Northwest Technical College

Assurance Argument Northwest Technical College 9/14/2015 Page 1

Overview Northwest Technical College (NTC), a public, open-enrollment, two-year higher education institution, is a member of the Minnesota Colleges and Universities (MnSCU) system. With 31 institutions and 54 campuses located in 47 Minnesota communities, serving more than 430,000 students, MnSCU is one of two systems of public higher education in the state of Minnesota. The system is governed by a 15-member Board of Trustees, and the MnSCU Office of the Chancellor provides administrative oversight of the system on behalf of the board. Since its inception in 1965 as a small, post-secondary vocational school, NTC has evolved through a variety of organizational structures. We now have a unique, innovative alignment with Bemidji State University (BSU) that has been not only evolutionary, but in many ways revolutionary. The relationship between NTC and BSU continues to be further refined as we pursue a strong, strategic partnership that not only increases student access to educational opportunities, but also ensures wise use of resources all while preserving each institution s distinct character. As we continue to fulfill our mission and successfully serve the people of the northern Minnesota region and the state, we attract a diverse group of students with an open enrollment policy, affordable tuition, and high-quality education. We are home to more than 1,000 students enrolled in automotive, business, health and human services, and industrial technology career programs. We offer associate degrees, diplomas, and certificate programs that meet the evolving needs of regional and global employers, and are a recognized leader in providing online programs and courses. Our mission and vision establish our commitment to serving students in a technologically focused educational environment so they are prepared to work and live in today's global society. As affirmed in our mission statement, we provide educational opportunities that are solidly focused on a high-quality education that integrates technical and general learning, enabling our graduates to secure rewarding careers and enhance their lives. Collaborative relationships are key to Northwest Technical College s ability to augment programs, courses, and services, and to help meet the needs of students and stakeholders both in our region and at distant sites via online delivery. In addition to our relationship with BSU, our partnerships with Distance Minnesota, our online consortium for the delivery of online courses and services; with other colleges and universities, including tribal colleges, for opportunities to collaborate; with area high schools in the North Country Cooperative for coordinating technical preparation education options for area high school students; with business and industry, including advisory committees and those serving as clinical and internship sites, for ensuring we meet their needs regarding the knowledge and skills we provide our students; and with the Northwest Technical College Foundation, for developing community relationships and securing additional funding for scholarships all accrue mutual benefits to the college and the partners and extend and affirm the assets that NTC brings to our region and to our state. As a member of the MnSCU system, we receive a portion of our funding from an everdecreasing appropriation from the State of Minnesota. Like all public higher education institutions in the state, we also operate within a collective bargaining environment that

includes several different bargaining units. History of the college Established in 1965, Bemidji Area Vocational Technical Institute initially offered occupational trade and business programs in carpentry, automotive mechanics, and secretarial careers and was governed by the Independent School District #31 School Board. By the end of the 1980s, we had evolved into Bemidji Technical College, restructuring our curriculum to credits, rather than hours; integrating general education courses into our programs; and adding associate of science and associate of applied science degrees to our traditional offerings of occupational diplomas and certificates. After operating as a single institution for more than 25 years, a legislative mandate requiring the merger of smaller public colleges within the state resulted in the establishment of Northwest Technical College on July 1, 1992, through the merger of the technical colleges in Bemidji and five other communities in northwestern Minnesota. Northwest Technical College was governed by its own Board of Trustees and was the largest technical college in the state. Three years later, on July 1, 1995, all public higher education institutions in Minnesota, excluding the University of Minnesota, were consolidated into a new Minnesota State Colleges and Universities (MnSCU) system governed by a state Board of Trustees. On July 1, 2002, after a decade as a multi-campus college, Northwest Technical College was reorganized by the MnSCU Board of Trustees. After a consultative process, the board approved the separation of the college into three entities, leaving us as Northwest Technical College s single remaining campus. In a bold move, the board appointed the president of Bemidji State University to also serve as president of the new, singlecampus Northwest Technical College. This decision initiated our alignment with Bemidji State University one year later. This alignment model, the first and only one of its kind in Minnesota, has allowed these two institutions to build an effective partnership that positively impacts financial sustainability, efficiencies, constituent satisfaction, outreach, and the sharing of programs and services. During the years since NTC and BSU first agreed to collaborate, we have continued to explore ways for this strategic partnership to increase student access to educational opportunities and ensure wise use of resources. In 2004, the MnSCU Office of Finance merged the state appropriation of the two institutions, and the BSU Vice President of Finance and Planning accepted responsibility for managing the budgets for both institutions. After the state presents a single allocation, the college s finance office apportions the budget for each institution. In areas where services and processes require consistency and where efficiencies could be maximized, functions have been combined rather than duplicated. For example, the human resource functions of the two institutions are provided by one Human Resources office, providing a greater degree of service and consistency of processes. The integration of Information Technology allows coordinated support and financial savings through the use of common technology. Services addressing similar needs using similar processes such as computer help desk, library, counseling, financial aid advising, and bookstores lend themselves to a greater degree of sharing between institutions. On the other hand, offering academic programs consistent with each institution s mission and purpose is best accomplished

