SEE THESE FLIP CHARTS?
WHAT'S GOING TO HAPPEN IS THE FACILITATOR
IS GOING TO ASK FOR KIND OF A STRAW VOTE--
DO YOU BELIEVE WE'RE EFFECTIVE, MINIMALLY EFFECTIVE,
OR HIGHLY EFFECTIVE?
AND DEPENDING ON HOW THE CONVERSATION AT THE TABLE GOES,
HE OR SHE WILL POSE ANOTHER QUESTION.
IF THE TABLE BELIEVES THAT WE'RE HIGHLY EFFECTIVE,
WE WANT TO KNOW WHAT'S NEXT.
WE'VE ACCOMPLISHED WHAT WE SET OUT TO ACCOMPLISH--
WHAT DO YOU AS A COMMUNITY MEMBER THINK IS NEXT
FOR US TO DO?
IF YOUR TABLE THINKS WE'RE EFFECTIVE,
WHAT DO WE REALLY NEED TO PAY ATTENTION TO
TO REALLY ACCOMPLISH THAT END TO THE EXTENT
THAT YOU WOULD LIKE TO SEE IT ACCOMPLISHED?
AND IF YOU SAY WE'RE MINIMALLY EFFECTIVE,
WHAT TWO IDEAS-- TWO OR THREE IDEAS DO YOU, AS A TABLE, HAVE
AS TO HOW WE COULD BETTER ACHIEVE EACH ONE OF THOSE ENDS?
STEVE MENTIONED THIS-- WE ALSO HAVE THE IDEA OF A PARKING LOT.
THE SCRIBES WILL HAVE ONE PIECE OF PAPER
THAT SAYS "PARKING LOT"-- THESE ARE IDEAS THAT YOU CAN GIVE US.
THINGS THAT YOU THINK WE SHOULD THINK ABOUT
AS WE PREPARE A STRATEGIC PLAN,
WHICH MAY NOT BE ORGANIZED NICELY UNDER ONE OF THOSE ENDS.
THERE WILL ALSO BE TIME AT THE END OF THE EVENING
THAT WE'LL JUST TALK ABOUT WHAT ELSE DO YOU WANT TO TELL US
THAT HASN'T BEEN COVERED
THAT YOU HAVEN'T BEEN ABLE TO SAY SO FAR?
SO YOU'LL HAVE AN OPPORTUNITY TO DO THAT AS WELL.
NEXT SLIDE I THINK IS THE ACCESS END.
AT THE VERY END OF THE EVENING, WE'RE GOING TO KIND OF GATHER
AT THE BACK OF THE ROOM, AND WE'RE GONNA KEEP A TALLY SHEET--
SO HOW DID ALL THE TABLES VOTE?
AND YOU'LL BE ABLE TO SEE THAT AS YOU LEAVE,
KIND OF HOW DID YOUR TABLE MEASURE US
COMPARED TO THE OTHER TABLES,
AND WE'LL HAVE SOME CONVERSATION ABOUT THAT.
WHAT I WOULD LIKE TO ASK YOU IS, AS THE PRESENTERS COME UP,
THEY'VE BEEN GIVEN VERY STRICT TIMELINES,
SO I WOULD PREFER THAT YOU NOT ASK QUESTIONS
OF THE PRESENTERS.
IF YOU DO HAVE A QUESTION, THERE'S TWO WAYS TO HANDLE IT.
YOU CAN ASK THE FACILITATOR OR THE SCRIBE YOUR TABLE.
EVERYBODY WHO'S WORKING AT THE TABLES
KNOWS THE COLLEGE REALLY WELL AND COULD PROBABLY ANSWER
ABOUT 98% OF THE QUESTIONS THAT YOU MIGHT ASK.
BUT THE OTHER 2%, THEY WILL GET YOU THE RIGHT PERSON.
I CAN ALMOST GUARANTEE THAT THERE'S NOT A QUESTION
YOU CAN ASK, THAT THERE ISN'T SOMEONE IN THIS ROOM
WHO KNOWS THE ANSWER TO THAT QUESTION,
BECAUSE WE HAVE A LOT OF REALLY KEY STAFF HERE.
SO YOU CAN ASK THE QUESTION AT THE TABLE LEVEL.
YOU CAN ALSO, IF YOU DON'T WANT TO DO THAT,
YOU EACH PICKED UP A PAD OF PAPER ON YOUR WAY IN--
YOU CAN WRITE DOWN YOUR QUESTION,
HAND IT INTO ANY ONE OF US,
AND WE WILL RESEARCH THE RESPONSE AND GET BACK TO YOU.
SO WITHOUT FURTHER ADO, I WOULD LIKE TO ASK DR. RIC UNDERHILE
TO COME UP,
AND RIC IS GONNA TALK TO YOU ABOUT TWO OF THE ENDS--
ACCESS AND STUDENT SUCCESS.
>> THANK YOU.
GOOD AFTERNOON, I'M RIC UNDERHILE.
I'M THE ASSOCIATE DEAN FOR INSTRUCTIONAL SUPPORT,
AND I CHAMPIONED ONE OF THE SIX ENDS.
I ACTUALLY CHAMPIONED STUDENT SUCCESS.
THE TIMELINE PROBLEM THAT DONNA TALKED ABOUT
WAS DIRECTLY FOCUSED AT ME,
BECAUSE I LOVE TO PUBLIC SPEAK.
SO I HAVE EVERYTHING WRITTEN SO THAT I CAN STAY ON TASK.
I'M ALSO REPRESENTING DR. JOHN COWLES
WHO IS THE DEAN OF STUDENT SUCCESS AND RETENTION,
SO IF YOU CAN IMAGINE A SLIGHTLY YOUNGER, TALLER MAN
STANDING RIGHT HERE.
AND HE IS THE CHAMPION OF ACCESS.
SO A LITTLE BIT ABOUT THE ENDS-- AS DONNA SAID,
THE ENDS ARE ACHIEVED THROUGH STRATEGICALLY IMPLEMENTING
VARIOUS COLLEGE ACTION PROJECTS,
THE DEPARTMENT ACTION PROJECTS, AND THROUGH OUR DAILY WORK.
SO SORTA KEEP THAT IN MIND.
I'M GONNA SHARE WITH YOU SOME IDEAS,
BUT THE MOST IMPORTANT INFORMATION PROBABLY...
(inaudible)
--NOT GONNA READ THE SLIDES TO YOU THOUGH.
SO WITH ACCESS-- WE'LL TALK ABOUT ACCESS.
GRCC'S WORK TOWARD INCREASING ACCESS
TO THE INSTITUTION INCLUDES PROGRAMS, SERVICES,
AND SYSTEMS OF SUPPORT THAT ARE INDIVIDUALLY
AND COLLECTIVELY DESIGNED TO GET THE RIGHT
AND BEST POSSIBLE INFORMATION, SERVICES,
AND ACADEMIC PROGRAMMING TO EACH STUDENT.
SO WE HAVE A VASTLY DIVERSE STUDENT POPULATION.
SO IN ORDER FOR US TO ACHIEVE THE ACCESS END,
WE HAVE TO REALLY TAILOR-MAKE OUR PROGRAMS
AND OUR SYSTEMS OF SUPPORT, AND THAT'S EXACTLY WHAT WE DO.
SO AS YOU CAN SEE THROUGH THESE ACTION PROJECTS,
WE DO THIS THROUGH THE CREATION AND IMPLEMENTATION
OF A NEW PROGRAM.
SO WE HAVE THE COLLEGE SUCCESS PROGRAM--
THE COLLEGE SUCCESS PROGRAM
IS NOT JUST A SET OF ACTIVITIES THAT WE HAVE.
AND FOR ANYONE WHO WOULD LIKE TO COME AND VISIT,
YOU CAN SEE OUR COLLEGE SUCCESS CENTER.
SO WE ACTUALLY HAVE A PHYSICAL SPACE THAT IS DEVOTED TO THAT,
THAT PROVIDES A VERY COMPREHENSIVE PROGRAM
TO STUDENTS WHO WILL BENEFIT FROM THAT PARTICULAR PROGRAM.
OUR ENGAGEMENT WITH NATIONAL EFFORTS,
SUCH AS "ACHIEVING THE DREAM"-- "ACHIEVING THE DREAM"
IS A NATIONAL EFFORT TO WHICH YOU HAVE TO APPLY.
IT'S AN EFFORT THAT ALLOWS INSTITUTIONS OF HIGHER EDUCATION
TO DO SELF-STUDY AND RECEIVE COACHES-- NATIONAL EXPERTS--
WHO COME IN AND SAY, "WE WANT TO KNOW YOUR WORST PROBLEMS
"AND THE MOST DIFFICULT THINGS THAT YOU ENCOUNTER
"IN PROVIDING SERVICES TO STUDENTS."
SO YOU HAVE TO HAVE A LOT OF HUMILITY TO BECOME
AN "ACHIEVING THE DREAM" INSTITUTION,
AND IT'S QUITE COMPLEX.
BUT THEY THEN GIVE YOU COACHING,
AND WE WERE FORTUNATE ENOUGH TO BE ACCEPTED INTO THAT PROGRAM.
SO WE ARE MEMBER OF "ACHIEVING THE DREAM."
WE MONITOR FOR AND RESPOND TO THE NEED
OF INCREASING OUR ACCESSIBILITY,
BOTH IN TERMS OF OUR BRICKS AND MORTAR
AND ALSO THROUGH INSTRUCTIONAL TECHNOLOGIES.
