Master Academic and Student Affairs Plan 2014-2018 · can teach and support student learning, and how all academic and student services can work together to increase student success

MASTER ACADEMIC AND

STUDENT AFFAIRS PLAN

2014-2018

Access, Quality Programming and Services, and

Success

Revision date: 9/23/2014

1

Hennepin Technical College

Master Academic and Student Affairs

Plan 2014-2018

Access, Quality Programming and Services, and Success

INTRODUCTION The Hennepin Technical College (HTC) Master Academic and Student Affairs’ Plan, prepared

with the participation of faculty and staff of the College, describe the instructional and student

service priorities of the College for the next five years. The plan provides a framework for

informed decision-making and resource allocation in instruction and student service areas of the

College.

This plan aligns with and supports the Strategic Directions and Goals of the College’s Strategic

Plan, as well as the Core Commitments of the Minnesota State Colleges and Universities

(MnSCU) system Strategic Framework along with the Recommendations of Charting the Future

for a Prosperous Minnesota document and the Academic Quality Improvement Program (AQIP)

of the Higher Learning Commission. As the College seeks the Baldrige award for excellence, this

alignment is included in the Master Academic and Student Affairs’ plan. This plan is intended

to serve several purposes:

• To establish priority initiatives that enhance and expand instruction, student learning,

and services

• To align work and resources across the College with the priority of student learning as

the College’s central purpose

• To provide a focus for planning and integration between the College’s divisions of

academic and student services

• To guide other units of the College to develop plans that support the achievement of the

Master Academic and Student Affairs’ plan

• To sustain ongoing assessment, accountability, and continuous improvement measures

that will guide all future decisions affecting student learning at every level throughout

the College

• To provide added information for developing the College’s budget, maintaining financial

sustainability, and efficiencies in academic and student affairs.

• To cultivate a climate that supports education for employment and advancement

The theme of the Master Academic and Student Affairs’ plan is Student Success, which is in

alignment with the College’s institutional performance metrics. Hennepin Technical College is

committed to helping students develop and successfully attain their academic goals.


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COLLEGE MISSION AND VISION

The Master Academic and Student Affairs’ Plan grows out of the Mission and Vision of the

College, which emphasizes the College’s commitment to excellence, quality and innovation

within the field of career and technical education. For that reason, the goals of the plan largely

focus on the development of the institution, the enhancement of current services, and

engagement with growth opportunities around the strategic direction of the institution, industry

needs, and interests of prospective students.

The Mission of Hennepin Technical College is to provide excellence in career and technical

education for employment and advancement in an ever-changing global environment.

The Vision of Hennepin Technical College is embracing quality and innovation in career and

technical education, workforce development and lifelong learning.

COLLEGE LEARNER OUTCOMES AND VALUES The College Learner Outcomes and Values define the results the Master Academic and Student

Affairs’ Plan seeks to strengthen which include competencies in communication, critical

thinking, information and technological literacy, and mathematical and scientific reasoning.

Additionally, they reflect essential skills necessary for success in employment and as such are

integrated into all programs and disciplines.

HTC Learner Outcome Areas • Oral and Written Communication

• Critical Thinking and Problem Solving

• Information and Technological Literacy

• Mathematical and Scientific Reasoning

HTC Learner Values • Professionalism

• Diversity, Inclusion and Global Awareness

• Safety and Environmental Responsibility

• Leadership and Self-Direction

• Creativity and Innovation

• Ethical and Social Responsibility

THE FOLLOWING TABLE PROVIDES A CROSSWALK OF THE MASTER ACADEMIC AND

STUDENT AFFAIRS PLAN’S GOALS WITH THE CORE COMMITMENTS OF THE MNSCU

STRATEGIC FRAMEWORK AND RECOMMENDATIONS OF CHARTING THE FUTURE FOR

A PROSPEROUS MINNESOTA, THE AQIP CATEGORIES, THE BALDRIGE CRITERIA,

AND THE STRATEGIC DIRECTIONS AND GOALS OF HTC’S STRATEGIC PLAN


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Alignment of the Master Academic and Student Affairs Plan with

MnSCU Core Commitments and Recommendations of Charting the Future for a

Prosperous Minnesota, AQIP, Baldrige and HTC Strategic Plan

MnSCU Core Commitments of the Strategic Framework; Recommendations of Charting the Future for a