through strategic coordination and cooperation in areas where learning goals align. Our students can take classes on campus, online, or as a combination of both, and they can also take classes at Bemidji State. Through this unique partnership with BSU, NTC offers its students a full range of academic and student-life benefits normally not available at technical colleges, such as residential housing, health services, access to the Gillett Recreation-Fitness Center and A.C. Clark Library, and a BSU activity card that allows students to attend sporting events and campus activities. We recognize that finding the balance the intersection where cooperation, collaboration, and individuation meet is the key to the success for both NTC and BSU. We continue to strive to attain this balance, maximizing resources as good stewards of the tuition and fees paid by our students and of the funds we receive from the state and from other public and private sources; optimizing opportunities for the people of our region; and securing for our students the best educational experience for the best value that we can provide. Organizational Structure Organizational changes at NTC continue to evolve as the college strives to determine the optimum way to allocate its resources, including its personnel, in order to best serve our students and fulfill our mission. NTC has been challenged to respond to frequent administrative leadership changes that have occurred over the past several years. Incremental steps have been made toward aligning administrative functions of the two institutions, and we currently share all student support services, human resources, information technology, finance and business, communications and marketing, and facilities, among other services. NTC maintains its own organizational structure for curriculum oversight, academic planning, and academic program review. NTC and BSU have articulated programs where appropriate, cooperated periodically on new program development, and shared facilities for the delivery of academic programming. In an effort to achieve a higher level of cooperation and collaboration, BSU s college deans have recently begun to work more directly with NTC academic leadership and NTC s academic planning meetings. The goal for this new approach is to facilitate the creation and development of new articulations between NTC and BSU academic departments and faculty. These efforts are directed at building partnerships with far greater intentionality and scale than previously imagined, creating new and stronger connections between the institutions to benefit students, employers, and the communities we both serve. NTC is led by the campus dean, who reports directly to the president and serves on the Leadership Council. The dean represents and advocates for Northwest Technical College in the decision-making processes that impact our students, our programs, our faculty and staff, our community partners, and our other internal and external constituents. The dean is our campus leader and the supervisor of faculty, the person responsible for operational administration, and the one making final recommendations to the president for actions at the executive level. Academically, the dean works closely with the NTC Academic Affairs and Standards Council, the faculty, and BSU s academic

deans to provide leadership as they all work to develop and continue to improve our academic programming, instruction, curriculum, and assessment of student achievement. While alternative futures for the college including the possibility of merging with BSU were considered during a year-long college reinvention process in 2014, the in-depth discussions, research, and input from constituents made it clear: NTC can best provide a higher education pathway for students who need technical and career education by remaining an independent, two-year college. As an independent institution, working in collaboration with Bemidji State University, NTC continues to fulfill in the best possible way its distinctive mission within our region, and to serve the students who have chosen a technical education to move forward in their careers. Collaboration is a powerful tool to help us address the challenges we face. A fragile economy, evolution in technology, the changing needs of students, and severe limits on public funding will continue to hamper our success if we let them. If we think of these challenges as opportunities and seize the potential to transform our culture, we believe our students and communities across Minnesota will benefit. Within the Minnesota State Colleges and Universities system, it is well recognized that our colleges and universities are interdependent higher education institutions and that interconnectedness is a strength. Northwest Technical College, and its powerful new organizational and academic structure, is a good example of the way collaboration can make institutions stronger. The alignment between NTC and BSU is an innovative approach to higher education. Accreditation History Northwest Technical College received initial accreditation from the Higher Learning Commission of the North Central Association of Colleges and Schools in August 1995. After receiving continuing accreditation in 2000, NTC joined the Academic Quality Improvement Program. As the single remaining campus from the former multi-campus college, NTC continued in the AQIP program, successfully completing Systems Appraisals in 2006 and 2010 and a Check-up Visit in 2007. Its accreditation with the Higher Learning Commission was reaffirmed in 2008. In its most recent accreditation event, our 2010 Systems Appraisal, the HLC review team concluded: Northwest Technical College has presented evidence that it complies with each of the Five Criteria for Accreditation and each of their Core Components. Although the Systems Appraisal does not in itself constitute a review for continued accreditation, the team s conclusion upon reviewing your Portfolio against the Criteria will serve as a telling piece of evidence during the Commission s next scheduled AQIP review of your institution for Reaffirmation of Accreditation. The economic recession, coupled with the effects of a series of changes in campus leadership, ultimately had an impact on the college s enrollment, and the resulting stresses on the college s budget, combined with necessary reductions in staffing, triggered an extensive internal college-wide re-evaluation process. The college president commissioned a Reinvention Task Force which devoted the 2013-2014 academic year

