Grand Rapids

Community College

Strategic Planning

Continuous Improvement

Strategic Planning can enable the people of Grand Rapids Community College to decide what they really want to do together to develop a vision for the future and a plan for how to get there. All stakeholders - faculty and staff, Board of Trustees, students, and representatives of the community must join together in planning for the future.

Strategic planning can produce a better future for the College only if everyone participates and trusts the process and each other!

Last printed 11/27/00 10:06 AM

TABLE OF CONTENTS

Principles of Strategic Planning …………………………………………………………..3

1999-2000 GRCC Strategy Team …………………………………………………………4

Policy Governance/Organizational Learning Model……………………………………….5

Vision/Mission/Ends/Values……………………………………………………………….6

End 1: Developmental Education………………………………………………………….8

Indicators of Success

Environmental Analysis

Objectives and Strategies

End 2: Transfer & Articulation……………………………………………………………10

Indicators of Success

Environmental Analysis

Objectives and Strategies

End 3: Community Outreach……………………………………………………………..12

Indicators of Success

Environmental Analysis

Objectives and Strategies

End 4: Lifelong Learning………………………………………………………………...14

Indicators of Success

Environmental Analysis

Objectives and Strategies

End 5: Diversity…………………………………………………………………………..16

Indicators of Success

Environmental Analysis

Objectives and Strategies

End 6: Flexible Learning…………………………………………………………………18

Indicators of Success

Environmental Analysis

Objectives and Strategies

End 7: Workforce Development………………………………………………………….20

Indicators of Success

Environmental Analysis

Objectives and Strategies

End 8: Community Partnerships………………………………………………………….23

Indicators of Success

Environmental Analysis

Objectives and Strategies

GRCC Strategic Planning Milestones……………………………………………………25

Principles Used to Guide the Process

of College-Wide Strategic Planning

We desire to be a vibrant learning organization. A learning organization has the ability to organize its activities to create its desired future. (Senge)

The College will be different 5 years from now than it is today. We can choose to either let chance take us there, or work together to set realistic goals and action plans that move us toward our desired future.

Improvement happens when individuals and work groups decide to do something differently.

All staff must have the opportunity and the responsibility to participate in the planning for their individual work, department work and college wide.

The plan is not nearly as important as the planning process. What’s important is the dialogue about our desired future and mutually agreed upon efforts to move us there.

A plan that looks pretty, but only sits on the shelf is useless.

1999-2000 GRCC Strategy Team

Acevedo, Ivette	Nieves, Fatima
Alexander, Ann	Nowak, Terry
Andrews, Sandy	Owens, Kathleen
Antonakis, Nick	Payne, Tracy
Arnold, Chris	Piggot, Dave
Balyeat, Janice	Quinn, Karen
Bergin, Susan	Rowe, Mike
Brown, Granville	Roy, John (JR)
Burbridge, Gary	Roy, Pam
Burns, Peg	Rydman, Mike
Burt, Charles	Shea, Richard
Burt, Terri	Singleton, Cynthia
Chesla, Jim	Sosa, Ed
Cox, Martha	Smidt, Marilyn
Davis, Faye	Smith, Ken
Donnelly, Camille	Speolman, Linda
Douglas, Matt	Sullivan, Rick
Dye, David	Sutherlin, Joey
Dykstra, Karen	Vanderveen, Rick
Elston, Julie	VanOeveren, Don
Eluskie, Bob	Waite, George
Fortuna, Lorraine	Ward, Cedric
Fuller, Lavota	Weidenfeller, Ron
Heridia, Juan	Wells, Charlie
Hess, Julie	Whitley, Lisa
Higgins, Ron	Williams, Cedric
Hoxie, Tina	Wiltjer, Nan
Hurley, Todd	Winkart, Jerry
Jankowski, Judy	Zoellmer, Bill
Jarrell, Susan	Zomer, Fred
Keyes, Dan
Kienitz, Judith
Kobel, Pat	Steering Committee:
Mayfield, Audrey	Abid, Steve
Kramer, Christine	Boyer, Don
Myers, Tony	Champion, Mark
Natte, Carol	Conner, Frank
Lascari, Brenda	Keyes, Dan
Laureto, Pam	Kragt, Donna
Miller, Kathleen	Kurlandsky, Ruth
Long, Robert	Trepkowski, Patti
	Zawacki, Cami
Logistic support provided by: Institutional Research and Planning

Grand Rapids Community College

Policy Governance/

Organizational Learning Model

Vision

Grand Rapids Community College is a vibrant institution of higher education dedicated to enriching people’s lives and contributing to the vitality of the community.

