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Northland Community and Technical College Academic Master Plan 2015-20201

Charting Our Path: Academic Affairs Prepared by members of the Academic Master Plan Committee Comments and suggestions are welcome: Carey Castle, Vice President of Academic and Student Affairs

1 No part of the Academic Master Plan should be interpreted as superseding provisions of the MSCF Master Agreement.

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mailto:[email protected]?subject=Academic%20Master%20Plan

mailto:[email protected]?subject=Academic%20Master%20Plan

Table of Contents INTRODUCTION 5

Charting Our Path: Academic Affairs 5 Strategic Planning at Northland Community and Technical College 5 Northland Today 5 Northland Demographic and Economic Projections 6

Institutional Profile 8 NCTC Mission, Vision, and Institutional Learning Outcomes 9 AMP Vision 10 Core Values 10 AMP Goals 11

ACADEMIC OVERVIEW 12 Planning Assumptions 12 Responsibilities 13 Programs 13 Institutional Overview 15 Campus Descriptions 16 Facilities 18

GOAL AND OBJECTIVE DEVELOPMENT 18 AMP Steering Committee 18 Core Values Definitions 19 Goals 20

AMP Core Value 1: QUALITY EDUCATION 22 2020 Outlook for Quality Education 22 Goal 1: Improve Recruitment and Retention Strategies 24 Goal 2: Ensure a Broad-Based Curriculum 27 Goal 3: Increase Program and Degree Options 29 Goal 4: Develop More Support Structure for Liberal Arts and Sciences 30 2020 Outlook for Instructional Excellence 31 Goal 5: Improve Faculty Training Experiences 31 Goal 6: Provide Support for Implementation of eLearning Technologies in all Delivery Modes 33

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AMP Core Value 2: STUDENT SUCCESS 34 2020 Outlook for Student Success 34 Goal 7: Increase Formal Contact between Faculty/Staff and Students 34 Goal 8: Increase Partnerships to Improve Student Access and Transition Options 37 Goal 9: Support and Enhance Developmental Education 37

AMP Core Value 3: INTERNAL COMMUNITY 39 2020 Outlook for Healthy College Community 39 Goal 10: Foster cohesion amongst students, faculty, staff, and administration, and between the campuses 41 Goal 11: Satisfy the unique needs of diverse groups and uphold the rights of all members of the community 42 Goal 12: Transparently share information between different stakeholder groups within the college community 45 Goal 13: Seek collaborative input in working toward shared goals 46 Goal 14: Improve communication about professional development options 47

AMP Core Value 4: RESOURCE STEWARDSHIP 51 2020 Outlook for Resource Stewardship 51 Goal 15: Seek out and responsibly use available resources to support institutional priorities 52 Goal 16: Ensure the long-term vitality of the college, its stakeholder groups, and the communities we serve 54 Goal 17: Meet our future financial obligations responsibly 56

AMP Core Value 5: EXTERNAL COMMUNITY 57 2020 Outlook for External Community Relations 58 Goal 18: Identify NCTC program mix to meet current and future regional workforce development requirements 62 2020 Outlook for Outreach Opportunities 64 Goal 19: Develop partnerships with business and industry 66 2020 Outlook for Faculty Awareness of Advisory Committees 69 Goal 20: Increase Program Advisory Committee input and partnership in strategizing the future of programs at NCTC 70 2020 Outlook for Enhancing Advisory Committee Participation 72 Goal 21: Understand and value community input relative to college programs, services, and student opportunities 72

SUMMARY 74

Appendix A: AMP Goals and Objectives 75 AMP Core Value 1: Quality Education (primary) 75

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AMP Core Value 2: Student Success 77 AMP Core Value 3: Internal Community 79 AMP Core Value 4: Resource Stewardship 81 AMP Core Value 5: External Community 83

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INTRODUCTION

Charting Our Path: Academic Affairs

Flexible and proactive planning is increasingly important as we work in a world where accelerated change is a constant and where opportunities and challenges present themselves daily. This Academic Master Plan (AMP) is a living document, using information from committee review of the current environmental, institutional, system, and business/industry data. Also included is information from local, regional, national, and international communities, as well as futurist literature. The AMP will serve as the guiding document for decision-making and planning in academic areas at Northland Community and Technical College (NCTC) for the next five years. As part of that process, the AMP Committee will review and update this plan regularly.

Strategic Planning at Northland Community and Technical College

This Academic Master Plan is tied to and supports NCTC’s Strategic Plan. Northland Community and Technical College has had an academic plan in the past but has been without one for several years. As the time for revision of the strategic plan loomed, the faculty and administration determined an AMP was an essential contribution to its full development. The AMP is considered a priority for the college, and its development deemed important enough to precede the strategic plan revision.

Northland Today

Providing the best possible quality education for our students remains Northland’s top priority. While we are a state funded college with specific obligations and requirements within the Minnesota State Colleges and Universities system, our primary obligation is to our students, communities, and businesses as integral parts of our statewide system. The influence of these stakeholders on college operations can often conflict with Northland’s ability to make changes in revenue areas such as tuition, which consequently affects the college’s the ability to respond rapidly to a changing environment. Northland continues to pursue other funding sources wherever possible and looks to increase those opportunities. Northland enjoys good relationships with its primary communities in Thief River Falls, East Grand Forks, Grand Forks, Roseau, and Crookston, as well as the multiple smaller communities in the region. The primary growth area is in the East

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Grand Forks and Grand Forks areas and to a lesser degree in the other service areas. Northland continues to work at addressing those needs in a timely manner. With locations at the Thief River Falls campus and airport, Northland also has a unique capability in the Unmanned Aerospace System (UAS), and imagery analysis (IA) fields that mesh with this rapidly growing career sector in the US. In addition, manufacturing continues to grow in this region through companies located in Thief River Falls, Roseau, Warroad, East Grand Forks, and Grand Forks. The healthcare fields continue to expand, as the baby boomers grow older and require more care. Northland continues to educate nurses and other healthcare professionals who serve in the area. Each campus has a different focus and is driven by the needs of its service area. The Thief River Falls campus hosts all the athletic teams, which drives a focus on liberal arts, along with the specific healthcare and technology needs of the area. There is also a growing need for an agriculture program to complement the Farm Business Management program. The focus of the airport campus is solely on aviation maintenance, with significant facility reconstruction planned for the next two years. East Grand Forks is driven by the area’s growth in healthcare and construction, with supporting liberal arts education options such as architecture and computer-aided design and drawing. Finally, the Roseau site is available but currently underutilized by the college. All the campuses have had a long history of merging and change, which has been challenging at times and has inhibited progression. The college is at a crossroads for growth. Demographic trends have resulted in declining overall enrollment in the past few years, leaving the college with hard choices in determining where best to steer the future programs. Northland needs to better define the major academic direction the college should take and then fully engage those choices. Future planning has to take into account the available resources and make the best choices to determine these future growth areas. It is crucial that the planning include the understanding of how we are currently operating and tie that understanding to the transitional options for our future, including input from a variety of sources.

Northland Demographic and Economic Projections

Our communities, and thus our students, are drastically changing. By the year 2030, the region will be significantly older, with the age group 65+ increasing by 70% (since 2011). Although the 15-24 age group will also increase by a more modest 10.6%, the population of those aged 25-34 is projected to decrease by 12.7%. This population shift highlights the increased competition for the current (2014) demographic of traditional-aged college students. In spite of the current downturn, this trend should have a modest rebound over the next decade

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(Northwest Minnesota Profile Economic Development Region 12). These statistics reveal the economic challenges for higher education, the shifting demands of the region, and the potential for growth, particularly in healthcare, technologies, manufacturing, and aviation. Agriculture will become a bigger part of our program needs as we move forward, particularly at the Thief River Falls campus. All programs have shown a demonstrated need for academic support activities as we move forward. There should be an expectation that future student cohorts will have an increased need for support such as developmental education, tutoring, and assessment. These activities will need continued support as we move forward with the AMP in the coming five years. With additional high school students expected through 2020, Northland’s ability to address the technology needs of students should also be considered. Existing online courses and alternative delivery methods will need definitive study and application to meet those students where they will be, not where they are now. The college must pursue opportunities for outside funding more efficiently. As we see more older and younger students coming through our doors but less revenue coming in from the system, grants, scholarships, partnerships, internships, foundation efforts, and all other possible resource funding must be considered and pursued. Without this crucial piece of our future, funding will drastically limit our chances of developing and providing some programs. Internally, we must be able to address inter-campus connections and program sharing that benefit students. Opportunities for students to take courses on another campus, share resources, exchange instructors, and duplicate programs need to be options if they make sense. While there are specifically located programs, we have to find ways to make them available to all our students in a reasonable manner. Our communities change at a slower rate than business and industry, but in those areas, the AMP must consider NCTC’s place. We have an obligation first to meet the needs of our students but also to meet the needs of our community wherever possible. Maintaining an integrated approach with all these stakeholders and developing future partnerships and pathways will be important. We will have to address these changes as quickly as possible, leveraging the resources of the college’s Center for Outreach and Innovation, particularly its flexibility to rapidly design and deploy classes, which can then convert those offerings to an academic program when feasible. This means NCTC must be open to engaging new technologies and delivery modalities to achieve success. Things like distance learning, telepresence, hybrid courses, and

2 URL: http://www.nwpic.net/2011%20Supplement.pdf

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http://www.nwpic.net/2011%20Supplement.pdf

fractional credit must be tied to ideas that meet our students where they will be through prior learning assessment and competency-based education concepts. The AMP is an ambitious plan that uses all the information we know about ourselves now and includes everything we want to be in the future.

The secret of getting ahead is getting started. –Mark Twain

Institutional Profile Northland Community and Technical College (NCTC) is a public two-year institution serving the needs of over 5,000 students from Northwestern Minnesota and Northeastern North Dakota, an integral part of the region since its inception. Established in 1949 as the area vocational school in Thief River Falls, NCTC has evolved through mergers with regional colleges and Area Vocational Technical

Institutions (AVTI) to become one of 31 colleges and universities in the Minnesota State Colleges and Universities (MnSCU) system. NCTC had an enrollment of 5,215 in academic year 2014 (see Northland: Facts and Statistics 3 for details). Northland serves the northwest corner of Minnesota, and by virtue of its proximity to North Dakota, much of the north Red River Valley area of that state. The major communities in NCTC’s service area include Thief River Falls (MN), East Grand Forks (MN), Crookston (MN),

and Roseau (MN). NCTC also has ties with several nearby communities such as Grand Forks (ND), Warroad (MN), and many smaller, adjoining communities. Thief River Falls is home to the TRF campus with additional program offerings located at the Thief River Falls airport. To the west, the East Grand Forks area is served by the EGF campus. In addition, NCTC has a classroom site in Roseau, Minnesota.

3 URL: http://www.northlandcollege.edu/about-northland/facts-and-stats/

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http://www.northlandcollege.edu/about-northland/facts-and-stats/

http://www.northlandcollege.edu/about-northland/facts-and-stats/

NCTC has served many businesses and industries in the area and will continue to expand as the region grows. Some of the businesses/industries served include but are not limited to: Arctic Cat, Digi-Key, Polaris, Altru, Sanford Health, Marvin Windows, Northrup Grumman, Central Boiler, Philadelphia Macaroni, and American Crystal Sugar. Additional discussion and information about Northland’s external partners is included in the Academic Overview section. NCTC embarked on the development of the Academic Master Plan (AMP) in spring 2013 with process discussion at the January 2013 Shared Governance Council (SGC) meeting. This discussion was an overview of the needs of the college in coming years and how to develop future goals and objectives as viewed through an academic lens. An outline of the process began by looking at where we are in terms of our academic beliefs, vision, mission, and core values. From there, the committee conducted an environmental scan on trends, projections, workforce needs, and enrollment needs of the college’s service area. The college also solicited campus and community input through interviews and surveys. The college will align the AMP with the Facilities Master Plan upon the completion of the latter. The planning process then moved from the overview stage into an ad hoc steering committee planning group consisting of faculty, staff, and administration to define the core needs for the AMP. The group collected and discussed data and metrics already available as they affected the AMP. Discussion was deep and thorough. Throughout the spring, this group defined the AMP’s overarching themes and core values, as they aligned with the college’s mission and vision. Guided by this discussion, the group developed the vision and goals for the AMP.

NCTC Mission, Vision, and Institutional Learning Outcomes

NCTC MISSION

Present College Mission Statement: Northland Community and Technical College is dedicated to creating a quality learning environment for all learners through partnerships with students, communities, businesses, and other educational institutions.

NCTC VISION

Present College Vision Statement: Northland Community and Technical College will be widely recognized as a progressive leader in community and technical college education, responsive to the needs of our learners using partnerships, innovation, and technology.

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NCTC Institutional Learning Outcomes

• COMMUNICATION SKILLS: Students will be able to communicate effectively with a variety of audiences using verbal, non-verbal, listening, writing, and interpersonal and team skills.

• CRITICAL THINKING SKILLS: Students will be able to separate fact and opinion, recognize distinct points of view, and analyze and evaluate information, including mathematical information. Students will be able to acknowledge diverse values, and employ creativity and effective problem-solving skills in a variety of situations. Students will be able to understand implications and consequences of decision-making.

• GLOBAL AND CIVIC RESPONSIBILITY: Students will be able to interact in ways that exhibit a sense of community and be sensitive to issues of cultural and global diversity, and understand the importance of exercising civic responsibility on local, regional, and national levels. Students will understand and respect the need to give service to others. Students will respect and care for our natural environment.

• INFORMATION AND APPLIED TECHNOLOGY: Students will be able to access and analyze appropriate information and/or resources using technology to solve problems.

• PERSONAL DEVELOPMENT: Students will develop professional attitudes and habits of punctuality, honesty, respect, accountability, leadership, professional and personal integrity, and self-directedness while contributing to personal and group goals.

AMP Vision

Academic Master Plan Vision Northland Community and Technical College will be recognized as a progressive leader among higher education institutions, offering premier education through the demonstration of quality curriculum, student success, community engagement, and resource stewardship.