to researching options and developing recommendations for reinventing the college. Subsequent to this process, during Spring 2015 the Higher Learning Commission and the NTC president jointly determined that the college would be best served by moving to the Standard Pathway rather than continuing on the AQIP track. As a result, a comprehensive visit was scheduled for September 2015. To meet this condensed time frame, NTC immediately launched a self-study process, which has culminated in our Assurance Argument. This argument shows not only how NTC, as a valued provider of technical education, meets the five Criteria for Accreditation and their Core Components, but also how we have adapted to a rapidly changing environment while continuing to serve our students and other constituents well, as we strive to best fulfill our mission and serve the common good. The assurance argument and the associated evidence will provide readers a view of this powerful, innovative educational enterprise. We believe Northwest Technical College has become a clear example of higher education s evolution in Minnesota and across the United States. We welcome the feedback and advice of our Peer Reviewers as they fulfill their role of verifying that we comply with all federal regulations and that we meet the Higher Learning Commission requirements for reaffirmation of our accreditation.

1 - Mission The institution s mission is clear and articulated publicly; it guides the institution s operations. 1.A - Core Component 1.A The institution s mission is broadly understood within the institution and guides its operations. 1. The mission statement is developed through a process suited to the nature and culture of the institution and is adopted by the governing board. 2. The institution s academic programs, student support services, and enrollment profile are consistent with its stated mission. 3. The institution s planning and budgeting priorities align with and support the mission. (This sub-component may be addressed by reference to the response to Criterion 5.C.1.) Argument 1.A.1 The mission statement is developed through a process suited to the nature and culture of the institution and is adopted by the governing board. Situated in the beautiful north woods of Minnesota, Northwest Technical College (NTC) lives its mission: "Northwest Technical College integrates the value of work with the educational experience to develop resourceful lifelong learners with knowledge, skills, and attitudes to secure rewarding careers and satisfying lives in an increasingly technologically focused, globally interdependent, multicultural society." We are a member of the Minnesota State Colleges and Universities (MnSCU) system, which includes 31 institutions with 54 campuses located in 47 Minnesota communities that serve more than 430,000 students. As a member of MnSCU, we comply with Board Policy 3.24 System and College and University Missions which establishes the review process of missions within the system s institutions. Our mission and vision establish our commitment to serve our students in a 21st century educational environment so they are prepared for working and living in today's global society. Although our mission statement was crafted nearly a decade ago, it remains the foundation upon which our academic programs, student support services, and planning efforts are based. The mission statement was developed through a series of in-depth conversations involving faculty, staff, students, and community members. Input from this consultative process was collected and submitted in compliance with Board Policy 3.24 to the system s Board of Trustees the college s governing body for approval. After reviewing the college's request and supporting rationale, the board approved and adopted our current mission and vision statements on March 22, 2006. Our mission continues to guide our educational efforts which are most recently reflected in the development of our new Master Academic Plan (MAP). Developed during the Fall 2014 semester and Page 2

finalized in December 2014, the plan establishes our strategic direction for the next three years. In concert with our mission statement, the institution s consultative nature and culture are also reflected in our vision: "Northwest Technical College is a technological learning organization that is also open and inviting, comprised of professionals that value life-long learning and the worth and dignity of all people. Guided by a commitment to excellence through education with a global focus, Northwest Technical College looks to become the premiere technical college in Minnesota. The academic and co-curricular culture at Northwest Technical College encourages an appreciation of differences and a rich knowledge of self and others that is the foundation of democratic citizenship in a technological world. Such an education is a life-enhancing opportunity that will enable individuals to reach their fullest potential and contribute to the richness of the natural, human, and economic resources of this region." Our consultative governance structure is based upon a formal shared governance process established through state-wide collective bargaining. The Minnesota State College Faculty (MSCF) contract with the Board of Trustees provides faculty with the opportunity to provide input on college decisions, such as long- and short-range planning, allocation of resources, proper use of physical and human resources, marketing, public relations, recruitment of students, and the accreditation process. These processes are defined in Article 8: Shared Governance and Academic Affairs. As a public state institution, there are three additional bargaining units representing our staff: the American Federation of State, County, and Municipal Employees (AFSCME); Minnesota Association of Professional Employees (MAPE); and Commissioner s Plan. 1.A.2 The institution s academic programs, student support services, and enrollment profile are consistent with its stated mission. Guided by our mission, we provide career and technical training programs that promote the value of work through delivery of certificates, diplomas, and associate degrees. During the 2015-16 academic year, we are offering 18 associate of applied science programs; 5 associate of science programs; 32 certificate programs; and 15 diploma programs. In an effort to ensure that our academic programs were consistent with our stated mission of providing students with current knowledge, skills, and attitudes to secure rewarding careers and satisfying lives, our academic departments engaged in an extensive review of existing academic curricula and programming during the process to develop our new Master Academic Plan. As a result of this comprehensive review, a number of academic departments revised their program offerings to better meet local and regional industry, business, and community needs. Each of the proposed program revisions were initiated and approved locally through our Academic Affairs and Standards Council. The council is contractually charged to provide direction for the college president in relation to academic affairs matters including development of course outlines, award requirements, academic standards, course and program components, and the inventory of course and program offerings. The council's role is defined in NTC policy 3075-2-01 Academic Program Vitality and Effectiveness Review Process. All academic program revisions were also formally reviewed and approved through MnSCU s Academic Affairs program review process, as specified in System Procedure 3.36.1 Academic Page 3