Mission

Our mission is to provide the community with learning opportunities that enable people to meet their goals.

Ends

We fulfill our mission by accomplishing the following ends:

DEVELOPMENTAL EDUCATION

We prepare developmental students for college and/or work. All students are encouraged, supported, and given opportunities and the means to reach their goals within their own learning styles.

TRANSFER & ARTICULATION

We provide quality liberal arts and transfer programs that enable students to continue their education successfully at other institutions.

COMMUNITY OUTREACH

We serve the community as a quality educational resource providing leadership in response to the expressed needs of the community.

LIFELONG LEARNING

We assist persons who want to continue, renew, or enrich their learning throughout their lives.

DIVERSITY

We promote an understanding of diversity for all people in a quality, respectful, motivating environment.

FLEXIBLE LEARNING

We meet the needs of the community by providing flexible learning opportunities in a timely manner.

WORKFORCE DEVELOPMENT

Students achieve the skills necessary for success in the workplace, today, tomorrow and into the future.

COMMUNITY PARTNERSHIPS

We actively collaborate with the community through partnerships and services.

Values

As a college community working to support learners, we value:

· Our community of learners as the essence of our work

· Integrity, accountability, and responsible risk taking

· A high quality learning environment that is nurturing and challenging

· A working environment characterized by collaboration and shared responsibility for the whole

· Innovation and creativity

· Diversity and respect for all people

· Strong community connection

End 1. Developmental Education

We prepare developmental students for college and/or work. All students are encouraged, supported, and given opportunities to reach their goals within their own learning styles.

INDICATORS OF SUCCESS (How will we measure our progress?)

We will measure our progress toward this goal by tracking the following indicators:

· Success rates and student perceptions regarding college support services, instructional delivery systems and curriculum designed to assist developmental and/or under-prepared students.

· Graduation, retention, and transfer rates for students identified as developmental and/or under-prepared.

· Success in subsequent, related coursework for students who participate in programming aimed at developmental students.

· Satisfaction rates of those identified as developmental students as to the college’s assistance in preparing them for college level work and/or achieving individual goals.

ENVIRONMENTAL ANALYSIS

The ethnicity/racial make-up of the Grand Rapids (GR) area is increasing and becoming more diverse. Additionally, the unemployment rate for many sub-groups is increasing (in spite of overall low unemployment rate) while the number of professionals and white-collar workers is changing. All of this impacts the base of employable people in this area resulting in the need for GRCC to help increase the pool of employable people.

The number of low-income people in the GR area is on the rise. This impacts GRCCs tuition and payment policies.

The immigrant population in the GR area is increasing, making language barriers of greater concern in education, training, and the workplace.

The changing economy, as shown by industry sector and employment information, has resulted in GR area employers demanding more skills (e.g., use of technology, shift of responsibility) of the workforce. This impacts GRCCs assessment, skill development, and skill “up-grade” activities. In particular, there has been significant growth in the Healthcare/Life Sciences sector. There is an increased demand in skilled personnel, in this field, and the supply of appropriate people is lagging behind. This impacts GRCCs approach to developmental education in the sciences and related, required skills.

College enrollments, in this geographic area, have been growing at about 3%. GVSU has been experiencing growth significantly higher than this rate. Their requirements for enrollment are higher than GRCCs. This may impact the skill level—even lower than the past--of students entering GRCC.

OBJECTIVES AND STRATEGIES (What will we do to achieve our goal?)

Objective 1.1 Develop a system by which all students are placed in learning experiences that will

optimize their chances of being successful.

Strategies:

1.11 Provide and monitor comprehensive assessment of all students.

1.12 Require appropriate course placement based of assessment and enforce prerequisites.

1.13 Develop a college wide process to support students from recruitment to their goal attainment.

1.14 Develop a comprehensive program for students whose native language is not English (ESL).

1.15 Develop a comprehensive basic skills program for reading, writing and mathematics.

1.16 Develop and offer a broad range of courses to allow students to get the prerequisite skills to be successful.

Objective 1.2 Develop a means by which students have choices over the type of learning

experiences in which they can participate.

