Skip to Main Content
  • footerUtility
  • LBCC Strategic Initiatives

    LBCC has committed to strategic initiatives that aim to provide greater learning to a greater number of citizens. In order to engage in the quality and breadth of education needed to “enable all of us to participate in, contribute to, and benefit from the cultural richness and economic vitalities of our communities,” we must redesign our education delivery model in a manner that BOTH reduces the “unit cost of production” and expands the effectiveness of that model to a broader range of students.

    The three goals of the plan touch every area of the college, and even extend to the LBCC Foundation.

    The Strategic Goals of this plan are:

    1. Increase Student Completion by 50% - (we currently document approximately 850 completions of Associates Degrees and Program Certificates). This is our “Productivity”Goal. 

    2. Ensure that Completion is demographically representative of our District – results that are similarly achieved for everyone, everywhere in the District. This is our “Equity” Goal. 

    3. Ensure that Completion represents a demonstrable capacity to better one’s life and to contribute back to our community – making a difference for our students and for our communities after they complete. This is our “Quality” Goal.

    As part of these goals, LBCC has revised it mission statement, core themes and will soon adopt revised values. The college community has also been working on 12 strategic intiatives since Sept. 2012. They are:

    1. Redesign/Reorganize the Instructional Program of the college to reflect and respond to the educational needs and experiences of our students, and the communities of which they are a part. 

    a. Divisional alignment around educational progression instead of program/content similarity 

    b. Education “Clusters” that enhance students’ opportunities to develop a broader knowledge and skill foundation for future employment or further education. (ex: Career/Technical cluster that allows/encourages a student to acquire a broader technical skills base on which to build welding expertise) 

    c. Course/section offerings in the numbers, at the times, and through the array of modalities that best responds to the projected course progression that students are most likely to follow if they are to complete their chosen program 

    d. Program/course offerings that are demonstrably connected to current and/or anticipated employment in our communities and to further educational opportunities 

    2. Redesign/Reorganize Student Services into two distinct but not mutually exclusive, dynamically structured areas – one focused on Teacher Services and the other focused on Learner Services – together focused on Education Support Services. 

    a. Teacher Services 

    i. The purpose of this area is to equip and support teachers/advisors/learning guides to be effective with the broadest range of students 

    ii. This area would include departments/programs currently identified as: 

    1. Disability Services 

    2. Center for Teaching and Learning 

    3. Counseling Services (Advising Services?) 

    4. Diversity and Civic Engagement 

    b. Learner Services 

    i. The purpose of this area is to equip and support students/learners to be successful in their education pursuits 

    ii. This area would include departments/programs currently identified as: 

    1. Learning Center 

    2. Tutoring 

    3. Veteran’s Services 

    4. Registration 

    5. Financial Aid 

    3. Regroup and re-focus Co-Curricular Clubs, Activities, and Teams into a cohesive and demonstrable strategy for increasing student success and developing a vibrant, inclusive community environment not just for the program participants but for all members of the LBCC community. 

    a. Funding would be dependent on and scaled to each activity’s ability to achieve these outcomes 

    b. Would serve as a rubric for both activity continuation and addition

    4. Develop eLearning as a functional comprehensive delivery model, primarily for degree completion but also for extended time completion, schedule conflict mitigation, and other learning needs that are not adequately addressed through our traditional delivery model. 

    a. All on-line, including content, instructional design, student services, administration, etc. 

    b. Self-supporting (and perhaps even income generating) Business Model 

    5. Redesign our Partner Programs around the partner relationship in order maximize our capacity to make dynamic application of those programs toward the development and maintenance of effective pathways for student to progress from one educational level to the next. 

    a. Provide a coordinated point of contact for K-12 that includes all K-12/LBCC delivery programs, including 

    i. Expanded Options 

    ii. Expanded Diplomas 

    iii. Dual Credit 

    iv. Perkins (Tech-Prep) 

    v. Trades Education Partnerships 

    b. Provide a coordinated point of contact for 4-year institutions that includes all 4-yr/LBCC delivery programs, including 

    i. DPP (OSU, OIT, etc) 

    ii. Program/Degree Articulation 

    iii. Transfer Agreements 

    c. Provide a coordinated point of contact for Business partners, including 

    i. SBDC 

    ii. SBM 

    iii. Workforce Training 

    iv. CTE (and other) Advisory Boards 

    v. Direct Business Support for Academic Programs 

    6. Develop a “comprehensive advising” program, built on the foundational resource of faculty but including many more, providing each student with a personal relationship with a person who will assist and support each student in the successful application of the college’s educational resources to the effective pursuit and completion of their program. 

    a. All Registration, Program Requirement, Elective Options, Articulation, and other content resources will be available to both student and advisors via real-time electronic media. 

    b. We will incorporate electronic student service and support systems. 

    7. Measure success in terms of how our students – and our communities – benefit from our completions. 

    a. Publish our performance measures and use them to inform future directions. 

    b. Provide school districts with periodic (annual?) reports that quantitatively summarize the performance of their graduates at LBCC, including: 

    i. Remediation needs 

    ii. GPA 

    iii. Completion 

    iv. All the above disaggregated by participation in dual-credit and expanded options programs 

    8. Develop and implement a plan that helps establish LBCC as the “community college of choice” for minority – especially Hispanic – students. 

    9. Develop and implement a Business Model for Enterprise Programs that ensures profitability for current programs and incentivizes the development of future programs in support of the educational purposes of the college.

    10. Develop and implement a Business Model for Community Education that results in both a clearer focus on meeting community needs and in approximating self-support (or even generating revenue support for credit programs) 

    11. Develop and implement a comprehensive Tuition and Fees Philosophy and Model that more accurately and transparently connects total/real student cost with program cost and the anticipated capacity for graduates of their respective program to recoup that cost. 

    12. Develop and implement a Capital Campaign that provides an increasing amount of operating resources for the college; eventually up to 10% of the college’s general operating budget