State of the College

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State of the College

• Winter Convocation
• January 14, 2008

85
JCCs Role in the World

• Six months ago, I asked what kind of world you
  want
• We are striving to be a world-class institution,
  a learning college.
• We can impact the world by welcoming, sustaining,
  and graduating students with the knowledge,
  skills, abilities, and behaviors they need to be
  successful.
• We can also be this by being colleagues and
  learning partners in this great workplace.
• This is everyones responsibility as a member of
  the JCC community...not for just a few.

86
A Riddle

• Today, I offer you a question or a riddle
• Together we can find the answers
• Ours is a journey, a discovery to be made
• You are not alone

87
There is a reason for this worlda purpose for
our being here...now
You and I
88
Our Student Success Agenda

• You and I, togethermust be about
• Recruitment
• Retention
• A total commitment to Student Success
• Of one another, we must be
• Encouraging
• Helpful
• Supportive

89
You and I, Together

• You and I, together, can either leave a legacy,
  or live one.
• Can you and I, together, commit to being the best
  of the world?
• You and I, together, can give our best each day
  for others.
• You and I, together, face challenges and
  opportunities, and work to find solutions.

90
A Record Year

• In spite of challenges, we persist, together
  everyday
• Record breaking billing contact hours...again
• Highest percentage of diverse students attending
• A New William N. Atkinson Hall
• Reintroduction of Athletics
• The successful launch of Student Housing
• Fully funded 1M Wilbur Dungy Endowed Chair
• 1M gift for Rawal and Family Center for Health
  Occupations
• But, our job is not done

91
Increasing Demand for Skills

• 24 of 30 fastest growing job require a
  postsecondary education
• Higher wages are offered for postsecondary
  educated candidates
• Almost 2/3 of Michigan does not have a
  postsecondary degree

92
College Readiness

• Increasing numbers of students have a
  developmental education requirements, over 75 at
  JCC.
• 65 of the 2020 workforce is already beyond the
  reach of elementary and secondary schools
• In effect we need to grow our own skilled
  workforce from among the workers we already have.

93
College Readiness

• Students often come to higher education with
  limited knowledge and skills
• 86 percent of surveyed students said they had NOT
  been formally taught how to study
• Most have shaky academic self-esteem, expecting
  to do perform poorly

94
Student Completion Success

• Public 2-year institutions completion rates are
  affected by the college readiness level of their
  incoming students.
• Fewer students persist
• Take more time to complete

95
At-Risk Students

• Key at-risk populations
• Ethnic minority students
• Non-traditional students, especially displaced or
  retired
• Low socio-economic students
• Key barriers of at-risk students
• Need to work
• College is too expensive
• Lack knowledge of career and education
  opportunities
• Lack confidence that they can succeed in school
• Not prepared academically
• Have family responsibilities
• Only 15 percent of part-time students completed a
  degree or certificate six years after enrolling
  in college, and 73 percent left college without
  earning a degree. (Source Community College
  Survey of Student Engagement CCSSE)

96
Ethnic Minority Students

• 74 of minority students desire better social and
  more studying opportunities (source Chronicle of
  Higher Education)

of Population, by Ethnicity, with HS Diploma
Source 2006 Current Population Surveys Annual
Social and Economic supplement, US Census Bureau
97
Non-Traditional Students

• Demographics shifting older adults and longer
  life-spans impact expectations for higher
  education institutions.
• 20 of population will be 65 or older by 2030.
• The American Council on Education (ACE) research
  project Reinvesting in the Third Age Older
  Adults and Higher Education
• older adults' participation in higher education,
• outreach efforts by colleges and universities,
  and the
• range of higher education programs and services
  currently offered

98
Low Socio-Economic Status Students

• 32 of working families live in poverty (compared
  to 25 nationally).
• Nearly 1 in 5 Michigan jobs (18) pays below
  poverty wages.
• Michigan experiences chronic declines in per
  capita income.

99
Higher Education is Key

• Source Julie Strawn, Center for Law and Social
  Policy, October 8, 2007.