Prosperous Minnesota

Categories

HTC Strategic Plan -

Strategic Directions and Goals

Master Academic and

Student Affairs Plan Goals

Core Commitment Recommendations AQIP Baldrige

Ensure access to an

extraordinary

education for all

Minnesotans

Dramatically increase the success

of all learners, especially those in

diverse populations traditionally

underserved by higher education

Work together under new models

to be the preferred provider of

comprehensive workplace

solutions through programs and

services that build employee

skills and solve real-world

problems for communities and

businesses across the state

Develop a collaborative and

coordinated academic planning

process that advances

affordability, transferability, and

access to our programs and

services across the state

Redesign our financial and

administrative models to reward

collaboration, drive efficiencies,

and strengthen our ability to

provide access to an extraordinary

education for all Minnesotans

Helping Students Learn

Meeting Student and Other

Key Stakeholder Needs

Quality Overview

Customer Focus

Workforce Focus

Results

Support access to an

extraordinary education

through comprehensive

academic and student

services that promote

student engagement and

success

Provide access to an

extraordinary education to

ensure success and

engagement of students

Quality Overview

Meeting Student and

Other Key Stakeholder

needs

Knowledge Management

and Resource

Stewardship

Strategic Planning

Measurement, Analysis &

Knowledge

Operations Focus

Results

Develop and measure

innovation and excellence in

programming, services,

technology, operations and

marketing

Incorporate strategic

enrollment management

planning into Academic

and Student Affairs’

operations and future

development


4

MnSCU Core Commitments of the Strategic Framework; Recommendations of Charting the Future for a

Prosperous Minnesota

Categories

HTC Strategic Plan -

Strategic Directions and Goals

Master Academic and

Student Affairs Plan Goals

Core Commitment Recommendations AQIP Baldrige

Be the partner of

choice to meet

Minnesota’s

workforce and

community needs

Certify student competencies and

capabilities, expand pathways to

accelerate degree completion

through Credit for Prior learning,

and foster the award of

competency-based credit and

degrees

Work together under new models

to be the preferred provider of

comprehensive workplace

solutions through programs and

services that build employee

skills and solve real-world

problems for communities and

businesses across the state

Helping Students Learn


Key Stakeholder needs

Knowledge Management

and Resource

Stewardship

Quality Overview

Leadership

Strategic Planning

Customer Focus

Measurement, Analysis

and Knowledge

Workforce Focus

Results

Develop and measure

innovation and excellence in

programming, services,

technology, operations and

marketing

Develop and nurture

intentional, strategic and

vibrant partnerships

Assure continuous quality

improvement of academic

and student programs

Deliver to students,

employers,

communities and

taxpayers the highest

value,/ most affordable

option

Expand the innovative use of

technology to deliver high quality

online courses, strengthen

classroom instruction and student

services, and provide more

individualized learning and

advising


Key Stakeholder needs

Planning and Leading

Quality Overview

Valuing Employees

Leadership

Strategic Planning

Customer Focus

Measurement, Analysis &

Knowledge

Operation Focus

Results

Intentionally develop

critical infrastructure to

support continuous quality

improvement

Provide a working

environment that promotes

engagement, leadership

development, advancement

and retention of all

employees

Strengthen academic and

student affairs’ team and

infrastructure to promote

success of each College

stakeholder


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ENVIRONMENTAL SCAN

Trends in Higher Education

The College’s Master Academic and Student Affairs’ Plan relies on data reflecting trends in higher

education as a state system but most critical to this plan are the data the College collects. The Office of

Institutional Research at the College prepares key documents which provide specific metrics as a

foundation for this plan consisting of HTC at a Glance, HTC Fact Book, and Program Profiles. The

College utilizes a comprehensive Program Advancement Department and Discipline process which

ensures all aspects of program, discipline information, and data are documented, reviewed, and applied

to areas of improvement and program development. Data guide the decision-making process and

assessment of initiatives.

The College is facing an overall enrollment decline in terms of full year equivalencies (FYE); however

more students are attending on a part time basis. Student services are impacted by this net enrollment

intensity. Students of color at the College have increased 2% a year since fall 2009. In addition the

number of Pell-eligible students has doubled since fall 2008 during a time when Pell-eligible

requirements were becoming stricter. These trends and others speak to the challenges of retention and

completion. MnSCU’s document, Charting the Future for a Prosperous Minnesota (approved by the

Board of Trustees, November 2013) identifies challenges and opportunities to fulfill our commitments

to the stakeholders we serve.

