RDC 2017: A Learner Centred FutureYear 1 Progress Report 2012/13 | Executive Summary

Learner-Centred CultureIn 2012/13 RDC established the foundation for launching the 2012-2017 Strategic Plan, RDC 2017: A Learner-Centred Future. This requires a fundamental shift in culture from the academic tradition of the instructor-centred approach to learning and organizing to one that embodies engagement of and service to students. Every aspect of the engagement with students must be seen through their lens of value. Is the institution helping me as a learner to achieve my learning needs in an effective and respectful manner and am I being served and engaged as a valued participant in the learning process? This requires a critical review of every aspect in which the institution engages with its students.

This year the initial focus was to increase awareness and understanding of the values and principles typical of a leaner-centred college. Maryellen Weimer, a renowned advocate and implementer of these principles provided a two day workshop for faculty. The assessment of this event showed significant increase in the understanding and need for the adoption of these principles. Annual staff and faculty development plans are being established with particular focus on understanding and implementing learner-centred behaviours and principles with annual performance reviews focused on development and accomplishments in this area.

Presentations and workshops were provided to Academic Council to ensure their alignment to the values and principles of a learner-centred institution. This ensures that policy, program and course development aligns with the necessary organizational shift.

This executive summary was written from the perspectives of the President’s Executive Committee members. Because RDC is a complex and comprehensive institution, such a report can only highlight some of the events of greatest immediate and future impact. Each department of the College has submitted detailed annual reports regarding their progress on their own 2012/13 operational plans. These are available on request. The format of this report follows the organization of the College Strategic Plan—RDC 2017: A Learner-Centred Future.

The 2012/13 year was the first year that the new College Strategic Plan—RDC 2017: A Learner-Centred Future—providing the context for the planning cycle that would be reflected in the 2013/14 operational plans. It formed the transition from the previous strategic plan and accountability framework to the new plan and its corresponding accountability framework. Probably the most significant factor affecting the planning process, however, was the late announcement by Enterprise and Advanced Education of a 7.3% reduction in the operating grant for the 2013/14 year. This accompanied by announcements that the mandates of public post-secondary institutions were to be reassessed with further changes occurring during the next year. With this uncertain future, RDC continued to focus its planning efforts on its strategic plan while balancing its budget in a very challenging new financial environment.

A new Academic Plan was produced to align academic goals with the new strategic direction. The plan defines the practices that characterize a learner-centred culture and establishes goals to infuse these practices into teaching and learning at RDC.

In order to promote a learner-centred culture throughout the College, the first strategic Service Plan was developed based on input from the Service council. This forms the basis of an approach to services at RDC that supports a “service promise” to students and to each other. An example of activity generated from this plan was the employee recruitment and selection in-service training session for department Chairs that focused on the inclusion of learner-centred principles.

A new College-wide accountability framework was proposed in order to measure the outcomes of the new strategic plans. Features of the new accountability framework includes mandate letters to all senior administration members detailing expected outcomes for the coming year; narrative reports with qualitative “results” statements that describe the activities and assessments of outcomes; two annual accountability reports—one to the College and one to the Board of Governors; and clear connectivity between planning and reporting documentation. In keeping with the collaborative nature of the strategic planning process, the Planning Task Force (PTF) will continue to provide advice to the College regarding progress toward the goals of the strategic plan.

Fundamental to the creat ion of a learner- centred environment is RDC’s organizational structure. A new “school” structure for academic administration was established to position the College for future success, to advance our evolution to a learner-centred institution, and to increase our ability to be known for our academic reputation. The School model will provide a more focused approach and accountability for program success, student success, and operational efficiencies. It was piloted successfully by the Donald School of Business. The new role of Associate Dean was envisioned as the driver of academic excellence ensuring that curriculum and its delivery will be learner-focused. The position will be phased in as the school model is adapted through the academic division.

A very significant structural change in moving to a learner-centred campus in the past year was the realignment of the student recruiting and advising roles. Specialist roles have been created in the school/divisions to formulate strategies for their programs and to serve as the catalysts to engage all faculty and staff in recruitment and academic advising. This move clearly shifts the organization to a greater decentralized responsibility for meeting the learning needs of students creating an improved learner-centred environment.