SO AGAIN, MAKING SURE THAT ALL OF OUR INSTRUCTION
AND ALL OF OUR CAMPUS,
ALL OF OUR TEACHING AND LEARNING ENVIRONMENTS
ARE ACCESSIBLE TO ALL STUDENTS.
AND ALSO THE CREATION OF MENTORING PROGRAMS.
WE HAVE A NEW MENTORING PROGRAM CALLED "ALPHA BETA OMEGA,"
THAT SUPPORTS STUDENT SUCCESS.
SO YOU WILL SEE THE INDICATORS--
THEY'RE A LITTLE BIT HARD TO SEE,
BUT WHAT YOU WANT TO FOCUS ON ARE THE ARROWS.
SO YOU HAVE OCTOBER 2011, AND THEN APRIL 2013.
THIS PARTICULAR END HAS FIVE INDICATORS OF SUCCESS,
AND YOU CAN SEE THAT WE ARE MOSTLY MOVING
IN THE RIGHT DIRECTION,
WE'RE MOVING IN POSITIVE DIRECTIONS.
AND IN ONE, THE STUDENTS WHO ATTEND
AND ENROLL IN ACADEMIC FOUNDATIONS PROGRAMS--
THAT'S A.F.P. CLASSES AT GRCC--
ARE SUBSEQUENTLY ABLE TO SUCCESSFULLY COMPLETE
COLLEGE-LEVEL COURSEWORK.
ABOUT 47% OF OUR STUDENT POPULATION COME INTO GRCC
NOT READY FOR COLLEGE-LEVEL WORK AND WE HELP PREPARE THEM
AT TO BECOME READY FOR COLLEGE-LEVEL WORK,
AND THAT'S WHERE WE ARE JUST SORT OF MAINTAINING RIGHT NOW,
BECAUSE OUR STUDENT POPULATION BECOMES INCREASINGLY COMPLEX
FROM YEAR TO YEAR.
SO THESE ARE ALWAYS MOVING TARGETS.
SUSTAINING ACCESS REQUIRES CONSTANT ATTENTION, LEADERSHIP,
MANAGEMENT, RESOURCE ALLOCATION, AND MONITORING,
AND KEEPING IN TOUCH WITH OUR STUDENTS.
SO AGAIN, NOT ONLY DO WE HAVE ALL THESE PROGRAMS,
BUT WE'RE CONSTANTLY TALKING TO OUR STUDENTS AND SAYING,
"HOW ARE WE DOING?
"HOW IS THIS WORKING FOR YOU?
"HOW CAN WE BETTER SERVE YOU?"
YOU SAW DONNA-- I DON'T KNOW WHERE DONNA WENT--
DONNA HAS A BADGE THAT SAYS, "ASK ME."
SO WE WALK AROUND ON-CAMPUS SAYING, "ASK ME--
"ARE YOU DOING ALL RIGHT?
"DO YOU NEED SOMETHING THAT YOU DON'T HAVE?
"HOW CAN I HELP YOU?"
AND WE MAKE SURE THAT WE MAKE CONSTANT CONTACT
WITH OUR STUDENT POPULATION.
SO NEXT, I WILL DISCUSS STUDENT SUCCESS,
AND I AM THE CHAMPION OF THAT PARTICULAR END.
STUDENT SUCCESS AS A FULL-TIME JOB, BUT THROUGH ENGAGEMENT
WITH STUDENT SUCCESS AS AN END,
WE STRATEGICALLY AND INTENTIONALLY FOCUS
ON DEVELOPING AND IMPLEMENTING PROJECTS
THAT ARE SPECIFICALLY DESIGNED
TO POSITIVELY IMPACT 11 INDICATORS OF SUCCESS.
SO IN THE PREVIOUS END, YOU SAW FIVE INDICATORS
OF SUCCESS.
EACH END HAS A SET OF INDICATORS.
THIS ONE HAS 11-- IT'S SORT OF THE "UBER-END."
(audience chuckling)
SO AS YOU CAN SEE THROUGH THE COLLEGE ACTION PROJECTS
RIGHT THERE, WE HAVE TWO SLIDES OF A COLLEGE ACTION PROJECTS
FOR THIS PARTICULAR END.
WE NOW MANDATE A STUDENT SUCCESS COURSE.
THAT'S AN INCREASINGLY COMMON PRACTICE
AMONG INSTITUTIONS OF HIGHER EDUCATION
ACROSS THE UNITED STATES.
WHAT C.L.S. 100 DOES IS THAT IT HELPS
ALL FIRST-TIME DEGREE-SEEKING STUDENTS
LEARN HOW TO BE A COLLEGE STUDENT.
SO WE KNOW THAT MANY STUDENTS WHO COME INTO COLLEGE--
THEY MAY BE ACADEMICALLY PREPARED
AS FAR AS INTELLECT IS CONCERNED,
BUT THEY'RE USED TO HAVING FIVE DAYS IN A ROW OF INSTRUCTION
IN A TOPIC.
NOW THEY HAVE IT TWICE A WEEK OR MAYBE ONCE A WEEK
OR EVERY OTHER DAY.
SO THERE IS A TIME LAG
IN BETWEEN SEEING THE FACULTY MEMBERS
OR THINKING ABOUT THE CONTENT.
THE COHORT OF STUDENTS WITH WHOM THEY LEARN IS DIFFERENT
FROM HOUR TO HOUR.
THEY MAY BE WORKING ONE, TWO, OR THREE JOBS.
THEY MAY HAVE CHILDREN.
THEY MAY BE TAKING CARE OF FAMILY OR PARENTS.
SO IT'S AN INCREASINGLY COMPLEX EXPERIENCE TO ATTEND COLLEGE--
C.L.S. 100 FOCUSES ON TIME MANAGEMENT, COMMUNICATION,
STRESS MANAGEMENT, DEVELOPING AN ACADEMIC PLAN,
MANAGING FIVE SYLLABI THAT YOU HAVE ALL AT ONE TIME,
BUT IT TEACHES YOU HOW TO BE A COLLEGE STUDENT.
AND THAT IS NOW MANDATED FOR OUR STUDENTS AT GRCC.
EARLY AND INTRUSIVE ALERT PROGRAMS.
SO WE HAVE SOMETHING CALLED "EARLY ALERT,"
SO THAT FACULTY MEMBERS,
WHEN STUDENTS ARE NOT SHOWING UP
OR STUDENTS ARE ALWAYS TARDY OR STUDENTS MAY HAVE DIFFICULTY
PAYING ATTENTION IN CLASS,
THEY CAN LITERALLY RAISE A FLAG.
SO THEY GO INTO OUR COURSE MANAGEMENT SYSTEM, BLACKBOARD,
AND THEY CAN INDICATE THAT THERE IS A CONCERN ABOUT THIS STUDENT,
AND A RETENTION SPECIALIST, WITHIN 24 HOURS,
WILL GET IN TOUCH WITH THAT STUDENT AND SAY,
"THIS FACULTY MEMBER IS CONCERNED ABOUT YOU.
"DO YOU WANT TO TALK ABOUT SOMETHING?
"CAN WE PROVIDE COUNSELING TO YOU?
"DO YOU NEED TO TALK TO AN ADVISOR?
"WHAT'S GOING ON?"
BUT WE ARE VERY INTRUSIVE WITH OUR STUDENTS
IN A VERY SUPPORTIVE WAY,
AND THAT'S A FAIRLY NEW PROGRAM FOR US.
COMPREHENSIVE TUTORING SERVICES--
MAKING SURE THAT STUDENTS WHO ARE ENROLLED IN ONLINE COURSES
HAVE THE NECESSARY SYSTEMS OF SUPPORT FOR LEARNING
IN AN ONLINE ENVIRONMENT,
AND ALSO AN INCREASED AND MORE COMPREHENSIVE EFFORT
TOWARD ASSESSMENT OF STUDENT LEARNING.
WE HAVE A READING APPRENTICESHIP PROGRAM,
AND WE DEVELOP AND IMPLEMENT SYSTEMS
THAT ALLOW US TO MONITOR AND TRACK
THE IMPACT OF THOSE EFFORTS.
SO ON THE NEXT SLIDE,
YOU'LL SEE THE STRENGTH AND THE INFRASTRUCTURE
OF DISTANCE DELIVERED EDUCATION, INTEGRATED TUTORIAL,
AND EARLY ALERT.
MONITORING INDICATORS OF SUCCESS--
SO IF WE GO TO THE INDICATORS OF SUCCESS--
THERE THEY ARE, ALL 11 OF THEM.
AND YOU CAN SEE, IT'S A LITTLE BIT OF A MIXED BAG.
THEY'RE MOSTLY MOVING IN THE RIGHT CORRECTION--
THE LITTLE GREEN ARROWS THERE.
WE HAVE A COUPLE OF THINGS THAT WE CONTINUE TO WORK ON...
COMPLETION.
WE HAVE 150% GRADUATION RATE FOR FIRST-TIME, FULL-TIME STUDENTS.
AND OF COURSE, THAT VARIES FROM YEAR TO YEAR,
AND SO WE LOOK AT IT EVERY OTHER YEAR.
PERSISTENCE RATE-- FALL TO NEXT TERM,
PART AND FULL-TIME STUDENTS--
WE LOOK AT THAT.
AND THEN, STUDENT ENGAGEMENT BENCHMARKS--
ACTIVE AND COLLABORATIVE LEARNING, STUDENT EFFORT,
ACADEMIC CHALLENGE, STUDENT-FACULTY INTERACTIONS,
AND SUPPORT FOR LEARNERS.
AND THAT'S FROM A NATIONAL DATABASE THAT WE CONTRIBUTE TO.
