ADMINISTRATIVE &

EDUCATIONAL SUPPORT

UNIT REVIEW

Office of Continuing Education

January, 2014

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Table of Contents

Section 1 ........................................................................................................................................... 1

History ........................................................................................................................................ 1

Section 2 ........................................................................................................................................... 1Unit Overview ............................................................................................................................ 1SWOT Analysis .......................................................................................................................... 3

Section 3 ........................................................................................................................................... 5Staffing ..................................................................................................................................... ..5

Section 4 ......................................................................................................................................... ..5Planning and Assessment ........................................................................................................... 5

Section 5 ........................................................................................................................................... 7External Evaluation .................................................................................................................... 7

Section 6 ........................................................................................................................................... 8Conclusion and Recommendations ............................................................................................ 8

Section 7 ............................................................................................................................................8Action Plans ................................................................................................................................8

Appendices........................................................................................................................................9

AES UNIT REVIEW

Unit Name___Continuing Education____________ Review Year__2013__________ Responsible Staff Member_____Nina Leonhardt_________________

Administrative Support_x_ Educational Support_x__ Community Outreach_x_

Section 1: History

The Suffolk County Community College Office for Continuing Education (OCE) was established in the early 1980’s to provide short, non-credit courses of vocational, avocational or personal benefit to individuals in Suffolk County. At that time, Section 602.5, Title 8 of the New York State Codes, Rules and Regulations (8 NYCRR) authorized state aid for non-credit courses that were remedial, vocational or of benefit to the community. By 1989, only those courses that were remedial or vocational were eligible for state aid and in 2003, only those courses deemed remedial accrued state aid. Also, 8 NYCRR established the requirement that continuing education programs at community colleges for all non-aided courses be self-sustaining (See Appendix A). These reductions constrained program growth.

In 1996, the OCE evolved into a full-service program that provides lifelong learning opportunities to residents, municipalities and non-profit entities. The Office also began to respond to Requests for Proposals as a means to obtain grant funds and contribute to the College’s mission while remaining self-sustaining.

During the 2012-13 academic year, the OCE directly administered nine (9) grant-funded programs with budgets totaling $2,120,980 (includes unspent balance from POWER, a multi-year USDOL project) and managed two college budgets (one for state-aided activity and one for non-state-aided activity) totaling $1,642,184. Total full-time college-supported staff for this period was an Associate Dean, four (4) non-teaching faculty and one clerk-typist. Revenue totaled $1,007,342 for the period.

Section 2: Unit Overview

Mission: The Office of Continuing Education provides lifelong learning opportunities for the community at-large at accessible locations and times. These short-term offerings include remedial courses, programs for career changers, personal and cultural enrichment and professional development (Updated July, 2013)

Goal: As part of the strategic plan for the Office of Academic and Student Affairs, the OCE’s goal is to promote the social and economic development of the community we serve through a robust series of self-sustaining public offerings; specialized programs that meet the needs of our business partners; and grant-funded programs that are aligned with the SCCC mission. As science, technology, engineering and mathematics (STEM) are critical to the economic vibrancy of Long Island, many programs target these areas. Similarly, emerging STEM needs are identified, courses and programs are developed and offered. (Updated July, 2013)

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Support outcomes: As per OCE’s budget narrative submitted in January 2013 (See Appendix B), the desired outcomes for

2012-13 are listed below, along with actual outcomes. 1. The leveraging of grant supported programs to create fee-for-service/self-pay programs in Health IT,

Energy and STEM-related programs.2. Increased linkages from continuing education to credit programs through NSF- ATE and Health IT3. Additional student research opportunities4. Increased partnerships with community agencies5. Expanded allied health continuing education (patient safety, continuing education units)6. Implementation of STEM teacher professional development (LIGHTES) A robust series of public

course offerings on each campus.

Results (actual outcomes) 1. Fee-for-service programs were successfully implemented for Health IT and Advanced Solar/PV

refresher.2. Linkages with mathematics and the physical sciences departments were enhanced through curriculum

development activities related to the NSF-ATE program. Similarly, discussions with the HealthInformation Technology (HIT) department for modifying the current HIT program to include morescience and analytics continued.

3. STEM students had additional research opportunities in the Center for Inclusive Education at StonyBrook University.

4. New partnerships were established with the Heart Gallery (serves special needs children and youngadults) and the Wertheim National Refuge.

5. Expanding allied health offerings were not developed due to the continuation of the Health IT programthrough a no-cost extension.

6. SHINE, the LIGHTES professional development course, was offered July 16-18, 2013. Six (6) teachersparticipated.

As indicated in the November 2013 update to the College’s Operational Plan (See Appendix C), OCE’s support outcomes for 2013-14, which are extensions of those listed above, are to:

1. Build new STEM partnerships2. Implement programs to address employment skills gaps.3. Provide for enhanced community enrichment through increased participation in social and cultural

events, initiatives, and activities conducted by the College or in partnership with external stakeholders. 4. Contribute to the expansion of partnerships with local high schools, school districts, and other higher

education institutions to ensure successful and smooth transitions from high school to college. 5. Reduce social, geographic, and time barriers to academic success through the ease and convenience of

delivery of services,

Significant progress has been made toward achieving these outcomes as per the update. See Section 4 below.

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Connection of institutional goals and measurable institutional objectives (MIOs) to the OCE mission

Institutional Goals: All OCE initiatives are aligned with institutional goals and areas of strategic importance. Primary alignment is with Community Development/Societal Improvement. Secondary alignment is with Student Success, Access and Affordability, and Diversity (See Appendix D).

MIOs: As such, the following MIOs under these institutional goals connect with the OCE mission: Student Success 1.1, 1.2; Community Development/Societal Improvement 2.1, 2.2, 2.3, 2.4; Access and Affordability 3.1, 3.4; and Diversity 6.2

Primary functions and services provided to Suffolk County Community College

OCE provides a primary conduit for meeting the College’s second goal: “to promote the social and economic development of the community we serve.” As delineated on the unit website (http://depthome.sunysuffolk.edu/ContEd/index.htm), OCE offers courses and programs that meet the lifelong learning needs of Suffolk County residents. In addition, specialized “just in time” professional development opportunities are offered to government agencies, community-based organizations (CBOs) and the for-profit sector (See Appendix E). Also, through a myriad of grant-funded programs (See Appendix F), OCE contributes to student success and access and promotes diversity. Finally, as this unit must be self-sustaining, revenues generated contribute to the College’s positive fiscal standing.

Reporting structure and processes for ensuring quality communication

The OCE reports to the Associate Vice President for Academic Affairs (AVPAA). The clear reporting line to the AVPAA assures smooth communication and direction for the unit. The AVPAA approves all adjunct hires and requests for travel. Please see the organizational chart, attached as Appendix G.