Increasingly, course delivery is focusing on assisting learners in developing learning networks and learning communities that help them to take more responsibility for their own learning. Active engagement and participation by learners in the learning process enhances the quality and understanding of their learning experience. Clear outcomes are more commonly found in course outlines that embody these concepts. Experiential learning opportunities (such as service learning) are emerging in many program areas. Teaching methodologies such as the “flipped classroom” are being implemented in some areas to focus in-class time on active participation and engagement activities. For example, six classrooms were renovated and put in service that were specifically designed to support active participation and engagement activities with very positive results.

COMMITMENT TO COMPREHENSIVE PROGRAMMING:

The introduction of our five year planning horizon for new program development will ensure the provision of programs that meets the needs of the marketplace and students. An initial success of this approach is the September 2013 implementation of the Occupational/Physical Therapy Assistant program that will start with a full cohort.

Through the development of the strategic plan it became very clear that central Alberta needs increased access to locally provided degrees. Many students choose not to enter postsecondary due to this lack of desired programming or leave our community with many never returning. While the institution engages in many collaborative degree offerings, the conditions are restrictive and many aspects of the program are not within the control of RDC. To assert this need, a proposal was submitted to Enterprise and Advanced Education (EAE) to move RDC to degree granting status suggesting the creation of a unique model of post-secondary education. The proposal also stressed the College’s commitment to program and career laddering – an important goal in the new strategic plan. Since that time EAE has declared the need to re-evaluate and potentially restructure or realign post-secondary institutions and program offerings in the province. This has placed the proposal on hold and

the decision uncertain. RDC will continue to plan for its own degrees with a potential move to university status in order to meet community and regional needs.

RDC PROGRAMS WILL PROVIDE STUDENTS WITH CURRENT, PRACTICAL, AND INNOVATIVE LEARNING EXPERIENCES.

Market analysis identified the need for increased availability of existing and emerging health programs. Concepts and designs have been created to submit a proposal for a Center for Health Sciences to improve the accessibility and quality of health programs. This project is on hold as result of reduced provincial funding for postsecondary education and pending changes to the system as a whole. At the appropriate time the proposal will be updated and re-submitted.

T h e Co l l e g e’s c o m m i t m e n t to p r a c t i c a l a n d innovative learning experiences was demonstrated by the implementation of the two new engineering technology programs (first year in 2012/13) and the new occupational/physical therapy assistant program (first year in 2013/14).

ACCESS MAXIMIZED THROUGH FLEXIBLE AND RESPONSIVE OPTIONS

Examples of innovative approaches to improve access to courses and programs included:

• The Institutional Readiness for Online Learning (IROL) project was implemented to determine the College’s capacity and capability to implement and deliver online content. The project included consultations with learners, instructors, and service providers with recommendations to the College community available by early Fall 2013.

• A pilot project was implemented that allowed a cohort of Red Deer Rebels (Junior A hockey players) to access an integrated version of introductory university-level courses. Due to schedule of this hockey league, hockey players cannot access traditionally delivered programs.The Donald School of Business developed new delivery formats (block and blended delivery) to better accommodate the life schedules of students.

Every student will find “their community” at RDC

Access to postsecondary education is critical for the growth and viability of central Alberta. The large size of the region and the wide dispersing of communities have created challenges for many to engage in postsecondary studies. There is a clear need to establish a partnership framework with the education network within central Alberta to provide multiple and clear learning pathways in the region. Campus Alberta Central (CAC) continues to grow in strength and reach. Over 8,000 individuals made contact to obtain guidance around learning opportunities with 112 enrolling in programs. Seven of the eleven programs funded for 2013/14 will be delivered through Red Deer College. Significant progress was made to establish the RDC area at Confluence Campus as a CAC entity. Renovations have established the site as a progressive learning environment with the organizational ownership move to take place in 2013.

