C A N K D E S K A C I K A N A C O M M U N I T Y C O L L E G E S T R A T E G I C P L A N. November 14, 2014

Transcription

1 C A N K D E S K A C I K A N A C O M M U N I T Y C O L L E G E S T R A T E G I C P L A N November 14, 2014

2 CONTENTS Executive Summary... 2 Prioritized Goals... 2 Goal 1 - Action Plan... 3 GOAL Goal 2 Action Plan... 5 GOAL Goal 3 Action Plan... 6 GOAL Goal 4 Action Plan... 7 GOAL Goal 5 Action Plan... 8 GOAL C a n k d e s k a C i k a n a C o m m u n i t y C o l l e g e

3 CHAPTER 1 Executive Summary Cankdeska Cikana Community College (CCCC) has conducted process meetings every two years since 2005 to ensure the institution is maintaining the educational mission and serving the Spirit Lake Dakota Reservation as the primary post-secondary educational institution for the community. Nominal focus group methodology was used in 2005, 2007, and 2009 to identify and prioritize topics for CCCC. The priorities and goals resulting from the initial meetings during these time periods were determined to have been met or near complete when six new sessions were convened in 2011 and In late fall 2011, a strategic planning proposal was approved to implement by the president of the college and the Board of Regents. A Nominal Group Technique (NGT) followed by a Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis was conducted. The question What do you see CCCC focusing on for the next 5 years was asked of community residents and professionals, CCCC Administration, staff, faculty (2 groups), students, the Spirit Lake Tribal Council and the CCCC Board of Regents. Data was aggregated, analyzed, and individual reports were disseminated to each of group for validation. This Cankdeska Cikana Community College Strategic Plan specifies direction and prioritization for future initiatives through allocation and innovation of limited resources. The CCCC Strategic Plan supports the focused efforts to cost-effectively serve students. The idea was to develop a plan that was data driven and included community based participatory action plan development. The priorities that were established in the process were circulated with the College stakeholders for additional validation. The updated process was built on the foundation of the previous strategic plan, the strength reflected by CCCCs accreditation status, the strategic planning process itself, and the suggestions made by the stakeholders. Prioritized Goals 1. Enhance student recruitment and retention 2. Assist in the learning and perpetuation of the Dakota language and culture 3. Identify and develop employees with potential to fill key leadership positions (Succession Planning) 4. Provide the community a broad-base of educational opportunities through not for and for credit opportunities 5. Develop a four-year degree program that emphasizes Dakota language and culture 2 C a n k d e s k a C i k a n a C o m m u n i t y C o l l e g e

4 CHAPTER 2 Goal 1 - Action Plan GOAL 1: ENHANCE RECRUITMENT AND RETENTION EFFORTS THROUGH COLLECTIVE STAFF INVOLVEMENT THAT INCLUDE STUDENT ORIENTATION AND ACADEMIC ADVISING. Students at CCCC age groups range from 18 to 64. Many of these students are single mothers and experience economic disparities common on a majority of reservations in the U.S. Faculty and staff are worried that many students attend college for reasons not related to long-term degree attainment, but in order to help make ends meet. Students can receive money above and beyond the costs of tuition and books through grants and scholarships such as the Pell Grant and the American Indian College Fund. Once this money is received, many students will cease attending classes and fail, creating a domino effect for furthering their education. This goal will help to reduce or eliminate students enrolling in college for short-term economic reasons. ACTION ITEM 1.1: Develop and Implement a New Student Orientation Fall 2014 Academics Student Services Information Technology Finance Mandatory student orientation that educates students in navigating the education process and focuses on student success ACTION ITEM 1.2: Modify policy for registration and admission Increased student knowledge of responsibilities promulgates student attendance and retention Increased enrollment and retention numbers Immediately and annually thereafter Student services Ad hoc team Established student review policy committee ACTION ITEM 1.3: Increase communication between teams Clear concise policy for student registration and billing Quarterly President Admin assistant IT Department Team chairs Establish team chair meetings ACTION ITEM 1.4: Develop and Sustain a Master Course Offering Increase communication between teams CCCC Management Team Facilities Existing resources in place Existing resources already in place 3 C a n k d e s k a C i k a n a C o m m u n i t y C o l l e g e

5 Immediately Academics Curriculum team Master Course Offering College catalog reflects master course offering update Students and Staff can count on early registration and concrete planning for Degree Audit and Planning ACTION ITEM 1.5: Create videos to showcase POS/Flash Marketing/Technology department Spring 2015 Student government Graphic art Technology department ACTION ITEM 1.6: Community needs assessment Resources already in place Videos created Students recruited Line of marketing items in place Summer 2014 Assessment department Valid survey development and implementation Identify community employer needs, course offerings, seminars, professional development Community needs assessment survey DIA 4 C a n k d e s k a C i k a n a C o m m u n i t y C o l l e g e

6 CHAPTER 3 Goal 2 Action Plan GOAL 2: ASSIST IN THE LEARNING AND PERPETUATION OF THE DAKOTA LANGUAGE AND CULTURE This goal was brought to life as a continuation of the previous strategic plan as well as a joint venture of the college administration and the BOR. In the final stages of the Strategic Plan, the facilitator presented the draft to the BOR and President for finalization and the conversation the erupted also generated the need to have a succession plan that included the question of who would replace the elderly Dakota Language and Culture faculty that are currently working at the college. The following action plan is a direct result of this meeting. ACTION ITEM 2.1: Utilize best practices for plan to adapt Cankdeska Cikana CC and Spirit Lake Tribe. Immediately and ongoing President Operationalization of plan that includes steps on best methods for this purpose. The impact is enormous if successful. ACTION ITEM 2.2: Identify key CCCC graduates to become Dakota teachers that are willing to relocate Existing model By Spring, 2015 Tribe BOR CCCC Administration 4 key enrolled members who will temporarily relocate and come home to be teachers The return of these fluent speakers will begin the perpetuation of the language Funding - $200,000/yr CCCC match SLN match 5 C a n k d e s k a C i k a n a C o m m u n i t y C o l l e g e