SO OUR STUDENTS ARE SURVEYED EVERY TWO YEARS FOR THAT,
AND WE KNOW THAT ENGAGEMENT LAGS,
SO THAT'S SOMETHING THAT WE'RE WORKING ON.
SO MONITORING THE INDICATORS OF SUCCESS IS ALWAYS COMPLEX.
THERE ARE MYRIAD OF VARIABLES TO CONSIDER, AND EXTERNAL FORCES.
SO CHANGES IN THE ECONOMY AFFECT ALL OF THESE THINGS,
EXPECTATIONS OF ACCREDITATION BODIES,
CHANGES IN THE POLITICAL LANDSCAPE
ESPECIALLY AS IT AFFECTS BUDGETS
ALL IMPACT STUDENT SUCCESS.
AND OUR INDICATORS OF SUCCESS
ARE MOSTLY MOVING IN THE RIGHT DIRECTION.
BUT AGAIN, PROMOTING STUDENT SUCCESS IS A FULL-TIME JOB,
AND THAT'S SOMETHING THAT WE DO ALL THE TIME
IN OUR DAY-TO-DAY WORK, NOT ONLY IN THESE PROJECTS.
SO WITH THAT, THERE'S ANOTHER SET OF PRESENTERS,
SO YOU CAN THANK DR. COWLES, WHO'S AWAY RIGHT NOW,
AND MYSELF.
>> OKAY, NOW WE'RE GOING TO GO TO TABLE DISCUSSION
FOR ROUND ONE.
SO FACILITATORS, YOU CAN TAKE OVER.
YOU'LL HAVE 30 MINUTES TO TALK ABOUT BOTH ACCESS
AND STUDENT SUCCESS...
AND HAVE A GOOD CONVERSATION.
THE NEXT END THAT WE'RE GOING TO LOOK AT IS ACADEMIC ALIGNMENT,
AND I'M GOING TO TURN IT OVER TO DIANE.
>> GOOD EVENING, EVERYONE.
MY NAME IS DIANE PATRICK.
I'M ASSOCIATE DEAN OF STUDENT AFFAIRS,
AND I'M ALSO THE REGISTRAR.
AND I, TOO, WOULD LIKE TO WELCOME YOU.
WE HAVE A GREAT TABLE WE'VE BEEN WORKING WITH,
AND I THANK THEM ESPECIALLY FOR THEIR INPUT.
I'M VERY PLEASED TO TALK ABOUT THE NEXT END,
AND THAT IS OUR ACADEMIC ALIGNMENT END,
AND YOU CAN REALLY SEE WHAT WE'RE LOOKING AT
IS A SEAMLESS TRANSITION FOR STUDENTS
WITH OUR EDUCATIONAL PARTNERS.
WE HAVE FOUR C.A.P.s UNDER-- COLLEGE ACTION PROJECTS--
UNDER THIS PARTICULAR END.
THE FIRST ONE-- I WANT TO TELL YOU A LITTLE BIT
ABOUT SOME OF THE ACCOMPLISHMENTS THAT WE'VE ACHIEVED
WITH C.A.P. 1.1.1,
AND THAT INITIATIVE REALLY IS TO INCREASE--
TO REALLY LOOK AT GRADUATION RATES.
WE WANT TO INCREASE THOSE INITIATIVES
TO HELP STUDENTS GRADUATE.
AND A COUPLE OF THE THINGS THAT WE'VE DONE WITHIN THAT C.A.P.--
WE'VE DEVELOPED A REVERSE TRANSFER PROGRAM.
YOU MAY HAVE HEARD ABOUT THAT.
THAT'S ACTUALLY WHEN STUDENTS TRANSFER
ONTO A FOUR-YEAR UNIVERSITY,
BUT MAYBE DID NOT RECEIVE THEIR ASSOCIATE DEGREE FROM US,
WE ACTUALLY HAVE A PARTNERSHIP WITH SIX UNIVERSITIES
THAT THEN-- THE UNIVERSITY WILL ACTUALLY INVITE
THE STUDENT BACK TO GET THEIR ASSOCIATE DEGREE FROM US.
AND WE ARE THE FIRST ONE IN THE STATE OF MICHIGAN
TO HAVE THE REVERSE TRANSFER.
MANY COMMUNITY COLLEGES AND UNIVERSITIES
HAVE REVERSE TRANSFER NOW.
IT'S BEEN A FAIRLY SUCCESSFUL PROGRAM FOR US.
OUR PARTNERS ARE DAVENPORT UNIVERSITY, FERRIS,
GRAND VALLEY STATE UNIVERSITY, WESTERN MICHIGAN UNIVERSITY,
MICHIGAN STATE, AND THE UNIVERSITY OF MICHIGAN.
THE NEXT-- ANOTHER ACCOMPLISHMENT
WITHIN THAT C.A.P. IS CALLED "DEGREE WORKS."
THAT'S ACTUALLY AN ACADEMIC ADVISING TOOL.
THAT HELPS THE STUDENT REALLY LOOK AT HOW THEY ARE PROGRESSING
TOWARDS GRADUATION.
WE IMPLEMENTED THAT LAST YEAR.
IT GIVES THE STUDENT RIGHT UPFRONT AN IDEA
OF HOW MANY CREDITS THEY NEED TO TAKE,
WHAT CLASSES HAVE NOT BEEN COMPLETED,
AND ALSO GIVES A VERY NICE OPTION CALLED A "WHAT IF."
SO IF A STUDENT IS UNDECIDED AND THEY'RE NOT REALLY SURE
THAT THEY'RE IN THE RIGHT DEGREE PATH,
THEY CAN REALLY JUST GO IN
AND USE THE SOFTWARE SYSTEM AND SAY,
"WHAT IF I DECIDED TO CHANGE MY MAJOR?
"WHAT WOULD THE CLASSES LOOK LIKE
"THAT I STILL NEED TO COMPLETE?"
WE FOUND THAT STUDENTS ARE VERY PLEASED WITH THAT PROGRAM
AND ARE USING IT.
AND IT WORKS VERY WELL TOWARDS OUR GRADUATION INITIATIVE.
THE LAST ONE I WANT TO TELL YOU A LITTLE BIT ABOUT IS--
IT SOUNDS VERY SIMPLE, BUT WE REALLY DID AN INVENTORY
ABOUT OUR GRADUATION PROCESS
WITHIN OUR STUDENT RECORDS OFFICE.
WE ARE REALLY LOOKING AT HOW CAN WE SPEED UP THE PROCESS,
HOW CAN WE COMMUNICATE MORE EFFECTIVELY TO OUR STUDENTS,
AND WE WERE ACTUALLY ABLE TO SHAVE OFF ABOUT FOUR WEEKS
OF OUR TURNAROUND TIME
BY THE TIME THAT WE GRADUATE A STUDENT
AND ACTUALLY GET THE INFORMATION
AND THE DIPLOMA IN THE MAIL.
SO WE REALLY LOOKED AT JUST THAT INTERNAL PROCESS
OF SPEEDING THINGS UP.
I WANT TO HEAD ON, BECAUSE I'M-- I ONLY HAVE A COUPLE MINUTES
AND I'M GOING A LITTLE SLOW, I THINK.
I WOULD LIKE TO TALK A LITTLE BIT ABOUT THE C.A.P.--
THE SECOND C.A.P.-- WHICH IS 1.1.2,
AND THE HIGHLIGHTS ON THAT.
WE REALLY WERE LOOKING AT ADVISING FROM OUR FACULTY,
SO HOW WELL DO WE ADVISE OUR FACULTY IN TERMS OF--
BACK TO THAT, OKAY--
PROMOTE THE LEADERSHIP OF ACADEMIC ADVISING
WITH OUR FACULTY.
SO REALLY, WHAT WE DID WAS LOOK AT AN INVENTORY
ON HOW WE WERE ADVISING STUDENTS.
WE IMPLEMENTED THE "MY DEGREE PATH"
THAT I TALKED ABOUT A LITTLE BIT EARLIER,
AND ACTUALLY TRAINED 76% OF OUR FULL-TIME FACULTY
ON HOW TO USE THAT, SO THEY ARE USING THAT
IN TERMS OF TRAINING AND WORKING WITH STUDENTS.
THE NEXT C.A.P. I WANT TO TELL YOU A LITTLE BIT ABOUT
IS INCREASING THE AGREEMENTS BETWEEN GRCC
AND OUR TRANSFER INSTITUTIONS.
WE ARE LOOKING AT TRANSFER AGREEMENTS.
WE'VE INCREASED OUR TRANSFER AGREEMENTS
WITH OUR UNIVERSITY PARTNERS.
AND THE LAST ONE IS...
YOU WANT TO GO BACK TO THE LAST ONE?
OKAY.
CONTINUE AND COMPLETE PROGRAMS OF STUDIES--
THIS IS AN INITIATIVE WITH THE STATE OF MICHIGAN.
WE RECEIVED A $50,000 GRANT
TO WORK WITH OUR HIGH SCHOOL PARTNERS
IN LOOKING AT PROGRAMS AND CURRICULUM
BETWEEN THE ALIGNMENT OF CURRICULUM
BETWEEN OUR HIGH SCHOOLS AND GRCC.
THIS WAS FAIRLY SUCCESSFUL.
WE ACTUALLY IMPLEMENTED 12 PROGRAMS OF STUDY,
SO WE ACTUALLY WORKED ON 12 PARTICULAR AREAS
FOR STUDENTS IN THAT AREA.
IF WE CAN MOVE ON...
