2016-2021 Instructional Strategic Plan

2016-2021

Instructional Strategic Plan

November, 2016 For questions, contact the Vice President for Instruction

Office of Instruction, 360-475-7401

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OLYMPIC COLLEGE INSTRUCTIONAL STRATEGIC PLAN – REVISED 11/10/2016

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Mission Statement:

Olympic College enriches our diverse communities through quality education and support so students achieve their educational goals.

Vision Statement:

At Olympic College we envision learning as a life enhancing journey of discovery where:

Our students are life-long learners in a global society.

Our employees are empowered to achieve the college mission.

Our community recognizes the college as its cornerstone of learning.

Olympic College Values

We honor our shared values by holding ourselves and each other accountable for:

A dedication to public services and higher education.

A commitment to life-long learning.

The practice of civil and constructive discourse and respect for diversity.

A quest for community and environmental health.

The thoughtful use of our finite resources, including ourselves.

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Executive Summary:

This instructional strategic plan is intended to be one of the College’s long range planning documents to

guide instructional decision-making and establish direction from which annual action plans will be

developed over the next five-year period. It is also expected to be integrated into other long range

strategic planning documents such as the Technology plan, the Campus Master Plan, the Enrollment

Management Plan, etc. The Instructional Administrative team in consultation with other campus and

external stakeholders developed this plan. The plan links the College’s Mission, Core Themes, and

Strategic Goals and Initiatives. Current trends and external influences are discussed; instructional focus

areas of basic studies, developmental education, transfer, professional-technical, and baccalaureate

education are addressed. Guiding Principles for instructional planning include the aims of providing

quality teaching through various modes of instruction, supporting faculty professional development,

creating appropriate teaching and learning facilities, and addressing technology needs. Finally, fourteen

recommendations are made below. The next step is for the recommendations to be developed into

annual action plans for the coming five-year period.

Key Recommendations:

1. Ensure Quality Teaching and Learning 1.1 Support quality teaching through professional development 1.2 Expand assessment of student learning outcomes

1.3 Enhance eLearning and update the eLearning Strategic Plan 1.4 Support and encourage diversity, equity, and inclusion 2. Develop and Expand Educational Programs 2.1 Develop Associate Degree and Certificate Programs 2.2 Develop Applied Baccalaureate Degree Programs 2.3 Expand Basic Studies, including ABE, ESOL, and HS 21+ 3. Maintain and Enhance Classroom Facilities and Instructional Technology 3.1 Develop a Technology Strategic Plan 3.2 Enhance facility and capital development 3.3 Provide appropriate classroom equipment to support student learning 4. Support Student Success 4.1 Expand the I-BEST Program and increase the number of Academic I-BEST course offerings 4.2 Support sustainable tutoring services 4.3 Implement a Guided Pathways approach 4.4 Develop a Strategic Enrollment Plan that, among other things, supports recruitment and

retention of underrepresented students


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Introduction

The Olympic College Instructional Strategic Plan is established to be one of the long range

planning documents maintained by Olympic College. The purpose of the plan is to provide a framework

for decision-making in the identification of new instructional programs, and to initiate a structure for

long-range planning for college Instructional Programs. This plan is developed to address 2015-2018

Strategic Goal #1, which is to provide and support quality comprehensive instructional programs that

meet student and community needs and respond to changing conditions.

The Instructional Strategic Plan should integrate with the Olympic College Campus Master Plan,

enrollment management plans, student achievement initiatives, the Resource Allocation Process, the

College budget, and the eLearning Strategic Plan. The College’s Technology Master Plan, under

development, will also align with the Instructional Strategic Plan.

The Instructional Strategic Plan informs the documents above, and conversely the above plans

inform the Instructional Strategic Plan. Where such plans do not exist, it is expected new plans will be

developed to coordinate and integrate with the Instructional Strategic Plan. Integrated planning

processes should also contribute to and shape the work of Instructional Administrators, Instructional

Program Planning & Review, the Faculty Curriculum Committee, the Strategic Planning Council, and the

Workforce Development division efforts to respond to community economic and workforce

development needs. College Professional-Technical Advisory committees serve to keep workforce

programs current and relevant, and make recommendations for new curriculum and programs. A

regular, comprehensive scan of external conditions impacting higher education is essential for

information program mix, new directions for college initiatives, and data-driven decision making.

This plan provides guidance for the coming five-year period through the 2021 academic year and

is intended to result in specific action steps that may be revised and updated annually throughout that

period. A new comprehensive instructional strategic planning document is recommended to be

developed every five years. The next plan will be developed in 2020-2021 for the subsequent period of

2021-2026.


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Guiding Principles for the Development of the Instructional Strategic Plan

The following principles for development of the plan were identified by the college instructional

administrators. The Instructional Strategic Plan:

1. Is consistent with Olympic College’s Mission, Vision, Values, and Accreditation Core Themes.

2. Uses evidence-based strategies to develop and implement instructional programs and

courses (credit and non-credit) that are responsive to community need in Kitsap and Mason Counties.

3. Supports the creation and sustainment of innovative teaching and learning

environments.

4. Supports student success and achievement.

5. Emphasizes quality teaching and promotes and maintains the highest academic standards.

6. Promotes the use of current educational technology in support of student learning and achievement.

7. Integrates with Olympic College planning efforts and the budget process.

8. Compels the assessment and evaluation of instructional programs, which is ongoing,

systematic, and connected to institutional effectiveness efforts. The use of accurate data informs decision-making regarding instructional programs.

9. Fosters collaboration and partnerships between Olympic College, K-12 and other

institutions of higher learning (two and four year partners).

10. Is to be reviewed and/or revised at least biennially and is informed by the work of various college councils and related committees such as Instructional Program Planning (IPP).


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Link to Olympic College Mission, Vision, and Values

All planning at Olympic College is designed to advance the College toward its Mission and Vision, and to be consistent with the College’s Values. A variety of planning documents, including this Instructional Strategic Plan, are developed to work together in identifying specific actions essential for the achievement of the College Mission.

Link to Olympic College Accreditation Core Themes:

This Instructional Strategic Plan relates closely to the college’s identified Accreditation Core Themes, in

particular Core Theme A (Student Learning and Quality Teaching), Core Theme B (Student Access and

Support), and Core Theme D (Community Enrichment and Responsiveness). These Core Themes are

presented below with related objectives that support the development of an instructional strategic plan.

This strategic plan is designed to support student learning and quality teaching, support the success and

achievement of students, confirm the relevance of existing programs to local economic development

and workforce needs or suggest the elimination/revision of outdated programs and the development of

new programs, and enhance strong community partnerships.

Core Theme A: Student Learning and Quality Teaching

Objective 1 - Curriculum and programs facilitate student success.

Objective 2 - Faculty are effective educators.

Objective 3 - Students learn.

Core Theme B: Student Access and Support

Objective 1 - Maintain enrollment levels and ensure equal access to education.

Objective 2 - OC students are retained and complete their educational goals.

Objective 3 - Student support facilitates student success.

Core Theme D: Community Enrichment and Responsiveness

Objective 1 - Affirm the relevance of OC's existing education and training offerings

to community needs

Objective 2 - Ensure strong partnerships between Olympic College and the

communities we serve.


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Link to Olympic College 2015-2018 Strategic Goals:

While the Instructional Strategic Plan relates to each of the six 2015-2018 Strategic Goals below, it

relates most directly to the Strategic Goal #1:

A. Strategic Goal #1: Olympic College provides and supports quality comprehensive

instructional programs that meet student and community needs and respond to

changing conditions.

B. Strategic Goal #2: Olympic College students succeed by engaging in campus life and

meeting their self-determined educational goals.

C. Strategic Goal #3: Olympic College applies collaborative and transparent decision-

making processes that engage the wider College community in planning the College’s

future.

D. Strategic Goal #4: Olympic College communication among employees, students, and the

community is clear, consistent, and reliable.

E. Strategic Goal #5: Olympic College serves as site for cultural events, promoting diversity

and inclusion to the wider college community.

F. Strategic Goal #6: Olympic College respects and supports diversity of thought, people,

culture, ideas, and activities.


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Recommendations

1. Ensure Quality Teaching and Learning

1.1 Support quality teaching through

professional development

Overview Coordinated faculty and staff development ensures Olympic College faculty/staff receive the support and resources necessary to thrive in a changing educational landscape, enhancing the college’s ability to retain qualified personnel and offer quality educational programs. Recommendations

Expand and consolidate full- and part-time staff and faculty development.