OCE strengths, weaknesses, opportunities, and threats (SWOT) over the next seven years

The OCE routinely performs SWOT analyses each December-January as part of the budget planning process. The budget narrative indicates opportunities. Needs are also addressed in this document. The budget narrative is revisited each June. (See Appendix H for the narrative reflecting 2012-13 outcomes and plans for the current year and the 2014-15 budget year). In an effort to examine how OCE grant activity affects (and will affect) OCE operations, OCE engaged personnel from the Office of Grants development and Dr. Catherine Wynne from the Office of Planning and Institutional Effectiveness (OPIE) to lead a grants SWOT session in November 2013. A summary appears as Appendix I.

Strengths: • Unit is well-respected by College executives.• Strong staff, with educational and business acumen.• Staff cross-trained.• Large cadre of adjuncts, representing diverse disciplines.• Ability to develop courses/curriculum “just in time.”

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• Instructional budget is sufficient to support the OCE course offerings. • Non-credit program is self-sustaining. • Significant grant-funded resources contribute to unit’s ability to achieve its mission. Weaknesses: • Limited ability to schedule space for classes as all credit-bearing classes are scheduled first. For

example, as credit offerings have expanded at the Culinary Center, OCE has lost the ability to offer classes in the lab areas at times that the public is most interested in participating. Also, with the sharing of space with LIU on the Michael J. Grant Campus, it has been necessary to constrain the schedule.

• Limited administrative and support staff. • While the computer lab equipment on the Ammerman Campus is state-of-the-art, the rooms are not

inviting to potential customers. • Understanding of OCE functionality and contribution to the College mission is not well-understood

throughout the college community. • Unit instructional activity is significantly different from that of other instructional units at the College.

Systems (purchasing, Banner, human resources) in place were designed for the work of the majority (the 80% “rule”). Therefore, OCE is constantly developing “work arounds,” many of which constrain the course schedule and negatively impede grant-funded program progress.

Opportunities: • Reputation as an excellent partner throughout the external STEM, education, business, CBO and

government community (See Appendices E and F for list of partners and evidence of collaboration) presents opportunities to expand current partners and develop new partners.

• Prior and current grant-funded program successes present a set of assets to leverage for future funding. Threats: • Proposed state aid guidelines altering the definition of remedial courses will result in a 50% decrease of

FTE aid derived from OCE courses. This will result in an increase in tuition for customers and a decrease in the OCE contribution to College revenues.

• Ability to respond to possible partnership opportunities is sometimes limited by college approval processes and committee structures.

• Constant changes in NYSED grant liaisons have resulted in different interpretations of those regulations that are established by precedent. This can lead to confusion, inefficiency and in some cases, denial of claims.

Summary statement: The OCE has the ability and reputation to expand and to have a profound effect as the College seeks to satisfy its objectives and reach its goals. By expanding OCE staff and facilities capacity and streamlining the College operations, this potential may be realized.

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Section 3: Staffing Although the size of the OCE program base has increased four-fold in the last 15 years. the staffing level has not increased proportionally. There remains only one administrator, which can sometimes delay various approval processes such as purchasing. In addition, there remains only one (1) full-time support staff member, a clerk-typist, in this unit. This individual is the public face of the unit yet is overwhelmed by the required task. Fortunately, two (2) part-time college aides and four (4) student aides assist with walk-in customers, answering phones, mailings, etc. In addition, there are dedicated non-teaching faculty and part-time college and student aides for each grant-funded program. Therefore, each non-teaching faculty member must be involved with every clerical function, from time cards to procurement. Although support staff members are cross-trained, this situation leads to inefficiencies. Summary statement: As above, expanded capacity would be beneficial to the unit and the College as a whole.

Section 4: Planning and Assessment The previous full unit review was an outcome of the Middle States Self-Study and official review in 2007. The primary outcome of that review was the need for systematic community input to our course offerings and the desirability of a systematic assessment of the unit. Outcomes assessed As stated above in the Unit Overview section, the OCE’s budget narrative submitted in January 2013 (See

Appendix B), listed the desired outcomes for 2012-13. These are repeated below. 1. The leveraging of grant supported programs to create fee –for-service/self-pay programs in Health IT,

Energy and STEM-related programs. 2. Increased linkages from continuing education to credit programs through NSF- ATE and Health IT 3. Additional student research opportunities 4. Increased partnerships with community agencies. 5. Expanded allied health continuing education (patient safety, continuing education units) 6. Implementation of STEM teacher professional development (LIGHTES) A robust series of public

course offerings on each campus The College’s current operational plan lists the objectives (outcomes) that were assessed by November

2013. 1. Build new STEM partnerships 2. Implement programs to address employment skills gaps. 3. Provide for enhanced community enrichment through increased participation in social and cultural

events, initiatives, and activities conducted by the College or in partnership with external stakeholders. 4. Contribute to the expansion of partnerships with local high schools, school districts, and other higher

education institutions to ensure successful and smooth transitions from high school to college. 5. Reduce social, geographic, and time barriers to academic success through the ease and convenience of

delivery of services.

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Results of the assessment and action plans • The primary outcome of the 2007 review was the need for systematic community input to our course

offerings and the desirability of a systematic assessment of the unit. As a result, an online surveyaccessible to the general public, was developed in consultation with OPIE. Also, unit staff began areflective process to establish a unit mission and vision, along with formal goals and objectives

• All of the desired outcomes for 2012-13 were assessed. As stated in the Unit Overview section,outcomes were realized except in those instances where unit capacity was exceeded

• For 2013-14, the following outcomes have been assessed thus far: 1. Build new STEM partnerships; 2.Implement programs to address employment skills gaps; and 3. Reduce social, geographic, and timebarriers to academic success through the ease and convenience of delivery of services. Significantprogress has been made toward achieving these outcomes as per the update. For example, new STEMpartnerships have been developed. Eleven (11) of these partners are supporting the POWER programby providing guest speakers, advisory board members, internship sites, field experience sites. Apartnership with Cold Spring Harbor Laboratory is in the beginning stages. Also, to simplify onlineregistration for the community, a flexible registration module has been purchased and installed; it willbe implemented by spring 2014.

Implementation and results • The online survey, accessible through the OCE website and attached as Appendix J. was created and

implemented initially in fall 2008.This survey has been available every semester since then. Upon completion by a “visitor,” the survey is automatically submitted electronically to OPIE. At the conclusion of each semester, data is tabulated and analyzed through SPSS with raw data and results are forwarded to OCE.

• OCE completed internal training (2008-10) to better understand the importance of assessment and theneed to coordinate departmental goals and objectives with a departmental mission and vision and,ultimately, to be aligned with that of the College.

