1. STRATEGIC PLANNING SUMMIT April 24, 2015

2. One day Alice came to a fork in the road and saw a Cheshire cat in a tree. “Which road do I take? she asked. His response was a question: “Where do you want to go?” “I don’t know,” Alice answered. “Then,” said the cat, “it doesn’t matter.” Lewis Carroll, Alice in Wonderland

3. “We have a strategic plan. It’s called doing things.” - Herb Kelleher Co-founder, Southwest Airlines

4. REVIEW OF PREVIOUS INSTITUTIONAL GOALS AND OUTCOMES Ms. R. Koudelik-Jones/Ms. C. Rowlett

5. PREVIOUS STRATEGIC PLAN GOALS 1.Promote effective teaching and learning through quality instruction, programs and services designed to meet the needs of a diverse student body. 2.Cultivate relationships and partnerships with the educational community, business, industry and government to create educational and workforce development opportunities to support economic vitality. 3.Practice sound stewardship of financial, physical, and technological resources to support high quality programs and services. 4.Foster a safe and secure campus environment that is conducive to learning.

6. RESULTS – TEACHING AND LEARNING 1.Professional development system 2.Improved retention and student success 3.Expanded learning opportunities – dual, academies, distance 4.Outcomes and discussion of results – IE Plans, Program Reviews 5.More structured advising 6.Developmental Education 7.Learning resources 8.Student support – Trio, Military 9.Awards

7. RESULTS – RELATIONSHIPS 1.Workforce 2.K-12 – dual, academies, training for dual instructors 3.Transfer agreements – Mechatronics, Engineering; success of transfer students 4.Grants 5.Foundation – Fralin Endowment 6.CCAP 7.Finalist for Award

8. RESULTS – SOUND STEWARDSHIP Financial – 1.Budget Process 2.Financial Aid Back office 3.Workforce Enterprise System 4.PT Hiring Technology – 1.Lecture capture in classrooms 2.Wireless access on campus 3.Remote access for faculty and students 4.Mobile access 5.Awards Physical – 1.New buildings 2.Library 3.Campus overall

9. RESULTS – SAFE & SECURE 1.Participation in regional drill 2.Lights/call boxes 3.Alert system – campus, phone, mobile 4.CARE team 5.Threat Assessment Team 6.Sheri Meixner 7.Awards

10. PURPOSE AND OVERVIEW Dr. A. Falconetti/Ms. M. Herbert-Ashton

11. PURPOSE OF STRATEGIC PLAN  Affirm Virginia Western’s vision, mission and core values  Serves as a roadmap for the College’s future  Develop action plans to implement the Strategic Plan

12. TODAY’S GOALS  Provide an opportunity for dialog about Virginia Western’s future  Review and develop strategic input  Affirm and define Virginia Western’s vision, mission and core values

13. NATIONAL TRENDS Access with Great Success

14. 21 ST CENTURY COMMISSION ON THE FUTURE OF COMMUNITY COLLEGES

15. FRAMEWORK OF INSTITUTIONAL RESPONSES NEED TO MOVE COMMUNITY COLLEGES AHEAD

16. EMPOWERING COMMUNITY COLLEGES TO BUILD THE NATIONS FUTURE

17. Key Strategies: Clear academic/career pathways Stackable credentials based on clearly defined competencies

18. EMPOWERING COMMUNITY COLLEGES TO BUILD THE NATIONS FUTURE Key Strategies: Alignment of learning across education sectors, within community colleges, and with labor-market demands Transparency and accountability

19. EMPOWERING COMMUNITY COLLEGES TO BUILD THE NATIONS FUTURE Recommendations 1.Increase completion rates by 50% by 2020. 2.Dramatically improve college readiness. 3.Close the American skills gap.

20. EMPOWERING COMMUNITY COLLEGES TO BUILD THE NATIONS FUTURE Recommendations 4. Refocus the community college mission and redefine institutional roles. 5. Invest in collaborative support structures.

21. EMPOWERING COMMUNITY COLLEGES TO BUILD THE NATIONS FUTURE Recommendations 6. Target public and private investments strategically. 7. Implement policies and practices that promote rigor and accountability.

22. NATIONAL TRENDS More High School Students Taking Community College Classes. More Traditional Students on Community College Campuses. Increase in Online Programs - looking for convenience.