Opportunities:

Seeking and securing new sources of revenue to address the State and Federal funding shifts

Responding to the increasing competition that affects enrollments in our degree programs,

customized training, and continuing education through new program development and

implementation in addition to strengthening current offerings

Responding to the increasing competition that affects enrollments in our degree programs,

customized training, and continuing education through new program development and

implementation in addition to strengthening current offerings

Strategically positioning the College to serve the fastest growing communities within the Twin

Cities metropolitan area

Supporting the learning needs of an increasingly diverse student demographic

Applying changes in technology to create new opportunities for how students learn, how faculty

can teach and support student learning, and how all academic and student services can work

together to increase student success

Collaborating with MnSCU colleges and universities to serve students attending multiple

campuses

Responding to the changing nature of work by preparing graduates for jobs and careers of the

future.

Committing to the growing need to demonstrate the capabilities of our graduates

The Master Academic and Student Affairs’ plan provides the foundation and structure to address

opportunities on behalf of the College’s stakeholders.

Demographic Trends in the College’s Communities

The Master Academic and Student Affairs’ Plan has benefited from an analysis of general demographic

trends in the communities where HTC has campuses. The Environmental Scan guides the College’s

programming to identify and to meet the workforce needs of the communities served by HTC. The top 5


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counties served by HTC include Hennepin, Scott, Carver, Anoka and Dakota. It is noteworthy that

Scott and Carver counties have shown a 49% and 33.3% increase respectively in population growth in

the past 12 years. The College is strategically positioned to serve these fastest growing communities.

Hennepin Technical College serves a growing, increasingly diverse region.

All counties in the HTC service area have seen growth in their population between 2000 and 2012, with

particularly strong growth in Scott, Wright, Carver, and Sherburne counties.

Table 1. Population Estimates

Area

Counties 20

00

20

01

20

02

20

03

20

04

20

05

20

06

20

07

20

08

20

09

20

10

20

11

20

12

20

00

-

20

12

ch

an

ge

20

00

-

20

12

percen

t

ch

an

ge

Anoka

298,0

84

302,2

71

308,1

71

313,1

97

316,8

30

326,3

93

328,6

14

331,2

46

332,7

51

335,3

08

330,8

44

334,0

53

336,7

48

38,6

64

13.0%

Carver

70,2

05

73,3

05

75,3

12

78,4

44

81,6

18

85,2

04

86,2

36

88,3

84

89,6

15

91,2

28

91,0

42

92,1

04

93,5

84

23,3

79

33.3%

Hennepin

1,1

16,2

00

1,1

23,4

20

1,1

30,8

80

1,1

39,8

37

1,1

44,0

37

1,1

50,9

12

1,1

52,5

08

1,1

57,2

83

1,1

69,1

51

1,1

68,9

83

1,1

52,4

25

1,1

63,0

60

1,1

80,1

38

63,9

38

5.7%

Scott

89,4

98

94,8

38

99,4

88

105,1

96

112,6

23

115,9

97

119,6

46

123,7

35

128,5

00

130,9

53

129,9

28

131,5

56

133,3

26

43,8

28

49.0%

Sherburne

64,4

17

68,1

77

71,5

37

74,7

63

79,0

30

82,2

46

85,0

25

86,3

08

87,8

94

88,1

22

88,4

99

88,9

54

89,4

57

25,0

40

38.9%

Wright

89,9

86

94,4

96

98,4

10

103,0

10

106,7

34

110,8

36

114,8

06

116,7

80

119,3

35

120,6

84

124,7

00

126,0

33

127,1

33

37,1

47

41.3%

Subtotal Service Area

1,7

28,3

90

1,7

56,5

07

1,7

83,7

98

1,8

14,4

47

1,8

40,8

72

1,8

71,5

88

1,8

86,8

35

1,9

03,7

36

1,9

27,2

46

1,9

35,2

78

1,9

17,4

38

1,9

35,7

60

1,9

60,3

86

231,9

96

13.4%

Minnesota

4,9

19,4

79

4,9

77,9

76

5,0

33,6

61

5,0

88,0

06

5,1

45,1

06

5,2

05,0

91

5,2

31,1

06

5,2

63,4

93

5,2

87,9

76

5,3

00,9

42

5,3

03,9

25

5,3

32,2

46

5,3

68,9

72

449,4

93

9.1%

Source: State Demographic Center


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Table 2. Industries with Highest Job Growth in the Twin Cities, 2010-2012

Industries (NAICS) Average

Employment 2010

Average Employment

2012

Change 2010–2012

Percent Growth

2010–2012

Average Annual

Wage 2012

Administrative and Support Services (561)

86,367 93,811 7,444 8.6% $32,656

Food Services and Drinking Places (722)

104,993 110,367 5,374 5.1% $16,484

Professional, Scientific, and Technical Services (541)

96,259 100,999 4,740 4.9% $84,708

Ambulatory Health Care Services (621)