• The desired 2012-13 outcomes were assessed in December 2012-January 2013 as the 2013-14 budgetwas being developed and then again in the summer of 2013. These assessments were the result of theexamination toward progress of achieving the metrics, an analysis of the online survey results, and ananalysis of grant-funded program stakeholder surveys.

• The 2013-14 outcomes have been assessed to date through an examination of metrics achieved, as perthe College’s Operational Plan, updated November 2013.

Resultant changes driven by yearly assessments • The fall 2008 and spring 2009 online survey results indicated that the community wanted non-credit

business and management courses available online. Results also indicated frustration with the College’sonline registration system and website in general. OCE developed and offered two online courses:Management and Leadership and Conflict Resolution. In response to registration difficulties, OCEbegan exploring possible solutions. During the summer of 2013, the College purchased a Bannermodule, Flexible Registration, which should simplify the process for the general public once it is fullyimplemented (Fall 2014). Also, a redesign of the College website provided an opportunity to providean obvious link to OCE from the home page.

• For the 2012-13 objectives, it was clear that capacity is needed. The administration plans to add aRenewable Energy and STEM building to the Michael J. Grant Campus, which will alleviate some ofthe physical capacity issues should it be funded. (Adding staff is difficult in a “zero budget growthenvironment” and one in which the instructional program must be self-sustaining.)

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• With substantial progress made toward the 2013-14 outcomes, changes will not be made at this time.Rather, a formal assessment will occur in July 2014, which may result in operational changes.

Budget requests and resource reallocations that emerged as a result of the assessment and planning cycles • Funding for the Flexible Registration module has been requested several times. During 2012-13, the

College assumed the cost of this module, its installation and the technical implementation component. This was a significant benefit to OCE as it removed the cost from the OCE budget.

• Resource reallocations have supported STEM initiatives that were not grant-funded.

Summary statement: The planning and assessment process has assisted OCE to be more efficient, effective and competitive. The unit is better able to meet the needs of its constituents and to convince decision-makers that requests are data-driven.

Section 5: External Evaluation On January 15, 2014, two (2) external reviewers visited SCCC to evaluate the OCE. They were selected based on their background with CE functions at their institutions, knowledge of community and involvement with STEM. The reviewers are listed below and their reports are included in Appendix K.

Reviewer 1: Dr. Veronica Henry, Executive Assistant to the President and Chief Diversity Officer, Farmingdale State College

Reviewer 2: Ms. Patricia Malone, Executive Director, Stony Brook Corporate Education and Training, Stony Brook University

Final reports from evaluators are attached as appendices. These reports include: • Evaluation of the unit operations• Evaluation of the staffing• Evaluation of the SWOT• A list of recommendations for the unit

OCE’s reactions to recommendations OCE personnel felt validated by the external review process and agreed with the reviewers’ findings and recommendations for additional staffing, space and refurbishment of lab facilities. However, Ms. Malone’s recommendation for OCE to be more connected with academic, i.e., degree programs led to further discussion, as several OCE programs are linked to degree programs and STEM activity is linked to college activity. However, the unit does stand on its own as explained above.

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Section 6: Conclusion and Recommendations OCE will use the reviewers’ findings and recommendations to inform its planning, operations and ongoing assessment process. These actions will support continuous improvement of unit operations and offerings. This process will be iterative with internal assessments occurring on a semi-annual basis. Section 7: Action Plans – through 2021

Results of the action plans developed as a result of the unit review process. (This section should be filled out in the year following the unit review and the amended copy forwarded to the Office of Planning and Institutional Effectiveness for electronic storage.)

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Appendix A

Community College Regulations

Part 602.5 (State aid for non-credit remedial programs

New York State Education Law

Note: This document is available online at http://www.suny.edu/sunypp/documents.cfm?doc_id=48

Appendix B

Continuing Education Budget Narrative, 2012-2013

► All Continuing Education initiatives are aligned with institutional goals and areas of strategic importance. Primary alignment is with Community Development/Societal Improvement. Secondary alignment is with Student Success, Access and Affordability and Diversity.

Student Success ($133,536)

Community Development/Societal Improvement ($1,077,204)

Access and Affordability ($500,000)

Diversity

CSTEP General public offerings GED/TASC STEP NSF-S-STEM Partnerships/offerings for corporations/not-for-

profits, government LPP CSTEP

NSF-TUES * SUNY Workforce Development Training (management & leadership for two organizations; Spanish for healthcare)

CTEA Programs NSF-S-STEM

GED /TASC (Test Assessing Secondary Completion)

Healthcare (Pharmacy Technician, Ophthalmic Technician, Health IT, Direct Service Professional Credit Program

Connections to degree/ certificate programs (Direct Service Professional Credit, POWER, ATE, SENCER)

Corporate-sponsored onsite courses

Renewable Energy (POWER and NSF-ATE-LIGHTES; partnership with HVCC for DOE funding)

TAA-eligible students

NIH-IRACDA* NSF-SENCER (Science Education for New Civic Engagements and Responsibility)

SCDOL worksite for GED and credit students

Notes: Projected expenditures refer to CE budget only. Grant funds not included. NYSED-funded initiatives: Liberty Partnerships Program (LPP), Collegiate Science & Technology Program (CSTEP),

Science & Technology Entry Program (STEP) * denotes partnership with other universities and colleges

► Major STEM initiatives – 2013-14 Objectives and Accomplishments Health IT – 543 participants; 291 successfully completed training; 84 in training (April 2010-December 2012: $822K grant; $473K

non-credit tuition); expecting a second granted no-cost extension for the period April 1, 2013-September 30, 2013. Transition to fee for service program thereafter. Work with HIT department to develop health informatics transfer program and CE patient safety programs.

Transition Ophthalmic Technician program to fee for service basis.

POWER – through 6/30/13. 277 participants through December 2012. (funded for 250,$1.87M); applied for a one-year no cost extension

Partnership with Hudson Valley CC through Department of Energy extended through 2014 ($40K+) – faculty training, travel and institutional PV/solar certification in PV.

Ophthalmic Tech Assistant program funding through CTEA (final year); new proposal will focus on surgical technicians STEP (255 students), CSTEP (85 students), LPP (300 students) Adult Basic Education/GED Preparation – prepare and submit proposal to include summer ‘bridge” program for GED exam and LPP

graduates. Acquire and implement Banner’s Flexible Registration module to improve CE registration process SCDOL Vocational training proposal to be submitted February 2013 will include both CE and Corporate Training products.

► Enhanced assessment of CE programs and operations. (institutional effectiveness) Posting of customer survey on website and in external brochure with data analyzed by IE

Findings indicated interest in online management courses, which are now being offered/ Departmental assessment of all programs/operations ongoing. Informed modification of offerings and procedures.