Increase support for faculty new to Olympic College and/or new to college teaching, and support professional development related to quality instructional practices for all faculty.

Improve the use of technology for instruction through training and development on innovative practices.

Establish sustainable funding for the Center for Teaching and Learning, including a full-time director position.

1.2 Expand assessment of student learning

outcomes

Overview The assessment and evaluation of instructional programs should be ongoing, systematic, and connected to institutional effectiveness efforts. Faculty with teaching responsibilities should take collective responsibility for fostering and assessing student achievement through identified student learning outcomes. Assessment results need to be collected, discussed, and used to implement changes that lead to improved learning. The use of accurate data needs to inform decision-making regarding academic planning, instructional programs, and resource allocation. Recommendations

With the assistance of Institutional Planning, Assessment, and Research, develop specific assessment and accountability measures, including Core Theme measures, and share results campus-wide on a regular basis.

Provide training for faculty, staff, and administrators on best practices in assessment, including the establishment of a repository of examples.

Showcase departments and programs that have strong assessment practices in place.

Continue to develop and implement a systematic Core Abilities assessment and documentation system for general education.

Develop a framework for regular and ongoing assessment of program outcomes that also addresses how this assessment is used for continuous improvement.


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1.3 Enhance eLearning

Overview Online and hybrid courses provide students with flexibility when selecting courses and can reduce the need for limited classroom space. eLearning provides faculty development services through delivery of face-to-face workshops, meeting one-on-one with instructors, providing online resources, and guiding/directing faculty to other professional development opportunities. eLearning serves students by addressing readiness for online and technology-rich courses, and developing and delivering courses which deal with the technology gap. Recommendations

Update the eLearning Strategic Plan.

Provide appropriate staffing to support the program (to potentially include: educational technologists, instructional designers, and accessibility technology experts).

Continue to support professional development related to quality online instruction including pedagogy, accessibility and universal design for learning.

Support the development of additional online curriculum content, courses, and programs: Develop a fully online DTA degree using low-cost or free open educational resources.

Promote and expand online student support services.

Increase student success and retention in online, hybrid, and technology-rich courses.

Improve online course quality using Quality Matters peer review process. Establish a timeline and schedule for course reviews each year.

Consider implementing an online information literacy assessment to ensure college readiness for online, hybrid, and onsite instruction.

1.4 Support and encourage diversity, equity and inclusion

Overview Olympic College promotes inclusive practices that leverage diverse perspectives, talents, experiences, and cultures as catalysts for educational excellence. It succeeds in doing so by ensuring that all members of the College community enjoy both equal opportunity and equitable outcomes. Recommendations

Work with the Office of Equity and Inclusion, Human Resource Services and other campus leadership to establish specific diversity goals for recruiting and retaining faculty, staff, and administrators.

Establish a diversity-rich learning environment where all learners feel supported and valued.

Explore the creation of a new Core Ability or graduation requirement related to culture, diversity, and equity.


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2. Develop and Expand Educational Programs

2.1 Develop Associate Degree and Certificate

Programs

Overview Washington’s community and technical colleges play a major role in the State’s economic development. Through regional collaboration and identification of key industries and clusters, colleges must ensure a mix of program offerings that strategically align with industry training needs and contribute to regional competitive advancement. Colleges develop new program offerings to meet economic demand and to ensure students will find a variety of entry points to future employment, including high demand/high wage opportunities. Olympic College regularly compares its portfolio of instructional programs with the integrated workforce development plans of the Olympic Workforce Development and the Pacific Mountain Workforce Development Councils, the key industries identified by the Prosperity Partnership (a strategic initiative of the Puget Sound Regional Council), and State and regional economic development plans. Transfer Education The transfer programs at Olympic College enjoy many strengths. Washington community colleges have lower cost of tuition, smaller class size, and easy access for place-bound students. Common course numbering improves movement of students between community colleges and between community college and baccalaureate institutions. Olympic College has various Direct Transfer Agreement/Major-Ready Pathways (DTA/MRPs), which reduce friction in the transfer process. Olympic College employees participate on state committees in support of an effective system of transfer and articulation. OC partnerships with baccalaureate institutions provide unique options for place-bound students by offering diverse degrees on OC campuses and remotely. The implementation of Guided Pathways at Olympic College will provide an opportunity to further strengthen completion and success rates of transfer students. Workforce Programs In order to be more strategic and align with the College’s vision, OC’s instructional program planning and development efforts need to have dedicated funding to do research, focus groups, industry panels, equipment assessment, instructional space planning, and curriculum development to ensure quality programs. These funds would also support the program review work of the Instructional Program Planning Committee which makes recommendations about updates to curriculum and equipment refresh efforts but lacks the resources to support the suggestions. For workforce certificates, associate, and baccalaureate degree development and support, some institutions redirect Worker Retraining student aid funds, after used for tuition, books, and fees, from the institution’s general fund account to a program development and refresh account. It is recommended that OC consider this approach and identify other dedicated funds to ensure our program inventory


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is relevant and meeting the needs of our communities, business, and industry, and leads to high demand, high wage employment. This will allow OC to be much more strategic in its instructional programming. (See list of recommended programs for consideration in Appendix C). Recommendations

Dedicate resources to strengthen the completion and success rates of transfer students.

Provide educational opportunities to assist those involved in advising transfer students.

Research, develop, and offer new associate degree and certificate programs to meet local, State, and national demand. Areas for potential development include health occupations, education, and language interpretation/translation. A comprehensive list for consideration is found Appendix C.

Consider establishing a health care division to include Nursing, Physical Therapy Assistant, possibly Medical Assisting, and new health care programs to be developed.

2.2 Develop Applied Baccalaureate Degree

Programs

Overview Since 2010, when Washington state changed applied bachelor’s degree development from pilot to regular status, the number of applied bachelor’s degrees in development or offered at State community and technical colleges has grown from four to more than 70. By building on professional technical associate programs, applied bachelor’s degrees help students achieve higher levels of success and increase the number and variety of bachelor’s degrees available to OC students. The production of baccalaureate-prepared graduates supports the overall educational level in the College’s service area, as well as the expansion of a highly skilled, competitive workforce. Recommendations

Establish a permanent funding source for the Director position as a full-time or half-time role.

Research, develop, and offer new applied baccalaureate degree programs to meet local, State, and national economic demand. Areas for potential development include accounting, health occupations, education, and digital filmmaking.

Create an applied baccalaureate workgroup to identify priorities and improve planning.

Explore strategic partnerships in degree development to maximize resources.


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2.3 Expand Basic Studies, including ABE, ESOL, and HS

21+

Overview Under the guidance of the Governor-appointed Adult Education Advisory Council, the 2014 – 2019 Washington State Unified State Plan shapes the future of Adult Basic Education (ABE) in Washington and ensures that ABE and English to Speakers of Other Languages (ESOL) education will open new career pathways and educational opportunities for adults whose limited skills or English might otherwise hold them back. The plan specifies that all adult Washingtonians will have access to innovative, high quality educational programs that provide knowledge, skills, and credentials necessary for securing family sustaining employment that strengthens State and local economies. Recent initiatives have impacted Basic Studies. The federal Workforce Innovation and Opportunity Act (WIOA) of 2014 defined critical changes in basic skills education, including an expanded purpose to promote transition to postsecondary education and training and a greater emphasis on performance measures. And in Fall 2015, Basic Studies began implementation of High School 21+ (HS 21+), a competency-based high school diploma designed for adults 21 and older in order to better transition these students to college-level courses. Recommendations

Develop a comprehensive plan for expansion of Basic Studies (ABE, ESOL, and HS 21+).

Hire a Transitions Coordinator to support progression of Basic Studies students to college-level pathways and recruit/retain underrepresented populations.

Hire bilingual and multi-lingual individuals as language translators to participate in non-traditional outreach to Kitsap and Mason County communities.

Provide support for ABE/ESOL faculty to meet with development education faculty on curriculum sequencing that supports student success and progression.