Strategies:

1.21 Develop and implement courses adapted to different learning styles.

1.22 Document and publish the different teaching styles of faculty to aid student choice.

1.23 Develop and implement courses/programs that use alternative methods of instruction.

1.24 Educate staff in how to identify and work with under-prepared students.

Objective 1.3 Develop a means by which students are offered the support services they need to be

successful.

Strategies:

1.31 Evaluate and ensure adequate resources required to provide timely individual attention to all students.

1.32 Establish required, innovative tutoring/supplemental learning services.

1.33 Establish a department or office for the coordination of developmental education services.

1.34 Develop awareness of GRCC academic requirements through linkages with high schools, employers, and students.

End 2. Transfer & Articulation

We provide quality liberal arts and transfer programs that enable students to continue their education successfully at other institutions.

INDICATORS OF SUCCESS (How will we measure our progress?)

We will measure our progress toward this goal by tracking the following indicators:

· Students acquire general education knowledge, skills and attitudes

· Students acquire discipline specific competencies

· Graduation, retention and transfer rates of students enrolled in transfer curricula

· The grade point average of GRCC transfers to 4 year Michigan colleges or universities compared with students native to that institution (for the top 5 transfer colleges)

· The number of colleges/universities with whom we have articulation agreements

· Satisfaction ratings of graduates or transfer students regarding transferability of credits, quality of academic advising experience, and overall educational experience at GRCC

· Program improvements resulting from an on-going cycle of systematic evaluation of transfer curriculum

ENVIRONMENTAL ANALYSIS

4 year colleges are not seeing transfer of associate degree students at the same level as in the past (A greater number of students are going directly to 4 year colleges – Western Michigan College enrollment is up 2.9% yet our enrollment is down).

Community colleges as a whole are not drawing students who complete transfer programs. 26% of community college students plan to transfer to 4 year colleges and 11% plan to graduate from community colleges with an associate degree.

There is a need to improve communications between community colleges and 4-year institutions because of fast changing curricula, new programs and changing degree requirements at 4-year colleges and universities.

Only 10% of our former students reported that they had someone from GRCC help them with transfer information, and 6% of our students stated they received help from staff to establish their educational goals. GRCC is not helping students prepare for life/time goals/needs.

The shift from credit to non-credit enrollment (EDJT grant project enrollment) may negatively impact transfer enrollment. (No data available yet)

OBJECTIVES AND STRATEGIES (What will we do to achieve our goal?)

Objective 2.1: Improve the process by which students can successfully transfer to other institutions of higher education.

Strategies:

2.11 Ensure that the college is in compliance with state and national policies and procedures around the transfer of credit.

2.12 Improve the process by which students learn and receive information about transfer institutions through effective academic advising.

2.13 Collaborate with four year institutions to develop additional articulation agreements.

2.14 Develop concurrent enrollment agreements with transfer institutions.

Objective 2.2 Develop a means by which the college’s curriculum is current and effective in both

content and teaching methodology.

Strategies:

2.21 Develop and implement a process including regular and consistent communications with four-year institutions for curriculum development and review including an annual review of articulation agreements on the course level.

2.22 Develop and implement a process for the evaluation of teaching and learning including continuous professional development and improvement.

End 3. Community Outreach

We serve the community as a quality educational resource providing leadership in response to the expressed needs of the community.

INDICATORS OF SUCCESS (How will we measure our progress?)

We will measure our progress toward this goal by tracking the following indicators:

· Demonstrated responsiveness to community needs

· Participation rate in the service area (number of adults in Kent county per 1000 who participate in either GRCC credit or non-credit activities)

· Number of students/hours/organizations involved in service learning projects

· Demonstrated leadership in community-based projects, initiatives, and organizations

ENVIRONMENTAL ANALYSIS:

Data shows that an array of factors will change the future roles, responsibilities and needs within the workforce of the greater Grand Rapids area. GRCC must monitor future employment trends and strive to increase awareness among area employers regarding the products and services that the college offers. GRCC is and can be an even greater resource and leader in regards to expressed needs of area employers.