A Memorandum of Understanding was signed between Red Deer College and the seven Central Alberta School Boards to improve both high school completion and postsecondary participation rates. This alignment is the start of creating a regional K-16 mindset where student pathways, options and heightened opportunities for success are within an integrated system of learning. Key activities in support of this partnership were continued or initiated including an expanded Reading College for at-risk grade three students (60 students and two school boards from 30 students and one school board last year), expanded delivery of Dual Credit programs (marketing course with Hunting Hills and Acme High Schools, Health Care Aide partnership with the Clearview School Division completed in June 2013 and a new partnership created with Prairie Land Regional Division and Red Deer Catholic Regional Schools for 2013-2015) and the opening of seats at RDC to Red Deer high school students in Humanities and Social Science courses for fall 2013.

Proposals have been submitted to Alberta Education for funding to support additional programs. One is a joint proposal with Olds College to provide pre-trades training and the other a “School Within a College” concept where students struggling in a high school setting will complete their diploma at RDC while undertaking an Automotive Service Technician program. Funding decisions are anticipated this summer.

Collaboration with a major heavy equipment company led to the delivery of our Management Skills for Supervisors program to cohorts in Red Deer and Sparwood. This program caught the attention of their corporate offices, which led to a much more in-depth engagement with their HR office to develop a series of training modules customized to their unique business needs.  A pilot program was delivered in Fort McKay in January 2013 and plans were developed for 10-15 additional cohorts in the remainder of this calendar year.  As the evidence of “value-added” became apparent, the College was able to advance the discussion to engaging support for programs and students as part of this company’s community investment / strategic philanthropy. Similar stakeholder engagement was experienced with another significant corporate entity that also has a sizeable presence in the oil sands sector.

RDC will engage stakeholders through a College-wide strategy

that intentionally connects RDC to its communities

A collaboration between RDC and a long-standing donor couple with whom RDC has a deep relationship, has led to philanthropic contributions to RDC linked to program delivery for not-for-profit organizations in central Alberta and new program development enabling blended/online delivery of leadership and management certificates to small and medium enterprise clients.

Stakeholder engagement with the City of Red Deer led to the purchase of City Centre Stage (CCS), a property adjacent to the Donald School of Business downtown campus. This initiative fit the development plans of both the City and College, furthering RDC’s strategic desire to find a permanent home for the DSB. The project laid the groundwork for a major capital commitment from the City. The City agreed to invest $1.4 million in support of RDC and our longstanding partnership. This initiative provides an important business opportunity in maximizing community and commercial use of the City Centre Stage. Plans are in place to advance this venue for RDC programs such as Motion Picture Arts, Music, Visual Art and the DSB, and also for community use such as serving as the performance venue for Central Alberta Theatre. This will generate new revenue through conference service and Performances.

Employee groups are also stakeholders in RDC and the RDC Support Staff Legacy Endowment Fund is an example of successful stakeholder engagement. When the Support Staff Association joined the Alberta Union of Public Employees, the former Association was left with a large sum of unexpended money accumulated over the years through dues from current and former members. After consulting with the membership it was decided that the money would be used to impact RDC students today and for years to come. The Fund provided for six annual scholarships of $1000 each, starting in 2013. The decision by the support staff to invest generously in the success of our students with a permanent endowment, reflected community leadership and their own commitment to RDC and our students. It demonstrated inspired philanthropy.

BOLD NEW IMAGE THAT PORTRAYS ACADEMIC EXCELLENCE AND PRACTICAL, ENRICHING LEARNING EXPERIENCES FOR STUDENTS

Critical to creating and growing a learner-centred environment is faculty understanding of and capability to deliver in this new environment. A three year faculty education program, “Excellence in Teaching and Learning” completed its first year. It is a requirement for all new probationary instructors and is also open to existing continuous faculty. The program was delivered in continuous and block formats to a total of 34 participants. Initial feedback from participants indicated a high level of satisfaction with developing and improving course delivery and assessment.

This year marked the third year of declining enrolment for the College. While there are many factors affecting this decline, including shifts in apprenticeship demand, the college focused on redevelopment of its recruitment and academic advisement model. The Recruitment Task Force was created to introduce new recruitment methods, approaches and strategies including the repositioning of academic advisement. This new model is an important component of the ongoing development of a strong college-wide marketing and communications strategy that asserts the College’s new identity.