100
Top Ten Trends in 2008

• Millennials - ages 10 to 27
• Dwarfs the Baby Boomers in size
• Most entrepreneurial in the history of the USA
• Retirees - oldest Baby Boomer turned 60 in 2006
• Starting new businesses
• Volunteering and transforming communities
• Education - 21st century jobs go to well-educated
• Community colleges key to constant retraining
• Entrepreneurial education starting in
  Kindergarten
• Promises - Started in Kalamazoo, MI.
• Gen Xers and Millennials raise families near
  Promises
• Employers will follow

101
Top Ten Trends in 2008

• Water, Water, Water
• Boomers want to live on it
• Demographics are changing because of it
• New Urbanization
• Downtowns are hot!
• The walkable neighborhood is back
• Enviropreneurs-
• Green is increasingly growing in importance.
• Entrepreneurs are investing everything to get in
  on the front edge of this trend.

102
Top Ten Trends in 2008

• Niche Ag Diversification
• Farmers moving from commodity to niche products
  (e.g. organic foods)
• Premiumization -
• Coffee, honey, chocolate, vodka, cheese,
  breweries, etc.
• Sports and Hobbies - Birds Beating Birdies-
• Bird watching is fastest growing spectator sport
• Geo- caching, biking, hiking and extreme water
  sports are also growing in importance.
• Golf will still be less important than in the
  90s.

103
Did You Know?

• Just click here to watch the Did You Know
  video.   

104
Knowing is not enough we must apply.Willing
is not enough we must do

• Johann Wolfgang von Goethe

105
What can Michigan do?

• Create a shared vision for Michigans economic
  future and skills workforce
• Set measurable goals for achieving that vision
  and ensure funding supports progress
• Track outcomes
• individual adult student outcomes
• across workforce education programs

106
What can Michigan do?

• Help community colleges connect in a broader,
  more strategic way with local employers
• Refocus the content and rethink the delivery
• Adult basic education
• English as a Second Language
• College remediation
• Support postsecondary access
• More flexible and comprehensive financial aid
• Personalized, ongoing career and academic
  counseling and support

107
What is JCC doing?

• Achieving the Dream Initiative
• Connect EDU
• Freshman Year Seminar (FYS)
• Increasing student life activities
• Athletics
• Housing
• Student Organizations
• Sustainability efforts
• Presidents Climate Commitment
• Investing in Improvement (AQIP and CQIN)
• Financial Aid
• Course Scheduling
• Legislative engagement

108
Achieving the Dream Initiative

• (ATDI)

109
Purpose

• For you to come to know this initiative
• Overview of the national ATD initiative
• Implementation within JCC specifically
• Our plan for 2007-2008
• Our plan for 2008-2012
• Begin conversations about our data
• To secure your energetic engagement

110
Nationally, less than half of Community College
students meet their educational goals
Source U.S. Department of Education, NCES
(2001). Beginning Postsecondary Students
Longitudinal Study 1996-2001 (BPS96/01).
Analysis by Community College Research Center.
111
Achieving the Dream

• Achieving the Dream is a national initiative
  designed to help more community college students
  succeed.
• Particularly groups of students that have seen
  the least success, including low-income students
  and students of color.

112
ATD offers an established infrastructure

• Nationally supported by the American Association
  of Community Colleges and the Community College
  Leadership Program, University of Texas at Austin
• Provides service organization partners for
  communication/public relations and data
  collection
• Provides coaches to guide colleges through the
  grant making and implementation process

113
Coaches are nationwide experts

• Our Core Team Coach Brenda Beckman
• Our Data Team Coach Terri Manning
• Committed to JCC for five years
• Four visits to JCC each year
• Available for consultation

114
At the state level

• Supported by the Michigan Community College
  Association which has three goals
• Establish a statewide post-secondary data base
• Link to other relevant state initiatives
• Support the six colleges/disseminate their
  lessons

115
JCC grant supported by the Kellogg Foundation

• This year, in fiscal year 2007-08
• 50,000
• Next four years, fiscal years 2008-12
• 100,000 per year
• Requires proposal in Spring 2008.