► Expanded access and programs to meet customer needs (community development). Successfully migrated Pharmacy Tech program from CTEA funding to self-pay; Expanded SUNY Workforce Development programs to include

Professional Advancement and Leadership (Developmental Disabilities and Independent Group Home Living) Spanish for Healthcare Providers (Mather and Good Samaritan hospitals; Alzheimer’s Foundation)

Alliance/Direct care grant renewed with a new program for students seeking certificate or associate’s degree. LEED online training to public CE and credit-bearing courses offered at BJG in Ronkonkoma

► Increased partnership programs with not-for-profits, government agencies and school districts (community development/societal needs, diversity). Leveraged grant funds to help support programs with such partners. Continue to provide NYS/Suffolk County DOL One-Stop customers with Pharmacy Tech, Ophthalmic Tech, POWER, Health IT

training. Also spearheaded initiative to re-certify SCCC as worksite for SCCC students receiving public assistance. Continued to provide CSTEP students with research opportunities at Brookhaven National Laboratory (BNL) , Garcia Center at SBU,

Biology and nanomaterials (Center for Inclusive Education) Leveraged NSF-STEM and CSTEP to fully support math/science/technology students. Continued to provide LPP students with transition to SCCC (and other colleges) and with work experience at BNL. Continued to leverage Alliance (Direct Service Program) relationship to do individual agency professional development through

SUNY Workforce Development grants. Expanded hospital/healthcare partnerships to include NSLIJ and Alzheimer’s Foundation.. Offered contextualized Spanish language

training to employees, Partnerships with NYS Optician Board and eight (8) optical centers for Ophthalmic Technician training (see below) Developed partnerships with energy-related and nanotechnology firms and organizations through POWER and Hudson Valley grants.

► Leveraged grant program resources to expand office functionality and programs. Grant programs provided over 75% of office support/clerical expense. Participating students encouraged to enter college’s degree programs, as appropriate; average of 15 LPP students have enrolled during

each of the last two years. ► NYSED/SUNY Grants: $901.094 (student success, community development/societal needs, diversity)

Collegiate Science and Technology Entry Program (CSTEP) - $91,059 annually to serve 85 students. New grant awarded, 2011-2015. Science and Technology Entry Program (STEP) - $197,465 annually to serve 255 students from 5 school districts. New grant awarded,

2011-2015. Liberty Partnerships Program (LPP)- $350,000 annually to serve 300 Longwood students. New grant awarded, 2012- 2017. GED – $98,900. Grant contract exists through June, 2013. Submitting new proposal this week that will request funding for a college

Transitions program. Through competitive process, established SCCC as Official GED Test site - $58,500 over 3 years, extended through 2013 CTEA - Ophthalmic Technician training- $65,868 to serve 46 students. Workforce Development Training (SUNY) - $39, 302 (2 projects)

► Continuing Education Revenue Increased from $1.12 M in 2010-11 to 1.14M for 2011-12. Projection for 2012-13: $1.15M Projection for 2013-14: $1.17M

► Action Plans, 2013-14 Continue all programs Leverage grant supported programs to create fee –for-service/self-pay programs

Health IT Energy STEM-related programs

Build linkages from continuing education to credit programs NSF- ATE Health IT Develop additional research opportunities

Continue to increase partnerships with community agencies Expand allied health continuing education (patient safety, continuing education units) Develop and implement STEM teacher professional development (LIGHTES)

Appendix C

Suffolk County Community College Operational Plan Update (11/2013)

Appendix D

Institutional Goals and Measurable Institutional Objectives

Goal 1.0: Student Success: To foster the intellectual, physical, social and civic development of students through excellent and rigorous academic programs and comprehensive student support services.

1.1 Increase the completion rate of first-time, full-time (FTFT) students in gateway courses through enhanced engagement with faculty, academic support and student services.

1.2 Increase the fall-to-spring persistence rates of all credit bearing students to 75% and fall-to-fall retention rates for FTFT students to 70% by supporting students through enhanced engagement with faculty, academic support, and student services.

1.3 Increase the three-year graduation rate of FTFT students to 20% through enhanced engagement with faculty, academic support, and student services.

Goal 2.0: Community Development/Societal Improvement: To promote social and economic development of the community we serve.

2.1 Enhance the local workforce by increasing partnerships with key employment sectors and offering programs to address the employment skills gap in Suffolk County.

2.2 Expand targeted outreach to non-traditional constituents to increase the number of non-traditional students served through continuing education and traditional academic programs.

2.3 Enhance community enrichment through increased participation in social and cultural events, initiatives, and activities conducted by the College or in partnership with external stakeholders.

2.4 Expand partnerships with local high schools, school districts, and other higher education institutions to ensure successful and smooth transitions from high school to college.

Goal 3.0: Access and Affordability: To provide access to higher education by reducing economic, social, geographic and time barriers.

3.1 Improve access by developing needed facilities and reducing geographic barriers associated with campus structures and topography through the implementation of the Capital Program as evidenced by specific project completion each year.

3.2 Reduce the economic barriers to higher education by maximizing institutional efficiencies in order to minimize increases in College operating costs, as evidenced by the budget.

3.3 Reduce the economic barriers to higher education associated with limited financial aid by increasing the number of applications for and awards of both merit- and need-based scholarships, as evidenced by Foundations update reports.

3.4 Reduce social, geographic, and time barriers to academic success through the enhancement of online, web and/or mobile academic and student support by increasing the availability, accuracy and currency of courses, applications and content, as well as the ease and convenience of delivery.

Goal 4.0: Institutional Effectiveness: To monitor and assess the performance of the institution to ensure continuous improvement in achieving the mission, vision and goals of the College.

4.1 All divisions, departments, programs, services and units of the College will, through the implementation of an integrated planning system, monitor and assess outcomes and communicate evidence that assessments have been used toward continuous improvement in achieving the College’s mission, vision, and goals.

Goal 5.0: Communication: To promote transparent and effective communication within the college community and between the college community and external constituencies.

5.1 Through written, electronic and face-to-face communication, issue college-wide communication to administrators, faculty, staff, and students in order to promote effective internal communication. In addition each campus will develop methods to deliver and receive departmental and divisional input about their mission- related activities.

5.2 Through written, electronic, and face-to-face communication, issue information to external constituents and stakeholders about College and student initiatives and accomplishments, as well as community outreach programs, in order to promote the value the college brings to Suffolk County and its citizens.

Goal 6.0: Diversity: To reflect the ethnic, demographic, and economic composition of Suffolk County.

6.1 Foster and demonstrate measureable improvement in decreasing ethnic disparities within its instructional and non-instructional faculty and staff for pan-cultural groups.