Core Values

1. Quality Education (Primary) 2. Student Success 3. Internal Community 4. External Community 5. Resource Stewardship

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AMP Goals

The AMP goals are derived from each focus area and developed independently of other initiatives already in place at the college. This causes some overlap with work in those areas. Where that overlap occurs, the AMP will monitor and utilize that work to accomplish the AMP goal. A crosswalk of similar initiatives throughout the college will be developed and available separately at Northland: Academic Master Plan4. Please see Appendix A for a complete list of the AMP goals and objectives. The individual mission, visions, values, and goals are discussed in more detail in Goal and Objective Development section. The discussion about these fundamental areas was engaging and productive. The steering committee was able to agree and solidify this portion of the AMP by the end of the spring semester and share information through the college website (see Northland: Academic Master Plan), local media, and in discussions with colleagues. Input was also solicited from various stakeholders through the spring semester. In fall 2014, the AMP ad hoc committee was formed from the original steering committee members and additional faculty and staff. The function for this group was to take the goals and move them to the planning stage by the end of the fall 2014 semester. The group met as a whole several times and broke into three distinct subgroups, each with responsibilities for one of the corresponding goal areas early in the process. Each group met separately to research and review available data. In addition, the entire AMP group solicited information via the website, advisory groups, community groups, and discussion. The three goal area groups reviewed and discussed input among themselves developing a feel for the institution’s needs and strategies that would move the institution towards those goals. The focus for each group revolved around the specific goal but also included discussion and ideas that overlapped goal areas. During the fall semester, each group produced new strategies and ideas independently but posted and discussed those ideas as a whole at specified meetings. The final meetings of the fall included cross discussions with individuals from each area sharing their group’s ideas and strategies with members of the other two groups. This open discussion focused on specific strategies for various groups and provided the draft foundation for the AMP. In developing the draft AMP, all individual group strategies have been discussed and addressed in the following chapters. Additionally, the data used in this plan

4 URL: http://www.northlandcollege.edu/amp/

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http://www.northlandcollege.edu/amp/



will be available and updated regularly at Northland: Academic Master Plan. The final plan was opened for a public review and comment period from January 8-23, 2015. At the conclusion of this comment period, the committee reviewed the feedback and incorporated it into the AMP. The plan is published at the Northland: Academic Master Plan site, with a permanent AMP committee and schedule established. As a minimum, the AMP committee will review and assign strategies in conjunction with other groups at NCTC to implement, track, and revise the plan as needed. Going forward, the AMP committee will be responsible for management and oversight of the AMP using the goals and objectives listed shown in Appendix A. The group will meet at least once each fall semester and twice each spring semester. The fall meeting is intended to identify the status for all goals and objectives, assign specific individuals to address them, and provide feedback on any roadblocks to completion. In subsequent years, the fall meeting will also be used to update and adjust the goals and objectives as necessary. The Vice President for Academic and Student Affairs (VPASA) is responsible for chairing this group and reporting on the AMP progress. It is recommended that the Academic and Student Affairs deans, as well as two faculty per campus, the student life director, and an advisor from each campus also be included in future meetings. Two spring meetings are proposed, at the start and end of the semester, to gauge success from the fall meeting and wrap up the year’s progress for the summer break. A crosswalk will be developed later to show linkages between the Strategic Plan, the AMP, Charting the Future (CTF), Enrollment Management, and Commit to Complete (C2C) that will ensure work on specific objectives is not duplicated. For example, if the Enrollment Management Plan already has an objective that satisfies an AMP objective, the work does need to be duplicated, only referenced in the AMP.

ACADEMIC OVERVIEW

Planning Assumptions

The Academic Master Plan provides a flexible overall framework for the development of specific college and department plans and for academic initiatives that reflect those plans. In this way, the AMP guides academic development at the college and connects current planning efforts to those that have gone before, including the Strategic Plan. Goals found in the plan are broad-based in most cases, which allows for creation of initiatives and specific actions that will help us know if we are meeting those goals. The AMP goals are meant to be directional, aspirational, and broad enough to allow flexibility in

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how we achieve those goals. This plan will affect many areas of the college, and the expectation will be for the planning goals and objectives to be crosschecked against those areas where feasible.

Responsibilities

The AMP steering and planning committees have overall responsibility for development of this plan. Once the plan has been developed, implementation and monitoring will go to a permanent committee consisting of faculty, staff, and administration. While plan implementation and development are group efforts, the overall responsibility for this plan’s implementation and progress rests in the office of the Vice President for Academic and Student Affairs. The group developing the plan considered as much information as possible and included the experiences and opinions of those on the steering and planning committees. In addition, the data available at the time the plan was developed will continually be updated. As a result, the AMP Committee will have the ability to adjust strategies to achieve its goals. During the development of this plan, typical information about the college’s programs and data were a key consideration for future development. At the time this plan was approved, the following programs were in place:

Programs

(Source: NCTC Website, December 2014) Program Degree Credit Campus LIBERAL ARTS Business A.S. 60 All Communications & Humanities A.A. 60 All Science, Technology, Engineering, & Mathematics

A.A. 60 All

Social & Behavioral Sciences A.A. 60 All CAREER AND TECHNICAL PROGRAMS Accounting A.A.S 60 EGF Accounting Clerk-Microcomputer Applications Emphasis

Diploma 45 EGF

Administrative Assistant A.A.S. 60 EGF Administrative Support Diploma 31 EGF Administrative Support Microcomputer Specialist

Diploma 48 EGF

Administrative Support Software Specialist A.A.S. 60 EGF Architectural Technology & Design A.A.S. 69 EGF Architectural Technology & Design Diploma 65 EGF

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Program Degree Credit Campus Architectural Technology & Design-Intro Diploma 31 EGF Automotive Electronics and Drivability Certificate 18 TRF Automotive Engine Repair, Suspension, and Brakes

Certificate 19 TRF

Automotive Service Technology A.A.S. 73 TRF Automotive Service Technology Diploma 64 TRF Auto Body Collision Technology A.A.S. 71 TRF Auto Body Collision Technology Diploma 66 TRF Auto Body-Collision & Refinishing Technician Certificate 30 TRF Auto Body-Sheet Metal Repair Technician Certificate 28 TRF Aviation Maintenance Technology A.A.S. 100 TRF Aviation Maintenance Technology Diploma 88 TRF Aviation-Unmanned Aerial Systems Maintenance Tech

Certificate 30 TRF

Business A.S. 60 EGF/TRF/DE Cardiovascular Technology – Invasive A.A.S. 67 EGF Carpentry – Residential Diploma 34 EGF Commercial Vehicle Operation Certificate 18 EGF Comp-Cisco Networking Certificate 14 EGF Computer & Network Technology A.A.S. 60 EGF Construction Electricity Diploma 74 EGF Construction Plumbing Diploma 34 EGF HVAC/Construction Plumbing A.A.S. 70 EGF Criminal Justice-Law Enforcement Diploma 36 TRF Criminal Justice-Law Enforcement Certificate 18 TRF Criminal Justice-Law Enforcement A.S. 68 TRF Customer Service Certificate 16 EGF/TRF/DE Digital Media Production A.A.S. 60 TRF Digital Media Production Diploma 34 TRF Digital Media Production Certificate 18 TRF Digital Media-Radio Business Diploma 33 TRF Early Childhood & Paraprofessional A.S. 60 DE Electronics Technology - Automated Systems

A.A.S. 60 TRF

Farm Operations and Management Diploma 40 EGF Firefighter-Advanced Rescue Certificate 16 EGF Firefighter-Paramedic A.A.S. 72 EGF Fire Service Preparation Certificate 16 EGF Fire Technology A.A.S. 60 EGF Health Sciences Broad Field A.S. 60 EGF/TRF/DE Geospatial Intelligence Analysis A.A.S. 60 TRF

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Program Degree Credit Campus Imagery Analysis Certificate 30 TRF Massage Therapy Diploma 31 TRF Medical Administrative Assistant A.A.S 60 DE Medical Office Specialist Diploma 42 DE Medical Coding Specialist Certificate 25 DE Medical Transcriptionist/Editor Diploma 31 DE Nursing A.S. 64 EGF/TRF Nursing Assistant Certificate 3 EGF/TRF Practical Nursing A.A.S. 60 EGF/TRF/DE Practical Nursing Diploma 50 TRF Occupational Therapy Assistant A.A.S. 72 EGF Paramedic-Intensive Care Paramedic A.A.S. 60 EGF Pharmacy Technology A.A.S. 60 EGF Pharmacy Technology Diploma 36 EGF Phlebotomy Certificate 16 EGF Physical Therapist Assistant A.A.S. 72 EGF Radiologic Technology A.A.S. 83 EGF Respiratory Therapist A.A.S. 78 EGF Sales, Marketing, & Management A.A.S. 60 EGF Supervisory Leadership Certificate 18 EGF/TRF/DE Surgical Technology A.A.S. 60 EGF Production Welding Certificate 16 TRF Welding Process Technology Diploma 34 TRF Welding Process Technology Certificate 17 TRF Welding Technology Diploma 36 EGF

Institutional Overview

(Sources: Hyperion, FY2013 and Hyperion, Fall 2012)

College Employees

Administrators: 14 (10.25 full time equivalent) Faculty: 149 (114.8 full time equivalent) Staff: 195 (112.6 full time equivalent)

Total Number of Students Served

5,358 (includes non-degree seeking) Full-time Students: 44%

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Part-time Students: 56% Male/Female: 2264 (42%)/3079 (57%) Students of Color: 15%

Tuition and Fees

Average annual cost is $5,5175

Institutional Facts

College Founded: 1949 (TRF) 1971 (EGF) College Colors: Navy and Scarlet College Mascot: Pioneers

Campus Locations

East Grand Forks Campus 2022 Central Avenue NE East Grand Forks, MN 56721 Thief River Falls Campus 1101 Highway One East Thief River Falls, MN 56701 Roseau Satellite Site 121 Center Street E Suite, 200 Roseau, MN 56721 Aerospace Site 13892 Airport Drive Thief River Falls, MN 56701

Campus Descriptions

(Source: NCTC Website December 2014) Northland Community and Technical College has been in existence in one form or other since 1949, when the Minnesota State Board of Education approved an area vocational school for Thief River Falls. The school would later move to its present location and merge with two other institutions of higher learning: first with Thief River Falls State Junior College and later with the East Grand Forks campus of Northwest Technical College, to form Northland Community and

5 Actual cost depends upon the program/degree choice and credit load

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Technical College. Each institution brought a long history of serving the needs of area students and employers, and with the advent of online education, expanding its reach far beyond the Red River Valley and northwestern Minnesota. The college’s most recent accreditation, for ten years, was awarded in 2010 by the Higher Learning Commission.

Thief River Falls Campus

The history of Northland Community and Technical College's Thief River Falls campus dates back to 1949, when the Thief River Falls Area Vocational Institute opened. A few years later in 1965, the Thief River Falls State Junior College also held its first classes. The names of the two colleges changed several times throughout its history. One of the most prominent changes occurred in July of 1995 when the two colleges merged to create Northland Community and Technical College. In July of 2003, Northland Community and Technical College in Thief River Falls merged with the East Grand Forks campus of Northwest Technical College, to become a two-campus comprehensive college. Key Dates in TRF Campus History

• 1949: Thief River Falls Area Vocational School was established. It was held at various locations in Thief River Falls.

• 1965: Thief River Falls State Junior College was established and housed at Lincoln High School.

• 1973: Thief River Falls State Junior College was renamed Northland Community College.

• 1995: The two schools were merged to form Northland Community and Technical College.

• 2000: Received a ten-year accreditation from North Central Association of Colleges and Schools.

• 2003: Merged with Northwest Technical College in East Grand Forks. The name remained Northland Community and Technical College

East Grand Forks Campus

The history of Northland Community and Technical College’s East Grand Forks campus dates back to December 1971, when the local school district was designated for an Area Vocational Technical Institute (AVTI). The first classes of the East Grand Forks AVTI were offered in January 1973 in rented facilities. The present facility opened in April 1975. NCTC-EGF grew with expansion and

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partnerships. The name of the college changed several times throughout its history. One of its most prominent consolidations was as Northwest Technical College from 1992-2003. Key Dates in EGF Campus History

• 1971: The local school district was designated for an Area Vocational Technical Institute (AVTI).

• 1973: First classes of the East Grand Forks AVTI were offered in rented facilities.

• 1975: The present facility opened. • 1987: EGF AVTI became the East Grand Forks Technical Institute. • 1989: East Grand Forks Technical Institute changed its name to East Grand

Forks Technical College. • 1992: The name was changed to Northwest Technical College and

consolidated with five area technical colleges. • 1995: All public higher educational institutions were merged into one

system MnSCU (Minnesota State College and Universities). • 2000: Northwest Technical College received a ten-year accreditation

from North Central Association of Colleges and Schools. • 2003: The college merged with Northland Community and Technical

College of Thief River Falls.

Facilities

During the development of this plan, the five-year facilities master plan was also being written. This plan was utilized by the Hay-Dobbs Architecture firm during its planning. The facilities master plan will not be available as a part of this plan, but when it is complete, it will be available through the Facilities Department for review.

GOAL AND OBJECTIVE DEVELOPMENT

AMP Steering Committee

The steering committee formed in January 2014 began exploring the desires of the college internally and externally, concluding in May of 2014. The committee solicited faculty, staff, and student opinions across a wide variety of focus areas to understand what the college sees right now and where it needs to be in 2020. The discussions set aside constraints of facilities, funds, and policies in an attempt to get to the heart of the college’s needs and define them. The steering

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committee’s role was to develop the academic goals for the institution. These needs were reviewed and discussed in groups of faculty, staff, and administration to envision what NCTC would like to be to students and faculty and to provide those goals for this plan. They were also charged with defining the initial work group areas and necessary data collection needed for the Academic Planning task force. The results were the Key Theme, Mission, Vision, and Goals determined to be our academic focus. The AMP Steering Committee then determined the best option for the AMP would be to adopt an academic vision that worked within the existing NCTC Mission and Vision as discussed earlier (see Institutional Profile). The AMP mission statement is included here for ease of reference: Northland Community and Technical College will be recognized as a progressive leader among higher education institutions, offering premier education through the demonstration of quality curriculum, student success, community engagement, and resource stewardship.

Core Values Definitions

Using the previously identified core values (see Core Values), the committee created the following definitions:

Quality Education (primary)

Northland considers quality education to be our primary core value. To support a quality education, we aspire to offer relevant programs and course options, to foster engaged and knowledgeable faculty who inspire students to be lifelong learners, and to provide clear pathways to student success.