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3. Maintain and Enhance Educational Facilities and Instructional Technology

3.1 Develop a Technology Strategic

Plan

Overview Planning for appropriate facility needs must be conducted on a regular basis. Classrooms are now less likely to be set up for lecture only. Planning for flexible learning environments (such as used for active learning) and collaborative workspaces (for example “makerspaces”) must be considered. The new CIC building will have one active learning classroom, but increasingly faculty are requesting these spaces throughout existing buildings. Computer-Equipped Classrooms Faculty often require students to work on computers during class. As the college continues to add more computers to more classrooms, the ongoing cost of replacement grows more difficult to meet. One option is for students to bring their own devices. Many already do so, but to ensure access, OC needs to find a way to determine how to support students unable to afford the purchase of a laptop computer, as well as ensure equitable distribution of internet access throughout all buildings. Classrooms filled with desktop computers result in less flexible spaces and require periodic replacement schedules. eLearning and Classroom Technology The Instructional Strategic Plan must promote the use of current educational technology, and prepare for use of future technology, in support of student learning and achievement. The current eLearning Strategic plan must be updated. A fully online degree should be available to include open, accessible course materials. This should be widely promoted and marketed in the community. Libraries Libraries are evolving to provide more multifunctional spaces to meet student needs including technology-rich collaborative workspaces. With the growth of collaborative technology in the classroom, the library should be included in plans to provide similar technology for students to use outside of the classroom. The Library, in collaboration with eLearning and Information Technology, could also serve as a technology hub for students to receive assistance and training. Medical Technology Use of technology is increasing in the ambulatory and hospital settings and thus needs to be reflected in the teaching learning process in the nursing and medical assisting programs. Examples include the EMR, medication bar coding, V-Sim and DocuCare. The use of simulation is expected to increase in all Health Care and Allied Health programs with the changes in the RCWs and WACs for


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nursing and other education. Access to technology may help to decrease the bottleneck of clinical placements. Recommendations

Continue to investigate ways to provide students with individual computers to be used during throughout their time at OC.

Create and maintain appropriate learning spaces across the district that support instruction and student success, including the establishment of new, up-to-date active learning classrooms, with at least one at each campus, and at least three to four in Bremerton.

Create a five-year plan to address increasing technology use in medical settings, supporting all health programs.


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3.2 Enhance Facility and Capital

Development

Overview In an ideal world, all the college locations and instruction sites would provide appropriate teaching and learning environments to support a variety of learning approaches, including active learning, student success learning communities, creative design spaces, and all would be supplied with the most current technology. Topics for discussion in planning for future building and classroom design include active learning, flexibly designed classrooms, eLearning, makerspaces, and spaces for interdisciplinary collaboration. Planning New Facilities The impact of new models for learning such as competency based instruction, and technology facilitated instruction are important considerations in future facility planning. Considerations should include co-location of disciplines to support meta-majors or career pathways; faculty interactions with students; competency based education; technology impact on classroom/learning spaces; creative use of technology; flipped classrooms; bring your own device (BYOD); adaptive learning technologies; and the evolution of libraries. Beyond classrooms, the college must consider ADA compliance, implementation of space utilization standards, and competition for various possible uses of any space. The College has initiated a Space Allocation Committee to provide guidance on many of these issues. Shared Facilities A new college initiative at the recently renovated Mason Transit Facility provides a convenient and accessible, downtown Shelton location to attract students interested in High School 21+, computer courses, and community education activities such as culinary courses as a pathway to further college credit-based enrollment at the Shelton campus. The Director of the OC Poulsbo campus will work closely with WWU to effectively share the Poulsbo space. Managing Existing Facilities Appropriate facilities are an important consideration for any Instructional Strategic Plan as these impact all locations where education is offered. Current concerns and challenges include managing aging facilities such as the Health Occupations, Business, Technology, and Shop Buildings on the Bremerton campus, and upkeep and appropriateness of the portable buildings on the Shelton campus, Access and security are also considerations. Long range planning should consider the potential for adaptive reuse of the Sons of Norway Building in Bremerton once the CIC construction project is complete. Shelton Welding Program Facility A new welding building is planned for the Shelton campus. Welding is a highly enrolled program that meets community needs. The building is expected to be completed by spring 2017.


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Precision Machining at West Sound Technical Skills Center The Precision Machining program was located in rented space at the West Sound Technical Skills Center because space was not available on the Bremerton campus. Coordination with campus and students’ other classes has been challenging. The Skills Center also lacks sufficient power and classrooms. Recommendations

Consider alternative space for the Precision Machining program now housed at West Sound Technical Skills Center. (Once funding for the Bremerton campus Shop Building remodel is secured, facility needs for the Precision Machining program will be addressed).

Consider partnerships to fund buildings, such as the planned new building on the Poulsbo campus, shared with Western Washington University (WWU).


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3.3 Provide

Appropriate Classroom Equipment to Support

Student Learning

Overview Most attention for instructional equipment focuses on computers and technology including student-use computers, modern teaching stations with integrated internet-connected-computer, projector, and document camera. (See Technology Plan, above) Other Than Computers Other classroom equipment is required for new programs, and existing equipment requires maintenance and replacement. OC owns many diverse types of equipment for its programs. This includes everything from freezers to CNC lathes, microscopes to 3-D printers, tensile testers to welders. Some have very long lives, but they do wear out. eLearning and Classroom Technology The Instructional Strategic Plan must promote the use of current educational technology, support accessible technology and universal design for learning, and prepare for use of future technology, in support of student learning and achievement. Faculty will require Adaptive Learning Classrooms and other innovations. Recommendations

Develop a replacement plan (funding and schedule) for instructional equipment inventory.

The College Technology Council (CTC) should review Bring Your Own Device Policies (BYOD).

Continue to investigate ways to provide students with individual computers to be used during throughout their time at OC.

Create and maintain appropriate learning spaces across the district that support instruction and student success, including the establishment of new, up-to-date active learning classrooms, with at least one at each site, and at least three to four in Bremerton.


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4. Support Student Success

4.1 Expand the I-BEST program, and increase the number of Academic I-BEST

course offerings

Overview I-BEST (Integrated Basic Education and Skills Training) brings together workforce training and basic skills in English, reading and math to provide an opportunity for students to learn literacy and workplace skills at the same time. Adult literacy and vocational instructors work together to develop and deliver instruction. I-BEST courses are eligible for 1.75 FTE. Recommendations

Increase the number of academic and professional technical I-BEST course offerings.

Develop a plan for comprehensive I-BEST implementation over a 2 or 3-year period.

Work with advising, faculty, and others to ensure that students understand the benefits of I-Best.

4.2 Support sustainable tutoring

services

Overview OC Tutoring Services provides academic support to more than 2000 students every year for about 50,000 hours of tutoring. This service results in 15% higher success and completion rates over the college as a whole. This program is essential to student success. The staff of OC Tutoring Services includes one full-time director and roughly 60 part-time peer tutors. A program of this size requires additional support in order to thrive. Offering a full-time tutoring staff position would provide stability of staffing, opportunities for providing specialized tutoring, additional supervision to the part-time tutors and allow the director to focus energies on growth and improvement of the program. Recommendations

Realign resources to support sustainable tutoring services.

Fund a full-time tutor position to work with the Director of Tutoring Services.


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4.3 Implement a Guided Pathways

approach

Overview In the Guided Pathways approach, courses are presented in the context of highly structured, coherent program maps that align with the students’ academic goals. College students are more likely to complete a program faster if they have a clear road map of the courses they need to take to complete a degree, or transfer to a 4-year college. Working closely with advisors and program faculty, monitoring student progress, and providing frequent feedback will help students make choices about next steps in their academic careers. Recommendations

Share data widely on transfer success rates, and provide professional development to support effective advising that supports student transfer.

Consider assigning advising faculty to work directly in divisional areas.

Identify a faculty lead for implementation of Guided Pathways.

Establish an appropriate college administrative structure to develop, support, or enhance pathway development in a specific number of meta-major areas.

Consider realignment of the General Studies discipline into the Instruction division.

4.4 Develop a Strategic Enrollment

Plan

Overview A Strategic Enrollment Plan will allow Olympic College to focus on recruitment, retention, and student success. Recommendations

Review what, where, and how courses are offered in order to respond to community needs.

Support recruitment and retention of underrepresented students.

Establish enrollment goals overall and by program with regular college-wide reporting supported by data and annual reports.


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Olympic College Poulsbo Campus

Olympic College Poulsbo is poised for enrollment growth, yet needs focused attention. The

implementation of two new WWU baccalaureate degrees, Computer Information Systems Security, and

Multidisciplinary Studies, in Fall 2016 will add options to the existing Bachelor degree program menu

that includes Business Administration, Environmental Policy, and Environmental Science. These

programs will continue to be well received, embraced, and supported by north-end community

members, resulting in enrollment growth at the associate degree and course level.