66,606 70,970 4,364 6.6% $66,196

Management of Companies and Enterprises (551)

62,459 66,352 3,893 6.2% $116,532

Hospitals (622) 51,526 55,127 3,601 7.0% $60,632

Real Estate (531) 21,889 25,359 3,470 15.9% $58,656

Specialty Trade Contractors (238)

31,182 34,617 3,435 11.0% $58,708

Nursing and Residential Care Facilities (623)

44,569 46,539 1,970 4.4% $25,220

Fabricated Metal Product Manufacturing (332)

21,443 23,412 1,969 9.2% $59,020

Amusement, Gambling, and Recreation Industries (713)

16,773 18,505 1,732 10.3% $18,980

Social Assistance (624) 46,778 48,220 1,442 3.1% $22,412

Machinery Manufacturing (333)

15,623 17,047 1,424 9.1% $71,552

Merchant Wholesalers, Durable Goods (423)

39,811 41,095 1,284 3.2% $71,500

Educational Services (611) 32,286 33,491 1,205 3.7% $38,948

Data are private sector only.

Source: DEED, Labor Market Information Office, Quarterly Census of Employment & Wages (QCEW)


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Table 3. Employment Projections by Occupational Group in the Twin Cities, 2010 to 2020

Occupation (SOC) 2020

Projected Employment

Annual Percent

Employment Growth

Annual New Job Growth

Annual Number

Replacement Openings

Annual Total

Openings

Management (11) 120,025 0.7% 802 2,460 3,262

Business and Financial Operations (13)

136,735 1.4% 1,627 2,462 4,089

Computer and Mathematical (15)

76,601 1.3% 895 1,230 2,125

Architecture and Engineering (17)

37,522 0.8% 269 778 1,047

Life, Physical, and social Science (19)

17,522 1.5% 223 433 656

Community and Social Service (21)

38,731 1.8% 582 701 1,283

Legal (23) 16,371 0.7% 106 268 374

Education, Training, and Library (25)

98,819 1.0% 916 1,988 2,904

Arts, Design, Entertainment, Sports, and Media (27)

38,167 0.8% 295 949 1,244

Healthcare Practitioners and Technical (29)

106,751 2.5% 2,097 1,723 3,820

Healthcare Support (31) 60,914 3.0% 1,407 662 2,069

Protective Service (33) 30,423 0.5% 154 883 1,037

Food Preparation and Serving Related (35)

132,094 0.8% 986 4,395 5,381

Building & Grounds Cleaning and Maintenance (37)

60,649 1.0% 543 988 1,531

Personal Care and Service (39) 99,030 3.1% 2,369 1,545 3,914

Sales and Related (41) 193,231 1.0% 1,712 5,234 6,946

Office and Administrative Support (43)

280,474 0.7% 1,746 5,771 7,517

Construction and Extraction (47)

62,240 2.6% 1,275 1,094 2,369

Installation, Maintenance, and Repair (49)

53,029 1.2% 552 1,075 1,627

Production (51) 115,147 0.5% 549 2,141 2,690

Transportation and Material Moving (53)

103,785 1.2% 1,078 2,317 3,395

TOTAL, all operations 1,882,072 1.2% 20,206 39,205 59,411

Source: DEED, Labor Market Information Office, Employment Projections, 2010-2020


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Diversity of the counties has also increased as the population has changed reflecting national trends

and continues to grow in the communities on the western perimeter of the Twin Cities metropolitan

area. Again it is important to note the increasing diversity of both Scott and Carver counties.

County Hennepin Scott Carver Anoka Dakota

Census Year 2000 2010 2000 2010 2000 2010 2000 2010 2000 2010

White 80.5 74.4 93.6 88.3 95.9 94 93.6 88.3 91.4 87.4

Black 9.0 11.8 .9 2.8 .6 1.4 1.6 4.5 2.3 4.9

American

Indian/Alaska

Native

1.0 .9 .8 1.0 .2 .3 .7 .8 .4 .5

Asian 4.8 6.2 2.2 5.9 1.6 2.8 1.7 4.0 2.9 4.6

Hispanic 4.1 6.7 2.7 4.6 2.6 4.0 1.7 3.8 2.9 6.1

HTC serves a region characterized by declining unemployment.