Student Success

Northland defines student success as students meeting substantive academic goals as well as their own personal goals, from their first course through completion and beyond. To support student success, we aspire to provide opportunities for academic engagement, to meet the unique needs of individual students and student groups, and to offer students a meaningful return on their investments in time, effort, and financial resources.

Internal Community

Northland’s internal community consists of our students, faculty, staff, and administration--everyone actively involved on our multiple campuses. To support

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a cohesive internal community, we aspire to satisfy the unique needs and desires of a diverse college community, to offer transparent communication between different stakeholders within the college community, to encourage professional development and growth in our faculty, staff, and administration, to respect the rights of all members of our community, and to seek collaborative input in working toward shared goals.

Resource Stewardship

Northland’s stewardship of our resources involves seeking out and responsibly utilizing available resources, with a view toward the long-term vitality of the college and the communities we serve. To support resource stewardship, we aspire to use our resources to support institutional priorities and to commit to meeting our obligation to use financial and other resources responsibly.

External Community

Northland fosters many relationships with our external community, which consists of other educational institutions, local industry, citizens, and other stakeholder groups. To support a healthy relationship between the college and the external community, we aspire to promote our value to the external community, to draw value from the external community, to maintain existing partnerships and developing new partnerships with stakeholder groups, to maintain an open, transparent line of communication with interested groups, to provide high quality service to the communities we serve, and to view our education of students as a vital part of promoting good citizenship and creating leaders in the workforce and other community groups.

Goals

Considering the core values and further defining the AMP, 21 goals flow out of the core values, and each goal is further defined in the form of objectives, strategies, timeframes (where available), and benchmarks (where available). In cases where timeframes and benchmarks had not been determined at the time this document was published, please consult Northland: Academic Master Plan6 for updates. Goals align under one of the five core values, listed below and in Appendix A:

Core Value 1: QUALITY EDUCATION

Goal 1: Improve recruitment and retention strategies.


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Goal 2: Ensure a broad-based curriculum. Goal 3: Increase program and degree options. Goal 4: Develop more support structure for liberal arts and sciences. Goal 5: Provide faculty training experiences. Goal 6: Provide support for implementation of e-learning technologies in all delivery modes.

Core Value 2: STUDENT SUCCESS

Goal 7: Increase formal contact between faculty/staff and students. Goal 8: Increase partnerships to improve student access and transfer options. Goal 9: Support and enhance success of developmental education.

Core Value 3: INTERNAL COMMUNITY

Goal 10: Foster cohesion amongst students, faculty, staff, and administration, and between campuses. Goal 11: Satisfy the unique needs of diverse groups and uphold the rights of all members of the community. Goal 12: Transparently share information between different stakeholder groups within the college community. Goal 13: Seek collaborative input in working toward shared goals. Goal 14: Improve communication about professional development options.

Core Value 4: RESOURCE STEWARDSHIP

Goal 15: Seek out and responsibly use available resources to support institutional priorities. Goal 16: Ensure long-term vitality of the college, its stakeholder groups, and the communities we serve. Goal 17: Meet our future financial obligations responsibly.

Core Value 5: EXTERNAL COMMUNITY

Goal 18: Identify NCTC program mix to meet current and future regional workforce development requirements. Goal 19: Develop partnerships with business and industry. Goal 20: Increase program advisory committee input and partnership in strategizing the future of programs at NCTC. Goal 21: Understand and value community input relative to college programs, services, and student opportunities.

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AMP Core Value 1: QUALITY EDUCATION Northland considers quality education to be our primary core value. To support a quality education, we aspire to offer relevant programs and course options, to foster engaged and knowledgeable faculty who inspire students to be lifelong learners, and to provide clear pathways to student success. Goal 1: Improve recruitment and retention strategies. Goal 2: Ensure a broad-based curriculum. Goal 3: Increase program and degree options. Goal 4: Develop more support structure for liberal arts and sciences. Goal 5: Provide faculty training experiences. Goal 6: Provide support for implementation of e-learning technologies in all delivery modes.

2020 Outlook for Quality Education

A quality education that leads to student success is the primary value of Northland Community and Technical College. As the heart of Northland and its Academic Master Plan 2020, this value is integral to our college mission and vision. We strive to create quality, engaging learning environments that meet the needs of our service region. As a state-funded college, we have a responsibility to meet the workforce and community needs in a fiscally responsible manner within the parameters set by the Minnesota Legislature and MnSCU System. In recent years, the college has not been free to adjust tuition rates to make up shortfalls, nor does the college control the amount of our state-allocated operating funds. While Northland works within these constraints, we also seek outside grant funding and further development from our regional partners via the Northland Foundation. These fiscal realities, combined with the unique histories of our primary campuses, result in distinct programming with complementary focus areas for each of our campuses, a model that strives to balance fiscal responsibility with the needs of our partners. To address the changing landscape in our region and in higher education within Minnesota, as noted earlier in Northland Demographic and Economic Projections, we have outlined three primary areas of focus related to the goal of Quality Education and Student Success: Programs and Curriculum, Instructional Excellence, and Student Success. Currently, Northland is well-positioned for the continued training of the regional workforce in several high-growth/high-pay occupations, including tractor-trailer

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truck drivers, licensed and vocational nurses, health technicians, carpenters, electricians, and welders (Northwest Minnesota Profile Economic Development Region 17). We are prepared to meet developing needs in agriculture and other fields through Unmanned Aerial Systems (UAS) technology and data analysis. Northland also continues to provide an excellent Liberal Arts and Transfer Program, offering students several pathways towards terminal A.A. and A.S. degrees, as well as streamlined credit transfer to four-year institutions through the Minnesota Transfer Curriculum (MNTC). From 2010 to 2013, the number of college students in Minnesota completing the MNTC before transferring rose from 30% to 35% (available at MnSCU: Transfer Surveys and Reports8). Our commitment to offering a variety of courses in each of the MNTC goal areas meets these rising transfer needs while also ensuring a well-rounded curriculum. That said, our continued success requires that we develop relevant program offerings while ensuring existing programs are properly aligned to college, industry, and local needs. Over the last five years, Northland has added programs in UAS Maintenance, Imagery Analysis and Geospatial Intelligence, Supervisory Leadership, Business, and Health Sciences. We are also implementing programs in Computer-Aided Design and Dietetic Technician, as well as expanding programming in Early Childhood Education and the field of Business. Despite this growth, economic reality has also required the suspension and reorganization of several low-enrolled programs, including closing programs or eliminating duplicated programming between campuses. This dynamic is also reflected in other colleges within the MnSCU system. From 2009 to 2014, the average number of programs at MnSCU colleges reduced by 11% (MnSCU: Annual Report on Program Inventory9). In roughly this same period, Northland increased programs from 57 to 58 by CIP Code emphasis area, while number of award offerings (certificates, diplomas, and degrees by site) decreased from 106 to 96 (available with sign on permission at MnSCU: Program Inventory and View Book10). In addition to relevant program offerings, our success is also measured by how we support students during their educational journey. Key factors affecting student success include the ease with which a student can navigate prior learning assessment, the availability of articulation and transfer options, the relevancy of developmental education, and the accessibility of support

7 URL: http://www.nwpic.net/2011%20Supplement.pdf 8 URL: http://www.academicaffairs.mnscu.edu/transfer/resources/reports.html 9 URL: https://www.google.com/url?q=http://www.mnscu.edu/board/materials/2014/may21/asa-powerpoint-inventory.pdf&sa=U&ei=Sn0sVcOEKI2rogTmqYDYBg&ved=0CAUQFjAB&client=internal-uds-cse&usg=AFQjCNEWSq9XQYwe7Kyv-pU_UKwGtdsKXw 10 URL: http://www.asa.mnscu.edu/academicprograms/inventory/index.html

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http://www.academicaffairs.mnscu.edu/transfer/resources/reports.html

https://www.google.com/url?q=http://www.mnscu.edu/board/materials/2014/may21/asa-powerpoint-inventory.pdf&sa=U&ei=Sn0sVcOEKI2rogTmqYDYBg&ved=0CAUQFjAB&client=internal-uds-cse&usg=AFQjCNEWSq9XQYwe7Kyv-pU_UKwGtdsKXw

https://www.google.com/url?q=http://www.mnscu.edu/board/materials/2014/may21/asa-powerpoint-inventory.pdf&sa=U&ei=Sn0sVcOEKI2rogTmqYDYBg&ved=0CAUQFjAB&client=internal-uds-cse&usg=AFQjCNEWSq9XQYwe7Kyv-pU_UKwGtdsKXw

http://www.asa.mnscu.edu/academicprograms/inventory/index.html

http://www.asa.mnscu.edu/academicprograms/inventory/index.html

services. It is Northland’s responsibility to see that these services enhance, rather than ignore, the performance of our learners.

Goal 1: Improve Recruitment and Retention Strategies

Objective 1.1

Improve relationships with area school districts by developing transition programs for K-12 to Northland. Lead Responsibility: Vice President for Academic and Student Affairs (VPASA). Resources: Grant Funding (Strategy 1).

Strategies and Timeframes for 1.1

1. Create supplemental programs for K-12 such as college readiness services for low-income students and summer seminar or workshop programs for middle school and high school students. (2017)

2. Build on the Perkins Programs of Study at regional high schools to tie to NCTC technical programs. (FY2016)

3. Collaborate with regional high schools to highlight value of specific two-year degree/field choices. (FY2016)

4. Partner Career and Technical Education (CTE) fields with high schools’ career and tech programs, both directly (e.g., exchange program sending NCTC faculty to high schools to teach, discuss careers) and indirectly (e.g., utilizing CTE co-operatives such as Pine to Prairie). (2017)

5. Create partnership where faculty from all disciplines lead classes at area high schools one day each academic year. (5-10 high schools per hear; all area high schools on a rotation.)

6. Conduct feasibility study for Upward Bound (TRIO program) and apply for next funding cycle if appropriate. (Application due Fall 2016 for FY2017)

Benchmarks for 1.1

1. Enrollment of 17-20 year old first-time students increased by 5%. 2. CTE Survey course created in high school (Strategies 1, 3, 4).

Objective 1.2

Develop unified recruiting tools for technical programs. Lead Responsibility: VPASA. Resources: Ongoing resources (Strategies 2, 3), New resources (Strategies 1, 4, 5).

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1. Develop advertising that reflects the technical needs and salary outlook for the region, including recent high school graduates and people considering changing fields. (Spring 2017)

2. Collaborate with regional high schools to highlight value of specific two-year degree/field choices. (Spring 2017)

3. Review allocation of recruitment dollars. (Fall 2015) 4. Designate a tech and trade recruitment officer through new hire or

release time. (Spring 2017) 5. Recruit to large targeted audiences in program areas that coincide with

NCTC. (Ongoing)

Benchmarks for 1.2

1. Enrollment of 17-20 year old first-time students increased by 5%. 2. Enrollment of non-traditional students increased through business

partnerships.

Objective 1.3

Review efforts to attract and retain qualified Canadian students. Lead Responsibility: VPASA. Resources: Additional housing availability, new resources for marketing, ongoing resources.


1. Develop advertising for programs of interest in Canadian market. (2020) 2. Develop specific website resources focused on Canadian student needs

and interests. (2020) 3. Seek partnerships with UND, UMC to recruit and to assist struggling

international students. (2020) 4. Provide support for transition and ongoing needs of international students.

(2020) 5. Research potential partnerships with international high school. (2020) 6. Investigate and assess challenges, such as housing need and impact of

required online courses. (2020)

Benchmarks for 1.3

1. International student enrollment increased by 50%.

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Objective 1.4

Improve Prior Learning Assessment (PLA) and Credit for PLA. Lead Responsibility: Academic Deans. Resources: Ongoing.


1. Review and expand course work articulated through ACE recommendations (via Distance MN Office). (Ongoing)

2. Continue exploration of CAEL portfolio model to apply or adopt at NCTC. (Ongoing)

Benchmarks for 1.4

1. Courses articulated through ACE recommendations increased by 50% (Strategy 1).

2. Portfolio process in place for PLA.

Objective 1.5

Improve broad-based recruiting and retention strategies. Lead Responsibility: VPASA. Resources: Ongoing (Strategies 1, 2, 3), continued support of Faculty Development Coordinator (Strategy 4).

Strategies and Timeframe for 1.5

1. Shift Foundation scholarship process to include a portion of Recruiting Scholarships. (Spring 2017)

2. Identify and use suitable Foundation scholarships for retention. (Spring 2017)

3. Review and improve strategy for recruitment of non-traditional students. (Spring 2017)

4. Ensure faculty professional development includes focus on best practices for student retention. (Spring 2017)

Benchmarks for 1.5

1. Recruitment Scholarships and processes in place (Strategy 1). 2. Relevant part of SEM completed (Strategy 3). 3. Faculty Professional Development sessions reviewed annually (Strategy 4).

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Goal 2: Ensure a Broad-Based Curriculum

Objective 2.1

Ensure a broad base of MNTC Courses and Liberal Arts Electives that fit offerings of primary transfer institutions’ freshman and sophomore course requirements. Lead Responsibility: Academic Coordinator. Resources: Ongoing.


1. Review transfer areas of courses within MNTC for course fit and fit within system; revise courses when appropriate. (2016)

2. Review freshman and sophomore curriculum of primary transfer partners for possible course additions, revisions, or removal of NCTC curriculum. (2017)

3. Expand offerings within Liberal Arts to ensure second year students have adequate courses to fulfill degree and transfer goals. (Ongoing)

4. Reinvigorate Health and Fitness programming to include credit- and community-based learners. (2017)

5. Develop Special Topics course offered on demand basis. (2017)

Benchmarks for 2.1

1. College level review completed (Strategies 1, 2). 2. Number of unique MNTC offerings listed on NCTC’s current Two Year

Course Rotation increased (Strategy 3). 3. Community-based involvement in courses improved (Strategy 4). 4. Special Topics course offered in regular rotation (Strategy 5).

Objective 2.2

Increase variety of course delivery methods and communication. Lead Responsibility: VPASA. Resources: Ongoing.