A partnership with the Suquamish Tribe is being implemented in the fall of 2016. The goal is to provide

access to educational opportunities at Chief Kitsap Academy. The relationship with both Suquamish and

Port Gamble S’Klallam tribes in the North Kitsap community is essential to foster and improve outreach

to north end communities and will be key to the success of the Poulsbo campus.

Student Learning Experience and Pathway Options

Consider adding full-time business or computer information systems faculty at OCP to support

and increase these pathways to OC and WWU programs

Improve pathways to OCP educational opportunities for Suquamish and S’Klallam tribal

members

Offer courses that meet specific prerequisites for bachelor’s programs offered at OCP

Sustain Running Start and direct transfer (DTA) courses while increasing online and hybrid

course modalities

Student Access and Community Outreach

Develop and implement a specific community outreach plan for OCP

Increase outreach to middle schools and high schools, parents, and civic and community groups

Schedule courses to better meet the needs of students completing degree pathways

Schedule regular employer forums

Arrange joint campus tours with WWU on a regular basis

http://www.wwu.edu/ee/degrees/business-admin/

http://www.wwu.edu/ee/degrees/business-admin/

http://www.wwu.edu/ee/degrees/huxley/science/


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Olympic College Shelton Campus

Olympic College Shelton has aligned its strategic goals with the 2016 – 2021 Instructional Strategic Plan

in the four areas listed below. This alignment will require collaboration with many key internal and

external stakeholders of the branch campus, such as Instruction, Student Services, Administrative

Services, school districts, community and business and industry on the objectives to increase

enrollment, support faculty and staff training and development, explore facilities expansion and

enhance the visibility of the campus in the Shelton/Mason County communities.

Student Learning Experience

I-BEST Approach: Extend training and professional development to faculty and staff on the I-BEST

instruction model in the two primary professional-technical programs currently offered at the

campus: Welding and Business Management.

Program Expansion

Basic Studies: Grow Basic Studies enrollment (ABE, ESOL, HS 21+) through a partnership with the

local community, tribes and school districts.

Business Management: Explore the development of an Entrepreneurial Certificate option; promote

the 2+2 direct transfer option to area Colleges for OC graduates to fulfill their four-year degree at

the local level (for example, highlight the business management articulation with Evergreen State

College so students can stay local); continue to host annual Youth Entrepreneurship Camp to

introduce high school students to entrepreneurship and business industry guided pathways.

Welding Technology: Explore other Engineering Technology program options that would

complement the Welding pathway and provide additional training to meet local workforce needs.

Culinary Arts: Explore offerings of Culinary Arts classes at the Mason Transit Community Center for

students in the Career and Technical Education program at the Shelton School District.

Allied Health: Explore the expansion of Allied Health programs that will align with the Shelton

School District’s implementation of their Health/Sciences Academy to provide a seamless transition

to Olympic College. Community support will be integral to the success of this program.

Expanded Classroom Capacity

Welding Facility: Relocate Welding Technology program to the Shelton campus, which allows for

the addition of four welding stations and the ability to expand enrollment;

Student Access and Support

Expand articulation agreements with the Shelton School District.

Establish a quarterly schedule for student support services staff campus visits (e.g. Access, Advising,

Financial Aid, Military and Veterans Services, Testing, Tutoring).


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Student Access and Support (cont.)

Expand outreach and marketing plans that encompasses the continuation of the Shelton campus’

Community to College Campaign to support the recruitment and retention of

underserved/underrepresented populations:

o Continue to host Latino Student Day, (or if needed, in alternating even years), in

partnership with the Shelton School District.

o Host Native American Student Day in alternating odd years with the Shelton School

District and local Squaxin or Skokomish tribes in partnership with the Shelton School

District.

o Host Quarterly Information Nights – available to local school districts and communities

o Host Campus Tours – available to local school districts and communities.


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Appendix A - Institutional Context

Internal Influences

Aspen Institute Recognition as One of the Nation’s Top Community Colleges:

In the spring of 2015, Olympic College was recognized as one of the nation’s top ten community colleges

by the Aspen Institute in their College Excellence Program, in part due to the fact that OC’s completion

outcomes are better overall than the national average. In fact, the college’s improvement in completion

and retention were second among the ten Aspen finalist colleges. In some outcome measures, such as

credentials awarded per 100 FTE students and percent of transfer students that complete bachelor’s

degrees, the college performed better than the overall finalist. These are noteworthy accomplishments

of which to be proud, however, there is work to be done in improving student achievement overall,

especially for particular student groups. These areas for improvement were called out in the 2015

Olympic College Feedback Report from the Aspen Institute/Aspen College Excellence Program. The

following three primary recommendations were made:

1. Develop urgency and expectations for using data to improve – the commitment of all staff,

faculty, and administrators would be strengthened with systemic reforms in the use of data.

2. Design program pathways that provide clear progression for students. The college needs to

focus on developing structured pathways that make the way clear for students from first

enrolling to degree or certificate completion and/or transfer to a university.

3. Redesign advising and support services to ensure students get what they need.

These Olympic College Feedback Report recommendations, when enacted together, have the potential

to enhance the college’s performance in all areas. The recommendations directly relate to objectives

contained in this instructional strategic plan, especially those relative to establishing meta-majors,

developing specific guided pathways for students, and enhancing the use of data and technology.

Recommendations:

1. The college leadership (to include administrators, faculty, and staff) should consistently

communicate and work to develop a sense of urgency around student success and completion

throughout the institution, at all levels and for all employees.

2. The College must develop specific follow-up actions regarding student completion and success

based upon the Aspen Feedback Report, Student Achievement Initiative data, student survey

responses, and other data about student progression. These initiatives should be carefully

prioritized and communicated district-wide.


24

Strategic Resource Allocation Process:

The college recently completed a comprehensive strategic resource allocation process. The Academic

Task Force reviewed all academic programs and placed each in one of five Quintiles based on program

value to the institution. The list of Academic Task Force recommendations is found as Appendix E.

Additionally, there was a similar process for support programs in which related instructional support

programs were reviewed. More information on the Academic Task Force summary report can be found

on the Instruction SharePoint site here: ocinternal.olympic.edu

Change to the funding model for CTCs:

The new allocation model for community and technical college funding will include enhanced funding

for high demand programs and courses (see list as Appendix D), for all Basic Education for Adults courses

(includes Adult Basic Skills, and English for Speakers of Other Languages), and for all BAS programs.

Competency Based Education:

The new Competency Based Business Degree (Business DTA/MRP) has been initiated statewide. Olympic

College is participating as part of the statewide consortium through Columbia Basin. The first students

enrolled in the 2015-2016 academic year. This program is expected to grow rapidly and active

promotion and marketing should be scaled up through the Business and Technology Division and

Communications Office. This should be a key focus area as the potential for enrollment growth in the

Business program can offset enrollment declines in other areas.

External Influences

Environmental Scan – Emerging Trends, Strategic Directions, Operational Priorities, Technology Trends

A number of reports influenced the development of this plan including reports from the Puget Sound

Regional Council, the Olympic and Pacific Mountain Workforce Development Councils, The Society for

College and University Planning Report on Trends in Higher Education Planning 2014, the Educational

Advisory Board, and The Roadmap: A Plan to Increase Educational Attainment in Washington (2013)

published by the Washington Student Achievement Council.

A key external consideration is the workforce and economic development context for the region.

Appendix B provides a crosswalk that identifies the various industry clusters for the region, which

includes the Puget Sound Regional Council’s Prosperity Partnership (King, Pierce, Snohomish, and

Kitsap), and the Olympic (Kitsap, Clallam, and Jefferson) and Pacific Mountain (Mason, Grays Harbor,

Chehalis, Pacific, and Thurston counties) Workforce Development Councils’ economic development foci.

This crosswalk details industry cluster areas that match with related Olympic College Professional

Technical Program degrees and certificates. The area industry clusters and data regarding skill gap

shortages should prioritize the College instruction programs. These industry cluster areas are

occasionally updated and should be consulted on a regular basis for any changes. New Olympic College


25

programs should be developed to match high wage, high demand workforce needs that support this

economic development.