Programs. Approved program applications are available on a secure, password-protected archive on MnSCU's Academic and Student Affairs website. A number of programs are built with stackable credentials to encourage student certificate, diploma, and associate degree completion. This approach allows students to complete programs in an incremental manner that accommodates work schedules for both traditional and non-traditional students. After completion of a certificate, students can enter the workforce in their career field, gain workplace experience, and return to NTC to complete a diploma or associate degree. This stackable approach to program development was strongly supported by local business and industry during community conversations held during Reinvention and program advisory boards: Sales, Marketing & Management Advisory Committee Sept. 2014 Electrical Construction & Maintenance Advisory Committee Fall 2014 To provide greater access to academic offerings within our rural region of the state, and in keeping with our mission to help our students "secure rewarding careers and satisfying lives in an increasingly technologically focused" society, our faculty have also offered an expanding number of online courses and programs over the past five years. We use D2L s Brightspace learning management system, which is used throughout MnSCU. This has resulted in a corresponding increase in the percentage of online students we serve each year. From 2010 to 2015, the percentage of our full-year equivalent (FYE) students who are classified as online has grown from 31 percent to 51 percent of our total. As stated in our mission, we believe higher education institutions have the responsibility to ensure their students are prepared for career entry, advancement, and a fulfilling life. In pursuit of this mission, our unique partnership with Bemidji State University allows us to provide a broad variety of student support programs online and on both the NTC and BSU campuses. These services help students achieve "rewarding careers and satisfying lives." We offer all students access to services including admissions, academic advising, Career Services, Disability Services, financial aid, health and counseling services, Human Resources, library resources, tutoring both online and oncampus and Veterans Services. Our partnership with BSU also allows our students to access facilities and programs at the university, including residence hall housing, health and counseling services, recreation center access, and the American Indian Resource Center. We also offer a variety of online resources to help students improve their academic skills, including time management, study skills assessments, and successful study strategies. To help students become more aware of the college s support services, we offer a new-student orientation before the beginning of each semester. The orientation provides students with an opportunity to learn about college policies and procedures, meet instructors, and become more familiar with campus and electronic resources that will help them be successful. Online students can access a customized orientation which introduces them to student support resources tailored to support their online educational experiences. The services available to our students are explored further in Criterion 3.D.1. Program faculty serve as advisors to our students. In this role, faculty help students register for courses and provide academic support. Faculty advisors serve as the main contact for students who are identified as potentially at-risk for not attending classes or not succeeding academically. Faculty and staff can then intervene by helping students receive needed support services. We are a founding member of Distance Minnesota, an online learning collaborative. Members of the Page 4

Distance Minnesota consortium include NTC, Northland Community and Technical College, Alexandria Technical and Community College, and Bemidji State University. Distance Minnesota offers extensive online learning pathways that include certificates, diplomas, associate degrees and baccalaureate degree-completion programs. The consortium is widely recognized for its innovations in online learning. In 1999, Distance Minnesota established the first accredited online degree program in Minnesota. The consortium also received MnSCU s 2013 Innovative Partnering and Collaboration Award. Students completing online courses also have seven-day-a-week access to eadvisors through Distance Minnesota s call center. eadvisors guide students through Distance Minnesota s many online learning pathways and help students understand the tools available to track their progress. A success coach is also available to help online students with time management, goal setting, study skills, and financial awareness. Distance Minnesota also provides our students with counseling to help them explore and discover what is unique about them and which careers may best utilize their strengths and talents. Career counseling can help assess skills, interests, personality, and values. It also can identify and overcome barriers to decision-making, explore career transition issues, and help students establish goals in their life-planning processes. As a state regional technical college, our student population is primarily from Minnesota. In Fall 2014, 87.5 percent of enrolled students were Minnesota residents; this percentage has remained consistent over the past several years. A significant proportion of our students approximately 50 percent come from our immediate geographic area of Beltrami County and surrounding counties. Approximately 50 percent of our students are over 24 years of age. For the last five years, more than 60 percent of our students have been part time, enrolled in fewer than 12 credits per semester. The female to male student distribution has remained relatively unchanged over the past five years, with about 70 percent of our student population being female and 30 percent male. American Indian students traditionally constitute our largest minority population.the college s enrollment by ethnicity for FY15 was 76 percent white or Caucasian; 7 percent American Indian or Alaska Native; 5 percent black or African-American; 2 percent Hispanic or Latino; 1 percent Asian; 5 percent multiracial; and 3 percent unknown. 1.A.3 The institution s planning and budgeting priorities align with and support the mission. (This sub-component may be addressed by reference to the response to Criterion 5.C.1.) We continue to place strong emphasis on alignment of mission and planning. Attention to the college s mission documents form the foundation for planning activities and budgeting priorities, which are discussed in greater detail in Criterion 5. The mission statement has served as the focal point, guiding the college's recent Reinvention and Master Academic Plan process.the Master Academic Plan emphasizes the college s commitment to excellence, quality, and innovation within the field of career and technical education. The plan's goals and objectives clearly direct how we will pursue our educational initiatives in alignment with our mission and vision. We created a Master Academic Work Plan to guide the allocation of resources necessary to implement the Master Academic Plan s recommendations. This work plan prioritizes initiatives based Page 5