Immigration and minority populations in Kent County are expected to dramatically increase with Hispanics and African Americans predicted to be the largest minority groups. GRCC must improve and expand its English as Second Language services and history/government offerings to these groups and strive to disclose what the needs of these special populations are and will be.

Number of single parent families is increasing in Kent County. Per capita incomes have increased, however, community members at the poverty level have also increased. GRCC must work in collaboration with other groups to develop support systems i.e. daycare, transportation, medical etc. and divulge the best way to meet the current and future needs to enhance self-sufficiency in our communities.

OBJECTIVES AND STRATEGIES (What will we do to meet our goal?)

Objective 3.1 Develop a means to insure that the community is knowledgeable about the College’s services, programs and resources.

Strategies:

3.11 Develop and implement a consistent internal and external comprehensive, strategic marketing plan that is responsive to community needs.

3.12 Increase the college’s participation at community functions and events.

3.13 Expand the college’s visibility in K –12 programs.

3.14 Expand the college’s visibility through responsiveness to private, non-profit, and governmental organizations.

Objective 3.2 Develop a means by which GRCC services and learning opportunities are provided throughout the community.

Strategies:

3.21 Develop diverse community-based information, registration, and service centers at private, non-profit and governmental sites.

3.22 Offer learning opportunities at multiple off site locations including schools, businesses, and neighborhood centers.

3.23 Provide alternative delivery options for learning opportunities being offered in the community (i.e. open-entry, open-exit, non credit, workshops, internet based, etc.)

3.24 Work in collaboration with students to address their issues and concerns.

Objective 3.3 Develop a means by which GRCC will provide equal services to day and evening students.

Objective 3.4 Develop a means that will ensure GRCC staff is kept informed and is able to communicate the message of the strategic marketing plan.

End 4. Lifelong Learning

We assist persons who want to continue, renew, or enrich their learning throughout their lives.

INDICATORS OF SUCCESS (How will we measure our progress?)

We will measure our progress toward this goal by tracking the following indicators:

· Participation rate in the service area (number of adults in Kent county per 1000 who participate in either GRCC credit or non-credit activities)

· The number of non-credit offerings as well as the number of people participating in them

· The number of people taking credit/non-credit courses at GRCC who already hold advanced degrees

· Reports of satisfaction and goal attainment for those taking credit or non-credit programming

· Reports of satisfaction regarding the support services available to learners

ENVIRONMENTAL ANALYSIS:

The population in Kent County is growing faster than that of the rest of Michigan, and Ottawa and Muskegon Counties are growing more rapidly than Kent County. While the birth rate for Kent and Ottawa Counties is increasing, the largest population growth is among those aged 50 and older. The minority population in Kent County is increasing faster than the non-minority population. Effective response to this growing and increasingly diverse population will include the development of additional methods of recruitment and needs assessment.

The average adult will change jobs and careers several times. Industries including science, health care, and services predict increased numbers of jobs. For all sectors, the rate of change in technology shows no sign of decreasing. These trends create opportunities for training and retraining for workers of all ages, as well as demands for flexibility in scheduling and delivery.

While total unemployment remains low in Grand Rapids and West Michigan, unemployment for some sub-groups has increased, and the percentage of Kent County residents living in poverty has increased. Community members at all economic levels will require flexible and creative funding of lifelong learning activities.

Competition, both for students and for grant dollars, has increased. To remain viable, GRCC will need to define its unique products, services, and markets.

OBJECTIVES AND STRATEGIES (What will we do to achieve our goal?)

Objective 4.1 Develop a means for community members to access non-degree seeking/personal enrichment learning opportunities.

Strategies:

4.11 Provide ongoing assessment of student and community needs regarding course offerings, location, time, and delivery.

4.12 Provide a variety of credit and non-credit courses and enrichment activities based on identifiable community needs/desires.

4.13 Provide classes/training that responds to both the community and the job market.

Objective 4.2 Develop a means for lifelong learners to have access to degree seeking or certification programs.

Strategies:

4.21 Develop and implement policy for awarding credit for alternative educational experiences.

4.22 Provide flexible and modular learning opportunities.

4.23 Provide equal access to support systems for lifelong learners.

Objective 4.4 Develop a system to support ongoing development of college personnel as life long learners.