In addition, the list of the fastest growing majors since the recession was consulted. This list was

distributed by the Educational Advisory Board and developed by CareerBuilder and Economic Modeling

Specialists International (EMSI) through an analysis of data from the Department of Education’s National

Center for Education Statistics on degrees awarded from academic years 2010-2014. The fastest growing

degree programs between 2010 and 2014 included:

1. Science technologies (+49%)

2. Natural resources and conservation (+45%)

3. Parks, recreation, fitness, and leisure (+44%)

4. Interdisciplinary studies (+36%)

5. Mathematics, statistics (+35%)

6. Social service and public administration (+33%)

7. Computer sciences (+32%)

8. Precision production (+30%)

9. Law enforcement, homeland security, and related services (+27%)

10. Engineering (+26%)

CareerBuilder and EMSI also identified the following as the degree programs experiencing the largest

decline between 2010 and 2014:

1. Military technologies (-30%)

2. Library science (-17%)

3. Education (-9%)

4. History (-8%)

5. Construction (-5%)

6. Philosophy, religious studies (-3%)

7. English language, literature (-2%)

8. Foreign language, literature, linguistics (-2%)

9. Architecture (-1%)

The Society for College and University Planning Report on Trends in Higher Education Planning 2014

provided a useful lens for the development of this Instructional Plan. (SCUP.org., 2014) SCUP is an

organization for higher education planning professionals. The 2014 Report summarized higher education

trends identified by SCUP members in eight theme areas. These themes included: 1) leadership and

planning; 2) partnerships and collaborations; 3) integrated planning; 4) teaching and learning strategies

and activities, including new models for learning, and learning environments; 5) increased emphasis on

accountability; 6) tighter budgeting and more complex financial planning; 7) optimizing existing physical

resources; and, 8) environmental sustainability (SCUP 2014, p. 2-3).


26

Each of these theme areas and their relationship to the Olympic College context will be briefly detailed

below.

Leadership and Planning:

The higher education landscape is rapidly changing. Community college leaders need to not only plan for

change, but also provide leadership to help employees manage change. Change management

preparation will help employees see the need an adaptive response to reduced resources. With the

accelerated pace of change, colleges need more than ever to ensure program market mix is relevant and

matched to the economic and workforce development needs of the region. Making difficult decisions to

eliminate programs that are no longer relevant is the most challenging aspect of resource prioritization.

Program planning, coupled with regular and ongoing assessment of program outcomes, is essential. A

framework for regular and ongoing assessment needs to be hardwired into the regular work of the

institution.

Planning for hiring increased diversity in faculty and staff is essential for colleges to address the learning

needs of an increasingly diverse student body. Colleges need to develop clear pathways, provide for

seamless articulation from one educational setting to another (from high school to college, basic or

developmental education to college level, from military education and training to college, etc.).

Planning for appropriate facility needs must be conducted on a regular basis. Classrooms are now less

likely to be set up for lecture only. Planning for flexible learning environments (active learning,

collaborative work spaces, etc.) must be considered.

Communication and engagement with external stakeholders is essential for development of high quality

programs and strong educational pathways. Most of the college’s advisory committees are robust,

although some committees need new members. The Workforce Development Department and faculty

continually recruit advisory members from the community. Additionally, college planning needs to

incorporate the “student” voice, take a long view, and be integrated with other planning processes. The

Medical Assisting program functions as a good example as their students serve on their Advisory Board.

Partnerships and Collaborations:

Partnerships and collaborations are key contributors to an effective higher education environment

today. These collaborations are both internally and externally focused. Internally, interdisciplinary

educational models such as learning communities are designed to support both student learning as well

as retention and persistence. In Business & Technology, several programs have come together for a

single degree pathway (Engineering Technology with Composites, Precision Machining/Manufacturing,

and Technical Design). To support student collaboration, learning spaces are being designed to

encourage active learning.

Collaborations impact the external environment as well. The regional community has made strides in

working more collaboratively across our systems (K-12, community college, business and industry,


27

baccalaureate and beyond). The goal of the West Sound Education Leadership Council is to provide

leadership across these systems. The WSELC is in the process of establishing data sharing agreements

between the high schools and college to share information. This initiative will assist the K-12 and OC

partners in helping high school students become more prepared for college-level work, especially in

mathematics. The college is involved in STEM-education partnerships through the West Sound STEM

Network. South Kitsap school district has proposed a partnership with Olympic College to build a STEM

High School. The West Hills (Bremerton) STEM Academy is working with the college on STEM pathway

development; opportunities exist for education students to participate in practicum at the school.

Discussions are underway regarding a potential Aviation High school for the region.

Partnerships become increasingly necessary in an era of reduced resources. It is desirable to cooperate,

rather than compete. Partnerships established with other universities (WWU, WSU, ODU, Brandman)

have served the region well and will continue to impact OC’s enrollment at the associate degree and

certificate level as new programs are added by our university partners, and new partnerships should be

considered. Shared services and joint operating agreements will continue to be important to Olympic

College’s success in the region. Continuing to seek university partners or add new OC baccalaureate

programs will be an asset to the region.

Washington State University has offered a baccalaureate degree in Mechanical Engineering for 7 years

on the Bremerton campus. The success of that program encouraged WSU to add a second engineering

program in Electrical Engineering, effective with the 2016-2017 academic year. If the growth of

Electrical Engineering is similar to what has been seen with Mechanical Engineering, it will likely take 3-4

years to approach capacity. At that point it would be appropriate to initiate conversation with both WSU

and State legislators to consider an additional program. Some considerations in those discussions will

be local needs as well as programs that might complement the current programs. For example, the

unique location of Bremerton on Puget Sound, as well as the proximity of Puget Sound Naval Shipyard

and commercial boat building companies could drive expansion into marine engineering, which is not a

traditional engineering program, but rather draws from a variety of engineering disciplines. Chemical

Engineering is another possible growth area, drawing upon both the expertise of engineering and

chemistry faculty at Olympic College.

Computer and Information Systems Security and Multidisciplinary Studies are new programs offered by

Western Washington University at Olympic College – Poulsbo. These new programs join the existing

WWU degree offerings at the Poulsbo campus: Business Administration (B.A.), Environmental Policy

(B.A.), and Environmental Science (B.S.). At the Bremerton campus, WWU currently offers degrees in

Educational Leadership (Educational Administration, M.Ed. and Educational Administration, Principal

Certification), as well as programs in Teacher Education (Elementary Teacher Education, B.A.E. &

Certification, Elementary Teacher Education, Post-Baccalaureate, and Special Education Endorsement),

and Human Services.

The region’s Workforce Development System (OWDC, PACMTN, and Puget Sound Regional Council) use

employment data to predict economic and workforce development needs in key industry sectors (see


28

Appendix B). The College may wish to prioritize high demand workforce programs in regionally

identified industry cluster areas, as part of sector strategy initiatives, and/or appropriate programs from

the State’s high demand list.

International Education:

In the 2015-2016 academic year, the Office of International Education & Study Abroad increased the

number of 2 + 2 Transfer Guarantee agreements with four-year universities and developed a strategic

plan to add to the list of institutions that provide this option to our international students. The

International Education program student headcount is expected to grow significantly over the next few

years. Additionally, international exchanges or learning opportunities where faculty or students will

learn abroad are planned. The goals for the Office of International Education & Study abroad in the

2016-2017 academic year include, in part: 1) Continue to promote OC to international students

attending local public and private high schools and language schools in the greater Seattle area, as well

as continue to look at new markets for international student recruitment purposes; and, 2) Continue to

look for study abroad opportunities in safe locations and at affordable prices.

Integrated Planning:

Integrated planning processes will be essential to the college’s continued success. Instruction depends

upon ongoing planning and constructive response to technology, master facility planning, location/site

planning, resource allocation, and professional development.

Teaching and Learning Strategies and Activities:

In an ideal world all the college locations and instruction sites would provide appropriate teaching and

learning environments to support a variety of learning approaches, including active learning, student

success learning communities, and creative design spaces, and all would be supplied with the most

current technology. Topics for discussion in planning for future building and classroom design include

active learning, flexibly designed classrooms, distance/eLearning, makerspaces, and spaces for

interdisciplinary collaboration. Building design should consider co-locating disciplines for maximum

collaboration and interdisciplinary teaching. The impact of new models for learning such as competency

based instruction, and technology facilitated instruction are important considerations in future facility

planning. Considerations such also include housing various disciplines together to support meta-majors

or career pathways, faculty interactions with students, competency based education, technology impact

on classroom/learning spaces, creative use of technology, flipped classrooms, bring your own device

(BYOD), adaptive learning technologies, evolution of libraries, etc.