on their strategic importance to our mission and vision. Timelines established in the work plan were discussed and approved by the master academic planning committee, which included faculty, staff, and students. This plan was shared and discussed with the larger campus community. To help the college s academic programs better meet industry needs, we received $99,574.78 in Leveraged Equipment Funds from the MnSCU system office in 2014. This grant helped us implement several curriculum revisions proposed in the Master Academic Plan and purchase equipment to support welding, mechanical controls and auto maintenance courses. Since NTC opened its doors in 1966, we have expanded our facilities to reflect increasing enrollment, growth in academic programming, and the need to support technology consistent with our mission. The most recent major facilities expansion occurred in 2006 with a new multimillion dollar expansion to the main campus building. This expansion provided an up-to-date learning environment for our health programs and provided additional classrooms, modern labs, and faculty office space. A 2010 renovation project updated and expanded automotive facilities to keep pace with changing industry standards. These automotive facilities provide a modern automotive shop which better reflects facilities where students will work after graduation. In 2012, we began leasing a 14,000- square-foot facility near the main campus to support our residential plumbing/hvac and sustainable energy programs. With the region s ever increasing needs for health care professionals, NTC and BSU launched the Bemidji School of Nursing in 2012. The school combined the administration of nursing programs of both campuses to better align resources and ensure the highest quality programming and scholarship for students. Our faculty in both practical and registered nursing relocated to the BSU campus in 2014. This move creates a more collegial and collaborative environment for NTC and BSU nursing faculty and provides our students with a more seamless progression into BSU s baccalaureate nursing program. This allows both institutions to reduce costs associated with lab, clinical, and tutoring requirements. All of our nursing faculty now have private offices to provide confidential academic advising to students, which is a prerequisite for national accreditation standards. Our alignment with BSU has allowed us to better serve our students through greater efficiencies in campus operations. As a small technical college, the ability to align resources with a state university has greatly benefited our students. We can more efficiently and effectively deliver student support services and provide student life opportunities and experiences that would not otherwise be possible. This collaboration has resulted in shared services and personnel in multiple areas including admissions, advising, book store, business services, career services, disability services, financial aid, human resources, information technology, institutional research and effectiveness, library, maintenance, student housing, student activities and student life, and the Office of the President. These shared services have created efficiencies that allow us to continue delivering on our commitment to provide students with career and technical education of the highest possible quality. Additional information and evidence related to 1.A.3 can be found in Criterion 5.C.1. Sources Page 6

20120309-BSU-School of Nursing 3075-2-01 Academic Program Review process Contract - MSCF - 2013-15 Contract - MSCF - 2013-15 (page number 21) D2L-Brightspace Distance MN - 2013 MnSCU Innovation Award Distance MN - Administration Distance MN - Online support team Mission Philosophy MN_gov - Labor Contracts - AFSCME MN_gov - Labor Contracts - Commissioner's Plan MN_gov - Labor Contracts - MAPE MnSCU - Board Policy 3.24 - Institution Type and Mission, and System Mission MnSCU - Board Policy 3-36p1 - Academic Programs NTC - Academic Success Toolbox NTC - Advisory Committee - ECM - Fall 2014 NTC - Data - MnSCU Leveraged Equipment Grant NTC - MAP Implementation Timeline (Final) NTC - MAP Meeting Agendas NTC - MAP Work Plan (Final) NTC - Minutes - 201409 SMM Advisory Cte NTC - SS - Programs & Courses NTC Enrollment Profile 2008-2015 NTC Fact Book 2014-2015 NTC Fact Book 2014-2015 (page number 9) NTC Fact Book 2014-2015 (page number 14) NTC Fact Book 2014-2015 (page number 17) NTC Fact Book 2014-2015 (page number 19) NTC Fact Book 2014-2015 (page number 24) NTC Mission & Vision NTC Mission Approval-Bd of Trustees NTC Mission Review documentation NTC New Mission Application NTC-Master-Academic Plan-Dec-2014 PRES - MnSCU - About Us PRES - MnSCU - Board of Trustees PRES-Reinvention-Final-Report-Final PRES-Reinvention-Final-Report-Final (page number 85) SS - MnSCU ASA EPM11 Login Page 7