Strategies:

4.31 Develop and implement an ongoing process of college personnel.

4.32 Provide leaves/release time, flexible hours, grants for professional development based on professional development plans for all college personnel.

4.33 Provide on-going training specific to the unique needs and demands of the life long learner for all personnel.

End 5: Diversity

We promote understanding of diversity for all people in a quality, respectful, and motivating environment.

INDICATORS OF SUCCESS (How will we measure our progress?)

We will measure our progress toward this goal by tracking the following indicators:

· Reports of satisfaction and number attending college planned/sponsored diversity events and/or training

· Graduation, retention, transfer, and goal attainment rates reported for selected subgroups of students

· Students and staff report that the college environment is safe and respectful of individual differences

· College staff and student characteristics reflect the diversity of the service area

· Number and severity of reported incidents of harassment, ethnic intimidation, gay bashing, etc.

· Participation rate in the service area (number of adults in Kent county per 1000 who participate in either GRCC credit or non-credit activities) shows we are serving a diverse population

ENVIRONMENTAL ANALYSIS:

Much of the data reflect changes that impact diversity patterns. To select the data most relevant to this end, first depends on our definition of diversity. GRCC defines this end broadly and from a socio-economic perspective.

Thus, data associated with legally-defined protected classes, i.e, race, ethnicity, age, gender, national origin, religion, handicapped, veterans status and sexual harassment indicates an increasing range of diversity within these categories. The concept of minorities will be replaced with greater #’s and types of minorities in our population and in our workforce.

In addition, using a broad-based definition of diversity, other relevant data forecasts continuous fluctuations. These fluctuating data, also relevant to the diversity end, include forecasted changes in: unemployment, single parents, immigrants, educational preparation, attainment, and goals, changing workforce skills and workplace needs, income levels, and technology. These data suggest that such factors will be continuously changing; further challenging our ability to meet this end. Thus, planning strategies pertaining to this end should include continuous assessment and reevaluation activities of organizational systems established to achieve this end.

As we seek to provide a learning environment for all individuals, we recognize that the data indicates increasing diversity will be present in the organization. Through our systems and policies, we must ensure that an inclusive environment exists. Thus, multiple forms of respect, acceptance, awareness and institutional accountability must become major components of our diversity initiatives.

OBJECTIVES AND STRATEGIES (What will we do to achieve our goal?)

Objective 5.1 Develop a means by which a diverse population of students are recruited and retained.

Strategies:

5.11 Develop and implement a recruitment strategy to bring minority students to the college.

5.12 Ensure availability of individualized contacts and support services, including mentoring opportunities for under represented groups.

5.13 Provide alternative learning opportunities geared specifically to meet the needs of a diverse population.

5.14 Establish a diversity learning center to proactively support cultural and social differences among students.

Objective 5.2 Develop a means by which the college recruits and retains a diverse staff at all levels of the institution.

Strategies

5.21 Develop and implement a recruitment strategy to bring increased proportions of qualified minority staff to the college.

5.22 Actively promote as part of our employment and promotion practices the college’s commitment to support inclusiveness and diversity.

5.23 Develop and implement a career advancement program to effectively promote a diverse staff.

5.24 By respecting and encouraging differences, professional development opportunities will be available to all staff.

5.25 Provide training for all staff who supervise to ensure they understand, promote and help achieve the College diversity end.

Objective 5.3 Develop a means by which the college understands, accepts, supports, and advances diversity in all forms.

Strategies

5.31 Formalize and implement institutional policies and practices on diversity.

5.32 Formalize and implement on-going diversity training for staff and students.

5.33 Create expectations and awareness among all staff to support the college’s commitment to a diverse culture.

End 6. Flexible Learning

We meet the needs of the community by providing flexible learning opportunities in a timely manner.

INDICATORS OF SUCCESS (How will we measure our progress?)

· Course scheduling directly tied to student needs/wishes regarding time availability and location

· Satisfaction ratings and goal attainment of those enrolled in non traditional instructional formats and schedules

· Number/quality of professional development opportunities provided to staff to develop innovative instructional formats

· Number of courses offered using non-traditional instructional formats increases

ENVIRONMENTAL ANALYSIS

The data show that many current trends will affect the GRCC community and its student population. The data also point out that the college must continue to watch for new trends and to be flexible.