Employment data from the seven-county metro-area informs HTC’s planning process. According to The

Minnesota Department of Employment and Economic Development (DEED), combined unemployment

in the seven-county metro area as of February 2014 is 5% and within the top 5 counties served is:

County Hennepin Scott Carver Anoka Dakota

Unemployment 2/2013 4.9% 5.6% 5.6% 5.9% 5.2%

Unemployment 8/2013 4.8% 4.4% 4.3% 4.8% 4.5%

Unemployment 2/2014 4.5% 5.0% 5.0% 5.4% 4.9%

While overall unemployment rates for the population remain low, there are some important trends:

1. Large number of long-term unemployed individuals – the number of Minnesotans unemployed

for 27 weeks or more averaged 54,600 in 2012, representing 1/3 of all unemployed workers.

2. Evidence of a racial disparity in unemployment – in 2012, the black unemployment rate in

Minnesota was two times higher than the white unemployment rate.

3. Difficulty faced by teens and young adults in finding employment – unemployment rate for

teens (age 16 to 19) was 18.6% in Minnesota in 2012, the highest among any age category.

HTC prepares students for Minnesota’s growing industries.

Minnesota DEED provides 10-year employment projections by industry sector within the seven-county

Twin Cities area. Many of the fastest growing industry sectors between 2010 and 2020 are served by

one or more HTC academic programs as identified in the table below. The Bureau of Labor and

Statistics state occupations that require postsecondary education for entry are expected on average to

grow faster than occupations that require high school diploma or less.


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Industry Sectors HTC Programs serving

Industry Sectors

Home Health Care Services (88%)

Nursing Assistant, Practical Nursing

Community Care Facilities for the Elderly (68%)

Medical office, Dental Assistant, Medical Assistant,

Pharmacology Technician, Nursing Station

Technician, Health Unit Coordinator, Culinary Arts

Educational Support Services (60%)

Child Development

Building Foundation / Exterior Contractors (50%)

Architectural Technology, HVAC, Woodworking

Technology, Carpentry, Welding and Metal

Fabrication, Landscaping

Health Practitioner Office Workers (50%)

Medical Office

Commercial Machinery Repair and Maintenance (24%)

Med/Heavy Truck Repair, Marine Motorsport,

Outdoor Power Equipment, Auto Body, Auto

Technician

Manufacturing (23%) * Auto Robotic s, Machine Tool Technology, Plastics

Engineering Technology, Quality Assurance

*Only a few subsectors of manufacturing are growing; it would be incorrect to say manufacturing is

projected to expand at a rate of 23%. It would be more accurate to state this is approximately 10%

across the entire sector.

Given these statistics, it is clear that HTC must focus its efforts on programming and training to

provide students with the skills needed for the 21st Century economy including the ability to continue

to learn new skills.

In response to Governor Dayton’s call to better align post-secondary education and workforce training

with the jobs of the future, Minnesota State Colleges and Universities (MnSCU), the Minnesota

Chamber of Commerce, and the Minnesota Department of Employment and Economic Development

(DEED) created a joint Workforce Assessment initiative to address the state’s growing skills gap.

Beginning in April, 2012, these three organizations hosted 44 different listening sessions across the

state with employers in seven different industry segments. Some of the top workplace skills employers

identified as being in current or future demand include:

Leadership and project management skills, with the ability to apply those skills in a team

context

Stronger critical-thinking and problem-solving skills to apply technical information to real life

situations

Strong multi-tasking and time-management abilities

Adaptability

Interpersonal communication and conflict resolution

Motivated, trainable, and willing to engage in lifelong learning

HTC’s Learner Outcomes and Learner Values are consistent with these identified workplace skills and

are integrated throughout programs and tied to individual courses. These skills are assessed through a

variety of approaches to reinforce application throughout student learning.


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Furthermore, HTC has a significant impact on the community it serves. As stated in the executive

summary from Wilder Research, February 2013, The Economic Impact of Hennepin Technical College:

“Hennepin Technical College generates an annual economic impact of $288 million from its operations in

the Twin Cities. Based on the Twin Cities metro economy of $190.7 billion, this means that for every

$1,000 produced in the Twin Cities metro area, $15 are directly or indirectly related to Hennepin

Technical College. The direct impact of the college in 2011 was $169 million, while the indirect impact in

other industries was $119 million.”

Similarly, during 2011 the College and its students generated an estimated 2,816 jobs in the Twin

Cities. These jobs included an estimated 1,984 direct jobs and 832 additional indirect jobs, created by

vendors, contractors, and businesses supplying input to the College and its students.

Additionally, by educating its students, Hennepin Technical College enhances the productivity of both

public and private organizations in Minnesota. Only considering the 663 Associate degrees awarded by

Hennepin Technical College in 2011, this is equivalent to $62.1 million of future value created in the

state.