OUR ACADEMIC ALIGNMENT IN TERMS OF INDICATORS OF SUCCESS--
YOU CAN SEE THAT WE ARE DOING FAIRLY WELL.
WE HAVE ONE AREA THAT WE ARE IN THE RED AREA.
AGAIN, AS RIC MENTIONED A LITTLE EARLIER,
THE TIMELINE IS OCTOBER OF 2011 AND ALSO APRIL OF 2013.
FOR THE NUMBER OF ARTICULATION AGREEMENTS,
WE ACTUALLY SAW A 5%-- A 20% INCREASE.
SO OUR GOAL FOR THIS PARTICULAR INDICATOR OF SUCCESS
WAS TO SEE A 5% INCREASE, AND WE SURPASSED THAT BY UP TO 20%.
THE NUMBER OF ARTICULATION AGREEMENTS
THAT WE HAVE INCREASED 67% SINCE 2009.
SO IN THAT PARTICULAR INDICATOR,
WE ARE REALLY WORKING HARD
TO MAKE SURE WE HAVE AGREEMENTS
WITH OUR TRANSFER INSTITUTIONS.
SOME OF THE THINGS THAT WE'RE LOOKING AT IS TO COMMUNICATE
MORE EFFECTIVELY WITH OUR TRANSFER PARTNERS
AND, IN THAT WAY, TO IMPROVE OUR TRANSFER RATES.
THE SECOND INDICATOR IS THE PERCENT OF STUDENTS
THAT ARE LOOKING TO TRANSFER.
WE ARE LOOKING AT HOW LONG IT DOES--
AFTER THREE YEARS OF ATTENDING GRCC,
WHAT IS THE TRANSFER RATE OF OUR STUDENTS?
AGAIN, WE'VE SEEN A SLIGHT DECLINE IN THAT PARTICULAR AREA,
AND WHAT WE'RE LOOKING AT IS TO IMPROVE THE NUMBER
OF SUCCESSFUL TRANSFERS BY USING ACADEMIC ADVISING PLANS
SUCH AS "MY DEGREE PATH" AND THE GRCC CATALOG,
WHICH IS NOW AN ELECTRONIC CATALOG.
SO WE ARE REALLY WORKING WITH OUR FACULTY
TO MAKE SURE THAT THEY'RE USING THOSE PARTICULAR TOOLS
WHEN THEY'RE ADVISING STUDENTS.
THE THIRD AREA IS STUDENT SATISFACTION
IN TERMS OF PREPARATION AS REPORTED AFTER GRADUATION.
AGAIN, THAT'S ON THE UPSWING IN TERMS OF THAT.
WE FOUND THAT 95% OF THE STUDENTS SURVEYED
WERE DOING WELL IN THAT PARTICULAR AREA.
I'LL GO ON TO THE LAST WHICH IS INDICATION
OF DEVELOPMENTAL EDUCATION.
WHEN WE DID SURVEY THOSE STUDENTS,
AGAIN, THAT WAS IN THE UPSWING.
UM...
AGAIN, WE ARE USING "MY DEGREE PATH" FOR THAT PARTICULAR AREA.
THE LAST ONE I WANT TO ALSO TELL YOU A LITTLE BIT ABOUT
IS THE PROGRAMS OF STUDIES,
WHICH I TALKED A LITTLE BIT ABOUT--
I'M SORRY, I'M A LITTLE DISJOINTED UP HERE TONIGHT.
(chuckling)
THE PROGRAMS OF STUDIES WAS ACTUALLY IMPLEMENTED...
SORRY ABOUT THIS.
THE PROGRAMS OF STUDIES WAS ACTUALLY IMPLEMENTED
THROUGH THE STATE OF MICHIGAN,
IN WHICH I TALKED ABOUT A LITTLE BIT EARLIER.
AND WE REALLY WORKED WITH OUR HIGH SCHOOL PARTNERS
IN TERMS OF THAT.
WE SAW ABOUT A 2.9% INCREASE,
AND REALLY,
WE ARE LOOKING AT WORKING WITH OUR K.I.S.D. PARTNERS
AND OUR SUPERINTENDENTS WITHIN THAT PARTICULAR AREA.
>> OKAY, GOOD EVENING, MY NAME IS ERIC MULLEN.
I AM THE ASSOCIATE DEAN OF ENROLLMENT MANAGEMENT
AND FINANCIAL AID HERE AT GRCC,
AND I'M GOING TO SHARE A LITTLE BIT OF A BRIEF OVERVIEW
ABOUT OUR END AROUND THE GRCC EXPERIENCE.
AND AS YOU CAN SEE UP HERE, IT'S TALKING ABOUT
THE TYPES OF OPPORTUNITIES AND ENGAGEMENTS
THAT WE ENTER INTO WITH OUR STUDENTS
TO HELP BUILD THEIR-- AS WE'VE DEFINED HERE--
"CITIZENSHIP SKILLS."
AND WE KIND OF, AS A GROUP, HAD TO DEFINE WHAT DOES THAT MEAN--
"CITIZENSHIP SKILLS."
AND WE'VE TAKEN THAT TO BE KIND OF A BROAD BRUSH
AROUND INTERPERSONAL, PROFESSIONAL, LEADERSHIP,
AND CIVIC ENGAGEMENT, BEHAVIORS, AND SKILLS AS WELL.
SO OUR GROUP IS FOCUSED ON HOW DO WE DEVELOP
THOSE OPPORTUNITIES FOR STUDENTS TO DEVELOP THOSE SKILLS
IN THOSE AREAS WITHIN OUR INSTITUTION.
I JUST WANT TO HIGHLIGHT THERE IS SOME CHALLENGE TO THIS.
THE TABLE THAT I WAS SITTING AT RECOGNIZED THE DIVERSITY
OF OUR STUDENTS,
THAT THEY HAVE VERY BUSY LIVES AND LOTS OF COMMITMENTS
TO PERHAPS CHILDREN OF THEIR OWN, OR FAMILIES.
WE HAVE A VERY DIVERSE POPULATION.
I THINK THAT'S BOTH A STRENGTH FOR US
AND OFTEN TIMES CAN BE A CHALLENGE.
SO FOR US TO ENGAGE STUDENTS IN THINGS OUTSIDE OF THE CLASSROOM
BECOMES FAIRLY TRICKY.
AND SO, I THINK SOME OF THE THINGS WE FOCUSED ON
IS HOW DO WE REALLY CONNECT THAT WITH OUR CURRICULUM,
BECAUSE IF IT'S CONNECTED TO THE CLASS
AND THE FACULTY ARE ENDORSING IT IN FUNNY WAYS
TO CONNECT THOSE EXPERIENCES BACK TO THE CURRICULUM
AND THE OUTCOMES OF THAT COURSE, IT MAKES A LOT MORE SENSE,
IT REALLY KIND OF BRINGS THAT LEARNING
INTO A REAL-LIFE EXPERIENCE,
AND IT HELPS STUDENTS GET INVOLVED
BEYOND JUST THE CLASSROOM AS WELL.
SO I'M GOING TO SHARE JUST THE ONE C.A.P. THAT I HAVE,
SO I CAN GUARANTEE I WILL BE BRIEF UP HERE.
WHAT WE'RE FOCUSING ON IN THIS END
IS DEVELOPING AN E-PORTFOLIO SYSTEM FOR STUDENTS.
AND ALTHOUGH THE OUTCOME IS FOR THEM TO HAVE THIS PORTFOLIO
THAT SHOWCASES THEIR BEST WORK AND THEIR EXPERIENCES,
I THINK IT DOES THREE THINGS.
ONE, IT UNDERLINES THE IMPORTANCE TO BECOME ACTIVE
AND ENGAGED IN YOUR LEARNING AND YOUR SKILL DEVELOPMENT,
AND HOW IMPORTANT THAT IS.
SO WE'RE INTERJECTING THIS IDEA EARLY ON.
ONE, THE IMPORTANCE OF GETTING INVOLVED.
TWO, IS TO COLLECT AND RETAIN THESE THINGS
BECAUSE WHEN YOU'RE DONE WITH YOUR DEGREE,
FIVE OR SIX YEARS DOWN THE ROAD,
AND YOU'RE GOING OUT FOR AN INTERVIEW,
IT'S HARD TO REFLECT BACK AND KNOW THE TYPES OF EXPERIENCES
AND EVIDENCE AND THINGS THAT YOU'VE DONE
THAT REALLY SHOWCASE WHO YOU ARE AND YOUR TALENTS.
AND LASTLY, IS BEING ABLE TO TAKE ALL THAT INFORMATION
AND PRESENT IT TO A TRANSFER INSTITUTION IN THE FORM
OF AN ESSAY OR GRADUATE SCHOOL APPLICATION,
OR TO NETWORK, OR INTERVIEW WITH AN EMPLOYER
AND PROVIDE EVIDENCE OF YOUR BEST WORK
AND YOUR SKILL SET AS WELL.
SO WE'RE FOCUSED ON THIS COLLEGE ACTION PROJECT FOR THAT WORK.
AND RIGHT NOW, WE'RE KIND OF IN A PILOT-TYPE PHASE.
WE HAVE 12 FACULTY WHO ARE GOING TO BE USING IT THIS SEMESTER.
THEY'VE GONE THROUGH TRAINING THIS SUMMER ON USING THE SYSTEM.