Teaching and Learning Facilities:

Appropriate facilities are an important consideration for any Instructional Strategic Plan as these impact

all locations where education is offered. Current concerns and challenges include managing aging

facilities such as the Business, Technology, and Shop Buildings on the Bremerton campus, upkeep and


29

appropriateness of the portable buildings on the Shelton campus, the need for more space at the

Poulsbo campus to accommodate growth in OC and WWU programs. There are off-site location issues

such as diminished classroom availability and limited power at the West Sound Technical Skills Center

and the loss of the lease on the Bronzeworks (Shelton) facility for Welding. Access and security are also

considerations. Long range planning should consider the potential for adaptive reuse of the Sons of

Norway Building in Bremerton once the CIC construction project is complete. Other important

considerations include ADA compliance, and implementation of space utilization standards. The College

has initiated a Space Allocation Committee which will provide guidance on many of the issues described

above.

The College will open a modular building for the Shelton Welding program. This new Welding facility

located on the Olympic College Shelton campus will support program sustainability and growth. The

new building is being supported with funding from the Bremer Trust; expected completion is

winter/spring 2017. Welding is a highly enrolled program that meets community needs. The College

should promote this program throughout Mason County during fall 2016, as there will be expanded

program capacity in the new space. Provide professional development for faculty on I-BEST instruction.

Consider alternative space for the Precision Machining program now housed at West Sound Technical

Skills Center. (Once funding for the Bremerton campus Shop Building remodel is secured, facility needs

for the Precision Machining program will be addressed).

Emphasis on Accountability and Measurement:

There is an increased emphasis in the world of higher education on accountability and measurement of

student outcomes. This emphasis is expected to continue to impact all aspects of college operations,

most notably in Instruction. Moving forward, informed institutional decision-making will be data-driven.

College accreditation will be dependent upon identification of measureable outcomes, and

documentation of the use of results. A recent faculty Collective Bargaining Agreement (CBA) has

resulted in participation in assessment being an essential duty for all faculty. Professional development

regarding assessment will be essential.

Tighter Budgeting and More Complex Financial Planning:

The College will continue to the influenced by tighter budgeting, and the budget development process

will no longer be a once a year activity. The College will need to continue to streamline processes,

identify efficiencies, and prioritize resources in an ongoing manner. Instruction represents the major

portion of the overall College budget. Instructional planning and scheduling will need to be managed

carefully to maintain student-faculty ratios at the optimum level. Grant funding should continue to be

sought. There will be an increased need to prioritize funding for maintaining state-of-the-art equipment,

classrooms, and programs. Deferred maintenance or equipment purchasing will impact program quality

and reputation in the community.


30

Optimizing Existing Physical Resources:

A key focus area for ensuring high quality Instructional Programs is on optimizing existing physical

resources that support instruction throughout the district. The VPI and the Instructional administrators

will continue to work closely with the VP of Administrative Services, the Director of Facilities, and the

facilities team on the ongoing development of the College’s long range capital plan. At the present time,

the most pressing issues include:

a. In 2015 the College’s Space Allocation Committee was established. As a broadly representative

group, there is the ability to make difficult strategic decisions about space utilization that

support the college mission and vision. It is recommended that Cabinet continue to support this

process and receive regular reports from this committee.

b. Completing and fully equipping the new College Instruction Center (CIC).

c. Completing a new modular building at the Olympic College Poulsbo campus will support

program growth in both Western Washington University and Olympic College programs by

either fall, 2016 or winter, 2017.

d. As soon as possible, moving the Precision Machining Program from the off-site West Sound

Technical Skill Center location on National Avenue will also support program sustainability and

growth. Once the Shop Building remodel is complete, this move can happen, providing students

improved access to campus resources and services.

e. There is the potential for adaptive reuse of the Sons of Norway building following the

completion of construction of the CIC Building. Cabinet level planning is recommended for this

in the 2016-2017 academic year.

f. An important component of the college’s ADA compliance plan should include building facility

accessibility throughout the district. A status update should be provided annually on progress to

address accessibility in facilities.

g. The Barner property outdoor learning laboratory – This is a unique college resource which is

available to support student learning in a variety of instructional programs. A long range plan for

the creative and sustainable use of this college asset should be developed as soon as possible.

Faculty or administrative coordination and oversight should be addressed. Develop a funding

strategy to create/provide instructional facilities on this property.

h. A specific plan should be developed to increase the number of active learning classrooms across

the district. Three to four should be available in Bremerton in the largest buildings: Humanities

and Student Services (HSS), Science Technology (SciTech), Business/Technology (B&T), and the

Curriculum Instruction Center (CIC). One active learning classroom should be available at each

of the branch campuses. The Instructional Administrators should work closely with the Olympic

College Foundation and the Director of Grants to seek possible funding sources.


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Sustainability:

One of the College’s values is focused on “The thoughtful use of our finite resources, including ourselves”

and in this regard the college should develop strategies focused on sustainability throughout college

operations. Campus-wide sustainability initiatives assist with cross- disciplinary and cross-departmental

learning. Multidisciplinary spaces support and encourage the concept of sustainability, as resources and

learning are shared. Cross-training efforts amongst departments can also improve resource allocation

throughout the district.

Alternative Credentialing and Badging:

“Alternative Credentialing is the recognition of knowledge and skills gained through non-degree

coursework.”i Olympic College offers non-credit courses, some of which qualify for Continuing Education

Units (CEUs) which are tracked via the Olympic Education Services District. As one of six approved

programs for the Teacher Certification Program for Career and Technical Educators, the College is also

approved to offer Continuing Education Clock Hour Credit via the Office of Superintendent of Instruction

for these non-credit classes. Also included in Alternative Credentialing are certificates that do not result

in a degree such as our Medical Billing and Coding Certificate of Specialization.

Emerging trends in Alternative Credentialing include Digital Badging and Micro-credentials. Digital

Badges, one of the leading innovations, use visual images to denote specific skills, experiences, and

knowledge to convey qualifications. Micro-credentials are “granular, digitally presented certifications

offering evidence that an individual has mastered a specific skill or area of knowledge, with links to

detailed criteria, endorsements, or demonstrations of their learning.”ii These credentials are being

offered by colleges and universities, employers, coding boot camps, cultural institutions, affiliations such

as the Society for College and University Professions, and unions along with others.

With an increased emphasis on competencies and skills demonstration, there is an opportunity for

Olympic College to examine alternative credentialing options. Technological tools enable an

unprecedented transparency to potential learners and employers about learning outcomes. They also

offer a means to showcase a lifetime of learning experiences. As such, with OC’s implementation of

CurricUNET, the ability to offer Digital Badges is increased due to the ability to document competencies.

Digital badging could be used to document professional development of faculty and/or students.

1 “Demographic Shifts in Educational Demand and the Rise of Alternative Credentials” is based on 405 survey responses received from

UPCEA institutional representatives and Pearson clients from February 18 to March 28, 2016, with Pearson clients weighted and filtered to more closely match UPCEA’s profile. 300 records fit the criteria and were used for analysis. Retrieved August 2016. http://www.pearsoned.com/rise-of-alternative-credentials 1 Ibid.

http://www.pearsoned.com/rise-of-alternative-credentials


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Appendix B - CROSSWALK INDUSTRY DEMAND TO OC PROGRAMS OF STUDY

IDENTIFIED INDUSTRY

CLUSTERS OLYMPIC COLLEGE

PUGET SOUND REGIONAL COUNCIL -Prosperity Partnership (King, Pierce, Snohomish, and Kitsap)

OLYMPIC WORKFORCE DEVELOPMENT COUNCIL (Kitsap, Clallam, and Jefferson)

PACIFIC MOUNTAIN WORKFORCE DEVELOPMENT COUNCIL (Mason, Grays Harbor, Chehalis, Pacific, and Thurston)

Related Programs of Study

Information Technology Technical Services IT/ Telecommunication

Computer Information Systems (Certs, AAS-T, BAS-IS), Business (AB-DTA/MRP), Business Management (Certs, ATA), Organizational Leadership/Resource Management (Cert, AAS-T, BAS)

Life Sciences and Global Health

Health Care, Rehabilitation, and Elder Care (Life Sciences and Global Health) Health Services

