Dr. Joe Sertich Dr. Bill Ammentorp

Iron Range Higher Education Program Design Team

April 24, 2009

Sertich Consulting - IRHEC 1

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We need a shared vision

Rural America Matters

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EMPTY LAND

ETHANOL LAND

THE COLONIES

SPRAWL LAND

RANGE

THE NEW GEOGRAPHY OF MINNESOTA

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Sertich Consulting - IRHEC

Regional Strategic Advantage Diverse, abundant and accessible natural resources capable of sustaining current

and emerging economic activity, including enterprises that add value to raw materials within the region.

Existing and emerging industrial base possessing variety of career opportunities and high paying jobs.

Strong educational and research infrastructural foundation dispersed across the region with coordinating programs and mechanisms connecting the region geographically and vertically through the educational systems.

Leadership willing and capable of effecting desired change An independent source of financing of a magnitude capable of sustaining that

desired change.

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Why Now?: The Economy

•Competition for skilled workers

•Increased demand for products and services

•Large Scale Projects on the horizon

•Emerging economic opportunities

•Renewed recognition of regional interdependence

•Retirements

•Decline in emerging workforce/ aging workforce

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Life-long Employment vs Life-long Employability

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1. Vision: Learner-workers will achieve focused, continuously improving higher education outcomes contributing to Northeast Minnesota’s sustainable competitiveness in a global economy.

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2. Business and industry needs:Attention given to applied / hands-on learning using regional work sites and research facilities as classrooms.Business and industry must be integrated partners in education process.Itasca’s engineering program is an example of what to do.Regional industry has educational needs that stretch from preparing high school students for the workplace, two-year degrees, four-year degrees especially in engineering, and ongoing customized training / career ladder programs.Address emerging industries including renewable energy.

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3. Potential Partners•Consider all potential partners.

•Institutions will cooperate.

•Utilize existing institutions focused on regionally-oriented niche programming.

• Establish focused four-year degree programming in the region.

•Assure seamless access for businesses and students.

•Build off of the existing Arrowhead University Consortium platform.

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4. What would it look like when…•Emphasize programming over bricks and mortar.

•Use industry work sites & regional research facilities (e.g., NRRI, Soudan Mine).

•All schools should be portals into the coordinated system.

•Programming and delivery must be varied and attractive.

•Enhance staffing (e.g., use of adjunct staff from regional industry) and demonstrate physical presence in the region.

•Recognize need for solid and independent financing. Neither the University of Minnesota nor MNSCU will fund expansion at the expense of their existing programs.

•Assure career ladder sequencing.

•Drive design by need, not by educational system.

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5. What else?Global competition for technologically literate and skilled workers.The traditional cyclical nature of our economy is a disincentive for students to stay within the region when they possess skills in demand across the globe.

But, we have a huge strategic advantage in terms of natural resources, well paying industrial jobs, wide reaching educational infrastructure, and an independent source of financing.

We want our students to be able to secure four-year outcomes within the region, even if many of them eventually leave the region. Give the students a solid base for their lives. And, remember, the people most likely to return to the region will be those with direct connections to it.

Higher education not only supports the region’s economy, it is a form of economic development .

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This approach is grounded upon the foundation of existing research, analysis, institutions, and programs.

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COMMUNITYDESIGN

DEMOGRAPHY &INFRASTRUCTURE

COLLEGE &PROGRAM DESIGN

NEW GEOGRAPHY15

Community Landscape Map

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HUMAN AND SOCIAL CAPITAL DIMENSION A LANDSCAPE WHERE COMMUNITIES SEEK TO MAXIMIZE THEIR VITALITY.

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Focus of Academic Design

ACADEMIC DESIGN RESULTS FROM AN ONGOING CONVERSATION AMONG ALL COLLEGE /UNIVERSITY STAKEHOLDERS.

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Academic Design

Process – Provides a collaborative process to involve stakeholders in a conversation about academic design.

Product – Delivers a Comprehensive Plan for the region coordinated with higher education planning initiatives. (Programmatic, Institutional, Locational, Marketing, Implementation)

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Design Integration

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Sertich Consulting - IRHEC

Preliminary Design Attributes Focus on technological competency in support of emerging regional

economic sectors. Offer full range of skill sets – general work skills, soft skills, core industrial

skills, site/business specific skills. Innovative blend of classroom and unique regional business sites (mills,

mines, research facilities, etc.). Single “portal” / entry point for businesses and students. Seamless in all facets of operation (accreditation, delivery of courses,

transfer, design and delivery flow from secondary to post secondary and customized training, etc.).

Flexibility in terms of course offerings, course content, timing and production of courses, location of courses, method of delivery.

Support and foster career ladder for workers. Credit OJT and certificate training knowledge towards degrees. Less about physical presence and more about provision of quality

education / learning opportunities.21

These are uncertain and uncharted economic times, and we must be flexible and comprehensive in our planning, design, and partnerships.

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Mesabi Range Community& Technical College

Existing resources and facilities

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Next Steps…

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“The best way to predict the future is to create it.”

Baxter Stephenson