THREE PRIORITY AREAS IN APPLIED RESEARCH: INNOVATION IN MANUFACTURING, ENVIRONMENT AND ECOLOGY, AND RURAL HEALTH, WELLNESS AND COMMUNITY DEVELOPMENT

The Centre for Innovation in Manufacturing (CIM) works almost exclusively with Small and Medium Enterprises (SMEs) that often get overlooked by the larger funding organizations. These SMEs often have little or no internal structure to support innovation, idea development and process improvement and the CIM provides access to innovation and prototype capacity. This year the CIM worked on 14 prototype projects, coached 40 companies/entrepreneurs of which 3 resulted in new companies or company expansion, connected 3 clients with financing sources, and participated in raising approximately $100,000 for projects and client companies. Four notable success stories were:

• The Youth Technopreneurship Award (RED challenge in Central Alberta). The local winner was the runner up in the provincial competition.

• The Trauma Clamp (used to control hemorrhaging in the field) was prototyped and is now in production. It won the 2012 Alberta Science and Technology (ASTech) Foundation award and passed FDA approval for use in the United States.

• A canine stifle joint was prototyped and has been licensed to a major US veterinary supply company.

• RDC was recognized as one of Alberta’s top 25 Innovative companies as a result of the work of the CIM as judged by Alberta Venture Magazine.

In the applied health research area, RDC established 19 new partnerships and completed 10 applied research projects which involved 12 faculty members, 28 students, and 180 external participants in 5 rural communities. The projects involved health care program evaluations, knowledge transfer for health care practitioners, and community needs assessment.

The Applied Research and Innovation department was moved to the academic portfolio to increase proactive involvement with academic programs and more active promotion of com-munity-based applied research and innovation.

While the College continued to focus on its future, its achievement will be in an environment of great fiscal challenge. The significant reduction to our institutional grant for the 2013/14 year by the Government of Alberta forced an intense analysis and response regarding which programs and services we can afford to deliver. A fast track prioritization process of all programs and services was introduced in the fall of 2012 to provide a comprehensive ranking of the programs and services. Due to the unexpected magnitude of the budget reduction for the 2013/14 year, the prioritization activity was suspended; however work to that point did inform the budget decision-making process. Using the information provided through the regular Program and Service Review process, all offerings were ranked on the basis of value and contribution to the student need and demand, cost performance, market relevance and future opportunity. Assessment of administrative costs and delivery costs provided avenues for a number of efficiencies. A balanced budget was achieved for 2013/14 that addressed the $6 million shortfall—created primarily by the reductions in the Province of Alberta operating grant. Fifty percent of the reductions took place through reduced administrative and support spending. Thirty percent came through program and delivery restructuring, with only 20% from program suspension and enrolment reductions. The following changes had the most direct impact on students:

• Two programs were suspended for the September 2013 intake at RDC: Virtual Assistant Distance Certificate; Hospitality and Tourism Certificate and Diploma which were transferred to Olds College.

• Early Learning and Child Care Diploma will be suspended September 2014. The certificate program will continue to be offered.

• Three programs will be delivered differently but still available for students through RDC: Automotive Service Technician Certificate—program content can be taken through the Apprenticeship pathway; Pharmacy Technician Distance Certificate—the distance program will no longer be offered, but the

certificate will continue to be available on campus; and Health Care Aide—the on campus program will no longer be offered. It will, however, continue to be offered through our high school partner’s career and technology studies (dual credits) and on-line through eCampus Alberta.

• Part-time, sessional and continuous instructional positions were eliminated in some program areas.

• The Geography option will no longer be offered in the B.Sc. stream.

Additional reduction strategies included the collapsing or elimination of course sections and the continued trend to a higher proportion of sessional and part-time faculty. This approach is not sustainable to achieve our desire of program excellence in a learner-centred environment.

Overall, the spending reductions resulted in the elimination of 32 full-time positions and many part-time positions for 2-13/14, with a reduction of approximately 90 full time equivalent students in 2013/14 and 25 more in 2014/15. Approximately 60 of these students would be accommodated by the program transfer to Olds College.

The Manager of Internal Audit and Risk management was created and fi l led in November 2012. As a result of the resignation of the incumbent and the 2013/2014 budget, the position was eliminated. The risk management function was moved to the Purchasing Manager position and the internal audit function will be completed with external expertise.