23. NATIONAL TRENDS More Hybrid Programs Available Focus on Student-Directed Learning Increased Use of Social Media in Classrooms

24. NATIONAL TRENDS Higher Return on Education Investment Increase in Education Partnerships More Collaboration between Education and Workforce (Source: Community College Review.org)

25. TRENDS THAT COMMUNITY COLLEGES FACE The mismatch between the price of college and the costs of college. Universities (more than community colleges) have driven up their prices to reflect their costs. Those costs are a result of higher fixed costs or lower productivity. However, the market (students/parents) are less willing to pay that price.

26. TRENDS THAT COMMUNITY COLLEGES FACE Technology, on-line learning, video series and other alternative online courses are becoming viable options for consumers. Students are looking for a return on their investment. They are looking for a good value, which can also mean a career pathway and a job opportunity. (Source: Henry Dross, Forbes, April 2015)

27. COMPLETE 2021 Dr. R. Sandel

30. Complete 2021 Educating for a Competitive Commonwealth Virginia’s Community Colleges will lead the Commonwealth in the education of its people by tripling the number of credentials awarded annually for economic vitality and individual prosperity.

31. In order to achieve this overarching goal, Virginia’s Community Colleges will address the following objectives:

32. 1.Elevating Virginia’s skilled workforce 2.Providing educational access for all Virginians 3.Reinventing the way community colleges help students succeed 4. Connecting Virginia’s diverse educational opportunities 5. Preserving affordable college access

33. COMPLETE 2021 STATEWIDE TASKFORCE Dr. A. Falconetti

35. How does what I do help to meet the overarching VCCS goal? STUDENT SUCCESS is THE PRIORITY

36. A credential is a verification of qualification or competence issued to an individual by a third party with the relevant authority or jurisdiction to issue such credentials (such as an accredited educational institution, an industry-recognized association, or an occupational association or professional society) -U.S. Department of Labor

37. WHAT CONSTITUTES A CREDENTIAL? Degrees, diplomas, and certificates (including CSCs) Baccalaureate degrees obtained by our transfer students Industry Certifications Professional Licenses Registered Apprenticeships

38. PROPOSED PARAMETERS FOR INDUSTRY CERTIFICATIONS Stackable Portable Competency-based 3 rd Party Validated Articulated credit Professional Licenses

39. RECOMMENDATIONS FOR “PRACTICE” Create structured program pathways Embed third party credentials in programs of study Advise students early Track and monitor student progress

40. BREAK Light refreshments sponsored by the Virginia Western Educational Foundation

41. REVIEW OF INTERNAL, LOCAL AND STATEWIDE TRENDS Ms. R. Koudelik-Jones/Ms. C. Rowlett

42. VCCS INITIATIVES

43. COMPLETION BY DESIGN CBD has identified a set of adaptable pathway design principles so that colleges make their own unique plans to boost completion rates through systemic changes.

44. COMPLETION BY DESIGN PATHWAY PRINCIPLES Accelerate Entry into Coherent Programs of Study Minimize Time Required to Get College-Ready Ensure Students Know Requirements to Succeed Customize and Contextualize Instruction Integrate Student Supports with Instruction Continually Monitor Student Progress and Proactively Provide Feedback Reward Behaviors that Contribute to Completion Leverage Technology to Improve Learning and Program Delivery

45. COMPLETION BY DESIGN – LOSS/MOMENTUM FRAMEWORK

46. PERFORMANCE FUNDING 2014-15 Colleges identified how 2% of their E&G funds will be used to support student success goals. 2015-16 Colleges will identify how 4% of the E&G funds will be used to support student success goals. 2017-18 20% of E&G funds will be allocated through a performance funding model. (The remaining 80% will continue to be based on an FTE funding model).

47. PROPOSED PERFORMANCE METRICS Connection/Entry Percentage of students successfully completing college math and English on the first attempt. Progress Students earning 12 or more credit hours in year one; students persisting from fall to fall. Completion Degrees and certificates awarded; students that transfer with 12 or more credits. Additional weight should be given to “under-served” students.