6.2 Decrease achievement disparities among pan-cultural groups and across socioeconomic groups by developing partnerships and approaches aimed at decreasing the need for developmental education, improving the rate of persistence Fall-to-Spring for FTFT freshmen, and improving graduation and transfer rates for these populations.

Appendix E

Office for Continuing Education Customers and Collaborators 2012-13

AME (notary public training)

BJG Electronics (on-site classes)

Brookhaven National Laboratory (on-site classes)

Heart Gallery/Saddle Rock Ranch (career awareness, interpersonal skills)

LI STEM Hub (collaborator)

North Shore Long Island Jewish Medical Center (collaborator)

Ophthalmic Centers of Long Island (job placement)

Sachem Eye Care (job placement)

Stony Brook Hospital (job placement)

Suffolk County (serve on Welfare to Work and Climate Change committees, worksite)

SUNY Cortland (coaching training)

Town of Brookhaven (web design training)

US Vision (job placement)

Walgreens (job placement, internships)

Appendix F

Grant-Funded Program External Partners. 2012-13

Government, Higher Education and Research Facilities • Adelphi University (STEP and CSTEP)• Brookhaven National Laboratory (internship placements, guest speakers, NSF programs, STEP and

CSTEP, LPP, LI STEM Hub, POWER)• Farmingdale State College (solar energy, NSF programs, STEP and CSTEP)• Hofstra University (STEP and CSTEP)• Nassau Community College (NSF-TUES, POWER)• New York Institute of Technology (STEP and CSTEP)• New York State Office of Parks, Recreation and Historical Preservation (LPP)• NYSERDA (POWER)• St. John’s University (STEP and CSTEP)• Stony Brook University (NSF programs, POWER, internships, guest speakers, STEP and CSTEP)• Suffolk County (Health IT)• SUNY Old Westbury (STEP and CSTEP)• Tidewater Community College in Virginia (Health IT)• Wertheim National Refuge (LPP)

School Districts • Brentwood Union Free School District (STEP)• Center Moriches School District (NSF-LIGHTES)• Central Islip School District (STEP)• Longwood School District (STEP, LPP)• Riverhead School District (STEP)• Sachem School District (NSF-LIGHTES)• South Country School District (STEP)• William Floyd School district (NSF-LIGHTES)

Community-Based Organizations • Alliance for Long Island Agencies, Inc. (Direct Service Professional Credit Program, Career Ladder

Program)• Alzheimer’s Foundation (SUNY Workforce Development)• Developmental Disabilities Institute (SUNY Workforce Development)• Good Shepherd Hospice (SUNY Workforce Development)• Habitat for Humanity- Nassau County (POWER)• Habitat for Humanity- Suffolk County (POWER)• Hauppauge Industrial Association (POWER)• Independent Group Home Living (SUNY Workforce Development)• LI STEM Hub (STEP)• LIPA (POWER)• Sustainable Long Island (POWER)• United Veterans Beacon House (POWER)• Urban Green League (POWER)• US Green Building Council-Suffolk County (POWER)

Corporate (POWER, Ophthalmic Technician and Pharmacy Technician) • American Windows and Siding (AWS)• AO Smith High Energy Efficiency Revolution• BEP Solar, (Best Energy Power)

• Bethpage Solar • Clean Energy Solutions • CleanEdison • Division 7 • Doctor Energy • Eastern Energy Systems • EE Evolution Energy • Empire Solar • EmPower • Energy by Choice • Energy Efficiency USA • Energy Efficiency USA • Energy Zone • EnergyOne • Force Solar • GB Construction & Development Inc. • Green Audit USA • Green Logic • Greens Homes America • Greenway Solutions Inc. • H2M Engineers • JLC Landscape Services • Lime Energy • Long Island Power Solutions • Master Mechanical • National Photovoltaics • New York Generators Energy • No More Oil Or Gas- Geothermal • NY Solar • Ophthalmic Centers of Long Island (job placement) • Radiant Insulation Systems • Roof Diagnostics Solar • Sachem Eye Care (job placement) • Sherman Industries • Solar City • Solar Windependance • SolarCity • Stony Brook Hospital (job placement) • SunNation • Sunshine Solar Technologies • Trinity Solar • United Solar Company • US Vision (job placement) • Vivint Solar • Wales-Darby, Inc. • Walgreens (job placement, internships) • Zero Energy Homes

Appendix G

Organization Chart

The Associate Dean for Continuing Education reports to the Associate Vice President for Academic Affairs (VPAA). The VPAA reports to the Vice President for Academic and Student Affairs. Charts are attached.

The Office for Continuing Education is organized functionally with program leads who are considered faculty. Support and clerical staff are cross-trained and assist all leads and the Associate Dean.

Associate Dean N. Leonhardt

Equity and Access Grant-

funded Programs A. Jackson

Workforce Development

A. Dunkirk

Energy T. Kloss

Non-credit to Credit Programs

K. Riley

Barbara DeFina High School Equivalency

Appendix H

Continuing Education Budget Narrative for 2014-15 budget

► All Continuing Education initiatives are aligned with institutional goals and areas of strategic importance. Primary alignment is withthe goals of Community Development/Societal Improvement. Secondary alignment is with Student Success, Access and Affordabilityand Diversity.

Student Success ($200,500)

Community Development/Societal Improvement ($1,042,184)

Access and Affordability ($399,5000)

Diversity

CSTEP General public offerings GED/TASC STEP NSF-S-STEM Partnerships/offerings for corporations/not-for-

profits, government LPP CSTEP

NSF-TUES * SUNY Workforce Development Training (management & leadership for two organizations; Spanish for healthcare)

CTEA Programs NSF-S-STEM

GED /TASC (Test Assessing Secondary Completion)

Healthcare (Pharmacy Technician, Ophthalmic Technician, Health IT, Direct Service Professional Credit Program/Career Ladder Program)

Connections to degree/ certificate programs (Direct Service Professional Credit, POWER, ATE, SENCER)

Corporate-sponsored onsite courses

Renewable Energy (POWER and NSF-ATE-LIGHTES; partnership with HVCC for DOE funding)

TAA-eligible students

NIH-IRACDA* NSF-SENCER (Science Education for New Civic Engagements and Responsibility)

SCDOL worksite for GED and credit students

Proposed summer “bridge” program

Proposed summer “bridge” program Proposed summer “bridge” program

Proposed summer “bridge” program

Notes: Projected expenditures refer to CE budget only. Grant funds not included. NYSED-funded initiatives: Liberty Partnerships Program (LPP), Collegiate Science & Technology Program (CSTEP), Science &

Technology Entry Program (STEP) * denotes partnership with other universities and colleges

► Major STEM initiatives – 2013-14 Objectives and Accomplishments Health IT – successfully secured a second no-cost extension (only three of original 22 partners secured this extension); 646

participants; 406 successfully completed training; $989.4K grant; $558K non-credit tuition). Transition to fee for service program for 2013-14. Began discussions with HIT department to develop health informatics transfer program and CE patient safety programs .