Other significant support and management positions were eliminated for 2013/14 as a result of reorganization and service reductions. Areas affected include the departments of Strategic Planning and Research, the new division of Enterprise and Community Relations, Student Ser vices, Academic suppor t , Records Management, Information Technology Services, and Child Care Services.

Adaptation in response to reduced government financial support for public post-secondary education

A “sustainability” plan was developed for RDC asset use and management. This plan generated cost savings from energy efficient replacement lighting and energy savings from strategic use of college facilities during peak and off peak periods.

The College has increased its efforts in policy and financial reporting as it struggles with budget challenges related to provincial funding. Given this environment, the college needs to have strong reporting systems that provide timely and relevant information to key decision makers in the organization. Given timely and relevant information, decision makers can adjust and re-allocate resources to meet overall college goals and objectives. Examples were the development of:

• An enrolment report that supported focused discussion and actions based on application status. The use of red, yellow and green status indicators acutely focused measurement of results and outcomes.

• Developed reporting to the board and Office of the Auditor General on progress to audit recommendations. This ensures we are focused on activities and outcomes that support the completion of recommendations.

• Over the last two years, we have taken mid-year results and determined if excess resources can be targeted to “special projects” that support strategic outcomes of the institution.

Developing a stable

resource base

• Minimal progress was made on the elimination of accounting sub-systems. Elements of the budget process were changed to eliminate entry duplication.

• Based on historical performance, a donation revenue levy matrix was developed that can realistically be achieved.

• Revenue targets and net contribution generated from enterprise activities (Continuing Education) was reviewed to provide greater understanding and accuracy of estimates.

• The amalgamation of college advancement and continuing education into the new Enterprise and Community Relations portfolio will allow the college to address enterprise activities in the new consolidated portfolio under the V.P. Enterprise and Community Relations thus eliminating the need for the new manager of enterprise activities that had been created in the previous year’s budget. While each retains their respective core business and mandate, jointly the Division can achieve new revenue generation and partnership development, in a combined environment that takes advantage of the respective skills, expertise and creativity of the entire Division.

• The Athletics Leadership Fund created in 2011/12 was valued at more than $1.4 Million in gifts and pledges by the end of 2012/13. This Fund helps the Athletics program at the College to be less reliant on base funding.

New approaches in infrastructure development will assist the College to be more efficient while contributing to a more learner-centred campus. These included:

• The College developed a learner-centred information technology network. The network will be able to provide better access for learners to technology using a wide variety of devices and provide for the adoption of new technology as it becomes available.

• A re-focused help desk where technicians will be more focused on better ways to serve the needs of students and staff at the college.

• The Educational Information Technology Committee started its work in early 2013 based on its mandate to guide and direct technology planning, adoption and implementation. The committee recommended the three year information technology learner-centred network plan in support of several strategic and academic goals of the institution.

• The College purchased and implemented the redundant server and backup at Donald School of

Facilities that support teaching, learning and the student experience

Business. This investment ensures the College has a business continuity plan, off-site storage and the ability to restore from a catastrophic failure at the main campus. It also positions RDC to host other institutions with similar functionality.

• New information technology partnerships that support the College’s infrastructure were established with Telus and Cisco bringing many additional benefits to the college, including training credits from vendors.

• A re-vamped parking plan for student and staff created greater customer focus. This process also involved revenue rate re-balancing to support evening parking at no cost to the customer or student.

• Preliminary planning activities took place regarding the building and operation of new residences and a sports multiplex to meet the need for new and enhanced athletics and sport facilities at the College and to provide comprehensive community access. This project will support the Red Deer bid for the Canada Winter Games in 2019.

SUMMARY

This past year was primarily one of foundation building and initial steps to create a learner-focused system designed to improve access and completion of a postsecond-ary credential. The design places the provision of value in the eyes of the student at the core of our strategy, decision-making and action. The budget challenges presented in the latter part of the academic year resulted in many changes that will likely have ongoing impact on the sustainability of the college. Because the budget challenges were met largely through ongoing efficiencies, the College will likely be able to remain focused on achieving the goals of the new strategic plan—RDC 2017: A Learner-Centred Future.

Office of the President Red Deer College

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