GRCC students face a growing dilemma of how to divide their time among work and school and family. The college can help by offering flexible learning opportunities that will ease increasing time and location constraints facing students. In addition, GRCC can find more flexible ways of offering course content through continued growth in knowledge about how individuals and groups best learn.

The college must consider the growth in single parent families and growth in minority populations as it monitors its community and the world and adapts. Diverse and growing immigrant populations will need the support of a comprehensive English as a second language program that can prepare their students for training in skilled occupations or for college studies.

In addition, changing workforce needs will challenge to the college is to assess continuously and to adapt quickly to current, real trends in community, industry, and commerce.

OBJECTIVES AND STRATEGIES (What will we do to achieve our goals?)

Objective 6.1 Develop a means by which students have multiple options in when, where, and how learning opportunities are experienced.

Strategies

6.11 Develop and implement a continuous process to determine what student, industry, and community scheduling needs are.

6.12 Develop and implement non-traditional instruction delivery methods (may include internet classes, telecourses, two-way interactive classes, computer mediated learning, etc.).

6.13 Develop and implement a variable schedule for where classes are taught (may include off campus, industry sites, neighborhood sites, community agencies, or home).

6.14 Develop and implement alternative scheduling times (may include open-entry, open-exit, variable start times, variable start/end dates, modules, patterns, and blocks).

Objective 6.2 Develop a means by which support services are available to assist students and faculty engaged in flexible learning opportunities.

Strategies

6.21 Provide training to faculty on the delivery of alternative learning options.

6.22 Provide faculty the resources and support services needed to support expanded flexible learning opportunities to increase student success.

6.23 Expand support services needed to match flexible learning options and increase students’ probability of success.

6.24 Develop staff incentives to stay abreast of current knowledge about learning and learning styles.

End 7. Workforce Development

GRCC students achieve the skills necessary for success in the workplace, today, tomorrow and into the future.

INDICATORS OF SUCCESS (How will we measure our progress?)

We will measure our progress toward this goal by tracking the following indicators:

· The percentage of occupational graduates who are employed in their field or continuing their education one year after graduation including wage rates

· Licensure, certification and registry exam pass rates

· Graduation, retention, transfer, and goal attainment rates for occupational students

· Client/employer assessment of programs and services regarding workforce development (including both credit and customized programming)

· Region employers perceptions about the quality and reputation of GRCC workforce development programs

· The number of employers served/students participating in customized training and/or credit courses offered at employers location

· Program improvements resulting from an on-going cycle of systematic evaluation of work force curriculum

ENVIRONMENTAL ANALYSIS:

The populations of Kent and Ottawa Counties have increased over the past 10 years and will continue to increase in the future. Ottawa County is growing at a faster pace than Kent County. Since most growth in Kent County is occurring outside of the city of Grand Rapids, GRCC should make efforts to recruit and reach students throughout all areas of the county.

Over the long-term, the age of residents in Kent County will increase in the age categories of 0-34 and 50 to infinity. The increase at the 50+ group is directly related to aging baby-boomers and an expected increase in longevity. This age group presents opportunities for training and retraining especially as older residents start to work longer (beyond 60-75.) At the same time, GRCC must make its offerings current and attractive to a group of learners who have never known a world without a computer.

In Kent and Ottawa counties, the percentage of "minority" people groups will continue to increase into 2020. The Hispanic population will double and the Asian population will triple through 2020. Language barriers will increase and may require more ESL offerings in order to recruit and retain such students. The trend of increased immigration into both counties compounds this challenge.

The income of Kent County residents has risen, but so has the percentage of residents considered at the poverty level. GRCC must develop strategies that will recruit and retain economically disadvantaged residents that also may have an increased need for support. An increase in the number of single parent families was identified and this group may have similar needs regardless of economic status.

Regarding jobs, the data indicates that although still heavily reliant on manufacturing as a source of jobs, there has been diversification of the products produced in the Greater Grand Rapids Area (GGRA.) Also there has been a distinct shift from manufacturing to a service economy. The Healthcare industry is a true dichotomy, on one hand growing in this area due an aging population and on the other hand administratively in chaos due to changes in the reimbursement systems. There are decreased waiting lists for such popular programs as ADN, LPN, RT's. A political thrust to create a Health Sciences Corridor in MI has Grand Rapids poised to take advantage of these new opportunities (Van Andel Research Institute, Calkin's Science Building and the growth of Spectrum Health Care.)