Transition Ophthalmic Technician program to fee for service basis. POWER – through 6/30/14 with no-cost extension. Applying for second no-cost extension. Through September 2013, 370

participants, 316 completing education/training. 263 entering employment. (With no-cost extension, funded for 260 participants,305 to complete education/training, 275 to be employed. Funded at $1.87M).

Partnership with Hudson Valley CC through Department of Energy extended through 2014 ($40K+) – faculty training, travel and institutional PV/solar certification in PV. LIGHTES and POWER instructors attending training.

Ophthalmic Tech Assistant program funding through CTEA extended through 6/30/14. Project for future funding: surgical technician STEP (305 students), CSTEP (96 students), LPP (338 students). All exceed contracted benchmarks of 255, 85 and 307 students,

respectively. In conjunction with Engineering and Physical Sciences departments, developed, implemented and assessed summer STEM teacher

professional development (LIGHTES). Charter member of LI STEM Hub. Lead STEM Hub Metrics committee. Serve on STEM Hub/LIRACHE Healthcare and Career

Awareness subcommittees. Continued to serve on SUNY STEM Diversity Conference Committee and LI STEM Diversity Summit Committee.

► Continued enhanced assessment of CE programs and operations. (institutional effectiveness) Posting of customer survey on website and in external brochure with data analyzed by OPIE. Findings indicated interest in online

management courses, which are now offered, online and face-to-face. Departmental assessment of all programs/operations ongoing. Informed modification of offerings and procedures.

► Expanded access and programs to meet customer needs (community development). Pharmacy Tech program remains self-sustaining. Expanded SUNY Workforce Development programs to include

Professional Advancement and Leadership – two grants: (1) Developmental Disabilities, Family Residences and Essential Enterprises, and Independent Group Home Living; (2) BJG

Spanish for Healthcare Providers (Alzheimer’s Foundation and Good Shepherd Hospice) Alliance/Direct Care grant resubmitted, including the Career Ladder program for students seeking certificate or associate’s degree. LEED online training continues to be self-sustaining Contractors enrolling in POWER Municipal interest in green energy courses. CE and credit-bearing courses continue to be offered at BJG in Ronkonkoma. Won the 2013 Association for Continuing Higher

Education (ACHE) Northeast Metropolitan Region Exceptional Program Award.. Credit-bearing classes offered at BNL. Acquired and began implementing Banner’s Flexible Registration module to improve CE registration process

► Increased partnership programs with not-for-profits, government agencies and school districts (community development/societal needs, diversity). Leveraged grant funds to help support programs with such partners. Continue to provide NYS/Suffolk County DOL One-Stop customers with Pharmacy Tech, Ophthalmic Tech, POWER, Health IT

training. Continued to provide CSTEP students with research opportunities at Brookhaven National Laboratory (BNL) , Garcia Center at SBU,

Biology and nanomaterials (Center for Inclusive Education) Leveraged NSF-STEM and CSTEP to fully support math/science/technology students. Continued to provide LPP students with transition to SCCC (and other colleges) and with work experience at BNL. Partnered with Wertheim National Refuge to provide STEM field experiences for LPP students for 2013-14. Continued to leverage Alliance (Direct Service Program) relationship to do individual agency professional development through

SUNY Workforce Development grants. Expanded hospital/healthcare partnerships to include Good Shepherd Hospice. Will offer contextualized Spanish language training to

employees. Partnerships with NYS Optician Board and ten (10) optical centers for Ophthalmic Technician training (see below). Developed partnerships with energy-related and nanotechnology firms and organizations through POWER and Hudson Valley CC

grants. ► Leveraged grant program resources to expand office functionality and programs.

Grant programs provided over 75% of office support/clerical expense. Participating students encouraged to enter college’s degree programs, as appropriate; average of 18 LPP students have enrolled during

each of the last two years. ► NYSED/SUNY Grants (student success, community development/societal needs, diversity)

Collegiate Science and Technology Entry Program (CSTEP) - $93,785 annually to serve 85 students. Grant awarded, 2011-2015. Science and Technology Entry Program (STEP) - $203,398 annually to serve 255 students from 5 school districts. Grant awarded,

2011-2015. Liberty Partnerships Program (LPP) - $350,000 annually to serve 300 Longwood students. Grant awarded, 2012- 2017. Through competitive process, established SCCC as Official GED/TASC Test site - $58,500 over 3 years, extended through 2014. CTEA - Ophthalmic Technician training- $73, 500 to serve 46 students. Workforce Development Training (SUNY) - funded for 3 projects for 2013-14 at $42,418.

► Continuing Education Revenue Increased from $1.12 M in 2010-11 to 1.14M for 2011-12. Projection for 2012-13: $1.15M. Actual revenue: $1.007M. Weather (Sandy and blizzard) led to cancellation of 17 sections and

reduced enrollment in 115 sections (withdrawals). Projection for 2013-14: $1.15M Projection for 2014-15: $1.17M

► Action Plans as aligned with the College’s Operation Plan, 2013-14 Continue all programs (Goals 1,2,3,6) Develop new STEM partnerships (Objective 2.1).

The following partnerships have been created with activities undertaken, Fall, 2013 (see continuing education Annual Assessment of SLOs/SOs):

• POWER • Wertheim National Refuge

Partnership with Cold Spring Harbor Laboratory is in initial stage. To be developed spring 2014. Continue to implement STEM teacher professional development (LIGHTES) as CE courses, partnering with new school

districts. (Also Objective 2.4) Targeted outreach to non-traditional students through attendance at adult open house sessions (Objective 2.2). Attended fall session. Continue to partner with and offer courses and programs to employees of corporate/not-for-profit/government partners, developing

one new program per year. (Objective 2.2). The new program will be CREST, the SUNY Workforce Development Program for BJG employees.

Develop new Leverage grant supported programs to create fee –for-service/self-pay programs (Objective 2.2) Health IT Energy STEM-related programs

Build linkages from continuing education to credit programs (Objective 2.2) Develop summer “bridge” program (will be state–aided and will require funding for instruction). NSF-SENCER (received notification of small implementation award, December, 2013) NSF- ATE NSF-TUES (pathways for students) (Objective 2.4 also) Health IT Develop additional student research opportunities. Suggestion: SCCC may wish to consider becoming an institutional member

of the Council on Undergraduate Research (CUR). Increased participation in in social and cultural event, initiatives and activities conducted by the College or in partnership with external

stakeholders.(Objective 2.3) Includes STEM Hub, BNL, SBU, LI STEM Diversity Summit, Advanced Energy Conference, LI Native Plants Conference,

Wertheim Community Days Continue to survey community members for programmatic input.