1. Develop a needs assessment to determine whether alternative scheduling options would be supported. Options to explore include:

a. Hybrid offerings b. Condensed courses c. Evening course/program (Spring 2017)

2. Leverage social media platforms as alternate methods to better engage and communicate with students. (Ongoing)

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3. Explore alternative delivery modes for low enrollment courses. (Ongoing) 4. Review the availability of other colleges/campuses working with us to

increase enrollment and offerings via sharing a teacher through telepresence. (Spring 2016)

5. Further develop Distance Minnesota offerings for unique courses. (Spring 2016)

Benchmarks for 2.2

1. Needs assessment conducted and sustainable findings implemented. 2. Review and development of telepresence and Distance offerings

completed.

Objective 2.3

Evaluate diversity efforts within curriculum options. Lead Responsibility: Chief Diversity Officer. Resources: Ongoing.


1. Review diversity within liberal arts selections, ensuring courses meet NCTC and MNTC expectations. (2017)

2. Review diversity within technical program content areas, ensuring they meet NCTC and MnSCU expectations. (2017)

3. Survey students for current awareness of diversity efforts. (2016) 4. Propose diversity efforts customized to each program’s desired outcomes

and industry needs. (2018)

Benchmarks for 2.3

1. Reviews completed. 2. Programs and curricula revised to meet specific industry needs.

Objective 2.4

Review options for study abroad opportunities. Lead Responsibility: Dean of Student Affairs. Resources: Ongoing.

Strategies and Timeframe for 2.4

1. Review data for previous and current efforts. (Spring 2016) 2. Survey students for desired courses and program length. Review Financial

Aid process. (Spring 2016)

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Benchmarks for 2.4

1. Review and survey completed and recommendations for advancement made.

Goal 3: Increase Program and Degree Options

Objective 3.1

Focus program development efforts on known market areas. Lead Responsibility: VPASA. Resources: New program development fund.


1. Finalize new programs under development. (Ongoing) 2. Evaluate expansion options for in-demand programs. (Ongoing) 3. Review suspended programs for possible restructuring and renewal.

(Review every two years starting in FY2016) 4. Evaluate existing programs for appropriate stop-out points (e.g.,

certificate, diploma, A.S., A.A.S.) to meet regional labor demands and enhance completion rates. (Review by FY2016, implement by FY2017)

5. Formalize offerings for part-time degree options/rotations to meet local industry needs and student demands. (October 2015)

Benchmarks for 3.1

1. Benchmarks for 3.1All two-year A.S., A.A.S., and Diploma credentials reviewed; new stop-out points implemented (Strategy 4).

2. Fall 2016 offerings formalized.

Objective 3.2

Identify growth opportunities for new academic programs. Lead Responsibility: VPASA. Resources: New program development fund and grants.


1. Assess regional labor market shortages, student pools, partnership opportunities, and NCTC areas of strength to meet needs. (Annually)

2. Research potential high-wage, high-demand careers of tomorrow. (Review every two years, starting in FY2016)

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3. Determine industry growth needs that match our existing and new academic program offerings, with special emphasis focusing on shortages in high-wage, high-demand careers. (FY2016)

Benchmarks for 3.2

1. New sustainable programs developed in technical fields

Goal 4: Develop More Support Structure for Liberal Arts and Sciences

Objective 4.1

Develop Liberal Arts and Sciences five-year review process. Lead Responsibility: Academic Deans. Resources: Existing resources.


1. Adjust assessment process within context of Institutional Learning Outcomes assessment. (Summer 2015)

2. Develop advisory board(s) for Liberal Arts and Sciences. (Summer 2015) 3. Adapt current five-year review documentation for use within Liberal Arts

and Sciences. (Spring 2017)

Benchmarks for 4.1

1. Successfully completed five-year review.

Objective 4.2

Enhance support for curriculum and program development. Lead Responsibility: VPASA. Resources: Funding for new program development.


1. Develop handbook for faculty with guidelines and processes for curriculum and program development. (Spring 2015)

2. Establish a “New Program Development Budget” and fund annually. (January 2016 for FY2017)

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Benchmarks for 4.2

1. Handbook completed, revised as appropriate. 2. Funded cost center within annual budget.

2020 Outlook for Instructional Excellence

Delivering a high quality education while advancing learners towards program completion requires a team of professional staff and faculty with the knowledge and skills necessary to help students achieve mastery of their chosen field. The educational challenges in ensuring we retain highly qualified faculty are increasingly complex given advances in instructional technology, variable student expectations, and shifts in industry skill sets. Hence, the second area of focus is Instructional Excellence.

Goal 5: Improve Faculty Training Experiences

Objective 5.1

Improve participation and function of Faculty Mentor Program. Lead Responsibility: Faculty Development Coordinators. Resources: Stipends to support Peer Mentors.


1. Shift role of Faculty Development Coordinators from mentor to coordinator of mentor program. (Ongoing)

2. Increase involvement of new faculty in mentoring and development activities within their first two years of teaching. (Fall 2015)

3. Improve overall awareness of mentor program for faculty at all stages of professional development.

4. Integrate participation in mentoring and teaching dialogues into annual Professional Development Planning for all faculty. (Fall 2015)

5. Develop central department as a college-wide faculty resource that incorporates curriculum development and professional development for full- and part-time faculty.

Benchmarks for 5.1

1. Mentor program in place and widely used (10-20 formalized mentoring relationships per year).

2. Annual new faculty cohort mentoring program within college.

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3. Revised Professional Development Plan form and review process within college.

Objective 5.2

Enhance sharing of expertise among employees. Lead Responsibility: Academic Deans. Resources: Continued support of Faculty Development Coordinators through release time and supply budget.


1. Increase focus on pedagogy during Faculty In-Service, using internal expertise. (Fall 2015)

2. Increase focus on morale through internal support and workload balance during Staff In-Service, using internal expertise. (Fall 2015)

3. Include relevant faculty- and staff-run sessions at each other’s In-Services. (Spring 2016 and ongoing thereafter)

4. Improve employee participation in sharing professional expertise in online directory (e.g., interests, competencies, credentials). (Fall 2015)

5. Increase participation in campus-based teaching dialogues. (FY2019)

Benchmarks for 5.2

1. Two sessions by faculty at staff In-Service, and vice versa (Strategy 3). 2. Participation in campus-based teaching dialogues tripled from FY2015

headcount (Strategy 5).

Objective 5.3

Expand and promote formal recognition of employee excellence. Lead Responsibility: VPASA. Resources: Existing resources.


1. Nominate faculty annually for the MnSCU Board of Trustees Award. (Annually in February)

2. Nominate employees annually for NISOD Excellence Awards. (Annually in February)

3. Establish ongoing campus-based recognitions of excellence. 4. Promote value of awards throughout campus community.

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Benchmarks for 5.3

1. Nominees for Board of Trustees and NISOD awards submitted each year (Strategies 1, 2).

Goal 6: Provide Support for Implementation of eLearning Technologies in all Delivery Modes

Objective 6.1

Provide faculty mentoring specific to eLearning tools for all delivery modes. Lead Responsibility: Faculty Development Coordinators. Resources: Continued support through release time and supply budget.


1. Support Faculty Development Coordinator and mentoring with eLearning focus. (Ongoing)

2. Integrate eLearning into college-wide department strategy identified above. (Ongoing)

Benchmarks for 6.1

1. Defined on annual basis through Reasonable Credit Equivalency (RCE) agreements with Faculty Development Coordinators.

Objective 6.2

Support faculty training on best practices models within eLearning environment for all delivery modes. Lead Responsibility: Faculty Development Coordinators. Resources: Continued support through release time and supply budget.


1. Provide Quality Matters training at college on annual basis. (Ongoing) 2. Provide engaging learning activities specific to eLearning during Faculty

In-service. (Ongoing)

Benchmarks for 6.2

1. Defined on annual basis through RCE agreements with Faculty Development Coordinators.

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AMP Core Value 2: STUDENT SUCCESS Northland defines student success as students meeting substantive academic goals as well as their own personal goals, from their first course through completion and beyond. To support student success, we aspire to provide opportunities for academic engagement, to meet the unique needs of individual students and student groups, and to offer students a meaningful return on their investments in time, effort, and financial resources. Goal 7: Increase formal contact between faculty/staff and students. Goal 8: Increase partnerships to improve student access and transfer options. Goal 9: Support and enhance success of developmental education.

2020 Outlook for Student Success

Many barriers to student success lie outside of the realm of college programs and curriculum. Even the best-trained staff and faculty may be unable to help students succeed when the institution is not designed to support students outside the classroom. As an open-enrollment college, we cannot control the college readiness level of our students nor prevent the personal challenges they may encounter. However, we can control how we choose to mitigate these circumstances to enhance each student’s educational journey.

Goal 7: Increase Formal Contact between Faculty/Staff and Students

Objective 7.1

Develop a faculty mentoring program for all students. Lead Responsibility: Division Chairs. Resources: Ongoing.


1. Design a system working within the confines of the MSCF contract. (Fall 2016)

2. Target warning students, students who are appealing, and/or early alert as pilot group. Assign initial mentor, but also provide mentor directory to allow students to switch. (Fall 2016)

Benchmarks for 7.1

1. Faculty mentor program initiated and sustained

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Objective 7.2

Foster stronger relationships between advisors and students. Lead Responsibility: Registrar’s Office. Resources: Ongoing.


1. Review and improve Program Specific Advising model. (Ongoing) 2. Review and improve Access Code system for registration. (Ongoing) 3. Continue group advising sessions. Review process to improve and

increase use for technical programs as well as other specific groups (e.g., liberal arts, athletic). (Ongoing)

Benchmarks for 7.2

1. Second fall persistence and completion rates at cohort level (68%) or above.

Objective 7.3

Increase engagement opportunities with at-risk students. Lead Responsibility: Registrar’s Office. Resources: Ongoing.


1. Review Academic Improvement Plan (AIP) model for probation students. 2. Create and implement AIP model specific to warning students. (Spring

2017) 3. Model strong partnerships with staff outside of student services. (Spring

2017)

Benchmarks for 7.3

1. Current AIP plan reviewed and additional plan implemented.

Objective 7.4

Develop college-wide peer tutoring program. Lead Responsibility: Director of Academic Success Center. Resources: Grant funding.

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1. Design a more visible model for delivery of learning services. (Evaluated FY2016 and FY2018)

2. Commit staff and/or faculty time to sustaining tutors and program. (Evaluated FY2016 and FY2018)

3. Develop peer tutor training process to include teaching and mentoring elements. (Evaluated FY2016 and FY2018)

4. Provide physical resources that encourage both formal and informal peer tutoring. (Evaluated FY2016 and FY2018)

5. Investigate related credit opportunities for Post-Secondary Enrollment Option (PSEO) students. (Evaluated FY2016 and FY2018)

Benchmarks for 7.4

1. 5% response rate by 2016. 2. 30% response rate by 2018. 3. Evaluated via CCSSE.

Objective 7.5

Integrate Faculty into Study Labs. Lead Responsibility: Director of Academic Success Center. Resources: Small budget for incentives such as food and prizes.


1. Hold “Final Exam Cram Session” each semester on each campus, scheduling faculty at sessions and promoting to students. (Fall 2016)

2. Assess student and faculty interest in regular or special-purpose study labs. (Fall 2016)

Benchmarks for 7.5

1. Sessions held each term. 2. Study lab model implemented.

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Goal 8: Increase Partnerships to Improve Student Access and Transition Options

Objective 8.1

Develop concurrent enrollment options with regional four-year partners. Lead Responsibility: VPASA. Resources: Ongoing.


1. Form agreements with BSU, MSUM, UND, and UMC. (Spring 2018)

Benchmarks for 8.1

1. Program with BSU in place by spring 2016. 2. Programs with MSUM, UMC, UND in place by 2018.

Objective 8.2

Complete the articulation and tech prep agreements in progress and pursue new articulations. Lead Responsibility: Academic Coordinator. Resources: Ongoing.


1. Complete and/or update tech prep agreements with key secondary partners. (Ongoing)

2. Continue to pursue articulations with key higher education transfer partners. (Ongoing)

3. Ensure articulations for new programs. (Ongoing)

Benchmarks for 8.2

1. 100% of articulation agreements current.

Goal 9: Support and Enhance Developmental Education

Objective 9.1

Ensure access to affordable education in Math and English for students placing below high school level. Lead Responsibility: Academic Dean. Resources: Implement requirements or incentives for student participation (Strategies 1, 5).

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1. Provide review services for retesting. (Fall 2016) 2. Examine fee for service, fractional credit, Adult Basic Education (ABE),

and other delivery modes for students needing this level of education. (Ongoing)

3. Review other colleges’ curricula and non-credit models for creative solutions. (Ongoing)

4. Review revised developmental course curriculum to identify necessary levels for all programs areas and update developmental grid. (Fall 2016)

5. Investigate closer alignment with College Prep program in MN, including Mind Quest Academy. (Ongoing)

Benchmarks for 9.1

1. Developmental curriculum reviewed and revised where necessary. 2. Developmental grid updated and current with curriculum options.

Objective 9.2

Improve success rates in developmental courses. Lead Responsibility: Academic Deans. Resources: Institutional Research.


1. Evaluate success rates of developmental reading and writing sequence annually. (Ongoing)

2. Evaluate success rates of developmental math sequence annually. (Ongoing)

3. Evaluate success rates at both course level and (if possible) sequence level. (Ongoing)

Benchmarks for 9.2

1. 73% success rate at course level for all courses in sequences.

Objective 9.3

Develop an institutional and/or program structure that encourages early completion of developmental education in math, reading, and writing. Lead Responsibility: Academic Deans. Resources: Ongoing.

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1. Identify and review models and best practices for small to mid-sized institutions in assuring early developmental education completion. (Spring 2017)

2. Identify models that best fit NCTC and examine their viability from a student success and financial perspective. (Spring 2017)

3. Implement best model(s) at institutional or program levels. (Spring 2017)

Benchmarks for 9.3

1. Review of models complete. 2. Model(s) best suited to NCTC implemented.

AMP Core Value 3: INTERNAL COMMUNITY Northland’s internal community consists of our students, faculty, staff, and administration--everyone actively involved on our multiple campuses. To support a cohesive internal community, we aspire to satisfy the unique needs and desires of a diverse college community, to offer transparent communication between different stakeholders within the college community, to encourage professional development and growth in our faculty, staff, and administration, to respect the rights of all members of our community, and to seek collaborative input in working toward shared goals. Goal 10: Foster cohesion amongst students, faculty, staff, and administration, and between campuses. Goal 11: Satisfy the unique needs of diverse groups and uphold the rights of all members of the community. Goal 12: Transparently share information between different stakeholder groups within the college community. Goal 13: Seek collaborative input in working toward shared goals. Goal 14: Improve communication about professional development options.