1.B - Core Component 1.B The mission is articulated publicly. 1. The institution clearly articulates its mission through one or more public documents, such as statements of purpose, vision, values, goals, plans, or institutional priorities. 2. The mission document or documents are current and explain the extent of the institution s emphasis on the various aspects of its mission, such as instruction, scholarship, research, application of research, creative works, clinical service, public service, economic development, and religious or cultural purpose. 3. The mission document or documents identify the nature, scope, and intended constituents of the higher education programs and services the institution provides. Argument 1.B.1 The institution clearly articulates its mission through one or more public documents, such as statements of purpose, vision, values, goals, plans, or institutional priorities. Our mission statement appears on our web site, the dominant location for accessing information related to the college, and is also published in the college s other primary public documents, such as the College Catalogs, NTC Fact Book, Master Academic Plan, and promotional brochures that are made available to our constituents. The local community also acknowledges our long-standing mission to provide career and technical education opportunities for the region. In 2014, more than 100 community members participated in the NTC Perception Survey. Ninety percent of respondents believed our programs were relevant to industry needs, and more than 70 percent rated the quality of education we deliver as good or excellent. Respondents also indicated that the top three aspects of the college's academic programs most important to them were direct pathways to a job; affordability; and the time it takes to complete a degree. In addition to displaying the college mission in a variety of public documents and media, our mission and values are highlighted during many campus gatherings, which include planning meetings and our annual commencement. 1.B.2 The mission document or documents are current and explain the extent of the institution s emphasis on the various aspects of its mission, such as instruction, scholarship, research, application of research, creative works, clinical service, public service, economic development, and religious or cultural purpose. During our recent work to develop a new Master Academic Plan, our mission statement was reviewed and reaffirmed. To celebrate the renewal of the mission statement, in May 2015 two poster-sized copies were signed by all college faculty and staff to acknowledge their dedication to the achievement of our institutional mission. These mission statement posters are displayed at the two main entrances to the campus. In addition, copies of the mission statement have historically been posted at different locations across the campus. Career and technical education remain firmly at the core of our mission to integrate...the value of Page 8

work with the educational experience to develop resourceful lifelong learners with knowledge, skills, and attitudes to secure rewarding careers." As a regional public institution, we serve the needs of Beltrami County and surrounding counties and are committed to helping students attain their academic and career goals. The instructional aspect of our mission is supported through faculty professional development opportunities. These allow faculty to pursue sabbaticals, internships, training, industry experience, scholarship, research, and creative works that contribute to the strength and vitality of college programs. These opportunities promote faculty knowledge and expertise in their respective disciplines and enhance course and program effectiveness. They are promoted both by the college and by the MnSCU chancellor's office. These opportunities are also formally recognized in the collective bargaining agreement between the Minnesota State College Faculty (MSCF) and the MnSCU Board of Trustees. Faculty development is explored in further detail in Criterion 3.C.4. The scope and extent of our mission also directly impacts our planning processes. Our 2014-2017 Master Academic Plan, discussed in greater detail in Criterion 5, is aligned with our mission and reinforces that the Master Academic 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. The mission statement's core elements are integrated into the Master Academic Plan's six strategic goals. The plan's overriding theme recognizes the continued need to work collaboratively with Bemidji State University, local and regional business and industry, area school districts, government agencies, non-profits, and other higher education institutions to help ensure that our students are successful academically and in their chosen career field. In this regard, the Master Academic Plan operationalizes the mission and provides a framework for responding to the needs of our students, employers, and the communities we serve. The Master Academic Plan establishes six strategic goals that will help us develop a culture of continuous improvement and student success in career and technical education: Goal 1: Enhance assessment of current academic programming to assure that courses, programs, and learning opportunities align with changing student, community, and employer needs. Goal 2: Create and implement a strategic enrollment management plan to help increase enrollment and improve retention. Goal 3: Promote a culture of innovation that supports new program development and highquality teaching. Goal 4: Develop new online programming and expand online student support. Goal 5: Increase community outreach and engagement. Goal 6: Become recognized as a premiere developmental education institution within the Minnesota State Colleges and Universities system. Our mission and vision showcase our focus on developing lifelong learners and socially responsible citizens. In this regard, faculty coordination of and participation in various community and regional service events serves to expand learning opportunities and strengthen our relationship with the community. Some examples of these community initiatives include: The dental assisting program's "Give a Kid a Smile" event which provides free dental care to children in the area, and its partnerships with Leech Lake and Red Lake Indian Health Services, Sales, marketing, and management students can elect to participate in a service learning project Page 9