Life Sciences (biology, chemistry, etc. for Transfer, Allied Health (Medical Assisting/Receptionist/Billing and Coding, Physical Therapy Assistant), Pre-reqs for other Allied Health, and Nursing (Certs, APN-DTA/MRP, ADN, BSN), Human Services (Cert, ATA)

Maritime

Marine and Advanced Manufacturing and Marine Port Activity (Maritime)

Composites, Precision Machining (Certs), Electronics (Certs, ATA), Engineering (AS Track 2/MRP), Engineering Technology (AAS), Welding, Technical Design (Certs, ATA)

Maritime (Continued)

Aquaculture, Fisheries, and Fishing Vessel and Equipment Repair Food production

Composites, Precision Machining (Certs), Electronics (ATA), Welding (Certs, ATA), Technical Design (Certs, ATA), Culinary Arts Institute (Certs, ATA), GIS (Cert)

Military Navy-related industry (Military)

Leadership and Occupational Studies (Certs, AAS-T), Organizational Leadership/Resource Management (Cert, AAS-T, BAS), Marine Systems Technology (ATA), PSNS Apprenticeship-Industrial Trades Tech (Certs, ATA, 28 trades), Computer Information Systems (Certs, AAS-T, BAS-IS)

Tourism and Visitors

Tourism, Accommodation, Hospitality, Gaming and Recreation Tourism and Recreation

Business (AB-DTA/MRP), Business Management (Certs, ATA), Retail Management (Cert), Hospitality Courses, Culinary Arts (Certs, ATA)

Transportation and Logistics Wholesale Trade Distribution Services

PSNS Apprenticeship-Industrial Trades Tech (Cert, ATA), Business Management (Certs, ATA), Computer Information Systems (Certs, AAS-T, BAS-IS)

Philanthropies

Leadership and the Non-Profit Organization (Cert), Business (AB-DTA/MRP), Business Management (Certs, ATA), Accounting Technology (Certs, AAS-T, ATA)

http://www.psrc.org/econdev/res




http://www.wtb.wa.gov/Documents/OlympicIntegratedPlan2013.pdf




http://www.pacmtn.org/cluster-overview/






33

IDENTIFIED INDUSTRY

CLUSTERS OLYMPIC COLLEGE

Aerospace

Engineering (AS-Track 2/MRP), Engineering Technology (AAS), Electronics (Cert, ATA), Computer Information Systems (Certs, AAS-T, BAS-IS), Composites, Manufacturing/Precision Machining (Certs), Electronics, Welding (Certs, ATA)

Business Services

Business (AB-DTA/MRP), Business Management (Certs, ATA), Business Technology-Administrative Office Support (Certs, ATA), Accounting Technology (Certs, AAS-T, ATA), Administrative Office Support (Certs, ATA), Organizational Leadership/Resource Management (Cert, AAS-T, BAS)

Clean Technology

Business (AB-DTA/MRP), Business Management (Certs, ATA), Organizational Leadership/Resource Management (Cert, AAS-T, BAS), Computer Information Systems (Certs, AAS-T, BAS-IS), Engineering (AS-Track 2/MRP), Engineering Technology (AAS), Electronics (Cert, ATA), Organizational Leadership/Resource Management (Cert, AAS-T, BAS)

Construction Business (AB-DTA/MRP), Business Management (Certs, ATA), Organizational Leadership/Resource Management (Cert, AAS-T, BAS)

Wood Products Wood product and paper manufacturing

Business (AB-DTA/MRP), Business Management (Certs, ATA), Organizational Leadership/Resource Management (Cert, AAS-T, BAS)Engineering (AS-Track 2/MRP), Engineering Technology (AAS), Precision Machining (Cert), Welding, PSNS Apprenticeship-Industrial Trades Tech (Certs, ATA)

Chemical product and plastics manufacturing

Business (AB-DTA/MRP), Business Management (Certs, ATA), Organizational Leadership/Resource Management (Cert, AAS-T, BAS), Chemistry, Composites, Manufacturing/Precision Machining (Certs), Engineering Technology (AAS), Engineering (AS-Track 2/MRP)


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Appendix C - Recommendations for New Program Consideration/Development:

1. Investigate new health care programs. Suggestions include:

a. Dental Assistant

b. Dental Hygiene (33.3% growth)

c. Diagnostic Medical Sonographer (46% growth)

d. Health/Medical Informatics – Medical Records Technician, Medical Transcriptionist,

Medical Scribe

e. Expand offering in Home Health Aide, and Personal Care Aide with a career path to

higher wage health care occupations (fast growing, large demand, lower wage)

f. Health Unit Coordinator

g. Occupational Therapy Assistant (42.6% growth)

h. Pharmacy Tech (consider for Health Occupations space)

i. Chemical Dependency Certification

j. Respiratory Therapy

k. Sports/Fitness Technician

l. Surgery Technician

m. Veterinary Technician

n. Medical Equipment Repair

2. Investigate and consider development of new programs:

a. Environmental Science and protection technologies

b. Aviation/Aeronautics/Professional Pilot

c. Insulation Installer

d. Medical Equipment Repair (30.3% growth)

e. Meeting, Convention, Event Planning (33.2% growth)

f. HVAC

g. Automotive

h. Sign Language Interpreter

i. Multi-occupational trades Apprenticeship

j. Social Media Manager/Social Media Content Management

3. Expand and widely promote: Composites, Electronics, Engineering Tech, Precision

Machining/Advanced Manufacturing, Welding, etc.

4. Education – grow the program to support developing teachers in high demand areas through

partnership with Western WA University and others (special education, math and science

educators all levels, or partner with other colleges on a BAS in Teacher Education)

5. Culinary Arts – consider developing a certificate in baking and pastry arts

6. Culinary Arts - consider new certificate in Restaurant and Culinary Management

(interdisciplinary with Business Management courses)

7. Support sharing Electronics curriculum online, and share statewide

8. Investigate an HVAC program


35

9. Review need for a Digital Media Arts, Web, Multimedia, Commercial and Advertising Art,

Photography, Desktop Publishing

10. Develop a Language Interpreter/Translator Program – develop an immersion program to learn

Spanish and/or other languages, develop a Bi-literacy Certificate program attached to various

professional-technical programs, especially Nursing and health care related programs (e.g.

Medical Interpreter – ASL)

11. Strategically grow Baccalaureate programs – Veteran’s BSN, LPN to BSN, Accounting Technology,

Financial Analyst, Language Interpreter/Translator

12. Support strategic partnerships with colleges and universities

13. Data Base Administration – requires a baccalaureate degree

14. Support the Cosmetology program – Manicurist, pedicurist, esthetician still growing demand.

15. Environmental Science - develop a seamless program to WWU Environmental programs

16. Support Basic Studies in increased outreach and recruitment, additional technology to support

instruction, hire appropriate instructors for HS 21+

17. Support HS 21+ implementation across the district

18. Homeland Security Emergency Management

19. Promote Criminal Justice pathways to baccalaureate

20. Continue to support Substance Abuse Counseling

21. Develop Small Business Management/Entrepreneurship Certificate, especially for Shelton

Campus


36

Appendix D – State Board for Community and Technical Colleges

High Demand Workforce CIP list summer 2016--back to original

list

source: High Demand Workforce CIP list based on joint agency report, "A Skilled and Educated Workforce: 2013 Update"