AND THEY SPAN THE GAMUT, WHICH IS PRETTY EXCITING--
WE HAVE SOME IN LANGUAGE ARTS,
WE HAVE SOME IN LANGUAGE AND THOUGHT,
PHILOSOPHY, HUMANITIES, OUR C.L.S. 100 CLASS
THAT WE TALKED ABOUT EARLIER AS WELL,
OUR NURSING PROGRAM IS USING IT, TOO,
AND WE'RE USING IT THIS SEMESTER
TO HAVE FACULTY GO OUT AND USE IT IN DIFFERENT WAYS,
AND THEN WE'RE GOING TO LEARN FROM THEM
TO BRING IT TO SCALE AT THE INSTITUTION
IS OUR GAME PLAN RIGHT NOW.
ON OUR INDICATORS OF SUCCESS, WE JUST HAVE TWO.
THE PERCENT OF STUDENTS WHO ARE CREDIT STUDENTS,
WHO PARTICIPATE IN CLUBS, ORGANIZATIONS, TEAMS,
AND SERVICE LEARNING ENGAGEMENTS--
AND YOU CAN SEE, THE TREND THERE HAS BEEN VERY POSITIVE.
AND THEN, THE PERCENTAGE OF CLASSES
THAT OFFER A CO-CURRICULAR ACTIVITY
AS A PART OF THAT COURSE EXPERIENCE.
SO IT COULD BE SERVICE LEARNING, IT COULD BE ATTENDING A SEMINAR,
IT COULD BE PARTICIPATING IN OUR IDEA PITCH COMPETITION...
ANY COURSE THAT HAS THAT END.
WE WERE DOWN, BUT WE'RE FLATTENING OUT,
SO WE'RE SEEING THAT AS HOPEFULLY AN UPSWING
IN THAT TYPE OF CONNECTION WITH COURSES,
BUT WE SEE THAT THERE'S SOME WORK THERE YET TO DO.
>> THANK YOU.
WE'D LIKE YOU TO NOW GO TO THE SECOND ROUND.
YOU'RE GOING TO HAVE 30 MINUTES TO TALK ABOUT ACADEMIC ALIGNMENT
AND THE GRCC EXPERIENCE.
SO AGAIN, FACILITATORS, TAKE OVER.
>> ALL RIGHT, I'M DR. FIONA HERT,
AND I'M DEAN FOR THE SCHOOL OF WORKFORCE DEVELOPMENT.
I HAVE THE OPPORTUNITY TO CO-CHAIR
THE WORKFORCE DEVELOPMENT END WITH NIKKI BANKS,
AND NIKKI IS-- WAS SOMEWHERE CLOSE BY--
THERE SHE IS, IN HER SCRIBING POSITION.
(laughing)
AND OUR END CERTAINLY IS THAT GRCC STUDENTS
ARE PREPARED TO SECURE EMPLOYMENT
IN ALL SECTORS OF THE ECONOMY.
SO WHAT I WOULD LIKE TO BE ABLE TO DISCUSS WITH YOU
AND GIVE YOU SOME INSIGHT INTO
THE THREE COLLEGE ACTION PROJECTS
AS A PART OF THE WORKFORCE DEVELOPMENT END.
OUR FIRST ONE IS EXPANDING LEARNING OPTIONS, OPPORTUNITIES,
TO INCREASE TRANSFER PERSISTENCE AND COMPLETION,
FOR FACULTY AND STAFF TO HAVE EXPERIENCES
EXTERNAL TO THE COLLEGE WITH AREA EMPLOYERS OR ORGANIZATIONS.
WE DEVELOPED THIS PARTICULAR COLLEGE ACTION PROJECT
FOR THE OPPORTUNITY FOR STAFF TO LEAVE GRCC
AND HAVE FIRST-HAND EXPERIENCE IN OUR COMMUNITY WITH YOU,
OR WITH OUR EMPLOYERS, SO THAT THEY WOULD BE ABLE TO BRING BACK
CURRENT, RELEVANT INFORMATION INTO THE CLASSROOMS,
INTO THEIR JOBS, THAT WOULD POTENTIALLY INFORM
AND CHANGE CURRICULUM AND/OR GIVE INFORMATION TO STUDENTS
THAT WAS RELEVANT FOR THEIR OWN CAREER PATHWAYS.
THIS IS AN OPPORTUNITY THAT HAS BEEN DEVELOPED.
WE HAVE HAD THE OPPORTUNITY, ON AVERAGE, OF THREE STUDENTS--
EXCUSE ME, FACULTY-- THREE TO FOUR FACULTY A YEAR,
AND THIS YEAR, THIS MOST RECENT YEAR,
WE HAD THREE STAFF AND ONE--
EXCUSE ME, THREE FACULTY AND ONE STAFF
PARTICIPATE IN THIS EXPERIENCE.
THE SECOND PROJECT IS DEVELOPING
A COLLEGE-WIDE CAREER PATHWAY SYSTEM,
AND THIS HAS BEEN A TWO-YEAR UNDERTAKING,
AND WE HAVE ONE MORE YEAR OF THIS PARTICULAR OPPORTUNITY.
THIS PROJECT IS BEING LED BY TINA HOXIE
AND A TEAM OF COLLEGE-WIDE PARTICIPANTS AND STAFF,
AND OUR GOAL FOR THIS PARTICULAR PROJECT
IS TO MAKE SURE THAT WE HAVE, FOR OUR STUDENTS,
A SYSTEM THAT IS SET UP SO THAT THEY HAVE THE SUPPORT
AND THE SERVICES AT GRCC TO OBTAIN CAREER JOB EMPLOYMENT.
THAT WE CAN PROVIDE THEM WITH THE ADVICE, THE INFORMATION,
AND THE RESOURCES TO GET THEM TO THEIR GOAL
WHEN IT LEADS TO A JOB.
AND WE HAVE BEEN WORKING DILIGENTLY
IN THAT PARTICULAR AREA,
LOOKING AT THE CONSOLIDATION OF COUNSELING
AND CAREER SERVICES, UNDER TINA HOXIE'S LEADERSHIP
AND MANY OTHER PEOPLE WHO HAVE BEEN WORKING VERY HARD
IN THAT AREA.
WE HAVE IMPLEMENTED A NEW-- A RELATIVELY NEW, NOW,
SOFTWARE PROGRAM THAT IS CALLED "CAREER COACHING,"
THAT IS AVAILABLE TO OUR STUDENTS
THAT WE USE IN OUR ADVISING CAPACITY,
SO STUDENTS HAVE AN OPPORTUNITY TO INTERACT WITH THAT,
ALSO TO BE INFORMED BY OUR ADVISORS IN THAT CAPACITY
TO MAKE THE APPROPRIATE CHOICES FOR THEIR CAREERS.
THE THIRD COLLEGE ACTION PROJECT
IS DEVELOP NEW CERTIFICATE PROGRAMS TO MEET INDUSTRY NEEDS.
WE KNOW THAT IN THE PROGRAMS THAT WE OFFER
IN OCCUPATIONAL PROGRAMS
AND ACROSS ALL OF OUR PROGRAMS AT GRCC,
THERE ARE CERTIFICATES THAT EMPLOYERS WANT,
THAT OUR STUDENTS WANT,
THAT WILL PROVIDE THEM WITH AN ADDITIONAL ENDORSEMENT
IN THEIR PURSUIT OF A JOB.
AND WE ARE WORKING WITH OUR COMMUNITY,
WITH OUR EMPLOYERS,
TO FIND THOSE CREDENTIALS AND MAKE SURE
THAT THOSE ARE EMBEDDED WITHIN OUR COURSES,
AS PART OF A DEGREE OR CERTIFICATE PROGRAM.
SO THOSE ARE THE THREE COLLEGE ACTION PROJECTS
THAT WE HAVE BEEN WORKING ON.
AND THE CORE INDICATORS THAT ARE LISTED HERE FOR YOU ARE THAT,
AS I SAID, THEY ARE PREPARED TO SECURE EMPLOYMENT
IN ALL SECTORS OF THE ECONOMY.
I'M HAPPY TO SHOW GREEN ARROWS OVER ON THE RIGHT-HAND SIDE...
BUT THE PERCENTAGE OF CAREER GRADUATES
WHO CONTINUE THEIR EDUCATION OR ARE EMPLOYED IN THEIR FIELD,
WE'VE SEEN THAT PROGRESS FROM TWO YEARS AGO,
THAT CERTAINLY GIVEN OUR ECONOMY AND THE REPORTS
THAT WE HAVE RECEIVED BACK THROUGH OUR GRADUATE SURVEYS,
STUDENTS ARE EMPLOYED IN THE FIELD OF STUDY
AS A RESULT OF THEIR EXPERIENCE
AT GRAND RAPIDS COMMUNITY COLLEGE.
THE SECOND CORE INDICATOR ACTUALLY HAS SIX MEASURES IN IT,
AND PERKINS CORE INDICATORS REFER TO THE FEDERAL LEVELS
AND PERFORMANCE FOR OCCUPATIONAL PROGRAMS,
AND THESE CORE INDICATORS RANGE FROM THE NUMBER OF GRADUATES
IN OCCUPATIONAL PROGRAMS TO STUDENTS, FOR EXAMPLE,
WHO ARE NON-TRADITIONAL STUDENTS--
MALES IN NURSING, WOMEN IN CERTAIN FIELDS--
AND THOSE CORE INDICATORS, AS OF APRIL 2013,
WE MET ALL SIX OF THOSE CORE INDICATORS,
SO WE WERE PLEASED WITH THAT.
THE THIRD...
CORE INDICATOR FOR THIS PARTICULAR--
FOR OUR END IS THE STUDENT PERFORMANCE ON STATE
AND NATIONAL CERTIFICATION EXAMS.