In summary, the Master Academic and Student Affairs’ Plan has at its forefront, success of students in

the workforce while contributing to the economic vitality of the Twin Cities. Student success is

achieved through College commitment to data-informed decision-making and accountability in all

interactions with its stakeholders. The Master Academic and Student Affairs’ Plan is the College’s

guide for the future and therefore is a living document that is responsive to the dynamic changes in the

community we serve and the world of work.


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HENNEPIN TECHNICAL COLLEGE

Academic and Student Affairs’ Goals and Strategic Objectives

Goal Area Strategic Objectives

Goal 1:

Provide Access to an

extraordinary education to

ensure success and

engagement of students

Increase the number of under-represented students completing

programs

Significantly increase student engagement in the life of the College

Fully maximize the Gateway to College grant and program

Improve College Readiness through partnerships and collaborations

Expand opportunities for high school students to take HTC classes

Implement services for students to increase student success

Goal 2:

Incorporate strategic

enrollment management

planning into Academic and

Student Affairs’ operations

and future development

Develop an enrollment management plan and ensure marketing and

budget planning are in alignment with this plan

Research and develop 5 – 7 new academic programs, including New

MnTC-eligible general education offerings appropriate for new and

existing programs

Increase FYE for the College by offering customized credit programs in

response to industry needs

Optimize the use of both campuses and explore new locations for

classes

Expand course and degree offerings on evenings and weekends

Offer continuing education and customized training (CECT) based on

strategic research and development of workforce and industry needs

Goal 3:

Assure continuous and quality

improvement of academic and

student programs

Increase the number of awards granted

Establish process to award Credit for Prior Learning to promote

retention and degree completion

Increase the number of articulation agreements and 2+2 programs;

improve HTC performance on the successful transfer measure

Support data-informed decision-making and continuous quality

improvement

Maintain current program accreditations and increase the number of

programs accredited through recognized national bodies

Expand assessment of student outcomes including technical skill

assessments (TSA)

Engage with employers more effectively to meet workforce needs

Infuse cultural and global awareness in the curriculum and across the

College

Goal 4:

Strengthen Academic and

Student Affairs’ team and

infrastructure to promote

success of each College

stakeholder

Strengthen advising, tutoring, and orientation

Promote best practices through faculty and staff participation in

annual professional development planning and evaluation

Assess and improve student processes

Use technology to add value and provide flexible alternatives for

delivering education and services

Provide comprehensive assessment of learning spaces to direct the

College’s Facilities’ Plan


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GOAL 1: PROVIDE ACCESS TO AN EXTRAORDINARY EDUCATION TO

ENSURE SUCCESS AND ENGAGEMENT OF STUDENTS

Co-Chairs: Dara Hagen and Joy Bodin

Strategic Objectives Desired Results Expected Date of

Completion

1.1 Increase the number of

under-represented students

completing programs

Increase the completion rate of fall entering full-

time under-represented students by 2% from 46.1%

(FY09) to 48% (FY15) according to strategic

framework measure

FY 15

Develop and implement a statistically valid model

of the key predictors of student attrition at HTC

FY 15 and ongoing

Utilize the findings of the attrition model to develop

and implement interventions to support the

students most at risk of attrition

FY 15 and ongoing

1.2 Significantly increase

student engagement in the

life of the College

Develop a comprehensive three-year Student Life

plan to address student needs, reduce barriers to

success and increase leadership development

opportunities

FY 15

Increase student participation in Student Success

Day by 10% annually through FY16

FY 16

1.3 Fully maximize the

Gateway to College grant

and program

Serve 100 students per year through Gateway by

FY16

FY 16

Attain a 30% annual success rate of students

completing high school requirements, college

credits, and award by FY16

FY 16

1.4 Improve College

Readiness through

partnerships and

collaborations

Admit 20 former high school TRIO participants into

concurrent, PSEO or undergraduate enrollment per

year by FY16

FY 16

Develop and promote at least 3 signature initiatives

by the P16 Committee by FY16 to render HTC a

model of alignment between secondary and post-

secondary

FY 16

1.5 Expand opportunities

for high school students to

take HTC classes

Provide 5 concurrent courses by FY16

FY 16

Serve 200 PSEO students (headcount) taking HTC

courses annually by FY16

FY 16

1.6 Implement services for

students to increase student

success

Provide training and skills required to support

practices across the institution shown to increase

student success and engagement

Ongoing

Assess student use of services which support

institutional efforts to improve efficiency

Ongoing

Analyze services for students to identify those

which increase student success

Ongoing


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GOAL 2: INCORPORATE STRATEGIC ENROLLMENT MANAGEMENT

PLANNING INTO ACADEMIC AND STUDENT AFFAIRS OPERATIONS

AND FUTURE DEVELOPMENT

Co-Chairs: Mike Colestock, Cherie Rollings and Nathan Stratton

Strategic Objectives Desired Results Expected date of

Completion

2.1 Develop an enrollment

management plan and

ensure marketing and

budget planning are in

alignment with this plan

Develop outreach plans for top 5 high schools by

FY15; expand to top 10 by FY16

FY 15

Develop and implement a 3 year Strategic

Enrollment Management plan by end of FY14 for

each campus to inform marketing efforts and

budget planning

FY 15

2.2 Research and develop 5-

7 new academic programs,

including new MnTC-

eligible general education

offerings appropriate for

new and existing programs

Update the “2004 Research and Planning for New

Program Development” document during FY15, or

identify an alternate replacement(s)

FY 15

5 – 7 new academic programs offered by FY16

based on the results of research into industry needs

in the College’s service area

FY 16

2.3 Increase FYE for the

College by offering

customized credit programs

in response to industry

needs

Document the statistical data of FYE gained as a

result of customized credit offerings

FY 16

Analyze sectors served through customized credit

as an indicator of HTC’s strategic responsiveness to

workforce needs

Ongoing

2.4 Optimize the use of both

campuses and explore new

locations for classes

Evaluate different strategies to identify technology

and physical solutions to increase the number of

classrooms that can accommodate larger classes

and increase course saturation and availability

FY 15 and ongoing

Evaluate the effectiveness of the revised scheduling

process implemented in FY14 and evaluate next

steps

FY 15

Review services at both campuses and identify

available technology to diversify the range of

services provided while reducing duplication

Ongoing

Identify strategic opportunities to offer classes in

additional West Metro locations and partnerships

with other institutions

Ongoing


15

Strategic Objectives Desired Results Expected date of

Completion

2.5 Expand course and

degree offerings on

evenings and weekends

Increase the number of FYE in evening and

weekend courses by 10% by FY16, increased from

1488, the 4-year average FY10 – FY13

FY 16

Offer at least one additional degree program that

can be completed on an evening or weekend

schedule

FY16

2.6 Offer Continuing

Education and Customized

Training based on strategic

research of workforce and

industry needs

Document duplicated and unduplicated headcount

of continuing education and customized training

(CECT) offerings to ascertain enrollment patterns,

returning customers and responsiveness to

workforce needs

Ongoing


16

GOAL 3: ASSURE CONTINUOUS QUALITY IMPROVEMENT OF

ACADEMIC AND STUDENT PROGRAMS

Co-Chairs: Mike McGee and Marguerite Dummer


Completion


awards granted

Confer 1733 awards in FY16 reflecting an increase

of 2% from FY12 (1699)

FY 16

Complete a review of current application for award

process and present recommendations to PAC

FY 15

3.2 Establish process to

award Credit for Prior

Learning to promote

retention and degree

completion

Establish clear process to award Credit for Prior

Learning

FY 15


articulation agreements

and 2+2 programs; improve

HTC performance on the

successful transfer measure

Offer 15 2+2 programs by FY16 reflecting an

increase from 9 in FY12

FY 16

Achieve a 36.1% successful transfer score (per

Strategic Framework metric) in FY16, reflecting an

increase from 30.1% in FY12

FY 16

3.4 Support data-informed

decision-making and

continuous quality

improvement

Document and report proficiency of student

learning and program viability as evidenced in

Program Advancement report

Ongoing

All programs participate in the program

advancement process and create student success

goals and work plan, which is updated annually

Ongoing

Utilize institutional research input and analysis to

inform decision-making and program development

Ongoing

3.5 Maintain current

program accreditations and

increase the number of

programs accredited

through recognized

national bodies

Current program accreditations are maintained and

at least 30% of total programs (by CIP) are certified

or accredited by FY16, increased from 26% in FY12

Ongoing

3.6 Expand assessment of

student outcomes including

technical skill assessments

(TSA)

Student assessment will be completed in a capstone

experience or final TSA by FY16 as required by

Perkins funding

FY 16

Expand student participation in college-wide

learner outcomes assessment

Annually


17


Completion

3.7 Engage with employers

more effectively to meet

workforce needs

Increase the number of internships and

apprenticeships available to 175 by FY16

FY 16

Increase the value of annual donations received to

maximize the amount of funding through the

leveraged equipment program

FY 14 and as

offered

Align program/department advisory committee

activities to the standards identified in the MnSCU

Advisory Committee handbook

Ongoing

3.8 Infuse cultural and

global awareness in the

curriculum and across the

College

Incorporate classroom strategies or learning

objectives that promote global awareness and

cultural diversity in 100% of programs

FY 16

Faculty professional development activities related

to cultural diversity and global awareness will be

available regularly through the year

Annually


18

GOAL 4: STRENGTHEN ACADEMIC AND STUDENT AFFAIRS’