in their community, Nursing program blood drives, Environmental technology has provided solar site assessments for Harmony Foods, a local food cooperative; Hope House, a community-based mental health facility; and Laurel House, a residence for students in Bemidji State University's honors program. Innovative program faculty have a history of pursuing initiatives that enhance student and career opportunities. One such example is a new program to assist underprivileged women pursue high demand medical coding careers. This initiative, funded by a grant from the Women s Foundation of Minnesota, directly aligns with the college s inclusive mission and vision. The grant gives qualifying women the opportunity to enter our medical coding program, which will be delivered online and in traditional classrooms at our campus, at Leech Lake Tribal College, and Red Lake Nation College, free of charge. 1.B.3 The mission document or documents identify the nature, scope, and intended constituents of the higher education programs and services the institution provides. The nature and scope of our academic programs are established in Goal 1 of our Master Academic Plan which assures courses, programs, and learning opportunities align with changing needs of students, employers and our community and through our vision which recognizes the lifeenhancing opportunities provided by an education. As a distinct and collaborative institution, we offer a technical education that meets the personal and career goals of a broad variety of students and serves the economic vitality of the region and the state. To accomplish this, our new Master Academic Plan establishes six strategic goals that address aspects of the mission and the constituents we serve. Specifically, the plan's Goal 5 directs us to focus on increasing community outreach and engagement in a variety of ways, including new partnerships with the local workforce development center; partnering with community organizations to incorporate service-learning opportunities into our curriculum; expanded availability of apprenticeships, internships and practicum experiences for our students; and expanding custom training and continuing education opportunities. We have a strong history of partnering and collaborating with local and regional entities such as the Bemidji Chamber of Commerce, the Minnesota Innovation Institute, 360 Center of Excellence, the American Indian Opportunity Investment Council, Distance Minnesota, College in the High School, Post-Secondary Education Option, North Country Vocational Cooperative, and the Rural Minnesota Concentrated Employment Program. NTC and BSU provide customized training to business and industry through Optivation. As our outreach arm, Optivation partners with a number of local and regional organizations including the Northwest Indian Occupational Industrialization Center, Indian Health Services, Leech Lake Gaming, Seven Clans Casinos, Red Lake YouthBuild, and a number of smaller organizations. Optivation brings innovative ideas to life, links external resources to faculty, staff, and students, and provides services to regional organizations and businesses to enhance their competitive advantage. Our 11 program advisory committees, which include 115 community members, are a vital avenue for partnerships with business and industry. The committees, which provide industry expertise and guidance for our career and technical education programs, meet a minimum of twice each year to provide input on industry trends and academic curricula. We host all 11 advisory committees at a campus-wide meeting each year. Page 10

Our successful collaboration with Bemidji Adult Basic Education (ABE) program led to the program's permanent move to the NTC campus in 2013. Goal 6 in our Master Academic Plan calls for us to continue expanding our relationship with ABE, which provides services for our students who need college readiness assistance and for students completing a GED. To further collaboration and partnership with local and regional business and industry, we have partnered with area manufacturers to form the Minnesota Innovation Institute. The institute provides high-performance manufacturing training to area workforce members and those seeking employment in the field. In addition to NTC, the institute includes Bemidji State University, the Minnesota Department of Employment and Economic Development, and Greater Bemidji an economic development organization focused on Bemidji and the immediately surrounding areas. Sources ACAD - tuition_reimbusement ACAD 2014_15_catalog_final ACAD 2014_15_catalog_final (page number 3) ACAD_NTC News_Medical Coding Grant ACAD-AASC-12-9-2014-High-School-Agreement ACAD-DistanceMinnesota ACAD-FAC-DEV ACAD-FAC-DEV (page number 7) ACAD-FAC-DEV (page number 8) ACAD-FAC-DEV-Professional-Dev-Fund-Procedure ACAD-MSCF-Sab-packet MI2 - Blandin Foundation Release MnSCU - Board Policy 4.7 - Sabbatical Leaves NTC - Info - Advisory Committee Membership NTC Fact Book 2014-2015 NTC Fact Book 2014-2015 (page number 4) NTC Mission & Vision NTC Mission Approval-Bd of Trustees NTC Mission Approval-Bd of Trustees (page number 2) NTC Mission Approval-Bd of Trustees (page number 6) NTC Mission Review documentation NTC New Mission Application NTC New Mission Application (page number 3) NTC-Master-Academic Plan-Dec-2014 NTC-Master-Academic Plan-Dec-2014 (page number 2) NTC-Master-Academic Plan-Dec-2014 (page number 3) NTC-Master-Academic Plan-Dec-2014 (page number 8) NTC-Master-Academic Plan-Dec-2014 (page number 9) NTC-Master-Academic Plan-Dec-2014 (page number 12) Optivation - About Us PRES - MnSCU - Board of Trustees PRES-Reinvention-Final-Report-Final PRES-Reinvention-Final-Report-Final (page number 112) Page 11

PRES-Reinvention-Final-Report-Final (page number 116) PRES-Reinvention-Final-Report-Final (page number 117) RMCEP - Agency Profile - Misson SS - 360 Center of Excellence SS - Bemidji Chamber SS-NTCMN_edu Page 12