WE HAVE MANY OF OUR HEALTH PROGRAMS--
EXCUSE ME, ALL OF OUR HEALTH PROGRAMS
AND ALSO OUR POLICE ACADEMY HAVE NATIONAL EXAMS.
FOR EXAMPLE, IN NURSING, OUR PASS RATES
FOR OUR STUDENTS PASSING THE NCLEX HAVE CONTINUED TO EXCEED
BOTH STATE AND NATIONAL AVERAGES
FOR THE LAST FOUR YEARS.
WE HAVE STUDENTS IN OUR RADIOLOGIC TECHNOLOGY PROGRAM,
OUR DENTAL HYGIENE,
OUR DENTAL ASSISTING PROGRAMS
ALL THAT HAVE PASSED AT STATE--
BEYOND AND EXCEEDED STATE LEVELS.
OUR POLICE ACADEMY STUDENTS WHO ARE REPRESENTED
IN OUR COMMUNITY, SERVING,
HAVING GONE THROUGH OUR NINE-MONTH POLICE ACADEMY PROGRAM,
ARE ALSO DOING VERY, VERY WELL ON THEIR PASS RATES
WHEN THEY TAKE THE MCOLES CERTIFICATION EXAMS,
SO WE ARE VERY PLEASED THAT THOSE RATES.
SO THOSE ARE THE THREE CORE INDICATORS REPRESENTED BY--
ALSO INCLUDING, AS I SAID,
THE SIX ONES FROM THE PERKINS CORE INDICATORS
AS WELL AS THOSE THREE COLLEGE ACTION PROJECTS.
>> GOOD EVENING.
MANSFIELD MATTHEWSON, AND I AM THE CHAMPION FOR THE END
OF COMMUNITY OUTREACH.
AND COMMUNITY OUTREACH IS DEFINED
AS "GRCC ENRICHES THE COMMUNITY THROUGH EDUCATIONAL
"AND CIVIC PROGRAMMING AND PARTNERSHIPS."
WE HAVE FOUR C.A.P.s... FOR THIS PARTICULAR END.
AGAIN, C.A.P.S ARE DESIGNED TO DEFINE OUR WORK
AND HELP US ACHIEVE OUR GOALS IN A SPECIFIC AND MEASURABLE WAY.
NOW, THE FIRST TWO C.A.P.s-- 3.1.1, 3.1.2--
AS THE S.L.T. WORK WAS REFINED,
WE DECIDED THAT THESE TWO WOULD BE TRANSFERRED
TO COMMUNICATIONS AND ITS DEPARTMENT ACTION PROJECTS.
SO I'M NOT GOING TO TALK ABOUT 3.1.1 OR 3.1.2 AT ALL,
AND I'M GOING TO MOVE ON TO 3.1-POINT...
3.1.3 IS TO ESTABLISH OPPORTUNITY OUTREACH
TO THE LOCAL BUSINESS COMMUNITY FOR ENGAGEMENT
WITH THE 2012 BOND ISSUE PROJECTS
AND OTHER MAJOR PROJECTS.
AS YOU KNOW, GRCC IS INVOLVED IN QUITE A BIT OF CONSTRUCTION
RIGHT NOW, AND THAT GRCC IS CURRENTLY ENGAGED
IN CAPITAL OUTLAY AND BOND ISSUE WORK,
THIS C.A.P. WAS DEVELOPED TO HELP US EXPAND OUR VENDOR POOL
AND HELP US ENSURE AND MEASURE INCLUSIVENESS
IN THE LETTING OF CONTRACTS.
WE PLANNED SEVERAL EVENTS AROUND THIS.
THE FIRST EVENT THAT WE HAD OCCURRED
BACK ON NOVEMBER 8th OF '12--
IT WAS CALLED THE "GRCC INFRASTRUCTURE UPGRADE RENOVATION
"AND INFORMATION SESSION."
IT WAS CO-PRESENTED BY GRAND RAPIDS COMMUNITY COLLEGE,
O.A.K. CONSTRUCTION AND G.M.B. ARCHITECTS AND ENGINEERS.
WE INVITED THE CONSTRUCTION SUPPLIER COMMUNITY
INTO THAT EVENT,
AND WE HAD PHENOMENAL PARTICIPATION--
120 SUPPLIERS SHOWED UP FOR THAT EVENT.
OUR PURPOSE WAS TO PRESENT THE FUNDAMENTALS OF B.I.M.,
WHICH IS "BUILDING INFORMATION AND MODELING."
ANY OF YOU THAT AREN'T FAMILIAR WITH THAT,
WHEN YOU LOOK AT A NORMAL CONSTRUCTION DRAWING,
IT'S TWO-DIMENSIONAL, IT'S JUST FLAT... (inaudible)
--CONSTRUCTION DRAWING THAT'S THREE-DIMENSIONAL,
WHERE WE CAN ALSO HOUSE A LOT OF INFORMATION
ABOUT OUR BUILDINGS LIKE WARRANTIES
AND DIFFERENT SPECIFICATIONS, AND THAT SORT OF THING.
OUR 2012 BOND ISSUE PROJECTS TO THE SUPPLY COMMUNITY
AT THAT TIME,
AND WE WANTED TO BEGIN DIALOGUE ON HOW TO ENGAGE
AS A SUPPLIER WITH THOSE PROJECTS.
THE SECOND EVENT THAT WE HELD
WAS THE FIRST ANNUAL WEST MICHIGAN CONSTRUCTION SUMMIT
THAT WAS HELD BACK ON MARCH 7, 2013,
CO-PRESENTED BY GRCC, CITY OF GRAND RAPIDS,
KELLOGG'S, KENT COUNTY, SPARTAN STORES,
C.S.M. GROUP, AND FIFTH THIRD,
AND THAT WAS A NEW HYBRID APPROACH FOR US--
WE PARTNERED WITH THE PRIVATE SECTOR
IN HOPES OF ATTRACTING A DEEPER VENDOR POOL.
WE HAD 89 CONTRACTORS IN ATTENDANCE AT THAT EVENT--
35 OF THEM IDENTIFIED AS MINORITY,
NINE OF THEM IDENTIFIED AS WOMEN,
11 OF THEM IDENTIFIED AS VETERAN,
FIVE AS DISABLED VETERAN,
AND ONE IDENTIFIED AS L.G.B.T.
AND THE PURPOSE THERE WAS TO HIGHLIGHT
CONSTRUCTION OPPORTUNITIES AVAILABLE IN UPCOMING--
IN WEST MICHIGAN TO EXPOSE THEM
TO PARTICIPANT INTERNAL CONTACTS,
AND AGAIN HOW TO ENGAGE WITH EACH... (inaudible).
OUR THIRD EVENT THAT WE HELD WAS CORPORATE CONNECTIONS WEST.
WE PARTNERED WITH C.E.E.D. FOR THAT EVENT--
THAT IS, THE CENTER FOR EMPOWERMENT AND ECONOMIC DEVELOPMENT,
WITH GRCC HOSTING.
THAT WAS IN AN REVERSE TRADE FAIR ROUNDTABLE-TYPE FORMAT,
SO INSTEAD OF ONE SELLER AND MANY BUYERS,
YOU HAD ONE BUYER AND MANY SELLERS,
IN A ROUNDTABLE-TYPE FORMAT.
AND WE HAD 25 WOMEN-OWNED BUSINESSES IN ATTENDANCE
AT THAT PARTICULAR EVENT.
OUR PURPOSE WAS TO HIGHLIGHT DAILY OPERATIONAL OPPORTUNITIES
AVAILABLE AND UPCOMING IN WEST MICHIGAN,
AND TO PROVIDE PARTICIPANT INTERNAL CONTACTS,
AND AGAIN HOW TO ENGAGE WITH US.
I JUST WANT TO HIGHLIGHT A FEW OF THE PROJECTS THAT WE'VE HAD.
(inaudible)--
THE FIRST WOULD BE THE COLLEGE PARK PLAZA RENOVATION.
WE HAD 27 SUBCONTRACTORS BID THAT PARTICULAR PROJECT,
WHICH WE WERE MOST PLEASED WITH.
THAT IS PHENOMENAL PARTICIPATION IN TERMS OF BIDDING.
AND ALSO, WE HAD 60%--
GREATER THAN 60% PARTICIPATION FROM DIVERSE SUPPLIERS
IN THE LETTING OF SUBCONTRACTOR AWARDS
FOR THAT PARTICULAR PROJECT.
THE SECOND WOULD BE THE COOK HALL ACADEMIC RENOVATION.
THIRTY-SEVEN SUBCONTRACTOR BIDS WERE RECEIVED--
AN AWFUL BROAD POOL OF SUPPLIERS BIDDING OUR PROJECTS.
WE HAD ABOUT $9.9 MILLION IN SUBCONTRACTOR AWARDS
FOR THAT PARTICULAR PROJECT, AND 11% PARTICIPATION
FROM A DIVERSITY OF SUPPLIERS.
THE MAIN BUILDING,
WE DID NOT ACHIEVE ANY DIVERSE PARTICIPATION
WITH THAT PROJECT 2-POINT--
I HAVE NEW GLASSES I'M PICKING UP TOMORROW.
$2.8 MILLION IN SUBCONTRACTOR AWARDS,
BUT WE DID HAVE 42 SUBCONTRACTORS
BID THAT PROJECT.
SO AGAIN, WE'RE VERY PLEASED WITH THAT,
AND THAT MEANS THAT WE ARE REACHING THE RIGHT PEOPLE
AND THEY ARE INTERESTED IN GRCC
AND THEY ARE INTERESTED IN OUR PROJECTS.