2020 Outlook for Healthy College Community

The primary value that sustains this plan is providing a quality education to all of our students. While academics comprise a significant part of promoting this value, the overall college atmosphere influences the likelihood of students’ receiving that quality education. Each of the goals in this portion of the AMP contributes to the college’s atmosphere by encouraging an internal community, both within and between campuses, which is as conducive as possible to students achieving their academic goals.

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These broad goals work to promote a healthy internal community. The first goal focuses on breaking down barriers between members of our community—students, faculty, staff, and administrators. The second goal considers the needs and rights of our community. The third goal highlights the need for open communication between all groups that make up the college community, while the fourth focuses on providing shared work toward goals that are common to different groups. A healthy college community is one that recognizes that different groups must work together to promote the goals of specific groups and those of the community as a whole, including the overarching goal of providing a quality education to our students. In order to have a healthy community, there must be a strong sense of cohesion between stakeholder groups. There must likewise be a strong sense of cohesion between campuses, including the satellite campuses at the Thief River Falls airport and in Roseau. Part of satisfying the goal of fostering cohesion between stakeholders and campuses lies in the ways various groups communicate with one another. Whether they differ in the role they fill or their location, different groups in the college community face unique challenges, perceive different strengths and weaknesses, and generally have needs that must be satisfied. Open communication is essential to relay necessary information to appropriate other members of the college community. In order to maintain open communication that positively influences the quality of education students receive, procedures will be adopted so college staff may provide input regarding course offerings and programs. Faculty members are without question experts in their fields and ought to have the ability to design courses and programs that meet accepted standards in those fields. That being said, the experience of staff may provide a unique insight into students’ academic experience and career interests that build on faculty expertise. It is also important that stakeholders in the college community be able to give feedback in a way that does not invite negative attention, either individually or as part of a group. Recognizing that need also provides additional strategies to maintain open lines of communication. One way this feedback can be given is through regular meetings that do not have a pre-defined structure, where all members of the college community are invited to participate. The college currently has a number of standing committees, each of which has a specific set of tasks assigned. While those committees are certainly useful, their formal structure may prevent stakeholders from expressing some views that they believe to be important. Offering informally structured meetings may alleviate this issue.

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Providing the means for current and former students and administrators to evaluate instructors, courses, and programs is also vital to maintaining open lines of communication. Students currently enrolled at the college should have the opportunity to provide meaningful feedback regarding course structure and content and be able to do so anonymously. The ability to provide anonymous feedback encourages forthright evaluation without fear of retaliation, which benefits both students and instructors. Instructors, students, and deans with direct supervisory authority will also benefit from being able to evaluate instructors in a meaningful way. We take pride in the quality of instruction the college provides but also recognize that maintaining high standards is an ongoing process. Having a way for administrators to evaluate instructors in a way that builds on existing strengths and aims to identify additional sources of support further reinforces a model of open communication that both encourages cohesion amongst stakeholder groups and benefits the quality of the education students receive. The same philosophy applies to the final strategy we have identified for maintaining open communication, which is to encourage alumni to provide feedback. Whether they are recent graduates or have been away from the college for some time, alumni provide a perspective on the successes and shortcomings of the college that others cannot. Although they are by definition not part of the college’s internal community, they are a key part of NCTC’s past and future.

Goal 10: Foster cohesion amongst students, faculty, staff, and administration, and between the campuses

Objective 10.1

Maintain open lines of communication between internal community groups. Lead Responsibility: VPASA (Strategies 1,2), Academic Coordinator and Faculty Development Coordinator (Strategy 3), Academic Deans, Division Chairs, Faculty Development Coordinators (Strategy 4), Foundation Director and Program Faculty (Strategy 5). Resources: IT Resources (Strategies 3, 5).


1. Establish procedures for staff to provide input regarding courses and programs. (Ongoing)

2. Hold regular, informally structured meetings to build on existing college community strengths and uncover perceived weaknesses. (Ongoing)

3. Give students the opportunity to provide anonymous feedback on courses and programs. (End of each semester)

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4. Provide means through which administrator evaluation of instructors gives meaningful feedback that recognizes positive qualities and aims to improve instructional efficacy. (According to established schedule)

5. Maintain a procedure through which alumni can provide feedback. (Annually to selected alumni)

Benchmarks for 10.1

1. To be determined from survey results (Strategies 3, 5).

Objective 10.2

Encourage interdepartmental collaboration between faculty and other interested parties. Lead Responsibility: Academic Deans, Division Chairs (Strategies 1,2). Resources: Ongoing.


1. Hold regular, discipline-specific meetings to build on existing strengths, encouraging participation from staff and non-discipline faculty. (Meeting arranged by leads)

2. Regularly offer interdisciplinary team-taught special topics courses.

Benchmarks for 10.2

1. Meetings to begin during the 2015-2016 academic year (Strategy 1). 2. Special topics course listing to be approved by Academic Affairs and

Standards Council (AASC) by end of spring 2016 (Strategy 2). 3. Special topics courses to be offered during the 2016-2017 academic year

(Strategy 2).

Goal 11: Satisfy the unique needs of diverse groups and uphold the rights of all members of the community

Objective 11.1

Provide appropriate non-academic student service support. Lead Responsibility: Dean of Student Affairs, Strategic Enrollment Management committee, advisors (Strategies 1, 3), Counselors (Strategy 2), Dean of Student Affairs, Financial Aid Staff (Strategy 4). Resources: Institutional research on projected demographics (Strategies 1, 3).

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1. Identify challenges to the success of current and future students. (Ongoing)

2. Ensure that counseling services are available and accessible. (Ongoing) 3. Have advising services that cater to individual students’ needs. (Ongoing) 4. Have financial aid processes that are as informative and clear as possible.

(Ongoing)

Benchmarks for 11.1

1. Challenges identified that inhibit student success. 2. Annual review of counseling and advising services.

Objective 11.2

Create an environment that embraces diversity within the college community. Lead Responsibility: Dean of Student Affairs (Strategy 1), Diversity Officer, Diversity Committee (Strategies 2, 3), Dean of Student Affairs, Academic Deans, Recruiters, Advisors (Strategy 4). Resources: Funding for staff position within an appropriate bargaining unit (Strategy 1), Marketing and recruiting resources (Strategies 2, 4).


1. Maintain a permanent college diversity officer and diversity committee. (Ongoing)

2. Increase awareness of diversity that exists within the college community. (Ongoing)Collect feedback from community members about perceived diversity-specific needs that have gone unaddressed or under-addressed. (Ongoing)

3. Enrich recruiting, academic programs, and student services to promote multiculturalism. (Ongoing)

Benchmarks for 11.2

1. Hire position when vacant within a reasonable amount of time (Strategy 1).

2. Surveys to be given on a yearly basis (Strategy 3).

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Objective 11.3

Recognize the unique qualities of our campuses. Lead Responsibility: Academic Deans, Faculty Development Coordinators (Strategies 1, 2). Resources: Stipend for faculty development coordinators (Strategies 1, 2), appropriate time to accommodate project work (Strategy 1).


1. Establish semi-regular inter-campus projects to foster the one college-two campuses vision. (Ongoing)

2. Publicize achievements and strengths of individual campuses. (Ongoing)

Benchmarks for 11.3

1. Project list developed. 2. Process for communicating achievements and strengths established.

Objective 11.4

Respect students’ and collective bargaining units’ rights to provide meaningful input into college decision-making processes. Lead Responsibility: Student Senate presidents, student club presidents (Strategy 1), Union chapter leadership, Shared Governance Council chair(s) (Strategy 2). Resources: Ongoing.


1. Gather input from students and union members through officers to identify concerns. (Ongoing)

2. Present significant administrative decisions at relevant group meetings (e.g., Shared Governance Council, AFSCME). (Ongoing)

Benchmarks for 11.4

1. Meeting minutes of relevant group meetings will reflect information gathering and sharing.

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Goal 12: Transparently share information between different stakeholder groups within the college community

Objective 12.1

Make all resources that faculty, staff, and administration need access to easily accessible. Lead Responsibility: Academic Coordinator, IT Lead (Strategy 1), Committee Chairs (Strategy 2). Resources: IT Resources.


1. Maintain a centralized, easily accessible clearinghouse that houses documents employees regularly access (e.g., college policies, HR documents, accepted metrics). (Ongoing)

2. Publish committee minutes to the college website in a timely manner. (Ongoing)

Benchmarks for 12.1

1. All minutes to be published within two weeks of committee meeting. (Strategy 2)

Objective 12.2

Work to inform interested stakeholder groups of college performance on standard metrics. Lead Responsibility: College President, Chief Finance Officer (Strategy 1), Committee Members, Program Advisory Groups, Program Faculty, Marketing (Strategy 2), College President, VPASA (Strategy 3), College President, VPASA, Chief Finance Officer, Foundation Director (Strategy 4). Resources: IT Resources.


1. Distribute metrics and reports to interested parties. (As requested) 2. Develop a common language that clearly presents information to

stakeholders. (Ongoing) 3. Hold an annual town hall meeting that is open to the college community

and the public to provide information and solicit feedback. (To be determined)

4. Encourage informal discussion and off-the-record discussions relating to college performance. (Ongoing)

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Benchmarks for 12.2

1. Materials distributed in timely fashion. (Strategy 1)

Goal 13: Seek collaborative input in working toward shared goals

Objective 13.1

Regularly review specific goals of internal community groups. Lead Responsibility: VPASA. Resources: none required


1. Open lines of communication between student, faculty, staff, and administrative leadership.

2. Work to change the culture within the college.

Benchmarks for 13.1

1. Meeting minutes for various groups reflect solicited input and information

Objective 13.2

Establish procedures that incorporate affected internal community members into SGC and AASC processes when making significant additions, changes, or subtractions to academic programs. Lead Responsibility: VPASA, Academic Deans, Dean of Students Resources: None required


Policies, Procedures, SOPs, updated to include communication throughout the plan period.

Benchmarks for 13.2

1. As reflected in meeting minutes and similar documentation.

Objective 13.3

Gather input from representatives of student groups. Lead Responsibility: Campus Deans, Student Senate Advisor(s) Resources: None required

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Provide information and gather input via student senates when making significant additions, changes, or subtractions to academic programs. (Ongoing)

Benchmarks for 13.3

1. Student Senate minutes will provide record of activity

Objective 13.4

Create a college-wide ideas sharing forum with representatives of internal community groups. Lead Responsibility: VPASA, Faculty Leadership Resources: Existing IT resources


Form action group to develop forum (Fall 2016)

Benchmarks for 13.4

1. Forum is developed.

Goal 14: Improve communication about professional development options

Objective 14.1

Determine actual professional development needs of employees. Lead Responsibility: Academic Deans, Faculty Development Coordinators (Strategy 1), Dean of Student Services (Strategy 2), VPASA (Strategy 3). Resources: Stipend for Faculty Development Coordinators.


1. Regularly conduct faculty surveys. (Mid-January) 2. Regularly conduct staff surveys. (Mid-January) 3. Develop professional development advisory board within college.

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Benchmarks for 14.1

1. To be determined by survey results.

Objective 14.2

Unify and simplify professional development training resources and information. Lead Responsibility: Dean of Student Services, Academic Deans, Faculty Development Coordinators (Strategy 1), Marketing (Strategy 2). Resources: IT Resources.


1. Have a common spot to post professional development opportunities. (Ongoing)

2. Continue development of a faculty development WordPress page. (Ongoing)

Benchmarks for 14.2

1. Resources should be available for use by fall 2015 semester.

Objective 14.3

Review ongoing advisor training needs. Lead Responsibility: Student Services Dean, Academic Coordinator. Resources: Cost of Requisite Training Materials.


1. Provide focused training for Transferology Image Now, transfer credit, 150% calculations, and Academic Improvement Plans. (Ongoing)

2. Complete a follow-up survey to address any unresolved advisor needs. (After completion of training course)

Benchmarks for 14.3

1. To be determined by survey results.

Objective 14.4

Provide timely software training. Lead Responsibility: Faculty Development Coordinators, IT lead. Resources: Stipends to fund Faculty Development Coordinators, cost of requisite training materials.

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1. Provide up-to-date training opportunities and materials when updated software versions are released. (Ongoing)

2. Offer timely training opportunities for faculty and staff upon hire. (Ongoing)

Benchmarks for 14.4

1. To be determined on an annual basis through RCE agreements with Faculty Development Coordinators.

Objective 14.5

Use electronic media options as foundation for professional development training. Lead Responsibility: Faculty Development Coordinators. Resources: Stipends to Faculty Development Coordinators.


1. Identify topics for which resources are lacking. (Ongoing) 2. Offer modules and reference materials via asynchronous options to allow

flexibility. (Ongoing) 3. Refocus face-to-face trainings on specialized topics and advanced

applications of knowledge. (Ongoing)

Benchmarks for 14.5


Objective 14.6

Create and publicize a rotating training schedule. Lead Responsibility: Faculty Development Coordinators (Strategy 1), Dean of Student Services, Faculty Development Coordinators (Strategy 2), Marketing, IT Lead (Strategy 3). Resources: Ongoing.


1. When possible, schedule training events during recurring times/days to promote calendar availability. (Ongoing)

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2. Use different calendars for staff versus faculty to accommodate differing availability and allow customization of specific topics. (Ongoing)

3. Publish calendar in prominent location. (Ongoing)

Benchmarks for 14.6


Objective 14.7

Increase professional development collaboration between faculty and staff. Lead Responsibility: Dean of Student Services, Faculty Development Coordinators. Resources: Stipends to fund Faculty Development Coordinators.