Expand College Placement Testing Program in Longwood LPP to include STEP students. Begin offering testing to STEP students in Brentwood School District. (Objective 2.4).

Fully implement Banner’s Flexible Registration module to improve CE registration process. (Objective 3.4)

Appendix I

Office for Continuing Education SWOT Analysis Meeting

November 11, 2013, 11:30 am – 12:30 am

Rm. 127, NFL Bldg., Ammerman Campus

Present: Elizabeth Altman, Mary Lou Araneo, Barbara DeFina, Andrea Dunkirk, Jeanne Durso, Arlene Jackson, Thomas Kloss, Shaun Kneher, Nina Leonhardt, Lori Ann Pipczynski, Kristin Riley, Troy Tucker, Catherine Wynne, Henrietta Ytuarte

Strengths:

Continuing Education is well known and collaborates with many partners lending to its respectable track record. The largest, most diverse proportion of grants obtained by the College, are obtained through the Office of Continuing Education. The staff size is relatively small for the number of students it serves (FTEs equivalent in number to the Eastern Campus). It owes its success, in part, to the diverse talents of its staff, as evidenced by the many programs that have been specifically tailored to meet the needs of their partners. The Office promotes a culture of mutual support, resulting in a flexible, cross-trained staff that is constantly evolving. Continuing Ed operates outside of the purview of governance; consequently, the Office has developed into the outreach arm of the College. The Office has collaborated with many partners. It is always dynamic, and importantly, it is respected by all.

Weaknesses:

Continuing Education is a self-supporting unit of the College, which presents this department with unique challenges, not experienced by any other department in the College. Staff related issues (both number of staff and level of support for staff) are always present, along with the concomitant issue of lack of space, are always present. There is a general lack of incentive for the Office to implement new ideas. The lack of funds for advertising has made it difficult to inform the public as to the classes and programs that are offered by the Office. Bureaucratic issues pertinent to the College present challenges to the Office. For example, the lack of standardization in the purchase order process, the 1126 for tutoring, and purchasing food (for grant covered program events), lack of scholarship opportunities for some programs (Alliance, STEP, LPP), and the College registration process is not always conducive to Continuing Education classes. The College has their own set of procurement procedures that are not always compatible with the State funded programs. Moreover, unanticipated change in College priorities results in reducing the office’s effectiveness, and worse - its credibility with partners.

Opportunities:

11/15/13

Advertising in Continuing Education can help with enrollment numbers which can directly affect the probability that a particular class will run. Advertisement can also help to bolster program awareness amongst the public and community leading to greater support and commitment. Because of its nimbleness, the Continuing Education Office is poised to respond to several initiatives which appear in the offing, such as POWER. Moreover, SUNY initiatives to eliminate the need for developmental education may have implications for Continuing Education, which may lead to expansion of Continuing Education services.

Threats:

Linkage between outside stakeholders and the Office is sometimes weak. For example, the workplace is often not ready to receive the first cohort of trained students in a given program. Interpretation of the “rules” within given grants is liaison specific thereby leading to new interpretations upon liaison reassignment. This can result in potential delays of production and implementation of certain grant initiatives. Proposed reduced FTE funding for non-credit courses, such as the GED will have direct impact on the Office’s budget, as well as flat funding with rising costs. Lastly, each partnering initiative presents its own unique challenges.

11/15/13

Appendix J

Office for Continuing Education Online Survey

Note: This document is available online at

http://depthome.sunysuffolk.edu/ContEd/index.htm

Farmingdalestate college

Dr. Veronico HenryExecutive Assistont to the President

Hotton Holl- Room 270631420-2622 Fox: 63142&2772

ve ron ica. he nn6d farm i npda le. e du

Januarv 30. 2014

Dr. Carla L. Mazzarelli, Ph.D.Vice President for Academic and Student AffairsSuffolk County Community CollegeCentral Administrative Offi ces533 College RoadSelden, New York 11784-2899

Dear Dr. Mazzarelli:

Enclosed is the Extemal Reviewer's Report for Suffolk County Community College Office of ContinuingEducation that was conducted on January 15, 2014. It was a pleasure visiting and meeting yourwonderful staff. I am very impressed with the Continuing Education programs that are offered.

Again, thank you for inviting me to share in the extemal review process. Should you have any questionsconceming the report, please contact me at 631 420-2622.

Sincerely,a- I \

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Dr. Veronica Henry, Ph.D.

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Enclosure: Extemal Reviewer's Report

cc: Nina Leonhardt, Associate Dean ofContinuing Education

By UPS Next-Day Air

A Campus of The State University of New York

Farmingdafe State College . 2350 Broadhollow Road . Farmingdale, New York 11735-lo2l ' 631-420-2000. www.farmingdale.edu

Appendix K: External Reviewers Reports

External Reviewer's ReportAdministrative and Educational Support Unit Review

Institution: Suffolk County Community CollegeAdministrative and/or Educational Support Unit name: Continuing EducationDate of Evaluation: January 15,2014Evaluator(s): Dr. Veronica Henry

Mission, Goals and Strategic Plan

Based on the review, the mission of the Office of Continuing Education (OCE) is aligned withand is supportive ofthe College's mission. Thus demonstrates that the unit is a valuable partnerin serving the Communiry throughout Suffolk County, the Long Island Region and beyond.

The goals and objectives are in alignment with the College's goals as outlined in the strategicplan. The OCE unit provides programs that promote the social and economic development ofthecommunity. The programs are transformational, improving the lives of those they serve. It wasevident during the interviews that were conducted with OCE faculty, staff and administration thatthere is a commitment to meetins the needs of the local workforce as well as deliverineemployer's specifi c training.

Functions and Seruices

There is a clear reporting structure for ensuring smooth communication flow as outlined in theorganizational chart. During the visit, camaraderie and collegiality of the team was evident. TheOCE is flexible in responding to the shifting and changing trends based on technology and

workforce development training needs.

There is supportive evidence that the continuing education offerings evolve through needs

identified by businesses, community, students, administration, faculty and research.

SWOT (Strengths, Weaknesses, Opportunities, and Threats) Analysis

There is great respect for the administration ofthe OCE unit, both internally and extemally. As an

example, the strength in securing grants of over $2.1 million has allowed the unit to operate

effectively and independently from the college. Their efforts must be applauded.

The infrastructure is paramount in promoting and marketing not only the OCE unit, but alsoSuffolk County Community College (SCCC). There are several conditions that could potentiallythreaten the unit's abiliry to achieve its goals and outcomes. The constraints ofhaving state oftheart computer lab equipment, new carpeting and overcrowded office space, presents opportunitiesfor threats to the unit. These weaknesses are outlined in the SWOT Analysis and were observeddurins the external review.