Competition for students in region has increased over the past 10 years. Many for-profit schools as well as private training companies have made their presence known in the area of workforce training. Many institutions are vying for and obtaining workforce-training dollars including non-profit agencies.

OBJECTIVES AND STRATEGIES (What will we do to achieve our goal?)

Objective 7.1 Develop a means by which faculty/trainers can remain current in occupational

content and teaching methodology.

Strategies

7.11 Develop partnerships with the business community that will allow faculty/trainers to enhance their skills in occupational content in order to remain current and maintain quality.

7.12 Provide professional development for faculty/trainer development of instructional teaching methodologies.

7.13 Provide an environment of support for instructional creativity and innovation by specific resources (i.e. staff, faculty release, equipment/technology, etc.)

Objective 7.2 Develop a means by which the college’s curriculum is current in occupational areas.

Strategies

7.21 Develop partnerships with business and industry that employ our graduates to assess workforce needs.

7.22 Develop and implement a process for curriculum development and review.

7.23 Develop and implement a process for the assessment and evaluation of teaching and learning.

7.24 Collect business and industry input for continuous improvement of programs.

Objective 7.3 Develop a means by which students have multiple options in how learning

experiences are offered.

Strategies

7.31 Develop contextualized liberal-arts classes for occupational education students.

7.32 Offer traditional classes in smaller, modularized blocks (i.e. students can take classes in one credit blocks)

7.33 Start some classes on a staggered or dynamic schedule (OE/OE, year round schedule, etc.)

7.34 Develop more alternative delivery options for classes (on-line, distance learning, etc.)

7.35 Connect current GRCC activities with easy paths for students.

Objective 7.4 Develop a means by which employers are recruited, communicated with, and organized to insure quality learning and employment opportunities.

End 8: Community Partnerships

We actively collaborate with the community through partnerships and services.

INDICATORS OF SUCCESS (How will we measure our progress?)

We will measure our progress toward this goal by tracking the following indicators:

· Number of community organizations who report having a mutually beneficial partnering relationship with GRCC

· Number of high schools with whom we have documented processes for articulating credit

ENVIRONMENTAL ANALYSIS:

The environmental scan data on employment supports our continued and enhanced partnerships with employers, especially in the manufacturing, service, and health care areas. The need for convenient training for employed adults suggests we should partner with workplaces to provide learning experiences conveniently in the workplace or by distance education. Increases in the number of people in poverty, of older adults, of diverse people (especially Asian and Hispanic) support partnerships with groups that work with these populations ( GRPS, City of Grand Rapids, not-for-profits, neighborhood groups, KISD).

The increase in the population of Allegan and Ottawa counties supports partnerships in those communities. The numbers suggest enrollment of those populations should increase at GRCC. We should partner to secure funding and to meet the educational needs of these populations.

OBJECTIVES AND STRATEGIES (What will we do to achieve our goal?)

Objective 8.1 Develop a means to create and maintain a variety of mutually beneficial community

partnerships.

Strategies:

8.11 Centralize, expand and enhance our relationship with K-12 schools including coordinating curriculum and assessment toward articulation of credit.

8.12 Establish a coordinated system for community partnerships including internal advisory boards, evaluations, and increased and expanded staff capacity to form partnerships.

8.13 Expand and enhance our relationships with the business and industry community.

8.14 Expand and enhance our relationships with the health organizations.

8.15 Expand and enhance our relationships with the scientific research community.

8.16 Expand and enhance our relationships with non-profits and governmental agencies.

8.17 Expand and enhance our use of advisory boards for curriculum development.

Objective 8.2 Develop a means to place students in the community in both a service and educative

experience.

8.21 Expand and enhance service learning (volunteer) opportunities for students.

8.22 Expand and enhance internship opportunities for students.

1998

Strategic Conversation #9: Education & Diversity (October)

1999

2000

2000-01 Strategy Team meets to review implementation progress (October)

Cabinet Retreat to Review Strategic Plan (February)

GRCC Strategic Planning Milestones