INFRASTRUCTURE TO PROMOTE THE SUCCESS OF EACH COLLEGE

STAKEHOLDER

Co-Chairs: Therese Salber and Nathan Stratton

Strategic Objectives Desired Results

Expected Date of

Completion

4.1 Strengthen advising,

tutoring, and orientation

Develop additional resources to support advising

including Advising handbook and EarlyAlert user

resources

FY 15

Peer Mentors will serve an anticipated 250

students through a pilot program in FY14; evaluate

results of the pilot for program continuation

FY 15

All Professional Tutors in the Centers for Student

Achievement shall achieve and maintain Master

Certified Tutor status through the International

Tutor Training Program Certification by the

College Reading & Learning Association to

maintain internationally accepted standards of

skills and training for college tutors

FY 15

Program-specific orientations be made available for

60% of programs by FY14; 75% by FY16; content of

program orientation is aligned with new student

orientation

FY 14, 15, 16

At least 75% of active faculty will participate in the

EarlyAlert process by submitting student concerns

through the Retain CRM

FY 15

Evaluate and pilot additional services for families

and guests at new student orientations beginning

FY15

FY 15

4.2 Promote best practices

through faculty

participation in annual

professional development

planning and evaluation

All unlimited faculty develop Individual

Professional Development Plans (IPDP) and all

permanent staff complete a professional

development plan annually

Annually

All unlimited faculty, permanent staff and

administrators are evaluated annually

Annually

4.3 Assess and improve

student processes

Expand the assessment of student service

utilization and satisfaction with emphasis on the

implementation of the Council for Advancement of

Standards (CAS) for higher ed standards as

benchmarks of professional practice

FY 15

Review and revise enrollment processes as needed

on the basis of student feedback and documented

performance data

Annually


19

Strategic Objectives Desired Results

Expected Date of

Completion

4.4 Use technology to add

value and provide flexible

alternatives for delivering

education and services

Research and evaluate mobile-optimized

experiences for students accessing student service

resources

FY 15

Propose standardized classroom technology package

and develop an implementation timeline

Evaluate expanded e-learning opportunities to

support enrollment and student success results

Annually

Increase CRM software use to promote student

engagement by adding communication channels for

academic and student affairs’ content and

improving data-informed communication

FY 15

4.5 Provide comprehensive

assessment of learning

spaces to direct the

College’s Facilities Plan

Develop the process that supports linkage of

academic and non-academic facility needs and

improvement from results gained through Program

Advancement and the Quality Services Survey

FY 15

Develop data sheet to track facility priorities for

classrooms, lab spaces, and student services area

FY 15


20

IMPLEMENTATION PLAN (SAMPLE)

Strategic Objective 1.1: Increase the number of under-represented

students completing programs

Strategies to achieve this result

Measure / Assessment

Add a watched attribute in Hobson’s Retain to

identify under-represented students and

generate an alert when GPA falls below 2.0 and

design a response plan appropriate for

underrepresented students.

Analysis of longitudinal comparison of attrition

by semester.

Assessment of response plan effectiveness from

responders and students.

Create communication plan to provide

information to underrepresented students who

are doing well about accelerating progress to

degree.

Compare historical levels of enrollment for

underrepresented students to evaluate impact of

acceleration messaging.

Provide training to faculty at a workshop day

about reducing attrition of under-represented

students.

Participant assessment of training

Actions to be taken

Description Date Due

Watched attribute designed, tested and implemented in the

Retain CRM system

9/1/2013

Train counselors, advisors and faculty on the watched

attribute and response plan.

9/30/2013

Etc…

Team and Owner

Team Members Owner

Actual Results

Describe actual results according to the metrics detailed above

Desired Result Metrics

Increase the completion rate of fall

entering, full time under-represented

students by 2%, from 46.1% (FY09) to 48%

(FY15) according to the strategic

framework measure.

Strategic Framework measure: percentage of full

time, underrepresented students enrolling in

FY06 (measured in FY09) vs. same population

entering FY12 (measured in FY15).


21

IMPLEMENTATION PLAN

Strategic Objective __.__:

Strategies to achieve this result

Measure / Assessment

Actions to be taken

Description Date Due

Team and Owner

Actual Results

Desired Result Metrics

Documents

Master Academic and Student Affairs Plan 2014-2018 · can teach and support student learning, and how all academic and student services can work together to increase student success