1. Develop professional development advisory board within college. (Ongoing)

2. Hold teaching dialogs open to staff as well as faculty. (Ongoing) 3. Develop a structure for faculty and staff to suggest ideas or topics to each

other that may help meet student needs (e.g., Benchmarking board for sharing and brainstorming). (Ongoing)

Benchmarks for 14.7

1. Professional development advisory board is developed. 2. Teaching dialogs scheduled.

Objective 14.8

Increase opportunities for diversity training for staff and faculty. Lead Responsibility: Chief Human Resources Officer, Campus Deans Resources: Existing college resources


1. Present topics to faculty and staff within similar timeframes to encourage dialogue. (Fall 2015)

2. Schedules permitting, offer joint faculty/staff training session once per academic year 2016

3. Seek and develop individuals with specialized diversity expertise within various departments. (ongoing)

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Benchmarks for 14.8

1. Increased diversity training 2. Joint faculty and staff training once per academic year

AMP Core Value 4: RESOURCE STEWARDSHIP Northland’s stewardship of our resources involves seeking out and responsibly utilizing available resources, with a view toward the long-term vitality of the college and the communities we serve. To support resource stewardship, we aspire to use our resources to support institutional priorities and to commit to meeting our obligation to use financial and other resources responsibly. Goal 15: Seek out and responsibly use available resources to support institutional priorities. Goal 16: Ensure long-term vitality of the college, its stakeholder groups, and the communities we serve. Goal 17: Meet our future financial obligations responsibly.

2020 Outlook for Resource Stewardship

Northland and MnSCU have felt the effects of the 2008 financial crisis and the recession that followed. Reduced state funding and rapid enrollment growth in fiscal years 2009 and 2010, followed by rapid enrollment decline to the current state, Northland’s lowest expected enrollment since the merger in 2003, have placed a strain on the college’s budget. Resource stewardship plays an important role in how we continue to support the college’s mission. This part of the AMP looks at ways in which the college can 1) Seek out and responsibly use available resources to support institutional priorities; 2) Ensure the long-term vitality of the college, its stakeholder groups, and the communities we serve; and 3) Meet our future financial obligations responsibly. Within each of these groups are strategies for efficiencies through a careful review of current practices, collaboration, and exploration of new opportunities. Also addressed are strategies for aligning college offerings to the needs of the region we serve and to the needs of our student population through trend analysis and needs assessments. Strategies are also identified that will emphasize and better communicate to prospective students the unique experiences Northland offers through student life activities, athletics, and fine arts. Finally, strategies are identified that look at sustaining our mission in the future while also providing resources for new programs and opportunities.

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Goal 15: Seek out and responsibly use available resources to support institutional priorities

Objective 15.1

Financially support recommendations of AMP. Lead Responsibility: Chief Finance Officer, Executive Council/Cabinet. Resources: College budget and other funding sources (bonding, Foundations, grants).


1. Lengthen budget process two-year budget approach. Beginning 2016/2017 Biennial Budget, ongoing

2. Identify other funding if required. Beginning 2016/2017 Biennial Budget

Benchmarks for 15.1

1. Existence of two-year budget

Objective 15.2

Assess whether fees are used appropriately. Lead Responsibility: Chief Finance Officer, Deans, Student Senate, Facility Directors, and others Resources: None.


1. Review use of fees collected from students and employees (e.g., student life, parking). (ongoing)

Benchmarks for 15.2

1. Review and discussion in the President’s Cabinet, Student Senate, SGC, and other groups as needed.

Objective 15.3

Assess ability to increase revenue from existing revenue streams. Lead Responsibility: Groups formed as needed. Resources: None.


1. Review pricing structure of existing contracts (e.g., CHS). (Spring 2015)

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Benchmarks for 15.3

1. Completed review

Objective 15.4

Identify new revenue streams. Lead Responsibility: Academic Deans, Center for Outreach and Innovation, Chief Finance Officer. Resources: None.


1. New partners—existing courses. (Spring 2015-Fall 2015) 2. Existing partners— new courses. (Spring 2015-Fall 2015)

Benchmarks for 15.4

1. New or expanded revenue contracts.

Objective 15.5

Achieve efficiencies through collaboration. Lead Responsibility: Chief Finance Officer, Business Managers (Strategy 1), Chief Finance Officer, VPASA (Strategy 2), Chief Finance Officer, Academic Deans, Faculty, Foundation Director (Strategy 3). Resources: None.


1. Expand collaborative purchasing efforts especially with leveraged funding opportunities. (Spring 2015)

2. Explore collaborative services with sister colleges related to equipment, supplies, course requirements, and similar academic applications. (Spring 2015)

3. Establish strategies for leveraged equipment purchases that benefit multiple programs and disciplines. (Start January/February 2015 at completion of online budget request process, prioritization should also reflect equipment needed by multiple programs)

Benchmarks for 15.5

1. More collaborative purchasing---cost savings.

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Goal 16: Ensure the long-term vitality of the college, its stakeholder groups, and the communities we serve

Objective 16.1

Align course and program offerings with the needs of the community. Lead Responsibility: Academic Deans and Marketing/Enrollment Manager. Resources: None.


1. Conduct regular needs assessments with area high schools, four-year institutions, and industry. (2016/2017 Academic Year)

2. Monitor medium- and long-term educational, industrial, and societal trends to determine coming demands. (2016/2017 Academic Year)

3. Assess successes and deficiencies in the recent past. (2016/2017 Academic Year)

4. Expand offerings to high school students that afford the opportunity to complete an A.A. degree within a year of high school graduation. (2016/2017 Academic Year)

5. Establish a recruitment plan that addresses challenges future students are likely to face. (2016/2017 Academic Year)

6. Separate marketing activities from recruiting while recognizing the important relationship that exists between the two. (2016/2017 Academic Year)

Benchmarks for 16.1

1. Review of course and program offerings annually in May using AASC minutes.

2. Documentation of program and course changes based on strategies above.

Objective 16.2

Offer student life opportunities that meet student desires and that set Northland apart from peer institutions. Lead Responsibility: Student Life Director. Resources: None.


1. Regularly solicit input from current students to determine their interest regarding non-athletic student life opportunities. (Ongoing)

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2. Gather data from students regarding interest in both competitive and recreational athletic opportunities. (Ongoing)

3. Recruit students interested in participating in competitive athletics from areas near Northland campuses. (Ongoing)

4. Align student club offerings with programs as an additional driver for student success. (Ongoing)

5. Emphasize the critical role that competitive athletics plays in the college community. (Ongoing)

6. Stress the importance of fine arts in the college community. (Ongoing) 7. Encourage members of the college community to attend athletics and

fine arts events. (Ongoing) 8. Hold regular symposia hosted by faculty that highlight interesting aspects

of their discipline. (Ongoing)

Benchmarks for 16.2

1. Solicit information for strategies 1 and 4 and documented in Student Senate minutes.

2. Focus groups/surveys conducted each year by Student life Director and results provided to Executive and President’s Cabinet committees (strategy 2).

3. Review athletic team rosters and improve on the baseline annually (strategy 3).

4. Discuss the strategies at club meetings and review with minutes annually (strategies 4 and 5).

5. Discuss college athletic and arts events at advisory and local community meetings (strategies 7 and 8).

Objective 16.3

Increase awareness of the programs we offer. Lead Responsibility: Marketing Director (Strategy 1), Enrollment Manager (Strategy 2). Resources: None.


1. Develop and implement a marketing plan directed at the internal college community.

2. Engage with area high schools to strengthen existing relationships. (Ongoing)

Benchmarks for 16.3

1. Established marketing plan.

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2. Document and assess high school interest during visits.

Goal 17: Meet our future financial obligations responsibly

Objective 17.1

Identify strategies to fund growth, with a special focus on creating new programs. Lead Responsibility: Executive Leadership (Strategies 1, 3), Chief Finance Officer (Strategy 2). Resources: To be determined.


1. Develop grants. (Ongoing) 2. Develop an internal budget strategy. (Timeframe TBD) 3. Identify one-time funds for growth or program modification. (Timeframe

TBD)

Benchmarks for 17.1

1. FY 2016 review with action items completed from FY 2017 through FY 2020

Objective 17.2

Utilize institutional research data to align resources to future program needs. Lead Responsibility: Chief Finance Officer. Resources: To be determined.


1. Add funding strategy to new program development process. (Timeframe TBD)

2. Incorporate data into more decision-making areas surrounding curriculum, student life, and related academic areas. (Ongoing)

Benchmarks for 17.2

1. Established funding strategy for new program development.

Objective 17.3

Create opportunities for giving for through the Northland Foundation. Lead Responsibility: Foundation and Executive Leadership. Resources: None.

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1. Establish and plan for equipment needs. (Summer 2015) 2. Establish endowments for programs. (Summer 2015) 3. Engage NASA for funding opportunities. (e.g., athletic donation used for

equipment/gear). (Summer 2015)

Benchmarks for 17.3

1. Established pathways for giving (e.g. athletic donations, equipment gifts).

Objective 17.4

Integrate long-term financial plan with facilities plan. Lead Responsibility: Chief Finance Officer, Executive Leadership. Resources: None.


1. Incorporate financial, academic, and facilities plans into one long-term plan, so a financial needs assessment can be determined. Upon completion of all plans. (Anticipated Fall 2015)

Benchmarks for 17.4

1. Integrated plan.

AMP Core Value 5: EXTERNAL COMMUNITY Northland fosters many relationships with our external community, which consists of other educational institutions, local industry, citizens, and other stakeholder groups. To support a healthy relationship between the college and the external community, we aspire to promote our value to the external community, to draw value from the external community, to maintain existing partnerships and developing new partnerships with stakeholder groups, to maintain an open, transparent line of communication with interested groups, to provide high quality service to the communities we serve, and to view our education of students as a vital part of promoting good citizenship and creating leaders in the workforce and other community groups. Goal 18: Identify NCTC program mix to meet current and future regional workforce development requirements. Goal 19: Develop partnerships with business and industry.

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Goal 20: Increase program advisory committee input and partnership in strategizing the future of programs at NCTC. Goal 21: Understand and value community input relative to college programs, services, and student opportunities.

2020 Outlook for External Community Relations

Factors Affecting Program Success

Northland Community and Technical College has evolved over the past fifty years to become the comprehensive community and technical college known to its communities today. All of these changes have contributed to a community confused by our constant evolution. The college history is laid out in the Academic Overview, and those changes for Northland come from a long and complicated history. As the newly merged college reviewed its inventory of academic offerings, decisions were made about the proper program allocation across the institution, resulting in the current mix of programs on each campus. Liberal arts courses were expanded through on-site and interactive television (ITV) to increase the number of general education/liberal arts courses available to students on the East Grand Forks campus. Most recently, hybrid course offerings between campuses have been enhanced through the integration of Cisco Telepresence technology at each campus and the airport site. For several years, Northland has strategically reorganized academic offerings in a manner that reflected which campus and community would offer the most success for program sustainment, growth, and overall college strength. Although both communities are situated in extreme rural northwestern Minnesota, a deeper analysis reveals separate, distinct qualities in local environments, which often influence academic program success. Both communities express a deep desire to form partnerships with the college. For Thief River Falls, the college is a much larger player in the local economy due to the location, sparse population, and long history within the community. In East Grand Forks, the college has the benefit of being connected to the larger population center of Grand Forks (ND). As such, Northland maintains a robust program of transfer/articulation with the University of North Dakota, resulting in many North Dakota students completing the first two years of their education at the East Grand Forks campus. The two high schools proving the most students to NCTC are Lincoln High School (Thief River Falls) and EGF Senior High School (East Grand Forks). Both provided 6% and 5% respectively of the total student enrollment in 2014.

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Since 2001, Northland Community and Technical College has been represented in the Roseau (MN) area by a satellite office. Northland offers a combination of faculty on-site, interactive (ITV) courses, and support for online students at the site each semester. In addition, Northland provides an academic advisor to work with students. Whether students are recent graduates or returning to education later in life, Northland's programs are accessible by offering classes to students near their homes. The Roseau Satellite Office also coordinates with the Center for Outreach and Innovation to meet the needs of business and industry in the Roseau area. A variety of certificate programs and diplomas have been offered over the years to students interested in manufacturing technology and management in partnership with several area businesses. As the college is challenged to maintain all that is expected by our external communities in the traditional model of higher education, decisions have been made with a more deliberate focus on community transparency. Several years ago, the college established college advisory committees consistent with MnSCU System Procedure 8.5.11

Local Advisory Committees

The college uses advisory committees as opportunities to confer and seek advice from a broad representation of the external community. A large percentage of the process focuses on academic programming and student life concerns and opportunities. To establish the objectives and define the strategies the college will pursue to create its future, significant interaction occurred with the external community in conjunction with the academic planning process. Four subgroup/goals were created within external communities, each with a focused mission, assignment, and purpose to define how the college must actively influence community perspectives to preserve its relevancy and continue serving diverse academic needs. The following sub-goal areas were established early in the AMP process:

1. External Community Evaluation Plan 2. Partnerships with Business and Industry 3. Advisory Committees 4. Community Needs Assessment

11 URL: http://www.mnscu.edu/board/policy/805.html

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http://www.mnscu.edu/board/policy/805.html

Anticipating External Community Needs

To develop a clear understanding of how well the college will serve the academic needs of the external community now and into the future, the AMP relies heavily on the responses received through survey results from October 2014. Input from community and program advisory group meetings was also analyzed to support new or revised objectives and strategies of engagement. Employment data and trends from the Minnesota Department of Employment and Economic Development Data Center12 (DEED), for Economic Development Regions 1 and 2 and the Bureau of Labor Databases, Tables, and Calculators,13 were also analyzed. The data support the recommendations in the plan on strategies to expand, diversify, and/or discontinue academic offerings designed to meet or exceed industry needs and develop further models of unique collaboration. The college should continue to form partnerships with other MnSCU institutions to leverage system resources to serve local employer needs when a local capacity cannot be supported. Advisory Committee input is often the purest form of communication and feedback between the employer and the college regarding how well are we doing in educating their workforce. During the advisory board meetings in the fall of 2014, the purpose of the AMP process was highlighted at each campus event. Committees were asked to consider where they felt the college was meeting, exceeding, or falling short of their expectations. Surveys were sent to over four hundred individual advisory board members to gather valuable feedback and provide direction in programming based on their current and projected five-year employee development needs. This not only focused on specific employee capacity and possible deficiencies, but also requested forecasts of industry sector technological advances and how that knowledge transfer could occur at the college. A Community Needs Assessment is often a most difficult attribute to define. Data gathered during the AMP surveys indicates these attributes may not be easily measured. Based on the distinct nature of each community, an often “one size fits all” approach is not sufficient to support future decisions on academic expansion. Even within the communities there can exist a diverse attitude toward the mission and purpose of Northland. One peculiar theme seems to be how the college is viewed through the lens of the private sector. Is the college to be supported as a community asset for higher education, or is the college a mechanism to support a company’s needs on an as-needed basis: “Don’t call