48. WORKSMART COLLABORATIVE Proposed Work Strategic Sourcing (such as Follett) Shared Services (such as Financial Aid Back Office) Coordination (such as Portfolio Management)

49. EMSI REPORT Economic Impact Report Final report excludes dual enrollment Reports Package Includes: Overall Report Fact Sheet Executive Summary Additional summaries from the perspective of business, students, taxpayers and investment to society (quality of life).

50. EMSI REPORT – KEY FINDINGS $293.9 million added to Roanoke Valley economy by Virginia Western and our students and alumni 2.2% of the gross regional product Most of this ($262.9 million) is due to the additional income generated by our alumni, who largely remain in Virginia

51. EMSI REPORT – KEY FINDINGS For every $1 spent by society, an additional $7.20 is gained in added state income and social savings for society. 12.6% average annual ROI for students 15.0% average annual ROI for taxpayers

52. DEMOGRAPHIC PROJECTIONS

53. POPULATION CHANGE, BY AGE GROUP

54. EDUCATIONAL ATTAINMENT – 18 YEARS AND OVER

55. PROJECTED EMPLOYMENT AREAS INDUSTRY/OCCUPATION20142022% ChangeOpenings Business Operations - Management Occupations251,922267,7726%7,484 - Business and Financial Operations265,333309,46317%9,587 - Office and Administrative Support547,113595,2259%17,638 Professional, Scientific, and Technical388,609518,46133% - Computer and Mathematical205,460259,84426%8,701 - Architecture and Engineering81,46389,70510%2,730 Health Care and Social Assistance419,122530,01026% - Healthcare Practitioners and Technical195,135238,32522%8,337 - Healthcare Support90,125120,41434%4,745 Manufacturing231,756224,319-3% - Installation, Maintenance, and Repair153,236170,68411%5,335 - Production182,924186,3492%4,598

56. STUDENT RETENTION AND SUCCESS

57. GRADUATION TRENDS

58. COHORT GRADUATION AND TRANSFER RATES

59. COHORT RETENTION TRENDS *tentative

60. COHORT RETENTION: FULL TIME VS PART TIME Average difference: 19%

61. COHORT RETENTION: PELL ELIGIBILITY Average difference: 14%

62. COHORT RETENTION: ETHNICITY Average difference for Blacks versus White/Not Specified: 12%

63. PELL ELIGIBLE: COHORT RETENTION BY ETHNICITY Average difference for Blacks versus other ethnicities decreased from 8% for the Fall 2011 cohort to 4% for the Fall 2013 cohort.

64. PERCENT OF COHORT WHO ARE PELL-ELIGIBLE, BY ETHNICITY Blacks are more than twice as likely to be Pell-eligible.

65. OTHER SUCCESS MEASURES

66. STUDENT ACHIEVEMENT GOAL RESULTS FOR 2013-14 Dual Enrollment: More than 90% of Virginia Western's dual enrollment students go on to college after high school graduation. (Source: VCCS Student Success Snapshot #21) Developmental Education: 55% of students who take developmental education have a successful status as of the next fall. “Successful status” includes those who have graduated, transferred to a four-year institution, or are still enrolled here. Nearly half (46%) of Virginia Western’s 2013-14 graduates took developmental English or developmental math at some point prior to graduation.

67. STUDENT ACHIEVEMENT GOAL RESULTS FOR 2013-14 Curricular students: 63% of curricular students have a successful status as of the following fall. Of all curricular students in 2010-11, 46% graduated or transferred within 3 years. Non-curricular students taking credit courses: 86% of non-curricular credits were completed successfully. (A/B/C/P/S)

68. POST-GRADUATION GOAL RESULTS FOR 2012-13 GRADUATES Transfer Rates: Two-thirds (67%) of AA/AS graduates enroll at a 4-year institution within one year of graduation. Of students who transfer with more than 30 Virginia Western credits, 90% succeed in earning at least a bachelor’s degree. (Source: SCHEV) Employment: Nearly three-fourths (74%) of AAS and career technical certificate graduates are employed within one year of graduation. - This is based on VEC data, which excludes many types of employment.