116
What does this mean for JCC?

• ATDI is an initiative, not a project overlay
• National initiative, but specific to JCC
• Appropriate to our system and procedures
• Appropriate to our students needs
• Seeks a long term sustainable impact
• Based on data-informed decision making as with
  AQIP
• Broad based participation within the College and
  among the community

117
Central to this effort is

• Developing a culture of evidence
• Gathering and examining the data carefully,
  boldly
• Being open and forthright about our current
  performance
• Moving away from the anecdotal
• Confronting and addressing achievement gaps
• Sharing our findings broadly

118
Developing our strategiesPlans for 2007-2008

• Gather, sort, analyze our data
• Conduct focus groups with coaches in September
• Conduct student focus groups in October
• Analyze data in November
• Draft strategies in January
• Strategy conference coaches visit in February
• Submit strategy plan draft in March/final in May

119
Cohort approach to data gathering and analysis

• Focus on three cohorts students new to JCC
• Fall 2004 Fall 2005 Fall 2006
• Sorting by academic preparation
• College ready - Not college ready
• Sorting by demographics
• Gender - Race/ethnicity
• Financial need
• Standardized approach across all of the ATD
  institutions nationwide

120
Early findings

• Foundation studies surprising findings
• Much higher of students under 25 in all 5
  foundation studies courses (55 to 77) compared
  to our overall student population (49).
• Within Under 25 age group, largest percentage of
  students were 19 and 20.
• Higher of females in developmental math courses
  (66) than the overall population (62) but have
  a higher success rate than males.

121
Early findings

• H Grades (i.e., 2,4, 8 week help needed )

122
Early findings

• For all five foundation studies courses
• Students over the age of 25 were more successful
  (2.0 or better) than those under 25
• Females were more successful than males
• Non-minorities were more successful than students
  of color
• Persistence rates for all courses
• Students under the age of 25 had a higher
  persistence in the next term and next fall
  category.
• Students age 18 and 19 had the highest
  persistence rates in the under 25 category.

123
Develop interventions for each group or issue or
obstacle

• Plans for 2008-12
• Consider obstacles faced by each group
• Create strategies to address their lack of
  success specific to each student type
• Implement strategies for each group
• Measure effectiveness of interventions
• Change interventions, assess, feedback
• Institutionalize successful interventions

124
Two current ATD work groups

• Core Team Cindy Allen, Gary Cale, Dave DeBaker,
  Jim Emerson (student), Charlotte Finnegan, Angel
  Fonseca, Ann Green (co-chair), Lee Hampton, Geri
  Jacobs, Karl Kersch, Kristi Laird (co-chair), Vic
  Marquardt, Marina Martinez-Kratz, Ted Miller,
  Darrel Norris, Dan Phelan, Joe Shackelford, Bill
  Strohaver, Linda Williams, Frank Weathers
  (community), Ed Mathein (Board)

125
Two current ATD work groups

• Data Team Marian Burlingham, Kristen Buttigieg
  (co-chair), Larry Choate, Marcie Clone, Glenn
  Fox, Diane Fenby, Charlotte Finnegan, Marianne
  George, Paula Hopper, Rose Klee, Dan Livingston,
  Suzanne McKee, Ted Miller, Toby Montgomery
  (student), Sarah Pyle (student), Mark Schopmeyer,
  Alana Tuckey (co-chair)

126
Why

• Because our students need us
• We are in tough economic times
• Our students have educational challenges
• So we can be a world-class institution
• Its our mission
• How?
• Efficiency
• Planning ahead
• Engagement
• Improvements

127
The ultimate measure of a man is not where he
stands in moments of comfort, but where he
stands at times of challenge and controversy.

• Martin Luther King, Jr.
•  

128
The ChallengeOur Plan

• The Challenge
• Jackson has the highest unemployment
• Michigan suffering a one-state recession
• Numerous students under-prepared for College
• Education is Key
• The Plan
• Our new 5-year Strategic Plan provides a path

129
Strategic Plan Statement of Intent

• By virtue of its strategic plan, Jackson
  Community College (JCC) intends to help create a
  positive, meaningful, and purposeful future. The
  College will achieve this objective by
• providing world-class education and training,
• highlighting critical social and global issues,
• increasing civic and service activities, and
• involving our students, employees, and various
  communities in the advancement of higher
  education in the region.