12 URL: http://mn.gov/deed/data/index.jsp 13 URL: http://www.bls.gov/data/

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http://mn.gov/deed/data/index.jsp

http://mn.gov/deed/data/index.jsp

http://www.bls.gov/data/

us, we’ll call you”? If this is the case, and the perception persists, Northland should design workforce education business models to mitigate the effects of this practice. Research conducted through the AMP and more recent experiences reveal the college cannot assume its external community will support a “go it alone” strategy in its decision-making process. The perception (results) of making decisions of academic importance through a process of isolation has led us to embrace a model of robust community engagement. Sometimes, difficult decisions have been surrounded by controversy between the community and the college, appearing to create an environment of disengagement and miss-trust by our external community partners. This does not serve the college well when we rely on external community support and advocacy. To the extent possible, clear communication must be a hallmark in community engagement and the college should implement deliberate pathways to confer with community partners. One newly designed tool through the Department of Employment and Economic Development, called the Occupations in Demand Data tool14, helps to locate available jobs within a certain marked region on the map, including typical wages and training options based on the title of a job or the experience that a person may have. This tool could be used to show the college what types of positions are in a certain area and how we could best meet the education/training needs. Northland seeks to strengthen relationships with the communities we serve, grounded in open communication and responsiveness to industry and community needs. The college will continue to strive to be a part of fulfilling the education needs in the community. We recognize that we have many viable programs currently that we want to continue. In order to continue these programs or expand and add new programs, NCTC will have to identify the wants, needs, and goals of our markets and align ourselves to meet those expectations within the community. The college will have to establish relationships that will lead to new programs. One of our goals is to build up enrollment in programs that are already established but are currently in a sustainability status with low enrollment numbers. Referencing enrollment trends and predictive models may help in steering those programs in the correct direction. Continued research and monitoring of job trends will ensure cutting-edge programs and training will be offered at NCTC.

14 URL: http://mn.gov/deed/data/data-tools/oid/

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http://mn.gov/deed/data/data-tools/oid/

Goal 18: Identify NCTC program mix to meet current and future regional workforce development requirements

Objective 18.1

Identify new program areas, certificates, diplomas for development. Lead Responsibility: President, VPASA, Academic Deans, Dean for Workforce Development. Resources: Northwest Minnesota Profile Economic Development Region 115, Advisory Board Survey.


1. Work with community businesses/leaders to identify and develop areas for education opportunities (e.g., certificate options) needed in the region. (Ongoing)

2. Survey of program advisory board members. (Ongoing)

Benchmarks for 18.1

1. COI and Academic Leadership meeting notes for discussion. 2. Review of AASC notes annually.

Objective 18.2

Identify program reductions, eliminations, and/or modifications. Lead Responsibility: VPASA, Academic Deans. Resources: Program cost tool, Program Sustainability tool, APR Program Review.


1. Continue to use and refine the sustainability process as a starting point of discussion. (Ongoing)

2. Analyze the need to look at individual awards within a program for viability and modification based on industry, business, community needs. (Ongoing)

Benchmarks for 18.2

1. To be determined by Assessment and Program Review Committee.

15 URL: http://www.nwpic.net/2011%20Supplement.pdf

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Objective 18.3

Identify programs that will continue to be successful. Lead Responsibility: Academic Deans, Academic Coordinator. Resources: Northwest Minnesota Profile Economic Development Region 116 to determine population, demographics, industry snapshots and employment outlook.


1. Reference Northwest Minnesota Profile Economic Development Region 1 to determine population, demographics, industry snapshots and employment outlook. (Ongoing starting in spring 2015).

Benchmarks for 18.3


Objective 18.4

Identify enrollment trends for each program, division, and general college populations. Lead Responsibility: Enrollment Office, VPASA, Academic Deans. Resources: Northwest Minnesota Profile Economic Development Region 117, Oracle Reports (Dave Dumbeck), EPM 11 Management Reports, Connect.


1. Look at enrollment numbers and trends based on previous years.(Ongoing starting in Spring 2015)

2. Use predictive future models of enrollment trends. (Ongoing starting in Spring 2015)

3. New programs added and enrollment numbers would be incentive for future students. (Ongoing starting in Spring 2015)

Benchmarks for 18.4


16 URL: http://www.nwpic.net/2011%20Supplement.pdf 17 URL: http://www.nwpic.net/2011%20Supplement.pdf

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2020 Outlook for Outreach Opportunities

COI and New Program Development

The role of the Center for Outreach and Innovation should be to provide a response to a company’s or industry’s identified need on a much quicker delivery continuum than the typical academic program model, particularly when the need is emerging. Staff of COI may live in two worlds with a mission to provide training at the speed of business yet possess the sufficient knowledge of the academic development process to predict success to a reasonable degree. The AMP should promote the process and assign ownership and accountability to create effective pathways from customized training credit or non-credit activities to delivery of academic instruction through the appropriate delivery models. The college should develop an inventory of all businesses that have solicited or expressed training needs within the last five years and the frequency of such requests. The college would utilize COI information but only for analytical purposes. For example, Digi-Key is one such partnership because of the company’s continued interest in the electronics/robotics program and its support of Digi-Key University programs. Industry should spur the development of new programs by outlining specific training needs that fit their operation. Based on the number of credit hours industry needs, such as 30-40 hours, NCTC can negotiate the number of liberal arts credits (15-20) and package them with the 30 credit hours specific to industry, thus creating a new academic program. For long-term sustainability, it may be best to package similar industries together. In Welding, for example, a program could be developed in consultation with Arctic Cat, Polaris, and Central Boiler, since all three require trained welders for quality products. Quality assessment skills could also be included in the program to make it more lucrative for the college. It is critical that NCTC receives support from industry leadership for industry- developed educational offerings in either credit or non-credit programs. For example, the college president could meet with presidents of companies such as Arctic Cat, Digi-Key, Central Boiler, and Polaris. The rationale would be that if there is a buy-in from the senior executives, then a dean would follow up with the company’s production staff to iron out the details. This would be the most effective way to achieve commitment.

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Roseau Site Utilization

For several years, NCTC’s Roseau site has attempted to meet the educational needs of its surrounding communities. Through collaboration with local communities and industry partners, several credit and non-credit programs have been delivered remotely primarily from the TRF campus. As an example, in the early 2000s, NCTC began the delivery of the Practical Nursing program to a cohort of Roseau-area students with the support of Roseau Hospital and Clinic. The goal was to create a local, onsite pathway to the nursing field for students. The effort was successful for a time, but then the college experienced a decrease in enrollment in the same program at the Thief River Falls campus. The Minnesota communities of Roseau and Warroad are unique among small, rural communities. Roseau, with a population of approximately 2,500, is home to Polaris Industries, with approximately 1,700 employees. Warroad, with a population of nearly 1,200, is home to Marvin Windows and Doors, with over 3,000 employees. Since 1998, NCTC has secured nearly $1 million of Minnesota Job Skills Partnership grant funding to deliver credit and non-credit instruction to Polaris Industries. At the same time, NCTC and Marvin Windows have collaborated to develop and deliver just-in-time quality assurance non-credit training to selected managers at Marvin Windows and Doors. Both of these companies employ a robust offering of educational opportunities focused on their business need through collaborations with many educational institutions from across the country. NCTC Administration and COI staff met with both communities and industry partners early in 2008, 2009, and 2014, to assess their current and future workforce development needs. Data gathered during the conversations in 2014 indicated the following:

• Marvin Windows was not satisfied with the current level of MnSCU-NCTC engagement on site relative to workforce educational opportunities.

• Marvin Windows did not want to send their employees for training off site to the NCTC’s Roseau location.

• Due to the economic recession and Marvin’s current financial business condition, the company cannot afford to hire NCTC instructors for credit or non-credit instruction but would provide space for NCTC to offer courses onsite, with employees utilizing the company’s educational reimbursement opportunities.

• Roseau city officials would like to see more robust use of the site. • Roseau suggested programming should include more collaboration with

the college, the high school, and Polaris. • Polaris had utilized the Roseau site in the past but preferred to use its in-

house training facilities. This supports application of learner outcomes

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directly on the production floor and keeps employees on the Polaris campus.

• Polaris employees have participated in academic course offerings at the Roseau site through ITV from either our EGF or TRF campuses as part of a traditional academic course offering.

Goal 19: Develop partnerships with business and industry

Objective 19.1

Define future partnership models between NCTC Business and Industry Partners. Lead Responsibility: VPASA, Dean for Workforce Development, Academic Deans. Resources: To be determined.


1. Advisory committee must first study the industry to determine need and sustainability. (Spring 2015)

2. Work collaboratively with businesses within our market to identify their labor needs.

3. Group industry/companies by traits. Develop programs that core training content.

Benchmarks for 19.1

1. Completion of need and sustainability study by spring 2015 (strategy 1 and 3).

2. COI business development and success, academic program/course production outside of typical schedules (strategy 2).

Objective 19.2

Identify what strategic resources and infrastructure are needed in order to develop new training models. Lead Responsibility: VPASA, Academic Deans, Dan for Workforce Development. Resources: None listed.


1. Determine which modalities are appropriate to client success (e.g., classroom delivery process, ITV, and or on-site deliver mechanism, or all of the above). (As required)

2. Infrastructure: Develop a close relationship with our target businesses. (As required)

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3. Define key labor skills required for the primary operation of each business. (As required)

4. Define (In partnership with each business) what their long-term labor needs and projections are. (As required)

Benchmarks for 19.2

1. Review of new programs and delivery modalities annually during summer, starting in summer 2016

Objective 19.3

Determine the appropriate use for the Roseau site as an outreach location and extended learning site. Lead Responsibility: VPASA, Academic Deans, Dean for Workforce Development Resources: To be determined.


1. Develop a business model for the Roseau site based on documented industry and community utilization. (Completed by fall 2015)

Benchmarks for 19.3

1. Business model established by fall 2015 with plans to be implemented in the next semester.

Objective 19.4

Determine if the Roseau site’s current state is adequate to support existence, or what, if any, enhancements are required to make the site viable. Lead Responsibility: VPASA, Academic Deans, Dean for Workforce Development. Resources: To be determined.


1. Work with industry, governmental partners, and local communities to enact implementation strategies for Roseau site. (Begin by summer 2015)

Benchmarks for 19.4

1. In conjunction with benchmarks for 19.2

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Objective 19.5

Create inventory of current and successful partnerships and activities. Lead Responsibility: Dean for Workforce Development and Academic Deans Resources: To be determined.


1. Develop electronic file and/or dynamic CRM tool. (Started by summer 2015)

Benchmarks for 19.5

1. Completed by fall 2015 and updated annually during the summer.

Objective 19.6

Build and reinforce current mentorship, apprenticeships advisory, and On the Job Training activities in the college. Lead Responsibility: VPASA, Academic Deans, Dean for Workforce Development. Resources: To be determined.


1. Develop new apprenticeship opportunities that will meet the needs of business and industry and set the pace for others. (Begin by summer 2015)

Benchmarks for 19.6

1. Complete by fall 2015 and updated in spring and fall semesters.

Objective 19.7

Create internal infrastructure and communication process for new program activities. Lead Responsibility: Academic Deans and Workforce Deans Resources: To be determined.


1. Partner with industry to define and develop training content and subsequent delivery modalities for emerging opportunities. (Begin by fall 2015)

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Benchmarks for 19.7

1. Established by and briefed to Executive and president’s Cabinet groups by spring 2016.

2020 Outlook for Faculty Awareness of Advisory Committees

Northland understands that strong partnerships between education institutions and employers have are crucial component in offering strong career and technical education. By cultivating these partnerships, NCTC ensures community ownership and is able to build local support, commitment, and resources. Advisory committees are defined as “Groups of local employers and community representatives who advise educators on the design, development, operation, evaluation, and revision of career pathways and their corresponding technical/occupational education programs” (MnSCU, 2010). Through an active partnership with advisory committees, members can guarantee that workplace knowledge and resources are shared and ensure that graduates are capable of performing in their chosen fields. NCTC acknowledges that it is vital to assist all faculty members with a thorough understanding of the MnSCU: Program Advisory Committee Handbook18 (2010). This program handbook provides information on a variety of areas, including committee purpose, structure, governance, officers, and orientation. Using Northland’s Plumbing program as an example, the makeup of the advisory committee should not only include local plumbers and plumbing companies, but also realtors, architects, designers, engineers, contractors, plumbing inspectors, anyone with an understanding of and insight into changes and developing trends in the industry. A program whose present membership reflects this process would be the Carpentry program in East Grand Forks, whose membership includes representatives from the contracting and concrete industries and other business owners. The college feels it is crucial to take a holistic approach to ensure we have representation from various career fields, clusters, and pathways as members of our program advisory committees. MnSCU and the Minnesota Department of Education identify the clusters as follows:

• Business, Management, & Administration • Marketing

18 URL: http://www.cte.mnscu.edu/consortium_resources/documents/MN_handbook_2010_lower_res.pdf

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http://www.cte.mnscu.edu/consortium_resources/documents/MN_handbook_2010_lower_res.pdf

• Business, Management, and Administration • Hospitality and Tourism • Finance • Agriculture, Food, & Natural Resources • Arts, Communications, & Information Systems • Engineering, Manufacturing, & Technology • Transportation, Distribution, and Logistics • Architecture and Construction • Manufacturing • Science, Technology, Engineering, and Mathematics • Health Science Technology • Human Services • Law, Public Safety, Corrections, and Security • Human Services • Government and Public Administration • Education and Training

Goal 20: Increase Program Advisory Committee input and partnership in strategizing the future of programs at NCTC

Objective 20.1

Ensure program faculty thoroughly understand all facets of an advisory committee. Lead Responsibility: Academic Deans, Division Chairs, Academic Coordinator. Resources: 2010 Program Advisory Committee Handbook.