69. POST-GRADUATION GOAL RESULTS FOR 2012-13 GRADUATES Credentials? Currently gathered mainly for the health professions programs Ongoing discussions on how and what to count

70. INTERNAL FOCUS GROUPS

71. INTERNAL FOCUS GROUPS - PARTICIPATION Faculty/Staff 90 participants attended focus groups and 79 responded via electronic survey Students 25 students attended focus groups and 113 responded via electronic survey Transfer Institutions 8 individuals responded via electronic survey K-12 15 individuals responded via electronic survey

72. THEMES FROM FACULTY/STAFF FOCUS GROUPS Strengths Quality faculty, programs and facilities Affordable, accessible options for students We serve a diverse population Small class sizes Transfer students prepared and well-received by transfer institutions

73. THEMES FROM FACULTY/STAFF FOCUS GROUPS Areas for Improvement Communication/collaboration (internal and external) Support services are crucial to student success Lack of quiet study spaces for students Reduce number of adjunct faculty Ensure that our resources are sustainable and decisions are data-informed

74. THEMES FROM STUDENT FOCUS GROUPS Strengths Strong transfer agreements Affordability Facilities Caring faculty and staff Small class sizes Transfer students feel prepared Encouraged to attend by family and friends

75. THEMES FROM STUDENT FOCUS GROUPS Areas for Improvement Communication – where to find information, knowledge of support services, etc. Impact of tutoring cuts on student success Need for additional quiet study spaces Cancellation of classes due to low enrollment Communication of best practices to transfer

76. THEMES FROM STUDENT FOCUS GROUPS Areas for Improvement, cont. SDV – content and structure Campus climate – students want to feel more united and valued Required instructional materials that are not used in class Availability of computers (labs are limited and always full)

77. THEMES FROM TRANSFER INSTITUTION SURVEY Strengths Graduates are well prepared Students understand what classes they need to take to complete their program of study (understand how to Navigate a catalog, program requirements, etc.) Students appear to have had strong advising

78. THEMES FROM TRANSFER INSTITUTION SURVEY Areas for Improvement Students seemed unprepared for the large amount of homework Lack of student understanding of transfer institution’s pre-requisites Students need a better working knowledge of the financial aid process Students report that they could be better prepared in writing and presentation skills

79. THEMES FROM TRANSFER INSTITUTION SURVEY Areas for Improvement Four year institutions want more direct time with prospective students Encourage students to visit four-year campuses Clear communication of how dual enrollment impacts future transcripts (grades are permanent, HB1184 graduates may be treated differently across four-year institutions)

80. THEMES FROM K-12 SURVEY Significant changes in education in the past five years: An increased focus on STEM education Technology – instructional and interfaces Diversity in student population

81. THEMES FROM K-12 SURVEY Strengths Positive image of offering quality higher education opportunities to meet the needs of students’ end goals – preparation for transfer or employment Viewed as an affordable, accessible option for all students Overall satisfaction with dual enrollment offerings and CCAP

82. THEMES FROM K-12 SURVEY Areas for Improvement Communication (DE teacher credentialing, placement test requirements, articulation agreements, etc.) More outreach to high school students (VW presence in the schools, student shadowing opportunities on campus, series of informational sessions) Improve articulation between private and public institutions regarding how community college credits will be received and applied Continue efforts to help students to cover cost of education and to find jobs after graduation

83. EXTERNAL FOCUS GROUPS Dr. A. Falconetti/Ms. C. Tarrant

84. EXTERNAL FOCUS GROUPS - PARTICIPATION Botetourt, Craig, Franklin, and Roanoke counties and Roanoke and Salem cities 65 participants attended focus groups 8 questions Representative and selective sample of business and government leaders and volunteers

85. THEMES FROM EXTERNAL FOCUS GROUPS Economic Development Virtual workplace Increased access to healthcare New and small business development Need for higher waged jobs

86. THEMES FROM EXTERNAL FOCUS GROUPS Economic Development Ease of transportation Addressing the industry needs of manufacturing and tourism Regionalization and economic development as a broader initiative

87. THEMES FROM EXTERNAL FOCUS GROUPS Virginia Western: Strengths and Opportunities Affordability Opportunity Workforce Services The Quality of the Faculty Economic Development Diversity A more prominent education provider

88. COMMENTS FROM EXTERNAL FOCUS GROUPS Building a Stronger Reputation “People are eager to go there. You’re not attaching yourself to a stigma.” Virginia Western “is seen as the leader, the go-to, the primary resource for training, from a business perspective.”