1.C - Core Component 1.C The institution understands the relationship between its mission and the diversity of society. 1. The institution addresses its role in a multicultural society. 2. The institution s processes and activities reflect attention to human diversity as appropriate within its mission and for the constituencies it serves. Argument 1.C.1 The institution addresses its role in a multicultural society. At Northwest Technical College, we actively address our role in a multicultural society and embrace our unique location in the culturally diverse Minnesota north woods. Consistent with our mission and vision, we strive to "provide a supportive environment for a diverse population of learners who need to be agile thinkers, effective problem-solvers, and lifelong learners in a fast-paced and increasingly interdependent world. Our campus is located in Beltrami County, which has an overall population of approximately 45,600. American Indians represent 20.8 percent of the population and are the largest minority group in the region. There are three native nations in our service area: the Leech Lake Band of Ojibwe, the Red Lake Band of Chippewa, and the White Earth Band of Ojibwe. In FY2015, approximately seven percent of NTC students were Native Americans, while another four percent identified as partially Native American. The American Indian Resource Center, an academic and support resource for American Indian students, faculty, and staff, is located on the Bemidji State University campus. Opened in 2003, the 10,000-square-foot facility includes offices, classrooms, a student computer lab, student lounge kitchen, reception areas, conference rooms, and the Great Gathering Room, which provides seating for up to 120 guests and features state-of the-art smart room" technology. The center is also home to the first Indian Studies program in Minnesota and the world s first collegiate Ojibwe language program. The center s director also serves as the student organization advisor to the Native American Student Organization. The student-led Native American Student Organization, which is open to people of all ethnicities, has been the largest and most-active club our students can join. The association has provided students with a free Thanksgiving meal along with a performance by the Silver Eagle Dance and Drum Group, in conjunction with the celebration of American Indian Heritage Month. The association has conducted a special ceremony and dinner for native graduates. During NTC graduation ceremonies, flags of the three local tribal nations are on display and an American Indian drum group has played at the ceremonies. In addition, the group has led campus activities celebrating Black History Month. We continually strive to be a good partner with the native nations and their governing tribal councils. The president meets annually with tribal education leaders to discuss educational opportunities and services. We also pursue partnerships and consortial agreements with area tribal colleges. In June 2012, representatives from NTC, Bemidji State University, Leech Lake Tribal College, Red Page 13

Lake Nation College, White Earth Tribal and Community College, and Fond du Lac Tribal and Community College discussed opportunities to improve transfer and articulation between institutions and to increase student retention and completion at both two-year and four-year campuses. The consortium, named Azhoogan an Ojibwe term meaning bridge" has collaborated to update articulation agreements, shared assessment resources, applied for grant funding, explored delivery of shared of academic courses, connected student organizations, and discussed opportunities for shared professional development. The Azhoogan consortium's efforts have been supported by grant funding from both regional and national sources. A Northwest Minnesota Foundation grant allowed Azhoogan members to conduct a formal assessment to begin organizational planning efforts, and in 2014 the consortium won a $500,000 grant from the U.S. Department of Agriculture to develop a high-definition video conferencing network to connect each campus and enable distance-learning opportunities. NTC also has invited area tribal college faculty to attend training sessions for Quality Matters, a faculty-centered, peer review process designed to certify the quality of online courses and online components. In addition to working with area tribal colleges, we have also partnered with a number of community agencies to reach out to individuals who are traditionally under-represented in higher education. We have worked closely with the Northwest Indian Opportunities Industrialization Center to create educational opportunities for its clients, who are typically unemployed or underemployed American Indians. Optivation, a custom college and outreach training venture operated jointly by NTC and Bemidji State University, includes a partnership with the Red Lake and Leech Lake nations to deliver credit-based courses and non-credit training opportunities among its numerous American Indian-related partnerships since 2010. 1.C.2 The institution s processes and activities reflect attention to human diversity as appropriate within its mission and for the constituencies it serves. Through our mission and vision, we recognize the diversity of our students, of our constituencies, and of the greater society we serve. In addition, we recognize that human diversity extends beyond racial and ethnic diversity to include diversity in socioeconomic background, religion, education, life experience, lifestyle, gender, age, and a multitude of other characteristics. When serving our constituents, we demonstrate this understanding of and attention to human diversity in a variety of ways, such as: Services for veterans, service members, reservists, and families with military benefits assistance. A Northwest Minnesota Regional Veterans Coordinator is on campus one day per week to meet with veterans and help them with both academic and personal issues. We have been selected by G.I. Jobs magazine as a Military Friendly School for each of the last six years. Consistent with MnSCU Board Guideline 5.11.1.3 Senior Citizen Charges and Fees, senior citizens (persons over 62 years of age) can attend NTC for $12 per credit, plus fees, rather than paying full tuition. We offer college preparatory and developmental courses in reading, writing, and mathematics, and Adult Basic Education and GED services have been co-located on our campus since 2014. The Minnesota Transfer Curriculum (MnTC), discussed in the Federal Compliance section of this document and in Criterion 3, includes two goal areas focused on human diversity: human diversity and global perspective. Our students can enroll in courses that address these goal areas Page 14