7 CHAPTER 4 Goal 3 Action Plan GOAL 3: IDENTIFY AND DEVELOP INTERNAL EMPLOYEES WITH POTENTIAL TO FILL KEY LEADERSHIP POSITIONS (SUCCESSION PLANNING). Job turnover on the Spirit Lake Nation has not been a constraint that has affected the college. However, it has always been a goal of the college to have employees with the proper credentials to provide quality products. As a Tribal College in a Tribal Community, it is also part of the college s inspiration to have community members or enrolled members play an active role in community education. For this reason, succession planning becomes an integral part of the college s planning for employees with credentials in addition to those that may be part of the community. ACTION ITEM 3.1: Develop a succession planning document (SPD) October, 2014 President Human Resources ACTION ITEM 3.2: Set cross-training A plan that identifies internal candidates for leadership or other key roles within CCCC Ensures that vacated roles are quickly filled with well-prepared candidates Time By Spring, 2015 Human Resources Part of SPD ACTION ITEM 3.3: Initiate a Mentoring program Provides HR with a pool of employees to pick from Succession pooling can benefit the college by providing knowledge for employees on leave By Spring, 2015 Human Resources An identified group of Proactive approach Employee pool Administration employees transferring knowledge 6 C a n k d e s k a C i k a n a C o m m u n i t y C o l l e g e

8 CHAPTER 5 Goal 4 Action Plan GOAL 4: GIVE COMMUNITY A BROAD-BASE OF EDUCATIONAL OPPORTUNITIES THROUGH NOT FOR AND FOR CREDIT OPPORTUNITIES Students and employers all over the continental US are fighting for the opportunity to pave their ways to a brighter future. Having a trained workforce that is ready to hit the ground running is the active ingredients of what many students and employees are searching in the 21 st Century. CCCC believes it is imperative to be able to get on board with this manner of thinking and provide students and employers an opportunity for workforce development and training. ACTION ITEM 4.1: Develop a wider spectrum of courses and training seminars that better equip potential students and employers By Spring, 2015 Director of CTE Director of TCG Project A list of seminars, courses, and trainings that meet the needs of employers and students ACTION ITEM 4.2: Workforce Training and Development Plan More participation in college not for and for credit courses that provide a better trained workforce Workforce needs assessment Workforce demands of community and region employers By Spring 2015 Director of TCG ACTION ITEM 4.3: Support workforce programming A workforce development document and plan for current and future development A roadmap to follow that has been developed through communitywide participation Spirit Lake Tribal Council Nominal Group Technique Ongoing Human Resources An identified group of Proactive approach Employee pool Administration employees transferring knowledge 7 C a n k d e s k a C i k a n a C o m m u n i t y C o l l e g e

9 CHAPTER 6 Goal 5 Action Plan GOAL 5: To develop a four-year program at Cankdeska Cikana Community College that emphasizes Dakota Culture. An Associate of Arts is the highest attainable degree offered at the accredited two-year community college. Analyses of student trends have indicated that students from CCCC often complete one associate degree and enroll in another degree program. The college assessment of student needs maintained a four-year program offered by CCCC would gain better interest from the students; although, partnerships with Mayville State University has provided the college with an option for students to pursue a bachelor s degree. A four-year program is warranted by the college stakeholders as the data collection and analyses have indicated in this recent strategic planning process. The following bullet points establish how this four-year program will be established at CCCC. ACTION ITEM 5.1: Create and support 4-year program team to serve in advisory capacity to VP for advisement for development of the program. Timeline Responsible Output Impact Resource Group Immediately Team to serve as advisors in 4-year program development Staff devoted to carrying out action item Employees & students ACTION ITEM 5.2: Determine and finalize academic major for four-year degrees. Timeline Responsible Output Impact Resource Group January year degree team Management team List of 4-year degrees to present to stakeholders and determine which is best fit for college Data to support the programs to choose from Advisory group Trend analysis of current programs Needs assessment ACTION ITEM 5.3: Develop student policies and procedures. Timeline May 2013 Responsible Group Student services 8 C a n k d e s k a C i k a n a C o m m u n i t y C o l l e g e Output Impact Resource Well established P&P manual for students Clear and concise P&P manual for student to adhere Facilitator to carry out development of document

10 ACTION ITEM 5.4: Identify accreditation requirements for 4-year degree granting institutions. Timeline Immediately Responsible Group Accreditation chairs ACTION ITEM 5.5: Program implementation Timeline August 2015 Responsible Group VPSS Output Impact Resource Accredited 4-year degree program Additional options for students at CCCC and the surrounding communities Output Impact Resource Course and curriculum for a 4-year degree program Additional options for students at CCCC and the surrounding communities Master level instructors (at least 2 in a program area) Students Master level instructors (at least 2 in a program area) Students 9 C a n k d e s k a C i k a n a C o m m u n i t y C o l l e g e