89. COMMENTS FROM EXTERNAL FOCUS GROUPS Seen as Student-Centric Virginia Western’s image ”has totally transformed. It now has the ‘cool factor’.” ”…it understands students with learning disabilities and provides support services better than any other regional community college.”

90. COMMENTS FROM EXTERNAL FOCUS GROUPS Now Part of a Plan “You used to hear, ‘I’m just going to Western.’ Now you hear, ‘I’m going to Western.’” ”CCAP is a wonderful economic tool. It is a benefit to potential employers relocating here – this is something they can offer their employees.”

91. COMMENTS FROM EXTERNAL FOCUS GROUPS Serving a New Role “Leaders in the community need to stand behind Virginia Western and make it the most important institution in the community.”

92. REVIEW AND DISCUSSION OF VISION, MISSION AND CORE VALUES Ms. M. Herbert-Ashton/Ms. R. Koudelik-Jones

93. VISION SCHEV Vision Statement: Higher education will transform the lives of Virginians, our communities and our Commonwealth. Virginia Western Proposed Vision Statement: Virginia Western: A forward-thinking Community College inspiring individual, community and economic transformation.

94. CORE VALUES Integrity Demonstrate the highest standards of honesty, fairness and ethical conduct. Success Collaborate to provide and promote services and programs to encourage success among all students, faculty, staff and the community. Teamwork Partner with internal and external stakeholders to provide practical and relevant educational opportunities. Respect Foster an environment that demonstrates care and support for the college community through constructive and open communication. Diversity Promote a culture and practice of inclusion and empowerment.

95. MISSION SCHEV Mission Statement Higher Education in Virginia will advance postsecondary learning, research and public service that enhance the civic and financial health of the Commonwealth and the well- being of its people. VCCS Mission Statement We give everyone the opportunity to learn and develop the right skills so lives and communities are strengthened. Virginia Western Proposed Mission Statement: Virginia Western provides quality educational opportunities to empower students for success and to strengthen communities.

96. MISSION Virginia Western Proposed Mission Statement: Virginia Western provides quality educational opportunities to empower students for success and to strengthen communities. Quality Educational Opportunities are comprised of viable and current programs that meet individual and community needs. Educational opportunities include credit and noncredit courses that students may use to gain employment, upgrade job skills, transfer to a four-year institution, or meet personal goals. Student Success: Virginia Western supports a variety of student success goals, including: graduation, transfer to a four-year institution, passing individual courses, retention, and attaining industry recognized credentials. Strengthening Communities includes increasing regional economic development, improving civic engagement, and building relationships with regional businesses, governmental and nonprofit agencies, and other educational establishments.

97. LUNCH Sponsored by the Virginia Western Educational Foundation

98. CONDUCT SWOT ANALYSIS Work Groups

99. SWOT ANALYSIS Strengths: Internal attributes that are helpful in achieving the mission What does Virginia Western do well? Weaknesses: Internal attributes that are harmful to achieving the mission What are Virginia Western’s weaknesses?

100. SWOT ANALYSIS Opportunities: External conditions that are helpful to achieving the mission What are the opportunities for growth and programming? Threats and Competition: External conditions that are harmful to achieving the mission What are the threats and competition to Virginia Western’s continued success?

101. STRENGTHS Questions to ponder: 1) What advantages do we have? 2) What do we do better than anyone else? 3) What unique resources do we have access to? 4) What do individuals living in our service- area see as our strengths?

102. WEAKNESSES Questions to ponder: 1) What could we improve? 2) What should we avoid? 3) What are individuals living in our service-area likely see as our weaknesses?

103. OPPORTUNITIES Questions to ponder: 1) What opportunities do we know about, but have not been able to address? 2) Are there key current and emerging trends on which we can capitalize?

104. THREATS Questions to ponder: 1) What external roadblocks exist that block our progress? 2) Are our competitors doing anything different? 3) Is there significant change coming in the education sector? 4) Are economic conditions affecting our financial viability?

105. QUESTIONS TO PONDER 1) What business are we in and why? 2) Where are we going? 3) What do we stand for as an institution?

106. WORK GROUPS PRESENT Work Groups

107. CLOSING REMARKS