130
Strategic Plan Statement of Intent

• The creation of the strategic plan provided for
  broad-based input, diverse perspectives, as well
  as an urgency about the future and the Colleges
  role in it. With the aid of a facilitator, we
  sought to be intentional about a preferred future
  and undertook an uncommon approach to provide a
  physical, financial, and organizational framework
  for that future.
• Individually, the components of the strategic
  plan provide a five-year view for accomplishing
  and sustaining the mission of the Jackson
  Community College. Collectively, they provide
  inspiration, clarity, and hope.

131
1 JCC students will be prepared for college
level work.

• Statement of Intent
• JCC will support its students who come to us
  under-prepared for college-level work and support
  the efforts of area school systems as they
  prepare their students for college.
• Strategies
• Increase percent of incoming high school
  non-traditional students who come to JCC prepared
  for college level work.
• Increase percent of incoming students who are
  successful in their first semester

132
2 JCC will invest in high demand occupational
and transfer programs.

• Statement of Intent
• JCC will be committed to investing our resources
  in high demand occupational and transfer courses.
  
•  
• Strategies
• Increase enrollment in high demand programs.
• Increase offerings and enrollment in Science,
  Technology, Engineering and Mathematics (STEM)
  related programs both transfer and occupational.

133
3 JCC will build a sustainable organization.

• Statement of Intent
• JCC will exercise leadership in our community to
  actively search for solutions to the social,
  economic, and environmental problems of our time
  in order to create an organization and an
  environment that can sustain the test of time.
• Strategies
• Improve JCCs performance as measured by AASHEs
  Sustainability Tracking and Rating System (STARS)
  inventory.
• Adherence to Presidents Climate Commitment.

134
4 JCC will continue to operate under a growth
model.

• Statement of Intent
• JCC will expand operations, services programs
  in a well reasoned manner consistent with our
  mission criticality, financial well-being and
  core competencies.
• Strategies
• Expand and improve co-curricular
  extra-curricular activities to attract students
  from within and outside of our service area.
• Explore offering applied Bachelor degree
  programs.
• Increase and diversify funding sources.
• Diversify our enrollment to include local,
  regional, national and international students.

135
5 JCC will improve student lives through
advancing the Student Success agenda.

• Statement of Intent
• JCC will develop a shared vision of and
  strategies related to increasing the number of
  students who reach their desired goal whether it
  is transfer, graduation, employment or
  enrichment.
• Strategies
• Increase the number of students who reach their
  goal.
• Increase graduation rate
• Increase retention rate
• Increase job placement rate

136
6 JCC will assist in advancing the vitality of
the communities we serve through service,
leadership and collaboration.

• Statement of Intent
• JCC will be responsible for demonstrating service
  and leadership in such a way that excellence
  generates vitality. In collaboration with other
  community leaders, JCC will help to provide the
  knowledge and skills for communities to advance
  themselves.

137
6 JCC will assist in advancing the vitality of
the communities we serve through service,
leadership and collaboration.

• Strategies
• Increase the involvement of our students and
  employees in service activities.
• Increase community awareness of and involvement
  in current important economic and social issues.
• Increase literacy rate in our service area.
• Provide leadership to the community in regard to
  sustainability issues.
• Increase participation in political process.

138
7 JCC will advance a culture of continuous
improvement.

• Statement of Intent
• JCC will utilize quality principles and
  techniques to advance a dynamic culture of
  continuous improvement.
• Strategies
• Increase the number of departments that utilize
  quality techniques.
• Expand our use of the balanced scorecard
  methodology.
• Increase the number of kaizen events.

139
Strategic Plan

• Strategic Conversations will occur late January
  to gain input and feedback
• Draft will be taken to the Board of Trustees in
  February
• Alignmentwithaccreditation

140
Academic Quality Improvement Program (AQIP)

• Action Projects
• AP3 Academic Advising
• Freshman Year Seminar is required of all
  developmental education students
• Continuing work towards a comprehensive advising
  system
• AP4 Quality Culture
• JCC Quality Toolkit published on web
• Improvement processes (kaizen events)
• Financial Aid
• Course Scheduling
• AP5 Measuring Effectiveness
• Developing Critical Performance Indicators (CPIs)
  in accordance with Strategic Plan

141
Academic Quality Improvement Program (AQIP)

• Systems Portfolio
• Update occurring this year on all 9 categories
• Your review and input is essential
• Quality Checkup Site Visit
• Will be scheduled soon, sometime in FY 09