SO WE... (inaudible).
AND WITH THAT, I'M GOING TO CALL FIONA BACK UP AGAIN
TO TALK ABOUT GRCC INTERNSHIPS.
>> ONE OF THE PROJECTS THAT WE ARE WORKING ON IN COLLABORATION
WITH MANSFIELD AND THE VENDORS
AND THE GENERAL CONTRACTORS AND OTHERS
THAT ARE WORKING WITH US ON THE COOK HALL
AND OUR RENOVATIONS HERE AT GRAND RAPIDS COMMUNITY COLLEGE,
WE HAVE THE OPPORTUNITY TO OFFER REAL-LIFE EXPERIENCES.
AND WHAT WE WILL BE DOING IS PARTNERING
WITH THESE BUSINESSES TO OFFER INTERNSHIPS FOR OUR STUDENTS.
IN COLLABORATION WITH THEIR WILLINGNESS
TO HAVE OUR STUDENTS PARTICIPATE,
WE WILL BE DEVELOPING PAID INTERNSHIPS
AND/OR JOB SHADOWING OPPORTUNITIES FOR OUR STUDENTS
AS A RESULT OF THIS 2012 BOND ISSUE,
SO WE'RE EXCITED ABOUT THAT.
I DO WANT TO ADD THAT THIS OPPORTUNITY FOR OUR STUDENTS
AND FOR INTERNSHIPS AND THIS EXPERIENCE
CURRENTLY ON OUR CAMPUS
IS AS PART OF OUR OVERALL INTERNSHIP OPPORTUNITIES
THAT WE DO HAVE HERE AT GRAND RAPIDS COMMUNITY COLLEGE.
LAST YEAR, WE HAD OVER 645 STUDENTS
THAT WERE PARTICIPATING IN INTERNSHIP OPPORTUNITIES
IN VARIOUS COURSES AND OUT IN BUSINESSES AND ORGANIZATIONS,
AND WITH 16 SECTIONS OF INTERNSHIP OR CO-OP CLASSES
OFFERED TO OUR STUDENTS.
>> LASTLY, OUR INDICATORS OF SUCCESS.
OUR FIRST INDICATOR OF SUCCESS--
COMMUNITY SATISFACTION WITH GRCC.
WE HAD AN INDICATOR OF 82% IN 2011 AND 2009,
SO THAT IS ON THE UPSCALE THERE.
AS WELL AS THE INDICATOR NUMBER TWO--
NUMBER OF LECTURE EVENTS, SYMPOSIUMS, ETCETERA.
WE USE A KENT COUNTY PENETRATION RATE TO FIGURE THAT,
AND IN 2009, 12.8%,
2011, 18.1%,
AND IN 2013, 27.8%.
SO BOTH OF THOSE ARE ON TRACK.
>> THANK YOU, FIONA AND MANSFIELD.
OKAY, LAST ROUND.
AGAIN, WE'RE GOING TO TALK ABOUT--
WE'RE GOING TO ASK YOU TO TALK ABOUT WORKFORCE DEVELOPMENT
AND HOW YOU THINK WE'RE DOING ON THAT
AND COMMUNITY OUTREACH.
AND YOU'LL HAVE 30 MINUTES.
FACILITATORS, START IN.
>> WELCOME TO FRESHMAN ORIENTATION ON STEROIDS...
(audience laughing)
WHICH IS WHAT I THINK YOU'VE JUST BEEN THROUGH,
QUITE FRANKLY.
A TON OF INFORMATION TO DIGEST AND TO TRY TO REACT TO
FROM YOUR FRAME OF REFERENCE,
AND I HAVE TO FIRST JUST COMMEND YOU.
I'M TIRED AND I DIDN'T DO ANYTHING TONIGHT.
I JUST EAVESDROPPED AND TRIED TO KEEP MYSELF
OUT OF CONVERSATIONS, WHICH WAS VERY DIFFICULT FOR ME TO DO.
(audience laughing)
THE RATINGS IN THE BACK-- YOU KNOW, THEY ARE IMPORTANT.
FOR ME, WHAT'S MOST IMPORTANT IS NOT WHERE WE ARE EFFECTIVE
OR WHERE WE'RE HIGHLY EFFECTIVE
AND THERE SEEMS TO BE SOME CONSENSUS.
WE'LL WANT TO LOOK PRETTY CLOSELY AT--
YOU KNOW, THERE'S A GROUP OUT THERE THAT REALLY BELIEVES
WE'RE NOT DOING OUR JOB HERE, AND WHAT DOES THAT MEAN.
AND I KNOW THERE WAS A GROUP IN STUDENT SUCCESS
THAT REALLY HAD TO PUSH THEMSELVES TO GET US HERE,
RATHER THAN DOWN HERE SOMEWHERE,
BECAUSE I WAS EAVESDROPPING IN THAT CONVERSATION.
AND THEN, THE GRCC EXPERIENCE--
WELL, REALLY, WHAT DOES THAT MEAN?
I MEAN, WHAT I WAS TAKING AWAY FROM A LOT OF THE TABLES
AS I WALKED AROUND--
JUST A COUPLE OF THOUGHTS THAT I'LL LEAVE HERE WITH TONIGHT--
WE NEED SIX ENDS,
AND IN FACT, ONE OF THE GROUPS WORKED HARD
TO TELL US WHAT ARE THE THREE
THAT WE REALLY SHOULD BE FOCUSING ON,
AND THEY HAD A LOT OF CONSENSUS BY DOING THEIR OWN VOTING
AND THEN GOING BACK AND LOOKING AT HOW THEY WOULD PLAY OUT,
WHICH I THINK IS SOMETHING WE HAVE TALKED ABOUT
A BIT INTERNALLY, QUITE FRANKLY.
I WANT TO BE CLEAR THAT WHAT YOU HEARD TONIGHT
AROUND COLLEGE ACTION PROJECTS--
THEY ARE NOT LINEAR TO THOSE METRICS
THAT WE ARE MEASURING
BECAUSE WE MIGHT HAVE 100 DEPARTMENTAL PROJECTS
FOCUSING ON ONE OF THOSE ENDS.
SO THE COLLEGE ACTION PROJECTS
ARE REALLY AT THE STRATEGIC PLANNING TEAM LEVEL--
"HERE ARE THE THINGS THAT WE BELIEVE,
"GIVEN ALL THE OTHER WORK THAT WE DO AROUND THIS END
"THAT WE NEED TO FOCUS ATTENTION, RESOURCES--
"BOTH PHYSICALLY AND PERHAPS FINANCIALLY--
"IF WE'RE GOING TO MOVE FASTER THAN WHAT WE APPEAR
"TO BE MOVING RIGHT NOW.
SO YOU GOT THE VERY TIP OF AN ICEBERG OF...
THE PROGRAMS THAT ARE GOING ON ACROSS THE COLLEGE
TO AFFECT THESE ENDS.
I THINK WHAT I'LL BE MOST INTERESTED IN, QUITE FRANKLY,
IS THE LAST FIVE MINUTES OF YOUR CONVERSATION
AND WHAT CAME OUT AS PARKING LOT ISSUES
AS YOU ARE HAVING CONVERSATIONS AROUND THE ENDS.
DONNA WILL WORK-- AND LET ME PUT THIS IN CONTEXT
OF WHERE WE GO FROM HERE.
OUR STRATEGIC LEADERSHIP TEAM-- 80 PEOPLE.
SO WE ARE MUCH LIKE THIS, BUT EVEN MORE WHEN WE GET TOGETHER
ABOUT FIVE OR SIX TIMES A YEAR.
THIS INFORMATION WILL NOW GO BACK TO A GROUP OF FACULTY
AND STAFF THAT ARE WORKING AROUND ONE OF THESE ENDS,
AND THEY'RE GOING TO DIGEST THIS A WEEK FROM FRIDAY
AND TRY TO MAKE SENSE OUT OF IT.
IN TURN, WE'RE GOING TO TAKE THAT WORK
AND IT'S GOING TO COME BACK TO YOU--
"HERE'S OUR OUTCOMES FROM LISTENING TO YOU
"FOR THE LAST THREE HOURS."
WE WON'T BE AT A POSITION
TO TELL YOU WHAT WE'RE GOING TO DO WITH IT,
BECAUSE THEN WE'LL ENTER INTO A VERY ITERATIVE PROCESS,
AND THE ITERATIVE PROCESS IS THE STRATEGIC PLANNING TEAM
BEGINNING TO DEFINE OUR NEXT STRATEGIC PLAN,
WORKING THEN WITH THE BOARD AS WE HAVE A CONVERSATION
BACK AND FORTH TO REACH SOME CONSENSUS WITH OUR BOARD
ON WHERE WE WILL BE MOVING IN '14-'15 THROUGH '17-'18,
I GUESS ARE THOSE YEARS, IF I'M DOING THE MATH RIGHT,
AND SOMETHING ABOUT THAT DOESN'T SOUND RIGHT,
BUT IT'S A THREE-YEAR PLAN.
SO...
I GUESS THE LAST THING I'D LIKE TO DO
AND THEN GET YOU OUT OF HERE--
WHEN I WAS TEACHING,
I WOULD ALWAYS ASK AT THE END OF EVERY CLASS--
EVERY CLASS-- IT JUST WAS STANDARD STOCK AND TRADE
TO EXPECT IT.
YOU KNOW, AS FACILITATORS,
WE HAD PLANS OF WHAT WE WANTED TO ACCOMPLISH,
BUT WHAT I KNOW IS PEOPLE LEARN A LOT OF THINGS
THAT HAVE NOTHING TO DO WITH WHAT WAS ON MY AGENDA
SPECIFICALLY.