IV. Staffing

There is evidence that the faculty, staff and administ*ation are student centered, committed andmission focused. As indicated during interviews, the faculty expressed their commitment ofgoing above and beyond their assignments to meet the needs of their students. However, withlimited staffing, there can be imposed challenges in the workforce and academic needs, forexample, timely curriculum development.

Planning and Assessment

The OCE has a formalized planning process that is imbedded in the strategic plan ofthe OfTice ofAcademic and Student Affairs. There is evidence of serving the needs ofthe community and theworkforce through the number of grants funded and self-sustaining programs. Included are thepipeline programs such as Science, Technology, Engineering and Mathematics (STEM), STEP,CSTEP, CED, Liberty Partnerships and Alliance programs. The commitment to diversity is seen

throughout all aspects ofthe programs.

The assessment plan measures are appropriate for the programs. The Associate Dean has

excellent skills in assessment and has demonstrated them effectively and appropriately. Qualityimprovement is threaded through the assessment process.

The budget resource reallocation is an integral component of the Planning and Assessmentprocess. The Suffolk County Community College is supportive of OCE in implementation oftechnology to assist with the budget process.

The faculty, staff and administration must be commended for their vision in focusing on theSTEM pipeline in meeting the future workforce and economic needs.

Conclusion

This external reviewer concludes that the OCE Unit is well developed and effectivelyadministered. An effective evaluation strategy is in place, as an example, periodic surveys are

conducted. The outcomes/results of the programs were identified and there is evidence oftransparency. The focus on building new STEM partnerships and expansion of partnerships withlocal school districts and higher education provide seamless transition. The building location is

accessible to the extemal community and the outward fagade is attractive.

Assessing the Assessment

Based on the review, the OCE programs are excellently administered, in light of existingconstraints.

Recommendations:

o As mentioned earlier, there is evidence of overcrowded office space. This reviewer recommendsan assessment ofthe current infrastructure for additional and improved accommodations.

o The need for additional staffing including faculty and administrative support has been articulatedin the SWOT Analysis and interviews. lt is important that the Suffolk County CommunityCollege leadership assess the need for additional staffing for the OCE Unit.

v.

uI.

External Reviewer’s Report Administrative and Educational Support Unit Review

Institution: Suffolk County Community College Administrative and/or Educational Support Unit name: Office for Continuing Education

Date of Evaluation: January 15, 2014 Evaluator(s): Patricia Malone, Executive Director, Corporate and Executive Education, Stony

Brook University ______________________________________________________________________________ The Associate Dean of the unit prepared a seamless day beginning with a general discussion of the unit’s role within the institution, relevant background about non-credit and grant funded programs and initiatives, and an opportunity to speak with senior administrators. This set the tone for the several informative and insightful interviews that followed with key program managers. The facility tours, program information and economic impact presented a keen perspective on the relevance of the unit at Suffolk Community College.

The Units Mission, Goals and Strategic Plan seemed to be completely aligned with those of the college. The unit has several key areas committed to student access and engagement equipped with dedicated faculty support. The programs are clearly aligned with occupational opportunities. It is clear that the program choices support both the social and economic health of the community as reflected in institutional goals. On-line and hybrid training models are used creatively to provide geographic and lifestyle access and affordability. Remedial and basic literacy programs support overall programming. Retention strategies and successful completion rates are monitored. Engagement with high school programs for advanced and disadvantaged students provide academic experiences for a diverse range of students fostering STEM disciplines and emerging occupational pathways. Several partnerships ranging from those with school districts, the U.S. Green Building Council, DDI and others promote a wide range of educational resources addressing talent and skill gaps in diverse settings. Measurement tools are in place in each area and all directors were able to articulate outcomes and issues in their programs. The staff has done an excellent job in adapting to the diminishing funding programs had originally and are struggling with ways to maintain quality and service. The unit has a strong operational structure for the areas it addresses and very competent and dedicated staff. However, it appears that every program manager is stretched to capacity and beyond, both in work load, student services, student enrollment capacity and staffing. There is a limit to the innovation and creativity they can bring to their programs because of this overload. Despite this they remain flexible and agile to their best ability addressing new program areas as. Strengths, Weaknesses and Opportunities and Threats To be responsive to market trends and occupational demand areas the unit has to be versatile and

agile in its ability to obtain and translate labor intelligence, launch new programs, secure locations and launch instructional models in a short time frame. The labor market data is often changing and curriculum updates and enhancements are necessary. The unit can achieve much more breadth and depth if it had additional resources in staff and space. There is an inordinate amount of administrative time spent navigating operational processes and adapting them to their more entrepreneurial model. This energy could be put to use in enhancing student services or opening up additional programs. It is a roadblock to growth. Diminishing funding poses a threat to some programs yet opens up the need to be innovative in launching and enhancing new ones. New private/public partnerships present opportunities for revenue and growth in new areas. Staffing

There is a clear need for additional staff in some areas to promote growth and ability to better service students. The relationship building and maintaining at school districts, with social service organizations, optical and electronic healthcare employers and so on takes a lot of time. It seems that with more specifically dedicated staff the college could have a much greater impact and strengthen its ability to engage more of their student population into academic programs at the institution. Planning and Assessment The expectations are that there will continue to be an internal and external review. Plans for continuing development were not discussed. The creation of sustainable revenue sources and as funding is diminished remains central to the plan. It is recommended that there be more engagement from academic staff and other units to assist in identifying ways to expand and support the critical role this college “entry point” plays for many individuals attempting an academic experience, returning to work or in employment transition. It has tremendous potential to be a strong outreach partner but without the institutional connectivity it is not as central as it could be. The programs can be delivered and strengthened in a more sustainable way if the labs and facilities being used are exclusive to the unit. The care and upkeep of the labs will result in a better public impression. Dedicated availability of facilities to the CE unit will allow additional scheduling and more creative programming. There are considerable limitations currently. The facilities are moderately sufficient in most cases and in the case of the computer labs are substandard. The new student, corporate client or returning student will not have a good impression of the state of the art, up to date technology environment the college wishes to portray. It is a concern that repeat and expanded business may be deterred forms the facilities. The unit needs institutional support in refurbishing/ relocating these classrooms. In conclusion, the unit does an excellent job in delivering and managing the programs it currently offers. The staff is dedicated and well informed about their program areas. They are strikingly caring about their students. There is a consistent theme of commitment to quality and pride in the work being done. They demonstrate all the values and aspirations included in the mission and vision statement. The staff is professional and dedicated. They have a keen grasp on their market, client and program. This is an impressive team. Thank you for the opportunity to participate in this external review.