142
Continuous Quality Improvement Network (CQIN)

• Group of 9 attended Summer Institute in San
  Antonio.
• Quality tools utilized to develop a project
  implementation plan
• Pilot project aligned with AP4
• Kaizen events to occur later this month
• Group of 5 attended Vision Implementation Project
  in San Antonio
• Focused on creating a sustainable institution
• 21st Century Curriculum
• JCC continues to participate in innovation
  curriculum to address the learning of the 21st
  Century student

143
Sustainability

• People
• Social concerns
• Caring and investing in people each other,
  students
• Succession planning, professional development
• Planet
• Environmental concerns
• LEED buildings
• Profit
• Organizational and budget efficacy
• Connection to improvement efforts
• CQIN Continuous Quality Improvement Network
• AQIP Academic Quality Improvement Program
  (accreditation)
• Presidents Climate Commitment
• Association for the Advancement of Sustainability
  in Higher Education (AASHE)

144
Current Enrollment 08/WN
Source Office of Institutional Research Winter
2008 Daily Comparison, January 11, 2007
145
Campus/Center Enrollment
Source Office of Institutional Research Winter
2008, Daily Comparison, January 11, 2008
146
Year-to-Date Enrollment
Source Office of Institutional Research Winter
2008 Daily Comparison, January 11,2008
147
Capital Outlay - 24M Request

• Center for Health Professions Phase II (expand
  north and side ends of West Wing)
• Advanced Patient Simulation
• Medical Surgical Technology
• Physical Therapy Assistant
• Sports Medicine Technician
• Build a new Campus Services buildingrepurpose
  existing Campus Services building for instruction

148
Capital Outlay 24M Request

• Advanced Manufacturing and Alternative Energy
  Center (Justin Whiting Hall and Justin Whiting
  Annex A B)
• Alternative Fuels Technologies (Hydrogen Cell and
  Hybrid)
• Advanced Manufacturing
• Prototype Manufacturing
• Computer Aided Drafting and Design
• Communications Engineering Technology
• eManufacturing
• Incubator/Accelerator for Entrepreneurs
• Environmental / Sustainability Technology
• Wind Energy Generation

149
Responding...

• Enrollment continues to grow
• Community feedback is increasingly positive
• Businesses seek JCCs leadership in higher
  education support of economic development
  efforts
• In spite of budget challenges, we have persevered
  
• We are creating a culture of excellence
• The formula is working

150
We are what we repeatedly do. Excellence,
therefore, is not an act but a habit.

• Aristotle

151
The RiddleThe Answer

• WE are the answer to the riddle
• We have overcome challenges...
• We have worked together
• We offer students hope
• We journey with them
• We help them discover as we discover
• We make a significant impact on students lives

You and I
152
Evidence of Excellence

• Evidence of our purpose, our mission, is our
  students success
• Kelley Emerson
• Phi Theta Kappa All-USA Academic Team,
• USA Today First Academic Team,
• Coca-Cola 21st Century Scholar,
• George E. Potter Outstanding Student Award
• Kelleys video can be viewed at Q/JCC
  Employees

153
There is a reason for the world
Remember WE are the answer to the Riddle
You and I
154
You and I, Together

• Today, lets recommit ourselves to total student
  successand do whatever it takes
• Today, lets renew our commitment to each
  otherto be supportive, helpful, and encouraging

155
Thank You...
156
Our NEWEST MEMBERS OF THE JCC FAMILY
157
Vicki Enriquez, TAA/NAFTA Specialist Assistant -
Jackson Service Center
158
Amelia Leighton, Assistant Director, Center for
Student Success
159
Camilla Valentine, Intake Specialist, Jackson
Service Center
160
Chris Sturgill, Extension Center Technician
161
    Jeff Pollet, Biology Faculty
162
   Jennifer Catey, Transfer Credit Specialist
163
   Karen Ward, Coordinator for Clinical Education
for Respiratory Care  
164
    Mark Brown, Cleaning Team Member
165
Mark Schissler, Director, Donor Relations
166
    Rick Smith, Manager, Facilities
167
Tina Banach, Research Analyst
168
WELCOME TO JCC!