THAT WAS IMPORTANT TO THEM, AS A RESULT
OF WHATEVER THE STIMULUS WAS OR WHAT HAPPENED IN THE CLASSROOM.
SO I WOULD ASK-- "WHAT DID YOU LEARN?"
AND SO, THAT'S MY QUESTION TO THIS GROUP,
IF ANYBODY WOULD VOLUNTEER.
JUST ONE THING THAT YOU WOULD TAKE OUT OF HERE TONIGHT
THAT YOU LEARNED AS A RESULT OF PARTICIPATING
IN THIS ACTIVITY.
OH, I CAN CALL ON YOU, TOMMY. (audience laughing)
>> I LEARNED, LIKE, YOU DON'T LIKE TO KEEP THINGS SIMPLE.
IT'S JUST LIKE THERE'S SO MANY INITIATIVES THAT YOU WANT
AND SO MUCH YOU WANT, AND SOME OF THE THINGS
LIKE TRYING TO FIND PEOPLE JOBS, TO ME,
I THINK YOU'RE JUST OVERREACHING AND OVERDOING IT,
AND JUST FOCUS ON WHAT YOU'RE SUPPOSED TO BE DO--
EDUCATE THE STUDENTS.
AND I THINK THAT WOULD BE BETTER.
AND ALSO, I WANT YOU TO-- FLORIDA PACIFIC--
I BROUGHT THIS UP TO OUR GROUP HERE.
IT'S ALL ABOUT JOBS.
I MEAN, POVERTY-- JOBS-- JOB CREATORS.
I WOULD HAVE THEM READ "ATLAS SHRUGGED."
FLORIDA PACIFIC-- THE COLLEGE DID, AND THAT'S MANDATORY,
BECAUSE WE NEED FREE ENTERPRISE.
>> THANK YOU.
SOMEONE ELSE?
WHAT DID YOU LEARN?
SEAN?
>> WELL, I THINK THE COLLEGE IS DOING A VERY GOOD JOB
WITH THE SITUATION,
BUT IT REALLY CAME HOME TO ROOST
AND I WAS AWARE OF THIS--
BUT IT BECAME EVEN MORE APPARENT THAT IT'S A CONTINUUM.
GRAND RAPIDS COMMUNITY COLLEGE RECEIVES STUDENTS
AND THEN HAS TO WORK WITH WHAT THEY HAVE.
THEY TAKE THOSE STUDENTS AND THEN PASS THEM ON
TO TOM OR WHOEVER AT THE FOUR-YEAR UNIVERSITY,
AND IT'S A CONTINUUM.
AND WE PROBABLY NEED TO, AS A COMMUNITY,
START CLOSING THOSE GAPS.
SO IT'S NOT-- THE FENCE ISN'T A BIG HIGH FENCE
THAT WE'RE JUST TOSSING THE KID OVER AS WE GO.
AND SO, I THINK THERE'S OPPORTUNITIES
FOR THE COMMUNITY COLLEGE TO REACH DOWN INTO THE CONTINUUM
AND HELP WITH THOSE STUDENT PREPARATION,
IF YOU WILL, IN HIGH SCHOOLS-- THEY COME FORWARD.
>> SOMEONE ELSE?
THANK YOU.
>> DO WANT TO SAY MY NAME, TOO? >> SURE, WHATEVER.
>> JOY (indistinct).
AND WHAT I WAS THRILLED TO HEAR ABOUT
WAS THE DIFFERENT SERVICE LEARNING OPPORTUNITIES
THAT ARE STARTING TO BE INTEGRATED
WITHIN MULTIPLE COURSES AND ACROSS DISCIPLINES,
SO THAT IT'S NOT JUST WITH NURSING OR CRIMINAL JUSTICE,
BUT IT'S WITH THE HISTORY DEPARTMENT,
OR CLASSES IN HISTORY DEPARTMENT,
OR CLASSES IN THE MUSIC DEPARTMENT,
CLASSES IN ART, ETCETERA.
THAT, TO ME, IS ABSOLUTELY FABULOUS,
OF GETTING THOSE STUDENTS OUT AND ACTUALLY INTERACTING
WITH THE COMMUNITY,
BECAUSE I THINK THAT CAN BE SOME OF YOUR BIGGEST P.R. AS WELL.
>> ANYBODY?
THANK YOU.
>> SO WHAT I TOOK AWAY-- I'M WITH UNITED WAY--
IS I HAVE AN OPPORTUNITY TO INTERACT WITH STEVE
ON SEVERAL DIFFERENT COMMUNITY PROJECTS,
AND I NOW HAVE AN APPRECIATION FOR THE HEAVY LIFTING
THAT THE COMMUNITY COLLEGE IS DOING,
AND THE COLLABORATIVE NATURE THAT IT ALREADY HAS.
AND THIS EXERCISE, FOR ME,
WAS A REAL EXPERIENCE OF TRANSPARENCY,
AND I TAKE THAT AWAY AS BOTH AN EXAMPLE
AND SOMETHING THAT I APPRECIATE, SO THANK YOU.
>> THANK YOU.
YES, SIR?
>> I HAVE TWO, REALLY.
ONE WAS THE FACT THAT 47% OF THE PEOPLE WHO COME HERE
AREN'T READY TO COME HERE,
AND THAT'S A SYSTEMIC PROBLEM THAT WE, AS A COMMUNITY,
NEED TO TAKE ON TO MAKE SURE THAT THEY ARE READY HERE,
SO THOSE RESOURCES-- ONCE THEY GET HERE--
AREN'T BEING REUSED OR WASTED TO PREPARE FOR THE FUTURE.
AND THEN THE SECOND IS THAT THE CULINARY PROGRAM
WAS RATED NUMBER ONE IN THE COMMUNITY PROGRAM
IN THE COUNTRY, AND I THINK THAT COMES BACK, TOO--
WE NEED TO MAKE THOSE THINGS KNOWN.
>> YES, TOM?
>> --IN TERMS OF COLLEGES,
BUT THERE IS NO OTHER COMMUNITY COLLEGE
AND THE ROLE IT PLAYS IN THIS COMMUNITY.
SO IT'S EXTREMELY IMPORTANT.
YOU HAVE HOPE, CALVIN, AQUINAS, GRAND VALLEY, WESTERN.
YOU DON'T HAVE-- THE GENTLEMAN EARLIER WHO SAID
WHEN YOU COME OUT OF SCHOOL, MAYBE HIGH SCHOOL,
YOU GOT YOUR DIPLOMA BUT YOU'RE NOT QUITE READY FOR THAT,
AND YOU COME HERE, THAT PLAYS A ROLE THAT MANY OTHER COLLEGES
WOULD SAY, "SORRY, YOU DON'T EVEN COME INTO THE DOOR,"
AND YOU CAN'T FORGET THAT PART OF IT.
>> HERE'S WHAT I LEARNED, AND THEN WE'LL CALL IT A NIGHT.
I'M HERE NOW MY FIFTH YEAR AND REALLY, IN MANY WAYS,
KAREN AND I HAVE FALLEN IN LOVE WITH THE COMMUNITY
AND WITH THIS COLLEGE.
AND PARTIALLY BECAUSE FOLKS LIKE YOU WILL COME OUT
AND SPEND THREE HOURS AND REALLY WORK HARD WITH US.
THAT'S A GIFT THIS COMMUNITY HAS,
AND I JUST WILL TELL YOU THAT THAT IS SOMETHING
THAT I TREASURE AS BEING PART OF THIS COMMUNITY.
WHAT I ALSO LEARNED IS THAT I NEED TO REALLY ALWAYS APPRECIATE
THE FACULTY AND STAFF THAT WE HAVE AT THIS INSTITUTION
BECAUSE TONIGHT, I AGAIN WAS--
ALL OF MY SENSES WERE, "WE HAVE THIS INCREDIBLY COMPLEX MISSION
"THAT WE ARE, IN MANY WAYS, CHARGED WITH."
YOU KNOW, "YOU CAN'T SPEAK ENGLISH?"
COME ON OVER.
"YOU WANT TO BE A PRE-MED STUDENT?"
COME ON OVER.
AND SO, WE WORK WITH THAT ENTIRE CONTINUUM,
SOMETIMES IN THE SAME CLASSROOM.
SO WE HAVE A FACULTY AND STAFF HERE,
AND I WILL TELL YOU THE LEADERSHIP TEAM HERE,
THAT IS THE BEST I'VE EVER BEEN AROUND.
AND THEY REALLY NEED TO BE, BECAUSE WE'RE WORKING,
I THINK, IN ONE OF THE MOST COMPLEX EDUCATIONAL ENVIRONMENTS
THAT ONE COULD FIND IN AN INSTITUTION,
AT TIMES RESPONDING TO--
WE'RE ALWAYS TRYING TO GET TO THE RIGHT SIDE OF THE CURVE.
RATHER THAN REACTING, WE'RE ACTUALLY PUSHING THE WAY
WE WANT TO PUSH.
IT'S A SLIPPERY SLOPE FOR US.
AND SO I CERTAINLY AM WALKING OUT OF HERE
WITH A DEEP APPRECIATION FOR THE FOLKS
THAT COME IN EVERY DAY AND DO GREAT WORK FOR THIS COMMUNITY,
AND YOU'RE PART OF THOSE FOLKS AND WE THANK YOU VERY MUCH.
HAVE A GOOD EVENING AND BE SAFE GETTING HOME.
THANK YOU.
(applause)
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