1. Breakout session at fall 2015 in-service to meet with faculty to review Program Advisory Committee purpose and structure. (Fall 2015 In-Service)

Benchmarks for 20.1

1. Program faculty will express an understanding of the purpose of advisory boards and will engage advisory board for all appropriate programmatic decisions/changes.

Objective 20.2

Broaden scope of expertise of individuals and organizations on program advisory committees to allow for a holistic approach to the committee make-up of advisory board committees. Lead Responsibility: Academic Coordinator,

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Academic Deans, Division Chairs. Resources: 2010 Program Advisory Committee Handbook.


1. Work with programs throughout the college to assess the make-up of current advisory board and identify if there are any missing areas. (Ongoing, starting in Spring 2015)

2. Identify career fields, clusters, and pathways of program advisory groups. (Ongoing, starting in Spring 2015)

Benchmarks for 20.2

1. Will have developed a comprehensive list of all members of advisory committees. Will include individual’s job title and role in organization they represent.

2. Identify appropriate clusters in relation to having a “career field” advisory meeting.

a. Business, Management, & Administration b. Agriculture, Food, & Natural Resources c. Arts, Communications, & Information Systems d. Engineering Manufacturing, &Technology e. Health Science Technology f. Human Services

Objective 20.3

Identify program advisory committee members’ level of understanding and involvement with the advisory committee that they represent. Lead Responsibility: Academic Deans Resources: None.


1. Survey of program advisory board members. (Distributed fall 2014 at program advisory committee meetings)

Benchmarks for 20.3

1. Based on fall 2014 survey – will identify areas where program advisory members have a lack of understanding and provide further clarification via individual programs and large group.

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2. Based on fall 2014 survey results – will identify areas where program advisory members feel they have a lack of involvement, data to be shared with programs to encourage member involvement.

2020 Outlook for Enhancing Advisory Committee Participation

NCTC values the input and feedback provided to us by the members of our program advisory committees. We will strive to assess our members continuously in terms of future growth and developments in their industries, areas that the college could improve upon, and areas of future collaboration. Additionally, we will seek to incorporate our members in the development of career field, cluster, and pathway focus groups. The committee solicited feedback from the committees in two ways during the fall of 2014. First, during the fall meetings, committee members were asked a series of questions to help shape ideas for the AMP: (1) What about Northland is important to you or your business or industry? (2) What about Northland is important to the community? (3) We have difficult enrollment and economic challenges. How do you think the college can best communicate difficult decisions within the community? As a follow-up, an electronic survey was sent to the members to gather additional information.

Goal 21: Understand and value community input relative to college programs, services, and student opportunities

Objective 21.1

Identify Community Advisory Board members’ evaluation of the college’s programs, marketing, and direction for each community. Lead Responsibility: College Administration, Outreach, Advancement. Resources: Community Advisory Board, local employers, regional employment data.


1. Survey community advisory board members. (Fall 2015 and annually thereafter)

2. Facilitate brainstorming session at Fall Advisory Board meeting on each campus. (Fall 2015 and annually thereafter)

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Benchmarks for 21.1

1. The college implements a communication mechanism that accurately measures workforce development needs appropriate to the communities.

Objective 21.2

Identify community partners and civic organizations that could promote professional development opportunities through the college. Lead Responsibility: COI and Outreach staff, Community Education Director. Resources: Community Surveys, Face-to-Face Meetings.


1. Differentiate professional development versus personal enrichment. (Immediately and annually thereafter)

Benchmarks for 21.2

1. By 2020, the college will include robust and appropriate community education offerings in each community

Objective 21.3

Identify areas of student life that our communities impact. Lead Responsibility: VPASA, Student Services Dean, Student Senate, Director of Student Life, Academic Deans Resources: Community Surveys, Community Advisory Group feedback, Student Surveys.


1. Identify housing requirements, extra-curricular activities, athletics, community activities available to students, transportation (THE Bus). (Fall 2015 and annually thereafter)

Benchmarks for 21.3

1. Research other MnSCU two-year institutions, UND, UMC, BSU, MSUM implement best practices.

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SUMMARY This plan is a culmination of twelve months of work and is the first step in moving forward with a functional plan that is achievable, realistic, and representative of both the internal and external communities. It is not a final version though, and as the college engages the plan, there will always be places it needs to evolve. This is part of the process, and as the college approaches 2020, this version can serve as a guide and departure point for discussion. The AMP committee will be responsible for management and oversight of the AMP using the goals and objectives, as summarized in Appendix A. The committee will meet at least once each fall semester and twice each spring semester. The fall meeting is intended to identify the status for all goals and objectives, assign specific individuals/groups to address them, and provide feedback on anything that might hinder completion. In subsequent years, the fall meeting will also be used to update and adjust the goals and objectives as necessary. The Vice President for Academic and Student Affairs has responsibility for chairing this group and reporting on the AMP success. Academic and Student Affairs deans, as well as two faculty per campus, the student life director, and an advisor from each campus, should also be included. The spring meetings are designed to be held at the start and end of the semester and used to gauge success from the fall meeting and wrap up the year’s progress for the summer break. A crosswalk will be developed and made available on the Northland: Academic Master Plan19 site to show linkages between the Strategic Plan, the AMP, Charting the Future (CTF), Enrollment Management, and Commit to Complete (C2C) that will ensure work on specific objectives is not duplicated. For example if the Enrollment Management Plan already has an objective that satisfies an AMP objective, the work does need to be duplicated, only referenced in the AMP.


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Appendix A: AMP Goals and Objectives

AMP Core Value 1: Quality Education (primary)

Northland considers quality education to be our primary core value. To support a quality education, we aspire to offer relevant programs and course options, to foster engaged and knowledgeable faculty who inspire students to be lifelong learners, and to provide clear pathways to student success.

Goal 1

Improve recruitment and retention strategies.

Objective 1.1

Improve relationships with area school districts by developing transition programs for K-12 to Northland.

Objective 1.2

Develop unified recruiting tools for technical programs.

Objective1.3

Review efforts to attract and retain qualified Canadian students.

Objective 1.4

Improve Prior Learning Assessment (PLA) and Credit for PLA.

Objective 1.5

Improve broad-based recruiting and retention strategies.

Goal 2

Ensure a broad-based curriculum.

Objective 2.1

Ensure a broad base of MNTC Courses and Liberal Arts Electives that fit offerings of primary transfer institutions’ freshman and sophomore course requirements.

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Objective 2.2

Increase variety of course delivery methods and communication.

Objective 2.3

Evaluate diversity efforts within curriculum options.

Objective 2.4

Review options for study abroad opportunities.

Goal 3

Increase program and degree options.

Objective 3.1

Focus program development efforts on known market areas.

Objective 3.2

Identify growth opportunities for new academic programs.

Goal 4

Develop more support structure for liberal arts and sciences.

Objective 4.1

Develop Liberal Arts and Sciences five-year review process.

Objective 4.2

Enhance support for curriculum and program development.

Goal 5

Provide faculty training experiences.

Objective 5.1

Improve participation and function of Faculty Mentor Program.

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Objective 5.2

Enhance sharing of expertise among employees.

Objective 5.3

Expand and promote formal recognition of employee excellence.

Goal 6

Provide support for implementation of e-learning technologies in all delivery modes

Objective 6.1

Provide faculty mentoring specific to eLearning tools for all delivery modes.

Objective 6.2

Support faculty training on best practices models within eLearning environment for all delivery modes.

AMP Core Value 2: Student Success

Northland defines student success as students meeting substantive academic goals as well as their own personal goals, from their first course through completion and beyond. To support student success, we aspire to provide opportunities for academic engagement, to meet the unique needs of individual students and student groups, and to offer students a meaningful return on their investments in time, effort, and financial resources.

Goal 7

Increase formal contact between faculty/staff and students.

Objective 7.1

Develop a faculty mentoring program for all students.

Objective 7.2

Foster stronger relationships between advisors and students.

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Objective 7.3

Increase engagement opportunities with at-risk students.

Objective 7.4

Develop college-wide peer tutoring program.

Objective 7.5

Integrate faculty into Study Labs.

Goal 8

Increase partnerships to improve student access and transfer options.

Objective 8.1

Develop concurrent enrollment options with regional four-year partners.

Objective 8.2

Complete the articulation and tech prep agreements in progress and pursue new articulations.

Goal 9

Support and enhance success of developmental education.

Objective 9.1

Ensure access to affordable education in Math and English for students placing below high school level.

Objective 9.2

Improve success rates in developmental courses.

Objective 9.3

Develop an institutional and/or program structure that encourages early completion of developmental education in math, reading, and writing.

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AMP Core Value 3: Internal Community

Northland’s internal community consists of our students, faculty, staff, and administration--everyone actively involved on our multiple campuses. To support a cohesive internal community, we aspire to satisfy the unique needs and desires of a diverse college community, to offer transparent communication between different stakeholders within the college community, to encourage professional development and growth in our faculty, staff, and administration, to respect the rights of all members of our community, and to seek collaborative input in working toward shared goals.

Goal 10

Foster cohesion amongst students, faculty, staff, and administration, and between campuses.

Objective 10.1

Maintain open lines of communication between internal community groups.

Objective 10.2

Encourage interdepartmental collaboration between faculty and other interested parties.

Goal 11

Satisfy the unique needs of diverse groups and uphold the rights of all members of the community.

Objective 11.1

Provide appropriate non-academic student service support.

Objective 11.2

Create an environment that embraces diversity within the college community.

Objective 11.3

Recognize the unique qualities of our campuses.

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Objective 11.4

Respect students’ and collective bargaining units’ rights to provide meaningful input into college decision-making processes.

Goal 12

Transparently share information between different stakeholder groups within the college community.

Objective 12.1

Make all resources that faculty, staff, and administration need access to easily accessible.

Objective 12.2

Work to inform interested stakeholder groups of college performance on standard metrics.

Goal 13

Seek collaborative input in working toward shared goals.

Objective 13.1

Regularly review specific goals of internal community groups.

Objective 13.2

Establish procedures that incorporate affected internal community members into SGC and AASC processes when making significant additions, changes, or subtractions to academic programs.

Objective 13.3

Gather input from representatives of student groups.

Objective 13.4

Create a college-wide ideas sharing forum with representatives of internal community groups.

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Goal 14

Improve communication about professional development options.

Objective 14.1

Determine actual professional development needs of employees.

Objective 14.2

Unify and simplify professional development training resources and information.

Objective 14.3

Review ongoing advisor training needs.

Objective 14.4

Provide timely software training.

Objective 14.5

Use electronic media options as foundation for professional development training.

Objective 14.6

Create and publicize a rotating training schedule.

Objective 14.7

Increase professional development collaboration between faculty and staff.

Objective 14.8

Increase opportunities for diversity training for staff and faculty.

AMP Core Value 4: Resource Stewardship

Northland’s stewardship of our resources involves seeking out and responsibly utilizing available resources, with a view toward the long-term vitality of the college and the communities we serve. To support resource stewardship, we aspire to use our resources to support institutional priorities and to commit to meeting our obligation to use financial and other resources responsibly.

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Goal 15

Seek out and responsibly use available resources to support institutional priorities.

Objective 15.1

Financially support recommendations of AMP.

Objective 15.2

Assess whether fees are used appropriately.

Objective 15.3

Assess ability to increase revenue from existing revenue streams.

Objective 15.4

Identify new revenue streams.

Objective 15.5

Achieve efficiencies through collaboration.

Goal 16

Ensure long-term vitality of the college, its stakeholder groups, and the communities we serve.

Objective 16.1

Align course and program offerings with the needs of the community.

Objective 16.2

Offer student life opportunities that meet student desires and that set Northland apart from peer institutions.

Objective 16.3

Increase awareness of the programs we offer.

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Goal 17

Meet our future financial obligations responsibly.

Objective 17.1

Identify strategies to fund growth, with a special focus on creating new programs.

Objective 17.2

Utilize institutional research data to align resources to future program needs.

Objective 17.3

Create opportunities for giving for through the Northland Foundation.

Objective 17.4

Integrate long-term financial plan with facilities plan.

AMP Core Value 5: External Community

Northland fosters many relationships with our external community, which consists of other educational institutions, local industry, citizens, and other stakeholder groups. To support a healthy relationship between the college and the external community, we aspire to promote our value to the external community, to draw value from the external community, to maintain existing partnerships and developing new partnerships with stakeholder groups, to maintain an open, transparent line of communication with interested groups, to provide high quality service to the communities we serve, and to view our education of students as a vital part of promoting good citizenship and creating leaders in the workforce and other community groups.

Goal 18

Identify NCTC program mix to meet current and future regional workforce development requirements.

Objective 18.1

Identify new program areas, certificates, diplomas for development.

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Objective 18.2

Identify program reductions, eliminations, and/or modifications.

Objective 18.3

Identify programs that will continue to be successful.

Objective 18.4

Identify enrollment trends for each program, division, and general college populations.

Goal 19

Develop partnerships with business and industry.

Objective 19.1

Define future partnership models between NCTC business and industry partners.

Objective 19.2

Identify what strategic resources and infrastructure are needed in order to develop new training models.

Objective 19.3

Determine the appropriate use for the Roseau site as an outreach location and extended learning site.

Objective 19.4

Determine if the Roseau site’s current state is adequate to support existence, or what, if any, enhancements are required to make the site viable.

Objective 19.5

Create inventory of current and successful partnerships and activities.

Objective 19.6

Build and reinforce current mentorship and apprenticeships advisory and On the Job Training activities in the college.

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Objective 19.7

Create internal infrastructure and communication process for new program activities.

Goal 20

Increase program advisory committee input and partnership in strategizing the future of programs at NCTC.

Objective 20.1

Ensure program faculty thoroughly understand all facets of an advisory committee.

Objective 20.2

Broaden scope of expertise of individuals and organizations on program advisory committees to allow for a holistic approach to the committee make-up of advisory board committees.

Objective 20.3

Identify program advisory committee members’ level of understanding and involvement with the advisory committee that they represent.

Goal 21

Understand and value community input relative to college programs, services, and student opportunities.

Objective 21.1

Identify Community Advisory Board members’ evaluation of the college’s programs, marketing, and direction for each community.

Objective 21.2

Identify community partners and civic organizations that could promote professional development opportunities through the college.

Objective 21.3

Identify areas of student life that our communities impact.

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