CIP CIP Title EPC OC programs/courses

010201 AGRI MECHANICS & OPERATION

010204 AGRI POWER MACHINERY MECH

010205 AGRI MECH & EQUIP/MACHINE

030198 ENVIRONMENTAL TECHNOLOGY

110101 COMPUTER SCIENCES

110201 COMPUTER PROGRAMMING 515 ASP, Linux, Software App

110203 COMPUTER PROGRAM, PRODUCT

110301 INFORMATION PROCESSING

110401 INFORMATION SCIENCES

110501 COMPUTER SYSTEMS ANALYSIS

110701 COMPUTER SCIENCE

110801 DIGITAL MEDIA: WEB/MULTI 524 Web Page Dev

110802 DATA WAREHOUSE & DB ADMIN

110803 COMPUTER GRAPHICS

110901 COMP SYS NETWORKING & TELECOM 527 ISS, Cisco, Network

111001 SYSTEM ADMINISTRATION

111002 SYSTEM/NETWORK & LAN/WAN

111003 COMP & INFO SYS SECURITY 506 Cyber Security

111004 WEB/MULTIMEDIA MGT

111006 COMPUTER SUPPORT SPEC 509 Technical Support

150000 ENGINEERING TECH, GENL 603 Engineering Tech

150101 ARCHITECT ENGINEER TECH

150201 CIVIL ENGINEERING TECH

150303 ELECT/ELECTR & COMM TECH 630 Electronics

150305 TELECOMM TECH

150401 BIOMEDICAL TECH

150403 ELECTRO-MECH TECH

150404 INSTRUMENTATION TECH

150405 ROBOTICS TECHNOLOGY

150503 ENERGY CONSERV TECH

150506 WATER QUALITY/WASTEWTR MGT

150508 HAZARD MAT MGMT & WASTE

150607 PLASTICS ENGINEER TECH 827 Composites

150612 INDUSTRIAL TECH 604 INDTT

150613 MANUFACTURING TECH 607 Precision Machining

150701 OCC SAFETY & HEALTH TECH

150702 QUALITY CONTROL


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150805 MECHANICAL TECH

151001 CONSTRUCTION ENGR TECH

151102 SURVEYING TECH

151103 HYDRAULICS & FLUID POWER

151202 COMPUTER TECH/COMP SYSTEM

151301 DRAFT & DESIGN TECH, GENL 778 Technical Design

151302 CAD DRAFT/DESIGN TECH

151303 ARCHIT DRAFT & ARCHIT CAD 783 Tech Design - Architect

151304 CIVIL DRAFT/ENGR CAD

151305 ELECT DRAFT/CAD

151306 MECHANICAL DRAFT/CAD 782 Tech Design - Mech

151390 AIRCRAFT DRAFTING

151401 NUCLEAR ENGINEERING TECH

410101 BIOLOGICAL LAB TECH

430102 CORRECTIONS

430103 CRIM JUSTICE/LAW ENFORCE

430106 FORENSIC TECH

430107 CRIMINAL JUSTICE/POLICE SC

430202 FIRE SCIENCE/ADMIN

430203 FIRE FIGHTING

430301 HOMELAND SECURITY

430302 CRISIS/EMERG/DISASTER MGMT 96C Homeland Security

470101 ELEC & ELECTR EQUIP REPAIR

470105 IND ELECTRONICS TECH

470191 AIRCRAFT ELECT FAB & INSTL

470201 HEAT/AC/VENT/REFRIG MAINT

470302 HEAVY EQUIP MAINT TECH

470303 INDUST MECHANICS & MAINT

470396 PROCESS MACH MAINT & REPR

470498 INDUSTRIAL PLANT SERVICES

470501 STATIONARY ENGINEER

470603 AUTOBODY/COLLISION & REPR

470604 AUTO MECHANICS

470605 DIESEL MECHANICS TECH

470607 AIRFRAME MECH & AIRCRAFT

470608 AIRCRAFT POWERPLANT TECH

470614 ALTER FUEL VEHICLE TECH

470616 MARINE MAINT/FITTER & SHIP

470687 AIRCRAFT/FRAME/PWRPLANT ME

470698 AUTO SERV CENTER SPEC

480501 MACHINE TOOL TECH

480506 SHEET METAL TECH

480507 TOOL & DIE TECH


38

480508 WELDING TECH 814 Welding

480509 IRONWORKING

480510 CNC MACHINIST TECH

480703 CABINET MKG & MILLWORK

510602 DENTAL HYGIENIST

510707 HEALTH INFO/MEDICAL RECORD

510708 MEDICAL TRANSCRIPTION

510798 HOSPITAL CENTRAL SRV TECH

510802 CLIN/MED LAB TECH (CERT)

510803 OCCUPATIONAL THERAPY ASST

510806 PHYSICAL THERAPY ASSISTANT 345 PTA

510810 EMT (AMBULANCE)

510812 RESPIRATORY THERAPY TECH

510901 CARDIOVASCULAR TECHNOLOGY

510902 ELECTROCARDIOGRAPH TECH

510904 EMT (PARAMEDIC)

510907 MED RAD TECH (RAD THERAPY)

510909 SURGICAL TECH

510910 DIAG MED SONOGRAPHY/ULTRA

510911 RADIOLOGIC TECH

510916 HEALTH PHYSICS/RAD PROTECT

510918 HEARING INSTRUMENT SPEC

510989 RADIATION & IMAGING

510996 CARDIAC INVASIVE TECH

510997 ECHOCARDIOGRAPHIC TECH

511004 CLINICAL/MED LAB TECH

511801 OPTICIANRY/OPHTHALMIC DISP

512307 ORTHOTICS/PROSTHETICS

513103 DIETETIC TECH

513801 REGISTERED NURSING 323 ADN, TADN


39

Appendix E – Quintile Sorting based on Program Values

Task Force Recommendation Quintile 1 Quintile 3 Quintile 5

$2,503,577 $768,224 $528,697 ADN/TADN Meteorology Applied BA development (not reviewed)

Art Physical Therapy Assistant BAS-IS/STEM

BSN Sociology CO-OP

Computer Science Cosmetology

Engineering Quintile 4 Criminal Justice

General Studies $2,956,055 Digital Media Arts

Psychology Accounting Tech Fashion

World Languages/Spanish ADABE Health Ed

ADESL English 2nd Lang. HEET

Quintile 2 Business Management Homeland Security

$9,776,842 Business Technology IDEA Adult Ed

AERO Elect./Electronics CNA LEARN: Keys to Coll/Car

AERO Engr/Engr Tech COAPP Work experience Marine Science Tech

Anthropology Continuing Ed Polysomnography

Astronomy Culinary Arts/Hospitality STARS

Biology Dramatic Arts Workforce Training

Business and Economics Early Childhood Ed

Chemistry HS Chemical Dependency Dropped

College Level English Human Services Environmental Science

College Level Math Humanities Multicultural/Diversity St. Communications Studies INDTT Oceanography

Computer Info Systems INDTT - Helper

Developmental English Intensive English

Developmental Math Library Research

Education Music/Instrumental

Geography Music/Vocal

Geology Orientation to Canvas

History Philosophy

Medical Assisting SOAR - GenS 095

OLRM

Physical Education Physics PN Practical Nursing Political Science Science 100 Technical Design Welding World Languages/ASL


40

References

Makerspaces http://oedb.org/ilibrarian/a-librarians-guide-to-makerspaces/

Ronan, B. (2015). GenEd and Democracy. Leadership Abstracts, 28(3). League for Innovation in the

Community College. http://www.league.org/blog/post.cfm/general-education-and-democracy

Society for College and University Planning, Report on Trends in Higher Education Planning 2014. (2014).

Retrieved from http://www.scup.org/page/resources/books/rotihep2014?utm_campaign=report-on-

trends-in-higher-education-planning-2014&utm_medium=Ad%20-%20Internal&utm_source=ad-in-

regional-programs-TrendsReport2014 ISBN 978-1-937724-39-9

The Washington Student Achievement Council (2013). The Roadmap: A Plan to Increase Educational

Attainment in Washington. http://www.wsac.wa.gov/the-roadmap

http://oedb.org/ilibrarian/a-librarians-guide-to-makerspaces/

http://www.scup.org/page/resources/books/rotihep2014?utm_campaign=report-on-trends-in-higher-education-planning-2014&utm_medium=Ad%20-%20Internal&utm_source=ad-in-regional-programs-TrendsReport2014



http://www.wsac.wa.gov/the-roadmap


41

It is Olympic College’s policy to provide equal opportunity in education and employment regardless of race, ethnicity, creed, color, national origin, sex, marital status, sexual orientation, age, religion, genetic information, gender identity, veteran status or the presence of any sensory, mental, or physical disability. Es la política de la los colegios comunitarios y técnicos de Washington proporcionar igualdad de oportunidades en la educación y el empleo sin importar raza, etnia, credo, color, origen nacional, sexo, estado civil, orientación sexual, edad, religión, información genética, identidad de género, estado de veterano o la presencia de cualquier discapacidad sensorial, mental, o física.

i “Demographic Shifts in Educational Demand and the Rise of Alternative Credentials” is based on 405 survey responses received from

UPCEA institutional representatives and Pearson clients from February 18 to March 28, 2016, with Pearson clients weighted and filtered to more closely match UPCEA’s profile. 300 records fit the criteria and were used for analysis. Retrieved August 2016. http://www.pearsoned.com/rise-of-alternative-credentials ii Ibid.

http://www.pearsoned.com/rise-of-alternative-credentials